MEDU-201: Concepts and Principles of Learning in Medicine 3 (2, 0, 2)
Prerequisite: Phase I
Course duration and credits: 3 weeks - 3 (2, 0, 2)
يشتمل المقرر على مقدمات في مبادئ التعليم الطبي، يحتوي على أهداف
عامة، وأهداف خاصة تتناول تعريف الطالب بأسس التعليم والتعلم عامة، وطرق التعليم
المستخدمة في الكلية، مع التركيز على الوسائل الفعالة في التعليم مثل المشاركة
الإيجابية في وضع الأهداف وممارسة النقاش، ومهارات الاتصال، وطرق الحصول على المعلومة الصحية توصيل المعلومة
بوسائل الإيضاح المناسبة.
Rational:
There
is a growing reform in methods of learning and teaching to conform to high
quality standards. With an explosive overflow of knowledge that is generated by
the continuous progress in information technology, the need for capable and
highly effective ways of acquiring, updating and retrieving knowledge becomes
imperative. Herein then emerges the value of problem solving as a cognitive
method that represents the utmost attainable standard in learning.
Particularly
in medical institutions, self directed learning and problem solving abilities
lend themselves to development of lifelong learning
To
promote these skills at an early stage, early exposure to the acquisition and
practice of inquiry, group interaction and efficient exchange of information
should be made and practiced in a proper educational environment.
The
aim of this course is to provide students with the basic knowledge &
behavioral skills enabling them to proceed smoothly and pursue their learning effectively
in their new system of education in the College.
General objectives:
By the end of this course students are expected to:
- Be aware of their responsibility in learning and become motivated and willing to be self-learners.
- Understand the problem-solving environment of the College (basic definitions and components of the adopted educational policy, learning through small groups, integrating basic & clinical sciences, making optimum utilization of available instructional resources and critically appraising learning materials and methods).
- Acquire the skills of mutual interactive communication in the class and the skills of seeking relevant information from different reference resources and learning through small groups.
- Develop positive attitudes towards the learning process in general (and independent, self-directed learning in particular) and towards peers/colleagues and the society.
- Build up effective study habits to accommodate information overflow and utilization of affordable resources.
Specific objectives
By the end of this course students are expected to:
- Define learning and describe the differences between adult and young learning.
- Define problem based learning (PBL) and outline its merits.
- State the differences between PBL and traditional learning.
- Define problem solving method of learning.
- Define self-directed learning and state its different aspects.
- Given a problem within a small group, follow the steps of problem solving: ‘the seven jumps’.
- Explain the role of the student and the role of tutor in PBL.
- Outline the behaviors that promote group dynamics and those that undermine them
- Mention the pros and cons of different instructional formats and different, commonly used methods of student assessment and program evaluation.
- Briefly outline the history of Arab and Islamic contribution to medicine
- Perform with reasonable accuracy a computer search using a generic browser or meta search tool for a common term or abbreviation usable in learning, e.g. learning, behavior, skill or PBL
- Gather relevant references ‘textbooks, atlases, chapters, pages and titles’ over a certain topic of interest, utilizing the library & available personnel
- Define leadership and show its relation to management.
- Outline leadership styles and show their importance as applied to the medical field.
- Describe the health system, health services and priority health problems in Saudi Arabia,
- Write a brief scientific report on a given topic conforming with a certain form including introduction, goals, methods, summary and conclusions showing real, individual effort both in selection and understanding of the given theme.
- Describe briefly the role of practical laboratory skills & museums in clarifying and emphasizing applied concepts in the various biomedical sciences.
- Name the commonly used laboratory microbiological equipment
Evaluation Methods: (Follows to the
general assessment method for Phase II)
Continuous
Assessment 60%
Final Examination 40%
Reading List:
1)
Barrows
H.: Problem Based Learning applied to Medical Education, 2000. Published
by Southern Illinois
University School
of Medicine, Springfield, USA. Revised ed.
