Institution:  Tabuk University                          

College/Department:  College of Medicine  / 

Departments of Pathology, Microbiology, Pharmacology, and Biochemistry

1.  Course title and code: Abnormal Human Morphology (AHM) I – Code: AHM 205

Abnormal Human Morphology (AHM) II – Code: AHM 206

2.  Credit hour:  AHM I:  6 CHs  AHM II: 6 CHs

3.  Program(s) in which the course is offered.

(If general elective available in many programs indicate this rather than list programs)

     -  AHM I:  Department of Microbiology – Department of Pharmacology

      -  AHM II: Department of Pathology – Department of Biochemistry

4.  Name of faculty member responsible for the course

- AHM I: Department of Microbiology: Dr. Amgad Ezzat

Department of Pharmacology: Dr. Thomas Anyan

- AHM II: Department of Pathology: Prof. Magdy ElShamy, Dr Walid, Dr Ramiz, & Dr Ayman

Department of Biochemistry: Dr Khalid Hussein

5.  Level/year at which this course is offered

 Phase II: 2nd Year

6.  Pre-requisites for this course (if any)

- Normal Human Morphology I: General Anatomy and Physiology – Code: NHM 201

- Normal Human Morphology II: General Biochemistry – Code: NHM 202

7.Co-requisites for this course (if any)

 None

8.  Location if not on main campus

1.  Summary of the main learning outcomes for students enrolled in the course.

·         Acquisition of knowledge by learning new theories, concepts, and analytical procedures in basic science

·          Cognitive skills through thinking and problem solving.

·         Student becomes responsible for their own learning through solutions of assignments and time management. 

2.  Briefly describe any plans for developing and improving the course that are being implemented.  (eg increased use of IT or web based reference material,  changes in content as a result of new research in the field)

·            The course contents will be periodically reviewed by the instructors and the Undergraduate Committee to include new materials of relevance and improved teaching method.

C.  Course Description  (Note:  General description in the form to be used for the Bulletin or Handbook should be attached)

1 Topics to be Covered

List of Topics

No of

Weeks

Contacthours

1- General Pathology

15

85

2- Medical Microbiology (Bacteriology,  Rickettsia, Mycoplasma,Virology)

15

71

3- Clinical Pharmacology

15

41

4- Clinical Biochemistry

15

17

2. Course components (total contact hours per semester):                        

Lecture:

Tutorial:

Laboratory/ Practical

SDL

Other:

Pathology

31hrs

12 hrs

30 hrs

12 hrs

Microbiology

45 hrs

-----

26 hrs

-------

Pharmacology

29 hrs

12 hrs

-----

-------

Biochemistry

9 hrs

------

8 hrs

-------

3. Additional private study/learning hours expected for students per week. (This should be an average: for the semester not a specific requirement in each week)

4. Development of Learning Outcomes in Domains of Learning 

For each of the domains of learning shown below indicate:

·         A brief summary of the knowledge or skill the course is intended to develop;

·         A description of the teaching strategies to be used in the course to develop that knowledge or skill;

·         The methods of student assessment to be used in the course to evaluate learning outcomes in the domain concerned.

a.  Knowledge 

(i)  Description of the knowledge to be acquired

·         New theories and concepts of the studied subjects.

·         Analytical procedures for identification, discussion and interpretation of different items

·         Analytical reasoning for diagnosis

(ii)  Teaching strategies to be used to develop that knowledge

·          Structured course materials delivered through a sequential delivery of lectures, with an

             introductory lecture focusing on the significance of the course

·          Interactive learning process through questions and answers in class.

·          Tutorials to help students to understand the course materials and solve problems.

·          Self-Directed Learning (SDL): Independent learning activities

(iii)  Methods of assessment of knowledge acquired

·         Multiple-Choice Questions (MCQs) Exams (case scenarios) are used to assess the acquired knowledge of the subject.

·         Short quizzes at the end of each topic are used to evaluate the student understanding.

·         Practical exam (OSPE): to assess certain transferable skills during the course according to the objectives of the subject.

b.  Cognitive Skills

(i)  Description of cognitive skills to be developed

·          Students will be able to apply the fundamentals and the knowledge that they have learnt in this course in solving clinical problems given as case scenarios in the MCQs

 For a given clinical problem, they should be able to identify the etiology, complications, or the characteristic features or use analytical reasoning to find the possible diagnosis.

