عربي
Skip Navigation Links
ResearchExpand Research
UniversityExpand University
CollegesExpand Colleges
CentersExpand Centers
Admin. UnitExpand Admin. Unit
StaffExpand Staff
StudentsExpand Students
 
Skip Navigation LinksHome Colleges Medicine & Medical Science College Programs Phase II - Medical Sciences    
 
Skip Navigation Links.
PHASE II - Medical Sciences - Programme Level (Years 2, 3 and 4)

In this phase, the curriculum is structured around nine integrated organs/system units. Ninety three health problems are covered during the three years. Problem-Based Learning (PBL) is the main educational strategy, is conducted through small group tutorials and self-directed learning. Content and process of PBL are emphasized.
Health problems are organised into NINE Units as follows :

Unit I: Man and His Environment
Unit II: Life Cycle
Unit III: Respiratory and Cardiovascular Systems
Unit IV: Endocrine, Metabolism and Reproductive Systems
Unit V: GIT & Renal Systems
Unit VI: Haemopoetic and Immune Systems
Unit VII: Integumentary & Musculo-skeletal Systems
Unit VIII: Nervous System, Special Senses & Human Behavior
Unit IX: Medicine, Technology & Society

Objectives of the Programme

  • Make students acquire integrated medical knowledge in different disciplines (Anatomy, Behavioral Sciences, Biochemistry, Biostatistics, Epidemiology, Family & Community Medicine, Microbiology, Immunology, Pathology, Pharmacology, Physiology, and Clinical Sciences) in the context of clinical and community health problems.
  • Early exposure to clinical practice and developing basic clinical skills and professional values in relation to problems studied in PBL tutorials
  • Development of basic diagnostic and laboratory skills in relation to clinical problems
  • Allow students to experience the community perspective of the clinical problems

What is Problem-Based Learning (PBL)?

Problem-based learning (PBL) is a method of learning in which learners first encounter a problem followed by a systematic, learner-centered inquiry and reflection process. PBL is a method designed to help students learn the sciences basic to medicine at the same time they develop the reasoning process used by physicians and other health professionals in their clinical practice.

  • The problem comes first without advance readings, lectures, or preparation.
  • The problem serves as a stimulus for the need to know.

Why is PBL an Integral Element of the CMMS Curriculum?

  • PBL helps learners build a bridge between what they already know and what they need to know.
  • Emphasising active learning, is shown to be more satisfying than passive teacher-to-student learning and to enhance retention and recall
  • Enabling students to learn in the context in which the information will be used, which increases the ability to retrieve and apply information
  • Emphasising student-centered learning in which students are actively involved in setting their own learning goals
  • Focusing on important concepts/prototypes/frameworks, which helps learners organise and store new information in a way that facilitates retrieval and application
  • Utilising problems designed to simulate students’ perception of their future profession, which serves as a powerful stimulus for students’ intrinsic motivation to learn
  • Developing a ‘community of learners’ by creating small groups of students who meet together regularly over a period of time and engage in collaborative discussion, helping them build on each other’s knowledge
  • Actively involving students in monitoring their own progress and reflecting on what works and what needs improvement; frequently assessing student performance and providing feedback

Methods of Curriculum Delivery in Phase II :

  1. Problem Based Learning Tutorials

    In Phase II of the curriculum, each week is designed around one or more conceptual themes reflected in the learning needs for the week. The problem serves as a vehicle for integrating the concepts explored in the various activities for learning that occur during the week.

    What does a typical PBL tutorial look like and how does it flow?

    • Consists of 8-10 randomly assigned students per group
    • Facilitated by one faculty tutor who guides the process without contributing directly to the solution of the problem or being the primary source of information
    • Meeting two times a week for about three hours per session
    • Completing a problem in two sessions:
      • In the first session: They clarify difficult terms related to the problem, identifying the problem exploring pre-existing knowledge by asking questions related to the problem, generating hypotheses and explaining mechanisms and then generate learning needs from the problem.
      • Between Sessions (4 days) : independent self-directed study of learning needs
      • In the second session: discussion of learning needs and application of new knowledge to the problem & assessment/reflection on their performance.
    • Spanning a Unit of time from 6 to 13 weeks

  2. Professional Skills Programme
    The Professional skills Programme is an important element of the medical school curriculum. Through this programme, the student is introduced at an early stage to a core of clinical skills with emphasis on the communication and attitudinal dimension.

    Organisation of the programme :
    • Communication and interviewing;
    • History taking and clinical reasoning;
    • Physical examination of different body systems;
    • Diagnostic investigations;
    • Research skills, critical appraisal and evidence-based medicine;

  3. The Programme possesses the following characteristics :
    1. Emphasis is on learning skills in a controlled standardised and relaxed environment. The Professional Skills Laboratory has been designed to allow its maximal utilisation by students.
    2. Students learn skills under the supervision and direction of a selected group of expert tutors.
    3. Simulated patients are used to ensure mastery of basic clinical examination techniques.
    4. Assignments to take history from a real patient, bed-side teaching and practice on physical examination take place at the end of each unit when the students feel more comfortable in a real encounter with a patient. This ensures a human relationship between the student and the patient.
    5. Formative assessment of skills is undertaken at the end of each unit.
    6. Summative assessment is conducted using Objective Structured Clinical Examination (OSCE) utilising in the form of stations of clinical encounter approach, simulated patients and written case scenarios.
  4. Community Health Programme
    The Community Health Programme serves four main purposes. First, it allows students to experience a community perspective to the clinical problems that they encounter in their tutorials; second, it allows them to practice their basic professional skills; third, it familiarizses them with the health care system, and fourth, it encourages them to become active participants in improving the health status of families and communities in Bahrain and in other Gulf Cooperation Council Countries.

    The programme has three components :
    1. The Maternal and Child Health Programme
      Child Health is integrated with the Unit System in Year 2, and Maternal Health with that in Year 3. Students are introduced to a priority community health initiative, that is committed to the needs of mothers and their children.

      In addition to practicing communication and clinical skills, students will be exposed to the preventive and health education components of health care.
    2. The Family Studies Programme
      This programme is implemented in Year 3 and allows students to learn about how families function, and how they cope with life events, illnesses and social difficulties. Students learn how to enhance the health status of families through :
      1. Establishing effective relationships and communication skills between family members;
      2. Enhancing the management of patients health problems by their family doctors;
      3. Identifying, with the family, important health education opportunities;
      4. Involving families in verifying or modifying their understandings and health behaviours, concerning an illness or significant life event;
      5. Promoting a health life style;
      6. Facilitating care by connecting them to available social and health agencies.

    3. The Community Oriented Research Project
      This programme overlaps Years 3 and 4. Students in groups determined by their country of origin, undertake a field research project that explores relevant and priority community health issues. The research project familiarises students with research methodology, allows them to gain awareness of their community health problems and appreciate the role to research.

      All the three components of the Community Health Programme reinforce the role of the medical student as a community health advocate, an agent for positive change in the health of individuals, families and communities.
Copyright © 2010 Arabian Gulf University Contact: Tel:17239999, Fax:17272555 | Home | Location | site map| عربي |