برنامج الطب البشري

حول البرنامج

The mission of Nahda College’s medical programme is to prepare physicians who would be able to meet and respond to the changing health care needs and expectations of the Sudanese Community and the international community at large. We also exist to serve our community and contribute the knowledge of generation through the engagement in research activities.

Despite the fact that there is a number of medical schools in Sudan and graduated a reasonable number of doctors annually, there is still need for new schools to contribute towards the filling of the huge gap that exists between the number of doctors needed and the numbers that graduate especially that the process of brain drain is continuing. Moreover, the establishment of new schools that offer programs & opportunities that produce high quality competent doctors is still a necessity.

Outline
The MBBS degree is offered after successful completion of a 5 years/ 10 semesters programme. The first semester covers the general sciences plus some additional courses required by the college and Sudan’s Ministry of Higher Education. Over the following semesters, the student will acquire the essential knowledge in the basic medical sciences and build up the clinical skills and attitudes needed for safe practice.
We use both formative as well as assumptive assessment methods in all of our courses.

Key features of our curriculum

  • An explicit statement of the outcomes expected of students at each stage
  • A core curriculum with student-selected components
  • The layered design for acquisition of knowledge to enhance learning.
  • a framework of over one hundred core clinical problems to develop reflective practice
  • a range of educational strategies, including elements of task-based and problem-oriented learning, community-based learning, and approaches to teaching and learning that encourage the students to take increasingly more responsibility for their own learning
  • an “assessment to a standard” approach which emphasizes the overall outcomes of the curriculum and which uses a range of methods including computer-based & online examinations, OSCE (Objective Structured Clinical Examination) and portfolio assessment
  • Students are encouraged to develop a partnership approach to their learning for professional practice. Students and staff, as active stakeholders, have an important role to play in the continuing development of the curriculum. Learning Resources
    The following learning resources are going to be made available for the students:
    A library with the recommended textbooks & periodicals in the various disciplines of Medicine.
    2. A computer lab with a digital library containing books, CDs, multimedia resources and an internet connection to the relevant online resources
    3. Laboratories including clinical skills labs
    4. Teaching hospitals & PHC facilities

منسق البرنامج

Dr.Ibrahim Balla Ibrahim Elhassan

Assistant Professor of oncology and Health Professions Education

Consultant in Health Professions Education

 

Qualifications:

Dr.Ibrahim Balla Ibrahim Elhassan

Assistant Professor of oncology and Health Professions Education

Consultant in Health Professions Education

Personal Statement

To achieve success, we have to identify the key allies, stakeholders and partners and remain focused, passionate, committed and always work hard. I believe that shared vision, mission and partnership with thoughtful, committed people can significantly change the world towards a better life.

 

Biography

Dr. Ibrahim Balla is a Qualified Health Professions Educationalist with more than 20 years’ Experience in Medical Education, Leadership in Higher Education & Academic Management including

(Undergraduate and Postgraduate Programs managements, Accreditation, Educational Development Center Management, Skills lab Management, Academic Affairs Management, Simulations Program Development, Strategic Planning, Curriculum Development, Continuing Professional Development CPD). Also has 7+ years’ Experience in oncology (Clinical, Teaching and administrative).

Membership in Professional Societies and Organizations

 

National

  • Member of Sudanese Oncology Society (S.O.S).
  • Member of Sudan Association of Medical Education (SAME)

International

  • Member of the Association for Medical Education in Europe (AMEE).
  • Member of the European Society of Medical Oncology (ESMO).
  • Member of WHO-(GHWN) Medical Education Hub.
  • Member of the African Forum for Research & Education in Health (AFREhealth).
  • Member of WHO-Global Health Workforce Network (GHWN).

Current Position

Acting Dean, Medicine Program,   Nahda College, Khartoum, Sudan.  Sep  2021 – Present

Previous Positions

  • Director, Educational Development Center (EDC) Nahda College, Khartoum, Sudan. July  2021 – Sep. 2022

 

 

  • Deputy Dean, Medicine Program, Nahda College, Khartoum, Sudan. July 2021 – Sep. 2021
  • Deputy Academic Secretary, Sudan Medical Specialization Board (SMSB). Sept 2018 – July 2021
  •  Deputy Director, Educational Development Center (EDC), Sudan Medical Specialization Board, Sudan. 2017 – 2018
  •  Director, Training and Development Department (EDC), Sudan Medical Specialization Board, Sudan. 2016 – 2017
  • Founding Medical Director, Khartoum Breast Care Centre. Sudan2010 – 2012  
  • Assistant General Manager, Prime Health for Medical Insurance, 2009 – 2010 
  • Medical Director, Prime Health for Medical Insurance, Sudan 2008 – 2009 
  • Supervisor, Clinical Skills Lab, Faculty of Medicine, University of Medical Sciences and Technology (UMST), Khartoum, Sudan. 2007 – 2008  
  • Supervisor, Emergency Department, Alsafa Hospital, Khartoum, Sudan. 2006 – 2007  
  • Medical Director, Emergency Department, Bashair Teaching hospital. Khartoum. 2004 – 2005
  • Coordinator, Sudan Health System Evaluation Project, Federal Ministry of Health. Sudan 2003 – 2004

 

Achievements:

  • Nahda college graduates from medicine program allowed to sit for USA and Canadian licencing medical exams starting from 2022.
  • Support in building the capacity of SMSB-Councils staff in monitoring, evaluation and assessments.
  • Assist in building a strategic relation between SMSB and (Royal college of physician and surgeon Canada-Royal college of physicians of Ireland –College of physicians and Surgeons of Pakistan)
  • Facilitate in offering hands-on training courses to SMSB residents in (BLS-ALS-ATLS-ETC-APLS-BSS-STEPS-ALSO).
  • SMSB-EDC activities in (hands-on training courses- curriculum review and development, research training, quality assurance, accreditation of training sites, educational planning and assessment) increased from only 200 to 1500 in 2 years’ time.
  • Assisting the SMSB specialty Councils in accrediting the training sites.
  • Assist in establishing new specialty programs at SMSB (15 new subspecialties).
  • Review of existing SMSB curricula though SMSB-EDC (changed from hospital based to competency based curricula) between 206-2018).
  • The number of local SMSB examination center increased from (4) to (10) while the regional from only 1 (KSA) to 11 in (KSA-UAE-Oman-Arteria-Qatar-South Sudan).
  • Facilitate the contribution of 65 external examiners in final SMSB-MD exam from (USA-Canada -UK-Ireland-India-Malaysia-Pakistan-Kingdom of Saudi Arabia- Jordan-Oman-United Arab Emirates-Qatar-Egypt-South Africa-Nigeria) between 2018-2021.
  • The number of SMSB entry-exam applicants increased from (4839 in 2016) to (9146 in 2019).
  • Marking of SMSB examination sheets changed from manual to electronic in 2017.
  • SMSB entry exam format changed from paper to online in 2021.
  • SMSB registration process for residents changed from paper to electronic 2017.
  • SMSB examination result release changed to online secure format in 2020.
  • Assis in establishing the first postgraduate program at university of Somalia in 2018.

