© College of Medicine, Aljouf University

229
16

16
The undergraduate program is six years (twelve semesters) divided into three phases:
Phase 1: Premedical phase Premedical year (semesters 1&2)
Phase 2: Integrated organ-system phase Medical 1st, 2 nd
and 3rd years (semesters 1- 8)
Phase 3: Clerkship phase 4 th and 5th years (semesters 9-12)
Table 1: courses/blocks in each phase by semester with titles, symbol, number and duration in credit hours & their distribution (theory + practical)
Stage Level
Phase I Premed
Course Course Credit Prerequisite

First
Second
English Language 1
Arabic Language I
Introduction to Computer and Information
Technology
General Physics
Statistics
Total Units
Arabic Language II
Organic Chemistry
Islamic Study I
Psychosocial Science and
Communication Skills
English Language 2
Human Biology
General Chemistry
Total Units
Symbol hours
ENGL- 121 3 (1, 0, 4)* ---------
ARB-101 2 (2, 0, 0)
COM-101 4 (3, 0, 2)
--------
---------
PHYS-101 4 (3, 0, 2)
STAT-101 3 (2, 2, 0)
16
ARB-103 2 (2, 0, 0)
CHEM-106 2 (2, 0, 0)
IC-101 2 (2, 0, 0)
SOCI-107 2 (2, 0, 0)
--------
-------
------
------
-------
-------
ENGL- 032 6 (4, 0, 4) ENGL - 121
BIOL-106 4 (3,0 , 2) ----------
CHEM-105 2 (2, 0, 0)
20
---------
Credit hours
Credit hours
Year and
Semester
Course title
Concepts & process of learning
Course # & symbo l
Credit
(hours)
MEDU 201 3(2, 0, 2)
Prerequisite
Phase I
Growth & development GRTH 202 5(2,0, 7) Medical education
Blok
Man, his environment & metabolism ENV 203 7(4, 0, 6) MEDU-201
Principles of disease DSP 204 6(3,0 , 6) MEDU-201
Musculoskeletal system & integument MSK 205 9(4, 0, 10) DISP 204
Health & illness in the community -I* HIC-I 206 2(0, 0, 4) STAT 101
Clinical skills-1* SKIL-1 207 2(0, 0, 4)
Islam & community org IC-II 102 2(2, 0, 0)
---------
-------

anization*
Economic system in Islam*
Total Hours
Reproduction & Endocrine
Hemopoietic & Immune systems
IC-III 103 2(2, 0, 0)
38
------
GUS-1 301 9(4, 0, 10) DSP 204
HIMS 302 8(5, 0, 6) Phase I
Cardiovascular System CVS 303 7(3, 0, 8) DSP 204
Respiratory system
Health & illness in the community -2* HIC-2 305 2(0, 0, 4)
Clinical skills-2*
RESP 304 7(3, 0, 8)
DSP204, ENV203
SKIL-2 306 2(0, 0, 4)
STAT 106, HIC-206
------
Principles of political system in Islam* IC-IV 104 2(2, 0, 0) ------
Total Hours 37
Gastrointestinal system GIT 311 8(4, 0, 2) Phase I, DSP204
Urinary system GUS-2 312 5(3, 0, 4) Phase I, DSP204
Nervous system, special senses & behavior
Integrated Multisystem &
Therapeutics
NS
THR
313 10(5,0,10)
314 10(5,0,10)
Phase I, DSP204
**
Health & illness in the community -3* HIC-3 315 2(0, 0, 4) HIC 305
Clinical skills-3* SKIL-3 316 2(0, 0, 4) ------
Clinical skills-4* SKIL-4 317 2(0, 0, 4) ------
Total Hours 39
* Longitudinal courses
The organ-system blocks: musculoskeletal and integument; reproduction and endocrine; hemopoetic and immune; cardiovascular; respiratory; urinary; gastrointestinal; and nervous systems .

Medicine -1
Medicine -2
Surgery
Orthopedics
Ear, Nose & Throat
Ophthalmology
Medical Radiology
Dermatology
MED-1 401 4(4, 0,0)
Prerequisite
Phase II
MED-2 402 11(0,0,22) Phase II
SURG 403 11(2,0,18) Phase II
ORTH 404
ENT 405 3(1, 0, 4)
OPHTH 406
5(1, 0, 8)
3(1, 0, 4)
Phase II
Phase II
Phase II
RAD 407 2(1, 0, 2)
DERM 408 2(1, 0, 2)
Phase II
Phase II
Total hours 41
Pediatrics
Family & Community Medicine
Obstetrics & Gynecology
Psychiatry
PED 411 11(2,0,18) Phase II
FCM 412 6(2, 0, 8) ------
OBGN 413 8(2,0,12)
PSYC 414 4(2, 0, 4)
Phase II
Phase II
Emergency Medicine
Forensic Medicine*
Islamic Medical Ethics*
EMERG 415 4(1, 0, 6)
FORM 416 2(1, 0, 2)
IME 417 3(2, 0, 2)
Total hours 38
* Longitudinal courses
Summary of distribution of credit hours by curriculum phases and academic years
Phase Year Credit hours
Phase II
Phase II
Phase II
Premed
Integration of Basic Sciences
(Body Systems)
Preparatory
First
Second
Third
Clerkship (Clinical training)
Fourth
Fifth
Total credit hours for graduation
36
38
37
39
41
38
229

Phase 1: Premedical Program (premed year: semesters I & 2)
Successful completion of the premedical program (38 credit hours) is a prerequisite for the study in the College of Medicine. During this year the students study Islamic culture, Arabic,
English, Chemistry (general & organic), Biology, Physics, Social sciences, Biostatistics, and
Computers.
The aim is to introduce the future medical student to the usage of medical English and to improve his knowledge in Islamic culture, Arabic, physics, chemistry, and computers.
The program is mainly taught in the traditional lecture format mixed with a few tutorials and practical sessions. A comprehensive examination is conducted at the end of each semester and a minimum of GPA of 3.0 out of 5 is required for admission to the College of Medicine.
Evaluation is generally used as an embracive term while assessment is specifically limited to students; but the two terms are often used interchangeably. There are two main types of evaluation , formative and summativ e.
Formative evaluation or assessment is one that is conducted during course to monitor progress and detect any strengths and weaknesses in the program as a whole including students in order to rectify the deficiencies at an early stage. The results of any tests used for formative evaluation should not, repeat not, be used to contribute marks for either the continuous or final (summative) evaluation/assessment.
Summative assessment has two components: continuous assessment (40%) and final assessment (60%) and the marks and grades are scored according to the course unit (credit hour) system as follows (Table 1).
Table 2: College credit hour scoring system
Mark Grade Symbol points
95-100
90->95
85->90
80->85
75->80
70->75
65->60
60->65
Excellent +
Excellent
Very good +
Very good
Good +
Good
Average
Below average
A+
A
B+
B
C+
C
D+
D
5
4.75
4.5
4
3.5
3
2.5
2
Below 60 Fail F 1
In phase 1 (premedical program ) the required level for promotion to the medical program is a grade point average (GPA) score of at least 3.5 out of 5.

ENGL-121 : English Language-1
يسارد رر قم فصو جذومن
Reading
ةءارقلا تاراهم :ررقملا
:قباس بلطتم لولأا :
مسإ
ىوتسملا ) 4 ،
ENGL – 121
: هزمرو ررقملا مقر
0 ، 1 ( 3 : )يلمع ،نيرامت ،يرظن( ةيساردلا تادحولا
NGM 121 is a general English course for undergraduate students of the Faculty of Science. The course aims to strengthen students’ foundational knowledge of English grammar as quickly as possible. Topics covered include revision of auxiliary verbs and pronoun systems, the simple present and simple past tense, the passive voice, the modal auxiliaries can, should, and would.
Students will also be expected to master a core vocabulary of some 1200 common words. NGM
121 also includes an introductory listening component
: عجارملاو ةررقملا بتكلا
Course materials: Azar, Fundamentals of English Grammar, student text and workbook (Longman)
McCarthy, O’Dell and Shaw, Basic Vocabulary in Use (Cambridge)
Helgesen, Brown, and Smith, Active Listening 1, (Cambridge)
Teaching Methods:
Lectures
Discussion rounds
Evaluation Means:
Semester Examination: Written 40%
Final Examination: Written 60%
: عجارملاو ةررقملا بتكلا

Reading Power 2 nd Ed. By Beatrice S. Mikulecky and Linda Jeffries, Addison Wesley,
Longman, Inc (1998).

يسارد ررقم فصو جذومن
ةيوغللا تاراهم لا :ررقملا
لولأا :
مسإ
ىوتسملا ) 0
ARAB – 101 : هزمرو ررقملا مقر
، 0 ، 2 ( 2 : )يلمع ،نيرامت ،يرظن( ةيساردلا تادحولا
:ررقملا تايوتحم فصو
ةباتكو ، ًاميلس ًاقطنو ًامهفو ةءارق ةيساسلأا ةيوغللا تاراهملا
ةيانعلا عم ، ةيوغللا ةملاسلا هب ق قحتت
مادختسا ىلع بلاطلا تاردق ةيمنت ىلإ رر
وحن ىلع بدلأاو ملعلا نع ةربعملا اهصوصن يف ةغللا مادختسا نم
قملا اذه فدهي
اقلاطنا ،ةحيحص
.
قايسلاو غيصلاب اهطابتراو ةفلتخملا تلالادلاب
.طشانملا ضعب لامعتسا عم ةبسانملا ةيوبرتلا قرطلا ةطساوب ايرظن
:سيردتلا قرط
ةداملا حرش متيس -
% 40
% 60
:ميوقتلا ماظن
:ىلصف ناحتما
:يئاهن ناحتما
: عجارملاو ةررقملا بتكلا
.مسقلاب سيردتلا ةئيه ءاضعأ دادعإ نم تاركذم 
يسارد ررقم فصو جذومن

) 1 ( ةماع ءايزيف
: قباس بلطتم
:ررقملا
لولأا :
مسإ
ىوتسملا
PHYS - 101
: هزمرو ررقملا م قر
) 2 ، 0 ، 3 ( 4 :)يلمع ،نيرامت ،يرظن( ةيساردلا تادحولا
:ررقملا تايوتحم فصو
نوناااق اااكت حلاا ةااكرحلل نتوااين نيناوااق ةاايطخلا ةااكرحلا نزاوااتلل لولأا طرااشلا تاااهجتملا
ةـااكرحلا ةـاايمك ةـااظفاحملا ريـاا و ةـااظفاحملا ىوـااقلا ةقاـااطلا
– ) يلوـنرب ةلداـعم رارمتـسلاا ةلداعم ( عئاوملا نايرس -
ةردااقلا لغااشلا ماااعلا ةاايبذاجلا
. تاـمداصتلاو ةـيطخلا
ةجزللا ري عئاوملا اكيناكيم ةنورملا
ةرارـحلا لاـقتنا ديرـبتلل نتوين نوناق -
. يحطـسلا رتوـتلا يلوـنرب ةلداـعم ى ـلع تاقـيبطت
ةيعونلا ةرارحلا ةرارحلا ةيمك ةرارحلا ةجرد
. عاعـشلإاو لـمحلاو ليصوتلاب
: اكـيناكـيملا
: ةداـملا صاوـخ
: ةرارـ ــ ــحلا
يلمعلا ءزجلا بناجب طشانمل
:سيردتلا قرط
ا ضعب لامعتسا عم هبسانملا هيوبرتلا قرطلا ةطساوب ايرظن هداملا حرش متيس -
. ءايزيفلا مسق لماعمب ةفلتخملا ةيلمعلا براجتلا ىلع
:ميوقتلا ماظن
%
%
20
30
:ىلصف ناحتما
ىلمع ناحتما
% 50 :يئاهن ناحتما

Physics For Scientists And Engineers With Modern Physics ( 5 th
edition ) By:
Serway & Beichner .
) شوـب ( ءايزـيفلا تايـساسأ 
يسارد ررقم فصو جذومن
ةجمربلاو تابساحلل ةمدقم :ررقملا
لولأا :
مسإ
ىوتسملا ) 2 ،
COM- 101
: هزمرو ررقملا مقر
0 ، 3 ( 4 : )يلمع ،نيرامت ،يرظن( ةيساردلا تادحولا
:ررقملا تايوتحم فصو

ةيقطنملا بساحلا تادحو ، جارخلإا تادحو / لاخدلإا تادحو ( اهنم لك ةفيظوو يللآا بساحلا تادحوو تانوك مب فيرعت
زودنيوو سود بساحلا ليغشت مظن ، اهفينصتو تابساحلا عاونأ ، اهسيياقمو ةدعاسملاو ةيسيئرلا بساحلا ةركاذ )
حئاول ، تاملكلا جلاعم ، هتامادختساو ةيقيبطتلا بساحلا جمارب مظن ، ةجمربلا تاغل لايجأ ، تانايبلا ةجلاعم ، سكنويو
. بوساحلاب لئاسملا لح قرط ، ةينورتكللاا تاحفصلا ميمصتو تاحفصتملا ، ينورتكللاا ديربلا ، ينايبلا مسرلاو تانايبلا
بناجلا يلإ ةفاضلإا ب طشانملا ضعب لامعتسا عم ةبسانملا ةيوبرتلا
:سيردتلا قرط
قرطلا ةطساوب ايرظن ةداملا حرش متيس -
. يللآا بساحلا ةزهجأ مادختساب يلمعلا
:ميوقتلا ماظن
% 20
%
:ىلصف ناحتما
30 يلمع ناحتما
% 50 :يئاهن ناحتما
:عجارملاو ةررقملا بتكلا
STAT-101: Statistics 3(2, 2, 0)
) 1 ( تلاامتحلااو ءاصحلإا ئدابم :ررقملا مسإ
لولأا : ىوتسملا
يسارد ررقم فصو جذومن
)
STAT- 101
: هزمرو ررقملا مقر
0 و 2 و 2 ( 3 : )يلمع ،نيرامت ،يرظن( ةيساردلا تادحول ا
:ررقملا تايوتحم فصو
، تاعومجملا ، تتشتلا سيياقم ، ةيزكرملا ةعزنلا سيياقم ، اهضرعو تانايبلا ميظنت ، تلاامتحلااو ءاصحلإا يف ةمدقم
. يعيبطلا عيزوتلا ، نيدحلا يذ عيزوت ، ةيلامتحلاا تاعيزوتلاو ةيئاوشعلا تاريغتملا ، تلاامتحلاا ئدابم
:سيردتلا قرط
.نيرامتلا لح يلإ ةفاضلإاب طشانملا ضعب لامعتسا عم ةبسانملا ةيوبرتلا قرطلا ةطساوب ايرظن ةداملا حرش متيس -
: عجارملاو ةررقملا بتكلا
رونأ .د ،يدنه .د ،يرب .د :فلؤملا ،تلاامتحلااو ءاصحلإا ئداب م 

يسارد ررقم فصو جذومن
ةيملاسلإا ةفاقثلا ىلإ لخدملا :ررقملا مسإ
ي ناثلا : ىوتسملا ) 0 ، 0 ، 2 ( 2
ملس 101 :
: )يلمع ،نيرامت ،يرظن(
هزمرو ررقملا
ةيساردلا
مقر
تادحولا
زاربإو
:ررقملا تايوتحم فصو
، ةيساسلأا ملاسلإا رداصمب ةملسملا لايجلأا طبرو ، ةحيحصلا ةيملاسلإا ةديقعلا خيسرت ىلإ ررقملا اذه فدهيو
اهريثت يتلا تلاكشملل ةبسانملا ةيملاسلإا لولحلا داجيإو ، ملسملا ولس يف يح عقاو ىلإ فراعملا هذه لوحت ةيمهأ
بابسأو ةيملاسلإا ةملأا عقاو نايبو ، ةيملاسلإا ةراضحلا سسأب فيرعتلا اذكو ، اهتاهبش در عم ةيعضول ا مظنلاو تايرظنلا
. اهب ضوهنلا لبسو اهفلخت
:سيردتلا قرط
.طشانملا ضعب لامعتسا عم هبسانملا هيوبرتلا قرطلا ةطساوب ايرظن هداملا حرش متيس -
% 40
% 60
:ميوقتلا ماظن
:ىلصف ناحتما
:يئاهن ن احتما
: عجارملاو ةررقملا بتكلا
،تيوكلا ،ملقلا راد :رشانلا ،)ـه 1407
رقشلأا .د :فلؤملا ،ةليصأ ةيملاسإ ةفاقث وحن
ةعساتلا ةعبطلا( ملاس داشر دمحم .د :فلؤملا ،ةيملاسلإا ةفاقثلا ىلإ لخدملا
.
1
.
2
ـه 14 / / : خير اتب .......................... هتسلجب ةيلكلا سلجم ةقفاوم

A R A B 1 0 3 : : E x p o s i i t t o r r y W r r i i t t i i n g 2 ( ( 2 , , 0 , , 0 ) )
يسارد ررقم فصو جذومن
يبرعلا ريرحتلا :ررقملا
يناثلا :
مسإ
ىوتسملا
ARB - 103 ِ : هزمرو ررقملا مقر
) 0 ، 0 ، 2 ( 2 :)يلمع ،نيرامت ،يرظن( ةيساردلا تادحولا
:ررقملا تايوتحم فصو
: ثيح نم ةحيحصلا ةيبرعلا ةباتكلا ىلع بلاطلا ةردق ةيمنت ىلا ررقملا اذه فدهي
ىالإ ةاباتكلا عواضوم مياسقت ىالع ةرداقلا بالاطلا بااسكإ ، ميقراتلا تااملاعو يبااتكلا ماسرلا ةحاص ، يوغللا بيكرتلا ةحص
. ًايقطنم ًلاسلست ةلسلستم تارقف
.طشانملا ضعب لامعتسا عم ةبسانملا ةيوبرتلا قرطلا ةطساوب ايرظن ةداملا حرش متيس -
:سيردتلا قرط
%
%
40
60
:ميوقتلا ماظن
:ىلصف ناحتما
:يئاهن ناحتما
يبرعلا ريرحتلا )م
:عجارملاو ةررقملا بتكلا
2002 ( يقوشو حيرفلا 
Course Outline:
General concepts, chemical calculations, molecular weight and chemical reactions in aqueous solutions, energy and its transformation, chemical bonds and chemical reactions and the cyclic table, thermal chemistry, properties of substances and

attraction forces between molecules, physical properties of solutions, chemical equilibrium and neutralization of acids and alkalis in aqueous solutions, chemical mobility.
By the end of this course, student should be able to:
- Describe the atomic structure and define atomic number, mass number and isotopes
- Define chemical bonding and mentioning its types
- Explain the properties of double bond union and hydrogen bond
- Mention types of chemical reactions and defining reversible and irreversible reaction rates
- Define mole, molar mass describing molality and molarity
- Calculate formulas equivalents, molecular weights, equivalent weight and molar number
- Define oxidation, reduction, and describe oxidation reduction reactions
- Define metabolism, anabolism and catabolism
- Mention types of solutions, defining solution and solubility
- Define acids, alkalis, neutralization and explain acid alkali bonding and define pH and its calculation
- Define buffers and mention their types
- Define energy activation and endothermal and exothermal reactions
- Illustrate the types of chemical equilibrium and the reactions that affect them and define state of equilibrium
Teaching Methods:
Lectures
Discussion rounds
Practical lessons
Evaluation Means:
Semester Examination: Written and Practical 40%
Final Examination: Written and Practical 60%
Reading List:
-
General Chemistry. Ebbing DD
-
General Chemistry. Hill j et al

CHEM-106 Organic Chemistry
Prerequisite: ------
2(2, 0, 0)
Course Outline:
Chemical structure and bonding, classification of aliphatic and aromatic hydrocarbons and their properties and reactions, organic halides, alcohols, ethers, and phenols, aldehydes, ketones, amines and acids and their derivatives, fats, carbohydrates and proteins.
By the end of this course student should be able to:

Define hydrocarbons and their classification; describe aliphatic and non aliphatic ones and their nomenclature and functional groups
 Describe types of definite similarity and explain mechanisms of different organic reactions
Describe reactions of deletion, addition and substitution
 Define alkenes, alkynes, alkynes and their uses, mentioning their physical and chemical properties
 Define methane, ethylene, and acetylene and mention their properties

Define aromatic compounds, describe benzene structure and mention their physical and chemical properties

Define alkyl halides, ether and alcohol and their classification and their physical and chemical properties

Define carbonyl compounds, their classification, properties and mention their chemical and physical properties

Define aldehyde and acetone mentioning their physical & chemical properties

Define carbohydrates and their classification; describe glucose, disaccharides and polysaccharides giving examples

Show the uses of carbohydrates

Define fats, classification and their uses

List essential fatty acids and phospholipids and their functions

Describe cholesterol structure and mention its functions

Define protein and amino acids, their classification and properties

Define nucleic acids and describe nitrogenous base structure

Define enzyme, coenzyme and vitamin
Teaching Methods:
Lectures
Discussion rounds
Practical lessons
Evaluation Means:
Semester Examination:
Final Examination:
Written and Practical 40%
Written and Practical 60%
Reading List:
 Mc Murray. Organic Chemistry

Wade L. Organic Chemistry

Brabson D. Introductory Organic and Biochemistry Experiments for students in Health
Professions

SOCI-107: Introduction to Psychosocial Science and Communication Skills 2(2, 0, 0)
Course Outline:
Principles and concepts of sociology, society and social phenomena and components of the social construction, interpretation of health and disease problems within the social domain, role of sociologist in the medical field, relations of disease to childhood, aging and environment, health education and reducing community disorders especially narcotic addiction, perverted behaviors, nature of psychological and mental illnesses and integration of their diagnostic, therapeutic and spiritual bases, social and psychological role of the specialist in medical organizations and the society.
By the end of this course student should be able to:

Defining society and describing social phenomena and showing components of the social construction

Describe the effect of disease and health problems on the society
 Explain the relation of disease to childhood, aging and environment

Demonstrate the role of the social specialist in health education and combating community disorders

Define narcotic and its types and negative effects on society and individual

Define psychology and nature of psychological illnesses and integration of the diagnostic bases of spiritual and corporeal diseases

Explain the role of the social and psychological specialist in hospitals and other health foundations

Understand the basics of effective communication.

Understand the difference between verbal and non – verbal communication cues.
 Practice good questioning skills.

Practice active listening skills.

Practice effective responding and explaining skills.

Recognize the barriers of communication.

Identify the common types of communication in health professions field.

Explore the attitudes, behavior and strategies that help students communicate effectively.

Notice when a conversation is starting to go off track, and strengthen skills for politely and quickly getting back on track.

Increase trust that others will solve problems intelligently, make well considered decisions, and express their ideas confidently, clearly and directly.

Acquire powerful negotiation skills to influence and persuade others toward shared goals; result in increased cooperation and collaboration.

Learn tools to get beyond differences
Teaching Methods:
Lectures
Discussion rounds
Evaluation Means:
Semester Examination: Written 40%

Final Examination: Written 60%
Reading List:

Society and Culture. Stafford C. and Furze B.

Chambers HE. Effective Communication Skills for Technical and Scientific
Professionals.

ENGL-032: English Language-II
Prerequisite: ENGL-121
6(4, 0, 4)
Course Outline:
Principles of composition and structuring general English sentences, general writing skills,
General practical applications of English writing, English structure of sentences of medical study and practice, promoting report writing skills, general listening skills, promoting listening skills of general scientific and medical lectures,
By the end of this course student should be able to:

Deduce specific information from different lectures in English language

Analyzing of information presented in lectures and effectively summarizing them in
English

Attaining advanced level of auditory comprehension in medical topics in English

Overcoming difficulty in understanding different pronunciation
 Showing writing skills including spelling, enumeration, capital letters

Showing sentence building skills and phrasing in describing and defining, classifying, comparing and variegating

Showing skill in writing medical reports in English
Teaching Methods:
Lectures
Discussion rounds
Evaluation Means:
Semester Examination:
Final Examination:
Written 40%
Written 60%
Reading List:

The Language of Medicine in English, Rev. Ed. Ethel & Martin Tiersky.

Course Outline:
Microscopy and tissue preparation methods, staining, cell structure, organelle function, cell division, nucleic acids, cellular genetics, Mendelian genetics, Principles of embryology, main human tissues, principles of anatomy of systems of human body and its physiology, introduction to primitive cells, bacteria, parasites and viruses.
By the end of this course student should be able to:

Define normal cell describe its components and nuclear contents and organelles and their functions
 Define mitotic & meiotic cell division, and mention stages of each and aspects of similarity and dissimilarity

Mention types of nucleic acids, their sites in the cell and their functions

Describe how DNA is replicated and its relation to genes and RNA cloning, translation in protein manufacture

Define Mendel Law and its applications

Define gametogenesis and the basis of fertilization

Zygotogenesis and embryogenesis and formation of the three embryological layers

Mention the basic anatomical terms and the main anatomical features of human body especially musculoskeletal, digestive, respiratory systems.

Demonstrate the physiological basis for the nervous and endocrine systems

Define bacterium, virus and parasite, showing the basis of classifying each and giving example for diseases caused by each of them
Teaching Methods:
Lectures
Discussion rounds
Practical lessons
Evaluation Means:
Semester Examination:
Final Examination:
Written and practical 40%
Written and practical 60%
Reading List:

Human Biology. Mader Sylvia

Human Biology. Chiras DD

Organization
The Organ system phase, after an introduction to the principles of medical education, addresses the concepts and principles in the field of medicine and their application in an integrated manner. The main aim of the phase is for students to explain the basic mechanisms of common health problems in terms of structure, function, pathogenesis and the psychosocial, ethical and cultural dimensions. They are also expected to interpret data and diagnose some of these problems. Although management is partly addressed with details of drug treatment, the major part of it is deferred to the clerkship period.
The block system is a form of concentrated study where students and faculty focus on the block that is on at the time. The blocks follow in sequence one after the other. In each block a variety of teaching/learning methods are used with emphasis on problem-based learning
(PBL). Students are trained, not only on campus (including basic science labs and skillslab), but also in health facility/community-based settings. For the latter there is, in addition, an optional course of four weeks where students are assigned each to one of these facilities ( usually a small hospital or health centre) to perform predefined tasks/skills in a logbook and submit a short report.
There are two courses (Health and Illness in the Community and Professional Skills) which run longitudinally over the three years (2 credit hours each for 6 semesters) in addition to a university required course (Islamic Studies) (2 credit hours for the first four semesters of the phase).
In Professional Skills students are trained initially in the skillslab to acquire the basic clinical skills at an early stage of the program before application and training on real patients.
The Health and Illness in the Community is a community-based education (CBE) program conducted in health centers in close collaboration with Al-Jouf Health System (Continuing
Education Centre of the PHC Directorate).
The block/course booklet
Each of these blocks has a booklet containing the required details for students and faculty along the following format:
1.
Course title, symbol and no.
2.
Duration (credit hours)
3.
Coordinator, co-coordinator and student coordinator
4.
Responsible multidisciplinary group (MDG)
5.
Intended students
6.
Prerequisites
7.
Rationale/Justification
8.
Objectives especially specific instructional objectives (SIOs)
9.
Education strategies and methods( and detailed timetable)
10.
Evaluation and assessment methods
11.
Required resources
12.
References and other learning materials

The block booklet after final preparation as such by the MDG is handed to each student in the first session of the block/ module and it is the responsibility of the student to realize the objectives irrespective of the education activities offered in the block as these objectives represent the minimum required competencies for the block.
Problem–Based Learning (PBL)
The block/course MDG selects the problems for PBL according to defined selection criteria:
1.
Common or serious (high mortality);
2.
Preventable/treatable;
3.
Holistic/integrated;
4.
Compatible (appropriate for level);
5.
Clinically current and motivating.
Each problem is assigned to a problem coordinator (a coordinator may be responsible for more than one problem). The problem coordinator meets with the resource people to decide on the specific objectives of the problem. The problem is then written according to a certain format and peer reviewed and or edited by an education expert.
In each semester the students are divided into small groups of 8-12 students. A tutor is assigned to each group to facilitate the learning process. Each week the students go through one problem, which constitutes the focus of learning for the week.
Evaluation and Assessment in Phase 2 (the organ systems phase )
The assessment follows the course unit system and is based on the various blocks in the semester. This method is applied in all Phase II courses . The final marks for the block are composed of a continuous assessment portion of 60% and a final assessment of 40%.
Both formative and summative evaluation are in practice. For the former certain forms and questionnaires are completed by concerned faculty and students respectively on the problems, seminars and lectures. Students are also asked to rate faculty and evaluate the programs through completing questionnaires and through open discussion sessions. There are in addition some mid-course/block tests.
For summative evaluation, a variety of methods are used for written exams: mini-problem short essays, multiple choice questions (one-best-answer type) and structured- short- answer questions.
Oral exam is also applied for Multisystem and Therapeutic Block. The Oral Structural
Practical Exam (OSPE) is mean of evaluation for oral evaluation in practical exams.

IC-102: (Islamic Study
–II) Islam and Building the Society
2(2, 0, 0)
.عمتجملا ءانبو ملاسلأا :ررقملا مس ا
نيوكت لاجم يف ملاسلإا ميلاعت ديسجتو اهيلع موقي يتلا سسلأاو ، يملاسلإا عمتجملا
جاوزلا اءاضق يف هتاهيجوتو ملاسلإا
صئاصخ زاربإ ىلإ ررقملا اذه فدهي
ىده نايب مث ، عمتجملا ليكشتو ةرسلأا ءان ب يف ةأرملا رود ىلع زيكرتلا عم ، ةرسلأا
نايب ًاريخأو ، هتيوقتو عمتجملا طبارت يلاتلابو ، اهرارقتساو ةرسلأا نايك ظفح ىلع دعاسي يذلا رملأا ، دلاولأا ةيبرتو ،
. عمتجملا اياضق مهأ اذكو ، تلاكشمو اياضق نم ةرسلأا قاطن يف ثدحي امل ملاسلإا ةجلاعم
:سيردتلا قرط
.طشانملا ضعب لامعتسا عم هبسانملا هيوبرتلا قرطلا ةطساوب ايرظن هداملا حرش متيس -
:ميوقتلا ماظن
% 40
% 60
:ىلصف ناحتمأ
:ىئاهن ناحتمأ
ملاسلإا
:عجارملاو هررقملا بتكلا
يف عمتجملا ءانب ) 1
)
1418 يلولأا ةعبطلا( جرفلا .د :فلؤملا
عيزوتلاو رشنلل ناقرفلا راد :رشانلا
ملاسلإا يف ةرسلأاو عمتجملا ) 2
)
1418 ( يباوجلا :فلؤملا
بتكلا ملع راد :رشانلا
IC-103: Islamic Study III 2(2, 0,, 0)
ملس 103 :ررقملا زمرو مقر
.ملاسلإا يف يداصتقلاا ماظنلا
.ةعاس 2 :
:ررقملا مسأ
ررقملا تادحو

لدات ياتلا تااسسؤملاو مظنلااب ولاسلا طاامنأب كلذاكو ةيدااصتقلاا ةاايحلل يملااسلإا روصتلاب فيرع تلا ىلإ ررقملا اذه فدهي
ةااايحلا يااف كاالذ قاايبطت ىاالع ةاابترتملا ةيداااصتقلاا جئاااتنلابو ةيداااصتقلاا ةااايحلاب ةلااصتملا ةيعرااشلا ماااكحلأاو دااعاوقلا اااهيلع
. يداصتقلاا ماظنلا زيمت رهظيل ىرخ لأا ةيداصتقلاا مظنلاب ةزجوم ةنراقم ررقملا لمشي امك .ةيرصعلا
:سيردتلا قرط
.طشانملا ضعب لامعتسا عم هبسانملا هيوبرتلا قرطلا ةطساوب ايرظن هداملا حرش متيس -
:ميوقتلا ماظن
% 40
% 60
:ىلصف ناحتما
:يئاهن ناحتما
:عجارملاو ةررقملا بتكلا
ملاسلاا ىف يداصتقلاا ماظنلا ) 1
يضو علا .د :فلؤملا
يملاسلإا يداصتقلاا ركفلا يلإ لخدملا
ناطرم .د :فلؤملا
ةلاسرلا راد :رشانلا
) 2
MEDU-201: Concepts and Principles of Learning in Medicine 3 (2, 0, 2)
Prerequisite: Phase I
Course duration and credits : 3 weeks - 3 (2, 0, 2)
بالاطلا فايرعت لواانتت ةاصاخ فاداهأو ،ةاماع فا داهأ ىالع يواتحي ،يابطلا ميالعتلا ئداابم ياف تامداقم ىلع ررقملا لمتشي
ةكرااشملا لاثم ميالعتلا ياف ةالاعفلا لئااسولا ىلع زيكرتلا عم ،ةيلكلا يف ةمدختسملا ميلعتلا قرطو ،ةماع ملعتلاو ميلعتلا سسأب
ليااصوت ةيحااصلا ةاامولعملا ىاالع لوااصحلا قرااطو ،لاااصتلاا تاراااهمو ،شاااقنلا ةااسراممو فادااهلأا عااضو يااف ةاايباجيلإا
.ةبسانملا حاضيلإا لئاسوب ةمولعم لا
Rational:

There is a growing reform in methods of learning and teaching to conform to high quality standards. With an explosive overflow of knowledge that is generated by the continuous progress in information technology, the need for capable and highly effective ways of acquiring, updating and retrieving knowledge becomes imperative. Herein then emerges the value of problem solving as a cognitive method that represents the utmost attainable standard in learning.
Particularly in medical institutions, self directed learning and problem solving abilities lend themselves to development of lifelong learning
To promote these skills at an early stage, early exposure to the acquisition and practice of inquiry, group interaction and efficient exchange of information should be made and practiced in a proper educational environment.
The aim of this course is to provide students with the basic knowledge & behavioral skills enabling them to proceed smoothly and pursue their learning effectively in their new system of education in the College.
General objectives :
By the end of this course students are expected to:

Be aware of their responsibility in learning and become motivated and willing to be self-learners.

Understand the problem-solving environment of the College (basic definitions and components of the adopted educational policy, learning through small groups, integrating basic & clinical sciences, making optimum utilization of available instructional resources and critically appraising learning materials and methods).

Acquire the skills of mutual interactive communication in the class and the skills of seeking relevant information from different reference resources and learning through small groups.
 Develop positive attitudes towards the learning process in general (and independent, self-directed learning in particular) and towards peers/colleagues and the society.

Build up effective study habits to accommodate information overflow and utilization of affordable resources.
Specific objectives
By the end of this course students are expected to:
1.
Define learning and describe the differences between adult and young learning.
2.
Define problem based learning (PBL) and outline its merits.
3.
State the differences between PBL and traditional learning.
4.
Define problem solving method of learning.
5.
Define self-directed learning and state its different aspects.
6.
Given a problem within a small group, follow the steps of problem solving: ‘the seven jumps’.
7.
Explain the role of the student and the role of tutor in PBL.
8.
Outline the behaviors that promote group dynamics and those that undermine them
9.
Mention the pros and cons of different instructional formats and different, commonly used methods of student assessment and program evaluation.
10.
Briefly outline the history of Arab and Islamic contribution to medicine

11.
Perform with reasonable accuracy a computer search using a generic browser or meta search tool for a common term or abbreviation usable in learning, e.g. learning, behavior, skill or PBL
12.
Gather relevant references ‘textbooks, atlases, chapters, pages and titles’ over a certain topic of interest, utilizing the library & available personnel
13.
Define leadership and show its relation to management.
14.
Outline leadership styles and show their importance as applied to the medical field.
15.
Describe the health system, health services and priority health problems in
Saudi Arabia,
16.
Write a brief scientific report on a given topic conforming with a certain form including introduction, goals, methods, summary and conclusions showing real, individual effort both in selection and understanding of the given theme.
17.
Describe briefly the role of practical laboratory skills & museums in clarifying and emphasizing applied concepts in the various biomedical sciences.
18.
Name the commonly used laboratory microbiological equipment
Evaluation Methods: (Follows to the general assessment method for Phase II)
Continuous Assessment 60%
Final Examination 40%
Reading List:
1) Barrows H.: Problem Based Learning applied to Medical Education, 2000. Published by Southern Illinois University School of Medicine, Springfield, USA. Revised ed.
2) Medical Education Resources in the Internet: a.
http://ldt.stanford.edu/~jeepark/PBL/individual.htm
(Sites of Samford PBL
Initiative: problem based learning, self directed learning, problem solving skills and more). b.
http://meds.queensu.ca/medicine/pbl/pblhome.htm
(Queen Medical School,
Canada), students responsibilities in PBL
http://www-fhs.mcmaster.ca/mhsi/problem-.htm
(at Mc Master, Canada)

GRTH-202: Growth and Development
Prerequisites: Medical education Block
Duration (weeks and credits): 5 Weeks - 5 (2, 0, 6)
5(2, 0, 6)
ةأراملاو لاجرلا ءااضعأب بالاطلا فايرعت لواانتت ةصاخ فادهأو ،ةماع فادهأ ىلع يوتحي و ،روطتلاو ومنلا ررقم لمتشي
نيااب زيااامتلاو ،محراالا رادااج لااخاد واامنلاو ،سرااغلاو ،باااصخلإاو ،فاااطنلا نيوااكتو ،ضيواابتلا تااايلمعو ،رثاااكتلاب ةااينعملا
لابق ةالوفطلاو عااضرلا للااخ ياعيبطلا روطتلا ملاعمو ،ةدلاولا دعب ومنلاو ،ةدلاولاو ،ومنلا مامتو ،قلختلا لحارمو ،ةجسنلأا
لالخ يأ ىالإ ةفااضإ اذاه .هالذرأو ،رامعلا مداقتو ،ةخوخياشلاو ،ةالوهكلاو ،جاضنلا مامتو ،غولبلاو ،ةسردملا رمعو ،ةسردملا
.اهنم ةياقولاو ،اهريبدتو ،كلذ نع ةجتانلا تاهاعلاو ،يلقعلا وأ ،يسنجلا ،يمسجلا ومنلا طرف وأ لطعت ىلإ يدؤي
Rationale
This block is placed early in the curriculum so as to give the students an overview of the different phases of human life. The students learn about the stages starting at the very beginning with gametogenesis, fertilization and implantation and then the different teaching/ learning activities will help them acquire knowledge about early embryological development and fetal growth, then infancy, childhood, adolescence, adulthood and finally about old age. Students become familiar with the special features of all these stages and also gain knowledge about the role of health care providers at the different phases of human life in accordance to the specific needs of each phase.
This block is planned to facilitate learning about the process of fertilization, embryological development, intrauterine growth and the physiology of pregnancy. Knowledge will also be acquired about the growth and development during infancy and early childhood, with special emphasis on nutrition and immunization. It is also an aim of this block to guide the students towards the adolescent period and make them learn about physical, psychological and hormonal changes occurring during this phase. An integral part of this block is to make the students realize and gain knowledge about the health needs of the elderly in society and the provision of health care facilities for them.
It is planned to achieve these objectives through the different problems submitted in this block book and tutorials augmented by lab skills and clinical skills tutorials in addition to student interactions with the subject specialists. The students will also visit health centers and get acquainted with the health care delivery system with reference to antenatal care, pediatric care, immunization and also geriatric care.
General objectives
By the end of this course students are expected to:
1.
Learn about the male and female organs of reproduction.
2.
Understand mitosis, meiosis and in extension gametogenesis in males and females.
3.
Acquire knowledge about fertilization, implantation and organogenesis.
4.
Understand the physiology of pregnancy and lactation and the importance and methods of antenatal, natal and postnatal care.
5.
Elucidate the different stages of intrauterine growth.
6.
Be cognizant with the developmental stages and milestones in early childhood and health care provision for infants and children under five years of age.
7.
Be acquainted with the changes and required care during puberty and adolescence.
8.
Understand the process of ageing, its associated complications and the health care needs of the elderly.

Specific objectives
The students, after completion of this block, should be able to:
1.
Describe the male and female organs of reproduction.
2.
Draw the histological features of male and female gonads.
3.
Describe the steps of mitosis and meiosis.
4.
Describe the structural features of DNA and list its replicative steps.
5.
List the steps of protein synthesis.
6.
Explain the process of oogenesis in females and list the hormones controlling it.
7.
Explain the process of spermatogenesis in males and list the hormones controlling it
8.
Draw and explain the structures of male and female gametes.
9.
Explain the process of fertilization and cleavage.
10.
Describe the endometrium, its regular shedding and hormonal control of menstruation.
11.
Define terms like, menarche, menstruation and menopause.
12.
Describe how the endometrium cyclically prepares for implantation of the conceptus.
13.
List the different sites of implantation along with the most common site.
14.
Explain the formation of placenta.
15.
List the different sites of placental implantation.
16.
List the functions of the placenta.
17.
List the components of gestational sac.
18.
Outline the formation of the fetal membranes and the placenta.
19.
Explain the developmental changes occurring in the first week of pregnancy.
20.
Explain the developmental changes occurring in the second week of pregnancy.
21.
Explain the developmental changes occurring in the third week of pregnancy.
22.
List the changes occurring during the fetal period.
23.
List the physiological changes occurring in pregnancy.
24.
List the maternal changes during pregnancy.
25.
List the special calorie requirement and the dietary supplements for the pregnant mothers.
26.
Explain the development of breast as a gland, the secretion transport, and expression of breast milk along with the hormonal control of these phenomena.
27.
List the components of breast milk.
28.
Explain the superiority of breast milk over formula milk.
29.
List the developmental stages in early childhood,
30.
List the different milestones and the ages at which they are normally reached.
31.
Describe the dentition and ossification of bones.
32.
Define ossification centers and list them.
33.
Draw the structure of the tooth.
34.
Explain the dental formula for deciduous teeth.
35.
Define weaning, list the different weaning foods.
36.
List the different dietary needs of growing children and the supplements required at this stage.
37.
Define immunization and explain its protective role in preventing the incidence of vaccine preventable childhood diseases.
38.
List the different vaccines given to children.
39.
Explain the EPI schedule for vaccination.
40.
Explain the vaccination during pregnancy, names and their role.
41.
List the physical and psychological changes during puberty and adolescence and explain the hormonal basis of these changes.

42.
Suggest appropriate methods for handling problems resulting from these changes at the family and health care levels.
43.
Explain the process of ageing.
44.
List the degenerative changes occurring during the process of ageing.
45.
Explain the special health care needs of the elderly.
46.
Outline the ante-natal care program.
47.
Describe the pediatric health care system.
48.
Describe the methods of monitoring growth in early childhood.
49.
List the causes of congenital malformations and suggest counseling methods on how to prevent the most common ones.
50.
List a few common congenital malformations with causes.
Evaluation Methods:
Continuous Assessment 60%
Final Examination 40%
1.
Clinical Anatomy for medical students by Richard S. Snell .
2.
Wheater’s functional histology.
3.
Before we are born by More & Parsaud.
4.
Langman’s medical Embryology.
5.
Guyton A.C. Textbook of Medical Physiology.
6.
Review of Physiology by Ganong.
7.
Review of biochemistry by Harper.
8.
Lippincott’s Pharmacology.
9.
Kumar, Cotran & Robbins: Basic pathology.
10.
Warren Levingsow and Ernest Gawetz: Medical Microbiology and Immunology.

ENV- 203:
Prerequisites: MEDU-201
Duration (weeks) & (credits): 7 weeks, 7 credit hours (3, 0, 8)
يتلا ةئيبلا سسأب بلاطلا فيرعت لوانتت ةصاخ فادهأو ،ةماع فادهأ ىلع يوتحي ،هتئيبو ناسنلإا جهنم ىلع ررقملا لمتشي
فئاا وب صتاخت ةطبااض نيناواق نام كالذ مزالي اامو ،نياتئيبلا نياب ةامئاقلا تلاعاافتلاو ،هاب طياحت ىاتلا كلتو ،ناسنلإا لخادب
باااي ياافو ،ةدداحم ةاايفي و لاعف دودر باالطتت ةابلقتم ةاايجراخ ةايئيب فوراا و ،رارمتاساب راايغتت ةايامح لئاااسوو ،ءااضعلأا
.ضرملا أشني ةبجاولا ةيامحلاو ،ةبسانملا دودرلاو ،ةطباضلا تايللآا
دداغلا حيراشتب بالاطلا فايرعت فاداهلأا لواانتتو ،اهتلاكشمو ، ضيلأا تايلمعو مصلا ددغلا زاهج جهنم ىلع ررقملا لمتشي
،اااهجاتنا طرااف وأ ناااصقن نااع ةااجتانلا لاالعلاو ،تااانومرهلا كاالت فئااا وو ،تااانومرهلا ناام اااهت ازارفإو ،اااهروطتو ،مااصلا
لاثم ضراملا بباسب ااهللاتخا دانع ةايعيبطلا راي و ،ءاحاصلأا ياف ةيعيبطلا ضيلأا تايلمع لوانتت امك .اهريبدتو اهصيخشتو
.
اهنم عمتجملاو درفلا ةياقوو ،اهريبدتو اهصيخشتو .هري و ،يركسلا ءادلا
Rationale
Humans both affect their environment and are affected by their environment. Throughout history, humans have changed their environment through hunting, farming, mining, and bringing invasive species with them as they traveled to new lands.
Humans are also affected by the environment in numerous ways. The availability of nutrients, for example, from the local environment affects the physiological characteristics of humans.
Improved nutrition has contributed to increased height prevalent in developed countries.
Similarly the milieu intereur, or the internal environment, of the human body is affected continuously by the external environment whether at home or at work. All the body systems are working in harmony to achieve homeostasis which enables the individual to lead a disease free life.
Advances in health, sanitation, and nutrition have more than doubled longevity worldwide.
Although the major causes of death (eg. cholera, tuberculosis, malaria, plague and measles) have been largely eliminated as serious threats in industrialized nations, influenza, HIV-AIDS, diarrheal diseases, tuberculosis, measles, and malaria still remain the primary killers in Africa and other developing countries. Many of these diseases are related to poor environmental conditions and practices, including land and water use. Water-borne diseases are estimated to cause 5 million deaths a year, particularly affecting children and the elderly. Schistosomiasis is believed to have arisen in the last few decades because of irrigation practices in hot climates.
Environmental health researchers are also investigating why individuals vary in their susceptibility to toxins and infectious agents. Rapidly growing knowledge in the genetic sciences is providing new insight into the interaction between genetic characteristics and environmental factors.
Man cannot be separated from his environment. His mental state is closely linked with his surroundings, physical, biological and social and the extent of his adaptation to these surroundings.
Protein, carbohydrates, and lipid metabolism have anabolic and catabolic pathways, which depend upon hormones, vitamins, minerals, enzymes and coenzymes. These pathways are interrelated in various situations. Inborn errors of metabolism, various metabolic disorders and vitamin deficiencies constitute an important part of clinical practice.

This block deals with the study of man in relation to his environment, both internal and external, and the interaction between him and this environment as well as the study of the conditions and diseases associated with this interaction. It also deals with the study of his metabolism and the various mechanisms, diseases and disorders associated with it.
General objectives
By the end of this course students are expected to:
1.
Describe the internal environment, homeostasis, fluid- electrolyte balance and acid-base balance.
2.
Recognize under the microscope the biological membranes: structure, composition & functions.
3.
Describe the structural and functional organization of the gastrointestinal tract.
4.
Explain the body fluid compartments, their composition and functions and buffers and buffering mechanisms.
5.
Describe the structural and functional organization of the nervous system.
6.
Explain the causative factors of diarrhea and the impact of gastroenteritis on the individual, his family and community.
7.
Describe the effects of hot and cold environment on human beings and the body’s ability to adapt to it.
8.
Describe acclimatization to high altitude, deep sea diving and other hyperbaric conditions.
9.
Describe ecological perspectives in human-environment relationship and health consequences of exposure to a variety of potential hazards (physical, chemical and biological) in the environment.
10.
Describe the agent-host-environment triad on disease occurrence, the transmission of disease & the incubation & latent period.
11.
Explain the biological spectrum of disease & pollution of the external environment.
12.
Describe the effects of external environment on endemic, epidemic & pandemic diseases, in addition to investigation of an epidemic & distribution & frequency of diseases.
13.
List the investigations & understand the management of epidemics & levels of prevention of disease
14.
Explain different pathways and cycles in carbohydrate metabolism.
15.
Describe the process of lipolysis.
16.
Describe cholesterol synthesis and its derivatives.
17.
Innumerate different pathways for aminoacid metabolism.
18.
Explain mechanism by which body generates energy from diet and fuel stores.
19.
Define vitamins and coenzymes and explain their role in metabolism.
20.
Describe mineral homeostasis and its significance.
21.
Explain the interrelationship of various metabolic pathways under starvation /feed situations.
22.
Innumerate the investigations to assess normal/abnormal metabolic conditions.

23.
Outline a plan for primary and secondary prevention of health problems related to metabolic disorders.
Specific objectives
By the end of this course students are expected to:
1.
Name the types of cells of the human body.
2.
Describe the cell as a structural and functional unit of the body.
3.
Describe the basic & electron microscopic structure of the cell membrane.
4.
Explain the importance of proteins and phospholipids in the cell membrane.
5.
Explain all the transport systems across cell membrane, the lipid bilayer and the protein channels.
6.
Describe diffusion, facilitated diffusion, primary and secondary active transport, co-transport and counter transport with examples.
7.
Recognize under the microscope the cell organelles.
8.
Describe the structure and functions of each cell organelle.
9.
List and explain the overall cell functions (special functions) like pinocytosis and phagocytosis.
10.
Define membrane potentials and explain the basic principles and origin of membrane potentials.
11.
Define action potential and describe the stages of action potential.
12.
Explain the ionic changes across cell membranes in development of action potentials.
13.
Describe the sodium potassium voltage gated channels.
14.
Explain the propagation of action potential.
15.
Explain conduction velocity.
16.
Perform experiments to calculate conduction velocity of nerves.
17.
Define and explain homeostasis and its mechanisms - neural, endocrine, neuroendocrine and enzymatic.
18.
Describe constancy or stability (in narrow range) of composition of body fluids – osmolarity, viscosity, pH, pressure, temperature & volume.
19.
Explain the neural mechanism – concept of receptors, molecular and sensory.
20.
Describe role of hypothalamus – thermoreceptors (body temperature), glucoreceptors (hunger and food intake), osmoreceptors (volume, osmolarity, water intake and thirst) and chemoreceptors (oxygen, carbon dioxide and pH).
21.
Describe the sinoaortic mechanism – baroreceptors for BP and chemoreceptors for respiration.
22.
Explain the neuroendocrine mechanism – osmoreceptors (ADH).
23.
Explain the negative and positive feedback mechanisms.
24.
List the various body fluid compartments.
25.
Define Intracellular Fluid, Extracellular Fluid, extravascular, intravascular, interstitial, transcellular and lymphatic fluids and their volumes.
26.
Enumerate the functions of body fluids – transport of nutrients, respiratory gases, hormones, enzymes and waste products.
27.
Describe the principles of concentration gradient, water soluble and lipid soluble substances, cell size, defense and
28.
Exchange of substances.