2)
Medical
Education Resources in the Internet:
a.
http://ldt.stanford.edu/~jeepark/PBL/individual.htm
(Sites of Samford PBL Initiative: problem based learning, self directed
learning, problem solving skills and more).
b.
http://meds.queensu.ca/medicine/pbl/pblhome.htm
(Queen Medical School, Canada), students responsibilities
in PBL
c.
http://www-fhs.mcmaster.ca/mhsi/problem-.htm
(at Mc Master, Canada)
GRTH-202: Growth and Development 5(2,
0, 6)
Prerequisites: Medical education Block
Duration
(weeks and credits): 5 Weeks - 5 (2, 0, 6)
يشتمل مقرر النمو والتطور، و
يحتوي على أهداف عامة، وأهداف خاصة تتناول تعريف الطالب بأعضاء الرجل والمرأة
المعنية بالتكاثر، وعمليات التبويض، وتكوين النطاف، والإخصاب، والغرس، والنمو داخل
جدار الرحم، والتمايز بين الأنسجة، ومراحل التخلق، وتمام النمو، والولادة، والنمو
بعد الولادة، ومعالم التطور الطبيعي خلال الرضاع والطفولة قبل المدرسة، وعمر
المدرسة، والبلوغ، وتمام النضج، والكهولة، والشيخوخة، وتقدم العمر، وأرذله. هذا
إضافة إلى أي خلل يؤدي إلى تعطل أو فرط النمو الجسمي، الجنسي، أو العقلي، والعاهات
الناتجة عن ذلك، وتدبيرها، والوقاية منها.
Rationale
This
block is placed early in the curriculum so as to give the students an overview
of the different phases of human life. The students learn about the stages starting at the very beginning with
gametogenesis, fertilization and
implantation and then the different teaching/ learning activities will help
them acquire knowledge about early embryological development and fetal growth,
then infancy, childhood, adolescence, adulthood and finally about old age. Students become familiar with the special
features of all these stages and also gain knowledge about the role of health
care providers at the different phases of human life in accordance to the
specific needs of each phase.
This block is planned to
facilitate learning about the process of fertilization, embryological
development, intrauterine growth and the physiology of pregnancy. Knowledge
will also be acquired about the growth and development during infancy and early
childhood, with special emphasis on nutrition and immunization. It is also an
aim of this block to guide the students towards the adolescent period and make
them learn about physical, psychological and hormonal changes occurring during
this phase. An integral part of this block is to make the students realize and
gain knowledge about the health needs of the elderly in society and the
provision of health care facilities for them.
It is planned to achieve
these objectives through the different problems submitted in this block book
and tutorials augmented by lab skills and clinical skills tutorials in addition
to student interactions with the subject specialists. The students will also
visit health centers and get acquainted with the health care delivery system
with reference to antenatal care, pediatric care, immunization and also
geriatric care.
General objectives
By the end of this
course students are expected to:
1.
Learn
about the male and female organs of reproduction.
2.
Understand
mitosis, meiosis and in extension gametogenesis in males and females.
3.
Acquire
knowledge about fertilization, implantation and organogenesis.
4.
Understand
the physiology
of pregnancy and lactation and the importance and methods of antenatal, natal
and postnatal care.
5.
Elucidate
the different stages of intrauterine growth.
6.
Be cognizant with
the developmental stages and milestones in early childhood and health care
provision for infants and children under five years of age.
7.
Be acquainted with
the changes and required care during puberty and adolescence.
8.
Understand the
process of ageing, its associated complications and the health care needs of
the elderly.
Specific
objectives
The students, after completion of this block, should
be able to:
1.
Describe the male
and female organs of reproduction.
2.
Draw the
histological features of male and female gonads.
3.
Describe the steps
of mitosis and meiosis.
4.
Describe the
structural features of DNA and list its replicative steps.
5.
List the steps of
protein synthesis.
6.
Explain the
process of oogenesis in females and list the hormones controlling it.
7.
Explain the
process of spermatogenesis in males and list the hormones controlling it
8.
Draw and explain
the structures of male and female gametes.
9.
Explain the
process of fertilization and cleavage.
10. Describe the endometrium, its regular shedding and hormonal control of
menstruation.
