Endocrinology (BIOM463) Course Syllabus
QATAR UNIVERSITY
College of Art and Sciences
Spring 2011
Biomedical Sciences Program
Endocrinology
Course Syllabus
Course No. 463
Dr Elham Sharif
Dr Elham Sharif
1
Endocrinology (BIOM463) Course Syllabus
Table of contents:
™ Course information ™ Faculty information ™ Course description ™ Course objectives ™ Students learning outcomes ™ Mapping program outcomes, course outcomes and assessments ™ Content distribution ™ Exams, quizzes, assignments dates ™ Assessment Policy and Tools‐Grading system ™ Teaching methods ™ Teaching aids: ™ Methods of students evaluation/ assessment ™ Learning actvites and tasks ™ Instructions for students assignments ™ Instructions for students and Course Regulations ™ Refernces and resources for students ™ Rubrcis for assessments Dr Elham Sharif
2
Endocrinology (BIOM463) Course Syllabus
Course Information
Course Title: Endocrinology
Course Number: BIOM 463
Credit Hours: 3
Prerequisites: BIOM 346 clinical chemistry
Course Status: e.g. Compulsory Curriculum Course
Time: 9:30-10:45 am MW
Location: E 203, Women’s Science Bld.
Office hour: 11-1 pm Monday & Wednesday
Required Text:
Bishop., ML, Fody., E.P. Schoeff, LE , Clinical Chemistry:
Techniques, Principles, Correlations (Bishop, Clinical Chemistry) ISBN:
978-0781790451, Publisher: Lippincott Williams & Wilkins; Sixth
Edition edition, 2010.
Faculty Information
Name: Dr. Elham Sharif
Academic Title: Assistant Professor
Office Location: Biomedical Sciences Department, E122
Telephone Number: 485-4788
Email Address: e.sharif@qu.edu.qa
Course Description
This course includes the fundamental concepts, principles and theories of hormone
action. Specifically, the course covers the hormones of the major endocrine systems
including the;
a) Mechanism by which the secretion of these hormones are regulated;
b) Mechanism of action of these hormones;
c) Physiological processes which these hormones regulate.
d) Role that hormones play in both the embryonic and post-embryonic
development of the individual
Dr Elham Sharif
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Endocrinology (BIOM463) Course Syllabus
Course content:
Endocrinology disorders
This course covers the disorders of the hypothalamic-pituitary-target organ axis, with
particular reference to the thyroid and adrenal glands. Other disorders of endocrine
control will be studied which involve other systems of the body, for example:
abnormalities in calcium metabolism; abnormalities in control of electrolyte and fluid
balance. The following topics will be discussed in detail:
•
The pathophysiology of each of the following endocrine areas through didactic
lectures and small group discussions following assigned case studies:
1. Hypothalamic and Pituitary Disease.
ƒ Pituitary Insufficiency
ƒ Pituitary Neoplasia
ƒ Diagnosis
2. Adrenal Cortex
ƒ Adrenal Cortical Insufficiency
ƒ Adrenal Hyperplasia (Glucocorticoid and Mineralocorticoid
Excess)
ƒ Adrenal
Neoplasia
(Adrenal
Incidentaloma
and
Cortococarcinoma).
ƒ Diagnosis
3. Adrenal Medulla (Catecholamine Excess)
4. Thyroid gland and Disease
ƒ
ƒ
ƒ
Hypothyroidism
Hyperthyroidism
Thyroid Nodule, Goiter and Thyroid Cancer
5. The parathyroid gland/ Calcium & phosphate homoeostasis.
6. Disorders of calcium & magnesium metabolism
7. Diabetes mellitus, Obesity and the Metabolic Syndrome: Pathogenesis,
Complications and Management
8. The Gonads
The physiology, function, disease conditions and the common tests available for the
diagnosis will be discussed in each of the above endocrine gland.
Dr Elham Sharif
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Endocrinology (BIOM463) Course Syllabus
Course objectives:
The general course goals for the students are to:
1. Acquire knowledge related to the major hormones released from the
hypothalamus, pituitary, and target gland/organ that are clinically important in
regard to thyroid, adrenal, and reproductive function.
2. Identify the physiology, principle of measurement, reference ranges and
clinical correlations of chemical constituents of the blood.
3. Employ modern information technology related to the laboratory testing
strategies including techniques such as immunoassay and dynamic testing, and
screening and confirmatory protocols.
4. Develop the ability to analyze case histories of patients with clinical endocrine
disorders.
5. Demonstrates common error in data interpretation in clinical laboratory
sciences.
6. Encourage critical thinking through a series of tutorial sessions which involve
interpretation of the patient’s data.
7. Enhance communication skills, by presenting topics orally.
8. Demonstrate initiatives and encourage participation in biomedical sciences
activities internally and externally.
9. Show professional behaviour and receives criticism graciously
Students learning outcomes:
Upon completion of this course, the student will be able to:
1. Recognize the major hormones released from the hypothalamus, pituitary,
and target gland/organ that are clinically important in regard to thyroid,
adrenal, and reproductive function. (PLO1)
2. Summarize the expected laboratory findings in regard to thyroid, adrenal,
and reproductive disorders. (PLO1)
3. Recommend and/or choose the laboratory testing strategies including
techniques such as immunoassay and dynamic testing, and screening and
confirmatory protocols. (PLO5,6)
4. Critically evaluate, analyze & interpret problem based histories of patients
with clinical endocrine disorders. (PLO5,6)
5. Find methods of solving common errors in data interpretation in clinical
laboratory sciences. (PLO5)
6. Communicate, dialogue and present a scientific material by presenting an
oral presentation. (PLO4)
7. Attend and contribute in biomedical sciences activities internally and
externally. (PLO4,9)
8. Critically evaluate and analyze two professional journals based on
instructions given.
