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Institution                             University of Tabuk

College/Department     Faculty of medicine- Family and community medicine department

1.  Course title and code:  research methodology module (RMM213)

2.  Credit hours:  2

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

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

MBBS (Bachelor of Medicine, Bachelor of Surgery)

4.  Name of faculty member responsible for the course:

Dr. Abdullah Al-Temani

Prof. Ahmed Eltobgy

Dr. Abdulateef Elbadawi (Male Campus)

Dr Ibrahiem Mubarak (Maie Campus)

Dr Omnia (Female Campus)

Dr. Mirella (Female Campus)

5.  Level/year at which this course is offered:  2nd year – 3rd semester

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

N/A

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

N/A

8.  Location if not on main campus

N/A

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

This course has been designed to provide the basic tools required to write a successful proposal and to become familiarized with the research methodology. The latter includes the use of qualitative and quantitative methods, data collection, recording and analysis and final output of a research proposal, manuscript, grant, or an abstract.

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)

N/A

1 Topics to be Covered

List of Topics

No of

Weeks

Contacthours

Introduction to medical research

1st week

2hrs

Identifying and prioritizing research topic

2nd week

2hrs

Analysis and statement of research problem

3rd week

2hrs

Literature review

4th week

2hrs

Formulation of research objectives and questions

5th week

2hrs

Research essay formulation

6th week

2hrs

Research methodology

7th week

2hrs

Medical statistics and statistical package

8th week

2hrs

Work plan, budget, utilization of results and summary

9th week

2hrs

Students’ panel discussion

10th week

2hrs

2 Course components (total contact hours per semester):                         

Lecture:

9 lectures (18 hrs)

Tutorial: 

0

Laboratory

0

Practical/Field work/Internship

1 lecture (2hrs)

Other:

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)

2 hours/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

1-            Define role and importance of medical research in improving community health status.

2-            Determine the main characteristics and types of medical researches.

3-            Adequately describe and investigate the main components of health care research process

4-            Reveal the main sources and types community medicine data

5-            Identify the different methods of data collection appropriate for community medicine research.

6-            Determine the major descriptive and analytic statistical parameters that suite the community medicine research studies.

7-            Recognize the concept of probability and its application in community medicine.

8-            Describe the main types of risk measurement in epidemiological studies.

9-            Appreciate the role and contribution of medical research in solving health care problems and advancing of medical sciences.

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

·         Through interactive learning by (lectures & small group discussions).

·         Open discussion

(iii)  Methods of assessment of knowledge acquired

Extended direct observation.

Output evaluation (assignments and final proposal)

b. Cognitive Skills

(i)  Description of cognitive skills to be developed

Be involved into research and scientific methods, by being able to:

a.     Formulate research questions that are significant to medicine

b.     Recognize the importance of precise medical data collection, analysis and interpretation.

c.     Design and appraise of major epidemiological research studies.

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

·         Through interactive learning by (working in small groups, conducting research proposal, preparation to field study & power point presentation).

·         Self-directed learning (SDL)

(iii)  Methods of assessment of students cognitive skills

Extended direct observation

Group presentation

c. Interpersonal Skills and Responsibility

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

·         Acquire the skill of self-learning

·         Communicate ethically with his colleagues and staff.

·         Contribute to effective team work, communication and decision making.

·          Acquiring research ethics.

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

Through interactive learning by (working in small groups, practical exercise (in class and in home), constructing research proposal preparation to field study & power point presentation).

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

·         Extended direct observation·         Feedback evaluation

d.   Communication, Information Technology and Numerical Skills

Description of the skills to be developed in this domain.

·         Using of web sites to identify and collect information required to complete the research proposal.

·         Present information clearly in written, electronic and oral forms.

·         Utilize computerized statistical software.

·         Conduct descriptive and analytic statistical analysis.

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

·         Through interactive learning by (working in small groups, practical exercise (in class and in home) & preparation of written materials and power point presentation).

