Competency Based Clinically Oriented Integrated Modular Curriculum

Foundation Module-II
Study Guide
3rd Year MBBS 2024-2025

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 Third Year MBBS 2024

Study Guide

Foundation Module -II

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 Table of Contents

University Moto, Vision, Values and Goals 5

Foundation Module Team 6
Discipline wise Details of Modular Content 7
Module II - Foundation Module 8
SECTION-I 9
TERMS & ABBREVIATIONS
Teaching and Learning Methodologies / Strategies 11-14
SECTION –II 15
LEARNING OBJECTIVES, TEACHING STRATEGIES & ASSESSMENTS

Pharmacology Large Group Interactive Session (LGIS) 17-20

Pathology Large Group Interactive Session (LGIS) 21
Forensic Medicine Large Group Interactive Session (LGIS) 22-23
Pharmacology Small Group Discussion (SGDs) 24
Pathology Small Group Discussion (SGDs) 25
Pharmacology Self Directed Learning (SDL) 26
Pathology Self Directed Learning (SDL) 27
Forensic Medicine Self Directed Learning (SDL) 28
Behavioral Sciences Self Directed earning (SDL)
Pharmacology Practical Skill Laboratory (SKL) 29
Pathology Practical Skill Laboratory (SKL) 30
Forensic Medicine Practical Skill Laboratory (SKL) 31-32
SECTION – III 33
Basic and Clinical Sciences (Vertical Integration)

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Pharmacology Case Based Learning (CBL) 34

Pathology Case Based Learning (CBL) 35

Medicine 36-37
Surgery 38
Bioethics & Professionalism 39
Family Medicine 39
Behavioral Sciences 40
Integrated Undergraduate Research Curriculum (IUGRC) 41
SECTION –IV 42
TIME TABLE
Foundation Module Team 43
Content Categorization of Pharmacology 44
Human Resources of Pharmacology 45
Content Categorization of Pathology 46
Human Resources of Pathology 47
Content Categorization of Forensic Medicine 48
Human Resources of Forensic Medicine 49
Week wise Time table 50-56
SECTION- V 57-58
ASSESSMENT POLICIES
Assessment plan 59
Assessment Frequency & Time In Foundation Module II 60

Learning Resources 61
SECTION VI 62
Table of Specification of Module Exam of Foundation –II
Annexure -I Sample Paper 63

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 University Moto, Vision, Values & Goals

RMU Motto Mission Statement

To impart evidence-based research-oriented health professional education in order to provide best possible patient care
and inculcate the values of mutual respect, ethical practice of healthcare and social accountability.
Vision and Values
Highly recognized and accredited centre of excellence in Medical Education, using evidence-based training techniques
for development of highly competent health professionals, who are lifelong experiential learner and are socially
accountable.
Goals of the Undergraduate Integrated Modular Curriculum
The Undergraduate Integrated Learning Program is geared to provide you with quality medical education inan
environment designed to:

 Provide thorough grounding in the basic theoretical concepts underpinning the practice of medicine.

 Develop and polish the skills required for providing medical services at all levels of the Health care delivery system.

 Help you attain and maintain the highest possible levels of ethical and professional conduct in your future life.

 Kindle a spirit of inquiry and acquisition of knowledge to help you attain personal and professionalgrowth &
excellence.

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 Foundation II Module Team

Module Name : Foundation II Module

Duration of module : 3.5 Weeks
Coordinator : Dr.Attiya Munir
Co-coordinator : Dr.Muhammad Zaheer Sheikh
Review by : Module Committee
Module Committee Module Task Force Team
1. Vice Chancellor RMU Prof. Dr. Muhammad Umar 1. Coordinator Dr. Attiya Munir (Assissant Professor of Pharmacology)
2. Director DME Prof. Dr. Rai Muhammad Asghar 2. DME Focal Person Dr. Maryum Batool
3. Convener Curriculum Prof. Dr. Naeem Akhter 3. Co-coordinator Dr. Zaheer Sheikh (Demonstrator of Pharmacology)
4. Dean BasicSciences Prof. Dr. Ayesha Yousaf
5. Additional Director DME Prof. Dr. Ifra Saeed
6. Chairperson Pharmacology & Dr. Asma Khan
Implementation Incharge 3rd year MBBS
7. Chairperson Pathology Prof. Dr. Mobina Dhodhy DME Implementation Team
1. Director DME Prof. Dr. Rai Muhammad Asghar
8. Chairperson Forensic Medicine Dr Romana 2. Additional Director DME Assoc.Prof Dr Asma Khan
10. Focal Person Pathology Dr Faiza 3. Module planner & Implementation Dr. Omaima Asif
coordinator
11. Focal Person Forensic Medicine Dr. Filza 4. Editor Dr Omaima Asif
12. Focal Person Medicine Dr. Saima Ambreen
13. Focal Person Behavioral Sciences Dr. Saadia Yasir
14. Focal Person Community Medicine Dr. Afifa Kulsoom
15. Focal Person Quran Translation Lectures Mufti abdul Wahid
16. Chairperson Family Medicine Dr Sadia
17. Focal Person Bioethics Department Prof. Dr. Akram Randhawa
18. Focal Person Surgery Dr Huma Sabir

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 Discipline wise Details of Modular Content
Block Module Content

 Pharmacology  Introduction to ANS

 Parasympathomimetics
 Parasympatholytics
 Sympathomimetics
 Sympatholytics
 Pathology  Hemodynamics Disorders
 Genetic Disorder
 Neoplasia
 Enviromental Disorders
 Personal Identity
 Forensic Medicine  Forensic serology
 Thanatology
 Introduction to General Toxicology

Spiral Component
 Quran Studies  Imaniyat
 Ibadat
 Bioethics &
Professionalism
 Family Medicine  Communication Skills
 Fundamentals of History Taking
 Inferential statistics 4
 Research Innovation (Chi square test)
(IUGRC)  Inferential statistics 5
(Correlation)

 Behavioral Sciences Non-Pharmacological interventions:

 Communication skill
 Informational Care

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 Vertical Integration

 Symptomology- 1
(common symptoms)
Medicine  Symptomology- II
(specific symptoms and lab investigations)

 Symptomtology in Surgery and their diagnostic investigations

Surgery  Wound healing and tissue repair
 Patient safety and quality improvement
 Perioperative management of patients
 Initial management of trauma

Pediatrics  Introduction to child growth and development

 Malnutrition: Assessment and management

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 Introduction to Spiral Curriculum
Bioethics:

Biomedical ethics, also known as bioethics, is a field of study that addresses the ethical, social, and legal issues arising from medicine and the life sciences. It applies moral principles and
decision-making frameworks to the practice of clinical medicine, biomedical research, and health policy. Biomedical ethics seeks to navigate the complex ethical dilemmas posed by advances
in medical technology, research methodologies, and healthcare practices. Key areas of focus include patient rights and autonomy, confidentiality, informed consent, end-of-life care, resource
allocation, and the ethics of genetic engineering, among others.
Biomedical ethics within medical universities plays a pivotal role in shaping the moral framework through which future healthcare professionals navigate the complex and often challenging
decisions they will face in their careers. This critical discipline integrates ethical theories and principles with clinical practice, research, and healthcare policy, fostering a deep understanding of
the ethical dimensions of medicine. By embedding biomedical ethics into the curriculum, Rawalpindi medical university equips students with the tools to critically analyze and address ethical
dilemmas, ranging from patient confidentiality and informed consent to end-of-life care and the equitable distribution of healthcare resources.
This education goes beyond theoretical knowledge, encouraging students to apply ethical reasoning in practical scenarios, thus preparing them for the moral complexities of the medical
field. Biomedical ethics also promotes a culture of empathy, respect, and integrity, ensuring that future medical practitioners not only excel in their technical skills but also uphold the highest
ethical standards in patient care and research. Through seminars, case studies, and interdisciplinary collaborations, students are encouraged to engage in ethical discourse, reflecting on the societal
impact of medical advancements and the responsibility of medical professionals to society. This foundational aspect of medical education cultivates a generation of healthcare professionals
committed to ethical excellence, patient advocacy, and the pursuit of equitable healthcare for all.

Professionalism
Professionalism in medicine refers to the set of values, behaviors, and relationships that underpin the trust the public has in doctors and other healthcare professionals. It encompasses a
commitment to competence, integrity, ethical conduct, accountability, and putting the interests of patients above one's own. Professionalism involves adhering to high standards of practice, including
maintaining patient confidentiality, communicating effectively and respectfully with patients and colleagues, and continually engaging in self-improvement and professional development. It also
includes a responsibility to improve access to high-quality healthcare and to contribute to the welfare of the community and the betterment of public health. In essence, professionalism in medicine
is foundational to the quality of care provided to patients and is critical for maintaining the trust that is essential for the doctor-patient relationship.
Rawalpindi Medical University emphasizes the importance of professionalism in medicine, integrating it throughout its curriculum to ensure that students embody the core values of respect,
accountability, and compassion in their interactions with patients, colleagues, and the community. This focus on professionalism is designed to prepare students for the complexities of the healthcare
environment, instilling in them a deep sense of responsibility to their patients, adherence to ethical principles, and a commitment to continuous learning and improvement. Through a combination
of theoretical learning, practical training, and mentorship, RMU encourages its students to exemplify professionalism in every aspect of their medical practice. Workshops, seminars, and clinical
rotations further reinforce these values, providing students with real-world experiences that highlight the importance of maintaining professional conduct in challenging situations. RMU's approach
to professionalism not only shapes competent and ethical medical professionals but also contributes to the broader mission of improving healthcare standards and patient outcomes. By prioritizing
professionalism, Rawalpindi Medical University plays a crucial role in advancing the medical profession and ensuring that its graduates are well-equipped to meet the demands of a rapidly evolving
healthcare landscape with honor and integrity.
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 Communication Skills
Communication skill for health professionals involves the ability to effectively convey and receive information, thoughts, and feelings with patients, their families, and other healthcare
professionals. It encompasses a range of competencies including active listening, clear and compassionate verbal and non-verbal expression, empathy, the ability to explain medical conditions and
treatments in an understandable way, and the skill to negotiate and resolve conflicts. Effective communication is essential for establishing trust, ensuring patient understanding and compliance with
treatment plans, making informed decisions, and providing holistic care. It directly impacts patient satisfaction, health outcomes, and the overall efficiency of healthcare delivery
At Rawalpindi Medical University (RMU), the development of communication skills is regarded as a fundamental aspect of medical education, recognizing its critical importance in enhancing
patient care, teamwork, and interdisciplinary collaboration. RMU is dedicated to equipping its students with exceptional communication abilities, enabling them to effectively interact with patients,
their families, and healthcare colleagues. The curriculum is thoughtfully designed to incorporate various interactive and experiential learning opportunities, such as role-playing, patient interviews,
and group discussions, which allow students to practice and refine their communication skills in a supportive environment.
By integrating communication skills training throughout its programs, RMU not only enhances the interpersonal competencies of its future healthcare professionals but also contributes to improving
the overall quality of healthcare delivery. Graduates from RMU are distinguished not just by their clinical expertise but also by their ability to connect with patients and colleagues, making them
highly effective and compassionate practitioners.

