medicine i block book female

Medicine I - MEDN 512 (2013)

© 2013 College of Medicine Female Branch, KSAU-HS [email protected] 2

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MMEEDDNN 551122

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Submitted by: Approved by:

Dr. Hind Al Ghadeer Chief Coordinator, UCE Medicine Block College of Medicine, KSAU-HS Consultant, Internal Medicine, Medicine, KAMC

Dr. Hanan Al Kadri Associate Dean, Female Medical Student Branch & Consultant, , OBG, KAMC

http://com.ksau-hs.edu.sa

http://com.ksau-hs.edu.sa/



Contents

General Information ............................................................................................................... 4 Introduction ............................................................................................................................. 6 Objectives ................................................................................................................................. 7 Teaching and Learning Sessions ......................................................................................... 18 Structured Teaching ............................................................................................................. 19 Problem Based Learning (PBL) ........................................................................................... 20 Student Clinical Attachment Checklist .............................................................................. 27 Emergency Medicine Rotation…………………………………………………………...30 Assessment............................................................................................................................. 32 Attendance ............................................................................................................................. 34 The Four Themes of the KSAU-HS in the MEDN 512 ..................................................... 35 Basic and Clinical Sciences Theme (BCS) ................................................................... 36

Session Topic List: Lectures .............................................................................. 37 The Patient and Doctor Theme .................................................................................... 38 The Community and Doctor Theme (CDT) ............................................................... 41 The Personal and Professional Development Theme .............................................. 44

Further Reading …………..………………… ………………………..…….… 49 Evidence Based Medicine (EBM) and PEARLS ................................................................ 50

The Year 3 E-Portfolio………………………… ……………………… ……………..….53 General References ............................................................................................................... 54

Appendix I: Clinical Attachment Assignment ................................................................. 56 Appendix II: Weekly Schedule ........................................................................................... 77 Appendix III: Assessment Forms ...................................................................................... .96

Disclaimer: It is necessary to refer to the online curriculum to have updated information and timetables (http://com.ksau-hs.edu.sa).

http://com.ksau-hs.edu.sa/



General Information

Block Title: Medicine I

Code and number: MEDN 512

Credit Hours: 9 Credit Hours, Phase III

Block Duration: 9 weeks

Dates: 01 September 2013 – 14 November 2013

Block Director: Dr Hind Al Ghadeer

Block Co-director: Dr. Jamila Al Onazi



Clinical Supervisors of Subspecialty Rotations:

Sub-Specialty Name Pager Ext. Email

CTU1 Dr. Hind Al Ghadeer 8091 14189 [email protected]

CTU3 Dr. Jamila Al Onazi 8129 17875 [email protected]

Nephrology Dr. Mubarak Abdullah 7858 14191 [email protected]

Dr. Abdulrahman Al Diabi 3269 14191 [email protected]

GI/Hepatology Dr. Abduljaleel Al Alwan 7819 16792 [email protected]

Pulmonary Dr. Hamdan Al Jahdali 6644 17535/14221 [email protected]

Dr. Khan Jawaid 2317 17535/14221 [email protected]

Emergency Medicine Dr. Mohammed Al Helail 7188 19991 [email protected]

Coordinators of Different Themes:

Sub-Specialty Name Pager Ext. Email

Problem Based Learning Prof. Obenshain 95233 [email protected]

Lectures Dr. Hind Al Ghadeer 8091 14189 [email protected]

Patient Doctor Theme Dr. Jamila Al Onazi 8129 17875 [email protected]

Community-Doctor Theme Dr. Samira Bamuhair 51095 [email protected]

Personal Professional Development Theme

Dr. Samira Bamuhair 51095 [email protected]

Evidence Based Medicine Dr. Mazen Ferwana 6092 47165 [email protected]

mailto:[email protected]
















Introduction The clinical attachment involves 8 weeks period spent in the clinical units and associated outpatient services of The King Abdulaziz Medical City.

The emphasis is on learning through involvement in patient care and the clinical activities of the units to which you are attached.

The specific attachments provide the opportunities for practical experience and to develop clinical reasoning skills in a number of different areas. No attempt is being made to cover all the major areas of the block are part of a continuum of clinical experience building on knowledge gained in Years 1 & 2 and extending through Years 3 and 4 to Internship. As far as possible there will be integration between inpatient & outpatient, Medical, organ imaging, other diagnostic services and other disciplines.

The block book will give an overview of Medicine specialty objectives and the different themes which are: Basic Clinical Sciences (PBL cases and Lectures), Patients Doctor Theme (including different Clinical attachments, Community Doctor Theme, Personal Professional Development, and Evidence Based Medicine. Furthermore, it includes the process of conducting different themes, timetables, assessment, and different forms used in Medicine block.

Students by the end of their rotation should have successfully fulfilled these objectives. In the course of MEDN 512 Block, 6 to 7 students will rotate every 8 working days.

Each student should rotate in:

General Medicine (Clinical Teaching Units-CTU)

Nephrology

GI/Hepatology

Pulmonary

Emergency medicine rotation is longitudinal throughout the block once a week. The main emphasis of this phase is on practical clinical training in the various fields of medicine including, but not limited to, the specialties of ambulatory/emergency medicine, gi/hepatology, pulmonary and nephrology. Students are exposed to the environment they are going to work in after graduation. Care should be taken to ensure that the training encompasses all the levels of health care: primary, secondary as well as tertiary and not be limited to bedside teaching alone. Students are required to function as sub-interns and take limited responsibility in the management of patients and when they are on call. In this capacity, they are expected to:

1. Interview, examine and clerk patients;

2. Attend and present daily morning report;

3. Discuss cases with colleagues and senior staff;

4. Counsel and health educate patients and their families and follow them up; and

5. Participate in rounds, clinics, and procedures.

They, therefore, should maintain good relationship with patients and their families, deal with them humanely and counsel them effectively to help them take the right decisions on the management of their problems and secure their consent taking into account their economic and social abilities.

Students should comply with the hospital system regarding dress code, attendance, peer and teamwork and should exhibit utmost ethical and responsible behavior in their relationship with professional, technical and administrative staff. They should work effectively and harmoniously with all members of the health team.



Block Objectives and Contents (Developed by Department of Medical Education and Clinical Affairs, COM, KSAU-HS)

Important Message

Student should not perform a procedure by him/herself. The following privileges should not be exceeded. Consult the Medicine UCE Director for any procedures not mentioned

P1= observe skill being performed; P2= help in performing the skill; P3= perform skill under observation P4= perform skill independently.

General Medicine

Clinical Diagnosis

Undertake a competent clinical assessment of a patient with an undifferentiated presentation, including: fever of unknown origin, progressive weakness, weight loss, acute confusional state, acute breathlessness, dizziness and syncope.

Use a systematic approach to the evaluation of a patient with multi-system illnesses, including the ability to prioritize the different problems present.

Diagnose and evaluate patients with common medical conditions, including: congestive cardiac failure, hypertension, angina pectoris and myocardial infarction, respiratory tract infections, chronic airflow limitation, anemia, deep vein thrombosis (DVT) and pulmonary embolism, fluid and electrolyte disorders, acute, and chronic renal impairment, urinary tract infections, septicemia, iatrogenic illness and intoxications.

Investigations

Request and interpret the results of the main tests relevant to the investigation of the presentations and conditions listed above.

Management and Communication

Make recommendations for the initial phases of management of the above conditions.

Maintain comprehensive records of care provided to patients, including regular updates.

Maintain close contact with patients during the course of their illness, including the provision of full explanation and support to both patients and their families or care providers.

Obtain informed consent for invasive procedures.



Procedural Skills

Perform the following skills (all the level indicated in brackets):

venepuncture (P2) venous cannulation (P2) arterial blood gas collection (P2) Spirometry (P2) ECG (P2) urethral catheterization (as appropriate to the care of patients encountered)

(P2)



Endocrinology

Clinical Diagnosis

Elicit the symptoms and signs of important endocrine disorders, including

o Hyper- and hypothyroidism, thyroid nodule and goiter o Diabetes and its important ocular, renal, neurologic and vascular

complications o Syndromes of adrenocortical hormone excess and deficiency o Functioning and non-functioning pituitary tumors and

hypopituitarism o Hirsutism and androgen excess syndromes in children and in adult

females o Hypogonadism o Endocrine causes of hypertension o Hyper-and hypocalcaemia o Osteoporosis fracture and osteoporotic fracture o Paget's disease of bone o Endocrine causes of hypertension

Recognize the differing presentations of these endocrine disorders at different ages.

Investigations

Describe the role of fine needle aspiration biopsy in the management of

thyroid nodules.

Interpret the results of common endocrine laboratory tests including o Thyroid function tests o Laboratory plasma glucose and glycosylated hemoglobin o Urine albumin excretion rate in diabetes o Serum cortisol o Serum parathyroid hormone in the context of an abnormal plasma

calcium level o Short synacthen test

Recognize other characteristic abnormalities on imaging studies in common endocrine diseases such as adrenal imaging with CT scan, thyroid ultrasound and technetium scan of the thyroid.

Interpret a bone mineral density report in the clinical context of osteoporosis.


Assess the adequacy of glycemic control in diabetes mellitus. Explain the use of oral hypoglycemic medications and insulin. Assess the adequacy of management of other factors which will reduce the

risk of diabetes complications such as control of hyperlipidemia and hypertension.

Adjust thyroid hormone doses appropriately. List physiological glucocorticoid and gonadal steroid therapy.



List the principles of therapy for osteoporosis, Paget's disease and hypercalcemia.

List the indications for and complications of surgery for endocrine disorders, particularly perioperative glucocorticoid management.

Explain the role of the healthcare team approach in managing diabetes mellitus.

Describe in brief the contribution of psychological factors in the management of chronic endocrine disorders such as diabetes, thyroid cancer and osteoporosis.

Consider the existence of patient support groups in dealing with patients.

Procedural Skills

Use an ophthalmoscope to examine for diabetic retinal changes (P4). Measure finger-prick capillary blood glucose under supervision (P3).



Respiratory Medicine

Clinical Diagnosis Obtain a full respiratory history and perform an examination with

appropriate emphasis on an assessment of impairment. Include an occupational history of sufficient detail to properly assess the

patient's condition. Categorize the causes of breathlessness, chest pain, cough, hemoptysis and

arrive at a reasonable differential diagnosis in the individual patient. Rapidly assess acute respiratory distress and explain the importance of

cyanosis. Differentiate consolidation, pleural effusion and pneumothorax on clinical

signs. Recognize asthma and differentiate it from other causes of air flow

limitation. Recognize common interstitial and restrictive lung diseases in patients

including occupational lung diseases. Outline the importance of upper airway physiology, the genesis of sleep

apnea, and upper airway contributions to chronic respiratory failure. Appropriately investigate a discrete lesion seen on chest x-ray. Diagnose (and outline the treatment of pneumonia) common cold, influenza,

bronchitis, thromboembolic diseases and pulmonary thromboembolism in the community and in hospital settings,.

Recognize chronic pulmonary infections such as tuberculosis, bronchectesis and infections associated with cystic fibrosis.

Describe the pulmonary complications of AIDS and immunosuppression. Give an account of the public health aspects of respiratory diseases such as

smoking (active and passive) and TB. Describe different presentations of respiratory disorders in children. Recognize modes of presentation of early and advanced lung cancers.

Investigations Explain the role of simple lung function tests in the diagnosis and

management of obstructive and restrictive lung diseases. Interpret arterial blood gas measurements and oximetry. Identify major abnormalities on a chest x-ray. Outline the role of CT scanning, bronchoscopy, fine needle aspiration

biopsy, pleural tap and thoracoscopic biopsy, sleep investigations and nuclear imaging in diagnosing respiratory diseases.

Management and Communication Approach and deal with patients taking into account their perceptions,

beliefs, and values in their interpretation and understanding of breathlessness, chronic lung diseases, fear of cancer and communicable diseases.

Describe briefly the management principles and staging of carcinoma of the lung and communicate a management plan with or to the patient.

Communicate to the patient, the application of a management plan in the treatment of asthma and describe the principles of COPD management.

Counsel patients on managing acute on chronic and chronic respiratory failure, the role of home oxygen and other forms of respiratory support.



Describe the principles of relieving a tension pneumothorax, and reassure and guide a patient through bronchoscopy, needle biopsy and thoracocentesis.

Advise patients on the importance of, and the modes for, attaining smoking cessation.

Outline the role of allied health professionals in the management of patients with respiratory disorders.

Procedural Skills Take an arterial blood gas sample (P1). Apply and use an oximeter (P3). Perform and interpret spirometry (P1).



Gastrointestinal & Hepatobiliary Medicine

Clinical Diagnosis

Elicit the symptoms and signs of medical gastrointestinal and hepatobiliary disorders.

Clarify, interpret and form appropriate diagnosis and differential diagnoses of gastroenterological symptoms, particularly disorders of swallowing, abdominal pain, diarrhea, and GIT bleeding.

Examine the abdomen to detect signs of acute abdomen, abdominal masses, and areas of tenderness.

Assess the size of the liver and spleen. Detect peripheral signs of liver disease and anemia. Explain the presentation of common medical gastrointestinal disorders and

their complications such as: esophageal reflux, peptic ulcer disease, carcinoma, lymphoma, small intestine and colonic disorders, bacillary and amoebic dysentery, other parasitic and helminthic disease, inflammatory bowel disease, celiac disease, diverticular disease, and functional gastrointestinal diseases.

Explain common hepatological disorders and their complications such as alcoholic liver disease, metastatic liver disease, viral hepatitis, amoebic hepatitis, hydatid disease, haemochromatosis and primary liver malignancy.

Investigations

List the indications for & the complications of common endoscopic procedures such as upper and lower gastrointestinal endoscopy and ERCP.

Interpret plain abdominal x-rays and contrast studies of the gastrointestinal tract and recognize important abnormalities.

Interpret simple liver function tests, hepatitis serology and iron studies. Interpret results of tests for Helicobacter pylori.


Suggest the management options for common gastrointestinal (GI) disorders.

Describe to a patient common endoscopic procedures such as upper gastrointestinal endoscopy, colonoscopy and ERCP.

Describe to a patient abdominal ultrasound and CT examinations and identify key structures within the abdomen from these investigations.

Explain the importance of a team approach to various GI disorders with cooperation between physicians, surgeons, nursing staff, dietitians and stomal therapists.

Procedural Skills

Perform a rectal examination under supervision (P2). Insert a nasogastric tube (P2).



Musculoskeletal Disorders

Clinical Diagnosis

Obtain a history and perform a physical examination of musculoskeletal disorders including on assessment of pain, degree of disability.

Investigations

Interpret x-rays of joints. Recognise the common manifestations of degenerative and inflammatory

disease. Interpret the significance of the results of aspiration of joint effusions.


Understand the therapeutic options for the management of degenerative and inflammatory joint disease, including medication, surgery and physical therapies, and be able to explain those options to the patient.



Immunology and Infectious Diseases

Clinical Diagnosis

Elicit the signs and symptoms of common immunological diseases including:

o Systemic autoimmune diseases (SLE, Sjogern syndrome, scleroderma, polymyositis)

o Vasculitis o Atopic disorders o Urticaria, angioedema, anaphylaxis o Primary immunodeficiency & therapeutic immunosuppression o HIV and AIDS o Opportunistic and noscomial infections

Recognize life-threatening allergic reactions.

Investigations

Interpret the results of the following tests in the context of a clinical setting: o Auto-antibodies (ANA, DNA, ENA, ANCA, rheumatoid factor) o EPG o Immunoglobulin levels o CPR lymphocyte subsets o HIV serology o Skin prick tests o RAST o IgE levels


Propose the therapeutic options for systemic, auto-immune, allergic and immunodeficiency diseases including immunotherapy for allergic diseases.

Explain factors influencing the management of chronic immunological illnesses.

Explain to a patient the different therapeutic options for the treatment of systemic

auto-immune diseases. Describe the management of immunological emergencies such as

anaphylaxis and temporal arthritis. Describe the use and side-effects of corticosteroid therapy. Explain the principles, side-effects and risk-benefits of other

immunosuppressive and immunomodulatory therapies. Explain the importance of, and application of, immunization and pre- and

post-test HIV counseling.



Pathology and Laboratory Medicine

Clinical Diagnosis

Propose rational investigational strategies for a variety of common disease processes and syndromes.

Investigations

Interpret patterns of results for a variety of common laboratory investigations, including (but not restricted to) biochemistry, hematology, microbiology, endocrinology and immunology tests.

Attend and participate in clinico-pathological correlation sessions, at which discussion of laboratory investigations (including, but not restricted to anatomical pathology) is presented and reviewed.

Outline the problems associated with excessive test ordering, including wastage of financial resources, loss of diagnostic specificity, and slowing of laboratory turn-around time due to avoidable workload.


Give reasons for the importance of unique and unambiguous

identification of patients and samples in all communications of results between laboratory, clinicians and patients

Explain to patients and obtain informed consent for collection of various common pathology specimens.

Explain to patients the procedures involved for an investigation requiring dietary preparation or dietary modification prior to sample collection.

Explain the significance of patterns of results in a variety of common laboratory investigations, to both clinicians and patients.

Explain the significance of test sensitivity, test specificity, false positive results, and false negative results to both clinicians and patients, for a variety of common laboratory investigations.