(ii)  Teaching strategies to be used to develop these cognitive skills

·         Lectures are followed by numerous examples, some of which are practical in nature, to illustrate the application of the knowledge that they have learnt.

Tutorials are used to discuss different topics and to help the students to apply the acquired knowledge in solving clinical problems

Engage students in classroom interaction with questions and answers.

·         Self-Directed Learning (SDL): Independent learning activities from textbooks, CD-ROMs, or the internet.

(iii)  Methods of assessment of students cognitive skills

·         Multiple-Choice Questions (MCQs) Exams:  will include problems, solution of which requires critical thinking and identification of the most correct answers.

c. Interpersonal Skills and Responsibility

(i)  Description of the interpersonal skills and capacity to carry responsibility to be developed

·         Punctual attendance of classes and tutorials

·         Students will take the responsibility to prepare given assignments on their own as the topics of SDL and submit the finally developed power point presentations on time.

·         Students learn to manage their time in self study of the course materials.

(ii)  Teaching strategies to be used to develop these skills and abilitie

Assignment (as SDL Topics) is given to each student to prepare power point presentation and submit. 5% of the final grade is allocated to the assignments.  Late or no submission of assignments carries penalties or loss of grade points

Participation of students in classroom discussion. 

(iii)  Methods of assessment of students interpersonal skills and capacity to carry responsibility  

Class attendance of students at the beginning of the lecture is recode

Recording of submission of assignment and the grades.

d.   Communication, Information Technology and Numerical Skills

(i)  Description of the skills to be developed in this domain.

·         Ability of the students to use the medical web sites through the internet to further increase, explain and develop the basic knowledges that they have learnt in this course.

Use of computer in MCQs solving exercises

Work effectively as part of a health care team for community health education, disease prevention, rehabilitation

Communicate effectively with their families and colleagues, both verbally and in writing

·         Retrieve information by all means including electronically

·         Present information clearly in written, electronic and oral forms

(ii)  Teaching strategies to be used to develop these skills

·         MCQs of different exams require students’ knowledge in basic sciences learnt in this course

·         SDL topics require their computational capabilities for searching, developing and presenting the assigned lectures.

(iii)  Methods of assessment of students numerical and communication skills

·         Through the students’ aggregate score in all tests and assignments.

e.  Psychomotor Skills (if applicable)

(i)  Description of the psychomotor skills to be developed and the level of performance required

·         In practical sessions, the students perform chemical experiments, naked-eye examination or microscopic examination of a given specimen,

·         And through mental thinking integrate the results with the acquired basic knowledge in this course to reach a final correct diagnosis.

(ii)  Teaching strategies to be used to develop these skills

·         Practical sessions

(iii)  Methods of assessment of students psychomotor skills

·         Practical exams (OSPE)

5. Schedule of Assessment Tasks for Students During the Semester

Assessment

Assessment task  (eg. essay, test, group project, examination etc.)

Week due

Proportion of Final Assessment

1

Continuous assessment (Quizes)

At the end of each topic

5%

2

SDL power point presentations

At the end of each topic

5%

3

Mid-Module Exam

Within the seventh week

30%

4

Final Examination

Within the fifteenth week

40%

5

Practical exam (20 OSPE Stations)

Within the fifteenth week

20%

1. Arrangements  for availability of teaching staff for individual student consultations and academic advice. (include amount of time teaching staff are expected to be available each week)

·         Each staff member in the faculty is required to be available in his office to devote at least 3 hr/week for students’ consultation and academic advice.

·         Teaching assistance during the tutorials and SDL sessions is required for helping the students.

1. Required Text(s)

I- PATHOLOGY:

·         Robbins & Cotran Pathologic Basis of Disease, 9th Edition: Vinay Kumar, Abul K. Abbas, Nelson Fausto, and Jon C. Aster, 2015, Saunders Elsevier

II- MICROBIOLOGY:

·         Microbiology (Lippincott's Illustrated), 3rd Edition, Richard A. Harvey and Cynthia Nau Cornelissen, 2012, Lippincott Williams and Wilkins

III- PHARMACOLOGY:

·         Basic & Clinical Pharmacology, 12th Edition, Bertram Katzung, Susan Masters, and Anthony Trevor, 2011, McGraw Hill LANGE