Introduction to Family Medicine

Family medicine is a medical specialty dedicated to providing comprehensive health care for people of all ages and genders. It is characterized by a long-term, patient-centered approach, building
sustained relationships with patients and offering continuous care across all stages of life. It focuses on treating the whole person within the context of the family and the community, emphasizing
preventive care, disease management, and health promotion.
The Family Medicine Curriculum at Rawalpindi Medical University (RMU) marks a significant stride towards holistic healthcare education, aiming to prepare medical graduates for the
comprehensive and evolving needs of family practice. This curriculum is designed to offer a broad perspective on healthcare, focusing on preventive care, chronic disease management, community
health, and the treatment of acute conditions across all ages, genders, and diseases. Emphasizing a patient-centered approach, the curriculum ensures that students develop a deep understanding of
the importance of continuity of care, patient advocacy, and the ability to work within diverse community settings.
RMU's Family Medicine Curriculum integrates theoretical knowledge with practical experience. Students are exposed to a variety of learning environments, including community health centers,
outpatient clinics, and inpatient settings, providing them with a well-rounded understanding of the different facets of family medicine. This hands-on approach is complemented by interactive
sessions, workshops, and seminars that cover a wide range of topics from behavioral health to geriatric care, ensuring students are well-equipped to address the comprehensive health needs of
individuals and families.

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 Module II - Foundation Module
Introduction: Foundation module II provides integration of core concepts that underlie the foundation of basic sciences and their use in clinical medicine. This will eventually lead to
develop critical thinking for integration and application of basic knowledge for clinical application.

Rationale: The foundation module is designed to impart basic knowledge about Pharmacology, Pathology, Forensic Medicine, Community Medicine, Research, Medicine &
Surgery. This knowledge will serve as a base on which the student will construct further knowledge about the etiology, pathogenesis and prevention of diseases; the principles of their
therapeutics and management.

Module Outcomes
Each student will be able to:
Knowledge
 Acquire knowledge about the basic terminologies used in Pharmacology, Pathology & Forensic Medicine as well as the concepts of diseases in the community
 Appreciate concepts & importance of
Family Medicine
Biomedical Ethics
 Research.
 Use technology based medical education including Artificial Intelligence.

Skill
 Interpret and analyze various practical of Pre-clinical Sciences

Attitude
 Demonstrate a professional attitude, team building spirit and good communication skills

This module will run in 3.5 weeks duration. The content will be covered through introduction of topics. Instructional strategies are given in the time table and learning objectives aregiven
in the study guides. Study guides will be uploaded on the university website. Good luck!

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 Section I - Terms & Abbreviations

Contents
 Domains of Learning
 Teaching and Learning Methodologies/Strategies
• Large Group Interactive Session (LGIS)
• Small Group Discussion (SGD)
• Self-Directed Learning (SDL)
• Case Based Learning (CBL)
• Problem- Based Learning (PBL)

Tables & Figures

 Table1. Domains of learning according to Blooms Taxonomy
 Figure 1. Prof Umar’s Model of Integrated Lecture
 Table2. Standardization of teaching content in Small Group Discussions
 Table 3. Steps of taking Small Group Discussions
 Figure 2. PBL 7 Jumps Model

Domains of Learning

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 Table1. Domains of learning according to Blooms Taxonomy

Sr. # Abbreviation Domains of learning

1. C Cognitive Domain: knowledge and mental skills.
 C1 Remembering
 C2 Understanding
 C3 Applying
 C4 Analyzing
 C5 Evaluating
 C6 Creating
2. P Psychomotor Domain: motor skills.
 P1 Imitation
 P2 Manipulation
 P3 Precision
 P4 Articulation
 P5 Naturalization
3. A Affective Domain: feelings, values, dispositions, attitudes, etc
 A1 Receive
 A2 Respond
 A3 Value
 A4 Organize
 A5 Internalize

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 Teaching and Learning Methodologies / Strategies
Large Group Interactive Session (LGIS)

The large group interactive session is structured format of Prof Umar Model of Integrated lecture. It will be followed for delivery of all LGIS. Lecturer will introduce a topic or
common clinical condition and explains the underlying phenomena through questions, pictures, videos of patients, interviews and exercises, etc. Students are actively involved in the
learning process.

(Anatomy, Physiology &

Biochemistry)

Figure 1. Prof Umar’s Model of Integrated Lecture

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 Small Group Discussion (SGD)
This format helps students to clarify concepts, acquire skills and attitudes. Sessions are structured with the help of specific exercises such as patient case, interviews, discussion
topics or power point presentations. Students exchange opinions and apply knowledge gained from lectures, SGDs and self-study. The facilitator role is to ask probing questions,
summarize and helps to clarify the concepts.

Table 3. Steps of taking Small GroupDiscussions

Table 2. Standardization of teaching content Step 1 Sharing of Learning objectives by using students Study guides First 5 minutes
in Small Group Discussions
Step 2 Asking students pre-planned questions from previous teaching 5minutes
session to develop co-relation (these questions will be standardized)

S.No Topics Approximate

% Step 3 Students divided into groups of three and allocation of learning 5minutes
objectives
1 Title Of SGD
Step 4 ACTIVITY: Students will discuss the learning objectives among 15 minutes
2 Learning Objectives from Study Guide themselves
Step 5 Each group of students will present its learning objectives 20 min
3 Horizontal Integration 24% Step 6 Discussion of learning content in the main group 30min

Step 7 Clarification of concept by the facilitator by asking structured 15 min

4 Core Concepts of the topic 60% questions from learning content

5 Vertical Integration 8% Step 8 Questions on core concepts

Step 9 Questions on horizontal integration
6 Related Advance Research points 8% Step 10 Questions on vertical integration

7 Related Ethical points Step 11 Questions on related research article

8 Artificial Intelligence Step 12 Questions on related ethics content

Step 13 Students Assessment on online MS teams (5 MCQs) 5 min

9 Family Medicine
Step 14 Summarization of main points by the facilitator 5 min

Step 15 Students feedback on the SGD and entry into log book 5 min
Step 16 Ending remarks

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 Self- Directed Learning (SDL)
 Self- directed learning is a process where students take primary charge of planning, continuing and evaluating their learning experiences.
 Time Home assignment
 Learning objectives will be defined
 Learning resources will be given to students = Text book (page no), web site
 Assessment:
i Will be online on LMS (Mid module/ end of Module)
ii. OSPE station

Case Based Learning (CBL)

 It’s a learner centered model which engages students in discussion of specific scenarios that resemble typically are real world examples.
 Case scenario will be given to the students
 Will engage students in discussion of specific scenarios that resemble or typically are real-world examples.
 Learning objectives will be given to the students and will be based on
i. To provide students with a relevant opportunity to see theory in practice
ii. Require students to analyze data in order to reach a conclusion.
iii. Develop analytic, communicative and collaborative skills along with content knowledge

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 Practical Sessions/Skill Lab (SKL)

Practical Session/ Skill Lab (SKL)

Demonstration/ power point presentation 4-5 slide 10-15 minutes

Practical work 25-30 minutes

Write/ draw and get it checked by teacher 20-25 minutes

05 MCQs at the end of the practical 10 minutes

At the end of module practical copy will be signed by head of department

At the end of block the practical copy will be signed by

Head of Department

Dean

Medical education department

QEC

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 Section II-Learning Objectives, Teaching Strategies & Assessments

Contents
 Horizontally Integrated Basic Sciences (Pharmacology, Pathology & Forensic Medicine)
 Large Group Interactive Session:
 Pharmacology (LGIS)
 Pathology (LGIS)
 Forensic Medicine (LGIS)
 Small Group Discussions
 Pharmacology (SGD)
 Pathology (SGD)
 Forensic Medicine (SGD)
 Self -Directed Topic, Learning Objectives & References
 Pharmacology (SDL)
 Pathology (SDL)
 Forensic Medicine (SDL)
 Skill Laboratory
 Pharmacology (SDL)
 Pathology (SDL)
 Forensic Medicine (SDL)

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 Horizontally Integrated Basic Sciences (Pharmacology, Pathology & Forensic)
Pharmacology Large Group Interactive Session (LGIS)

Topic At the end of the lecture student should be able Learning Domain Teaching Assessment tools
to strategies

Introduction to ANS  Describe the general organization of C1 LGIS MCQs

autonomic nervous system SAQs
 Describe the basic characteristic of C2 VIVA
sympathetic and parasympathetic systems
Parasympathomimetics-I  Identify location of cholinergic receptors and C1 LGIS MCQs
(directly acting) molecular mechanism of their activation SAQs
VIVA
 Classify cholinomimetics C1

 Describe the pharmacological effects C2

produced by the activation of these receptors
 Describe uses and adverse effects of C2
cholinomimetics.
 Identify location of cholinergic receptors and C1
molecular mechanism of their activation

Parasympathomimetics-11  Classify anticholinesterases C1 LGIS MCQs

(indirectly acting) SAQs
 Describe the mechanism of action and C2 VIVA
adverse effects of anticholinesterases

Anti cholinergics-I  Identify location of cholinergic receptors and C1 LGIS MCQs

(classification and mechanism of molecular mechanism of their activation SAQs
action) VIVA
 Classify cholinomimetics C1
 Describe the pharmacological effects C2
produced by the activation of these receptors
 Describe uses and adverse effects of C2
cholinomimetics.
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 Anti cholinergics-II  Compare & contrast hyoscine & atropine. C3 LGIS MCQs
SAQs
VIVA
Sympathmimetics I  Classify Sympathomimetics C1 LGIS MCQs
(classification)  Identify receptors selectivity of C1 SAQs
sympathomimetic drugs VIVA
 Discuss structure activity relationship of
sympathomimetics
 Differentiate between catecholamines and
non catecholamines

Sympathomimetics-II (directly  Describe the pharmacological affects, C2 LGIS MCQs

acting drugs) produced by sympathomimetics SAQs
 . VIVA
Sympathomimetics-III (indirectly  Compare different sympathomimetics in C1 LGIS MCQs
acting drugs) relation with epinephrine SAQs
VIVA
α – Blockers  Classify alpha adrenergic blockers C1 LGIS MCQs
SAQs
 Describe the mechanism of action, C2 VIVA
pharmacological effects, uses and adverse
effects of α – blockers.
 Discuss “epinephrine reversal” C2

Beta blockers-I (classification)  Classify beta adrenergic blockers C1 LGIS MCQs

 Describe the mechanism of action of beta
adrenergic blockers SAQs

Beta blockers-II (mechanism of  Describe the pharmacological effects of beta C2 LGIS MCQs
adrenergic blockers
action) SAQs
VIVA
Beta Blockers-III (clinical uses  Describe the uses and adverse effects of beta C1 LGIS MCQs
and adverse effects) blockers SAQs
VIVA

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 Pathology Large Group Interactive Session (LGIS)

Teaching
Topic At the end of the lecture student should be able to C/P/A Assessment tools
strategies
 Define Thrombus &Virchow’s triad C1
 Describe Causes of hypercoagulability C2
 Explain fate of thrombus, morphology of venous thrombosis C2
Pathophysiology of  Differentiate between arterial and venous thrombosis C3 MCQs
 Correlate pathogenesis of Disseminated-intravascular C3 LGIS SAQs
Thrombo- embolism
VIVA
coagulation clinical presentation
 Classify embolism on the basis of etiology C1

 Explain Mendalian’s laws of genetics. C2 MCQs

Mendalian Disorders  Correlate inheritance with pathogenesis of various genetic C3 LGIS SAQs
disorders VIVA
 Define and classify neoplasia C1
 Describe nomenclature of neoplasms C2 MCQs
Nomenclature &
 Differentiate between benign and malignant tumors C3 LGIS SAQs
Characteristics of neoplasms
VIVA

 Diagnose a case of malignant tumor on the basis of different C2

laboratory tests MCQs
Diagnostic approach of
 Describe morphology of malignant tumors (gross & microscopy) C2 LGIS SAQs
malignant tumors
 Demonstrate adequate interpersonal skills and collaborative team A2 VIVA
work

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 Forensic Large Group Interactive Session (LGIS)

Topic Learning objectives C/P/A Teaching Assessment

Strategies Tools

Personal Identity-III  Define mass disaster C1 LGIS MCQs

SAQs
Identification in mass  Mention the objectives of Forensic investigation in mass disaster. C1 VIVA
Disasters & Role of radiology
 State different ways through which a dead body can be obliterated C2

 Outline briefly special techniques for identification in mass disaster. C2

 Briefly explain the method of assessment of age, sex and skeletal injury by C2
using radiology.