Previous Committees

  • Convener Sudan Medical Specialization Board –(SMSB) -Entry Exam Committee) 2016 -2021
  • Deputy Chair (SMSB-Scientific Fund Committee) 2016 -2018
  • Deputy Chair (SMSB-Projects Committee) 2017 -2018
  • Member (SMSB-Consultative Council) 2017 -2021
  • Member (SMSB-Central Assessment Committee – CAC) 2017 -2021
  • Member (SMSB-Simulation Program Committee) 2016 -2021
  • Member (SMSB-Standard Operations Procedures Committee) 2017 -2019
  • Member (SMSB-Strategic Plan Committee) 2017 -2018
  • Member (SMSB-Central Curricula Committee-CCC) 2016 -2019
  • Member (SMSB & Irish Training Program Committee IMGTP) 2016 -2018
  • Member (SMSB-Training Sites Committee) 2016 – 2017
  • Member (SMSB-Learning Management System Committee) 2016 – 2017
  • Member (SMSB & University of Leeds, Clinical Leadership Program Committee) 2016 -2018
  • Member (SMSB-Sudanese Diaspora Program Committee) 2016 -2017
  • Member (SMSB & University of Maryland -Trauma Program Committee -STEPS) 2016 -2018
  • Member (SMSB & European Resuscitation CouncilTrauma Program Committee -ERC) 2016 -2018

 

Education

  • MSc in Health Professions Education (MHPE), Sudan Medical Specialization Board (SMSB-Sudan) (2022).
  • Postgraduate Diploma (PGDip) in Health Professions Education, (SMSB-Sudan) (2020).
  • Postgraduate Certificate (PGCert) in Health Professions Education, (SMSB-Sudan) (2019).
  • PG certificate in colorectal cancer, (Harvard Medical School) USA (2015).
  • PG certificate in Breast cancer, (Harvard Medical School) USA (2015).
  • MSc in Clinical Oncology, (Cairo University-Egypt) (2015).
  • GCP in clinical trials certificate, Roche, Cairo, (2014)
  • Postgraduate Diploma (PGDip) in Research Methodology & statistics, (UMST- Sudan) (2008).
  • Sudan Medical Council, Full Registration (2004).
  • MBBS, Faculty of Medicine, University of Medical Sciences &Technology (UMST), Sudan. (2001).

Professional Experience in Health Professions Education

  • Director, Educational Development Center, (EDC) Nahda College, Khartoum, Sudan. (Current Employment). (Private college founded in 2014 – 14 medical and non-medical Programs in the college).
  • Deputy Academic Secretary, Sudan Medical Specialization Board (SMSB) coordinating the higher examination committee, examination bank department and certificates & verification department.
  • The Sudan Medical Specialization Board (SMSB) was established in 1995, it is the sole Professional postgraduate training body in Sudan mandated to manage and deliver medical and health specialty programs in the country.
  • Deputy Chair (SMSB-Simulation Program Committee) which is a collaborative project between SMSB and Royal College of Physicians and Surgeon -Canada.
  • Deputy Director, Educational Development Center (EDC), Sudan Medical Specialization Board (SMSB) supervising the following departments.
  • (Clinical Skills Lab), (Training & Development Department), (Research & Publication Department), (Curricula & Program Department), (Quality & Accreditation Department).
  • Member of Sudanese Medical Education Expert Team (MEET), which is a group of experienced health professions educators, with diverse backgrounds, skills, and qualifications. The group is headed by Professor Bashir Hamad, (MEET) has been supervising the first medical post-graduate program in (Republic of Somalia since 2018).
  • Facilitator at health professions education diploma which is one of the Post graduate programs in Sudan Medical Specialization Board. (2017).
  • Facilitator and Presenter at the research methodology workshops regularly conducted at the EDC (2016-2018).
  • Supervisor, Clinical Skills Lab, Faculty of Medicine, University of Medical Sciences and Technology (UMST), Khartoum, Sudan. (2007-2009).
  • Teaching Assistant, Department of Physiology, Faculty of Medicine, University of Medical Sciences and Technology (UMST), Khartoum, Sudan. (2007-2009).
  • Teaching Assistant, Department of Physiology, Faculty of Dentistry, University of Medical Sciences and Technology (UMST), Khartoum, Sudan. (2007-2009).
  • Teaching Assistant, Department of Physiology, Faculty of Nursing, University of Medical Sciences and Technology (UMST), Khartoum, Sudan. (2007-2009).

Experience in Oncology

  • AlQasr El-ainy Oncology Center (NEMROCK) Cairo University (2012-2015).
  • This program is a three years’ residency training program

I was involved in Multidisciplinary meetings, Outpatient clinics, inpatient ward, clinical rounds, scientific meeting, and Radiotherapy treatment by

(2D & 3D) at the following units:

  • Unit (A): Head & Neck tumors, GIT tumors, and soft tissue sarcomas.
  • Unit (B): Breast tumors, lung tumors, skin tumors.
  • Unit (C): Hematology & Pediatrics tumors.
  • Unit (D): Palliative & supportive care.
  • MSc thesis topic (Value of second-line treatment in patients with advanced non-small cell lung cancer (NSCLC) at elqesr – eliany oncology center).
  • Founding Medical Director, Khartoum Breast Cancer Centre, Sudan. (2010-2012).

The Khartoum Breast Care Centre (KBCC) is a non-profit, privately funded organization that opened in October 2010. It is the only specialized and multidisciplinary Breast Cancer Centre in Sudan. With advanced diagnostic & surgical equipment utilized by our highly dedicated and qualified physicians & support staff, it has managed to establish an elite standard for specialized medical services in Sudan. KBCC covers Sudan and neighboring countries (Chad, South Sudan, Eritrea, and Ethiopia).

Co-Author

  1. Clinical MD in General Surgery Curriculum, University of Somalia (UNISO) By B.Hamad, Dr. O.Eladil Abdalla, Dr.Y.Ahmed, Dr. Balla IH. (2020).
  2. Clinical MD in Internal Medicine Curriculum, University of Somalia (UNISO) By B.Hamad, Dr. O.Eladil Abdalla, Dr.Y.Ahmed, Dr. Balla IH. (2020).
  3. Clinical MD in Paediatrics and Child Health Curriculum, University of Somalia (UNISO) By B.Hamad, Dr. O.Eladil Abdalla, Dr.Y.Ahmed, Dr. Balla IH. (2020).
  4. Professional MSc in Family Medicine Curriculum, University of Somalia (UNISO) By B.Hamad, Dr. O.Eladil Abdalla, Dr.Y.Ahmed, Dr. Balla IH. (2020).
  5. Professional MSc in Emergency Medicine Curriculum, University of Somalia (UNISO) By B.Hamad, Dr. O.Eladil Abdalla, Dr.Y.Ahmed, Dr. Balla IH. (2020).
  6. Professional MSc in Medical-Surgical Nursing Curriculum, University of Somalia (UNISO) By B.Hamad, Dr. O.Eladil Abdalla, Dr.Y.Ahmed, Dr. Balla IH. (2020).
  7. Somalia Heath Specialization Board: The way forward, By B.Hamad, Dr. O.Eladil Abdalla, Dr.Y.Ahmed, Dr. Balla IH. (2019).
  8. Initiation and Establishment of a medical postgraduate programme in   Somalia, By B.Hamad, Dr. O.Eladil Abdalla, Dr.Y.Ahmed Dr. Ball IH (2019).
  9. SMSB – Strategic Plan Document (2018).
  10. SMSB – Curricula Guidelines (2018).
  11. SMSB – Assessment Reform Policy (2017).
  12. SMSB – Standard Operation Procedures Manual (SOPs) (2017).
  13. SMSB – Training Sites Accreditation Handbook (2017)

هيئة التدريس

الدرجة العلمية Name Department

No.