Procedural Skills

Collect venous blood sample by needle and syringe (P2). Collect venous blood sample by an evacuated closed-tube system (P2). Collect arterial blood gas sample, and safely stabilize and prepare the

sample for analysis (P2). Collect blood culture specimen by aseptic technique(P2). Perform under supervision simple swab using a standard microbiological

collection system (P3). Accurately measure the volume of a fluid (e.g. urine) using simple

volumetric measuring or weighing systems (P3). Analyze a sample and read results using simple urinary dipsticks (P4). Perform lumbar puncture and collect a lumbar puncture specimen (P2). Describe briefly the principles of "universal biohazards and precautions",

and the strategies to minimize the risk of exposure to infectious samples, and procedures to be followed in the event of a "needle-stick" injury.



Renal Tract Disorders

Clinical Diagnosis

Obtain a history relevant to renal tract disease, including an assessment of risk factors for renal impairment, symptoms and signs of renal failure and its complications.

Assess fluid status clinically. (P) Perform a renal system examination including palpation for renal masses,

examination for manifestations of renal insufficiency and uremia and per-rectum examination of the prostate. (P)

Determine the presence or absence of reversible factors exacerbating renal impairment, including urinary tract obstruction, infection and hypovolemia. (P)

Investigations

Interpret urinalysis and urine microscopy findings. Interpret blood and urine biochemical profiles, including PSA. List the indications and interpret the findings of procedures for imaging

the renal tract, including ultrasound, IVP, RGP, CT scans and radionuclide studies.

Understand the indications and procedure for renal biopsy and prostate biopsy.


Take appropriate measures to correct a patient's fluid status. (P) Initiate measures for the treatment of urinary tract infection and

obstruction. (P) Describe the treatment modalities for end-stage renal failure such as

modes of dialysis and transplantation and discuss these with the patient. Explain the indications for dialysis. Explain how drug metabolism and regimes change in presence of renal

impairment. Describe the impact of renal failure and its treatment modalities on

patient's lifestyle and quality of life. Describe the treatment modalities for prostate cancer and discuss these

with the patient.

Procedural Skills

Perform a urinalysis. (P) Insert a bladder catheter in male and female patients. (P)



Teaching and Learning Sessions

Clinical activities are expected to occupy about 50% of the week. The structured teaching program is 25%.

The remaining 25% of the week should be self-directed learning time. You need this time to prepare for the problem based learning and other small group tutorials in which you take responsibility for leading the discussion.

The structured program will be conducted as follows:

Basic and Clinical Sciences (BCS)

Lectures and interactive sessions 2 -3 hrs / week

Problem Based Learning tutorials 2 x1.5hrs / week Patient Doctor (Pt-Dr) Theme 2 hours / week

Community Doctor (C-Dr)

Presentations and small group tutorials 2 hours/fortnight (usually) alternating with

Personal and Professional Development (PPD) 2 hours/fortnight Evidence-Based Medicine (EBM)

Tutorials 3 x 1 hour

Presentation 30 min

The typical week assignment would be as follow:

Saturday Sunday Monday Tuesday Wednesday

0800-1200 Morning Report if applicable

Clinical Attachment

1230-1600 PDT

(1300-1500) PBL

2 x1.5hrs (1300-1600)

PDT

(1300-1500) Lecture1

(1230-1325)

EBM

(1400-1530) Lecture2

(1330-1425)

CDT alternate with PPD

(1430-1600)

The afternoon distribution might change at any time, to see the updated one, please always refer to the weekly schedule.



Structured Teaching

While practical clinical experience forms the substrate for learning in the MED-UCE, a structured teaching program extends throughout this part of the course. This includes problem based learning tutorials, lectures and other tutorials and learning modules / seminars in the various themes. Although individual students undertake a variety of different clinical attachments, these structured teaching sessions will provide a framework for student learning.

The timetables would provide

Lectures, PBLs and other sessions like:

Weekly two PBL sessions and lectures.

Community-Doctor and Personal and Professional Development Theme sessions are held weekly (i.e. usually alternating fortnightly sessions).

A Patient-Doctor Theme tutorial is held weekly. This session is intended to be focused on examination skills and the integration of these skills into formulating diagnostic hypotheses and management plans. The tutorials also provide you with an opportunity to nominate your own clinical topics for discussion and review with your tutor.

Regular EBM sessions require you to prepare and present evidence about a clinical question to your assigned group.

Case discussions in ward rounds and PDT

Case discussions associated with ward rounds or bedside teaching will emphasize the clinical reasoning processes which show how a clinician arrived at a particular diagnostic or treatment decision. The difference between this approach and the more traditional case presentation is that this approach requires clinical teachers to “unpack” their clinical thinking. It helps develop an understanding of how clinical decisions are made.

Case discussions will cover

- Which items are / were important in the patient’s presenting history, and why?

- What are / were the alternative diagnoses?

- On what basis are / were alternatives accepted or rejected?

- What are the factors that must be considered when making decisions regarding treatment?

Students will be encouraged to apply their existing knowledge from Years 1 and 2, and to identify and utilize additional resources which can help them to better understand their patients’ problems.



Problem Based Learning (PBL)

During the block, students will have opportunities to engage in problem-based learning at a higher level than in Years 1 and 2. There is a greater emphasis on diagnosis and management rather than basic mechanisms. You have the same opportunity to undertake active, cooperative learning in small groups and pursue a self-directed search for information and understanding under the guidance of your clinical tutors. However, the PBL tutorials are less central than in Years 1 and 2 because

- The opportunities to learn from real patients now take first place and PBL becomes secondary.

- The week’s learning is no longer built around the PBL case of the week. Each of the 8 core problems will be presented within the block.

- The time allocated for PBL is 50% less than in the first two years

- Your clinical tutors may be less familiar with the PBL process and also less “involved” (in the sense that they no longer attend a weekly briefing meeting about the same problem of the week and they will have relatively less time to prepare and think about the problem.)

How does it work?

In every PBL week, one student is responsible for preparing and facilitating two PBL tutorials. Designing the tutorials engages you in the process of reasoning about the case assigned to you as the group facilitator. The benefit of your preparation is passed on to your PBL group in the form of a clinical case outline. You use the outline to promote a way of thinking about the case in much the same way as your tutors have used the tutor guides in Years 1 and 2.

The Clinical Reasoning Guide

PBL in Phase 3 will have fourteen steps of Clinical Reasoning (CR), which will be covered in two sessions. These steps are completely different from the eleven steps of PBL in the first two years. Based on a student-centered approach to learning, different PBLs will be assigned to students and these students will be responsible to take a leading role of facilitating both the sessions of the PBL. A tutor will, however, be present in the second session to assist the process. PBL in Phase 3 lays more emphasis on the process of clinical reasoning leading to formulation of a diagnosis and planning of management. The CR steps in the first session ends with the derivation of learning topics. The second session has strong focus on management. A tutor will be available in the second session to wrap up the case and to extend the discussion from the points arising in the last step. CR steps for First Session: 1. Problem / Differential Diagnosis 2. History 3. Problem Reformulation 4. Examination 5. Refinement of Differential Diagnosis 6. Investigations 7. Working Diagnosis 8. EBM (Raising the Questions) 9. Management in Broader Terms



10. Derivation of Learning Topics

Self-Directed Learning

CR steps for Second Session: 11. Management 12. EBM (Answering the questions) 13. Progress 14. Discussion Points Reference Material The paragraphs below provide general questions, which a student facilitator can use to facilitate the CR steps. Groups can respond in different ways to a given problem and these differences can be reduced if the CR steps are followed in a similar fashion in all the groups. These paragraphs help to make the CR steps clear so that they may be easily followed.

CR steps for First Session:

1. Problem/ Differential Diagnosis

Questions/prompts: a. What problem/s is the patient presenting with? b. What are the most likely and important conditions to account for the problem/s?

2. History

Questions/prompts: a. What additional history do I need to make each differential diagnosis more or less likely? b. Are there new problems/issues? c. What alternatives should be considered?

3. Problem Reformulation

Questions/ prompts: a. In light of the available history, do I need to reformulate the patient's problems? b. What is the differential diagnosis at this stage?

4. Examination

Questions/prompts: a. What signs on physical examination will make each diagnosis more or less likely? b. Are there new problems/issues? c. What alternatives should be considered?

5. Refinement of Differential Diagnosis

Questions/prompts: a. Based on this additional information, how would I refine the differential diagnosis?

6. Investigations

Questions/prompts: a. What special investigations make each diagnosis more or less likely and/or help define the

disease severity?



7. Working Diagnosis Questions/prompts: a. What is my working diagnosis? 8. EBM (Raising the Questions) Questions/prompts: a. What are some relevant questions for which I would like more evidence from the literature

in order to make decisions about diagnosis and management? 9. Management in Broader Terms 10. Derivation of Learning Topics Includes issues related to working diagnosis, management and progress of the case.

Self-Directed Learning

CR steps for Second Session:

11. Management

Questions/prompts: a. If left untreated, what will happen? b. What are the available interventions? c. What are the benefits and harms of the available interventions?

12. EBM (Answering the Questions)

13. Progress

Questions/prompts: a. What progress do I expect the patient will have?

14. Discussion points

Questions/prompts:

a. What discussion points and learning topics do you think arise from this case?

References & websites

Roles & responsibilities of the Student Facilitator: A Student Facilitator is expected to: Responsibilities

1. Augment the case with his own reading and clinical experience 2. Construct a clinical reasoning guide, which he can use to facilitate the two sessions 3. Discuss the clinical reasoning guide with the clinical tutor (this can happen at any time,

but may be most practical one or two days before the first PBL tutorial session begins) 4. Act as facilitator for the PBL group 5. Ensure reporting back by all individual group members on their learning tasks,

including EBM tasks



Roles & responsibilities of the Group Members

Group members should attend every PBL tutorial and they are expected to: 1. Participate in and contribute constructively to the discussion 2. Work co-operatively with other group members 3. Take individual responsibility for investigating and reporting back on learning issues,

including EBM tasks

Roles & responsibilities of Clinical Tutor

A Clinical Tutor is expected to: 1. Be familiar with the PBL case(s) including EBM component 2. Be available for consultation - for example, to discuss how to present patient case,

and/or guide student in selection of patient case

3. Act as a mentor, coach and guide throughout the PBL tutorial process, including EBM coverage

4. Attend tutorials & monitor the tutorial process 5. Strike a balance between being too dominant versus too ‘laid back’ 6. Contribute when appropriate to the discussion 7. Provide constructive feedback 8. Confirm that all individual group members have reported back on their learning tasks,

including EBM tasks



Problem Based Learning Cases

Aching Joints

Out of Puff

‘What Does This Mean?’

Murky Waters

A Dragging Pain

Burning Up

An Uphill Battle

‘What’s Gone Wrong?’



PBL Case Release Dates

CASE TITLE

RELEASE DATE

TIME

CLINICIAN RESPONSE

DATE TIME

1. Aching joints 25 August 2013 0800 09 September 2013 1600

2. Out of puff 01 September 2013 0800 15 September 2013 1600

3. What does this mean? 08 September 2013 0800 22 September 2013 1600

4. Murky waters 15 September 2013 0800 29 September 2013 1600

5. A dragging pain 22 September 2013 0800 06 October 2013 1600

6. Burning up 29 September 2013 0800 27 October 2013 1600

7. An uphill battle 06 October 2013 0800 03 November 2013 1600

8. What’s gone wrong? 20 October 2013 0800 06 November 2013 1600



The student’s role During each two-week clinical attachment, you are expected to have a real role in the activities of the unit/division with defined tasks to perform but without direct responsibility for patient care. Specifically it is intended that students on an inpatient attachment will:

Clerk and follow the course of two or three patients including investigation and management.

Learn to perform basic clinical procedures under supervision e.g., venepuncture, peripheral cannula insertion, arterial puncture, needle paracentesis.

Be involved in planning for care and follow-up in the clinic following discharge from hospital.

Be involved in communicating information to patients and relatives (though not as the sole provider of information).

Attend and participate in clinical unit meetings, ward rounds, and case presentations where possible.



Student clinical attachment Checklist

1. Orientation to the attachment

At the beginning of each two-week period, you should meet with your clinical supervisor who will provide a general orientation to the unit.

2. Clarify the major objectives of the attachment

It is important that both you and your clinical supervisor understand the expectations of the student during the attachment, which limits on student involvement, and responsibility for care is clearly set. Your supervisor will speak with you about the time requirements that you will be expected to fulfil.

1. Set a date for first supervisor - student discussion

2. At the end of the attachment - complete assessments

The student must complete the ‘student section’ of the Integrated Clinical Attachment (ICA) form, and then take the assessment form to your supervisor who will complete it and discuss your progress with you

The supervisor will forward the report to Academic Affairs office (Mail Code: 3155, ext. 51067)

Provide your supervisor / Department of Medical Education clinical school with feedback about your attachment

The supervisor’s role

The supervisor is essential to the proper functioning of the clinical attachment in ensuring continuity of supervision and reliability of assessment.

The supervisor should be a clinician responsible for few students in a two-week period. They should interact with students regularly on ward rounds, in clinics. In addition they are expected to meet with each student weekly (or at least fortnightly) for 30mins to discuss a patient known to the student. One-to-one discussion will provide a better opportunity to explore strengths and weaknesses, progress and provide more meaningful formative assessment than usually occurs in a working clinical setting. The topic and content of these discussions will be set by the supervisor and the focus could include diagnostic and management issues.

Within individual clinical attachments, other clinicians, registrars, resident staff, and other paramedical staff will play a role in contributing to the student’s learning and experience and are encouraged to contribute to the supervisor’s assessment and evaluation of the student’s performance.



UCE Clinical Supervisor assessment form

The major aims of this form are to encourage students to self-assess and plan their own learning in a clinical environment and for supervisors to inform students about progress of clinical and professional skills. Therefore, the feedback form has components for both the student and the supervisor to complete.

Prior to the beginning of each attachment, the student should organise an initial meeting with their new supervisor in order to develop a learning plan and to discuss arrangements for that attachment. The student should take a photocopy of feedback form/s from their previous clinical attachment/s to help identify any clinical and professional skills that may need additional attention during the next rotation. These forms are intended to provide a continuing record of progress throughout the UCE.

The student should complete the self-assessment section on both pages of the form PRIOR to meeting with their supervisor. The supervisor will then complete the relevant corresponding sections and discuss their feedback with the student. A copy of the integrated clinical attachment feedback form is provided at the back of this handbook.

At the end of each rotation, each student is required to submit a completed Clinical supervisor assessment form the assessment unit. Ensuring completion of the form and its forwarding is the responsibility of the individual student. The student should retain one copy of the form in his or her portfolio and another copy will be held in the clinical school.

You have already acquired skills in history taking and physical examination, as well as good background knowledge, based on the seventy clinical problems you studied in depth in Years 1 and 2. However, you have not yet begun to learn the skills required for effective patient care.

During the UCE, your practical skills will grow progressively and this will be taken into account when assessing your performance during an attachment.

The emphasis in the UCE will be on patient-centred learning in the clinical context with further development of clinical reasoning skills along with knowledge of Medicine. You are not expected to be expert in every area and, obviously, no student can cover every clinical specialty. Rather it is intended that all clinical attachments should emphasise generic skills of patient care as well as the specific knowledge related to a particular discipline.



Guidelines to the task of the medical students during clinical attachments

The objectives of the attachment of the medical students to the Clinical Attachments are:

To have insight into the daily care of the patient

To consolidate and apply the theoretical knowledge

To develop the clinical acumen and to prepare the student to be a responsible physician.

To achieve these goals it is important to observe the following:

1. The medical student should be an active member of the team. He rounds with them and attends assigned clinics and O.R.

2. The student should be quizzed about her theoretical knowledge to stimulate her to read. She should be asked to examine certain cases, stressing on the right technique. Concentration should be on common cases and on patients who can give coherent history and have good physical signs and are fit to be examined. When the student finishes her attachment, she should be able to perform proper general examination.

3. The student should be provided with a selected case for history taking, physical examination, provisional diagnosis and planning the investigations and following up daily till charge.

4. The student should be given a homework for instance reviewing certain topics related to cases seen in the wards and presenting it to the team in 5-10 minutes.

5. The student should be under the supervision of the consultant, assistant consultant, and the senior resident who monitor the student’s punctuality and her progress and give her a feedback. They should also be able to detect the gaps in the knowledge and clinical performance of the student and do their best to fill them up. Finally they should be able to assess her at the end of her attachment.



Emergency Medicine Rotation

Medical Students training program in emergency medicine is designed to prepare students for identifying an emergency clinical situations and recognize this field of medicine. Emergency Medicine Department Objectives of this program includes:

The fundamental skills, knowledge, and humanistic qualities that constitute the foundations of emergency medicine practice.

Development of the experience in the application of the above principles. Development of professionalism and provided progressive responsibility in Emergency

Situations. Enable effective management of clinical problems.

