This module spans the entire year and exposes students to practical clinical skills in medicine such as doctor/patient communication skills, CV skills, GI skills, HEENT skills, MSK skills, NEURO skills, and RSP skills.
This module spans the entire year and exposes students to practical clinical skills in clinical settings.
This is a placeholder for the Clinical Sciences Year 1 Average used for promotion to the next year.
This is a placeholder for the Clinical Sciences Year 2 Average used to determine eligibility to sit the Final Integration Examination.
This module has been designed according to the teaching/learning and assessment principles laid down in the curriculum. The main emphasis in this module is on normal endocrine control of body functions and the Pathophysiology of endocrine glands (approx. two thirds). Clinical relevance will be emphasized throughout the module. The clinical seminars offer a survey of the most important endocrine/metabolic disorders.
This is the Final Integrated Examination to determine eligibility to graduate.
The goal for this module is to provide students the foundations necessary to progress to the Clinical Sciences Course where core concepts can be applied to the case of the patient. The instruction will be a combination of self-directed learning with relevant cases, lectures, clinical demonstrations and laboratories. Students will learn the relevant primary clinical skills during this first year and will receive additional instruction during the second year where they will learn more detailed skills to modify the examination of the gastrointestinal tract.
This module discusses behavioral science concepts and requires students to make several adaptations to assist in the transition to the Clinical Sciences Course. Among the transitions are: the use of Problem-Based Learning (PBL) as a means of group and self-learning with the prime objective of integration of basic concepts and practice; the utilization of the Biopsychosocial Model as a means of organizing content and issues relating to patients; and engagement in several practical skills components. The module places emphasis upon general patterns and principles of human behavior in health care. The knowledge and skills offered in this module can and should be applied in all clinical settings.
The language and literacy course aims to enhance students’ English literacy through a guided journey that follows selected themes of medicine that have emerged through history along with present day perspectives. Vocabulary and content readings are regularly assessed through Blackboard. A variety of media is included in the course to support and enhance the chosen texts. The course’s ambition is to foster a level of excitement and curiosity with regard to the learning process in the field of medicine. A main theme in the course is the idea of light, vision, hidden knowledge and the revelations that come from dedicated study. Another key concept that runs through the course is the role of serendipity and sagacity with regards to scientific discovery. Questioning and critical analysis skills are emphasized as necessary to help them develop understanding with regards to complex and new ideas. The language and literacy course hopes to establish a sound base from which students may start off in their progress towards becoming mature scholars.
This course will discuss topics in Medical Informatics at the bachelor level.
The aim of this course is develop students’ numeracy and information and communication technology skills to enable them to solve common numerical problems (e.g. percentage, proportions) and to manage, analyse and present data in graphical and tabular form to a varied audience. They will also learn the skills of interpreting data in its many formats. Students will become familiar with common statistical vocabulary (e.g. mean, correlation coefficient). Students will be expected to develop the skills necessary to find, critically analyse and then use information to solve problems or answer questions. Once having found information using different search engines and databases, students will then develop the skills required to select appropriate information for the task (i.e. using evidence-based principles).
This is a placeholder for the Pre-Medical Program Year 1 Weighted Average used for promotion to the next year.
This is a placeholder for the Pre-Medical Program Year 1+2 Weighted Average With Exam used for promotion to the next year.
This is a placeholder for the Pre-Medical Program Year 1+1 Weighted Average Before Exam used to determine eligibility to set Pre-Medical Program Exam.
Comprehensive exam covering the first two years of pre-medical studies.
To be designed to the specific interest of the exiting PhD students with emphasis on new frontiers in Materials Science and Engineering
The BRAIN, the most complex of organs, is the medium of all human experience in somatic and psychological domains and the organ that governs the body and the mind. The study and investigation of its structure and function under normal and morbid conditions is, therefore, a core subject in pre-clinical and clinical medicine. In the PBL format, the Neuroscience Module has been reviewed and reorganized with the prime aim of integrating basic, preclinical and clinical neuroscience, offering a blend of concepts and practice. We hope that you will enjoy this Module and enrich as many neurons as we have lost in its conception and delivery.
This is a placeholder for the Clinical Sciences Year 2 Average used to determine eligibility to graduate.
This is a placeholder for the Pre-Clinical Program Year 1 Weighted Average used for promotion to the next year.
This is a placeholder for the Pre-Clinical Program Year 1+2 Weighted Average With Exam used for promotion to the next year.