11. Define terms like, menarche, menstruation and menopause.
12. Describe how the endometrium cyclically prepares for implantation of
the conceptus.
13. List the different sites of implantation along with the most common
site.
14. Explain the formation of placenta.
15. List the different sites of placental implantation.
16. List the functions of the placenta.
17. List the components of gestational sac.
18. Outline the formation of the fetal membranes and the placenta.
19. Explain the developmental changes occurring in the first week of
pregnancy.
20. Explain the developmental changes occurring in the second week of
pregnancy.
21. Explain the developmental changes occurring in the third week of
pregnancy.
22. List the changes occurring during the fetal period.
23. List the physiological changes occurring in pregnancy.
24. List the maternal changes during pregnancy.
25. List the special calorie requirement and the
dietary supplements for the pregnant mothers.
26. Explain the development of breast as a gland,
the secretion transport, and expression of breast milk along with the hormonal
control of these phenomena.
27. List the components of breast milk.
28. Explain the superiority of breast milk over
formula milk.
29. List the developmental stages in early childhood,
30. List the different milestones and the ages at
which they are normally reached.
31. Describe the dentition and ossification of
bones.
32. Define ossification centers and list them.
33. Draw the structure of the tooth.
34. Explain the dental formula for deciduous teeth.
35. Define weaning, list the
different weaning foods.
36. List the different dietary needs of growing children and the
supplements required at this stage
.
37. Define immunization and explain its protective
role in preventing the incidence of vaccine preventable childhood diseases.
38. List the different vaccines given to children.
39. Explain the EPI schedule for vaccination.
40. Explain the vaccination during pregnancy, names
and their role.
41. List the physical and psychological changes
during puberty and adolescence and explain the hormonal basis of these changes.
42. Suggest appropriate methods for handling
problems resulting from these changes at the family and health care levels.
43. Explain the process of ageing.
44. List the degenerative changes occurring during
the process of ageing.
45. Explain the special health care needs of the
elderly.
46. Outline the ante-natal care program.
47. Describe the pediatric health care system.
48. Describe the methods of monitoring growth in
early childhood.
49. List the causes of congenital malformations and
suggest counseling methods on how to prevent the most common ones.
50. List a few common congenital malformations with
causes.
Evaluation Methods:
Continuous
Assessment 60%
Final Examination 40%
Reading list:
- Clinical Anatomy for medical students by Richard S. Snell .
- Wheater’s functional histology.
- Before we are born by More & Parsaud.
- Langman’s medical Embryology.
- Guyton A.C. Textbook of Medical Physiology.
- Review of Physiology by Ganong.
- Review of biochemistry by Harper.
- Lippincott’s Pharmacology.
- Kumar, Cotran & Robbins: Basic pathology.
- Warren Levingsow and Ernest Gawetz: Medical Microbiology and Immunology.
ENV- 203: Man, his
Environment and metabolism 7
(3, 0, 8)
Prerequisites: MEDU-201
Duration (weeks) &
(credits): 7 weeks, 7 credit hours (3, 0, 8)
يشتمل المقرر على منهج الإنسان وبيئته، يحتوي على أهداف عامة، وأهداف
خاصة تتناول تعريف الطالب بأسس البيئة التي بداخل الإنسان، وتلك التى تحيط به،
والتفاعلات القائمة بين البيئتين، وما يلزم ذلك من قوانين ضابطة تختص بوظائف
الأعضاء، ووسائل حماية تتغير باستمرار، وظروف بيئية خارجية متقلبة تتطلب ردود فعل
وظيفية محددة، وفي غياب الآليات الضابطة، والردود المناسبة، والحماية الواجبة ينشأ
المرض.
يشتمل المقرر على منهج جهاز الغدد الصم وعمليات الأيض ، ومشكلاتها،
وتتناول الأهداف تعريف الطالب بتشريح الغدد الصم، وتطورها، وإفرازاتها من
الهرمونات، ووظائف تلك الهرمونات، والعلل الناتجة عن نقصان أو فرط انتاجها،
وتشخيصها وتدبيرها. كما تتناول عمليات الأيض الطبيعية في الأصحاء، وغير الطبيعية
عند اختلالها بسبب المرض مثل الداء السكري، وغيره. وتشخيصها وتدبيرها، ووقاية
الفرد والمجتمع منها.