أ.مساعد Dr. Omer TagelsirAbdAlla  

 

Anatomy

 

1.       
محاضر Dr. Husham Abdelgadir Ali 2.       
محاضر Dr. TamadurAbdelwahab 3.       
محاضر Dr. NiaziSkeikh Idris Saeed 4.       
محاضر Dr. El Muez Ali Ibrahim 5.       
أ.مساعد Dr. Osman Saeed Osman  

 

Physiology

 

6.       
محاضر Dr. Ola KhalilShareef 7.       
محاضر Dr. Mustafa Hussein Yagoub 8.       
محاضر Dr. AbdAllaMohieldin Osman 9.       
محاضر Dr. Mohamed ElnagidMustafa 10.   
محاضر Dr. FakhreldinBabikir Ali  

 

Biochemistry

 

11.   
أ.مساعد Dr. NasirAbdelrafi Hamad 12.   
محاضر Dr. AmarAbdelgadirElfadul 13.   
تقني UZ. Mohamed Mahmoud 14.   
أ.مساعد Dr. Khalid AbdelmohsinAwad  

Pathology

 

15.   
أ.مساعد Dr. IbtihalatElnimaAbdelmajid 16.
أ.مساعد Dr. Mohamed AbdelatifMoh 17.
محاضر Dr. Khalid MohShareef 18.
أ.مساعد Dr. TageldinElawadMoh Microbiology

 

19.   
  Dr. Elamin Osman Elaas 20.   
محاضر Dr. Amgad Haroun Hasan Pharmacology

 

21.   
محاضر Dr. Noon Hasan Mohamed 22.   
محاضر Dr. KateeraAbdelwahab Community Medicine

 

23.   
محاضر Dr. IslamAbdElrahman 24.   
أ.مساعد Dr. Taha BilalTaha  

Internal Medicine

 

25.   
أ.مساعد Dr. Sarah Azhari Suleiman 26.   
إستشاري Dr. Omer Hamad Abdelrahim 27.   
أ.مساعد Dr. DaliaAbdelrahmanMoh 28.   
أ. مساعد Dr. Khalid Farah Hamad 29.   
أ.مساعد Dr. TagwaHusein Hasan 30.   
أ.مساعد Dr. AzhariAbdelaziz Surgery

 

31.   
أ.مساعد Dr. SamahAbdelhamidBala 32.
أ.مساعد Dr. Sarah Mustafa Mohamed 33.
بروفيسور Dr. Sirageldin Mohamed Khair  

Pediatrics

 

34.   
أ.مشارك Dr. Faisal Hasan Ahmed 35.   
أ.مساعد Dr. EinasAbdAlla Saeed 36.   
أ.مساعد Dr. Sheireen Osman moh 37.   
أ.مساعد Dr. AbdAllaAlabwabi  

Obs&Gyn

 

38.   
أ.مساعد Dr. IsraMutasim Hamad 39.
أ.مساعد Dr. Mashair Osama Mohamed 40.

أ.مساعد

Dr. SaliDamraElnour 41.

المناهج

Table of contents Page
  1. INTRODUCTION
3
1.1  Mission & Vision 3
          1.2 Rationale 3
         1.3 Key features of the curriculum 4
2.      SECTION 1: EDUCATIONAL APPROACH 5
2.1 About the Curriculum 5
2.1.1 The Spiral Curriculum 5
2.1.2 The Three Phases of the Curriculum 5
2.2 The Learning Outcomes 6
2.2.1 Outcome-based Education 6
2.2.2 The intended learning outcomes 6
2.3 Learning and Teaching Strategies 13
2.3.1 Educational Philosophy 13
2.3.2 The Educational Approach 13
2.3.3 Integrated Teaching 15
2.3.4 Learning Opportunities 18
2.4 Assessment Strategy 20
2.4.1 Key Principles of Assessment 20
2.4.2 Range of Assessments used in Nahda College 20
3.      SECTION 2: CURRICULUM STRUCTURE 22
3.1 Phase 1 – Foundation for Medical Practice 25
3.1.1 Introduction 25
3.1.2 Aims 25
3.1.3 Overview of Teaching and Learning in Phase 1 25
3.2 Phase 2 – Integrated Organ System phase 47
3.2.1 Overview of Teaching and Learning in Phase 2 47
3.3 Phase 3 – Clinical Practice (clerkship) 93
3.3.1 Overview of Teaching and Learning in Phase 4 93
4.      Curriculum Management & Review 108
5.      Evaluation of the Curriculum 108
6.      Annexes 111
  1. RESPONSIBLE GROUP AND ACKNOWLEDGEMENT

 

A Committee of Medical Educators was entrusted with the task of designing the Medical Curriculum for Nahda College. The committee had a diverse selection of members representing the various Schools, Specialties, Experiences and Approaches. The members communicated electronically in meetings. They conducted situational analysis and a desktop review of a multitude documents guided by the community needs & the philosophy and values of Nahda College conveyed by founders. The proposed curriculum is the result of the Study & Deliberations.

Members of committee:

 

Chairman:

 

Prof. Abdelmoniem Sahal Elmardi – Chairman of the E-learning and Educational Technology Unit and Director of the Pre-clerkship phase, College of Medicine – Al-Imam Mohamed bin Saud Islamic University, Senior Advisor in Department of Medical Education – The Saudi Commission for Heath peculaties.

Members:

 

Prof. Younis Abdelrahman – Director, Jaafar Ibnouf Hospital and Professor of Pediatrics Neelain University.

Dr. Mohamed Abdelsalam Nurein – Karary University.

Dr. Tyseer Elrashed Diab – Neelain University.

Dr. Mohamed Elhady M. Elqasim – Neelain University.

This new development and update have been prepared and revised by the following committee members:

  1. Yasir Ahmed Mohamed Elhassan (Head of the Committee)

Assistant professor of Anatomy and consultant in Medical Education and Research Methodology

  1. Prof Younis Abd Alrahman (Professor of Pediatrics)                                  member
  2. Prof Adam Ahmed Adam (Professor of Pathology and Microbiology)    member
  3. Pro Mohamed Alamin (professor of surgery)                                       member
  4. Dr Awadia Khojali (associate professor of Obse & Gyne)             member
  5. Dr Omer Aladil Hamid (associate professor of medicine)                    member
  6. Dr Mahmoud Alawad (Associate professor of Pharmacy)                  member
  7. Dr Tag Aldin Alawad (Assistant professor of Microbiology)           member
  8. Dr Nisreen Daffa Allah (Assistant professor of Physiology)               member
  9. Dr Hamdan Zaki Hamdan (Assistant professor of Biochemistry)            member
  10. Dr Husam Aldeen Alsadig Gusm Allah (Assistant professor of Anatomy)     member
  11. Dr Khalid Abd Elsalam (lecturer of Community Medicine)                member
  12. Dr Khalid Abdalmuhsin (assistant professor of pathology)                  member
  13. Dr Hiba Algaali (lecturer of Pharmacy)                                  member
  14. Dr Zeinab member (lecturer of Chemistry)                                  member
  15. Dr Tarig Alshaarani (lecturer of Chemistry)                                 member

 

 

  1. INTRODUCTION AND RATIONAL

 

  • Introduction

The epidemiological profile of Sudan is dominated by communicable diseases that are frequently exacerbated by natural disasters. However, with changes in socio-economic and lifestyle conditions, non-communicable diseases (NCDs) are now emerging, doubling the existing burden. According to the Global Health Workforce Alliance, the health workforce density, there is 5.6 physicians per 10,000 population, this is beside migration of doctors oversees, necessitate production of more doctors to cover the need of the health system in Sudan

This Medicine program curriculum for Nahda College aims to graduate physicians who are able to practice medicine in a responsible and professional manner. It guides the students to acquire the necessary knowledge and skills that enable them to master the medicine competencies. The curriculum has been designed to be community oriented, linking theory with practice, and meeting the recommended goals. The curriculum will be delivered in five years divided into ten semesters. It comprises of seven semesters of preclinical courses and three semesters of clinical courses.