9. Develop skills in the interpretation of biochemical data used in the
investigation and diagnosis of disease, through interpreting case study.
(PLO5, 6)
10. Maintain strong professional principles and morals. (PLO8).
Dr Elham Sharif
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Endocrinology (BIOM463) Course Syllabus
Qatar University
College of Arts and Sciences
Health Sciences department
Mapping program outcomes, course outcomes and assessments
Program learning
outcomes PLOs
1-Demonstrate
conceptual
knowledge in
biomedical field
Course objectives
Course outcomes
Acquire
knowledge
related to the major
hormones released from
the
hypothalamus,
pituitary, and target
gland/organ that are
clinically important in
regard
to
thyroid,
adrenal, and reproductive
function.
Recognize the major hormones
released
from
the
hypothalamus, pituitary, and
target gland/organ that are
clinically important in regard to
thyroid,
adrenal,
and
reproductive function.
Assessment
activities
Exam
Case studies
Problem based
Tutorial sessions
Assessment
tools
Rubric
Exam
Case studies
Problem based
Tutorial sessions
Rubric
Demonstrate an understanding
of the principles of hormonal
control
Discuss and illustrate the
functioning of the
hypothalamuspituitary axis.
Develop an understanding of
how the positive and negative
feedback mechanisms control
hormone concentration in the
peripheral circulation.
Identify the physiology,
principle
of
measurement, reference
ranges
and
clinical
correlations of chemical
constituents of the blood.
Recognize and/or describe the
biological functions of the
major
thyroid, adrenal, and
reproductive hormones.
Summarize
the
expected
laboratory findings in regard to
thyroid,
adrenal,
and
reproductive disorders.
2-Perform basic
laboratory
techniques in
biomedical labs.
3-Comply with
safety regulations
and universal
precaution
N/A
N/A
N/A
N/A
4-Communicate
effectively with
colleagues and
clients.
Enhance communication
skills, by presenting
topics orally .
Effectively
communicate
information about hormones in
both oral and written form.
Oral presentation
Problem based
Tutorials
Rubric
Integrate patient data
evaluation of validity
laboratory test results.
Exam
Case studies
Problem based
Tutorial sessions
Rubric
5-Solve Problems
related to test results
discrepancies
Dr Elham Sharif
Develop student skills in
teamwork, problem
solving, communicating
with peers, making
presentations,
independent
learning,
data analysis and report
writing.
Encourage
critical
thinking through a series
of
tutorial
sessions,
which
involve
N/A
N/A
6
for
of
Endocrinology (BIOM463) Course Syllabus
interpretation
patient’s data.
of
the
Describe
modern
information technology
related to the laboratory
testing
strategies
including
techniques
such as immunoassay
and dynamic testing, and
screening
and
confirmatory protocols
Critically analyze information
on hormones, including analysis
of the effectiveness of methods,
the interpretation of data, and
the appropriateness of the
conclusions
Recommend and/or choose the
laboratory testing strategies
including techniques such as
immunoassay and dynamic
testing, and screening and
confirmatory protocols.
Develop the ability to
Critically evaluate, analyze &
analyze case histories of
interpret
patients
patients with clinical endocrine
with
clinical
case
histories
of
endocrine disorders.
disorders.
Demonstrates common
error
in
data
interpretation in clinical
laboratory sciences.
Find methods of solving
common
errors
in
data
interpretation
in
clinical
laboratory sciences. (PLO5)
6- Integrate patient
data for evaluation
of validity of
laboratory test
results
7 – Apply computer
technology in clinical
lab data processing,
data reporting and
information retrieval
8 – Maintain strong
professional ethics
N/A
Show professional
behaviour and receives
criticism graciously
Maintain strong professional
principles and morals
9 – Adjust effectively
in team working.
Develop
communication skills
in the presentation of
scientific material via
oral presentation
Adjust efficiently in team
working
N/A
9 – Conduct research
related to biomedical
sciences.
N/A
11 – Maintain
positive attitude
toward life long
learning in the
biomedical field
N/A
Dr Elham Sharif
Lab behaviour
Class
Participation
Problem based
tutorial
Rubric
Problem based
tutorial
7
Rubric
Endocrinology (BIOM463) Course Syllabus
Specific objectives & Learning Outcomes
1.Pituitary & hypothalamus:
Upon completion of this chapter, the student should be able to:
ƒ Applies knowledge of the functions of the anterior and posterior pituitary.
ƒ Demonstrate understanding of the anatomic relationship between the pituitary
and hypothalamus.
ƒ Understand the concept of open-loop negative feedback and relate this to the
function of the various hypothalamic-pituitary-endocrine target gland loops.
ƒ Check and assess the effects of pulsatility and cyclicity on the results of
hormone measurements.
ƒ Differentiate between tropic and direct effector in relationship to pituitary
hormones.
ƒ Assess test results by correlating laboratory data with the non-neoplastic causes
of prolactin elevation.
ƒ Compare and contrast the difference between primary and secondary endocrine
deficiency states.
ƒ Recognize the clinical features of the excess and deficiency states for growth
hormone, prolactin, and vasopressin.
ƒ Relate the physiology underlying the strategies used for screening and definitive
testing for suspected disorders of growth hormone.
2. Adrenal gland:
Upon completion of this chapter, the student should be able to:
ƒ Understand how the adrenal gland functions to maintain blood pressure,
potassium, and glucose homeostasis.
ƒ Describe steroid biosynthesis, regulation, and actions according to anatomic
location within the adrenal gland.
ƒ Differentiate between adrenal cortex disorders, namely Cushing’s
syndrome and Addison’s disease.
ƒ Differentiate the adrenal enzyme deficiencies and their blocking pathways in
establishing a diagnosis.
ƒ Understand the synthesis, storage, and metabolism of catecholamines.
ƒ Evaluate the laboratory data that are useful in the measurement and diagnosis
of pheochromocytoma.