Learning Opportunities Medical students training program will be applied in KSAU-HS medical students during their clinical years of training (Phase III). It will be part of your Clinical rotation in Medicine & Surgery specialties blocks (MEDN 512 & SURG 514). This program will be offered for summer elective rotation as well. Clinical rotations in the ED You will attend the assigned shifts as per schedule prepared by Clinical Affairs office. The program will be conducted in the Emergency department facilities at King Abdulaziz Medical City. You will have the opportunity to be part of the ED team under the supervision of one of the Emergency Medicine consultant. Some shifts you will spend with the nurses learning triage, and practicing basic patient care. Initially you will observe then you may help in certain basic procedures. Academic activity You will attend the academic activities during the shift. PBL Tutorials You are welcomed to attend the PBL tutorial which is conducted every Sunday from 08:30 to 09:30 AM provided that it does not interfere with other assignments or duties. The following topics will be covered the following topics:

1) Multiple trauma 2) Chest pain and dyspnea 3) Abdominal pain 4) Altered mental status and toxicology 5) The Philosophy of making clinical decision

Bedside Teaching The students will follow a 14 weeks clinical rotation in the ED as part of his/her Internal Medicine rotation. There will be a maximum of 4 students at any single shift and the Emergency physician will teach and supervise these students one day a week at ED as evening shift from 16:00 PM to 22:00 PM; after they finish clinical duties at the assigned medical specialty, the student will be part of the ED team, and they will spend time with the nurses learning triage, and practicing basic patient care under the supervision of the consultant on duty that shift. At the end of each shift the consultant supervisor will fill the evaluation forms and give the student the appropriate feedback



Procedures Skills You will observe then may help in the following procedures (P1&P2) in a supervised environment:

Suture and wound care IV insertion and phlebotomy Foley and NG catheter ABG

You will observe following procedures (P1) the following procedures

Lumbar puncture Short arm cast Digital blocks & local freezing

Logbook You should keep track of cases and procedures that you observed (Form UCE10). Once the form is complete, submit to Emergency Medicine Clinical Supervisor who will forward to Clinical Affairs office (Mail Code: 1418). A copy of the form should be included in the portfolio. EMS and Triage You will speed shift during SURG 514 in paramedic section of Emergency department by exploring the ambulance car setup and how they deal with the trauma before admitting patient to the treatment area, and also spend some time with the triage physician on duty and reviewed the triage guidelines and triage concepts Assessment: Once the Form UCE10 is complete, you should submit to the Emergency Department Clinical Supervisor. A copy of all forms should be included in the portfolio. An immediate feedback is strongly recommended at the end of each shift.



Assessment

Progressive assessment integrated with student activities, and a focus on the interaction between student and supervisor are important features of the assessment program.

Students are encouraged to develop their ability to evaluate their own progress and learning needs in preparation for a lifetime of learning in professional practice.

Assessment is both formative and summative

Formative assessment provides the opportunity for feedback to be given to the student in a practice situation without the level of performance being recorded.

Summative assessment contributes to decisions passing the block

The assessment would consist of:

Continues Assessment: It constitutes 40% of the total mark.

Written Examination in the form of best single answer: 15% of the total mark.

Portfolio assessment: 25% of the total mark.

Final Assessment: It constitutes 60% of the total mark.

Written Examination in the form of best single answer: 25% of the total mark.

Projected/Printed Data interpretation: 5% of the total mark.

Objective Structured Clinical Examination: 30% of the total mark.

Scale of Grades for Summative Assessment: The following table (2) will show the scale of the grades (2):

Table 2: Scale of grades for summative assessment

Stage Method Theme Grade

1- Continuous Assessment: (40%)

1-2- Written: (15%): 40 MCQ - Written Examination to be conducted on: - Week 9 in 16 - week blocks - Week 5 in 9 - week blocks

BCS 15%

1-2- Portfolio: (25%) ( All forms will be available online)

25%

PBL summaries where the student has facilitated (form UCE2)

BCS 3%

PBL participation (form UCE3) BCS 2%

Mini-Clinical Evaluation Examination (Mini-CEX) 4%

Clinical Based Discussion (CBD) 4%

BCS 8%

Students should submit the reports of the rotations done until the deadline. Remaining reports to be reviewed during OSCE.

Supervisor Reports during clinical attachment (Form UCE5)

PDT 8%

CDT/PPD/EBM session facilitated by the student (Form UCE6, UCE7 & UCE9)

CDT 4%

2- Final Written: (60%) Written: - 80 MCQ

BCS 25%

Clinical

Data Interpretation (ten items) BCS 5%

OSCE: Seven stations (7-minutes) each station to review portfolio.

PDT 30%



Note: Assessment timetable will be available online

Please note that the clinical scenarios and related questions will be based on the 90+ cases studied in Years 1-3, with an emphasis on the PBL cases in Year 3. Questions of investigation and management of conditions encountered in Years 1 & 2 will be added to the elements of reasoning in the basic sciences that were emphasised when you were studying those problems in the first and second year.



Attendance

Students are required to attend ALL tutorials. This includes the weekly Pt-Dr bedside teaching tutorials. Students should notify any difficulties relating to attendance to their UCE director.

In the clinical attachments and rotations attendance is expected to be 100%. This includes the scheduled teaching sessions (PBL sessions, clinical tutorials, lectures and theme sessions) as well as the clinical attachments with the teams/subspecialties assigned.

Structured sessions (PBL sessions, clinical tutorials, lectures and theme sessions)

1. It is the responsibility of every student to sign in the attendance sheet. 2. The attendance sheet will be placed on the front desk for the first 5 minutes of each

and every session/lectures, etc. and to be collected by the administrative assistant. 3. Failure on the part of the student to sign-in renders them absent for the entire period. 4. Late comers, who failed to sign-in are also considered absent.

Unstructured sessions (Clinical Attachments)

1. Student is responsible to sign her attendance daily from her clinical supervisor or her

designee using the UCE 10 Daily Assessment/Feedback form; 2. Student is responsible to describe briefly her daily activities/cases on the attendance

form; 3. For two weeks or more clinical attachments/rotations, the attendance form should

be submitted EVERY Thursday to Academic Affairs Office and for less than 2 weeks clinical attachment/rotation, the attendance form should be submitted by the end of each clinical attachment;

4. Student who fails to submit these forms to Academic Affairs on time will be considered absent.

The overall attendance will be calculated by gathering the student total attendance in both structured and unstructured activities. The bylaws of the College of Medicine will be applied whenever the attendance record is less than 75%.



The Four Themes of the KSAU-HS Curriculum

Basic and Clinical Sciences

Patient and Doctor

Community and Doctor

Personal and Professional Development



Basic and Clinical Sciences Theme (BCS)

The formal component of the Basic and Clinical Sciences Theme is covered in structured teaching sessions, all of which are delivered at the clinical schools.

A basic syllabus of topic areas has been prepared. Each topic is linked to a clinical presentation and the important clinical conditions which may cause such a presentation. The list takes into account the curriculum already covered in Years 1 and 2. The syllabus serves to ensure standardisation across the clinical schools for both teachers and students. Included in the syllabus is the requirement to present a number of basic science updates in preclinical disciplines as well as the incorporation of relevant paraclinical disciplines in sessions on clinical topics.

Some topics are presented as lectures and interactive sessions (2-3 hours /week).

Some topics are presented as problem-based learning tutorials (2 x 1.5 hours/ week).

There are 8 PBL topics to be covered in the 9 weeks; students are in groups of 6-10 and with one student acting as the tutor in each rotation.

The topic lists are provided in the following pages, the section on PBL, and are published on the Web, together with a template for each problem-based learning tutorial. The student-tutor for each week works through the template to develop a tutor plan for the tutorial. The emphasis in PBL in Year 3 shifts towards diagnosis and management, so the clinical tutor-facilitator should be a clinician with sufficient content knowledge to guide the discussion effectively and provide ‘expert’ input where necessary.

Lectures, Seminars & Interactive Sessions

Lectures are not intended to be the main method of defining the curriculum in the KSAU-HS. Rather, the lectures and problem-based learning tutorials together will provide a framework for knowledge that should be acquired by the end of the UCE.

Lectures have been retained as a regular component of the program because of their potential value to enhance student learning or to stimulate their interest in four general ways:

by providing an introduction to an important topic

by providing a broad context or generalising a concept

by clarifying material identified by teachers or students as difficult

by inspiring them with a novel or original account of a subject

The topics for the sessions to be given in Year 3 have been chosen with these principles in mind, after wide consultation.



Session Topic List: Lectures

Topics

High Blood Pressure Diabetes for Supervision High Cholesterol for Treatment Pulmonary Embolism for Treatment Abnormal Electrolytes Jaundice Asthma/COPD Acute Monoarthritis Thyroid Swelling/Abnormal TFTs Inflammatory Bowel Disease Choice of Imaging Renal Failure Viral Hepatitis Palpable Purpura Recurrent Falls



The Patient and Doctor Theme (Pt-Dr)

Aims

The aims of the Patient – Doctor Theme are largely covered by the clinical attachments, which occupy about 50% of the programmed week. Students develop their knowledge, skills and clinical reasoning abilities in a practical setting. They are expected to assume a real though limited role in the activities of their ‘home unit’, with defined tasks to perform but without direct responsibility for patient care.

By the end of the Medicine block, students should be able to:

Obtain an accurate history from an adult patient and other relevant sources such as family members.

Perform a competent physical examination and elicit relevant physical signs.

Select and interpret basic investigations.

Integrate a history, physical examination and basic investigations into an appropriate clinical summary, for written or oral presentation.

Function as a member of a clinical team.

Recognize common emergency situations and demonstrate knowledge of an appropriate response to each.

Communicate information to patients and families though not as the sole provider of that information.

Demonstrate an understanding of the long-term management of common chronic conditions that require ongoing care and of the range of resources available for this care.

Core Objectives and Competence levels

A general checklist of competencies in clinical diagnosis and procedures for Years 3 and 4 are available online. It has been posted on the Web site from the Year 3 menu, via the "Medicine-Patient & Doctor" link. This document is not prescriptive; it provides guidance to supervisors who are developing objectives for students wishing to know the level of competence expected of them. It is expected that the design of particular clinical attachments will vary according to the nature of different clinical services.



Patient – Doctor Session

(Two hour per week)

This is a regular weekly, bedside tutorial for small groups of students. It may take the form of a review of a particular set of clinical skills or a clinical topic nominated by students. The emphasis in these tutorials is on developing and progressing each student’s skills in physical examination (particularly the detection of abnormal physical signs), integrating these findings into a clinical hypothesis and considering these in the overall context of the patient.

Each student will be required to undertake a Formative Assessment of their clinical examination skills (in the form of a directed examination of one particular system or area in a patient) by their Pt-Dr tutor(s). Each student will be expected to perform an examination on one patient with signs related a medical condition. This is seen as a way of ensuring that the clinical examination skills of each student continues to develop and improve during the clinical years.

Assessment

Assessment is progressive. Formative assessment and feedback to students on a regular basis is the most important element of the assessment process.

The components of the Patient-Doctor Theme assessment are:

1) Assessment forms for each clinical attachment

2) Mini-CEX and CBD

3) OSCE in the Final examination

4) Formative Assessments during Patient Doctor Themes



Patient and Doctor Theme Goals

Development of further goals (to be achieved by graduation) for Pt-Dr Theme:

Graduates of the King Saud bin Abdulaziz University will demonstrate:

Understanding of the therapeutic nature of the patient-doctor relationship and the impact on that relationship of the individual characteristics of both patient and doctor

The ability to listen and to identify issues of concern to patients, families and carers and to respond to those concerns, using whatever means are necessary for effective communication

The ability to elicit and interpret clinical symptoms and signs by interviewing and examining patients systematically and with sensitivity and to use this information to develop a problem list and list of differential diagnoses

The ability to formulate a relevant concise clinical summary to communicate to a senior colleague that also includes the problem list and differential diagnoses

The ability to demonstrate a rational approach to patient investigation, which takes into consideration the health system's available resources and the patient's needs and circumstances

The ability to manage each patient in a comprehensive and holistic manner, tailoring management to the individual.

The ability to perform important clinical procedures, particularly those vital in life-threatening situations

Ethical behaviour in meeting the needs of patients and families; concern for confidentiality and respect for individual autonomy, enabling patients and their families to make informed decisions in relation to their medical care.

The graduate outcomes are below for Pt-Dr Theme in the patient care area:

Patient doctor relationship

1. Establishes and maintains a caring, trusting and therapeutic relationships with patients

2. Communicates effectively with patients, families and carers

History taking, physical examination and clinical reasoning

3. Gathers a relevant and comprehensive patient history, generating and testing differential diagnoses

4. Performs an accurate and appropriate physical examination, testing & refining differential diagnoses

5. Synthesises clinical findings to develop prioritised differential diagnoses and comprehensive problem list

Investigation and management of the patient's problems under appropriate supervision

6. Selects, justifies and interprets investigations to evaluate likely diagnoses and problems

7. Formulates and implements (under supervision) a comprehensive, holistic management plan

8. Monitors the effectiveness of management and provides continuity of care

9. Initiates and contributes to management in medical emergencies

10. Makes timely, informed and rational decisions in circumstances of uncertainty

Clinical Procedures

11. Conducts a range of technical and practical procedures safely and effectively

Managing Information

12. Creates and manages patient and personal records, communication and information



The Community and Doctor Theme (CDT)

In addition to encouraging a broader community perspective to the care of patients in the Clinical years and PBL cases, the Community & Doctor Theme occupies two hours per fortnight of the structured teaching program, alternating with PPD.

The program is intended to broaden and enrich your thinking about the clinical experiences you will have during the UCE, and it has been designed to provide opportunities to make links with these, and with the PBL activities, which will continue during the UCE. It is important that you search for, and strengthen these links for yourselves, rather than keeping the CDT Theme in a separate intellectual compartment. This time particularly allows students the opportunity to reflect, discuss and debate issues that impinge on the health and healthcare of people. Many of the issues that are up for debate in this part of the course are complex and have no ready-made solutions. They reflect the complex system within which we live, work, and are often controversial in nature.

CDT Theme Goals

Graduates of KSAU-HS will be able to:

1. Evaluate the distribution of & risk factors for disease & injury & understand how to use disease & injury prevention practices in the care of individual patients & communities. (CDT Essential Questions 1-3)

2. Make evidence-based, ethical and economically responsible decisions about the most appropriate management of health problems in individuals and in communities. (CDT Essential Questions 4,5)

3. Identify the economic, psychological, occupational & socio-cultural factors that contribute to the development and/or continuation of poor health & explain how it impacts on individuals & communities. (CDT Essential Questions 6,7)

4. Evaluate the economic, political, social and legal factors which determine the way that individuals and communities respond to health problems and describe how public and population health strategies are systematically planned & implemented. (CDT Essential Question 8)

Community & Doctor Timetable

The Community and Doctor Theme Sessions will alternate with the PPD sessions as per the timetable.

Most sessions are led by students working in pairs within your CDT tutorial group. A faculty tutor will be allocated to your group and will be available to guide you in your learning.

CDT Topics

The Primary Health Care

The Hospital System

Home Health Care



Course Structure

At the beginning of the block, students will be assigned to do CDT or PPD as a summative or formative which will be added to the portfolio. Topic assignment will be released at the beginning of each block during the UCE orientation period of your group.

For each session, each student in the pair is to select one of the strategies listed and compare this strategy to that of their partner. When comparing strategies it is important to take account of such considerations as evidence supporting the effectiveness of the strategy, impact of the strategy on the health system and other public resources, and potential benefits and harms of the strategy. Also, note that in some cases the most effective response to the problem may involve a combination of strategies rather than deciding that one strategy is superior to the other. There is scope in some of the sessions for a student to choose their own strategy, but this should be discussed with the tutor beforehand.

Instructions

1. Read the background information based on questions one to three of the eight essential question framework. Further information about these three points is available from the references and web links listed in the resources section. You may wish to summarize this information briefly at the beginning of the presentation for the other members of your tutorial group; however, this material should not be the main focus of your presentation.

2. Choose one of the management strategies listed. Note that each student in the pair must choose a different strategy.

3. Group leaders have to submit a draft presentation of their assigned topic to their tutor a week prior to the session.

4. For the strategy you have chosen, plan the rest of the session based on discussion of the pros and cons of the strategy according to the assessment criteria. There are a number of references and links in the resources section that will guide your session presentation. Note that one of the assessment criteria involves an evaluation of the evidence behind your strategy and therefore it is essential to locate a relevant Cochrane review or other information that provides evidence for or against the strategy.

5. Lead the tutorial session with your partner

6. Submit a final report of your presentation of at-least 500 words to your CDT tutor at most two weeks after the session and obtain his feedback in the related assessment form. (Note that this is a compulsory part of your presentation and is included in the assessment form).

7. Record a copy of the report and completed assessment form in your portfolio. Submit a copy of these documents to the Assessment Committee in Medical Education if it is a summative assignment.

A tutor will be with your group for this session and will generally be someone who has a particular interest in community medicine. Your tutor is there to help facilitate your sessions and as a resource person to assist you in preparing to lead these sessions.

If there are two groups taking CDT sessions concurrently on the same topic then the last thirty minutes of the activity will be a plenary session where the two groups will sit together and wrap up the session.



Assessment

Assessment will be formative for the first time a student leads the group and summative on the second occasion when it occurs. If a student happens to lead a group only once then that occasion will be taken into account for summative assessment. There are also a proportion of CDT items in the final written examination.

Summative assessment of your competence in the CDT Theme in the UCEs will be limited to:

1) The quality of the CDT content of your second performance as a student leader, as judged by your mastery of the material you present for the group to work through.

2) A proportion of items in the final written assessment.

All students are required to obtain a feedback on the outline/ report and the leading of the tutorial session from the tutor in the related assessment form. A copy of the report and completed assessment form should be filed in the portfolio. Another copy of these documents should be submitted to the Assessment Committee in Medical Education if it is a summative assignment.