Rationale
Humans both affect their environment and are affected by
their environment. Throughout history, humans have
changed their environment through hunting, farming, mining, and bringing
invasive species with
them as they traveled to new lands.
Humans
are also affected by the environment in numerous ways. The availability of
nutrients, for example, from the local environment affects the physiological
characteristics of humans. Improved nutrition has contributed to increased
height prevalent in developed countries. Similarly the milieu intereur,
or the internal environment, of the human body is affected continuously by the
external environment whether at home or at work. All the body systems are
working in harmony to achieve homeostasis which enables the individual to lead
a disease free life.
Advances
in health, sanitation, and nutrition have more than doubled longevity
worldwide. Although the major causes of death (eg. cholera, tuberculosis,
malaria, plague and measles) have been largely eliminated as serious threats in
industrialized nations, influenza, HIV-AIDS, diarrheal diseases, tuberculosis,
measles, and malaria still remain the primary killers in Africa
and other developing countries. Many of these diseases are related to poor
environmental conditions and practices, including land and water use.
Water-borne diseases are estimated to cause 5 million deaths a year,
particularly affecting children and the elderly. Schistosomiasis is believed to
have arisen in the last few decades because of irrigation practices in hot
climates.
Environmental
health researchers are also investigating why individuals vary in their
susceptibility to toxins and infectious agents. Rapidly growing knowledge in
the genetic sciences is providing new insight into the interaction between
genetic characteristics and environmental factors.
Man
cannot be separated from his environment. His mental state is closely linked
with his surroundings, physical, biological and social and the extent of his
adaptation to these surroundings.
Protein,
carbohydrates, and lipid metabolism have anabolic and catabolic pathways, which
depend upon hormones, vitamins, minerals, enzymes and coenzymes. These pathways
are interrelated in various situations. Inborn errors of metabolism, various
metabolic disorders and vitamin deficiencies constitute an important part of
clinical practice.
This
block deals with the study of man in relation to his environment, both internal
and external, and the interaction between him and this environment as well as
the study of the conditions and diseases associated with this interaction. It
also deals with the study of his metabolism and the various mechanisms,
diseases and disorders associated with it.
General objectives
By the end of this
course students are expected to:
1.
Describe the internal
environment, homeostasis, fluid- electrolyte balance and acid-base balance.
2.
Recognize
under the microscope the biological membranes: structure, composition &
functions.
3.
Describe
the structural and functional organization of the gastrointestinal tract.
4.
Explain the body fluid
compartments, their composition and functions and buffers and buffering
mechanisms.
5.
Describe the structural and functional organization
of the nervous system.
6.
Explain the causative factors of
diarrhea and the impact of gastroenteritis on the individual, his family and
community.
7.
Describe the effects of hot and
cold environment on human beings and the body’s ability to adapt to it.
8.
Describe acclimatization to high
altitude, deep sea diving and other hyperbaric conditions.
9.
Describe ecological perspectives
in human-environment relationship and health consequences of exposure to a
variety of potential hazards (physical, chemical and biological) in the environment.
10. Describe
the agent-host-environment triad on disease occurrence, the transmission of
disease & the incubation & latent period.
11. Explain
the biological spectrum of disease & pollution of the external environment.
12. Describe
the effects of external environment on endemic, epidemic & pandemic
diseases, in addition to investigation of an epidemic & distribution &
frequency of diseases.
13. List
the investigations & understand the management of epidemics & levels of
prevention of disease
14. Explain different pathways and cycles in
carbohydrate metabolism.
15. Describe the process of lipolysis.
16. Describe cholesterol synthesis and its
derivatives.
17. Innumerate different pathways for aminoacid
metabolism.
18. Explain mechanism by which body generates
energy from diet and fuel stores.
19. Define vitamins and coenzymes and explain their
role in metabolism.
