General Chemistry

CHEM-105 General Chemistry           

Course Outline:

General concepts, chemical calculations, molecular weight and chemical reactions in aqueous solutions, energy and its transformation, chemical bonds and chemical reactions and the cyclic table, thermal chemistry, properties of substances and attraction forces between molecules, physical properties of solutions, chemical equilibrium and neutralization of acids and alkalis in aqueous solutions, chemical mobility.

By the end of this course, student should be able to: 

- Describe the atomic structure and define atomic number, mass number and isotopes

- Define chemical bonding and mentioning its types

- Explain the properties of double bond union and hydrogen bond

- Mention types of chemical reactions and defining reversible and irreversible reaction rates

- Define mole, molar mass describing molality and molarity

- Calculate formulas equivalents, molecular weights, equivalent weight and molar number 

- Define oxidation, reduction, and describe oxidation reduction reactions

- Define metabolism, anabolism and catabolism

- Mention types of solutions, defining solution and solubility

- Define acids, alkalis, neutralization and explain acid alkali bonding and define pH and its calculation

- Define buffers and mention their types

- Define energy activation and endothermal and exothermal reactions

- Illustrate the types of chemical equilibrium and the reactions that affect them and define state of equilibrium

Teaching Methods:

            Lectures

            Discussion rounds

            Practical lessons

Evaluation Means:

            Semester Examination:     Written and Practical 40%

            Final Examination:             Written and Practical 60%

Reading List:

-          General Chemistry. Ebbing DD

-          General Chemistry. Hill j et al

 CHEM-106 Organic Chemistry             2(2, 0, 0)

Prerequisite: ------

Course Outline:

Chemical structure and bonding, classification of aliphatic and aromatic hydrocarbons and their properties and reactions, organic halides, alcohols, ethers, and phenols, aldehydes, ketones, amines and acids and their derivatives, fats, carbohydrates and proteins.

By the end of this course student should be able to:

• Define hydrocarbons and their classification; describe aliphatic and non aliphatic ones and their nomenclature and functional groups
• Describe types of definite similarity and explain mechanisms of different organic reactions

Describe reactions of deletion, addition and substitution

• Define alkenes, alkynes, alkynes and their uses, mentioning their physical and chemical properties
• Define methane, ethylene, and acetylene and mention their properties
• Define aromatic compounds, describe benzene structure and mention their physical and chemical properties
• Define alkyl halides, ether and alcohol and their classification and their physical and chemical properties
• Define carbonyl compounds, their classification, properties and mention their chemical and physical properties
• Define aldehyde and acetone mentioning their physical & chemical properties
• Define carbohydrates and their classification; describe glucose, disaccharides and polysaccharides giving examples
• Show the uses of carbohydrates
• Define fats, classification and their uses
• List essential fatty acids and phospholipids and their functions
• Describe cholesterol structure and mention its functions
• Define protein and amino acids, their classification and properties
• Define nucleic acids and describe nitrogenous base structure
• Define enzyme, coenzyme and vitamin

Teaching Methods:

            Lectures

            Discussion rounds

            Practical lessons

Evaluation Means:

            Semester Examination:          Written and Practical 40%

            Final Examination:                 Written and Practical 60%

Reading List:

• Mc Murray. Organic Chemistry
• Wade L. Organic Chemistry
• Brabson D. Introductory Organic and Biochemistry Experiments for students in Health Professions

 SOCI-107: Introduction to Psychosocial Science and Communication Skills  2(2, 0, 0)

Course Outline:

Principles and concepts of sociology, society and social phenomena and components of the social construction, interpretation of health and disease problems within the social domain, role of sociologist in the medical field, relations of disease to childhood, aging and environment, health education and reducing community disorders especially narcotic addiction, perverted behaviors, nature of psychological and mental illnesses and integration of their diagnostic, therapeutic and spiritual bases, social and psychological role of the specialist in medical organizations and the society.