29.
Explain the hydrostatic pressure – colloid and crystalloid osmotic pressures and their importance in kidney, lung and other tissues.
30.
Explain the electrical charges, biopotentials and metabolic activity.
31.
Describe the features of physical regulation – fluid shift, and renal filtration.
32.
Perform determination of albumin, inulin for different compartments – ICF and ECF.
33.
Define terminologies of abnormal conditions like dehydration, hypernatremia and hyperkalemia.
34.
Explain effect of heat and heat exhaustion.
35.
Describe adaptation to cold environment and adaptive changes in body upon prolonged exposure to extreme cold.
36.
Explain effects of low oxygen pressure on the body.
37.
Explain process of acclimatization to low partial pressure of oxygen.
38.
Define acids and bases, pH, acidity of a solution.
39.
Explain the Henderon-Hasselbach equation, disturbances in acid base balance, classification of acid base disturbance and anion gap.
40.
Describe the buffers and buffer mechanisms in the body.
41.
Describe the general plan of GIT and enumerate the functional role of each part and basic structure and functional relationship of all organs.
42.
Explain the basic histological structures particularly cells of various types comprising the glands.
43.
Identify, under the microscope, and explain the basic histological layers of
GIT – mucosa, submucosa, muscularis and serosa.
44.
Define the normal bacterial flora.
45.
Describe the barrier and tissue immunity.
46.
Define the functions of skin & describe its structure.
47.
Describe the function of GIT in relation to homeostasis.
48.
Describe nutrition – Digestion, Absorption – Motor functions of GIT (BER,
Peristalsis, Chopping, Haustrations etc).
49.
Explain role of GIT in fluid balance, acid base regulation and defense.
50.
Describe the liver and liver functions.
51.
Describe the causative factors of diarrhea - socioeconomic, community and environmental.
52.
Explain the different types of diarrhea.
53.
Outline the treatment of diarrhea including fluid therapy: ORT.
54.
Explain specific treatment, symptomatic treatment – antimotility, adsorbent, absorbent and antispasmodics.
55.
Describe drug distribution in different body compartments and redistribution.
56.
Describe the general and functional organization of nervous system.
57.
Define sensory receptors, sensory pathways and the general plan of ANS and functional levels of CNS.
58.
Explain its role in homeostasis: response to external environment, various types of cutaneous receptors, reflex responses for defense & posture, role of olfaction & gestation in nutrition, sex behaviour & defense, vision & audition, in equilibrium & speech, communication with environment.
59.
Define Autonomic Nervous System and explain its functions.

60.
Explain response of ANS to internal environment, baro-, chemo-, osmo- & thermo-receptors, various visceral reflexes & their role in homeostasis and limbic system in relation to emotional responses.
61.
Describe the hypothalamus and its role in homeostasis of temperature, osmolarity, fluid volume and fluid intake.
62.
Explain positive & negative mechanism of hormonal secretion.
63.
Describe mechanism of transmission of disease.
64.
Define horizontal transmission: human to human – direct contact, indirect contact, nonhuman to human – soil, water sources, animal, directly, Via insect vector, environment.
65.
Define vertical transmission.
66.
Describe the agent host environment triad & relation to disease occurrence.
67.
Explain disease transmission, incubation & latent periods.
68.
Explain role of environment in disease occurrence (endemic, epidemic & pandemic), distribution & frequency of disease.
69.
Describe investigation & management of epidemics & levels of disease prevention.
70.
Describe methods of epidemiological research.
71.
Explain methodology, construction & interpretation of epidemic curve.
72.
Explain the relationship of occupation and its effect on health using work environment of hospital, cement and agriculture industry for illustration.
73.
Describe effects of oil spills and environmental pollution caused by industrial smoke on entire cities and communities.
74.
Describe working in oil refineries and related industry as an occupational hazard.
75.
Define metabolism and explain what it means giving examples.
76.
List steps of glycolysis and its regulation.
77.
List steps of TCA cycle and its regulation. Explain its amphibolic nature.
78.
List the differences between aerobic and anaerobic type of glycolysis.
79.
List the sources of pyruvate and its fate.
80.
List the steps of conversion of pyruvate to acetyle CoA.
81.
Describe various steps of glycogenesis and glycogenolysis and .explain their regulation.
82.
Define and describe gluconeogenesis and explain its importance.
83.
Describe electron transport and energy metabolism.
84.
List the components of electron transport chain.
85.
Outline the sources and fate of NADPH+ and FADH2
86.
List the steps of oxidative phosphorylation.
87.
List the sources of acetyle CoA. and its fate.
88.
Define and describe lipolysis.
89.
Describe cholesterol metabolism and derivatives of cholesterol.
90.
Define transamination and deamination with examples.
91.
Outline the metabolism of aliphatic, aromatic and sulfur containing aminoacids
92.
Describe various derivatives of tyrosine and their synthesis.
93.
List steps of purine and pyramidine metabolism.
94.
Outline the integration of metabolism.

95.
Presented with a problem on malnutrition (real or simulated patient or case of obesity, Kwashiorkor or marasmus), identify the problem, explain aetiology and underlying mechanisms and outline management including health promotion and prevention.
96.
Define and classify vitamins.
97.
List water soluble vitamins.
98.
Explain the nature of co-enzymes, their biochemical role and deficiency disorders.
99.
List fat soluble vitamins, their biochemical functions and deficiency conditions.
100.
Describe mineral homeostasis and its significance.
101.
Define common inborn errors of metabolism, classify them, and describe their signs and symptoms.
Evaluation Methods:
Continuous Assessment 60%
Final Examination 40%
1.
Functional Histology by RW Paul
2.
Histology by Arthur Helm
3.
Snells neuroanatomy
4.
Anatomy by RJ Last
5.
Textbook of Medical physiology by Guyton & Hall
6.
Review of Physiology by Ganong
7.
Harper’s Biochemistry
8.
Basic & Clinical Pharmacology by Katzung
9.
Warren Levingsow and Ernest Gawetz: Medical Microbiology and Immunology.

Prerequisites: MEDU-201
Duration (weeks & credits) : 6 weeks, (6 CHs) (3, 0, 6)
فايرعت لواانتت ةاصاخ فاداهأو ،ةاماع فاداهأ ىالع يواتحيو ،ةاضارملاو ضراملا ئداابم ياف تامداقم ىالع ررقملا لمتشي
لاعف دودر نام ماس جلا لاخاد ثداحي اامو ،تاايليفطلاو تا اسوريفلاو اايريتكابلا نام نااسنلإا ياف ضرملا تاببسم ىلع بلاطلا
،اهموماسو ،ةايزاغلا ميثاراجلا راصاحتل ،نزاواتو ،ةعراس ب ىذأ
تااعافد مازاهنا دنع وأ ، راعملا هذه رودت امب
يلأ اايلاخلا بيجتاست ذإ إماسجلا ناع عافدلا راطإ يف ةيباهتلا
و .ةصصختملا ايلاخلاو تاداضملاب اهل طاتحتو ،اهتعيبطو ،اهرارضأ مهفتتو
،ةااقيقدلا ءااايح لأاو ،ةجااسنلأاو ،ماااعلا ضارااملأا ماالع ئ دااابمب ةااطاحلإا باالاطلل كاالذ ةاافرعم باالطتت .ضرااملا ثدااحي ،مااسجلا
.ةيودلأاو ،ةعانملاو
Rationale
Pathology is considered the basis of disease. This block on Principles of Disease is, therefore, a vital one since its main objective is to provide students with sufficient knowledge of basic concepts of pathology and microbiology with some inputs from molecular biology and pharmacology. The need for this block is to precede the integrated blocks on ‘systems’ is therefore quite obvious. Basic concepts of processes like infections, inflammations and neoplasia which cause most of the morbidity and mortality in the world are introduced in the block to prepare the ground for the more in depth study of the various organ systems of the body
General Objectives
By the end of the block the students should be able to:
1.
Understand and explain the basic concepts of general pathology, microbiology, general pharmacology, and community health issues related in particular to infectious diseases and cancer.
2.
Correlate pathologic processes with signs and symptoms of disease, understand the mechanism of disease (pathogenesis) and, independently, think of the methods of prevention of disease.
Specific objectives
By the end of the block on principles of disease students are expected to :
A. General pathology
1.
List the causes of cell injury.
2.
Explain the mechanisms of reversible and irreversible injury due to ischemia, chemicals, and free radicals.
3.
Define necrosis and list the types of necrosis, and identify the light microscopic changes seen in necrosis with relevant clinical examples, like fat necrosis: enzymatic and traumatic types, fibrinoid necrosis.
4.
Define gangrene, mention its types, and list the differences between dry, moist and gas gangrene.
5.
Define apoptosis, explain the physiologic and pathologic situations in which it occurs
6.
Explain in brief the mechanisms of apoptosis and list the differences between apoptosis and coagulative necrosis.

7.
Identify the types of pathologic calcification as well as clinical situations in which it occurs and explain its importance in radiography and mammography
8.
Define purposes and cardinal signs of acute inflammation and explain the differences between acute and chronic inflammation.
9.
Explain the vascular events in acute inflammation and mention the differences between exudates and transudates.
10.
Explain the cellular events in acute inflammation: neutrophil adhesion, chemotaxis, recognition, attachment and engulfment as well as bacterial killing and degradation.
11.
List the chemical mediators of inflammation.
12.
List the sources and actions of the various groups of these chemical mediators, and explain what stimuli cause their release and/or synthesis.
13.
Explain the fate of acute inflammation.
14.
Define chronic inflammation and identify the reasons for chronicity of inflammation, citing examples with emphasis on chronic granulomatous inflammation, pathogenesis and types of granulomatous inflammation.
15.
Describe the morphology of the inflammatory responses ie fibrinous, serous, suppurative, membranous, catarrhal, ulcers etc.
16.
Explain the cell cycle, and classify the cells based on their replicative ability i.e. labile, stable and permanent cells.
17.
Identify regeneration and the importance of an intact connective tissue framework in regeneration.
18.
Numerate growth factors involved in repair.
19.
Identify the repair of damaged tissue, and healing of skin wounds by primary and secondary intention.
20.
Explain the factors affecting wound healing, and complications of wound healing.
21.
Define atrophy, hypertrophy and hyperplasia and identify the physiologic and the pathologic stimuli causing them.
22.
Explain the role of hyperplasia as a fertile soil for cancerous transformation using endometrial hyperplasia as a model.
23.
Define metaplasia, and mention the types, causes and its possible evolution into dysplasia.
24.
Define dysplasia, and state the sites, causes and conversion to carcinoma-in-situ.
25.
Define carcinoma-in-situ and invasive carcinoma and explain the spectrum of intraepithelial neoplasia and invasive carcinoma).
26.
Explain the importance of techniques used for the early detection of carcinoma of the breast, cervix, prostate etc.
27.
Define neoplasia and mention the clinical features as well as the gross and histological differentiating features of benign and malignant tumors.
28.
State the nomenclature used in neoplasia, and give the classification according to histogenesis and behaviour.
29.
Enumerate the routes of spread of cancers.
30.
Explain carcinogenesis mentioning the different types of carcinogens: viral, chemical, radiational, environmental as well as biological eg Helicobacter pylori in gastric lymphoma and Schistosoma haematobium and Clonorchis sinensis in urinary bladder and biliary tract carcinomas respectively.
31.
Explain the role of oncogenes especially p53 and Rb genes as cancer-suppressor genes.

32.
Briefly describe the hereditary and childhood cancers as well as acquired and hereditary preneoplastic conditions.
33.
List the effects of benign and malignant tumors on the host including paraneoplastic syndromes
34.
Explain the different types of laboratory diagnosis of tumors with emphasis on early diagnosis of cancers with techniques like exfoliative cytology: pap smears, cytology of sputum, urine, and other body fluids.
35.
Mention the role of techniques like fine needle aspiration cytology and frozen sections in the diagnosis of cancer.
36.
Clarify the need for chemical markers in the diagnosis of cancers eg the role of prostate-specific antigen (PSA) in the early diagnosis of carcinoma of prostate.
37.
Explain the grading and staging of cancers.
38.
State the warning signs of cancer in each organ system, like dysphagia and weight loss in cancer of the esophagus and hoarseness of voice in laryngeal carcinoma etc.
39.
Describe the basic concepts of structural and numerical disorders of chromosomes.
40.
Explain the mode of inheritance of genetic disorders (autosomal dominant, recessive disorders and sex-linked disorders).
41.
Explain the pedigree trees and Punnet’s squares to predict the probability of a
42.
Genetic disorder being transmitted to the offsprings.
43.
Describe the commonly used methods of prenatal diagnosis and demonstrate ability to provide genetic counseling to patients and family members.
B. Histology
44.
Describe the basic histology of epithelia and connective tissue to explain the histo- pathology of disease eg the histology of surface epithelia and changes like metaplasia, dysplasia etc. affecting them.
45.
Classify the cells according to replication and cell cycle.
46.
Illustrate the morphology of white blood cells, mention their development and types and explain their functions in relation to the cellular mechanisms involved in inflammation.
47.
Identify the different types of tissues, and state their classification in relation to the histogenetic classification of tumors.
C. Microbiology
48.
This includes bacteriology, parasitology, and to a lesser extent mycology and virology.
The objective is for the students to understand the basics of these disciplines of microbiology before they go on to the different organ systems
49.
Describe the structure of bacterial (prokaryotic) cell and compare it with the eukaryotic cell.
50.
Perform the different staining techniques like Gram’s stain and AFB stain as well as staining for capsule and spore.
51.
Classify the bacteria on the basis of morphology ie cocci, and rods, etc. and Gram’s stain into Gram positive and Gram negative bacteria.
52.
List the essential and non-essential structures in the bacterial cell, their chemical composition, antigenicity and role in disease production.
53.
State the practical clinical importance of the Gram and AFB stains.
54.
Explain the mechanism of disease production by bacteria (pathogenesis).
55.
Explain the mechanism of disease production by hypersensitivity as well as autoimmune reactions.

56.
Explain the role of host defenses like mechanical barriers, and the protection afforded by normal flora.
57.
Mention the growth cycle of bacteria, their ability to grow on artificial culture media and the basic principles of solid and liquid media, making of smears, inoculation of media, the importance of recognizing morphologic features of bacterial colonies, and recognition of some important media.
58.
Define terms commonly used in parasitology like ecto- and endoparasite, types of life cycles, hosts, vectors etc. & classify medically important parasites.
59.
Describe the life cycle and mode of transmission of parasites of medical importance and their laboratory diagnoses.
60.
List common parasitic infections with emphasis on parasites common world-wide and on those common in the Kingdom of Saudi Arabia.
61.
Mention the role of parasites in the causation of cancer eg S. haematobium in urinary bladder cancer.
62.
Mention the different methods of prevention and control of common parasitic diseases.
63.
Explain what viruses are, and differentiate between viruses and other microorganisms.
64.
Classify the viruses affecting humans.
65.
Explain the direct cytopathogenic as well as the immunologic mechanisms of disease production by viruses.
66.
List the common viruses and illustrate basic principles of viral infections like HIV, influenza, polio, etc as models in brief.
67.
Explain the role of viruses in carcinogenesis, for example the role of HPV in cervical cancer and HBV in liver cancer.
68.
Identify the fungi and differentiate between fungi and other microorganisms, regarding their basic structure.
69.
Mention briefly the superficial and deep fungi and explain the mechanisms by which they produce disease.
70.
Identify the opportunist fungi and mention the factors which enable them to produce disease.
71.
Explain the fundamental principles of fungal diseases referring to Candida albicans , dermatophtyes and Histoplasma.
D. Pharmacology
72.
Define pharmacodynamics and pharmacogenetics
73.
Outline the basics of the absorption of drugs
74.
Explain the interaction between drugs, toxicity and the interaction of genes with drugs for example glucose-6 phosphate dehydrogenase deficiency and sulphonamides and antimalarials.
75.
Clarify interrelationship between bacterial infections, inflammatory mediators, antiinflammatory drugs and antimicrobial drugs.
E. Community health sciences
76.
Explain the impact of infectious diseases and of cancer on patient, family and community.
77.
Outline the magnitude of cancer, locally and internationally and explain the role of environmental factors in the causation of cancer
78.
Educate the masses through the effective use of print and audiovisual media on the preventive aspects of infectious diseases and cancer.

F. Professional skills
Laboratory skills
79.
Identify the types of bacteria, culture plates, colonies of common pathogens, and parasites and their ova on glass slides, projection slides, etc.
80.
Identify normal blood cells in blood films.
81.
Identify the different types of epithelial and connective tissues on glass slides, projection slides, models etc.
82.
Using glass and projection slides and on other audivisual aids students should be able to:
(a) identify types of necrosis, (b) identify the morphology of inflammatory cells in tissue sections, (c) identify the different types of inflammation as seen by the naked eye, (d) identify lesions like abscess, appendicitis, granulomas, calcification etc., (e) identify grossly and microscopically the differences between benign and malignant tumors, and (f) identify the common benign and malignant tumors in gross and microscopic sections, photographs, CD-ROM and other slides etc.
Clinical Skills
83.
Perform basic examination of a mass and mention the findings.
84.
Perform intramuscular and intravenous injections in models or actual patients.
Evaluation Methods:
Continuous Assessment 60%
Final Examination 40%
Reading List:
1.
Functional Histology by RW Paul
2.
Histology by Arthur Helm
3.
Snells neuroanatomy
4.
Anatomy by RJ Last
5.
Textbook of Medical physiology by Guyton & Hall
6.
Review of Physiology by Ganong
7.
Harper’s Biochemistry
8.
Robbin, Cotran, and Kumar: Pathologic Basis of diseases.
9.
Basic & Clinical Pharmacology by Katzung.
10.
Warren Levingsow and Ernest Gawetz: Medical Microbiology and Immunology.

MSK-205 Musculoskeletal System 9 (4, 0, 10)
Prerequisites
DISP 204
Duration and credits : 9 weeks (7 weeks musculoskeletal system and 2 weeks Integumentary system) 9 (4, 0, 10)
ااهيف لاماكتت ،ةاصاخ فاداهأو ،ةاماع فاداهأ ىالع يواتحيو ،هتلاكاشمو ،يالكيهلا يلاضعلا زاهجلا جهنم ىلع ررقملا لمتشي
،تلااضعلاو مااظعلا حيرشتب بلاطلا فيرعت فادهلأا لوانتتو ،ةبولطملا تاراهملا عم ،ةيريرسلا مولعلا عم ةيساسلأا مولعلا
مااظعلاو تلااضعلا يف أشني امو ،اهفئا وو ا هفينصت ،لصافملاو ،نوكسلاو ةكرحلا يف اهفئا وو ،ةيجسنلا اهتافصو ،اهومنو
فاشكلا ةايفيكو ، ،مارولأاو ،موياسلاكلاو ،تاانيمتيفلا صاقنو ،ضايلأا ضارامأو ،تاباهتللااو ،ةيقلخلا بويعلا نم لصافملاو
.اهنم عمتجملاو درفلا ةياقوو ،اهريبدتو اهصيخشتو ،ضارملأا كلت ىلع يبطلا
Justification / Rationale
The study of the musculoskeletal system is important for medical students at this stage because it provides a spectrum of different structures (bones, muscles and joints) which constitute considerable proportion of the body function. The main function of the musculoskeletal system is the mechanical support for movement. In addition to this main function it is as vital to life as any organ system because it plays an essential role in mineral homeostasis, temperature homeostasis and houses hematopoietic elements.
Problems of the musculoskeletal system constitute an important part of medical practice. Road traffic accidents are a common cause of traumatic lesions which involve bones, joints, muscles and nerves. It leads to serious complications. Osteomyelitis is a serious disease which needs rapid diagnosis and treatment to avoid its complications. Osteoarthritis is the most common type of joint disease in which a lot of money is spent for its treatment and lost days of work.
So, it is very important to study the normal and pathological conditions related to this system.
General objectives
By the end of this course the students are expected to:
Understand the basic normal structure, function and pathological conditions of the musculoskeletal system.
Outline the management of the common health problems associated with the system including community aspects.
Conduct a physical examination of the musculoskeletal system.
Specific objectives
By the end of this course students are expected to:
1.
Describe parts of, structures attached and structures (mainly nerves) related to, the bones of the body.
2.
Describe microscopic structure and normal development, growth and maintenance of bone.
3.
Describe joints of the limbs including microscopic structure, define movements occurring in each joint and name the muscles responsible for each movement.
4.
Name the muscles of the limbs and identify the attachment, action and nerve supply of each muscle.
5.
Name the major nerves supplying the upper and lower limbs and describe the effects of damage of each nerve.

6.
Classify the nerves morphologically and functionally.
7.
Identify muscles of the back, head and neck; and define their action and nerve supply.
8.
Describe the arches of the foot and explain how the weight of the body is transmitted to the ground.
9.
Enumerate proteins of the bone, muscles and tendons.
10.
Define proteoglycans and differentiate them from glycoproteins
11.
Describe the functions of proteoglycans and structural proteins of the musculoskeletal system.
12.
Describe microscopic structure of skeletal muscles and tendons regarding skeletal muscle fiber, sarcomere, muscle spindle, motor end plate and organization of muscles.
13.
Explain the mechanism of muscle contraction including the resting membrane potential, electrical change, action potential, mechanical change and metabolic change.
14.
Explain the cause of muscle fatigue.
15.
List the types of fractures and their common causes, and explain the effects that these produce on the movement and weight bearing.
16.
List the sequence of gross and microscopic changes in the natural healing process.
17.
List the different causes of pathologic fractures and suggest modes of prevention of these fractures.
18.
List the complications of fractures.
19.
List the common pyogenic bacteria causing osteomyelitis and arthritis in different age groups and describe the routes by which these bacteria (including tubercle bacillus) reach bone and joints.
20.
Describe the sequence of events and explain the corresponding gross and microscopic changes produced in the course of such infections.
21.
Suggest methods for diagnosing such infections and outline the basic principles of their management.
22.
List and define the different metabolic diseases of bone and explain the etiologic and associated predisposing factors for the two disorders common in the elderly (Osteoporosis and osteomalacia) as well as rickets (the counter part of the latter in children).
23.
List the sequence of pathologic changes in these three disorders and correlate these with physiologic, biochemical and histological changes in bone.
24.
Describe the main differences between osteoporosis and osteomalacia
25.
Suggest methods for prevention of osteoporosis, osteomalacia and rickets in the community.
26.
Classify tumors and tumor-like conditions of bone and soft tissue.
27.
List the major predisposing factors for tumors and tumor-like conditions of bone and soft tissue.
28.
List the diagnostic methods for tumors and tumor-like conditions of bone and soft tissue.
29.
Explain the role of history, age, sites and radiological features in confirmation of histopathological diagnosis of bone tumors.
30.
List and define the inflammatory conditions affecting joints.

31.
Describe the etiologic factors and pathogenetic sequence of events in diseases like osteoarthritis, gout and tuberculous arthritis.
32.
Identify the pathologic changes in specimens, radiographs etc. of patients suffering from such diseases.
33.
Describe complications of osteoarthritis, gout and tuberculous arthritis.
34.
List and define the various non-infectious diseases of skeletal muscle and identify the relatively common ones.
35.
Define the pathologic terms used for muscle diseases and list the pathologic changes in different muscle diseases.
36.
List the investigations needed for diagnosing common muscle diseases.
37.
Advise patients or their parents to seek genetic counseling in cases where the muscle disease has a known mode of inheritance.
38.
Suggest methods for creating community awareness of genetic factors involved in muscle diseases.
39.
Describe the bacterial, viral and parasitic infections of muscles; and describe the deep fungal infections like mycetoma and others.
40.
Explain how immunological mechanisms in relation to bone and joint diseases are used in investigating patients with such diseases.
41.
Explain the role of imaging techniques in investigating normal and abnormal bones and joints.
42.
Name the drugs used in treatment of common musculoskeletal diseases like osteomyelitis, rickets, osteoporosis, osteomalacia etc. and describe their mechanism of action, pharmacokinetics, pharmacological actions, side effects and drug interaction.
43.
Identify anatomical landmarks related to the musculoskeletal system in the living body.
44.
Define the principles of the surgical management of common musculoskeletal diseases.
45.
Suggest basic emergency clinical measures to be taken in handling patients involved in road traffic accidents.
46.
Explain the enormous burden of traumatic and pathologic fractures particularly those due to osteoporosis on the community in terms of loss of work hours, loss of manpower, and the impact such lesions have on the economy of families and on the community as a whole.
47.
Perform a clinical examination of the musculoskeletal system

MSK & SKIN 205B (2 weeks, 2 CHs within MSK 205)
مولعلا اهيف لماكتت ،ةصاخ ف ادهأو ،ةماع فادهأ ىلع يوتحيو ،هتلاكشمو ،هدئاوزو دلجلا زاهج جهنم ىلع ررقملا لمتشي
،مسجلل قاو جيسنك دلجلا حيرشتب بلاطلا فيرعت فادهلأا لوانتتو ،ةبولطملا تاراهملا عم ،ةيريرسلا مولعلا عم ةيساسلأا
ضارملأ رهاظمو ،ةيساسح ضارمأو ،تاباهتلا نم هبيصيو ،ةيقلخلا بويعلا نم هيف أشني امو هروطتو ،ةيجسنلا هفئا وو
،اهريبدتو هللع صيخشتل ،هنم تاعزخلا ذخأو ،دلجلا ىلع يبطلا فشكلا ةيفيكو ،بابسلأا ةلوهجم ضارم أو ،ىرخأ ةزهجأ
.اهنم عمتجملاو درفلا ةياقوو
Rationale
For more than a century, skin was considered merely a protective covering for more delicate and functionally complex internal viscera. The skin was important primarily as a passive barrier to fluid loss and mechanical injury. With the rather sudden advances in the field of medicine, during the past three decades, we have come to realize that it is a much more complex organ in which precisely regulated cellular and molecular interactions govern many crucial responses to our environment. We now know that the skin is composed of' a number of interdependent cell types and structures that work toward a common protective goal. Neural structures and the protective effects of pain sensations warn of potentially damaging physical factors in the environment and have recently been found to assist in regulation of immunocompetent cells. Sweat glands help in temperature regulation and hair follicles contain epithelial stem cells essential for regeneration of superficial skin layers that have been disrupted by a variety of injurious, external and internal agents.
We are conscious of the fact that the skin is frequently damaged because it is right in the
'firing line' and the second is that each of the various cell types that it contains can 'go wrong' and develop its own degenerative and neoplastic disorders. This last point is compounded by the ready visibility of skin so that minor deviations from normal give rise to a particular set of signs. The net effect is that there seems to be a large number of skin diseases. Unfortunately, skin disease is often considered the domain of the dermatologist who is generally trained in a manner similar to, and with a philosophy similar to, that of specialists in internal medicine. It is often forgotten that about 10-20% of the patients that a general practitioner sees in his clinic are skin conditions. In most countries diseases contracted from sexual contact (venereal diseases) are also considered to be within the domain of dermatology.
Many systemic diseases such as diabetes mellitus, amyloidosis, and lupus erythematosus, may also affect the skin and for that reason the skin is considered as the window through which we can glimpse into the functions of many organs and where we observe changes due to diseases of many of the viscera. In addition, a significant amount of surgery relates to skin conditions.
Skin disorders are not often acute conditions but cause considerable discomfort and much disability. The disability caused is physical, emotional and socioeconomic, and patients are much helped by an appreciation of this. There is also the worry created by conditions that are not really diseases or if they are diseases, are not very serious as far as physical health is concerned.

General objectives
By the end of this course the students are expected to
:
1.
Understand the basics of the normal histology, physiology, and biochemistry of the integumentary system.
2.
Presented with any of the common problems of the skin(real patient or written/photographed case, explain the process and alterations leading to the pathological condition producing the clinical lesions and signs and symptoms.
3.
Become conversant with the common terminology related to skin lesions, the clinical lesions seen with the naked eye and with the hand lens.
4.
Take a good history, perform a clinical examination of the system and describe the lesions (so that when later they come across different diseases of the skin which they cannot diagnose and treat, they should at least be able to refer the patients to a dermatologist).
5.
Diagnose and treat such common conditions as scabies, pediculosis, bacterial, viral and fungal diseases of the skin.
6.
Become sufficiently familiar with the changes in the ‘normal’ to be able to recognize the 'abnormal' in some common dermatoses, understand and appreciate the 'normal' more effectively.
7.
Have gained sufficient understanding of the common malignant tumors of the skin. (While they are not expected to diagnose all types of neoplastic conditions of the skin, the aim is to be strongly aware of the warning signs of malignant change in the skin so as to suspect the presence of, or the development of, malignant tumors of the skin).
8.
Have acquired sufficient cognizable knowledge of the topical and systemic treatment modalities used in such conditions, the side effects of these as well as the side effects of other drugs used for diseases of other organs of the body.
9.
Convince the community on the measures to be taken to prevent skin diseases as well as to try and impart measures to rehabilitate patients with skin disease.
10.
Link these goals with the appropriate clinical skills and demonstrate the ability to learn on their own.
Specific Objectives
By the end of the block, students must be able to:
1.
List the layers of the epidermis and the structures seen in the hypodermis.
2.
List the epidermal appendages like pilosebaceous units and sweat glands.
3.
List and describe layers of dermis and the arrangement of vascular plexuses and list the neural structures like Pacinian and Meissner's corpuscles and relate them to the sensations they detect.
4.
Identify and point out the structures helpful in identifying skin from various regions when shown histologic sections/Kodachromes, photomicrographs etc. of skin from various regions of the body,
5.
Identify on such visual aids, the various layers of epidermis, appendages and dermal and subcutaneous structures.
6.
List the functions of the different layers of the skin and of the skin and adipose tissue as a composite organ (the largest organ in the body), as a protection against mechanical trauma, and as an impermeable barrier that prevents fluid and electrolyte loss.

7.
Explain the effects of loss of fluid from the skin due to burns, blistering diseases or eczematous reactions.
8.
Explain the role of the keratin layer in mechanical protection and as an impermeable layer and relate these to various pathophysiologic changes that occur in disorders related to the keratin layer.
9.
Explain the mechanism of the common disorders of keratinization (eg psoriasis) and the relations between histologic structure, function and disease produced by alterations in these.
10.
List the cutaneous receptors for different superficial sensations.
11.
Explain the mechanism of production of sensations like itch, touch, pressure, pain and temperature stimuli of superficial origin and trace the pathways by which these are relayed to the central nervous system.
12.
Explain the results of loss of each of these sensation functions, e.g. what happens when pain sensations are lost due to diseases like leprosy or diabetes mellitus, and how this leads to neuropathy ulcers of the hands and feet.
13.
Explain the clinical significance of sensation of "itching" and the itch-scratch-itch vicious circle.
14.
Explain the synthesis of melanin and the nature and synthesis of alpha keratins.
15.
List and identify on visual aids, the various types of wounds of the skin e.g. lacerations, abrasions, contusions etc. and list the various types of ulcers that occur on the skin.
16.
Explain the mechanism of chronic leg and foot ulcers.
17.
List the various warning signs of malignant change in chronic ulcers.
18.
List and identify the warning signs of malignant tumors of skin, as well the signs of malignant change in skin lesions and ulcers on visual aids such as models, clinical photographs, photomicrographs and/or histopathology sections.
19.
Suggest the various preventive measures for these skin wounds, ulcers and cancers to reduce the incidence of these in the Kingdom.
20.
Describe the role of the skin in innate and acquired immunity.
21.
Describe the concept of skin-associated lymphoid tissue (SALT) and the role of
Langerhan’s cells as antigen presenting cells.
22.
Explain the mechanism of immune-mediated skin conditions like contact dermatitis and the blistering disorders like pemphigus vulgaris and bullous pemphigoid in particular.
23.
Explain the etiology, pathogenesis, and clinical and microscopic features of common inflammatory, infectious, preneoplastic and neoplastic skin diseases with emphasis on the correlation between histopathologic changes and the clinical manifestations.
24.
Identify, on visual aid material as mentioned above, the clinical and microscopic features of such skin diseases.
25.
Explain the rationale of treatment based on these histopathologic and corresponding clinical conditions.
26.
List the normal flora of the skin of various regions and explain their normal function as well as diseases likely to be produced by these in immune deficiency or in drug addicts.
27.
List the common microbiologic agents causing skin infections and explain the pathogenesis of commonly involved microbes and viruses affecting the skin.
28.
Identify, on visual aid material as mentioned above, the clinical and microscopic features of common skin infections and suggest preventive measures for them.
29.
List the various types of systemic and topical pharmacologic agents used in treating common skin disorders.

30.
Explain the differences between solutions, lotions, creams, ointments etc. and the various aspects of absorption of these topical agents through the skin of various regions in the body.
31.
List the various types of topical corticosteroids used for skin conditions and explain the effects and cutaneous side effects (drug eruptions) of these agents, in particular the systemic effects of topical corticosteroid drugs.
32.
Identify on gross (clinical) photographs, slides and models etc. the common types of drug eruptions, in particular erythema multiforme and its possibly fatal variant Stevens-Johnson syndrome.
33.
Explain the mechanisms by which common drug eruptions are produced.
34.
Demonstrate a compassionate, gentle and systematic approach to patients with skin disease.
35.
Identify and differentiate between the primary and secondary skin lesions when shown to them through models, photographs, CD-ROMs or posters and list common diseases that cause such lesions.
36.
List the various key questions they would like to ask patients suffering from skin disorders and explain the rationale behind these questions.
37.
Use different tools of examination of skin lesions.
38.
Take skin scrapings for KOH preparation and swabs for culture.
39.
List the steps taken for different kinds of minor procedures used for diagnosis and treatment of skin diseases.
Evaluation Methods:
Continuous Assessment 60%
Final Examination 40%
Reading List:
1.
R.S. Snell: clinical anatomy for medical students.
2.
Moore and Dalley: clinical oriented anatomy.
3.
T.W Sadler: Langman’s medical embryology.
4.
Textbook of Medical physiology by Guyton & Hall
5.
Review of Physiology by Ganong
6.
Harper’s Biochemistry
7.
P.C. Champe and R.A. Harrey: Lippincott’s illustrated reviews: Biochemistry.
8.
Robbin, Cotran, and Kumar: Pathologic Basis of diseases
9.
Basic & Clinical Pharmacology by Katzung.
10.
Warren Levingsow and Ernest Gawetz: Medical Microbiology and Immunology.
11.
Pathology Wesites: a.
www.pathguy.com b.
www.pathmax.com c.
departments.weber–edu/chfar/hdtutorial.web/tutorial menu.html

Health and illness in the community are three courses: HIC-1(206), HIC-2 (305) and HIC-3
(315) (all longitudinal throughout Phase II)
Introduction
The purpose of these courses is to expose the students to the problems of the community in order to understand the principles of care of defined populations, based on cost-effective and scientifically sound methods. The aim is also to produce doctors who can understand health in socio-psychological and economic milieu and devise a holistic approach towards care of the individuals, families and communities. The approach is to impart hands-on training for conducting operational and other research as well as critically appraising scientific literature for keeping updated.
The teaching and learning strategies adopted for achieving the objectives are through integrated, problem based, community-based, field training including general and health systems research. Most of the objectives are achieved through integration with the organsystem blocks, while some of the objectives are realized through hands-on training in the PHC centers. Longitudinal modules are designed to support the field based and research training.
HIC-1 (206) Health & Illness in the Community
Duration and Credits : (2 CHs) (0, 0, 4)
Intended students
Prerequisites
: Year 1 (Semester 3 & 4)
: STAT 106 (IHS)
.عمتجملاب ضرملل وأ ةحصلل ةددحملا ةيداصتقلإاو ةيفاقثلاو ةيعامتجلإا لماوعلاب بلاطلا فيرعت ىلإ ررقملا اذه فدهي
ءزجك درفلا عم لماعتت ىتلاو ةلماشلاو ةلماكتملا ةيحصلا ةمدخلا ةسراممو موهفم ميعدت ىلع ةفرعم
ةماهلا لئاسولا دحأ اهنأو ةيلولأا ةيحصلا ةياعرلا موهفم خيسرت ىلإ ررقملا فدهي امك .هيف رثؤيو هب
لا هذه دعاست ثيح
رثأتي عمتجملا نم
ةيعون ىلع و ةفلتخملا هلحارم ىلعو ةكلمملاب ىحصلا ماظ نلا ىلع بلاطلا فرعتي امك .ةلماشلا ةيحصلا ةمدخلا ميدقتل
بلاطلا فرعت ىتلا ةيرظنلا تارضاحملا نم ةعومجم ىلع جهنملا لمتشيو .ةلحرم لك ىف ةمدقملا ةيحصلا ةمدخلا
فرعتي ةيلولأا ةيحصلا ةياعرلا زكارمب ىلمع بيردت ىلع اضيأ لمتشي امك ، ةقلاعلا تاذ ةيملعلا تامولعملاو سسلأاب
يف ضيرملل مدقت ىتلا ةيجلاعلاو ةيئاقولا تامدخلا ىلعو ةكلمملاب يحصلا ماظنلا ناكرأ دحأ ىلع هللاخ نم بلاطلا
ىتلا ةيحصلا لكاشملا ىلعو تاونس 5 نس تحت لافطلأل ةيحصلا تامدخلا ىلع زكريو .ةينسلا لحارملا فلتخم
.رمعلا نم ةلحرملا هذه ىف اهل نوضرعتي
Rationale
The course is essential for the students for understanding of health and its determinants together with the factors responsible for disease to imbibe the philosophy of holistic care and comprehensive care through primary health care approach. Therefore, an orientation to the health system of Saudi Arabia is important and training in actual health system especially the
PHC centers is necessary to translate the theoretical training in the medical college into practice in the PHC system.

Training in the PHC centers that are based in the actual community setting provide students an opportunity to have an insight to the advantages of having a primary level care facility as well as appreciate the unexploited potentials of the PHC system.
In addition, it is important for the students to study the theoretical background of care of the under-five in order to maximize learning in the PHC center. The course is based on theoretical sessions in the College and practical training in the PHC centers. Each child health activity in the PHC center is structured.
This course is offered to facilitate students to acquire the knowledge and skills for providing basic promotive, preventive & selected curative care to children less than five years of age.
General Instructional Objectives
By the end of the course the students should be able to:
1.
Recognize the larger spectrum of interventions through their understanding of the interrelationship of factors influencing health and causing disease.
2.
Understand the health system of Saudi Arabia with especial emphasis on primary health care (PHC).
3.
Explain the basic health care for children under-five at the PHC.
Specific Instructional Objectives
By the end of the course the students should be able to:
Concepts of Health and Disease
1
2
Define health.
Describe the determinants of health and disease.
3
4
5
6
Describe the modes of transmission of disease.
Explain the concept of disease causation and through various models/theories.
Describe the interrelationship of factors in the natural history of disease.
Apply the knowledge of the natural history of disease for effective disease prevention and control.
Explain Mckeown’s concept of disease prevention.
7
8
9
Explain levels of prevention.
Explain the concept of screening and its application in health promotion and disease prevention.
10 Explain the epidemiology of non-communicable diseases of lifestyle with cancer as a model.
11 Describe the environmental and occupational hazards affecting human health.
Primary health care and health system in Saudi Arabia
12 Describe the Primary Health Care approach and the goal of Health for All.
13 List the components of primary health care (PHC).
14 Explain the principles of PHC.
15 Describe the general structure of the health care system of Saudi Arabia.
16 Describe the steps in planning a health care program for a community.
17 Prioritize a given set of problems using a prioritization grid.

18 Explain the basic principles for setting a health management information system.
19 Explain the health management information system at the PHC level and its role in management decision making by different cadre of health workers.
20 Describe the role of primary, secondary and tertiary care services in the health system.
21 Describe the services provided at the assigned primary health care center.
22 Explain the functions of each member (cadre of health workers) of the health care team at the assigned PHC center
23 Provide basic health services under supervision (promotive, preventive and curative primary level care) for children under-five.
Nutrition & Malnutrition
Given a scenario / problem, the students should be able to:
24 Describe the short and long term consequences of low birth weight.
25 Differentiate between small for date and pre-term newborns.
26 Provide advice to mothers on the advantages of breastfeeding and disadvantages of bottle-feeding.
27 Give nutritional advice to mothers for infants less than 6 months of age, infants more than 6 months to 1 year of age and children of 1 to 5 years of age.
28 Advise mothers with common breastfeeding problems.
29 Explain the methods of evaluating sufficiency of breast milk for a mother complaining of insufficiency of breast milk.
30 Differentiate between marasmus and kwashiorkor.
31 Explain the principles of management of protein energy malnutrition (PEM)
32 Explain the risk factors for PEM and its prevention.
33 Explain the micronutrient deficiencies caused by vitamins A and D, iron, folic acid, iodine and zinc.
Growth Monitoring and Development
Given a scenario/problem, the students should be able to:
34 Plot and interpret growth charts for children under five.
35 Interpret the growth of a child by using weight, height, mid-arm circumference and fronto-occipital circumference.
36 Describe the uses of growth chart.
Selected Preventive Communicable Diseases of Public Health Importance in children
Diarrhea
37 Identify the problem and suggest the most possible cause(s).
38 Identify the signs and symptoms of types of dehydration (some/severe dehydration).
39 Outline the basic principles of management according to Plan A & B of WHO guidelines for management of diarrhea.
40 Explain the rationale for oral rehydration therapy (ORT).
41 Advise on the methods of preparation of homemade and packet ORS.
42 Advise mothers for home-care of children with diarrhea.
43 Describe the methods for prevention and control of diarrhea.

Acute Respiratory Disease (ARI-Pneumonia)
Identify the problem and suggest most possible cause(s).
44 Identify the risk factors for ARI (pneumonia) in children.
45 Classify the child with ARI according to the WHO guidelines for management of ARI.
46 State the general principles of home management of ARI according to the
WHO guidelines for management of ARI.
47 Advise the mothers for home-care of children with ARI.
Vaccine preventable diseases
48 Describe the etiology, mode of transmission, incubation period, period of communicability, signs and symptoms, major complications and preventive methods of vaccine preventable diseases of public health importance.
49 Explain the schedule of immunization for children under-five and women of child-bearing age (CBA) (15-49) to the mother/ or attendant/patient.
50 Give the appropriate vaccine in appropriate doses and through the correct route after ascertaining the contraindications for the specific vaccine(s).
51 Give correct advice regarding missed doses of vaccine or immunization of children coming after few months to years after birth.
52
Explain the goals and objectives of the WHO’s Expanded Program on
Immunization (EPI).
53 Explain the EPI guidelines for immunization.
54 Explain the cold chain for vaccines.
Evaluation Methods:
Continuous Assessment 60%
Final Examination 40%
1.
Community Medicine & public health by Mohamed llyas.
2.
Community medicine by Park

Course symbol and number : SKIL-1 (207); SKIL-2 (306); SKIL-3 (316); and SKIL-4 (317)
Duration (weeks) and credits : Weekly sessions through Semester 3 and 4 (207), 4 and 6
(306) and 7 and 8 (316 and 317) (2 CHs (0, 0, 4) each
فاداهأ ىالع يوتحيو ، 8 3 لوصفلا للاخ تاسروك ىلع ةعزوم ،ةيريرسلا تاراهملا ىلع )ينلاوطلا( ررقملا اذه لمتشي
ماث ،ذاتاسلأا ةطاساوب اايرظن ،ةرااهملا ميداقت فاداهلأا لواانتتو ،ااهنم لاكل ةاصاخ فادهأو ، ةعبرلأا تاسروكلل ةكرتشم ةماع
ءارااجإو ،ياابطلا فااشكلاو ،ضرااملا خيرااات ذااخأ ،تاراااهملا لمااشت .ةاايئاقلت حبااصتل اااهراركتو ،اااهب مااايقلا مااث ،اهتدهاااش
ذاااقناو ،ةاايلولأا تافاعااسلااو ، ح ورااجلا ةااطايخو ،بالقلا مااسرو ،ةيعاعااشلا روااصلا رياسفتو ةءارااقو ،ةاايلمعملا تااصوصحفلا
م
ةيريراسلا ةالحرملل ةامدقم ) 317 ( عابارلا رراقملا لاثمي و .
ةيريراسلا تاراه ملا ةدحو يف تاررقملا هذه سيردت متي و .ةايحلا
.ىفشتسملا يف اهسيردت متي ثيح
Rationale
Clinical Skills are four courses throughout phase II. Professional skills program is one of the most important strands in the College curriculum. Medicine is not a theoretical science, it is a practical one. For this reason, to be a good doctor you must not only have a certain amount of knowledge, but you should also be capable of practicing what you know. This cannot be achieved without acquiring the required skills for it. Unfortunately, deterioration of the clinical skills level of medical graduates has recently been noted which could be due to difficulty in training on the patients due to humane, religious, or social reasons or allotment of less time for training. For the previous reasons, developing clinical skills units in medical schools has become mandatory in the study of medicine.
The main aim is to improve the clinical skills of medical students in general and preclinical students in particular before their contact with the patients in hospitals and health units in the clinical phase. The program extends longitudinally throughout the curriculum from year 2 to year 4 and is coordinated with the block/system and the learning problems. In this way the basic clinical skills (social, lab. and clinical) are acquired early in the program to give enough time for their perfection before graduation. Clinical skill courses are conducted in Clinical
Skill Unit in the college. The fourth course (SKIL 317) is considered as introductory course for clinical phase and conducted in the hospitals.
General objectives
1.
The student is expected to acquire at an early stage a core of standardized clinical skills with emphasis on communication and attitudinal dimensions. The objectives of the clinical skill laboratory are:
2.
Training the students on most of the important clinical skills, very early in their study, in a standardized way.
3.
Taking into consideration the humane side of patients during training. This is accomplished by substitution of patients by either their colleges in the case of skills not harmful to them, like abdominal and chest examination, or models in skills that may be dangerous to patients or students like suturing, injections etc. So training and assessment of students is done the same way using check lists, instruments, etc. and use of patients as tools for training is avoided.
4.
Training is based on the previous experience of the student.
5.
The student participates actually in performance.
6.
The skill goes in a stepwise manner.
7.
Students get fed-back about the training they have received.

Steps of teaching a clinical skill

The students, firstly, acquire the theoretical knowledge related to the skill to be taught.
This is supplemented by a lecture delivered by a consultant (eg internal medicine), followed by demonstration of steps of the examination in a patient (volunteer) or a model.

The tutor in his class (a group of 7-10 students) again demonstrates the steps of examination on one of the students (peer examination), or on the model according to the steps outlined in the check list. The tutor is not expected to waste time in theoretical instruction as the time is mainly for practical application. The examined student should not stay on bed more than 10 minutes.

While performing the examination, the tutor should ask students in each step why they are doing it in that manner (technical points).

The way in which the tutor performs the steps of the skill is the standard way on which both training and assessment will be conducted. For this reason, standard check lists are available for all students and tutors at the beginning of the class (there is no objection for students to know other methods of examination but the standard method agreed here is the only one that would be followed during assessment).

The tutor should ensure that all students see him clearly during examination.

Students then perform the skill under supervision of the tutor.

The tutor and student peers should inform students about their mistakes (feed-back).

Each skill lasts from 1-2 weeks, followed by assessment.
Specific objectives :
By the end of this block the student must be able to:
1.
Take a history from the patient following standard interviewing techniques.
2.
Deal with the patient effectively.
3.
Approach the patient correctly
4.
Examine the breast in females and males correctly.
5.
Perform IM injection correctly in different sites especially buttocks, arm, and thigh.
6.
Perform IV inj. in different veins especially cubital vein and veins of dorsum of the hand.
7.
Measure the BP accurately in different persons (obese, lean, males, females, adults, elderly, and children).
8.
Interpret the readings of BP in different positions: standing, sitting, and supine position.
9.
Examine the arterial pulse in different locations, eg radial, brachial, carotid, popliteal, posterior tibial, and anterior tibial.
10.
Record the radial pulse including rate, rhythm, volume, and special character.
11.
Compare between the radial and femoral pulse
12.
Compare between the radial and apical pulse.
13.
Examine a swelling or a mass by different methods: inspection, palpation, percussion, and auscultation.
14.
Perform special tests to examine a swelling like illumination test and fluctuation test.
15.
Examine perfectly the lymph nodes of the body including the cervical, axillary, epitrochlear, inguinal, popliteal, and para-aortic lymph nodes
16.
Interpret the different possibilities of lymph node enlargement.

17.
Take a history from a patient with a chest disease.
18.
Perform a general examination in a patient with a chest disease with emphasis on cyanosis, edema, jaundice, and raised JVP.
19.
Describe the different abnormalities of the chest by inspection.
20.
Palpate the chest correctly and orderly.
21.
Perform percussion of the chest correctly and orderly.
22.
Interpret resonance and dullness.
23.
Enumerate two examples at least for abnormal dullness in the chest.
24.
Auscultate the chest correctly.
25.
Describe the breath sounds, adventitious sounds, and other sounds.
26.
Explain the origin of the normal vesicular sound and the mechanical cause of the other abnormal breath sounds like bronchial breathing.
27.
List the causes of abnormal breath sounds.
28.
Describe the normal findings in an X-ray film.
29.
Interpret some of the common x-ray abnormalities like homogenous opacity, heterogeneous opacity, honey-comb appearance etc.
30.
Take a history from a cardiovascular disease(CVD) patient.
31.
Perform a general examination(GE) on CVD patient.
32.
Describe some abnormalities in GE like clubbing of fingers, pitting edema, cyanosis, purpura, splinter hemorrhage, etc.
33.
Perform inspection and palpation of the heart correctly.
34.
Describe the apex beat of the heart.
35.
Describe other pulsations, thrills, and heart sounds.
36.
Outline the surface anatomy of the heart by percussion.
37.
Describe correctly the normal heart sounds.
38.
Interpret the mechanical causes of the normal and abnormal heart sounds.
39.
Describe the different types of common murmurs including timing, character, etc.
40.
Explain the origin of each murmur.
41.
Describe the normal finding in x-ray film of the heart correctly.
42.
Diagnose the major abnormal findings in the x-ray film like cardiomegaly.
43.
Perform independently ECG for the patient.
44.
Interpret the normal record of the ECG.
45.
Describe the different waves like P, QRS, and T wave.
46.
Describe different durations like PR interval, QRS duration, etc
47.
Detect some common abnormalities in the ECG record like ST elevation or depression, pathological Q wave, and peaked P wave.
48.
Write a complete report about the ECG record in 5 minutes.
Evaluation Methods:
Continuous Assessment 60%
Final Examination 40%
Reading List:
1.
Clinical Examination and History Taking. Barbra Bats
2.
Hutchison Clinical Examination
3.
Clinical Skill Lab Resources

IC-104: Islamic Study IV 2(2, 0, 0)
ملس 104 :ررقملا زمرو مقر
.ملاسلإا ىف ىسايسلا ماظنلا سسأ :ررقملا مسأ
.) 0 و 0 و 2 ( هعاس 2 :ررقملا تادحو
ياسايسلا مااظنلا زايمت ناايب ماث ، ااهيلع مواقي ياتلا ساسلأا ماهأو ملااسلإا ياف يسايسلا ماظنلاب
. يقلاخأو يملاع ماظن هنأو لماشلا
فيرعتلا ىلإ ررقملا اذه فدهي
ملاسلإا ماظن نم ءزج هنأ رابتعاب ىرخلأا ةيسايسلا مظنلا نع يملاسلإا
:سيردتلا قرط
.طشانملا ضعب لامعتسا عم هبسانملا هيوبرتلا قرطلا ةطساوب ايرظن هداملا حرش متيس -
% 40
% 60
:ميوقتلا ماظن
:ىلصف ناحتمأ
:ىئاهن ناحتمأ
:عجارملاو هررقملا بتكلا
يساسلإا ماظنلا ) 1
) ـه
ديعلا .د :فلؤملا
1423 ( نطولا راد :رشانلا
ملاسلإا يف يسايسلا ماظنلا
) ـه
سرافوبأ .د :فلؤملا
1419 ةثلاثلا ةعبطلا( ناقرفلا راد :رشانلا
) 2
Course symbol and number: GUS 301
Duration: 9 weeks (9 CHs) (4, 0, 10)
Intended students: Semester 5

Prerequisite: Principles of disease DSP 204.
موالعلا ااهيف لاماكتت ،ةاصاخ فاداهأو ،ةاماع فاداهأ ىالع يواتحيو ،هتلاكاشمو ،يرثااكتلا زااهجلا جهنام ىلع
اهتافصو ،يرثاكتلا زاهجلا حيرشتب بلاطلا فيرعت فا
ررقملا لمتشي
دهلأا لوانتتو ،ةبولطملا تاراهملا عم ،ةيريرسلا مولعلا عم ةيساسلأا
،باااجنلإاب ةلااصتملا ضارااملأاو ،مارولأاو ،تاااباهتللااو ،ةاايقلخلا بواايعلا ناام اااهيف أااشني ااامو ،اااهفئا وو ،اااهومنو ،ةيجااسنلا
،اهريبدات و اهاصيخشتو ،ضاراملأا كالت ىالع يابطلا فاشكلا ةيفيك و ،ةيباجنلإا ةحصلا يف ةيناكسلاو ةيعامتجلاا تلاكشملاو
.ةحصلا زيزعتو ،اهنم ةياقولاو
،اااهروطتو ،مااصلا ددااغلا حيرااشتب باالاطلا فاايرعت فادااهلأا لوااانتتو مااصلا ددااغلا زاااهج جهناام ىاالع ررااقملا لمتااشي كلذااك و
اامك .اهريبداتو اهصيخشتو ،اهجاتنا طرف وأ ناصقن نع ةجتانلا للعلاو ،تانومرهلا كلت فئا وو ،تانومرهلا نم اهتازارفإو
.هرااي و ،يركااسلا ءادالا لااثم ضرااملا بباسب اااهللاتخا دانع ةاايعيبطلا رااي و ،ءاحاصلأا يااف ةاايعيبطلا ضايلأا تااايلمع لواانتت
.
اهنم عمتجملاو درفلا ةياقوو ،اهريبدتو اهصيخشتو
Rational
This block aims at facilitating learning processes that enable students to gain a thorough integrated knowledge of the various aspects of human reproduction. It helps students understand the anatomy, histology and physiology of the male and female genital systems as well as the molecular and functional aspects of the male and female sex hormones. It is intended here that students gain comprehensive knowledge of diseases of the male and female reproductive organs and the conceptus including structural and functional changes elicited by disease characteristics and pathogenicity of causative agents. This will be coupled with a thorough knowledge of management of reproductive disorders and pharmacology of therapeutic agents used for treatment of reproductive diseases and control of reproduction. The block also aims at relating all the above with the impact of reproductive diseases on the community.
The goals of this block are to be achieved by students solving specific reproductive problems and delivering seminars on other aspects of reproduction. These will be augmented by lectures, laboratory classes and clinical skill sessions run by subject specialists. It is anticipated that students will also gain knowledge by interaction with subject specialists during panel discussion sessions and periods allocated for self-directed learning.
Endocrine glands constitute one of the important communication systems sending chemical messages to various organs of the body. These messages not only control various systemic effects but also metabolic pathways in the target organs. Thus endocrines are ultimately and intimately related to metabolism and homeostasis.
The thyroid, adrenal cortex (z.f), and gonads are controlled by the pituitary and hypothalamus by feed back mechanisms. The pancreas, parathyroid and Z.G of adrenal gland are controlled respectively by glucose, Ca, Na (K) levels in the blood. The adrenal medulla and pineal gland are mainly controlled by neural mechanisms.
Any organic or functional abnormality in these organs or in their control mechanisms produces various metabolic and systemic derangements constituting various syndromes and disease states.
Diabetes is the leading endocrine disorder which causes not only significant mortality but also morbidity. Thyroid disorders are also common including goiters related to iodine metabolism.