ƒ Interpret the clinical findings associated with hypertension that suggest an
underlying adrenal etiology is causing high blood pressure.
ƒ Interpret and evaluate the appropriate laboratory tests to differentially diagnose
primary and secondary Cushing’s syndrome and Addison’s disease.
Dr Elham Sharif
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Endocrinology (BIOM463) Course Syllabus
3. Thyroid gland:
Upon completion of this chapter, the student should be able to:
ƒ Understand the hypothalamic-pituitary-thyroid axis and how it regulates thyroid
hormone production.
ƒ Applies knowledge of the principles of each thyroid function test discussed.
ƒ Correlate laboratory information with regard to suspected thyroid disorders,
given a patient’s clinical data.
ƒ Evaluate laboratory data to recognize and report the appropriate laboratory
thyroid function testing protocol to use to effectively evaluate or monitor
patients with suspected thyroid disease.
4. Parathyroid gland & calcium:
Upon completion of this chapter, the student should be able to:
ƒ Describe the endocrine and organ physiology of calcium metabolism.
ƒ Assess and interpret the laboratory data used to evaluate calcium disorders.
ƒ Apply the laboratory tools to clinical disease states of calcium metabolism.
5. The gonads:
Upon completion of this chapter, the student should be able to:
ƒ Differentiate between the hypothalamic-pituitary-ovarian and hypothalamicpituitary-testicular axes and how they regulate sex steroid and gonadotropin
hormone production.
ƒ Recognize the principles of each diagnostic test for pituitary-gonadal axes
dysfunction.
ƒ Correlate laboratory information with regard to suspected gonadal disorders,
given a patient’s clinical data.
ƒ Apply the appropriate laboratory testing protocol to effectively evaluate or
monitor patients with suspected gonadal disease.
Dr Elham Sharif
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Endocrinology (BIOM463) Course Syllabus
Content Distribution
Lecture Schedule
Week
1st week
14-16/2/2011
2nd week
21-23/2/11
3d week
28/2/11
2/3/11
4th week
7-9/3/11
Session 1
Sunday
Session 2
Tuesday
Introduction to the course Endocrine
syllabus
Hypothalamus
axis
Notes
system:
pituitary
Endocrine
Hypothalamus
axis
system: Anterior Pituitary Gland Pituitar
pituitary Hormonal action 1
y gland
Hypothalamic control
Quiz
Disorders
Anterior Pituitary Gland Posterior Pituitary Gland
2, Hormonal action
Hormonal action
Hypothalamic control
Hypothalamic
control,
Disorders
Disorders
Diagnosis of pituitary
disorders
Pituitary gland
Tutorial session
Chapter
Chapter/
blackboard
Chapter
blackboard
Chapter /
blackboard
Chapter/
blackboard
5th week
14-16/3/11
Midterm exam 1
14-3-2011
Disorders of the adrenal
cortex
Chapter/
blackboard
6th week
21-23/3/11
Adrenal gland
Disorders of the adrenal
Measurement of adrenal cortex cont
steroid hormones
Tutorial session
Chapter/
blackboard
7th week
28-30/3/11
Thyroid gland
Tests of thyroid function
Thyroid gland
Adrenal
Tests of thyroid function gland
II
Quiz
Chapter/
blackboard
Spring break
4/4/2011
Spring break
6/4/2011
Chapter/
blackboard
8th week
4-6/4/11
9th week
11-13/4/11
Thyroid gland
Tutorial session
10th week
18-20/4/11
The parathyroid gland
Disorders of calcium &
Calcium & phosphate magnesium metabolism
homoeostasis
cont’d
11th week
25-27/4/11
Parathyroid gland,
Tutorial session
Dr Elham Sharif
Midterm 2
13/4/11
The Gonads introduction Thyroid
Disorders
of
male &
gonadal function
parathy
roid
gland
Quiz
10
Chapter/
blackboard
Chapter/
blackboard
Endocrinology (BIOM463) Course Syllabus
12th week
2-4/5/11
Introduction to
gonadal function
13th week
9-11/5/11
Menopause & hormonal The Gonads
replacement
therapy, Tutorial session
gonad
14th week
16-18/5/11
Oral Presentation
& Literature
Critique
15th week
23-25/5/11
Immunoassay
16th week
female Disorders of female
gonadal function
Oral Presentation
& Literature
Critique
Revision
Final Exams
29/5-9/6/2011
Chapter/
blackboard
Male
Gonads
Quiz
Chapter/
blackboard
Last
day
Final Exams
29/5-9/6/2011
Exams dates:
Exam 1:
14/3/2011
Exam 2:
13/4/2011
Final exam:
?/6/2011
For quizzes dates look at the course timetable above.
Course work submission dates:
ƒ Problem Based Tutorials indicated in the table:
ƒ Case studies 10%:
o Case 1: 12 /3 /2011
o Case 2: 29/4 /2011
ƒ Individual Oral presentation & literature critique:
o Submission date: 16-18/5 /2011
ƒ Journal club: debate presentation:
o Submission date: 11/4 /2011
Dr Elham Sharif
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Chapter/
blackboard
Chapter/
blackboard
Endocrinology (BIOM463) Course Syllabus
Assessment Policy and Tools-Grading system
The grades will be assessed according to the table shown below;
90-100 %
85-89.9 %
80-84.9 %
75-79.9 %
70-74.9 %
64-69.9 %
60-64.9 %
59.9 %
A
B+
B
C+
C
D+
D
F
The breakdown of the points is shown in the table below:
Exams and Quizzes
80 %
Online Mid-term Exam 1
Online Mid-term Exam 2
Quizzes (4)
Online Final Exam
15 %
15 %
10 %
40 %
Activity & tasks
20 %
1. Journal club: Individual Oral presentation & literature
critique
2. Problem based Tutorial sessions (4): team work
5%
3. Case studies & data interpretation (2)
5%
4. Class participation (Demonstrates initiatives), team
discussion, professional behavior
2.5 %
5. Activities and/or community service, attendance &
tardies
Total
2.5 %
Dr Elham Sharif
12
5%
100 %
Endocrinology (BIOM463) Course Syllabus
Teaching methods:
1. Lectures:
This course will be delivered in discrete sections, following the subject areas outlined in
the syllabus. The lectures will utilize power point slides present in the blackboard and
the textbook provided. It is recommended that the student read the chapter before
appearing to the lecture session.
