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Index
| | |
| | Introduction…………………………………………………...2 |
| | Program vision………………………………………….……..3 |
| | Program mission……………………………………………....3 |
| | Program goals………………………….……………………...4 |
| | Organization chart of program………………………………5 |
| | Admission requirements………………………………...……7 |
| | Graduation requirements………………………………...…..9 |
| | Academic reference standards of program…………….…...10 |
| | Program intended learning outcomes (PLO's)………….….17 |
| | Study plan of program………………………………………..23 |
| | Courses description………………………………………..….29 |
| | Program key performance indicator (KPI's)…………….....38 |
| | Facilities ……………………………………………………....42 |
| | Graduates employment opportunities…………..……...……47 |
Introduction
The Bachelor of Medicine and Surgery (MBBS) degree was established in the College of Medicine by a decree from The Ministry of Higher Education in 2005 with the collaboration of two leading Universities: King Abdulaziz University (Jeddah, KSA) and Rowan University (France).
The first academic year started in 2008 with the admission of 60 male and female students. The Medical College runs in two branches, the female branch in Aja campus and the male branch in the main campus.
The period of study in the program is six years, with one-year internship. After that, MBBS is awarded. The curriculum designed for the MBBS program is an integrated system-based and consists of several modules. Each module encompasses new trends in Medical Education (like independent learning, PBL, integration, TBL and community orientation).
Our college is in progress to fulfill the requirements for NCAAA accreditation and Our College is accredited by Accreditation Service for International Schools, Colleges and Universities (ASIC, UK) as Premier status. It is also listed in the International Medical Education Directory (IMED) under the Foundation for Advancement of International Medical Education and Research (FAIMER). Our College has scholarship program for Postgraduates demonstrator from other Universities students of Kingdom of Saudi Arabia. Hospitals and Clinical training of Medical students is undertaken in close cooperation with the Ministry of Health. The Medium of instruction is English.
Vision
The College of Medicine in the University of Hail strives for pioneering medical education and knowledge to publicize locally and regionally.
Mission
The mission of the program of Medicine and Surgery is:
“Prepare qualified doctors who are competitive in the labor market, able to provide comprehensive medical services to our society, and contribute in scientific researches activities through a high-quality education program that optimizes utilization of human and technical resources to foster life-long learning".
Program Objectives:
1. Prepare competent medical graduates with advanced knowledge and clinical skills necessary to deliver needed healthcare services in the hospitals, and health centers.
2. Provide an outstanding educational program in the field of medicine by maintaining a distinctive faculty possessing the highest credentials and abilities.
3. Develop effective national and international partnership in education, training and research.
4. Adopt systems and quality standards in medical education, training, development and in the provision of health services
5. Meet the requirements of the surrounding communities and all socioeconomic strata.
Organization Chart of College
Program Management Chart  |
Branches offering this program: College of Medicine, Main Campus. (Male and female sections) |
Admission Requirements
| 1.Student Admission Requirements | |
To accept the new student at the University of Hail: 1 The student must be of Saudi nationality, of a Saudi mother, or those who are excluded by law or national regulation.
2 Student must hold secondary education certificate or its equivalent from inside or outside the Kingdom.
3 Should not be more than five years since he/she graduated from high school or its equivalent, though the University Council may make exemption form this requirement if there are convincing reasons.
4 Student must be of good conduct and behavior.
5 Student must successfully pass any test or personal interview that the University Council may see appropriate.
6 Student must be medically fit.
7 Student must attain a pre-approval from his sponsor if he/she works in any governmental or private sector.
8 The equant ratio for all holders of secondary school certificate in science track is as follow: (35% in secondary school GPA), (35% in Aptitude test), (30% in the achievement test).
Rules and regulations for selecting Bachelor of medicine & surgery program upon finishing the health sciences preparatory year are: 1 The GPA should be more than 3.5 out of 4 and within the capacity of the college (40 males & 40 females).
2 If the GPA is equal the priority will be given to those who score highest in biology, chemistry & physics during the preparatory year. | |
| 2. Guidance and Orientation Programs for New Students | |
| In phase 1 each year has an assigned staff member who acts as an academic counselor to students. He/she performs an orientation week for students at the beginning of the academic year demonstrating the curriculum map and then focuses on the modules /courses in each particular year, clarifying its overall aim, teaching and assessment strategies. Moreover, each year has a male and female leader selected from the students to discuss problems facing students with their peer leaders; then the leaders convey the complaints to the academic counselor to be discussed with the corresponding vice dean and hence in the curriculum committee phase 1. | |
. Student Counseling Services It includes academic, career, psychological and social services. | |
Office hours: · Every teaching staff has to be available in his/her office for students for 2 hours 3 days per week.
· There is a schedule of office hours declared to the Students outside near the door of every staff member.
· E- Mails of staff members participating in any module are announced for the students in the orientation lecture, which presented at the beginning of all modules. | |
4. Support for Special Need Students Support is provided for those students with special situation including excellent, defaulting, disabled, gifted and talented students. | |
- Defaulting: -
Academic adviser and psychiatrist are available to deal with low performance students and clarify the causes and means of improvement. - Disabled students:
Especially those with physical disability should be provided with private car parking, modified stairs for wheelchairs and WCs equipped with Aids and special seating in the classrooms, labs and library. - Talented students:
There are programs for scholarships and agreements with international universities for those distinguished students to perform collaborative research. - Gifted students:
One of the ranking criteria worldwide is the study gifts awarded to the students from abroad to join the university.
| |
| Graduate Requirements: | |
- The student will be released and graduated if he/she passed all graduation requirements with cumulative GPA not less than 1.00 out of 4.00
- Students must pass and complete 261 credits hours.