The curriculum developed by a committee of medical education experts. The committee had a diverse selection of members representing the various Schools, Specialties, Experiences and Approaches. The committee conducted situational analysis and a desktop review of a multitude documents guided by community needs & the philosophy and values of Nahda College conveyed by founders. The development of the curriculum was guided by the shifting in medical education to be community oriented, student-centered, and field based.

 

  • Rationale

Despite the fact that there is a number of medical schools in Sudan and graduated a reasonable number of doctors annually, there is still need for new schools to contribute towards the filling of the huge gap that exists between the number of doctors needed and the numbers that graduate especially that the process of brain drain is continuing. Moreover, the establishment of new schools that offer programs & opportunities that produce high quality competent doctors is still a necessity. The Nahda Medicine curriculum has been designed to meet the challenges of educating competent doctors for the twenty-first century, including:

  • Changes in delivery of healthcare. Services are being moved away from in-patient hospital care towards day-care, out-patient clinics and community settings. Improved diagnostic techniques and treatment methods, enhanced community services and government policy have all contributed to this trend
  • Changes to the public’s expectations of a doctor
  • Exciting developments in the methods of teaching and learning and in approaches to assessment
  • The expectations set out in the medical education documents issue by major professional regulatory bodies & medical education organizations (e.g. Tomorrow’s Doctors of the GMC of UK, the Scottish Doctor of the Scottish Deans Committee, Can MEDS of the Canadian Medical Council, MSOP report of the AAMC, Standards in Basic Medical Education of the WFME, the Global Minimal Essential Requirements of the International Institute of Medical Education, the Tuning Report of the MEDINE (Medical Education in Europe) Thematic Network

In summary, the international documents recommend a curriculum which:

  • ensures all graduates meet the recommended outcomes
  • comprises a core, complemented by opportunities for students to exercise choice
  • integrates basic and clinical sciences to link theory with practice
  • prepares graduates for their responsibilities as provisionally registered doctors
  • takes into account modern educational theory and current research
  • provides students with a balance of learning opportunities
  • takes advantage of new technologies to deliver teaching
  • allows students to revisit topics at different stages and levels
  • includes early and continuing contact with patients

 

  • Vision & Mission

 

Vision:

Our vision is to become a centre of excellence for the provision of quality medical education, research & community service

 

Mission:

The mission of Nahda College of Medicine is to prepare physicians who would be able to meet and respond to the changing health care needs and expectations of the Sudanese Community and the international community at large. We also exist to serve our community and contribute the knowledge of generation through the engagement in research activities.

  1. CURRICULUM GOALS

 

 

1.3 Key features of the Nahda curriculum are:

  • an explicit statement of the outcomes expected of students at each stage
  • a core curriculum with student-selected components
  • the spiral nature of the curriculum, with its three interlocking phases, allowing topics to be revisited in more depth
  • a body-system-based approach, providing a focus for students’ learning
  • a framework of over one hundred core clinical problems to develop reflective practice
  • a range of educational strategies, including elements of task-based and problem-oriented learning, community-based learning, and approaches to teaching and learning that encourage the students to take increasingly more responsibility for their own learning
  • an “assessment to a standard” approach which emphasizes the overall outcomes of the curriculum and which uses a range of methods including computer-based & online examinations, OSCE (Objective Structured Clinical Examination) and portfolio assessment
  • Students are encouraged to develop a partnership approach to their learning for professional practice. Students and staff, as active stakeholders, have an important role to play in the continuing development of the curriculum.

 

  1. SECTION 1: EDUCATIONAL APPROACH

 

2.1 About the Curriculum

 

2.1.1 The Spiral Curriculum

The Nahda curriculum draws on constructivist learning theory, where students gain new knowledge and ideas by expanding and developing what they already know. The “spiral curriculum” means that the students are given an opportunity to revisit the aspects of learning, making links between concepts and deepening understanding. The educational unit is split into three phases; as the student progresses to each new phase in the spiral, new information and skills are introduced that build on the information and skills from the previous phase. (The curriculum will be delivered in 5 years divided into 10 semesters (18 weeks in each semester) and three phases. The language of instruction is in English).

 

2.1.2 The Three Phases of the Curriculum

Phase 1 –       Scientific foundation of Medical Practice – This phase introduces students to basic sciences and to the curriculum outcomes and key scientific principles using core clinical problems. There is early patient contact & early introduction to the clinical practice environment.

Phase 2 –        Systems and foundation of Medical Practice – Semester 2-6 form the single entity known as Phase 2. It is an integrated body-system-based educational unit that expands the students’ understanding from Phase 1. Semester 2 year 1 includes core teaching for three basic sciences in addition to the continuation of university requirements. Years 2 and the first semester of year 3 include core teaching for systems and an introduction to basic preclinical sciences.

Phase 3 –        Clinical Practice (clerkship) – Years 4 and 5 form Phase 4, consisting mainly of clinical attachment educational units or rotations. The Phase utilizes task-based learning based on over 100 core clinical problems with which patients may present to their doctor. This provides students with a framework for an integrated view of medicine. The majority of Year 5 is devoted to clinical or theme-based SSCs together with pre-registration (foundation) apprenticeship attachments or residency.

 

2.2 The Learning Outcomes

2.2.1 Outcome-based Education

Learning outcomes are increasingly used as a focus for curriculum planning, identifying, defining and communicating the knowledge, skills, attitudes and professional behaviors, doctors should have its fundamental importance for the curriculum. Staff and students need to be clear what our medical school training program is for, and on which issues it will be judged;

  • What sort of doctors are staff aiming to produce and students aiming to become?
  • What are the expected learning outcomes for the curriculum?

Doctors have a unique blend of different kinds of abilities that are applied to the practice of medicine. What is needed or valued at any time depends on the context – at times it may be a practical intervention, at other times, diagnostic abilities and at other times a caring attitude and understanding.

