Contents

Vision and Mission of KGMC ................................................................................................................................................................................................

Khyber Medical University: Vision.......................................................................................................................................................................................
Khyber Girls Medical College: Vision ...................................................................................................................................................................................
Khyber Girls Medical College: Mission .................................................................................................................................................................................
Curriculum Committee KGMC..............................................................................................................................................................................................
Module committee...............................................................................................................................................................................................................
Outcomes of the curriculum: ...............................................................................................................................................................................................
KNOWLEDGE....................................................................................................................................................................................................................
. PSYCHOMOTOR ................................................................................................................................................................................................................

ENDOCRINE SYSTEM
AFFECTIVE .........................................................................................................................................................................................................................
Introduction to the Course/Module .....................................................................................................................................................................................

2ND YEAR STUDY

General Learning Outcomes of the Module/Course ............................................................................................................................................................
Specific learning objectives of the pharmacology ................................................................................................................................................................

GUIDE
Teaching and learning strategies: .........................................................................................................................................................................................
Learning opportunities..........................................................................................................................................................................................................
Time
tables:...........................................................................................................................................................................................................................
This Study guide of the module/course outlines the
Assessment tools: .................................................................................................................................................................................................................
key components and areas for the facilitation of the
students.
Internal Evaluation:...............................................................................................................................................................................................................
Attendance Requirement: ....................................................................................................................................................................................................
Department of Medical Education
 Vision and Mission of KGMC

Khyber Medical University: Vision

Khyber Medical University will be the global leader in health
sciences academics and research for efficient and
compassionate health care.

Khyber Girls Medical College: Vision

“Excellence in health care, research, teaching and training in the service of

Humanity”

Khyber Girls Medical College: Mission

The mission of KGMC is to promote compassionate and professional health care leaders
Who are knowledgeable, skillful, and community oriented lifelong learners serving humanity
through evidence based practice

2
Curriculum Committee KGMC
Chair:
Professor Dr.Zahid Aman, Dean KGMC.
Co-Chair:
Dr. Sabina Aziz, Associate Dean KGMC.

Clinical Sciences:
Dr. Mohammad Noor Wazir, Department of Medicine KGMC/HMC
Dr. Bushra Rauf Department of Gynae KGMC/HMC.
Dr. Sofia Iqbal, Department of Ophthalmology KGMC/HMC.
Dr. Said Amin Department of Medicine KGMC/HMC.
Dr. Ghareeb Nawaz Department of ENT KGMC/HMC.
Dr. Jamshed Alam Department of Surgery KGMC/HMC.
Dr. Ambreen Ahmad, Department of Pediatrics KGMC/HMC.
Dr. Ain-ul-Hadi Department of Surgery KGMC/HMC.
Dr. Fawad Rahim Department of Medicine KGMC/HMC.
Behavioral Sciences:
Dr. Ameer Abbas Department of Psychiatry KGMC/HMC.
Medical Education
Dr. Naheed Mahsood, Department of Medical Education, KGMC.

3
 Dr. Naveed Afzal Khan, Department of Medical Education, KGMC.
Dr. Khurram Naushad, Department of Medical Education, KGMC.

Basic Sciences:
Dr. Amin-ul-Haq Department of Biochemistry, KGMC.
Dr. Khalid Javed Department of Pathology, KGMC.
Dr. Raheela Amin Department of Community Medicine, KGMC.
Dr. Zubia Shah Department of Physiology, KGMC.
Dr. Naheed Siddique Department of Forensic Medicine, KGMC.
Dr. Shams Suleman Department of Pharmacology, KGMC.
Dr. Shahab-ud-Din, Department of Anatomy, KGMC.

4
Module Committee for Endocrinology
Endocrine System
1. Dr. Sarah Shahid Lecturer Department of Physiology……………... Module Coordinator
2. Dr. Naheed Mahsood Assistant Professor DME .................................Module Secretory:
3. Dr. Naveed Afzal Khan Coordinator DME ......................................Module Secretory
4. Dr. Khurram Naushad DME ………………………………………..………. Module Coordinator.
5. Dr. Shabnam Gul Associate Admin…………………………….………Member:
6. Dr. Shakeela Asif Associate Professor Department of Community Medicine…Member
7. Dr. Muhammad Hussain Afridi Assistant Professor Department of Endocrinology…Member
8. Dr. Saima Nadeem Assistant Professor Department of Pathology…………………… Member
9. Dr. Ameer Abbas Assistant Professor Department of Behavioral Sciences…Member
10. Dr. Yousaf Jan Assistant Professor Department of Surgical B ….Member
11. Dr. Afsheen Mehmood Assistant Professor Department of Physiology…….........Member
12. Dr. Gulnaz begun Senior Lecturer Department of Biochemistry……………. Member
13. Dr. Fahad Falah Lecturer Department of Pharmacology……………………..Member
14. Dr. Faiza Nadeem Lecturer Department of Forensic Medicine……………….Member
15. Dr. Qaisar Zaman, Lecturer Anatomy. .............................................................Member:
16. Dr. Farida Ahmad Lecturer Physiology…………………………………………..Member
17. Miss. Fayal Alam Student of Final Year…………………………………………Member
18. Miss. Faiza Gul Student of Final Year……………………………………………Member

