Kingdom of Saudi Arabia. The National Commission for Academic Accreditation & Assessment. Jazan University Faculty of Medicine

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1 اﻟﻤﻤﻠﻜــﺔ اﻟﻌﺮﺑﯿــﺔ اﻟﺴﻌﻮدﯾــﺔ اﻟﮭﯿﺌــــﺔ اﻟﻮطﻨﯿــــﺔ ﻟﻠﺘﻘـﻮﯾــﻢ واﻻﻋـــﺘــﻤـــﺎد اﻷﻛــﺎدﯾــﻤــــﻲ Kingdom of Saudi Arabia Kingdom of Saudi Arabia The Jazan University Faculty of Medicine Course Specifications (CS) Course Name: Pediatrics-ΙΙ Course Code: CLCJ 633 Year: 6th year Academic Year: ( ) Mission Faculty of Medicine, Jazan University is committed to implement the Islamic values, social accountability principles and quality standards for graduating physicians competent in responding to health needs and challenges, orienting the scientific research and health services for solving the community health problems and strengthening governance, management and partnership with all stakeholders Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 1

2 Course Specifications Institution Jazan University Date of Report: College/Department Faculty of Medicine A. Course Identification and General Information 1. Course title and code: Pediatrics- ΙΙ, CLCJ Credit hours: 4 hours 3. Program(s) in which the course is offered. (If general elective available in many programs indicate this rather than list programs) Medical Bachelor and Bachelor of Surgery (M.B.B.S) 4. Names of faculty members Phone number Office responsible for the course: Dr. Gassem Ali A. Gohal course coordinator Dr.gassem@gmail.com Dr.Mubarak Abdelrahman = mubarakoja@hotmail.com Dr. Amani Ahmed= course co-coordinator Amaniahmed1973@yahoo.com Dr. Mai Mohamed Alhasan Maiuk96@gmail.com Dr. Ali Makramani = course Makra3@yahoo.com Dr. Mohamed Waheed melsharief@yahoo.com Level/year at which this course is offered: 6 th year 6. Pre-requisites for this course (if any): Finishing the pre-clerkship phase. 7. Co-requisites for this course (if any) 8. Location if not on main campus + Hospitals (KFCH, JGH, AGH and SGH) 9. Mode of Instruction (mark all that apply) Pediatric department 202 a. Traditional classroom X What percentage? 60% b. Blended (traditional and online) What percentage? c. e-learning X What percentage? d. Correspondence What percentage? f. Other (Bedside teaching + skill lab) X What percentage? 40% Comments: Lectures, seminars, skill laboratories and bedside teaching in hospitals. Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 2

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4 B Objectives: 1. What is the main purpose for this course? The main purpose is to enable the student to provide care for ill children from the time of admission to the time of discharge, to have the skills of child health care and to demonstrate proper communication skills with peers, consultants and parents. 2. Briefly describe any plans for developing and improving the course that are being implemented. (e.g. increased use of IT or web based reference material, changes in content as a result of new research in the field) 1) The clinical practice will be in 3 hospitals (Sabia G.H., Abu Arish G.H. and King Fahd CH). This will be whole day sessions for males and females alternatively (2-3 days/week each) for 3weeks starting from the second week. 2) There are six skill lab sessions for reinforcing history taking, discussion, communication skills and to conduct some selected emergency pediatric procedures (for both males and females). 3) Website (pedsjazan.wordpress.com): This website has been created by the department of Pediatric. We upload the site with the reports and clinical messages and also with the timetables, course specification and any instruction to the students. 4) This time, most of the lectures in the first week, so students will go to hospitals to see cases and discuss the clinical scenarios in skill labs after knowing the theory. 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 ( for male students and females) List of Topics No of Weeks Module Introduction 1 Juvenile rheumatoid arthritis 1 Bacterial infections: Diphtheria, Pertussis, Enteric fever 1 Hepatitis 1 Malabsorption disorders 1 Viral infections: Polio, Mumps, Dengue fever 1 Pediatrics Emergencies 1 Wheezy chest (S) 1 2 Fever and Rash 1 Short stature 1 Household poisoning 1 Heart Failure (S) 2 Inborn errors of metabolism 1 Neonatal jaundice 1 Neonatal seizures 1 Diabetes Mellitus (S) 2 Immunodeficiency disorder 1 Contact hours Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 4