- Students must complete the internship period.
| |
Academic Reference Standards of Program
Introduction
The College of Medicine in the University of Hail (UOH) is committed to excellence in medical education and responsive to accreditation requirements by the NCAAA. As part of that commitment, the Dean Prof. Dr. Awdah Alhazimi formed a “focus group" under the name: The Committee for Academic Standards on 8\12\2018 to work on and follow with the preparation of the college academic standards.
It was accepted that the standards and the generated learning outcomes by the NCAAA to be followed in accordance with the bench marks from the King Abdulaziz University (KAU). The curriculum of the College of Medicine -KAU is already adopted by the college via an official agreement between the UOH and KAU. That is to be fostered by appropriate complementary elements consistent with the international standards in medical education.
These standards are set by the committee after comparatively reviewing selected standards and consultation with staff members under the supervision of the Dean.
The intended learning outcomes are set according to the standards and meant to be consistent with the National Qualifications Framework for Higher
Education in the Kingdom of Saudi Arabia and under the broad categorization of:
- Knowledge
- Cognitive Skills
- Interpersonal Skills and Responsibility
- Communication, Information Technology and Numerical Skills, and
- Psychomotor Skills.
- KNOWLEDGE
Medical education graduates should have a sound knowledge of a broad range of scientific disciplines and principles such as:
- Normal structure and function of human body and its major organ systems.
- Molecular, biochemical, cellular and immunological mechanisms that are important in maintaining homeostasis.
- Etiology, Mechanisms and effects of diseases.
- Pharmacological principles of treatment, Pharmacokinetics, pharmacodynamics, pharmacogenomics and principles of prescribing drugs.
- Mechanisms of action of drugs / interaction /Side effects / adverse reactions.
- Principles of Surgery, radiotherapy, complementary therapeutic measures in the management of diseases and patient care.
- The life cycle and effects of growth, development, and aging upon the individual, family and community.
- Knowledge and understanding of scientific reasoning in the practice of public health, population health, disease prevention, health promotion and health economics.
- Global health issues and the role of international health care organizations.
- Basic principles of basic and translational research.
- Ethical considerations in medical practice and the professional principles.
- COGNITIVE SKILLS
Medical graduates should be able to demonstrate a range of cognitive skills to carry out and evaluate information together with thinking and problem solving techniques specific to medicine as follows: - Structure and functions of the human body in health and disease.
- Integration of the basic science concepts in real life clinical practice.
- Data analysis and interpretation applying the scientific methods.
- Investigations and analysis of problems with minimal guidance.
- Identification of patient's health risks even if not associated with an initial problem.
- Comprehension and evaluation of new information, concepts, and evidence.
- Sound clinical judgments to establish diagnoses and therapies.
- Incorporation and modification of their thinking in response to new evidence and information.
- Application of appropriate safeguards based on the best available information in the face of uncertainty.
- Recognition of limitations of their own competence to refer for other's advice and treatment when needed.
- Prioritizing skills of management of tasks, events, time and stress.
3. INTERPERSONAL SKILL AND RESPONSIBILITY
The interpersonal skills and responsibilities of the medical graduates are:
3.1. Honesty and integrity.
3.2. Professional attributes such ethical commitment, commitment to maintaining good practice and interpersonal skills.
3.3. Positive collaboration with other professionals.
3.4. Management of own time and activities to cope with uncertainty and adaptation to change.
3.5. Professional appraisal and effective dealing of complaints
3.6. Responsibility and accountability to promote health in a health care system
3.7. Individual patient care keeping the cultures and customs of the community.
3.8. Ethical and legal principles in medical practice in maintaining confidentiality.
3.9. National laws in clinical care and rights of patients including disabled people
4. COMMUNICATION, INFORMATION TECHNOLOGY AND NUMERICAL SKILL
Medical education graduates should have the highly developed skills of communication, numerical and information technology required for effective professional practice as described below:
4.1. Professional communication in oral and written form.
4.2. Application of information and communications technology.
4.3. Understanding of modern mathematical and statistical techniques to calculate appropriate doses.
5. PSYCHOMOTOR SKILLS
5.1. Sensory cues and motor activities.
5.2. Skillful performance of motor activities.
5.3. Coordination of activities in internal consistency.
5.4. Performance of high levels of motor skills.
5.5. System based physical examination of patient and record observations.
The National, International and Bench Mark Standards Used for the Preparation of the Academic Standards in the College of Medicine – University of Hail
International Standards:
· Basic Medical Education WFME Global Standards for Quality Improvement. WFME Office: University of Copenhagen · Denmark · 2003 and The 2012 Revision www.wfme.org/standards/bme/doc_download/78-new-version-2012-quality-improvement-in-basic-medical-education-english
· THE SCOTTISH DOCTOR Learning Outcomes for the Medical Undergraduate in Scotland A Foundation for Competent and Reflective Practitioners 3rd http://www.scottishdoctor.org/
· General Medical Council 2009. Tomorrow's doctors. UK: General Medical Council; 2009.
