Clinical Skills and Professionalism 1 (CLSM360)

The course spans the entire year and exposes students to practical clinical skills in medicine such as doctor/patient communication skills, Cardiovascular skills, Respiratory skills, and Urogenital skills. The weekly clinical skills are selected to fit into the clinical themes of the week in the Problem Based Learning curriculum which runs in parallel, thereby reinforcing the theoretical and clinical integration. Clinical faculty members share in the instruction and assessment of students in this course. Volunteers from the Al Ain community get trained in being simulated patient educators and support the clinical skills course, providing opportunities for students to learn skills on real people. Furthermore, the SPs are trained to give feedback to the learner, from a patient’s perspective. Each week of the course begins with a clinical skills demonstration session which is led by a subject expert tutor. The weekly objectives and checklist of skills is distributed at the demonstration session- for all students to use as their guide to practice and soft copies of all such documents are made available to the students in the Curriculum Management System. Students are divided into small groups (maximum 8/ group) and have designated time for un-supervised self-practice and tutor feedback in the curriculum. During un-supervised self-led practice sessions, students have access to simulated patients, models, all necessary examination equipment, mannequins, audio and video-recording facilities, to record and learn from their own performance. Tutor feedback sessions are intending to provide students with protected time in a safe setting, where they can practice their skills, and get feedback on ways to improve it. Students are formatively assessed by their tutors on their professionalism at each weekly tutor session and summatively assessed in a midyear OSCE and a final OSCE.

Credit Hours : 6

Course Learning Outcomes

1. Demonstrate Professional Behavior And Application Of Principles Of Ethics In Dealing With The Simulated Patient.
2. Demonstrate The Steps Of Hand Hygiene.
3. Perform A General Examination On A Simulated Patient.
4. Perform A General Medical Interview With A Simulated Patient.
5. Perform A Patient Centered Interview On A Patient With Complaints Related To Hematology, Cardiovascular, Respiratory, Renal And Urogenital Systems.
6. Perform The Basic Clinical Procedures Related To Hematology, Cardiovascular, Respiratory, Renal And Urogenital Systems.
7. Perform The Physical Examination In An Organized And Structured Manner Of The Following Systems: Hematology, Cardiovascular, Respiratory, Renal And Urogenital Systems.

Clinical Skills and Professionalism 2 (CLSM460)

The course spans an entire year and exposes students to practical clinical skills such as history taking and examination of the Gastrointestinal System, Clinical Endocrinology and Metabolism, Musculoskeletal System and Child Neurodevelopment, Central and Peripheral Nervous System and Clinical Assessment of the Behavioral System. The weekly clinical skills are selected to fit into the clinical themes of the week in the Problem Based Learning curriculum which runs in parallel, thereby reinforcing the theoretical and clinical integration. Clinical faculty members share in the instruction and assessment of students in this course. Volunteers from the Al Ain community get trained in being simulated patient educators and support the clinical skills course, providing opportunities for students to learn skills on real people. Furthermore, the SPs are trained to give feedback to the learner, from a patient’s perspective. Each week of the course begins with a clinical skills demonstration session which is led by a subject expert tutor. The weekly objectives and checklist of skills is distributed at the demonstration session- for all students to use as their guide to practice and soft copies of all such documents are made available to the students in the Curriculum Management System. Students are divided into small groups (maximum 8/ group) and have designated time for un-supervised self-practice and tutor feedback in the curriculum. During un-supervised self-led practice sessions, students have access to simulated patients, models, all necessary examination equipment, mannequins, audio and video-recording facilities, to record and learn from their own performance. Tutor feedback sessions are intending to provide students with protected time in a safe setting, where they can practice their skills, and get feedback on ways to improve it. Students are formatively assessed by their tutors on their professionalism at each weekly tutor session and summatively assessed in a midyear OSCE and a final OSCE.