2. Problem based tutorials:
Each chapter is followed by a tutorial session, handouts for the tutorial session is
uploaded in the blackboard together with the chapter. Tutorials will use indicative lists
of questions to guide student learning. It is expected that the exercise will be completed
before the tutorial. Therefore, the tutorial will engage active discussion on individual and
group findings. Tutorial sessions and the problem based learing is a part of the final
exam assessment and therefore attendance at tutorials is strongly encouraged. Before the
tutorial, the student will have to prepare answers to the questions and be ready to discuss
their answers within small groups with the lecturer. The questions given with each case
study should be used to direct their reading and study.
3. Case studies
A defined cases is prepared and integrated within the lectures: by this will develop
analytic and problem solving skills, allowing for exploration of solutions for complex
issues and allowing student to apply new knowledge and skills. Case studies will be
used to provide the basis for the tutorial session following the lectures. Each case study
will develop a theme outlined in one of the core lectures. Each case study will be
followed by a number of questions directly relevant to that case. Also, there will be an
additional set of questions, which are more wide-ranging, designed to link together other
aspects of clinical chemistry with the case.
4. Literature Critique
The purpose of this task is teaching the students of how to critique a scientific
literature. This is to help the student think critically about scientific information and to
help familiarize them with the scientific method. The critiques will also give them
practice in how to read a scientific articles and Journals.
5. Interactive engagement (IE) methods: are much more effective than "traditional"
methods in promoting conceptual understanding of the course. Therefore the lecturer
will integrate dialogues during the tutorial sessions and encourage interactive teaching.
6. Video clips: are presented in beginning of most of the lectures, this is an
entertaining way of teaching content and raising issues, keeping group's attention,
looking professional and stimulating discussion.
7. e-Learning
This part include online components, which can be an assessed part of the course. A
virtual learning environment which is the Blackboard is used from day of class. The
students are able to study online using material created by the lecturer, download
Dr Elham Sharif
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Endocrinology (BIOM463) Course Syllabus
papers, articles and take online tests, or access relevant audio and video material.
8. Brainstorming:
Mainly a topic is selected, this is a listening exercise that allows creative thinking for
new ideas, encouraging full participation, draws on group's knowledge and
experience, moreover a spirit of congeniality is created.
9. Discussion board:
A question will be uploaded in the blackboard and the students will be encouraged to
dialogue about it.
10. Revision: game based questions
Teaching aids:
A variety of teaching aids is used:
1) Text books for theoretical section
2) Blackboard: course syllabus, lectures, PBT, announcements, assignments,
blog.
3) Electronic resources: Journals, articles, newsletters…etc
4) Handouts
5) Web sites indicated.
6) Video clips
7) Group discussions & Class participations
8) Interactive engagement during class
9) Problem based tutorials
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Endocrinology (BIOM463) Course Syllabus
Methods of students evaluation/ assessment:
This course is based on the theoretical section weighting of 100 % for the course
grade. In general, mid-terms and final exams are composed of multiple choice
questions (MCQ) or short answer questions (SAQ), or one of them. Exams will be
marked and the answers will be posted on the blackboard, and students have the right
to discuss their marks within a week, only incorrect or misinterpreted results will be
taken into consideration. Fixed examination dates are apparent on the lecture outline.
All Exams are submitted online, however quizzes are based on written method and it
will be based on complete long and short answers, labelling figures, true and false..
etc.
1. Online exams: demonstrating knowledge and understanding and showing the
ability to answer critical thinking and problem based questions in the 1st, 2nd
and 3d taxonomic level.
2. Quizzes: each quiz is 10 minutes, students is demonstrating knowledge and
understanding through recalling, describing, reporting, recounting,
recognizing, identifying, relating & interrelating) and answering written
exams.
3. Take home assignment
Students will also be required to evaluate and interpret two assignment that is
uploaded in the blackboard, calculations, problem solving and review of new
methodology should be evaluated. All assignments should be submitted online.
4. Problem based tutorials (in class assignments): after completing each
chapter, students will be asked to read the assignment at home and then work
in a group of 4-5 students to complete and answer the task during the class
period and generate a report.
5. Journal club: individual Oral presentation & literature critique: each
student will select two Journals related to the course content and will compare
and contrast between them and will present it orally, they should also give a
short critique based on information guide given by Dr Elham Sharif: the
students are evaluated based in a rubric.
6. Participation at community service or DHS activities, attendance and
tardies are evaluated: and assessed using a rubric based on the percentage of
participation.
7. External activities:
Include attending conferences or seminars; the student has to prove it.
Dr Elham Sharif
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Endocrinology (BIOM463) Course Syllabus
Learning activities and tasks:
1. Problem based tutorial: 5 %
The problem based learning tutorials (PBTs) will form a large part of
student study of endocrinology. These are designed not only to develop
their knowledge of endocrine physiology, but also to encourage the
development of self directed learning, teamwork, and communication and
presentation skills.
2. Journal club: individual Oral presentation & simple
literature critique: 5 %
3. Take home assignments (2): 5 %
4. Course work: 5%
i. Class participation (Demonstrates initiatives), team
discussion, and professional behavior: 2.5%.
ii. Activities and/or community service, Attendance & tardies
2.5%.