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

·         Extended direct observation

·         Output evaluation of (written proposal and Power point presentation)·         Feedback evaluation

e.  Psychomotor Skills (if applicable)

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

NOT APPLICABLE

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

NOT APPLICABLE

(iii)  Methods of assessment of students psychomotor skills

NOT APPLICABLE

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

Attendance (10 sessions)

Regular

5%

2

Active Participation

Regular

5%

3

Sessions Assignment (10 assignments)

Continuous

10%

4

Quiz (1)

6th Session

5%

5

Research Proposal

10th Session

25%

6

Presentation (Panel)

10th Session

10%

7

MCQ (30 items)

End of Semester

30%

8

Restricted Response Essay (3 items)

End of Semester

10%

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)

All the teaching staff in all departments are available during their office hours for individual student consultations and academic advice.

1.       Required Text(s)

·         WHO (2001): Health Research Methodology: A guide for training in research methods. 2ndedition. World Health Organization. Regional Office for the Western Pacific.

2. Essential References

·         Joseph Abramson and Z. H. Abramson (2008): Research Methods in Community Medicine: Surveys, Epidemiological Research, Programme Evaluation, Clinical Trials. 6th edition. Wiley.

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

·          Fathalla, M. (2004): A Practical Guide for Health Researchers, WHO Regional Publications Eastern Mediterranean Series 30.

·         Kothari C. (2009): Research Methodology: Methods, Tools and Techniques. 2nd edition. New Age Publications (Academic), India.

·         C.M. Varkevisser, C.M. Pathmanathan, and A. Brownlee (2004): Designing and Conducting Health System Research Projects. KIT Publishers.

4-.Electronic Materials, Web Sites etc

·         The Johns Hopkins Bloomberg School of Public Health, OPENCOURSEWARE (OCW) project:http://ocw.jhsph.edu

·         Introduction to Clinical Research, School of Medicine, The University of Kansas, USA,http://gme.kumc.edu/icr.html

·         Research Methods Resources, Statistical Services Centre University of Reading, UK.

·        (http://www.ruforum.org/sites/default/files/ResearchMethodsResources/research/ResMetRes/1/1.html)

·         Research problem statement, University of Lapland. (http://explorations.sva.psu.edu/lapland/LitRev/prob1.html)

·         How to write a literature review, Emerald Group Publishing Limitedhttp://www.emeraldinsight.com/authors/guides/write/literature.htm

·         Research questions, hypotheses and objectives, Can J Surg. 2010 August; 53(4): 278–281http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2912019/

·         Research Objective and Questions, dissertation writing services,http://dissertationhelponline.blogspot.com/2011/08/research-objective-and-questions.html

·         How to write an essay, BMJ British Medical Journal referencing, register for one month free trail: http://www.essaycoursework.com/howtowriteessaynet/referencing/bmj-referencing.php

·         Guide to writing a basic essay, http://lklivingston.tripod.com/essay/index.html

·         Research methodology: a step-by-step guide for beginners,http://books.google.com/books/about/Research_methodology.html?id=x_kp__WmFzoC

·         The Research Methodology, Key Concepts of the Scientific Method, http://www.experiment-resources.com/research-methodology.html

·         Research Methods and Statistics Links by Subtopic,http://www.socialpsychology.org/methods.htm#generalresources

·         List of statistical packages, Wikipedia, the free encyclopedia,http://en.wikipedia.org/wiki/List_of_statistical_packages

·         Guidelines for Preparing a Work Plan, http://cec.vcn.bc.ca/cmp/modules/pm-pln.htm

·         The Myfield Handbook of Technical and Scientific Writing, The McGraw-Hill Companies,http://www.mhhe.com/mayfieldpub/tsw/home.htm

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

·         Collections of research videos on CD.

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.)

40 seat classroom

Computer Hall

Multimedia

2. Computing resources

30 PC computers

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

N/A

1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching

End of module evaluation form (for evaluation of the teachers and also of the module). Data is collected and analysed, with recommendations to the school administration.

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

Outcome review like performance indicators 

3  Processes for Improvement of Teaching

-          Staff development workshops. Issues of importance to the teaching function of the staff are addressed.

-          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)

A Student Assessment Committee was formed by the school administration to control the process of measuring students’ achievement on all levels. Subcommittees for OSCE/OSPE and paper-and-pencil were also formed to monitor the quality of test items.