· The CanMEDS Framework. http://www.royalcollege.ca/portal/page/portal/rc/canmeds/framework
National Standards
· Program Learning Outcomes Guidelines for Program Development and Review. National Commission for Academic Accreditation & Assessment August 2011
Benchmark
· King Abdulaziz University – Jeddah – KSA (see attached agreement).
· Zaini RG, Bin Abdulrahman KA, Al-Khotani AA, Al-Hayani AM, Al-Alwan IA, Jastaniah SD. Saudi Meds: a competence specification for Saudi medical graduates. Med Teach. 2011;33:582–584.
· Waleed Hamad Al Bu Ali, Magdy Hassan Balaha, Feroze Kaliyadan, Mohamed Bahgat, Elsayed Aboulmagd. A Framework for a Competency Based Medical Curriculum in Saudi Arabia. Materia Socio Medica 2013; 25(3): 148
Program intended learning outcomes (PLO's)
Medical education graduates will maintain beside the knowledge and skills, the highest standards of professional behavior through integrity, respect, and openness in communication, which will meet the expectations of patients and sustain the trust of the community.
| MBBS Program Intended Learning Outcomes | | |
| 1 | Knowledge : Medical education graduates will have a sound knowledge of a broad range of scientific disciplines and principles for being able to: | |
| | 1.01 | Describe normal structure and function of human body and its major organ systems. |
| | 1.02 | Define molecular, biochemical, cellular and immunological mechanisms that are important in maintaining homeostasis. |
| | 1.03 | Recognize etiology, mechanisms, morphology and effects of diseases and their clinical significance. |
| | 1.04 | Describe the normal and abnormal human behavior and psychology during major phases of growth and development |
| | 1.05 | Describe the pharmacological principles of treatment, and principles of therapeutics. |
| | 1.06 | Explain principles of various basic medical and surgical modalities and measures in the management of diseases and patient care. |
| | 1.07 | Recognize the life cycle and effects of growth, development, and aging upon the individual, family and community. |
| | 1.08 | Demonstrate knowledge and understanding of scientific reasoning in the practice of public health, population health, disease prevention, health promotion and health economics. |
| | 1.09 | Review global health issues and the role of international health care organizations. |
| | 1.10 | Illustrate basic principles of basic and translational research. |
| | 1.11 | Explain ethical considerations in medical practice and the professional principles. |
| 2 | Cognitive Skills : Medical graduates should be able to demonstrate a range of cognitive skills to carry out and evaluate information together with thinking and problem solving techniques specific to medicine as follows: | |
| | 2.01 | Predict the patient's health risks even if not associated with an initial problem. |
| | 2.02 | Explain the structure and functions of the human body in health and disease. |
| | 2.03 | Develop integration of the basic science concepts in real life clinical practice. |
| | 2.04 | Analyze and compare data by applying the scientific methods. |
| | 2.05 | Explain and analyze the problems with minimal guidance. |
| | 2.06 | Evaluate new information, concepts, and evidence. |
| | 2.07 | Predict diagnoses and therapies using sound clinical judgments. |
| | 2.08 | Reconstruct their thinking in response to new evidence and information. |
| | 2.09 | Plan the appropriate safeguards based on the best available information in the face of uncertainty. |
| | 2.10 | Judge the limits of their own competence to refer for other's advice and treatment when needed. |
| | 2.11 | Develop skills of management of tasks, events, time and stress. |
| 3 | Interpersonal Skills & Responsibility : The interpersonal skills and responsibilities of the medical graduates will have the ability to: | |
| | 3.01 | Show honesty and integrity. |
| | 3.02 | Show professional attributes such ethical commitment, commitment to maintaining good practice and interpersonal skills. |
| | 3.03 | Demonstrate the positive collaboration with other professionals. |
| | 3.04 | Use own time and activities to cope with uncertainty and adaptation to change. |
| | 3.05 | Evaluate professional appraisal and effective dealing of complaints. |
| | 3.06 | Show responsibility and accountability to promote health in a health care system. |
| | 3.07 | Show individual patient care keeping the cultures and customs of the community. |
| | 3.08 | Demonstrate ethical and legal principles in medical practice in maintaining confidentiality. |
| | 3.09 | Use National laws in clinical care and rights of patients including disabled people |
| 4 | Communication, Information Technology, Numerical The successful graduates must be able to: | |
| | 4.01 | Demonstrate effective communication, both oral and written, with patients, colleagues, relatives, disabled people, and media in breaking bad news. |
| | 4.02 | Demonstrate basic skills and positive attitudes towards teaching others, and negotiating and dealing with complaints. |
| | 4.03 | Evaluate other appropriate communication techniques including an appreciation of non-verbal communication/body language. |
| | 4.04 | Assess when communication is unsuccessful and another strategy is required (e.g. use of an interpreter). |
| | 4.05 | Demonstrate to patients, families and the public about health, illness, risk factors and healthy lifestyles. |
| | 4.06 | Illustrate all necessary clinical information on request forms to laboratory-based colleagues. |
| | 4.07 | Demonstrate self-management of illness to patients. |
| | 4.08 | Interpret questions and giving explanations and/or instructions. |
| | 4.09 | Assess content for electronic presentation. |
| | 4.10 | Assess information sources by using library and on-line information sources, including internet and intranet systems accurately, systematically and in sufficient depth. |
| | 4.11 | Illustrate patients with appropriate information about their medicines that improves safety and effectiveness. |
| | 4.12 | Operate information and communication technology to assist in diagnostic, therapeutic and preventive measures. |
| | 4.13 | Operate information and communication technology for surveillance and monitoring health status. |
| | 4.14 | Demonstrate use of logbooks and portfolios. |
| | 4.15 | Interpret information in evidence-based practice. |
| | 4.16 | Illustrate hypotheses, collect and critically evaluate data, for the solution of problems. |
| | 4.17 | Evaluate records of his/her practice for analysis and improvement. |
| 5 | Psychomotor skills Medical education graduates perform a range of practical procedures and assessments that require technical skill and manual dexterity. They will be able to: | |
| | 5.01 | Employ sensory cues in motor activities. |
| | 5.02 | Show skillful performance of motor activities. |
| | 5.03 | Demonstrate the activities in internal consistency. |
| | 5.04 | Perform high levels of motor skills. |
| | 5.05 | Perform system-based physical examination of patient and record observations. |
The newly adopted program learning outcomes according to Saudi Arabia qualification framework (SAQF) 2018 and aligned with Saudi Medical Education Directives Framework (SaudiMEDs).