Dr Elham Sharif
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Endocrinology (BIOM463) Course Syllabus
Instructions for assignments
1. Journal club
Oral Presentation & Literature Critique
Submission date: 16-18/5/2011
Mark: 5 %
Article/Journal: Each student must select 2 reviewed papers of professional
journals (2008 onwards). The papers should be related to the course content and
should be agreed with Dr Elham. You will have to present it orally. Each student
should prepare 10 minutes oral presentation. The power point presentation must
include:
1. An Objective of the two papers
2. An Introduction and background of the two studies
3. An outline of the methods used in the two studies.
4. Results and data interpretation of the two studies.
5. Conclusion of the two studies
6. Your opinion on the study and to what extent its related to the
Endocrinology course
7. An evaluation and critique of the study, in terms of the strengths
and weaknesses of the paper
8. A short quiz
Writing critiques
The purpose of writing critiques is to help you think critically about scientific
information and to help familiarize yourself with the scientific method. The critiques
will also give you practice writing in a scientific manner. Critiques are not book
reports or simple reviews – they require critical assessments.
You critique should show evidence that you have:
• Read and understood the paper at an advanced level;
• Moved beyond the facts presented by critically evaluating the implications of the
results and the way in which the paper is written;
• Successfully expressed your ideas through clear and careful writing by relating the
paper finding to the material you have been provided in the course.
Critique structure
1. Your paper should open with a discussion of the main question(s) addressed by the
author and a description of the specific hypotheses she/he tested. You should also
include a couple of sentences describing the study system. If you do not believe that a
hypothesis was tested, then you might
state this investigation was a descriptive study designed to examine…(whatever
topic). In such a case, you could also criticize the fact that the authors did not propose
any specific hypotheses.
2. Give a brief description of the methods used to address the questions or hypotheses.
Comment on the methods used, addressing some of the following questions: Does the
system seem especially well-suited for examining the phenomena studied? Were the
Dr Elham Sharif
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Endocrinology (BIOM463) Course Syllabus
methods, in some way, unique or especially interesting? Or, were they standard fare,
as far as you can tell? Do you see any problems or shortcomings in the methods?
3. Did the provided data answer the questions that the authors set forth? Was the
presentation of the data (figures or tables) clear and convincing? Can you see any
obvious problems or inconsistencies with the way the data were analyzed or
interpreted?
4. Comment on your opinions of the conclusions. For example, you could state
whether or not you agree with them. Or, were they surprising? Confusing? boring? Do
they suggest that further work in the area might be fruitful? Do they give a new
explanation for previously observed phenomena?
5. Are the results able to be generalized to other systems? Do the authors make any
attempt to link their work to that of others in their field? (This should come out in the
Discussion section). Do their results have larger implications (e.g. conservation,
economic, cultural?)
6. Comment on your opinion of the writing in the article. Is the paper hard to follow?
Poorly organized? A pleasure to read?
Don’t forget
• Citation format: You do need to cite the article you are writing about, but
please mention both the title and the authors of the paper in the introductory
slide of your critique.
• Quotations: Do not quote directly from the paper. Always use your own words
to paraphrase the researchers’ methods or findings. In fact, direct copying of
the author’s prose (without acknowledgement) is plagiarism.
• Tone: Although this is, in many ways, a creative assignment, it should not be
written in a conversational or otherwise informal manner.
• Avoid commenting on whether or not you enjoyed the paper or found it to be
well-written; stick to the science unless there is some specific problem with
the writing style.
• Do comment on the value of the work. The work should be valuable (if it is
published in a peer-reviewed journal). Discuss the value both to the specific
research area and how the work may be of generalized importance.
• The critique should be written in paragraph form. The length of the critique
does not reflect the quality. The critique should be typed and include a title
page. Students may be required to include a complete copy of the original
article.
• Although it is important to summarize aspects of the paper, the most important
part of the critique is your analysis of the scientific merit of the work
(methods, results, and conclusions) and the generality or scientific importance
of the findings.
As you read the paper, consider the following points:
•
•
•
•
•
•
What problem is the investigator examining?
What previous work led up to this study?
What hypotheses did the author devise prior to performing the study?
What experimental methods did the investigator choose to employ?
Were alternative methods ruled out as inappropriate?
What controls did the investigator use?
Dr Elham Sharif
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Endocrinology (BIOM463) Course Syllabus
•
•
•
•
•
What results did the investigator obtain? How did he/she present the results
(graphs/tables)?
Did the investigator accept, reject, or modify his/her initial hypothesis(es)
based on his/her results?
Are the investigator's conclusions valid given the results?
In the discussion, how did the author relate his/her finding to previous work?
What future studies are suggested by these findings (either by the author or by
you)?.
Please select two journals related to one of the following topics:
1. Cushing’s syndrome
2. Addison’s disease
3. PCOS
4. Vitamin D deficiency
5. Acromegaly
6. Dwarfism
7. Diabetes insipidus
8. Diabetes milletus
9. Pheochromocytoma
10. Graves disease
11. Hashimotos’s thyroiditis
12. Prolactinoma
13. Congenital adrenal hyperplasia
14. Premature ovarian failure
15. Congenital Hypothyroidism (cretinism)
Do not forget to include a complete copy of the original article you
used and upload it at the blackboard.
Dr Elham Sharif
19
Endocrinology (BIOM463) Course Syllabus
2. Instructions for Problem based tutorial sessions PBT
ƒ Introduction
Problem based learning provides an opportunity for you, working in a group with
others, to determine what you need to know in order to solve a given problem. Dr
Elham will be present in the class and you are to print and bring Tutorial handouts
which are uploaded in the blackboard previously by Dr Elham with information
relating to a clinical problem. The role of Dr Elham is to maintain and/or provide
direction for the group discussion, but not to lead the discussion and not give answers
to the questions outline with the clinical problem. Each group will have
approximately 4 students. Strategy for how individuals within the group should work
together will be discussed and determined by group members with guidance from the
Dr Elham. Throughout the group discussions notes relevant information extracted
from the information provided, and from the group discussion, under the following
three headings:
1) Known Information: A summary of the important facts related to the clinical
problem.
