DMC Student Manual 2017 · Dubai Medical College (DMC) was established over 30 years ago thanks to the foresight of Haj Saeed Bin Ahmed Al Lootah. DMC offers girls an opportunity

Postgraduate Student Handbook

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Student Handbook

MSc Addiction Science

DMC in collaboration with ERADA center


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Contents CHAIRMAN’S MESSAGE .................................................................................................................................................................. 5

MESSAGE FROM THE DEAN ............................................................................................................................................................ 6

INTRODUCTION ................................................................................................................................................................................ 7

STUDENT INFORMATION ................................................................................................................................................................ 8

PROGRAM SPECIFICATIONS ........................................................................................................................................................... 9

A. BASIC INFORMATION.................................................................................................................................................................................................................. 9 B. PROFESSIONAL INFORMATION .............................................................................................................................................................................................. 10

DMC ACADEMIC CALENDAR ........................................................................................................................................................ 11

HISTORY .......................................................................................................................................................................................... 12

VISION, MISSION & GOALS .......................................................................................................................................................... 15

Introduction .......................................................................................................................................................................................................................... 15 DMC Vision ........................................................................................................................................................................................................................... 15 DMC Mission ........................................................................................................................................................................................................................ 15 DMC Goals ............................................................................................................................................................................................................................ 15

LICENSURE ....................................................................................................................................................................................... 16

CONTRACTUAL RELATIONSHIP WITH ERADA ........................................................................................................................... 16

EDUCATIONAL FACILITIES ............................................................................................................................................................ 17

A. TEACHING FACILITIES AT THE COLLEGE CAMPUS ............................................................................................................................................................... 17 Lecture Halls ......................................................................................................................................................................................................................... 17 Laboratories .......................................................................................................................................................................................................................... 17 Library ..................................................................................................................................................................................................................................... 18 Learning and assessment center .................................................................................................................................................................................. 18 Learning Management System ..................................................................................................................................................................................... 19

B. STUDENT SUPPORT FACILITIES ............................................................................................................................................................................................... 19 Transportation ..................................................................................................................................................................................................................... 19 Student Lounge ................................................................................................................................................................................................................... 19 Other services ...................................................................................................................................................................................................................... 19 Hostel Facilities ................................................................................................................................................................................................................... 20

C. CLINICAL FACILITIES AT ERADA ............................................................................................................................................................................................ 20

POLICIES .......................................................................................................................................................................................... 21

ATTENDANCE POLICY.................................................................................................................................................................................................................... 21 POLICY FOR INABILITY TO TAKE THE EXAM ............................................................................................................................................................................... 21 WITHDRAWAL POLICY .................................................................................................................................................................................................................. 22 POLICY FOR GAP YEAR .................................................................................................................................................................................................................. 22 PROCEDURES FOR REVIEW OF APPLICATIONS FOR READMISSION WITH GOOD STANDING ............................................................................................ 23 DISMISSAL – SCHOLASTIC AND/OR PROFESSIONAL DISQUALIFICATION ............................................................................................................................ 23

TUITION FEES .................................................................................................................................................................................. 24

REFUND POLICY OF TUITION FEES ............................................................................................................................................................................................. 24 MODE OF PAYMENT ...................................................................................................................................................................................................................... 25

STUDENT SERVICES ........................................................................................................................................................................ 26

STUDENT ADVISING SERVICES .................................................................................................................................................................................................... 26 ADVISEE ROLE AND RESPONSIBILITIES ...................................................................................................................................................................................... 26


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CODE OF CONDUCT ....................................................................................................................................................................... 28

GENERAL GUIDELINES ................................................................................................................................................................................................................... 28 SPECIFIC GUIDELINES FOR CLINICAL SETTING ........................................................................................................................................................................... 28 DRESS CODE ................................................................................................................................................................................................................................... 29 ACADEMIC HONESTY GUIDELINES ............................................................................................................................................................................................. 30 COMPUTER USE GUIDELINES ....................................................................................................................................................................................................... 30

STUDENTS’ RIGHTS AND RESPONSIBILITIES ............................................................................................................................. 35

RIGHTS ............................................................................................................................................................................................................................................ 35 STUDENTS’ RESPONSIBILITIES ..................................................................................................................................................................................................... 36 STUDENT PLEDGE .......................................................................................................................................................................................................................... 36