PLOs are aligned with SAQF descriptor level 7 as summarized in The Saudi Arabian Qualifications Framework Level Descriptors. According to SAQF framework PLOs categorized in three domains:
Knowledge (Theoretical and Factual): There are 4 PLOs in this domain
Skills (Cognitive, Communication, and Psychomotor skills): There are 11 PLOs
Competences (Interpersonal skills): there are 4 PLOs.
| Program learning Outcomes | | Previous PLOs | SaudiMEDs |
| Knowledge and Understanding | | Performance Indicators | |
| K1 | Describe the details of scientific knowledge of the healthy and diseased human body at different stages of life cycle. | 1.1, 1.2, 1.5, 1.6, 1.7 | PLO1 |
| K2 | Integrate basic, clinical, psychosocial and social science in health and diseases | 2.2, 2.3, 2.4 | PLO1 |
| K3 | Outline findings from patient history and examination, for formulation and implementation of appropriate management plans for patients with common medical problems. | 2.7, 4.5 | PLO6 |
| K4 | Explore basic research skills and scientific thinking in health sciences | 1.10, 4.16 | PLO16 |
| Skills | | | |
| S1 | Apply the evidence-based practice in health care setup. | 4.15, 5.5 | PLO2 |
| S2 | Perform basic sciences' laboratory skills and essential clinical skills | 5.1, 5.2, 5.4 | PLO3 |
| S3 | Demonstrate clinical reasoning, decision making and problem solving in medical practice. | 2.5, 4.7 | PLO4 |
| S4 | Manage patients with common medical problems and life-threatening conditions. | 1.3, 1.4, 2.9 | PLO5 |
| S5 | Justify common investigations, with regard to the pathological basis of diseases, utility, safety and cost effectiveness. | 1.9, 2.1 | PLO7 |
| S6 | Demonstrate effective verbal and nonverbal communication skills with patients, their caregivers | 3.3, 4.1, 4.3, | PLO10 |
| S7 | Communicate effectively with health professionals with special reference to the role of self-reflection and peer assessment. | 4.4, 4.8, 4.11 | PLO10 |
| S8 | Implement IT and workplace medical informatics system efficiently. | 4.6, 4.12, 4.13 | PLO12 |
| S9 | Support health promotion and disease prevention | 1.8, 3.6 | PLO9 |
| S10 | Apply criticism relating to scholarly activities and research in the health sciences | 4.9,4.10, 4.14 | PLO17 |
| S11 | Work efficiently within the health care team and as an effective team leader. | 4.2, 5.3 | PLO11 |
| Competences | | | |
| C1 | Demonstrate core value and ethical altitude toward patients, professional and community | 1.11, 3.4, 3.5, | PLO13 |
| C2 | Comply with the healthcare system and regulations in Saudi Arabia. | 3.7, 3.8, 3.9 | PLO8 |
| C3 | Follow Islamic, legal and ethical principles in professional practices. | 2.10, 3.1, 3.2, | PLO14 |
| C4 | Demonstrate the capability of continuous professional development by lifelong independent learning and reflective thinking | 2.6, 2.8, 2.11, 4.17 | PLO15 |
Study Plan of Program
* Prerequisite – list course code numbers that are required prior to taking this course.