Marking criteria for session presentations

The assessor will mark each criterion on the related assessment form and give further comments and feedback on the marking sheet based on the following criteria:

1. Provides a description of scenario and population-level relationship to PBL

2. Provides a brief summary of the health problem and its distribution in the population

3. Outlines current practice

4. Defines one potential strategy for addressing the problem (each student defines one strategy as per the web outline)

5. Appraises the evidence for efficacy – include harms and benefits (each student appraises the evidence for their strategy)

6. Discusses how this would impact on the health system & consider resource implications (each student to consider their own)

7. Identifies key stakeholders who would be affected by the implementation of each strategy & discusses potential roles for each stakeholder (this may be done jointly or separately depending on the problem)

8. Leads group discussion comparing their strategy with that of student partner

9. Makes recommendations based on findings (NB: Public health problem solving may adopt more than one strategy if appropriate)

10. Suggests areas for further research

11. Submits and obtains feedback on tutorial outline (of approx 200 words) from tutor at least 1 week prior to session

12. Incorporates tutor feedback into final tutorial session

Note: This assessment relates primarily to competence in Community & Doctor Theme content, rather than the process of interacting with the group.



The Personal and Professional Development Theme (PPD)

Overall Aims of PPD Theme

1. Commitment to compassionate, ethical professional behaviour

2. The ability to work cooperatively as a member of a team accepting and providing leadership as appropriate

3. Recognition of the inevitability of decision making in circumstances of uncertainty and the capacity to make rational and sensitive decisions based on the best available evidence

4. The ability to recognise his or her personal physical and emotional needs and responses to stress and openness to assistance in times of need.

5. Ongoing commitment to the advancement of learning within the medical community.

6. Commitment to maintaining professional standards and obligations

7. Commitment to improving the quality and safety of health care

Aims of the PPD Theme

The PPD theme during the Integrated Clinical Attachments aims to consolidate those skills learnt in earlier years, using reflection, experience and knowledge gained from working in a clinical setting.

1. Demonstrate the ability to observe, discuss and reflect on individual experiences, which occur in clinical practice, particularly professional behaviour and ethical issues.

These should include:

learning about the impact of illness from patients themselves understanding the practical and emotional impact of the health team upon illness and illness

behaviour remaining open to ideas which may not be ones own cultural or scientific heritage respecting the patient’s right to autonomy setting limits to the professional relationship

2. Demonstrate understanding of the boundaries of the role of the student doctor within the hospital, and that of other members of the team, and familiarity with:

the ward environment other hospital environments e.g. the laboratories, physiotherapy, occupational therapy,

radiology, pharmacy and other departments the important role played by other health professionals the role of ambulatory care the interrelationship between hospital and community the intricacies of team work within a clinical setting

3. Demonstrate the ability to recognise and reflect on the challenges of collaborative decision making in the face of uncertainty, taking account of the patient’s preferences and those of their families.

These may include:

the effect of illness or pain on the making of balanced decisions personal and emotional difficulties for individuals difficulties for family groups limitations of knowledge personal and emotional difficulties experienced by members of the clinical team language and cultural difficulties for patients, families and health team members financial constraints, both at a personal and at a wider level



4. Demonstrate understanding of the importance of recognising individual responses to stress and the response of other team members, knowing how and where to go for help:

time management Interpersonal conflict fatigue lack of confidence limitations on knowledge family or personal difficulties financial pressures pressures of assessment

5. Continue a strong commitment towards the advancement of learning, including practical education and knowledge gained from the observation of others.

regular attendance and active participation in ward rounds, teaching and other sessions completion of assigned tasks regular contribution towards group learning learning from observing how others work acquiring practical skills

6. Understand the ethical principles and apply them in the clinical setting.

This includes understanding the main elements in the following:

consent privacy and confidentiality partnerships with patents and carers how risk information is communicated to patients and carers

7. Understand that health care is risky and the role of complexity plays in adverse events.

This entails that students will observe and understand the following:

The role of complexity in health service delivery The extent of adverse events in the health care system The methods used to minimise errors and improve quality

8. Students will also be required to apply and consolidate skills in the organisation and management of time and of Information

These include:

factual knowledge clinical record keeping security and confidentiality of information information retrieval within the hospital system note-taking for learning purposes skills in presentation of information

Resources

The PPD format requires one coordinator and a number of tutors depending on the size of the student cohort. The coordinator allocates students to a tutorial group. The nominated tutor acts as a facilitator and resource person for the small group sessions. PPD Theme sessions alternate with Community - Doctor Theme sessions.



Expectations during phase III Students are expected to:

- attend all problem based learning sessions and tutorials

- report marked Unsatisfactory will be required to be revised and resubmitted. If the resubmitted report again gets an Unsatisfactory then it will be cumulated as such in the summative score.

- attend all clinical rotations (Recorded by the supervisor)

- participate in all required formative assessments

PPD Assessment

Students are encouraged to consider and reflect upon the PPD Aims in the clinical attachments, and to recognise these areas during their clinical attachments.

The following will influence the student assessment PPD theme:

Attend all sessions (separate arrangements are made for students on rural attachments)

Demonstrate ethical and professional behavior

Prepare a written case report of an ethical dilemma observed in the hospital

Prepare and lead discussion on an assigned topic

Prepare a two-page summary of the session

Submit a portfolio as outlined below.

Specific PPD requirements

Attendance

Students are required to attend each session. Attendance sheet should be sent to the Academic Affairs Office (Layla Al Amri: mail code: 3155, ext.: 51067)

Personal and Professional Development Theme (PPD) Topics

Defining Responsibilities and Teamwork Quality of Life

Introduction to Quality Improvement Methods



Assessment of the student's competence in the PPD tutorials

Students are judged in their performance as a student leader on the following criteria:

Demonstrated understanding of the topic

The quality of the presentation and facilitation.

The quality of the one or two page handout submitted on the day.

Students will need to demonstrate a familiarity with the pre reading material and the ethical and professional concepts under discussion. Active participation as a non-leader is also required. Students should refer to the ethical framework outlined later in this document as one means of approaching group discussions.

Discussions relevant to the cases discussed in the structured sessions with clinical supervisors

Students should demonstrate the capacity to recognise and discuss ethical issues as they arise during their attachments.



What every student needs to do for PPD Theme sessions

Check in two weeks in advance the sessions that you will be leading for assessment.

Plan and select key resources

Discuss the topic with your PPD tutor and clinical supervisor (if appropriate), the nominated resource person or other experts know for their knowledge /interest in the area.

Before each PPD session check the Theme session outline and read any reading set down for the topic and note the aims of the session

You should know which topic you would be responsible for leading and the time. You should begin by browsing the references and web material for these sessions and start to plan ahead. Many sessions will involve a clinical scenario and time should be left to interview patients and other appropriate people who may be a resource. This should not be left to the last minute.

Read the selected references. Be discerning in what you read depending on the time available and your interest in the topic. You do not have to read everything on the topic.

Talk to the relevant patient/s, resource people and the PPD tutor about the issues for this topic.

Complete a report of at-least 500 words answering the core questions for this topic, which are outlined in this document. A draft of this report should be handed and discussed with the tutor a week before the session.

Based on reading and discussion with others leaders should generate a list of discussion questions and/or activities for their group, which addresses some of the main issues of this topic including the ethical principles being espoused. They should avoid didactic presentations. The challenge is to focus on ethical, personal and professional aspects of the topic rather than on individuals and their clinical circumstances. Try to cover the main issues through debate and discussion, encouraging participants to relate the ethical issues to their own observations in the hospital or their own clinical and personal experiences.

Handle the assessment form which is available on line to the PPD tutor for filling and immediate feedback. This form should be immediately forwarded to Academic Affairs office (Layla, mail code: 3155, ext: 51067).

Record a copy of the report and in your portfolio.



Further reading

Beauchamp TL and Childress JF (1989) Principles of Biomedical Ethics (3rd ed) Oxford University

Press: New York.

Downie RS and Calman KC (1994) Healthy Respect: Ethics in Health Care (2nd ed) Oxford University Press: London.

Little, M. Humane Medicine. Cambridge University Press, 1995.

Loewy EH (1989) Textbook of Medical Ethics. Plenum, New York

Walton M (1998) The Trouble with Medicine: Preserving trust between patients and doctors. Allen and Unwin.

Kerridge I, Lowe M and McPhee J (2005) Ethics and Law for the health professionals (2nd ed) The Federation Press



Evidence Based Medicine (EBM) and Presentations of Evidence Abstracted from the Research Literature for the Solution – (PEARLS)

Students will prepare and give a short, evidence-based presentation addressing a focused

clinical question raised by contact with a specific patient seen during third year. Preparation of

the presentation is facilitated by a series of 3 tutorials which the students attend in the

preceding 3 weeks. During these tutorials, students develop their presentations in 3 stages

corresponding to 6 broad topics:

Stage 1 1. developing a focused clinical question based on their patient.

2. developing a search strategy.

Stage 2 3. honing the results of the search

4. extracting and appraising the information

Stage 3 5. applying the information to their particular patient

6. preparing the presentation and a handout

The PEARLS Tutorials

Students attend PEARLS tutorials for 3 weeks prior to their PEARLS presentation. The tutorials

follow an action learning model (McGill I, Beatty L. Action Learning. London: Kogan Page,

1995). Each tutorial is divided into segments according to the number of students. For example,

with 6 students and a 1-hour tutorial each student is allocated 10 minutes. During their

allocated 10 minutes, the student describes where they are up to and with what they would like

help. The rest of the group then provides assistance. The process is repeated for each student.

Each tutorial is facilitated by a tutor with clinical epidemiology skills provided by the Evidence

Based Medicine Resource Group (EBMRG).

The PEARLS Presentations

Each PEARLS presentation lasts 10 minutes with an additional 5 minutes for questions and

feedback. Students are not required to attend for presentations in which they are not directly

involved, however it is hoped that the pertinence of the topics and quality of the presentations

will be sufficient encouragement. In addition, the audience is asked to complete a brief feedback

form identifying the presenter’s strengths and areas for improvement. The presenter collects this

data and summarises it later writing a short report of the feedback and their response to it. Three

additional people are required for each PEARLS presentation: a content person (selected by the

student during their clinical attachment), and 2 clinical epidemiology people (rostered by the

clinical school and their EBM Coordinator).



A Real Example

Following is a description of an actual student PEARL. His interest is raised by a 48-year-old

man he admitted for wide excision of an early melanoma. He is interested in the rationale for

the recommended regime of regular follow-up. In the first tutorial, after discussion with the

other students and tutor, they decide to concentrate on the man’s risk of developing a second

primary. This leads to the focused clinical question: What is the risk of developing a second

primary melanoma in people who have had a melanoma resected in the past? Subsequent

discussion covers the type of question he is asking (prognosis) and the appropriate study design

for answering that type of question. He is referred to an Evidence Based Medicine website

(http://www.cche.net/usersguides/main.asp) to review the Users’ Guides for search strategies

and critical appraisal of studies assessing prognosis. He develops a simple text-based search

and rapidly identifies a population-based cohort study of over 20,000 Swedish patients with a

history of resected melanoma reported in 1996.

In the second and third tutorials, discussions focus on critical appraisal, data extraction, and

finally, what he will present and how he will present it. He gives his presentation in the fourth

week with 10 slides and a copy of the abstract distributed to the audience. The take home

message is that the risk of a developing a new melanoma is about 10 times higher in people

who have already had one.

Feedback from the audience emphasizes the high quality of the selected study and his

presentation of it; the discussion revolves around what this relative risk means in absolute

terms to the man in question, with suggestions of how to calculate and describe this to the

patient. The generalisability to an Australian man of this study performed in Sweden is also

discussed.

A Brief Guide to Student PEARLS in Year 3

During third year, each student gives a single PEARLS presentation which is:

a 10 minute talk supported by visual aids and a 1 page summary

followed by 5 minutes of questions and feedback from the audience.

To complete this component of the course students must:

find a patient with a suitable problem 4 weeks before their PEARLS presentation attend 3 x 60 minute tutorials in the 3 weeks prior to their PEARLS presentation

have a suitable clinician attend their PEARLS presentation

give a satisfactory PEARLS presentation submit a short reflective report on the feedback from the presentation and their experience.

http://www.cche.net/usersguides/main.asp



The PEARLS presentations are assessed:

Summatively by members of the evidence based medicine working group and

Formatively by students in the audience with rating forms included in the Student PEARLS Guide.

PEARLS presentations and tutorials are scheduled by the Clinical Affairs office.



Phase III Student E-portfolio The student e-portfolio is a longitudinal learning and assessment tool that extends across all blocks in phase III. The portfolio is an electronic document that the student will develop on the Blackboard system. It will be closely linked to a new mentorship program. The student will receive continuous feedback and assessment from her mentor during pre-arranged progress meetings. Additionally, the student will submit a final electronic portfolio for summative assessment at the end of phase III. The e-portfolio grade will be included in the Medical Research II Block. Please refer to the Student E-Portfolio Manual for details on portfolio objectives, requirements, important dates and assessment details.



General References

Students should acquire a basic textbook in General Medicine and Surgery and may supplement this with the Reference text.

Each specialty has nominated an introductory text which students can access in their local library or acquire only if they wish. The specialty reference is the definitive source of information relevant to that specialty.

Medicine Introductory Text

Davidson's Principles and Practice of Medicine. Haslett C et al (eds). 18th ed Churchill Livingstone, 1999 Reference Texts

Harrison's Principles of Internal Medicine. Fauci AS et al (eds) 14th ed. McGraw Hill, New York, 1998. Oxford Textbook of Medicine. Weatherall et al (eds) 3rd ed. Oxford University Press, 1995.

Emergency Medicine

Introductory Texts

Brown AF. Emergency Medicine, Diagnosis And Management (Australasian Edition) Butterworth Heineman 1996

Tintinalli JE Emergency Medicine - A comprehensive Study Guide. 5th Ed McGraw -Hill 2000. A companion volume is also available for this text.

Reference Texts

Rosen & Barkin. Emergency Medicine (3 vols) Mosley. Harwood Nuss. Emergency Medicine. Companion volume also available

Endocrinology Reference Texts

Becker KL (ed.) Principles and Practice of Endocrinology and Metabolism 2nd Ed. J.B. Lippincott Co., Philadelphia 1995.

De Groot LJ et al (eds.) Endocrinology 3rd Ed. Saunders, Philadelphia 1995. Gastro-enterology and Hepatology

Introductory Text

Talley NJ & Martin CJ (eds.) Clinical Gastroenterology a practical problem-based approach. MacLennan & Petty, Sydney 1996.

Reference Text

Sleisenger MH, Fordtran JS, Scharschmidt BF & Feldman M (eds.) Gastrointestinal Disease pathophysiology, diagnosis, management 6th Ed. WB Saunders 1997

Infectious Diseases

Introductory Text

Mims C. Medical Microbiology Therapeutic guidelines Antibiotic 10th Ed. Mar 1998. (obtainable from Therapeutic Guidelines Ltd, Flemington Rd, North Melbourne 3051)

Reference Texts

Crowe S, Hoy J, Mills J. Management of the HIV-infected patient. Cambridge University Press (Edited in Australia) 1996.

*The Infectious Diseases section of the Oxford Textbook of Medicine is excellent.

Rehabilitation Medicine

Reference Text

DeLisa J (ed.) Rehabilitation Medicine Principles and Practice 3rd Ed. Raven Press 1998.

Renal Medicine

Introductory Text

Whitworth & Lawrence (eds.) Textbook of Renal Disease 2nd Ed. Churchill Livingston, 1994.

Reference Text

Davison, Cameron et al. (eds.) Oxford Textbook of Clinical Nephrology 2nd Ed. Oxford University Press, 1997.



Respiratory Medicine

Introductory Text

A.4.1 Bourke SJ & Brewis RAL. Lecture Notes on Respiratory Medicine 5th Ed. Blackwell Science, 1998.

Reference Text

A.4.2 Murray JF & Nadel JA (eds.) Textbook of Respiratory Medicine 2nd Ed. W.B Saunders, 1994.

Rheumatology Introductory Texts

Klippel JH (ed.) Primer on the rheumatic diseases 11th Ed. Arthritis Foundation 1330 West Peachtree Atlanta Georgia USA

Carson DW & Goodacre J. Introduction to clinical rheumatology 2nd Ed. Churchill Livingstone, 1994.

Reference Text

Klippel JH & Dieppe PA (eds.) Rheumatology 2nd Ed. Mosby International, London.