20. Describe mineral homeostasis and its
significance.
21. Explain the interrelationship of various
metabolic pathways under starvation /feed situations.
22. Innumerate the investigations to assess
normal/abnormal metabolic conditions.
23. Outline a plan for primary and secondary
prevention of health problems related to metabolic disorders.
Specific
objectives
By the end of this course students are expected to:
1. Name the types of cells of the human body.
2. Describe the cell as a structural and
functional unit of the body.
3. Describe the basic & electron microscopic
structure of the cell membrane.
4. Explain the importance of proteins and
phospholipids in the cell membrane.
5. Explain all the transport systems across cell
membrane, the lipid bilayer and the protein channels.
6. Describe diffusion, facilitated diffusion,
primary and secondary active transport, co-transport and counter transport with
examples.
7. Recognize under the microscope the cell
organelles.
8. Describe the structure and functions of each
cell organelle.
9. List and explain the overall cell functions
(special functions) like pinocytosis and phagocytosis.
10. Define membrane potentials and explain the
basic principles and origin of membrane potentials.
11. Define action potential and describe the stages
of action potential.
12. Explain the ionic changes across cell membranes
in development of action potentials.
13. Describe the sodium potassium voltage gated
channels.
14. Explain the propagation of action potential.
15. Explain conduction velocity.
16. Perform experiments to calculate conduction
velocity of nerves.
17. Define and explain homeostasis and its
mechanisms - neural, endocrine, neuroendocrine and enzymatic.
18. Describe constancy or stability (in narrow
range) of composition of body fluids – osmolarity, viscosity, pH, pressure,
temperature & volume.
19. Explain the neural mechanism – concept of
receptors, molecular and sensory.
20. Describe role of hypothalamus – thermoreceptors
(body temperature), glucoreceptors (hunger and food intake), osmoreceptors
(volume, osmolarity, water intake and thirst) and chemoreceptors (oxygen,
carbon dioxide and pH).
21. Describe the sinoaortic mechanism –
baroreceptors for BP and chemoreceptors for respiration.
22. Explain the neuroendocrine mechanism –
osmoreceptors (ADH).
23. Explain the negative and positive feedback
mechanisms.
24. List the various body fluid compartments.
25. Define Intracellular Fluid, Extracellular
Fluid, extravascular, intravascular, interstitial, transcellular and lymphatic
fluids and their volumes.
26. Enumerate the functions of body fluids –
transport of nutrients, respiratory gases, hormones, enzymes and waste
products.
27. Describe the principles of concentration
gradient, water soluble and lipid soluble substances, cell size, defense and
28. Exchange of substances.
29. Explain the hydrostatic pressure – colloid and
crystalloid osmotic pressures and their importance in kidney, lung and other
tissues.
30. Explain the electrical charges, biopotentials
and metabolic activity.
31. Describe the features of physical regulation –
fluid shift, and renal filtration.
32. Perform determination of albumin, inulin for
different compartments – ICF and ECF.
33. Define terminologies of abnormal conditions
like dehydration, hypernatremia and hyperkalemia.
34. Explain effect of heat and heat exhaustion.
35. Describe adaptation to cold environment and
adaptive changes in body upon prolonged exposure to extreme cold.
36. Explain effects of low oxygen pressure on the
body.
37. Explain process of acclimatization to low
partial pressure of oxygen.
38. Define acids and bases, pH, acidity of a
solution.
39. Explain the Henderon-Hasselbach equation,
disturbances in acid base balance, classification of acid base disturbance and
anion gap.
40. Describe the buffers and buffer mechanisms in
the body.
41. Describe the general plan of GIT and enumerate
the functional role of each part and basic structure and functional
relationship of all organs.
42. Explain the basic histological structures
particularly cells of various types comprising the glands.
43. Identify, under the microscope, and explain the
basic histological layers of GIT – mucosa, submucosa, muscularis and serosa.
44. Define the normal bacterial flora.
45. Describe the barrier and tissue immunity.
46. Define the functions of skin & describe its
structure.
47. Describe the function of GIT in relation to
homeostasis.
