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.
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.
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 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.
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.
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.
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.
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.
This course will discuss topics in Medical Informatics at the bachelor level.
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).
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.
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.
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.
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 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.
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.
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.
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.
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 course covers normal and abnormal processes in the respiratory system and introduces clinical approaches to diagnosis and treatment of the most prevalent respiratory diseases.
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.
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.
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.
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