Level | Course Code | Course Title | Credit Hours | Required or Elective | * Pre- Requisite Courses | College or Department |
Prep Year | PENG001 | Preparatory English I | 3 | Required | None | Preparatory year Deanship |
| | PENG002 | Preparatory English II | 3 | Required | None | Preparatory year Deanship |
| | PENG003 | Preparatory English III | 3 | Required | PENG002 | Preparatory year Deanship |
| | PENG008 | Preparatory English IV | 3 | Required | PENG002 | Preparatory year Deanship |
| | PCSK001 | Communication Skills | 2 | Required | None | Preparatory year Deanship |
| | PBIO121 | Preparatory Biology | 3 | Required | None | Preparatory year Deanship |
| | PHYS121 | Medical Physics | 3 | Required | None | Preparatory year Deanship |
| | PCHM121 | Preparatory chemistry | 3 | Required | None | Preparatory year Deanship |
| | PMDC101 | Medical Foundations | 2 | Required | None | Preparatory year Deanship |
| | PCOS001 | Preparatory Computer Skills | 2 | Required | None | Preparatory year Deanship |
2nd Year, 1st Semester | ANTM 211 | Cells and Tissues | 2 | Required | All courses in Prep Year | College of Medicine. |
| | ANTM 212 | Anatomy | 4 | Required | All courses in Prep Year | College of Medicine. |
| | ANTM 213 | Embryology | 1 | Required | All courses in Prep Year | College of Medicine. |
| | CHEM212 | Biochemical Basis of Medicine | 4 | Required | All courses in Prep Year | College of Medicine. |
| | PAT 211 | Pathology | 5 | Required | All courses in Prep Year | College of Medicine. |
| | IC 101 | Introduction to Islamic Culture | 2 | Required | - | College of Education. |
| | ENG 110 | English language | 3 | Required | PENG 008 | College of Arts & Sciences |
2nd Year, 2nd Semester | MMB 221 | Medical Microbiology | 4 | Required | All courses in Prep Year | College of Medicine. |
| | PHRM311 | Medical Pharmacology | 2 | Required | All courses in Prep Year | College of Medicine. |
| | IBL 221 | Immune-Blood & Lymphatic System | 4 | Required | All courses in Prep Year | College of Medicine. |
| | CVS 221 | Cardiovascular System | 4 | Required | All courses in Prep Year | College of Medicine. |
| | RES 221 | Respiratory System | 4 | Required | All courses in Prep Year | College of Medicine. |
| | IC102 | Islamic and Society Building | 2 | Required | IC101 | College of Education. |
| 3rd Year, 1st Semester | ECE311 | Communication and early clinical skills | 2 | Required | All courses in Prep Year | College of Medicine. |
| | MGEN311 | Medical Genetics | 2 | Required | All courses in Prep Year | College of Medicine. |
| | MSS221 | Musculoskeletal System | 5 | Required | All courses in Prep Year | College of Medicine. |
| | REN311 | Renal and Urinary System | 5 | Required | All courses in Prep Year | College of Medicine. |
| | NUT321 | Nutrition and Metabolism | 4 | Required | All courses in Prep Year | College of Medicine. |
| | IAS332 | Islamic Studies (IV)and Medical Ethics | 2 | Required | All courses in Prep Year | College of Education |
| | ARAB101 | Arabic Language skills | 2 | Required | - | College of Arts & Sciences. |
| | IC103 | Economic system in Islam | 2 | Required | IC102 | College of Education |
| 3rd Year, 2nd Semester | GIT321 | Gastrointestinal System | 5 | Required | All courses in Prep Year | College of Medicine. |
| | END321 | Endocrine System | 5 | Required | All courses in Prep Year | College of Medicine. |
| | REP321 | Reproductive System | 5 | Required | All courses in Prep Year | College of Medicine. |
| | CNS321 | Nervous System &Special Senses | 6 | Required | All courses in Prep Year | College of Medicine. |
| | ARAB102 | Arabic composition | 2 | Required | ARAB
101 | College of Arts & Sciences. |
| | IC104 | Basics of Political System | 2 | Required | IC103 | College of Education |
4th year | COM421 | Community Medicine | 7 | Required | All courses in Phase II | College of Medicine. |
| | CSM411 | Clinical Skills Module | 20 | Required | All courses in Phase II | College of Medicine. |
| | SSM421 | Special Study Module & Elective (I) | 2 | Elective | All courses in Phase II | College of Medicine. |
| | LMM421 | Laboratory Medicine | 3 | Required | All courses in Phase II | College of Medicine. |
| | ENT421 | Otorhinolaryngology | 3 | Required | All courses in Phase II | College of Medicine. |
| | OPT421 | Ophthalmology | 3 | Required | All courses in Phase II | College of Medicine. |
| | PRO421 | Professionalism | 2 | Required | All courses in Phase II | College of Medicine. |
| | FOR421 | Forensic Medicine | 3 | Required | All courses in Phase II | |
| | EME221 | Basic Emergency care | 1 | Required | All courses in Phase II | College of Medicine. |
5th Year | OBG521 | Obstetrics and Gynecology | 16 | Required | All courses in Phase II | College of Medicine. |
| | RAD421 | Basic Imaging | 3 | Required | All courses in Phase II | College of Medicine. |
| | PSY521 | Psychiatry | 6 | Required | All courses in Phase II | College of Medicine. |
| | PED511 | Pediatrics | 16 | Required | All courses in Phase II | College of Medicine. |
| | FAM511 | Family Medicine | 7 | Required | All courses in Phase II | College of Medicine. |
6th Year | SSM 512 | Special Study Module & Elective (II) | 2 | Elective | All courses in Phase II | College of Medicine. |
| | MED621 | Medicine + All Subspecialities | 24 | Required | All courses in Phase II | College of Medicine. |
| | ANA521 | Anesthesia / ICU | 2 | Required | All courses in Phase II | College of Medicine. |
| | SUR611 | Surgery | 24 | Required | All courses in Phase II | College of Medicine. |
Course Description
Embryology (ANTM 213)
This course aims to thoroughly acquaint the student with the structure of the human body. The course content consists of introduction to regional anatomy, anatomy of the body. Instructional methods include classroom lectures, assignments and practical sessions.