5
 Integrated curriculum:
An integrated curriculum is all about making connections, whether to real life or across the disciplines, about skills or about knowledge.

An integrated curriculum fuses subject areas, experiences, and real-life knowledge together to make a more fulfilling and tangible

learning environment for students. Integrated teaching means that subjects are presented as a meaningful whole. Students will be

able to have better understanding of basic sciences when they repeatedly learn in relation to clinical examples. Case based

discussions, computer-based assignments, early exposure to clinics, wards, and skills acquisition in skills lab are characteristics of

integrated teaching program.

Outcomes of the curriculum:

The Curricular Outcomes of the MBBS Program for a Graduating Doctor according to the PMDC are as follows:

1. Knowledgeable

Knowledgeable about the diseases and health conditions prevalent in the population of Pakistan and use Evidence-based medicine to

provide best possible cost-effective care.

2. Skillful

Skillful in History taking and Physical examination to compassionately deal with a patient.

6
 3. Community health promoter

Take appropriate decisions and actions for protecting and promoting the health of their community.

4. Critical Thinker

Evaluate critically the patient data to effectively deal with complexity of medical decisions for the best possible outcomes using

evidence-based practices in service of humanity.

5. Professional

Display professional values (honesty, accountability, cultural and religious sensitivity), attitudes and behaviors (empathy, ethics, good

communication skills and lifelong learner) that embody good medical practice.

6. Researcher
Exhibit a spirit of inquisitiveness, inventiveness, and ethical conduct while carrying out research in accordance with the prescribed

guidelines.

7. Leader and role Model

Demonstrate exemplary conduct and leadership in Advancing healthcare, enhancing medical education, and Enhancing the trust of the

public in the medical profession by being exceptional role models.

7
KNOWLEDGE
By the end of five year MBBS program the KGMC student should be able to;

1. Acquire a high level of clinical proficiency in history taking, physical examination, differential diagnosis, and the effective use of med-

icine’s evolving diagnostic and procedural capabilities including therapeutic and palliative modalities

2. Manage the common prevalent diseases in community

3. Identify the common medical emergencies

4. Develop plan for prevention of common community diseases

5. Formulate a referral plan

6. Compose a prescription plan

PSYCHOMOTOR
By the end of five year MBBS program the KGMC student should be able to;

1. Demonstrate the ability to perform the disease specific relevant examination

2. Respond to common medical emergencies

3. Master the skill of first aid

4. Perform BLS

5. Apply the best evidenced practices for local health problem

1
AFFECTIVE
By the end of five year MBBS program the KGMC student should be able to

1. Relate to patient and careers vulnerability

2. Demonstrate ethical self-management

3. Counsel and educate patients and their families to empower them to participate in their care and enable shared decision-making.

4. Display compassion with patient and colleagues

5. Demonstrate in clinical care an understanding of the impact of psychological, social, and economic factors on human health an d dis-

ease

2
Introduction to endocrine system
The Endocrine System is composed of glands that secrete chemicals called hormones into the bloodstream for the
control of body functions. ... Substances released by the hypothalamus trigger the production and secretion of
hormones by the pituitary gland. The endocrine system uses chemical messages in the form of hormones- chemical
substances that are secreted by cells into extracellular fluids and regulate metabolic activity. Blood transfers hormones
to target sites. Target cells or target organs Target cells must have specific protein receptor in order to be affected by
the hormones.
Hormones of the endocrine system coordinate and control growth, metabolism, temperature regulation, the
stress response, reproduction, and many other functions.