Fast air travels and shift systems in industries may produce disturbances in circadian rhythms related to pineal gland.
General objectives
At the end of this course the student should be able to:
1.
Describe the structure and functions of the male and female genital organs and the breast.
2.
Give an account on neoplastic and non-neoplastic pathologies of the male and female reproductive organs and the breast.
3.
Discuss infectious agents and pharmacology of therapeutic agents used for management of male and female reproductive disorders.
4.
List the steps in the process of pregnancy and the hormones controlling the process, classify abortion and contraceptives, and describe pathologies of the conceptus.
5.
Describe the anatomy, histology, and development of individual endocrine glands.
6.
Explain biosynthesis, regulation of secretion, mechanism of action and functions (metabolic and systemic) of individual hormones
7.
Explain the pathophysiological changes that affect the endocrine glands.
8.
Describe the clinical features of endocrine disorders.
9.
Explain the physiological, anatomical, developmental and genetic basis of various signs and symptoms in endocrine and metabolic disorders
10.
Given lab. results on functions of endocrine glands, interpret findings and suggest diagnosis of common conditions and outline their general management.
11.
Describe pharmacological uses of hormones and drugs used in common endocrine and metabolic disorders, their administration, dose, degradation, complications, interactions and toxicity.
12.
Describe various control mechanisms and their clinical significance.
13.
Aware of the prevalence of various metabolic and endocrine problems in the community.
Specific objectives
By the end of this block students should be able to:
1.
Enumerate components of the male genital system.
2.
Presented with a patient (real, simulated or written case) with a common developmental problem of the testis, identify the problem, explain development of the testis and route of its descent; list layers of the scrotum from outside inwards and outline management.
3.
Describe through illustration the arterial supply and venous drainage of the testis.
4.
Enumerate components of the spermatic cord.
5.
Describe through illustration the arterial supply and venous drainage of the testis.
6.
Name the lymph nodes draining the testis.

7.
Describe the main histological features of the testis.
8.
Identify components of the seminiferous tubules in a microscope slide and indicate functions of Sertoli cells.
9.
Name components of the blood/testis barrier.
10.
Identify Leydig cells under the microscope and name their function.
11.
Describe the route taken by sperms from the seminiferous tubules to the epididymis.
12.
Make an illustration of a cross section of the ductus epididymides.
13.
Identify in a dissected specimen the vas deferens, seminal vesicle, ejaculatory duct, prostate and Cooper's gland.
14.
List derivatives of mesonephric and paramesonphric ducts in the male and female.
15.
Name common anomalies of the male external genitalia and define phymosis, epispadias and hypospadias.
16.
Draw an illustration of tissue layers of the vas deferens.
17.
Describe the gross features, blood supply, innervation and lymphatic drainage of the penis.
18.
Describe histology of penile corpora cavernosa.
19.
Give a brief account of the mechanism of erection.
20.
List hormones produced by the testis, ovaries and placenta.
21.
List hormones involved in gametogenesis and steroidogenesis.
22.
Write the steps involved in the synthesis of sex hormones.
23.
Mention the regulatory enzymes that participate in the synthesis of sex hormones.
24.
Enumerate the metabolites of male and female sex hormones.
25.
Explain the mechanism of action of steroid hormones on target organs.
26.
Explain the metabolism of androgens and their excretion from the body.
27.
Describe the anatomical relations, peritoneal dispositions, blood supply, innervation, lymphatic drainage and ligaments of the ovary.
28.
Make an illustration of the tissue components of the ovarian cortex and medulla.
29.
Describe the process of follicular development, atresia, and formation of the corpus luteum.
30.
Identify, on slide, cells of the ovarian interstitium, mature ovarian follicle and corpus luteum indicating functions of each.
31.
Enumerate the bones forming the wall of the pelvic cavity, pelvis outlet and inlet and name the muscles and ligaments attached to them.
32.
Explain the differences between male and female pelvis.
33.
Indicate, on a specimen, demarcation of the true and false pelvis.
34.
Enumerate components of the female external genitalia.
35.
Describe the blood supply, innervation and lymphatic drainage of the female external genitalia.
36.
Outline the steps in developments of the female reproductive tract and major anomalies.
37.
Describe development of the female external genital organs and associated anomalies.
38.
Presented with a female (real, simulated or written case) having a lump in the breast with the results of a recent biopsy, identify the problem; interpret

the results and differentiate between active and non-active mammary glands; explain the underlying mechanisms including pathophysiology and the structure, blood and lymphatic supply and tissue organization of the breast; and outline management including self-examination of breast.
39.
Identify the bony parts of the human pelvis in anteroposterior x-ray.
40.
Name the diameters measured in a lateral x-ray pelvimetry.
41.
Identify the parts of the genital tract visualized in hysterosalpingogram.
42.
Identify the structures demonstrated in midsagittal and transverse suprapubic sonograms.
43.
Identify the external iliac, internal iliac and uterine arteries in a pelvic angiogram.
44.
Identify the uterus, urinary bladder, rectum, prostate, pelvic wall seen in suitable CT axial (transverse) sections of the pelvis.
45.
Explain the control of testicular function.
46.
Given a result of semen analysis, interpret findings and report his evaluation.
47.
List common infections of the male genital tract.
48.
Enumerate common lesions affecting the testis, epididymis & scrotum.
49.
Give a brief account on the female reproductive cycles.
50.
Enumerate common cysts and tumors of the ovary.
51.
Define syphilis, gonorrhea and LGV.
52.
Enumerate the common viral infections of the reproductive system.
53.
Name four bacteria, other than Treponema and Neisseria, causing infection of the reproductive system.
54.
List three parasites affecting the reproductive system.
55.
State the difference between infections of Candida albicans and
Dermatophytes.
56.
Describe inflammatory lesions of the female genital mucosa.
57.
Enumerate common tumors of the female genital tract.
58.
Outline the physiology of coitus.
59.
Describe the transport and union of gametes, and implantation.
60.
Define in-vitro fertilization.
61.
Mention causes of ectopic pregnancy.
62.
Indicate functions, serum and urine levels of hCG.
63.
Describe the structure and functions of the placenta.
64.
List common causes of miscarriage.
65.
Enumerate common trophoblastic diseases.
66.
Prescribe ovulatory drugs taking into account their contraindications and side effects.
67.
Explain the mode of action of oral contraceptives.
68.
List causative organisms of common, sexually transmitted diseases (STD).
69.
Define pelvic inflammatory disease (PID).
70.
Explain hormonal regulation of lactation.
71.
Given a patient or model, differentiate between benign and malignant tumors of the breast.
72.
Define mastitis and explain its aetiology and prevention.
73.
Describe the physiology of parturition.
74.
List the common pathological lesions of external genitalia.

75.
Define male and female reproductive life-span and menopause.
76.
Explain mode of action of reproductive hormone replacement therapy.
77.
Describe the basic anatomy and histology of the pituitary gland.
78.
Explain the synthesis, feed back regulation, mechanism of action, and functions of pituitary hormones.
79.
Describe the etiology, pathology and clinical features, investigations and management of common conditions resulting from hypo- or hyperpituitarism.
80.
Describe various releasing and inhibitory hormones/factors secreted by the hypothalamus and its feed back control.
81.
Define diabetes insipidus and outline its clinical picture, investigations and treatment.
82.
Describe the histology of islets of pancreas and list the hormones secreted by different cells.
83.
Describe the structure, biosynthesis, regulation of secretion, functions and mechanism of action of insulin and glucagon.
84.
Outline the regulation of blood glucose level.
85.
Given a problem on diabetes mellitus (real, simulated patient or written case), identify the problem and type of diabetes, explain pathophysiology, complications, investigations and outline management including preventive measures.
86.
List different types of insulin, indications, administration and side effects.
87.
List commonly used hypoglycemic drugs, their indications, administration and side effects.
88.
Outline measures giving reasons for prevention and control of diabetes in the community.
89.
Describe anatomy, histology, and development of thyroid gland.
90.
Explain the role of iodine in the body and results of its deficiency.
91.
Enumerate different thyroid tumors, their etiology, pathophysiology, symptoms, signs and investigations and outline management.
92.
Given lab. Results of thyroid function tests, comment on function in relation to the presenting symptoms and signs of the patient and explain the synthesis, regulation of secretion, mechanism of action and functions of thyroid hormones.
93.
Describe anatomy, histology and development of parathyroid glands.
94.
Given a problem of hypo- or hyperthyroidism (real, or simulated patient or written case), identify problem, explain etiology, pathophysiology, investigations and complications and outline management including any required drug treatment and preventive aspects.
95.
Describe the hormonal regulation of serum calcium level and its significance.
96.
Describe causes, pathophysiology, signs and symptoms, investigation and management outline of hypo and hypercalcemia.
97.
Describe anatomy, histology, and development of adrenal glands.
98.
List the hormones secreted by adrenal medulla and cortex.
99.
Describe synthesis, regulation of secretion, mechanism of action, and effects of glucocorticoids and mineralocorticoids.

100.
Given a problem (real or simulated patient or written case) with
Cushing syndrome, pheochromocytoma or Addison’s disease, identify the condition and explain the aetiology, pathophysiology and lines of investigation, and outline management including prevention.
101.
List various steroids, their therapeutic uses, administration, mechanism of action, and adverse effects.
102.
Describe briefly the anatomy, histology, development and functions of pineal gland.
Evaluation Methods:
Continuous Assessment 60%
Final Examination 40%
1.
Review of medical physiology. William F Ganong.
2.
Textbook of Medical physiology by Guyton & Hall
3.
Clinical Embryology. Keith Moore
4.
Clinical Anatomy. Richard Snell
5.
Functional Histology by RW Paul
6.
Review of biochemistry. Harper.
7.
Biochemistry by Stryer
8.
Robbin, Cotran, and Kumar: Pathologic Basis of diseases
9.
Warren Levingsow and Ernest Gawetz: Medical Microbiology and Immunology.
10.
Basic & Clinical Pharmacology by Katzung.
11.
Davidson’s Principles and practice of Medicine
12.
Histology by Arthur Helm

Course symbol and number :
Course duration and credits :
HEMS 302
8 weeks (8 CHs) (5, 0, 6)
I ntended students : Semester 5
Prerequisites : Phase I
موالعلا ااهيف لاماكتت ،ةاصاخ فاداهأو ،ةاماع فاداهأ ىالع يواتحيو ،هتلاكاشمو ،مدالا زااهج جهنام ىالع ررقملا لمتشي
ةاعجارموو ،مدالا تاانوكمب بالاطلا فايرعت فاداهلأا لواانتتو ،ةابولطملا تاراهملا عم ،ةيريرسلا مولعلا عم ةيساسلأا
وأ ، ةاايقلخلا بواايعلا ناام اااهيف أااشني ااامو ،اااهفئا وو ،اهرداااصم ناام مداالا ااايلاخ واامنو ،ةيجااسنلا اهتافااصو ،ةاايعولأا
لاالعلا صيخااشتل مداالا صااحف ةاايفيك و ،تانطرااسملاو تاااباهتللااو تاباااصال ضرااعتلا لااثم ةبااستكملا وأ ،ةااثوروملا
.اهنم عمتجملاو درفلا ةياقوو ،اهريبدتو اهصيخشتو ، هري و يومدلا زاهجلاب ةصاخلا
ئداابم ياف ةايلإ انراشأ نأ قباس اام لياصافتو ،ااهنم لك فئا وو ،هتانوكمو ، يعانملا زاهجلا جهنم ىلع ررقملا لمتشي
،ةايقيقحلا اهفاداهأ هايف اطخت لالخ نام ااهيلع أراطي امو ،ةبيرغلا ماسجلأا ةحفاكم يف ةيعانملا ايلاخلا رودو ،ةضارملا
تاناطراسلا تلاااح ياف ل ااحلا نوكي ام املثم ، مسجلا نع عافدلا نع زجعت امدنع وأ ،هبراحت هسفن مسجلا ىلع بلقنتو
اهنم عمتجملاو درفلا ةياقوو ،اهريبدتو اهصيخشتل يبطلا فشكلا ةيفيك و ،يرخلأا تلاكشملاو ،زديلإا وأ
Rationale
Blood, as it flows into every part of the body, is an organ of multiple roles ‘craftsman of all jobs’. The Haemopoietic Block helps provide students with the necessary understanding of the functions and alterations of function of the blood. Basic knowledge of development of blood elements and the factors that control that development are prerequisites to this understanding.
Students are also required to be acquainted with the common blood diseases, eg iron deficiency anaemia, sickle cell anaemia, thalasaemia, etc and their community impact and management. These diseases are fairly common in Saudi Arabia and often accompany many other diseases.
Smallpox was once considered to be a deadly disease. However, successful immunization against this virus had led WHO to conclude that perhaps, smallpox may have been eliminated from the planet of earth. Currently, vaccination programs against polio virus are practiced in many countries of the world for protection against the crippling disease it causes. Similarly, immunization against hepatitis-B virus has been introduced in the recent past. Each year millions of Hujjaj come from different parts of the world to Makkah Moazmah; and vaccination for protection against many communicable diseases such as meningitis, yellow fever, cholera etc is required before entry into the Kingdom. In this era the world population faces new emerging ailments; such as allergies, severe acute respiratory syndrome (SARS), avian flu, AIDS and cancers, all of which cut across the theme of immune system. Hence the knowledge of how the body’s immune system reacts, protects or hyper-reacts to various pathogens carries great significance.
The system is complex and displays several remarkable characteristics. At the heart of it lies its ability to distinguish between “self” and “nonself”. The body’s immune defenses do not normally attack tissues that carry a “self identity”. Rather, immune cells and other body cells coexist peacefully in a state known as self-tolerance. Any substance capable of triggering an immune response is called antigen. An antigen can be a virus, a bacterium, a fungus, or a parasite, or even a portion or product of one of these organisms. Tissues or cells from another individual, except an identical twin who cells carry identical self-markers, also act as antigens. Because the immune system recognizes transplanted tissues as “nonself”, it rejects them. The body even rejects

nourishing proteins unless they are first broken down by the digestive system into their primary, non-antigenic building blocks.
The success of this system in defending the body relies on an incredibly elaborate and dynamic regulatory-communications network. Millions and millions of cells, organized into sets and subsets, pass information back and forth to recognize the entry of an invader and work in harmony to eliminate the “foreign” invader. The result is a sensitive system of checks and balances that produces an immune response that is prompt, appropriate, effective, and selflimiting. In abnormal situations, the immune system can wrongly identify “self” as “nonself” and execute a misdirected immune attack. The result can be a so-called autoimmune disease such as rheumatoid arthritis or systemic lupus erythematosus. In some people an apparently harmless substance such as ragweed pollen or cat hair or certain food items can provoke the immune system to set off the inappropriate and harmful response known as hypersensitivity, commonly known as allergy; in fact, it is the body’s attempt to violently defend itself against foreign entity.
This may at occasions cause lethal effects on the body itself.
General objectives
By the end of this course the students are expected to:
1.
Have acquired the knowledge of the organs of the body involved in hematopoeisis, in embryonic & post embryonic life.
2.
Understand the basic knowledge of normal and abnormal conditions related to the hemopoeitic system; including the common diseases of the system, and the drugs used in the treatment and management of problems associated with this system.
3.
Learn the community aspects related to the haemopoeitic system, particularly the prevalent hereditary diseases and the conditions associated with them.
4.
Be prepared for problem solving of blood disorders that may be associated with other systems.
5.
Describe in overall terms the major components of an immune response.
6.
Compare and contrast innate and adaptive immunity.
7.
Describe the essential characteristics of humoral and cell-mediated immunity.
8.
Differentiate the four types of hypersensitivity reactions explaining the underlying mechanisms.
9.
Differentiate between autoimmunity and immune tolerance.
10.
Describe the roles played by cytokines in the regulation of immune response.
11.
Describe the mechanisms by which the complement system is activated and regulated.
12.
Describe the concept of immune surveillance.
13.
Explain mechanisms of interaction between host and microbes.
14.
Write a detailed account about the microbes that damage the immune system.
15.
Explain the mechanism of immuno-stimulatory and immunosuppressant drugs.
16.
Propose measures that would educate the community about the prophylactic immunizations.
Specific objectives
By the end of this course students are expected to:
1.
Describe erythropoiesis ‘including fetal & extramedullary hematopoiesis’.
2.
Explain blood functions.

3.
Describe the role of the spleen as a burial ground for blood cells, specifically: (a) as part of mononuclear phagocyte system ‘MPS’, (b) splenic functions, (c) hypersplenism, and (d) splenomegaly
4.
Describe the composition of hemoglobin and its variants.
5.
Describe the prevalence of common genetic blood disorders & their mode of inheritance
6.
Explain the different hemoglobin types in relation to diseases ‘hemoglobinopathies’
7.
Illustrate by diagram the life cycle of human malaria parasite
8.
List the drugs used in treating malaria
9.
Given a problem on anaemia (written or real patient), diagnose and define anaemia based on the clinical ‘symptom, signs and associated settings; provide a classification of anaemia; mention the different morphological types, prevalence and aetiology of anaemia in Saudi community including role of social traditions ‘close inter-marriages in big families, nutritional habits & non-spaced pregnancies’ and impact on the community
10.
Outline the life cycle of red blood cells
11.
Explain the metabolic needs of the red blood cell
12.
Explain the hexose monophosphate shunt ‘HMPS’
13.
Explain the effects of anaemia on the different systems of the body
14.
Describe the anemia associated with the following common settings: nutritional anemia “Iron, B12 & folic acid deficiency”, anemia of blood loss, malaria, anemia of bone marrow depression & anemia of chronic disease
15.
Given laboratory results of different cases of anaemia, interpret results and indicate type of anaemia.
16.
Outline the lines of treatment for different types of anaemia.
17.
Explain granulopoiesis and agranulopoiesis
18.
Explain the significance of differential leucocytic count with examples
19.
List causes of leucocytosis and of leucopenia
20.
Explain the bone marrow changes affecting blood cells, specifically: causes of bone marrow aplasia, myelosclerosis & myelofibrosis
21.
Describe plasma proteins: types, normal levels & significance.
22.
Given a case of leukaemia(written or real patient), propose diagnosis based on pathological and clinical features, enumerate etiological causes, describe the overall
& idiotypical prevalence of leukaemia in Saudi Arabia and the natural history, course & fate of the leukaemia based on cellular origin and diversity
23.
Describe platelet origin, structure and function
24.
Outline clotting cascade in both intrinsic & extrinsic pathways
25.
Give the classification & the pathogenesis of the hereditary and acquired coagulation disorders, and of the hypercoagulable states
26.
Outline the causes & consequences of thrombocytopenic and vascular purpuras
27.
Interpret laboratory tests & measurements used to assess bleeding/ clotting tendencies; specifically plasma levels of clotting factors, platelet count, bleeding time
(BT), clotting time (CT) & point prothrombin time ( PPT).
28.
Enumerate effects of whole blood loss and replacement ‘Blood transfusion’ & blood banking
29.
List hazards of blood transfusion and outline measures for avoiding them.
30.
List the diseases that can be transmitted by blood and methods of prevention.

31.
Outline the therapeutic use of vitamin K, anticoagulants, anti-platelet agents, and thrombolytic agents
32.
Recognize microscopic structure of spleen and bone marrow
33.
Recognize microscopic appearances of different blood cells
34.
Recognize, on blood films, thalassemia, sickle cell anemia & malaria.
35.
Mention the diagnosis of lymphoma/leukemia by routine laboratory methods of examination of lymph nodes, bone marrow & blood smears, using special stains & immunohistological stains
36.
Explain the diversity of lymphoma/leukemia types based on multiplicity of cell origin types
37.
Perform thrombin, prothrombin time and PPT
38.
Describe normal blood picture including types of blood cells and their normal counts and outline the common alterations in shape, count and function.
39.
Given laboratory results of a case for blood transfusion, suggest the appropriate ABO and Rh blood explaining why on the basis of group antigens and matching/mismatching.
40.
Identify the histological structure of lymph nodes and thymus.
41.
Describe the histological structure of the spleen and bone marrow.
42.
Describe the functions of the spleen and bone marrow.
43.
Explain the functional differences between lymph nodes and thymus.
44.
Identify histological features of the gut-associated and mucosa-associated lymphoid tissues.
45.
Define innate and acquired immunity.
46.
List the component of the innate and acquired immunity.
47.
Write the functions of physiological and anatomical barriers.
48.
Define antigen and list key features in an antigen.
49.
Describe the process for the development of acquired immunity.
50.
Define vaccine and describe immunization programs practiced in the community.
51.
List the major types of specific immunity.
52.
Compare and contrast antigen-dependent and antigen-independent differentiation of lymphocytes.
53.
List the cells involved in antigen presentation.
54.
Differentiate different subsets of lymphocytes with respect to their surface markers.
55.
List subsets of T cells and explain their functions.
56.
List the cells of the immune system with their respective receptors and antigenic markers.
57.
Describe the process of antigen presentation and processing with examples of
Extracellular versus intracellular organisms.
58.
List the antigen classes of MHC and state their genetic origin.
59.
Explain the significance of MHC genes in determining the degree of immune responsiveness to an antigen.
60.
Explain the MHC basis of HLA screening for tissue transplantation.
61.
Define specificity and describe its role in immunity.
62.
List the key features of primary and secondary immune response
63.
Draw and label the diagram of antibody structure.
64.
Write the functions of the various parts of the antibody.
65.
Define opsonization and explain its biological significance.
66.
List the different classes of antibody and explain their functions.

67.
Explain the differences among the antibody classes.
68.
Define monoclonal antibody and write examples of its uses in medicine.
69.
Describe ELISA assay and compare its usefulness with radioimmunoassay in medicine.
70.
Differentiate antigen from immunogen and allergin.
71.
List the proteins of the complement system and explain the clinical significance of deficiency of major complement proteins.
72.
Describe the classical and the alternate complement pathways.
73.
List factors that activate the complement system and explain the biological consequences of complement activation.
74.
Describe how complement receptors aid the body eliminating foreign antigens.
75.
Define anaphylatoxins and explain their specific roles in inflammation.
76.
Describe the pathway of membrane attack complex of complement.
77.
List the general properties of cytokines.
78.
Describe the functional and biochemical differences between cytokines and leukotrienes.
79.
List the major cytokines secreted by cells of the immune system and describe their functions.
80.
Explain the network of cytokines and interleukins with reference to cellular interactions.
81.
List the types of hypersensitivities.
82.
Define allergy and write at least two different examples of allergies seen in the
Kingdom.
83.
Describe the mechanism involved in the development of hypersensitivities.
84.
Explain the differences among the different types of hypersensitivities.
85.
Describe the histopathological lesions caused by hypersensitivity reactions.
86.
List drugs that are known to cause hypersensitivity reactions and explain the mechanism by which drugs induce hypersensitivity.
87.
List the drugs that alleviate hypersensitivity reactions and explain their mechanism of action.
88.
Explain the differences in the mechanisms of NK-cell and cytotoxic-T cell mediated cytotoxicities.
89.
Explain the differences between tolerance and autoimmunity.
90.
Define immunological tolerance and explain the theories of immunological tolerance induction.
91.
Explain the mechanism of microbial evasion of host-defense.
92.
Define immunodeficiency and list the major types of immunodeficiencies with examples of disease syndromes.
93.
List the viruses affecting the immune system.
94.
Describe the replication of HIV virus.
95.
Explain the mechanism by which HIV produces AIDS.
96.
List the methods by which AIDS can be prevented in the community.
97.
List the drugs used against HIV virus infection.
98.
Explain the mechanism of action of anti-AIDS drugs.
99.
Define opportunistic infections giving examples.
100.
List most common organisms that cause infection in immunodeficiency state
101.
Describe the functions of NK-cells, cytokine-T cells, macrophages and antibody in immunity to tumors.

102.
103.
104.
List the tumors of lymphoid tissue.
Explain the differences between Hogkins and non-Hogkins lymphomas
Write the characteristic features of myelomas.
Evaluation Methods:
Continuous Assessment 60%
Final Examination 40%
1.
Review of medical physiology. William F Ganong.
2.
Textbook of Medical physiology by Guyton & Hall
3.
Clinical Embryology. Keith Moore
4.
Clinical Anatomy. Richard Snell
5.
Functional Histology by RW Paul
6.
Review of biochemistry. Harper.
7.
Robbin, Cotran, and Kumar: Pathologic Basis of diseases
8.
Warren Levingsow and Ernest Gawetz: Medical Microbiology and Immunology.
9.
Basic & Clinical Pharmacology by Katzung.
10.
Davidson’s Principles and practice of Medicine
11.
Histology by Arthur Helm

Cardiovascular System
Course number and Symbol : CVS 303
Duration and credits: 7 weeks (7 CHs )(3, 0, 8)
Intended students:
Prerequisites:
Semester 6
Principles of Disease DISP 204
مولعلا اهيف لماكتت ،ةصاخ فادهأو ،ةماع فادهأ ىلع يوتحيو ، هتلاكشمو ،يئاعولا يبلقلا زاهجلا جهنم ىلع ررقملا لمتشي
اهتافاصو ،ةايعولأاو بالقلا حيرشتب بلاطلا فيرعت فادهلأا لوانتتو ،ةبولطملا تاراهملا عم ،ةيريرسلا مولعلا عم ةيساسلأا
،تاماماصلا ضارامأو ، ةايقلخلا بوايعلا نام ااهيف أاشني اامو ،ةايعولأاو بلقلا فئا وو ،ومنو ،هتايوتحمو فصنلاو ،ةيجسنلا
نااع ةئااشانلا لاالعلا ىاالع ياابطلا فااشكلا ةاايفيك ،ىرااخلأا ةاايعولأا عااسوت وأ بلااصتو ،ةاايجاتلا ةاايعولأا دادااسناو قيااضتو
.اهنم عمتجملاو درفلا ةياقوو ،اهريبدتو اهصيخشتو ،هلاعأ تابارطضلاا
Rationale/Justification
To continue living, all aerobic organisms need continuous supply of oxygen & other nutrients to their different tissues & organs to be metabolized there. This metabolism supplies tissues with the required energy & builds up substrates as well as a wide range of waste products that may cause severe tissue damage if not directly eliminated! By using blood as a transporting tool, the cardio-vascular system (CVS) plays this bi-directional r ole .It delivers blood containing oxygen and nutrient substances to the tissues and delivers waste products to the organs of elimination or metabolism.
This vital role of the system is accomplished by a few hundred miles of vascular structures
(arteries, capillaries and veins) and a reliable pump (heart) which must beat regularly for a lifetime.
Any factor that disturbs this basic function contributes to the increased morbidity & mortality due to cardiovascular diseases seen among the different societies all over the world.
Although these factors may differ from one society to the other, most of them can be eliminated in our societies simply by modifying our habits & lifestyle. Examples include taking balanced diet (amount & type), ceasing smoking & alcohol consumption, regular moderate physical activities & early management of any disease. All these are part of our religious traditions.
The cardiovascular system module is designed to provide an overview of the structure and function of the cardiovascular system. Clinical case problems are based on the cardiovascular diseases or incidents that are common in KSA. Through these cases & associated activities, students come to understand the functioning of the cardiovascular system. They explore the hierarchy of the cardiovascular system, from molecules, cells, tissues and organs to function as a system, and follow the impediments of such normal function resulting from the impact of variety of diseases that impair one or more of the system's components. Throughout, a special attention is made to allow the students to understand how the resulting impairment of function generates specific symptoms or signs & how it affects the patient as an individual and a member of a family and a community.
General objectives
By the end of this course students are expected to:
1.
Describe the basic anatomy & histology of the heart & identify on an appropriate model or diagram: (a) location of the heart within the body, (b) chambers & valves of the heart,
(c) structure of the heart wall, (d) coronary circulation and (e) conducting system of the

heart.
2.
Identify the body's major arteries and veins and name the body region supplied by each.
3.
Compare & contrast the basic anatomy, physiology & function of the vascular system: (a) arterial and arterioles system, and (b) venous and capillary system.
4.
Describe the normal development of CVS and foetal circulation & its changes after birth.
5.
Explain pump and valve function and the hemodynamic properties of the cardiac cycle:
(a) systole and diastole, (b) components and the chronological events in the cardiac cycle, and (c) cardiac output.
6.
Become acquainted with cardiovascular hemodynamics: (a) pulse, (b) blood pressure, and
(c) systemic peripheral resistance.
7.
Describe the unique features of special circulations of the body: brain, coronary & portal.
8.
Explain fuel supply and metabolism of the heart.
9.
Describe electrical impulse generation & conduction of the heart & peripheral pumping mechanism.
10.
Explain the pathophysiological changes that may affect the CVS components.
11.
Recognize the common health problems in the CVS.
12.
Explain the rationale of common investigations applied to the CVS.
13.
Outline the general management of common CVS problems including primary & secondary prevention.
Specific objectives
By the end of the block the student is expected to:
1.
Locate the oblique and transverse pericardial sinuses and describe the reflections of parietal to visceral pericardium that delineate these sinuses.
2.
Describe the surface anatomy of the heart and relate each chamber to the borders and surface of the heart.
3.
Describe the anatomic features of each chamber of the heart.
4.
Describe the components & structure of the conducting system of the heart. Follow, in a model, its blood supply & the pathway of impulses along it.
5.
Describe the microscopic structure of the endocardium, myocardium & epicardium.
6.
Define the four specific characters of cardiac muscle (rhythmicity, conductivity, excitability & contractility) & explain their importance on physiological basis.
7.
Draw a labeled diagram of the cardiac cycle, showing: (a) the seven phases of the cardiac cycle: events taking place, names of the various pressure waves and approximate duration at rest, (b) values of pressure changes in the atrium, left ventricle, right ventricle; changes in ventricular volume and aortic blood flow over a single cycle, and (c) sites of the cardiac valves & correlation of cycle events with heart sounds and ECG.
8.
With respect to electrocardiogram (ECG): (a) state the origin of the electrical activity of the heart & describe the myogenic nature of the cardiac action potential, and the mechanism and route of spread of electrical activity through myocardium, (b) describe the ionic basis of each phase of the action potential, and the characteristics of the action potential in different regions of the heart, (c) state the temporal relationship between mechanical & electrical events, (d) describe how to record a 12-lead ECG &/or perform it,
(e) state the direction from which each of the 12 standard ECG electrodes views the heart,
(f)) identify and draw a standard ECG: state what events are represented by each wave,
(g) describe the principles and usefulness of exercise ECG, and (h) identify the following abnormal ECG patterns: (i) hypertrophy of left atrium, left ventricle, right atrium, right ventricle, (ii) right and left bundle branch block, (iii) myocardial infarction and (iv)

myocardial ischemia.
9.
With respect to heart sounds: (a) identify and differentiate normal heart sounds S1 and S2,
(b) describe how S1 and S2 may vary in disease states, (c) state the significance of S3 and
S4, (d) explain the genesis of cardiac murmurs, (e) differentiate between systolic and diastolic murmurs, (f) develop a differential diagnosis for basic murmurs, (g) list 5 features of a cardiac murmur in childhood that suggest that it is pathological and (h) list 5 features of a cardiac murmur in childhood that suggest that it is benign.
10.
Define the morphology & classification of Streptococci; give an account on infections caused by streptococci and outline the laboratory diagnosis of these infections.
11.
Outline infections due specifically to group A streptococci (sore throat and skin infections) and post-infection complications with emphasis on rheumatic fever.
12.
Explain the pathogenesis of rheumatic heart disease (RHD) & determine the involved cardiac structures.
13.
Describe the epidemiology, prevention, treatment & control of acute rheumatic fever &
RHD.
14.
Describe the normal histology of cardiac valves and explain the basic pathologic mechanisms by which their function and anatomy become distorted.
15.
List the acute and chronic symptoms of common valvular diseases and their effects on cardiac chambers, myocardium and function with emphasis on the most common forms of mitral and aortic valve stenosis and regurgitation. Outline the appropriate investigations for assessment of these lesions.
16.
Follow the aorta from its origin to the aortic hiatus giving its relations and branches.
17.
Label on diagrams (and/or recognize on models) the body arteries and veins of importance in medical practice.
18.
Describe, on embryological basis, the normal development of the heart, its chambers, septa and orifices.
19.
Describe normal fetal circulation & its changes at birth and thereafter.
20.
Outline the deviations from normal development of the heart and vessels with emphasis on: (a) embryological origins of ventricular septal defects, atrial septal defects and the relatively common great vessel defects (aortic arch anomalies), (b) role of genetic and environmental factors in the development of congenital heart disease, (c) non-invasive
(ECG, x-ray, echo) and invasive (cardiac catheterization) tools commonly used in the diagnosis and management of these diseases, (d) role of school health program in their early detection & secondary prevention, and (e) pathology and hemodynamics of at least one acyanotic (eg VSD) and one cyanotic (Tetralogy of Fallot or Transposition) lesion.
21.
Define cyanosis, list the causes of its types and the cardiovascular conditions associated with it & explain the events leading to it.
22.
Name the characteristic structural features of elastic & muscular arteries & arterioles.
23.
Define & differentiate between the terms “atherosclerosis” & “arteriosclerosis”.
24.
Mention the rate of incidence, causes & risk factors of atherosclerosis.
25.
Describe the pathological events leading to atherosclerosis.
26.
List the signs, symptoms & tests indicating the presence of atherosclerosis.
27.
Describe the macroscopic & microscopic pictures of atherosclerotic arteries.
28.
Explain the pathological consequences, prognosis & common complications of atherosclerosis.
29.
Outline a plan for early diagnosis, prevention, management & treatment of atherosclerosis.
30.
Define lipoprotein particle & explain the rationale of its formation in blood.

31.
List different types of plasma lipoproteins, their composition, & features & explain their metabolism.
32.
Explain the methods of plasma lipoprotein separation (electrophoresis, ultracentrifugation).
33.
Outline the different types of dyslipoproteinemia, their common causes and complications.
34.
Define the atherogenic lipid profile & explain the mechanisms by which it contributes to atherosclerosis.
35.
List the different types of drugs commonly used to lower plasma lipids & explain their pharmacology.
36.
Define aneurysm and mention types & sites of occurrence.
37.
Differentiate between true, false, and dissecting aneurysms.
38.
Explain the pathological mechanisms, clinical presentation & diagnosis of aortic and peripheral arterial aneurysms.
39.
Describe the innervation of the heart.
40.
Name the nerve endings of the carotid & aortic body. State the locations and structure of chemoreceptors, & describe the role of cerebral ischemia, and cardiac receptors in the reflex regulation of the circulation.
41.
Regarding the control of blood pressure: (a) state the determinants of mean arterial blood pressure (B.P. = C.O. x T.P.R.), (b) state the locations of baroreceptors, and describe their light and electron microscopic features, the mechanism of their activation, sensitive range, static and dynamic response, and type of information conveyed, (c) list the reflex responses to baroreceptor activation and describe their role inthe short-term regulation of blood pressure, (d) define the role of the kidney in the regulation of blood pressure, and
(e) explain the interrelationship between cardiac output and venous return.
42.
Regarding hypertension, the student must be able to: (a) define it, list its causes & differentiate between essential & secondary types, (b) identify major mechanisms involved in its development & list at least four pathological changes seen in a patient with hypertension, (c) explain its effects on the heart and other tissues and organs, (d) describe its main symptoms, signs and complications and how to diagnose it, (e) perform blood pressure measurement, and (f) describe the basic classes and actions of drugs used in the management of hypertension, including specific actions, dosages, side effects, and interactions.
43.
Describe the mechanics of local vascular control with emphasis on coronary circulation:
(a) outline the factors affecting blood flow to individual organs, i.e. the importance of pressure and resistance in determining flow, (b) outline the different hypotheses of autoregulation of blood flow and how they apply to individual organs (metabolic, myogenic & tissue pressure theories), (c) describe the role of special factors which affect coronary blood flow, e.g. myocardial and skeletal muscle contraction & collateral circulation.
44.
Identify the preferred substrates for myocardium metabolism. Outline the metabolic differences between aerobic & ischemic conditions.
45.
Explain the term “ischemic heart disease (IHD)” giving an account on: (a) pathophysiology of myocardial ischemia, (b) spectrum of acute myocardial ischemia
(sudden death, stable & unstable angina, infarction) and its pathological aspects, (c) main steps needed to make the diagnosis of IHD (history, signs, ECG & serum enzymes), (d) common acute & long-term complications of IHD, (e) potential ways to limit infarct size; the role of thrombosis, (f) pharmacology of commonly used antianginal drugs, and (g)

principles of non-pharmacologic management of patients with IHD (exercise programs, risk factor modification, angioplasty, coronary bypass graft).
46.
Define arrhythmia, list the common causes & explain their mechanisms.
47.
Outline the diagnostic clinical & ECG features of common arrhythmias and explain the basic principles of treatment (medicines, vagal maneuvers, DC cardioversion and defibrillation).
48.
Describe structural characteristics of large & medium veins & venules.
49.
Define vasculitis, list the main types, sites of occurrence, causes, pathological events & consequences.
50.
Outline the epidemiology, diagnosis and management of infective endocarditis and explain the importance of blood culture in diagnosis and how to take multiple blood samples for culture taking the necessary precautions to avoid contamination.
51.
Define myocarditis. Mention its incidence, main causes, risk factors, prevention, main diagnostic symptoms, signs & tests and management including treatment.
52.
List the pathological consequences & complications of myocarditis.
53.
Outline the changes in cardiac function resulting from acute and chronic pericardial changes.
54.
List the typical symptoms and signs of acute pericarditis and cardiac tamponade.
55.
Describe briefly how to manage common acute and chronic pericardial diseases.
56.
Suggest an approach for etiological diagnosis in a patient with suspected pericarditis or myocarditis.
57.
Describe briefly the venous & lymphatic drainage of the limbs.
58.
Explain the effect of posture on circulation & the role of venous valves in prevention of backflow.
59.
Define primary & secondary varicose veins. List their causes, risk factors, complications
& different diagnostic investigations.
60.
Outline the primary prevention, possible advice & management including treatment of varicosity.
61.
Define prostanoids and outline their chemical nature, biological & pharmacological effects.
62.
Explain the pathways of the synthesis & degradation of prostanoids.
63.
Given the pump dysfunction (heart failure): (a) identify the differences between right vs left heart failure; high output vs low output failure; systolic vs diastolic failure, (b) outline the underlying conditions and potential precipitating factors of heart failure, (c) list the different evaluating measures in patients with heart failure (including key symptoms, physical examination - key signs, investigations - ECG, chest x-ray, echocardiography and invasive hemodynamic evaluation), and (d) outline the management of acute and chronic heart failure, including: (i) an assessment of underlying correctible causes, (ii) role of non-pharmacologic measures (rest, diet, older techniques such as rotating tourniquets), (iii) the clinical use of medications (digitalis, diuretics, vasodilators, ACE inhibitors, inotropes), and (iv) role of cardiac transplantation.
64.
Name different types of capillaries & give light & electron microscopic features of each
65.
Describe the mechanisms of transcapillary exchange (diffusion & filtration) listing the factors influencing diffusion and stating the relationship between net pressure and fluid movement.
66.
Define oncotic & hydrostatic pressure and list the factors influencing capillary hydrostatic pressure(using human skin as an example).
67.
State Starling's hypothesis for formation of interstitial fluid and explain the applicability

of the hypothesis giving some examples where the hypothesis does, or does not, hold true.
68.
Explain the mechanism by which substances are transported through the lymphatics.
69.
Explain the contribution of the lymphatics to the control of interstitial fluid volume.
70.
Define edema and explain its cardiovascular causes & underlying mechanisms.
71.
Name & define the three major types of cardiomyopathy.
72.
List the main causes for each type of cardiomyopathy, and explain the basis for its major characteristic symptoms, signs, hemodynamic and other diagnostic tests.
73.
Outline the principles of treatment for each of the cardiomyopathies.
74.
Outline the incidence, risk factors & causes of cardiac (heart) tumors.
75.
Describe common processes that lead to circulatory disturbance & the effects of circulatory insufficiency on cells, tissues and organs using shock as an example.
76.
Prepare a plan outline for prevention, management & treatment of shock.
77.
Describe the burden of cardiovascular diseases in terms of mortality & morbidity
78.
Explain briefly the current status and changes world wide in the pattern of cardiovascular diseases.
79.
Illustrate, through examples, the role of screening in the prevention of cardiovascular diseases.
80.
Explain how life style modification can affect conditions like dyslipidaemia, atherosclerosis, hypertension, & IHD & their complications.
81.
Evaluate community & public health programs, and trials to reduce the burden of cardiovascular diseases at local level, along the following guidelines: (a) cardiovascular diseases prevention should be integrated with primary health care, (b) cardiovascular health education should be integrated with other health promotion programs, (c) cardiovascular health promotion should be part of the national media strategy, (d) cardiovascular health should be addressed in school curriculum, (e) encouragement of physical activity for women in an environment that respect religious traditions, and (f) encouragement of the role of mosques and worksites in disseminating messages related to cardiovascular health.
82.
Explain how exercise could affect heart rate, cardiac output, arterial B.P. & vascular functions.
83.
Explain importance of cardiac reserve.
84.
Describe the impact of exercise on specific conditions like atherosclerosis, IHD & hypertension.
85.
Identify the bony parts in a postero-anterior (PA) chest X-ray image, not omitting the lower cervical spine and shoulder girdle.
86.
Count the ribs correctly in a PA chest X-ray image.
87.
Identify the trachea, arch of aorta, lung hilum & heart borders in a PA radiography, indicating the superior & inferior vena cavae, right atrium, apex, left ventricle, pulmonary arteries, arch of aortic knuckle & descending aorta.
88.
Identify the diaphragm, liver, gastric & colonic gas bubbles in a PA or lateral X-ray images of the chest.
89.
Identify the right ventricle, ascending aorta & pulmonary artery in lateral chest X-ray image & recognize enlarged heart & specific chamber(s) involved.
90.
Recognize basic features of hypertensive & ischemic changes on the heart, in radiology.
91.
Recognize radiological features of heart failure, pulmonary embolism & cardiomyopathy.

Evaluation Methods:
Continuous Assessment 60%
Final Examination 40%
1.
Review of medical physiology. William F Ganong.
2.
Textbook of Medical physiology by Guyton & Hall
3.
Clinical Embryology. Keith Moore
4.
Clinical Anatomy. Richard Snell
5.
Functional Histology by RW Paul
6.
Review of biochemistry. Harper.
7.
Robbin, Cotran, and Kumar: Pathologic Basis of diseases
8.
Warren Levingsow and Ernest Gawetz: Medical Microbiology and Immunology.
9.
Basic & Clinical Pharmacology by Katzung.
10.
Davidson’s Principles and practice of Medicine
11.
Histology by Arthur Helm

Respiratory system
Course number and symbol:
Duration and credits:
304 RESP
7 Weeks (7CHs) (3, 0, 8)
Intended students: Phase 2, Semester 6, .
Prerequisites: Principles of Diseases DSP 204 and preferably Growth and Development and Man, his Environment and
Metabolism
عام ،ةياساسلأا موالعلا ااهيف لاماكتت ،ة اصاخ فاداهأو ،ةاماع فاداهأ ىالع يوتحي و ، يسفنتلا زاهجلا جهنم ىل ع ررقملا لمتشي
مااجحأو ،سفناتلا تاايلتو ،ااهفئا وو ،نيتئرالاو ياسفنتلا ليباسلاو ،ردصلا حيرشتب بلاطلا فيرعت لوانتت و ،ةيريرسلا مولعلا
لااسلاو ةاائرلا تاذ كاالذ ناامو ،ةاائيبلا ناام ضارملأاااب ةباااصال يااسفنتلا زاااهجلا ةاايلباقو ،ميلااسلا سفنااتلا يااف مكحتاالاو ،ةاائرلا
.اهنم عمتجملاو درفلا ةياقوو اهريبدت ةيفيكو ،اهرهاظمو ،ةئرل ا ناطرسو ،ةينهملا ضارملأاو ،تايرطفلاو
Rationale/Justification
Respiratory system is one of the most essential components of a living organism. In humans, lungs fulfill this essential function by providing a source of oxygen for the body as well as help to rid the body of carbon dioxide. In doing so the respiratory system inhales an array of pollutants and infectious agents. Many a times these infectious agents colonize the lung tissue and cause severe respiratory ailments. In the developing countries, relatively high mortality is associated with high incidence of respiratory diseases. In many of these countries, there is a special national health program for acute respiratory infections (ARI) in which pneumonia often contributes the leading cause of death for infants and children less than five years.
Internationally the major respiratory disorders currently rank among the 10 leading causes of death worldwide i.e. pneumonia (third), chronic obstructive pulmonary disease (COPD; fifth), tuberculosis (TB; sixth) and lung cancer (ninth). Projections for 2010 even predict an increase in mortality due to COPD, TB and lung cancer, with COPD becoming the third leading cause of death worldwide. In addition, asthma is currently the most frequent chronic disease affecting children, as well as adults.
In the past two years new life threatening respiratory infections have emerged in different parts of the world i.e. severe acute respiratory syndrome(SARS) had caused panic in the south east Asian countries as well as in the western hemisphere. Avian flu has also emerged as life threatening disease for humans in the past six months. Such respiratory infections spread like a wild fire as every droplet that is exhaled can be a source of infection for another person.
The increasing abuse of the environment leading to air pollution and respiratory diseases of occupations together with the prevailing unhealthy life style with special reference to smoking gives further justification for the study of this block.
Through the study of this block, the students are expected to recognize the major respiratory illnesses in the Kingdom, understand the structure, function of the system, and explain the underlying mechanisms in the pathogenesis of these diseases. The students are also expected to devise treatment regimens and preventive measures to control the spread of these diseases in the community.