Credit Hours : 6

Course Learning Outcomes

1. Demonstrate Professional Behavior And Application Of Principles Of Ethics In Dealing With The Simulated Patient.
2. Perform A Medical Interview Demonstrating The Ability To Select And Ask Focused Case Related Questions To Demonstrate Clinical Reasoning.
3. Perform A Patient Centered Interview On A Patient With Complaints Related To Gastrointestinal, Endocrine, Musculoskeletal, Neurological Systems And Behavioral Sciences And Revisit The History Taking Skills Taught In Preclinical Skills 1 (Hematology/Oncology, Communication/Interview, Cardiology, Respiratory, Renal And Urogenital Systems) With A Focus On Review Of Systems.
4. Perform The Basic Clinical Procedures Related To Gastrointestinal, Endocrine, Musculoskeletal, Neurological Systems, Revisiting Procedures Taught In Preclinical Skills 1 (Hematology/Oncology, Cardiology, Respiratory, Renal And Urogenital Systems).
5. Perform The Physical Examination In An Organized And Structured Manner Of The Following Systems: Gastrointestinal, Endocrine, Musculoskeletal, Neurological System And Behavioral Sciences And Revisit The Physical Examination Skills Taught In Preclinical Skills 1 (Communication/Interview, Cardiology, Respiratory, Renal And Urogenital Systems).

Endocrine and Metabolism (ENDO420)

This course covers normal endocrine control of body functions and the pathophysiology of endocrine glands. Clinical relevance will be emphasized throughout the course. The clinical seminars offer a survey of the most important endocrine/metabolic disorders. The following themes will be covered: Hypothalamus and Pituitary, Thyroid, Parathyroid and Mineral Homeostasis, Adrenals and Gonads, Gonads and Breast, Metabolism and Diabetes Mellitus, Diabetes Mellitus and Nutrition, and Integration of endocrine function. The core concepts of the course are the knowledge, skills and attitudes necessary to: Describe normal structure and function of the endocrine system and compare it with abnormal structure and function, Identify the etiology of disease whether congenital, traumatic, infective, nutritional, neoplastic, degenerative or idiopathic, Assess and diagnose endocrine system disorders through an understanding of the clinical history, physical and mental state examination and appropriate investigation, Discuss the principles of management of endocrine and metabolic disorders, Identify and discuss professional, ethical and societal issues that arise in the course of patient management, and Compare normal and abnormal metabolism.

Credit Hours : 6

Course Learning Outcomes

1. Classify The Various Medications Used In The Management Of Endocrine And Metabolic Disorders Based On Their Mechanism Of Action
2. Demonstrate Capability To Communicate Professionally And Learn In Collaborative Groups.
3. Demonstrate Life-Long Learning Skills For Personal And Professional Growth And Development.
4. Describe The Normal Structure And Function Of Endocrine Organs (I.E. Hypothalamus, Pituitary, Thyroid, Parathyroid, Adrenal Glands, Endocrine Pancreas And Ovaries)
5. Differentiate Between Various Pathological Disorders Leading To Increased Production Or Lack Of Various Hormones
6. Discuss The Scientific Basis Of Different Diagnostic Tests Used In The Investigations Of Endocrine Disorders And Critique Their Appropriateness And Results
7. Explain The Pathophysiological Processes Leading To Clinical Signs And Symptoms Of Hyper-Or Hypo-Function Of Endocrine Organs

Final Integrated Examination (FIEE599)

Final Integrated Examination covering all six years of study with emphasis on the last two clinical years to determine eligibility to graduate. The exam consists of four parts which are the in-house Multiple Choice Question exam, an International benchmark exam (IFOM) similar to the NBME, an OSCE assessment, and a Clinical examination.

Credit Hours : 60

Course Learning Outcomes

1. Demonstrate adequate assimilation of scientific evidence-based practices in medicine.
2. Demonstrate sound biomedical, clinical, psychosocial and epidemiological knowledge.
3. Demonstrate appropriate investigative, clinical reasoning and analytical thinking.
4. Gather essential and accurate patient information.
5. Make informed decisions about diagnostic and therapeutic interventions
6. Develop and carry out appropriate patient management plans.
7. Communicate effectively with patients using verbal, and non-verbal skills.
8. Provide patient counseling and education.
9. Demonstrate respect, compassion and integrity for patients
10. Demonstrate adherence to ethical principles.
11. Advocate for quality patient care.