Appendix I:

Clinical Attachment Assignment

Appendix II: Weekly Schedule

Appendix III: Assessment Forms

(These are preliminary. Please refer to the online updated timetables)



Appendix I:

Clinical Attachment Assignment (Always refer to the online updated timetables)



Student list

NNoo.. SSttuuddeenntt NNaammee SSttuuddeenntt

NNuummbbeerr SSttuuddeenntt

BBaaddggee

PPBBLL

GGrroouupp CCDDTT//PPPPDD

GGrroouupp

11 Ohood Hamad A. Al-Aamer 30-03-01-501 33726 A CCDDTT IIII

22 Banderi Abduallah M. Ahmad 30-03-01-503 33728 A CCDDTT IIII

33 Ala Faisal S. Arab 30-03-01-505 33730 A CCDDTT II

44 Gaida Mohammed A. Albarqy 30-03-01-507 33732 A CCDDTT II

55 Dalal Hamed A. Aleesa 30-03-01-510 33735 A CCDDTT II

66 Reham Dakkam A. Al Qahtani 30-03-01-512 33737 A CCDDTT II

77 Yara Mohammed F. Al Goraini 30-03-01-515 33740 A CCDDTT II

88 Dalal Ibrahim A. Alhamdan 30-03-01-517 33742 A CCDDTT II

99 Sarah Ali S. Al Hedaithy 30-03-01-520 33744 A CCDDTT IIII

1100 Nuha Ali M. Alhefdi 30-03-01-522 33747 B CCDDTT IIII

1111 Sara Hamdan H. Al-Jahdaly 30-03-01-524 33749 B CCDDTT IIII

1122 Shahla Abdulmohsen A. Al-Mani 30-03-01-527 33752 B CCDDTT IIIIII

1133 Shahad Hussain A. Al Matar 30-03-01-529 33754 B CCDDTT IIIIII

1144 Noha Abdullah F. Mobeireek 30-03-01-531 33756 B CCDDTT IIII

1155 Manar Abdulaziz I. Alomani 30-03-01-533 33758 B CCDDTT IIIIII

1166 Fetoun Mteab H. Al-Otaibi 30-03-01-535 33760 B CCDDTT IIIIII

1177 Mead Esam A. Ruhaiyem 30-03-01-537 33762 B CCDDTT IIIIII

1188 Sara Ibrahim H. Al Traif 30-03-01-539 33764 B CCDDTT IIIIII

1199 Eman Abdullah A. Al Ammari 30-03-01-542 33818 C PPD I

2200 Hiba Hesham H. Abu Khalil 30-03-01-502 33727 C PPD III

2211 Nora Mohammed M. Al-Alem 30-03-01-504 33729 C PPD III

2222 Sara Mohammed Z. Al-Eraij 30-03-01-506 33731 C PPD I

2233 Nujood Hamad M. Al Dubayan 30-03-01-508 33733 C PPD I

2244 Sarah Faisal M. Al Gabbani 30-03-01-511 33736 C PPD I

2255 Manar Nasser H. Al-Ghamdi 30-03-01-514 33739 C PPPPDD II

2266 Bishayer Khalid I. Al Hathlol 30-03-01-519 33745 C PPPPDD II

2277 Hala Bassam H. Alhemsi 30-03-01-521 33746 C PPPPDD IIII

2288 Hind Saleh I. Al-Hudhayf 30-03-01-523 33748 D PPPPDD IIII

2299 Amal Fahad S. Aljuhani 30-03-01-525 33750 D PPPPDD IIII

3300 Norah Abdul Rahman M. Al-Manna 30-03-01-528 33753 D PPPPDD IIII

3311 Hatoun Maziad S. Al-Maziad 30-03-01-530 33755 D PPPPDD IIIIII

3322 Najd Mohammed S. Bin Manie 30-03-01-532 33757 D PPPPDD IIIIII

3333 Farah Abdullah M. Alotaibi 30-03-01-534 33759 D PPPPDD IIII

3344 Reema Faisal H. Alrasheed 30-03-01-536 33761 D PPPPDD IIII

3355 Dana Waleed G. Al Tamimi 30-03-01-538 33763 D PPPPDD IIIIII

3366 Haneen Mohamed M. Al-Turki 30-03-01-540 33765 D PPPPDD IIIIII



Clinical Attachment Groupings

NNoo

.. SSttuuddeenntt NNaammee

CClliinniiccaall

AAttttaacchhmmeenntt

GGrroouupp 1 Ala Faisal S. Arab 1

2 Nora Mohammed M. Al-Alem 1

3 Banderi Abduallah M. Ahmad 1

4 Bishayer Khalid I. Al Hathlol 1

5 Dalal Hamed A. Aleesa 1

6 Dalal Ibrahim A. Alhamdan 1

7 Dana Waleed G. Al Tamimi 1

8 Norah Abdul Rahman M. Al-Manna

2

9 Farah Abdullah M. Alotaibi 2

10 Fetoun Mteab H. Al-Otaibi 2

11 Gaida Mohammed A. Albarqy 2

12 Hala Bassam H. Alhemsi 2

13 Haneen Mohamed M. Al-Turki 2

14 Hatoun Maziad S. Al-Maziad 2

15 Hiba Hesham H. Abu Khalil 3

16 Hind Saleh I. Al-Hudhayf 3

17 Sarah Ali S. Al Hedaithy 3

18 Manar Nasser H. Al-Ghamdi 3

19 Mead Esam A. Ruhaiyem 3

20 Najd Mohammed S. Bin Manie 3

21 Noha Abdullah F. Mobeireek 3

22 Amal Fahad S. Aljuhani 4

23 Eman Abdullah A. Al Ammari 4

24 Nuha Ali M. Alhefdi 4

25 Nujood Hamad M. Al Dubayan 4

26 Ohood Hamad A. Al-Aamer 4

27 Reema Faisal H. Alrasheed 4

28 Sarah Faisal M. Al Gabbani 4

29 Sara Hamdan H. Al-Jahdaly 5

30 Sara Ibrahim H. Al Traif 5

31 Sara Mohammed Z. Al-Eraij 5

32 Manar Abdulaziz I. Alomani 5

33 Reham Dakkam A. Al Qahtani 5

34 Shahad Hussain A. Al Matar 5

35 Shahla Abdulmohsen A. Al-Mani 5

36 Yara Mohammed F. Al Goraini 5



Patient Theme Doctor (PDT) Groupings

NNoo

.. SSttuuddeenntt NNaammee

CClliinniiccaall

AAttttaacchhmmeenntt

GGrroouupp 1 Ala Faisal S. Arab A

2 Nora Mohammed M. Al-Alem A

3 Banderi Abduallah M. Ahmad A

4 Bishayer Khalid I. Al Hathlol A

5 Dalal Hamed A. Aleesa A

6 Dalal Ibrahim A. Alhamdan A

7 Dana Waleed G. Al Tamimi A

8 Norah Abdul Rahman M. Al-Manna

B

9 Farah Abdullah M. Alotaibi B

10 Fetoun Mteab H. Al-Otaibi B

11 Gaida Mohammed A. Albarqy B

12 Hala Bassam H. Alhemsi B

13 Haneen Mohamed M. Al-Turki B

14 Hatoun Maziad S. Al-Maziad B

15 Hiba Hesham H. Abu Khalil C

16 Hind Saleh I. Al-Hudhayf C

17 Sarah Ali S. Al Hedaithy C

18 Manar Nasser H. Al-Ghamdi C

19 Mead Esam A. Ruhaiyem C

20 Najd Mohammed S. Bin Manie C

21 Noha Abdullah F. Mobeireek C

22 Amal Fahad S. Aljuhani D

23 Eman Abdullah A. Al Ammari D

24 Nuha Ali M. Alhefdi D

25 Nujood Hamad M. Al Dubayan D

26 Ohood Hamad A. Al-Aamer D

27 Reema Faisal H. Alrasheed D

28 Sarah Faisal M. Al Gabbani D

29 Sara Hamdan H. Al-Jahdaly E

30 Sara Ibrahim H. Al Traif E

31 Sara Mohammed Z. Al-Eraij E

32 Manar Abdulaziz I. Alomani E

33 Reham Dakkam A. Al Qahtani E

34 Shahad Hussain A. Al Matar E

35 Shahla Abdulmohsen A. Al-Mani E

36 Yara Mohammed F. Al Goraini E



Assignment of students during clinical attachments

Rotation Supervisor

1st Rotation

2nd Rotation

3rd Rotation

4th Rotation

5th Rotation

10 to 14

Nov. 2013

02 Sep. to 011 Sep.

12 to 23 Sep.

24 Sep. to 03 Oct.

06 to 29 Oct.

30 Oct. to

07Nov.

CTU1

Dr. Hind Al Ghadeer

Pager: 8091 1 2 3 4 5

E X A M I N A T I O N

CTU3 Dr. Jamila Al Onazi Pager: 8129 2 3 4 5 1

Nephrology

Dr. Mubarak/Pager: 7858

Dr. Diabi / Pager: 3269 3 4 5 1 2

GI/Hepatology

Dr. Abduljaleel Al Alwan

Pager: 7819 4 5 1 2 3

Pulmonary Dr. Jahdali / Pager: 6644 Dr. Jawaid/ Pager: 2317 5 1 2 3 4



Assignment of students during General Medicine Rotation

Rotation Group Date

1st Rotation CTU1 1

02 Sep. to 11 Sep. CTU3 2

2nd Rotation CTU1 2

12 to 23 Sep. CTU3 3

3rd Rotation CTU1 3

24 Sep. to 03 Oct. CTU3 4

4th Rotation CTU1 4

06 to 29 Oct. CTU3 5

5th Rotation CTU1 5 30 Oct. to 07 Nov.



Weekly schedule during General Medicine Rotation

Week One

8:00 - 9:00 AM 9:00 - 9:45 AM 09:45 AM - 12:00 NN

Saturday

*Follow up result of each patient

Daily round starting W-19

Sunday

Monday

Tuesday

Wednesday Morning

report

Week Two

8:00 - 9:00 AM 9:00 - 9:45 AM 09:45 AM - 12:00 NN

Saturday



Sunday

Monday

Tuesday

Wednesday Morning Report

Use Form UCE 10: Daily Assessment Form, for clinical activity Full clark of new patient history and physical examination, with MRN and diagnosis. Follow up of the patient until discharge including labs, diagnostic procedures and

radiology findings. On 2nd week, the student will submit to the supervisor the following:

a. Full report of two long cases including MRN, history and physical examination, relevant laboratory data, final diagnosis and hospital management

Main Objectives

History taking from patients Demonstrate an examination Data interpretation (Lab, exam, x-ray) Management including ER and Wards Common emergencies in Internal Medicine

NB: Each student will be assigned to new patient who admitted during weekend



Assignment of students during Nephrology Rotation

Rotation Group Date

1st Rotation 3 02 Sep. to 11 Sep.

2nd Rotation 4 12 to 23 Sep.

3rd Rotation 5 24 Sep. to 03 Oct.

4th Rotation 1 06 to 29 Oct.

5th Rotation 2 30 Oct. to 07 Nov.



Weekly schedule during Nephrology Rotation

Week One

8:00 - 9:00 AM 9:00 - 9:45 AM 09:45 AM - 12:00 NN

Saturday



Sunday

Monday

Tuesday

Wednesday Morning

report

Week Two

8:00 - 9:00 AM 9:00 - 9:45 AM 09:45 AM - 12:00 NN

Saturday



Sunday

Monday

Tuesday

Wednesday Morning Report

Use Form UCE 10: Daily Assessment Form, for clinical activity Full clark of new patient history and physical examination, with MRN and diagnosis. Follow up of the patient until discharge including labs, diagnostic procedures and

radiology findings. On 2nd week, the student will submit to the supervisor the following:

b. Full report of two long cases including MRN, history and physical examination, relevant laboratory data, final diagnosis and hospital management

Main Objectives

History taking from patients Demonstrate an examination Data interpretation (Lab, exam, x-ray) Management including ER and Wards Common emergencies in Nephrology



Assignment of students during Gastroenterology/Hepatology Rotations

Rotation Group Date








Weekly schedule during Gastroenterology/Hepatology Rotations Week One

8:30 – 9:00 AM 9:00 AM – 12:00 NN

Saturday Endoscopy/Long Case

Sunday Short Case/Topic

Monday Clinic/Long Case

Tuesday Short Case/Topic

Wednesday In-Patients Round Long Case/Short Case

Week Two

8:30 – 9:00 AM 9:00 AM – 12:00 NN

Saturday Endoscopy/Long Case

Sunday Short Case/Topic

Monday Clinic/Long Case

Tuesday Short Case/Topic

Wednesday In-Patients Round Long Case/Short Case

Note:

1. Weekly meeting with the supervisor (Dr Abduljaleel Al Alwan) every Monday, 1200 to 1300 hours.

2. By the 2nd week, each student should submit to the supervisor: a. Full reports of two long cases, including detailed history and physical

examination relevant laboratory data, final diagnosis and management.



Assignment of students during Pulmonary Rotation

Rotation Group Date








Weekly schedule during Pulmonary Rotation

Pulmonary Clerkship Rotation Supervisor: Dr. Hamdan Al Jahdali, [email protected] Ext: 17531/17597, pager: 6644 AIM Provide Medical students with a challenging rotation in pulmonary Medicine. OBJECTIVES

Emphasis will be placed on developing good history taking and physical

examination skills and learning to adjust the interview and exam appropriately for

patients with respiratory complaints.

Students will be expected to interview and examine patients presenting with respiratory complaints and develop an appropriate differential diagnosis, evaluation and treatment plan.

Students will have the opportunity to learn basic chest x-ray, pulmonary function and arterial blood gas interpretation skills.

Specific objectives also include acquiring information about a variety of respiratory conditions including: 1. Evaluation and management of the different forms of obstructive lung diseases. 2. Evaluation of restrictive lung diseases including muscle weakness, chest wall disorders, and Interstitial Lung Diseases. Learning a basic classification of

Interstitial Diseases.

3. Evaluation of patients with suspected Lung Cancer. 4. Evaluation and management of patients with community acquired

Pneumonia. 5. DVT/PE. 6. Respiratory failure. 7. Obstructive sleep apnea 8. Symptoms and x-ray findings suggestive of Tuberculosis. 9. Proper use of MDI and spacer devices.

RESOURCES

Pulmonary inpatient and consultation services

General pulmonary outpatient and sleep Clinics

Chest/PFT and Academic Rounds – Saturday and Tuesday




EXPECTATION OF THE MEDICAL STUDENTS

The students should consider this rotation to be “proactive”. It is expected

that the student will be available for all days both weeks (time away will be

allowed for regularly scheduled afternoon teaching activities). Unless

attending scheduled Clinics, the student will be expected to be available to

see in-hospital patients with the Preceptor or Resident.

Use form UCE10: Daily assessment form clinical activity.

Full report of two cases including complete history, physical examination,

relevant laboratory data, final diagnosis, and hospital management will be

required to submit to the supervisor at the end of the rotation.

Weekly schedule during respiratory medicine rotation

This 2-week rotation will provide exposure to the pulmonary ward inpatient

service, pulmonary consultation service, and outpatient pulmonary clinics.

One week on the ward service:

The student will function as part of the pulmonary team with the residents and

pulmonary staffs. The student will be expected to take responsibility for the care of

at least 2 patients with appropriate supervision, commensurate with their level of

training and experience.

One week on clinics AND consult service:

Outpatient Pulmonary Clinics: The student is expected to attend at least 2

outpatient clinics. Clinic schedule will be available on the 1st day of the rotation.

Consultation service: When the student is not in clinic, they are expected to round

on the consult service with the pulmonary fellow. The student may also be asked

to see new consults and follow-up at least 2 patients per day with appropriate

supervision to enhance their learning experience.



1st week

8:00-9:45 9:45-12:00 Teaching Activities

Saturday --- Daily Round with the

Team(WARD 25)

Weekly Pulmonary Academic

Round ( Medical Conference

Room) 11:00-12:00

Sunday --- Daily Round with the

Team(WARD 25)

Monday --- Daily Round with the

Team(WARD 25)

Tuesday --- Daily Round with the

Team(WARD 25)

PFT/CXR Round

11:00-12:00

Wednesday --- Daily Round with the

Team(WARD 25)



2nd week

8:00-9:45 9:45-12:00 Teaching Activities

Saturday --- Daily Round with

Consultation service

Weekly Pulmonary Academic

Round ( Medical Conference

Room) 11:00-12:00

Sunday --- Daily Round with


Monday --- Daily Round with


Tuesday --- Daily Round with


PFT/CXR Round

11:00-12:00

Wednesda

y

--- Daily Round with


EVALUATION

This will be based on observation of the student's performance. The primary

purpose is to help students identify how much they have learned, and how much

they have yet to learn. A secondary purpose is to determine whether the student,

at the end of the clinical elective, has met minimum requirements of acceptable

performance or achieved excellence. When necessary, the supervisor will discuss

strengths or weaknesses with the student during the rotation. At the end of the

rotation the supervisor will complete the standard assessment form and forward it

(via the Medicine Coordinator) to the college of medicine.

There is also opportunity for the student to evaluate the clinical learning

experience. The college of medicine will be collecting information from you that

can guide future students seeking Clinical rotations and provide important

feedback to clinical supervisors about strengths and weaknesses of individual

Clinical rotations.



