ANNUAL REPORT 2008 - Dubai Medical College - DMC · Student Counseling 34 Career Guidance Subcommittee 34 ... EDUCATIONAL SUPPORT SERVICESEDUCATIONAL SUPPORT SERVICES 58558858- ---66668888

DMCG Annual Report September 2008 Institutional Effectiveness Unit 1

ANNUAL REPORT 2007-2008

Title Page Executive SummaryExecutive SummaryExecutive SummaryExecutive Summary 3

1111.... GOVERNANCEGOVERNANCEGOVERNANCEGOVERNANCE 4444----6666

Executive Board 4

Summary of Faculty Board minutes 4

Institutional Effectiveness Calendar 5

2222.... ADMISSION PROCESSADMISSION PROCESSADMISSION PROCESSADMISSION PROCESS 7777----11111111

Selection Policy for Admission 7

Report on Admission 8

Evaluation of Effectiveness of Admission process (2008-2009) 9

3333.... QUALITY OF TEACHINGQUALITY OF TEACHINGQUALITY OF TEACHINGQUALITY OF TEACHING 12121212----33330000

Summary of changes 12

Evaluation of Modules 12

Curriculum Review committee report 15

Course delivery rate 15

New teaching methods - PBL evaluation 16

Organization of Teaching Load 18

Course and Syllabus evaluation 19

New Teaching plan 21

Evaluation of Time adequacy 22

Remedial Course 24

Changes in Clinical Phase 24

Evaluation of Third year 25

Evaluation of Behavioural Sciences Module 29

4444.... QUALITY OF EXAMINATIONSQUALITY OF EXAMINATIONSQUALITY OF EXAMINATIONSQUALITY OF EXAMINATIONS 33332222----33333333

Summary of Changes 32

Analysis of overall Final exams 32

Distribution of examination and teaching hours 33

5555.... STUDENT ACHIEVEMENT AND PROGRESSSTUDENT ACHIEVEMENT AND PROGRESSSTUDENT ACHIEVEMENT AND PROGRESSSTUDENT ACHIEVEMENT AND PROGRESS 34343434----33337777

Student Counseling 34

Career Guidance Subcommittee 34

Student Union activities 35

Emirates Medical Students Society 36

Student Awards 36


6666.... FINANCIAL STATEMENTFINANCIAL STATEMENTFINANCIAL STATEMENTFINANCIAL STATEMENT 38383838----44441111

Financial Analysis Of DMCG 38

Financial projection 2006-2010 38

7777.... FACULTY DEVELOPMENTFACULTY DEVELOPMENTFACULTY DEVELOPMENTFACULTY DEVELOPMENT 44442222----55552222 Changes in Faculty 42

DMCG achievements due to Faculty Development program 42

List of Research publications 46

Faculty Evaluation by Student survey 47

Faculty Opinion Survey 48

Faculty benefits 49

Clinical faculty evaluation process 50

Status of Clinical Teaching faculty 51 8888.... EXTERNAL RELATIONSEXTERNAL RELATIONSEXTERNAL RELATIONSEXTERNAL RELATIONS 55553333----55557777

Exploration of Partnership with India 53

Agreement with AIIMS 54

Summer Training program at AIIMS 54

Medical Research Fund 56 9999.... EDUCATIONAL SUPPORT SERVICESEDUCATIONAL SUPPORT SERVICESEDUCATIONAL SUPPORT SERVICESEDUCATIONAL SUPPORT SERVICES 58585858----66668888

Facilities Master plan 58

Student satisfaction rates 60

Safety Subcommittee 61

Preclinical Library facts 62

Evaluation of Library satisfaction 63

Library Transaction rate 65 Evaluation of other facilities 66

10101010.... QUALITY OF GRADUATESQUALITY OF GRADUATESQUALITY OF GRADUATESQUALITY OF GRADUATES 69696969----77771111

Graduate performance in MBBS examination 69

Number of graduates 70

Performance of graduates in MRCP examinations 71


ANNUAL REPOANNUAL REPOANNUAL REPOANNUAL REPORTRTRTRT 2002002002007777----2002002002008888

Executive SummaryExecutive SummaryExecutive SummaryExecutive Summary

The academic year 2007-2008 was a crucial year of modifications and improvements for Dubai Medical

College for Girls in its journey towards excellence. As eluded to before in the previous reports, DMCG is one

among few institutions in the world catering to women’s health and the first medical college to be started in

the UAE. The commitment to excellence and self assessment for improvement is embedded in the mission of

the college.

The college has gone a long way into the continuous process of meeting the requirements of reaccreditation

and re-Licensure set by the Ministry of Higher Education. The 3-year-long re-licensure and re-accreditation

process was completed during this academic year. The ongoing improvement is illustrated by the periodic

review and assessment cycle the college goes through.

Major EventsMajor EventsMajor EventsMajor Events & Achievements& Achievements& Achievements& Achievements

1111.... Welcome ceremony Welcome ceremony Welcome ceremony Welcome ceremony with the speech of Haj Saeed Lootah, Chairman of Board of Trustees with the speech of Haj Saeed Lootah, Chairman of Board of Trustees with the speech of Haj Saeed Lootah, Chairman of Board of Trustees with the speech of Haj Saeed Lootah, Chairman of Board of Trustees

The academic year 2007-2008 started with a Welcome Ceremony for the first year students of Batch 22,

which was held on 19-8-2007.

2. TTTThird year hird year hird year hird year preclinical preclinical preclinical preclinical coursecoursecoursecourse was implemented for the first time.

3. Staff Iftar party Staff Iftar party Staff Iftar party Staff Iftar party was conducted at Jawhara Hotel as a token of appreciation to all staff for their

contribution to the DQA application process.

4. Integration with clinical phaseIntegration with clinical phaseIntegration with clinical phaseIntegration with clinical phase.

Clinical skills module in preclinical phase was introduced for the first time coordinated by Dr. Marwa and

Dr. Samia Ferghaly

Remuneration and teaching allowance of clinical faculty has been computed and paid as per the decision of

Executive Board.

5. ReReReRe----organization of clinical phaseorganization of clinical phaseorganization of clinical phaseorganization of clinical phase Obstetrics and Paediatrics exams were held at the end of fourth year.

6. Reaccreditation and ReReaccreditation and ReReaccreditation and ReReaccreditation and Re----Licensure Licensure Licensure Licensure were granted to DMCG by CAA till 2010. . . .

7. Agreement with AIIMS, India: Agreement with AIIMS, India: Agreement with AIIMS, India: Agreement with AIIMS, India: Partnerships with Medical colleges in India was explored under the

guidance of Er.Yahya saeed Lootah. Prof. Mohammed Galal, Dean, and Dr. Fouzia Shersad, IE Unit,

visited the institutions in India and an agreement was signed with AIIMS, India. Summer training for

students in AIIMS conducted. In March 2008, DMCG hosted a speaker for the Medical Student

Conference inviting Prof. R. C. Deka, Dean of AIIMS, who visited the college

8. MMMMedical edical edical edical RRRResearch esearch esearch esearch FFFFundundundund was launched by Mr. Saleh Saeed Lootah at Emirates Pathologists’ Association

meeting, which was hosted by DMCG. Prof. Fatehia Aly, the General secretary of MRF, spoke on the

guidelines of the program.

9. Student researchStudent researchStudent researchStudent research papers from the preclinical phase was published in international journals.

10. FFFFaculty development aculty development aculty development aculty development continued with more than 8 faculty attending international conferences abroad, 7

international publications and 3 faculty members obtaining Masters in health Professions Education.

11. Student awards and activities Student awards and activities Student awards and activities Student awards and activities in Islamic, academic and extracurricular areas.


1111 GOVERNANCEGOVERNANCEGOVERNANCEGOVERNANCE

1111....1111 Executive Board Executive Board Executive Board Executive Board

• All major decisions taken by the Faculty Board was ratified by members of Executive Board.

• One of the major decisions of The Executive Board was to improve the staff benefits

substantially.

• The remuneration scheme for clinical staff was implemented successfully.

• Exploration of partnerships with international institutions was initiated under the leadership

of Er. Yahya Saeed Lootah.

• Medical Research Fund was funded and launched by Mr. Saleh Saeed Lootah.

• The college sponsored the postgraduate education of a graduate at University of Cincinnati.

• Faculty Development fund was utilized by all eligible faculty members.

1.21.21.21.2 Summary of Faculty Board minutes 2007Summary of Faculty Board minutes 2007Summary of Faculty Board minutes 2007Summary of Faculty Board minutes 2007----2008200820082008

The Faculty Board meetings were conducted every month. All meetings were chaired by Prof. Galal

and minutes prepared by the Gen secretary, Dr. Marwa. All major decisions were ratified by members

of Executive Board.

1111.... Reports presentedReports presentedReports presentedReports presented

a. The Dean reported on his visit to India.

b. Faculty reports on trips for international conferences.

c. Examination reports

d. Third year and Behavioral Sciences evaluation report

e. Course delivery reports

2222.... DecisionsDecisionsDecisionsDecisions

a. Approval of Clinical skills module

b. Approval of Behavioural sciences Module

c. OSCE examination

d. First time integrated final examination

e. Marks re-distribution

f. ICDL, Medical terminology courses

g. Admission policies

h. Punishment of cheating student

i. Ratification of the final examination results

3333.... Proposals discussedProposals discussedProposals discussedProposals discussed

a. Med Education Department

b. Elective courses

c. Summer training program

d. Fixation of time table

e. Remedial courses for low performing students

f. Membership with FAIMER

4444.... Special AttendeeSpecial AttendeeSpecial AttendeeSpecial Attendee

a. Dr. Samia Ferghaly


1.31.31.31.3 Institutional EInstitutional EInstitutional EInstitutional Effectiveness Unitffectiveness Unitffectiveness Unitffectiveness Unit

DMCG Institutional Effectiveness Calendar 2007DMCG Institutional Effectiveness Calendar 2007DMCG Institutional Effectiveness Calendar 2007DMCG Institutional Effectiveness Calendar 2007----2008200820082008

Module evaluation is done after completion of every module. Panel discussions within the modules are analyzed periodically.

PBL evaluation is done. Trends are determined every two years.

Month GOVERNANCE ADMIS. QUALITY OF

TEACHING

QUALITY OF

EXAMINATIONS

STUDENT

ACHIEVEMENT &

PROGRESS

STUDENT

ACTIVITIES FINANCE FACULTY

EXT.

RELATIONS

EDU.

SUPP.

SERVICES

QUALITY OF

GRADUATES REPORTS

Aug

-Faculty

Meeting(FB)

minutes

-Outcomes

assessment(OA)

matrix

- Satisfaction

of admitted

students

-Formulation of

course objectives

-Update Course

booklets, modules

-Designate module

coordinators

-Time table

software update

Review examination

plan for 2007-2008

Exam comm.

meeting

Update software for

MCQs

-Analyze & compare

pass rate in Final

examination

-Report from Student

Union President

-List of Mentors

for student

counseling

-Student

counseling

meeting with

Mentor

instructions

Sponsorship

list

-Faculty

database

-Update on

newer

teaching

methods

Plan for

affiliations

abroad

-Update IT

services plan

-Prepare

fresh

maintenance

plan

Details of Final

exam results

Graduate survey

MRCP results

-Completion

of Annual

Report

-OA matrix

Sep

FB minutes

Develop Human

Resources Plan

-Sponsored

students rate

-Quality of

admitted

students

-Course delivery

rate

-Approval of

outcomes

assessment -

departments

-Blueprint for

examinations

-Re-sit exam results

- Student Union

Elections

- Clinical Student

union

Action Plan

of DQA

report

Remuneration

of clinical

faculty

-Admission

Report

Oct

-Summary of events

& decisions by FB

-Strategy review

Report(SRR)

-Student

Enrolment

plan

-Self

assessment of

admission

process

-Course delivery

rate

-Analyze New

methods of

teaching

-Instructions for

exam -Mid semester

exam evaluation

-Attendance rates

-Forum participation

-Panel discussions and

their feedback

-reports from

mentors

-Tuition fee

dues

-attendance

in

conferences

-research

- Report on

new

purchase

-Library

transactions

-Graduation

ceremony

-Mid- sem.

Report

-SRR

Nov FB minutes -Course delivery

rate Third year exam

Dec

FB minutes

-Audit Report of

instructional units

-Plan of

Improvement from

depts.

-Strategy review

Report

-Curriculum

review

-Departmental

Outcomes

assessment

Re-sit Third year

-Assignment

Productivity Rates

-Attendance rates

Collection of

Tuition fee

Website

evaluation -SRR


InstitutionalInstitutionalInstitutionalInstitutional effectiveness calendar effectiveness calendar effectiveness calendar effectiveness calendar ----Second semester 2007Second semester 2007Second semester 2007Second semester 2007----2008200820082008

Month GOVERNANCE ADMIS. QUALITY OF

TEACHING

QUALITY OF

EXAMINATIONS

STUDENT

ACHIEVEMENT &

PROGRESS

STUDENT

ACTIVITIES FINANCE FACULTY

EXT.

RELATIONS

EDU. SUPP.

SERVICES

QUALITY OF

GRADUATES REPORTS

Jan

FB minutes

Summary of events

& decisions(FB)

Survey on

awareness in

community

about DMCG

-Formulation of

course objectives

-Course and

syllabus evaluation

-Final Exam

evaluation for 1st ,

2nd and third years

-Forum participation

-reports from

mentors

-trips

-Tuition fee

dues

-attendance

in conf.

-research

-New books

acquired

-new graduates

contacted

-Resit results

-End Sem

Report

Feb

FB minutes

Strategic Plan to be

developed

Marketing

GETEX, other

Exhibitions to

attract students

-Course delivery

rate

-Approval of

outcomes

assessment -

departments

UAE Medical

Student

Union

activities

Graduate survey

MRCP results

Mar

FB minutes

IE matrix

Strategy review

Report

Plans for next

year admissions

according to

CAA guidelines

-Course delivery

rate -Attendance rates

-Faculty

Opinion

Survey

-SRR

Apr Summary of events

& decisions(FB)

Admission

committee

meeting

-New methods of

teaching

-Assessment of

Examination system -Forum participation

-reports from

mentors

-Tuition fee

dues

-conferences

-research

Transactions

of Library

-Mid sem

Report

Ma

FB minutes

-Student affairs

satisfaction

Announcements

for admission

-Course delivery

rate

-Comprehensive

exam evaluation

-Number of

faculty,

promotions

-Enrollment

Mt. Report

Jun

FB minutes

-Summary of

changes made by

functional units

-Admission

registration

-Course delivery

rate

-Adequacy of time

evaluation

-Announcement of

Instructions for

exams

-Assignment

Productivity Rates

-Attendance rates

Budget

Faculty

opinion –

obstacles for

research

-result final year

exam

-Risk Mt

.Report

-SRR

Jul

-Summary of

events &

decisions(FB)

-Annual report

from depts.