 Define superimposition and describe the role of photography in

identification

Personal Identity-IV  Define DNA finger printing and enlist its different types. C1 LGIS MCQs
SAQs
D.N.A finger printing  State the scope /objectives of DNA finger profiling in forensic Medicine C2
VIVA
 Briefly describe the storage of samples of for DNA fingerprinting. C2

 Briefly describe the Method of collection preservation and dispatch of C2

samples.
C1
 Sate the effect of environment on integrity of DNA

Forensic serology  Appraise the forensic importance of Biological specimens (Blood, Semen, Salvia, C2 LGIS MCQs
Vomitus, Breath, Urine, Hair). SAQs
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  Collects, preserve, dispatch various human body specimens C2

 Appraise the forensic importance of Biological specimens (Blood, Semen, Salvia,

Vomitus, Breath, Urine, Hair).
C2
 Collects, preserve, dispatch various human body specimens

Thanatology- I  Define death and Classify its types C1 LGIS MCQs

(Introduction & Types of SAQs
 State the WHO criteria & and indicators to diagnose death. VIVA
death) Immediate & Early C2
changes of death)  Briefly describe the the causes, manner, mode, mechanisms, medico legal
aspects of death C2

 Define Algor mortis and state its medico-legal importance C2

 Briefly explain the method to measure the temperature of body after death. C2
 Enlist various factors affecting algor mortis. C1
 Briefly describe postmortem caloricity.
C2

Thanatology- II  Define Livor mortis and state its medico legal importance. C1 LGIS MCQs
C2 SAQs
(Livor mortis & Rigor mortis)
 Differentiate between Livor mortis and bruise. VIVA
C2
 State the mechanism of Rigor Mortis in the body after death and its
medico legal importance? C3

 Enumerate the factors which modify the onset & duration of rigor mortis?
C2
 Enlist the conditions simulating rigor mortis and differentiate them C2

Thanatology- III  Enlist the bacteria participates in putrefaction C1 LGIS MCQs

SAQs
( Late changes of Death  Briefly describe the features of putrefaction and its mechanism C2 VIVA
Putrefaction)
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  State the medicolegal importance of maggots.

Thanatology- IV  Define Adipocere and state its medicolegal importance. C2 LGIS MCQs
SAQs
(Adipocere,  Define mummification and state its medicolegal importance. C2 VIVA
Mummification
&  Briefly describe the method to calculate the time since death.
C2
Estimation of time since
death)  Enumerate different changes after death which helps to calculate the time
C2
since death.

General Toxicology-I  Define Poison, Drug, Therapeutic dose and lethal dose. C1 MCQs
SAQs
Introduction and  Enlist different routes of administration and elimination of poison. C2
classification of poisons VIVA
 Briefly explain the actions and factors affecting the absorption of poison. C2

 Classify the poisons according to the nature, mode, source, manner and C2
medicolegal importance with example of each group.

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 Pathology Small Group Discussion (SGDs)

Teaching
Topic At the end of the lecture student should be able to C/P/A Assessment tools
strategy
 Classify edema on the basis of etiology and C3 MCQs
Edema pathogenesis SGD SAQs
 Differentiate b/w edema in various clinical settings C3 VIVA
 Define Infarct. C1
 Explain types of infarct. C2 MCQs
Morphological changes in Infarction  Explain causes, of infarct. C2 SGD SAQs
VIVA
 Describe morphology of infarct. C2
 Define Hemorrhage. C1
 Describe Normal coagulation cascade. C2 MCQs
Types of hemorrhage  Enlist Types of haemorrhages with examples. C1 SGD SAQs
 Describe Concept of Petechiae, ecchymosis, bruises C2 VIVA

 Define Genetics C1
 Describe history and branches of genetics C2
 Explain relationship between genes and human C2
diseases MCQs
Introduction to genetics SGD SAQs
VIVA
 Enlist different types of changes in DNA which lead
to genetic disease C2
• Demonstrate the importance of patient confidentiality. A2
 Classify normal Karyotype C1
 Explain chromosomal disorders of autosomes and sex C2
chromosomes
 Explain Down’ syndrome and turner’s syndrome C2 MCQs
Types of gene disorders and Prenatal
 Explain single gene disorders with non-classical C2 SGD SAQs
diagnosis
inheritance. VIVA
 Explain multifactorial genetic disorders C2
 Identify diseases caused by triplet repeat mutation C2
 Identify diagnostic test related to genetic diseases C2
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  Enlist various single gene disorders C1 MCQs
Single-Gene Disorders  Describe the mechanisms involved in single gene C2 SGD SAQs
disorders VIVA
 Explain cancer incidence along with environmental and C2
geographic distribution C2
 Explain Genetic predisposition to cancer and Non C2 MCQs
Epidemiology of neoplasia hereditary predisposing conditions SGD SAQs
 Design the management plan for both poisonings C2 VIVA

 Describe essential alterations for malignant C2

transformation MCQs
Molecular basis of cancer  Define oncogenes, proto-oncogenes and oncoproteins C1 SGD SAQs
VIVA
 Explain role of RAS oncogenes, BRAF ,MYC oncogenes C2
,Cyclin and cyclin dependent kinase in carcinogenesis
 Explain carcinogenesis by Tumor suppressor genes ,RB C2
MCQs
gene ,P53 gene
Tumor suppressor genes in cancer SGD SAQs
 Explain role of ApC /b-catenin pathway in C2 VIVA
carcinogenesis
 Enlist examples of microbial and radiation C2
carcinogenesis
 Correlate the etio-pathogenesis of microbial C3
carcinogenesis with the genetic alterations in tumor MCQs
Microbial & radiation carcinogenesis genomics SGD SAQs
 Correlate the mechanism of radiation oncogenesis C3 VIVA
with predisposing environment for carcinogenesis
 Describe the genetic pathways involved in the C2
radiation oncogenesis
 Classify carcinogenesis on the basis of various C2
mechanism involved
 Describe the steps involved in carcinogenesis C2 MCQs
Carcinogenic agents and Tumor
SGD SAQs
immunity  Explain chemical, radiational and microbial C2 VIVA
carcinogenesis
 Explain Immune surveillance C2
Pathophysiology of Environmental  Environmental Effects on Global Disease Burden, C1 MCQs
Diseases  Explain Health effects of Climate changes C1 SGD SAQs
 Describe Toxicity of chemical and physical agents C2 VIVA
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 Pharmacology Self Directed Learning (SDL)

Topic Learning Objectives References

Receptors and neurotransmitters involved in  Revise the knowledge of receptors and 1. Basic and Clinical Pharmacology by Bertram Z. Katzung 15th
ANS neurotransmitters regarding their functional Edition, Chapter 6, Page 2-6, 15-24
roles 2. Goodman and Gillmans The Pharmacological basics of
Therapeutics, 13th Edition, Chapter , Pg 43

Pheochromocytoma  Discuss the signs and symptoms of Basic and Clinical Pharmacology by Bertram Z. Katzung 15th Edition,
pheochromocytoma Chapter 10, Page 165-166
 Discuss the pharmacological management of
pheochromocytoma

Ganglion blockers  Enumerate Ganglion blockers Basic and Clinical Pharmacology by Bertram Z. Katzung 15th Edition,
 Explain mechanism of action Chapter 8, Page 139-140
 Discuss different organ system effects
 Enumerate clinical applications and
toxicity of the drugs

27 | P a g e
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Use of botulinum in aesthetics  Discuss mechanism of action of botulinum Basic and Clinical Pharmacology by Bertram Z. Katzung 15th Edition,
 Enumerate uses and adverse effects of Chapter 6, Page 99 pg 136,1232
botulinum

Pathology Self Directed Learning (SDL)

Topic Learning Objectives References

Embolism and types of embolism Robbins & Cotran Pathologic Basis OF
•
Define and classify embolism Disease, 10th Edition, Chapter 1, Pg 112--114
•
Explain clinical Importance and treatment of different
types of embolism.
• Describe morphology of different types of emboli.
• Diagnose a case of embolism on the basis of different
laboratory tests. 28 | P a g e
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Cytogenetic disorders • Explain General Features of Chrosomal Disorders Robbins & Cotran Pathologic Basis of Disease,
• Explain numeric and structural abnormalities 10th Edition, Chapter 1, Pg 262-269-
• Explain Cytogenetic Disorders Involving
Nutritional disorder • Explain Macronutrient/Micro-nutrient insufficiency Robbins & Cotran Pathologic Basis OF Disease
Macronutrients/Micronutrient insufficiency • Explain Dietary insufficiency, Protein energy 10th Edition Chapter 3 Pg 80—85
Malnutrition, Anorexia Nervosa and Bulimia, Vitamin
Deficiency,
• Obesity, Diets, Cancers and Atherosclerosis.
• Demonstrate understanding of team work in
diagnosing a patient with multiple health issues
Environmental pollution • Outline salient features of environmental pollution in Robbins & COTRAN Pathologic Basis OF
an article. Disease, 10th Edition, Chapter 1, Pg 302--307
• Demonstrate responsible behavior toward self-
learning.

Forensic Medicine Self Directed Learning (SDL)

Topic Learning Objectives References

Role of radiology  The list of ossification centers in bones and their

appearance with relation to age. Parikhs”text book of forensic and
 Assessment of age of an individual using radiology toxicology Edition 9
 Assessment of sex of skeletal remains Personal identification
 Medicollegal importance of x-rays in age Page no 65 to 68
estimation

29 | P a g e
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D.N.A finger printing  Define DNA finger printing Parikhs”text book of forensic and
 Define the forensic importance and application of toxicology Edition 9
DNA finger printing Personal identification
 Identification in mass disaster Page no 71 to 74
Identification in mass disaster Page no 90
to 93
Thanatology  Define death and Classify its types Essential:Parikhs”text book of forensic
Types of death  State the WHO criteria & and indicators to diagnose and toxicology
Immediate & Early changes of death death.
 Briefly describe the the causes, manner, mode, Recommended: Principles of Forensic
mechanisms, medico legal aspects of death Medicine & Toxicology by Gautam
 Define Algor mortis and state its medico-legal Biswas
importance
 Briefly explain the method to measure the temperature
of body after death.
 Enlist various factors affecting algor mortis.
 Briefly describe postmortem caloricity.