Personal and Professional Development (Every other Wednesdays only – alternating with CDT)

W PPD Topic Date Time PPD Group

Student

3 Defining Responsibilities and Teamwork Wed. 18 Sep. 2013

14:30-16:00 Eman Al Ammari Sara Al Eraij

Nujood Al Dubayan Sarah Al Gabbani Manar Al Ghamdi

Bishayer Al Hathlol

5 Quality of Life Wed. 02 Oct. 2013

14:30 - 16:00 Hala Al Hemsi Hind Al Hudhayf Amal Al Juhani

Norah Al Manna Farah Al Otaibi

Reema Al Rasheed

7 Introduction to Quality Improvement Methods

Wed. 30 Oct. 2013

14:30 - 16:00 Hiba Abu Khalil Nora Al Alem

Hatoun Al Maziad Najd Bin Mani

Dana Al Tamimi Haneen Al Turki

Note: Refer to Weekly schedules for the assigned tutors. Group II will have PPD included in the portfolio component of assessment

Attendance is mandatory of both groups (I & II) in PPD sessions Final Written examination will contain MCQs from PPD sessions

## Student Name PPD Group

11 Eman Al Ammari I

22 Sara Al Eraij I

33 Nujood Al Dubayan I

44 Sarah Al Gabbani I

55 Manar Al Ghamdi I

66 Bishayer Al Hathlol I

77 Hala Al Hemsi II

88 Hind Al Hudhayf II

99 Amal Al Juhani II

1100 Norah Al Manna II

1111 Farah Al Otaibi II

1122 Reema Al Rasheed II

1133 Hiba Abu Khalil III

1144 Nora Al Alem III

1155 Hatoun Al Maziad III

1166 Najd Bin Mani III

1177 Dana Al Tamimi III

1188 Haneen Al Turki III



Community Doctor Theme (Every other Wednesdays only – alternating with PPD)

W CDT Topic Date Time CDT Group

Student

2 The Primary Health Care Thurs. 12 Sep. 2013

13:00-14:30 Ala Arab Gaida Al Barqy Dalal Al Eesa

Reham Al Qahtani Yara Al Goraini

Dalal Al Hamdan

4 The Hospital System Wed. 25 Sep. 2013

14:30-16:00 Ohood Al Aamer Banderi Ahmed

Sarah Al Hedaithy Nuha Al Hefdi Sara Al Jahdali

Noha Mobeireek

6 Home Health Care Wed. 09 Oct. 2013

14:30-16:00 Shahla Al Mani Shahad Al Matar Manar Al Omani Fetoun Al Otaibi Mead Ruhaiyem

Sara Al Traif

Note: Refer to Weekly Schedule for the assigned Tutors.

Group I will have CDT included in the portfolio component of assessment Attendance is mandatory of both groups (I & II) in CDT sessions Final Written examination will contain MCQs from CDT sessions

## Student Name CDT

Group

11 Ala Arab I

22 Gaida Al Barqy I

33 Dalal Al Eesa I

44 Reham Al Qahtani I

55 Yara Al Goraini I

66 Dalal Al Hamdan I

77 Ohood Al Aamer II

88 Banderi Ahmed II

99 Sarah Al Hedaithy II

1100 Nuha Al Hefdi II

1111 Sara Al Jahdali II

1122 Noha Mobeireek II

1133 Shahla Al Mani III

1144 Shahad Al Matar III

1155 Manar Al Omani III

1166 Fetoun Al Otaibi III

1177 Mead Ruhaiyem III

1188 Sara Al Traif III



Student Assignment in the Evidence Based Medicine

NNoo.. SSttuuddeenntt NNaammee MMEEDD II

551122 SSUURRGG II

551144

FFCCMMDD PPEEDDAA

11 Ohood Hamad A. Al-Aamer A A

22 Banderi Abduallah M. Ahmad A A

33 Ala Faisal S. Arab A A

44 Gaida Mohammed A. Albarqy A A

55 Dalal Hamed A. Aleesa A A

66 Reham Dakkam A. Al Qahtani A A

77 Yara Mohammed F. Al Goraini A A

88 Dalal Ibrahim A. Alhamdan A A

99 Sarah Ali S. Al Hedaithy A A

1100 Nuha Ali M. Alhefdi B B

1111 Sara Hamdan H. Al-Jahdaly B B

1122 Shahla Abdulmohsen A. Al-Mani B B

1133 Shahad Hussain A. Al Matar B B

1144 Noha Abdullah F. Mobeireek B B

1155 Manar Abdulaziz I. Alomani B B

1166 Fetoun Mteab H. Al-Otaibi B B

1177 Mead Esam A. Ruhaiyem B B

1188 Sara Ibrahim H. Al Traif B B

1199 Eman Abdullah A. Al Ammari C C

2200 Hiba Hesham H. Abu Khalil C C

2211 Nora Mohammed M. Al-Alem C C

2222 Sara Mohammed Z. Al-Eraij C C

2233 Nujood Hamad M. Al Dubayan C C

2244 Sarah Faisal M. Al Gabbani C C

2255 Manar Nasser H. Al-Ghamdi C C

2266 Bishayer Khalid I. Al Hathlol C C

2277 Hala Bassam H. Alhemsi C C

2288 Hind Saleh I. Al-Hudhayf D D

2299 Amal Fahad S. Aljuhani D D

3300 Norah Abdul Rahman Al-Manna D D

3311 Hatoun Maziad S. Al-Maziad D D

3322 Najd Mohammed S. Bin Manie D D

3333 Farah Abdullah M. Alotaibi D D

3344 Reema Faisal H. Alrasheed D D

3355 Dana Waleed G. Al Tamimi D D

3366 Haneen Mohamed M. Al-Turki D D



Evidence Based Medicine

Group A

Week Date Faculty member Activity

3 Mon. 16 Sep. 2013 Dr. Mahmoud Barbary Session 1

7 Wed. 09 Oct. 2013 Dr. Mahmoud Barbary Session 2

Group B

Week Date Faculty member Activity

3 Mon. 16 Sep. 2013 Dr. Samia Al Habib Session 1

7 Wed. 09 Oct. 2013 Dr. Samia Al Habib Session 2



Appendix II:

Weekly Schedule “Always refer to the weekly schedule sent to your e-mails”



CONTINUOUS ASSESSMENT

Item Day Date Time Location

Written – Formative Monday (Week 3)

16 September 2013 11:00 – 12:00

Written – Summative Thursday (Week 5)

26 September 2013 09:00 – 10:20

Portfolio items - PBL case

After the session

- Problem Solving Tutorial To be announced

- PPD After the session

- CDT After the session

- EBM After the session

- Clinical supervisor assessment report After each rotation



MEDN 512 – Week 1 01 September – 05 September 2013

Day Date Time Activity Title Grp. Instructor Pager Location

Sunday 01 Sep.

08:30-11:30 Intro: Introduction to Phase III & MED I

Block All

Dr. Hind Al Ghadeer 8091

Lecture Hall 3

Dr. Jamila Al Onazi 8129

Dr. Imad Hassan 1058

Dr. Hanan Al Kadri 7188

Dr. Moedh Al Shehri 5431

Ms. Michelle Robinson 7779

12:00-13:00 Intro: Introduction to PPD / CDT & PBL All Dr. Samira Bamuhair 51095

Lecture Hall 3 Prof. Samuel Obenshain 95233

13:00-13:30 Intro: Introduction to Hepatology

Rotation All Dr. A. Al Alwan 7819 Lecture Hall 3

13:30 – 15:00 PBL I : Aching Joints

(*summative)

A Ohood Al Aamer

Tutorial Room 2

B Nuha Al Hefdi Tutorial Room 3

C Eman Al Ammari Tutorial Room 4

D Hind Al Hudhayf Tutorial Room 5

Wednesday 04 Sep.

12:30 – 13:25 Lecture: High Blood Pressure All Dr. Najla Al Rasheed 8110 Lecture Hall2

13:30 – 14:30 Lecture: Diabetes for Supervision All Dr. Sameera Al Shehri

4360 Lecture Hall 2

14:30-15:30 Lecture : Introduction to Research Block

II All Dr. Alaa Al Thubaiti Lecture Hall 3

Thursday 05 Sep. 12:00-13:00 Lecture : Data Collection All Dr. Afaf Lecture Hall 1



Patient-Doctor Theme Assignment

Group Theme Day Date Time Tutor Pager Student Venue All Case Discussion Monday 02 Sep. 08:00 – 09:00 Dr. Hejani 4581 Ward 21

All Case Discussion Tuesday 03 Sep. 08:00 – 09:00 Dr. Al Rasheed 8110 Ward 21

A General Medicine Tuesday 03 Sep. 13:00 – 15:00 Dr. Duraihim 1135 Banderi Ahmed ---

B General Medicine Tuesday 03 Sep. 13:00 – 15:00 Dr. Aklabi 3883 Sarah Al Hedaithy ---

C General Medicine Tuesday 03 Sep. 13:00 – 15:00 Dr. Al Ghadeer 8091 Fetoun Al-Otaibi ---

D General Medicine Tuesday 03 Sep. 13:00 – 15:00 Dr. Thamer Al Anazi 8066 Nujood Al Dubayan ---

E General Medicine Thursday 05 Sep. 13:00 – 15:00 Dr. Rubina Hasan 2180 Norah Al Manna



MEDN 512 – Week 2 08 – 12 September 2013


Sunday 08 Sep. Safety Awareness Day

Monday 09 Sep.

13:00 – 14:30 PBL II: Aching Joints

(*summative)

A Dr. Jamila Al Onazi 8129

Tutorial Room 2

Ohood Al Aamer

B Dr. Abdullah Rogy 7104

Tutorial Room 3

Nuha Al Hefdi

C Dr. Thari Al Anazi 8095

Tutorial Room 4

Eman Al Ammari

D Dr. Hind Al Ghadeer 8091 Tutorial Room 5

Hind Al Hudhayf

14:30 – 16:00 PBL I: Out of Puff

(*summative)

A Banderi Ahmed

Tutorial Room 2

B Sara Al Jahdaly Tutorial Room 3

C Hiba Abu Khalil Tutorial Room 4

D Amal Al Juhani Tutorial Room 5

Wednesday 11 Sep.

13:30 - 14:25 Lecture: Pulmonary Embolism for

Treatment All Dr. Aklabi 3883 Lecture Hall 3

14:30-15:30 Lecture : Data Handling All Dr. Afaf Lecture Hall 3

Thursday 12 Sep.

13:00 – 14:30 CDT: The Primary Health Care All

Dr. Bamuhair/Dr. Dughaither

Lecture Hall 1

Ala Arab Gaida Al Barqy Dalal Al Eesa

Reham Al Qahtani Yara Al Goraini

Dalal Al Hamdan

14:30-15:30 Lecture: Approach to poisoned patient

and Decontamination All Dr. Mohammed Helail 7188 Lecture Hall 3




Group Theme Day Date Time Tutor Pager Student Venue

All Case Discussion Monday 09 Sep. 08:00 – 09:00 Dr. Imad Hassan 1058 Ward 21

1 Clinical Teaching Round Monday 09 Sep. 09:00 – 12:00 Dr. Ghadeer 8091

2 Clinical Teaching Round Monday 09 Sep. 09:00 – 12:00 Dr. Jamila 8129

3 Clinical Teaching Round Monday 09 Sep. 09:00 – 12:00 Dr. Mubarak 7858

4 Clinical Teaching Round Monday 09 Sep. 09:00 – 12:00 Dr. Alwan 7819

5 Clinical Teaching Round Monday 09 Sep. 09:00 – 12:00 Dr. H. Jahdali 6644

All Case Discussion Tuesday 10 Sep. 08:00 – 09:00 Dr. Thari Al Anazi Ward 21

A Rheumatology Tuesday 10 Sep. 13:00 – 15:00 Dr. Al Khathlan 7114 Ala Arab ---

B Rheumatology Tuesday 10 Sep. 13:00 – 15:00 Dr. Dirar 3293 Shahla Al Mani ---

C Rheumatology Tuesday 10 Sep. 13:00 – 15:00 Dr. Jehani 8133 Mead Ruhaiyem

D Endocrinology Tuesday 10 Sep. 13:00 – 15:00 Dr. Yousef Saleh 8085 Sara Al Gabbani ---

E Endocrinology Tuesday 10 Sep. 13:00 – 15:00 Dr. S. Shehri 4360 Hatoun Al Maziad

All Case Discussion Wednesday 11 Sep. 08:00 – 09:00 Dr. M. Katheri 2765 Ward 21

1 CTU 1 (Assessment) Wednesday 11 Sep. 09:00 - 12:00 Dr. Ghadeer 8091

2 CTU 3 (Assessment) Wednesday 11 Sep. 09:00 - 12:00 Dr. Jamila 8129

3 Nephrology (Assessment) Wednesday 11 Sep. 09:00 - 12:00 Dr. Mubarak 7858

4 GI/ Hepatology (Assessment) Wednesday 11 Sep. 09:00 - 12:00 Dr. Alwan 7819

5 Pulmonary (Assessment) Wednesday 11 Sep. 09:00 - 12:00 Dr. H. Jahdali 6644



MEDN 512 – Week 3 15 – 19 September 2013

Day Date Time Activity Title Grp Instructor Pager Location

Sunday 15 Sep.

13:00-14:30 PBL II: Out of Puff

(*summative)

A Dr. Jamila

8129 Tutorial Room2

Banderi Ahmed

B Dr. Bin Saleh 8098

Tutorial Room 3

Sara Al Jahdaly

C Dr. Mubashar Kharal 8114 Tutorial Room 4

Hiba Abu Khalil

D Dr. Mohammed Khan 8467

Tutorial Room 5

Amal Al Juhani

14:30–16:00 PBL I: What Does This Mean?

(*summative)

A Ala Arab

Tutorial Room 2

B Shahla Al Mani Tutorial Room 3

C Nora Al Alem Tutorial Room 4

D Norah Al Manna Tutorial Room 5

Monday 16 Sep.

11:00–12:00 Written (Formative) Examination Dr. Al Ghadeer/Dr. Jamila Lecture Hall 3

12:30-14:00 EBM: Session 1 A Dr. Barbary Lecture Hall 3

B Dr. Samia Al Habib Lecture Hall 4

14:00-15:00 Lecture: Approach to chest pain and

shortness of breath All Dr. Majed Al Johani Lecture Hall 3

Wednesday 18 Sep.

12:30 -13:25 Lecture: Abnormal Electrolytes All Dr. G. Al Ghamdi 7087 Lecture Hall 3

13:30–14:25 Lecture: Jaundice All Dr. A. Al Alwan 7819 Lecture Hall 3

14:30-16:00 PPD: Defining Responsibilities and

Teamwork All

Dr. Bamuhair/ Dr. Madkhaly

Lecture Hall 3

Eman Al Ammari Sara Al Eraij

Nujood Al Dubayan Sarah Al Gabbani Manar Al Ghamdi

Bishayer Al Hathlol

Thursday 19 Sep. 12:30-16:30 Tutorial : SPSS Part 1 (Data Entry) All Dr. Alaa Al Thubaiti Lecture Hall 2




Group Theme Day Date Time Tutor Pager Student Venue All Case Discussion Sunday 15 Sep. 08:00 – 09:00 Dr. Syed Al Zaidi 4593 Ward 21

1 Clinical Teaching Round Monday 16 Sep. 09:00 – 11:00 Dr. H. Jahdali 6644

2 Clinical Teaching Round Monday 16 Sep 09:00 – 11:00 Dr. Ghadeer 8091

3 Clinical Teaching Round Monday 16 Sep 09:00 – 11:00 Dr. Jamila 8129

4 Clinical Teaching Round Monday 16 Sep 09:00 – 11:00 Dr. Mubarak 7858

5 Clinical Teaching Round Monday 16 Sep 09:00 – 11:00 Dr. Alwan 7819

All Case Discussion Tuesday 17 Sep. 08:00 – 09:00 Dr. Rasheed 8110 Ward 21

A Pulmonology Tuesday 17 Sep. 13:00 – 15:00 Dr. Jawaid 2317 Gaida Al Barqy ---

B Pulmonology Tuesday 17 Sep. 13:00 – 15:00 Dr. Al Gobain 1308 Shahad Al Matar ---

C Pulmonology Tuesday 17 Sep. 13:00 – 15:00 Dr. Al Harbi 5583 Sara Al Traif ---

D Pulmonology Tuesday 17 Sep. 13:00 – 15:00 Dr. M. Al Moamary 7116 Manar Al Ghamdi ---

E Pulmonology Tuesday 17 Sep. 13:00 – 15:00 Dr. H. Al Jahdali 6644 Najd Bin Mani

All Case Discussion Wednesday 18 Sep. 08:00 - 09:00 Dr. Jawaid 2317 Ward 21



MEDN 512 – Week 4

22 – 26 September 2013

Day Date Time Activity Title Grp Instructor Pager Location

Tuesday 24 Sep.

10:00-12:00 Tutorial: (Mini-CEX & CBD on CTU 1)


10:00-12:00 Tutorial: (Mini-CEX & CBD on Nephrology)

10:00-12:00 Tutorial: (Mini-CEX & CBD on Pulmonary)

10:00-12:00 Tutorial: (Mini-CEX & CBD on

GI/Hepatology)

12:30 – 14:00 PBL II: What Does This Mean?

(*summative)

A Dr. Al Ghadeer 8091

Tutorial Room 2

Ala Arab

B Dr. Duraihim 1135

Tutorial Room 3

Shahla Al Mani

C Dr. Al Rasheed 8110 Tutorial Room 4

Nora Al Alem

D Dr. Saleh Mezam 7085

Tutorial Room 5

Norah Al Manna

14:30 – 16:00 PBL I: Murky Waters

(*summative)

A Gaida Al Barqy Tutorial Room 2

B Shahad Al Matar Tutorial Room 3

C Sara Al Eraij Tutorial Room 4

D Hatoun Al Maziad Tutorial Room 5

Wednesday 25 Sep.

12:30 – 13:25 Lecture: Acute Monoarthritis All Dr. Al Khathlan 7114 Lecture Hall 3

13:30 - 14:25 Lecture: Asthma/COPD All Dr. M. Al Moamary 7116 Lecture Hall 3

14:30 – 16:00 CDT: The Hospital System All

Dr. Bamuhair/Dr. Moamary

7116 Lecture Hall 3

Ohood Al Aamer Banderi Ahmed

Sarah Al Hedaithy Nuha Al Hefdi Sara Al Jahdali

Noha Mobeireek




Thursday 26 Sep. 09:00 – 10:20 Written (Mid-Term) Examination Dr. Al Ghadeer/ Dr.