STUDENT COMPLAINT POLICY ..................................................................................................................................................... 37

STUDENT COMPLAINT POLICY .................................................................................................................................................................................................... 37 STUDENT GRIEVANCE & APPEALS POLICY: .............................................................................................................................................................................. 38 STUDENT DISCIPLINARY POLICY ................................................................................................................................................................................................. 38 EXPULSION FROM COLLEGE OR DETENTION FROM FINAL EXAM ......................................................................................................................................... 39 DEBARRING STUDENTS FROM FINAL EXAMS: ........................................................................................................................................................................... 39 TIMELINE FOR COMPLAINT, APPEALS, AND GRIEVANCE: ....................................................................................................................................................... 39 STUDENT REPRESENTATIVE.......................................................................................................................................................................................................... 40 ROLE OF STUDENTS’ IN GOVERNANCE: ..................................................................................................................................................................................... 40 STUDENT PUBLICATION: .............................................................................................................................................................................................................. 40 HEALTH AND SAFETY: ................................................................................................................................................................................................................... 40

POSTGRADUATE PROGRAM ......................................................................................................................................................... 41

PROGRAM SPECIFICATIONS ......................................................................................................................................................... 42

A. BASIC INFORMATION............................................................................................................................................................................................................... 42 A.PROFESSIONAL INFORMATION ............................................................................................................................................................................................... 43

DMC ACADEMIC CALENDAR ........................................................................................................................................................ 44

DETAILS OF THE PROGRAM .......................................................................................................................................................... 45

PROGRAM LEARNING OUTCOMES - MSC PROGRAM ............................................................................................................................................................ 45 PROGRAM LEARNING OUTCOMES –PG DIPLOMA PROGRAM ............................................................................................................................................. 46 ACCOUNTABILITY AND ENGAGEMENT ................................................................................................................................................................................... 46

ADMISSION REQUIREMENTS ........................................................................................................................................................ 47

DOCUMENTS REQUIRED .............................................................................................................................................................................................................. 47 PROVISIONAL ADMISSION ........................................................................................................................................................................................................... 48 TRANSFER POLICIES: ..................................................................................................................................................................................................................... 49

TEACHING FACULTY MEMBERS ................................................................................................................................................... 50

TEACHING PLAN ............................................................................................................................................................................................................................ 53 COURSE DESCRIPTION.................................................................................................................................................................................................................. 54 LEARNING OUTCOMES MATRIX – MASTER OF SCIENCE (ADDICTION PRACTICE) ............................................................................................................ 58

COURSE OFFERING ......................................................................................................................................................................... 59

LIST OF POSTGRADUATE COURSES OFFERED ........................................................................................................................................................................... 59 COURSE ORGANIZATION ACCORDING TO PRE-REQUISITES.................................................................................................................................................. 60

PROGRAM DELIVERY ..................................................................................................................................................................... 62

DEFINITION OF CREDIT HOUR ..................................................................................................................................................................................................... 62 METHODS OF INSTRUCTION .............................................................................................................................................................................................. 63

STUDENT ASSESSMENT ................................................................................................................................................................. 65

COURSE ASSESSMENT .................................................................................................................................................................................................................. 65


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DISSERTATION & DEFENSE ASSESSMENT ................................................................................................................................................................................. 67 GRADING SYSTEM ......................................................................................................................................................................................................................... 68

ACADEMIC PROGRESS ................................................................................................................................................................... 69

CLINICAL CLERKSHIP ..................................................................................................................................................................... 70

ADDICTION CLINICAL CLERKSHIP ................................................................................................................................................................................ 70 A. CLERKSHIP MANUAL (ADDICTION PRACTICE) ................................................................................................................................................................... 75

Introduction .......................................................................................................................................................................................................................... 75 Structure ................................................................................................................................................................................................................................. 75 Role of the Affiliated Hospitals...................................................................................................................................................................................... 75

B. CLINICAL CLERKSHIP ROTATION MODULES ....................................................................................................................................................................... 76 Supervision of the Clerkships ......................................................................................................................................................................................... 76 Role of Preceptors in Clinical Clerkship ..................................................................................................................................................................... 77