By the end of this course student should be able to:

• Defining society and describing social phenomena and showing components of the social construction
• Describe the effect of disease and health problems on the society
• Explain the relation of disease to childhood, aging and environment
• Demonstrate the role of the social specialist in health education and combating community disorders
• Define narcotic and its types and negative effects on society and individual
• Define psychology and nature of psychological illnesses and integration of the diagnostic bases of spiritual and corporeal diseases 
• Explain the role of the social and psychological specialist in hospitals and other health foundations
• Understand the basics of effective communication.
• Understand the difference between verbal and non – verbal communication cues.
• Practice good questioning skills.
• Practice active listening skills.
• Practice effective responding and explaining skills.
• Recognize the barriers of communication.
• Identify the common types of communication in health professions field.
• Explore the attitudes, behavior and strategies that help students communicate effectively.
• Notice when a conversation is starting to go off track, and strengthen skills for politely and quickly getting back on track.
• Increase trust that others will solve problems intelligently, make well considered decisions, and express their ideas confidently, clearly and directly.
• Acquire powerful negotiation skills to influence and persuade others toward shared goals; result in increased cooperation and collaboration.
• Learn tools to get beyond differences

Teaching Methods:

            Lectures

            Discussion rounds     

Evaluation Means:

            Semester Examination:          Written 40%

            Final Examination:                 Written 60%

Reading List:

• Society and Culture.  Stafford C. and Furze B.
• Chambers HE. Effective Communication Skills for Technical and Scientific Professionals.

ENGL-032: English Language-II               6(4, 0, 4)

Prerequisite: ENGL-121

Course Outline:

Principles of composition and structuring general English sentences, general writing skills, General practical applications of English writing, English structure of sentences of medical study and practice, promoting report writing skills, general listening skills, promoting listening skills of general scientific and medical lectures,

By the end of this course student should be able to:

• Deduce specific information from different lectures in English language
• Analyzing of information presented in lectures and effectively summarizing them in English
• Attaining advanced level of auditory comprehension in medical topics in English
• Overcoming difficulty in understanding different pronunciation
• Showing writing skills including spelling, enumeration, capital letters
• Showing sentence building skills and phrasing in describing and defining, classifying, comparing and variegating
• Showing skill in writing medical reports in English

Teaching Methods:

            Lectures

            Discussion rounds     

Evaluation Means:

            Semester Examination:          Written 40%

            Final Examination:                 Written 60%

Reading List:

• The Language of Medicine in English, Rev. Ed. Ethel & Martin Tiersky.

BIOL-106: Human Biology           4 (3, 0, 2)

Course Outline:

Microscopy and tissue preparation methods, staining, cell structure, organelle function, cell division, nucleic acids, cellular genetics, Mendelian genetics, Principles of embryology, main human tissues, principles of anatomy of systems of human body and its physiology, introduction to primitive cells, bacteria, parasites and viruses.

By the end of this course student should be able to:

• Define normal cell describe its components and nuclear contents and organelles and their functions
• Define mitotic & meiotic cell division, and mention stages of each and aspects of similarity and dissimilarity
• Mention types of nucleic acids, their sites in the cell and their functions
• Describe how DNA is replicated and its relation to genes and RNA cloning, translation in protein manufacture
• Define Mendel Law and its applications
• Define gametogenesis and the basis of fertilization
• Zygotogenesis and embryogenesis and formation of the three embryological layers
• Mention the basic anatomical terms and the main anatomical features of human body especially musculoskeletal, digestive, respiratory systems.
• Demonstrate the physiological basis for the nervous and endocrine systems
• Define bacterium, virus and parasite, showing the basis of classifying each and giving example for diseases caused by each of them

Teaching Methods:

            Lectures

            Discussion rounds     

            Practical lessons

Evaluation Means:

            Semester Examination:          Written and practical 40%

            Final Examination:                 Written and practical 60%

Reading List:

• Human Biology. Mader Sylvia
• Human Biology. Chiras DD

 
Phase II. Basic Medical Sciences

Phase 2: Organ System Phase: medical years 1, 2 & 3 (semesters 3 to 8)

Organization

The Organ system phase, after an introduction to the principles of medical education,   addresses the concepts and principles in the field of medicine and their application in an integrated manner. The main aim of the phase is for students to explain the basic mechanisms of common health problems in terms of structure, function, pathogenesis and the psychosocial, ethical and cultural dimensions. They are also expected to interpret data and diagnose some of these problems. Although management is partly addressed with details of drug treatment, the major part of it is deferred to the clerkship period.

The block system is a form of concentrated study where students and faculty focus on the block that is on at the time. The blocks follow in sequence one after the other.  In each block a variety of teaching/learning methods are used with emphasis on problem-based learning (PBL). Students are trained, not only on campus (including basic science labs and skillslab), but also in health facility/community-based settings. For the latter there is, in addition, an optional course of four weeks where students are assigned each to one of these facilities ( usually a small hospital or health centre) to perform predefined tasks/skills in a logbook and submit a short report.

There are two courses (Health and Illness in the Community and Professional Skills) which run longitudinally over the three years (2 credit hours each for 6 semesters) in addition to a university required course (Islamic Studies) (2 credit hours for the first four semesters of the phase).

In Professional Skills students are trained initially in the skillslab to acquire the basic clinical skills at an early stage of the program before application and training on real patients.

The Health and Illness in the Community is a community-based education (CBE) program conducted in health centers in close collaboration with Al-Jouf Health System (Continuing Education Centre of the PHC Directorate).

The block/course booklet

Each of these blocks has a booklet containing the required details for students and faculty along the following format:

1. Course title, symbol and no.
2. Duration (credit hours)
3. Coordinator, co-coordinator and student coordinator
4. Responsible multidisciplinary group (MDG)
5. Intended students
6. Prerequisites
7. Rationale/Justification
8. Objectives especially specific instructional objectives (SIOs)
9. Education strategies and methods( and detailed timetable)
10. Evaluation and assessment methods
11. Required resources
12. References and other learning materials

The block booklet after final preparation as such by the MDG is handed to each student in the first session of the block/ module and it is the responsibility of the student to realize the objectives irrespective of the education activities offered in the block as these objectives represent the minimum required competencies for the block.

Problem–Based Learning (PBL)

The block/course MDG selects the problems for PBL according to defined selection criteria:

1. Common or  serious (high mortality);
2. Preventable/treatable;
3. Holistic/integrated;
4. Compatible (appropriate for level);
5. Clinically current and motivating. 

Each problem is assigned to a problem coordinator (a coordinator may be responsible for more than one problem). The problem coordinator meets with the resource people to decide on the specific objectives of the problem. The problem is then written according to a certain format and peer reviewed and or edited by an education expert.

In each semester the students are divided into small groups of 8-12 students. A tutor is assigned to each group to facilitate the learning process. Each week the students go through one problem, which constitutes the focus of learning for the week.

Evaluation and Assessment in Phase 2 (the organ systems phase)

The assessment follows the course unit system and is based on the various blocks in the semester. This method is applied in all Phase II courses. The final marks for the block are composed of a continuous assessment portion of 60% and a final assessment of 40%.

Both formative and summative evaluation are in practice. For the former certain forms and questionnaires are completed by concerned faculty and students respectively on the problems, seminars and lectures. Students are also asked to rate faculty and evaluate the programs through completing questionnaires and through open discussion sessions. There are in addition some mid-course/block tests.

For summative evaluation, a variety of methods are used for written exams: mini-problem short essays, multiple choice questions (one-best-answer type) and structured- short- answer questions.

Oral exam is also applied for Multisystem and Therapeutic Block. The Oral Structural Practical Exam (OSPE) is mean of evaluation for oral evaluation in practical exams.