-Audit report of

instructional units

& functional units

Strategy review

Report

-Retention and

Attrition rate

-Survey on

Satisfaction of

new applicants

-Curriculum review

& PD committee

report

-Outcomes

assessment from

department

-External examiner

report evaluation

-Course and

syllabus evaluation

-Final exam

evaluation

-Forum

-Pass rate

-Student satisfaction

survey

-reports from

mentors

-trips

-Tuition fee

-Annual

Financial

statement

-Purchase

details

-conferences

-research

-Self

assessment

Report of ESS

-Student

satisfaction

rate

-Analysis of

DMCG

graduates

-new graduates

contacted

-End sem

report

-New

Strategic

plan for

2008-2013

Module evaluation is done after completion of every module. Panel discussions within the modules are analyzed periodically.

PBL evaluation is done. Trends are determined every two years.

DMCG Annual Report 2007-2008 Institutional Effectiveness Unit 7

2.2.2.2. ADMISSION PROCESSADMISSION PROCESSADMISSION PROCESSADMISSION PROCESS

2.12.12.12.1 Selection policySelection policySelection policySelection policy

1. The selection policy for admission to the college was revised to include the clinical faculty in the selection

process. The revised Selection Policy is given below:

• The date of interview for selection will be decided by the admission committee.

• Interview will be held in the Pre-Clinical facility.

• Selection committee will include:

- Dean of the college.

- Two faculty Members, one of them from the clinical faculty.

2. The procedure was revised to include the details of the admission process as follows:

3. Admission to College will be based on 3 parameters.

1. Score in Higher Secondary Examination: Only students who score above 80% will be eligible for

application. This is to ensure that the student has high academic capabilities for securing post graduate

training

2. The student’s Score in the entrance examination: The entrance examination is prepared in such a way as to

select candidates capable of securing position for higher education.

Entrance Exam principles:

Entrance Exam consists of three subjects Chemistry, Biology, English.

Duration of the exam is 2 hours.

Mark distribution as follows:

- Biology 50

- Chemistry 25

- English 25

3. Interview for personality assessment: The interview is conducted to choose the students with good moral

ethics, right attitude & mature personality to pursue the career further after graduation.


2.2.2.2.2222 Report on Admission 2008Report on Admission 2008Report on Admission 2008Report on Admission 2008----2009200920092009

Status of 2008Status of 2008Status of 2008Status of 2008----2009 admission 2009 admission 2009 admission 2009 admission

• Admission tests and interviews were made more structured. Decisions regarding the policies were

made during 3 formal meetings of admission committee members.

• As TOEFL/IELTS was compulsory, the number of eligible applications from UAE nationals

declined. We see that the admitted number of UAE nationals reduced from 38% →26% in the

last academic year.

Percentage distribution of Percentage distribution of Percentage distribution of Percentage distribution of different nationalities among admitted studentsdifferent nationalities among admitted studentsdifferent nationalities among admitted studentsdifferent nationalities among admitted students

2008200820082008----2009200920092009 2007200720072007----2008200820082008 2006200620062006----2007200720072007 2005200520052005----2006200620062006 2004200420042004----2005200520052005 2003200320032003----2004200420042004

26 38 48 40 33 31 UAEUAEUAEUAE

8 7 8 8 16 10 GCCGCCGCCGCC

26 29 20 33 39 40 Other ArabsOther ArabsOther ArabsOther Arabs

41 26 25 18 12 18 OthersOthersOthersOthers

Financial Financial Financial Financial Aid from EAid from EAid from EAid from External xternal xternal xternal SSSSources:ources:ources:ources:

Batch 23

Batch 22

Batch 21

Batch 20

Batch 19

Ministry of Presidential Affairs 6 2 14 3 6

Govt. of Fujairah 1 2

UAE Armed Forces 1 5 2

Shaikh Zayed Charitable and Humanitarian Foundation

1 2 1

The private Affairs Dept. of H.H. Shaikh Fatima Bint Mubarak

1

Crown Prince Court 1 1

Dubai Ruler's Court 1 7 4 3

Sheikh Hamdan Bin Rashid Al Maktoum Award for Medical Sciences

KUWAITI CONSULATE 1

DUBAI POLICE 3

DMCG 2 2 1

Bahrain Armed Forces 1

Sheikh Mansoor Bin Zayed’s Office 1


Sheikh Khalifa Charitable Foundation 2

OTHERS 1

Total 9 18 29 11 11

2.2.2.2.3333 Evaluation of Effectiveness of Evaluation of Effectiveness of Evaluation of Effectiveness of Evaluation of Effectiveness of AAAAdmissiondmissiondmissiondmission

The Comparison of Student Perception of admitted students for the last four years show that their satisfaction

regarding acceptance letters have reduced slightly due to the introduction of TOEFL as a requirement. Many

students were required to wait for their TOEFL results for acceptance to be issued. A majority of the

complaints were regarding TOEFL and the stricter entrance examination conducted.


Applicants’ SatisfApplicants’ SatisfApplicants’ SatisfApplicants’ Satisfaaaaction ction ction ction RRRRateateateate The applicants’ perceptions regarding the admission process were evaluated using a questionnaire. The

percentage results and a comparison with that of the previous years are as shown in the graphs in the following

pages. The satisfaction regarding publications fell short of our target of 90%. Based on this, the marketing

team took up improvement of publications (such as prospectus, which was delayed) as top priority for 2008-

2009.


The students who were admitted have given the following suggestions:

• More announcements in the email

• Provide earlier dates for foreign students

• Increased clarity in some question papers

• Info regarding acceptance within 2 hours

• Reduction of college timings

• Allow them to go home when no classes

• More co-curricular activities


3.3.3.3. QUALITY OF TEACHING: QUALITY OF TEACHING: QUALITY OF TEACHING: QUALITY OF TEACHING:

3.13.13.13.1 Summary of changes in teaching programSummary of changes in teaching programSummary of changes in teaching programSummary of changes in teaching program � Third year course was successfully introduced. � Clinical Skills module was introduced for the first time in the preclinical phase. � Increased integration with clinical phase. Prof.Baron gives 4 hour per week for preclinical students � Behavioural science module, ethics implemented

Nutrition as an integrated topic (CM &BIO) Included field visits and research � In clinical phase, we introduced internal checkpoints - Gyn/Obs and peds in first clinical year

3.2 3.2 3.2 3.2 Evaluation of ModulesEvaluation of ModulesEvaluation of ModulesEvaluation of Modules

Chief Academic Officer and Head of Program Delivery and Curriculum Review Committee

Prof. Fatehia Aly Bayoumy

Program Coordinator for the first year

Dr. Abeer

Program Coordinator for the second year Dr. Doaa Sultan

Module coordinators

Module coordinators

Cardiovascular System Module

Dr. Hutoof

Respiratory System Module

Prof. Fatehia

Urinary System Module Prof. Mervat Prof. Shifa

Alimentary System Module

Dr. Nadia

Dr. Shameem

Nervous System Module

Prof. Magdy

Dr. Hutoof

Endocrine & Reproductive Systems Module

Dr. Abeer Dr. Azza

General Module

Dr. Neveen

Cell and Tissue

Module

Dr. Neveen

Molecular Biology

Module

Dr. Najla

Autonomic Nervous

System Module

Dr. Abeer

Hemopoeitic & Lymphatic

System Module

Dr. Najla

ORGANIZATION FOR COORDINATION OF PROGRAM

DELIVERY


All system modules were completed by end of June. The evaluation of the perception of the students using a questionnaire shows that they are satisfied with program delivery. The lowest score is for the adequacy of time given for the assignments and the comprehensive examination. The results of the survey are given below:

Table 8 Table 8 Table 8 Table 8 CompaCompaCompaComparison of student perception of module delivery rison of student perception of module delivery rison of student perception of module delivery rison of student perception of module delivery for Batches 19, 20 and 21

Abbreviations Abbreviations Abbreviations Abbreviations

usedusedusedused

B19-CVS Batch 19 Cardiovascular system Module

B19-RS Batch19 Respiratory System Module

B19-GI Batch19 Digestive System Module

B20-Gen Batch 20 General Module

B20-Mol Batch 20- Molecular Biology Module

B20- CVS Batch 20- Cardiovascular system Module

B21-CVS Batch 21- Cardiovascular system Module

B20-CNS Batch 20- Nervous system Module

B20-Beh Batch 20- Behavioural Sciences Module

B20-Endo rep Batch 20- Endocrine, Reproductive Module



3.33.33.33.3 Curriculum ReviewCurriculum ReviewCurriculum ReviewCurriculum Review � ICDL course was regularly monitored and evaluated in the faculty Board meetings. TOEFL / IELTS

Course was discontinued as the admission requirements were strictly followed. � Third year course underwent minor restructuring. � Ethics and Behavioural sciences were completed and evaluated by IE unit. � The course of Nutrition was integrated with field trips in the Community Medicine department and

Biochemistry department. It also incorporated research. � Elective courses in soft skills and management is planned.

3.4 Cours3.4 Cours3.4 Cours3.4 Course Delivery Ratee Delivery Ratee Delivery Ratee Delivery Rate---- First SemesterFirst SemesterFirst SemesterFirst Semester While all departments have covered the topics according to schedule, a new format for reporting course delivery rate was prepared, in order to objectively assess the proportion of the hours actually taught by a department to that allotted to it every month. The evaluation of the course delivery rate of second year second semester is given below:

Time Table committee Time Table committee Time Table committee Time Table committee was more organized under the leadership of Prof. Fatehia Aly. The first year and second year time tables were coordinated by Dr. Doaa and Dr. Abeer respectively. Dr. Sadiah prepared the time tables for first and second years and Dr. Haya prepared time tables for third year subjects. The hours were closely coordinated with the teaching hours and the course delivery rate was readjusted from time to time.


3.3.3.3.5555 New Teaching methodsNew Teaching methodsNew Teaching methodsNew Teaching methods Newer methods of teaching were introduced by every department thereby increasing the proportion of interactive teaching methods. 50% of the teaching hours are now using student centered methods as shown in the graph.

1.1.1.1. Progress in PBLProgress in PBLProgress in PBLProgress in PBL

Each department revised its syllabus for the second semester of the academic year 2006-2007 to introduce new teaching methods in replacement of teacher-centered lectures. The new methods of teaching, which were introduced are: Problem based learning, case-based-learning, Team based learning, tutorials & small group discussions.

2.2.2.2. Evaluation of PBL:Evaluation of PBL:Evaluation of PBL:Evaluation of PBL: The evaluation of students’ perception regarding PBL shows that they were most satisfied with the fact that the objectives and solutions are clearly interrelated and the suitable problem was used. The advantage that scored the highest is that it fostered critical thinking skills, and urged them to use additional resources. Student satisfaction rates for PBL sessions have been compared over the last three years. The satisfaction rate on a scale of 1-5 has been used. The average score has been benchmarked with US medical students which is 3.6. The satisfaction rate using the same scale for our students is better than the benchmark.


Student satisfaction rates for PBL scale 1Student satisfaction rates for PBL scale 1Student satisfaction rates for PBL scale 1Student satisfaction rates for PBL scale 1----5 5 5 5 ------------benchmark between (3.5 and 3.9)benchmark between (3.5 and 3.9)benchmark between (3.5 and 3.9)benchmark between (3.5 and 3.9)

Liver 2006

CVS 2006

Heart failure 2008

B.asthma 2008

1. Working was pleasant 3.6 3.7 3.7 4.2

2. As a whole, it was interesting 3.6 3.9 3.8 4.3

3. Objectives and solutions were clearly

interrelated 3.8 3.7 3.2 4.5

4. The case was suitable for systematic approach. 3.7 4.3 3.6 4.3

5. I feel confident of my knowledge of the topic 3.3 3.9 3.5 4.2

6. It urged me to utilize additional resources

(library, internet, Textbooks, Journals … etc.) 3.5 3.8 4.2 4.2

7. It taught me how to work in a team. 3.6 3.6 3.8 4.3

8. Discussion during session 2 was conclusive 3.1 3.6 3.0 4.4

9. My critical thinking skills are developed 3.7 3.9 3.4 4.3

10. The concept of problem-based learning process

was clear 3.2 3.8 3.4 4.1

11. I had equal chance to share in discussion 3.7 3.6 4.1 4.4

The overall satisfaction rates in PBL over the last three years have been improving and have exceeded the benchmark as shown in the graph below. Our target for the last year was 3.6.


3.6 Organization of Teaching Load3.6 Organization of Teaching Load3.6 Organization of Teaching Load3.6 Organization of Teaching Load � Teaching Load calculations were organized in order to maintain them below the levels stipulated by CAA. The lectures of faculty members whose

teaching load exceeded the limits were combined. In this way optimum teaching loads were maintained. First Semester Teaching LoadFirst Semester Teaching LoadFirst Semester Teaching LoadFirst Semester Teaching Load 2007200720072007----2008200820082008

SubjectSubjectSubjectSubject Dr. NamesDr. NamesDr. NamesDr. Names

First YearFirst YearFirst YearFirst Year Second YearSecond YearSecond YearSecond Year Third YearThird YearThird YearThird Year DPCDPCDPCDPC

1st semester 1st semester 1st semester 1st semester 1st semester1st semester1st semester1st semester 1st semester1st semester1st semester1st semester 1st semester1st semester1st semester1st semester

lectlectlectlect practpractpractpract Total Total Total Total

Teaching Teaching Teaching Teaching hrshrshrshrs







TotalTotalTotalTotal Total for Total for Total for Total for Both Both Both Both groupsgroupsgroupsgroups

Teaching Teaching Teaching Teaching Hours per Hours per Hours per Hours per weekweekweekweek

Biochemistry

dr. Neveen 40 12 52 19 4 23 0 0 0 8 8 16 91 182 11.38

dr. Naglaa 40 12 52 19 4 23 0 0 0 8 8 16 91 182 11.38

Anatomy Prof. Galal 12 1 13 47 14 61 37 8 45 0 0 0 119 238 14.88

Prof. Shefa 67 6 73 0 0 0 8 2 10 30 15 45 128 256 16.00

Physiology Prof. Magdy 0 0 0 94 0 94 33 0 33 0 0 0 154 308 19.25

Dr. Abeer 27 0 27 0 4 4 0 30 15 45 76 152 9.50

Histology Dr. Nadiah 33 11 44 24 6 30 30 8 38 30 15 45 157 314 19.63

Community Medicine Dr. Marwa 17 0 17 28 0 28 0 0 0 0 0 0 45 90 5.63

Immunology Prof. Shameem 0 0 0 26 6 32 24 7 31 0 0 0 63 126 7.88

Parasitology Dr. Doaa 0 0 0 23 3 26 0 0 0 0 0 0 26 52 3.25

Pathology Prof. Fatehia 0 0 0 42 0 42 15 0 15 0 0 0 57 114 7.13

Dr. Hutoof 0 0 0 43 15 58 16 6 22 30 15 45 125 250 15.63

Pharmacology Prof. Siddiqui 0 0 0 0 0 0 16 0 16 0 0 0 16 32 2.00

Prof. Mervat 0 0 0 74 0 74 54 0 54 0 0 0 128 256 16.00


3.73.73.73.7 Course and Syllabus evaluationCourse and Syllabus evaluationCourse and Syllabus evaluationCourse and Syllabus evaluation

Course and Syllabus evaluation is done for each subject at the end of each semester. It is calculated on a scale

of 1-5. We have exceeded the benchmark 3.7 and our target of 3.6 in most areas. A comparison of the overall

average for each semester shows a positive trend in all areas.