Biochemical Basis of Medicine (CHEM 212)
The aim of Biochemical basis of medicine course for the second year MBBS students is to introduce them about the basic concepts of structure and function of primary foodstuffs including proteins, carbohydrates and lipids and their metabolism inside the body in order to provide energy and to allow for biosynthesis of other cellular materials. Also, students will have a good knowledge of storage, transmission and expression of genetic information along with discussion on clinically relevant examples.
Anatomy Core Course Module (ANTM212)
This course aims to thoroughly acquaint the student with the structure of the human body. The course content consists of introduction to regional anatomy, anatomy of the body. Instructional methods include classroom lectures, assignments and practical sessions.
Pathology (PAT211)
Pathology is the study of diseases. It is the study of how the organs and tissues of a healthy body change to those of a sick person.
Medical Microbiology (MMB221)
Medical microbiology, the large subset of microbiology that is applied to medicine, is a branch of medical science concerned with the prevention, diagnosis and treatment of infectious diseases. In addition, this field of science studies various clinical applications of microbes for the improvement of health. There are four kinds of microorganisms ,that cause infectious disease: bacteria, fungi, parasites and viruses, and one type of infectious protein called prion.
Gastro-Intestinal Module (GIT- 321)
The gastrointestinal system is a complex, multi-organ structure that performs many vital functions, including ingestion, digestion, movement, absorption and elimination. The pancreas secretes enzymes into the small intestine to help break down proteins, fat, and carbohydrates. The liver and biliary system secretes bile into the small intestine to aid in the digestion of fat. In addition, the liver processes nutrients absorbed by the small intestine into forms that can be used by the body and detoxifies potentially harmful substances.
Islamic studies IV and medical ethics ( IAS332)
The course was designed to be 7 lectures and their application in the form of 7 case scenarios. The student will be able to provide students with a knowledge of and approach to common ethical problems in medicine, to encourage and support students in their self-directed efforts to improve their understanding of ethics. to include ethics in the various forms of student evaluation and to develop new ways of evaluating students in ethics, to acquire skills & working knowledge & understanding of the principles and concepts applicable to the medical ethics, in general and also to apply medical ethics in students' future work in medicine
Communication & Early Clinical skills ECE311
The Early Clinical Experience and communication skills course is a central component of the Personal and Professional development theme. The course runs in the 1st semester of the third year .It comprises introductory lectures, practical demonstration, visits to general practice and hospital, and small group seminars. The departments of community and family medicine, Clinical Medicine and Surgery, deliver it.
The course considers communication skills, clinical history taking and systematic examination of respiratory, cardiovascular, gastro-intestinal, endocrine, and central nervous systems. The system learning is integrated with the teaching of the relevant systems in anatomy and physiology. Basic emergency care is learned separately.
Nutrition and Metabolism (NUT321)
The aim of the 'Nutrition and Metabolism' module is to introduce you to the basic and applied concepts of nutrition and the importance of macro and micronutrients in health and disease. Instructional methods as such case- based
lectures and small group discussions in PBL, innovative teaching modules, evidence based medical-nutrition-therapy, and other types of nutrition education
techniques will be used. The course is made up of 15 lectures, 2 PBL, and 5 practical sessions as seen in the structure of the module.
Reproductive Module (REP321)
*Reproductive module is delivered in collaboration with basic and clinical sciences because 3rd year is a transition year from basic to clinical learning.
*A variety of teaching and learning strategies are adopted for 5 credit hours.
*Contact hours (75) are distributed into 45 lectures, 9 practical, 6SDL, 5 tutorials, 4 clinical presentations and 1 PBL and two self-learning in Library.
Endocrine Module (END321)
The endocrinology module is provided to the 3rd year medical students in the 2nd semester. It is designed to give the medical students an in depth knowledge about the various aspects related to the endocrine system. The main instructional material includes lectures, practical to streamline the applied and clinical aspects of the lectures and tutorial sessions to stimulate the students to participate in the teaching/learning activities. Students are evaluated through theoretical, oral and practical tests in addition to continuous assessment.
Musculoskeletal System Module (MSS 221)
This course aims to give the students basic knowledge of the structure and function of musculoskeletal system, to identify common disorders of it and to demonstrate the locomotor examination.
Professionalism (POR421)
Professionalism is built around the tripartite framework of core knowledge and skills, ethical principles, and a selflessness and/or service orientation.
Community Medicine Course (COM421)
Community Medicine course is designed to deliver topics from all disciplines of community medicine namely; epidemiology, biostatistics, environmental & occupational health, disease prevention and health promotion including PHC with principles of communicable diseases. It takes four weeks during the fourth medical year. Variety of instruction methods will be adopted to deliver the course content. This will work to emphasize and sharpen variety of necessary skills in the medical students including presentation skills, management process, decision making skills, rational thinking skills and skills of report writing. Evaluation methods for the students will include student assignments, preparation of audio-visual presentations, and mastering of computer applications in addition to mid-term and written final exams.
Forensic medicine &Toxicology (FOR421)
By the end of the Forensic Medicine and Toxicology Course, the student will demonstrate the ability to assimilate and integrate information from lectures, practical, problem based learning and independent activities on forensic cases. The student will demonstrate the ability to gain practical skills associated with the examination of the forensic cases enabling him to recognize and differentiate different Forensic problems. The student can gain skill in prediction and dealing with forensic cases.