General Objectives
By the end of this course, the student will be able to:
1.
Describe the mechanism of respiration and airflow obstruction including the anatomy and histology of respiratory system, lung volumes, tissue elasticity and surface tension in respiration in addition to factors determining airway caliber.
2.
Explain the basic pathological mechanisms in airway obstruction with principles of treatment of airway obstruction.
3.
Explain the process of gas exchange including the pulmonary circulation, alveolar ventilation and PCO2, role of ventilation in acid- base balance and blood pH, features of hemoglobin dissociation curve and relationship of ventilation/perfusion in addition to gas exchange disturbances and environmental pollution as cause of gas exchange disturbances.
4.
Describe the lung defenses and lung injury i.e. non-specific and immunological defenses in respiratory system, characteristics of respiratory pathogens (pyogenic and
TB), pathology of respiratory infections, epidemiology of respiratory infections.
5.
Explain the pharmaco-dynamics of first line anti -TB drugs, antibiotics in respiratory infections and bronchial carcinoma, etiology, incidence and classification.
Specific Instructional objectives:
At the end of this course, the students will be able to
1.
Name the bones and cartilages forming the nose and the types of mucous membrane lining the nasal cavity.
2.
Describe the lateral wall of the nose, the openings in different meatuses of the nose and paranasal air sinuses.
3.
Explain the air conditioning function of the nose.
4.
Describe and explain the pathway of sneeze reflex and the cough reflex
5.
Recognize the mucosa of the nose and paranasal sinuses in a slide under ordinary microscope.
6.
Explain the importance of Little’s area of the nose.
7.
Name the organisms causing rhinitis and sinusitis and outline the drug treatment of the two conditions
8.
Recognize the burden of acute respiratory tract infections in Saudi community and explain the impact of environmental and social factors on magnitude and spread of the problem
9.
List the complications of chronic maxillary sinusitis.
10.
Design program(s) adopted in Primary Health Care setting for the control of acute respiratory tract infections
11.
Describe the walls of nasopharynx.
12.
Explain the communications of nasopharynx.
13.
Recognize section of the adenoids in a slide under the microscope.
14.
Describe the signs and symptoms of enlarged adenoids.
15.
Enumerate the components of middle ear cleft.
16.
Name the paired and the unpaired cartilages of larynx.
17.
List the intrinsic muscles of the larynx with those adducting and abducting the vocal cord and those tensing and relaxing the vocal cords.
18.
Enumerate the intrinsic and extrinsic ligaments and membranes of the larynx.
19.
Recognize under the microscope a slide of vocal cords and remaining structures of the larynx
20.
Describe the structure of the tracheo-brocheal tree

21.
Give a brief account of the concept of dead space and the physiological shunt
22.
Perform clinical examination of the chest
23.
Explain the mechanics of respiration
24.
Describe the features of the sternum, ribs and thoracic vertebrae
25.
List the structures passing through the thoracic inlet and thoracic outlet
26.
Explain the contents and arrangement of the intercostal space
27.
Describe the microscopic appearance of pleura
28.
Describe pleurae, pleural cavity and the relation between pleural and other pulmonary pressures
29.
Explain the structural features of intra-pulmonary bronchi and bronchioles
30.
Differentiate between different types of bronchioles
31.
Describe pulmonary volumes and capacities and interpret changes in those under different conditions of breathing
32.
Perform spirometry and interpret it
33.
Describe the surfaces, relations, root and blood supply of the lungs
34.
Describe the light and electron microscopic appearance of alveoli and alveolar sacs
35.
Describe the components of interstitium of lungs
36.
Describe the physical principles of gaseous exchange
37.
Explain diffusion of oxygen and carbon dioxide through the respiratory membrane
38.
Outline the transport of oxygen and carbon dioxide in the blood and body fluids
39.
Interpret the results of arterial blood gas analysis. Plot oxygen hemoglobin dissociation curve and evaluate shifts in different conditions.
40.
Describe non-specific and immunological defenses in the respiratory system.
41.
Give an account of the role of respiration in acid base balance.
42.
Explain regulation of respiration.
43.
Explain lung compliance and surfactant in relation to pulmonary edema.
44.
Perform pleural tapping in a model.
45.
List and demonstrate preparation of common respiratory pathogens.
46.
Describe the pathogenesis and morphology of pneumonias.
47.
Suggest the drugs in pulmonary infections.
48.
Recognize in histopathology slides the bacterial, viral and fungal pneumonias and pulmonary TB.
49.
Describe the etiology, pathogenesis and morphology of pulmonary TB.
50.
Explain the changing global trends in epidemiology of tuberculosis and the factors influencing these trends.
51.
Explain the problems that interfere with the global and national control of tuberculosis.
52.
Outline the drug treatment of pulmonary TB with reference to DOTS.
53.
Describe the basic pathological mechanisms in COPD.
54.
Prescribe the drugs in a case of bronchial asthma.
55.
Counsel patients, families and the community for prevention of bronchial asthma.
56.
Mention the factors associated with increased magnitude of bronchial asthma in the local community.
57.
Explain the effect of active and passive smoking hazards and their relation to respiratory system morbidity and mortality.
58.
Explain the influence of occupational factors on occurrence of respiratory system diseases.
59.
Enumerate the common tumors of the lungs prevalent in this part of the world.
60.
Explain the pathogenesis, morphology, mode of spread, risk factors and prognosis of carcinoma bronchus.

61.
Outline the world burden of respiratory diseases with emphasis on problems of public health importance.
62.
Define SARS and its causative organism.
63.
Explain the pathophysiological mechanism in chronic respiratory failure.
64.
Participate in assisted ventilation procedure.
65.
Outline the adverse health effects of air pollution..
66.
Describe the pathogenesis of lung disease due to inhalation of dust (pneumoconiosis).
67.
Explain the influence of occupational and environmental factors on the occurrence of respiratory diseases.
68.
Describe the respiratory changes in exercise, high altitude and deep sea.
69.
Identify the bony parts in a posterior-anterior (PA) chest x-ray image, not omitting the lower cervical spine and shoulder girdle.
70.
Count the ribs correctly in a PA chest x-ray image.
71.
Identify the trachea, arch of aorta, lung hilum and heart borders in a PA chest radiograph.
72.
Identify the diaphragm, liver and gastric and colonic gas bubbles in a PA or Lateral x-ray images of the chest.
73.
Identify lung fissures and lung zones in PA and Lateral chest x-ray images.
74.
Recognize consolidation in pneumonia, hyperinflation on emphysema and fibrocystic changes in TB in PA and Lateral chest x-ray images.
75.
Recognize a lung mass and outline its differential diagnosis.
76.
Do surface marking of the lungs.
77.
Narrate the divisions, boundaries and contents of the mediastinum.
78.
Recognize under ordinary microscope the histopathology slides of common respiratory conditions in infants, children and adults.
79.
Describe the physiological basis of types of hypoxia and of cyanosis.
Evaluation Methods:
Continuous Assessment 60%
Final Examination 40%
1.
Review of medical physiology. William F Ganong.
2.
Textbook of Medical physiology by Guyton & Hall
3.
Clinical Embryology. Keith Moore
4.
Clinical Anatomy. Richard Snell
5.
Functional Histology by RW Paul
6.
Review of biochemistry. Harper.
7.
Robbin, Cotran, and Kumar: Pathologic Basis of diseases
8.
Warren Levingsow and Ernest Gawetz: Medical Microbiology and Immunology.
9.
Basic & Clinical Pharmacology by Katzung.
10.
Davidson’s Principles and practice of Medicine
11.
Histology by Arthur Helm

Course Symbol and Number : HIC-305
Duration and Credits
Intended students
Prerequisites
: (2 CHs) (0, 0, 4) Semesters 5 & 6
: Semester 5 & 6
: STAT 106, HIC-1(206)
ضارملأا تاببسم ةفرعم ىف ملعلا اذه مادختتسإ ةيمهأو تايئابولا ملع لئاسوو سسأب بلاطلا فيرعت ىل ع ررقملا اذه فدهي
بلاطلا تايئابولا ملع دعاسي امك .ةبسانملا ةيئاقولا جماربلا ذيفنتو عضو نكمي ثيح عمتجملاو ةرسلأاو درفلا ىوتسم ىلع
بلاطلا فيرعت ىلإ اضيأ فدهي امك .ةفلتخملا تاعمتجملا ن يب ضارملأا راشتنإو عيزوتو مجح فلاتخإ ريسفتو ةفرعم ىلع
هذه ىف بلاطلا بستكيو . ةيحصلا لكاشملا ضعب فصول ةطيسبلا ثاحبلأا ضعبب مايقلاو ىملعلا ثحبلا لئاسوو دعاوقب
ثحبلا ةيجهن
امك . ةيباجنلإا ةحصلا رصانعو ةيمهأ ىلعو ةدلاولاو لمحلا نس ىف ةأرملل ةيحصلا تامدخلاو
م ىف بويع ىأ فاشتكإو اهتيحلاص ىلع مكحلاو ةروشنملا ةيبطلا ثاحبلأل ةيدقنلا ةءارقلا ىلع ةردقلا ةلحرملا
.اهنم جئاتنلا صلاختسإ ةيفيكو ىملعلا
ل كاشملا ىلع جهنملا زكريو
.عمتجملا و ةرسلأاو بيبطلا ىوتسم ىلع اهعم لماعتلا ةيفيكو ةقهارملا ةلحرمل ةيعامتجلإاو ةيحصلا لكاشملا ىلع فرعتي
Rationale
The course content in HIC 212 is intended to build the foundations for research as well as supporting field activities in the PHC center. Epidemiology is one of the basic tools for scientific, medical research. It helps in identifying the distribution, determinants and dynamics of disease in human population, thus enables the health professionals to adopt appropriate interventions for promotive, preventive curative and rehabilitative care.
The students need to understand the basic concepts of epidemiology so that they can apply them in designing small research project as well as in understanding and evaluating medical literature.
Health care managers and service providers, whether dealing with communities or clinical services, are required to conduct research to ascertain the status, needs and other aspects of health care for evidence- based decision making and effective and efficient services. Also an introduction to the basics of the study of demography is essential for medical students to understand and interpret the terms used in the study of populations.
Furthermore, practice of evidence-based medicine is now regarded essential for quality services. Hands-on experience of designing, conducting, analyzing, and reporting a research study, is thus an important part of the medical curriculum.
Proper planning for investigating a problem requires following a well recognized sequence of steps. HIC 212 provides a hands-on training for following these steps to complete a research protocol for conducting research in the following year (Year 3- HIC 308).
HIC 212 also covers the essential elements of reproductive health that are practiced in the
PHC program and provides an orientation to other issues of reproductive health and safe motherhood in order to facilitate their learning at the PHC level where they are encountered.
Adolescent health is also covered in HIC 212. It is well recognized that the psychosocial needs of adolescents differ from those of other age groups. Inappropriate handling at this critical stage of development may lead to serious consequences ranging from deviant behavior to indulgence in criminal activities. Therefore an understanding of the adolescent health

problems is important in order to recognize the impact of changing environment on the adolescent. It is important for appropriate community-orientation for students to realize the importance of adolescent health and to identify the gaps in the health system at the PHC level to deal with such problems and recommend strategies to deal with the problem.
General Instructional Objectives
By the end of the course the students should be able to:
1.
Understand the importance of epidemiology in the practice of medicine and its need for comprehending medical literature for updating knowledge.
2.
Plan and write a protocol for a research study.
3.
Interpret the `measures’ used in demography.
4.
Recognize the disease patterns and special needs of women of child bearing age.
5.
Recommend strategies to address the needs of women of child bearing age.
6.
Recognize the special needs of adolescents and recommend culturally acceptable strategies to deal with them.
Specific Instructional Objectives
By the end of the course the students should be able to
Epidemiology
Given a descriptive epidemiological study and data the students should be able to:
1. Describe the application of epidemiology in disease processes with respect to
2.
3. person, place and time.
Outline the basics of study design.
State the strengths and limitations of study design.
4.
5.
6.
Explain the biases that may be encountered in study design.
State the appropriate measures of association.
Calculate and interpret the results of measures of association (Relative risk,
Odds ratio).
7.
8.
9.
Propose and justify an appropriate study design for a given research question.
Explain the significance of screening tests giving examples.
Evaluate suitability of a disease for screening using standard criteria.
10. Given a data set, calculate and interpret
-Sensitivity -Specificity
-Positive predictive value -Negative predictive value.
11. Explain the process of investigating an epidemic of communicable disease and recommend measures for its prevention and control.
Research / Survey Methodology
12. Select an appropriate research question.
13. Describe the steps in conducting research.
14. Perform literature search.
15. Sift relevant information from literature search.
16. Explain the reasons for conducting a survey.
16. Describe the types of sampling methods.
18. Determine the sample size required for a given population.
19. Explain the methods for non-responses in surveys.
20. Evaluate the different methods of data collection stating advantages and disadvantages.

21. Design a suitable questionnaire for conducting a survey/research project.
22. Write a protocol for a research project
Demography
23. Explain, calculate and interpret measures of fertility:
- Crude Birth Rate (CBR) - Total Fertility Rate (TFR)
- Gross Fertility Rate (GFR) - Age Specific Fertility Rate (ASFR)
24. Explain, calculate and interpret measures of morbidity:
- Incidence - Prevalence
25. Explain, calculate and interpret measures of mortality:
- Crude Death Rate - Age Specific Death Rate
- Infant Mortality Rate
- Under Five Mortality Rate
- Peri-natal Mortality Rate
- Neonatal Mortality Rate
- Maternal Mortality Ratio
26. Explain and interpret population pyramid, dependency ratio, and the dynamics of population growth.
27. Explain the importance of census and state briefly how it is planned and implemented quoting examples from Saudi Arabia or another country of similar nature.
Reproductive Health and Safe motherhood - Females 15-49 years (Child Bearing Age)
28. Define reproductive health.
29. State measures used to identify fertility trends among population, and describe the advantages and disadvantages of each measure.
30. Explain the factors affecting fertility trends among Saudi population.
31. Outline the social, cultural and behavioral determinants of reproductive health giving examples from Saudi Arabia.
32. Explain medical ethics in family planning, reproduction and termination of pregnancy in the light of the prevailing culture and religion in the Kingdom.
33. Describe the health service program provided to expectant mothers and their children by different community organizations.
34. Describe the epidemiology, screening, and preventive measures of reproductive tract malignancies.
35. Describe the epidemiology, screening and preventive measures of reproductive tract infections.
36. Describe the safe motherhood initiative endorsed by WHO.
37. Give nutritional advice for pregnant and lactating women.
38. Describe the intergenerational effects of maternal malnutrition.
39. Explain the role of nutrition in preventing low birth weight (LBW).
40. Provide premarital and postmarital genetic counseling to women of CBA for hereditary diseases.
Adolescent Health
41. Define adolescence.
42. Describe the special needs of adolescence.
43. Explain the principles of adolescent health care.
44. Describe the physical and psychosocial problems encountered in adolescent with special emphasis on substance abuse and sexual behavior.

45. Recommend appropriate promotive and preventive strategies for problems of adolescence.
46. Describe the epidemiology, promotive and preventive strategies of AIDS.
47. Advise adolescents and their families on adolescent problems and how to deal with and prevent them.
Evaluation Methods:
Continuous Assessment 60%
Final Examination 40%
1.
Community Medicine & public health by Mohamed llyas.
2.
Community medicine by Park

Semesters 5 and 6
Rational and general objective (introduction to clinical skill on SKIL 207)
Specific Objectives
By the end of this block, the student should be able to:
1.
Take a history from a patient with GIT disease.
2.
Perform GE in the patient with GIT disease including skin pigmentation, jaundice, pitting edema, etc.
3.
Perform inspection of the abdomen correctly.
4.
Enumerate the normal findings in abdomen by inspection.
5.
Detect some common abnormalities by inspection like distension, localized bulging, evertion of the umbilicus, and hair distribution.
6.
Perform light and deep palpation correctly.
7.
Detect areas of tenderness and rigidity.
8.
Palpate major organs perfectly especially, liver, spleen, and kidneys by different methods.
9.
Perform percussion of the abdomen correctly.
10.
Perform special tests for detecting moderate and severe ascites like shifting dullness and fluid thrill.
11.
Describe the normal intestinal sounds by auscultation.
12.
Enumerate some other common abnormal intestinal sounds like venous hum.
13.
Perform anus and rectal examination correctly.
14.
Detect some common abnormalities in the anal region by inspection (from photographs) like fistula, hemorrhoids, fissures etc.
15.
Perform PR examination correctly.
16.
Palpate by PR examination the normal prostate and report on its characters like size, shape, consistency, etc.
17.
Detect by palpation some common abnormalities of the prostate (in the model) like hard nodule, enlarged prostate, etc.
18.
Manipulate the proctoscope correctly.
19.
Perform proctoscopy independently and correctly.
20.
Describe the normal male genital organs.
21.
Evaluate the stage of growth of male genital organs.
22.
Enumerate some common abnormalities of male genital organs like infantilism, hypospadius, balanitis, etc.
23.
Take history from a patient with a renal disease and report any symptoms of renal failure.
24.
Perform general examination in a patient with renal disease and report signs of renal failure.
25.
Perform inspection, palpation, percussion and auscultation of urinary system correctly.
26.
Perform urinary catheterization in males using different kinds of catheter like Foley’s and ordinary catheter, and in different ages (adults and children).
27.
Perform urinary catheterization in females using different kinds of catheters and in different ages.
28.
Examine and describe the normal female external genital organs.
29.
Evaluate the stage of growth of the female genital organs in children and adolescents.
30.
Enumerate some common abnormalities in external female genital organs.

31.
Perform PV correctly.
32.
Describe the normal organs detected by PV.
33.
Enumerate some common abnormalities that could be detected by PV.
34.
Perform speculum examination of female internal genital organs.
35.
Apply IUD correctly.
36.
Take a history from a pregnant lady.
37.
Perform general examination of a pregnant lady including edema, hypertension, jaundice, cyanosis, etc.
38.
Perform abdominal examination of a pregnant lady including inspection, palpation, percussion and auscultation.
39.
Evaluate the size of the uterus and position of the baby.
40.
Detect the fetal heart sounds from the mother’s heart sounds.
41.
Take a history from a patient with a blood disease.
42.
Perform general examination for a patient with a blood disease including petechiae, purpura, ulcers, etc.
43.
Enumerate the common blood investigations required for confirming his professional diagnosis.
44.
Examine the jugular venous pressure(JVP)
45.
Enumerate some common normal and abnormal variations in JVP.
46.
Perform peripheral venous cannulation using different types of cannulae in different sizes of veins.
47.
Perform steps of blood transfusion correctly.
48.
Enumerate the common problems that could happen during blood transfusion and methods of treatment of each problem.
49.
Perform ID injection correctly in different sites by different methods.
50.
Enumerate the indications and side effects of ID injection.
51.
Perform SC injection correctly in different areas of the body.
52.
Enumerate the indications, contraindications and side effects of SC injection.
53.
Take a history from a patient with a metabolic and an endocrine disease.
54.
Perform general examination for a patient with an endocrine or a metabolic disease.
55.
Enumerate the common reasons for the common abnormalities that could be detected during the examination and history taking like polyurea, excessive sweating, palpitations, hypotension, etc.
56.
Select the appropriate investigations required for reaching the final diagnosis according to the findings detected by history taking and general examination.
57.
Take a history from a patient with a thyroid swelling.
58.
Perform general examination in a patient with thyroid disease including eye examination.
59.
Perform local examination of the thyroid gland including inspection, palpation, percussion, and auscultation.
60.
Suggest the possible cause of swelling of the thyroid gland.
61.
Take a history from a patient with diabetes mellitus (DM).
62.
Perform general examination of a patient with DM including fundoscopy and nervous system examination.
63.
Detect the presence of complications in DM patient.
Evaluation Methods:
Continuous Assessment 60%
Final Examination 40%

Reading List:
1.
Clinical Examination and History Taking. Barbra Bats
2.
Hutchison Clinical Examination
3.
Clinical Skill Lab Resources

Course symbols and numbers : GIT 311
Duration and credits : 8 weeks (8 CHs)(4, 0, 8)
Intended Students :
Prerequisites :
Semester 7
Phase I courses, and Principles of Disease DSP 204
ااهيف لاماكتت ،ةاصاخ فاداهأو ،ةاماع فاداهأ ىالع يواتحيو ،هتلاكاشمو ، يواعملا يداعملا زااهجلا جهنام ىل ع ررقملا لمتشي
،يماضهلا زااهجلا حيراشتب
،حرااقلا
بالاطلا فايرعت فاداهلأا لواانتتو ،ةبولطملا تاراهملا عم ،ةيريرسلا مولعلا عم ةيساسلأا مولعلا
و ،ةاايقلخلا بواايعلا ناام اااهيف أااشني ااامو ، اااهتازارفإو اااه فئا وو ، اااه ومنو ، ةيجااسنلا اهتافااصو ، هااب ةلااصتملا ددااغلاو
، ضارااملأا كاالت ىاالع ياابطلا فااشكلا ةاايفيك و ،مارولأاو تااايليفطلاب ةباااصلإاو ،تادادااسنلااو ،تلوااصحلاو ،تاااباهتللااو
.
اهنم عمتجملاو درفلا ةياقوو ،اهريبدتو اهصيخشتو
Rationale
The study of this system is of utmost importance since it involves many diseases that we come across during the whole span of life, diseases of common occurrence ranging from minor to the severe ones. It includes also those problems that require explorative laparotomy for their diagnosis. It involves a complex set of organs and various associated glands and poses a great challenge to the doctor especially when confronted with a case of acute abdomen.
The system is also involved in the changes that occur in other systems of the body and, of primary importance, it is the system where our food on which we depend for our life is taken care of: ingestion, digestion, absorption etc, in addition to the fact that it also includes the liver
(vital organ) and biliary system.
It is affected by a diversity of diseases of congenital, inflammatory and malignant nature, in addition to various bacterial, viral, fungal and parasitic infections which are also of common occurrence. Of common occurrence also in GIT are many of the medical and surgical emergencies. The student should, therefore, know the GIT thoroughly well, its structure, function, pathogenesis and how to deal effectively with these conditions.
General objectives
By the end of this course the student is expected to :
1.
Identify the organs of alimentary canal and accessory organs of digestion and their structural relationship to each other particularly gross appearance and histological characteristics.
2.
Explain the chemical & mechanical basis of digestion, absorption, assimilation, stool formation and defecation in association with various mechanical movements of the various parts of GIT including deglutition & peristalsis.
3.
Describe the sites of various enzymes, role on various digestive processes & their utility in clinical application especially their altered activity in various disease processes.
4.
Describe the structure and correlate it with the function of the various digestive organs.
5.
Describe the mechanism of absorption of various nutrients at the molecular level.
6.
Explain the role of GIT in the mechanism of homeostasis and describe the effects of fluid, electrolytes and pH imbalance on the system.
7.
Explain the etiological factors and associated biochemical & patho-physiological changes in the various common diseases affecting the GIT.

8.
Perform the basic laboratory and clinical skills of the GIT including taking history, physical examination and interpret the given laboratory data.
9.
Describe the constitution of the anterior abdominal wall and its various quadrants, conventional lines, surface markings and peritoneal disposition and explain, on the basis of these, the complications due to rupture of hollow viscus.
10.
Define the action of the drugs on the various organs of GIT particularly their effects on motility, secretions and control of the activity of bacteria in specific parts of the system.
11.
Outline the prevention and control measures for common GIT health problems in this area.
Specific objectives
By the end of this block the student is able to:
1.
Locate the conventional lines which divide the abdomen into various quadrants.
2.
Describe the constitution of the anterior abdominal wall with rectus sheath.
3.
Locate the inguinal canal and list the structures passing through it in males and females.
4.
Identify the viscera of the GIT associated with glands and describe their relationship.
5.
Locate the viscera of the GIT individually and describe their specific characteristics, relation with peritoneum, arterial supply, venous drainage, lymphatic drainage and nerve supply.
6.
Outline the normal development of each organ of the GIT and follow the sequence of normal rotation of gut and deviations from normal if any.
7.
Recognize the gross & microscopic structure of the lips and tongue and explain their role in digestive processes.
8.
Identify the diseases of the oral cavity presented to him/her, like ulcerative stomatitis, candidiasis and aphthous ulcers.
9.
Describe the gross and microscopic structure of parotid, submandibular and sublingual salivary glands and explain salivary secretion regarding its composition, regulation and functions.
10.
Explain the pathogenesis of common salivary gland tumors.
11.
Describe the structure of pharynx and its role in the phase of deglutition.
12.
Identify the esophagus from gross and microscopic point of view on a specimen/slide.
13.
Outline the common, inflammatory and malignant diseases affecting the esophagus, and explain their pathophysiology, complications, investigative procedures and management.
14.
Identify the stomach in its gross and microscopic structure on specimen/slide.
15.
Explain the chemical and mechanical basis of digestion in the stomach with the role played by the enzymes.
16.
Describe the biochemical basis of the digestion of nucleic acids, carbohydrates, proteins and lipids.
17.
Explain the composition, regulation and functions of gastric juice and interpret the gastric function tests including other procedures namely endoscopic procedures and their basis.
18.
Give an account on physiological basis of gastric emptying and vomiting reflex.
19.
List and classify emetics, anti-emetics, anti-spasmodics & prokinetics.

20.
Outline plan for a proper regime for the treatment of ulcers of stomach including the treatment of H. pylorii positive cases and other common gastric disorders.
21.
Mention the pathogenesis of inflammatory and malignant diseases affecting the stomach with their complications.
22.
Recognize, on specimens/slides, and differentiate the various components of small intestine macroscopically and histologically and explain their correlation with function.
23.
List the various enzymes with their specific role on the various parts of small intestine.
24.
Explain the principles governing the absorption of various nutrients in small intestine.
25.
Describe malabsorption syndrome with its etiologic background, pathogenesis and management.
26.
Explain the role of GIT on diet.
27.
Describe the secretory functions of GIT.
28.
Explain the mechanism involved in gastro intestinal motility and peristalsis and the role of enteric nervous system on various organs.
29.
Describe the normal flora of the intestines and its derangement.
30.
Given a specimen/slide of small intestine, differentiate the common inflammatory, obstructive and malignant diseases affecting small intestines and explain their pathogenesis and complications.
31.
Follow on a specimen the gross and microscopic structure of the large intestine in its various segments including vermiform appendix.
32.
Explain the etiology, pathogenesis and complications of, and how to diagnose appendicitis.
33.
Explain the basis of referred pain from GIT organs.
34.
Explain the physiological basis of faeces and flatus formation.
35.
Explain the role of fibres on the prevention of constipation. .
36.
Given a problem, explain the basis of constipation, its causes, complications and management including any required drug therapy.
37.
Given a problem, explain the etiology and pathogenesis of common inflammatory and malignant diseases affecting the large intestine.
38.
Recognize on slides the pre-cancerous conditions affecting GI system and outline their effective management.
39.
Describe the common bacterial diseases including gastro- enteritis and food poisoning affecting the gut with special reference to their bacteriological background and their epidemiology and management.
40.
Given a problem of diarrhoea, explain the basic mechanism including vomiting and dehydration and outline the management of diarrhea of varied etiology with special reference to ORT.
41.
Describe the etiology, pathogenesis and bacteriology of cholera with epidemiology.
42.
Explain the etiology of typhoid fever along with pathology and bacteriology and its diagnostic criteria and outline its management.
43.
Explain the causative agents, mode of infestation, life cycle, diagnostic criteria and treatment of common parasitic infections involving the GI system and the glands, like taeniasis ecchinococcosis, schistosomiasis, giardiasis, liver flukes, amoebiasis, ascariasis.
44.
Prescribe the treatment for amoebiasis and giardiasis.

45.
Outline the sequence of events in irritable bowel syndrome.
46.
Identify on specimens the gross structure of liver, lobes, portal vein, portal circulation, sites of portocaval anastomosis, supports, and segments.
47.
Describe the clinical manifestations of portal hypertension
48.
Recognize the histological structure of liver & extrahepatic biliary apparatus both under light and electron microscope
49.
Give a brief account on bilirubin metabolism.
50.
Given cases, classify the various types of jaundice on physiological and biochemical bases and outline management including promotive and preventive aspects.
51.
Explain the role of bile on digestion.
52.
Describe the synthesis of bile and bile acids.
53.
Given results of liver function tests interpret them in the light of disease processes.
54.
Given a problem, differentiate the type of hepatitis and explain its bacteriology, pathogenesis, prevention, and epidemiology and outline appropriate management.
55.
Describe cirrhosis of the liver and explain its etiology, pathogenesis and complications, and outline its management (especially for an associated portal hypertension).
56.
Describe briefly the gross and microscopic structure of the exocrine component of pancreas.
57.
Explain the role of the pancreatic juice on digestion with its various enzymes.
58.
Describe briefly the common inflammatory and malignant diseases of the pancreas with their etiology, pathogenesis and complications.
59.
Given a brief account on the national program on control of diarrhoeal diseases
(CDD program) in the Kingdom, evaluate the program and summarize its strengths and weaknesses.
60.
Given a case of food poisoning outbreak, explain the etiology and management including epidemiological and prevention and control measures.
61.
Explain the tubercular involvement of GIT (including epidemiology, microbiology and pathogenesis) and outline its management.
62.
Identify, classify and describe the pathogenesis of the polyps of GIT system.
63.
List the various gastro-intestinal hormones and explain the role of GIT in homeostasis.
64.
Interpret the normal radiographic images of GIT including: (a)barium swallow
(esophagus), meal (stomach and duodenum), ‘follow through’ (small intestine) and enema (large intestine), (b) ultrasound images of liver, gallbladder and pancreas, and (c) CT cuts of the abdomen.
65.
Classify the gut associated hernias and mention their anatomical bases and complications.
66.
Given a patient with a GIT problem, take proper history, and conduct appropriate physical examination of the abdomen and GIT, using effective communication skills.
67.
Locate and map on the surface of human body, the topography of abdominal viscera.

Evaluation Methods:
Continuous Assessment 60%
Final Examination 40%
1.
Review of medical physiology. William F Ganong.
2.
Textbook of Medical physiology by Guyton & Hall
3.
Clinical Embryology. Keith Moore
4.
Clinical Anatomy. Richard Snell
5.
Functional Histology by RW Paul
6.
Review of biochemistry. Harper.
7.
Robbin, Cotran, and Kumar: Pathologic Basis of diseases
8.
Warren Levingsow and Ernest Gawetz: Medical Microbiology and Immunology.
9.
Basic & Clinical Pharmacology by Katzung.
10.
Davidson’s Principles and practice of Medicine
11.
Histology by Arthur Helm

Duration and credits :
Intended students :
5 weeks (5CHs) (3, 0, 4)
Semester 7
Prerequisites: Phase 1+ Principles of disease
مواالعلا اااهيف لااماكتت ،ةااصاخ فادااهأو ،ةااماع فادااهأ ىاالع يوااتحيو ،هتلاكااشمو ،يلواابلا زاااهجلا جهناام ىاالع ررااقملا لمتااشي
ةاناثملاو بالاحلاو ةايلكلا حيراشتب بالاطلا فايرعت فاداهلأا لواانتتو ،ةابول طملا تاراهملا عم ،ةيريرسلا مولعلا عم ةيساسلأا
تااباهتللااو ،ةايقلخلا بوايعلا نام ااهيف أاشني اامو ،ااهفئا وو ،ااهومنو ،ةيجاسنلا اهتافاصو ،نطبالل يافلخلا رادجلاو ،ليلحلإاو
اهاصيخشتو ،ضاراملأا كالت ىالع ياب طلا فشكلا ةيفيك و ،مارولأاو ،روصقلاب ةباصلإاو ،تادادسنلااو ،تلوصحلاو ،ةيلوبلا
.اهنم ةياقولاو ،اهريبدتو
Rationale/Justification
In this block the aim is that the students will be able to learn the scientific basis of various conditions affecting the genitourinary system so that a better clinical management of the patients can be done.
Developmentally and anatomically the genital and urinary systems are close to each other. The genital system has an important role in reproduction and will be considered in Reproduction
Block.
The organs of urinary system consist of the kidneys, ureters, urinary bladder and urethra. The prostate gland, although not an organ of the urinary system, is considered as part of it because the diseases affecting it usually result in urinary problems.
Many urinary problems like infections, lithiasis and tumors affect a large number of population although they are preventable and can be easily diagnosed and treated early.
Ignoring early treatment may lead to renal failure which is a cause for a lot of economical and social stress for the family, community and country.
The weather conditions in the Kingdom of Saudi Arabia with its hot summers, coupled with the scanty water supply tend to favor stone formation. Recurrent urinary tract infections, hypertension, and bladder reflex are other common problems. Early identification and treatment of these problems is desired to reduce the mortality and morbidity of urinary diseases.
Students should, therefore, be well equipped with the basic knowledge of these health problems and their underlying mechanisms and with the skills of tackling them both at the level of the individual and the level of the family/community.
General objectives
At the end of this course, the students should be able to:
1.
Understand the anatomy of urinary system and its relation to other systems.
2.
Understand the development of urinary system and its congenital malformations.
3.
Recognize the microscopic structure of different parts of urinary system and its relation to function and disease.
4.
Understand the functions of the kidney, in relation to: (a) fluid osmolarity and volume,
(b) acid-base balance and (c) excretion of metabolites and foreign substances.
5.
Discuss the pathogenesis of common diseases affecting the urinary system including parasitic infections and outline their management including prevention.

6.
Discuss the pharmacology of: (a) drugs used in the treatment of renal diseases, (b) diuretics and (c) drugs causing renal disorders.
7.
Discuss the prevention of common renal diseases and care of patients with renal failure.
Specific objectives
At the end of this course the student should be able to:
1.
List and describe the parts of the nephron and the function of each part.
2.
Describe the location and function of the renal artery, renal vein, afferent arteriole, glomerular capillaries, efferent arteriole, peritubular capillaries, and vasa recta.
3.
Describe the following processes: pressure filtration, reabsorption, and secretion.
4.
List and describe the factors that influence filtration pressure and the rate of filtrate formation.
4.
Explain the types of transport mechanisms found along the nephron.
5.
Explain how ADH and aldosterone influence the volume and concentration of urine.
6.
Describe the structure and function of the ureters, urinary bladder, and urethra.
7.
Explain the micturition reflex, including the muscles and nerves involved.
8.
Presented with a result of a general urine test, interpret the findings and report what they indicate giving reasons.
9.
List the tests for renal function and their significance.
10.
Give the classification of the different glomerular diseases.
11.
List the primary and secondary causes of nephrotic syndrome.
12.
Outline the symptoms, sign, pathogenesis, gross microscopic features and fate of the common cases of primary nephrotic syndrome.
13.
Numerate the lines of therapy for minimal change disease with explanation of the role of diuretics and corticosteroids in the management of nephrotic syndrome.
14.
Given a problem (real or simulated patient or written case) on renal colic, identify the problem and explain the mechanism and type of pain, explain the causes of hematuria, interpret the radiological and laboratory findings in renal calculi, describe the mechanism of formation and types of renal calculi, describe complications of renal calculi, outline management options and prevention of renal calculi.
15.
List factors predisposing urinary tract infection (UTI).
16.
List the most common signs and symptoms present in infection of the lower part of
UTI (cystitis).
17.
Describe the methods of laboratory diagnosis of UTI.
18.
Describe methods of collecting urine specimens for urine analysis.
19.
Given a patient (real, simulated or written case) with a UTI problem, identify the problems; interpret the results of urine test provided, suggest the most common agent causing the disease, and how; and outline management, follow up and prognosis.
20.
Explain the role of the kidney in the regulation of acid-base balance and electrolytes of the body and how renal failure affects this role.
21.
Describe the mechanism of excretion of metabolic products.
22.
Describe the etiology, pathogenesis and pathological changes seen in renal failure.
23.
List drugs that precipitate renal failure.
24.
Outline care given to renal failure patients.
25.
Presented with a urine retention male patient (real, simulated or written case) identify the most possible cause; explain the underlying mechanisms and pathophysiology

including stricture, function and infection of the prostate, benign prostatic hyperplasia and ca prostate and outline management and follow up.
26.
Take a proper history from, and conduct a systematic physical examination on, a patient with urinary complaint.
Evaluation Methods:
Continuous Assessment 60%
Final Examination 40%
1.
Review of medical physiology. William F Ganong.
2.
Textbook of Medical physiology by Guyton & Hall
3.
Clinical Embryology. Keith Moore
4.
Clinical Anatomy. Richard Snell
5.
Functional Histology by RW Paul
6.
Review of biochemistry. Harper.
7.
Robbin, Cotran, and Kumar: Pathologic Basis of diseases
8.
Warren Levingsow and Ernest Gawetz: Medical Microbiology and Immunology.
9.
Basic & Clinical Pharmacology by Katzung.
10.
Davidson’s Principles and practice of Medicine
11.
Histology by Arthur Helm

Duration and Credits:
Intended students:
10weeks (10CHs) (5, 0, 10)
Semester 8
Prerequisites: Phase 1, Principles of Disease DSP 204
،ةصاخ فادهأو ،ةماع فادهأ ىلع يوتحيو ،اهتلاكشمو ، ولسلاو ،ساوحلاو ،يبصعلا زاهجلا جهنم ىلع ررقملا لمتشي
زاهجلا حيرشتب بلاطلا فيرعت فادهلأا لوانتتو ،ة بولطملا تاراهملا عم ،ةيريرسلا مولعلا عم ةيساسلأا مولعلا اهيف لماكتت
يدولا( يدارإلالا زاهجلاو )اهرئافضو ةيفرطلاو ةيفحقلا باصعلأا( يفرطلاو )عاخنلاو خملا( يزكرملا يبصعلا
،جاجحلاو نيعلاو ،اهماروأو ،اهتاباصإو اهضارمأو ،ةيقلخلا اهبويعو ،اهفئا و و ،اهومن و ،ةيجسنلا اهتافصو ،)يدولالاو
،ضارملأا و ءاضعلأا كلت ىلع يبطلا فشكلا ةيفي كو ، اهضارمأو ،اهفئا و و ،اهومن و ،ي دصلا مظعلاو نذلأا و
.اهنم ةياقولا ،اهري بدتو اهصيخشتو
Rationale/ Justification
The nervous system is the master controlling system of the body. It is responsible for all behaviours - indeed every thought, action, and emotion reflects its activity.
Diseases like congenital malformations of the brain and spinal cord are prevalent in Saudi
Arabia and students should be able to manage such patients and counsel parents with such children. In the past such diseases were not diagnosed early and the patients were left untreated, but in the present era of modern technology, the presence of highly sophisticated diagnostic techniques has made it possible for the early detection, diagnosis and management of such patients. Infectious diseases of the nervous system like poliomyelitis, cerebrospinal meningitis (CSM), encephalitis etc, which can cause morbidity and mortality, can be prevented and managed if appropriate measures are taken. Meningitis is a great hazard during
Hajj season. Every year there is a fear of epidemic. Appropriate vaccination, awareness programs for the community and other preventive measures are adopted to prevent it. Cerebrovascular accidents (CVA) are a major threat to the community and the family. Likewise, are psychological, psychosocial and behavioral problems, which need to be managed and cautiously dealt with. Knowledge of drugs that can effectively cross the blood-brain barrier is very vital for the good management of nervous system diseases. Tumors of the brain, benign or malignant, are also very common in this part of the world. There are also systemic diseases which affect the nervous system like diabetes and hypertension etc..
Literally hundreds of disorders affect the nervous system. A neurological examination attempts to trace the source of the problem through evaluation of the sensory, motor, behavioral, and cognitive functions of the nervous system. The doctor of tomorrow should therefore understand how these conditions/problems come about, and understand the structure function, biochemistry and malfunction of the nervous system for the purpose of proper management. The use of magnetic resonance imaging (MRI), positron emission tomography
(PET), digital subtraction angiography (DSA), computerized tomography (CT) scans, electroencephalography (EEG), etc have improved the quality of life for many of such patients.
Most of the doctors in general practice come across patients with disease of the eyes and of the ears, nose, and throat (ENT). Blindness and hearing impairment are the topics of the day.
Similarly the psychological and behavioral disorders are also not very uncommon.
Therefore the training of the students from the beginning should include the relevant material from these specialties with major emphasis on the prevalent problems in Saudi Arabia.

General objectives
By the end of this course, the student should be able to:
1.
Describe the structure, and explain the various functions, of the nervous system components and special senses.
2.
Describe common pathological deviations that affect the functions of the nervous system components and consequences of these changes,
3.
Explain the underlying pathophysiological basis of common neurological and special- senses disorders.
4.
List the drugs used in the management of common neurological and special-senses disorders.
5.
Use a logical approach to identify and differentiate between the commonly occurring neurological and special- senses conditions.
6.
Outline clinical management plans for common neurological and special-senses disorders including promotive, preventive and rehabilitative measures.
7.
Perform and request some basic neurological and special-senses tests and investigations necessary for diagnosis.
8.
Identify psychological, social and economic impacts of some common neurological and special-senses disorders in the community.
9.
Take appropriate history from, and conduct systematic physical examination on, a patient with nervous system complaint.
Specific objectives
By the end of the block, it is expected that the student should be able to:
Fundamentals of nervous system and nervous tissue
1.
List the basic functions of the nervous system.
2.
Explain the anatomical and functional classification of the nervous system.
3.
Define the central nervous system and peripheral nervous system and list the major parts of each.
4.
Stain nervous tissue to demonstrate the cells and recognize a neuron from neuroglia .
5.
List the types of supporting cells and cite their functions.
6.
Describe the important anatomical regions of a neuron and relate each to a physiological role.
7.
Explain the importance of myelin sheath and describe how it is formed in the central nervous system (CNS) and peripheral nervous system (PNS).
8.
Classify neurons structurally and functionally, and their major functional properties.
9.
Differentiate between a nerve and tract and between a nucleus and ganglion.

10.
Name sensory modalities and list the type of general sensory receptors and describe the functions of each type.
11.
Define reflex arc and list its elements.
12.
Define resting membrane potential and describe its electrochemical basis.
13.
Explain the differences between graded and action potentials.
14.
Explain how action potentials are generated and propagated along neurons.
15.
Define absolute and relative refractory periods.
16.
Define saltatory conduction and contrast it to conduction along unmyelinated fibers.
17.
Define synapse and distinguish between electrical and chemical synapse structurally and in their mechanism of information transmission.
18.
Distinguish between excitatory and inhibitory post-synaptic potentials.
19.
Describe how synaptic events are integrated and modified.
20.
Define neurotransmitters and name several the classes of neurotransmitters.
21.
Describe common patterns of neuronal organization and processing.
22.
Distinguish in general sense between serial and parallel processing.
23.
Describe the development of neuron and neuroglia.
24.
Explain the embryonic development and differentiation of nervous tissue into gray and white matter, and describe the composition of gray and white matter.
25.
Explain the epithelial origin of nervous tissue.
26.
Describe the role of astrocytes and nerve-cell adhesion molecules (N-CAMS) in neuronal differentiation.
The brain
27.
Name the major regions of the adult brain
28.
Describe the process of brain development, defining the alar and basal laminae and mentioning the prosencephalic, mesencephalic and rhombencephalic derivatives
29.
Describe the microscopic structure of the brain (cerebrum)
30.
List the staining methods used to stain the brain
31.
Name the meninges, their reflections and the meningeal real and potential spaces and name the locations of blood collection in these spaces and explain the clinical presentation of each.
32.
Define the term ventricle and indicate the location of the ventricle of the brain.
33.
List the major lobes, sulci, gyri, and functional areas of cerebral cortex and draw diagrams to illustrate them.
34.
Explain lateralization of hemisphere functions.
35.
Name commissural, association and projection fibers.
36.
Differentiate between commissural, association and projection fibers.
37.
Enumerate the congenital malformation of NS including anencephaly, spina bifida, meningo-myeloceles, menigo-encephalocele, Arnold – Chiari malformations, micro-cephaly, polymicrogyria, etc.
38.
Presented with a child with a large head or similar verbal or written scenario; use relevant history and physical examination to explain the underlying maldevelopment, suggest a diagnosis and outline management.

39.
Describe the gross features, nuclei and connections and functions of the diencephalic structures including thalamus, hypothalamus, metathalamus
(medial and lateral geniculate bodies), epithalamus and subthalamic structures.
40.
Describe the functions of the hypothalamus including vegetative and endocrine control, and the functional connections with the limbic system.
41.
Name and localize the functional areas of the cerebrum, and enumerate the specific functions of each.
42.
Describe the basal ganglia, particularly their relations, connections, functions and common diseases particularly Parkinsonism, and Huntington’s chorea.
43.
Given normal brain sections, CT or MR images, name the various parts of the gray and white mater of the brain in axial, coronal or sagittal cuts, and explain why different tissues appear differently with change of modality.
44.
Provide an outline of the blood supply of the brain and explain the mechanism of auto regulation of blood flow.
45.
Describe the ventricular system, stating the mechanism of production, the circulation, the absorption and functions of the cerebrospinal fluid (CSF).
Name the common sites of obstruction to flow and its consequences and explain the blood- brain barrier.
46.
Describe the origin, course, destination, functions, and method of testing and common lesions of each of the cranial nerves.
47.
State the location of the limbic system, name its parts and explain its functions.
48.
State the differences between concussion and contusion.
The Brain Stem
49.
Identify, on a specimen, the three major regions of the brain stem and describe its general features.
50.
Describe the microscopic structure of the components of brain stem.
51.
Describe the external features of the medulla oblongata, particularly its relations, the exits of cranial nerves and the fissures and sulci.
52.
Describe the internal structure of the medulla oblongata, particularly its principal nuclei and pathways including the pyramids, cranial nerve nuclei, gracile and cuneate nuclei and the arcuate fibers.
53.
Describe the external features of the pons, particularly its relations, cerebellar peduncles, blood vessels and cranial nerves.
54.
Describe the internal structure of the pons, particularly its principal nuclei and pathways, including pontine and cranial nerve nuclei, and the ascending, pyramidal and pontocerebellar fibres.
55.
Describe the external features of the midbrain, particularly its relations, cerebral peduncles, tectum, cranial nerves and blood vessels.
56.
Describe the internal structure of the midbrain, particularly its principal nuclei and pathways including cranial nerve nuclei, tectum, tegmentum, red nucleus, substantia nigra, and the ascending and corticospinal fibres.
57.
Presented with a patient with lateral medullary syndrome, or similar verbal or written scenario: use his/her basic and clinical sciences to explain the underlying mechanisms (pathophysiology) causing loss of function of certain tracts and nuclei.

58.
Describe the components and connections of the reticular formation and list its functions.
The Cerebellum
59.
59. Describe the external features of the cerebellum, particularly its relations, lobes and fissures, phylogeny, peduncles and blood supply.
60.
Describe the internal structure of the cerebellum, its nuclei, connections, and cortical architecture, and explain the importance of the cerebellum to the motor system.
61.
Describe the role of various parts of the brain in the functions of equilibrium and maintenance of upright posture.
The Spinal Cord
62.
Describe the embryonic development of spinal cord.
63.
Given a human spinal cord, or model, describe its length, meninges, enlargements, sulci and fissures, segments and roots, and blood supply.
64.
presented with a patient with low back pain shooting down back of the thigh, or similar verbal or written scenario: use relevant history, clinical examination and imaging investigations to suggest a diagnosis, and outline management.
65.
Describe the origin, course, destination, functions and lesions of each of the following ascending and descending tracts: spinothalamic, spinocerebellar, dorsal columnar, pyramidal.
66.
Explain the theory and transmission of pain, types of pain and thermal sensation.
67.
Describe the structure and function of myelin and the significance of demyelination.
68.
Describe the process of neurotransmission, list the important transmitters and outline the chemical structure of each.
69.
Presented with a patient with inability to move the lower limbs (or similar verbal or written scenario), use basic and clinical science to explain the region of the cords involved and the nerve tracts affected, and use relevant history, clinical examination and investigations to suggest a diagnosis and outline management.
70.
Describe the internal structure of the spinal cord, particularly the ratio of gray to white matter at various levels, and the location of three ascending and three descending tracts.
71.
Define the sensory and motor level, and describe the effects of hemi- section of the spinal cord, and of lower motor neuron lesions.
72.
Describe the cortical- evoked responses, pyramidal and extra-pyramidal functions, and the effects of upper motor neuron lesions.
73.
State the differences between flaccid and spastic paralysis and between paralysis and paresthesia.
74.
Draw and label the dermatological map of the anterior and posterior aspects of the body, and shade the systems commonly used in testing sensory level, and those involved in tendon reflexes.

Diagnostic procedures for assessing NS dysfunction
75.
List and explain several techniques used to diagnose common brain disorders.
76.
Perform lumber puncture on mannequin in skills lab.
Developmental aspects of NS
77.
Explain the several maternal factors that can impair development of the nervous system in an embryo.
78.
Explain how true senility and reversible senility differ in cause and consequence.
The Peripheral Nervous System (PNS).
79.
Define PNS and list its components.
80.
Classify sensory receptors according to body location, structure, and stimulus detected, describe receptor potentials and define adaptation.
81.
Define nerve and describe its general structure.
82.
Distinguish between sensory, motor, and mixed nerves.
83.
Define ganglion and indicate the general location of ganglia in the body periphery.
84.
State the difference between autonomic (sympathetic and para-sympathetic) and somatic ganglia.
85.
Describe the process of nerve fiber regeneration.
86.
Explain the difference, by comparing and contrasting, between the motor endings of somatic and autonomic nerve fibers.
87.
Name the 12 pairs of cranial nerves.
88.
Describe the formation of a spinal nerve, define spinal roots and rami and describe the general distribution of ventral and dorsal rami.
89.
Define plexus, name the major plexuses, their origin, sites and the major nerves arising from each, and describe the distribution and function of the peripheral nerves.
90.
Explain the distinction between autonomic and somatic reflexes.
91.
Explain, comparing and contrasting, stretch, flexor, and crossed extensor reflexes.
92.
Describe the developmental relationship between the segmented arrangement of peripheral nerves, skeletal muscles, and skin development.
The Autonomic Nervous System (ANS)
93.
Provide a comparison between the somatic and autonomic nervous system relative to effectors, efferent pathways and neurotransmitters released.
94.
Explain the similarities and distinction between the general functions of sympathetic and parasympathetic divisions.
95.
Describe the sites of CNS origin, locations of ganglia, and general fiber pathways of the sympathetic and parasympathetic divisions.
96.
Define cholinergic and adrenergic fibers, and list the different types of cholinergic and adrenergic receptors.
97.
Briefly describe the clinical importance of drugs that mimic and inhibit adrenergic or cholinergic effects.