This is a placeholder for the Pre-Clinical Program Year 1+1 Weighted Average Before Exam used to determine eligibility to set Pre-Clinical Program Exam.
Comprehensive exam covering the two years of pre-clinical studies.
Through their experiences with the UAE health care system, students will appreciate the role of the health care professions team in the holistic treatment of patients, as members of a multicultural society. Students will be come to understand the expectations of society of a professional, ethical and safe doctor as future health care practitioners in the UAE. Students will develop their English language skills so that they are able to communicate and present information in different formats (written, oral) to different audiences and using different technologies (e.g. IT). Students will also gain an appreciation of the importance of knowing who they are as learners and will explore different strategies for learning and studying, including team work, managing and organising oneself, andactively seeking feedback for self-improvement as they develop the skills required for continuing professional development. Level one.
The aim of this course is to build upon the core communication skills acquired during N&ICT, L&L, and PP&C1 and further develop students’ ability to communicate effectively, both orally and written. Specifically, this course will provide students with the necessary analytical and research skills to critically evaluate a topic and demonstrate their communication skills. In addition, students will develop a deeper insight into the medico-ethical issues associated with working in the health-care profession both in the UAE and globally. They will also begin to explore lifestyle as a determinant of health.
The aim of this course is to equip the students with a variety of problem-solving skills and analytical tools that can be used in both research and professional practice. As such, the course will foster the students’ ability to critically analyse and solve a problem using evidence-based practice. Students will learn the theoretical underpinnings of health promotion, health education, and interventions focussed on population health, whilst developing the ability to work both independently and part of a team on a group research project.
The aim of this course is to reinforce and build upon the communication and analytical skills acquired during PPC1-3. Students will advance their ability to communicate accurately and effectively with colleagues by considering in more depth patient-doctor interactions within the context of a wider community. Students will also improve their understanding of case studies in terms of professionalism and ethics through their deconstruction. Students will also enhance their comprehension of epidemiology, infection control, and ethics. Finally, essays and presentations will be assigned to strengthen learner independence, professionalism, group work, and research skills to prepare students for their advancement in further studies here at the CMHS.
For advancement to PhD candidacy, all PhD student must take and pass the Comprehensive Examination before the end of their second year of study. This examination will assess the breadth of knowledge in major acquired by the student, evaluate the student’s research proposal and determine whether or not the student should continue with the doctoral studies.
This training is conducted for one semester following the semester in which the student finishes all required and elective courses of the college (132 Credit Hours). Students will be distributed among the different sites of legal work such as courts, public attorneys' offices, police, departments of legal affairs of Federal and local agencies, well known lawyers' firms and the economic establishments in the governmental, semi-governmental and private sector. Students may also have a part of their external training working at the legal clinic of the college. In this training, students should acquire good knowledge about the organization of the places in which they get their training and about how these places are applying law on their business. Students, as well, should be given a chance to try to practice some of the actual business of the training places...
This course will discuss topics in Research Methodology at the bachelor level.
This course will discuss topics in Research or capstone project at the bachelor level.
Student conducts high quality academic research under the direction of his/her supervisor. Student and supervisor shall meet on regular basis and discuss progress and issues related to the student’s dissertation research. Furthermore, the student writes an annual report based on a meeting with supervisor and Advisory Committee, in which a review is conducted to determine progress, identify problems, and project dates for completion of various tasks. The research shall represent original contribution to human knowledge in the particular academic field and is presented in a written research dissertation of a publishable standard. The document shall also demonstrate the candidate’s acquaintance with the literature of the field and the proper selection and execution of research methodology. The physical form of the dissertation must comply with the regulations stated in the Thesis and Dissertation Preparation Guidelines, issued by the College of Graduate Studies.
Student defends his/her research dissertation in the form of an oral presentation in a public session, followed by a closed session, before a Dissertation Examination Committee, which includes internal and external examiners. The outcome of the overall evaluation of the dissertation is based on two main parts: (1) the Committee’s evaluation of the dissertation document and (2) the Committee’s evaluation of the dissertation defense. The final result shall be one of the following: (1) Approve dissertation as presented, (2) Approved with minor revisions, (3) Re-examine after making major revisions, or (4) Rejection of dissertation and dismissal. The Dissertation Defense course is non-credit rated, while a Pass or Fail result for each attempt will be recorded on the student’s academic transcript.