Thanatology  Define Adipocere and state its medicolegal Essential:Parikhs”text book of forensic
Adipocere Mummification importance. and toxicology
Estimation of time since death  Define mummification and state its medicolegal Recommended: Principles of Forensic
importance Medicine & Toxicology by Gautam
 Briefly describe the method to calculate the time Biswas
since death.
 Enumerate different changes after death which
helps to calculate the time since death.

BEHAVIORAL SCIENCES
(SDL)

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 Topic Learning Objectives References

Psychosocial Aspect in different hospital The students should be able to

settings  Understand the psychosocial impact of chronic kidney Behavioral Sciences textbook, second edition
Dialysis unit disease and dialysis treatment on patients and their
families.
 Develop skills in assessing and addressing psychosocial
needs, including coping with illness, treatment Mowadat Rana
adherence, and lifestyle changes.
 Collaborate with healthcare teams to address
psychosocial barriers to optimal dialysis outcomes, such
as depression, anxiety, and social isolation.
 Advocate for patient-centered care practices that
promote dignity, autonomy, and quality of life for
individuals undergoing dialysis treatment.
Psychosocial Aspect in different hospital The students should be able to Behavioral Sciences textbook, second edition
settings  Understand the psychosocial impact of organ
transplantation on patients, donors, and their families. Mowadat Rana
 Develop skills in assessing psychosocial factors
influencing transplant candidacy, including emotional
Organ Transplantation stability, social support, and adherence to post-
transplant care.
 Implement strategies to address pre-transplant anxiety,
coping with waiting periods, and post-transplant
adjustment challenges.
4. Collaborate with transplant teams to provide
comprehensive psychosocial support throughout the
transplantation process, including education, counseling,
and support groups.
 5. Advocate for patient rights and ethical
considerations in organ allocation, informed consent,
and end-of-life decisions in the context of
transplantation
Psychosocial Aspect in different hospital The students should be able to Behavioral Sciences textbook, second edition
settings  Understand the unique psychosocial needs of
pediatric patients, their families, and caregivers in Mowadat Rana
the hospital setting.
 Develop skills in communicating effectively with
Paediatrics Ward children and their families about medical
procedures, diagnoses, and treatment plans. 31 | P a g e
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  Implement strategies to support children and
families coping with hospitalization, illness, and
treatment-related stressors, including play therapy,
distraction techniques, and family-centered care
approaches.
 Collaborate with pediatric healthcare teams to
address psychosocial factors impacting child health
outcomes, such as parental stress, sibling
adjustment, and developmental needs.
 Advocate for child-friendly healthcare
environments, age-appropriate communication, and
holistic psychosocial support services in pediatric
care settings.

Psychosocial Aspect in different hospital The students should be able to Behavioral Sciences textbook, second edition
settings Understand the psychosocial factors influencing reproductive
health decisions, experiences, and outcomes across the Mowadat Rana
lifespan.
• Develop skills in conducting sensitive assessments and
Reproductive Health providing counseling on reproductive health issues,
including contraception, fertility, pregnancy loss, and
infertility.
• Implement strategies to support individuals and couples
facing reproductive challenges, including grief and loss
counseling, decision-making support, and access to
reproductive technologies.
• Collaborate with interdisciplinary teams to address
psychosocial factors impacting reproductive health
outcomes, such as cultural beliefs, socioeconomic factors,
and access to care.
• Advocate for reproductive rights, informed consent, and
patient autonomy in reproductive healthcare delivery and
policy development

32 | P a g e
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 Pharmacology Practical Skill Laboratory (SKL)

Topic Learning Objectives Learning Teaching Assessment Tool

Domain Strategy
Pharmacological calculations  Solve the pharmacological calculations using the basic P2 Skill OSPE
III formulae

Effect of mydriatics on frog’s  Recall the mydriatic groups P3 Skill OSPE

eye
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  Interpret the results of the drug instilled in rabbit’s eye

Effect of miotics on frog’s eye  Recall the miotic drug groups P3 Skill OSPE
 Interpret the results of the drug instilled in rabbit’s eye

Pathology Practical Skill Laboratory (SKL)

Learning
Topic Learning Objectives Teaching strategies Assessment tools
Domain

Illustrate morphology of Chronic Venous P3
Congestion, Thrombosis and Infarction with help
of diagram
Chronic Venous Congestion,
 Interpret report of coagulation profile P3 Practical OSPE
Thrombosis, Infarction
 Be considerate of cost effectiveness and risk- A2
benefit analysis while ordering investigations in a
34 | P a g e
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  Diagnose a case of benign tumor on the basis of P3
different laboratory tests
 Describe morphology of benign tumors (gross & P2
Diagnosis of benign Neoplasia microscopy) Practical OSPE
 Demonstrate adequate interpersonal skills and A2
collaborative team work

 Identify the microscopic features and gross P1

appearance of Chronic and Granulomatous
Diagnosis of malignant Neoplasia Inflammation Practical OSPE
 Value the role of basic investigations in clinical A3
management

Forensic Medicine Practical Skill Laboratory (SKL)

Topic Learning objectives

Knowledge C/P/A Skills Attitude Assessment Tools

 State the medicolegal C2  Identify the Medicolegal OSPE

importance of Biological importance of Biological specimens The student will be
specimens(Blood) C2 (Blood) able to they identify
Examination of
different types of stains
Blood Stain  Briefly describe the method to  Demonstrate the method of
(Practical) including blood.
Collect, preserve and dispatch collection, preservation and dispatch
various human body of specimens
specimens
35 | P a g e
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  Differentiate between human & The student will be able to: The student will utilize OSPE
C2 the microscope to
animal Hair and Hair & Fiber
Examination of  Differentiate between human differentiate between
 State the medicolegal & animal Hair and Hair & hair, fiber and different
Hair & Fiber C2
importance of hair in Fiber types of hair
(Practical)
identification.
C2
 State the importance of hair as
trace evidence
Examination of  State the medicolegal C2 The student will be OSPE
Seminal Stain importance of Biological  Identify the Medicolegal able to they identify
specimens(Blood) C2 importance of Biological specimens different types of stains
(Practical)
 Briefly describe the method to (Semen & Salvia). including Semen &
Collect, preserve and dispatch •Demonstrate the method of saliva
various human body collection, preservation and dispatch
of specimens
specimens

SECTION - III

Basic and Clinical Sciences (Vertical Integration)

Content 36 | P a g e
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 • CBLs

• Vertical Integration LGIS

• Spiral Integration

o Biomedical Ethics & Professionalism

o Family Medicine

o Behavioral Sciences

o Integrated Undergraduate Research Curriculum (IUGRC)

Basic and Clinical Sciences (Vertical Integration)

Pharmacology Case Based Learning (CBL)
Topic Learning Objectives Learnig Teaching Assessment
Domain Strategy tools
 Recognize the clinical features of both poisonings C2 CBL PBQ
Mushroom and dhatura poisoning  Evaluate the role of anticholinergics in both poisonings C2 37 | P a g e
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Date: 3 February, 2024 by DME, New Teaching Block
  Design the management plan for both poisonings C3

 Recognize the clinical features of Organophosphate C2 CBL PBQ

Organophosphate poisoning Poisoning
 Evaluate the role of oximes in organophosphate poisoning C2
 Design the management plan for organophosphate C3
poisoning
 Manage the given case C3 CBL PBQ
Anaphylactic shock  Describe the effect of epinephrine on vascular and C2
pulmonary systems and the receptors involved
 Enlist other uses and adverse effects of epinephrine C1
 Explain the epinephrine reversal phenomenon C2
 CBL PBQ
Beta blockers  Discuss the clinical pharmacology of beta blockers C2
 Rationalize the use of specific beta blockers in specific C3
clinical situations

Pathology Case Based Learning (CBL)

Learning Objectives Learning Teaching

Topic Assessment tools
Domain strategy
At the end of the lecture student should be able to
Etio-pathogenesis of Shock  Define shock C1 CBL 38 | P a g e
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Date: 3rd February, 2024 by DME, New Teaching Block
  Classify shock on the basis of etio-pathogenesis C3
 Correlate the stages of shock with underlying pathogenic mechanisms C3
 Identify the type of shock in clinical setting and the stage C2
 Describe the Biochemical and immune-abnormalities in shock C3
 Relate the need of diagnosis in emergency situations C2
 Explain causes and evaluation of chromosomal abnormalities C2
 Explain causes of facial features and complication of this syndrome C2
Diagnosis of Klinefelter
Syndrome  Correlate the clinical features with genetic basis C2 CBL PBQs
 Identify different Chromosomal abnormalities on the basis of history C3
taking and physical examination
 Discuss causes of lead poisoning C2
 Describe the pathogenic effects of lead poisoning C2
Lead poisoning CBL PBQs
 Discuss clinical and morphological features of lead poisoning anemia C2

Large Group Interactive Sessions (LGIS)

Medicine

Topic Learning Objectives Learning Teaching Strategy Assessment

Domain tool
Symptomology- 1  Recognize common symptoms including dyspnea, chest pain, cough, palpitations, C1 LGIS MCQs
(common symptoms) vomiting, fever, edema, dysuria and fatigue. SAQs
 Distinguish between acute, chronic and persistent symptoms. C4
 Knows important steps involved in history taking of common symptoms. C1
 Recognize abnormal lab findings in common symptoms C1
39 | P a g e
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 Symptomology- II  Recognize important signs during clinical examination. C1 LGIS MCQs
(specific symptoms and  Recognize abnormal lab findings in common symptoms C1 SAQs
lab investigations)

Surgery

Topic Learning Objectives Learning Teaching Assessment Tool

Domain Strategy
Symptomatology in surgery and their  Different presenting symptoms in surgical patients C2 LGIS MCQs
diagnostic investigations  Construction of Differential diagnosis C2 SAQs
 The Logical approach to lab investigations C2
 The logical approach to radiological and histopathological C2
investigation
Wound Healing and Tissue Repair  Normal healing and how it can be adversely affected. C2 LGIS MCQs
C3 SAQs
 Management of wounds of different types.
 Differentiation between acute and chronic wounds C3
 Differentiate between repair and regeneration C4
Patient safety and quality  Discuss the importance of understanding human behavior if C2 LGIS MCQs
improvement patient care is to improve. SAQs
 Describe the importance of patient safety and the scale of the C2
problem.
 Explain medical error and its definitions including adverse C2
events and near misses.
 Discuss patient safety strategies and solutions. C3 40 | P a g e
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Perioperative management of  Pre-operative care including the high risk surgical patients C1 LGIS MCQs
patients  Understand the principles of post-operative care of surgical C2 SAQs
patients
 Understand the principles of nutrition and fluid therapy C2
Initial management of trauma  Understand the timeline concept in trauma management C2 LGIS MCQs
 Understand to select early total care and damage control C2 SAQs
strategies
 To identify and asses the severely injured patient C2, C3
 Understand the concept of primary survey and secondary C2, C3
survey

41 | P a g e
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Date: 3 February, 2024 by DME, New Teaching Block
 Paediatrics

Topic Learning Objectives Learning Teaching Assessment tools

Domain Strategy
 Describe the developmental milestones according to gross motor, fine motor, C2 LGIS MCQs
Introduction to child growth vision, hearing, speech and social behavior at different ages.
and development  Assess developmental age. C3
 Recognize warning signs for developmental delay. C3
 Define Malnutrition C1 LGIS MCQs
Malnutrition: Assessment and  Enlist common etiological factors C1
management  Evaluate malnourished child from history and physical examination C3
 Plot Growth parameters on the percentile charts C5
 Know WHO management protocol for severe malnutrition C2
 Enlist the steps of nutritional rehabilitation C1

Bioethics & Professionalism

Topic Learning Objectives Learning Teaching Assessment tools

Domain Strategy
C1 LGIS MCQs
C1
C1
C1 42 | P a g e
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Date: 3 February, 2024 by DME, New Teaching Block
 C3 LGIS MCQs
C1
C3
C1
C3

Family Medicine

Topic Learning Objectives Learning Teaching Assessment

Domain Strategy tools
 Define communication skills C1 LGIS MCQs
Communication Skills in patient care
 Elaborate the significance of good communications for doctors C2
 Describe the essential components of effective communication with A1
patients
 Apply a communication theory in clinical practice

 Enlist components of history taking from patients C2 LGIS MCQs

Fundamentals of history taking
 Elaborate Red Flag Symptoms C2
 Understand the basis of differential diagnosis from patients C3
interview.