3.8 DMCG TEACHING PLAN3.8 DMCG TEACHING PLAN3.8 DMCG TEACHING PLAN3.8 DMCG TEACHING PLAN –––– started from 2005 September (for Batch 21 and onwarstarted from 2005 September (for Batch 21 and onwarstarted from 2005 September (for Batch 21 and onwarstarted from 2005 September (for Batch 21 and onwards).ds).ds).ds).

PRE CLINICAL PHASEPRE CLINICAL PHASEPRE CLINICAL PHASEPRE CLINICAL PHASE CLINICAL PHASECLINICAL PHASECLINICAL PHASECLINICAL PHASE

FIRST YEARFIRST YEARFIRST YEARFIRST YEAR SECOND YEARSECOND YEARSECOND YEARSECOND YEAR THIRDTHIRDTHIRDTHIRD YEARYEARYEARYEAR FOURTH YEARFOURTH YEARFOURTH YEARFOURTH YEAR FINAL YEARFINAL YEARFINAL YEARFINAL YEAR

Aug – Feb Feb – Aug Aug – Feb Feb – Aug Aug – Jan Feb – March

April –June

July – Sept

Sept. – Nov

Nov – Jan Feb - April

April - June July – Oct.

Oct. - Dec.

Jan.-March

April - May

Jun. - July

Sem. I Sem. II Sem. III Sem. IV Sem. V 10 weeks 10 weeks 10 weeks 10 weeks 11 weeks 10 weeks 10 weeks 10 weeks 10 weeks 10 weeks 10 weeks

� Prem

edical & Introduction �

Cell M

odule � Tissue M

odule

� Biochem

istry I chemistry �

Anatom

y: Low

er Limb.

� Haem

opoeitic, lymphoid, A

utonomic. �

Biochemistry: M

etabolism. �

Anatom

y: Upper L

imb &

Head and N

eck � Com

m. M

edicine.

� Im

munology �

General E

mbryology

� General (M

icrobiology, Pathology, P

harmacology).

� M

olecular biology Module. �

GIT module. �

Parasitology.

� Com

m. M

edicine

� CVS m

odule. � Renal M

odule. � Parasitology.

� Respiratory M

odule. � Biochem

istry. � Integum

entary System.

� Com

munity M

edicine.

� CNS M

od. � Endocrine and reproductive M

odule .

Internal Medicine

Paediatrics /

Obstetrics&

Gynaecology

Obstetrics&

Gynaecology /

Paediatrics

Paediatrics /

Obstetrics &

Gynaecology

Obstetrics&

Gynaecology /

Paediatrics

Final Exam

in Paediatrics - O

bstetrics & Gynaecology

Internal Medicine/

Surgery / Prim

ary Health C

are

Internal Medicine/

Surgery / Prim

ary Health C

are

Internal Medicine/

Surgery / Prim

ary Health C

are

Internal Medicine/

Surgery / Prim

ary Health C

are

Internal Medicine/

Surgery / Prim

ary Health C

are

Internal Medicine/

Surgery / Prim

ary Health C

are

Revision and Final E

xams in M

edicine, Surgery

In the surgical section, each student will undergo 2 rotations in Paediatrics and 2 rotation in Obstetrics &

Gynaecology

each student will undergo 2 rotations in Primary Health Care, 3 rotations in Internal Medicine and 1 rotation in Surgery

6 months including

2 weeks w

inter holiday

6 months including

5 w

eeks summer

holiday

6 months including

2 weeks w

inter holiday

6 months including

5 w

eeks summer

holiday

6 months including

2 weeks w

inter holiday

10 weeks

10 weeks

10 weeks +

5 weeks

Vacation

10 weeks

11 weeks +

2 weeks

Vacation

10 weeks

10 weeks +

5 weeks

Vacation

10 weeks

10 weeks +

2 weeks

Vacation

10 weeks

10 weeks


3.93.93.93.9 Evaluation of Evaluation of Evaluation of Evaluation of Student Satisfaction rates on the adequacy of timStudent Satisfaction rates on the adequacy of timStudent Satisfaction rates on the adequacy of timStudent Satisfaction rates on the adequacy of timeeee

Student Satisfaction rates on the adequacy of time allotted for student activities,self learning, seminars and

lectures. The results have been analysed for the first and second years separately as shown in the graphs below:


It is seen that the satisfaction rates have been improving in the case of seminar prepration and lectures. In

2005-2006. we found that the first year satisfaction rates were unacceptably high for student activities. At the

same time, the second year satisfaction rates for adequacy for lectures dropped. The teaching plan was revised

to move some teaching hours from second year to the first year. Since then the satisafction rates have been

steadily improving in areas except self-learning. The declining satisfaction rates for self learning reflects their

requests for reducing the teaching hours altogether. Continuous improvement of the teaching plan is expected

to improve the rates in the next academic year.


3.103.103.103.10 Remedial Course:Remedial Course:Remedial Course:Remedial Course: In order to ensure that only competent students who are capable of continuing medical education successfully to become successful doctors should be qualified to go to the clinical phase, we have a strict examination system in the preclinical phase. From the feedback of the senior teaching faculty of various departments, it has been shown that there are many students who show lack of interest in academics. These students have shown low scores in the first semester examinations. From the experience of one of the departments, we have seen that their performance and interest can be improved by giving extra revision classes. The counseling given by mentors can motivate some students but these students do not have a chance to interact and learn in an atmosphere conducive to their academic level. Steps takeSteps takeSteps takeSteps taken:n:n:n: To identify and monitor the progress of poor performing students early in the course To inform parents of these students and discuss the demands of this career To conduct remedial classes for poor performers in small groups during student activity time or breaks, so as to ensure that these students can put in their best performances in the examinations. 3.113.113.113.11 Changes in Clinical Changes in Clinical Changes in Clinical Changes in Clinical PPPPhasehasehasehase

There have been extensive changes in the clinical phase and these have been suggested and prompted by comments made by various external examiners who had participated in the final examinations. These suggestions have been studied by the Faculty Board and they have culminated in the following format for the clinical phase:

A) The introductory course into clinical medicine has now been reorganized and covers a period of 6

weeks. The students rotate into each of six one-week period which will provide them with a good clinical introduction into cardiology, respiratory medicine, gastrointestinal medicine, neurology, renal medicine & endocrinology, and infectious diseases.

During this period a number of didactic courses are also given and these consist of:

1) Communication Skills course 2) Ethics and Medico-legal Medicine 3) Informatics 4) Statistics

B) Following the introductory course all the students in the batch will go into the Paediatric and

Obstetrics/Gynaecology sections for a period of 40 weeks finishing up with their final examination in these subjects. The students are divided into 4 groups and they will alternate at 10-week intervals between their clerkship in Paediatrics and Obstetrics/Gynaecology. These arrangements will obviate the risk of students getting to their finals after a long interval of non-exposure in the clinical discipline.

C) The next and final phase of the clinical course which amounts to 60 weeks is spent in Medicine,

Surgery & Accident/Emergency, and Primary Health Care (PHC) spending 20 weeks in each discipline. The final examinations for Medicine and Surgery are carried out at the end of this period. The final assessment in Primary Health Care is carried out at the end of the 20-week attachment in PHC”.


D) There has been a concerted approach to integrate teaching of undergraduate students across the pre-clinical and clinical phase. This has been successfully piloted and carried out and has involved two areas: 1) Pre-clinical students from Year 2 and Year 3 are attending weekly sessions in PHC where

the students are introduced to clinical ambulatory cases, trained in clinical examination skills, and introduced to patient management of conditions such as diabetes, hypertension and bronchial asthma. They also have the opportunity of participating in Preventive Medicine and in Geriatric Medicine.

2) The second aspect of the integration process has involved medical clinical staff (Professor Muscat-Baron and Professor Mustafa Nur El Huda) taking weekly 4-hour sessions at the pre-clinical college discussing clinical problems from Basic Sciences point of view. Both of these schemes have required considerable cooperation and planning between the pre-clinical and clinical phase contributing hugely to the stated objective of integrating teaching in the college as a whole.

3.123.123.123.12 Evaluation of Third year.Evaluation of Third year.Evaluation of Third year.Evaluation of Third year.

Implementation Status:Implementation Status:Implementation Status:Implementation Status: Program Delivery was done according to schedule with continuous monitoring of the course delivery rate (See attachment ‘Evaluation of Course delivery Report’). Additional lectures in Islamic studies and clinical cases could be given during this course. Minor re-adjustments to the teaching hours according to the unexpected holidays and events during the course has allowed 100% completion rate. The number of hours allotted to Pharmacology, Physiology and Pathology in the third year were marginally insufficient, whereas, Microbiology required less hours than was allotted to it. Minor re-allotment of hours are suggested by Dr. Haya for the next year. Teaching Methods:Teaching Methods:Teaching Methods:Teaching Methods: An increased use of student centered learning methods like Team based learning, small group discussions, problem based learning and case based learning were employed. As part of the incremental integration of the curriculum adopted by the college the CNS, Reproductive and endocrine modules were coordinated by module coordinators. Clinical Skills Module:Clinical Skills Module:Clinical Skills Module:Clinical Skills Module: The students were provided an orientation of PHCs and an exposure to the common clinical conditions. In addition, they were given a chance to learn communication skills. The module is comprised of weekly half-day sessions for 15 weeks in the different PHCs. (See Report on Clinical Skills course by Dr. Marwa.)


Student Satisfaction ratesStudent Satisfaction ratesStudent Satisfaction ratesStudent Satisfaction rates 1. Student opinion survey regarding the Third year course for Batch 20 was performed and analysed.

Average score was calculated using the Likert scale of 1-5, where 1=Strongly Agree and 5=Strongly Disagree. This shows that the satisfaction rate is better than the middle value of 3 except in the adequacy of time for clinical skills. The analysis of the results are shown in the next pages.

1.1.1.1. I was able to apply basic science knowledge in tI was able to apply basic science knowledge in tI was able to apply basic science knowledge in tI was able to apply basic science knowledge in the clinical skills module he clinical skills module he clinical skills module he clinical skills module at PHCat PHCat PHCat PHC

2.12.12.12.1

2. 2. 2. 2. I acquired clinical skills during my visit to the PHC 1.94

3. 3. 3. 3. The physical environment of the PHC helped me to learn better 2.33

4.4.4.4. The time allotted for clinical skills was sufficient 3.49

5. 5. 5. 5. The third year course has better prepared me for the clinical phase 2.7

6.6.6.6. The clinical experience at the PHC helped me to better understand the clinical case scenario in theory classes

2.59

7.7.7.7. The time was sufficient to cover the nervous, endocrine and reproductive modules effectively

2.92

8.8.8.8. The integration was very useful in the central nervous system module 2.33

9.9.9.9. The integration was very useful in the endocrine system module 2.75

10.10.10.10. The integration was very useful in the reproductive system module 2.96



Distribution of Student satisfaction score regarding third year course: Strongly Strongly Strongly Strongly

AgreeAgreeAgreeAgree AgreeAgreeAgreeAgree

No No No No opinionopinionopinionopinion

DisagreeDisagreeDisagreeDisagree Strongly Strongly Strongly Strongly DisagreeDisagreeDisagreeDisagree

1 I was able to apply basic science knowledge in the clinical skills module at PHC

15 27 4 2 5

2 I acquired clinical skills during my visit to the PHC

14 33 1 2 2

3 The physical environment of the PHC helped me to learn better

12 22 9 7 2

4 The time allotted for clinical skills was sufficient

6 8 2 19 13

5 The third year course has better prepared me for the clinical phase

10 18 5 11 6

6 The clinical experience at the PHC helped me to better understand the clinical case scenario in theory classes

12 20 6 8 5

7 The time was sufficient to cover the nervous, endocrine and reproductive modules effectively

8 19 7 5 13

8 The integration was very useful in the central nervous system module

10 29 3 6 5

9 The integration was very useful in the endocrine system module

6 24 5 11 6

10 The integration was very useful in the reproductive system module

3 23 7 11 7


3.13 3.13 3.13 3.13 Evaluation of Behavioural Sciences ModuleEvaluation of Behavioural Sciences ModuleEvaluation of Behavioural Sciences ModuleEvaluation of Behavioural Sciences Module

During the curriculum review process, it was identified that there was a need to introduce a module of Behavioural Sciences especially to help our students who wish to appear for international standardized tests such as USMLE, PLAB etc. Following the approval from the Faculty Baord in 2006, the Behavioural Sciences syllabus was prepared by Prof. Magdy, Head of Department of Physiology. Dr. Jamsheed was appointed as part-time lecturer for the delivery of the course in the academic year 2006-2007. Implementation Status:Implementation Status:Implementation Status:Implementation Status: The Behavioural Sciences Module was introduced during the last academic year, 2006-2007, to the first year(Batch 21) and second year (Batch 20) students simultaneously. The course is planned to be continued for the first year (Batch 22)and second students (Batch 21) in the coming semester. It was implemented to Batch 20 as part of the Nervous System Module during the first semester of the third year for Batch 20 students. The course coordinator was Prof. Magdy, and the course was delivered by Dr. Jamsheed who is a visiting lecturer. The course was completed within 5 weeks with the lectures given for 12 hours for each group separately. Evaluation of student feedback:Evaluation of student feedback:Evaluation of student feedback:Evaluation of student feedback: Student satisfaction scores were evaluated using a revised questionnaire and is rated on a scale of 1 to 5, with 5 being the best score. The other modules used in the third year were also evaluated simultaneously. Using benchmarks from universities around the world and our prior performance in student satisfaction scores, we have decided upon the target mean score of 3.5 in every area of satisfaction. We have benchmarked some of our mean satisfaction scores with that of the results of American Association of Medical Colleges. The results of the evaluation of the student response are given below: The scores are on the whole higher for central nervous system module than for Endocrine/Reproductive and Behavioural Science modules. It is interesting to note that the CNS Module generally is comparable with the benchmark but endocrine and Behavioural sciences are lower. Our evaluation shows that the satisfaction related to understanding of the subjectunderstanding of the subjectunderstanding of the subjectunderstanding of the subject and the quality of handoutshandoutshandoutshandouts, BS scores the lowest compared to the other two. Helpfulness of teaching methods and stimulation of interest scores are marginally low in BS and ER modules. The students are satisfied about the communication of objectivesobjectivesobjectivesobjectives to them and about their freedom to ask freedom to ask freedom to ask freedom to ask questionsquestionsquestionsquestions. The score regarding the course objectives being met and structure of teaching methods the score are marginally lower than our target and the other modules evaluated simultaneously. Organization of the contents, clarity of explanation and language are nearly achieving the target score.