2) Hypotheses: Possible hypotheses generated from the summarized information and
the group discussion.
3) Learning Objectives: During the group discussion you set Learning Objectives, a
list of topics/questions, which will require further investigation and later reporting to
the group. This is the most important part of the exercise. At the end of the first
session for each PBL case the Dr Elham divides the list of topics/questions among the
group. Each student researches a learning topic and the following week presents the
information they have researched to their group.
This entire process aims to help you not only improve your understanding of
endocrine system, but also to research scientific information and communicate it to
your group and Dr Elham in written and oral format. Furthermore, to critically
analyse and report on experimental data in the light of current information within the
literature. In addition, you are conducting a focused literature search on a topic related
to Endocrine system.
ƒ PBT presentations – how to minimise your group’s workload!
These PBT presentations will perhaps occupy the majority of the time away from
class that you allocate to the first part of the course. You must keep in mind that you
will come away from each PBL session with information from the four students in
your group. PBT content is assessed in the exam and so you need to make sure that
you are providing each other with effective study materials.
Think about how effective your handout will be as a study guide for the rest of the
group. Once it is written, read through it and take out any unnecessary information.
At the first PBT session, discuss with your group what rules you want to establish for
giving presentations. These rules should be revised after the first round of
presentations if necessary. Start with the following basics:
Dr Elham Sharif
20
Endocrinology (BIOM463) Course Syllabus
ƒ Basic rules for PBT presentations
An exact five minute time limit (shorter if possible – remember that questions take
extra time and that you need to get through ~4-5 presentations in 25 minutes).
1. Limit each presentation to 4 slides.
2. Limit handouts to a maximum of one page of text (diagrams can be extra if
necessary).
3. A brief reference list is essential. Underline any references you found particularly
informative and which would be useful for the rest of the group to study from.
ƒ Assessment Criteria for Problem Based Learning Classes
There are two major components in the assessment of the PBL classes:
1) Class interaction. For these sessions to work well, all members of the group need
to participate in the discussion to the best of their ability. Dr Elham will assess
individuals on their participation in the group discussion of the topic. This
assessment will take into consideration the contribution of the individual to group
dynamics e.g. courtesy, equality, respect for the opinions of others, real interest in the
learning process. If you are not used to working in a group and find this process
scary, remember that making an effective contribution to the group can be something
as simple as taking the initiative to read the information sheet out loud for the rest of
the group, or asking somebody to repeat something that you did not understand.
2) Reporting. The second part of the assessment involves the reporting back and
discussion of the Learning Objectives, which were allocated in the previous session.
The emphasis of the assessment of this component is on how you present the
information, and your ability to answer
questions on your topic.
Dr Elham Sharif
21
Endocrinology (BIOM463) Course Syllabus
Assessment Criteria for Problem Based Learning Classes
Class Interaction
Standard
Score
(2.5%)
Required Performance
Very Poor
0-1
-
no participation in class discussion
Poor
2
-
only participated when directed by facilitator/tutor
Adequate
3
-
participated in discussion only when directed by other
group members
Good
4
-
voluntarily contributed to the group discussion
Very Good
5-
5
- initiated and participated in the group discussion.
- allowed other members of the group to contribute
Reporting – Presentation
Standard
Score
(2.5%)
Very Poor
0-1
Poor
2
Adequate
3
Good
4
Very Good
5
Required Performance
-
no research or preparation on allocated topic
- topic clearly not researched
- explanation unclear
- no understanding of the specific topic
- topic researched and explained clearly
- showed some understanding of the specific topic
-
topic researched thoroughly
clear and concise presentation
had a clear understanding of the specific topic
topic researched thoroughly
clear and concise presentation
had a clear understanding of the specific topic
able to relate their topic to the whole assignment
ƒ How is problem based tutorials assessed in the exam?
You are not expected to have an complicated knowledge of all of the material covered
during each PBL class for the midsession exam. Then again you should be able to
demonstrate a general understanding of the learning objectives outlined in each PBT,
and be able to describe the physiology underlying each PBT case. In keeping with
this, assessment of problem based learning in the exam will be mostly by short answer
questions, allowing you to demonstrate a extensive understanding of the area, rather
than by MCQs, which tend to assess specific aspects of your knowledge.
Dr Elham Sharif
22
Endocrinology (BIOM463) Course Syllabus
Instructions for students and Course Regulations
Guidelines for Studying
For students to get the maximum of the course learning, use the:
1. Lectures uploaded in the blackboard
2. Look for updates
3. Problem based leanings in class discussions
4. You have 10 minutes at the end of each lectures to ask questions to the
instructor
5. Use the video link uploaded for you in the blackboard
6. Use the extra articles uploaded for you in the blackboard
7. Come and ask during the office hours
8. The syllabus indicates reference books and journals
9. QU library
10. Do your assignments as soon as possible and do not wait until last
minute to ask for clarifications.
11. Instruction for assignments are made clear in the syllabus
Classroom Discipline
The use of mobile telephones inside the classroom is NOT
allowed. In the incidence of student using blackberry or mobile
phone during the lecture, the student will be asked to leave the
class.
Any student disciplinary issues, which may arise, will be referred to the head of the
Department.
It is expected that students will be prepared for instruction by having appropriate
writing tool, textbook, handouts, and/or paper ready for taking notes or referring to
their text.
Student Responsibilities and Attendance Policies and Procedures
Class: A. Importance of Attending Class
•
•
•
Class attendance is compulsory. In accordance with University regulations, a
student’s absence cannot exceed 25% of the total number (entire semester) of
class meetings. If your absence rate exceeds 25%, including both excused and
unexcused absences, you will NOT be allowed to take the final examination
and will receive an ‘F barred’ grade for the course.