5 List of Topics No of Week Antibiotic therapy in Pediatrics 1 Liver failure, portal hypertension 1 1 Hemolytic anemia (S) 2 Chromosomal abnormalities 1 Common pediatric allergic disease 1 Case presentation and problem solving 2 1 SKILL LAB topics (History taking and discussion, data 12 interpretation, videos and counseling skills). Leukemia and lymphoma 1 Respiratory distress in a newborn 1 Pediatrics Solid tumors 3 2 Neonatal infections 1 SKILL LAB topics (History taking and discussion, data 8 interpretation, videos and counseling skills). Renal Failure 1 Thyroid disorders 1 4 SKILL LAB topics (History taking and discussion, data 9 interpretation, videos and counseling skills). Course evaluation 1 Contact hours Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 5

6 Contact Hours Lecture Seminars Skill Bedside teaching Total Laboratory Credit hours 3. Additional private study/learning hours expected for students per week. 15 hours/course 4. Course Learning Outcomes in NQF Domains of Learning and Alignment with Assessment Methods and Teaching Strategy Course Learning Outcomes, Assessment Methods, and Teaching Strategy work together and are aligned. They are joined together as one, coherent, unity that collectively articulate a consistent agreement between student learning, assessment, and teaching. The National Qualification Framework provides five learning domains. Course learning outcomes are required. Normally a course has should not exceed eight learning outcomes which align with one or more of the five learning domains. Some courses have one or more program learning outcomes integrated into the course learning outcomes to demonstrate program learning outcome alignment. The program learning outcome matrix map identifies which program learning outcomes are incorporated into specific courses. On the table below are the five NQF Learning Domains, numbered in the left column. First, insert the suitable and measurable course learning outcomes required in the appropriate learning domains (see suggestions below the table). Second, insert supporting teaching strategies that fit and align with the assessment methods and intended learning outcomes. Third, insert appropriate assessment methods that accurately measure and evaluate the learning outcome. Each course learning outcomes, assessment method, and teaching strategy ought to reasonably fit and flow together as an integrated learning and teaching process. Fourth, if any program learning outcomes are included in the course learning outcomes, place symbol next to it. Every course is not required to include learning outcomes from each domain. Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 6

7 NQF Learning Domains And Course Learning Outcomes 1.0 Knowledge: By the end of this course, the students should be able to: 1.1 Define the signs of respiratory distress in the newborn and the characteristic features of normal newborn. 1.2 Recall criteria of admission and the manifestations of neonatal jaundice, infections and seizures. 1.3 Outline management of the common pediatric emergencies. 1.4 Describe the characteristic features of the most common household poisoning. 1.5 Recognize the clinical features of common pediatric malignancies and chromosomal disorders. 1.6 Describe the causes and pathogenesis of most important Paediatric problems 1.7 Describe the aetiology, pathogenesis, clinical presentation, natural history and prognosis of common diseases, particularly those which pose acute danger to function, life or the community. 1.8 List the appropriate diagnostic tools (and describe how they would be interpreted) and therapeutic lines for the most important paediatric problems. Course Teaching Strategies A. Lectures B. Discussions during bedside teaching. C. Seminar D. Skill lab sessions. Course Assessment Methods A. MCQs. B. OSPE Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 7