98.
State the effects of parasympathetic and sympathetic divisions on the following organs/organ systems: heart, blood vessels, GIT, lungs, adrenal medulla and external genitalia.
99.
Describe the levels of function control of the autonomic nervous system.
100.Explain the relationship of some types of hypertension, Renault’s disease and the mass reflex reaction to disorders of autonomic functioning.
101.Describe the effect of aging on the autonomic nervous system.
Neural Integration
102.List the three levels of sensory integration.
103.Describe the role of receptors in sensory processing
104.Give a comparison and contrast between specific and non-specific, ascending somato-sensory pathways.
105.Describe the main features of perceptual processing of sensory inputs.
106.Describe the levels of the motor control hierarchy.
107.Define central-pattern generator and command neurons.
108.Explain the roles of the direct and indirect systems in controlling motor activity.
109.Explain the functions of the cerebellum and basal nuclei in somatic, sensory and motor integration.
110.Describe symptoms of cerebellar and basal nuclear diseases, giving specific examples.
111.Define EEG and distinguish between alpha, beta, theta and delta waves.
112.Explain the events and importance of slow-wave and rem – sleep and show how their pattern changes through life.
113.Describe consciousness clinically.
114.Explain what is meant by the term holistic processing in relation to human consciousness.
115. Explain the stages and category of memory.
116.Indicate, on a specimen, the major brain structure believed to be involved in fact and skill memories and describe their relative roles.
Special Senses
117.Concerning the orbit and eye: (a) describe the gross and functional anatomy of the orbit, including extra-ocular muscles, eyeball, and lacrimal apparatus and enumerate the tumors affecting the orbit and eye, and eyeball pressure disorders, (b) outline the physical principles of light waves and path of light beam through the eye and explain refractive disorders, (c) outline the structure and functions of the retina (receptors, receptor potential, color vision, light adaptation), identify pathways of vision from retina to cortex and draw visual field defects in various pathway lesions, (d) describe the biochemical basis of the function of photoreceptor cells, and explain the occurrence of light blindness in vitamin A deficiency. Outline the biochemical basis of color blindness and (e) state the cause and consequences of stigmatism, cataract, glaucoma, hyperopia, and myopia.
118.Concerning the ear: describe the gross and functional anatomy of the outer, middle and inner ears, including mechanism of conduction of sound, physical principles of sound waves, auditory pathway from organ of Corti to

cortex, and outline the major effects of infection, posterior fossa tumors and nerve injuries on hearing,
119.Concerning the chemical senses: (a) describe the pathways of olfaction and taste, and list their common lesions, (b) describe the embryonic development of special sense organs and list changes which occur in these organs with aging, (c) describe the microscopic structure of special sense organs (eye, ear, nose, tongue).
120.Explain the effects of hypoxia, acute hypoglycemia and starvation on the brain.
121.Describe the brain requirements of amino acids and the recycling of ammonia.
122.Explain the synthesis, release and degradation of acetylcholine, nicotinic acetylcholine and GABA receptors, and the effects of drugs on acetylcholine-mediated transmission.
123.Describe briefly the metabolic basis, clinical significance and explain briefly the effects on CNS of the following familial defects: lipid storage diseases, sphingolipidosis, Tay-Sach disease, Nieman-Pick disease, phytanic acid storage disease, phenylketonuria and alcaptonuria.
124.Describe the pathogenesis, mode of transmission, methods of diagnosis and management of neurosyphilis due to T. pallidum , conjunctivitis due to
Chlamydia trachomatis , and otitis medial due to H. influenzae .
125.Explain the pathogenesis, and outline diagnosis, management and prevention of poliomyelitis and rabies.
126.Describe briefly the pathogenesis, transmission, methods of diagnosis and management of African sleeping sickness.
127.Outline the immunological reaction involved in allergic conjunctivitis, uveitis and corneal transplant.
128.Presented with a patient with one of the following problems/conditions or similar, verbal or written scenarios: use his/her knowledge of basic and clinical sciences to explain the underlying mechanisms (structural, functional, pathophysiological processes) and his/her clinical skills to suggest a diagnosis and outline management: headache, trigeminal neuralgia, epilepsy, stroke, peripheral neuropathy, subarachnoid hemorrhage, cerebral contusion, cerebral edema.
129.Classify CNS tumors, indicate common sites and types of tumors, outline briefly clinical features, diagnosis and management of meningioma, astrocytoma, medulloblastoma, craniopharyngioma, neurofibroma, ependymoma.
130.Suggest appropriate imaging algorithm for common emergency and neoplastic conditions of the CNS.
131.Define brain death, vegetative states, and explain the ethical issues involved in these and in euthanasia.
132.Presented with a patient with the following problems/conditioins, or similar verbal or written scenarios: use his/her knowledge of basic and clinical sciences to explain the underlying mechanisms (including structural, functional, microbiological and pathophysiological processes), and use suitable diagnostic methods to suggest diagnosis and outline management including health promotion, protection, prevention, treatment and

rehabilitation: meningitis, encephalitis, cerebral malaria, cerebrovascular disease.
133.Describe the source, route of transmission of infective agents of bacterial meningitis, and outline the diagnostic procedures and appropriate management for each infective agent.
134.List the bacterial, fungal, protozoal and helminthic parasites that are involved in common CNS infections, and name the resulting disease.
135.Enumerate the pharmacological effects of morphine on pain perception, and other organs and state its comparison with other analgesics.
136.List the clinical uses and side effects of aspirin, paracetamol and nonsteroidal anti-inflammatory drugs.
137.List commonly used anesthetics, outline their pharmacological properties, and list the properties of an ideal anesthetic.
138.Outline the use and side effects of levodopa (in Parkinson’s disease), tricyclic antidepressants (in depression), benzodiazepines (in insomnia), antipsychotic drugs (in schizophrenia), antiepileptics (in seizures), muscarine antagonists, anticholinestrases, sympathomimetics and beta blockers.
139.Explain the structural and functional basis of emotion, cognition and behavior.
140.Explain the role of environment, genetics and neuro-developmental factors in the causation or precipitation of psychiatric disease.
141.Outline the personality changes following (post-traumatic or neoplastic) frontal lobe lesions.
142.Outline the presentation and management of neurosis, schizophrenia and affective disorders.
143.Indicate, on a specimen, the major sites in the CNS where there are opioid receptors.
144.Conduct proper physical examination of the nervous system ( in the appropriate manner, sequence and comprehensiveness) and write it as clear as possible for others to read and understand.
145.Conduct proper examination of the eyes.
146.Conduct proper ENT examination.
147.List the common eye and ear conditions seen at the primary health care level and describe the management and referral policies (in your country) for ophthalmic and ENT patients.
148.Describe the epidemiology of meningitis, river blindness (onchocerciasis) and cerebrovascular disease, and list the environmental hazards that may affect the eye and/or ear.
Evaluation Methods:
Continuous Assessment 60%
Final Examination 40%

1.
Review of medical physiology. William F Ganong.
2.
Textbook of Medical physiology by Guyton & Hall
3.
Clinical Embryology. Keith Moore
4.
Clinical Anatomy. Richard Snell
5.
Functional Histology by RW Paul
6.
Review of biochemistry. Harper.
7.
Robbin, Cotran, and Kumar: Pathologic Basis of diseases
8.
Warren Levingsow and Ernest Gawetz: Medical Microbiology and Immunology.
9.
Basic & Clinical Pharmacology by Katzung.
10.
Goodman and Gilman's. The Pharmacological Bases of Therapeutics.
11.
Davidson’s Principles and practice of Medicine

Course symbol and number: THR 314
Duration and credits: 10 weeks, 10 CHs (5, 0, 10), semester 8.
Intended Students: Semester 8.
Prerequisites: The organ-system blocks: musculoskeletal and integument; reproduction and endocrine; hemopoetic and immune; cardiovascular; respiratory; urinary; gastrointestinal; and nervous systems.
.ضارملأا ضعب عم اهلماعت يف ةفلتخملا مسجلا ةزهجأ اهيف ىعادتتو لماكتت ةيميلعت تلاكشم ىلع ر رقملا لمتشي
اهضعب عم ةلخادتمو ةلماكتم ةيريرسلا و ةيساسلأا ةيبطلا مولعلل ةصاخ فادهأو ةماع فادهأ ىلع ررقملا يوتحيو
– يركسلا لوبلا ضرم لثم مسجلا
ضرعتي ررقملا اذه يف .ةثيبخلا
ةزهجأ ىلع ددعتملا ريثأتلا تاذ ةيحصلا تلاكشملا ضعب لوانت متي .ضعبلا
ضارملأا ضعبو ةيعانملا ةيفلخلا تاذ ضارملأا ضعب – عفترملا مدلا طغض
ةيضرم ةروصب ةيكينيلكلإا ةلحرملا يف لمعلل هلهؤي امب ةيلمعملا ليلاحتلاو ةيريرسلا مولعلا نم ربكأ تاعرجل بلاطلا
ىلإ بلاطلا ضرعتي امك ًايريرس مهصحفو ىضرم ةرظانمل ًايعوبسأ ىفشتسملا ىلإ بلاطلا باهذ ىلإ ةفاضلإاب
. ةيلكلا لماعم يف ةلصلا تاذ ةيكينيلكلإاو ةيلمعملا تاراهملا
Integrated Multi System
Rationale
This course is intended to consolidate the knowledge and skills gained in previous individual organ system blocks/courses in an integrated and holistic approach to the human body.
Although the main emphasis in this block is still to consider basic sciences in some depth, clinical problems are also emphasized. A good deal is also given to the different laboratory tests to enable the students to judge the lab results and integrate them with the patient problem.
During this block a chance is given to students to access hospital for real patients to integrate the previously acquired clinical skills in the skill lab with those of hospital work i.e. a good bridge is established between basic science studies in previous blocks and the real clinical work in the hospital in a smooth and natural fashion. In addition to selected relevant topics for seminars to reflect self learning and team work, clinical presentations for real-patient problems obtained from the hospital are also provided to enable students to be familiar with clinical work. During this block clinical therapeutics for different problems are emphasized. The problems selected for the study during this course emphasize multi-system disorders such as miliary tuberculosis and most of the chronic diseases such as diabetes mellitus and hypertension.
General objectives:
At the end of the course, the student is expected to:
1Recognize the human body as an integrated system.
2Discuss common disorders which affect multi-systems and the human body on different life cycles.
3Identify the impact of social, psychological and cultural factors on disease.
4Apply a systematic approach to history taking, investigation, management, rehabilitation, health promotion and prevention of disease.
5Recognize the concepts of team-working and holistic approach in dealing with health problems.
6Recognize the concepts of multi-professional and interdisciplinary approaches.

Specific objectives (C= knowledge, P= skill)
At the end of this block, the student should be able to:
GIT:
1.
Describe the anatomical structure of the parotid gland (C) .
2.
On a cadaver or a model identify the parotid gland and its underlying structures (C) .
3.
Describe the basic anatomical features of the liver (C) .
4.
On a cadaver or a model identify the anatomical parts of the liver and its relation to the surrounding structures (C).
5.
Describe the gross anatomy and microscopic details of the small and large intestine
(C).
6.
In a cadaver or a model identify parts of small and large intestine and their anatomic relation (C) .
7.
Describe anatomical features of the liver (C).
8.
Draw with labels a diagram showing the portal circulation in humans (C).
9.
On a cadaver or a model identify the tributaries of the portal vein (C).
10.
List the steps of carbohydrate, protein and fat digestion in normal states (C).
11.
List the steps of carbohydrate, protein and fat absorption in normal states (C).
12.
Describe the physiologic sequences of jaundice occurrence (C).
13.
Draw a diagram showing the microscopic structure of sections of small and large intestines at different areas (C).
14.
Pick up the microscopic slides that describe the structure of the small and large intestine from sets of given slides (C).
15.
Name liver function tests and give their normal values (C).
16.
Mention the importance of liver function tests in the diagnosis and management of liver diseases (C).
17.
Identify the structure of the normal parotid gland in a given slide (C).
18.
Using a labeled diagram, draw the microscopic structure of section of small intestinal mucosa.(C).
19.
Identify in a given slide the layers of the mucosa in cut section of small intestine
(C).
20.
Describe with a labeled diagram the histological features of the liver (C).
21.
Identify, in a provided slide, the microscopic structure of the liver (C).
22.
List the ways of spread of typhoid bacilli.(C)
23.
In a provided slide, identify gram negative bacilli and salmonella typhi sp.
(C).
24.
Name all five viruses that can infect GIT (C).
25.
Perform in the lab Gram staining for a given sample (P).
26.
Explain the interpretation of the results of Widal test in the diagnosis of typhoid fever.(C)
27.
List the pathologic changes that might occur due to infection with salmonella sp.
(C).
28.
Describe the pathogenesis of salmonella sp.
(C).
29.
Explain the outcome of host-microbe interaction in typhoid fever (C).
30.
Explain the importance of serological examination in diagnosis of typhoid fever (C).
31.
Describe the parasitological features of Giardia lamblia (C).
32.
Identify the microscopic structure of Giardia lamblia in a provided slide (C) .

33.
Describe the parasitological features of Entamoeba histolytica (C).
34.
Identify the microscopic structure of Entamoeba histolytica in a provided slide (C).
35.
Describe the main features of Herpes virus (C).
36.
Describe the main features of Monilia fungus (C).
37.
Identify the microscopic structure of Monilia fungus in a provided slide (C) .
38.
Describe the main features of cryptosporidum organism (C).
39.
Explain, on a microbiological basis, hepatitis markers (C).
40.
List the pathological causes of defective absorption of food stuffs (C).
41.
Explain, on pathological basis, the GIT ulcer that might occur due to typhoid fever
(C).
42.
Describe, on pathological basis, the osteomyelitis, cholecystitis and typhoid nodules that might occur due to typhoid fever (C).
43.
Classify the pathological types of liver cirrhosis (C).
44.
Describe the pathological features of cirrhosis due to chronic active hepatitis (C).
45.
List the late outcomes of cirrhosis (C).
46.
Describe, in a provided slide, the pathological features of chronic active hepatitis
(C).
47.
Describe the pathological changes occurring in the spleen due to liver cirrhosis (C).
48.
Perform a lab test to identify the presence or absence of bilirubin in a given sample
(P).
49.
Describe the biochemical basis of the formation and pathway of bilirubin (C).
50.
Enumerate the biochemical changes associated with fatty liver (C).
51.
Explain, on a biochemical basis, the principles of the detoxification process in normal states giving two examples (C).
52.
Explain protein catabolism in the normal state (C).
53.
Draw with labels a flow chart of urea cycle in the normal state (C).
54.
Describe the role played by the liver in alcohol metabolism (C).
55.
Explain the role of the liver in the synthesis of plasma proteins (C).
56.
Describe the synthesis and fate of ammonia in the normal state (C).
57.
Perform, in the lab, the following tests(P): SGOT, SGPT, gamma glutamyl transferase , alkaline phosphatase, serum proteins and serum bilirubin .
58.
Name the drugs used in management of monilial stomatitis (C).
59.
Mention the mechanism of action, side effects and complications of drugs used in the management of monilial stomatitis (C).
60.
Mention the pharmacokinetic, pharmacodynamic and side effects of three main drugs used in the treatment of typhoid fever (C).
61.
Describe the pharmacological action and side effects of the drugs of choice in the treatment of Giardia lamblia infestation (C).
62.
Write the pharmacological actions and side effects of the drugs used in the management of virus hepatitis (C).
63.
Mention the effects of drugs used to support liver functions in chronic liver failure
(C).
64.
Mention the pharmacological effects, mechanism of action and side effects of fibrinolytic drugs (C).
65.
Outline the role played by the liver in handling ethyl alcohol (C).
66.
Describe the pharmacokinetic profile of drugs in normal and failing liver (C).
67.
Explain the basic principles of the epidemiology of typhoid fever in his locality (C).
68.
Describe the role played by chronic carriers in the spread of typhoid fever (C).

69.
List the steps of control of typhoid fever (C).
70.
Explain the role played by vaccination in the protection against typhoid fever (C).
Respiratory System:
71.
Describe the gross anatomy of both lungs (C).
72.
Identify the anatomical parts of both lungs in a cadaver or a model (C) .
73.
Describe the anatomical components of the chest cage (C).
74.
Draw on a chest cage of a model or a diagram the outline of surface anatomy of both lungs(P)
75.
Describe the histological details of lungs and bronchial tree using a labeled diagram
(C).
76.
In a provided slide identify the histological structure of the lung and bronchial tree
(C).
77.
Mention the main bacteriological features of acid fast bacilli (C).
78.
Perform Zheil-Neelsen stain (P) .
79.
List the names of anonymous TB with the main features of each one (C).
80.
Describe the basic features of Mycobacterium TB (C).
81.
Describe the basic features of fungi (C).
82.
Describe the main features of Mycobacteria lepra (C).
83.
Describe the main features of Pneumocystis carnii (C).
84.
Outline the principles of opportunistic infections in patients with AIDS (C).
85.
List the steps of Giemsa stain (C).
86.
Describe the sequence of pathological events underlying secondary TB infection
(C).
87.
Name the different routes and sites of TB infection (C).
88.
List the complications of miliary TB(C).
89.
Describe the histopatholgical changes in a given miliary TB slide(C).
90.
Mention the pathological sequences of events in sarcoidosis-induced lymphadenitis
(C).
91.
Describe the main pathological features of sarcoidosis (C).
92.
Describe the morphologic changes that occur in leprosy (C).
93.
From a given slide, identify the components of granuloma (C).
94.
Name the tissues that are stained with periodic acid Schiff stain (C).
95.
Name the tissues that are stained with silver stain (C).
96.
Classify cancer lung on a pathological basis (C).
97.
In a given specimen describe the lung mass (C) .
98.
Explain the pathological features of carcinoid tumour (C).
99.
Describe the pathological features, complications and prognosis of Oat cell carcinoma (C).
100.
Outline the principles of management of endocrine disorders associated with Oat cell carcinoma .(C)
101.
List the tumour markers (C).
102.
Explain the underlying mechanisms of pathological fractures due to metastatic malignancy (C).
103.
Mention the pharmacologic details of the first line drugs used in the management of TB (C).
104.
Outline the pharmacologic principles of management of disseminated TB (C).

105.
Outline the classification of antibiotics based on their mechanisms of action
(C).
106.
Mention the mechanism of action and main side effects of analgesicsantipyretics (C).
107.
Classify vitamins (C).
108.
Describe the pharmacological effects of water-soluble vitamins (C).
109.
Mention the pharmacological action, mechanism and side effects of drugs used in leprosy (C).
110.
Mention the mechanism of action and side effects of drugs used in the management of bronchogenic carcinoma (C).
111.
Write down the principles of gene therapy .(C)
112.
Mention the pulmonary function tests .(C)
113.
List the steps of prevention and control of TB (C).
114.
Explain the basic principles of the epidemiology of TB in his locality (C).
115.
Explain the basic principles of the epidemiology of lung cancer in his locality
(C).
116.
List the risk factors underlying lung cancer (C).
117.
Explain the burden of cancer lung on the individual patient, his family and community (C).
Cardiovascular System:
118.
Describe cardiac valves on anatomical basis (C).
119.
On a cadaver or a model, identify cardiac valves (C)
120.
Explain the mechanisms and factors in the regulation of blood pressure (C).
121.
Describe the role played by renin-angiotensin system in controlling blood pressure (C).
122.
Describe the sequence of events that occur in cardiac cycle in the normal condition (C).
123.
Describe the role played by aldosterone hormone in regulation of blood volume and blood pressure (C).
124.
Draw a labeled diagram of the microscopic structure of the myocardium (P).
125.
Describe using a labeled diagram the microscopic structure of cardiac valves
(C).
126.
Draw a labeled diagram of the microscopic structure of medium size artery and vein (C).
127.
In a provided slide, differentiate between the structure of the artery and vein giving reasons (C).
128.
Describe, with a drawing, the morphology of the staph. aureus organism (C).
129.
Mention the characters of staph. aureus organism (C).
130.
In the given slide identify the staph. aureus organism from other organisms
(C) .
131.
List the steps of blood culture technique (C).
132.
List the steps of culture sensitivity technique (C).
133.
Describe the sequence of pathological events that occur in rheumatic fever disease (C).
134.
Explain the pathological changes associated with rheumatic pancarditis and valvulitis (C).

135.
Identify the pathological changes that occur in cardiac muscles and valves due to bacterial endocarditis from a given jar (C) .
136.
Identify the pathological changes that occur in cardiac muscles and valves due to bacterial endocarditis form a given slide (C).
137.
List the pathological causes of hypertension (C).
138.
Explain the pathological changes that might occur in malignant hypertension
(C).
139.
Explain the pathogenesis and morphological changes that might occur in the blood vessels of the kidney, the brain and the eye in primary hypertension (C).
140.
Explain pathological changes that might occur in the main types of shock(C).
141.
Explain, on biochemical bases, the structure and function of mucopolysaccharides (C).
142.
List acute phase reactants and their normal values (C).
143.
Describe synthesis and importance of prostaglandins(C).
144.
Estimate by lab technique the CRP from a given sample (P).
145.
Explain the synthesis, fate and role played by epinephrine and nor-epinephrine in normal homeostasis (C).
146.
Name the prophylactic drugs used to prevent recurrence of rheumatic fever (C).
147.
Outline a protocol of drug management of bacterial endocarditis and its complications(C).
148.
Mention the classification, mechanisms, pharmacological actions and side effects of antihypertensive drugs(C).
149.
Outline the therapeutic approach related to anti-shock measures(C).
150.
Explain the basic principles of the epidemiology of rheumatic fever in your locality (C).
151.
List the steps of prevention and control of rheumatic fever (C).
152.
Mention the burden of illness of rheumatic fever on the individual, the family and community(C).
153.
Explain the principles of epidemiology of hypertension in his locality(C).
154.
List the steps of prevention and control of hypertension in the community.(C)
155.
Explain the burden of illness of hypertension on the individual, the family and community(C).
Urinary System:
156.
Describe the anatomical features and relations of both kidneys (C).
157.
On a model or a cadaver identify both kidneys and their anatomical relations
(C).
158.
On a cadaver or a model identify the components of adult male urinary tract and their relation to surrounding structures (C) .
159.
On a cadaver or a model identify the renal arteries (C).
160.
Mention the steps of nucleotide metabolism (C).
161.
Explain the formation and fate of uric acid in human (C).
162.
Using a labeled diagram, illustrate the cells of the nephron of a normal kidney
(C).
163.
From a provided slide identify the different cells of the normal nephron (C) .
164.
In a given slide identify the different cells of renal tubules (C) .
165.
Using a labeled diagram illustrate the microscopic structure of renal corpuscle(C).

166.
Describe the pathological changes that occur in gouty nephropathy(C).
167.
Explain the origin, fate, concentration and importance of serum creatinine in the normal state (C).
168.
Mention the steps of nucleotide metabolism (C).
169.
Explain the formation and fate of uric acid in human (C).
170.
Describe the biochemical aspects of renal function tests (C).
171.
Given results of lab tests to estimate blood urea and serum creatinine, interpret the findings (C) .
172.
State the principles of drug monitoring for patients with end-stage renal failure
(C).
Nervous System:
173.
Name the main anatomical components of the human brain (C).
174.
Identify on a cadaver or a model of a human brain the main anatomical structures (C).
175.
Draw a labeled diagram of the blood supply of the brain (C).
176.
On a cadaver or a model, identify the main blood vessels of the brain(C) .
177.
Mention the site of release of different neurotransmitters (C).
178.
Explain the mechanism of fever due to infection.(C)
179.
Describe the features of lower motor neuron lesion in the adult (C).
180.
Describe the features and sequences of upper motor neuron lesion (C).
181.
Examine the sample of peritoneal fluid and identify its non-cellular components
(P) .
182.
Examine the sample of CSF and identify its non-cellular components (P) .
183.
Describe the basic microscopic structure of a section of brain containing grey and white matter(C).
184.
Describe the microscopic structure of sections of the meninges (C).
185.
Identify in a given slide the microscopic structure of the nerve cell (C).
186.
In a provided slide identify the components of the retina (C).
187.
Using a labeled diagram illustrate the microscopic structure of retina (C).
188.
List the names of neurotransmitters in relation to their mechanism of action
(C).
189.
Mention the drugs used in cerebral supportive therapy and their rationale(C).
190.
Mention the names, mechanism of action and side effects of commonly used pain killers (C).
Hemopoietic, Lymphatic and Immunology:
191.
Describe the basic anatomical features of the spleen (C) .
192.
On a cadaver or a model identify the spleen and show its anatomical relations
(P).
193.
Outline the general anatomy of the lymphatic system (C).
194.
Describe the anatomical feature of bone marrow of an adult (C) .
195.
On a cadaver or a model, identify the spleen and show its anatomical relations with the surrounding structures (P).
196.
List the steps of hemopoiesis in an adult man (C).
197.
Outline the components of the immune system in normal adult man (C).
198.
Outline the components of host immunity in normal state of an adult (C).

199.
Name the steps of the clotting mechanism (C).
200.
Draw a labeled diagram of the histological features of a lymph node (P).
201.
Identify the structure of the normal lymph node in a given slide (C).
202.
Mention the main features of normal blood cells (C).
203.
In a given blood film, identify the different blood cells (P) .
204.
Identify from the provided slide the different cells in each step of normal hemopoiesis (C).
205.
Mention the main features of cells of the bone marrow (C).
206.
In a given bone marrow film, identify the different cells (C) .
207.
List the diagnostic criteria of microbiological diagnosis of AIDS (C).
208.
Describe the relationship between collagen and auto- immune diseases (C).
209.
Describe the sequence of events of the pathological changes due to systemic lupus erythematosus (SLE) including vascular changes (C).
210.
Outline the complications and prognosis of SLE (C).
211.
Explain the sequence of events of oncogenesis in chronic myeloid leukemia
(C).
212.
Explain the role played by P53 gene in leukemia (C).
213.
Explain the pathological changes that might occur in chronic myeloid leukemia
(C).
214.
Name the diagnostic tests used in the diagnosis of chronic myeloid leukemia
(C).
215.
Describe the pathological changes that might be associated with HIV infection
(C).
216.
Classify collagen on pathological bases (C).
217.
Explain the importance of telomerase (C).
218.
List the steps of DNA replication, DNA mutation, and DNA repair (C).
219.
Outline the principles of gene regulation/ expression (C).
220.
Describe, on a biochemical basis, reverse transcription (C).
221.
Explain the diagnostic importance of polymerase-chain reaction (PCR) (C).
222.
Perform a lab test to estimate prothrombin time (P).
223.
Perform a lab test to estimate blood urea nitrogen (BUN) (P).
224.
State the pharmacological actions and the side effects of immunosuppressive drugs.(C)
225.
Mention the mechanism of action and side effects of drugs used in chronic myeloid leukemia (C).
226.
Outline the mechanism of action, pharmacological action, side effects and complications of corticosteroids (C).
227.
Describe the pharmacological basis of anti virus drugs (C).
228.
Classify antibiotics based on their mechanisms of action (C).
229.
Explain the basic principles of the epidemiology of AIDS (C).
230.
List the steps of prevention and control of AIDS (C).
231.
Explain the burden of illness of AIDS on the individual patient, the patient’s family and community (C).
Musculoskeletal and Integument:
232.
Outline the basic anatomical structure of cervical and lumber vertebrae (C).
233.
Identify the thoracic and lumber vertebrae in the bony skeleton of vertebral column (C) .

234.
Name the anatomical parts of the vertebra (C) .
235.
List the muscles of the face, their origin, insertion and blood and nerve supply
(C).
236.
On anatomical model or a cadaver identify the muscles of the face (C).
237.
Describe the basic anatomic features (including histology) of a small joint (C).
238.
On a model or a cadaver display the components of a small joint (P) .
239.
On a cadaver or a model display and describe the anatomy of the knee joint (P).
240.
On a cadaver or a model describe the anatomy of the wrist joint (P).
241.
In a cadaver or a model review the anatomical features of fascia (P) .
242.
Write a labeled diagram of the main anatomical features of a synovial joint (C).
243.
On a cadaver or a model demonstrate the anatomical components of synovial membrane and describe its histological features (P) .
244.
Describe the anatomical variations of the skin in different areas of the body (C).
245.
Describe the anatomical pathway of pain (C). .
246.
On the bony skeleton identify the components and describe the anatomical features of the pelvic bone of adult male (P) .
247.
Describe the microscopic structure of a provided section of a vertebra (P)
248.
List the layers of the normal skin and identify their cells on a given slide (C).
249.
Using a labeled diagram, draw the microscopic structure of the normal skin and its appendages (C).
250.
Mention with a drawing the microscopic structure of striated muscles (C).
251.
Identify striated muscle fibers from a given set of slides (P) .
252.
Describe the structure of normal hair (C).
253.
In a given slide, identify the cells of all layers of synovial membrane (P).
254.
In a provided slide, identify the structure of the skin and its appendages (P) .
255.
Using a labeled diagram draw sections showing the structure of cancellous and spongy bone (C).
256.
From a given slide identify the structure of the sections of bone (P) .
257.
Outline the hazards of microbial infection of wounds (C).
258.
Describe the pathological sequence of events of gouty arthritis (C).
259.
Explain the pathological changes associated with wound healing (C).
260.
Explain on biochemical bases the structure and function of mucopolysaccharides (C).
261.
Explain the biochemical structure of collagen (C).
262.
Mention three examples of important hydroxylation reactions (C).
263.
Describe the biochemical structure and function of polypeptides (C).
264.
Mention the mechanism, pharmacological action and side effects of drugs used in acute and chronic gout (C).
Nutrition, Metabolism and Endocrine:
265.
Describe the anatomical features of the pancreas (C).
266.
On a model or a cadaver, demonstrate the pancreas and its anatomical relations
(P) .
267.
List the steps of carbohydrate, protein and fat digestion and absorption in normal states (C).
268.
Define obesity, list its causes and explain the functional alterations associated with it (C).
269.
Explain the factors that regulate blood sugar level (C).
270.
Describe the microscopic structure of a section of the adrenal gland (C) .

271.
Provided with a slide, examine it to describe the characters of adipose tissue
(P) .
272.
Describe the microscopic features of pancreatic β-cells using labeled diagram.(C).
273.
In a given slide, identify the microscopic structure of pancreatic β-cells (C) .
274.
Explain the sequel of protein-energy malnutrition in childhood (C) .
275.
List the pancreatic causes of diabetes mellitus (C).
276.
Explain the pathologic complications of long standing diabetes mellitus (C) .
277.
Explain the morphologic changes associated with diabetic angiopathy(C).
278.
Mention the morphology of complications of diabetic nephropathy, diabetic retinopathy and diabetic neuropathy(C).
279.
Explain the biochemical changes associated with starvation in an infant (C).
280.
List the steps of energy production and storage (C).
281.
State the daily requirements of carbohydrate and protein in childhood in the normal state (C).
282.
Estimate, from a given sample, total serum protein (P) .
283.
Outline the concepts of protein-energy malnutrition in the period of childhood
(C).
284.
Explain the role of essential minerals in health (C).
285.
List the biochemical cascade of lipid metabolism (C).
286.
State the importance of lipitin (C).
287.
List the biochemical sequences of lipogenesis in normal conditions (C).
288.
List the biochemical sequences of lipolysis in normal conditions (C).
289.
List the biochemical sequences of lipoprotein metabolism in normal conditions
(C).
290.
Mention the consequences of hyperlipidemia (C).
291.
Enumerate the biochemical changes associated with fatty liver (C).
292.
Estimate, from a given sample, serum lipid concentration (P).
293.
Explain the fluid and electrolyte balance in the normal and dehydration state
(C).
294.
Describe the biochemical sequence of events that lead to hyper-lipidemic state
(C).
295.
Describe the biochemical features of electrolyte and acid base balance (C).
296.
Explain the biochemical sequence of events of gluconeogenesis, ketogenesis and ketolysis (C) .
297.
Explain the integration of metabolism between carbohydrate, lipid and protein in the normal and diabetic state (C).
298.
Describe the conditions that lead to osmotic diuresis (C).
299.
Mention the causes and effects of hyperkalaemia (C).
300.
List the steps of synthesis of insulin (C).
301.
Explain the principles of sorbitol metabolism (C).
302.
Clarify the role played by anti-oxidants in the normal and diabetic state (C).
303.
Perform urine analysis for sugar (P).
304.
Perform urine analysis for ketone bodies (P) .
305.
Perform blood analysis for sugar (P).
306.
Explain the role played by plasma proteins in maintaining the normal homeostasis in the body (C).
307.
List the acute phase reactants and their importance (C).

308.
Mention the role played by substance P in pain mediation (C).
309.
Mention the role played by encephalin and endorphin in pain modulation (C).
310.
List the steps of synthesis and sites of release of neurotransmitters and neuropeptides (C).
311.
Outline the sequences of calcium metabolism.(C)
312.
Outline the sequences of phosphorus metabolism (C).
313.
Explain the role played by vitamin K in blood clotting (C).
314.
Design a therapeutic program for the management of patient with Kwashiorkor
(C).
315.
State the classification of vitamins (C).
316.
List the role played by each vitamin in health (C).
317.
List the consequences of specific hypovitaminosis (C).
318.
Outline a design of a program with rationale for the management of obesity
(C).
319.
Explain the pharmacological actions and side effects of anorexigenic and appetite stimulant drugs (C).
320.
Outline the drug management of insulin dependent diabetes mellitus (C).
321.
Explain the pharmacological action, mechanism, preparations and side effects of insulin(C)
322.
Explain the fluid replacement therapy in diabetic ketoacidosis (C).
323.
Mention the drugs used as a supplementary therapy in the management of diabetes mellitus (C).
324.
Provided with a growth chart, detect the early occurrence of protein-energy malnutrition (C).
325.
List the steps of prevention and control of protein-energy malnutrition in childhood (C).
326.
Describe the epidemiology of obesity in his locality (C).
327.
Design a nutritional program to deal with obesity (C).
328.
List the tests used in the assessment of obesity explaining their validity and reliability (C).
329.
Explain the health hazards of obesity on the individual and the community (C).
330.
Describe the epidemiology of diabetes mellitus in his locality (C).
331.
Mention the burden of illness of diabetes mellitus on the individual patient, his family and community (C).

Rational :
This course will furnish the students with different approaches to patient management with special emphasis on therapeutics. Additionally the concepts of self-medication and alternative medicine will be covered during this course. Altib Alnabawi and management with Koran will be included in this course.
General objectives of the therapeutic block :
1.
Application and Linking the theoretical knowledge that the student has been taught in pharmacology, mainly, and other discplines partly (physiology, biochemistry and pathology) with the clinical phase which is translated in the form of management of different diseases (the final outcome of the academic phase)
2.
Preparing the student for the clinical phase as regards management of common diseases like DM, hypertension, HF, anemias, thromboembolic diseases, dyslipidemias, gout and common infections including, diagnosis, prescription, follow up and monitoring the therapy.
3.
Understand the practice of therapeutics.
4.
Practice the prescription skills.
5.
Recognize the aspects of Altib Anabawi, Koran teaching in management, herbal therapy and complementary medicine.
Specific objective
By the end of this course, the student is expected to:
1.
Describe the four processes of drug therapy
2.
Understand how the drug is getting into the body
3.
Explain how the drug is getting to its site of action
4.
Explain how the drug produces its required pharmacological effect.
5.
Understand how the pharmacological effect is translated into a therapeutic effect.
6.
Understand the application of pharmacokinetic to the planning of drug dosage regimens.
7.
Understand the application of the processes of drug therapy in analyzing failure to respond to treatment.
8.
Explain the steps followed in monitoring the therapeutic effects of drugs.
9.
Understand how to monitor the pharmacodynamic effects of the drugs
10.
Understand how to monitor drug pharmacokinetics.
11.
Explain the pharmacokinetic genetic variations.
12.
Explain the pharmacodynamic genetic variations.
13.
Recognize and understand the applied and clinical aspects of pharmacokinetics.
14.
Recognize and enumerate the applied and clinical aspects of pharmacodynamics.
15.
List the most important pharmacogenetic problems and explain their role in drug response.
16.
Enumerate the factors that could affect the drug dose and response.
17.
Explain the role of liver in drug handling
18.
Explain the effect of different diseases of liver on drug clearance.
19.
Enumerate the harmful effects of the drugs on liver.
20.
Explain the mechanism by which drugs injury liver.
21.
Identify the tests required for diagnosis of hepatotoxic effects of drugs.

22.
Explain the role of kidney in drug clearance.
23.
Describe the effects of different diseases of kidney on drug clearance especially CRF.
24.
Calculate the doses of important drugs prescribed in patients with CRF.
25.
Enumerate the harmful effects of drugs on kidney.
26.
Describe the mechanisms by which drugs can injury the kidney.
27.
Identify the tests required to assure the diagnosis of drug-induced kidney diseases.
28.
Outline the steps followed in management of drug-induced kidney diseases.
29.
Explain the steps followed in management of drug induced liver injury,
30.
Be able to use the different sources of drug information like bibliography, drug information services, computerized database, prescribing information, clinical trials and pharmaceutical information.
31.
Identify the adverse reactions of drugs including, history, incidence of adverse drug reactions, classification, dose related, non-dose related, long term and withdrawal effects, delayed effects and surveillance methods used in detecting adverse drug reactions.
32.
List the most clinically important drug interactions
33.
Enumerate the incidence of significant drug interactions.
34.
List the most important drugs likely to be involved in interactions.
35.
Explain the mechanism of different types of interactions, pharmaceutical, pharmacodynamic and pharmacokinetics.
36.
Take effectively the drug history from patients.
37.
Monitor the clinical manifestations and understand the investigations required for drug effects.
38.
Recognize the importance of good records and communication.
39.
Understand the benefit: risk ratio in prescribing.
40.
Understand evidence-based medicine and how to choose a drug.
41.
Practice how to write a prescription
42.
Be familiar with proprietary names versus approved names.
43.
Be able to prescribe the controlled drugs.
44.
Be familiar with abbreviations used in drug prescribing.
45.
Understand the basic principles of prescribing.
46.
Recognize the common mistakes in prescribing the drugs.
47.
Enumerate the common medication errors and how to avoid
48.
Understand the symptoms, signs and investigations required for monitoring drug therapy
49.
Understand the basic principles of drug therapy of infectious diseases.
50.
Explain the scientific bases of prescribing different antibacterial drugs
51.
Practice prescribing in different common bacterial infections.
52.
Understand the basic principles of prescribing chemotherapy for viral, protozoal, and fungal infections.
53.
Understand the basic principles of using chemotherapy in prevention of infectious diseases.
54.
Describe the mechanism of action, pharmacological effects, indications, side effects and contraindications of drugs used in treating hypertension.
55.
Design a plan for management of different cases of hypertension like hypertensive encephalopathy, hypertension in elderly, hypertension in pregnancy, hypertension in renal diseases, etc.

56.
Write a prescription for different cases of uncontrolled hypertension.
57.
Enumerate the tests required to diagnose a case of infective endocarditis.
58.
Design a plan for management of different of infective endocarditis.
59.
Write a prescription for different cases of infective endocarditis including the doses, duration, etc.
60.
Enumerate the tests required for diagnosis a case of meningitis (M).
61.
Enumerate the drugs used in treating different cases of M.
62.
Design a plan for management of different cases of M.
63.
Write a prescription for different cases of meningitis.
64.
Describe the mechanism of action, pharmacological effects, indications, side effects and contraindications of the most important antiviral drugs.
65.
Design a plan for management of the common viral infections.
66.
List the antiviral drugs used in treatment of aids.
67.
Enumerate the drugs used in treating viral hepatitis, their doses, duration, drug-drug interactions, efficacy, and side effects.
68.
Understand the anatomical and neuropharmacological mechanisms underlying pain sensation.
69.
Explain the mechanism of action of analgesics
70.
Explain the principles underlying the use of analgesics in the treatment of pain.
71.
Enumerate the practical use of analgesics
72.
Describe the steps followed in treatment of intractable pain in terminal malignant diseases.
73.
Explain the steps followed in management of post-opertative pain.
74.
Enumerate the factors that predispose to drug dependence
75.
Describe opiates as regards mechanism of action, pharmacological effects, indications, contraindications, side effects, dosage and toxicity.
76.
Describe the manifestations, steps followed in management of the dependence in the most common drugs like, opiates, cocaine and amphetamine, cannabis, LSD, solvents and nitrites, alcohol, benzodiazepines, barbiturates, tobacco.
77.
Enumerate the common steps followed in management of acutely poisoned patient.
78.
Understand the basic pharmacology and application of drugs used in treatment of poisoning.
79.
Understand the basic principles of cancer chemotherapy.
80.
Explain the tumor responsiveness to chemotherapy.
81.
Describe the actions of chemotherapeutic drugs relevant to the clinical use.
82.
Explain the steps followed in clinical evaluation of tumors before and after treatment.
83.
Understand the basic principles of combination chemotherapy and enumerate the most important examples of treatment protocols.
84.
Identify the most important regimens of cancer chemotherapy.
85.
Enumerate the most important adverse effects of drugs used in cancer chemotherapy.
86.
Describe the practical use of cytotoxic drugs.
87.
Enumerate the most important drug induced diseases.
88.
Explain the mechanism by which some drugs induce some diseases.
89.
Identify the clinical features of the most common drug-induced diseases
90.
List the steps required in treating the most common drug-induced diseases.
91.
List the basic principles of total parenteral nutrition
92.
Enumerate the drugs used in treating heart failure (HF).

93.
Explain the mechanism of action, pharmacological actions, indications, side effects, and contraindications of drugs used in treating HF.
94.
Enumerate the tests required to assure the diagnosis of HF.
95.
Design a plan for management of different types of HF.
96.
Write a prescription for treating different cases of HF.
97.
Identify the drug-drug interactions of drugs used in treating HF and other drugs.
98.
Enumerate the drugs used in treating bronchial asthma (BA).
99.
Describe the mechanism of action, pharmacological actions, indications, contraindications, side effects and drug-drug interactions of drugs used in treating BA.
100.
Explain the tests required for assurance of diagnosis of a case of BA.
101.
Design a plan for management of acute and chronic BA.
102.
Write a prescription for different cases of bronchial asthma
103.
Enumerate the drugs used in treating chest infections (pneumonia (P) and TB)
104.
Describe the mechanism of action, pharmacological actions, indications, side effects and contraindications of drugs used in treating P and TB.
105.
Identify the tests required for assurance of the diagnosis of P and TB.
106.
Design a plan for management of different cases of P and TB.
107.
Write a prescription for different cases of P and TB.
108.
Identify the drug-drug interactions of drugs used in treating TB and other drugs.
109.
Enumerate the drugs used in treatment of different disorders of dyslipidemia
110.
Describe the basic mechanism of action, pharmacological effects, indications, side effects and contraindications of these drugs.
111.
Enumerate the tests required to assure the diagnosis of different cases of dyslipidemia.
112.
Design a plan for management of different types of dyslipidemias
113.
Write a prescription for treating the most common lipid disorders.
114.
Identify the drug-drug interactions of drugs used in treating dyslipidemias and the other important drugs especially, the antihypertensives, antidiabetics, antifungal and others.
115.
Enumerate the drugs used in treating different types of diabetes mellitus.
116.
Describe the mechanism of action, pharmacological effects, indications, contraindications and side effects and drug-drug interactions of different antidiabetic drugs.
117.
List the tests required for diagnosis of a case of DM
118.
Design a plan for management of both type 1 and type 2 DM.
119.
Write a prescription for different cases of DM under different conditions like with MI, pregnancy, labor, surgery, infections, and in different ages like children, elderly etc.
120.
Describe the steps required for diagnosis and management of immediate complications of DM like hypoglycemic coma, diabetic ketocidosis, infections etc.
121.
List the steps required for treating the late complications of DM like nephropathy, retinopathy, neuropathy and CV complications.
122.
List the steps required for monitoring drug therapy of DM.
123.
Explain the basic principles of cancer chemotherapy.
124.
Classify the different anticancer drugs according to mechanism of action and cell cycle.
125.
Describe the mechanism of action, pharmacological effects, indications, side effects and contraindications of anticancer drugs.
126.
Design a plan for management of some common cancers like leukemia
127.
Understand the basic principles of the common protocols for cancer chemotherapy.

128.
List the common drugs and substances that are liable to abuse.
129.
List the basic steps included in treating the abuse of common substances like alcohol, nicotine, hashish, etc.
130.
Enumerate the basic principles of treating a poisoned patient.
131.
Identify the major toxic manifestations of the most commonly used drugs like analgesics, antihypertensives, anti-depressants, organic phosphorus compounds, others.
132.
Explain how can he differentiate clinically and by investigations between different groups of drug toxicities.
133.
Design a plan for management of different cases of common poisoning.
134.
List the antidote for poisoning with the most commonly drugs and explain its mechanism of action and its role.
135.
Describe the mechanism of action, pharmacological effects, indications, contraindications and toxicities of drugs used in treating different types of anemias, including iron, Vit. B12, folic acid, and erythropoietin.
136.
Enumerate the tests required to assure the diagnosis and differentiate between different types of anemias.
137.
Design a plan for management of different types of anemias.
138.
Calculate the dose of iron orally and parenterally
139.
Identify the toxic effects of overdose of iron and describe the steps followed in treating this toxicity.
140.
Write prescription for different cases of anemias including the doses and durations.
141.
Identify the drugs that can induce anemias as well as the drugs that interact with drugs used in treating anemias.
142.
Describe the mechanism of action, pharmacological effects, indications, contraindications and toxicities of drugs used in treating disorders of hemostasis including anticoagulants, antiplatelets, fibrinolytics, and antifibrinolytics.
143.
Enumerate the tests required to assure the diagnosis and reasons for thromboembolic disease.
144.
Design a plan for management of different cases of thromboembolic diseases like
DVT, MI, cerebral strokes etc.
145.
Calculate the dose of heparin in different routes of administration.
146.
Identify the toxic effects of overdose of heparin, warfarin, and streptokinase and describe the steps followed in treating each toxicity including the antidote..
147.
Write a complete prescription for different cases of thromboembolic disorders including the doses and durations.
148.
Identify the drugs that can induce thromboembolic disorders as well as the drugs that interact with drugs used in treating these disorders.
149.
Describe the pharmacology of drugs used to stop bleeding locally and systemically especially Vit. K, blood components, and antifibrinolytics, including the mechanism of action, pharmacological actions, indications, side effects and contraindications.
150.
Enumerate the tests required to assure the diagnosis of a case of bleeding
151.
List the drugs that commonly can induce bleeding.
152.
Design a plan how to manage a case of bleeding.
153.
List the indications, doses, side effects and contraindications of blood transfusion and blood components.
154.
Describe the pathogenesis of drug-induced aplastic anemia, agranulocytosis, and thrombocytopenias, hemolytic anemias, and bleeding disorders.
155.
Enumerate the drugs that commonly induce these blood disorders.

156.
Outline the general lines for treating drug-induced blood disorders.
157.
Describe the pharmacology of drugs used in treatment of malaria and septicemia including the mechanism of action, pharmacological actions, indications, side effects including resistance and contraindications
158.
Explain the effect of normal kidney on pharmacokinetics and pharmacodynamics of different classes of drugs.
159.
Outline the lines of treatment of nephritis and nephrotic syndrome
160.
Describe the pharmacology of drugs used in treating these disorders (concentrating on corticosteroids, and immunosuppressive drugs) including the mechanism of action, pharmacological actions, indications, contraindications, and side effects
161.
Enumerate different classes of diuretics according to site of action and potency.
162.
Explain the mechanism of action, indications, contraindications, and side effects of different types of diuretics.
163.
Design a plan for management of different types of edema (cardiac, renal, hepatic) and refractory edema.
164.
Enumerate different types of antibiotics and antiseptics used for UTIs.
165.
Explain the pharmacology of drugs used in UTIs including mechanism of action, indications, side effects and contraindications
166.
Design a plan for management of different types of UTIs including cystitis, urethritis, prostatitis, and pyelonephritis including the investigations and follow up.
167.
List the drugs that could harm the urinary system especially those causing RF.
168.
Explain the general mechanism of damage to kidney by nephrotoxic drugs.
169.
Outline the general lines of treatment of renal failure (acute, chronic).
170.
Enumerate the steps followed in treating complications of CRF.
171.
Calculate the dosages of different drugs prescribed to patients with RF.
172.
Describe the effect of kidney disease on handling of different drugs.
173.
Enumerate the essential tests required for diagnosis of gout
174.
Design a plan for treatment of gout
175.
List the drugs that commonly used in treatment of gout.
176.
Explain the mechanism of action, pharmacological actions, indications, side effects and toxicities of drugs used in treatment of gouty.
177.
Write a prescription for different cases of gout
178.
Enumerate the tests required for monitoring of the therapy of gout.
179.
Enumerate the essential tests required for diagnosis of rheumatoid arthritis (RA)
180.
Design a plan for treatment of RA
181.
List the drugs that commonly used in treatment of RA
182.
Explain the mechanism of action, pharmacological actions, indications, side effects and toxicities of drugs used in treatment of R
183.
Write a prescription for different cases of RA
184.
Enumerate the tests required for monitoring of the therapy of RA
185.
Enumerate the essential tests required for diagnosis of rheumatoid arthritis osteoarthritis (OA)
186.
Design a plan for treatment of OA
187.
List the drugs that commonly used in treatment of OA
188.
Explain the mechanism of action, pharmacological actions, indications, side effects, toxicities and dosages of drugs used in treatment of OA
189.
Write a prescription for different cases of OA
190.
Enumerate the tests required for monitoring of the therapy of OA.

191.
List the investigations required for diagnosis of bone & muscle infections.
192.
Design a plan for treatment of septic arthritis (SA) & osteomyelitis.(OM)
193.
List the drugs that commonly used in treatment of SA& OM
194.
Explain the mechanism of action, pharmacological actions, indications, side effects and toxicities of drugs used in treatment of SA& OM.
195.
Write a prescription for different cases of SA& OM.
196.
Enumerate the tests required for monitoring of the therapy of SA& OM.
197.
List the common topical forms used in skin therapy.
198.
Identify the indication of each topical form.
199.
Explain the mechanism of action, pharmacological actions, indications, side effects, toxicity, and dosages of drugs used in common skin disorders.
200.
Write a prescription for common skin diseases like acne vulgaris, skin infections, warts, vetiligo, psoriasis, and scabies
201.
Enumerate and classify the different groups of drugs and methods used in management of pain.
202.
Describe the mechanism of action, site of action, pharmacological effects, indications, contraindications and side effects of drugs used in management of pain.
203.
Write a prescription for different types of pain like neuralgia, postoperative pain, causalgia, colics, MI, headache, migraine, others.
204.
Design a plan for management of different types of shock, neurogenic, cardiogenic, septicemic, and hypovolemic shock.
205.
Explain the mechanism and site of action, pharmacological actions, indications, contraindications, side effects and drug-drug interactions of drugs used in management of shock.
206.
Write prescriptions for different types of shock.
207.
Identify the basic principles of Altib Anabawi, management with Qoran and complementary medicine.
Evaluation Methods:
Continuous Assessment 60%
Final Examination 40%
Reading List:
1.
Review of medical physiology. William F Ganong.
2.
Textbook of Medical physiology by Guyton & Hall
3.
Clinical Embryology. Keith Moore
4.
Clinical Anatomy. Richard Snell
5.
Functional Histology by RW Paul
6.
Review of biochemistry. Harper.
7.
Robbin, Cotran, and Kumar: Pathologic Basis of diseases
8.
Warren Levingsow and Ernest Gawetz: Medical Microbiology and Immunology.
9.
Clinical Pharmacology By Melmon and Morrelli
10.
Goodman and Gilman's. The Pharmacological Bases of Therapeutics.
11.
Davidson’s Principles and practice of Medicine

Health & Illness in the Community-III
Course Symbol and Number : HIC 315
Duration and Credits
HIC-3 (315)
: (2 CHs)(0, 0, 4) Semesters 7 & 8
Intended students
Prerequisites
:
:
Year 3 (Semester 7 & 8)
HIC 305
فاشتكإ لواحت ىتلا ةيليلحتلا ةيملعلا ثاحبلأاب مايقلا ةراهم باستكإ ىلع بلاطلا ةدعاسم ىلإ ) ررقملا ( جهنملا اذه فدهي
لماوعو ضارملأا تاببسم ديدحت ىف تاساردلا نم عونلا هذه مادختسإ نكمي ثيح جئاتنلاو تاببسملا نيب ةقلاعلا ريسفتو
ىلع ) ررقملا ( جهنملا اذه دكؤيو .ةفلتخملا ضارملأل ةيجلاعلاو ةيئاقولا لئاسولا لضفأ دي دحتو اهل ةبحاصملا ةرطاخملا
مولع ىلع ) ررقملا ( جهنملا اذه ىف اضيا بلاطلا فرعتيو .ةيملعلا نيهاربلاو قئاقحلا ىلع ةدمتعملا ةيبطلا تاسرامملا ةيمهأ
لمعلا عقاوم ىف نولماعلا اهل ضرعتي ىتلا ةيحص لا لكاشملاو رطاخملاو ، ةينهملا ةحصلاو تاعانصلا بط تايساسأو
ىلأ ركبملا فاشتكال ايرود مهتعباتم وأ لمعلاب قاحتللإا لبق نيلماعلا ليهأتل ةيحصلا تامدخلا ىلع فرعتي امك ةفلتخملا
ةخوخيشلا ةلحرم ةيمهأ ىلع بلاطلا فرعتي امك .ةبسانملا ةيليهأتلاو ةيجلاعلا تامدخلا ميدقتو ، ةلمتحم ىودع وأ ةباصإ
ةيحصلا لكاشملا نم ةفلتخمو ةديدج تايعون روه ىلإ ىدأ امم تاعمتجملا ةفاك ىف دارطإب نينسملا دادعأ ديازت ةرها و
.لكاشملا هذه عم بسانتت ةيحص تامدخ دوجو بلطتت ىتلا
Rationale
The course content in HIC 308 is intended to strengthen the knowledge base for research as well as supporting field activities in the PHC center. Basic concepts of analytic epidemiology are required for answering research questions requiring analytic epidemiological study designs. Applied biostatistics is essential for analyzing and interpreting data obtained during the research project. Practice of evidence-based medicine is now becoming the norm.
Therefore, in order to understand medical literature as well as to collect, analyze, organize and interpret data and use information in a meaningful manner, understanding of basic biostatistics is essential for medical students.
Conducting a research study provides students the opportunity to practice acquisition of research skills that may be applicable in health care settings such as at the PHC level of care.
In addition, courses on occupational health problems provide orientation to hazards at work places such as industries and hospitals and facilitate learning of determinants and dynamics of problems related to occupational health.
This course also examines the different dimensions of care of the elderly and is required students to be able to identify the services’ gap at the PHC level as well as the special needs of this population sub-group.
General Instructional Objectives
By the end of the course the students should be able to:
1.
Conduct a research study.
2.
Write and present the report of the research study.
3.
Recognize the features of selected occupational diseases and the need for occupational health services in order to deal with them appropriately.
4.
Recognize the needs of the elderly and measures to address them.