Students shall be aware that active and informed participation in class is
essential to the development of intellectual abilities and scholarly growth.
Students must also recognize the importance, for both the present and future,
of achieving an academic record that reflects their intellectual ability. Such
records are rarely achieved without regular attendance and participation in
class activities. Attendance will be taken.
Dr Elham Sharif
23
Endocrinology (BIOM463) Course Syllabus
Class: B Tardies
• Students are intended to be on time (3 late class arrivals will be counted as 1
class absence) in class attendance.
• Students are expected to behave in an adult and professional way.
• Three late attendances to class will result in a 1 point (1%) subtraction from
the Final course grade/mark. Four (4) late attendances will result in a 2%
deduction and so on.
Class: C. Student Responsibility for Missed Material
• Students are responsible for all material presented and announcements made in
class, regardless of attendance. It is the student’s responsibility to obtain
materials and assignments if absent.
• Students are responsible to frequently check the course site on Blackboard for
handouts and other documents. Failure to do this required task will result in
grade deductions. The exact policy will be communicated to separately.
Class: D. Unit Examinations
• Examinations should only be missed in justifying circumstances with
approval of the instructor.
• A student who misses an exam will be required to bring a medical excuse to
make up the exam on the next day of lecture, otherwise the exam will not be
repeated. Contact the instructor prior to the next lecture day to make
arrangements to take the exam.
• A student who misses an exam, without instructor approval, will have ten
percent (10%) deducted from the grade achieved on the exam.
Class: E. Class Behaviour
• Once class has started, the instructor has the right not to admit students into
lecture.
• Students will be dismissed from class for any inappropriate behaviour.
• Food is not permitted during class hours.
• In between chit chatting is prohibited, and any kind of interference during the
lecture is not accepted.
• During class please refrain from conversing with other students, at any interval
in which the Professor or another student is replying.
• Exclusive attention must be a priority which concludes that non-academics
activities and distractions must be abstained.
• Disrespectful behaviour will not be tolerated at any cost. For that reason the
professor obtains the right to dismiss student from class if any non-academic
behaviour is observed.
• Only in an emergency event will the student be permitted to leave the class.
• Interruption during the lecture is unfavourable unless there is an urgent need.
• Open discussion regarding the subject is encouraged after the completion of
the lecture.
„
Course assignments should be worked independently unless
otherwise communicated.
Dr Elham Sharif
24
Endocrinology (BIOM463) Course Syllabus
„
Course assignments should be submitted in an organized format as directed
and any late assignments will be penalized.
Plagiarism (Academic Dishonesty)
ƒ
All students are expected to turn in work that is their own. Any attempt to
pass off another's work as your own will constitute an "F" in the entire
course unless it is communicated as acceptable to work as a group.
ƒ Using part of, or the entire work, prepared by another or turning in a
homework assignment prepared by another student or party are examples
of plagiarism.
ƒ You may discuss assignments and projects with each other, but you should
do the work yourself. In the case of group projects, you will be expected to
do your share of the work. If you use someone else's words or ideas, you
must cite your sources.
ƒ In the circumstances of student caught cheating or suspected of cheating
during an online examination, the student(s) will be required to repeat the
exam in writing. In the case of student refusal the instructor has the right to
give (F) to the student according to the university roles and regulation and
refer the case to the dean.
Plagiarism is considered a serious academic offence and can result in your work losing marks
or being failed. QU expects its students to adopt and abide by the highest standards of conduct
in their interaction with their professors, peers, and the wider University community. As such,
a student is expected not to engage in behaviours that compromise his/her own integrity as
well as that of QU. You may discuss assignments and projects with each other, but you
should do the work yourself. In the case of group projects, you will be expected to do your
share of the work. If you use someone else's words or ideas, you must cite your sources.
Plagiarism includes the following examples and it applies to all student assignments or
submitted work:
•
Use of the work, ideas, images or words of someone else without his/her
permission.
•
Copying and/or pasting 5 or more words from the internet or any other
publication without using a referenced quotation is considered plagiarism
•
•
Misrepresentation of the sources that were used.
For further information see: http://www.plagiarism.org/
The instructor has the right to fail the coursework or deduct marks
where plagiarism is detected
Dr Elham Sharif
25
Endocrinology (BIOM463) Course Syllabus
Clinical Chemistry Books & additional resources:
The course textbook:
Bishop., ML, Fody., E.P. Schoeff, LE , Clinical Chemistry:
Techniques, Principles, Correlations (Bishop, Clinical Chemistry) ISBN:
978-0781790451, Publisher: Lippincott Williams & Wilkins; Sixth
Edition edition, 2010.
Other books used for the course materials:
Marshall, W.J., Bangert, S.K.; Clinical Chemistry 6th edition, ISBN 0-7234-3328-3
-Publisher: Mosby, Release date: 2008.
Christenson, R.H., Gregory, L.C., Johnson, L.J. (2001). APPLETON & LANGES
OUTLINE REVIEW CLINICAL CHEMISTRY, ISBN 0070318476, Publisher:
McGraw Hill Companies..
Sam, A., Meeran, K. Lecture Notes Endocrinology and Diabetes, ISBN: 978-1-40515345-4, Wiley-Blackwell. Release date:2009.
Tietz, N.W.; Fundamentals of Clinical Chemistry. ISBN 0721688624 - Publisher:
Saunders - Release date: 1986.
Luxton, R.; Biomedical Sciences Explained – Clinical Biochemistry. ISBN
0750628782 - Publisher: Arnold Publishers - Release date: 1999.
Whitby, L.G., Smith, A.F., Beckett, G.J. and Walker, S.W.; Lecture Notes on
Clinical Biochemistry. ISBN 0632048344 - Publisher: Blackwell Science (UK) Release date: 1998.