Jamila Lecture Hall 1

Group Theme Day Date Time Tutor Pager Student Venue 1 Pulmonary (Assessment) Sunday 22 Sep. Dr. H. Jahdali 6644

2 CTU 1 (Assessment) Sunday 22 Sep. Dr. Ghadeer 8091

3 CTU 3 (Assessment) Sunday 22 Sep. Dr. Jamila 8129

4 Nephrology (Assessment) Sunday 22 Sep. Dr. Mubarak 7858

5 GI/ Hepatology (Assessment) Sunday 22 Sep. Dr. Alwan 7819

All Case Discussion Tuesday 24 Sep. 08:00 – 09:00 Dr. Thamer Al Enezi 8066 Ward 21

All Case Discussion Wednesday 25 Sep. 08:00 – 09:00 Dr. Huda Shamsi 2184 Ward 21

A Nephrology Thursday 26 Sep. 13:00 – 15:00 Dr. Qurashi 2080 Dalal Al Eesa ---

B Nephrology Thursday 26 Sep. 13:00 – 15:00 Dr. Faroqi Noha Mobeireek ---

C Nephrology Thursday 26 Sep. 13:00 – 15:00 Dr. G. Al Ghamdi 7087 Eman Al Ammari ---



MEDN 512 – Week 5 29 September – 03 October 2013


Sunday 29 Sep.

12:30 – 14:00 PBL II: Murky Waters

(*summative)

A Dr. Thari Al Anazi 8095

Tutorial Room 2

Gaida Al Barqy

B Dr. Hantoush 8087

Tutorial Room 3

Shahad Al Matar

C Dr. Mubarak 7858 Tutorial Room 4

Sara Al Eraij

D Dr. Saleh Mezam 7085

Tutorial Room 5

Hatoun Al Maziad

14:30 – 16:00 PBL I: A Dragging Pain

(*summative)

A Dalal Al Eesa

Tutorial Room 2

B Noha Al Mobeireek Tutorial Room 3

C Nujood Al Dubayan Tutorial Room 4

D Najd Bin Manie Tutorial Room 5

Monday 30 Sep.

12:30-14:30 Tutorial : Supervisor – Student

meeting (Data Collection & Handling)

All Lecture Hall 2

14:30-15:30 Lecture: Approach to altered level of

consciousness All Dr. Maytha Al Yahya 7062 Lecture Hall 3

Wednesday 02 Oct.

12:30 - 13:25 Lecture: Thyroid Swelling/

Abnormal TFTs All

Dr. Yousef Saleh 8085 Lecture Hall 3

13:30 – 14:25 Lecture: Inflammatory Bowel Disease All Dr. A. Al Jahdali 8112 Lecture Hall 3

14:30 - 16:00 PPD: Quality of Life All

Dr. Bamuhair/ Dr. A. Qarni

3212

Lecture Hall 3

Hala Al Hemsi Hind Al Hudhayf Amal Al Juhani

Norah Al Manna Farah Al Otaibi

Reema Al Rasheed

Thursday 03 Oct. 12:30-13:30 Lecture: Approach to shock All Dr. Sami Al Solamy




Group Theme Day Date Time Tutor Pager Student Venue All Case Discussion Sunday 29 Sep. 08:00 – 09:00 Dr. G. Ghamdi 7087 Ward 21 1 Clinical Teaching Round Sunday 29 Sep. 09:00 – 12:00 Dr. Alwan 7819 2 Clinical Teaching Round Sunday 29 Sep. 09:00 – 12:00 Dr. H. Jahdali 6644 3 Clinical Teaching Round Sunday 29 Sep. 09:00 – 12:00 Dr. Ghadeer 8091 4 Clinical Teaching Round Sunday 29 Sep. 09:00 – 12:00 Dr. Jamila 8129 5 Clinical Teaching Round Sunday 29 Sep. 09:00 – 12:00 Dr. Mubarak

7858

All Case Discussion Monday 30 Sep. 08:00 – 09:00 Dr. Imad Hassan 1058 Ward 21

All Case Discussion Tuesday 01 Oct. 08:00 – 09:00 Dr. Rubina Hasan 2180 Ward 21 A General Medicine Tuesday 01 Oct. 13:00 – 15:00 Dr. N. Al Rasheed 8110 Reham Al Qahtani --- B General Medicine Tuesday 01 Oct. 13:00 – 15:00 Dr. Mezam 7085 Manar Al Omani --- C General Medicine Tuesday 01 Oct. 13:00 – 15:00 Dr. Duraihim 1135 Hiba Abu Khalil --- D General Medicine Tuesday 01 Oct. 13:00 – 15:00 Dr. Imad Hassan 1058 Hala Al Hemsi --- E General Medicine/ID Tuesday 01 Oct. 13:00 – 15:00 Dr. Sadoon 7110 Haneen Al Turki 1 GI/ Hepatology (Assessment) Thursday 03 Oct. Dr. Alwan 7819 2 Pulmonary (Assessment) Thursday 03 Oct. Dr. H. Jahdali 6644 3 CTU 1 (Assessment) Thursday 03 Oct. Dr. Ghadeer 8091 4 CTU 3 (Assessment) Thursday 03 Oct. Dr. Jamila 8129 5 Nephrology (Assessment) Thursday 03 Oct. Dr. Mubarak 7858



MEDN 512 – Week 6 06 – 10 October 2013

Day Date Time Activity Title Grou

p Instructor

Pager

Location

Sunday 06 Oct.

12:30 – 14:00 PBL II: A Dragging Pain

(*summative)

A Dr. Jamila 8129

Tutorial Room 2

Dalal Al Eesa

B Dr. Huda Duraihim 1135

Tutorial Room 3 Noha Al Mobeireek

C Dr. Thari Al Anazi 8095

Tutorial Room 4

Nujood Al Dubayan

D Dr. Mezam 7085 Tutorial Room 5

Najd Bin Manie

14:30 – 16:00 PBL I: Burning Up

(*summative)

A Reham Al Qahtani

Tutorial Room 2

B Manar Al Omani Tutorial Room 3

C Sarah Al Gabbani Tutorial Room 4

D Farah Al Otaibi Tutorial Room 5

Monday 07 Oct.



10:00-12:00 Tutorial: (Mini-CEX & CBD on Nephrology)

10:00-12:00 Tutorial: (Mini-CEX & CBD on Pulmonary)

10:00-12:00 Tutorial: (Mini-CEX & CBD on GI/Hepatology)

13:00 – 14:00 Lecture: Renal Failure All Dr. Fayez Al Hejaili 8118 Lecture Hall 4

14:30 - 16:00 CDT: Home Health Care All

Dr. Bamuhair/ Dr. R. Shehri

6698

Lecture Hall 3

Shahla Al Mani Shahad Al Matar Manar Al Omani Fetoun Al Otaibi Mead Ruhaiyem

Sara Al Turaif

Wednesday 09 Oct. 12:30-13:30 Lecture : Referencing / Plagiarism All Dr. Afaf Lecture Hall 3

13:30 – 14:30 Lecture: Choice of Imaging All Dr. Hussein Jawad 7185 Lecture Hall 3




Group Theme Day Date Time Tutor Pager Student Venue All Case Discussion Sunday 06 Oct. 08:00 – 09:00 Dr. Zaidi 4593 Ward 21 All Case Discussion Monday 07 Oct. 08:00 – 09:00 Dr. H. Jahdali 6644 Ward 21

All Case Discussion Tuesday 08 Oct. 08:00 – 09:00 Dr. Naam Saleh 3579 Ward 21

D Nephrology Tuesday 08 Oct. 13:00 – 15:00 Dr. Mubarak 7858 Hind Al Hudhayf --- E Nephrology Tuesday 08 Oct. 13:00 – 15:00 Diabi ( 7858 Reema Al Rasheed

All Case Discussion Wednesday 09 Oct. 08:00 – 09:00 Dr. Al Johani 7081 Ward 21 1 Clinical Teaching Round Monday 07 Oct. 09:00 – 12:00 Dr. Mubarak 7858

2 Clinical Teaching Round Monday 07 Oct. 09:00 – 12:00 Dr. Alwan 7819

3 Clinical Teaching Round Monday 07 Oct. 09:00 – 12:00 Dr. Abdelmonim 8100

4 Clinical Teaching Round Monday 07 Oct. 09:00 – 12:00 Dr. Ghadeer 8091

5 Clinical Teaching Round Monday 07 Oct. 09:00 – 12:00 Dr. Jamila 8129

Eid Al Adha 13 – 27 October 2013

14:30-15:30

Case 1 A Dr. Moeed Al Shehri 5431

Case 2 B Dr. Raed Hijazi 9111

Case 3 C Dr. Mohammed Al Helail 7188



MEDN 512 – Week 7 27 October – 31 October 2013

Day Date Time Activity Title Group Instructor Pager Location

Sunday 27 Oct.

13:00 – 14:30 PBL II: Burning Up

(*summative)

A Dr. M. Qahtani 8140

Tutorial Room 2 Reham Al Qahtani

B Dr. Jamila 8129

Tutorial Room 3 Manar Al Omani

C Dr. M. Qamar 3251

Tutorial Room 4

Sarah Al Gabbani

D Dr. Mubarak 7858 Tutorial Room 5

Farah Al Otaibi

14:30 – 16:00 PBL I: An Uphill Battle

(*summative)

A Yara Al Goraini

Tutorial Room 2

B Fetoun Al Otaibi Tutorial Room 3

C Manar Al Ghamdi Tutorial Room 4

D Reema Al Rasheed Tutorial Room 5

Monday 28 Oct. 13:00-14:30 EBM: Sessions 2 A Dr. Barbary Lecture Hall 3

B Dr. Samia Al Habib Lecture Hall 1

Wednesday 30 Oct.

12:30 - 13:25 Lecture: Viral Hepatitis All Dr. A. Al Alwan 7819 Lecture Hall 3

13:30 – 14:25 Lecture: Palpable Purpura All Dr. Khathlan 7114 Lecture Hall 3

14:30 - 16:00 PPD: Introduction to Quality Improvement

Methods All

Dr. Bamuhair/Dr. Ahmed Al Amri /or Dr. Baharoon /or Dr.

Atawi /or Dr. Moamary

Lecture Hall 3 Hiba Abu Khalil

Nora Al Alem Hatoun Al Maziad

Najd Bin Mani Dana Al Tamimi Haneen Al Turki

Thursday 31 Oct.

12:30-14:30 Tutorial : Supervisor – Student meeting ( On

Introduction/Literature, Referencing/Plagiarism)

All Lecture Hall 3

14:30-15:30

Case 3 A Dr. Mohammed Al Helail 7188

Case 1 B Dr. Moeed Al Shehri 5431

Case 2 C Dr. Muna Al Juhani




Group Theme Day Date Time Tutor Pager Student Venue All Case Discussion Sunday 27 Oct. 08:00 – 09:00 Dr. Kharal 8114 Ward 21

All Case Discussion Monday 28 Oct. 08:00 – 09:00 Dr. M. Khan 8467 Ward 21

All Case Discussion Tuesday 29 Oct. 08:00 – 09:00 Dr. G. Ghamdi 7087 Ward 21 1 Nephrology (Assessment) Tuesday 29 Oct. Dr. Mubarak 7858 2 GI/ Hepatology (Assessment) Tuesday 29 Oct. Dr. Alwan 7819 3 Pulmonary (Assessment) Tuesday 29 Oct. Dr. Abdelmonim 8100 4 CTU 1 (Assessment) Tuesday 29 Oct. Dr. Ghadeer 8091 5 CTU 3 (Assessment) Tuesday 29 Oct. Dr. Jamila 8129 A General Medicine Tuesday 29 Oct. 13:00 – 15:00 Dr. Hejani 4581 Dalal Al Hamdan B General Medicine Tuesday 29 Oct. 13:00 – 15:00 Dr. M. Qahtani 8140 Sara Al Jahdaly --- C General Medicine Tuesday 29 Oct. 13:00 – 15:00 Dr. N. Rasheed 8110 Sara Al Eraij D General Medicine Tuesday 29 Oct. 13:00 – 15:00 Dr. Syed Al Zaidi 4593 Amal Al Juhani --- E General Medicine Tuesday 29 Oct. 13:00 – 15:00 Dr. S. Mezam 7085 Dana Al Tamimi

All Case Discussion Wednesday 30 Oct. 08:00 – 09:00 Dr. M. Qamar 3251 Ward 21



MEDN 512 – Week 8 03 – 07 November 2013

Day Date Time Activity Title Grou

p Instructor Pager Location

Sunday 03 Nov.

13:00 – 14:30 PBL II: An Uphill Battle

(*summative)

A Dr. M. Al Qahtani 8140

Tutorial Room 2 Yara Al Goraini

B Dr. Thari Al Anazi 8095

Tutorial Room 3

Fetoun Al Otaibi

C Dr. Jamila 8129 Tutorial Room 4

Manar Al Ghamdi

D Dr. Duraihim 1135 Tutorial Room 5

Reema Al Rasheed

14:30 – 16:00 PBL I: What’s Gone Wrong

(*summative)

A Dalal Al Hamdan/Sarah Al

Hedaithy

Tutorial Room 2

B Mead Ruhaiyem/

Sara Al Traif Tutorial Room 3

C Bishayer Al Hathlol/ Hala

Al Hemsi Tutorial Room 4

D Dana Al Tamimi/ Haneen Al Turki

Tutorial Room 5

Monday 04 Nov.

12:30-13:30 Lecture : Writing the Method section Part 1 All Dr. Afaf Lecture Hall 3

13:30-14:30

Case 2 A Dr. Muna Al Juhani

Case 3 B Dr. Mohammed Al Helail 7188

Case 1 C Dr. Moeed Al Shehri 5431

14:30-15:30 Lecture: High Cholesterol for Treatment All Dr. M. Qamar 3251 Lecture Hall 3

Wednesday 06 Nov. 12:30 – 14:00 PBL II: What’s Gone Wrong

(*summative)

A

Dr. Imad Hassan 1058

Tutorial Room 2 Dalal Al Hamdan/Sarah Al Hedaithy

B

Dr. Saleh Mezam 7085 Tutorial Room 3 Mead Ruhaiyem/

Sara Al Traif

C

Dr. Bin Saleh 8098

Tutorial Room 4

Bishayer Al Hathlol/ Hala Al Hemsi

D Tutorial Room 5




Group Theme Day Date Time Tutor Pager Student Venue All Case Discussion Sunday 03 Nov. 08:00 – 09:00 Dr. Aklabi 3883 Ward 21

All Case Discussion Monday 04 Nov. 08:00 – 09:00 Dr. M. Qamar 3251 Ward 21

1 Clinical Teaching Round Monday 04 Nov. 09:00 – 12:00 Dr. Jamila 8129 2 Clinical Teaching Round Monday 04 Nov. 09:00 – 12:00 Dr. Mubarak 7858 3 Clinical Teaching Round Monday 04 Nov. 09:00 – 12:00 Dr. Alwan 7819 4 Clinical Teaching Round Monday 04 Nov. 09:00 – 12:00 Dr. Abdelmonim 8100 5 Clinical Teaching Round Monday 04 Nov. 09:00 – 12:00 Dr. Ghadeer 8091

All Case Discussion Tuesday 05 Nov. 08:00 – 09:00 Dr. Katheri 2765 Ward 21 A Endocrinology Tuesday 05 Nov. 13:00 – 15:00 Dr. Yousef Saleh 8085 Ohood Al Aamer --- B Endocrinology Tuesday 05 Nov. 13:00 – 15:00 Dr. S Shehri 4360 Shahla Al Mani --- C Endocrinology Tuesday 05 Nov. 13:00 – 15:00 Dr. Imad Hassan 1058 Eman Al Ammari --- D Rheumatology Tuesday 05 Nov. 13:00 – 15:00 Dr. Khathlan 7114 Sarah Al Gabbani --- E Rheumatology Tuesday 05 Nov. 13:00 – 15:00 Dr. Rogy 7104 Farah Al Otaibi 1 CTU 3 (Assessment) Thursday 07 Nov. Dr. Jamila 8129 2 Nephrology (Assessment) Thursday 07 Nov. Dr. Mubarak 7858 3 GI/ Hepatology (Assessment) Thursday 07 Nov. Dr. Alwan 7819 4 Pulmonary (Assessment) Thursday 07 Nov. Dr. Abdelmonim 8100 5 CTU 1 (Assessment) Thursday 07 Nov. Dr. Ghadeer 8091



MEDN 512 – Week 9 10 Nov. – 14 Nov. 2013

Final Assessment

Written - Summative Sunday 10 Nov. 09:00 – 11:00

Data Interpretation Sunday 10 Nov. 11:00 – 11:30

OSCE Thursday 14 Nov. 08:00 – 14:00



Appendix III:

Assessment Forms



Student:

ID:

Block: Date: ____/____/________

Item Quantity Full Mark Actual Comment

Reflective statement on the Block (75 – 100 words)

PBL summaries where the student has facilitated (75 – 100 words)

Report of cases followed by the student during their clinical attachment (2 cases)

Supervisor Report during Clinical attachment

Report of the PPD/CDT/EBM session facilitated by the student (75 – 100 words)

Total Mark 20

Name Signature Date

Assessment Unit ______________________ _______________________ ___________ UCE Director _______________________ _______________________ ___________

* This form for official use only; Revised as of March 2010

King Saud bin Abdulaziz Univ. for Health Sciences College of Medicine Female Medical Student Branch

Form UCE 1: Portfolio assessment form & Checklist*



Student Name: ______________________________ I.D: ___________

Topic/Title: _________________________________

Strengths of the Student Facilitator: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Opportunities for Improvement:

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Tutor (Assessor): _______________________ Signature: ______________________ Date: _____________

* This form for official use only; revised as of May 2009

Instruction to the tutor: Please send immediately after the session to Academic Affairs office (Mail code 3155, ext 51067)

King Saud bin Abdulaziz University for Health Sciences

College of Medicine Female Medical Student Branch

Form UCE 2: PBL Session Assessment (When Student Acts as facilitator)

Summative

Formative

Date: / /

The Student Facilitator:

0

1

2

3

1. Followed the logical sequence of PBL

2. Was well prepared

3. Kept the group focused

4. Oversaw time management

5. Provided well balanced intervention

6. Provided feedback on the discussion

7. Encouraged fair participation

8. Asked for references

9. Discussed the case with tutor before the first session

Total Mark ( ) x 3 = 27



PBL Session PPD Session CDT Session PDT Session Other: ________

GROUP: ________

Assessor’s Name: _________________________ Badge:___________________________

Topic/Title: ______________________________ Date and Time: _____________________

Student Number

Student Name X L 0 1 2 3

Key:

3 = Outstanding contribution (prepared and participated) to the group (without dominating other group members).