Gastrointestinal System (GAST410)

This course covers an overview of gastrointestinal disorders at the level of a fourth year medical student. The course consists of basic/clinical science lectures combined with relevant laboratory teaching and problem based learning (PBL) in relation with gastrointestinal tract disorders. Students will review the normal anatomy, histology, physiology, immunology and microbiology of the gastrointestinal tract. This will form the basis to proceed with disorders that will be studied in terms of pathophysiology and clinical presentation in addition to appropriate management options. At the end of the course students should be able to understand the clinical presentation of gastrointestinal disorders and be able to reach a diagnosis or formulate a differential diagnosis and plan the appropriate investigative methods to arise at final diagnosis and hence appropriate treatment of gastrointestinal disorders they will encounter in their clinical years.

Credit Hours : 6

Course Learning Outcomes

1. Demonstrate Capability To Communicate Professionally And Learn In Collaborative Groups.
2. Demonstrate Life-Long Learning Skills For Personal And Professional Growth And Development.
3. Describe The Embryonic Development, Fetal Maturation, Normal Structure, Histology And Normal Flora Of Organs Of The Gastrointestinal Tract.
4. Explain The Normal Physiological Functions Of The Gastrointestinal Tract, Including Motor, Secretory, Digestive, Absorptive And Eliminatory Functions.
5. Outline The Approach To Clinical Nutrition With Regard To Fluid, Electrolyte, Micronutrient And Macronutrient Homeostasis.
6. Outline The Etiology, Pathophysiology, Immunology, Microbiology, Pathology, Clinical Presentation, Imaging As Well As Pharmocological And Surgical Management Of Common Gastrointestinal Diseases.
7. Summarize The Mechanisms, Presentation And Management Of Traumatic, Vascular And Mechanical Disorders That Affect The Gastrointestinal Tract.

Behavioral Sciences (HEHA450)

This course covers the general patterns and principles of human behavior in healthcare. The knowledge and skills offered in this course can and should be applied in all clinical settings. Core Concepts: Describe normal human behavior through the Biopsychosocial Model and compare it with abnormal human behavior, Identify the etiology of mental disorders through the interaction between environmental factors and individual characteristics (including genetic endowment), Develop skills to assess and diagnose mental disorders through a comprehensive enquiry into the clinical history, physical and mental state examination and appropriate investigation, and Present rational treatment of mental disorders in order to relieve symptoms and minimize disability.

Credit Hours : 6

Course Learning Outcomes

1. Compare Various Theoretical Perspectives Of Psychopathology.
2. Demonstrate Capability To Communicate Professionally And Learn In Collaborative Groups.
3. Demonstrate Life-Long Learning Skills For Personal And Professional Growth And Development.
4. Discuss Biopsychosocial, Environmental And Cultural Factors That Can Influence An Individual'S Development And Behavior.
5. Examine Human Development Through The Lifespan Considering Opportunities And Vlunerabilities For Mental Health Present During The Different Stages Of The Lifecycle.
6. Explain The Fundamental Principles Of Drug Addiction.
7. Relate The Major Behavioral And Social Science Theories Of Human Behaviour To Their Application In The Practice Of Medicine (E.G. Treatment Of Additions, Depression, Etc.)

Language and Literacy (LITM102)

This 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. Particular emphasis will be paid to historical and philosophical landmarks in the global story of medicine. 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.

Credit Hours : 3

Course Learning Outcomes

1. Define Key High Frequency, Academic, Science, And Medical Vocabulary.
2. Evaluate The Scientific Method.
3. Explain The Philosophy That Governs The Development Of Knowledge.
4. Explain The Process And Elements Required For Discovery.
5. Identify Major Concepts In Medical History From Antiquity To Present Day.
6. Reflect On Their Own Development As Medical Students In Relation To Course Themes.
7. Relate Primary Concerns In The Philosophy Of Knowledge To The Field Of Medicine.

Numeracy and Information Technology (MMAT101)

This course covers several areas including numeracy and information technology as well as communication technology skills to enable student to conduct literature searches and 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).