Recommendations: Recommendations: Recommendations: Recommendations:

1. Continue the same syllabus.

2. Continue to encourage students to ask questions.

3. Use more interactive methods of study.

4. Student centered learning methods like Problem based and case based learning with student

presentations and discussions should be encouraged.


Satisfaction rates (scale1Satisfaction rates (scale1Satisfaction rates (scale1Satisfaction rates (scale1----5)5)5)5)

Q1Q1Q1Q1 Q2Q2Q2Q2 Q3Q3Q3Q3 Q4Q4Q4Q4 Q5Q5Q5Q5 Q6Q6Q6Q6 Q7Q7Q7Q7 Q8Q8Q8Q8

The course The course The course The course objectives objectives objectives objectives were made were made were made were made clear to me.clear to me.clear to me.clear to me.

Course Course Course Course content was content was content was content was well well well well organized.organized.organized.organized.

The teaching The teaching The teaching The teaching methods were methods were methods were methods were well well well well structured.structured.structured.structured.

I am I am I am I am encouraged to encouraged to encouraged to encouraged to ask questionsask questionsask questionsask questions

I attained all I attained all I attained all I attained all oooor most of the r most of the r most of the r most of the objectives of objectives of objectives of objectives of the course.the course.the course.the course.

The topics are The topics are The topics are The topics are explained explained explained explained clearlyclearlyclearlyclearly

The topics are The topics are The topics are The topics are explained in explained in explained in explained in clear languageclear languageclear languageclear language

The course The course The course The course objectives objectives objectives objectives were met. were met. were met. were met.

CNSCNSCNSCNS 4.0 3.7 3.9 4.0 3.9 3.9 3.9 4.0

Behavioural Behavioural Behavioural Behavioural SciencesSciencesSciencesSciences

3.6 3.4 3.2 3.6 3.3 3.4 3.4 3.3

Repro and Repro and Repro and Repro and EndocEndocEndocEndocrinerinerinerine

3.4 3.3 3.5 3.6 3.6 3.5 3.6 3.5


Comparison of satisfaction rate with that of other modules in the third year B21Comparison of satisfaction rate with that of other modules in the third year B21Comparison of satisfaction rate with that of other modules in the third year B21Comparison of satisfaction rate with that of other modules in the third year B21

Q1Q1Q1Q1 Q2Q2Q2Q2 Q3Q3Q3Q3 Q4Q4Q4Q4 Q5Q5Q5Q5

To what extent To what extent To what extent To what extent did you did you did you did you understand the understand the understand the understand the subjectsubjectsubjectsubject

To what extent To what extent To what extent To what extent did the methods did the methods did the methods did the methods of teaching help in of teaching help in of teaching help in of teaching help in understanding theunderstanding theunderstanding theunderstanding the subjectsubjectsubjectsubject

By the end of By the end of By the end of By the end of the course, to the course, to the course, to the course, to what extent were what extent were what extent were what extent were you interested in you interested in you interested in you interested in the subjectthe subjectthe subjectthe subject

To what extent To what extent To what extent To what extent were the were the were the were the handouts clear handouts clear handouts clear handouts clear and illustrativeand illustrativeand illustrativeand illustrative

To what extent To what extent To what extent To what extent was the syllabus was the syllabus was the syllabus was the syllabus covered in covered in covered in covered in lectureslectureslectureslectures

CNSCNSCNSCNS 3.5 3.5 3.5 3.5 3.6

Behavioural Behavioural Behavioural Behavioural SciencesSciencesSciencesSciences

3.1 3.2 3.2 3.0 3.4

Repr/ EndoRepr/ EndoRepr/ EndoRepr/ Endo 3.5 3.3 3.2 3.3 3.4


4.4.4.4. QUALITY OF EXAMINATIONS: QUALITY OF EXAMINATIONS: QUALITY OF EXAMINATIONS: QUALITY OF EXAMINATIONS:

4.14.14.14.1 SummarySummarySummarySummary of changesof changesof changesof changes

� Comprehensive exam in finals were conducted for the first time. Comprehensive exam in finals were conducted for the first time. Comprehensive exam in finals were conducted for the first time. Comprehensive exam in finals were conducted for the first time. The integrated examination is expected to improve the students’ level of cognition as they apply the knowledge in a clinical scenario. This has helped us complete the integration in the preclinical phase with a clinical perspective.

� OSCEOSCEOSCEOSCE----type exam type exam type exam type exam was conducted in the clinical skills module. Auditing of medical records was was conducted in the clinical skills module. Auditing of medical records was was conducted in the clinical skills module. Auditing of medical records was was conducted in the clinical skills module. Auditing of medical records was

introduced in the curricuintroduced in the curricuintroduced in the curricuintroduced in the curriculum for the first time. The third year students lum for the first time. The third year students lum for the first time. The third year students lum for the first time. The third year students

� OSCE OSCE OSCE OSCE was introduced for the clinical examinations in Gynaecology and Obstetrics and Paediatrics examinations. Conducting the examinations in the fourth year instead of the final year meant that we have internal check points during their clinical phase regarding student outcome.

� Trial for examination softwareexamination softwareexamination softwareexamination software was successful. The software is approved for purchase. This will be

used by the clinical and preclinical phases.

4444....2222 Analysis of oAnalysis of oAnalysis of oAnalysis of overall Results of MBBSverall Results of MBBSverall Results of MBBSverall Results of MBBS ExaminationsExaminationsExaminationsExaminations

1999199919991999 2000200020002000 2001200120012001 2002200220022002 2003200320032003 2004200420042004 2005200520052005 2006200620062006 2007200720072007 2008200820082008

ExcellentExcellentExcellentExcellent 3 1 3 2 3 3 4 4 7 12

V. GoodV. GoodV. GoodV. Good 17 11 12 19 16 10 15 15 19 26

GoodGoodGoodGood 11 13 15 10 20 21 25 24 30 17

PassPassPassPass 8 12 22 9 1 10 6 8 8 1

TotalTotalTotalTotal 39 37 52 40 40 44 50 51 54 56

DM

CG

An

nu

al R

ep

ort 2

00

7-2

00

8

In

stitutio

na

l Effe

ctiv

en

ess U

nit

33 4.4.4. 4.333 3 D

istribDistrib

Distrib

Distribution of exam

inations and teaching hoursution of exam



inations and teaching hours In order to structure the process of arranging for the exam

inations and to incorporate the third year pre-clinical examinations, the duration of teaching

hours and the duration of examinations, both internal and final have been m

apped. Distribution of

Distribution of

Distribution of

Distribution of exam

inationexam

inationexam

inationexam

ination and teaching hoursand teaching hoursand teaching hoursand teaching hours

S. NoS. NoS. NoS. No

SubjectSubjectSubjectSubject

Teaching hours 1st year/ Teaching hours 1st year/ Teaching hours 1st year/ Teaching hours 1st year/ 1st sem.1st sem.1st sem.1st sem.

Mid Exam (Formative)Mid Exam (Formative)Mid Exam (Formative)Mid Exam (Formative)

Final (Summative)Final (Summative)Final (Summative)Final (Summative)

Teaching hours 1stYear/ Teaching hours 1stYear/ Teaching hours 1stYear/ Teaching hours 1stYear/ 2nd sem. 2nd sem. 2nd sem. 2nd sem.



Teaching hours 2nd Year/ Teaching hours 2nd Year/ Teaching hours 2nd Year/ Teaching hours 2nd Year/ 1st sem.1st sem.1st sem.1st sem.



Teaching hours 2nd Year/ Teaching hours 2nd Year/ Teaching hours 2nd Year/ Teaching hours 2nd Year/ 2nd sem.2nd sem.2nd sem.2nd sem.


FinalFinalFinalFinal

Third year OctThird year OctThird year OctThird year Oct

Third year DecThird year DecThird year DecThird year Dec

1 Anatom

y 61

2hrs 3hrs

128 2hrs

3hrs 40

1 hr 2 hrs

63

Comprehensive 2 hrs X2 times

3hrs

Comprehensive 2 hrs X2 times March

Comprehensive 2 hrs X2 times March

2 Histology

45 2 hrs

33

3 hrs

35 1h

2hrs 19

2hrs

3 Physiology

34 2 hrs

66

3 hrs

36 1 hr

2 hrs 102

3 hrs

4 Biochem

istry 103

2hrs 3hrs

117 2hrs

3hrs 24

1 hr

2 2 hrs

5 Pathology

100 2 hrs

3 hrs 107

3 hrs

6 Microbiology

36

1 hr 2hrs

59 2 hrs

3 hrs 65

3 hrs

9 Pharm

acology

65

2 hrs 3 hrs

85 3 hrs

7 Parasitology

48 2hrs

42

3 hrs

8 Com

munityM

ed 30

2 hrs

30

3 hrs 34

2 hrs

40

3hrs

10 Fiqh Islam

i 32

2hrs

32

2hrs

Midyear

1st year

Single Final

2nd year

3rd year


5555. STUDENTS ACHIEVEMENT. STUDENTS ACHIEVEMENT. STUDENTS ACHIEVEMENT. STUDENTS ACHIEVEMENT AND PROGRESSAND PROGRESSAND PROGRESSAND PROGRESS

5555.1 .1 .1 .1 Student Counseling CommitteeStudent Counseling CommitteeStudent Counseling CommitteeStudent Counseling Committee

The Mentoring process was made more structured. The committee organized 4 formal sessions of mentor-

meetings in addition to the informal meeting with students. The mentors were given guidelines and topics to

conduct focus group discussions. The feedback of students were tabulated and action plans were prepared.

Many changes were implemented based on the feedback. Minimart expansion, provision of syllabus and marks

distribution and improvement of photocopying services are examples of achievements of this committee.

Academically weak students were identified from formative examination results. They were coached and

counseled accordingly. This has helped in targeting the remedial classes and has helped to improve the

effectiveness of remedial courses.

A part-time student counselor was made available to help students who needed emotional and psychological

help. The student counselor conducted soft skills training session and participated in Islamic activities to reach

out to all students.

5555.2.2.2.2 Career Guidance Subcommittee Career Guidance Subcommittee Career Guidance Subcommittee Career Guidance Subcommittee

Several career guidance sessions were planned in the past. However they were fragmented and infrequent.

Hence the career guidance sessions were structured as given below

• Formation of career guidance subcommittee.

• Conducting monthly interactive sessions by high achieving graduates, from different specialties and

with varying exposure to international medical community.

• Including clinical and preclinical students in the career guidance program.

Implementation statusImplementation statusImplementation statusImplementation status Dr. Haya is in charge of organizing career guidance sessions, who organized the

following sessions during 2007-2008. Graduates who have achieved high qualifications were invited to

provide career guidance sessions for the students.

SSSSerial erial erial erial numbernumbernumbernumber

Speaker’sSpeaker’sSpeaker’sSpeaker’s NameNameNameName DateDateDateDate TopicTopicTopicTopic ProfileProfileProfileProfile of speakerof speakerof speakerof speaker

CG/1/2008CG/1/2008CG/1/2008CG/1/2008 Dr. Anjum Doshani 9.1.2008 Career Guidance for MRCOG

DMCG Graduate Batch 3, MRCOG (UK), MRCP(Ireland), Clinical Lecturer, University of Leicester (UK).

CG/2/2008CG/2/2008CG/2/2008CG/2/2008 Dr. Lama Yosef 11.3.2008 How to approach International Examinations

DMCG Graduate Batch 9, MRCS (UK), Acting Head and Clinical Coordinator Case Management Department, Rashid Hospital.

CG/3/2008CG/3/2008CG/3/2008CG/3/2008 Dr. ManalOmran Taryam 1.4.2008 Career Guidance & Leadership

DMCG Graduate Batch 6, President of Emirates Medical Association Ophthalmic Society, Senior Specialist-Ophthalmology, Dubai Health Authority, Member of the National Right to Sight


5.3 Student Union ActivitiesStudent Union ActivitiesStudent Union ActivitiesStudent Union Activities The student Union for this academic year was very active. A list of their major activities are given in the table below:

MAJOR STUDENT MAJOR STUDENT MAJOR STUDENT MAJOR STUDENT ACTIVITACTIVITACTIVITACTIVITIES 2007IES 2007IES 2007IES 2007----2008200820082008 DateDateDateDate

Farewell ceremony for batch 20 November 2008

UAE national day celebration December 2008

Palestine charity lunch May 2008

International Critical Care conference, World Trade Center, Dubai

8th- 10th April 2008

3rd UAE Medical Students Conference, Al Bustan Rotana Hotel, Dubai

16th and 17th March 2008

Creativity day1 May 2008

Blood donation campaign, SS Lootah Headquarters 2008

Ain shams university student scientific conference Cairo, Egypt 16th- 18th February 2008

Creativity day 2 September 2008

ISLAMIC ISLAMIC ISLAMIC ISLAMIC DDDDEPT. ACTIVITIESEPT. ACTIVITIESEPT. ACTIVITIESEPT. ACTIVITIES (2007(2007(2007(2007----2008):2008):2008):2008):

Islamic lecture: “virtues of the first ten days of Dhul Hijja” by Dr. Ahmed Shleibak

5/12/2007.

Celebration of Eid Al Adha’a 10/12/2007.

Long Live Palestinian confrontation campaign 19/2/2008- 28/2/2008

Islamic lecture by Sheikh Ibrahim Al Talha 20/2/2008.

Islamic lecture: “our Prophet is the purest” by Sheikh Abdulla Mussa

8/4/2008.

Movie making competition- reward ceremony 21/5/2008.

Islamic lecture: “renew your life” by Sheikh Abdulla Mussa 27/8/2008.

Islamic lecture: “reminding” by Sheikh Salem Al Ajmy 31/8/2008.

Islamic lecture: “believe in Allah in an hour” by Sheikh Majdy Al Shafeei

7/9/2008.

Ramadan Evening 16th Ramadan 1429.


ICCC conference reportICCC conference reportICCC conference reportICCC conference report DMCG students, once again, participated in the International Critical Care Conference 2008 that was held

from 8th - 10th of April at the Dubai International Convention and Exhibition Centre. Elements of the

conference included lectures conducted by highly qualified professionals in the medical field from around the

world, workshops, poster presentations and exhibitions presented by international companies. Not only did the

students present their posters, they were also proud winners of ‘Best poster presentation’ ‘Best poster presentation’ ‘Best poster presentation’ ‘Best poster presentation’ awards. . . .