2= Contributed (prepared and participated) effectively to the functioning of the group (without dominating other group members).

1 = Contributed (participated) sufficiently to the functioning of the group.

0 = Did not contribute significantly to the functioning of the group.

L = Came late and/or left early and/or left during the session for more than 10 minutes.

X= Was absent.

* This form for official use only; revised as of May 2009

Instruction to the tutor: Please insert in the assessment box immediately after the session or send to Academic Affairs office (Mail code 3155, ext 51067)


Form UCE 3: Participation Assessment



Student: Student ID:

Clinical Rotation:

Start Date:

0 Not achieved - Please complete BOTH sides of this form. - Students: Please photocopy page 2 of this form to take to your next rotation. - Supervisor to insert in the assessment box or return to Academic Affairs office

1 Poor

2 Below average

3 Borderline

4 Satisfactory

STUDENT SELF-ASSESSMENT

Complete prior to discussion with your supervisor

CRITERIA 0 1 2 3 4

1. Patient history 2. Physical examination 3. Case summary 4. Problem list & DD 5. Understanding of basic & clinical science concepts 6. Investigation & management plan 7. Ethical issues related to patient care 8. Communication with patients, relatives & staff 9. Appropriate professional behaviour 10. Overall progress for this stage of the Program

Total Mark ( ) x 8 =

40

Student Signature:

Date: * This form for official use only; revised as of March 2010

Instruction to the students: Immediately after the session, please submit to Academic Affairs Office

(Mail code 3155, ext 51067)


Form UCE 4: Clinical Attachment Assessment (Student Report)



*

Student:

Student ID:

Clinical Rotation:

Start Date:

0 Not achieved - Please complete BOTH sides of this form. - Students: Please photocopy page 2 of this form to take to your next rotation. - Supervisor to insert in the assessment box or return to Academic Affairs office

1 Poor

2 Below average

3 Borderline

4 Satisfactory

CLINICAL SUPERVISOR ASSESSMENT

Please discuss with your student

CRITERIA 0 1 2 3 4

1. Patient history 2. Physical examination 3. Case summary 4. Problem list & DD 5. Understanding of basic & clinical science concepts 6. Investigation & management plan 7. Ethical issues related to patient care 8. Communication with patients, relatives & staff 9. Appropriate professional behaviour 10. Overall progress for this stage of the Program

Total Mark ( ) x 8 =

40

This form for official use only; revised as of March 2010

Instruction to the tutor: Please insert in the assessment box immediately after the session

or send to Academic Affairs office (Mail code 3155, ext 51067)


Form UCE 5: Clinical Attachment assessment (Supervisor Report)

Student Signature:

Date:

Supervisor Signature:

Date:



STUDENT SELF-ASSESSMENT (must complete prior to meeting with your supervisor)

1. What did you perform well?

........................................................................................................................................................................

........................................................................................................................................................................

........................................................................................................................................................................

2. What do you need to improve? .............................................................................................................

........................................................................................................................................................................

........................................................................................................................................................................

3. What strategies will you use to improve in these areas? ...................................................................

........................................................................................................................................................................

........................................................................................................................................................................

SUPERVISOR COMMENTS (complete and discuss with your student)

1. What did the student perform well? ....................................................................................................

........................................................................................................................................................................

2. Areas needing improvement: ................................................................................................................

........................................................................................................................................................................

........................................................................................................................................................................

3. Suggested strategies for improvement: ..............................................................................................

........................................................................................................................................................................

........................................................................................................................................................................

4. To complete this form I have consulted with:

Consultant Fellow Intern/Resident Nursing Staff

Student Name & Signature:

Clinical Rotation:

Date:

Supervisor’s Name & Signature:

Date:

* This form for official use only; revised as of March 2010


Form UCE 5: Clinical Attachment assessment (Supervisor Report) – Continuation

This page should be retained by the students for review by next clinical supervisor.

This page is part of your portfolio



Checklist for assessing student as a group leader in the group sessions devoted to a CDT strategy.

Topic/Title: ___________________________________________

Student Name: ________________________ I.D: ___________

Partner Name: ________________________ I.D: ___________

Student Report: 0 1 2 3 4 1. Provides a description of scenario and population-level

2. Provides a brief summary of the health problem and its distribution in the population with regional statistics


4. Defines one potential strategy for addressing the problem (each student defines one strategy as per the web outline)

5. Appraises the evidence for efficacy – include harms and benefits (each student appraises the evidence for their strategy)

6. Discusses how this would impact on the health system & consider resource implications for each strategy (each student to consider their own)

7. Identifies key stakeholders who would be affected by the implementation of each strategy & discusses potential roles for each stakeholder (this may be done jointly or separately depending on the problem)

8. Leads group discussion comparing their strategy with that of student partner

9. Makes recommendations based on findings (NB: Public health problem solving may adopt more than one strategy if appropriate)

10. Suggests areas for further research

Total Mark (____) x 4

40 =

General comments:

Assessor Name:

Signature: Date: * This form for official use only; revised as of March 2010

Instruction to the tutor: Please send immediately after the session to Academic Affairs office (Mail code 3155, ext 51067)


Form UCE 6: Community and Doctor Theme Assessment

0 Not achieved

1 Poor

2 Below average

3 Borderline

4 Satisfactory



Checklist for assessing student as a group leader in the group sessions devoted to a CDT strategy.

Topic/Title: ___________________________________________

Student Name: ________________________ I.D: ___________

Tutor Name: _________________________

Process 0 1 2 3 4 1. Respects values opinions of the participants

2. Open to constructive feedback

3. Provides constructive feedback to participants when required

4. Shares information effectively

5. Manages time effectively

6. Helps to keep the group focused on the task

7. Encourages involvement of all participants

Clinical Reasoning and Subject Content

8. Contributes constructively to the subject content

9. Builds on other group members’ contributions

10. Acknowledges gaps in own knowledge

11. Educational value of the content delivered

12. Quality of PPD examples given from real-life settings

Total Mark (_____) x 4

48 =

Comment/s which could assist student development: ______________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

Assessor Name:

Signature: Date:

*Revised as of December 2007 Dr Andleeb Arshad Approved, UCE Committee

* This form for official use only; revised as of March 2010

Instruction to the tutor: Please send immediately after the session to Academic Affairs office (Mail code 3155 ext. 51067)


Form UCE 7: Personal Professional Development Assessment

0 Not achieved

1 Poor

2 Below average

3 Borderline

4 Satisfactory



Group Function Respects values, opinions of other members of the group [is considerate of others’ perspectives; does not ridicule/put-down; provides opportunity for others’ contributions]

Actively listens to other group members [pays attention to what others are saying; builds on what others have said;] Open to constructive feedback on tutorial performance [appears willing to receive feedback; invites feedback from other group members] Gives constructive feedback to other group members [provides feedback which is, e.g., specific, non-judgmental , acknowledges strengths, not emotionally manipulative] Encourages involvement of other group members [does not consistently dominate discussions; draws in non-contributing group members] Helps to keep the group focused on the task [helps to redirect discussion, summarizes discussion from time to time] Helps the group to evaluate its PBL process [encourages/demonstrates reflection; acknowledges individual strengths as well as areas for improvement]

Clinical Reasoning Contributes constructively to the clinical reasoning process [demonstrates both divergent and convergent thinking; encourages discussion and multiple perspectives; demonstrates an evidence-based approach]

Builds on other group members’ contributions [acknowledges others’ ideas; incorporates others’ contributions; provides constructive feedback; actively listens]

Acknowledges gaps in own knowledge [identifies personal learning needs; takes personal responsibility] Shares information effectively with the group [researches, summarizes, reports information; contributes to the groups’ developing knowledge] GLOBAL RATING [Taking all things into consideration, the overall impression of the quality of participation; not simply adding-up ticks – but should reflect the trend in the ratings]


Form UCE 7: Personal Professional Development Assessment – Continuation



Student Name: _________________________ I.D: ______________

Topic Title: ______________________________________________

BEHAVIOUR 0 1 2 3 4 1. Formulate a well-built clinical question

2. Correctly identify the type of question


4. Develop a reasonable search strategy

5. Select a reasonable piece of research

6. Apply appropriate criteria for appraisal

7. Clearly describe the research design

8. Clearly describe the research methods

9. Clearly describe the research findings

10. Identify potential sources of bias

11. Identify potential effects of bias

12. Discuss the strengths of the research

13. Discuss the weaknesses of the research

14. Discuss the level of evidence provided

15. Draw conclusions supported by their evidence

16. Discuss the implications for their patient

17. Identify unanswered questions

18. Use good support materials

19. Give a coherent presentation

20. Summarize well

Total Mark (_____) x 4 = 80

Things performed well Things for improvement

Assessor Name:

Signature: Date:

This form for official use only; revised as of March 2010

Instruction to the tutor: Please send immediately after the session to Academic Affair’s office (Mail code 3155, ext 51067)


Form UCE 9: PEARLS Assessment

0 Not achieved

1 Poor

2 Below average

3 Borderline

4 Satisfactory



Name: _____________________________Badge No: _________ Student No.: ______________

Block: ______________________Subspecialty: _______________Hospital: KAMC-Riyadh

CBD form is to be completed at the time assigned for this activity. The form should be immediately completed upon the conclusion of the procedure with immediate feedback. Patient problem/ Diagnosis:

___________________________________________________________________________________

Case setting: Out-patient In-patient Emergency Dep. Others:

____________

Case Complexity: Low Moderate High

Focus (More than one may be selected): Data Gathering Diagnosis Management Counseling

Assessor Comment on Student’s performance Student comment on his/her performance

Assessor Student Name: ___________________________

Name: _________________________

Signature: ________________________ Signature: ______________________ Date: ____________________________ Date: __________________________ This form is for official use only; revised as of March 2010


Form UCE 11: Case Based Discussion (CBD)

Competencies Satisfactory

(4) Borderline

(3)

Below average

(2) Poor (1)

Not achieved

(0)

1. Professional approach to patient

2. Data gathering and interpretation

3. Making diagnosis and decisions

4. Clinical management

5. Managing medical complexity

6. Working with colleagues and in

teams

7. Maintaining an ethical approach

8. Fitness to practice

9. Overall assessment

Total Mark (______) x 4 = 36

Student satisfaction from CBD



Rationale: Case-Based Discussion (CBD) is part of the mandatory summative/formative assessment tools within KSAU-HS framework for student’s competency. CBD is a tool to assess clinical judgment, decision-making and the application of knowledge in relation to patient care. It allows the students to apply clinical reasoning in their practice. This may include discussing ethical and legal framework of practice and facilitate feedback in order to guide learning. It is not focused on the ability to make a diagnosis. As an actual patient record is used, it also allows the trainer to evaluate the quality of record keeping and presentation of the case. Passing this evaluation is not the aim, performing it with immediate feedback and lessons learnt is the ultimate goal. Therefore, this assessment should not be approached as if it was an examination. Process: The student should be responsible for the conduction of the event. A minimum of two CBD is needed per clinical block. The process should end with a structured discussion between the student and supervisor:

The student must ensure that the supervisor is aware of patient details in order to offer learning opportunities for discussion.

The supervisor discussed the case in depth with the student for 15-20 minutes.

An assessment form is completed by the supervisor who then provides immediate feedback to the student for approximately 5 minutes.

The assessment form should be part of the student’s Portfolio. Skills to be assessed:

Professional approach to patient

Data gathering and interpretation

Making diagnoses/decisions

Clinical management

Managing medical complexity

Working with colleagues and in teams

Community orientation

Maintaining an ethical approach.

Fitness to practice Feedback: To maximize the educational impact of assessment on student’s performance, areas that are particularly good as well as those where there is scope for improvement should be discussed the student. Feedback should be give sensitively, in a suitable environment. Areas for development should be identified, agreed and recorded on the assessment form. Outcome of assessment: The outcome of the assessment is a global professional judgment of the assessor that the student has completed the task to the standard expected at his level.


Form UCE 11: Case Based Discussion (CBD) - Continuation



Name: ____________________________ Badge No: _________ Student No.: _____________

Block: ____________________ Subspecialty: __________________ Hospital: KAMC-Riyadh

Mini-CEX form is to be completed at the time assigned for this activity. The student must be observed performing a history taking and physical exam. The form should be immediately completed upon the conclusion of the procedure. Patient problem/ Diagnosis:

_______________________________________________________________________________________

Case setting: Out-patient In-patient Emergency Dep. Others: ______________

Case Complexity: Low Moderate High

Assessor Comment on Student’s performance Student comment on her performance

Assessor Student Name: ___________________________

Name: _________________________

Signature: ________________________ Signature: ______________________ Date: ____________________________ Date: __________________________ This form is for official use only; revised as of March 2010

Instruction to the tutor: Please send immediately after the session to Academic Affairs office (Mail

code 3155 ext 51067)



Form UCE 12: Mini Clinical Evaluation Exercises (Mini-CEX)

Competencies Satisfactory

(4) Borderline

(3)

Below average

(2) Poor (1)

Not achieved

(0)

1. Professional approach to patient

2. History taking skills

3. Physical examination skills

4. Clinical diagnostic skills

5. Clinical judgment & synthesis

6. Patient management skills

7. Communication skills

8. Overall clinical competence

Total Mark (______) x 4 = 32

Student satisfaction from Mini-

CEX



nt



Rationale: Mini-CEX is part of the mandatory summative/formative tools within KSAU-HS framework for student’s competency. Students will have the opportunity to receive immediate feedback on skills essential to provide good clinical care by observing an actual clinical encounter. The Mini-CEX will reflect students’ performance doing clinical skills routinely considered part of patient encounters. It is integrated in different aspects within the clinical environment including in-patient and out-patient setting. Passing this evaluation is not the aim, performing it with immediate feedback and lesson learnt is the ultimate goal. Therefore, this assessment should not be approached as if it is an examination rather than an educational tool. Process: The student should be responsible for the conduction of the event. A minimum of two mini-CEX is needed per block. The process should end with a structured discussion between the student and supervisor:

A selected case from the in-patient or out-patient setting to be interviewed by the student under direct supervision.

The student should present the case, conclusion and reasons for actions. It should take no longer than 15 minutes.

This should be followed immediately by feedback lasting 5-10 minutes. This should include things done right and those need improvement.

A mini-CEX Form should be completed with the student present.

The assessment form should be part of the student’s Portfolio.

Skills to be assessed:

History-taking skills

Physical examination skills

Clinical diagnostic skills

Clinical judgment & synthesis

Patient management skills

Communication skills

Humanistic qualities & professionalism

Overall clinical competence

Feedback: To maximize the educational impact of assessment, aspects of performance that are particularly good as well as those where there is scope for improvement should be discussed the student. Feedback should be give sensitively, in a suitable environment. Areas for development should be identified, agreed and recorded on the assessment form. Outcome of assessment: The outcome of the assessment is a global professional judgment of the assessor that the student has completed the tasks to the standard expected at his level.



Form UCE 12: Mini Clinical Evaluation Exercises (Mini-CEX) – Continuation



Student Name:____________________________ Student #:_________________

Covered Period: DD / MM /20____ to DD / MM / 20____ Week: ______________

Clinical Rotation:__________________________ Location: _____________________

Day

Case short description

Clinical Supervisor or Designee’s Name,

Signature & Comment

Day 1 S M T W T Date: DD / MM /20__


Day 3 S M T W T

Date: DD / MM /20__



Clinical Supervisor’s Name, signature & comment: DD / MM /20___

Student’s comment:

DD / MM /20___

Formative Feedback Given Not Given Clinical Supervisor’s Name & Signature

* This form is for official use only; revised as of March 2010

Instruction to the tutor: Please insert in the assessment box immediately after the session or send to Academic Affairs office (Mail code 3155, ext 51067)



Form UCE 10: Clinical Attachment Performance Feedback (to be used in clinical rotations with daily activities)

0 Not achieved

1 Poor

2 Below average

3 Borderline

4 Satisfactory



Please note that Surgery Block will commence on 17 November 2013.

Your block book will be ready prior to

the block.

For further announcement.

medicine i block book female

Documents

internal medicine

medicine ebm

emergency medicine rotation

ksauhs consultant

doctor theme cdt

clinical sciences theme

kamc http

clinical attachment