Credit Hours : 3

Course Learning Outcomes

1. Conduct A Literature Search Using A Range Of Resources (E.G. Catalogues To Find Books, Citation Databases To Locate Articles, Library Website For Finding Links To Various E-Resources), Including Using It.
2. Correctly Cite A Reference Using The Americal Psychological Association(Apa) Citation Style.
3. Describe Simple Descriptive Statistics (E.G. Mean, Median Mode, Correlation).
4. Identify A Problem And Propose Appropriate Solution(S).
5. Perform Calculations Involving Measurements Of Distance, Weight, Etc.
6. Select, Critically Analyse And Interpret Information To Solve Problems Or Answer Questions Related To The Content Of The Course.
7. Use Excel Program To Enter And Analyse Data.
8. Use Excel Program To Present Data Graphically And In A Tabular Form.
9. Use It To Communicate To A Varied Audience (E.G. Powerpoint; Email, Word).
10. Use Numeracy Skills To Solve Common Mathematical Problems Encountered In Relation To The Human Body (E.G. Percentage, Proportions, Conversions).

Pre-Medical Program Exam (MSCE299)

Comprehensive exam covering the first two years of pre-medical studies.

Credit Hours : 24

Course Learning Outcomes

1. Recognize basic knowledge related to the foundation of medicine including cellular, and molecular biology, genetics, and biological chemistry.
2. Recognize the normal structure and function of the body.
3. Describe the major biochemical processes including nutrients, metabolism and its nutritional implication.
4. Explain the basic general pathological, pharmacological, and microbiological concepts and techniques related to pathophysiological changes pertaining to disease.
5. Explain the basic statistical and epidemiological concepts pertaining to health and disease.
6. Utilize appropriate language and communication skills, professional skills, health informatics skills and ethical principles to various health scenarios.

Musculoskeletal System (MUSC430)

This course covers the pathophysiological bases of diseases involving the organs of locomotion, i.e. bones, joints, muscles, and peripheral nerves. Common complains related to the musculoskeletal system such as, pain or weakness in the limbs, back etc. are due to an extremely broad range of causes, e.g. trauma, immunological disorders, infections, tumors, congenital diseases, etc. The intention when designing the course was to provide the knowledge on the pathology and pathophysiology of the most common musculoskeletal disorders which later on, during clinical years, can be applied to the cases of real patients. Since the course relies heavily on the anatomical and physiological knowledge already covered during the MSC years, students are strongly advised to extensively revise the relevant chapters. Core Concepts: Be able to describe the differences in the structure and function of the organs of locomotion under physiological and pathological conditions, Identify the most common etiologies behind the various symptoms of musculoskeletal diseases, Understand the pathophysiological bases of diseases involving the bones, joints, muscles and peripheral nerves, Have a general concept on the various diagnostic possibilities when dealing with patients of musculoskeletal diseases, and Have an understanding on the therapeutic approaches used in the management of patients with bone, joint, muscle or peripheral nerve diseases.

Credit Hours : 6

Course Learning Outcomes

1. Demonstrate Capability To Communicate Professionally And Learn In Collaborative Groups.
2. Demonstrate Life-Long Learning Skills For Personal And Professional Growth And Development.
3. Describe Most Common Diseases Affecting The Musculoskeletal System And Skin Including Their Etiology, Pathological Properties, Main Clinical Manifestations, And Basic Principles Of Their Diagnosis, Treatment And Management.
4. Describe The Gross Anatomy And Development Of The Components Of The Musculoskeletal System, The Skin And The Peripheral Nervous System.
5. Discuss The Various Ethical And Socio-Economic Issues Related To Disorders Of Musculoskeletal And Peripheral Nervous Systems And The Skin.
6. Explain The Immunological, Genetic, Metabolic Disorders And Infectious Causes Involved In The Pathology Of Musculoskeletal And Skin Diseases.
7. Explain The Mechanisms Of Action, Indications For Use, Adverse Effects, Contraindications And Interactions Of Drugs Used For The Treatment Of Disorders Of The Musculoskeletal And Peripheral Nervous Systems And The Skin.