C. GRADING POLICY ..................................................................................................................................................................................................................... 78 D. RULES OF TRAINING ................................................................................................................................................................................................................ 78 ADDICTION NURSING PRACTICE .................................................................................................................................................................................. 79 A. CLERKSHIP MANUAL (ADVANCED NURSING PRACTICE CONCENTRATION) ................................................................................................................. 83

Introduction .......................................................................................................................................................................................................................... 83 Structure for Addiction Nursing Practice concentration ..................................................................................................................................... 83 Role of the Affiliated Hospitals...................................................................................................................................................................................... 83

B. CLINICAL CLERKSHIP ROTATION MODULES ........................................................................................................................................................................ 84 Supervision of the Clerkships ......................................................................................................................................................................................... 84 Role of Preceptors in Clinical Clerkship ..................................................................................................................................................................... 85

C. GRADING POLICY: .................................................................................................................................................................................................................... 86 D. RULES OF TRAINING ................................................................................................................................................................................................................ 86

PATIENTS' CASE MANUAL ............................................................................................................................................................ 87

ERADA GUEST CLIENT MEDICAL ASSESSMENT TEMPLATE .................................................................................................................................................. 88 Summarized overview of this guest client ................................................................................................................................................................ 90 Investigations Required .................................................................................................................................................................................................... 95 Nurse initial documentation of Substance Abuse ................................................................................................................................................. 96 Allergies ................................................................................................................................................................................................................................ 111 Medications (including OTC/Herbal) ........................................................................................................................................................................ 112 Systems Review ................................................................................................................................................................................................................. 114 Physical Examination ...................................................................................................................................................................................................... 115 ASAM Criteria Decision Assessment ......................................................................................................................................................................... 124 Withdrawal Assessment ................................................................................................................................................................................................. 124 Level of care Assessment ............................................................................................................................................................................................... 124 Initial Intake Meeting ...................................................................................................................................................................................................... 124 SOAP Notes ........................................................................................................................................................................................................................ 126 Patient Counseling Form ............................................................................................................................................................................................... 128

STUDENT EVALUATION FORMS ................................................................................................................................................. 130

RESEARCH PROJECT & DISSERTATION ..................................................................................................................................... 133

LIST OF FACULTY MEMBERS ....................................................................................................................................................... 138

GLOSSARY ..................................................................................................................................................................................... 141

APPENDIX 1. TIME TABLE (TEMPLATE) .................................................................................................................................................................................... 141 FIRST SEMESTER TIME-TABLE .................................................................................................................................................................................................. 141 SECOND SEMESTER TIME-TABLE .............................................................................................................................................................................................. 142 APPENDIX 2 STUDENT ASSESSMENT RUBRICS ..................................................................................................................................................................... 143

DMC LOCATION MAP .................................................................................................................................................................. 149

DIRECTIONS TO DUBAI MEDICAL COLLEGE (DMC) ............................................................................................................................................................. 149

ERADA CENTER - LOCATION MAP ............................................................................................................................................. 150


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CHAIRMAN’S MESSAGE There can be no doubt that the two most important areas that need development in the life of man are economy and education. The current educational system forces students to spend the most vibrant and potentially productive years of their life in school. They usually graduate at the age of 25 when their resolutions have weakened and their zeal and enthusiasm have dwindled. Witnessing this tedious and often ineffective process of learning made us determined to find a way out of this impasse.

We were inspired to create a new and improved educational system. We knew we could only achieve this through a system of education that could actualize our intended educational goals in the shortest possible time. We studied the old system, reformed its negative aspects, improved on its positive ones and in the process created new opportunities for knowledge and education. Students could now be productive at an earlier age.

Feeling that women in society were not given fair opportunities in the medical field, we were inspired to launch the Dubai Medical College (DMC). We believed that women’s inherent sensitivity and compassion for others would make them great physicians. Patients, especially women, could greatly benefit from their contribution. Women are often more comfortable with other women and would almost always choose being treated by female physicians if the option was available. It was therefore a great opportunity to improve the healthcare system.

We were, however, keen not to follow the traditional time-consuming system of education. We set two goals; shortening the duration of courses while making optimum use of the given time. We devised a system that would take care of both.