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

-          Course effectiveness is continuously monitored through reports about students’ achievement of course objectives. Reports are discussed in the Student Assessment Committee and Curriculum Committee in their biweekly meetings and actions are taken accordingly.

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

Institution                             University of Tabuk

College/Department     Faculty of medicine- Family and community medicine department

1.  Course title and code: family medicine module (FCM 632)

2.  Credit hours 10

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

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

MB BS program(Bachelor of Medicine, Bachelor of Surgery)

4.  Name of faculty member responsible for the course:

Dr. Abdullah Al Temani

5.  Level/year at which this course is offered: Phase III6thyear

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

·   Studying community module in the 4th year

·    Studying paediatrics and obstetrics & gynaecology modules in 5th year

·    Medicine and specialities in 6th year

·         Surgery and specialties in 6th year

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

8.  Location if not on main campus

On main campus of male and female, clinical skill lab and family medicine clinics .

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

By the end of this module each student will have the necessary knowledge, skills , attitude and behavior to provide high quality care to all family members across the spectrum from healthy to ill persons in ambulatory setting regardless of their age, gender and organ system involved.

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)

· An online computer software (named Compass®) has been developed and is just started working. It will help us map and align our curriculum as a whole, including all courses/modules.

·A similar online software (named Exambank®) has also been developed and is now under trial. It will help us build our own bank of exam items for upgrading the student assessment system all through the school years.

· Continuous updating and reform of the study guide (syllabus) of the module is done on regular basis. This gives a dynamic nature for the course and keeps it updated.

1Topics to be Covered

List of Topics

No of

Weeks

Contact

hours

A. Lectures

1

Geriatric care

1

2

Skin diseases

1

3

Evidence based medicine

1

4

Evaluation of a patient with Diabetes mellitus

1

5

Counselling

1

6

Problem oriented medical record (POMR)

1

7

Headache

1

8

Evaluation of a patient with Abdominal pain

1

9

Evaluation of a patient with Bronchial Asthma

1

10

Evaluation of a patient with Fatigue

1

11

Evaluation of a patient with Anxiety and depression

1

12

Interpretation of laboratory tests

1

13

The family in health and disease

1

14

Approach to a patient with fever

1

15

Periodic medical examination

1

16

Upper respiratory tract infection (URTI)

1

17

Mother and child health (MCH) care at primary health care level

1

18

Hypertension

1

19

Introduction to complementary and alternative medicine

1

20

Back pain

1

21

Joint pain / Arthritis

1

22

Emergencies in primary health care

1

23

Obesity

1

24

Anticipatory care

1

25

Prescribing in family practice

1

Total

25

B. Practical Sessions

1

Case scenario on Antenatal care

1

2

Case scenario on Well baby clinic

1

Total

2

C. Clinical Sessions

1

Geriatric care

1

2

Evaluation of a patient with Diabetes mellitus

1

3

Evaluation of a patient with Hypertension

1

4

Evaluation of a patient with Dyslipidemia

1

5

Evaluation of a patient with Obesity

1

6

Evaluation of a patient with Asthma

1

7

Evaluation of a patient with Upper respiratory tract infection

1

8

Evaluation of a patient with Back pain

1

9

Evaluation of a patient with Headache

1

10

Evaluation of a patient with red eye

1

11

Evaluation of a patient with Abdominal pain

1

12

Evaluation of a patient with Fatigue

1

13

Evaluation of a patient with fever

1

14

Common skin lessons

1

15

Joint pain / Arthritis

1

16

Anxiety and depression (common psychiatric encounter)

1

17

Emergencies in family medicine

1

18

Well child care

1

Total

18

9

2 Course components (total contact hours per semester):                         

Lecture:

25 lectures

Tutorial: 

---------

Laboratory

-------------

Practical/Field work/Internship

2 practical session

18 clinical session

Other:

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 theknowledge 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

Students  should have sufficient knowledge and understanding of:

·   The normal structure, function and development of the human body and interaction between body and mind

·    The normal pregnancy and child birth, the principles of antenatal and postnatal care

·     The aetiology, pathogenesis, clinical presentation, natural history and prognosis of common physical and mental disease, particular those which pose acute danger to function, life or the community.

