course specification pedia 2 - WordPress.com · · 2017-03-04Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 2 Kingdom of Saudi Arabia National Commission for Academic Accreditation

Form5a_CourseSpecifications_SSRP_1JULY2013 Page1

Kingdom of Saudi Arabia National Commission for

Academic Accreditation & Assessment

المملكــة العربیــة السعودیــةمالھیئــــة الوطنیــــة للتقـویــ واالعـــتــمـــاد األكــادیــمــــي

Kingdom of Saudi Arabia

The National Commission for Academic Accreditation & Assessment

Course Specifications (CS)

Jazan University Faculty of Medicine

Course Name: Pediatrics-ΙΙ Course Code: CLCJ 633 Year: 6th year Academic Year: 1437 –1438 (2016 – 2017)

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





Course Specifications

Institution Jazan University Date of Report: 11.05.1438 College/Department Faculty of Medicine

A. Course Identification and General Information 1. Course title and code: Pediatrics- ΙΙ, CLCJ 633 2. 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 responsible for the course:

Email Phone number Office

Dr. Gassem Ali A. Gohal course coordinator

[email protected] 0501919335 Pediatric

department 202

Dr.Mubarak Abdelrahman = [email protected] 0536205443 Dr. Amani Ahmed= course co-coordinator

[email protected] 0596441454

Dr. Mai Mohamed Alhasan [email protected] 0563247240 Dr. Ali Makramani = course [email protected] 0541913102 Dr. Mohamed Waheed [email protected] 0542460201 5. Level/year at which this course is offered: 6th 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) a. Traditional classroom What percentage? b. Blended (traditional and online) What percentage? c. e-learning What percentage? d. Correspondence What percentage? f. Other (Bedside teaching + skill lab) What percentage? Comments: Lectures, seminars, skill laboratories and bedside teaching in hospitals.

X

X

X 40%

60%%









B Objectives:

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

Contact hours

Module Introduction 1

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) 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

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.





List of Topics No of Week

Contact hours

Antibiotic therapy in Pediatrics 1

1 Liver failure, portal hypertension 1 Hemolytic anemia (S) 2 Chromosomal abnormalities

2

1 Common pediatric allergic disease 1 Case presentation and problem solving 1 SKILL LAB topics (History taking and discussion, data interpretation, videos and counseling skills).

12

Leukemia and lymphoma

3

1 Respiratory distress in a newborn 1 Pediatrics Solid tumors 2 Neonatal infections 1 SKILL LAB topics (History taking and discussion, data interpretation, videos and counseling skills).

8

Renal Failure

4

1 Thyroid disorders 1 SKILL LAB topics (History taking and discussion, data interpretation, videos and counseling skills).

9

Course evaluation 1





Lecture Seminars Skill Laboratory

Bedside teaching Total

Contact Hours

25 8 29 49 111

Credit 1.67 0.27 0.97 1.09 4 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 the @ symbol next to it. Every course is not required to include learning outcomes from each domain.





NQF Learning Domains And Course Learning Outcomes

Course Teaching Strategies

Course Assessment Methods

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.

A. Lectures B. Discussions during

bedside teaching. C. Seminar D. Skill lab sessions.

A. MCQs. B. OSPE

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.





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.

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)

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

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.

A. Clinical training. B. Seminars C. skill lab sessions.

A. Structured oral discussion ( check list/ rating scale) B. Log book. C. OSCE.

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.





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

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

4.2 Operate E-Learning 4.3 Demonstrate presentation skills. 4.4 Use Evidence Based Medicine principles to clinical

decision making.

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. B. Bedside teaching. C. Emergency room visits. D. Pedia ICU, NICU and OPD visits.

A. Short cases/ assessment of skills (check list scale) B. OSCE/OSPE. C. Log book.

5.2 Perform the pediatric emergency procedures listed in the logbook.

Suggested Guidelines for Learning Outcome Verb, Assessment, and Teaching

NQF Learning Domains Suggested Verbs Knowledge

list, name, record, define, label, outline, state, describe, recall, memorize, reproduce, recognize, record, tell, write

Cognitive Skills

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

Interpersonal Skills & Responsibility demonstrate, judge, choose, illustrate, modify, show, use, appraise, evaluate, justify, analyze, question, and write

Communication, Information Technology, Numerical

demonstrate, calculate, illustrate, interpret, research, question, operate, appraise, evaluate, assess, and criticize

Psychomotor

demonstrate, show, illustrate, perform, dramatize, employ, manipulate, operate, prepare, produce, draw, diagram, examine, construct, assemble, experiment, and reconstruct





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. 3rd 15 2

OSCE/OSPE (mid-course) 3rd 10

3

Case presentations, procedures according to log book. 5th 5 5

MCQ (One best answer type) = final exam 5th 30 6

OSCE = final exam 5th 20

8 Focused history and discussion/ Clinical long case. = final exam 5th 10 9

Two short cases = final exam 5th 10

Suggestedverbsnottousewhenwritingmeasurableandassessablelearningoutcomesareasfollows:ConsiderMaximizeContinueReviewEnsureEnlargeUnderstandMaintain ReflectExamineStrengthenExploreEncourageDeepen

Someoftheseverbscanbeusediftiedtospecificactionsorquantification.

Suggestedassessmentmethodsandteachingstrategiesare: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.





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

http://www.emedicine.com

https://pedsjazan.wordpress.com 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





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: 11.05.1438 Received by: _____________________________ Dean/Department Head Signature: _______________________________ Date: _______________

Documents

course specification pedia 2 - WordPress.com · · 2017-03-04Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 2 Kingdom of Saudi Arabia National Commission for Academic Accreditation