The College has been a tremendous success over the years. I have no words to thank Almighty Allah for the many achievements we have seen during this period.

Haj Saeed Bin Ahmed Al Lootah

Chairman


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MESSAGE FROM THE DEAN

Dubai Medical College (DMC) was established over 30 years ago thanks to the foresight of Haj Saeed Bin Ahmed Al Lootah. DMC offers girls an opportunity to study medicine inside the UAE avoiding the troubles and risks of travelling abroad and gives them a chance to serve the country. Our teaching program has continually been evaluated and updated to ensure cutting edge medical education.

DMC continues to make a strong intellectual and economic contribution to the country’s healthcare workforce through innovation in education and technology. The digital transformation planned for the coming years will further help in managing data and improving communication and information flows, across all sectors. Our new strategic plan aims to capture this, as well as recognizing the scale and scope of current opportunities.

The launch of educational informatics has helped introduce learning management system which centralizes the educational resources and helps in digitalizing student assessment in all disciplines. High-quality advances in teaching and research combined with enhancement of the student experience are among the top priorities at DMC.

While DMC’s position as a leader is palpable in the education of students who become leading doctors, its tradition of service to the intellectual community is another hallmark. This is the time when we are poised to offer post graduate programs in the most needed areas in healthcare.

We welcome all aspiring students to join our college to breathe under an Islamic environment and benefit from our distinguished educational programs.

Prof. Mohamed Galal El-Din Ahmed

Dean, Dubai Medical College


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INTRODUCTION Dubai Medical College was founded in 1986 by the visionary leader and philanthropist haj Saeed Lootah. His fervent adherence to the core values of Education and sincere desire to 'make things better' by empowering people to excel has been the driving force for the college ever since.

Dubai Medical College is proud to promote Sheikh Mohammed bin Rashid Al Maktoum’s vision for healthcare.

“Naturally, health is the most valuable thing one can possess; without good health, a person suffers, as does his family and, ultimately, the economy. Therefore, the growth and development of any successful economy depends heavily on the health of its citizens.” His Highness Sheikh Mohammed bin Rashid Al Maktoum

Following Dubai’s Strategic Plan for 2015, which encourages international accreditation for hospitals and educational institutes, the College is accredited by the General Medical Council of Great Britain (since 1995) and the Higher Education and Scientific Research (since 1996) and recognized by the World Health Organization (since 2000).

Our curriculum is continuously updated to ensure it meets international standards and our teachers are always kept up to date on the latest medical advancements. Our students and staff have access to the Dubai Health Authority (DHA) libraries that connect them to medical libraries around the world.

Following Dubai’s Strategic Plan for 2015 to improve the public’s health, our students are encouraged by our Chairman Haj Saeed Bin Ahmed Al Lootah to donate their services to provide free medical care for those in need.

The College also sends our students to international conferences and collaborates with international universities to further expand our students’ education and health awareness. In turn, our students are encouraged to share their knowledge at these conferences to help contribute to healthcare, internationally.

DMC provides quality medical education to the girls in UAE in an Islamic background where they can prosper and grow into talented doctors and active members of the healthcare community. Dubai Medical College is proud to count over 300 Emirati graduates to date.


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STUDENT INFORMATION


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PROGRAM SPECIFICATIONS

A. Basic Information The program is designed to provide students the opportunity to develop their skills in evidence-based practice, quality use of medicine, practice-based research and the provision of high level Addiction services. The program is aligned with the Level 9 of the Qualifications Framework for the UAE approved by The Board of the National Qualifications Authority (NQA) known as the QFEmirates. The program will support further development of self-reliance and an independent approach to learning in support of professional development.