Specific Instructional Objectives
Research
By the end of the course the students should be able to:
1. Pilot test and finalize data collection instrument to be used in the research project.
2.
3.
4.
5.
6.
7.
8.
9.
Collect data using the approved data collection instrument
Create a data entry form on computer in SPSS/EPI-info program.
Perform data editing and data entry.
Apply appropriate analytical methods in analyzing data obtained during the study.
Justify the methodology and conclusions of the study.
Write a scientific report on a small research project.
Present and defend the study.
Explain the ethical issues in research.
Applied Biostatistics
Specific Instructional Objectives
By the end of the course the students should be able to:
10. Given a data set, draw and interpret the types of data presentation (frequency table, frequency polygon, histogram, pie chart, bar chart, etc).
11. Explain the merits and demerits of different types of data presentation.
12. Given a data set, calculate and interpret:
(a) Measures of Central Tendency (mean, median, mode)
(b) Measures of Dispersion/Variation (range, percentile, variance, standard deviation, coefficient of variation).
(c) Probability of an event (addition and multiplication rules).
(d) Frequency distribution (normal distribution and skewed distribution).
(e) Required sample size for a given level of confidence.
17. Given a data set, apply the appropriate test of significance (z-test and chisquare).
Occupational Health
Specific Instructional Objectives
By the end of the course the students should be able to:
18. Give an overview of occupational health services.
19. Explain the methods of hospital waste management
20. State the general principles of occupational disease prevention.
21. Describe the key features of selected occupational health diseases and their prevention.
Health of the Elderly
Specific Instructional Objectives
By the end of the course the students should be able to:

22. Describe the disease pattern in the elderly.
23. Describe the special needs of the elderly.
24. Describe the physical, psychosocial needs and the measures to address them.
Evaluation Methods:
Continuous Assessment 60%
Final Examination 40%
1.
Community Medicine & public health by Mohamed llyas.
2.
Community medicine by Park

(See general notes on SKIL 207 for rational and general objectives)
Specific objectives of Block (Skill-316) for Semesters 7 and 8
By the end of this block the student must be able to:
1.
Perform a complete and systematic general examination of the patient from head to foot correctly.
2.
Enumerate the common possible causes of the common abnormalities like pitting edema of lower limbs (LL), jaundice, central and peripheral cyanosis, etc.
3.
Perform motor examination of the nervous system (NS) including inspection, palpation, percussion and special tests.
4.
Determine the tone and power of different groups of muscles.
5.
Determine the distribution and extent of muscle paresis.
6.
Examine the superficial and deep sensation correctly.
7.
Examine the coordination and gait of the patient.
8.
Enumerate different types of abnormal gaits.
9.
Perform examination of the cranial nerves correctly.
10.
Enumerate the manifestations of the common cranial nerve paralysis like facial palsy and how to diagnose it.
11.
Perform complete skin examination including inspection, palpation and special tests.
12.
Differentiate, on skin photographs and diagrams, between different skin lesions, primary and secondary.
13.
Enumerate common examples for different primary skin lesions like plaque for psoriasis and vesicle for herpes zoster (HZ).
14.
Take a history from a patient with locomotor disease.
15.
Perform general examination in patients with locomotor disease.
16.
Examine the locomotor system including the individual joints by inspection, palpation, range of movements and special tests.
17.
Take the history for pediatric examination.
18.
Deal effectively with children during history taking and examination.
19.
Perform general examination of a child with emphasis on milestones of growth and development.
20.
Perform local system examination of children with emphasis on the differences between adult and children examination.
21.
Take a history from a patient with an eye disease.
22.
Examine the eye correctly by inspection, palpation and by special tests.
23.
Examine the fundus of the eye using the opthalmoscope.
24.
Examine the mouth and throat using tongue depressor and pen torch.
25.
Detect the common abnormalities (in photographs) in mouth and throat.
26.
Enumerate the common reasons for the common abnormalities detected.
27.
Examine the nose using the nasal speculum..
28.
Detect the common abnormalities in the nose (in photographs) and enumerate their causes.
29.
Examine the external ear by inspection and palpation.
30.
Examine the external auditory canal and ear drum using the autoscope.
31.
Diagnose the cases which are in need of CPR.
32.
Perform correctly the steps of CPR.

33.
Deal effectively with the drugs administered during CPR.
34.
Enumerate the types of sutures and wounds.
35.
Perform suturing of skin wounds correctly and by different methods including interrupted sutures, mattress sutures, and continuous sutures.
36.
Perform aspiration of fluids from peritoneal and pleural cavities.
37.
Perform lumbar puncture and intrathecal injection correctly.
38.
Take history from relatives of unconscious patient.
39.
Determine the grade of loss of consciousness.
40.
Examine the comatose patient correctly.
41.
Enumerate the most important causes of loss of consciousness.
42.
Differentiate between different causes of coma clinically e.g. morphine poisoning and pontine hemorrhage.
43.
Deal effectively with the comatose patient including catheterization, intubation, nutrition, etc.
44.
Perform different types of intubation especially naso-gastric intubation and endo-tracheal intubation correctly.
45.
Describe and enumerate the first aid measures in different emergency situations like burn, drowning, hemorrhage, shock, etc.
Evaluation Methods:
Continuous Assessment 60%
Final Examination 40%
Reading List:
1.
Clinical Examination and History Taking. Barbra Bats
2.
Hutchison Clinical Examination
3.
Clinical Skill Lab Resources

The main emphasis of this phase is on practical clinical training in the various fields of medicine including mental health, ambulatory/emergency medicine and family medicine.
Students are exposed to the environment they are going to work in after graduation. They 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.
discuss cases with colleagues and senior staff;
3.
counsel and health educate patients and their families and follow them up; and
4.
participate in rounds, clinics, and procedures.
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 bed-side teaching alone.
Students are divided into four main rotations covering the four major specialties; but covered within these, as shown below, are other specialties and subspecialties considered as part of the major discipline, with or without specified duration, or standing on their own as separate courses with defined credit hours. Examples of the former are:
 endemic diseases, gastroenterology, cardiology, nephrology (no specified duration) and dermatology (2 weeks duration each) with medicine (rotation A);
 urology, anesthesiology (no specified duration) and otolaryngology and ophthalmology (two weeks duration each) and orthopedics (4 weeks) with surgery (rotation B); while examples of the latter are:
 family medicine (six weeks/credit hours) with pediatrics (rotation C); and ambulatory/emergency medicine (eight weeks/credit hours) and mental health/psychiatry (four weeks/credit hours) with OB/GYN (rotation D).
There are, in addition, longitudinal courses with specified credit hours: Radiology in semesters
9 and 10 and Islamic medical ethics in semesters 11-12, Forensic medicine in semesters 11and
12 (two credit hours each).
Each week there is a combined session for all the groups to meet together to present and discuss special cases, their research projects, selected articles for the journal club etc.

The rotations are as follows with each semester of 18 weeks duration.
1.
A: Medicine 18 weeks (including dermatology, 2 wks)
2.
B: Surgery 18 weeks (including: orthopedics, 4 wks, otolarygology 2wks and ophthalmology 2wks)
3.
C: Pediatrics 10 weeks + family medicine 6 wks
4.
D: OBGYN 10 weeks+ mental health 4wks & ambulatory/emergency medicine
4wks
Semester 9
A
Semester 10 Semester 12
B C D
B A D C

Longitudinal courses semesters 9 and 10: Medical Radiology

Longitudinal for semesters 11 and 12: Islamic medical ethics (IME) and Forensic medicine (Forensic science and toxicology)

Clerkship in Medicine MED-1 and MED-2
Course symbol and number: MED 401/MED 402 and DERM 408
Duration and credits: General Medicine 16 weeks (16 CHs), Dermatology 2 weeks
(2 CHs), in Semesters 9 or 10
Intended Students: Semesters 9 and 10
Prerequisites: Phase 2 courses
،ةياساسلأا موالعلا ااهيف لاماكتت ،ةاصاخو ةاماع ةيكولاس فادهأ لوح ينبنيو ،ةنطابلا ضارملأا جهنم ىلع ررقملا اذه لمتشي
،ةاايداعلا تلااااحلاو ،ئراوااطلا تلااااح ىوااتحملا لوااانتي .ريبدااتلاو صيخااشتلا يااف ةاابولطملا تاراااهملاو ةيريرااسلا مواالعلا عاام
ةاجردب تواافتلا ىالع لدتاسيو ،مااعلا سرامملا بيبطلل اهتيمهأ يف توافتتو ،ا هؤادأ بلاطلا ىلع بجاولا فادهلأا ضرعتسي
،ءيراواطلا باطو ،ةياساسلأا ةيريراسلا تارااهملا ىالإ تاايوتحملا تماسق .فداه لاك ةاياهن يف نيسوق نيب ةددحملا ةيولولأا
يلااضعلاو ،يومداالاو ،ير ثاااكتلاو ،يوامااصلاو ،يواالكلاو ،يدااعملا يوااعملاو ،يااسفنتلاو ،يئاااعولا ياابلقلا ةزااهجلأا تااافتو
.ةيبوركيملاو ةيرادملا للعلاو ،ةيبصعلا مولعلا بطو ،ةيمزيتامورلا تافلآاو يلكيهلا
.ةيلسانتلاو ةيدلجلا ضارملأاب ةصاخلا فادهلأا جهنملا نمضتي امك
Rationale
The basic aim of health care is that patients, irrespective of all their gender, age, colors, religion, socio-economic background etc., receive the physician’s kind care and full attention and be treated humanely, with due respect and their own dignity. The physician should have the required knowledge, skills and professionalism, to carry out his/her duties to help them.
Modern educational philosophies assume that a medical student is an active learner and emphasize independent learning and team work attitudes.
Studying internal medicine is the cornerstone of medical practice. Knowledge and skills learned in internal medicine enable the students to deal with the majority of problems related to other specialties and subspecialties. Most of the training in this clerkship is focused on secondary and tertiary levels of health care, which have to complement, rather than replace, the primary level.
The study of internal medicine helps the students adopt a holistic approach to patient problems. The subspecialties within the medical clerkship (neurology, cardiology, dermatology and oncology etc) study in depth aspects or rapidly expanding areas within the medical practice.
General objectives
By the end of the Medical Clerkship the student should:
1.
Show responsible and compassionate behavior with the patient and family considering the cultural, social and economic background, and in dealing with all levels of education and abilities.
2.
Master the required communication skills for appropriate history taking and medical examination.
3.
Appreciate the role of perfect understanding of basic sciences (anatomy, physiology, and biochemistry) and the underlying pathophysiological processes relevant to medical practice in diagnosis and management of common illnesses in patient and community.

4.
Be acquainted with the epidemiological profile of the population and society, their heritage and cultural, social, geographic and economic characteristics, and relationship of all those to medical disease etiology and management.
5.
Have the knowledge and skills necessary to identify and manage the health problems of a patient: emergency situations, common endemic or epidemic diseases and disabilities, including health promotion, prevention, treatment, rehabilitation and follow up.
6.
Opt for the wise selection of the most appropriate and cost-effective investigations to reach the proper diagnosis, considering the patient rights and abilities and the capabilities of the health system.
7.
Interact effectively with the health team (and appreciate the role of others) in providing medical services.
8.
Continue independent learning and pursue postgraduate studies.
Specific objectives
By the end of this clerkship, the student should achieve the objectives listed under the following subtitles:
A.
Basic Clinical Skills
1.
Reflect, through attitudes, responsible and serious concern to the patient’s problems and his/her family, taking into account the moral and cultural characteristics of the society (A).
2.
Comply with the hospital system regarding uniform attendance, team work and ethical and responsible behavior (A).
3.
Describe patterns of medical disease, in various adult age groups, and recognize urgent problems and emergency and critical conditions C1,C3.
4.
Given any patient with any complaint/s: take full medical history, with appropriate sequence and comprehensiveness, and write it as clear as possible for others to read and understand (C3).
5.
Asked to examine a patient: prepare the appropriate setup for physical examination; carry out the examination in the appropriate manner, sequence and comprehensiveness attending all systems relevant to the medical problem, and write his/her notes as clear as possible for others to read and understand
(P4).
6.
Select the laboratory investigations relevant to the problem of the patient, considering limitations of the patient, the health system and/or hospital routine, and issuing clear directives to the patient on how and where to do these investigations (C3,P3).
7.
Use the skills stated in objectives 4, 5 and 6 to reach a diagnosis or suggest a differential diagnosis of the problem presented (P4).
8.
Write an informative referral letter asking help on a particular patient problem
(C3,P4)

9.
Show ability and enthusiasm to promote health through health education and support and provision of primary health care programs (A).
10.
Deal effectively and efficiently with patients of various adult age groups presenting with chronic and malignant diseases, disabilities and life-threatening illnesses taking into account the burden on the family and community and the psychological, social and economic dimensions as well as health promotion and rehabilitation in management. Such disorders include: A mentally retarded adult, congenital and physical disabilities, asthma and other chronic respiratory diseases (bronchiectasis, emphysema, and pulmonary fibrosis), hepatitis, and other chronic gastrointestinal diseases (peptic ulcer, irritable bowel syndrome), cardiac (rheumatic and ischemic) diseases, chronic urinary tract infections, renal failure, anemia and cancer (P3).
B.
Basic Medical Emergencies
11.
List and explain the common causes of coma, gastrointestinal bleeding, convulsions, seizures, chest pain, acute abdominal pain and colic, septicemia and pneumothorax (C2).
12.
Draw a detailed plan of onsite management, transfer, resuscitation and list criteria of observing and monitoring a critically ill patient (C1).
13.
Prescribe suitable fluid and electrolyte therapy, giving reasons and considering the acid-base balance of the body (C2).
14.
Describe the components or contents of blood, origin, count and functions of blood cells and the technique and risks of blood transfusion (C1).
15.
Presented with any of the following real, verbal or written emergency problems/conditions: perform (or suggest urgent) life saving procedures, and diagnose (or pose diagnostic criteria) of such problems/conditions. o The conditions are: coma, gastrointestinal bleeding, seizures, stroke, chest pain, cardiac arrest, dyspnoea, convulsions, diabetic ketoacidosis, shock, generalized or laryngeal edema, food poisoning, acute poisoning, abdominal pain or colic, septicemia, intestinal obstruction, headache, status asthmaticus, bronchospasm, pneumothorax, bee stings, snake and scorpion bites (C3 and P3).
C.
Cardiovascular Medicine
16.
Describe the anatomy of the heart, its chambers and blood supply, and describe the normal hemodynamics and cardiac cycle.
17.
Given an ECG, detect normal and abnormal changes (especially in arrythmias and ischemic heart disease), giving the pathophysiological explanations (C2,
C3)
18.
Mention and justify the steps to follow in patients presenting with chest pain, cough with blood in sputum, and palpitations.
19.
Presented with any of the following real, verbal or written cardiovascular problems/conditions: use his/her basic and clinical science knowledge to

explain the underlying mechanisms (including structure, function and pathophysiological processes) and his/her, basic clinical skills to reach a diagnosis and suggest appropriate management (including health promotion, protection, prevention, treatment and rehabilitation): hypertension, arteriosclerosis and atherosclerosis, arrythmias, heart block, cardiac arrest, ischemic heart disease and myocardial infarction, heart failure, rheumatic fever, mitral valve disease (stenosis/incompetence), pulmonary stenosis, aortic valve disease (stenosis/incompetence) (C3, P4).
20.
Presented with any of the following real, verbal or written cardiovascular problems/conditions: use his/her basic and clinical science knowledge, basic clinical skills to list the relevant physical signs, suggest a differential list, and outline further steps in diagnosis and management (including health promotion, protection, prevention, treatment and rehabilitation): endocarditis, pericarditis, myocarditis and cardiomyopathy, pulmonary embolism, deep vein thrombosis, vasculitis (C3, P3).
D.
Respiratory Medicine
21.
Describe the anatomy of the airways and explain the protective mechanisms against environmental factors (C2).
22.
Describe lung function and volumes, and expected changes in restrictive and obstructive lung disease (C1).
23.
Describe the steps to follow in response to patient's complaint of cough, with and without fever (C1).
24.
Presented with any of the following real, verbal or written respiratory problems/conditions: use his/her basic and clinical sciences to explain the underlying mechanisms (including structure, function and pathophysiological processes) and his/her basic clinical skills to reach a diagnosis and suggest management including health promotion, and protection, prevention, treatment, rehabilitation and follow-up: common cold, acute bronchitis, tonsillitis, diphtheria, influenza, pneumonia, tuberculosis, asthma, allergic rhinitis, sinusitis (C3,P4).
25.
Presented with any of the following real, verbal or written respiratory problems/conditions: use his/her knowledge of basic to explain the underlying mechanisms (including structure, function and pathophysiological processes) and his/her clinical sciences, and basic clinical skills to list the relevant physical signs, suggest a differential list, and outline further steps in diagnosis and management including health promotion, and protection, prevention, treatment, rehabilitation and follow-up: emphysema, bronchiectasis, chronic bronchitis, pleural effusion, bronchial carcinoma, pulmonary interstitial disease, adult respiratory distress syndrome, occupational lung diseases
(bisinosis and pneumoconiosis) and sarcoidosis (C3,P3).
E.
Gastrointestinal Medicine
26.
Describe the gastrointestinal secretions, and explain their functions and disorders and the disorders of motility of the gastrointestinal tract (C1).

27.
Describe the steps you follow in response to patient complaint of jaundice.
28.
Presented with any of the following real, verbal or written gastrointestinal problems/conditions: use his/her basic and clinical sciences to explain the underlying mechanisms (including structure, function and pathophysiological processes) and his/her basic clinical skills to reach a diagnosis and suggest management including health promotion, and protection, prevention, treatment, rehabilitation and follow-up: acute and chronic diarrhea and dysentery, upper gastrointestinal bleeding (esophageal varices, peptic ulcer, gastric cancer), cholecystitis and gall stones, jaundice, ascites, liver cirrhosis, periportal fibrosis, intestinal obstruction (C3,P4).
29.
Presented with any of the following real, verbal or written gastrointestinal problems/conditions: use his/her basic and clinical sciences to explain the underlying mechanisms (including structure, function and pathophysiological processes) and his/her basic clinical skills to list the relevant physical signs, suggest a differential list and outline further steps in diagnosis and management including health promotion, and protection, prevention, treatment, rehabilitation and follow-up: hiatus hernia, hepatitis, common GIT helminthic and parasitic disease (ankylostoma, Schistosoma, ameba, Giardia, Ascaris,
Taenia saginata , Taenia solium , Entrobius vermicularis ) inflammatory bowel disease (Crohn’s disease, ulcerative colitis), malabsorption, irritable bowel syndrome (C3,P3).
F.
Renal Medicine
30.
Describe urine formation and explain other aspects of renal function, including blood pressure regulation (C1).
31.
Presented with any of the following real, verbal or written urinary system problems/conditions: use his/her basic and clinical sciences to explain the underlying mechanisms (including structure, function and pathophysiological processes) and his/her basic clinical skills to reach a diagnosis and suggest management including health promotion, and protection, prevention, treatment, rehabilitation and follow-up: renal colic, urinary calculi, urinary tract infections, hematuria, pyelonephritis, schistosomiasis, renal failure (C3,P4) .
32.
Presented with any of the following real, verbal or written urinary system problems/conditions: use his/her basic and clinical sciences to explain the underlying mechanisms (including structure, function and pathophysiological processes) and his/her basic clinical skills to list the relevant physical signs, suggest a differential list, and outline further steps in diagnosis and management including health promotion, and protection, prevention, treatment, rehabilitation and follow-up: nephrotic syndrome, glomerulonephritis, proteinurea, renal tuberculosis, renal tumors C3,P3).
Endocrine Medicine
33.
Describe the sources, synthesis and functions of hormones (C1).
34.
Describe the types, causes, clinical features and management of diabetes mellitus (C1).

35.
Presented with any of the following real, verbal or written endocrine problems/conditions: use his/her basic and clinical sciences to explain the underlying mechanisms (including structure, function and pathophysiological processes) and his/her basic clinical skills to reach a diagnosis and suggest management including health promotion, and protection, prevention, treatment, rehabilitation and follow-up: diabetes mellitus, acromegaly, endemic goitre, thyrotoxicosis, thyroid nodules, Cushing syndrome, pheochromocytoma C3,
P4).
36.
Presented with any of the following real, verbal or written endocrine problems/conditions: use his/her basic and clinical sciences to explain the underlying mechanisms (including structure, function and pathophysiological processes) and his/her basic clinical skills to list the relevant physical signs, suggest a differential list, and outline further steps in diagnosis and management including health promotion, and protection, prevention, treatment, rehabilitation and follow-up: hypothyroidism, hyper- and hypoparathyroidism ,
Addison’s disease, pituitary adenomas C3, P3).
G.
Reproductive Medicine
37.
Explain the sources (including psychosocial and microbiological bases) of
AIDS, gonorrhea, urethritis and syphilis and describe their clinical features, complications and management (C1).
38.
Presented with any of the following real, verbal or written reproductive problems/conditions: use his/her basic and clinical sciences to explain the underlying mechanisms (including structure, function and pathophysiological processes) and his/her basic clinical skills to reach a diagnosis and suggest management including health promotion, and protection, prevention, treatment, rehabilitation and follow-up: gonorrhea, urethritis and syphilis (C3, P4).
H.
Hematology
39.
Describe the components of blood, origin, count, explain the functions of blood cells and the techniques and risks of blood transfusion (C2).
40.
Describe the mechanism of coagulation and list the defect in each of the bleeding disorders (hemophilia, thrombocytopenia, disseminated intravascular coagulation, Von Willebrand’s disease) and outline its management (C1).
41.
Classify anemias and describe the clinical features and management or iron deficiency anemia (C1).
42.
Classify leukemias and describe their clinical features, management and prognoses (C1).
43.
Presented with any of the following real, verbal or written hematologic problems/conditions: use his/her basic and clinical sciences to explain the underlying mechanisms (including structure, function and pathophysiological processes) and his/her basic clinical skills to reach a diagnosis and suggest management including health promotion, and protection, prevention, treatment, rehabilitation and follow-up: anemia, bleeding disorders (see 40), leukemias,
AIDS, fever, septicemia (C3,P4).

44.
Presented with any of the following real, verbal or written hematologic problems/conditions: use his/her basic and clinical sciences to explain the underlying mechanisms (including structure, function and pathophysiological processes) and his/her basic clinical skills to list the relevant physical signs, suggest a differential list, and outline further steps in diagnosis and management including health promotion, and protection, prevention, treatment, rehabilitation and follow-up: lymphadenopathy and lymphomas, multiple myeloma, hemochromatosis (C3,P3).
I.
Musculoskeletal Medicine and Rheumatology
45.
Describe the components of a synovial joint and explain the mechanism of antigen antibody reactions (C2).
46.
Presented with any of the following real, verbal or written rheumatologic problems/conditions: use his/her basic and clinical sciences to explain the underlying mechanisms (including structure, function and pathophysiological processes) and his/her basic clinical skills to reach a diagnosis and suggest management including health promotion, and protection, prevention, treatment, rehabilitation and follow-up: poliomyelitis, tetanus, rickets, rheumatic fever, rheumatic arthritis, rheumatoid arthritis, osteoarthritis, gout and pseudogout, ankylosing spondylitis (C3,P4).
47.
Presented with any of the following real, verbal or written rheumatologic problems/conditions: use his/her basic and clinical sciences to explain the underlying mechanisms (including structure, function and pathophysiological processes) and his/her basic clinical skills to list the relevant physical signs, suggest a differential list, and outline further steps in diagnosis and management including health promotion, and protection, prevention, treatment, rehabilitation and follow-up: myasthenia gravis, myositis, dermatomyositis, muscular dystrophies, systemic lupus erythrematosus, osteoporosis, osteomalacia, vasculitis, scleroderma, polyarteritis nodosa, Behcet syndrome, low back pain and Reiter’s syndrome (C3,P3).
J.
Neurology
48.
Describe the ascending and descending tracts (including the pyramidal and extrapyramidal systems), motor and sensory functions of the various parts of the brain, vascular anatomy of the brain, evoked responses and peripheral plexuses (C1).
49.
Presented with any of the following real, verbal or written neurologic problems/conditions: use his/her basic and clinical sciences to explain the underlying mechanisms (including structure, function and pathophysiological processes) and his/her basic clinical skills to reach a diagnosis and suggest management including health promotion, and protection, prevention, treatment, rehabilitation and follow-up: migraine, headache, epilepsy, Bell’s palsy, coma, stroke and hemiplegia, quadriplegia, paraplegia, meningitis, encephalitis, cerebral hemorrhage and thrombosis, subarachnoid hemorrhage, peripheral neuropathy, abnormal gait, involuntary movements (chorea and Parkinson’s disease), Guillian-Barre syndrome (C3,P4).

50.
Presented with any of the following real, verbal or written neurologic problems/conditions: use his/her basic and clinical sciences to explain the underlying mechanisms (including structure, function and pathophysiological processes) and his/her basic clinical skills to list the relevant physical signs, suggest a differential list, and outline further steps in diagnosis and management including health promotion, and protection, prevention, treatment, rehabilitation and follow-up: motor neuron disease, disorders of speech, cerebellar ataxia, myopathy and muscle dystrophy, transverse myelitis (C3,P3).
K.
Tropical and Microbial Medicine
51.
Describe the causative organisms (explaining life cycle for helminthes and parasites) and explain the pathogenesis of the following problems/conditions: malaria, amebic dysentery, leishmaniasis, giardiasis, schistosomiasis, trypanosomiasis, toxoplasmosis, echinococcosis, ascariasis, taeniasis, strongloidosis, filariasis, tetanus, anthrax, brucellosis, enteric fever, bacillary dysentery, cholera, leprosy (C2).
52.
Presented with any of the following real, verbal or written tropical and microbial problems/conditions: use his/her basic and clinical sciences to explain the underlying mechanisms (including structure, function and pathophysiological processes) and his/her basic clinical skills to reach a diagnosis and suggest management including health promotion, and protection, prevention, treatment, rehabilitation and follow-up: malaria, amebic dysentery, bacillary dysentery, cholera, brucellosis, enteric fever, tetanus, leishmaniasis, schistosomiasis, leprosy, candidiasis, giardiasis, ascariasis, taeniasis, and anthrax (C3,P4).
53.
Presented with any of the following real, verbal or written tropical and microbial problems/conditions: use his/her basic and clinical sciences to explain the underlying mechanisms (including structure, function and pathophysiological processes) and his/her basic clinical skills to list the relevant physical signs, suggest a differential list, and outline further steps in diagnosis and management including health promotion, and protection, prevention, treatment, rehabilitation and follow-up including: toxoplasmosis, echinococcosis, filariasis, strongyloidosis, trypanosomiasis (C3,P3).
L.
Dermatology
54.
Describe the histological features of the skin, and explain the causes of variations in skin color, texture and thickness (C1).
55.
Outline the basics of dermatologic terminology (C1).
56.
Presented with any of the following real, verbal or written dermatologic problems/conditions or a slide/picture of a lesion: use his/her basic and clinical sciences to explain the underlying mechanisms (including structure, function and pathophysiological processes) and his/her basic clinical skills to reach a diagnosis and suggest management including health promotion, and protection, prevention, treatment, rehabilitation and follow-up including: o Acne and related disorders: acne, rosacea and perioral dermatitis
C3,P4).

o Eczema (endogenous and exogenous) and atopic and seborrheic dermatitis (C2,P3). o Papulosquamous diseases: psoriasis, lichen planus, pityriasis rosea (C3,P4). o Pigmentary disorders: vitiligo, melasma (C3,P4). o Common skin infections: fruncle, carbuncle, impetigo, cellulites, dermatophytosis, candidiasis, viral wart, herpetic infections, molluscum, scabies, leishmaniasis (C3,P4). o Bullous diseases: pemphigus, bullous pemphigoid, dermatitis herpetiformis (C2,P3). o Connective tissue diseases: lupus, dermatomyositis, scleroderma
(C2,P3) o Drug reactions (C2-P3).
ESSENTIAL DRUG LIST in medicine : See Appendix for WHO Model of Essential
Drugs
Educational strategies and methods
Work plan/Students’ Rotation:
16 weeks general medicine (12+ 1-2 weeks neurology, cardiology, and oncology
2 weeks dermatology (DERM 414).
Overview of Timetable:
Morning (grand) round in medical wards- 7:30-9:00, daily (5 days/week).
Daily clinical teaching assignments in medical wards and outpatient – 9:00-12:00.
Four days weekly tutorials in medical topics, theoretical medical topics, clinico-pathological conferences, clinical meetings, presentations of research work or journal club materials and discussions- 1:00-4:00
Evaluation and assessment methods
Students:
10% Continuous evaluation for attendance and student contributions in case presentations
10% Log book record of skills
10% Midcourse examination after week 14, content should exclude neurology, oncology and dermatology.
70% Final examination at the end of the clerkship:
25% MCQ and written problems examination.

25% Clinical examination -one long case (15%) and two short cases(10%).
20% Objective structured clinical examination (OSCE)
Remedial for 'F' students: by repeating course through approved independent supervision by full-time or honorary staff member during holidays or the following semesters and re-sit exam with the batch to follow.
Clerkship:
Through student and staff discussions and questionnaire carried out before examination.
References :
Textbooks (Internal Medicine):
Kumar PJ. Clinical Medicine. WB Saunders
Monroe J. McLeod’s Clinical Examination. Churchill Livingstone
Haslett C. Davidson Principles and Practice of Medicine. Churchill
Livingstone.
Tally N. Clinical Examination: A Systemic Guide to Physical Diagnosis.
Blackwell.
Reference (Internal Medicine):
Kasper DL et al.
(Eds). Harrison’s Principles of Internal Medicine.
Textbooks (Dermatology)
Hunter, Clinical Dermatology
Andrew’s Diseases of the Skin
Fitzpatrick et al . (Eds). Colour Atlas and Synopsis of Clinical Dermatology.
References (Dermatology)
Freeberg et al.
(Eds). Fitzpatrick’s Dermatology in General Medicine 6 th
ed.
Champion et al
. (Eds). Rook’s Textbook of Dermatology, 7 th
ed.

Course symbol and number: RAD 413
Duration and credits: 2 CH, longitudinal for two semesters
Intended Students: Semesters 9 and 10
Prerequisites: Phase II courses
موالعلا ااهيف لاماكتت ،ةاصاخو ةاماع ةيكولاس فاداهأ لواح يانبنيو ،يابطلا ريواصتلاو ةعاشلأا جهنام ىالع رراقملا اذه لمتشي
ةياصيخشتلا تااينقتلاو ،يعاعاشلا حيراشتلا ىوتحملا لوانتي .ةبولطملا ةيصيخشتلا تاراهملاو ،ةيعاعشلا مولعلا عم ،ةيساسلأا
اامك .يووانلا ريوصتلاو ،نانرملاو ،ةبسوحملا ةيعطقملا ةعشلأاو ،يئاعولا ريوص تلاو ،ةيتوصلا تاجوملااو ،ةيداعلا ةعشلأا(
يلاضعلاو ،يلاسانتلاو ،يلوبلا زاهجلاو ،يوعملا يدعملا زاهجلاو ،بلقلاو ،ردصلا يف ةعئاشلا للعلا صيخشت ةيفيكو نمضتي
،يدثلا ريوصتو ،يبصعلا ريوصتلاو قنعلاو سأرلاو ،يلكيهلا
Rationale
The science and practice of radiology and imaging have expanded enormously in the last four decades. Almost all diseases require imaging either for diagnosis, staging, routine or interventional management or follow up. All disciplines in medical practice ask the help of radiologists to select an algorithm of the most suitable and prudent imaging modalities to solve a patient’s problem. Medical students and interns find themselves, in all departments including
‘Accident and Emergency’, with images of various parts of the body that require knowledge of imaging techniques, imaging anatomy and diagnostic imaging features. The diagnostic decision sometimes has to be prompt and accurate to take the necessary management choices by the clinician. Basic knowledge of imaging methods, indications, anatomy and diagnosis are important for medical students.
General objectives
By the end of the Semester 10 the student should:
1.
Be familiar with the modalities and techniques used in imaging and outline the basic physics underlying image production and quality control.
2.
Appreciate the normal anatomic structures in routine radiographs of the chest, plain abdomen, pelvis, skull and various segments of the limbs, as well as identifiable structures seen in CT and MR cuts of the normal brain and mediastinum.
3.
Name the techniques used in routine plain and contrast radiography of the various parts and systems of the body related to common and/or serious problems.
4.
Look for the reliable diagnostic radiological signs seen in common respiratory problems, and in live-threatening emergency situations such as chest pain, acute abdominal pain, trauma/fractures, syncope/comma, bleeding, etc..

Specific objectives
The student should achieve the following objectives under each title:
1. Chest imaging (weeks 1-4):
1.1. Routine PA /lateral chest radiograph:
1.
List the indications of requesting a routine radiograph. What are the emergency situations in which you need an urgent chest x-ray?
(C1,C2)
2.
Describe the bronchial and segmental anatomy of the lungs (C1).
3.
Define the lung acinus and secondary pulmonary lobule (C1).
4.
Name the divisions of the mediastinum and the contents of each
(C1).
5.
Examine a PA film using a reliable sequence.
6.
Recognize patterns like atelectasis (collapse), consolidation, pleural effusion, pneumothorax, hyperinflation, cystic/cavitary lesions, calcification, widening of mediastinum, hilar/mediastinal lymphadenopathy, solitary nodule, multiple nodules pleural and chest wall masses (C3,P4).
7.
Recognize the diagnostic features of (or suspect) lobar pneumonia, bronchopneumonia, pulmonary edema, primary, secondary, and miliary tuberculosis, interstitial lung disease, paralysis of the diaphragm (C3,P4).
8.
Diagnose accurately rib fractures, clavicular fractures, cervical rib hydro-/tension pneumothorax, pulmonary edema, pulmonary embolism, active pulmonary tuberculosis, and Pancoast tumor (P3)
1.2 Computed tomography (CT) of chest
1.
List two indications for requesting a CT scan of the chest (C1)
2.
Identify the normal mediastinal structures seen in CT cuts (C1)
3.
Recognize mediastinal/hilar lymphadenopathy, lung masses/ cavities with particular emphasis on carcinoma of lung, brochiectasis and interstitial lung disease (C3,P3).
2. Cardiac imaging (week 5):
2.1 Routine PA /lateral chest radiograph
1.
Identify the structures forming the borders of the mediastinum (C2)
2.
Assess the size of the heart, and recognize cardiomegaly (C2).
3.
Recognize specific chamber enlargement, dialated unfolded aortic arch, aneurysms of great vessels, valvular or vascular calcifications, rib notching (C2,P3).
4.
Describe the developmental etiology, changes in haemodynamics, and the possible radiographic features seen in ventricular septal

defects, atrial septal defects, tetralogy of Fallot, patent ductus arteriosus, coarctation of aorta and transposition of great vessels
(C2,P3).
5.
Differentiate between normal and abnormal lung vasculature (C3)
6.
Diagnose (or suspect) mitral stenosis/regurgitation, aortic stenosis, cadiomyopathy, aortic aneurysm and pericardial effusion (C3,P3).
7.
List the causes of massive cardiomegaly, and explain how it develops (C1,C2)).
2.2 Computed tomography (CT) or magnetic resonance (MR) imaging
1.
List two indications for requesting a CT or MR imaging examination (C1).
2.
Identify the vascular components of the mediastinum seen in CT or
MR cuts (C2)
3.
Diagnose aortic dissection (C3,P3)
2.3 Echocardiography
1.
List two indications for requesting an echocardiogram (C1)
2.
Recognize long axis, short axis, apical and suprasternal notch views in two-dimensional cardiac ultrasound (C3,P3).
2.4 Coronary arteriography
1.
Describe the blood supply of the heart (C1)
2.
Identify the major vessels of the heart in an arteriogram (C2).
3. Gastrointestinal system (weeks 6,7,8)
3.1 Plain abdomen
1.
List the indications of requesting: (1) plain film of abdomen and pelvis- “kidney, ureter and bladder (KUB)”, and (2) emergency erect and supine plain films (C1).
2.
Identify the normal structures seen a plain film of the abdomen
(C2).
3.
Recognize intestinal obstruction, perforation and radio-opaque calculi (C2,P3).

3.2 Barium swallow
1.
List the indications for requesting a barium swallow examination, using barium sulphate or other suitable contrast (C1).
2.
Indicate in a normal barium swallow film the normal esophageal contours/ indentations and mucosal pattern (C2).
3.
Diagnose (or recognize the radiological features of) esophageal varices, reflux, hiatus hernia, achalasia, stricture and carcinoma of the esophagus (C2,P3).
3.3 Barium meal
1.
List the indications for requesting a barium meal examination, or other suitable contrast medium(C1).
2.
Identify the various anatomic parts of the stomach and duodenum and recognize the lesser curvature, duodenal cap, duodenal loop and duodenal papilla (C2).
3.
Diagnose (or recognize the radiological features of) hiatus hernia, duodenal ulcer, gastric ulcer and gastric cancer (C2,P3).
3.4. Barium follow through
1.
List the indications for requesting a barium follow through examination, or any other suitable contras (C1).
2.
Identify the jejunal and ileal loops, and recognize the terminal ileum and ileocaecal valve (C2).
3.
Diagnose (or recognize the radiological features of ) Crohn's disease and intussusception (C2,P3).
3.5 Barium enema
1.
List the indications for requesting a barium enema, or other suitable contrast medium (C1).
2.
Identify the various parts of the colon and rectum, and recognize in particular the caecum, hepatic and splenic flexures and rectosigmoid junction (C2)
3.
Diagnose (or recognize the radiological features of) carcinoma of rectum or other colonic masses, ulcerative colitis and diverticulosis
(C2,P3)
3.6 Abdominal ultrasound
1.
List the indications for requesting ultrasound examination of the abdomen (C1).

2.
Identify (in a suitable view) the liver, spleen, pancreas, gallbladder, and major abdominal vessels (C2).
3.
Diagnose (or suggest possible features of) gallstones, bile duct obstructions space occupying lesions in liver, spleen or pancreas, other abdominal masses, pseudocyst and congenital pyloric stenosis
(C2,P3).
3.7 Computed tomography (CT)
1.
List the indications for requesting a CT abdomen (C1).
2.
Identify the liver, spleen, kidneys, vessels, diaphragmatic crura, suprarenal glands, intestinal loops, pancreas, duodenum and gall bladder (C2).
3.
Diagnose (or recognize the CT features of ) pancreatic malignancy, pseudocyst, and bowel ischemia (C2,P3).
3.8 Other special investigations
1.
Mention one indication, for each of the following examinations: sialogram, endoscopic retrograde cholangio-pancreatography
(ERCP), percutaneous cholangiography, T-tube cholangio-graphy, celiac and mesenteric arteriography (C1), and recognize an image of each of the techniques (C2,P3).
4. Urinary system (weeks 9,10)
4.1 Plain film of kidney, ureter and bladder (KUB)
1.
List the indications for requesting KUB (C1).
2.
Identify the anatomical structures (including bony elements) seen in plain films, with special attention to renal outline, level of renal pelvis, 'imagined' course of ureters and location of bladder, and aortic calcifications (C2).
3.
Diagnose (or recognize plain film radiological features of ) a radioopaque urinary calculus, small or enlarged kidney, renal mass and calcifications (C2,P3)
4.2 Ultrasonography (US)
1.
List the indications for requesting US examination of the urinary system (C1)
2.
Identify the renal parenchyma and pyelon in an US image, and recognize the borders and relations of the urinary bladder (C2).

3.
Diagnose (or recognize the sonographic features) of simple cysts, polycystic disease, urinary tract obstruction, renal or bladder masses, perinephric abscess, renal trauma, renal infarcts, renal tumors and adrenal masses (C2,P3).
4.3 Intravenous urography (IVU)
1.
List the indications for requesting an IVU, indicate the contrast medium used (C1).
2.
Describe the management of the various types of reaction to contrast medium (C1).
3.
Identify the anatomical features of the kidneys, ureters and bladder as seen in a normal film (C2).
4.
Diagnose (or recognize IVU signs) of urinary tract obstruction, space occupying lesions, congenital anomalies of kidneys and urinary tract (C2,P3).
4.4 Retrograde urography
1.
List the indications for requesting a retrograde urography examination (C1).
4.5 Cystography and cystourethrography
1.
List the indications for requesting a cystogram, a cystourethrogram or retrograde urethrogram (C1).
2.
Identify the anatomical features of the bladder and urethra seen in a cystourethrogram (C2).
3.
Diagnose (or recognize the radiological features) of lower UT obstruction (C2,P3).
4.6 Computed tomography (CT)
1.
Name an indication for requesting CT kidneys or urinary bladder
(C1)
2.
Identify the anatomical structures in the posterior abdominal wall and pelvis seen in CT cuts, including the adrenal gland (C2).
3.
Diagnose (or recognize the CT appearance) of renal or bladder masses and masses in the posterior abdominal wall including adrenal masses (C2.P3).
4.7 Arteriography

1.
Name an indication for requesting a renal arteriogram (c1)
2.
Identify the renal and adrenal arteries in an arteriogram (C2).
3.
Diagnose (or recognize the arteriographic appearance) of renal artery stenosis (C2,P3)
4.8 Percutaneous nephrostomy
1.
Name an indication for percutaneous nephrostomy (C1).
5. Reproductive system (week 11)
5.1 Plain film
1.
List the indications of requesting a plain film of the pelvis, and lateral pelvimetry. What is the 10-day rule? (C1,C2)
2.
Identify the bony parts of the pelvis, and indicate the diameters measured in lateral pelvimetry (C2).
3.
Diagnose (or recognize the radiological features of) calcified pelvic masses (C2.P3).
5.2 Ultrasonography (US)
1.
List the indications for requesting US examination of male and female genital organs (C1).
2.
Identify in US images the urinary bladder, prostate and scrotal contents in the male and the ovaries, vagina and uterus and adnexae in the female (C2).
3.
Diagnose (or recognize the US appearance) of enlarged prostate, hydrocele, testicular mass (in the male), and ovarian and uterine masses (in the female), iliac and para-aortic lymphadenopathy, pregnancy and major parts of a well developed fetus, normal and abnormal location of the placenta, polyhydramnios (C2.P3)
5.3 Computed tomography (CT) and magnetic resonance (MR) imaging
1.
Name an indication for requesting CT or MR imaging of the reproductive system in in (a) a male, and (b) a female (C1)
2.
Recognize the normal anatomical structures in the pelvis in CT or
MRI cuts (C2).
6. Musculoskeletal system (weeks 12,13,14)
6.1 Plain films

1.
List two indications for requesting a plain film examination for each of the following: (a) cervical spine, (b) dorsal spine, (c) lumbar and lumbosacral spine, (d) sacrococcygeal spine, (e) shoulder region, (f) arm, (g) elbow region, (h) forearm, (i) wrist, (j) hand, (k) hip bone,
(l) hip joint, (m) thigh, (n) knee region, (o) leg, (p) ankle, and (q) foot (C1).
2.
Recognize the bony parts of the skeleton as seen in plain films (C2).
3.
Diagnose common fractures (all bones), dislocations (shoulder, hip, vertebral column), and degenerative and inflammatory changes
(shoulder, vertebral column, knee). Diagnose osteomyelitis (c2,P3).
4.
Outline differential diagnosis of lytic, sclerotic and expansile bony lesions, with particular emphasis on osteosarcoma and giant cell variants (C2,P3).
6.2 Computed tomography (CT) and magnetic resonance (MR) imaging
1.
Name one indication for requesting CT examination of part of the skeletal system, and one indication for MR examination (C1).
2.
Identify the anatomical features of CT and MR cuts in musculoskeletal system, with special emphasis on the shoulder, hip, knee and ankle joints (C2).
3.
Diagnose (or recognize CT or MR features of) lumbosacral disc prolapse, bone masses, vertebral masses (C2,P3).
6.3 Ultrasonography
1.
Name an indication for requesting US examination of the musculoskeletal system (C1).
7. Head and neck and neuroradiology (weeks 14,16)
7.1 Plain films
1.
List indications for requesting a skull or vertebral column plain film.
List five major views of skull x-ray films and the parts demonstrated by each (C1).
2.
Identify the anatomical parts seen in AP, lateral and sinus views of the skull, and the parts of the vertebral column (C2).
3.
Diagnose (or recognize the radiological signs) of skull and vertebral fractures, ballooning of sella, bony lytic, sclerotic or expansile masses, with special emphasis on meningioma, multiple myeloma, metastasis (C2,P3).
4.
Outline the radiological investigations for the diagnosis of common swellings in the neck, orbital masses, sialolithiasis, salivary

neoplasm, mandible and maxilla masses, nasopharyngeal masses
(C2,P3).
7.2 Computed tomography (CT) and magnetic resonance (MR) imaging
1.
List the indications for requesting CT or MR scan of the skull
(including temporal bone and orbit) or vertebral column (C1)
2.
Identify various parts of the skull, brain and spinal cord in axial CT cuts and in axial, coronal and sagittal MR cuts (C2).
3.
Diagnose (or notice changes in anatomic relations in) epidural and subdural haematomas, subarachnoid haemorrhage (C2,P3).
4.
Given an image, describe shadows seen in vascular malformations, aneurysms, cerebral infarction, neoplastic space occupying lesions, especially adenoma (pituitary), meningioma, astrocytoma, glioblastoma, medulloblastoma, plexus papilloma, ependymoma, neurinoma and schwannoma, hydrocephalus, multiple sclerosis, disc prolapse and common congenital inherited abnormalities (tuberous sclerosis) (C2,P3).
7.3. Angiogrpahy
1.
List the common indications for requesting cerebral arteriography
(C1).
2.
Identify the major vessels shown in a 4-vessel arteriogram, and in
MR angiography (C2).
8. Breast imaging (week 17)
8.1 Mammography/ultrasound
1.
List the indications for requesting a mammogram and ultrasound of the breast (C1).
2.
Identify the various components of the breast tissues in a mammogram (C2).
3.
Recognize asymmetry, architectural distortion, masses/cysts, calcifications, axillary nodes (C2)
4.
Explain the benefits of screening for breast cancer (C2)
5.
Diagnose (or list the mammographic and sonographic features of) fibroadenoma, and adenocarcinoma of breast (C2,P3)
9. Nuclear imaging (week 18)
9.1 Radiopharmaceuticals

1.
List the radiopharmaceuticals used in thyroid, pulmonary, cardiac, hepatobiliary, renal, testicular and bone scintigraphy (C1).
9.2 Diagnosis
1.
Explain the significance of finding a cold or hot thyroid nodule (c2)
2.
Recognize the most common scintigraphic findings in pulmonary cardiac and renal and bone imaging (pulmonary embolism, myocardial infarction, renovascular hypertension, bone metastasis, osteomyelitis) (C2,P3).
Educational strategies and methods
Alternating weekly tutorials for whole class, on problems and film viewing, some prepared by the students from their own case reports.
Evaluation and assessment methods
Students:
20% Continuous evaluation for attendance student contributions in case presentations
40% Written examination (MCQs and problems) at end of clerkship, end of
Semester 10
40% Practical exam (OSPE) on films and other imaging materials
Final score of student added to Semester 10 records.
Remedial for 'F' students: by repeating course through private tuition during semester
11 and 12, and to re-sit exam with the batch to follow.
Clerkship:
Through student discussions and questionnaire carried out before examination.
Reading List :
1.
Medical Imaging: by Peter Scally: (problem-based approach
2.
Textbook of Radiology and Imaging, by: David Sutton

Course title : Clerkship in Surgery
Course symbols and numbers : SURG-403, includes also ORTH-404, ENT-405, and OPHT-
406.
Duration and credits : 18 weeks (18 CHs), including orthopedics (4), ophthalmology (2), and
ENT (2).
Intended Students : Semester 9 or 10
Prerequisites : Phase II courses
نذلأاو فانلأا ةحارجو ،نويعلا ةحارجو بطو ،تاباصلإاو ماظعلا ةحارجو ،ةماعلا ةحارجلا جهنم ىلع ررقملا اذه لمتشي
تارااهملاو ،ةيريراسلا موالعلا عام ةياساسلأا موالعلا ااهيف لاماكتت ةاصاخو ةاماع ةيكولس فادهأ لوح جهنملا ينبني ،ةرجنحلاو
ضرعتااسي ،صااصخت لااك يااف ةاايداعلا تلااااحلاو ،ءيراوااطلا تلااااح ىوااتحم لا لوااانتي .ريبدااتلاو صيخااشتلا يااف ةاابولطملا
ةايولولأا ةاجردب تواافتلا ىالع لدتاسيو ،مااعلا سراامملا بيببطلل اهتيمهأ يف توافتتو ،اهؤادأ بلاطلا ىلع بجاولا فادهلأا
ماروأو تاباصإو ،سأرلا تاباصإو ،ةماعلا ةحارجلا تايساسأ ىلإ تايوتحملا تمَسُق .فده لك ةياهن يف نيسوق نيب ةددحملا
ىلإ ةفاضإ ،ةيلوبلا كلاسملاو ،ةينفصلا ةيبرلأا ةقطنملاو ،نطبلاو ،يدثلاو ،ردصلاو ،قنعلاو سأرلا : ةفلتخملا مسجلا قطانم
.ةرجنحلاو نذلأاو فنلأاو ،نويعلاو ،ماظعلاو ،لافطلأا تاجارج
Rationale
The basic aim of health care is that patients, irrespective of all their gender, age, color, religion, socioeconomic background etc. deserve the physician’s kind care and full attention, hope to be treated humanely, with due respect to their dignity. The surgeon should have the required, skills and professionalism, to carry out his/her duties to help them. Modern educational philosophies assume that a medical student is an active learner and emphasize independent learning and team work.
Injuries and road traffic accidents constitute a large share of health problems in any community, particularly in Saudi Arabia. Studying surgery is an essential component of medical training and a daily activity of a practicing physician. Knowledge and skills learned in surgery enable the students to deal with surgical emergencies and life-saving situations as well as with other cold problems of removal of non-functioning organs or unnecessary benign or malignant growths, or replacing or reconstructing shape or function. Surgical training in subspecialties like orthopedics, ophthalmology and otorhinolaryngology helps in facing very specific components of surgery and dealt with in this clerkship. Most of the training in this clerkship is focused on secondary and tertiary levels of health care, which have to complement, rather than replace, primary level.
While studying surgery the student should adopt a holistic approach to patient problems, which may require attention to medical illnesses while the patient is in the surgical ward. This is why the General Objectives and the Specific Basic Clinical Skills are nearly the same as those in Medical Clerkship. Close consultations and timely referral of medical cases is for the benefit of the patient.

General objectives
By the end of the Surgical Clerkship the student should:
1.
Show responsible and compassionate behavior with the patient and family considering the cultural, social and economic background, and in dealing with all levels of education and abilities.
2.
Use the required communication skills for taking appropriate history and conducting medical examination
3.
Appreciate the role of perfect understanding of basic science (anatomy, physiology and biochemistry) and the underlying pathophysiological processes relevant to surgical practice, in the diagnosis and management of common illnesses in patient and community.
4.
Be acquainted with the epidemiological profile of the population and society, their heritage and cultural, social, geographic and economic characteristics, and relationship of all those to surgical disease etiology and management.
5.
Have the knowledge and skills necessary to identify the health problems of a patient: emergency situations, common endemic or epidemic diseases and disabilities, including health promotion, prevention, treatment, rehabilitation and follow up.
6.
Opt for the wise selection of the most appropriate and cost-effective investigations to reach the proper diagnosis, considering the patient rights and abilities and the capabilities of the health system, especially when weighing the pros and cons of surgical intervention
7.
Interact effectively with the surgical and other health teams (and appreciate the role of others) in providing medical and surgical services
9.
Continue independent learning in surgery and pursue postgraduate studies.
Specific objectives
By the end of this clerkship, the student should achieve the objectives listed under the following subtitles:
M.
Basic Clinical Skills
10.
Reflect, through good attitudes, responsible and serious concern to the patient’s problems and his/her family, taking into account the moral and cultural characteristics of the society (A).
11.
Explain to the patient, honestly and in simple terms the surgical concepts of disease and surgical interventions, and show concern for their economic and social abilities in management choices C3).
12.
Comply with the hospital system regarding uniform attendance, team work and ethical and responsible behavior (A).
13.
Describe patterns of surgical disease, in various age groups, and recognize urgent surgical problems, emergency and critical conditions presented to him/her (C1,C3).