3
General Learning Outcomes of Course
Knowledge
Development, structure, hormones and regulation of pituitary gland, thyroid gland, parathyroid gland, endocrine pancreas, and ad-
renal glands
Describe the etiology, pathophysiology, relevant clinical features and common investigations of disorders of these glands
Describe the basic concepts and components of medical professionalism
Skills
Describe the steps of writing a research proposal
Detect glucose in urine
Detect glucose in blood
Perform and interpret Glucose
tolerance test
Identify the structure of pituitary gland
under microscope
Identify the structure of thyroid gland under microscope
Identify the structure of adrenal gland under microscope

Affective

Demonstrate compassion and care for patients while performing any examination
Demonstrate the team work while working in the hospital environment.
Show good communication skills while performing tasks.

4
List of Themes …………………………………………….TOTAL WEEKS-4

Themes ……………………………………………………………. Duration in weeks

Tall stature………………………………………………………………. 1 week
Neck swelling with bulging eyes tetany …………………..1 week
Increased thirst and urination………………………………….. 1 week
Moon face ………………………………………………………………..3 days

5
MBBS Year-2: Endocrine Module

Subject Topic Learning objectives MIT Assessment

Embryology Pituitary gland 1 Describe the development of Anterior LGF Mcq/Seq
and posterior pituitary gland
Histology Pituitary gland 2 Enlist the histological differences LGF Mcq/Seq
between anterior and posterior
pituitary glands
Physiology Introduction to 3 Describe the chemical messengers in LGF Mcq/Seq
endocrinology the body
4 Describe the classification of hormones LGF Mcq/Seq
5 Describe mechanisms of synthesis of LGF Mcq/Seq
hormones
6 Describe mechanisms of hormone LGF Mcq/Seq
Secretion, Transport and Clearance
from the Blood
Mechanisms of 7 Explain mechanisms of Action of LGF Mcq/Seq
Action of Hormones Hormones
8 Describe second messenger mecha- LGF Mcq/Seq
nisms for mediating intracellular hor-
monal functions
MBBS Year-2: Endocrine Module

9 Describe measurement of Hormone LGF Mcq/Seq

Concentrations in the Blood

Pituitary 10 LGF Mcq/Seq

gland Physio-
logical anat- Describe physiological anatomy of
omy and its pituitary gland
11 LGF Mcq/Seq
Describe hypothalamus Control of
Pituitary Secretion
Physiological 12 Describe Growth hormone’s effect on LGF Mcq/Seq
Functions growth and metabolism

13 Explain the structure, mechanism of LGF Mcq/Seq

action and physiological effects of
Insulin-Like Growth Factors
14 Describe regulation of Growth LGF Mcq/Seq

Hormone
 MBBS Year-2: Endocrine Module

Physiological 15 Describe formation and physiological LGF Mcq/Seq

functions of Oxytocin
Functions

of Posterior Pitui-
16 Describe formation and physiological LGF Mcq/Seq
functions of ADH
Biochemistry Hormones 17 Define hormones and differentiate LGF Mcq/Seq
between the terms- endocrine,
Introduction
paracrine & autocrine
18 Classify hormones on various basis LGF Mcq/Seq
19 Discuss the mechanisms of action of LGF Mcq/Seq
hormones
20 Define 2nd messengers and their roles LGF Mcq/Seq
Anterior Pitui- 21 Enumerate the hormones of anterior LGF Mcq/Seq
tary hormones pituitary gland
22 Describe the chemistry, secretion, LGF Mcq/Seq
mechanism of action, regulation and
metabolic effects of Growth hormone
with its related clinical disorders
Posterior Pitui- 23 Enumerate the hormones of the LGF Mcq/Seq
tary hormones posterior pituitary gland
MBBS Year-2: Endocrine Module

24 Describe the chemistry, secretion, LGF Mcq/Seq

mechanism of action, regulation and
metabolic effects of the hormones of
the posterior pituitary gland with its
related clinical disorders
Medicine Acromegaly 25 Describe the pathophysiology, clinical LGF Mcq/Seq
features and investigations of patient
with Acromegaly and Gigantism
26 Describe the etiology, clinical features LGF Mcq/Seq
and investigations of a patient with
diabetes insipidus
Neurosurgery Tumors of pituitary 27 Explain the types, clinical features, CT LGF Mcq/Seq
gland and MRI findings and management of
pituitary tumors
Pediatrics Growth charts 28 Describe the fundamentals of growth LGF Mcq/Seq
charts in pediatric practices
Theme-2 (Neck swelling with bulging eyes and Tetany)
Gross Thyroid gland 29 Describe the gross structure, lobes, re- Dissec- Mcq/Seq
anatomy lations, bold supply, venous drainage, tion/Demo
nerve supply and lymphatic drainage of
thyroid gland
Embryology Thyroid gland 30 Describe the developmental events and LGF Mcq/Seq
anomalies of thyroid gland
MBBS Year-2: Endocrine Module