  • The intended learning outcomes

The curriculum of the Medical program, Nahda College is an outcome-based curriculum employing the prescriptive model of curriculum design. NC developed and will implement a medical curriculum that will lead to the graduation of doctors with the competences grouped in four thematic attributes. The graduate is expected to be a:

  • Medical expert

Enabling objectives

  • Explain the normal structure and function of the body in relation to its major organ systems.
  • Demonstrate the knowledge of human life cycle and its’ effect on human body’s structure and function (such as pregnancy, birth, growth and development, and aging).
  • Describe the molecular and cellular mechanisms that are important in maintaining body homeostasis.
  • Explain the pathogenesis of various diseases, namely genetic, developmental, metabolic, toxic, microbial, autoimmune, neoplastic, degenerative, and traumatic
  • factors, and the ways in which they affect the body in various diseases and conditions.
  • Explain the fundamental principles underlying investigative techniques.
  • Demonstrate knowledge of drug actions including therapeutics and pharmacokinetic, side effects, and drug interactions.
  • Discuss the role of nutrition in health.
  • Describe and explain the facts and concepts relevant to common clinical presentations and clinical conditions namely epidemiology, pathophysiology, symptoms and signs, complications, investigations, treatment and prognosis.
  • Demonstrate knowledge of spiritual and Prophetic Medicine.
  • Demonstrate and integrate behaviour and psychosocial principles related to wellbeing.
  • Discuss the principles and efficiency of complementary and alternative medicine.
  • Explain the basic principles of evidence-based practice.
  • Construct and apply appropriate Evidence-Based management strategies.
  • Obtain an accurate and comprehensive medical history.
  • Perform a complete systematic physical examination.
  • Perform competently the common clinical procedures.
  • Apply an accurate and appropriate critical analysis of clinical data.
  • Demonstrate effective consultation skills.
  • Organize and use medical knowledge and reasoning ability to diagnose medical problems.
  • Formulate and prioritized a differential diagnosis.
  • Select appropriate solution for each problem presented by a patient and develop an appropriate treatment strategy.
  • Recognize, assess, and manage life and/or organ threatening conditions.
  • Appropriately mange patients with an acute medical condition.
  • Demonstrate the importance of psychosocial, spiritual, religious, and cultural factors in patient’s management.
  • Select and apply the most appropriate and cost effective diagnostic procedures and reanalyze the medical problem according to the results.
  • Recognize the need for multiple therapeutic modalities to address acute and chronic conditions.
  • Demonstrate the ability to select and write an appropriate safe prescription.
  • Apply the principles of amelioration of suffering and disability, rehabilitation, palliative care including appropriate pain management.
  • Make decisions in partnership with patients and/or their careers placing patients’ needs and safety at the centre of the care process.
  • Demonstrate essential knowledge of patient safety.
  • Develop skills in a range of areas related to patient safety including root-cause analysis, safe prescription, and procedures.
  • Be responsible in dealing with the aftermath of errors, in both doctors and patients.
  • Demonstrate reflection and learning from errors.
  • Understand and manage clinical risk.
  • Demonstrate essential principles of infection prevention, and control.
  • Disclose any physical or mental ailment that would affect patient care to appropriate authorities.
  • Understand local and regional health care systems including policies, organization and finances.
  • Be familiar with roles and services that are provided by societies and agencies at the local, regional and national levels and cooperate with them, when applicable.
  • Critically appraise the health delivery system, and promote its development.
  • Recognize the importance of biological and non-biological (psychological, social, cultural, and environment factors) determinants that contribute to poor health of diverse populations.
  • Advocates access to healthcare for members of traditionally underserved populations (rural communities, people with disabilities, minorities and others).
  • Demonstrate an understanding of principles of epidemiology of common illnesses within a defined population, and the systematic approaches of screening to reduce the incidence and prevalence of those illnesses .
  • Identify factors that place individuals at risk of disease or injury.
  • Explain and apply the basic principles of prevention and control of communicable disease in hospital and in community.
  • Identify factors influencing the health and illnesses patterns and their perception among populations including life style, genetics, demography, environment, social, economic, psychology, and culture)
  • Understand the impact of chronic diseases and disabilities on individuals, families and society
  • Identify global health issues and the role of international health organizations (including guidelines on management of pandemics).
  • Plan and participate in patient and community’s education .
  • Identify and suggest prevention strategies for societal problems e.g. illicit drugs, violence and abuse.
  • Scholar

Enabling objectives

  • Demonstrate respect for ethical and governance issues involved in medical ethics.
  • Understand and apply the principles of research methodology.
  • Use appropriate statistical techniques to analyze research data.
  • Critically appraise the available research evidence to address issues related to medical practice.
  • Disseminate research for adding to science and improving the health of the population.
  • Make effective use of computers and other information systems, including  storing and retrieving information.
  • Demonstrate the ability to keep accurate, legible and complete electronic clinical records.
  • Access information sources and use the information in relation to patient care, health promotion, giving advice and information to patients, and education.
  • Professional

Enabling objectives for communication

  • Communicate effectively with patients and their families regardless of their age, gender, social, cultural or ethnic backgrounds.
  • Demonstrate ability to deal with patients in difficult circumstances.
  • Break bad news effectively
  • Demonstrate ability of written communications including core writing skills (patients record, referral, medical reports).
  • Communicate professionally with medical and non-medical professions.
  • Communicate appropriately with community members including the media, legal authorities and other sectors.

Enabling objectives for ethical behaviour

  • Place patients’ interests over one’s own.
  • Uphold honesty, respect and integrity in all interactions with patients, families and colleagues.
  • Recognize threats to medical professionalism posed by the conflicts of Interests.
  • Respect patients and physician confidentiality, and demonstrate the legal, ethical and medical issues surrounding patient documentation.
  • Be accountable at all times with special emphasis on awareness of one’s own limitations.
  • Cope adaptively and seek appropriate help for stresses, illness, conflicts and problems likely to occur during medical training and practice.
  • Adhere to health institutes’ rules and regulations.
  • Adhere to the principle of quality focus practice
  • Observe and apply the theories and principles that govern ethical decision-making and major ethical dilemmas in medicine (beneficence, nonmaleficence, autonomy, probity, justice).
  • Understand and adhere to Islamic professional and ethical principles of clinical
  • Understand the Islamic law (Fiqh) in health related issues.
  • Demonstrate knowledge of laws and codes of professional regulations relevant to medical practice.
  • Obtain informed consent when applicable.

Enabling objectives for collaboration

  • Respect the importance and roles of various healthcare professionals involved in patient’s care
  • Demonstrate the ability to work with other healthcare professionals, and collaborate with them, as team members
  • Make clinical judgments and decisions, in partnership with other colleagues as appropriate for the graduate’s level of training and experience.
  • Demonstrate the ability to prevent and resolve interprofessional teams’ conflicts.

Enabling objectives for self-regulation & professional development

  • Accept and exhibit various medical professional roles as a practitioner, teacher, and scientist.
  • Demonstrate a commitment to lifelong learning
  • Demonstrate appropriate leadership and management skills.
  • Educate education to peers and other health professionals.

 

2.3 Learning and Teaching Strategies

2.3.1 Educational Philosophy

The curriculum has been designed to give students increasing responsibility for their own learning. It has been recommended by many decision makers that learning through curiosity, the exploration of knowledge, and the critical evaluation of evidence should be promoted and should ensure a capacity for self-education. This approach to learning is reflected in the NIC’s learning outcomes and in the educational units.

To assist students in the curriculum’s move from teacher-centered to student-centered, extensive use has been made of study guides. The study guides for each educational unit play a crucial role in informing students of the available educational opportunities and helping them to identify those appropriate for their individual approach to their studies.

People learn best in different ways. Some students may prefer small group discussions; some prefer individual study using books in the library whilst others prefer online learning (e-learning) methods.

To accommodate various learning preferences a wide range of teaching and learning situations has been provided throughout the educational unit. These situations include: small group discussions, clinical teaching, lectures, e-learning, clinical skills sessions, text books and journal articles, integrated teaching sessions, laboratory work and practical sessions.