Neuroscience and Special Senses (NEOR440)

This course covers the brain as it the most complex of organs, it 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. PBL is used for integrating basic, para-clinical and clinical neuroscience, offering a blend of concepts and practice, taking the student through the science of the nervous system and its clinical applications for the prevention, diagnosis and treatment of neurologic diseases.

Credit Hours : 10

Course Learning Outcomes

1. Analyze The Mechanisms Of Injury To Cns And Special Senses
2. Begin To Analyze Approaches To Diagnosis, Treatment, And Prognosis Of Common Neurological Complaints.
3. Demonstrate Capability To Communicate Professionally And Learn In Collaborative Groups.
4. Demonstrate Life-Long Learning Skills For Personal And Professional Growth And Development.
5. Describe Localization And Explain Main Functions Of The Cns And Special Senses Including Motor And Sensory Function, Learning And Memory, Language, Emotions, Higher Cognitive Functioning, And Sleep, Vision, Hearing And Balance.
6. Describe The Clinical Manifestations Of The Various Cns And Special Senses Diseases, Localize A Lesion To A Specific Region Of The Nervous System, And Recognize Common Neurological Disease Presentations.
7. Describe The Major Gross Anatomical Components, Including The Vascular Supply, Of The Central Nervous System And The Special Senses, And Identify Them In Neuroimages Such As X-Rays, Cts, And Mris.
8. Discuss Main Ethical And Psychosocial Issues Commonly Encountered In The Care Of Neurologically Ill Patients.
9. Specify Main Medications Used To Treat Neurological Disorders, Their Mode Of Action, Adverse Effect, Profiles, And Interactions).

Pre-Clinical Program Exam (OSCE499)

Comprehensive exam covering the two years of pre-clinical studies.

Credit Hours : 20

Course Learning Outcomes

1. Normal Structure and Function: Revise the normal structure and function of various organ systems to recognize pathophysiological and disease processes.
2. Pathophysiological Basis of Disease: Analyze clinical cases to identify the underlying pathophysiological mechanisms, linking them to the clinical presentation and disease progression.
3. Integrated Clinical Reasoning: Demonstrate the ability to integrate knowledge from basic medical sciences and pathophysiology in the formulation of differential diagnoses for common clinical scenarios.
4. Diagnostic Principles Application: Apply principles of clinical diagnostics, including the selection and interpretation of appropriate laboratory tests and imaging, grounded in an understanding of disease pathophysiology.
5. Therapeutic Decision-Making: Outline therapeutic strategies for common diseases and conditions, based on a thorough understanding of their pathophysiology, and knowledge of their effectiveness and safety.
6. Patient-Centered Clinical Application: Apply basic science knowledge and pathophysiological principles in patient-centered care, tailoring diagnostic and therapeutic approaches to individual patient needs and contexts.

Professional Practice and Communication 1 (PCOM105)

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 come to understand the expectations society has of them as professional, ethical and safe doctors and 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, and actively seeking feedback for self-improvement as they develop the skills required for continuing professional development.

Credit Hours : 3

Course Learning Outcomes

1. Define Key Concepts In Health And Health Care.
2. Define Professionalism, Both In General And Specifically As It Applies To The Medical Student.
3. Demonstrate Ability To Plan Simple Projects.
4. Demonstrate Appropriate Communication Skills For Academic And Non-Academic Contexts.
5. Describe Basic Concepts Of Medical Ethics.
6. Produce An Academic Essay With Appropriate Citations And Referencing.

Professional Practice and Communication 2 (PCOM112)

This course builds upon the core communication skills acquired during three early level courses and further develop students' ability to communicate effectively, both orally and in writing. 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, in particular nutrition, physical activity, smoking, safety, and food safety.

Credit Hours : 3

Course Learning Outcomes

1. Apply Appropriate Communication Skills In Interviews To Collect Accurate Information From Individuals.
2. Comprehend And Interpret Medical Terminology.
3. Deliver A Scientific Oral Presentation Using Appropriate Sources, Citations And Referencing.
4. Describe The Implications Of Lifestyle Changes For The Health Of The Individuals And The Community.
5. Produce An Academic Essay Using Appropriate Sources, Citations And Referencing.
6. Select And Synthesise Appropriate Sources Of Health Information For Their Individual Study Needs.