• Program title: o Master of Science in Addiction Science

With optional concentration in advanced nursing practice • Articulated degree

o Postgraduate Diploma in Addiction Science • Program duration:

o MSc 2 years (41 credits) o PG Diploma 1 year (24 credits)

• Degree conferred by Dubai Medical College • Date of (i) Program Specification Preparation: July 2017

(ii) Revision: Proposed to be done by February 2018 • Department(s) responsible:

Medical Department at Erada Center for Treatment and Rehab Department of Nursing at Erada Center for Treatment and Rehab Rehab Department at Erada Center for Treatment and Rehab Neuromodulation Department at Erada Center for Treatment and Rehab Department of Anatomy, Dubai Medical College Department of Physiology, Dubai Medical College Department of Biochemistry, Dubai Medical College Department of Pathology, Dubai Medical College Department of Pharmacology, Dubai Medical College

• Delivery Site: Dubai Medical College and ERADA Center


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B. Professional Information

Program aims: The program is intended to: 1. Produce Addiction Experts capable of providing specialized health care services in hospital

and other clinical environments. 2. To facilitate graduate to become licensed practitioners in Addiction Psychiatry, Addiction

Rehab Specialists and Addiction Specialist Nursing, based on the professional background, program concentration and according their licensing authority regulations.

3. Produce confident and knowledgeable Addiction Experts as well as law enforcement officers working in the field of addiction.

4. To enhance the addiction Experts role as a member of the healthcare team by improving their communication, managerial, clinical and research skills.

5. To provide a pathway towards academia as a career in Addiction. 6. To provide learning opportunities to enable to think critically and to further develop as an

autonomous and lifelong learner.


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DMC ACADEMIC CALENDAR Academic Year 2019-2020 (Master Program)

First Semester September 2019 - February 2020

Event / Subjects Date Day

• Foundation Course 2nd September 2019 Monday

• Beginning of 1st Semester 8th September 2019 Sunday

• Mid-semester Quiz AD902 13th October 2019 Sunday


• Mid-semester Quiz AD901 30th October 2019 Wednesday

• Assignment presentation AD901 3rd November 2019 Wednesday • Assignment Presentation

AD902/AD904 17th November 2019 Sunday

• Mid-semester Quiz AD903 11th December 2019 Wednesday

• Assignment presentation AD903 18th December 2019 Wednesday

• Winter Vacation 22nd December –4th January 2020 2 weeks

• Final Examinations 19th January 2020 Sunday

• Announcement of all Results 26th January 2020 Sunday

• Re-sit Examination 9th February 2020 Sunday

End of Semester Second Semester – February 2020 - July 2020

Event / Subjects Date Day • Beginning of 2nd Semester 16th February 2020 Sunday

• Spring break 29th March- 4th April 2020 1 week

• Assignment Presentation Week 19th /22nd April 2020 Sunday

• Final Examinations 28th June 2020 Sunday

• Re-sit Examination 12th July 2020 Sunday End of Semester


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HISTORY More than 30 years ago, establishing a world-renowned medical education institution for girls in the UAE would seem like an impossible dream. Yet, on August 1, 1986, our founder Haj Saeed Bin Ahmed Al Lootah accomplished that very goal and classes began at Dubai Medical College (DMC) with Professor Dr. Zahira H. Abdin as the founding dean. His visionary dream had become a reality.

The first class of students graduated in May 1991. During these formative years, the College received substantial professional support and advice from the Leicester Medical School in the United Kingdom and the Cairo Medical School in Egypt. This international contribution combined with the faculty’s extensive experience led to the creation of an intensive curriculum that would incorporate the best of the world’s medical practices.

Since its inception, DMC has been fortunate in receiving help from the government of Dubai’s Department of Health and Medical Services under its former Director H.E. Dr. Juma Khalfan Balhoul. The department’s hospitals opened their doors and welcomed DMC students for clinical training. Our continued drive for excellence demands seamless integration between clinical and pre-clinical phases. In 2004, a Memorandum of Understanding was signed by DHA and DMC to secure this process.

What we now know, as an outstanding educational institution is a product of the cooperative solidarity of a group of people who put their heart and soul in it. Nearly two decades of academic distinction have made DMC a truly dynamic center of higher education par excellence.

With over 1000 graduates practicing medicine across the world and a campus that includes professors and students from over 30 different countries, DMC has earned a reputation as one of the best centers for medical education and a beacon of academic excellence.

As part of continuous improvement, DMC has realigned its strategy to focus on multiple programs, which will be identified based on the relevance and need in the national and international healthcare scenario. The revised aim was to expand the scope of services provided to fill the gaps in specializations in healthcare which is aligned with the initial vision and mission of the college and meets the demands of the healthcare in the country.