14.
Given any patient with any complaint/s: take full medial and surgical history, with appropriate sequence and comprehensiveness, and write it up as clear as possible for others to read and understand (C3).
15.
Asked to examine a patient: prepare the appropriate setup for physical examination, carry out the examination in the appropriate manner, sequence and comprehensiveness of all systems, relevant to the surgical problem, write his/her notes as clear as possible for others to read and understand (P4).
16.
Select the laboratory investigations relevant to the problem of the patient, considering limitations of the patient, the health system and/or hospital routine, and issuing clear directives to the patient on how and where to do these investigations
(C3,P3).
17.
Use the skills stated in above objectives 5, 6 and 7 to reach a diagnosis or suggest a differential diagnosis of the problem presented (P4).
18.
Write an informative referral letter asking help on a particular patient problem
(C3,P4).
19.
Show ability and enthusiasm to promote health through health education and support and provision of primary health programs (A).
20.
Deal effectively and efficiently with patients of various adult age groups presenting with chronic and malignant surgical diseases, disabilities and life threatening illnesses taking into account the burden on the family and community and psychological, social and economic dimensions as well as health promotion and rehabilitation in management. Such disorders include: a mentally retarded patient with a surgical problem, congenital and physical disabilities, chronic gastrointestinal diseases that may affect drug choice, chronic cardio-respiratory problems that may require special anesthetic attention, immunologic or degenerative diseases that may affect patient mobility or recovery from surgical procedures, renal failure, anemia or cancer (P3)
Basic Surgical Emergencies and Critically-ill Patient
21.
Draw a detailed plan of onsite management, transfer, resuscitation, and list criteria of observing and monitoring a critically ill patient (C2).
22.
Describe the causes and types of burns, management protocols including hydration and pain relief, short and long term consequences and their management including health promotion, prevention, treatment, rehabilitation and follow up (C1).
23.
Prescribe suitable fluid and electrolyte therapy, giving reasons and considering the acid-base balance of the body (C2).
24.
Describe the components or contents of blood, origin, count and functions of blood cells, and the techniques and risks of blood transfusion (C1).
25.
Presented with any of the following real, verbal or written emergency problems/conditions: perform (or suggest urgent) life saving procedures, diagnose
(or pose diagnostic criteria) of such conditions, and manage (or describe adequate management steps) including health promotion, prevention, treatment, rehabilitation and follow up.

o patients with multiple injury, shock, seizures, a bleeding patient, coma, gastrointestinal bleeding, burns, chest pain, cardiac arrest, convulsions, generalized or laryngeal edema, food poisoning, abdominal pain or colic, septicemia, intestinal obstruction, diabetic ketoacidosis, headache, status asthmaticus, bronchospasm, pneumothorax, snake and scorpion bites (C3,P4).
Basic General Surgery
26.
Describe the types of wounds and explain the process of wound healing and the factors involved, and organisms causing wound infection (C2).
27.
Presented with a real patient with a wound, or verbal or written account of injury: explain the condition, in surgical terms stating site, size, depth, etc, recognize indicators of wound infection, and manage adequately (C3,P4).
28.
Presented with any of the following real, verbal or written description of lesions like cysts, ulcers, sinuses, fistulae, swellings: use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiolgical processes) and his/her basic surgical knowledge and skills to describe its surgical characteristics: size, site, consistency, attachments etc, and suggest a diagnosis or list of differential diagnoses (C3,P3).
N.
Head Injuries
29.
Describe the boundaries and contents of the cranial cavity (C1).
30.
Enumerate types and causes of head injury, explain the functional consequences and clinical features for each type (C2).
31.
Presented with a real patient with head injury, or verbal or written scenario of skull fractures, extradural hematoma, subdural haematoma, parenchymal hemorrhage, use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiolgical processes) and his/her basic surgical knowledge and skills to reach the diagnosis and detail management including health promotion, prevention, treatment, rehabilitation and follow up (C3, P4).
Oropharyngeal Region
32.
Describe the anatomical structures in the mouth and pharynx (C1).
33.
List the major types of maxillofacial injuries, and outline their management plan
(C1).
34.
Presented with a real patient with the following problems/conditions, or verbal or written scenarios: use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiolgical processes) and his/her basic surgical knowledge and skills to reach the diagnosis and detail management including health promotion, prevention, treatment, rehabilitation and follow up:

o parotid swelling, rodent ulcer, ca lip, ca tongue, ca pharynx, ranula (C3,P4).
Cervical Region
35.
Describe the anatomical structures and relations in the triangles of the neck (C1).
36.
Presented with a real patient with a cervical swelling (e.g. goitre and thyroid masses and cysts, enlargement of cervical lymph nodes, brachial cyst, cystic hygroma, pharyngeal cleft), or verbal or written scenarios: use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiolgical processes) and his/her basic surgical knowledge and skills to reach the diagnosis and detail management including health promotion, prevention, treatment, rehabilitation and follow up (C3,P4)
Breast
37.
Describe the anatomical, histological and developmental characteristics of the breast, relevant to surgical practice (C1).
38.
Describe the clinical features and management of mastitis (C1).
39.
Give appropriate advice to women on prevention of ca breast and the methodology of self-examination of the breast (C3,P4).
40.
Presented with a real patient with a mass in the breast, or verbal or written scenarios: use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiolgical processes) and his/her basic surgical knowledge and skills to reach the diagnosis and detail management including health promotion, prevention, treatment, rehabilitation and follow up (C3,P4)
Chest
41.
Presented with a real patient with chest injury, or verbal or written scenario of fractured ribs, flail chest, pneumo- hydro- and hemo-thorax, ruptured diaphragm, ruptured esophagus, ruptured major blood vessels and thoracic duct, lung lacerations, use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiolgical processes) and his/her basic surgical knowledge and skills to reach the diagnosis and detail management including health promotion, prevention, treatment, rehabilitation and follow up (C3,P4)
O.
Abdomen
42.
Use suitable diagnostic approach to the problem of acute abdomen, and explain the causes, clinical features and management of appendicitis, cholecystitis, cholelithiasis, pancreatitis, peritonitis, diverticulitis, salpingitis, and pelvic infection, bowel perforation and intestinal obstruction. Differentiate between those and confounders like myocardial infarction, tabes dorsalis and herpes zoster (C3).
43.
Describe the clinical features, diagnostic criteria and management of common causes of dysphagia (achalasia, ca esophagus, reflux esophagitis, esophageal web), and list the rare causes (esophageal diveticula and septa, external compression, globus hystericus, scleroderma) (C1).

44.
Explain the causes of splenomegaly and the indications and possible complications of splenectomy (C2).
45.
Explain the common postoperative complications in abdominal surgery (C2)
46.
Explain the indications and types of colostomy (C2).
47.
Presented with any real, verbal or written scenario of internal abdominal bleeding, visceral injury, upper gastrointestinal bleeding (esophageal varices or tumors, gastric or duodenal ulcers or tumors), dysphagia, lower gastrointestinal bleeding
(colonic or rectal tumors, hemorrhoids, fissure, adenomatous polyps or inflammatory bowel disease), intestinal obstruction, right iliac fossa pain, cholecystitis, obstructive jaundice, or portal hypertension, perianal abscess, hemorrhoids, anal fissure: use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiolgical processes) and his/her basic surgical knowledge and skills to reach the diagnosis and detail management including health promotion, prevention, treatment, rehabilitation and follow up (C3,P4)
48.
Presented with any real, verbal or written scenarios of abdominal mass in various regions: epigastric (ca stomach, epigastric hernia, pancreatic or lesser sac mass), right iliac fossa (appendicular mass or abscess, caecal mass, ovarian mass, ectopic pregnancy, Crohn’s disease, actinomycosis, and tuberculosis), renal (Wilm’s tumor, renal cell carcinoma, hydronephrosis, perinephric abscess or hematoma), rectal (ca rectum, bilharzioma, polyps): use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiolgical processes) and his/her basic surgical knowledge and skills to elicit the relevant physical signs, suggest a differential list, and outline further steps in diagnosis and management including health promotion, prevention, treatment, rehabilitation and follow up (C3,P3).
Inguinoscrotal region
49.
Presented with any real patient with an inguinal swelling, or similar verbal or written scenario: use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiolgical processes) and his/her basic surgical knowledge and skills to reach the diagnosis and detail management including health promotion, prevention, treatment, rehabilitation and follow up (C3,P4)
50.
Presented with any real patient with testicular swelling or pain, or similar verbal or written scenarios, use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiolgical processes) and his/her basic surgical knowledge and skills to elicit the relevant physical signs, suggest a differential list, and outline further steps in diagnosis and management including health promotion, prevention, treatment, rehabilitation and follow up (C3,P3).
Urology
51.
Presented with any real patient with urine retention, or similar verbal or written scenario: use his/her basic and clinical science knowledge to explain the causes
(prostatic enlargement, ca prostate, spinal cord lesions, urethral valves, vesical

stones and tumors, cystitis and other inflammatory causes, postoperative retention) and underlying mechanisms (including structure, function, and pathophysiolgical processes) and his/her basic surgical knowledge and skills to relief the retention, reach the diagnosis and detail management including health promotion, prevention, treatment, rehabilitation and follow up (C3,P4)
52.
Presented with any real patient with hematuria, or similar verbal or written scenario, use his/her basic and clinical science knowledge to explain the causes
(urinary schistosomiasis, urinary stones, renal and vesical malignancy, infections, prostatic mass, injury to urinary tract, drugs and blood dyscrasias) and underlying mechanisms (including structure, function, and pathophysiolgical processes) and his/her basic surgical knowledge and skills to elicit the relevant physical signs, suggest a differential list, and outline further steps in diagnosis and management including health promotion, prevention, treatment, rehabilitation and follow up
(C3,P3).
53.
Presented with any real patient with renal mass, or similar verbal or written scenario: use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiolgical processes) and his/her basic surgical knowledge and skills to elicit the relevant physical signs, suggest a differential list, and outline further steps in diagnosis and management including health promotion, prevention, treatment, rehabilitation and follow up
(C3,P3).
P.
Lower Limbs
54.
Presented with any real, patient with varicose veins, deep vein thrombosis, or similar verbal or written scenarios: use his/her basic and clinical science knowledge to explain the causes and underlying mechanisms (including structure, function, and pathophysiolgical processes) and his/her basic surgical knowledge and skills to relief the retention, reach the diagnosis and detail management including health promotion, prevention, treatment, rehabilitation and follow up
(C3,P4)
55.
Presented with any real patient with lower limb swelling, or similar verbal or written scenarios: use his/her basic and clinical science knowledge to explain the causes and underlying mechanisms (including structure, function, and pathophysiolgical processes) and his/her basic surgical knowledge and skills to elicit the relevant physical signs, suggest a differential list, and outline further steps in diagnosis and management including health promotion, prevention, treatment, rehabilitation and follow up (C3,P3).
Q.
Pediatric Surgery
56.
Describe the embryological etiology and explain the presentations of the following: tracheo-esophageal fistulas, pyloric stenosis, anal atresia, duodenal and intestinal atresia, umbilical hernia, testicular torsion, maldescended testis, hydrocele, hare lip and cleft palate, epispadius (C1,C2).
57.
Outline the clinical features and management of tracheo-esophageal fistula (C1).
58.
Explain the steps of investigating foreign body inhalation (C2).

59.
Presented with any real, patient with pyloric stenosis, or maldescended testis, or similar verbal or written scenarios: use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiolgical processes) and his/her basic surgical knowledge and skills to reach the diagnosis and detail management including health promotion, prevention, treatment, rehabilitation and follow up (C3,P4)
60.
Presented with any real patient with intestinal obstruction, or similar verbal or written scenario: use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiolgical processes) and his/her basic surgical knowledge and skills to elicit the relevant physical signs, suggest a differential list, and outline further steps in diagnosis and management including health promotion, prevention, treatment, rehabilitation and follow up (C3,P3).
R.
Orthopedic Surgery
General:
61.
Describe patterns of orthopedic disease, in various age groups, and recognize urgent orthopedic problems and emergency and critical conditions (C1).
62.
Explain the meaning of orthopedic terms (genu, hallux, cubitus, coax, varus, vulgus, scoliosis, kyphosis, lordosis, malunion, non-union, delayed union, malrotation, pes planus, pes cavus, equinovarus, ostopenia, osteoporosis, lytic lesions, sclerotic lesions, mono-, di-, para-, tri-, tetra- and hemi-plegia, bone resorption, bone destruction, epiphysis, metaphysis and diaphysis) (C1).
63.
Given any patient with any complaint/s: take full medial and surgical/orthopedic history, with appropriate sequence and comprehensiveness, and write it up as clear as possible for others to read and understand (P3).
64.
Adopt the department routine in physical examination of bones and joints (e.g.
Look, Feel, Move, Do or any other routine) (P3).
65.
Deal effectively and efficiently with patients of various age groups presenting with chronic and malignant surgical/orthopedic diseases, disabilities and life threatening illnesses taking into account the burden on the family and community and the psychological, social and economic dimensions as well as health promotion and rehabilitation in management. Such disorders include: mental retardation, congenital and physical disabilities, chronic musculoskeletal diseases, chronic gastrointestinal diseases affected by orthopedic treatment, genetic and hereditary diseases, chronic urinary tract infections associated with orthopedic diseases, renal failure, anemia and cancer, or all those related to geriatric care (P3).
S. Back
66.
Describe the morphological anatomy of the vertebral column in various regions, especially those relevant to mechanical disorders of the spine (C1).
67.
List the causes of backache including disc prolapse, degenerative, inflammatory and neoplastic diseases of the vertebral column and sacroiliac joints (C1).

68.
Presented with any real patient with back pain due to disc prolapse or Pott’s disease, or similar verbal or written scenario, use his/her basic and clinical science knowledge to explain the underlying mechanisms (structure, function and pathophysiological processes) and his/her basic clinical skills to reach a diagnosis and suggest appropriate management including health promotion, protection, prevention, treatment, rehabilitation an follow-up (C3,P4).
69.
Presented with any real patient with backache due to spinal injury or metastasis, or similar verbal or written scenario, use his/her basic and clinical science knowledge to explain the underlying mechanisms (structure, function and pathophysiological processes) and his/her basic clinical skills to suggest a differential list and outline further steps in diagnosis and management including health promotion, protection, prevention, treatment, rehabilitation an follow-up (C3,P3).
T.
Musculoskeletal Injuries and Tumors
70.
Name the individual bones and joints (C1)
71.
Describe the classification of joint, structure of a synovial joint, specially the aspects related to joint pathology (C1).
72.
Classify fractures and describe the process of bone growth and healing (C1).
73.
Presented with any real patient with long bones and pelvic fractures particularly: humeral neck, mid-shaft and supracondylar fractures, Colles’s fracture, femoral neck, mid-shaft and lower end fractures, tibial and fibular fractures, or fractures around the ankle, or similar verbal or written scenarios: use his/her basic and clinical science knowledge to explain the underlying mechanisms (structure, function and pathophysiological processes) and his/her basic clinical skills to reach a diagnosis and suggest appropriate management including health promotion, protection, prevention, treatment, complications, rehabilitation an follow-up
(C3,P4).
74.
Presented with any real patient with bone infection (osteomyelitis) or primary bone tumor (osteosarcoma), or similar verbal or written scenarios: use his/her basic and clinical science knowledge to classify the condition and explain the underlying mechanisms (structure, function and pathophysiological processes), and his/her basic clinical skills to reach a diagnosis and suggest appropriate management including health promotion, protection, prevention, treatment, complications, rehabilitation an follow-up (C3,P4).
75.
Presented with any real patient with shoulder, elbow, hip and knee dislocation, or similar verbal or written scenarios: use his/her basic and clinical science knowledge to explain the underlying mechanisms (structure, function and pathophysiological processes) and his/her basic clinical skills to reach a diagnosis and suggest appropriate management including health promotion, protection, prevention, treatment, complications, rehabilitation an follow-up (C3,P4).
76.
Presented with any real patient with joint infection (septic, tuberculous, brucellosis arthritis), primary bone tumor (multiple myeloma or giant cell variants), or metastatic bone tumor, or similar verbal or written scenarios: use his/her basic and

clinical science knowledge to classify the condition and explain the underlying mechanisms (structure, function and pathophysiological processes), and his/her basic clinical skills to suggest a differential list and outline further steps in diagnosis and management including health promotion, protection, prevention, treatment, complications, rehabilitation an follow-up (C3,P3).
77.
Presented with any real patient with joint degenerative disease (osteoarthritis), immunologic disease (rheumatoid arthritis), or metabolic bone disorders (rickets and osteomalacia, hyperparathyroidism, osteoporosis), or similar verbal or written scenarios: use his/her basic and clinical science knowledge to classify the condition and explain the underlying mechanisms (structure, function and pathophysiological processes), and his/her basic clinical skills to suggest a differential list and outline further steps in diagnosis and management including health promotion, protection, prevention, treatment, complications, rehabilitation an follow-up (C3,P3).
78.
Presented with any real patient with neuromuscular conditions (cerebral palsy, spina bifida, poliomyelitis), or similar verbal or written scenarios: use his/her basic and clinical science knowledge to classify the condition and explain the underlying mechanisms (structure, function and pathophysiological processes), and his/her basic clinical skills to suggest a differential list and outline further steps in diagnosis and management including health promotion, protection, prevention, treatment, complications, rehabilitation an follow-up (C3,P3).
Ophthalmology:
79.
Describe the anatomy of the eye and orbit, including the innervation and action of the extraocular muscles and explain the clinical effects of paralysis of each of the extraocular muscles (C1,C2).
80.
Draw the visual pathway and explain how other organs are likely to encroach on the visual pathway (C1, C2).
81.
Describe the lacrimal apparatus, and explain the mechanisms and malfunction of lacrimation (C1,C2)).
82.
Explain the causes and presentation of the major errors of refraction and methods of correction (C2).
83.
Explain the involvement of the eye in various systemic diseases mainly hypertension, diabetes and increased intracranial pressure (C2).
84.
Presented with a real patient with cataract, trachoma, or glaucoma, or similar verbal or written scenarios: use his/her basic and clinical science knowledge to explain the underlying mechanisms (structure, function and pathophysiological processes) and his/her basic clinical skills to reach a diagnosis and suggest appropriate management including health promotion, protection, prevention, treatment, complications, rehabilitation an follow-up (C3,P4).
85.
Presented with a real patient with an orbital or eyeball mass, or similar verbal or written scenarios: use his/her basic and clinical science knowledge to classify the condition and explain the underlying mechanisms (structure, function and pathophysiological processes), and his/her basic clinical skills to suggest a

differential list and outline further steps in diagnosis and management including health promotion, protection, prevention, treatment, complications, rehabilitation an follow-up (C3,P3).
Otorhinolaryngology
86.
Take appropriate history from a patient with head and neck problem (P4)
87.
Perform a basic head and neck examination using equipment available to the primary care practitioner (flashlight, tongue blade, otoscope)(P4), observed, but not necessarily proficient, with a mirror, or fiber optic examinations of the larynx, tympanometry, binocular microscope (P1).
88.
Observed a tonsillectomy, a tracheostomy, fitting a tracheostomy tube and audiology examination.
89.
Presented with a patient with one of the following emergency conditions like airway obstruction, inspired or ingested foreign body, sore throat or difficulty of swallowing, epistaxis, acutely ruptured ear drum, head and neck infection, laryngeal or tracheal trauma, facial trauma, or similar verbal or written scenarios: use his/her basic and clinical science knowledge to explain the underlying mechanisms (structure, function and pathophysiological processes) and his/her basic clinical skills to reach a diagnosis and suggest appropriate management including health promotion, protection, prevention, treatment, complications, rehabilitation an follow-up (C3,P4).
90.
Presented with a real patient with otitis media, tonsillitis, allergic rhinitis, sinusitis, laryngitis, deafness, or vocal cord paralysis, or similar verbal or written scenarios: use his/her basic and clinical science knowledge to explain the underlying mechanisms (structure, function and pathophysiological processes) and his/her basic clinical skills to reach a diagnosis and suggest appropriate management including health promotion, protection, prevention, treatment, complications, rehabilitation an follow-up (C3,P4)..
91.
Presented with a real patient with deviated nasal septum or a mass in the region of the head and neck, or similar verbal or written scenarios: use his/her basic and clinical science knowledge to classify the condition and explain the underlying mechanisms (structure, function and pathophysiological processes), and his/her basic clinical skills to suggest a differential list and outline further steps in diagnosis and management including health promotion, protection, prevention, treatment, complications, rehabilitation an follow-up (C3,P3).
Essential drug List in surgery : See Appendix for WHO Model of Essential Drugs
Educational strategies and methods
9 weeks general surgery, and 1 week anesthesiology.
Morning (grand) round in surgical wards- 7:30-9:00 daily (5 days/week).

Daily clinical teaching assignments in surgical wards and outpatient – 9:00-12:00 including sometime every week in operation room, observing patient preparation, surgical operation, anesthesia, recovery, and postoperative follow up.
Four days’ weekly tutorials in surgical topics, theoretical surgical topics, clinico-pathological conferences, and clinical meetings, presentations of research work or journal club materials and discussions - 1:00-4:00
Evaluation and assessment methods
Students:
Continuous (40%):
5% Attendance student contributions in case presentations
10% Log book record of skills
25% Midcourse examination (OSCE), subspecialties (orthopedics, ophthalmology and ENT not included)
Final: (60%)
20% MCQ examination and written problems.
25% Clinical examination - one long case (15%), short cases (10%).
15% Objective structured clinical examination(OSCE)
Remedial for 'F' students: by repeating course through approved independent supervision by full-time or honorary staff member during holidays or the following semesters and re-sit exam with the batch to follow, or nearest chance offered.
Clerkship evaluation:
Through student and staff discussions and questionnaire carried out before examination.
References :
Textbook:
1.
Way LW, Doherty GM, Current Surgical Diagnosis and Treamment.
Lang Medical Books, McGraw-Hill.
2.
Lawrence PF. Essentials of General Surgery
3.
Scott. An Aid to Clinical Surgery
References:
Williams (ed). Bailey and Love, Short Practice of surgery. Chapman

Course symbol and number : GYN 413
Duration and credits : 8 weeks (8 CHs) for Female Students and 4 weeks (4 CHs) for Male
Students, in Semesters 11 or 12 (Current Year)
Intended Students : Semesters 11 or 12
Prerequisites : Phase II courses
مولعلا اهيف لماكتت ،ةصاخو ةماع ةيكولس فادهأ لوح ينبنيو ،ةدلاولاو ءاسنلا ضارمأ جهنم ىلع ررقملا اذه لمتشي
تلااحلاو ،ئراوطلا تلااح ىوتحملا لوانتي .ريبدتلاو صيخشتلا يف ةبولطملا تاراهملاو ةيريرسلا مولعلا عم ،ةيساسلأا
توافتلا ىلع لدتسيو ،ماعلا سرامملا بيبطلل اهتيمهأ يف توافتتو ،اهؤادأ بلاطلا ىلع بجاولا فادهلأا ضرعتسي ،ةيداعلا
ةيادب تلاكشمو ،ةيساسلأا ةيريرسلا تاراهملا ىلإ تايوتحملا تمسق .فده لك ةياهن يف نيسوق نيب ةددحملا ةيولولأا ةجردب
بناوجو ،ديلوتلا ءيراوطو ،ةدلاولا ةيلمعو ،لمحلا رخاوأ تلاكشمو ،لمحلل ةبحاصملا ةيزاهجلا ضارملأاو ،لمحلا
،لوبلا سلسو ،محرلا قلازناو ،ضوحلا تاباهتلاو ،فزنلاو ،ةرودلا ملاتو ،ةرودلا ماظتنا مدعب ةقلعتملا ةيوسنلا ضارم لأا
عنمو ةرسلأا ميظنتو ،تاناطرسلاو أشنملا ةيسنج يلسانتلا زاهجلا للعو ،يمحرلا يناثملاو ،يمحرلا يميقتسملا روسانلاو
.لمحلا
Rationale
The basic concept in health care is that patients, irrespective of all their gender, age colors, religions and socioeconomic background etc, deserve the physician’s kind care and full attention, hope to be treated humanely, with due respect to their dignity. and have adequate knowledge, skills and professionalism, to carry out his/her duties to help them. Modern educational philosophies assume that a medical student is an active learner and emphasize independent learning and team work.
Family is the social unit of the community. Family health concerns include: the reproductive process, child rearing, nutrition, infectious diseases, health education and environmental hygiene. The role and responsibilities of women in this spectrum are crucial. Women health, if guaranteed, will assure achieving important requirements of a healthy functioning family. The provision and evaluation of maternal health requires knowledge of the reproductive processes.
This requires basic knowledge on structure and function of the female genital system, the role played by endocrine organs, the issues of fertility and infertility. During conception and child bearing, the health of the mother is subjected to numerous risks, which can be reduced by intervention by the health profession if the latter adopts a multidisciplinary approach sharing the burden with other disciplines concerned with population studies, economics, social behavior, and equity in distribution of resources.
Studying obstetrics and gynecology is an important activity in preserving the human race. The discipline is expanding rapidly and student has to have basic knowledge and readiness to add on from the daily discoveries in this field. Reproductive health is an area of controversies where cultures intersect and contradict. The family and motherhood has a very special place in
Islam. A Muslim obstetrician and gynecologist have a lot to offer to world wisdom and knowledge on philosophies and ethical limits of reproductive biology. These issues will be touched upon in this course, and, at the same time, in the course of Islamic Medical Ethics
(ETHIC 411).
General objectives

The student should develop the attitudes and acquire knowledge and skills which qualify him/her to:
10.
Show responsible and compassionate behavior with the patient with an obstetrical or gynecological problem and her family considering the cultural, social and economic background, and in dealing with all levels of education and abilities.
11.
Use the required communications skills for taking appropriate history and conducting physical examination.
12.
Appreciate the role of perfect understanding of basic science (anatomy, physiology, biochemistry) and the underlying pathophysiological processes relevant to obstetrical and gynecological practice, and the diagnosis and management of pregnancy and complications and other illnesses and ill-health in patient and community.
13.
Be acquainted with the epidemiological profile of the population and society, their heritage and cultural, social, geographic, legislative and economic characteristics, and relationship of all those to obstetrical and gynecological practice.
14.
Have the knowledge and skills necessary to identify the obstetrical and gynecological problems of a patient and their management, including emergency situations, normal and abnormal pregnancy, and gynecological diseases including health promotion, prevention, treatment, rehabilitation and follow up.
15.
Opt for a wise selection of the most appropriate and cost-effective investigation to reach the proper diagnosis, considering the patient rights and abilities and the capabilities of the health system.
16.
Interact effectively the obstetrical and gynecological health team, and other health teams, providing family or reproductive health services.
17.
Continue independent learning in family and reproductive sciences and practice, and pursue postgraduate studies.
Specific objectives
At the end of this clerkship, the student should achieve the objectives listed under the following subtitles:
Basic OB/GYN Clinical Skills
1.
Reflect, through good attitudes, responsible and serious concern to the patient’s problems and her family, taking into account the positive moral and cultural characteristics of the society, observing the ethical and legal implications of dealing with a female patient at all levels of interventions (A).
2.
Review the gross features and development of the male and female pelvis and genital organs (C1).
3.
Describe the menstrual cycle, ovulation, fertilization, implantation and early embryogenesis, and explain the abnormalities of each and their clinical consequences (C1,C2) .
4.
List the hormonal changes during pregnancy and lactation, mention the origin and control of the operating hormones (C1) .

5.
Received a female patient, take full medical and obstetrical history, with appropriate manner, sequence and comprehensiveness, and write it up as clear as possible for others to read and understand (C3).
6.
Asked to examine a female patient: prepare the appropriate setup for physical examination, carry out the examination in the appropriate manner, sequence and comprehensiveness, and write it up as clear as possible for others to read and understand, noting the special aspects of history to be included if the lady is pregnant (P4).
7.
Select the laboratory investigations relevant to the problem of the patient considering limitations of the patient, the health system and/or hospital routine, and issuing clear directives to the patient on how and where to do these investigations (C3,P4).
8.
Use the skills staked above in 5, 6 and 7 to reach a diagnosis or suggest a differential diagnosis of the problem presented (P4).
9.
Identify the instruments used in the practice and surgery in obstetrics and gynecology, and explain the indication for using each (P3,C2).
10.
Show ability and enthusiasm to promote health through health education and support and provision of primary health programs (A)
Diagnosis of Pregnancy
11.
Describe the signs of pregnancy, methods of diagnosis of pregnancy (C1).
12.
Explain the need for antenatal care, how frequent in normal and abnormal pregnancies (C2).
13.
Explain the role of ultrasound in early pregnancy (C2).
14.
Presented with a lady who missed her period, or a similar verbal or written scenario: use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiolgical processes) and his/her basic surgical knowledge and skills to reach the diagnosis and detail management including health promotion, prevention, treatment, rehabilitation and follow up particularly if the lady is pregnant, give advice on antenatal care to such lady for the remaining gestation time(C3,P4).
Problems of Early Pregnancy
15.
Discuss the causes and management of bleeding in early pregnancy (C1).
16.
Describe common sites, presentation and management of ectopic pregnancy
(C1).
17.
List the causes, presentation and management of hydatidiform mole (C1).
18.
Presented with a lady who had vaginal bleeding after two months of amenorrhea, or similar verbal or written scenario: use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiolgical processes) and his/her basic surgical knowledge and skills to reach the diagnosis and detail management including health promotion, prevention, treatment, rehabilitation and follow up. Note that

the management plan has to be detailed for each of the possibilities (missed abortion, incomplete abortion, complete abortion, ectopic pregnancy, hydatidiform mole) (C3,P4).
Disease with Pregnancy
19.
Presented with a pregnant lady who also has malaria, anemia, thyroid disease, jaundice, heart disease, diabetes, or hypertension, or similar verbal or written scenarios: use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiolgical processes) and his/her basic surgical knowledge and skills to reach the diagnosis and detail management including health promotion, prevention, treatment, rehabilitation and follow up. Note that the management plan has to be detailed for each of the above mentioned diseases and their complications
(C3,P4).
20.
Presented with a pregnant lady in her third trimester with seizures and high blood pressure, or similar verbal or written scenario: use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiolgical processes) and his/her basic surgical knowledge and skills to stop the seizures, safe her life, reach the diagnosis and detail management including health promotion, prevention, treatment, rehabilitation and follow up (C3,P4).
Late Pregnancy
21.
Describe the normal and abnormal development of the placenta (C1).
22.
Explain the sonographic and other methods of fetal monitoring, and the diagnosis and management of intrauterine growth retardation (C2.
23.
Describe the normal presentation of the fetus, enumerate the types of abnormal position and presentation of the fetus, (transverse lie, breech presentation, face presentation, brow presentation, and cord presentation) and explain the management protocol of each (C1,C2).
24.
Presented with a pregnant lady who had severe bleeding in the third trimester, or similar verbal or written scenario: use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiolgical processes) and his/her basic surgical knowledge and skills to reach the diagnosis and detail management including health promotion, prevention, treatment, rehabilitation and follow up(C3,P4).
25.
Presented with a pregnant lady with cephalopelvic disproportions, or similar verbal or written scenario: use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiolgical processes) and his/her basic surgical knowledge and skills to reach the diagnosis and detail management including health promotion, prevention, treatment, rehabilitation and follow up(C3,P4).
26.
Presented with a pregnant lady with oligohydramnios, polyhydramnios, or twin pregnancy, or similar verbal or written scenarios: use his/her basic and clinical

science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiolgical processes) and his/her basic surgical knowledge and skills to elicit the relevant physical signs, ultrasound appearance, suggest a differential list and outline further steps in diagnosis and management including health promotion, prevention, treatment, rehabilitation and follow up (C3,P3).
Labor
27.
Describe the indications, procedure and complications of caesarean section
(C1).
28.
List the complications of grand multiparity (C1)
29.
Presented with a lady in labor, or similar verbal or written scenario: use his/her basic and clinical science knowledge to explain the underlying mechanisms
(including structure, function, and pathophysiolgical processes) and his/her basic surgical knowledge and skills to diagnose the stage of labor, explain uterine action, and detail management including health promotion, prevention, treatment, rehabilitation and follow up, especially the indications and methods of induction of labor (C3,P4).
30.
Presented with a lady in labor, at thirty weeks of gestation, or similar verbal or written scenario: use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiolgical processes) and his/her basic surgical knowledge and skills to reach the diagnosis and detail management including health promotion, prevention, treatment, rehabilitation and follow up (C3,P4), and explain especially the causes and management of premature labor, and outline care for premature babies (C2,P2).
31.
Presented with a pregnant lady with prolonged labor, or similar verbal or written scenario: use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiolgical processes) and his/her basic surgical knowledge and skills to reach the diagnosis and detail management including health promotion, prevention, treatment, rehabilitation and follow up, stating management of complications like ruptured uterus and/or postpartum hemorrhage (C3,P4) .
32.
Discuss the causes and consequences of RH- incompatibility (C1)
33.
Discuss the complications of puerperium (C1).
Emergency Obstetrics
34.
Diagnose and manage emergency conditions in a female patient, with particular attention to bleeding in early pregnancy (abortion and ectopic pregnancy), antepartum hemorrhage, eclampsia, ruptured uterus, postpartum hemorrhage.
Gynecologic Disease
35.
Show ability and enthusiasm to promote family and reproductive health (using
Islamic concepts and solutions) through health education and support and provision of primary health programs, including antenatal care (A, P3).

36.
Presented with a patient with one of the following problems/conditions: amenorrhoea, dysmenorrhoea, dysfunctional uterine bleeding, uterine fibroids, dysparunia, pelvic inflammatory conditions, genital prolapse, urine incontinence, or vesico-vaginal or recto-vaginal fistulae, or similar verbal or written scenarios: use his/her basic and clinical science knowledge to explain the causes and underlying mechanisms (including structure, function, and pathophysiolgical processes) and his/her basic surgical knowledge and skills to elicit the relevant physical signs, suggest a differential list, and outline further steps in diagnosis and management including health promotion, prevention, treatment, rehabilitation and follow up (C3,P3).
37.
Presented with a patient with ovarian tumor, or genital cancer, or similar verbal or written scenarios: use his/her basic and clinical science knowledge to explain the causes and underlying mechanisms (including structure, function, and pathophysiolgical processes) and his/her basic surgical knowledge and skills to elicit the relevant physical signs, suggest a differential list, and outline further steps in diagnosis and management including health promotion, prevention, treatment, rehabilitation and follow up (C3,P3).
General Issues in Reproductive Health
38.
Explain the role of physician and that of the paramedical staff in reproductive health, family planning and contraception, following the ethical national policies and scientific and reasonable views of international organizations (C2).
39.
Discuss the population dynamics, and vital statistics of the population in his/her
Saudi Arabia, showing extreme concern with information on maternal and neonatal death, and outline policy of reducing the figures to the lowest possible, and recognize and discuss population-related factors affecting maternal and child health and the effects of sound family health on these dynamics (C2).
40.
Demonstrate ability of independent learning, and outline research methodologies relevant to family practice, reproductive biology and health, and etiology, management and prevention of common diseases (P3).
Emphasis: Attitudinal Objectives (in integration with ETHIC-411).
92.
Maintain good relationship with patient and family 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 local culture, economic abilities and social conditions (A).
93.
Comply with the hospital system regarding uniform, attendance, peer and team work and ethical and responsible behaviour in his/her relationship professional, technical and administrative staff (A).
94.
Work effectively and harmoniously with members of the health team, accepting sometimes leadership responsibilities, considering the difficult decisions to take, affecting all sectors, in the area of reproductive health in the community (A, P3).
95.
Explain the population dynamics in his/her area or country, the population-related factors affecting health and disease in all patients and the effects of disease in these

dynamics, and use this approach in counselling and case management in family and reproductive health (C3, P3).
96.
Show understanding of the population dynamics in his/her area or country, and recognize population-related factors affecting health and disease in adults,
97.
Demonstrate ability of independent and life-long learning, initiate research methodologies relevant to obstetrics and gynecology practice, health system, disease etiology, management and prevention.
Log Book Requirements (Essential Skills)- completion indicated by signature of a senior staff (P1=observe, P2=assist, P3= perform under supervision, and P4= perform independently).

COMMUNICATION SKILL: Establish and maintain of good relationships with patient and family, counsel them effectively (including health promotion and healthy life-style) and show concern for their economical and social conditions in management choices (A,P3).

HISTORY TAKING: Record a full history (minimum 10 cases) with relevant details of familial and social backgrounds (P3).

GENERAL PHYSICAL EXAMINATION : Conduct and record a complete physical examination (in 10 cases), using clinical and laboratory skills relevant to the patient’s problem, in considering suitable techniques for various age groups and specifically detailing examination of masses and wounds (P3)

SPECIFIC SKILLS: o Examine 6 patients in a health center (antenatal care) (P3). o Perform (or actively assist) 5-10 normal labors (P3 or P2). o Attend and actively assist in 5-10 D &Cs (P1 or P2). o Attend 5-10 cases of abortion in emergency department (P1). o Attend and/or assist in 5-10 caesarean section operation (P1, or
P2), 1 fibroid operation (P1, or P2), 1 ovarian tumor operation
(P1, or P2), 1 hysterectomy (P1, or P2), 1 premature labor (P1, or P2) , management of a case of eclampsia (P1 or P2), o Use correctly the speculum, and observe the use of an obstetrical forceps in difficult labor (P3). o Putting a urethral catheter in a female (P3) o Venous puncture, section, take blood sample form veins, finger tips, arteries (P4). o Give intradermal (P4), intramuscular (P4), intravenous injections and infusions (P4). o Introduce nasogastric tube (P2), endotracheal tube (P1) o Examine the larynx and use the laryngoscope (P3)

o Using naked eye, microscope or other known methods, examine stools and urine (twice each), estimate haemoglobin (P4), do blood grouping (P4), count white blood cells (P4), and find out erythrocyte sedimentation rate (ESR) (P4). o Make a blood film and recognize malaria parasite (P4) o Recognize under the microscope the various types of normal and abnormal blood and bone marrow cells (P3). o Master the methods of learning and instructional techniques used in clinical settings, and in health education, adopting problem–based and independent learning approaches in all activities (signed by tutor following audiovisual presentation)
(P3) o Deliver one session of health education (P3).
ESSENTIAL DRUG LIST in obstetrics and gynecology : See Appendix for WHO
Model of Essential Drugs
Educational strategies and methods
8 weeks obstetrics and gynecology
Antenatal care clinic, at health centres once every week.
Daily (4-5 days/week) morning (grand) round in OB/GYN wards- 7:30-9:00.
Daily clinical teaching in OB/GYN wards or outpatient – 9:00-12:00
Four days’ weekly tutorials in OB/GYN topics- basic clinical skills, theoretical
OB/GYN topics- 1:00-4:00
Night duties in casualty and obstetric wards twice/week throughout clerkship
A log book to assure that the above skills have been fulfilled.
Evaluation and assessment methods
Students:
10% Continuous evaluation for attendance student contributions in case presentations
10% Log book record of skills
20% Mid-course clinical examination
60% Final examination
20% Written examination (MCQs, and written problems)
15% Long case (s) clinical examination
20% OSCE (including instruments)

5% Short cases clinical examination
Remedial for 'F' students: by repeating course through private tuition during the following semesters and re-sit exam with the batch to follow.
Clerkship:
Through student and staff discussions and questionnaire carried out before examination.
References :
Textbooks:
Haker & More. Essentials of Obstetrics and Gynecology. WB Saunders.
McKay N. Gynecology Illustrated. Churchill Livingstone.
Campbell & Lee. Obstetrics by Ten Teachers.
Campbell & Monaga> Gynecology by Ten Teachers.

Course symbol and number : PED 411
Duration and credits : 10 weeks (10 CHs), in Semesters 11 or 12 (Current Year). Some child health topics will be covered in Family Medicine Clerkship (FAM 405)
Intended Students : Semesters 11 or 12
Prerequisites : Phase II courses
عم ،ةيساسلأا مولعلا اهيف لماكتت ،ةصاخو ةماع ةيكولس فادهأ لوح ينبنيو ،لافطلأا بط جهنم ىلعررقملا اذه لمتشي
،ةيداعلا تلااحلاو ،ئراوطلا تلااح ىوتحملا لوانتي .ريبدتلاو صيخشتلا يف ةبولطملا تاراهملاو ةيريرسلا مولعلا
ةجردب توافتلا ىلع لدتسيو ،ماعلا سرامملا بيبطلل اهتيمهأ يف ت وافتتو ،اهؤادأ بلاطلا ىلع بجاولا فادهلأا ضرعتسي
،ءيراوطلا بطو ،ةيساسلأا ةيريرسلا تاراهملا ىلإ تايوتحملا تمسق .فده لك ةياهن يف نيسوق نيب ةددحملا ةيولولأا
،ةماع ةلوفطلا ضار مأو ،ةسردملا لبق تاونسلا للاخو ةيديلولا ةرتفلا دعب ثدحت يتلا كلتو ،ديلولا بيصت يتلا تافلآاو
.ةيناطرسلاو ةنمزملا ضارملأاو ،ةنيعم نسب ةطبترملا ري للعلاو ،غولبلا ةرتفو
Rationale
The basic concept in health care is that patients, irrespective of their gender, age, colors, religion, socio-economic background etc., receive the physician’s kind care and full attention, to be treated humanely, with due respect to their own dignity. The physician should have the required, knowledge, skills and professionalism, to carry out his/her duties to help them.
Modern educational philosophies assume that a medical student is an active learner and emphasize independent learning and team work attitudes.
Children constitute over 50% of the population and they suffer from almost the same medical and surgical illnesses as do adults, in addition to specific childhood illnesses, which are mainly due to vulnerability to infections, poverty, malnutrition, congenital malformations, metabolic diseases, neonatal problems or abuse. Studying pediatrics is essential because management and prevention of childhood diseases decreases the rates of morbidity and mortality in children, which are important indicators of development and quality of life. Knowledge and skills learned in pediatric training enable the students to deal with the majority of problems related to other specialties and subspecialties. Most of the training in this clerkship is exposure to secondary and tertiary levels of health care, which have to complement, rather than replace, primary level of the disease spectrum. In pediatrics primary care is exceptionally important, because most of the origin or consequences of childhood diseases are in the community.
Therefore, the study of pediatrics requires the student to adopt holistic approach to patient problems, looking at other members of the family, school and community at large. The subspecialties within the medical clerkship (neurology, cardiology, dermatology and oncology etc) are as well important in pediatrics.
General objectives
The student should develop the attitudes and acquire knowledge and skills which qualify him/her to:

1.
Show responsible and compassionate behavior with the child and family considering the cultural, social and economic background, and in dealing with all levels of education and abilities.
2.
Use the required communication skills for taking appropriate history and conducting medical examination.
3.
Appreciate the role perfect understanding of basic science (e.g. anatomy, physiology and biochemistry) and the underlying pathophysiological) relevant to pediatric practice in the diagnosis and management of common child illnesses.
4.
Be acquainted with the epidemiological profile of the population and society, their heritage and cultural, social, geographic and economic characteristics, and relationship of all those to child health and disease etiology and management.
5.
Have the knowledge and skills which help him/her to observe and maintain the healthy physical, psychological and educational development of the child.
6.
Have the knowledge and skills necessary to identify the problems of child health and their management, including emergency situations, common child diseases of endemic or epidemic etiologies, and disabilities, including health promotion preventions, treatment, rehabilitation and follow up.
7.
Opt for the wise selection of the most appropriate and cost-effective abilities and the capabilities of the health system.
8.
Interact effectively with the child health team and other teams (and appreciate the role of others) in providing child health services.
9.
Continue independent learning in pediatric sciences and practice, and pursue postgraduate studies.
Specific objectives
At the end of this clerkship, the student should achieve the objectives listed under the following titles:
Basic Communication and Clinical Skills
1.
Reflect, through good attitudes, responsible and serious concern to medical problems in the child, family and community, and to the positive moral and cultural characteristics of the society (A).
2.
Explain to the patient, honestly and in simple terms the medical concepts of disease and interventions, and show concern for their economic and social abilities in management choices (C3).
3.
Comply with the hospital system regarding uniform, attendance, teamwork and ethical and responsible behavior (A).
4.
Describe the patterns of child disease, in various age groups, and recognize urgent problems and emergency and critical conditions (C1,C2).
5.
Given any child/adolescent patient with any complaint: take full medical history from a child or adolescent and his/her parent or care giver, with the

appropriate sequence and comprehensiveness, and write it as clear as possible to read and understand (C3).
6.
Asked to a examine a child/adolescent patient: prepare the appropriate setup for physical examination, taking the necessary steps to make the child and care giver cooperative, and perform a thorough examination, with the appropriate sequence and comprehensiveness of all systems, relevant to the pediatric problem, and write notes as clear as possible for others to read and understand
(P4).
7.
Select the laboratory investigations relevant to the problem of the patient, considering child apprehension, limitations of parent/care giver abilities, hospital or health system routine and issuing clear directives to the parents or care giver on how and where to do these investigation (C3,P3).
8.
Use the skills stated in objectives 5, 6 and 7, to reach a diagnosis or suggest a list of differential diagnoses of the problem presented P4).
9.
Show ability to follow child health, in various age groups (C3).
10.
Promote health through health education and provision of primary health programs (P3).
11.
Describe the population dynamics in his/her area or country, and recognize population-related factors affecting health and disease in children, and the effects of disease in these dynamics (C1,C2).
12.
Demonstrate ability of independent learning, and applying research methodologies relevant to child health (P3).
Emergency Conditions
13.
Draw a detailed plan of resuscitation and list the criteria of observing and monitoring a critically ill child.
14.
Prescribe suitable (demonstrating knowledge of rationale of) fluid and electrolyte therapy in a child, considering the acid-base balance.
15.
Describe the components of blood, origin count and functions of blood cells and the techniques and risks of blood transfusion in a child.
16.
Presented with any of the following real, verbal or written emergency conditions: perform (or suggest) urgent life saving procedures, diagnose (or describe diagnostic criteria) for such conditions, and manage (or describe adequate management steps), including: a.
Emergencies in children include: coma, convulsions or seizures, dehydration, shock, poisoning, respiratory tract infection, tetanus, status asthmaticus, bronchospasm, snake and scorpion bites, diabetic ketoacidosis, heart failure, and acute stridor.
Neonatal Problems
17.
List the common risks and problems during the neonatal period (C1).
18.
Given a newborn child, assess accurately its Apgar score (P4).

19.
List the causes, clinical features, complications and management of low birth weight babies (C1).
20.
Given a newborn, perform adequate physical examination; following the special sequence adopted in his/her hospital (P4).
21.
Enumerate and explain the locally prevalent attitudes and practices related to the newborn (management of cord and placenta, feeding the newborn, circumcision, etc) (C2).
22.
In a health education session, advice mothers about care of the breast and breast feeding (C3, P3).
23.
List the types and clinical features of congenital anomalies presenting during the neonatal period, and outline their management (C1,C2).
24.
Presented with a real patient (a cyanotic newborn), or similar verbal or written scenario: use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiological processes), and clinical skills to diagnose (or suggest a list of differential diagnoses) and outline management for each (C3,P3).
25.
Presented with any of the following real, verbal or written neonatal conditions: use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiological processes), and clinical skills to diagnose (or suggest a list of differential diagnoses) and outline management for each. The conditions include: neonatal jaundice, prematurity, respiratory distress syndrome and congenital anomalies, infant of a diabetic mother (C3,P3)..
26.
Presented with a child with respiratory distress, or similar verbal or written scenario: use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiological processes), and clinical skills to diagnose (or suggest a list of differential diagnoses) and outline management (C3,P3)
The Post-neonatal Infant and Pre-school Child
27.
Describe the normal growth curve for the infant and pre-school child, normal variations in growth and development, causes of growth failure and developmental delay (C1).
28.
Outline the causes, clinical features, diagnosis and management of the floppy infant syndrome (C1).
29.
Describe the nutritional requirements during infancy and pre-school period
(C1)
30.
Describe the milestones including psychomotor development during infancy and pre-school period (C1).
31.
Describe the timings and sequence of immunization (C1).
32.
Advice the mother about the methods and consequences of weaning (C1).

33.
Describe the causes, classification, clinical features and complications of malnutrition.
34.
Presented with any of the following real, verbal or written neonatal and postneonatal conditions: use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiological processes), and clinical skills to reach a diagnosis and manage each condition including health promotion, prevention, treatment, rehabilitation and follow up. The conditions include: respiratory tract infections, febrile convulsions, diarrhea, febrile illnesses specifically malaria
(C3,P4).
35.
Presented with a real patient with malnutrition or similar verbal or written scenario: use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiological processes), and clinical skills to reach a diagnosis and manage each condition including health promotion, prevention, treatment, rehabilitation and follow up
(C3,P4)
Childhood Diseases
36.
Describe briefly the etiology, clinical features, complications and management of intestinal warms, with special emphasis on tape worm, ascaris, entrobium vermicularis , schistosomiasis, ankylostoma duodenale and filiaria (C1).
37.
Describe the genetic background and consequences of hemoglobinopathies affecting children (C1).
38.
Plan health education sessions on premarital counseling (C1).
39.
Describe the clinical features and management of epidemics in children, methods of investigating epidemics and means of prevention; particularly meningitis, measles, chickenpox, brucellosis, hepatitis, tetanus, poliomyelitis, diphtheria, whooping cough, tuberculosis (C1).
40.
Presented with a real patient with meningitis, or similar verbal or written scenario: use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiological processes), and clinical skills to reach a diagnosis and manage each condition including health promotion, prevention, treatment, rehabilitation and follow up
(C3,P4)
41.
Presented with a real patient with diphtheria, tetanus or whooping cough, or similar verbal or written scenarios: use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiological processes), and clinical skills to reach a diagnosis and manage each condition including health promotion, prevention, treatment, rehabilitation and follow up (C3,P4.
42.
Presented with a real patient with sickle cell disease, G6PD deficiency or thalassemia, or similar verbal or written scenarios: use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure,

function, and pathophysiological processes), and clinical skills to reach a diagnosis and manage each condition including health promotion, prevention, treatment, rehabilitation and follow up (C3,P4)
43.
Presented with a real patient with flaccid paralysis, or similar verbal or written scenario: use relevant sciences and skills to reach a diagnosis, and suggest management and advice family on further steps (C3,P3).
44.
Plan a school health program of services, school age child nutrition, assessment of environmental hazards including main causes of accidents and their complications (C3,P3.
45.
Carry out a health education session for children, parents, teachers and community leaders about accident prevention (C3,P3).
Puberty and Adolescence
46.
Describe the normal pattern of physical (anatomic and physiologic changes) and psychological development during adolescents (C1).
47.
Plan nutritional requirements, psychological support, and educational needs of an adolescent (C2).
48.
Discuss the etiology, pathophysiology and complications of delayed or precocious puberty (C1).
49.
Presented with a real patient with precocious puberty, or similar verbal or written scenario: use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiological processes), and clinical skills to diagnose (or suggest a list of differential diagnoses) and outline management (C3,P3)
Non-age Related Diseases
50.
Describe the causes, pathophysiology, clinical features and outline management of malabsorption syndrome and chronic diarrhea (C1).
51.
Describe the causes patholphysiology, clinical features, complications and outline management of hypothryroidism (C1).
52.
Outline the causes, pathophysiology, clinical features and management of short stature and ambiguous genitalia (C1).
Chronic and Malignant Diseases
53.
List the causes of mental retardation in a child (C1).
54.
List causes, classification and outline management of cerebral palsy (C1).
55.
Describe the clinical features and management of rheumatic fever, rheumatic heart diseases, chronic anemia, renal failure, asthma, juvenile rheumatoid arthritis, and chronic respiratory disease in children (C1).
56.
Deal effectively and efficiently with the child and family in cases of chronic disease, cancer and disabilities, during treatment and rehabilitation, considering the psychological, social and economic factors (C2,P3)).