Professional Practice and Communication 3 (PCOM219)

This course equips 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 as part of a team on a group project. They will use their research skills and communication skills in the application of health promotion and education theory to develop appropriate health education tools for the local context.

Credit Hours : 2

Course Learning Outcomes

1. Apply Appropriate Communication Skills For A Range Of Audiences And Communicative Needs.
2. Apply Models Of Behavioural Change And Principles Of Health Promotion And Education To Design A Project For Health Promotion.
3. Critically Evaluate Published Research.
4. Demonstrate In Writing The Critical Reflective Skills Essential To Being A Reflective Practitioner.
5. Describe The Ethical Implications Of Conducting Research Involving Animals And Humans.
6. Explain Professional, Ethical And Moral Issues Related To Best Medical Practice And Scientific Endeavour.
7. Identify Types Of Argument In Formal Oral Contexts (Presentations, Debates).
8. Work Effectively In Teams To Produce An Effective Health Promotion Project For A Target Group.

Professional Practice and Communication 4 (PCOM226)

This course covers several bioethical issues using case studies which are deconstructed so that students acquire a more mature approach to the complexities of decision making and ethics. Students will participate in the act of deliberation upon case studies, ethical principles and video material. This will also naturally highlight and build upon communication and analytical skills whilst engaging with ethical dilemmas. The course encourages students through reflective writing to investigate their own feelings and ideas in regards to the content covered in class. This aims to have students not only understand the various principles involved in bioethics but to also understand themselves and the professional world they are entering where ethics and professionalism play a vital role. The assessment scheme in the course which is compositionally driven has, as its goal outcomes that will allow students to demonstrate what they have learned through their own personal and insightful engagement with the course material. Academic writing along with the ability to deliberate is also reinforced and topically in sync with one of their concurrent courses.

Credit Hours : 2

Course Learning Outcomes

1. Apply Bioethical Principles To Case Studies.
2. Define And Explain Key Concepts And Issues In Bioethics.
3. Effectively Communicate Ethical Deliberations In Various Formats.
4. Reflect Upon Ethical Principles Both Personally And Professionally.

Respiratory System (RESP340)

This course covers normal and abnormal processes in the respiratory system and introduces clinical approaches to diagnosis and treatment of the most prevalent respiratory diseases.

Credit Hours : 7

Course Learning Outcomes

1. Demonstrate Capability To Communicate Professionally And Learn In Collaborative Groups.
2. Demonstrate Life-Long Learning Skills For Personal And Professional Growth And Development.
3. Describe The Pathophysiology, Pathology, Clinical Features, Diagnosis And Rationale Of Treatment And Management Of Autoimmune, Allergic And Hypersensitivity Disorders.
4. Describe The Pathophysiology, Pathology, Clinical Features, Diagnosis, Treatment And Management Of Infectious, Traumatic And Mechanical Disorders/ Diseases Of Respiratory System.
5. Describe The Pathophysiology, Pathology, Clinical Features, Diagnosis, Treatment And Management Of Neoplastic Disorders Of The Respiratory System.
6. Describe The Pathophysiology, Pathology, Clinical Features, Diagnosis, Treatment And Management Of Restrictive And Obstructive Pulmonary Disease.
7. Describe The Pathophysiology, Pathology, Clinical Features, Diagnosis, Treatment And Management Of Vascular And Circulatory Disorders.
8. Describe The Pathophysiology, Pathology, Diagnosis, Treatment And Management Of Tuberculosis And Multidrug Resistant Tuberculosis.

Research (RSCH600)

This research course is designed for all graduate students at the Faculty of Medicine and Health Sciences (FMHS), who are enrolled in its various graduate programs to conduct their research towards a thesis. This will provide students with an opportunity to carry out research in the laboratory of their supervisors, acquire skill and gain research experience, and develop their research projects. Students will learn the methodologies employed in the supervisors’ laboratory introducing them to a wide range of research tools that will help them be equipped to plan and organize their research, as well as to communicate their findings. The students will practice scientific thinking and learn scientific processes, which may be helpful in advancing the students in their educational and career goals.