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IMPORTANT MILESTONES

1986 The first DMC students begin classes.

1988 H.H. Sheikh Hamdan bin Rashid Al Maktoum, Deputy Ruler of Dubai and Minister of

Finance and Industry, Government of UAE, formally inaugurates the College.

1989 DMC signs two agreements of scientific co-operation one with the University of Leicester, United Kingdom and one with the Cairo University of Egypt.

1991 Sheikh Mohammed bin Rashid Al-Maktoum, Crown Prince of Dubai & UAE Minister of Defence, graces the first DMC graduation ceremony.

1992 An evaluation team from Michigan State University, U.S.A., is sent to asses DMC by the Ministry of Higher Education and Scientific Research of UAE. The team approves of DMC and recommends that the College be granted accreditation.

1994 The Ministry of Higher Education and Scientific Research of UAE grants licensure to DMC’s Degree of Bachelor of Medicine and Bachelor of Surgery (M.B.B.Ch).

1995 The General Medical Council of Great Britain grants recognition to the MBBS degree awarded by DMC.

1996 DMC receives accreditation by the Ministry for Higher Education and Scientific Research with the recommendation of Michigan State University’s evaluating team.

2000 The World Health Organization lists DMC in the March 2000 (7th) edition of the World Directory of Medical Schools as a recognized and accredited medical school.

2004 A Memorandum of Understanding is signed between the DHA and DMC for the integration of DMC.

2004 The Sheikh Hamdan Award for distinguished contribution to medical science is awarded to Haj Saeed Bin Ahmed Al Lootah, for founding Dubai Medical College.

2005 First Medical Education Symposium is conducted by DMC.

2006 DMC wins the Dubai Quality Appreciation Program (DQAP).

2008 DMC signs agreement with AIIMS, New Delhi for summer training program

2009 DMC makes UAE the first country to join the FAIMER network

2010 DMC wins the DEWA award

2011 Silver jubilee celebrations are graced by H.H. Sheikh Mohammed bin Rashid Al-Maktoum, Vice President of UAE and Ruler of Dubai


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2011 DMC wins World Education Asia award

2011 Haj Saeed Bin Ahmed Al Lootah wins ‘Head of State Merit Award’ from H.H. Shaikh Khalifa Bin Zayed Al Nahyan, President of the UAE on 40th National Day of UAE, for his role played in building the nation.

2011 DMC participates in the WHO EMRO regional consultation for framing regional standards for medical education

2011 Dubai Medical College Wins World Education Congress Asia award - Best Educational Institute in Healthcare

2012 DMC wins the Dubai Quality Award (DQA) in recognition of its drive for excellence and it’s the first Higher Education Institute to be awarded for its quality standards.

2012 Mohammed Bin Rashid Al Maktoom Business Award 2011 (MRM) - Best Performance in Service Category.

2016 Haj Saeed Bin Ahmed Al Lootah wins as ‘the Educational Personality of the Year’ from Khalifa Award for Education.


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VISION, MISSION & GOALS Introduction Dubai Medical College is the first medical College in the country and offers a distinguished MBBS program. It accepts girls of all nationalities and provides a learning environment which fosters high moral values to create socially responsible global physicians. DMC Vision “To serve the healthcare community by nurturing competent healthcare professionals while promoting a learning environment that fosters innovation, leadership, continued professional development and quality assurance, making DMC one of the leading medical schools in the world.” DMC Mission “DMC is committed to providing accredited health professions education at undergraduate and graduate level to students by providing a learning environment that fosters Islamic values and promotes high levels of student achievement, consistent with the highest standards of academic excellence in order serve the profession, scientific community and public.” DMC Goals Goal #1: Create an atmosphere which inculcates values rooted in Islam and principles and a supportive environment which helps students to achieve their maximum potential Goal #2: Provide a sound, comprehensive and integrated curriculum based on international professional standards that emphasize on knowledge, clinical skills and attitude Goal #3: Deploy effective teaching methods with optimum use of latest and innovative technology Goal #4: Utilize a continually updated student assessment system at par with international standards Goal #5: Develop and sustain well-qualified faculty with high level of commitment for excellence in medical education. Goal #6: Provide a safe learning environment with optimum utilization of technology and motivate research and innovation for the faculty and students. Goal #7: Attract good quality national and expatriates to join the college and create a unique and excellent brand name identity Goal #8: Become an educational, economic and cultural partner that contributes to the human and social capital of the region and beyond Goal #9: Support alumni and foster a relationship which sustains the drive for life-long learning Goal #10: Foster commitment for excellence and synergistic coordination of all departments and units.