Parathyroid gland 31 Describe the developmental events of LGF Mcq/Seq

parathyroid gland and its anomalies
Histology Thyroid gland 32 Describe the microscopic structure of LGF Mcq/Seq
thyroid gland
Physiology Introduction of 33 Describe formation, Secretion and LGF Mcq/Seq
thyroid hormones transport of thyroid hormones
34 Explain mechanism of action of thyroid LGF Mcq/Seq
hormones
35 Explain the actions of thyroid hormones LGF Mcq/Seq
on cellular metabolism
Physiological 36 Describe Physiological effects of LGF Mcq/Seq
functions Thyroid Hormone on Growth,
metabolism and body systems
&regulation of

37 Describe Regulation of Thyroid LGF Mcq/Seq

Hormone Secretion
MBBS Year-2: Endocrine Module

Physiologi- 38 Explain Mechanism of action PTH LGF Mcq/Seq

Secretion
cal functions
and Control
of the Para-
thyroid
hormone
39 Describe Effect of Parathyroid Hor- LGF Mcq/Seq
mone on Calcium and Phosphate
concentrations
40 Describe Control of Parathyroid LGF Mcq/Seq

Physiological role 41 Explain Role of Vit. D in Calcium and LGF Mcq/Seq

of VIT D and Calci- phosphorus metabolism
tonin in Calcium
metabolism
42 Explain physiological functions of LGF Mcq/Seq
calcitonin
Biochemistry Thyroid gland 43 Enumerate the hormones secreted LGF Mcq/Seq
from thyroid gland
MBBS Year-2: Endocrine Module

44 Describe the chemistry, biosynthesis, LGF Mcq/Seq

secretion, mechanism of action, regula-
tion and metabolic effects of thyroid
hormone and calcitonin with its related
clinical disorders
Parathyroid gland 45 Enumerate the hormones secreted LGF Mcq/Seq
from parathyroid gland
46 Describe the chemistry, biosynthesis, LGF Mcq/Seq
secretion, mechanism of action,
regulation and metabolic effects of
parathyroid hormone with its related
clinical disorders
Medicine Thyroid disorders 47 Explain the clinical features of LGF Mcq/Seq
hyperthyroidism
48 Explain the clinical features of LGF Mcq/Seq
hypothyroidism
MBBS Year-2: Endocrine Module

Pharmacology Antithyroid drugs 49 Describe the types and mechanism of LGF Mcq/Seq
action of Antithyroid drugs
Community Diabetes mellitus 50 Describe the epidemiology, risk factors LGF Mcq/Seq
medicine and prevention of Diabetes Mellitus
Theme-3 (Increased thirst and urination)
Histology Pancreas 51 Describe the histological features of LGF Mcq/Seq
pancreas and differentiate between
exocrine and endocrine parts of
pancreas
Physiology Mechanism of 52 Explain Mechanism of action of insulin LGF Mcq/Seq
action of insulin
&its control
53 Describe the Control of Insulin LGF Mcq/Seq
Secretion
Physiological Ef- 54 Describe the effects of insulin on LGF Mcq/Seq
fects of insulin on carbohydrates, proteins and Fats
carbohydrates, metabolism
protein, and Fats
Physiology of 55 Describe regulation of glucagon and its LGF Mcq/Seq
effects
Glucagon
 MBBS Year-2: Endocrine Module

56 Describe the physiological actions of LGF Mcq/Seq

Somatostatins
Physiological ef- 57 Describe Effects of hyperglycaemia LGF Mcq/Seq
fects of Diabetes
/hypoglycaemia on body functions
58 Explain Insulin resistance LGF Mcq/Seq
Biochemistry Pancreas 59 Enumerate the hormones secreted by LGF Mcq/Seq
pancreas
60 Describe the chemistry, biosynthesis, LGF Mcq/Seq
secretion, mechanism of action,
regulation and metabolic effects of
Insulin & Glucagon with its related
clinical disorders
Pharmacology Antidiabetic drugs 61 Explain the mechanism of action of oral LGF Mcq/Seq
antidiabetic drugs
62 Explain the mechanism of action and LGF Mcq/Seq
complications of Insulin therapy