8 2.0 Cognitive Skills: Description of cognitive skills to be developed. By the end of this course, the students should be able to: 2.1 Write a tactful, accurate and organized medical history. 2.2 Analyze physical and mental development in neonates, infants, children and adolescents according to standard milestones and recognize abnormalities. 2.3 Estimate appropriate clinical and anthropometries assessments for the nutritional status of infants and children. 2.4 Plan a gentle and accurate physical and mental examination. 2.5 Summarize history and physical examination to reach a provisional diagnosis of differential diagnoses 2.6 Outline common diagnostic tests and procedures, their uses, limitations and costs 2.7 Outline the management of common conditions including pharmacological, psychological, physical and nutritional therapy. 2.8 Prepare counseling of patients and families clearly regarding diagnostic and therapeutic procedures before eliciting consent 2.9 Explain common life-saving procedures 2.10 Evaluate information resources to obtain further knowledge and interpret medical evidence critically and scientifically A. Lectures B. Seminars C. Problem solving D. Bedside teaching E. Skill lab sessions. A.MCQs and OSPE. B. Structured oral discussion ( check list/ rating scale) 3.0 Interpersonal Skills & Responsibility: \Description of the interpersonal skills and capacity to carry responsibility to be developed By the end of this course, the students should be able to: 3.1 Demonstrate effective physician-patient interaction skills. 3.2 Choose appropriate communication skills to obtain a history, diagnosis, and deliver an effective treatment plan to patients. 3.3 Assess personal educational needs and to select and utilize appropriate learning resources. 3.4 Communicate (effectively) with peers and members of the healthcare team in the care of patients and their families. 3.5 Show ability of working in a team. A. Clinical training. B. Seminars C. skill lab sessions. A. Structured oral discussion ( check list/ rating scale) B. Log book. C. OSCE. Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 8

9 4.0 Communication, Information Technology, Numerical: ILOs related to the using of the medical records of the patients or in the research. By the end of this course, the students should be able to: 4.1 Demonstrate the ability to communicate clearly and considerately with other health professionals 4.2 Operate E-Learning 4.3 Demonstrate presentation skills. 4.4 Use Evidence Based Medicine principles to clinical decision making. A. Independent learning. B. Bedside teaching C. Case presentation D. Seminars E. web-sites. F. Skill lab sessions. A. History taking assessment and short cases/ assessment of skills (check list/ rating scale) B. Log book 5.0 Psychomotor: Description of the psychomotor skills to be developed and the level of performance required By the end of this course, the students should be able to: 5.1 Demonstrate complete paediatric examination. A. Skill lab sessions. 5.2 Perform the pediatric emergency procedures listed in the logbook. B. Bedside teaching. C. Emergency room visits. D. Pedia ICU, NICU and OPD visits. Suggested Guidelines for Learning Outcome Verb, Assessment, and Teaching NQF Learning Domains Suggested Verbs A. Short cases/ assessment of skills (check list scale) B. OSCE/OSPE. C. Log book. Knowledge Cognitive Skills Interpersonal Skills & Responsibility Communication, Information Technology, Numerical Psychomotor list, name, record, define, label, outline, state, describe, recall, memorize, reproduce, recognize, record, tell, write estimate, explain, summarize, write, compare, contrast, diagram, subdivide, differentiate, criticize, calculate, analyze, compose, develop, create, prepare, reconstruct, reorganize, summarize, explain, predict, justify, rate, evaluate, plan, design, measure, judge, justify, interpret, appraise demonstrate, judge, choose, illustrate, modify, show, use, appraise, evaluate, justify, analyze, question, and write demonstrate, calculate, illustrate, interpret, research, question, operate, appraise, evaluate, assess, and criticize demonstrate, show, illustrate, perform, dramatize, employ, manipulate, operate, prepare, produce, draw, diagram, examine, construct, assemble, experiment, and reconstruct Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 9