Behavioral Sciences

Topic Learning Objectives Learning Domain Teaching Assessment

Strategy tools
Non-Pharmacological interventions: 
Understand importance of effective C3 LGIS MCQs
Communication skill communication SAQs
 Verbal and Non-verbal techniques C3
 To focus on essentials in informational care
 To give a comprehensive explanation of seven C3 LGIS MCQs
Informational Care steps of informational care regarding the three Ds SAQs
 To provide Informational care in clinical settings C3
based on the clinical issues 43 | P a g e
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Date: 3 February, 2024 by DME, New Teaching Block
 Integrated Undergraduate Research Curriculum (IUGRC)

Topic Learning Objectives Learning Teaching Assessment tools

Domain Strategy
Inferential Statistics 4  Explain principles of sampling distribution of proportion and C2 LGIS MCQs
standard error proportion
(Chi square test)  Calculate SEP for a given sample proportion C3
SAQs
VIVA
 Calculate standard error of difference between two proportions C3
 Do hypothesis testing by applying chi-square test C3

 Interpret results of chi-square test C4

44 | P a g e
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  Elaborate fisher’s exact test C3

Inferential Statistics 5  Explain principles of correlation analysis for comparing two C1 LGIS MCQs
(Correlation) continuous variables in same subjects in given data set SAQs
 Explain with examples concept of correlation and association in C1 VIVA
research data

 Compute co efficient of correlation and interpret results C2

 Explain principles of correlation analysis for comparing two C1
continuous variables in same subjects in given data set
 Explain with examples concept of correlation and association in C1
research data

 Compute co efficient of correlation and interpret results C2

 Explain principles of correlation analysis for comparing two C1
continuous variables in same subjects in given data set

45 | P a g e
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SECTION IV

Integrated Clinically Oriented Modular Curriculum

46 | P a g e
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 Foundation Module II

3rd Year MBBS

Time Table 2024

47 | P a g e
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 Foundation Module Team

Module Name : Foundation Module

Duration of module : 04 Weeks
Coordinator : Dr. Attiya Munir
Co-coordinator : Dr.Muhammad zaheer Sheikh
Review by : Module Committee
Module Committee Module Task Force Team
1. Vice Chancellor RMU Prof. Dr. Muhammad Umar 1. Coordinator Dr. Zunera Hakim (Assissant Professor of Pharmacology)
2. Director DME Prof. Dr. Rai Muhammad Asghar 2. DME Focal Person Dr. Maryum Batool
3. Convener Curriculum Prof. Dr. Naeem Akhter 3. Co-coordinator Dr. Zoefishan Fatima (Demonstrator of Pharmacology)
4. Dean BasicSciences Prof. Dr. Ayesha Yousaf
5. Additional Director DME Prof. Dr. Ifra Saeed
6. Chairperson Pharmacology & Dr. Asma Khan
Implementation Incharge 3rd year MBBS
7. Chairperson Pathology Prof. Dr. Mobina Dhodhy DME Implementation Team
1. Director DME Prof. Dr. Rai Muhammad Asghar
8. Chairperson Forensic Medicine Dr Romana 2. Additional Director DME Assoc. Prof. Dr. Asma Khan
9. Focal Person Pharmacology Dr Zunera Hakim 3. Deputy Director DME Dr Shazia Zaib
10. Focal Person Pathology Dr Faiza 4. Module planner & Implementation Dr. Omaima Asif
coordinator
11. Focal Person Forensic Medicine Dr. Filza 5. Editor Dr Omaima Asif
12. Focal Person Medicine Dr. Saima Ambreen
13. Focal Person Behavioral Sciences Dr. Saadia Yasir
14. Focal Person Community Medicine Dr. Afifa Kulsoom
15. Focal Person Quran Translation Lectures Mufti abdul Wahid
16. Chairperson Family Medicine Dr Sadia
17. Focal Person Bioethics Department Prof. Dr. Akram Randhawa
18. Focal Person Surgery Dr Huma Sabir

48 | P a g e
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 Categorization of Modular Content of Pharmacology

Category A* AND B* Category C ***

LGIS CBL/SGD Practical’s Self-Directed Learning (SDL)

Introduction to ANS Mushroom and Pharmacological Receptors and neurotransmitters involved in ANS
Parasympathomimetics-I dhatura poisoning calculations III Pheochromocytoma
(directly acting) Organophosphate Effect of ydriatics Ganglion blockers
Parasympathomimetics-11 poisoning on frog’s eye Use of botulinum in aesthetics
(indirectly acting) Anaphylactic shock Effect of miotics
Anti cholinergics-I Beta blockers on frog’s eye
(classification and mechanism of
action)
Anti cholinergics-II
Sympathmimetics I
(classification)
Sympathomimetics-II (directly
acting drugs)
Sympathomimetics-III
(indirectly acting drugs)
α – Blockers
Beta blockers-I (classification)
Beta blockers-II (mechanism of
action)
Beta Blockers-III (clinical uses
and adverse effects)

Category A*: By Professors

Category B**: By Associate & Assistant Professors
Category C***: By Senior Demonstrators & Demonstrators

49 | P a g e
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 Teaching Staff / Human Resource of Department of Pharmacology

Sr. # Designation Of Teaching Staff / Human Resource Total Number Of Teaching Staff

1. Associate Professor of Pharmacology 01

department
2. Assistant Professor of Pharmacology 02
department
3. Demonstrators of Pharmacology 05

Contact Hours (Faculty) Contact Hours (Students)

Sr. # Hours Calculation for Various Type of Total Sr. # Hours Calculation for Various Type of Total Hours
Teaching Strategies Hours Teaching Strategies

1. Large Group Interactive Session (LGIS) 2* 12= 24hours 1. Large Group Interactive Session (LGIS) 12 hours
2. Case Based Learning (CBL) 04 hours
2. Case Based Learning (CBL) 4* 4 = 16hours
3. Practical / Skill Lab 06 hours
3. Practical / Skill Lab 2 *3* 3 = 18 hours 4. Self-Directed Learning (SDL) 04 hours

50 | P a g e
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 Categorization of Modular Content of Pathology
Category A* Category B** Category C ***
LGIS SGD Case Based Learning Skill Lab Self-Directed Learning
General Pathology General Pathology (CBL) (Practical) (SDL)
Pathophysiology of Thrombo- Etio-pathogenesis of Shock Chronic Venous Congestion, Embolism and types of
embolism Edema Diagnosis of Klinefelter Syndrome Thrombosis, Infarction embolism
Mendalian Disorders Morphological changes in Infarction Lead poisoning Diagnosis of benign Neoplasia Cytogenetic disorders
Nomenclature & Types of hemorrhage Diagnosis of malignant Nutritional disorder
Characteristics of neoplasms Introduction to genetics Neoplasia Macronutrients/Micronutri
Diagnostic approach of malignant Types of gene disorders and Prenatal ent insufficiency
tumors diagnosis Environmental pollution
Single-Gene Disorders
Epidemiology of neoplasia
Molecular basis of cancer
Tumor suppressor genes in cancer
Microbial & radiation carcinogenesis
Carcinogenic agents and Tumor
immunity
Pathophysiology of Environmental
Diseases

Category A*: By Professors

Category B**: By Associate & Assistant Professors
Category C***: By Senior Demonstrators & Demonstrators

51 | P a g e
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 Teaching Staff / Human Resource of Department of Pathology

Sr. # Designation Of Teaching Staff / Human Resource Total Number of Teaching Staff

1. Professor of Pathology department 02

2. Associate Professor of Pathology department 01

3. Assistant Professor of Pathology department 03

4. Consultants & Demonstrators of Pathology depart. 03 +07

Contact Hours (Faculty) Contact Hours (Students)

Sr. #
Sr. # Hours Calculation for Various Type of Total Hours
Hours Calculation for Various Type of Teaching Total Hours
Strategies Teaching Strategies

1. Large Group Interactive Session (LGIS) 4 hours

1. Large Group Interactive Session 2 * 4= 12 hours
(LGIS) 2. Small Group Discussions (SGD) 12 hours

Case Based Learning (CBL) 3 hours

2. Small Group Discussions (SGD) 4 *12= 48 hours
4. Practical / Skill Lab 6 hours
3. Case Based Learning (CBL) 4* 3 = 12 hours
5. Self-Directed Learning (SDL) 4 hours
4. Practical / Skill Lab 2 * 3*3 = 18 hours

52 | P a g e
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Date: 3 February, 2024 by DME, New Teaching Block
 Categorization of Modular Content of Forensic Medicine

A* B** C***
LGIS LGIS SGD (CBL/Practical) SDL

Personal Identity-III Thanatology- II Role of radiology

Examination of Blood Stain
Identification in mass Disasters & (Livor mortis & Rigor mortis)
Role of radiology
Personal Identity-IV Thanatology- III Examination of Hair & Fiber D.N.A finger printing

D.N.A finger printing ( Late changes of Death Putrefaction)

Forensic serology Thanatology- IV Examination of Seminal Stain Thanatology
Types of death
Trace evidence (Adipocere, Mummification Immediate & Early changes of
& death
Estimation of time since death)

Thanatology- I General Toxicology-I Thanatology

Adipocere Mummification
(Introduction & Types of death) Introduction and classification of poisons Estimation of time since death
Immediate & Early changes of death)

Category A*: Professor/Associate Professor

Category B**: Assistant Professor
Category C***:Senior Demonstrator/Demonstrator

53 | P a g e
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Date: 3 February, 2024 by DME, New Teaching Block
 Teaching Staff / Human Resource of Department of Forensic Medicine

Sr.
# Designation Of Teaching Staff / Human Resource Total Number Of
Teaching Staff

1. Professor of Forensic Medicine department 0

2. Associate professor of Forensic Medicine department 01

3. Assistant professor of Forensic Medicine department (AP) 01

4. Sr.Demonstrators/Demonstrators of Forensic Medicine 05

department

5. Residents of Forensic Medicine department (PGTs) 06

Contact Hours (Faculty) & Contact Hours (Students) of Forensic Medicine & Toxicology