Khyber Medical University

MBBS Year-2: Endocrine Module

Medicine Diabetes Mellitus 63 Explain the short-term and long-term LGF Mcq/Seq
complications of Diabetes Mellitus
64 Describe the pathophysiology, clinical LGF Mcq/Seq
features and treatment of Diabetes
Mellitus
Theme-4 (Moon face)
Gross 65 Describe the gross anatomy and LGF Mcq/Seq
anatomy relations of adrenal glands on both
sides
Embryology Adrenal gland 66 Describe the development of adrenal LGF Mcq/Seq
gland
Histology 67 Describe the microscopic picture of LGF Mcq/Seq
adrenal gland and differentiate be-
tween the various histological zones of
adrenal gland
Physiology Physiologi- 68 Describe Types, Mechanisms and LGF Mcq/Seq
cal func- regulation of mineralocorticoids
tions of Al-
69 Describe the physiological Effects of LGF Mcq/Seq
Aldosterone (Renal, Circulatory and
others)
 MBBS Year-2: Endocrine Module

Physiological 70 Describe Types and Mechanisms of LGF Mcq/Seq

Functions of
Glucocorticoids actions
the Glucocorti-
71 Describe Effects of Cortisol on LGF Mcq/Seq
Carbohydrate, Proteins and Fat
Metabolism
72 Describe role of Cortisol in Stress, LGF Mcq/Seq
Inflammation and Allergy
Physiological func- 73 Describe ACTH Secretion & mechanism LGF Mcq/Seq
tions Adrenocorti- of Action
cotropic Hormone
ACTH
Biochemistry Adrenal corti- 74 Enumerate the hormones secreted LGF Mcq/Seq
cal hormones from adrenal cortex
75 Describe biosynthesis, secretion, LGF Mcq/Seq
mechanism of action, regulation and
metabolic effects of Adrenal cortical
hormones with its related clinical
disorders

Khyber Medical University Page 7 of 8

 Adrenal medullary 76 Enumerate the hormones secreted LGF Mcq/Seq
hormones from adrenal medulla
77 Describe biosynthesis, secretion, LGF Mcq/Seq
mechanism of action, regulation and
metabolic effects of Adrenal medullary
hormones with its related clinical dis-
orders
78 Describe the structure and functions of LGF Mcq/Seq
Melanocyte-Stimulating Hormone, Lip-
otropin, and Endorphins
Medicine Cushing`s syndrome 79 Describe the clinical features and LGF Mcq/Seq
complications of Cushing`s syndrome
Addison`s disease 80 Describe the clinical features and LGF Mcq/Seq
complications of Addison`s disease
 Practical work
Biochemistry Urinary glucose 81 Detect glucose in urine practical Mcq/Seq

Blood glucose 82 Detect glucose in blood practical Mcq/Seq

Glucose tolerance 83 Perform and interpret Glucose practical Mcq/Seq

test tolerance test

Histology Pituitary glands 84 Identify the structure of pituitary gland practical Mcq/Seq
under microscope

Thyroid gland 85 Identify the structure of thyroid gland practical Mcq/Seq

under microscope

Adrenal gland 86 Identify the structure of adrenal gland practical Mcq/Seq

under microscope
Teaching and learning strategies:

The following teaching / learning methods are used to promote better understanding:

Interactive Lectures

Hospital / Clinic visits

Small Group Discussion

Skills session

Self-Directed Study

Interactive lectures:

An interactive lecture is an easy way for instructors to intellectually engage and involve students as active participants in a lecture-

based class of any size. Interactive lectures are classes in which the instructor breaks the lecture at least once per class to have students

participate in an activity that lets them work directly with the material.

The instructor might begin the interactive segment with an engagement trigger that captures and maintains student attention.
 Then the instructor incorporates an activity that allows students to apply what they have learned or give them a context for up-

coming lecture material.

As the instructor feels more comfortable using interactive techniques he or she might begin to call upon a blend of various inte r-

active techniques all in one class period.

Hospital / Clinic visits:

In small groups, students observe patients with signs and symptoms in hospital or clinical settings. This helps students to relate

knowledge of basic and clinical sciences of the relevant module.

Small group discussion (SGD):

The shy and less articulate are more able to contribute. Students learn from each other. Everyone gets more practice at express-

ing their ideas. A two way discussion is almost always more creative than individual thoughts. Social skills are practiced in a 'safe' envi-

ronment e.g. tolerance, cooperation. This format helps students to clarify concepts acquire skills or attitudes. Students exchange opin-

ions and apply knowledge gained from lectures, tutorials and self-study. The facilitator role is to ask probing questions, summarize, or

rephrase to help clarify concepts.