Credit Hours : 18

Course Learning Outcomes

1. Collect and organize research data.
2. Formulate research questions and hypothesis.
3. Demonstrate the capability to use a holistic view to critically, identify, formulate and deal with complex issues.
4. Illustrate the capability to plan and use adequate methods to conduct qualified tasks and to evaluate this work.
5. Defend, clearly present and discuss the conclusions as well as the knowledge and arguments that form the basis of their findings both orally and in writing.
6. Defend, clearly present and discuss the conclusions as well as the knowledge and arguments that form the basis of their findings both orally and in writing.

Research Project (RSCH601)

The non-thesis option is for graduate students at the College of Medicine and Health Sciences (CMHS), who do not wish to undertake laboratory-oriented project for their thesis, or who cannot commit to the time necessary for a thesis work. The student has to write a structured project report under the supervision of a faculty member on a topic mutually consented and related to the research interests of supervisor. The structured report must contain title, abstract, introduction, discussion and references. This will provide the student’s with an opportunity to formulate the research question, to use the proper keywords to collect and retrieve the literature and organize them in a logical order to clearly present and discuss the conclusions as well as the knowledge and arguments that form the basis of their findings both in writing and oral presentation. The student will learn scientific thinking, literature search, organizing literature and communicating the findings. This will help in advancing the student’s in their educational and career goals. The student will be encouraged to publish it in the form of a review article.

Credit Hours : 4

Course Learning Outcomes

1. Develop the research questions and hypothesis.
2. Collect and organize research data.
3. Demonstrate the capability to identify, formulate, and articulate the literature in a logical order.
4. Illustrate the capability to plan and use adequate ways to evaluate the literature and reach to a conclusion.
5. Defend, clearly present and discuss the conclusions as well as the knowledge and arguments that form the basis of their findings both orally and in writing.

Research Thesis (RSCH602)

In this course students will carry out a research project in the laboratory of their designated Master’s thesis advisors, exploring different ways of finding information, defining the scope of a project and doing research, as well as different ways of communicating the results. During this course students will learn how to formulate an effective research hypothesis, review relevant literature, design a study plan that deploy a set of related tasks that are required to achieve preassigned goals/objectives including lab assays and/or ways of data collection, analysis and interpretation. Finally, students write a high-quality thesis reporting the findings of their research project drafted in consultation with their thesis supervisor that will be examined by a pre-selected examination committee.

Credit Hours : 9

Course Learning Outcomes

1. Perform a literature review
2. Identify important issues in a specific field and understand the scientific approach to research questions.
3. Carry out an original scientific study and appropriately managing its research data
4. Appreciate the ethics involved in animal and/or human research
5. Express oneself clearly in science and defend their research findings both orally and in writing.

Research Thesis (RSCH603)

In this course students will carry out a research project in the laboratory of their designated Master’s thesis advisors, exploring different ways of finding information, defining the scope of a project and doing research, as well as different ways of communicating the results. During this course students will learn how to formulate an effective research hypothesis, review relevant literature, design a study plan that deploy a set of related tasks that are required to achieve preassigned goals/objectives including lab assays and/or ways of data collection, analysis and interpretation. Finally, students write a high-quality thesis reporting the findings of their research project drafted in consultation with their thesis supervisor that will be examined by a pre-selected examination committee.

Credit Hours : 7

Prerequisites

• ETHC600
• PRR600

Course Learning Outcomes

1. Perform a literature review
2. Identify important issues in a specific field and understand the scientific approach to research questions.
3. Carry out an original scientific study and appropriately managing its research data.
4. Appreciate the ethics involved in animal and/or human research.
5. Express oneself clearly in science and defend their research findings both orally and in writing.

Dissertation Research (RSCH900)

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.

Credit Hours : 30

Dissertation Defense (RSCH910)

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.

Credit Hours : 0