·      The common diagnostic tests and procedures, their uses, limitations and costs

·      The management of common conditions including pharmacological, psychological, physical and nutritional therapy

·       The principles of health education, disease prevention, rehabilitation and the care of the suffering and dying.

·        The principles and ethics related to health care and the Islamic and legal responsibilities of the medical profession

·        Identify the role of the family physician in providing comprehensive health care and Identifying health needs and problems according to the human life cycle.

·          Identify the etiology, clinical manifestations, differential diagnosis, prevention and management of the common, important and emergency medical conditions affecting all age groups in the population according to the best available evidence.

·         List the basis of research and evidence based medicine.

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

·Theoretical part. through  interactive lectures and  self-teaching

• Clinical part : through , clinical wards,  ,outpatient  clinic and clinical skill lab

(iii)  Methods of assessment of knowledge acquired

· Multiple-Choice Questions (MCQ) paper-and-pencil tests.

•     Portfolio

•     Daily assignment and homework

b. Cognitive Skills

(i)            Description of cognitive skills to be developed

·         Practise taking a tactful, accurate and organised medical history

·         Apply appropriate   physical examination

·         list certain differential diagnosis with explanation

·         Suggestion of suitable investigations

·         Manage medical problems with suitable treatment plan

·         Practise Counselling patients and families clearly regarding diagnostic and therapeutic procedures before eliciting consent

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

·         Interactive lectures

·         Self directed learning (SDL)

·         Clinical case presentations

           ·         Small group

(iii)  Methods of assessment of students cognitive skills

·         Multiple-Choice Questions (MCQ) paper-and-pencil tests.

·         Modified Essay Questions (MEQ) paper-and-pencil tests.

·          Continuous evaluation of history taking and physical examination by correction of sheets

·         Continuous  observation of student skills in the counselling practise

·         Continuous weekly evaluation of the students portfolio

c. Interpersonal Skills and Responsibility

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

-          Display the personal attributes of compassion, honesty, and integrity in relationships with patients, families, communities and the medical profession.

-          Exhibit appropriate value for the sensitive nature of the doctor/patient relationship and the importance of active listening, with attention to the patient’s familial, cultural, and spiritual circumstances.

-          Demonstrate professionalism and high ethical standards in all aspects of medical practice, specifically competence, honesty, integrity, respect for others, professional responsibility and social responsibility.

-          Exhibit a capacity for self-evaluation, moral reflection and ethical reasoning to form the basis for a self-directed, lifelong engagement in the responsible, committed, compassionate practice of medicine.

-          Apply the four principles of ethical and legal knowledge, namely respect for autonomy, beneficience, non-maleficience and justice.

-          Demonstrate awareness and understanding of the legal and professional responsibilities; and report inappropriate medical practice.

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

·        Self-directed learning (SDL)

·        Clinical rounds.

·         Small groups

·         Encourage the student to prepare at least two case presentation and introduce them for the tutor in front of his/her colleagues.

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

·      Practical exams (OSPE)

·     Clinical exams (OSCE)

·      Portfolio.

·      Extended direct observation.

d.   Communication, Information Technology and Numerical Skills

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

           ·         Respect the patient privacy

           ·         Enhance self-confidence for the student in approaching  patients

·         Work effectively as part of a health care team

·         Communicate effectively with patients, 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

·         Work within a changing, multi-task environment

·         Create and sustain a therapeutic and ethically sound relationship with patients

·         Use effective listening skills and elicit and provide information using effective nonverbal, explanatory, questioning and writing skills

·         Effectively document practice activities

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

·         Self-directed learning (SDL)

·         Clinical rounds.

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

·         Practical exams (OSPE)

·         Clinical exams (OSCE)

·         Portfolio.

·         Extended direct observation.

e.  Psychomotor Skills (if applicable)

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

·         Create a focused problem oriented physical exam.