10 Suggested verbs not to use when writing measurable and assessable learning outcomes are as follows: Consider Maximize Continue Review Ensure Enlarge Understand Maintain Reflect Examine Strengthen Explore Encourage Deepen Some of these verbs can be used if tied to specific actions or quantification. Suggested assessment methods and teaching strategies are: According to research and best practices, multiple and continuous assessment methods are required to verify student learning. Current trends incorporate a wide range of rubric assessment tools; including web-based student performance systems that apply rubrics, benchmarks, KPIs, and analysis. Rubrics are especially helpful for qualitative evaluation. Differentiated assessment strategies include: exams, portfolios, long and short essays, log books, analytical reports, individual and group presentations, posters, journals, case studies, lab manuals, video analysis, group reports, lab reports, debates, speeches, learning logs, peer evaluations, self-evaluations, videos, graphs, dramatic performances, tables, demonstrations, graphic organizers, discussion forums, interviews, learning contracts, antidotal notes, artwork, KWL charts, and concept mapping. Differentiated teaching strategies should be selected to align with the curriculum taught, the needs of students, and the intended learning outcomes. Teaching methods include: lecture, debate, small group work, whole group and small group discussion, research activities, lab demonstrations, projects, debates, role playing, case studies, guest speakers, memorization, humor, individual presentation, brainstorming, and a wide variety of hands-on student learning activities. 5. Schedule of Assessment Tasks for Students During the Semester Assessment task (e.g. essay, test, group project, examination, speech, oral presentation, etc.) Week Due Proportion of Total Assessment 1 MCQ (One best answer type) = mid-course. 3 rd 15 2 OSCE/OSPE (mid-course) 3 rd 10 3 Case presentations, procedures according to log book. 5 th 5 5 MCQ (One best answer type) = final exam 5 th 30 6 OSCE = final exam 5 th 20 8 Focused history and discussion/ Clinical long case. = final exam 5 th 10 9 Two short cases = final exam 5 th 10 Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 10

11 D. Student Academic Counseling and Support 1. Arrangements for availability of faculty and teaching staff for individual student consultations and academic advice. (include amount of time teaching staff are expected to be available each week) Each faculty member has 6 office hours per week F. Learning Resources: 1. Required Text(s) Handbook of pediatrics. By Merenstein. Appleton Lange Lues Barness: manual of Pediatric physical diagnosis Publisher: Year book Medical Publishers, Inc. Chicago-London Pediatric Clinical Examination Made Easy by Gill, D and O Brien N Churchill Livingstone, Elsevier. 2. Essential References Current paediatric diagnosis & treatment by William Hay, Myron Levin, Robin Deterding and Judith Sondheimer LANGE Illustrated Textbook of Paediatrics, by Tom Lissauer and Graham Clayden 3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List) Nelson s Essentials of Pediatrics, by Behrman, K., Kidegman, K., Nelson, S., Wk.B. Saunders Company Reports given by the course coordinator: procedure description, seminar summaries..etc. 4-.Electronic Materials, Web Sites etc F. Facilities Required Indicate requirements for the course including size of classrooms and laboratories (i.e. number of seats in classrooms and laboratories, extent of computer access etc.) 1. Accommodation (Classrooms, laboratories, demonstration rooms/labs, etc.) A. Lecture room. B. Clinical Skill lab C. Class room / offices in hospital for clinical training. D. Bus for female students` transportation to and from the hospital. N.B: The number may change every year Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 11

12 2. Computing resources (AV, data show, Smart Board, software, etc.) Computers with direct access to internet 3. Other resources (specify, e.g. if specific laboratory equipment is required, list requirements or attach list) University hospital. G Course Evaluation and Improvement Processes 1. Strategies for Obtaining Student Feedback on Effectiveness of Teaching Student evaluation questionnaire. 2. Other Strategies for Evaluation of Teaching by the Program/Department Instructor External examiner review. 3. Processes for Improvement of Teaching Implementation of methods of instruction in a proper way 4. Processes for Verifying Standards of Student Achievement (e.g. 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) Item analysis Feedback The external examiner is sharing in the assessment of students in the final exam. 5. Describe the planning arrangements for periodically reviewing course effectiveness and planning for improvement. After final results and students questionnaire analysis the course committee will held for evaluation and planning. Faculty or Teaching Staff: Dr. Gassem Ali Ahmed Gohal Dr. Amani Abdulaziz Ahmed Signature: Signature: Date Report Completed: Received by: Signature: Dean/Department Head Date: Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 12