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LICENSURE DMC has been licensed by the Ministry of Education since its inception and has maintained the licensure and accreditation since 1991.

The latest decree (Decree No. 121 and 120 of 2015) from Ministry of Higher Education states that, Dubai Medical College, located in the Emirate of Dubai, is officially licensed and accredited from 27th April 2015 to 31st Dec 2018 by the Ministry of Higher Education and Scientific Research of the United Arab Emirates to award degrees/qualifications in higher education.”

CONTRACTUAL RELATIONSHIP WITH ERADA An MOU between DMC and ERADA has been finalized for conducting the post graduate program in Addiction Science practice. ERADA is the only approved center in Dubai for treatment and rehabilitation of addictive disorders.


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EDUCATIONAL FACILITIES

A. Teaching Facilities at the College Campus Lecture Halls

There are 6 lecture halls all of which are duly equipped with state of the art audio-visual aids and wireless network access.

Laboratories DMC provides 9 basic science laboratories for the students. The post graduate program uses the following labs. Biochemistry Laboratory : This facility is equipped for training on laboratory diagnostics including electrophoresis and PCR. Histopathology Laboratory :This facility is equipped with par-focal, illuminated, binocular microscopes for each student, binocular teaching microscopes and explanatory slides on various body systems for the study of diseases. Microtome has also been made available for the preparation of slides. College Museum :This facility is equipped with gross specimens of different organs. Anatomy laboratory: This facility is equipped with cadavers preserved in formalin and plastinated organs, plastinated sections, plastic models, human bones, skeletons, X-rays, CT scans & MRI’s and interactive audiovisual aids. Physiology Laboratory :This facility is equipped with state of the art teaching facilities for clinical and experimental physiology.

Pharmacology Laboratory: This facility is equipped with education software such as PCCAL and equipment to facilitate testing on experimental animals. Molecular Biology Laboratory: This facility is well equipped to conduct tests like PCR, ELISA, and Western Blot.


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Easy Accessibility for those with additional physical needs: Wheelchair access to different parts of the DMC Campus is facilitated by ramps. The classrooms are all located in the first floor. Until 2017, it was decided that all classes required by a special needs candidate will be held downstairs eg. Round hall. An elevator has been planned to be installed in one of the blocks. The construction is under way in Block C which has classrooms on first floor and will be functional by mid-February 2019. It has been decided that in case of a special needs candidate, all classes will be held in this block. All safety precautions will be taken to ensure that such a candidate will be prioritized by carrying them down the single flight of stairs in emergency situations in which elevators are not advised.

Library DMC library is housed in a recently renovated library which contains around 4000 printed books, the catalogue of which is available on the college website (www.dmcg.edu) through the link <dpc.follettdestiny.com> which can be accessed on the smartphones also. The databases are a very good resource of electronic books available to students 24/7, even outside the college. College library supports the program by maintaining recent learning resources required by both the specializations. The Library shall remain open as per the following schedule: 1. Days: Sunday to Thursday. 2. Library opening schedule: from 7.30 am. To 3.00 pm. 3. Days: Saturday 9:00 am. To 02:00 pm

Friday: 8:00 to 1:00pm 4. Shelving Time 7:30-7:45 and 2:45 to 3:00 (No issue and receipt during shelving time) 5. Prayer break (20 minutes) according to the prayer schedule.

VLE (Virtual learning environment) is available through desire2Learn platform. The teaching learning and examinations are conducting using this platform.

Learning and assessment center

This center is equipped with 80 computers and projection facilities, where computerized examinations are conducted. This center is also the venue for conducting elective project presentations, interactive learning and clinical skills training. a. PCs and monitors (# 80) b. SPSS software c. Live Telecast® cameras (# 10) d. WIFI. The whole college is covered by WIFI and internet connectivity. e. Wired internet

http://www.dmcg.edu/


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f. LCD projector (# 2) g. Coffee making machine.