Sr. # Hours Calculation for Various Type of Total Hours

Teaching Strategies

1. Large Group Interactive Session 1hrx8= 8hours

(LECTURES)

2. Small Group Discussions SGD 2hrx3x3= 18 hours

(Practical/CBL)

5. Self-Directed Learning (SDL) 1hrx4 =4 hours

54 | P a g e
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Date: 3 February, 2024 by DME, New Teaching Block
 TIME TABLE 3rd YEAR MBBS -FOUNDATION MODULEII-2024 (1st Week)
DATE /
DAY

Monday
11-03-2024
FOUNDATION I THEORY EXAM
(8:30am to 1:00 pm)

FOUNDATION I THEORY EXAM

Tuesday
12-03-2024 (8:30am to 1:00 pm)

Wednesday
FOUNDATION I THEORY EXAM
13-03-2024
(8:30am to 1:00 pm)
8:00 am- 10: 30 am 10:45 am – 11:30am 11:30pm –12:15 pm 12:15pm – 01:00pm
Clinical Clerkship Pharmacology * L-1 Pharmacology * L-2 Forensic Medicine * L-3
Thursday
14-03-2024 Batch : A Medicine Personal Identity-III
Batch : B Surgery Introduction of Autonomic nervous system Parasympathomimetics (Directly acting) Identification in mass Disasters & Role of radiology
Batch : C Sub-Specialty
(Refer to annexure2)
Even Odd Even Odd Even Odd
Dr. Zunera Hakim Dr. Attiya Munir Dr. Romana Dr. Filza
Dr. Asma Khan Dr. Zunera Hakim
08:00am - 08:45am 08:45am – 09:30am 09:30am – 10:15am 10:15am - 11:00am 11:00am – 12:00pm
Medicine *L-4 Forensic Medicine *L-5 Pathology *L-6 Pharmacology *L-7 Pathology **S -1

Symptomology I (Common Personal Identity-IV Parasympathomimetics (Indirectly

Pathophysiology of Thrombosis Edema
symptoms) D.N.A finger printing acting)
Friday
15-03-2024 Even Odd Even Even Even Odd Even Odd Even O
d
d
Dr. Farhan Dr. Javeria Dr. Romana Dr. Filza Prof Mobina Dodhy Prof Wafa Omer Dr. Zunera Dr. Attiya Prof.. Wafa Omer Dr. Kiran Fatima
Hakim Munir Dr. Fatima tuz Zahra, Dr. Sarah Rafi
08:00am - 08:50am 08:50am – 09:40am 09:40am – 10:30am 10:30am - 11:20am 11:20:am – 12:10pm 12:10pm – 1:00 pm
Pathology ** S-2 Medicine *L-8 Bioethics *L-9 Surgery *L-10 Pharmacology *L-11 Behavioral Sciences * L-12

Morphological changes in Infarction Symptomology –II (Specific Medication/ Prescription errors Symptomatology in Surgery in surgery and their Anti cholinergics –I Informational Care
Saturday symptoms and lab diagnostic investigations (Classification and
16-03-2024 investigations) mechanism of action)
Even Odd Even Odd Even Odd Even Odd Even Odd Even Odd
Dr. Mudassira Dr. Rabbiya Dr. Farhan Dr. Javeria Prof. Dr. Akram Prof. Dr. Akram Dr. Atif Dr. Rahat Dr. Asma Khan Dr. Attiya Dr. Sadia Dr. Azeem
,Dr.Kiran Khalid Randhawa Randhawa Munir 55 |Page
Dr. Mehreen
rd
Date: 3 February, 2024 by DME, New Teaching Block
 TIME TABLE 3rd YEAR MBBS -FOUNDATION MODULEII-2024 (2ndWeek)

DATE / DAY 8:00 am - 10:30 am 10:45am – 11:30 am 11:30am-01:00pm

Monday Clinical Clerkship Pharmacology *L-13 Batch Discipline Topic of Practical Teacher Venue
18-03-2024 Anticholinergics-II (Therapeutic uses and Pharmacology P-1 Effects of Miotics on Rabbits Eye Dr.Asma Khan Pharmacology Lab
adverse effects) Dr. Uzma Umer
Batch : A Medicine Even Odd Dr.Arsheen Arshad
Batch : B Surgery Dr.Zoefishan
Batch : C Sub-Specialty Dr.Zaheer
Dr.Mamuna
(Refer to annexure2) Dr.Asma Dr.Attiya Muinr B Forensic Medicine P-2 Examination of blood Stains Dr Urooj, Forensic Lab
Khan Dr. Shahida

C Pathology P-3 Chronic Venous Congestion, Prof.Mobina Ahsan Pathology Lab, NTB
Thrombosis, Infarction Dodhy
Dr.Abid
Dr.Iqbal
Dr.Nida
Dr.Mehreen
Pathology **S-3 Batch Discipline Topic of Practical
Tuesday Types of Hemorrhage Pharmacology P-1 Effects of Miotics on rabbits Eye Dr.Attiya Munir Pharmacology Lab
19-03-2024 Dr. Uzma Umer
Even Odd Dr.Arsheen Arshad
Dr.Zoefishan
Dr.Zaheer
Dr.Mamuna
Prof..Mobina Dodhy, Dr Fatima Zahra C Forensic Medicine P-2 Spectroscopic examination ofBlood Dr. Raheel Forensic Lab
Dr. Mudassera Zahid Dr. Rabia Khalid
A Pathology P-3 Chronic Venous Congestion, Prof.Wafa Omer Pathology Lab, NTB
Thrombosis, Infarction Dr. Abid Hassan
Dr.Syeda Aisha
Dr.Unaiza
Dr.Shabih
Pathology *** C-1 Batch Discipline Topic of Practical
Wednesday Etiopathogenesis of Shock C Pharmacology P-1 Effects of Miotics on rabbits Eye Dr.Zunera Hakim Pharmacology Lab
20-03-2024 Even Odd Dr. Uzma Umer
Dr.Arsheen Arshad
Dr.Zoefishan
Dr.Zaheer
Dr.Mamuna
Prof.Wafa Dr. Syeda Aisha A Forensic Medicine-2 Spectroscopic examination ofBlood Dr. Raheel Forensic Lab
omer Dr. Shabih Haider B Pathology-3 Chronic Venous Congestion, Prof.Mobina Ahsan Pathology Lab, NTB
Dr Abid Thrombosis, Infarction Dodhy
Hassan Dr. Abid Hassan
Dr.Faiza
Dr.Mah Jabeen
Forensic Medicine * L-14 Family Medicine *L-15 Pharmacology * **C-2
Thursday
21-03-2024 Forensic serology 11:30pm –12:15 pm 12:15pm – 01:00pm
Trace evidence History taking fundamentals Mushroom and Dathura Poisoning

Even Odd Even Odd Even Odd

Dr. Romana Dr. Filza Dr Sadia Khan Dr Sadia Khan Dr.Asma Khan Dr.Zunera Hakim
Dr Zoefeshan Dr Arsheen,
Dr Mamuna Dr. Zaheer
08:00am - 08:45am 08:45am – 09:30am 09:30am – 10:15am 10:15am - 11:00am 11:00am – 12:00pm
56 | P a g e
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 Pharmacology *** C-3 Pathology Surgery Quran Pathology
Friday ** S-4 * L-16 *L-17 *L-18
22-03-2024
Organophosphate Poisoning Introduction to genetics Wound healing and tissue repair Imaniat IV Mendalian Disorders

Even Odd Even Odd Even Odd Even Odd Even Odd

Dr.Zunera Hakim Dr.Attiya Dr. Mudassira, Dr. Rabbiya, Dr. Atif Dr. Ramlah Mufti Wahid Prof Wafa Omer Dr.MobinaDodhy
Dr Zoefeshan Munir Dr.Kiran Dr. Sarah Rafi
Dr Mamuna Dr Arsheen,
Dr. Uzma
Saturday
PAKISTAN DAY (PUBLIC HOLIDAY)
23-03-2024

57 | P a g e
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Date: 3 February, 2024 by DME, New Teaching Block
 TIME TABLE 3rd YEAR MBBS -FOUNDATIONMODULEII-2024 (3rdWeek)

DATE / DAY 8:00 am - 10:30 am 10:45am – 11:30 am 11:30am-01:00pm

Clinical Clerkship Pharmacology *L-19 Batch Discipline Topic of Practical
Sympathomimetics-I (Classification) A Pharmacology P-4 Effect of mydriatics on rabbit’s eye Dr.Asma khan Pharmacology Lab
Monday 25-03- Dr. Uzma Umer
Even Odd
2024 Dr.Arsheen Arshad
Batch : A Medicine Batch : B Surgery Batch : Dr.Zoefishan
C Sub-Specialty (Refer to annexure2) Dr.Zaheer
Dr.Mamuna
Dr Asma Khan Dr Zunera Hakim B Forensic Medicine P-5 Examination of Seminal Stain Dr Gulzaib Forensic Lab
Dr Fatima
C Pathology P-6 Diagnosis of benign neoplasm Prof.Wafa Omer Pathology Lab, NTB
Dr.Abid
Dr.Iqbal Haider
Dr.Mehreen
Dr. Nida Fatima
Pharmacology *L-20 Batch Discipline Topic of Practical
Sympathomimetics-II (Directly acting) B Pharmacology P-4 Effect of mydriatics on rabbit’s eye Dr.Attiya Munir Pharmacology Lab
Dr. Uzma Umer
Tuesday 26-03- Even Odd
Dr.Arsheen Arshad
2024 Dr.Zoefishan
Dr.Zaheer
Dr.Mamuna
Dr Asma Khan Dr Zunera Hakim C Forensic Medicine P-5 Examination of Seminal Stain Dr Gulzaib Forensic Lab
Dr Fatima
A Pathology P-6 Diagnosis of benign neoplasm Prof.Mobina Ahsan Dodhy Pathology Lab, NTB
Dr.Nida
Dr.Syeda Aisha
Dr.Una\iza
Dr.Shabih Haider

Pharmacology * L-21 Batch Discipline Topic of Practical

Sympathomimetics-III (Indirectly acting) C Pharmacology P-4 Effect of mydriatics on rabbit’s eye Dr.Zunera Hakim Pharmacology Lab
Dr. Uzma Umer
Wednesday 27- Even Odd Dr.Arsheen Arshad
03-2024 Dr.Zoefishan
Dr.Zaheer
Dr.Mamuna
Dr Asma Khan Dr Zunera Hakim A Forensic Medicine P-5 Examination of Seminal Stain Dr Gulzaib Forensic Lab
Dr Fatima
B Pathology P-6 Diagnosis of benign neoplasm Prof.Wafa Omer Pathology Lab, NTB
Dr.Faiza Zafar
Dr.Meh Jabeen
Dr. Nida Fatima
Research * L-22 Pathology ** S-5 Pathology ** S- 6
Inferential Statistics 4 (Chi square test) 11:30pm –12:15 pm 12:15pm – 01:00pm
Thursday 28-03-
Types of gene disorders and Prenatal diagnosis Single gene disorder
2024
Even Odd Even Odd Even Odd
Dr. Imrana Dr. Abdul Qudoos Dr. Fatima tuz Zahra, Dr. Kiran Fatima, Dr. Mudassira, Dr. Rabbiya Khalid
Prof.. Wafa Omer Dr. Sarah Dr. Fatima tuz Zahra Dr. Mehreen fatima
08:00am - 08:45am 08:45am – 09:30am 09:30am – 10:15am 10:15am - 11:00am 11:00am – 12:00pm
Surgery Pathology ***C-4 ForensicMedicine *L-24 Pathology Pharmacology
* L-23 *L-25 ***C-5
58 | P a g e
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Date: 3 February, 2024 by DME, New Teaching Block
Friday 29-03- Patient Safety and Quality Diagnosis of Klienfilter Thanatology- I Nomenclature & Characteristics of Anaphylactic Shock
2024 improvement syndrome (Introduction & Types of death) neoplasms