2.3.2 The Educational Approach

the Faculty decided to move up the spectrum of the SPICES model of medical education (RM Harden, Susette Sowden, and DR Dunn. 1984. ASME Medical Education Booklet No. 18) & therefore make its learning activities more Student-centered, more Problem-based, more Integrated, more Community-based, & with a more Structured & Systematic approach.

The learning approaches should be based on the trend stated in the philosophy. It is expected to reflect the move up the spectrum of the SPICES model. The main approaches are:

  1. Student-centeredness: because general education in Sudan does not prepare students satisfactorily for lifelong learning, it is well-documented that this approach is recommended both as a required competence and as an approach which was proven to be better for learning and retention. It will, however, be introduced gradually employing the directed self-learning (DSL) rather than the self-directed learning (SDL) used in developed societies. Approaches that facilitate this type of learning like guided discovery, cooperative & collaborative learning will all be used.
  2. Problem-based learning (case-based learning) this is expected to be used for knowledge-acquisition as well as knowledge re-enforcement through comprehension, application & analysis. It is also expected to help in the development of cognitive skills like critical thinking, decision making & problem solving.
  3. There is recognition that integration improves learning & retention. Examples of this are the integration occurring between pre-clinical studies and clinical experience, the integration between hospital specialties; and between hospital medicine and general practice. Therefore, learning on the various disciplines of medicine is expected to be done in an integrated fashion as far as possible. This approach will be encouraged & monitored.
  4. Community-based learning will be utilized as much as possible so that students learn in real life situations & will therefore learn better & appreciate the relevance of what they learn to their future practice. In addition to the teaching hospitals, some learning will be done through site visits, attachments to primary health care providing facilities & rural residence programs.

(1) Student-centeredness

This is going to be achieved through the introduction of flexible teaching and learning approaches that are:

  • Learner-centered
  • Less time and place dependent than the traditional forms of teaching; and
  • Expected to increase learners’ responsibility for their own learning.
  • Self-directed learning and small group learning will be introduced as the main formats for teaching and learning, supported by lectures as appropriate.

Private Independent Study (DSL)

At least one afternoon and two hours during the morning sessions per week are allocated to private independent study. This encourages students to develop their time management skills and priorities their life / work deadlines.

This is time for students, either alone or in small groups, to consider the educational unit material, prepare for a tutorial or simply to do some background reading and reflect on the educational unit. This time is for learning and should be used constructively – it is not time off. It is envisaged that by having study time in the working day students will have more time in the evenings and at weekends to enjoy university life in its widest aspects.

Facilities to help students make the most of private study include the library, the computer suites and the Integrated Teaching Area which are available out with designated sessions. Small rooms used for tutorials may be used for individual impromptu group work. The Clinical Skills Centre is also open, allowing students to book self-revision areas and keep up-to-date with their skills

(2) Problem-Oriented Learning

There has been a lot of interest in the problem-based style of learning in undergraduate medical education in recent years. In problem-oriented learning students are presented with a problem or problems and, usually working in small groups facilitated by a tutor, work to address the problem and identify any future learning needs.

As students progress through the curriculum they are given opportunities which focus on integrating clinical experience with their new-found knowledge, and are expected to take increasing responsibility for their own learning in relation to the learning outcomes. NIC has developed a systematic approach to clinical practice to try to ensure that students gain the necessary breadth and depth of clinical experience in order to practice as a junior doctor.

2.2.3  Integrated Teaching & learning

In the past few decades new medical education trends have emphasized a move towards integrated teaching, stating that the structure and content of educational units and clinical attachments should integrate learning about basic medical sciences and clinical sciences. Students should, wherever possible, learn in a context relevant to medical practice, and revisit topics at different stages and levels to reinforce understanding and develop skills and behaviors. Integrated learning is usually provided in the early phases of the medical curriculum through a system-based approach and in clinical practice using a task-based approach around a framework of core clinical problems. The advantage of this type of approach is that it enables students to develop and build a flexible professional knowledge base for practice.

The teaching approaches adopted, the study guides for each educational unit and the support facilities such as the Clinical Skills Centers and the Integrated Teaching Areas, reflect both the vertical and horizontal nature of the curriculum.

As students progress through the curriculum these approaches help them access the right knowledge in the right context and promote reflective practice.

(4) Community-based learning

Community-based learning contributes to teaching throughout all phases of the curriculum. This includes a range of public health, primary care and other objectives as well as primary care attachments in both years 4 and 5.

In recognition of the changes in healthcare practices with the increasing use of the outpatient or ambulatory clinic to both diagnose and deliver care and treatment, learning in the ambulatory care setting will be utilized. This is closely aligned with learning in the Clinical Skills Centers, and provides a key opportunity for students to rehearse, putting together their knowledge and skills with real patients.

(5) Structured learning

All activities should be based on documents (study guides) outlining the objectives, rationale, procedures & processes of learning & assessment. Activities are also expected to be monitored, documented, continuously evaluated & reviewed.

Use of Study Guides

Study guides play an important role in facilitating the students’ learning (Phase 2 and Phase 3).

These, together with the curriculum documents, provide for staff and students a full description of the educational unit including the learning outcomes, the educational unit content, the learning opportunities available, the timetable and the assessment procedures.

The guides are designed to encourage independent learning. Some are problem-based. The guides vary in their style and format for different parts of the educational unit, and are available electronically.

The guides in general:

Provide some key content information help students to manage their learning by indicating what they should be learning and the opportunities available direct the student to meaningful activities through which they can understand and apply what they have learned.

Throughout the study guide are key issues which are related to the learning outcomes. A glossary of terms is listed to cover any new terminology which is to be mastered. A self-assessment section exists to allow students to assess progress.

List of Core Clinical Problems

Criteria for inclusion of a problem in the list included the following:

  • the problem is an important one facing a doctor
  • the problem is likely to be encountered by students during their clinical attachments and usually in more than one attachment
  • the problem can serve as an appropriate focus for learning clinical medicine, for reviewing the basic medical sciences, and for the development of the generic competencies expected of a doctor
Abdominal distension Fever and rash Paraplegia
Abdominal pain Foreign body in eye Peri-operative care
Abnormal / irregular vaginal bleeding Generalized weakness Post-operative problems
Abnormal / unsteady gait Genetic concerns Prolapse
Acute pain Growth and development Psychiatric disorders in childhood and adolescence
Alcohol abuse / dependence Haematemesis Psychiatric disorders in the elderly
Alteration in weight / loss of appetite Haematuria Psychosis
Altered mood Haemoptysis Raised blood pressure
Alternative and complementary therapies Hair problems Rectal bleeding
Anaemia Headache Respiratory distress
Antenatal care Hoarseness Screening
Anxiety Hyperlipidaemia Sexually transmitted infection / genital discharge
Back and neck pain Immunisation Shock
Behavioural and personality disorders Incontinence of faeces Shortness of breath
Educational united nose Incontinence of urine Sick child
Breast lump Indigestion Skin lumps
Change in bowel habit Infection control Skin rash
Chest pain Infertility Sleep problems
Child abuse Itching Sore throat
Chronic pain Jaundice Squint
Cold extremities Joint pain Stridor
Collapse Joint swelling Sudden death
Confusion Labour Suicide and deliberate self harm
Cough Large for dates pregnancy Swelling in scrotum
Deafness Learning disabilities Swollen ankles
Deterioration of intellect Leg / foot ulcer Thirst
Difficulty in swallowing Leg pain Tinnitus
Dizziness Loin pain Tiredness
Drug abuse and dependence Loss of vision Transplantation
Dying patient Low birth weight Trauma
Ear ache Lump in groin Travel advice
Easy bruising Lump in neck Tremor
Eating disorder Muscle pain Unconscious patient
Failure to thrive (Faltering growth) Numbness and tingling Urinary symptoms
Falls and immobility Obesity Vaginal bleeding in pregnancy
Family planning Painful red eyes Vomiting
Fever Palpitations Wheezing