48. Describe nutrition – Digestion, Absorption –
Motor functions of GIT (BER, Peristalsis, Chopping, Haustrations etc).
49. Explain role of GIT in fluid balance, acid base
regulation and defense.
50. Describe the liver and liver functions.
51. Describe the causative factors of diarrhea -
socioeconomic, community and environmental.
52.
Explain the different types of diarrhea.
53. Outline the treatment of diarrhea including
fluid therapy: ORT.
54. Explain specific treatment, symptomatic
treatment – antimotility, adsorbent, absorbent and antispasmodics.
55. Describe drug distribution in different body
compartments and redistribution.
56. Describe the general and functional
organization of nervous system.
57. Define sensory receptors, sensory pathways and
the general plan of ANS and functional levels of CNS.
58. Explain its role in homeostasis: response to
external environment, various types of cutaneous receptors, reflex responses
for defense & posture, role of olfaction & gestation in nutrition, sex
behaviour & defense, vision & audition, in equilibrium & speech,
communication with environment.
59. Define Autonomic Nervous System and explain its
functions.
60. Explain response of ANS to internal
environment, baro-, chemo-, osmo- & thermo-receptors, various visceral
reflexes & their role in homeostasis and limbic system in relation to
emotional responses.
61. Describe the hypothalamus and its role in
homeostasis of temperature, osmolarity, fluid volume and fluid intake.
62. Explain positive & negative mechanism of
hormonal secretion.
63. Describe mechanism of transmission of disease.
64. Define horizontal transmission: human to human
– direct contact, indirect contact, nonhuman to human – soil, water sources,
animal, directly, Via insect vector, environment.
65. Define vertical transmission.
66. Describe the agent host environment triad &
relation to disease occurrence.
67. Explain disease transmission, incubation &
latent periods.
68. Explain role of environment in disease
occurrence (endemic, epidemic & pandemic), distribution & frequency of
disease.
69. Describe investigation & management of
epidemics & levels of disease prevention.
70. Describe methods of epidemiological research.
71. Explain methodology, construction &
interpretation of epidemic curve.
72. Explain the relationship of occupation and its
effect on health using work environment of hospital, cement and agriculture
industry for illustration.
73. Describe effects of oil spills and
environmental pollution caused by industrial smoke on entire cities and
communities.
74. Describe working in oil refineries and related
industry as an occupational hazard.
75. Define
metabolism and explain what it means giving examples.
76. List steps of glycolysis and its regulation.
77. List steps of TCA cycle and its regulation. Explain
its amphibolic nature.
78. List the differences between aerobic and
anaerobic type of glycolysis.
79. List the sources of pyruvate and its fate.
80. List the steps of conversion of pyruvate to
acetyle CoA.
81. Describe various steps of glycogenesis and
glycogenolysis and .explain their regulation.
82. Define and describe gluconeogenesis and explain
its importance.
83. Describe electron transport and energy
metabolism.
84. List the components of electron transport
chain.
85. Outline the sources and fate of NADPH+ and
FADH2
86. List the steps of oxidative phosphorylation.
87. List the sources of acetyle CoA. and its fate.
88. Define and describe lipolysis.
89. Describe cholesterol metabolism and derivatives
of cholesterol.
90. Define transamination and deamination with
examples.
91. Outline the metabolism of aliphatic, aromatic
and sulfur containing aminoacids
92. Describe various derivatives of tyrosine and
their synthesis.
93. List steps of purine and pyramidine metabolism.
94. Outline the integration of metabolism.
95. Presented with a problem on malnutrition (real
or simulated patient or case of obesity, Kwashiorkor or marasmus), identify the
problem, explain aetiology and underlying mechanisms and outline management
including health promotion and prevention.
96. Define and classify vitamins.
97. List water soluble vitamins.
98. Explain the nature of co-enzymes, their
biochemical role and deficiency disorders.
99. List fat soluble vitamins, their biochemical
functions and deficiency conditions.
100.
Describe
mineral homeostasis and its significance.
101.
Define
common inborn errors of metabolism, classify them, and describe their signs and
symptoms.
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