Even Odd Even Odd Even Odd Even Odd Even Odd
Dr. Atif Dr. Asifa Dr Faiza, Dr. Dr Nida Dr. Romana Dr. Filza Prof Wafa Omer Dr.MobinaD Dr.Asma Khan Dr.Attiya Munir
Mah Jabeen Fatima odhy Dr. Uzma Dr. Zaheer
Dr.Shabih Dr. Arsheen Dr.Zoefeshan
Haider
08:00am - 08:50am 08:50am – 09:40am 09:40am – 10:30am 10:30am - 11:20am 11:20:am – 12:10pm 12:10pm – 1:00 pm
Forensic Medicine Peads * L-27 Behavioral Sciences *L-28 Pathology Pathology **S-8 Research
* L-26 ** S-7 *L-29
Thanatology- II Introduction to child growth Communication Skills Epidemiology of Neoplasia Molecular Basis of Cancer Inferential Statistics 4 (Correlation)
Saturday 30-03- (Livor mortis & Rigor mortis) and development
2024 Even Odd Even Odd Even Odd Even Odd Even Odd Even Odd
Dr. Romana Dr. Filza Dr. Jaweria Dr. Dr. Mehmood Dr. Sadia Dr. Mudassira Dr.Kiran Dr. Mudassira, Dr. Rabbiya Dr. Imrana Dr. Abdul Qudoos
Zain Muneeba Ali Khan ,Dr.Fatima tuz Zahra Fatima, Dr.Kiran Fatima Dr. Mehreen
Iqbal Dr.Mehreen
Fatima

59 | P a g e
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Date: 3 February, 2024 by DME, New Teaching Block
 TIME TABLE 3rd YEAR MBBS -FOUNDATIONMODULEII-2024 (4th Week)

DATE / DAY 8:00 AM - 10:45 AM 10:45am – 11:30 am 11:30 PM – 01:00 PM

Clinical Clerkship Pathology **S-9 Batch Discipline Topic of Practical
Tumor suppressor genes in cancer A Pharmacology P-7 Introduction to P Drug & Prescription Dr.Asma Khan Pharmacology Lab
Monday 01--04- Writing Dr. Uzma Umer
2024 Even Odd
Conduction of Counselling Session of Dr.Arsheen Arshad
Batch : A Medicine Batch : B Surgery Batch : C Clinical Scenario Dr.Zoefishan
Sub-Specialty (Refer to annexure2) Dr.Zaheer
Dr.Mamuna
Prof.Mobina Dodhy Dr.KiranFatima, B Forensic Medicine P-8 Examination of Hair & Fiber Dr Naila Forensic Lab
,Dr.Fatima tuz Zahra Dr. Sarah Rafi Dr.Shahrukh
C Pathology P-9 Diagnosis of malignant neoplasm Prof.Mobina Ahsan Dodhy
Dr.Syeda Aisha
Dr.Syed Iqbal Haider
Dr.Nida Fatima
Dr. Mehreen Fatima
Pharmacology *L-30 Batch Discipline Topic of Practical
Alpha blockers B Pharmacology P-7 Introduction to P Drug & Prescription Dr.Attiya Munir Pharmacology Lab
Writing Dr. Uzma Umer
Tuesday Even Odd Conduction of Counselling Session of Dr.Arsheen Arshad
02-04-2024 Clinical Scenario Dr.Zoefishan
Dr.Zaheer
Dr.Mamuna
Dr Asma Khan Dr Zunera Hakim C Forensic Medicine P-8 Examination of Hair & Fiber Dr Naila Forensic Lab
Dr.Shahrukh
A Pathology P-9 Diagnosis of malignant neoplasm Pof.Wafa omer Pathology Lab, NTB
Dr. Syeda Aisha
Dr.Abid
Dr.Unaiza
Dr.Shabih Haider
Pharmacology * L-31 Batch Discipline Topic of Practical
Beta blockers-I (Classification) C Pharmacology P-7 Introduction to P Drug & Prescription Dr.Zunera Hakim Pharmacology Lab
Wednesday Even Odd Writing Dr. Uzma Umer
03-04-2024 Conduction of Counselling Session of Dr.Arsheen Arshad
Clinical Scenario Dr.Zoefishan
Dr.Zaheer
Dr.Mamuna
Dr Asma Khan Dr Attiya Munir A Forensic Medicine P-8 Examination of Hair & Fiber Dr Naila Forensic Lab
Dr.Shahrukh
B Pathology P-9 Diagnosis of malignant neoplasm Prof.Mobina Ahsan Dodhy Pathology Lab, NTB
Dr.Syeda Aisha
Dr.Faiza Zafar
Dr.Mah Jabeen
Pharmacology * L-32 Pharmacology* L-33 Peads*L-34
Thursday Beta blockers- II (Mechanism of action) 11:30 AM – 12:15 PM 12:15 PM – 01:00 PM
04-04-2024 Beta blockers- III (Clinical uses and adverse effects) Malnutrition assessment and management
Even Odd Even Odd Even Odd
Dr Asma Khan Dr Attiya Munir Dr Asma Khan Dr Attiya Munir Dr. Amal Hashim Dr. Uzma

08:00am - 08:45am 08:45am – 09:30am 09:30am – 10:15am 10:15am - 11:00am 11:00am – 12:00pm 60 | P a g e
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Date: 3 February, 2024 by DME, New Teaching Block
 Pathology Forensic Medicine * L-35 Family Medicine * L-36 Pathology *L-37 Surgery *L-38
**S-10
Microbial and radiation Thanatology- III Communication Skills in patient care Diagnostic approach of malignant Perioperative management of patients
Friday carcinogenesis ( Late changes of Death tumors
05-04-2024 Putrefaction)
Even Even Even Odd Even Odd Even Odd Even Odd
Dr. Mudassira Dr.Mehreen Dr. Romana Dr.Filza Dr. Sadia Dr.Sadia Prof Wafa Omer Dr.MobinaDodhy Dr.Atif Dr. Abdul Qadeer
,Dr.Rabia Fatima
Dr.Sarah
08:00am - 08:50am 08:50am – 09:40am 09:40am – 10:30am 10:30am - 11:20am 11:20:am – 12:10pm 12:10pm – 1:00 pm
Forensic * L-39 Quran *L-40 Pathology**S-11 Pathology**S-12 Surgery * L-41 Pathology ***C-6

Thanatology- IV Ibadiat I Carcinogenic agents and Tumor Pathophysiology of Initial management of trauma Lead Poisoning
Saturday 06-04- immunity Environmental Diseases
(Adipocere, Mummification
2024
&
Estimation of time since death)
Even Odd Even Odd Even Odd Even Odd Even Odd
Dr. Romana Dr. Filza Mufti Wahid Dr Fatima tuz .Dr.Mehreen Fatima Dr.Mudassira . Dr.Mehreen Dr. Atif Dr. Huma Dr. Mobina Dodhy Dr Unaiza
Zahra Dr.Sarah Rafi Dr Rabbyya Dr. Sarah Dr. Iqbal Haider Dr.Shabih Haider
Dr. Kiran

61 | P a g e
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Date: 3 February, 2024 by DME, New Teaching Block
 TIME TABLE 3rd YEAR MBBS -FOUNDATIONMODULEII-2024 (5th Week)

DATE / DAY 8:00 AM - 10:45 AM 11:00am – 12:00 pm 12:00pm – 1:00 pm

Pharmacology *C-7 Forensic * L-42

Monday 08-04-2024 Clinical Clerkship/Rotation

Beta Blockers General Toxicology-I

Introduction and classification of poisons
Even Odd Even Odd
Batch : A Medicine Batch : B Surgery Batch : C Sub-Specialty
Dr.Attiya Dr. Asma Dr. Romana Dr. Fliza
(Refer to annexure2) Dr. Zaheer. . Dr. Uzma
Dr Mamuna Dr Zoefishan

Tuesday 09-04-2024

Wednesday 10-04-2024 s js js js

Thursday 11-04-2024
EID Holidays
Friday 12-04-2024

Saturday 13-04-2024

62 | P a g e
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Date: 3 February, 2024 by DME, New Teaching Block
 Time Table 3rd Year MBBS –Foundation Module II-2024

DATE / DAY 08:00am to 02:00pm

Monday Forensic Medicine

15-04-2024 (Theory + AV OSPE)

Tuesday Pharmacology
16-04-2024 (Theory+AV OSPE)

Wednesday Pathology
17-04-2024 (Theory+AV OSPE)

Thursday LAB OSPE + VIVA

18-04-2024 Batch – 1

Friday Behavior Sciences + Clinical paper

19-04-2024 (Theory +AV OSPE)

Saturday LAB OSPE + VIVA

20-04-2024 Batch - 2

Monday LAB OSPE + VIVA

22-04-2024 Batch - 3

63 | P a g e
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Date: 3 February, 2024 by DME, New Teaching Block
3rd YEAR MBBS INTEGRATED MODULAR CURRICULUM "RAWALPINDI MEDICAL UNIVERSITY RAWALPINDI NEW TEACHING BLOCK

TEACHING HOURS

Sr. No. Disciplines LGIS SGD/CBL SDL Hours

1. Pharmacology 12 04 04 20
2. Pathology 04 15 04 23
3. Forensic Medicine 08 0 04 12
4. Research 02 0 0 02
5. Surgery 05 0 0 05
6. Medicine 02 0 0 02
7. Pediatrics 02 0 0 02
8. Quran 02 0 0 02
9. Family Medicine 02 0 0 02
10. Behavioral Sciences 02 0 4 06
11. Bioethics 01 0 0 01
Total hours 42 19 16 77
PRACTICAL AND CLERKSHIP HOURS

Disciplines Practical hours Disciplines Clerkship hours

Pharmacology 2x3 = 06 hrs Surgery 2.5 x 15 = 37.5hrs

Pathology 2x3 = 06 hrs Medicine 2.5 x 15 = 37.5hrs
 LGIS(L) * Forensic Medicine 2x3 = 06 hrs Sub Specialty 2.5 x 15= 37.5hrs
 SGD(S) **
 CBL(C) ***
 SDL (SL)****
 For LGIS and SDL, whole class will be divided into odd and evenbatches
Odd: LectureHall01 Even: Lecture Hall 02
64 | P a g e
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Date: 3 February, 2024 by DME, New Teaching Block
 For CBL/SGDs, whole class will be divided into 04batches
Batch: A = Lecture Hall 01 (starting from batch A1toA3) Batch: B = Lecture Hall 02 (starting from batch A4, A5, B1,B2)

Batch: C = Lecture Hall 06 (starting from batch B3, B4, B5, C1) Batch: D = Pharmacy Lab (starting from batch C2 toC5)

The batch distribution & venues for whole year are fixed with no change except for extra ordinary situations.
Rawalpindi Medical University Rawalpindi

65 | P a g e
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Date: 3 February, 2024 by DME, New Teaching Block
 VENUES FOR ACADEMIC
SESSIONS 3rd YEAR MBBS

 LARGE GROUP INTERACTIVE SESSIONS (LGIS)

Odd roll numbers: Lecture Hall 01

Even roll numbers: Lecture Hall 02

 SMALL GROUP DISCUSSION (SGD) /CASE BASED LEARNING (CBL)

Lecture Hall 01
Lecture Hall 02
Lecture Hall 04 In case of non availability of these venues due to 4th Year Prof CPC will be used for two batches
Lecture Hall 05

The batch distribution & venues for whole year are fixed with no change except for extra ordinary situations.