2.3.4 Learning Opportunities & situations

Because of the diversity of learning styles & preferences of students documented in the literature, a multitude of learning situations will be utilized with emphasis on the situations that give the students ownership and control of the learning situation. Based on the student-centeredness principles, less didactic & more self-directed learning activities are going to be adopted. To improve learning & retention problem-based learning & integration will be encouraged. The learning situations will include:

  1. Lectures – (as interactive, short & few as possible(
  2. Practical & clinical skills sessions
  3. Tutorials )case-based as far as possible – topic-based are also used(
  4. Demonstrations and conferences (using real patients, simulated patients or multimedia recordings(
  5. Seminars (case-based or topic-based, interactive, student lead and tutor facilitated)
  6. Clinical sessions (at bedside as far as possible)
  7. E-learning (structured and employing the directed self learning “DSL” approach based on the guided discovery principle).

Teaching/Learning Methods

A- Lectures:

The lecture is a period of uninterrupted talk giving information about a subject to an audience or a class. It is often supplemented by instructor- centered discussion sessions and questions. The lecture is best used for providing factual knowledge or obtaining general background of a topic. It has an important role motivating students to pursue additional self-directed learning in the topic.

B- Small Group Discussion / Group Tutorial:

This is teaching and discussion session involving a tutor and a small group of students (up to14 members) to promote peer interaction, understanding, thinking and problem solving.

The topic and general direction are given by the tutor; but the organization, content and direction of the discussion depends on the student group.

C- Problem-Based learning (PBL):

PBL is the application of the problem-solving approach to learning. Students in small groups are given opportunities to examine bio-socio-medical problems which are closely related to their educational unit objectives in order to achieve these study objectives. In PBL programs it represents the main method of learning the basic sciences. In the integrated curriculum it is used to supplement learning activities.

D- Case-Study / Clinical Presentations:

This involves the use of a detailed description of a situation or clinical problem that are related to teaching points one wish to make. It is followed by a group discussion for student to suggest their own solutions or decisions. It is used for understanding complex interrelationships and for solving problems.

E- Seminar:

This is a group discussion, about 20 to 25 members, led by a teacher or somebody with particular expertise. Very often students in seminars are responsible for making presentations on specific topics. The main purpose of the seminar is to identify, explore and share the results of in depth analysis of problems. It promotes critical thinking and ability to present an argument and to stimulate thought at all levels.

F- Skills Practice:

In the skills lab, the student has an opportunity to perform skills in front of other learners and receives feedback and has further chance to practice. Other student can have their turn.

G- Practical:

In laboratories and dissection rooms, students gain knowledge and practical experience from their observation, manual activities and scientific thinking.

H- Demonstration:

The demonstration teaching method involves performing a phenomenon or skill one is trying to teach while the student watches – “showing”. Then the teacher takes the student through performance of what he is demonstrating – “coaching”. The student then practices the skill with feedback from the teacher on his performance-“rehearsing”

I- Student Independent learning:  

Students work on their own to meet their own learning needs, e.g. after a lecture, preparation for small group work, after a clinical problem analysis, before formal examinations, in distance learning etc. Time for IL should be scheduled in the educational unit timetable, and support and resources for the student provided.

Learning Resources

The following learning resources are going to be made available for the students:

  1. A library with the recommended textbooks & periodicals in the various disciplines of Medicine.
  2. A computer lab with a digital library containing books, CDs, multimedia resources and an internet connection to the relevant online resources
  3. Laboratories including clinical skills labs
  4. Teaching hospitals & PHC facilities

2.4 Assessment Strategy

2.4.1 Key Principles of Assessment

Student assessment is based on the learning outcomes and the core clinical problems.

As far as possible, assessment is integrated like the teaching and learning, and oriented towards clinical relevance rather than theoretical aspects.

Assessment informs staff and students, with the aim that students will be fit to practice as Foundation (undifferentiated) doctors bearing in mind their responsibilities as interns & medical officers in the Sudanese context. A range of appropriate assessment instruments are used to enable assessment of the learning outcomes at the level required at each stage of the curriculum. These are selected to allow assessment of knowledge, its application, competence and performance.

It is recognized that assessment inevitably drives learning, and it is both formative, enabling students to identify their strengths and weaknesses in terms of the learning outcomes, and summative, allowing individual students to demonstrate achievement of the outcomes at a level appropriate for each year of the educational unit, before being allowed to progress to the next stage.

Formative assessments take place during each educational unit, educational unit of teaching or clinical attachment, and are the responsibility of the organizer of each educational unit / educational unit of teaching. Summative assessment takes place towards the end of each academic year to enable the students to demonstrate that they have achieved the appropriate standard for progression / graduation, and is carried out by both internal and external examiners. All assessments provide students with feedback on their performance to allow improvement in areas of weakness.

The assessment process is subject to quality assurance procedures by the Medical School, the university and external bodies.

Students should be aware that assessment of core material is rigorous. Students who fail to reach the appropriate assessment standard at the first diet will be required to participate in further remedial study and re-assessment. A student failing to reach the appropriate standard on the second occasion will be deemed to have failed the year.

2.4.2 Range of Assessments methods used in Nahda College

Evaluation of students

  • Assessment:   Examinations on all domains of learning are conducted throughout the year employing both formative & summative assessment types. Although the formative types are meant for diagnosis & feedback, a percentage not exceeding 20% of the final mark can be calculated from these tests and considered as a form of continuous assessment.
  • Assessment Tools: used for both types of formative & Summative   types of assessment are:
    • WRITTEN
      • MCQs: As single best answer or single correct answer.
      • SAQs short answer questions (As structured as possible). Applied where appropriate
      • CCSs: Clinical case scenarios (in the form of modified essay questions as far as possible)
    • OSPE/ Spotters: Where appropriate
    • OSCE: Where appropriate.
    • CLINICAL: Workplace-based assessment utilizing the Mini CLEX

Quality management

To ensure the quality of evaluation, the process will be managed by an assessment committee. The roles of the committee are:

  • Set the guidelines for quality assurance of all the steps of the evaluation process (measurement-evaluation-interpretation-decisions)
  • Follow the steps of evaluation to ensure that they are conducted in accordance with the guidelines & regulations
  • Supervise the process of checking assessment tools for their validity, reliability & quality before they are used
  • Supervise the process of results & exam analysis to detect faults & abnormalities
  • Supervise the process of correction & normalization of exam results when faults & abnormalities are detected
  • Develops tools & forms for pre-test quality assurance & post-test analyses
  • Organize assessment & evaluation training programs for faculty in collaboration with the Educational Development Unit
  • Calculation of grades:   Grades are going to be calculated based on a preset scale provided that examinations are adjusted in a way that guarantees that a minimally competent student pass all tests & that the interpretation of results are therefore criterion-referenced.
  1. SECTION 2: CURRICULUM STRUCTURE
 Semester One  Semester Two
             Educational Unit Credits Educational Unit Credits
(Med- Ism111)           Islamic Culture-I 3 (Med-  Ism 121)  Islamic Culture-II 3
            (Med-Arb112) Arabic Language-I 3 (Med- Arb122) Arabic Language-II 3
            (Med-Eng113) English Language-I 3 (Med- Eng123) English Language-II 3
            (Med-Sus114)Sudanese Studies 2 (Med- Cmp124) Computer applications 2
            (Med-His115) Cell Biology & Histology 3 (Med-HGD125) Human Growth & Development 3
            (Med-Phy116)Medical physics 3 (Med-phs126) Introductory Physiology 3
 (Med-Bio117) Chemistry &  Basic  Biochemistry 4 (Med- PaM 127) Introduction to Pathology & Microbiology 6
Total number of credit hours 21 Total number of credit hours 23
              Semester Three Semester Four
Educational Unit Credits Educational Unit Credits
(Med-  Phr 211) Basic pharmacology 3 (Med-MKS 221) Musculo-skeletal system 4
(Med-Res 212) Respiratory System 4 (Med-GIT 222) Digestive system 5
(Med-CVS 213) Cardiovascular system 5 (Med- Met 223) Nutrition and metabolism 4
(Med-Bld 214) Blood & Blood Disease 3 (Med- Uri 224)Urinary system 3
(Med-Imu 215) Immune system 2 (Med- PHC 225) Primary Health Care 3
(Med- Com 216) Introduction to Community Medicine 4 (Med-Prf 226) Introduction to Medical Professionalism 2
Total number of credit hours 21 Total number of credit hours 21
Semester Five Semester Six
Educational Unit Credits Educational Unit Credits
(Med-End 311) Endocrine system 3 (Med-NSS 321) The nervous system & special senses 5
(Med-Rpd 312) Reproductive System 4 (Med-BS322) Behavioral Sciences 3
(Med-H&N 313) Head & neck Anatomy 3 (Med- For 323) Forensic Medicine& Toxicology 5
(Med- Gen 314) Genetics and Molecular biology 4 (Med-Epi 324) Epidemiology & Biostatistics 4
 (Med- Con 315) Communicable and non communicable diseases 4 (Med-prf 325) Advance Medical Professionalism 2
(Med-Rch316) Principles of Research 3 (Med- Hex 326) History Taking & Clinical Examinations 2
Total number of credit hours 21 Total number of credit hours 21
Semester Seven Semester Eight
Educational Unit Credits Educational Unit Credits
(Med- BCS 411)Basic skills 2 (Med-med 421) Internal Medicine 16
(Med-Ans412) Anesthesia 2 (Med-Psy 422) Psychiatry 3
(Med- ENT 413) Ear, Nose & Throat 3 (Med-Drm 423) Dermatology 2
(Med-Opt 414) Ophthalmology 3 (Med- Rur 424)Rural Residence 2
(Med-Orh 415) Orthopedics & trauma 4
(Med-Mag 416) Health system management 3
(Med-Rrj 417) Students Research  project 2
Total number of credit hours 19 Total number of credit hours 23
Semester Nine Semester Ten
Educational Unit Credits Educational Unit Credits
 (Med-  Sur 511) Surgery 14 (Med-Obg 521) Obstetrics & gynecology 12
 (Med- FM 512) Family Medicine 3 (Med-Ped 522) Pediatrics 12
(Med-Emd 513) Emergency Medicine 4
Total number of credit hours 21 Total number of credit hours 24

أنشطة البرنامج

الجداول

  1. CURRICULUM STRUCTURE
 Semester One  Semester Two
             Educational Unit Credits Educational Unit Credits
(Med- Ism111)           Islamic Culture-I 3 (Med-  Ism 121)  Islamic Culture-II 3
            (Med-Arb112) Arabic Language-I 3 (Med- Arb122) Arabic Language-II 3
            (Med-Eng113) English Language-I 3 (Med- Eng123) English Language-II 3
            (Med-Sus114)Sudanese Studies 2 (Med- Cmp124) Computer applications 2
            (Med-His115) Cell Biology & Histology 3 (Med-HGD125) Human Growth & Development 3
            (Med-Phy116)Medical physics 3 (Med-phs126) Introductory Physiology 3
 (Med-Bio117) Chemistry &  Basic  Biochemistry 4 (Med- PaM 127) Introduction to Pathology & Microbiology 6
Total number of credit hours 21 Total number of credit hours 23
              Semester Three Semester Four
Educational Unit Credits Educational Unit Credits
(Med-  Phr 211) Basic pharmacology 3 (Med-MKS 221) Musculo-skeletal system 4
(Med-Res 212) Respiratory System 4 (Med-GIT 222) Digestive system 5
(Med-CVS 213) Cardiovascular system 5 (Med- Met 223) Nutrition and metabolism 4
(Med-Bld 214) Blood & Blood Disease 3 (Med- Uri 224)Urinary system 3
(Med-Imu 215) Immune system 2 (Med- PHC 225) Primary Health Care 3
(Med- Com 216) Introduction to Community Medicine 4 (Med-Prf 226) Introduction to Medical Professionalism 2
Total number of credit hours 21 Total number of credit hours 21
Semester Five Semester Six
Educational Unit Credits Educational Unit Credits
(Med-End 311) Endocrine system 3 (Med-NSS 321) The nervous system & special senses 5
(Med-Rpd 312) Reproductive System 4 (Med-BS322) Behavioral Sciences 3
(Med-H&N 313) Head & neck Anatomy 3 (Med- For 323) Forensic Medicine& Toxicology 5
(Med- Gen 314) Genetics and Molecular biology 4 (Med-Epi 324) Epidemiology & Biostatistics 4
 (Med- Con 315) Communicable and non communicable diseases 4 (Med-prf 325) Advance Medical Professionalism 2
(Med-Rch316) Principles of Research 3 (Med- Hex 326) History Taking & Clinical Examinations 2
Total number of credit hours 21 Total number of credit hours 21
Semester Seven Semester Eight
Educational Unit Credits Educational Unit Credits
(Med- BCS 411)Basic skills 2 (Med-med 421) Internal Medicine 16
(Med-Ans412) Anesthesia 2 (Med-Psy 422) Psychiatry 3
(Med- ENT 413) Ear, Nose & Throat 3 (Med-Drm 423) Dermatology 2
(Med-Opt 414) Ophthalmology 3 (Med- Rur 424)Rural Residence 2
(Med-Orh 415) Orthopedics & trauma 4
(Med-Mag 416) Health system management 3
(Med-Rrj 417) Students Research  project 2
Total number of credit hours 19 Total number of credit hours 23
Semester Nine Semester Ten
Educational Unit Credits Educational Unit Credits
 (Med-  Sur 511) Surgery 14 (Med-Obg 521) Obstetrics & gynecology 12
 (Med- FM 512) Family Medicine 3 (Med-Ped 522) Pediatrics 12
(Med-Emd 513) Emergency Medicine 4
Total number of credit hours 21 Total number of credit hours 24

تقويم العام الدراسي

Course title Start End
1 First Year Sunday 27.2.2022 Thursday 12.1.2023
2 Second Year Sunday 27.3.2022 Thursday 16.2.2023
3 Third Year Sunday 20.2.2022 Thursday 19.1.2023
4 Fourth Year Sunday 6.3.2022 Thursday 12.3.2023
5 Fifth Year Sunday 13.3.2022 Thursday 23.3.2023