Faculty advisors were Dr Neveen and Dr Marwa . Staff support was provided by Mr. Khan and Mrs Najeema

Medical Student ConferencesMedical Student ConferencesMedical Student ConferencesMedical Student Conferences Three of our students were sent on a three day trip to Egypt to attend the 16th Annual Congress For Medical Students, which was held at the Helnan Shepard Hotel in Cairo, organized by the students of the scientific committee of the Ain-Shams University.

Medical student magazineMedical student magazineMedical student magazineMedical student magazine The students prepared a magazine which is awaiting to be printed. Dr. Iman is designated as the Staff advisor for magazine editing. Many students in the clinical phase are involved in editing of the Al Salam magazine. 5.45.45.45.4 The Emirates Medical Students SocietyThe Emirates Medical Students SocietyThe Emirates Medical Students SocietyThe Emirates Medical Students Society was founded by the DMCG student Union three years ago.

This year DMCG played an important role in obtaining international accreditation for this Society.

The 3rd Medical Students The 3rd Medical Students The 3rd Medical Students The 3rd Medical Students Conference in UAEConference in UAEConference in UAEConference in UAE was conducted by a team of all medical colleges in UAE and was hosted by Universal Empire Medical College. The team was headed by DMCG student Maysoon Jamal and Prof. Mohammed Galal was the advisor for the program.

1. Dubai Medical College for Girls

2. Gulf Medical College

3. UAE University, Faculty of Medicine & Health Sciences

4. University of Sharjah – College of Medicine

5. Universal Empire Institute for Medical Sciences

DMCG hosted one of the speakers for the event. The speaker who was sponsored by DMCG was Prof. Deka,

Dean of AIIMS, India. Prof. Deka addressed the DMCG students and initiated the summer training program

for DMCG students.

5.55.55.55.5 Awards won by DMCG studentsAwards won by DMCG studentsAwards won by DMCG studentsAwards won by DMCG students

AAAA.... International Critical Care conference, World Trade Center,DubaiInternational Critical Care conference, World Trade Center,DubaiInternational Critical Care conference, World Trade Center,DubaiInternational Critical Care conference, World Trade Center,Dubai

• 1111stststst prizeprizeprizeprize- Al RaziAl RaziAl RaziAl Razi was awarded to the poster “GST GENE POLYMORPHISM AS A RISK “GST GENE POLYMORPHISM AS A RISK “GST GENE POLYMORPHISM AS A RISK “GST GENE POLYMORPHISM AS A RISK

FACTOR FOR THE DEVELOPMENT OF COMPLICATIONS OF DIABETES FACTOR FOR THE DEVELOPMENT OF COMPLICATIONS OF DIABETES FACTOR FOR THE DEVELOPMENT OF COMPLICATIONS OF DIABETES FACTOR FOR THE DEVELOPMENT OF COMPLICATIONS OF DIABETES

MELLITUS.”MELLITUS.”MELLITUS.”MELLITUS.”

Student winners are:

i. Ayesha Hussaini (batch 21)

ii. Israa Mahmood Al Zamrooni (batch 21)

iii. Reem AK (batch 21)

iv. Zoiya Malik (batch 21)


• 2222ndndndnd prize prize prize prize ––––Ibn SinaIbn SinaIbn SinaIbn Sina was awarded to the poster “MICROSATELLITE POLYMORPHISM OF “MICROSATELLITE POLYMORPHISM OF “MICROSATELLITE POLYMORPHISM OF “MICROSATELLITE POLYMORPHISM OF

THE HUMAN LEPTIN GENE AND ITS RISK OF OBESITY.”THE HUMAN LEPTIN GENE AND ITS RISK OF OBESITY.”THE HUMAN LEPTIN GENE AND ITS RISK OF OBESITY.”THE HUMAN LEPTIN GENE AND ITS RISK OF OBESITY.”

Student winners are

i. Abeeha Gardezi (batch 21)

ii. Sahar Marashi (batch 21)

iii. Yelda Zargham (batch 21)

• The 2222ndndndnd prizeprizeprizeprize----Ibn SinaIbn SinaIbn SinaIbn Sina was also shared by the poster “RELATION BETWEEN MTHF “RELATION BETWEEN MTHF “RELATION BETWEEN MTHF “RELATION BETWEEN MTHF

REDUCTASE ENZYME AND SUSCEPTIBILITY TO HYPERTENSION.”REDUCTASE ENZYME AND SUSCEPTIBILITY TO HYPERTENSION.”REDUCTASE ENZYME AND SUSCEPTIBILITY TO HYPERTENSION.”REDUCTASE ENZYME AND SUSCEPTIBILITY TO HYPERTENSION.”

Student winners are

i. Haneen Dhafer

ii. Rania Aburahma

iii. Sara Fadhil

iv. Sura Abbas

• 3333rdrdrdrd prizeprizeprizeprize----Ibn Nafees Ibn Nafees Ibn Nafees Ibn Nafees was awarded to the poster “HEALTH EFFECTS OF SODA “HEALTH EFFECTS OF SODA “HEALTH EFFECTS OF SODA “HEALTH EFFECTS OF SODA

DRINKINDRINKINDRINKINDRINKING ON ADOLESCENT FEMALES IN THE UAE.”G ON ADOLESCENT FEMALES IN THE UAE.”G ON ADOLESCENT FEMALES IN THE UAE.”G ON ADOLESCENT FEMALES IN THE UAE.”

Student winners are

i. Abeer Saleh(batch 22)

ii. Fatima Al Alawi(batch 22)

iii. Fatima Ahmad(batch 22)

iv. Mona Mahmood(batch 22)

BBBB.... 3333rdrdrdrd UAE Medical students conferenceUAE Medical students conferenceUAE Medical students conferenceUAE Medical students conference

• 1st prize case presentation1st prize case presentation1st prize case presentation1st prize case presentation

i. Ayah Mahmood (batch 19)


6666.... FINANCIAL STATEMENT: FINANCIAL STATEMENT: FINANCIAL STATEMENT: FINANCIAL STATEMENT:

6.16.16.16.1 Financial Analysis Of Financial Analysis Of Financial Analysis Of Financial Analysis Of DMCDMCDMCDMC

A continuing increase in net income could be seen. This could be due to:

• Increase in the annual tuition fee from Dh. 60,000 to70000 Dh. in the last year.

• Increase in the number of student intake in the last 2 years from 50 to 60.

• Increase in the number of students opting to use the hostel which in turn is due to the improved facilities

of the new hostel.

Table Table Table Table Financial Analysis of the Cost and Revenue (2001Financial Analysis of the Cost and Revenue (2001Financial Analysis of the Cost and Revenue (2001Financial Analysis of the Cost and Revenue (2001----2005)2005)2005)2005)

YearYearYearYear

IncomeIncomeIncomeIncome ExpenditureExpenditureExpenditureExpenditure

ProfitProfitProfitProfit

FeeFeeFeeFee HostelHostelHostelHostel TransportTransportTransportTransport OtherOtherOtherOther TotalTotalTotalTotal GeneralGeneralGeneralGeneral DepreciationDepreciationDepreciationDepreciation TotalTotalTotalTotal

2001200120012001 4106606 958612 189851 325112 5580181558018155801815580181 3510000 262114 3772114377211437721143772114 1808067180806718080671808067

2002200220022002 4608164 1088574 207333 187755 6091826609182660918266091826 3656383 326350 3982733398273339827333982733 2109093210909321090932109093

2003200320032003 4902696 1150887 242501 188866 6484950648495064849506484950 3731564 328757 4060321406032140603214060321 2424629242462924246292424629

2004200420042004 5071072 1478025 280770 98513 6928380692838069283806928380 4254251 562146 4816397481639748163974816397 2111983211198321119832111983

2005200520052005 5677075 1713794 346143 106621 7843633784363378436337843633 5625360 982584 6607944660794466079446607944 1235689123568912356891235689

2006200620062006

6.26.26.26.2 Detailed Projected Budget for Academic Year 2006Detailed Projected Budget for Academic Year 2006Detailed Projected Budget for Academic Year 2006Detailed Projected Budget for Academic Year 2006----2010201020102010

Projected RevenueProjected RevenueProjected RevenueProjected Revenue

S. No.S. No.S. No.S. No. ArticleArticleArticleArticle 2006200620062006 2007200720072007 2008200820082008 2009200920092009 2010201020102010

1111 Tuition 6,720,000 7,200,000 9,000,000 9,000,000 9,600,000

2222 Hostel Fees 1,800,000 1,800,000 2,040,000 2,040,000 2,040,000

3333 Transportation 400,000 500,000 500,000 500,000 500,000

4444 Others 108,754 135,000 140,000 145,000 145,000

TotalTotalTotalTotal 9,028,7609,028,7609,028,7609,028,760 9,635,0009,635,0009,635,0009,635,000 11,682,00011,682,00011,682,00011,682,000 11,685,00011,685,00011,685,00011,685,000 12,285,00012,285,00012,285,00012,285,000

Projected ExpenditureProjected ExpenditureProjected ExpenditureProjected Expenditure

First Part ( Staff requirements)First Part ( Staff requirements)First Part ( Staff requirements)First Part ( Staff requirements)

1 Salaries 2,500,000 3,100,000 3,200,000 3,500,000 3,600,000

2 Bonuses 138,600 171,864 177,408 194,040 199,584

3 Leave salaries 224,400 278,256 287,232 314,160 323,136

4 Health Care allowances 90,000 111,600 115,200 126,000 129,600

5 House allowances 700,000 868,000 896,000 980,000 1,008,000

6 Furniture allowances 70,000 86,800 89,600 98,000 100,800


7 End of services (gratuity) 208,000 257,920 266,240 291,200 299,520

8 Yearly tickets 60,000 74,400 76,800 84,000 86,400

9 Faculty development 325,000 403,000 416,000 455,000 468,000

Total Total Total Total 4,316,0004,316,0004,316,0004,316,000 5,351,8405,351,8405,351,8405,351,840 5,524,4805,524,4805,524,4805,524,480 6,042,4006,042,4006,042,4006,042,400 6,215,0406,215,0406,215,0406,215,040

Second Part ( College requirements)Second Part ( College requirements)Second Part ( College requirements)Second Part ( College requirements)

1 Labs requirements 850,000 750,000 165,000 170,000 175,000

2 Maintenance 100,000 110,000 140,000 150,000 170,000

3 Stationery 200,000 210,000 270,000 280,000 300,000

4 Fuel 180,000 190,000 205,000 215,000 225,000

5 Hospitality 40,000 50,000 55,000 60,000 70,000

6 Consumables 190,000 200,000 210,000 219,000 230,000

7 Cleaning services 90,000 100,000 105,000 110,000 120,000

8 Electricity & water bills 750,000 760,000 785,000 800,000 815,000

9 Telephone bills 240,000 250,000 275,000 280,000 290,000

10 Exhibitions expenses 125,000 135,000 155,000 165,000 185,000

11 Govt. fees ( license) 70,000 80,000 90,000 95,000 105,000

12 Insurance 120,000 130,000 140,000 150,000 150,000

13 Advertisement 300,000 310,000 335,000 350,000 370,000

14 Library requirements (books,

journals...) 140,000 150,000 170,000 180,000 190,000

15 Publications 10,000 15,000 20,000 30,000 40,000

16 Students Activities 130,000 135,000 140,000 150,000 170,000

Total Total Total Total 3,535,0003,535,0003,535,0003,535,000 3,575,0003,575,0003,575,0003,575,000 3,260,0003,260,0003,260,0003,260,000 3,404,0003,404,0003,404,0003,404,000 3,605,0003,605,0003,605,0003,605,000

Third Part (College Expansion)Third Part (College Expansion)Third Part (College Expansion)Third Part (College Expansion)

1 Construction/ Renovation 600,000 250,000 350,000 100,000 600,000

2 Equipment 200,000 220,000 100,000 200,000 250,000

3 Overheads 50,000 60,000 70,000 85,000 90,000

TotalTotalTotalTotal 850,000850,000850,000850,000 530,000530,000530,000530,000 520,000520,000520,000520,000 385,000385,000385,000385,000 940,000940,000940,000940,000

Grand TotalGrand TotalGrand TotalGrand Total 8,701,0008,701,0008,701,0008,701,000 9,456,8409,456,8409,456,8409,456,840 9,304,4809,304,4809,304,4809,304,480 9,831,4009,831,4009,831,4009,831,400 10,760,04010,760,04010,760,04010,760,040

SurplusSurplusSurplusSurplus 327,760327,760327,760327,760 178,160178,160178,160178,160 2,377,5202,377,5202,377,5202,377,520 1,853,6001,853,6001,853,6001,853,600 1,524,9601,524,9601,524,9601,524,960

2006200620062006 2007200720072007 2008200820082008 2009200920092009 2010201020102010

Projected RevenueProjected RevenueProjected RevenueProjected Revenue 9,028,7609,028,7609,028,7609,028,760 9,635,0009,635,0009,635,0009,635,000 11,682,00011,682,00011,682,00011,682,000 11,685,00011,685,00011,685,00011,685,000 12,285,00012,285,00012,285,00012,285,000

Projected ExpendituProjected ExpendituProjected ExpendituProjected Expenditurererere 8,701,0008,701,0008,701,0008,701,000 9,456,8409,456,8409,456,8409,456,840 9,304,4809,304,4809,304,4809,304,480 9,831,4009,831,4009,831,4009,831,400 10,760,04010,760,04010,760,04010,760,040

SurplusSurplusSurplusSurplus 327,760327,760327,760327,760 178,160178,160178,160178,160 2,377,5202,377,5202,377,5202,377,520 1,853,6001,853,6001,853,6001,853,600 1,524,9601,524,9601,524,9601,524,960



Despite the measures taken to cut unnecessary costs, it has been seen that there is an increase in expenditure

over the last years. The income has been utilized to improve the facilities in the college, thereby improving the

quality of education provided. The causes of increase in expenditure are

A. Update of computer labs.

B. Update of educational support services.

C. New hostel with increased facilities.

D. Renovation of the college reception area, landscaping, cafeteria, reading room.

E. Advertisement, Improved prospectus, branding.

F. Update of college facilities like acquisition of new buses.

The college has been maintaining steady profit, which ensures stability of the college. The college has generated

an annual profit of about Dh. 2 million during the last 5 years. It is evident that all the profit generated by the

college will be put back into the institution in order to help it accomplish its goals.

Detailed Analysis Detailed Analysis Detailed Analysis Detailed Analysis is still in process.is still in process.is still in process.is still in process.