57.
Describe the clinical features, laboratory findings and management of acute lymphocytic leukemia, lymphomas, Wilm’s tumor and neuroblastoma (C1).
58.
Presented with a real patient with IDDM, acute glomerulonephritis, nephrotic syndrome and urinary tract infections, or similar verbal or written scenarios: use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiological processes), and clinical skills to reach a diagnosis and manage each condition including health promotion, prevention, treatment, rehabilitation and follow up (C3,P4)
59.
Presented with a real patient with cerebral palsy, or similar verbal or written scenario: Presented with a real patient with precocious puberty, or similar verbal or written scenario: use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiological processes), and clinical skills to diagnose (or suggest a list of differential diagnoses) and outline management (C3,P3).
60.
Presented with real patient with acute lymphocytic leukemia, lymphoma,
Wilm’s tumor and neuroblastoma, or similar verbal or written scenarios:
Presented with a real patient with precocious puberty, or similar verbal or written scenario: use his/her basic and clinical science knowledge to explain the underlying mechanisms (including structure, function, and pathophysiological processes), and clinical skills to diagnose (or suggest a list of differential diagnoses) and outline management (C3,P3)
ESSENTIAL DRUG LIST in pediatrics: See Appendix for WHO Model of Essential
Drugs
Educational strategies and methods
10 weeks pediatrics
Daily (5 days/week) morning (grand) round in pediatric wards- 7:30-9:00*.
Daily clinical teaching in pediatric wards or outpatient – 9:00-12:00
Four days’ weekly /lecture/tutorial/seminar sessions in pediatric topics- basic clinical skills, theoretical pediatric topics- 1:00-4:00*
* The timing of these sessions depends on Hospital Department routine, some departments prefer early tutorial/lecture time, and late ward rounds.
Evaluation and assessment methods
10% Continuous evaluation for attendance and
10% Log book record of skills
80% Final examination, as below:
25% Theoretical exam paper which includes MCQs and mini-problems
40% Clinical examination (long and short cases)

15% Objective structured clinical examination(OSCE)
Remedial for 'F' students: by repeating course through private tuition during the following semesters and re-sit exam with the batch to follow.
Clerkship:
Through student and staff discussions and questionnaire carried out before examination.
References :
Textbooks:
Diseases of Children by Jolly
Hutchison Clinical Methods by Swash
References:
Nelson Textbook of Pediatrics: Ed: Behrman 17e
Textbook of Pediatrics, Forfar and Arneils.

Course symbol: PSY-414
Duration and credit hours: 4 weeks (4 credit hours).
Intended students: Semesters 11 or 12.
Prerequisites: Phase II courses.
مولعلا اهيف لماكتت ،ةصاخو ةماع ةيكولس فادهأ لوح ينبنيو ،ةيلقعلا ةحصلاو يسفنلا بطلا جهنم ىلع ررقملا اذه لمتشي
ىوتحملا لوانتي .ريبدتلاو صيخشتلا يف ةبولطملا تاراهملاو ةيريرسلا مولعلا عم ،ةيسفنلا براجتلاو تاساردلاو ،ةيساسلأا
تابارطضلال ًايلود ةدمتعملا تافينصتلاو ،ةيسفنلا تاساردلا نم اهبل أ يف ةدمتسملاو ةداملاب ةصاخلا تاحلطصملا تافيرعت
قيرفلل ةدايقلاو ةدافلإا نم كلذ عبتي امو ،ددحم ضيرم ةلكشم ةجلاعم دنع تاصصختلا لك نيب بولطملا لماكتلاو ،ةيسفنلا
مت دقف يلمعلاو يرظنلا اهاوتحم ثيح نم ماعلا سرامملا بيبطلل اهتيمهأ يف توافتت للعلا نلأ ةبسنو ،لماعلا يحصلا
. نامدلإاو ،ةيسنجلا تابارطضلااو ،ماصفلاو ،بائتكلااو ،قلقلاو ،ةيسفنلا ةيمسجلا تابارطضلاا ىلع زيكرتلا
Rationale/justification
Mental health (psychiatric) disorders represent disturbance in thinking, emotion and behavior.
They result from a complex of psychological, physical, social, cultural and hereditary influences. Because of this complex etiology, and the increasing burden of this group of diseases, a move has developed to bring mentally ill patients, out of the health institutions, back into the families and society i.e. deinstitutionalization, where the family and some selfhelp groups are active in the community. This is for patients who are not a danger to themselves or society. Therefore, the patients are coming back to the primary health care level, where a general physician is expected to deal with them, and follow up and monitor the daily, life-long prescriptions and their complications.
Rapid advances are going on in knowledge of the intricate mechanisms in the structure and function of the human brain, the relationship of certain parts of the brain or its chemicals with mental illness and in the classification and diagnostic criteria of disease. These have expanded the pure medical component of the specialty, added to similar advances in psychology and behavior. Medical students and practitioners find themselves in need of reading complex background of scientific material that has to be simplified to help practice and boost the special clinical skills needed in psychiatry.
Studying psychiatry and caring for mental health is absolutely necessary, not only because of the evident psychiatric illnesses, which require consulting a specialized physician, but because many patients, arriving at the primary care level, present organic complaints that can only be explained on the bases of psychological disturbance.
General objectives
At the end of this course, the students should be able to:
1.
Use the standard classification and terminology known in mental health care.
2.
Appreciate the comprehensiveness of care, and wholistic approach in psychiatry where behavior and somatic illness are very much related to underlying psychological abnormalities.
3.
Utilize his/her knowledge of family and society to understand psychiatric illness, and use family bonds and society helpers in management and rehabilitation.

4.
Find the epidemiology and burden of mental illness in his/her country, and the contributing factors to increasing or decreasing tendencies.
5.
Obtain relevant history, elicit physical sign and request informative investigations to reach a suitable diagnosis for the mental condition, aware of the implications of misdiagnosed or underestimated danger of a mentally ill patient on the society, and, at the same time, considering the consequences on his/her wrong diagnosis on the individual and family.
6.
Appreciate the role of health team in mental health, where non-medical staff are involved, accepting, most of the time, leadership responsibilities.
Specific objectives
By the end of this course the student should be able to:
General
1.
Describes the classification of mental illness according to the WHO’s international classification of disease, 9 th
revision, Clinical Modification (ICD-9-CM).
2.
Explain the terms: antidepressant drugs, antipsychotic drugs, electroconvulsive therapy, psychotherapy, hypnotherapy.
Psychosomatic disorders
3.
Explain the terms: conversion symptoms/disorders, malingering, Munchausen syndrome, hypochondriasis.
4.
Presented with a real or written case of a patient with hypochondriasis, use history, physical examination and investigations to reach diagnosis and management.
Anxiety disorders
5.
Explain the terms: anxiety, acute or posttraumatic stress disorder, panic, phobic disorders (agoraphobia, social phobias, specific phobias), obsessive-compulsive disorder.
6.
Presented with a real or written case of a patient with anxiety: take appropriate history, conduct physical examination and select investigations to reach a diagnosis, determine the underlying cause, predict the disease course and suggest management including prevention of future episodes.
Depression and mania
7.
Explain the terms: depression, mania, hypomania, manic-depressive illness (bipolar disorder), situational depression, endogenous depression, vegetative depression, agitated depression, psychotic depression, suicide gestures, suicide attempts and completed suicide.
8.
Presented with a real or written case of a patient with depression or mania: take appropriate history, conduct physical examination and select investigations to reach a diagnosis, determine the underlying cause, predict the disease course and suggest management including prevention of future episodes.
9.
Presented with a real or written case of a patient with suicidal behavior: take appropriate history, conduct physical examination and select investigations to reach the diagnosis, determine the underlying cause or high risk factor for completed suicide, predict the patient’s behavior regarding the suicide tendencies and suggest

management plan, including the effort by family and community in the prevention e.g.(suicide intervention or crisis hot lines) of similar future episodes.
10.
List the indications and side effects of antidepressants (from the Essential Drugs List –
Appendix) and how they work.
Schizophrenia and delusional disorders
11.
Define schizophrenia and describe its classification including paranoid, disorganized, catatonic and undifferentiated types.
12.
Explain the term: delusion.
13.
Presented with a real or written case of a patient with schizophrenia or delusional disorder: take appropriate history, conduct physical examination and select investigations to reach a diagnosis, determine the underlying cause, predict the disease course and suggest management including prevention of future episodes.
14.
List the indications and side effects of antipsychotic drugs (from the Essential Drugs
List – Appendix) and how they work.
Drug dependence
15.
Explain the terms: addiction, physical dependence, psychological dependence, withdrawal symptoms.
16.
List the drugs, or substances, that may lead to physical or psychological dependence.
17.
List the effects of prolonged alcohol use.
18.
Presented with a real or written case of an alcoholic, a narcotic, a marijuana, a cocaine, a hallucinogen or an inhalant addict: take appropriate history, conduct physical examination and select investigations to reach a diagnosis, determine the substance of addiction, show understanding of the underlying psychosocial causes, predict the disease course and suggest management including prevention of future episodes, or complications.
Eating disorders
19.
Explain the terms: anorexia nervosa, bulimia nervosa, binge eating disorder.
Psychosexual and sexuality disorders
20.
Explain the terms: masturbation, homosexuality, heterosexuality, gender identity disorders (transsexuality), paraphilias (fetishism, transvestitism, pedophilia, exhibitionism, voyeurism, masochism and sadism.
21.
Explain the terms: desire, arousal, orgasm, resolution, premature ejaculation, retarded ejaculation, inhibited orgasm, dyspareunia, and vaginismus.
22.
Presented with a real or written case of a patient with premature ejaculation: take appropriate history, conduct physical examination and select investigations to reach a diagnosis, determine the underlying organic or psychosocial cause, predict the disease course and suggest management.
Personality disorders
23.
Explain the terms: personality traits, paranoid personality, histrionic personality, schizoid personality, antisocial personality, narcissistic personality, dependent personality, borderline personality, avoidant personality, obsessive- compulsive personality and passive aggressive personality.

Dissociative disorders
24.
Expain the terms: dissociate amnesia, dissociate identity disorder, dissociate fugue, depersonalization disorder.
Educational strategies and methods
Daily activities for 4 weeks during Semesters (11 or 12) using:
1.
Morning rounds in mental health wards in hospital.
2.
Outpatient clinics.
3.
Student tasks and assignments (health centers, courts, prisons, addiction treatment centers, young offenders’ reform centers).
4.
Films on certain psychiatric presentations, crimes, investigations and management innovations.
5.
Meetings with certain human resources: local community leaders ‘coroners’, police authorities, toxicologists, anatomists etc.
ESSENTIAL DRUG LIST in psychiatry : See Appendix for WHO Model of Essential
Drugs
Evaluation and assessment methods
-Continuous assessment: 40%
- Attendance and participation. 10%
- Periodic quizzes.
- Task assignment.
10%
20%
-End of block exam: 60%
Written exam:
- MCQs/SEQs
- Mini-problems:
20%.
10%.
- Clinical examination 30%
References and other learning materials:
1.
Stoudemire. Clinical Psychiatry for Medical Students, Lippincott
2.
Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) 1994, American
Psychiatric Association.
WHO Classification of Psychiatric Diseases.

Course symbol: FORM-416
Credit hours: 2 (1, 0, 2).
Intended students: Semesters 11
Prerequisites: Phase II courses.
مولعلا اهيف لماكتت ،ةصاخو ةماع ةيكولس فادهأ لوح ينبنيو ،)يلدعلا( يعرشلا بطلا جهنم ىلع ررقملا اذه لمتشي
ديدحتو ،توملا صيخشت تلااح ىوتحملا لوانتي .ريبدتلاو صيخشتلا يف ةبولطملا تاراهملاو ةيريرسلا مولعلا عم ،ةيساسلأا
ةحلسلأاو ،ةمجمجلا تاباصإو ،اهبابسأو اهعاونأو حورجلاو ،توملا د عب ثدحت يتلا تارييغتلاو ،هثودح تقوو ،هبابسأ
،قرغلا ،قنخلاو ،ةيئابرهكلا تامدصلاو ،قورحلاو ،هنم اهجورخو مسجلا يف اهلوخد راثتو ،اهعاونأو ةيرانلا تاقلطلاو
ثيح نم ماعلا سرامم لا بيبطلل اهتيمهأ يف هذه توافتتو ،ممستلاو مومسلاو،ضاهجلإاو ،باصت لااو ،يسنجلا ءادتعلااو
.يلمعلاو يرظنلا اهاوتحم
Rationale/justification
Forensic science ‘Medical Jurisprudence’ is a branch of medicine that serves justice by examining material evidence related to civil and criminal context from biomedical aspects. It can be defined as the application of medical knowledge to the administration of law. A lot of questions concerning medicine arise from the administration of law. Among them, cause of death, timing of death, identification, paternity, trauma, abortion, infanticide and asphyxia are the most popular subjects in forensic medicine.
Forensic science makes use of other different medical and non-medical sub-specialties as forensic anthropology, forensic chemistry, forensic entomology, forensic medicine ‘legal medicine’, forensic odontology, forensic osteology, forensic pathology, forensic photography, forensic psychiatry, forensic psychology, forensic radiology, forensic serology, forensic toxicology etc.
The study and subsequent practice of forensic science entails a very successful medical art that utilizes all possible available means ‘from simple microscopy to most sophisticated techniques eg DNA techniques.
General objectives
At the end of this course, the students should be able to:
1.
Diagnose death.
2.
Identify sex and race.
3.
Examine different stains e.g. blood stain, semen, milk, and excreta.
4.
Classify wounds from the medico-legal point of view.
5.
Recognize causes and types of head injuries and factors affecting them.
6.
Identify and describe firearm injuries.
7.
Recognize and describe injuries due to physical agents.
8.
Deal with sexual assaults, abortion, and miscarriage.
9.
Diagnose causes of death in different age groups and to describe the post mortem changes.
10.
Understand and deal with preventive and environmental toxicology including forensic toxicology.

Specific objectives
By the end of this course the student should be able to:
Death
4.
Define the terms: thanantology, somatic death, molecular death, syncope, coma and asphyxia.
5.
Classify types of death, and modes of death.
6.
Presented with cases of death due to syncope, coma or asphyxia, enumerate the causes of each, and describe external and internal features on the dead body due to all of them.
7.
Explain the medico-legal importance of death due to syncope, coma, and asphyxia.
Postmortem changes
8.
Define and classify postmortem changes, postmortem stains, rigor mortis, decomposition, adipocer changes and mummification, stating the external and internal findings and medico-legal significance of each.
9.
List postmortem changes in the skin and eyes and describe their medico-legal significance.
10.
Presented with a dead body, with unknown time of death, or similar verbal or written scenario: use the postmortem changes to determine the time of death.
Injuries and their interpretations
11.
Define abrasion and contusion.
12.
Classify wound injury; abrasion, contusion from medico-legal point of view.
13.
Presented with a wound injury (abrasion, contusion, incised, chopped, suicidal, defense or lacerated): determine type, cause, time of occurrence, complications, and other medico-legal implications..
Head injuries
14.
Define and classify head injuries, describe the coup and counter coup effects.
15.
Presented with a real or written case of a patient/dead body with head injury resulting in the following possibilities: use his/her suitable basic sciences (anatomy, physiology etc.. ) to explain the underlying morphological and functional changes, and use his/her clinical skills to determine the type of injury, its complications and management including prevention: skull fractures (linear, depressed, comminuted, ..etc), extracranial hematoma, and intracranial hemorrhage (extradural, subdural, subarachnoid and parenchymal).
Gun shot/ firearm injuries
16.
Define and classify types of firearm weapons, and describe range, cartridge case and bullets, propellant and primer used.
17.
Presented with a real or written case of a patient/dead body with gunshot or firearm injury, describe entry and exit wounds, determine type of firearm, select material sent for chemical analysis and outline technique of analyzing the specimens, and any other medico-legal consequences of the analysis.
Injuries due to physical agents
18.
Define and classify burns, define “rule of nine” and describe the causes of burns and the effects of burns that lead to death.

19.
Presented with a real or written case of patient/dead body with burns, determine the extent and cause of burns, and describe the external and internal features on the body that indicate instantaneous or late death, and any other medico-legal consequences of burns.
Electrical contact burns
20.
Presented with a real or written case of a patient/dead body with an electrical contact burnt mark, determine the extent and cause and the direct effect of electrical contact that lead to death.
21.
Compare and contrast electrical contact burns and lightning burns.
Violent asphyxia
22.
Define asphyxia, and classify asphyxial death including hanging, ligature strangulation, throttling, choking, smothering, traumatic asphyxia and sexual asphyxia.
23.
Presented with a real or written case of a body dead as a result of asphyxia, diagnose the means of inflicting asphysia, the material used, the external and internal findings on the body suggesting asphyxial death, with special emphasis on importance of Burke and Hare, fracture of the greater cornua of hyoid bone in throttling, and also the significance of Café coronary.
Drowning
24.
Describe Gettler’s classification of fresh water/ salt water drowning.
25.
Presented with a real or written case of a body dead due to drowning, find out type of drowning, describe the external and internal findings in the body as a result of drowning, and report on the exact effects of drowning that caused death, and any other medico-legal consequences.
Sexual offences
26.
Define enforced sexual intercourse (rape), and classify sexual offences..
27.
Presented with a real or written case of a patient/dead body with a sexual assault, take full history and perform appropriate physical examination of both the victim and accused, select the proper material for chemical analysis, to reach a conclusion, and write report, on the actual offence and circumstances, including all forms of deviations like incest sexual act, sodomy, bestiality, tribadism, pederasty, catamite, buccal intercourse, lust murder, masochism, necrophegia, necrophilia etc.
Criminal abortion
28.
Classify types of abortion and define criminal abortion.
29.
Presented with a real or written case of abortion, use forensic techniques to determine the type, the abortificient drugs used, local material or mechanical instruments attempted, the external and internal findings in criminal abortion in the dead body, select the material to be sent for laboratory chemical and pathological analysis and include in the report any other medico-legal implications of the clinical or laboratory findings.
Infant death
30.
Presented with a real or written case of a dead infant, use his/her clinical skills and knowledge of forensic medicine to differentiate between accidental and criminal infant death.

31.
Presented with a real or written case of an injured baby or child, use his/her clinical skill and knowledge of forensic medicine to determine criminal act or battered baby syndrome, Caffey syndrome or maltreatment syndrome.
Toxicology
32.
Define the terms: poison, toxicology, forensic toxicology, chelating agents, corrosives, organophosphorous compounds, mercuric chloride, mercurial lentis, mercurial tremors, vitriolage, xanthoproetic reaction, carboluria, and lead poisons.
33.
Presented with a real or written case of poisoning, use his/her clinical skill and forensic means to diagnose the case, determine the substance of the poison, and prescribe suitable emetics and antidotes.
34.
Classify types of snakes, snake venoms, and describe the origin and composition of venoms.
35.
Presented with a real or written case of a patient with a snake bite, elicit the symptoms and signs and determine the type of snake and venom, and manage the immediate and late effects.
36.
List the types of alcoholic drinks and describe alcohol absorption, distribution, metabolism, excretion, and action.
37.
Presented with a real or written case of a patient/dead body with alcoholic intoxication, elicit the symptoms and signs for diagnosis of the condition, manage the patient or write a report on the direct effects of alcohol that resulted in death, and any other medico-legal implications of alcohol poisoning.
38.
Classify barbiturates and describe external and internal findings on a body of barbiturate poisoning and outline management.
Miscellaneous
39.
Classify cannabis indica, enumerate Run Amok.
40.
Define ware gases.
41.
Classify ware gases.
42.
Describe judicial hanging, judicial electrocution and judicial execution.
Educational strategies and methods:
Daily afternoon session continuous during semester 11 using:
6.
Small group discussions around related problems (PBL).
7.
Panel discussions and seminars.
8.
Student tasks and assignments (Ministry of Health Hospital morgues
(mortuary), courts).
9.
Films on certain forensic investigations.
10.
Meetings with certain human resources: local forensic doctors ‘coroners’, pathologists, toxicologists, anatomists, laboratory personnel, etc.
11.
Report writing and acquaintance with official registration forms of Health &
Justice authorities.
Evaluation and assessment methods:
-Continuous assessment: 20%
- Attendance and participation. 5%
- Periodic quizzes. 10%
- Task assignment. 5%

-End of Semester 9 practical (OSCE) exam: 20% .
-End of block exam: 60%
Written exam: 40%
- MCQs: 20%.
- SEQs: 10%.
- Mini-problems: 10%.
End of Semester 10 practical (OSCE) exam: 20%
References and other learning materials:
1-
Pariekh’s Text book of Medical Jurisprudence, Forensic Medicine and
Toxicology.
2Lecture notes of Forensic Medicine, D. J. Gee and A.A. Watson, Black well Scientific Publication, Oxford.
3Ministry of Health Policies & Official forms, regarding Death certification & Medico legal Autopsy
4Communication with practicing Forensic Doctors in Al Qasseem
Province, Saudi Arabia.
5Forensic links on the World Wide Web sites.

Course symbol and number : EMERG 415
Duration and credits : 4 weeks (4 CHs)
Intended Students : Semesters 11 or 12
Prerequisites : Phase II courses
ينطابلا بطلا تاسروك فادهأ نع فلتخت لا ةماع ةيكولس فادهأ لوح ينبنيو ،ءيراوطلا بط ىلع ررقملا اذه لمتشي
ةيريرسلا مولعلا عم ،ةيساسلأا مولعلا اهيف لماكتت ،تاصصختلا لك يف تلاكشم لوانتت ةصاخ فادهأو ،ةحارجلاو
،ةي امدلا ةمدصلاو ،ةماعلا ةمدصلاو ،ءام لإا تلااح ىوتحملا لوانتي .ريبدتلاو صيخشتلا يف ةبولطملا تاراهملاو
ةمذوو ،حاورتسلااو ،مدلا ممستو ،يولكلا صغملااو ،داحلا نطبلا ملأو ،ردصلا ملأو ،عرصلاو ،تاجلاتخلااو ،فزنلاو
يف هذ ه توافتتو ،تارشحلاو تايحلا تا دلو ،وبرلاو ،يبعشلا قيضتلاو ،يوعملا دادسنلااو ،يئاذغلا ممستلاو ،ةرجنحلا
تاءارجلإاب موقي نأ بيبطلا تابجاو بجوأ نم نكل ،يلمعلاو يرظنلا اهاوتحم ثيح نم ماعلا سرامملا بيبطلل اهتيمهأ
.حربملا مللأل ةليزملاو ،ةايحلل ةذقنملا ةيلولأا
Rationale
There is nothing more important to the practicing doctor than saving the human life, next is relieving patient’s suffering, irrespective of his/her ability to reach the accurate diagnosis. In situations of emergency, very specific characteristic have to prevail in the doctor’s behavior.
Most essential is feeling the urgency and move in few minutes to the patient, and act accordingly. No time for work, since if the emergency requires then the doctor has to stay most of the time in the accident and emergency department. A keen sense of responsibility to human life and suffering is very important.
General objectives
These are the same as the general objectives of medical or surgical clerkships.
Specific objectives
By the end of this clerkship, the student should achieve the objectives listed under the following subtitles:
Basic Emergency Clinical Skills
1.
Show responsible behavior when called an emergency.
2.
Comply with the hospital system regarding uniform, readiness to rush for emergency, attendance, team work and ethical and responsible behavior
3.
Recognize the patterns of emergency situations, in various adult age groups, and recognize urgent problems and emergency and critical conditions, and carry out the immediate life saving steps.
4.
Given any patient with an urgent problem, decide on which relevant medical history, the appropriate sequence and the suitable time to complete the gaps in history, and (when time allows) write it as clear as possible for others to read and understand.
5.
Asked to examine a patient in emergency situation: prepare the suitable setup for physical examination; carry out the examination in the manner, sequence and comprehensiveness attending relevant systems to the urgent problem, decide when to complete the gaps in examination and (when time allows) write his/her notes as clear as possible for others to read and understand.
6.
Select the laboratory investigations relevant to the urgent problem of the patient, considering limitations of the patient inability and immobility, the

hospital or A&E routine, and issuing clear directives to the staff and patient relatives on seriousness is the situation, and what you require from them.
7.
Use the skills stated in objectives 2,3,4, and 5 to reach a working diagnosis or suggest a differential diagnosis of the problem presented.
8.
Write an informative referral letter asking help on a particular patient problem.
9.
Write a reliable report to the legal or forensic authorities, if the legal or financial rights of the patient or others are considered.
10.
Medical Emergencies
11.
List the causes of coma, gastrointestinal bleeding, convulsions, seizures, chest pain, acute abdominal pain and colic, septicemia, pneumothorax (C1).
12.
Draw a detailed plan of onsite management, transfer, resuscitation and list criteria of observing and monitoring a critically ill patient (C2).
13.
Prescribe suitable (demonstrating knowledge of rationale of) fluid and electrolyte therapy, considering the acid-base balance of the body (C2).
14.
Describe the components or contents of blood, origin, count and functions of blood cells and the technique and risks of blood transfusion (C1)
15.
Presented with any of the following real, verbal or written emergency conditions: perform (or suggest urgent) life saving procedures, use his/her basic and clinical science knowledge to explain the underlying mechanisms
(including structure, function and pathophysiological processes) and his/her, basic clinical skills to reach a diagnosis and suggest appropriate management
(including health promotion, protection, prevention, treatment and rehabilitation): (C3, P4). o The conditions are: coma, gastrointestinal bleeding, seizures, stroke, chest pain, cardiac arrest, dyspnoea, convulsions, shock, generalized or laryngeal edema, food poisoning, abdominal pain or colic, septicemia, intestinal obstruction, headache, status asthmaticus, bronchospasm, pneumothorax, bee stings, snake and scorpion bites.
Evaluation and assessment methods
-Continuous assessment: 40%
- Attendance and participation. 10%
- Periodic quizzes. 10%
- Task assignment.
-End of block exam:
- MCQs/SEQs
- Mini-problems:
20%
60%
20%.
10%.
References:
- Clinical examination 30%
Rosen's Emergency Medicine: Concepts and Clinical Practice

ة يبطلا ةسرامملا هقفو قلاخأ : ررقملا مسا
ETHIC
411 صلاخإ :ررقملا مقرو زمر
12 لصفلا للاخ ًاينلاوط ةعزوم ،ةدمتعم تاعاس ) 2 و 0 و 2 ( 3 :ةدمتعملا تاعاسلاو ررقملا ةدم
ةيناثلا ةلحرملا تاررقم لك يف حاجنلا :ررقملل ةلهؤملا تابولطملا بلاطلا
تارربملا
،هاتنهم ياف ي ةابقارمب هايف مزاتلي يذلا مسقلا ءادأ دعب ةنهملا بيبطلا سرامي ،ةنهملا قلاخأو ةعيرشلا نيب ةقيثو ةقلاع كلانه
،وداعلاو قيداصلاو ،دايعبلاو بايرقلا ىاعري ،ةامحرلا باباسأ نام ًابباس ااهيف لاظي ،هاتلاماعمو هتااسرامم ياف ي مكح ىرحتي
ياف ًلاذااب ،ااهراوطأ ةافاك ي اف نااسنلإا ةاايح نواصي ،راكفو ةالمو سناج لك نم ،ةيساوس ريقفلاو ينغلاو ،ءيسملاو نسحملاو
عافنل امهريخاستو مالعلا ءاامنو لمعلا ناقتلإ ًايعاس ،لاوحلأاو فورظلا لك يف ،قلقلاو مللأاو ،ضرملاو لاهلا نم اهذاقنتسا
مالعيو ،هواملع نام رقواي نأ هايلعو .ًامس فصي لاو ،ًاسفن لتقي لا ،ًارس يشفي لاو ،ًاروز دهشي لا ،هيزخيلاو هيذؤيلا ،ناسنلإا
وأ ،لااهجلا وأ ،يااسانتلا يدؤااي دااقو .هااناميإ قادااصم هكولااس و ،يحااصلا مقاااطلا داراافأ لااكل ًاااخأ نوااكي نأ و ،هنورغااصي ن اام
ولاسلا داعاوقب ةاطاحلإا هايلع باترتي كلذال إةيعراشلا ةلءااسملل ةاضرع بايبطلا لاعجي امم سسلأا هذه ةفلاخم ىلإ لهاجتلا
اهب سنأتسي ،ةيقلاخلأا هتاقارشإو يبطلا هتمأ خيرات بعوتسي نأ بيبطلا ىل عو .هتدابعو هتديقعب طبترملا كلذ اميسلا ،ينهملا
.قلاخلأاو مولعلا يف ةدئاقو ةدئار ديدج نم ةملأا دوعتل إةعيرشلاو ةديقعلا ىلع اهسيقي ،هتاسراممل ًلاصؤمو ازتعم
ةماعلا فادهلأا
:نأ بلاطلا عيطتسي ةرودلا هذه ةياهنب
ثااحبلاو ،بايبطتلا يااف نيملاسملا بااطلا ءااملع ماهااساو ،ملااسلإا لاابق باطلا ةااسرامم ىالع راااصتخاب مالي
.ةيملاسلإا ةضهنلا رصع يف يبطلا ميلعتلا ملاعمو ، ولسلاو ،يبطلا
.
1
،هااترايز :ضيرااملا تادااابعو ةاالماعمب ةااصاخلا ةيعرااشلا ماااكحلأاو ،ضيرااملاو ضرااملا هااقف بعوتااسي
،ةاحارجلاو ،دايلوتلاو ءااسنلا ةابابط ياف يعراشلا يأرالا فراعيو ،هاجحو ،هماياصو ،هتلاصو ،هتراهطو
ةاسدنهلاو ،خاسنتسلااو ،غامدلا تومو ،ءاضعلأا عرزو يعانصلا حيقلتلا لثم ةدجتسملا ةيبطلا لئاسملاو
.ةيثارولا
.
2
تااافيكملاب ةاصاخلا مااكحلأاو ،باراشلاو مااعطلا ياف لاداتعلااو ،موانلاو ،ةافاظنلا ياف ةحاصلا هاقفب طياحي
.يحصلا رجحلاو ،براقلأا جاوزو ،ةعاضرلاو ،ةيدعملا ضارملأاو ،تاردخملاو
.
3
.يلدعلاو يميلعتلا حيرشتلا هقفو ،زئانجلا ماكحأو ،توملا هقفب طيحي .
4
.ةينهملا هتانامضو ،بيبطلا ةيلوئسمو ،ةنهملا تايقلاخأو ،بطلا ملعت بادت شقاني .
5
ةصاخلا فادهلأا
:نأ بلاطلا عيطتسي ةرودلا هذه ةياهنب
،ياملعلا ثحبلاو ،بيبطتلا يف نيملسملا ءاملع تاماهساو ،ملاسلإا لبق بطلا نع ةرصتخم ةلاقم رضحي
سااابعلا نااب ياالع ،يزاراالا ركبواابأ ،قحااسا نااب نياانح :ةاايلاتلا ةاالثملأا دااحلأ ًادراااس ،ياانهملا ولااسلاو
1 عجرم ) 1 عوبسلأا( مهري وأ ،يوارهزلا مساقلا وبأ ،سيفنلا نبإ ،انيس نبإ ،يسوجملا
.
1
2 عجرم ) 1 عوبسلأا( ةيبطلا ةسرامملا هقفو ق لاخأب ةطاحلإا ةرورض حرشي .
2

بولاسأب اهحراشو ،ةايبط عياضاوم ىالإ تاقرطت ياتلا ةفيراشلا ثايداحلأاو ةميركلا ةينترقلا تايلآا لوانتي
،ةياسفنلا ةحاصلاو ،يئااقولا باطلاو ،ياجلاعلا باطلاو ،ةدلاوالاو لمحلا ،ناسنلإا قلخ :لثم طسبم يملع
عمااسلا ،)خاالا ..ضئاااحلا ءطو ،مراااحملا جاوز ،مداالاو ،ةااتيملا ،ر اايزنخلا مااحل( تااامرحملاو ،تايكولااسلاو
3 عجرم ) 2 عوبسلأا(( ساوحلا ةيقبو رصبلاو
.
3
.ىودعلا يف ةدراولا ثيداحلأا نيب يرهاظلا ضراعتلا عفديو ،ةيبطلا ةجلاعملاو يوادتلا ةيعورشم نيبي .
4
،هاجحو ،همايصو ،هتلاصو ، ضيرملا ةراهطب ةصاخلا ىواتفلاو ةنسلاو باتكلا نم ةيعرشلا ةلدلأا دروي
ةاحتفو ،لوابلا سلاس ضيرام ةلااص ةاصاخ ،ةايقرلاو ،يواداتلاو ،ضيراملا ةراايز ىالع ثاحت يتلا كلتو
4 عجرم ) 3 عوبسلأا( رئابجلاو ،ريساوبلاو روسانلاو ،نولوقلا
.
5
ماااعطلا يااف لادااتعلاا لااثم ةحااصلا ظاافحب ةااصاخلا ىواااتفلاو ةنااسلاو باااتكلا ناام ةيعرااشلا ةاالدلأا دروااي
يطاااعتو راامخلا برااشو ، نيخدااتلاو تااافيكملا مادختااساو ،عااامجلاو ،ةاافاظنلاو ،مواانلا ماااكحأو ،بار ااشلاو
. 6 ، 5 ، عجرم ،) 3 عوبسلأا( تاردخملا
.
6
يحاصلا راجحلاو ،ةايدعملا ضاراملأا بانجتب ةاصاخلا ىوااتفلاو ةناسلاو باتكلا نم ةيعرشلا ةلدلأا دروي
. 3 مقر رظنأ – ) 3 عوبسلأا(
.
7
عوباسلأا(ةاوادملاو ةوالخلا ياف ةابجاولا تاطايتحلااو ،لاجرلل ءاسنلاو ءاسنلل لاج رلا بيبطت ماكحأ شقاني
.
8 ، 7 ، عجرم ) 4
.
8
.) 4 عوبسلأا( هتادرفم حرشيو ،هصنب بيبطلا مسق ،بلق ره نع ،رضحتسي .
9
صااصقلاو تايدالا ماكحأو ،ةزئاجلا ري و ،ًاعرش ةزئاجلا ةيليمجتلاو ةيجلاعلا تاحارجلا بناوج يصحي
وأ ،صااصقلا وأ داحلا ياف ةرواتبملا ءااضعلأا ةدااعإ تااحارج مااكحأ دراس عام ،ءااضعلأا و حوراجلا يف
.
10
باقثو ،سناجلا راييغتو ،باباشلا دايدجت تااحارجو ،)يائزجلا ضيوعتلا( شرلأا ماكحأو ،نيرخلآ اهعرز
.
9 ، 1 عجرم) 5 عوبسلأا( هلمع بيبطلا نم بلطي امم اهري و ..نذلأا بقثو ،ةراكبلا ءاش دسو
تاابثإو ،نيانجلا ةايدو ،ضااهجلإاو ،لمحلا عنمو ،ةضاحتسلااو ،سافنلاو ضيحلاو ،ناتخلا
)
ماكحأ فصي
6 عوبسلأا( ةثونخلاو ،ةيسنجلا ةسرامملا
.
11
:لاثم ةلصلا تاذ ةيهقفلا دعاوقلاو ،ةيبطلا ةسرامملا تادجتسم يف ةيعرشلا ماكحلأا طابنتسا طورش دروي
ببااستلاو ةرااشابملاو ،ةيعرااشلا ةرورااضلاو ،)حلاااصم لا قاايقحت نيتدااسفملا رااثكأ عاافد( اهدااصاقب روااملأا
.
12
.) 7 عوبسلأا(
يوذ هايلع عالطي نأ ياغبني اامو ،اهب ةلصتملا تاءارجلإاو هتلع نم ضيرملا هيلع علطي نأ يغبني ام نيبي
ىرااخأ تاااهج يأ وأ ،هاايوذ وأ ضيرااملا نااع ةاامولعملا ءااافخإ هاايف زوااجي لا ااامو زوااجي ااامو ،ىااضرملا
.
13
) 7 عوبسلأا(
ميااقعتو ،لاامحلا عااناوم :لااثم ةاايهقفلا لزاونلاااب صتااخي ااام يااف ةااملأا ءاااهقف نااع ةرداااصلا ماااكح لأا حرااشي .
14
يثاروالا يابطلا صاحفلاو ،)يجرااخلاو يلخادالا( يعانصلا حيقلتلاو ،ضاهجلإاو ،مقعلا جلاعو ،لاجرلا
عااضر لا وانبو ،ةاليدبلا تااهملأاو ،يثاروالا صاحفلا ةاجيتن نيجوزالا نياب قايرفتلا ماكحأو ،جاوزلا لبق
ةاسدنهلا مادختاساو ،)ءاضعلأا خسن وأ عينصت ،يناويحلا و،يناسنلإا( خاسنتسلااو ،ينملا ونبو ،)نبللا(
،قةامحرلا لاتقق ىماسيامو ،ةيلسانتلا ءاضعلأا ةعارزو ،يبصعلا زاهجلاو خملا ايلاخ ةعارزو ،ةيثارولا
.
7 ، 4 عجرم ) 8 ، 7 عوبسلأا( ...اهري وأ
نامو ،ياح ىالإ تايم نامو ،راخت ىالإ نااسنإ نامو ،يتاذالا لاقنلا :ءااضعلأا لاقنب ةصاخلا ماكحلأا حرشي .
15
وأ ةخااسنتسملا ءاااضعلأا عرزو ،ةيلااسانتلا ءاااضعلأا لااقنو ،ةااينينجلا ةجااسنلأا ناامو ،ناااسنإ ىاالإ ناواايح
. 7 ، 4 عجرم ) 10 ، 9 عوبسلأا( ءاضعلأا عيبو ،ةعونصملا
ةاايعيبطلا ةواابلأا ناام ققحتلاااب ةااصاخل ا ةاايبطلا تاااصوحفلاو ،ةواانبلاو ةااموملأاو عاااضرلا ماااكحأ حرااشي .
16
10 عجرم ) 9 عوبسلأا(
خيرااات ليجااست للاااخ ،ةاايقلخلاو ةاايملعلا ةاايحانلا ناام باايبطتلل هااتيلهأو هااتابجاوو باايبطلا تافااص يااصحي
.
5 عجرم . ) 11 عوبسلأا( ةيبطلا ليلاحتلاو ،يريرسلا فشكلاو ضرملا
.
17

باايبطلا ض َرااعت يااتلا ءاااطخلأا عااضاوم ،هااي لع ضرااعت يااتلا ةااافولا ريراااقتو ةاايبطلا ريراااقتلا يااف ،نياابي .
18
12 ، 11 عجرم) 12 عوبسلأا( ةيعرشلا ةلءاسملل
،رااسلا ءاااشفإ اااهيف زوااجي يااتلا تلااااحلاو ،ىااضرملاو ةاانهملا رااس ىاالع باايبطلا ةااظفاحم ةاايمهأ فااصي
11 ، 7 ، 4 عجرم ) 14 ، 13 عوبسلأا( ينهملا رسلا ءاشفإ ةميرج رصانعو
.
19
عم .مهيوذو ، هاضرم دنع ًابيط ًارثأ رتيو ،هب ةيانعلاو ،ضيرملا هل ابقتسا يف ًاحيحص ًاينهم ًاكولس يدبي .
20
مالحلاو ،قافرلاو ،صلااخلإاو ،عاضاوتلاو ،لاداتعلإاو ةابحملاو ،قدصلا لثم ةيتاذلا تافصلا ىلع ديكأتلا
فرشب ناميلإاو ،ديعاوملاب ءافولاو ،نيرخلآا عم لماعتلاو ،ءاطعلاو ،ناسحلإاو ،لدعلاو ،سفنلا ةبقارمو
،تايونعملا عفرو ،ةنأمطلا اهنمو ،فاعسلإاب لجاعلا مايقلاو ،ةبركلا جيرفتل ةدجنلا ُاضيأ كلذ نمو ،ةنه ملا
هاااتاولخو هتاولاااص ياااف ءافاااشلاب هااااضرمل ءاعدااالاو ،ماااهب ماااامتهلإاو هتراااسأو هااايلع رياااسيتلاو ،فااايقثتلاو
.
4 عجرم ،) 15 عوبسلأا(
صاحفلاو ،ضراملا خيراات ليجاست ياف informed consent
ةرينتاسملا ةقفاوملاب هترسأو ضيرملا عنقي .
21
ثاحبلاو سيرداتلا ياف هافلمو هاتلاح مادختاسا ةصاخو ،ةيحارجلا تايلمعلا كلذ يف امب ،ةجلاعملاو ،يبطلا
. 11 عجرم ،) 16 عوبسلأا(
داانع ةاايئازجلا ةلءاااسملاو ،ةيلوئااسملا كاالت ناااكرأو ،عاامتجملاو ضيرااملا وااحن باايبطلا ةيلوئااسم حرااشي .
22
، ) 18 و 17 عوباسلأا( بايبطلا أاطخل يعراشلا مكحلاو ،ينهم أطخب هماهتا دنع ب يبطلا فقومو ،لامهلإا
. 13 ، 12 ، 11 عجرم
،) 19 عوباسلأا( ةيركسعلا ةيبطلا ةئيهلا دارفأ كلذ يف امب ،بورحلا ءانثأ مهتابجاوو ءابطلأا قوقح حرشي
. 11 عجرم
.
23
ةاينهملا ةيلوئاسملا ساسلأ ًااقفو ،هيلع ضرعت يتلا تلااحلا يف ،بيبطلل ينهملا ولسلا درجتو ةقدب دقتني
12 ، 11 ، عجرم ، ) 21 ، 20 عوبسلأا(
.
24
. 11 عجرم ،) 22 عوبسلأا( هتيامحو ،بيبطلا قوقح نامضب ةصاخلا سسلأا نيبي .
25
،هياسوءرم(نيرخلآا يحاصلا مقااطلا دارافأو ،)هائلامزو هتذتااسأ( بيبطلاب بيبطلل ةبجاولا ةقلاعلا فصي
.عجرم ،) 24 ، 23 عوبسلأا (ةدعاسملا ةيحصلا نهملاو ،هذيملاتو
.
26
،يحااصلا فاايقثتلا ،عاامتجملا دارفأااب قاافرلاو ،ةااماعلا ةاامدخلل يدااصتلا( عاامتجملا يااف باايبطلا رود فااصي
لدااعلاو قااحلا ميااق رااشنل ةنااسحلا ةااملكلاو ةودااقلاب ةوعداالا ،بورااحلاو ثراوااكلاو تاااثا لإا يااف هااتابجاو
.
27
.... عجرم ، 26 و ، 25 عوبسلأا( )ةميلسلا ةيحصلا طامنلأاو
ةايفيكو ،ةانجلأاو ناوايحلاو نااسنلإا ىالع ةايبطلا برااجتلل ةايقلاخلأا ساسلأاو ةيعراشلا طباوضلا حرش
براااجتلا ءارااجلإ ) 19 مااقر فدااهلا رااظنأ( informed consent
ةرينتااسملا ةااقفاوملا ىاالع لوااصحلا
ي .
28
...... عجرم ، ) 28 ، 27 عوبسلأا(ةيثحبلا
،تايملا لاس مااكحأو ،ي امدالا تواملاو ،تو املا صيخاشتو ،رااضتحلاا دانع ملسملا بيبطلا هقف فصي
)ملسلا تاررقم نمض وأ( 4 عجرم ، ) 30 عوبسلأا( هيلع ةلاصلاو
.
29
حيرااشتلل ةااحيبملا رااي و ةااحيبملا ةاالدلأاو ،ًاااتيمو ًااايح ناااسنلإا ةاامرحب ةااصاخلا ةيعرااشلا ىوااتفلا دروااي .
30
،ةايمدلآا عاطقلا ءاقب تاساو ،كلذاب ةاصاخلا تازايهجتلاو ،ااهنم لاك طوراشو ،)يلداعلا( يعراشلاو يميلعتلا
..... عجرم ،) 32 ، 31 ع وبسلأا(روبقلا شبنو ،حراشملا بدأو
8 عجرم ، ) 33 عوبسلأا( يبطلا لاجملا يف ةأرملا لمعل ةيعرشلا طباوضلا نيبي .
31
ولاسلا ااهيف داصري )ةايبطلا تاصصختلا نم ثلاث يف( ةيضرم تلااح ثلاث نع ًلاماكتم ًاريرقت يطعي
) 35 ، 34 عوبسلأا( يحصلا مقاطلا دارفأ وأ وه هب ماق ام م َوقيو ،عابتلاا بجاولا ينهملاو يعرشلا
.
32
يذ لاكو ،رايزنخلا ماحلو ،تارداخملاو ،رامخلا ميراحت ةامكح ناع ةروشنملا تاردابملاو ثاحبلأا صخلي
رويطلا نم حراوجلاو ،عابسلا نم بان
.
33
،لاسعلاو ،ةايقرلا :لاث م يوابنلا باطلاب صتاخي ااميف )تداجو نإ( ةرواشنملا تارداابملاو ثااحبلأا صخلي
....اهري و ،ءادوسلا ةبحلاو ةماجحلاو يكلاو
.
34

ةيميلعتلا قرطلاو تايجيتارتسلاا
ياف يعراشلا باطلا عامو ،راشاعلاو عاساتلا نيلاصفلا يف ةعشلأا ةرود عم ةلدابتم )نيعوبسا لك ةرم( شاقن تاقلح
ةاسرامملا ياف تادجتاسملاو ياقلاخلأ او يانهملا ولاسلا يف تلاكشم نمضتت ،رشع يناثلاو رشع يداحلا نيلصفلا
ةاايقلاخلأا سااسلأا ىاالع ًءااانب نياالثمملل ياانهملا ولااسلا دااقن بلاااطلل حيااتت قةاااكاحمقو ًاااملافأ نمااضتت ااامك .ةاايبطلا
.ةددحم تلااح نع ةيدرف ريراقت نمضتت امك .ةيعرشلاو
ميوقتلا
)يسارد لصف لك( :بلاطلا ميوقت :ًلاوأ
:يتلآاك عزوت رمتسم ميوقت % 40
شاقنلا للاخ ةكراشملا % 10
% 10 تااسسؤملا نام بلااطلا ااهعمجي تلاكاشمل يانهملاو يعرشلا ولسلا دصر يف ةيبلاط ريراقت
)بلاط لكل تلاكشم 3 ( ةيحصلا
بلااطلا نام بالطي ةابوتكم تلاكاشم نماضتي يراظن )مااعلا وأ لاصفلا للااخ( يراظن ناختما
.ةحورطملا ةلئسلأا ىلع مهتاباجتسا ليجست
% 20
ةلئااسلأا ىاالع مهتاباجتااسا ليجااست بلاااطلا ناام باالطي ةاابوتكم تلاكااشم نمااضتي يرااظن يئاااهن ناااحتما
.ةحورطملا
ةعفدلا بلاطل ينهملا ولسلا يف )ةيئاوشع( ىضرملا نم ةنيع يأر علاطتسا
ةعفدلا بلاطل ينهملا ولسلا يف )ةيئاوشع( ةذتاسلأا نم ددع يأر علاطتسا
% 60
)ةيريرسلا ةلحرملا ةياهن يفو ،للاخ ( : ررقملا ميوقت :ًايناث
ياف نايبتاسلاا جئااتن ةشقانمو ،ررقملا ذيفنتو تايوتحم يف مهيأر ةفرعمل بلاطلا ىلع نايبتسا عيزوت
.يئاهنلا ناحتملاا لبق مهعم ءاقل



ةبولطملا تاجايتحلاا
.لاجملا اذه يف مامتهلإا يوذ نم ءابطلأا ةذتاسلأا نم قسنم
بلاطلا لكل عستت ةعاق


.ميوقتلل هضرعو ينهملا ولسلا دصرل ريوصتل إويديف ريوصت ةلتو ،ويديف زاه ج
ةيداهتجا ةيلقع هلو ةرفوتملا ىواتفلاب طيحم ةعيرشلل سردم
تاافلاخمو تلاااح ناع عفارتلااب ةرابخ هل ،ينوناق راشتسموأ ةعيرش سردم وأ يضاق
.ةيبط



لاجملا يف ةربخ وذ ةطرش طباض
ينهملا لامهلإا ةبساحم ةنجلل ًاسيئ ر لمع تايفشتسملا ءاردم دحأ
ةيبطلا تاصصختلا فلتخم نم نيسردم
.ينهملا ولسلل ةفلتخم اياضق لوانتت ةبوتكم تلاكشم
ينهم ولس تلااح ضرعت ىرخأ لئاسوو ملافأ






عيزوتلاو رشنلل ةلفاقلا راد يملاسلإا بطلا :هط دمحأ
12 11 ضايرلا .ملاسلإا يف ةيبطلا ةسرامملا تايقلاخأ نع ةيلودلا ةودنلا :ةملك :يرئازجلا قازرلا دبع نيسح
2003.
سرام
.ـه 1412 قشمد/توريب ةيبرعلا بتكلا راد )نيأزج( ناميلإا بارحم بطلا :يبلح صلاخ
.ـه 1412 ملقلا راد ،ههقفو هبدأ بيبطلا :رابلا يلع دمحم/يعابسلا ريهز
عجارملا
.
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5 www.islamset.com
و .نيلا ن ُو ا ملاسا .ةيبطلا نهملل يملا سلإا روتسدلا :ءاملع ةعومجم
1421 / 6 / 14 ضايرلاب يصصختلا ىفشتسملا ةرضاحم .ملسملا بيبطلل تاداشرإ :نيميثعلا حلاص نب دمحم
.) 5 عجرملا( نيلا نو ملاسا :ىواتفلا كنب
6
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.ةيريخلا نيمرحلا ةسسؤم ، ةرضاحم
.ـه 1412 فئاطلا ، قيدصلا بتكم
.ـه
-
طباوضو لامت :يبطلا لاجملا يف ةملسملا ةأر
.ـه 1412 قشمد
ةيدوعسلا ةيبرعلا ةكلمملا –
-
ملا :خيشلا ليكو ي دبع
اهيلع ةبترتملا راثلآاو ،ةيبطلا ةحارجلا ماكحأ :يطيقنشلا راتخملا دمحم
عيزوتلاو رشنلل ةرانملا راد
1418 ةدج -
لولح نع ثحبت ةيهقف ةيبط اياضق ةلسلس :رابلا يلع دمحم
سلدنلأا راد ةينهملا بيبطلا ةيلوؤسم :يدماغلا ملاس ي دبع
يبارافلا بتكم رابم خيشلا لت دمحم نب سيق
نانسلأا بطو بطلا ةنهم ةلوازمل ةمظنملا ةحئلالا
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