·         See commonly performed procedures in family medicine ,if possible

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

·         Practical sessions

·         Clinical rounds

·         Utilize the electronic materials

(iii)  Methods of assessment of students psychomotor skills

·         Practical exams (OSPE)

·         Clinical exams (OSCE)

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

portfolio

Regular

10%

2

Mid-Module Exam:

3

-          Written

15 %

4

-          Clinical (OSCE)

15 %

5

Final Exam:

6

-          Written

35 %

7

-          Clinical (OSCE)

25 %

8

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)

 There are 4 males teaching staff and 2 females teaching staff, in addition to external tutor from Jordan for the whole course duration.

·         All the teaching staff are  available each week and  ready for any queries  from students and are available during their office hours for individual student consultations and academic advice

·         Mobile numbers and emails of the staff members are available to the students.

1.      Required Text(s)

Essential Family Medicine: Fundamentals and Cases with STUDENT CONSULT Access. Robert E. Rakel. 3rd edition, 2006, Saunders

2. Essential References

·        Primary Care Medicine, Allan H. Goroll and Albert G. Mulley, Jr. 6th edition , 2011. Lippincott Williams & Wilkins

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

·         Textbook of Family Medicine, David Rakel and Robert E. Rakel, 8th edition,2011, Saunders.

·         Practical General Practice: Guidelines for Effective Clinical Management, Alex Khot and Andrew Polmear, 6th edition, 2010, Churchill Livingstone.

·         A Textbook of General Practice, Anne Stephenson, 3rd edition, 2011, Hodder Arnold.

·         Primary Care Medicine: Office Evaluation and Management of the Adult Patient, Allan H. Goroll and Albert G. Mulley, 5th edition, 2005, Lippincott Williams & Wilkins.

·         Textbook of Family Medicine, Ian R. McWhinney and Thomas Freeman, 3rd edition, 2009, Oxford University Press.

4-.Electronic Materials, Web Sites etc

·         http://www.amazon.com/Essential-Family-Medicine-Fundamentals-STUDENT/dp/1416023771

·         http://www.amazon.com/Primary-Care-Medicine-Goroll-ebook/dp/B0054QRBVG

·         http://www.amazon.com/Textbook-Family-Medicine-Consult-Practice/dp/143771160X

·         http://www.amazon.co.uk/Practical-General-Practice-Guidelines-Management/dp/0702030538/ref=dp_ob_image_bk

·         http://www.amazon.co.uk/Textbook-General-Practice-Anne-Stephenson/dp/1444120646/ref=dp_ob_image_bk

·         http://www.amazon.com/Primary-Care-Medicine-Evaluation-Management/dp/078174878X

·         http://www.amazon.com/Textbook-Family-Medicine-Ian-McWhinney/dp/0195369858/ref=dp_ob_image_bk

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

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 rooms are available have about 45 Seat

Computers, data show are available but continuos maintenance must be present.

2. Computing resources

·         Maintenance of computers and data show in class room must be conducted in regular manner.

·         A big computer laboratory accommodating about 50students at a time is needed to accomplish online testing.

·         Specific computer for the tutor must be present in the class room in order to present lectures to students.

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

·        Questionnaire

·        End-of-course rating forms and written comments

·        Examinations

·        Portfolio

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

·        Attending lecture for teaching staff

·        Feedback from other  participant teaching colleagues

·        Include the teaching staff in workshops to improve their skills

3  Processes for Improvement of Teaching

·   Questionnaire

·        workshops

·         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)

·         A Student Assessment Committee was formed by the school administration to control the process of measuring students’ achievement on all levels. Subcommittees for OSCE/OSPE and paper-and-pencil were also formed to monitor the quality of test items.

5 Describethe planning arrangements for periodically reviewing course effectiveness and planning for improvement.

·         Course effectiveness is continuously monitored through reports about students’ achievement of course objectives. Reports are discussed in the Student Assessment Committee and Curriculum Committee in their biweekly meetings and actions are taken accordingly.

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

 Evaluation of students performance and skills through  short assay questions, clinical skills

·       Periodic questionnaire

·       Periodic course rating forms and written comments

·       The participation of   external  teaching staff and examiner