The student will demonstrate the ability to apply his basic knowledge and cognitive skills to solve problems, and understand some related areas beyond the course and appreciate the major supporting evidence based on textbooks reviews and electronic learning materials.
Psychiatry (PSY 521)
Psychiatry module is built around the framework of core knowledge and skills about psychiatric diseases and the correct behaviors based on ethical principles, and a selflessness and/or service orientation.
Special Study Module & Elective (II) SSM512
Health-care outcomes have significantly improved with the scientific discoveries of modern medicine. However, studies from a multitude of countries show that with these benefits come significant risks to patient safety. We have learnt that hospitalized patients are at risk of suffering an adverse event, and patients on medication have the risk of medication errors and adverse reactions.
A major consequence of this knowledge has been the development of patient safety as a specialized discipline to assist health-care professionals, managers, health-care organizations, governments (worldwide) and consumers who must become familiar with patient safety concepts and principles. Everyone is affected. The tasks ahead of health care are immense and require all those involved in care to understand the extent of harm to patients and why health care must move to adopt a safety culture. Patient safety education and training is only beginning to occur at all levels. Health-care students, as future providers of health care and health-care leaders, must prepare themselves to practise safe care. However, the curricula of the different health-care professions are continually changing to accommodate the latest discoveries and new knowledge, patient safety knowledge is different because it applies to all areas of practice and to all professions.
Health-care students will need to know how systems impact on the quality and safety of health care, how poor communication can lead to adverse events and much more. Students need to learn how to manage these challenges. Patient safety is not a traditional stand-alone discipline; rather, it is one that integrates into all areas of health care.
Basic Imaging & Radiology (RAD 421)
Undergraduate teaching of radiology today is a necessity for any medical school since radiology and medical imaging science are directly & heavily involved in
patient care & management in modern medicine. The advanced technology and accuracy of imaging modalities have made clinical management and decision fast, safe, satisfactory and exciting.
The teaching process in medicine appears more effective when demonstrations are made in correlation of clinical images with signs or symptoms of the diseases.
Medical curricula are undergoing significant development to meet recent changes in practice objectives and clinical competencies. The role of diagnostic imaging within clinical practice is changing more quickly than other clinical subjects, we believe that the teaching of radiology should support the development of medicine since imaging is an essential tool in the clinical management of almost all disease, recent legislation worldwide puts new responsibilities on doctors who refer patients for investigations involving ionizing radiation, in fact, the boundaries between radiology & other clinical specialties are breaking down, most especially in endoscopy, cardiology, oncology, surgery, minimally invasive treatment; doctors who practice in these areas will combine imaging with clinical, and therapeutic skills.
Family Medicine (FAM511)
Family Medicine is a diverse discipline in that it deals with the whole patient and his or her family. Students who intend to pursue Family Medicine as a career will have an introduction to the discipline and practice.. The course
runs in the 2nd semester of the fifth year .It comprises introductory lectures, practical demonstration, visits to general practice, and small group seminars.
Program KPIs*
The period to achieve the target (1) year.
| No | Standard | KPIs | Target | Measurement Methods | Measurement Time |
| 1 | -1- Mission & Goals | Percentage of achieved indicators of the program operational plan objectives) | 90% | Operation plan and progress report from annual program report | Year 1 |
| 2 | | The awareness and support of the teaching staff and administrators of the mission of the program/institution | 100% | 1.QUESTIONNAIRE Teaching staff members 'evaluation of the vision and mission
2. COLLEGE WEB SITE PUBLISHING
http://www.uoh.edu.sa/en/Subgates/Faculties/CMS/About/Pages/Vision.aspx
3. SSR report | Year 1 |
| 3 | -3- Teaching and learning | Students' Evaluation of quality of learning experience in the program | 90% | Student evaluation of the program questionnaire
STUDENTS PROGRAM EVALUATION REPORT | Year 1 |
| 4 | | Students' evaluation of the quality of the courses | 80% | student field exprince questionnaire and student course evaluation questionnaire | Year 1 |
| 5 | | Completion rate | 95% | ANNUAL PROGRAM REPORT | Year 1 |