7.7.7.7. FACULTY DEVELOPMENT:FACULTY DEVELOPMENT:FACULTY DEVELOPMENT:FACULTY DEVELOPMENT:

7777.1.1.1.1 Changes in facultyChanges in facultyChanges in facultyChanges in faculty

One teaching assistant was sponsored by the college for post graduate education in University of Cincinnati,

USA. Two new teaching assistants joined the college. One faculty member left the college in the first semester.

Three faculty members left the college at the end of the academic year. Search for qualified faculty has been

initiated on the website.

7777.2.2.2.2 DMCG Achievements as a result of Faculty Development PDMCG Achievements as a result of Faculty Development PDMCG Achievements as a result of Faculty Development PDMCG Achievements as a result of Faculty Development Programrogramrogramrogram

The DMC Faculty Development Program has led to intangible improvement in several aspects of the college.

Some of the important areas of development are:

1. Improvement of Faculty

2. Increased number of Research

3. Improved Quality of Education

7.2.7.2.7.2.7.2.1111 Improvement of Faculty Improvement of Faculty Improvement of Faculty Improvement of Faculty

DMC faculty shows an overall improved profile as the exposure to international intellectual community has

raised their standards. There is a perceptible improvement in commitment to the organization and motivation

to improve continuously. There is a clear alignment of objectives and a synergistic approach towards self

development has been achieved. Faculty members have a broader perspective and use latest technology for

teaching and research. This commitment has led the faculty members to publish research in the name of the

college, thereby making the presence of DMC felt in the global scenario.

The faculty members regularly keep in touch with eminent personalities in their fields and this has in turn led

to an increased participation in international Societies. The increasing number of invitations for our faculty to

serve as reviewers of research, judges for PhD and chairpersons of international sessions show that these efforts

have borne fruit. We believe that such interaction will allow them to be respected and known by the other

members of these societies and they will soon be recognized as eminent authorities in their fields of interest.

Some examples would be Prof. Galal, who is an authority of neural development and morphometry, Prof.

Fatehia, who is well known as an expert in Thyroid diseases and research methodology and Dr. Neveen, who is

now well known as an expert in Molecular Biology and student research. DMC faculty has been presenting

research and other material at various conferences internationally, which have been listed in their journals.

DMC can now aim to be a center for medical education as there are three medical educationists, who are

known to the medical education community in Egypt and India. Regular communication is carried out with

the renowned, FAIMER institute in Philadelphia, and we have requested to be made a regional center for

Faculty Development.

DMC faculty has guided and motivated students to perform research. The research done by DMC students

have won awards and have been published internationally.

See http://scholar.google.com/scholar?q=+%22dubai+Medical+College%22&hl=en&lr=&start=10&sa=N


Faculty contribution to national and international communityFaculty contribution to national and international communityFaculty contribution to national and international communityFaculty contribution to national and international community

There has been a marked increase in the faculty contribution to the academic community, which is evidenced by the increased membership of faculty in different medical societies.

List of List of List of List of Faculty membership in Faculty membership in Faculty membership in Faculty membership in national & national & national & national & international medical societies. international medical societies. international medical societies. international medical societies.

a) Prof. GalalProf. GalalProf. GalalProf. Galal ---- Member of American Association of Clinical Anatomists

b) Prof. FatehiaProf. FatehiaProf. FatehiaProf. Fatehia - Member of international Academy Arab Division of Pathology,

- Emirates Society of Pathology.

c) Prof ShefaaProf ShefaaProf ShefaaProf Shefaa - Member in American Association of Clinical Anatomy

- Human Anatomy and Physiology Society.

d) Dr. NeveenDr. NeveenDr. NeveenDr. Neveen - Member of American Society of Biochemistry & Molecular Biology

e) Dr. DoaaDr. DoaaDr. DoaaDr. Doaa - Member of International Committee of Parasitologists’ Association

f) Dr HutoofDr HutoofDr HutoofDr Hutoof - Member of Emirates Society of Pathology.

g) Dr. FouziaDr. FouziaDr. FouziaDr. Fouzia - Emirates Society of Pathology

- Assessor, Dubai Quality Award

7777....2222....2222 DMC as a local and national training centerDMC as a local and national training centerDMC as a local and national training centerDMC as a local and national training center


With the increasing involvement of DMC faculty in the training of trainers, the college played an important

role in faculty training both at local and national levels.

Following the commencement of the faculty development program, the college has started a number of training

activities for the staff such as Medical education Symposium, Doctors as Educators and Problem Solving for

Better Health, which were open to all the medical educators in UAE. Many activities were done in

collaboration with other organizations such as PractiMed conference with Harvard Medical School -Dubai

Healthcare city and Perfect Power point presentation workshop with Sheikh Hamdan Awards.

All faculty members, who obtain training abroad, enrich other faculty through their presentations. In addition,

there was a marked increase in inter-faculty training activities such as the PBL workshop, ICDL, Molecular

Biology workshop and SPSS Workshop.

List of List of List of List of faculty trainfaculty trainfaculty trainfaculty training conducted by ing conducted by ing conducted by ing conducted by DMCG in 2007DMCG in 2007DMCG in 2007DMCG in 2007----2008200820082008

a) Molecular Biology workshop conducted by Dr. NeveenDr. NeveenDr. NeveenDr. Neveen for all faculty members

b) Perfect Power Point Presentation.

c) PBL lecture by Prof. FatehiaProf. FatehiaProf. FatehiaProf. Fatehia

d) Problem Solving for better Health.

e) Document Management Workshop

f) SPSS workshop conducted by Dr NeveenDr NeveenDr NeveenDr Neveen.

Participation of DMCG faculty in international and regional intellectual activitiesParticipation of DMCG faculty in international and regional intellectual activitiesParticipation of DMCG faculty in international and regional intellectual activitiesParticipation of DMCG faculty in international and regional intellectual activities

There has been an increase in participation of DMCG faculty in several intellectual activities. Many

members are external examiners for other medical colleges in UAE. Other examples of involvement in

international activities would be Dr. Neveen’s participation as a judge for the student research committee

in USA and Prof. Galal’s role as judge for a PhD thesis at UAE University.

1.1 Participation of DMCG staff in international and regional intellectual activities

1.1.1 Dr. Neveen served as a Judge for student research committee in USA

1.1.2 Prof. Galal is the guide for a research student in UAE university

1.1.3 Many faculty members are invited to be external examiners in UAE and abroad.

7777....2222....3333 Improvement in ResearchImprovement in ResearchImprovement in ResearchImprovement in Research Increased number of research work by faculty Increased number of research work by faculty Increased number of research work by faculty Increased number of research work by faculty

The Faculty Development program allowed DMCG faculty to be exposed to recent research in different

international conferences, which stimulated many of them to conduct new research. The college supported

these activities, which resulted in an increasing number of publications in different international and

regional, conferences and journals.


7777....2222....4444 Initiation of Student research Initiation of Student research Initiation of Student research Initiation of Student research Some of the conferences attended by DMC faculty involved student research presentation and publication.

This drove the move towards conducting student research in both clinical and pre-clinical phases. Many of

these were of high caliber leading to publication in international journals and winning of awards and

prizes.

7.2.57.2.57.2.57.2.5 ImproveImproveImproveImprovement inment inment inment in Quality of EducationQuality of EducationQuality of EducationQuality of Education by Facultyby Facultyby Facultyby Faculty

Improved Teaching methodsImproved Teaching methodsImproved Teaching methodsImproved Teaching methods

The faculty development program led to an improvement in the teaching process and adoption of student-

centered learning methods. The newer methods were progressively increased leading to more than 50% of

teaching hours being interactive.

The newer learning methods such as Problem based learning, small group discussions and team based

learning have improved the quality of teaching which is evidenced by the progressively improving student

satisfaction rates.


Improvement of Educational Support servicesImprovement of Educational Support servicesImprovement of Educational Support servicesImprovement of Educational Support services

The faculty development program has exposed our faculty to state of the art laboratories in world-class

medical schools. This has enabled them to support and set up the new laboratories with the latest

equipment.

7777....3333 List of Research publications in international journals and conferences 2007List of Research publications in international journals and conferences 2007List of Research publications in international journals and conferences 2007List of Research publications in international journals and conferences 2007----2008200820082008

AAAA.... ProfProfProfProf.... FatehiaFatehiaFatehiaFatehia Aly BayoumyAly BayoumyAly BayoumyAly Bayoumy

Title: Prof of PathologyTitle: Prof of PathologyTitle: Prof of PathologyTitle: Prof of Pathology

XXIV World Congress of Pathology and Laboratory MedicineXXIV World Congress of Pathology and Laboratory MedicineXXIV World Congress of Pathology and Laboratory MedicineXXIV World Congress of Pathology and Laboratory Medicine

1- Electron Microscopic Aspects of Goitre. Poster presentationPoster presentationPoster presentationPoster presentation

2- Kikuchi Lymphadenitis Poster presentationPoster presentationPoster presentationPoster presentation

BBBB.... ProfProfProfProf.... NadiaNadiaNadiaNadiah Mahmoud El Roubyh Mahmoud El Roubyh Mahmoud El Roubyh Mahmoud El Rouby

Title: Prof. of HistologyTitle: Prof. of HistologyTitle: Prof. of HistologyTitle: Prof. of Histology

Expression of TFF3 during multistep colon carcinogenesis Expression of TFF3 during multistep colon carcinogenesis Expression of TFF3 during multistep colon carcinogenesis Expression of TFF3 during multistep colon carcinogenesis R. John1, N.M. El-Rouby2, C. Tomasetto3,

M.-C. Rio3 and S. M. Karam1

1- Department of Anatomy, Faculty of Medicine and Health Sciences, UAE University, Al-Ain, UAE,

2- Department of Histology, Dubai Medical College, Dubai, UAE and

3- Department of Molecular Pathology, Institut de Génétique et de Biologie Moléculaire et Cellulaire,

U596 INSERM, Illkirch, France

Published in American Journal of Histology and Histopathology

Cellular and Molecular Biology Histol Histopathol (2007) 22: 743-751

CCCC.... DrDrDrDr.... Neveen SalahNeveen SalahNeveen SalahNeveen Salah

Title: Associate Professor of BiochemistryTitle: Associate Professor of BiochemistryTitle: Associate Professor of BiochemistryTitle: Associate Professor of Biochemistry

EUROMEDLAB CoEUROMEDLAB CoEUROMEDLAB CoEUROMEDLAB Conference Amsterdam 2007. nference Amsterdam 2007. nference Amsterdam 2007. nference Amsterdam 2007.

1- The use of polymerase chain reaction-single strand conformation polymorphism (PCR-SSCP) to

determine the heterogenity of p53 gene mutation in chronic lymphocytic leukemia (CLL) and its

correlation to disease aggressiveness and response to chemotherapy. EUROMEDLAB Amsterdam

2007.

2- The use of Gst genes polymorphism as a risk marker for prostate cancer.EUROMEDLAB Amsterdam

2007.

3- Polymorphism of methylene tetrahydrofolate reductase and susceptibility to acute lymphocytic

leukemia. EUROMEDLAB Amsterdam 2007.

Name of Event: Experimental Biology 2008Name of Event: Experimental Biology 2008Name of Event: Experimental Biology 2008Name of Event: Experimental Biology 2008

Today’s Research: Tomorrow’s Health.Today’s Research: Tomorrow’s Health.Today’s Research: Tomorrow’s Health.Today’s Research: Tomorrow’s Health.

Presenting the following Research Topics.Presenting the following Research Topics.Presenting the following Research Topics.Presenting the following Research Topics.

1- Genetic polymorphism of glutathione S Transferase (GST) and Susceptibility to chronic obstructive

Pulmonary Disease. Oral PresentationOral PresentationOral PresentationOral Presentation


2- Metabolic and Genetic Risk Factors Associated With the Development of Complication in Type 2

Diabetes Mellitus (DM). Poster PresentationPoster PresentationPoster PresentationPoster Presentation

3- The Lipoprotein Lipase HIndIII Polymorphism and the Susceptibility to Hypertension. Poster Poster Poster Poster

PrPrPrPresentationesentationesentationesentation

4- Polymorphism of Methylene Tetrahydrofolate Reductase (MTHFR) and susceptibility to

Hypertension in Egypt. Poster Presentation.Poster Presentation.Poster Presentation.Poster Presentation.

DDDD.... Dr. Dr. Dr. Dr. Doaa Moustafa SultanDoaa Moustafa SultanDoaa Moustafa SultanDoaa Moustafa Sultan

Title: Lecturer of ParasitologyTitle: Lecturer of ParasitologyTitle: Lecturer of ParasitologyTitle: Lecturer of Parasitology

Workshop on molecular biology Workshop on molecular biology Workshop on molecular biology Workshop on molecular biology –––– Edinburgh (ScotlandEdinburgh (ScotlandEdinburgh (ScotlandEdinburgh (Scotland----UK) 200UK) 200UK) 200UK) 2007:7:7:7:

Attendance of a workshop was held in molecular biology center (centre of infectious diseases) - Edinburgh

faculty of medicine and veterinary medicine-Edinburgh university- Edinburgh(Scotland-UK). The

workshop duration was two weeks approaching the most recent molecular techniques used in different

researches in Parasitoogy field in UK. The advanced techniques seen there were practiced in Dubai

Medical college in our own researches, students' researches. In addition different research work protocols

were illustrated, discussed and copies handed to the college technician.

The 10The 10The 10The 10thththth European congress of ParasitologyEuropean congress of ParasitologyEuropean congress of ParasitologyEuropean congress of Parasitology----Paris (France) 2008:Paris (France) 2008:Paris (France) 2008:Paris (France) 2008:

Posters Presentations (2008): Posters Presentations (2008): Posters Presentations (2008): Posters Presentations (2008):

1. Imported malaria cases in UAE: Three different DNA extraction techniques using nested polymerase

chain reaction.

2. Inference of molecular phylogeny of Sarcocyst1s felis (Grant from the research foundation-Michigan-

USA).

EEEE.... Dr. Fouzia ShersadDr. Fouzia ShersadDr. Fouzia ShersadDr. Fouzia Shersad

Title: Director, Institutional Effectiveness unitTitle: Director, Institutional Effectiveness unitTitle: Director, Institutional Effectiveness unitTitle: Director, Institutional Effectiveness unit

Conference: National Conference of Medical EducationConference: National Conference of Medical EducationConference: National Conference of Medical EducationConference: National Conference of Medical Education---- conductconductconductconducted by AIIMS, India and FAIMER, ed by AIIMS, India and FAIMER, ed by AIIMS, India and FAIMER, ed by AIIMS, India and FAIMER,

USA, in November 2007 at New Delhi, India.USA, in November 2007 at New Delhi, India.USA, in November 2007 at New Delhi, India.USA, in November 2007 at New Delhi, India.