IV- BIOCHEMISTRY:

·         Harpers Illustrated Biochemistry, 29th Edition, Robert Murray, David Bender, Kathleen M. Botham, Peter J. Kennelly, Victor Rodwell, and P. Anthony Weil, 2012, McGraw-Hill Medical

·         Medical Biochemistry,3rd Edition, John Baynes and Marek H. Dominiczak, 2009,  Mosby Elsevier

2. Essential References

I- PATHOLOGY:

·         Robbins Basic Pathology, 9th Edition: Vinay Kumar, Abul K. Abbas, and Jon Aster, 2012, Elsevier Saunders

II- MICROBIOLOGY:

·         Jawetz, Melnick, & Adelberg's Medical Microbiology, 25th Edition, Karen C. Carroll, Janet Butel, Stephen Morse, and Timothy Mietzner , 2010, McGraw Hill LANGE

III- PHARMACOLOGY:

·         Pharmacology (Lippincott's Illustrated), 5th Edition, Michelle A. Clark, Richard Finkel, Jose A. Rey, and Karen Whalen, 2011, Lippincott Williams and Wilkins

IV- BIOCHEMISTRY:

·         Biochemistry (Lippincott's Illustrated), 5th Edition,  Richard A. Harvey and Denise Ferrier, 2010, Lippincott Williams and Wilkins

·         Textbook of Biochemistry with Clinical Correlations, 7th Edition, Thomas M. Devlin, 2010, Wiley-Liss

3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List)

4-.Electronic Materials, Web Sites etc

·         Search through Google for related topics.

·         www.studentcosult.com

5- Other learning material such as computer-based programs/CD, professional standards/regulations

·         Using the CD included with the text book.    

Indicate requirements for the course including size of classrooms and laboratories (ie number of seats in classrooms and laboratories, extent of computer access etc.)

1.  Accommodation (Lecture rooms, laboratories, etc.)

·         Lecture room equipped with blackboard, overhead projector, computer, and internet connection and enough number of seats for student

·         Laboratories are equipped with double-head light microscopes, histopathological slides, chemical analytic equipments, micropipette, ovens, incubators, scales, bacterial dishes

2. Computing resources

·   Computer labs will be accessible in near future

3. Other resources (specify --eg. If specific laboratory equipment is required, list requirements or attach list)

1- Strategies for Obtaining Student Feedback on Effectiveness of Teaching

·         Student course evaluation at the end of the module using an evaluation form (for evaluation of the teaching staffs and also of the module topics

·  Data is collected and analysed, with recommendations to the faculty administration..

2-  Other Strategies for Evaluation of Teaching by the Instructor or by the Department

· Faculty assessment of the course and effectiveness of teaching delivery.

· Periodic self- assessment of the program by the teaching staff in each department.

3- Processes for Improvement of Teaching

• Curriculum Committee or Student Assessment Committee will review deficiencies based on the student evaluation, faculty input, course file, and program assessment.

• Organize workshop on effective teaching methods to enable instructors to improve their teaching skills.

• Teaching method will focus on students’ learning and on course learning outcomes.
• Availability of the Medical Education Department for consultations related to the curriculum/assessment.

Encouragement of faculty members to attend professional development conferences.

Regular informal meetings between staff members for exchanging of teaching experiences.

4. Processes for Verifying Standards of Student Achievement (eg. check marking by an independent  member teaching staff of a sample of student work, periodic exchange and remarking of tests or a sample of assignments with staff at another institution)

• Curriculum Committee or Student Assessment Committee will review samples of student work in this course to check on the standard of grades and achievements.

• A faculty member from equitable university will evaluate the course material and the students’ work to compare the standard of grades and achievements with those at his university.

5.  Describe the planning arrangements for periodically reviewing course effectiveness and planning for improvement.

Self- assessment at every two years and the external assessment by the invited faculty member at every four years will be carried out.

Self- assessment of the course effectiveness is monitored through reports about students’ achievement of course objectives. Reports are discussed in the Student Assessment Committee and Curriculum Committee in their biweekly meetings.   

Reports about students’ evaluation of course teachers, course content, and the teaching/learning process are also discussed in the Curriculum Committee.    

The feedback received from these assessments will be used to plane for further improvement in the course syllabus, teaching method, and delivery of course materials.