| 6 | | First-year students retention rate | 100% | ADMISSIONS AND REGISTRATION UNIT | Year 1 |
| 7 | | Students' performance in the professional and/or national examinations | 100% | REPORT FROM ALUMNI DEPARTMENT
On line national results
https://public.scfhs.org.sa/ | Year 1 |
| 8 | | Graduates' employability and enrolment in postgraduate programs | 100%
80% | REPORT FROM ALUMNI DEPARTMENT
The Saudi Commission for Health Specialties website
https://public.scfhs.org.sa | Year 1 |
| 9 | | Average number of students in the class | 40 | STUDENT LIST AND ATTENDANCE PER EACH CLASS PER NUMBER AND PERCENTAGES | Year 1 |
| 10 | | Employers' evaluation of the program graduates proficiency | 100% | QUESTIONNAIRE of Employers' evaluation of the program | Year 1 |
| 11 | | Student evaluation of the Value and Quality of Field Activities | 90% | QUESTIONNAIRE
of Field experience | Year 1 |
| 12 | -4- Students | Students' satisfaction with the offered services | 90% | QUESTIONNAIRE
students Program Evaluation | Year 1 |
| 13 | -5- Teaching Staff | Ratio of students to teaching staff | 1:4 | STUDENT LISTS
STAFF LISTS | Year 1 |
| 14 | | Percentage of teaching staff distribution | Male
50%
Female
50% | STAFF LISTS QUALIFICATIONS AND DISTRIBUTION | Year 1 |
| 15 | | Proportion of teaching staff leaving the program | 10% | TERMINATION LETTER FROM THE UNIVERSITY ADMINISTRATION FOR THOSE WHO HAVE COMPLETED TEN YEARS | Year 1 |
| 16 | | Percentage of publications of faculty members | 60% | LIST OF PUBLICATION FROM VICE DEAN OF SCIENTIFIC RESEARCH | Year 1 |
| 17 | | Rate of published research per faculty member | 1.00 | LIST OF PUBLICATION FROM VICE DEAN OF SCIENTIFIC RESEARCH | Year 1 |
| 18 | | Citations rate in refereed journals per faculty member | 3.5 | LIST OF CITATIONS FROM VICE DEAN OF SCIENTIFIC RESEARCH | Year 1 |
| 19 | | Relevance of the qualifications and experience of faculty members to the courses they teach | 100% | Qualifications forms and
STAFF CV IN VICE DEAN OFFICE | Year 1 |
| 20 | | The percentage of full-time teaching staff members and the others of administrative staff that participate in community services activities | 90% | COMMUNITY SERVICES REPORT | Year 1 |
| 21 | -6- Learning resources, facilities and equipment | Satisfaction of beneficiaries with the learning resources | 90% | Program evaluation survey questionnaire | Year 1 |
البرنامج الأكاديمي................................كلية.............................
أولاً: عدد أعضاء هيئة التدريس ومن في حكمهم بالبرنامج الأكاديمي:
| الفئة | العدد المتوفر حالياً في العام (1440/1441هـ) | | | الجملة | |
| | شطر الرجال | | شطر النساء | | |
| أستاذ | 4 | | 2 | 6 | |
| أستاذ مشارك | 1 | | 3 | 4 | |
| أستاذ مساعد | 17 | | 13 | 30 | |
| محاضر | 6 | | 3 | 9 | |
| معيد | 6 | | 1 | 7 | |
| العدد الإجمالي | 34 | 21 | | | 55 |
| أعضاء هيئة التدريس السعوديين | 13 | | 3 | 16 | |
| أعضاء هيئة التدريس الأجانب | 21 | | 18 | 39 | |
| | | | | | |
ثانياً: عدد طلبة البرنامج الأكاديمي:
| الشطر | العدد المتوفر حالياً في العام (1440/1441هـ) |
| الطلاب | 204 |
| الطالبات | 203 |
| العدد الإجمالي | 407 |
ثالثاً: عدد الفنيين والإداريين المتاح حاليا في البرنامج الأكاديمي:
| الفئة | العدد المتوفر حالياً في العام (1440/1441هـ) | | الجملة |
| | شطر الرجال | شطر النساء | |
| الفنيين | 5 | 3 | 8 |
| الإداريين | 3 | 13 | 16 |
رابعاً: عدد خريجي البرنامج الأكاديمي:
| الشطر | عدد الخريجين حتى عام 1439/1440 ه | عدد من توظف منهم |
| الخريجين | 182 | 65 |
| الخريجات | 180 | 45 |
| العدد الإجمالي | 362 | 110 |
| العنصر | العدد المتوفر حالياً في العام حتى تاريخه | | العدد الإجمالي |
| | شطر الرجال | شطر النساء | |
| القاعات الدراسية | 5 | 12 | 17 |
| السبورات الذكية | 14 | 1 | 15 |
| المعامل التخصصية | 7 | 9 | 16 |
| معامل الحاسب الآلي | 1 | 2 | 3 |
| مكاتب اعضاء الهيئة التدريسية والمحاضرين والمعيدين | 35 | 22 | 57 |
المكاتب للإدارة والخدمات والاجتماعات والمؤتمرات (رئيس قسم، معاون، سكرتير، مكتبة، .....الخ) | 43 | 18 | 61 |
| الأجهزة التخصصية المرتبطة بمجال البرنامج | 150 | 425 | 575 |
| الأجهزة التقنية (أجهزة بروجكتور – أجهزة الحاسب الآلي..الخ) | 94 | 11 بروجكتور+115جهاز كمبيوتر+19 طابعة+ 4 ماكينة تصوير | 243 |
| دورات المياه | 10 | 33 | 43 |
| طفايات الحريق | 14 | 38 | 52 |
| مخارج الطوارئ | 15 | 0 | 15 |
Graduate Employment Opportunities
Destination of graduates as shown in survey of graduating students (Include this information in years in which a survey of employment outcomes for graduating students is conducted).
Date of Survey
Number Surveyed Number Responded Response Rate %
| Destination | Not Available for Employment | | Available for Employment | | |
| | Further Study | Other Reasons | Employed in Subject Field | Other Employment | Unemployed |
| Number | 6 | - | 29 | - | - |
Percent of Respondents | 17.14% | | 82.86% | - | - |
- All graduates are employed in the Ministry of Health (MoH) and in the Ministry of Education (MoE).
- The majority of graduates are employed within 4 months of their graduation and all of the graduates are employed within 1 year after graduation.
- Some graduates included in the survey started postgraduate studies.