Poster presentation Poster presentation Poster presentation Poster presentation

1. EFQM as a Faculty Development Tool at Dubai Medical College

7.7.7.7.4444. . . . Faculty Evaluation Faculty Evaluation Faculty Evaluation Faculty Evaluation by by by by SSSStudent tudent tudent tudent SurveySurveySurveySurvey

Faculty evaluation is being done every year by the students. The students’ opinion about the faculty

members regarding their ability to clarify their doubts and the interactive nature of the classes have been

done for the last 6 years. The results are dealt with in a confidential manner.

The faculty members are sent a feedback about their evaluation and they are given an opportunity to

improve. The response suggests that there is a steady improvement in the quality of the faculty members.

The members who show consistently low ratings are advices to improve their method of teaching.


7.57.57.57.5. . . . Faculty Opinion SurveyFaculty Opinion SurveyFaculty Opinion SurveyFaculty Opinion Survey

The opinion of faculty regarding the various aspects of the college was assessed using a questionnaire. The

average results in a scale of 1-4 were used to identify the areas of strengths and areas for improvement.

StrengthsStrengthsStrengthsStrengths

The satisfaction score regarding DMCG being a safe and healthy place, clarity of mission and

institutional goals, procedures and policies, instructional technology, IT and satisfaction with leaders

(Dean and Chief academic officer) have remained very high.

The areas of Technology, faculty development opportunities and value for suggestions were high but

lower than last two years.


Areas for ImprovementAreas for ImprovementAreas for ImprovementAreas for Improvement

Recognition, communication, maintenance, environment, resources, space adequacy, team work, number

of faculty, clarity on criteria for evaluation, college image were identified as areas for improvement.

7777....6666 Faculty BenefitsFaculty BenefitsFaculty BenefitsFaculty Benefits

1. The preclinical faculty benefits were improved in response to the rising cost of living. The

remuneration for the clinical faculty according to the following table has been computed and delivered.

The Executive Board approved the request for increasing the salary and benefit package leading to a

30% increase in basic salaries, which led to a similar increase in their accommodation allowances and

bonuses. Taking the rent-hike in Dubai into consideration, the accommodation and transport

allowances have been particularly increased. In addition to the increase in accommodation allowance

by 30% mentioned above, a further 10-20% (based on family status) increase in the accommodation

allowance and 100% increase in the transport allowance have been provided.

According to the new package, all faculty members are offered accommodation facilities arranged and

maintained by the college, which is much higher than what would be due to them as allowance.

Hence, accommodation allowance is taken only by those who do not wish to utilize this option. In

addition to this, a new benefit viz. furniture allowance has been added to the package.

Other benefits like health insurance, annual increments, travel tickets and furniture allowances are over and

above all the other remuneration mentioned above. As mentioned in our previous report, the college

strictly adheres to all the rules and regulations of the UAE Labor Law and has been very

straightforward in providing gratuity and other benefits.


2. Increase Increase Increase Increase iiiin Salary n Salary n Salary n Salary ofofofof Administrative and Library StaffAdministrative and Library StaffAdministrative and Library StaffAdministrative and Library Staff

In addition to the 20% increase in salary scale in May 2006, DMCG has implemented a further

increase of 30% for library staff, effective from September 2007. This increase has been extended to

all administrative staff. According to the new scheme, all members are offered accommodation

facilities arranged and maintained by the college, which is much higher than what would be due to

them. This is particularly beneficial considering the escalating rents in Dubai.

Table19 Clinical Faculty remuneration scaleTable19 Clinical Faculty remuneration scaleTable19 Clinical Faculty remuneration scaleTable19 Clinical Faculty remuneration scale

Clinical DeanClinical DeanClinical DeanClinical Dean AED 180,000 per yearAED 180,000 per yearAED 180,000 per yearAED 180,000 per year

Members of Clinical Faculty BoardMembers of Clinical Faculty BoardMembers of Clinical Faculty BoardMembers of Clinical Faculty Board AEAEAEAED 120D 120D 120D 120,,,,000 per year000 per year000 per year000 per year

Academic Heads of DepartmentsAcademic Heads of DepartmentsAcademic Heads of DepartmentsAcademic Heads of Departments AED 60,000 per yearAED 60,000 per yearAED 60,000 per yearAED 60,000 per year

All StaffAll StaffAll StaffAll Staff AED 400 per teaching unitAED 400 per teaching unitAED 400 per teaching unitAED 400 per teaching unit

7777....7777 Evaluation procedure for Clinical facultyEvaluation procedure for Clinical facultyEvaluation procedure for Clinical facultyEvaluation procedure for Clinical faculty

There are no full-time teaching staff in the Clinical Faculty of the Dubai Medical College. All the appointed teaching staff (apart from one or two individuals who cannot be recruited from within), are recruited from the staff who are already employed full time by the hospitals and clinics of the Department of Health & Medical Services (DOHMS), and they are necessarily part time teachers.

In view of their commitment to a full time post with the DOHMS, they can only devote a small

number of hours per week to their teaching activities (be these lectures or clinical teaching sessions). This accounts for the apparently large number (around 360) that make up the clinical faculty teaching staff.

Each clinical academic department is headed by a Professor or Associate Professor. These are

practically all recruited from the staff that are already appointed to clinical positions in the DOHMS. The various sections in each of these academic departments are headed by a consultant who is referred

to as the Unit Head. He or she is responsible for the organization of the teaching clinically and theoretically on his unit. Students in groups of around 8 rotate around each of these units in 5-week clerkships.

The appointments and recruitments are done as follows:

1. Requests for appointment are made by individual doctors working in the DOHMS through the Academic Head of the Department in which they would like to work

2. The Academic Head of the unit will vet the application and forward it as recommendation to the Appointment Committee. The recommendation will include a suggestion of the status and also the suitability of the candidate

3. The Appointment Committee will study the applications and recommend acceptance or make suggestions


4. Forward the applications to the Faculty Board who will confirm or refute the appointment 5. The appointed staff is informed of the appointment and further informed specifically that

remuneration for any service given is per item and unit of teaching. Appointment to the Faculty of itself does not carry a stipend irrespective of the level at which staff is appointed

6. The teaching units (lectures and clinical sessions) are allocated to teaching staff by the Head of the Department and Unit Heads depending on the teaching load and the suitability of the individual to carry out the actual teaching

7. Each teaching unit is recorded on special forms which are signed by the teacher and the students and this actually includes an area where the subject matter discussed has to be included. It is countersigned by the student leader.

8. The student leader hands the form to the unit secretary 9. The unit secretary uses the form to enter the teaching session in the accounts for payment 10. The accounts are scrutinized by the Academic Head after which they are countersigned by the

Clinical Dean and forwarded to the college for payment. This policy is working very well indeed. It has allowed to include a large number of staff in the

teaching faculty, and since appointment does not carry a stipend of itself the number of appointments does not involve an increased financial burden on the college. This policy gives the Heads of Departments and Units the facility of using only those members of the teaching staff who appear to be keen and efficacious in their teaching, and to isolate those who are not productive without causing any disruptive activities in the department.

7.87.87.87.8. . . . SSSStatus of Clinical Teaching Facultytatus of Clinical Teaching Facultytatus of Clinical Teaching Facultytatus of Clinical Teaching Faculty

Out of the total of 360 faculty members who are enrolled, a majority are required to teach only there is

an overlap in the batches. Eg. In the months of Feb and March there will be more than 90 students

rotating in Medicine. During the other months, only 20 students will rotate in medicine. Therefore only

some faculty members will be engaged in teaching throughout the year.

The graph below shows that 266 faculty members teach for less than 25 hours per year. Only 55 faculty

members are teaching more than 25 hours a year.


More than 200 faculty members are given less than7 hours to teach during the year. These are faculty members

who help when there are examinations to be conducted and fill in the gaps when the senior doctors are not

available.


8. EXTERNAL RELATIONS8. EXTERNAL RELATIONS8. EXTERNAL RELATIONS8. EXTERNAL RELATIONS

8.18.18.18.1. . . . Exploration of Exploration of Exploration of Exploration of Partnership possibilities with India:Partnership possibilities with India:Partnership possibilities with India:Partnership possibilities with India:

The possibility of partnership with Indian institutions was first explored by Dr. Fouzia Shersad.

The All India Institute of Medical Sciences (AIIMS), New Delhi, was decided to be the first choice as it

has been consistently ranked the best medical college in India and a partnership will improve DMCG by

broadening the perspective of the students and faculty. An elective posting here will help our students to

get exposure to a wide spectrum of diseases managed by this tertiary care center, where more than

2,000,000 referred patients are treated and 100,000 are operated upon every year. It is highly sought

after by students from world class universities to do their electives.

The following institutions in India were visited by Dr. Fouzia Shersad and were studied to identify

potential areas for collaboration.

Name of Name of Name of Name of

InstitutionInstitutionInstitutionInstitution

Ranking and Reputation Ranking and Reputation Ranking and Reputation Ranking and Reputation

of Institutionof Institutionof Institutionof Institution

Response from Senior Response from Senior Response from Senior Response from Senior

ManagemManagemManagemManagementententent

Identified Areas of Identified Areas of Identified Areas of Identified Areas of

CooperationCooperationCooperationCooperation Action StatusAction StatusAction StatusAction Status PlanPlanPlanPlan

AIIMSAIIMSAIIMSAIIMS

-Ranked first in India

-Ranked first in South

East Asia.

- World Renowned

institute

-Willing to cooperate

-No need for written

MoU

-Student electives

-Faculty training

-Visiting faculty

-CME

Received

Letter from

AIIMS, Dean

stating his

agreement for

collaboration

Visit by

delegation

headed by

the Dean

Lady Hardinge Lady Hardinge Lady Hardinge Lady Hardinge

Medical Medical Medical Medical

CollegeCollegeCollegeCollege

-Ranked third in India

-91 year old-

girls only college

-Willing if orders

issued from

government of New

Delhi

-Student electives

-Visiting Faculty

Procedure for

formal

agreement

clarified

Apply to

Health

Ministry,

India

Moulana Azad Moulana Azad Moulana Azad Moulana Azad

Medical Medical Medical Medical

CollegeCollegeCollegeCollege

-Ranked in the top 10 in

India

-The first center of

medical education

-Conducted 59

workshops for doctors

-Willing if orders

issued from

government of New

Delhi

-Medical

education

department for

faculty

development

Procedure for

formal

agreement

clarified

Apply to

Health

Ministry,

India

Jamiah Jamiah Jamiah Jamiah

Hamdard Hamdard Hamdard Hamdard

UniversityUniversityUniversityUniversity

-Muslim University in

Alternative medicine

-Medical College being

developed

-Cooperation

informally

-Recruitment of

faculty

Visit by

delegation

headed by

the Dean

Aligarh Aligarh Aligarh Aligarh

universityuniversityuniversityuniversity

-Over 150 years old

-JN medical College is in

top 25 in India

-Willing to cooperate

informally

-Central Government

approval needed

-Recruitment of

faculty

Training faculty

Excellent

relationship

established

To be

decided

later


8.28.28.28.2. . . . Agreement with AIIMSAgreement with AIIMSAgreement with AIIMSAgreement with AIIMS

Following the preliminary study detailed above, a team from DMCG headed by the Dean, Prof. Mohammed

Galal El Din Ahmed, visited the major institutions of excellence in helath education in New Delhi, India. An

agreement for exchange faculty and Student training was signed with the Dean of AIIMS.

8.38.38.38.3. . . . Summer training of faculty and students at AIIMSSummer training of faculty and students at AIIMSSummer training of faculty and students at AIIMSSummer training of faculty and students at AIIMS

The training was coordinated by Dr. Fouzia Shersad, Mr Abdul Vaheed and Mr. Naeem Siddiqui under the

leadership of the Dean, Prof. Galal El Din Ahmed. The support from the Vice Chairman and CEO, Er. Yahya

Saeed Lootah was highly appreciated by the students. A team of core officials from SS.Lootah group visited

New Delhi during their training period. DMCG students proved to be very industrious and knowledgeable.

The training program obtained vast coverage from the press.

Details of Summer Training programDetails of Summer Training programDetails of Summer Training programDetails of Summer Training program

The summer training program was between 16th July and 15th August, 2008 at All India Institute of Medical

Sciences, New Delhi. The third and fourth year students obtained training in Pediatrics and Internal Medicine

with one faculty member training in Microbiology. We concluded the training on 14th August as planned,

even though the students unanimously requested extension of the program. The training proved to be

extremely beneficial academically.

Student TrainingStudent TrainingStudent TrainingStudent Training On 16th July, all the formalities were completed and students were posted to their respective departments for

training. Meetings were arranged with the Dean and Deputy Director of AIIMS, to start induction of training.

A student coordinator and a staff coordinator were arranged. The students were provided with ID cards for

the use of the college canteen and library.

During the four weeks of structured training, the students were exposed to a large number of tropical diseases

and various instrumentation procedures. In addition to the academic benefits, the students were impressed

with the life lessons that they learnt. Our students obtained raving reports about their aptitude by the

superiors.

Faculty TrainingFaculty TrainingFaculty TrainingFaculty Training Dr. Sadiah provided supervision of students and resolved their issues from Day-1. However the joining date

was delayed for two days as there was a snag in the document processing at AIIMS.

Extracurricular activitiesExtracurricular activitiesExtracurricular activitiesExtracurricular activities In addition to the educational program, to make the experience wholesome, visits to eminent personalities were

arranged, though some were at very short notice. The students were overwhelmed by the inspirational words of

the former President, Dr. Abdul Kalam and the Vice President, Dr. Hamid Ansari. They were hosted a dinner

at Hotel Oberoi by the Foreign Minister on 18th July. The students proudly participated in the SS Lootah

‘Partners for Good’ Luncheon at Taj Hotel and played hosts to their teachers from AIIMS.


The trip was made all the more memorable by the visits to India Gate, Jama Masjid, Qutub Minar, Humayun’s

Tomb and Taj Mahal, Agra. Our gratitude is due to the parents of some students helped out by offering cars

and taking them out sight-seeing and shopping.

SWOT SWOT SWOT SWOT Analysis of the Training ProgramAnalysis of the Training ProgramAnalysis of the Training ProgramAnalysis of the Training Program

Strengths Strengths Strengths Strengths

• Positive Image of DMCG

• Focus on empowerment & education of women

not only in Dubai, but also the Middle East

• Showcased Islamic values and traditions of

students of DMCG

• Eye-opener in India of the contribution of the

Lootah group in the field of Education in

Dubai and Middle east

• Projected SS Lootah group’s initiative of

developing partnerships in India to the UAE

• Synergy of management of SS Lootah group’s

staff and students was highlighted in Delhi

WeaknessesWeaknessesWeaknessesWeaknesses

• Due to multi-national composition of the

trainees, the logistics for formalities have to be

planned at least 3-6 months in advance

• Instead of using summer vacation for training,

we should recommend to Prof. Baron to make

this an elective posting, which replaces one

month of their clinical training in Dubai.