Skills/Practical session:

Skills relevant to respective module are observed and practiced where applicable in skills laboratory or Laboratories of various

departments.

Self-Directed learning (SDL):

Self-directed learning, which involves studying without direct supervision in a classroom/Library, is a valuable way to learn and

is quickly growing in popularity among parents and students. Students’ assume responsibilities of their own learning through individual

study, sharing and discussing with peers, seeking information from Learning Resource Centre, teachers and resource persons within

and outside the college. Students can utilize the time within the college scheduled hours of self-study.
Time tables:
The timetables for the module will be shared via Edmodo and the notice boards in advance.

Assessment tools:
Theoretical knowledge is tested by a written examination system constituted by multiple choice questions (MCQs). The assess-

ment of practical knowledge involves oral, spot, or objective structured practical examinations (OSPE).

Multiple Choice Questions (MCQs):

Multiple choice questions (MCQs) are a form of assessment for which students are asked to select the best choice from a list of

answers.

MCQ consists of a stem and a set of options. The stem is usually the first part of the assessment that presents the question as a

problem to be solved; the question can be an incomplete statement which requires to be completed and can include a graph, a

picture or any other relevant information. The options are the possible answers that the student can choose from, with the cor-

rect answer called the key and the incorrect answers called distractors.

Correct answer carries one mark, and incorrect ‘zero mark’. There is NO negative marking.

Students mark their responses on specified computer-based sheet designed for the college.

The block exam will comprise of 120 MCQs and will be compiled according to the shared blueprint.
Short Essay Questions (SEQ)

Short answer questions generally ask for brief, text-based responses and may also be referred to as fill-in-the-blank;
or completion questions.

Variations of the short answer question may request a list of terms or rules in which the order is not important, or may requ ire a nu-
merical or formula response.

Here is some general information about short answer questions:

Does not measure interpretation.

Can be used to check for preciseness such as correct spelling (good when using computer grading), proper or specific names of
things, especially factual knowledge, and proper creation of formulas.
Requires specific, definite, exact information.
Can be used to discriminate whether errors can be detected in a diagram, for example.

Advantages of Short Answer Questions

Easy to write.
Reduces possibility of guessing.
Can have a lengthy stem such as a paragraph. (Caution: You generally should not expect an exact answer character-by-
character.)
May be easy to score if the required answer is short.
Disadvantages of Short Answer Questions

It can take time to create items with complex formulas.

Can be turned into a measure of memorization ability.
Grading can be subjective.
Correct responses may appear incorrect due to minor errors such as misspellings, order of words, etc.
Difficult to machine score. Much work is being conducted in this area, but it is still in early stages of development.

Objective Structured Practical Examination (OSPE)

The content may assess application of knowledge, or practical skills.

Student will complete task in define time at one given station.

All the students are assessed on the same content by the same examiner in the same allocated time.

A structured examination will have observed, unobserved, interactive and rest stations.

Observed and interactive stations will be assessed by internal or external examiners.

Unobserved will be static stations in which students will have to answer the questions related to the given pictures, models or

specimens the provided response sheet.

Rest station is a station where there is no task given, and in this time student can organize his/her thoughts.

The Block OSPE will be comprise of 18 examined station and 7 rest stations. The stations will be assigned according to the sh red

blueprint.
 Internal Evaluation:

Internal evaluation is a process of quality review undertaken within an institution for its own ends. 10% marks of internal evaluation

will be added to final marks. This 10% will be based on

Distribution of 12 Marks for block F paper

Average of Percentage in Block exam
Marks obtained
and Pre-Professional exam.

Distribution of 12 Marks for Block F OSCE/OSPE

Average of percentage in Block OSPE
Marks obtained
Exam and Block Pre-Prof OSPE
Practical copies
Attendance Requirement:
More than 75% attendance is mandatory to sit for the examinations.

Learning resources for students

Anatomy
• Snell Neuroanatomy • Keithalmore embryology
• B.D Churasia • Laiq Hassain Basic Histology
• Nelter Atlas • Difore Atlas Histology
• Langman embryology
Physiology

Guyton nd Hall physiology

Ganong physiology
Human Physiology from cells to system by lauralee
sherwood
BRS Physiology
Neuroscience by Dale Purves

Biochemistry

Chatterjee text book of Biochemistry

Harpers Biochemistry
Lippincotts Biochemistry
Satya Narayan biochemistry

Apart from this resource learning, students can consult books available in library or recommended by the specialty experts.