Journals
•
•
•
•
•
•
•
Annals of Clinical Biochemistry
British Medical Journal
Clinical Chemistry
Journal of Endocrinology
The Lancet
New England Journal of Medicine
Biochemistry Online
Online sources:
Endotext.org:
http://www.mdtext.com/diabetes/diabetes1/diabetesframe1.htm is the web-based
source of information on endocrine disease directed to physicians around the world
caring for patients with these problems. It is comprehensive, authoritative, constantly
up-dated, and available without cost. This site covers the broad area of Clinical
Endocrinology, emphasizing clinical endocrine practice, including the most current
information on the manifestations of endocrine disease, diagnosis and treatment.
International Federation of Clinical Chemistry and Laboratory Medicine:
http://www.ifcc.org/ifcc.asp
Association of Clinical Biochemists: http://www.acb.org.uk/
The Royal Collage of Pathologists: http://www.rcpath.org/
American Association of Clinical Chemists: http://www.aacc.org/.
Lab tests online: www.labtestsonline.org
http://emedicine.medscape.com/endocrinology
Dr Elham Sharif
26
Endocrinology (BIOM463) Course Syllabus
Appendices
1. Activity & Course Participation Rubric*
Total Score (5 %)
Student Name:________________________________
Criteria
Demonstrates
initiative.
Professional
behavior
Dr Elham Sharif
Excellent
(5 points)
Always participates in
class discussions, asks
questions, and
recognizes tasks that
need to be performed and
completes them.
Receives criticism graciously,
attempts
to
integrate
feedback,
and
provides
purposeful rational for design
choices.
Quality
Satisfactory
(3.5 points)
Good
(4 points)
Often participates in
class
discussions, asks
questions, and
recognizes tasks that
need
to
be
performed and
completes them.
Receives criticism
graciously.
27
Seldom participates in class
discussions, asks questions,
or recognizes tasks that need
to be performed and
completes them.
Has
difficulty
receiving
criticism or makes little
or no attempt at
integrating
critical
feedback from peers
and faculty.
Needs Improvement
(2 points)
Does not participate in
class discussions, ask
questions,
or
demonstrate
initiative.
Frequently defensive and/or
combative
while
receiving feedback.
Score
Endocrinology (BIOM463) Course Syllabus
Tardies
Always arrives to class on
time, attends the entire
class session, and
promptly notifies the
instructor regarding absences
No unexcused absences.
Attendance
Participation at
DHS activities and
community service
More than three participate at
DHS activities and/or
community service
Often arrives to
class on
time, attends the
entire
class session, and
promptly notifies the
instructor regarding
absences.
Rare (1 or 2)
unexcused absence.
Seldom arrives to class on time,
attends the entire class session,
or notifies the instructor
regarding absences.
Few (3 or 4) absences.
> Two participate > One participate at DHS
at DHS activities activities and/or community
and/or community service
service
Demonstrates initiative & Professional behavior: 2.5 %
Tardies, Attendance and Participation at DHS activities and community service: 2.5 %
Dr Elham Sharif
28
Does not arrive to class on
time, attend the entire class
session, or notify the instructor
regarding absences.
More than 4 absences.
One participate at DHS
activities and/or community
service
Endocrinology (BIOM463) Course Syllabus
2. Rubric for Journal club: oral Presentation & literature critique
Student Name:
Element
Organization
Excellent (3)
Satisfactory (2)
ƒ There is a logical sequence of
information.
ƒ Title slide and closing slide are
included appropriately.
ƒ There is some logical
sequence of information.
ƒ Title slide and closing slides
are included.
ƒ There is little or no logical
sequence of information.
ƒ Title slide and/ or closing slides
are not included.
ƒ Presentation is attractive and
appealing to viewers.
ƒ Presentation is somewhat
appealing to viewers.
ƒ Little to no attempt has been
made to make presentation
appealing to viewers.
Slide Design
(text, colours,
background,
illustrations, size,
titles, subtitles)
Content
Language
Dr Elham Sharif
Total Score (5 %):
Needs Improvement (1)
ƒ Presentation covers topic
completely and in depth.
ƒ Information is clear,
appropriate, and accurate.
ƒ
Spelling, grammar, usage,
and punctuation are accurate
ƒ
Fluent and effective
ƒ Presentation includes some
essential information.
ƒ Some information is
somewhat confusing,
incorrect, or flawed.
ƒ
There are minor problems
in spelling, grammar, usage,
and/or punctuation.
29
ƒ Presentation includes little
essential information.
ƒ Information is confusing,
inaccurate, or flawed.
ƒ There are persistent errors in
spelling, grammar, usage,
and/or punctuation.
ƒ Less or not fluent and effective.
Points
Endocrinology (BIOM463) Course Syllabus
Delivery &
Interaction
Voice
Eye contact
Communication
and answers to
questions
Critique of the
paper
Quiz
Dr Elham Sharif
ƒ Ideas were communicated with
enthusiasm, proper voice
projection and clear delivery.
ƒ There were sufficient use of
other non-verbal
communication skills.
ƒ Appropriate delivery pace was
used
ƒ There was some difficulty
communicating ideas due to
voice projection, lack of
preparation, incomplete work.
ƒ Insufficient use of non-verbal
communication skills.
ƒ Delivery pace is somewhat
appropriate
ƒ There was sufficient eye contact
with audience.
Insufficient eye contact.
ƒ Answers to questions are
coherent and complete.
Most answers to questions are
coherent and complete.
ƒ There was great difficulty
communicating ideas due to
poor voice projection, lack of
preparation, incomplete work.
No use of non verbal
communication skills.
ƒ Inappropriate delivery pace was
used
ƒ Little or no eye contact.
ƒ Answers to questions are
neither coherent nor complete.
ƒ In depth analysis of the paper
ƒ Sufficient analysis
ƒ Shallow simple critique
ƒ Available efficiently
ƒ Available
ƒ None
30