• Duration of training has to be optional as most

participants felt duration proved too short for

the high quality of training they got.

• Travel and accommodation has to be arranged 6

months in advance, as most quality

accommodation is booked well in advance.

OpportunitiesOpportunitiesOpportunitiesOpportunities

• To explore further opportunities at AIIMS. Eg.

student exchange program, Faculty exchange

program (including clinical), Joint Research,

inviting speakers for Conferences

• To explore partnerships with institutions like

Lady Hardinge Medical College, Jamia

Hamdard University, JMU, Sri Ramachandra

Medical College and KIMS in India.

• To extend such training to countries like Syria,

Egypt, Iran, USA, UK.

• To present it to prospective students

ThreatsThreatsThreatsThreats

• As this is the first exchange program from the

country, other medical schools will copy and

emulate DMC

• Active student participation will be guaranteed

only if this is an ongoing program, hence should

not be discontinued

• Lack of interest of students due to being at the

peak of summer. Therefore, we need to consider

better timings if permitted by Clinical Dean.

• Medical Council of India may not permit (or

delay) hands on training for clinicians.


8.48.48.48.4 Medical Research FundMedical Research FundMedical Research FundMedical Research Fund The Medical Research Fund was launched by Mr. Saleh Saeed Lootah on 5th April, 2008 at Emirates Pathologists’ Association meeting, which was hosted by DMCG. Prof. Fatehia Aly, the General Secretary of MRF, spoke on the guidelines of the program. It is a unique medical research program which was launched to address current gaps in medical research in the UAE. CORE FOCUS AREAS

• Infectious Diseases

• Environmental Diseases

• Genetic disorders

• Young Researcher VISION

• MRF is committed to improving the quality of life for all people in the UAE.

• Aims to facilitate access to funds, educational and technological resources

• To foster increased participation in addressing current and future health challenges MISSION

• The MRF will Foster, support and maintain medical

• research programs that address the UAE community

• healthcare challenges through sustainable public-private partnership AIMS

• To improve medical care directed to priority disease areas

• To secure dedicated support to a world class medical research

• To encourage publication of researches in international medical journals

• To increase the cooperation among healthcare sector stakeholders

• To encourage the development of institutions dedicated to research and scientific methods in the Arab world

• To support scientific meetings, conferences, and workshops on basic biomedical research that is not targeted to specific diseases or disorders

• To enhance and develop the academic research serving national needs in particular and the Arab region in general.

GOVERNANCE

• Governed by the 6 members of DMCG Executive Board

• Appointment of DMCG Medical Research Fund Committees

• Led by the General Secretary, who is responsible for developing and executing the strategy and policies The General Secretary Office represents DMC Medical Research Fund in the scientific committee and its role includes:

• Propose funding program which serve the community • Developing the criteria of research funding • Set up a list of research fund guidelines. • Receive research applications and coordinate with other committees and reply the applicants

• Reporting to the Executive Board biannually on the research program achievements


Adequate coverage was given to the MRF initiative in order to attract researchers and patrons to participate.

The table below shows the media coverage given.

PublicationPublicationPublicationPublication Date of coverageDate of coverageDate of coverageDate of coverage LanguageLanguageLanguageLanguage Page No.Page No.Page No.Page No.

Gulf TodayGulf TodayGulf TodayGulf Today 6-04-08 English 4 Khaleej TimesKhaleej TimesKhaleej TimesKhaleej Times 6-04-08 English 11

Al KhaleejAl KhaleejAl KhaleejAl Khaleej 6-04-08 Arabic 4

Al BayanAl BayanAl BayanAl Bayan 6-04-08 Arabic 16

Emarat Al youmEmarat Al youmEmarat Al youmEmarat Al youm 6-04-08 Arabic 3

Ameinfo.comAmeinfo.comAmeinfo.comAmeinfo.com 5-04-08 English and Arabic Website

MaktoobMaktoobMaktoobMaktoob 6-04-08 Arabic Website

ZawyaZawyaZawyaZawya 5-04-08 English Website


9. EDUCATIONAL SUPPORT SERVICES9. EDUCATIONAL SUPPORT SERVICES9. EDUCATIONAL SUPPORT SERVICES9. EDUCATIONAL SUPPORT SERVICES

9999....1111 Facilities Master planFacilities Master planFacilities Master planFacilities Master plan

Improvement of IImprovement of IImprovement of IImprovement of Infrastructurenfrastructurenfrastructurenfrastructure

In line with the Strategic Plan of the college, infrastructure development has been completed in all the five

blocks and the new lecture rooms, seminar rooms and College Museum have been operational by August,

2007. The ground floor of Block D, housing the Anatomy Dissection hall and Histology dry lab, were

the last of the laboratories to be completed, has been operational since December, 2007. They include

Dissection Room, Deep freezer room and Histology/Parasitology Dry Lab and were fully functional in

the end of the academic year 2007-2008. All laboratories and lecture halls are equipped with state of the

art facilities, leading to improved student satisfaction rates.

The next phase of development, such as exterior design and landscaping, are currently in progress. The

admin block was renovated partially by the end of July2008.

The status of the 4 blocks are shown in the tables below:

BLOCK- C

FacilityFacilityFacilityFacility Walls, floor Walls, floor Walls, floor Walls, floor

and ceilingand ceilingand ceilingand ceiling FurnitureFurnitureFurnitureFurniture EquipmentsEquipmentsEquipmentsEquipments

Date of starting Date of starting Date of starting Date of starting

functionfunctionfunctionfunction

Classrooms A, B

(Second year Students)

& Minitheatre

July 2006 August 2006 August 2006 September 2006

Microbiology Laboratory July 2006 August 2006 October 2006 October 2006

Pharmacology Laboratory July 2006 August 2006 October 2006 October 2006

Preparation Room July 2006 August 2006 October 2006 October 2006


BLOCK- A


and ceilingand ceilingand ceilingand ceiling FurnitureFurnitureFurnitureFurniture EquipmentEquipmentEquipmentEquipment



Classrooms A, B

& Minitheatre Nov. 2006 Jan 2006 January 2006 February 2007

Graduate affairs office Nov. 2006 Dec2006 - February 2007

Student Union Room Nov. 2006 Dec 2006 - March 2008

Student Counseling Room Nov. 2006 Dec 2006 - March 2008

Physiology Laboratory Nov. 2006 Dec 2006 Jan 2007

Mar 2007 February 2007

BLOCK-D


and ceilingand ceilingand ceilingand ceiling FurnitureFurnitureFurnitureFurniture EqEqEqEquipmentuipmentuipmentuipment



Faculty offices (7 ) Dec 2006 January 2006 - February 2007

Dissection Room &

Deep freezer Room

September

2007 September 2007

Partially in

October 2006 March 2008

Dry-Lab Histology/

Parasitology

September

2007 September 2006 completed February 2008

BLOCK-B


and ceilingand ceilingand ceilingand ceiling FurnitureFurnitureFurnitureFurniture EquipmentEquipmentEquipmentEquipment



Study rooms (third

year ) 10th April, 2007 30h April 2007 Aug. 2007

Tutorial rooms 10th April, 2007 30 April 2007 Sep 2007

College Museum 10th April, 2007 30 April 2007 June, 2007 Oct 2007

Pathology Laboratory 10th April, 2007 15 April 2007 30April, 2007 Oct 2007

Biochemistry Lab 10th April, 2007 15 April 2007 Sep06- Mar2007 Sep 2007


9.29.29.29.2 SSSStudent Satisfaction Ratetudent Satisfaction Ratetudent Satisfaction Ratetudent Satisfaction Rate regarding Laregarding Laregarding Laregarding Laboratory servicesboratory servicesboratory servicesboratory services

Comments:Comments:Comments:Comments:

� Everything is ok.

� More integration with theory

� Conduct more experiments

� Stimulate independent work of student

� Increase practical sessions

� Practical lessons should precede lectures

� Hygiene in mouthpieces


9.9.9.9.3333. . . . Safety Subcommittee Safety Subcommittee Safety Subcommittee Safety Subcommittee

ObjectivesObjectivesObjectivesObjectives

1. To supervise safety equipment

2. To increase awareness of using the equipment

3. To increase readiness to combat hazards in laboratories and in other areas.

4. To update the Safety Manual and disseminate it to all the staff and students

5. To propose plan for fire safety and laboratory safety

Implementation Status of Safety Awareness Campaign 2007Implementation Status of Safety Awareness Campaign 2007Implementation Status of Safety Awareness Campaign 2007Implementation Status of Safety Awareness Campaign 2007----2008200820082008

The following activities were organized by Dr. Islam.

Plans for 2008Plans for 2008Plans for 2008Plans for 2008----2009200920092009

DateDateDateDate Name of activityName of activityName of activityName of activity TypeTypeTypeType To be conducted byTo be conducted byTo be conducted byTo be conducted by

NovembNovembNovembNovember er er er Laboratory fire

Lecture Mr. Mohammad Al-Hadi

MarchMarchMarchMarch Evacuation Plan

Lecture Mr. Shehab El-Sayed

AprilAprilAprilApril

Electricity & Gas

Danger

Lecture Mr. Shehab El-Sayed

DateDateDateDate Name of Name of Name of Name of

activityactivityactivityactivity TypeTypeTypeType Conducted byConducted byConducted byConducted by Attended byAttended byAttended byAttended by

29/04/08 Fire safety 1 Lecture Mr. Shehab El-Sayed Medical Students 1st yr,2nd yr

DPC students

07/05/08 Fire safety 2 Practical Mr. Shehab El-Sayed Medical Students 1st yr,2nd yr

DPC students


9.49.49.49.4 Preclinical Preclinical Preclinical Preclinical LibraryLibraryLibraryLibrary FactsFactsFactsFacts

The progress of the library in comparison with the previous years can be seen in the tables and graphs below:


9.9.9.9.5555 Students Perception of DMCG Campus Library:Students Perception of DMCG Campus Library:Students Perception of DMCG Campus Library:Students Perception of DMCG Campus Library:


The satisafction rates of the parameters shown in the graphs in the previous page are very high and have

exceeded our targets. However, the technical isues of the internet access have been reflected in the satisfaction

rates. The internet facilities have been improved and the satisafction rates are being reassessed. The sapce in the

libraary has been improved tremendously with maximum utilization of space in the last three years. However

the student expectations are higher, therefore, we plan to focus on better maintenance of the area. Stricter

enforcement of silence has also been suggested by some students.


9.9.9.9.6666. . . . The transaction rate oThe transaction rate oThe transaction rate oThe transaction rate of the libraryf the libraryf the libraryf the library has been analysed and segmented by semester and year of study. The

comparative rates for the last 5 years are shown below:

The graph shows that the number of transactions decreased in the last two years. The reasons have been

analysed.

1. Increased student activity time due to the well spaced curriculum gives them time to read while in

the college.

2. The study area is more comfortable, therefore the students read in the library instead of

withdrawing the books

3. Improved photocopying services provided by the librarian

4. Improvement of internet facilities and availability of material through the net.

ActionsActionsActionsActions to be takento be takento be takento be taken::::

1. Introduce mechanisms to document the use of internet

2. Improve collection of books and electronic resources

3. Stimulate increased use of learning resources


9.9.9.9.7777. . . . Other support facilitiesOther support facilitiesOther support facilitiesOther support facilities

Student satisfaction rates of Batch 21 Student satisfaction rates of Batch 21 Student satisfaction rates of Batch 21 Student satisfaction rates of Batch 21 areareareare given below:given below:given below:given below:



Student satisfaction rate of MinimartStudent satisfaction rate of MinimartStudent satisfaction rate of MinimartStudent satisfaction rate of Minimart

The students’ satisfaction regarding the minimart has been analyzed for the last two years. The graph shows

that the satisfaction rates are improving in all areas.

Suggestions:Suggestions:Suggestions:Suggestions:

� Increase space

� Increase variety of food

� To add milk, cereal, fruits, breads

� A choice of drinks


10. QUALITY OF GRADUATES10. QUALITY OF GRADUATES10. QUALITY OF GRADUATES10. QUALITY OF GRADUATES

10.110.110.110.1 Graduate performance in MBBS examGraduate performance in MBBS examGraduate performance in MBBS examGraduate performance in MBBS examinationsinationsinationsinations::::

Evaluation of students’ overall marks shows an increasing trend for the number of students scoring Excellent

and Very Good marks in the last 10 years. The graduates of Batch 18 received excellent reviews from external

examiners from eminent international universities.

Graduate Development FundGraduate Development FundGraduate Development FundGraduate Development Fund

The college initiated an incentive program for funding exemplary graduates for higher education in the top

universities of the world. Dr. Hajer Nissar Sheikh, the first rank holder from batch 14 was sponsored by the

college for Masters in Basic sciences at University of Cincinnati.

Graduation ceremonyGraduation ceremonyGraduation ceremonyGraduation ceremony

A graduation ceremony is being planned to be conducted in October 2008. An alumni event is also planned to

be conducted in the next academic year.


10.210.210.210.2 Total number of graduatesTotal number of graduatesTotal number of graduatesTotal number of graduates

The table in the next page shows that the number of graduates has now exceeded 600 and 200 of them are

UAE nationals.

Year of GraduationYear of GraduationYear of GraduationYear of Graduation Total No. of GraduatesTotal No. of GraduatesTotal No. of GraduatesTotal No. of Graduates UAE NationalsUAE NationalsUAE NationalsUAE Nationals %%%%

1991199119911991 38 11 29

1992199219921992 36 10 28

1993199319931993 38 5 13

1991991991994444 31 4 13

1995199519951995 29 6 21

1996199619961996 23 5 22

1997199719971997 23 2 9

1998199819981998 29 4 14

1999199919991999 39 8 21

2000200020002000 37 13 35

2001200120012001 52 17 33

2002200220022002 40 17 43

2003200320032003 40 12 30

2004200420042004 44 27 61

2005200520052005 50 16 32

2006200620062006 51 15 29

2007200720072007 64 23 36

2008200820082008 56 17 30

TotalTotalTotalTotal 720720720720 212212212212 499499499499


10.310.310.310.3 Performance of Performance of Performance of Performance of DMCG graduates in MRCP Examinations DMCG graduates in MRCP Examinations DMCG graduates in MRCP Examinations DMCG graduates in MRCP Examinations

The performance of our graduates in the MRCP examination conducted by the MRCP Office Dubai was

evaluated by the IE unit and graduates affairs. The results in comparison with other doctors who appear for

the exam are shown in the graphs below:

Documents

ANNUAL REPORT 2008 - Dubai Medical College - DMC · Student Counseling 34 Career Guidance Subcommittee 34 ... EDUCATIONAL SUPPORT SERVICESEDUCATIONAL SUPPORT SERVICES 58558858- ---66668888