66 | P a g e
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Date: 3 February, 2024 by DME, New Teaching Block
 SECTION - V

Assessment Policies

Contents
• Assessment plan

• Types of Assessment:

• Modular Examinations

• Block Examination

• Table 4: Assessment Frequency & Time in Foundation Module

67 | P a g e
Date: 25th January, 2024 by DME, New Teaching Block
 Section V: Assessment Policies

68 | P a g e
Date: 25th January, 2024 by DME, New Teaching Block
Assessment plan
University has followed the guidelines of Pakistan Medical and Dental Council for assessment. Assessment is conducted at the mid modular, modular and block levels.

Types of Assessment:
The assessment is formative and summative.
Formative Assessment
Formative assessment is taken at modular (2/3rd of the module is complete) level through MS Teams. Tool for this assessment is best choice questions and all
subjects are given their share according to their hour percentage.
Summative Assessment:
Summative assessment is taken at the mid modular (LMS Based ),modular and block levels.

Modular Examinations
Theory Paper

There is a module examination at the end of first module of each block. The content of the whole teaching of the module are tested in this examination.
It consists of paper with objective type questions and structured essay questions. The distribution of the questions is based on the Table of Specifications of the
module. (Annexure I attached)
Viva Voce:
Structured table viva voce is conducted including the practical content of the module.

Block Examination
On completion of a block which consists of two modules, there is a block examination which consists of one theory paper and a structured viva with OSPE.
Theory Paper
There is one written paper for each subject. The paper consists of objective type questions and structured essay questions. The distribution of the questions is based on
the Table of Specifications of the module.

Block OSPE
This covers the practical content of whole block.

69 | P a g e
Date: 25th January, 2024 by DME, New Teaching Block
 Detailed Analysis of Assessment of Foundation Module-I

Sr. no Name Date Type of Assessment Tool of Assessment

1. SDL Weekly LMS 15-02-2024
Formative 15 MCQs
Assessment 22-02-2024
05MCQs=Pharmacology
29-02-2024
07-03-2024 05MCQs=Pathology
05MCQs=Forensic Medicine
2. Mid Modular LMS 22-02-2024 20 MCQs
Assessment Summative
05MCQs=Pharmacology
05MCQs=Pathology
05MCQs=Forensic Medicine
05MCQs= Clinically integrated subjects
1. End Modular Assessment 11-03-2024
Summative MCQs
12-03-2024
13-02-2024 SAQs*

Note: Timetable Subject to Change According to The Current Circumstances

(Logistic details of Assessments will be notified separately)

* Details of distribution of MCQs and SAQs on Page no. 64-66

70 | P a g e
Date: 25th January, 2024 by DME, New Teaching Block
 Table 4-Assessment Frequency & Time for Foundation Module I

*J HHHSHHSHH

Block Module – 1 Type of Total Assessments Time No. of Assessments

Assessments
Summative Formative
Sr Assessment
Foundation Module Components Assessme nt Assessment
# Time
Time Time

Mid Module Examinations LMS based

30 Minutes
1 (Pharmacology, Pathology, Forensic Medicine, Summative
Medicine, Surgery)
30 Minutes
2 Topics of SDL Examination on MS Team Formative (Every
Module-I

Thursday) 4 5
3 End Module Examinations (SEQ & MCQs Based) Summative 6 Hours 7 Hours 30 Minutes
Formative Summative
Pharmacology Structured and Clinically Oriented Minutes
4 Summative 10 Minutes
Viva*
Forensic Medicine Structured and Clinically
5. Summative 10 Minutes
oriented Viva*
5 Pathology Structured & Clinically oriented Viva * Summative 10 Minutes

*Viva will be taken at the end of block -I

71 | P a g e
Date: 25th January, 2024 by DME, New Teaching Block
 Learning Resources
Subject Resources
1. Katzung’s Basic and Clinical Pharmacology, 15th edition

2. Essentials of Medical Pharmacology (KDTripathi), 7th edition

Pharmacology 3. Lippincott Illustrated Review, 7th edition

4. Katzung and Trevor’s Pharmacology, 12th edition

1. Robbins & Cotran, Pathologic Basis of Disease, 10th edition.

Pathology/Microbiology 2. Rapid Review Pathology, 5th edition by Edward F. Goljan MD.
3. http://library.med.utah.edu/WebPath/webpath.html

1. Parikh Text Book of Medical Jurisprudence Forensic Medicine & Toxicology Edition 9
Forensic Medicine 2. Principles & Practice of Forensic Medicine by Nasib R Awan
3. Principles of Forensic Medicine & Toxicology by Rajesh Bardale

Medicine Davidson Textbook of Medicine

Surgery Balley and Love Textbook of Surgery

7
Date: 25th January, 2024 by DME, New Teaching Block
 Weekly LMS Based Assessment

Table of Specification

Subjects Pharmacology Pathology Forensic Medicine Behavior Sciences Clinical Sciences

No of
15 15 15 5 10
MCQs*

Marks/MC 15 15 15 5 10
Q
Total Marks 60
*MCQ=1 Mark each, 1 min each

7
Date: 25th January, 2024 by DME, New Teaching Block
 TOS for Modular Assessment (Foundation II)

Horizontal & Vertical

Core Subject 70% Spiral Integration 10%
Integration 20% Total
Modules Subject MCQs* Marks EMQs* Marks SAQs* Marks SEQs* Marks Marks
Theory
MCQs EMQs SAQ/SEQ MCQs EMQs SAQs/SEQs MCQs EMQs SAQs/SEQs

Pharmacology 25 25 1 5 5 25 5 45 19 1 7 4 0 2 2 0 1 100

Foundation Pathology 25 25 1 5 5 25 5 45 19 1 7 4 0 2 2 0 1 100

II
Forensic Medicine 25 25 1 5 5 25 5 45 19 1 7 4 0 2 2 0 1 100
Behaviour
13 13 1 5 2 15 3 27 9 1 3 2 0 1 2 0 1 50
Sciences

74 | P a g e
Date: 25thJanuary, 2024 by DME, New Teaching Block
 Blue Print of Assessment for 3rd Year MBBS 2024
Table of Specification
Module Examination Include
Written Theory Based Assessment
Audio Visual Aid assisted Assessment

Horizontal & Vertical AED

Core Subject 70% Spiral Integration 10% Total Marks Av OSPE* Total Time of Module
Modules Subject MCQs* Marks EMQs* Marks SAQs* Marks SEQs* Marks Integration 20% Total Time Time Reflective
Theory Assessment
Writting
MCQs EMQs SAQ/SEQ MCQs EMQs SAQs/SEQs MCQs EMQs SAQs/SEQs Stations Marks

Pharmacology 25 25 1 5 5 25 5 45 19 1 7 4 0 2 2 0 1 100 3 HRS 10 50 50 min 45 mins 4 hrs 35 minutes

Foundation I
Pathology 25 25 1 5 5 25 5 45 19 1 7 4 0 2 2 0 1 100 3 HRS 10 50 50 min 45 mins 4 hrs 35 minutes
Forensic Medicine 25 25 1 5 5 25 5 45 19 1 7 4 0 2 2 0 1 100 3 HRS 10 50 50 min 45 mins 4 hrs 35 minutes
Module 2 Examination

Horizontal & Vertical

Core Subject 70% Spiral Integration 10% Av OSPE*
Integration 20% AED
Total Marks Total Time of Module
Modules Subject MCQs* Marks EMQs* Marks SAQs* Marks SEQs* Marks Total Time Time Reflective
Theory Assessment
Writting
MCQs EMQs SAQ/SEQ MCQs EMQs SAQs/SEQs MCQs EMQs SAQs/SEQs Stations Marks

Pharmacology 25 25 1 5 5 25 5 45 19 1 7 4 0 2 2 0 1 100 3 HRS 10 50 50 min 45 mins 4 hrs 35 minutes

Foundation II Pathology 25 25 1 5 5 25 5 45 19 1 7 4 0 2 2 0 1 100 3 HRS 10 50 50 min 45 mins 4 hrs 35 minutes

Forensic Medicine 25 25 1 5 5 25 5 45 19 1 7 4 0 2 2 0 1 100 3 HRS 10 50 50 min 45 mins 4 hrs 35 minutes
Behaviour Sciences 13 13 1 5 2 15 3 27 9 1 3 2 0 1 2 0 1 50 1 hour 5 15 25 min 1 hr 25 minutes
Block Examination Include
LMS Based Assessment
Weekly LMS Based Assessment
Skill lab Assessment(OSPE)
Laboratory-Based Assesment
Table of Specification
OBSERVED & STRUCTURED VIVA EXAMINATION(OSVE)

LMS Based Assessment Lab OSPE* OSVE***

Fore Beahv Clini
Observ Unobs Subjects Pharmacol Patholo
BLOCK MCQs* Marks Marks Time** Module 1 Module 2 Time nsic iour cal
ed erved ogy gy
Subjects Medi Scien
Viva Copy Viva Book No of MCQs* 15 15 15 5 10
F1 F2 F1 & 2 cine ces
Marks Marks Marks Marks
Marks/MCQ 15 15 15 5 10
Pharmacology 15 15 30 10 50 10 50 6 hrs 45 5 45 5 4 hrs
Total Marks 60 Scie
Pathology 15 15 30 10 50 10 50 6 hrs 45 5 45 5 4 hrs
(BLOCK I) *MCQ=1 Mark each, 1 min each nce
Forensic Medicine 15 15 30 10 50 10 50 6 hrs 45 5 45 5 4 hrs
Behaviour Sciences 5 5 10 3 15 2 10 * s
*MCQ=1 Mark each *EMQ= 5 Mark each *SAQ= 5 Mark each *SEQ= 7 Mark each
**Time=1 Round of 40 Students =80 min
**Time=3 Round of 40 Students =240 min
**Time=OSPE of Behaviour Sciences will be taken with Phramacology,
Forensic Medicine & Pathology
***OSVE=Time per student=5mins

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Date: 25thJanuary, 2024 by DME, New Teaching Block
 Annexure I

(Sample MCQ & SAQ)

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Date: 25thJanuary, 2024 by DME, New Teaching Block
 Clinical Rotation Schedule

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Date: 25thJanuary, 2024 by DME, New Teaching Block