Learning Management System

The college provides the students with the LMS (Learning management system) to facilitate learning. The LMS is a software application for the administration, documentation, tracking, reporting and delivery of electronic educational (also called e-learning) courses materials or other training programs. You will be provided with a unique username and password which will allow you to login to the system. On the system you can do the following: 1. You can read the news of your university, college or new specific update for a certain

course 2. You can read course material and download it 3. You can respond to assignments or quizzes and upload your response 4. You can see your total grade or grades of specific exam 5. You can raise your voice and speak your opinion or exchange comments on discussion

forum General or specific to each course 6. You will sit for mid semester, semester or final exam on the system 7. You may be requested to complete surveys on the system 8. You can see on the calendar all important events in your college and deadlines of

different activities. 9. Your instructor may build a survey to take your opinion and record it on the system. 10. You can keep some of your files, notes in a special locker which can be seen by you

only to use it later on. You can also send email to instructor and paste your photo in your profile and much more. When you need to know how to maximize the use of LMS you can go to the section of “@D2l friend of students” to find material, video, documents and tutorials on how to use our LMS.

B. Student Support Facilities Transportation

Daily transportation facilities are available for close destinations. Every weekend (Thursday) buses take students staying at the hostel back to their homes in Abu Dhabi, Fujairah, Ras Al Khaimah and Al Ain and bring them back to the College on the next working day.

Student Lounge

A plush resting area located around the round hall allows students to rest and relax during their intervals.

Other services

The College provides a study room, mosque, a mini-mart and a cafeteria.


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Hostel Facilities Hostel facilities include boarding rooms, study rooms, a restaurant and a mosque. The cozy single and double boarding rooms are furnished with all basic amenities. The hostel facility is provided to all external and UAE candidates, except those belonging to Dubai, Sharjah, and Ajman. All relevant information for those interested in boarding is included in the application form.

C. Clinical Facilities at ERADA The clinical facilities at ERADA provide a valuable opportunity for the students to train in real-life inpatient and outpatient setting. The powerful Wi-Fi system at the ERADA center will help students and faculty members for seamless communication and transfer of learning materials. A classroom with capacity for 15 students and a reading room, ward review rooms will be available for students at ERADA center. These locations will be booked for students on the days of their posting by the coordinator.


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POLICIES

Attendance policy

Students are expected to attend at least 85% of classes of each course. Attendance will be taken by the faculty in each department and it will be given monthly to the administration for better follow up of the students.

If any student has some urgent circumstances necessitating absence from college, she should apply with a leave letter to the Dean along with relevant evidences (e.g. sick leave etc.), in order to be excused.

If the student is absent from theoretical or practical lessons whether in one sequence or at different times during a particular semester, without an acceptable reason, following action will be taken:

- Any student who is absent in 5% of the teaching hours for any course, will be given first warning.

- Any student who is absent in 10% of the teaching hours for any course, will be given second warning.

- Any student who is absent in 15% of the teaching hours for any course, will be given notice to parents.

- Any student who is absent in 20% or more of the teaching hours for any course, will not be allowed to enter the exam of that course.

Policy for inability to take the Exam

In the event of the student’s inability to take the exam the reason or excuse shall be brought to the notice of the College Dean within 24 hours of the scheduled examination.

1. No excuses for non-appearance at the exam shall be entertained except in the following cases:

i) The student having being admitted as an in-door patient in a hospital.

ii) In case of the death of one of the student’s next of kin (first degree relative), not more than one week before the scheduled date of the exam.

iii) Emergencies, such as the candidate having met with an accident that renders her unable to take the exam provided that she submits a formal report certified by the competent authority.

2. If the excuse given by the student is accepted, she shall be allowed to take her exam in the subject concerned along with the re-sit exams on the following terms:

All the three parts of the exam- written, oral and practical- shall have to be gone through.


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The student shall get the grades she actually scores in the re-sit exam.

Withdrawal policy

The policy deals with DMC students who leave through the processes of withdrawal, leave, dismissal, or discontinuation and who subsequently seek readmission to the College.

1. Withdrawal during the first-year of Master Program.

a. If withdrawal is required by a student, a written petition for withdrawal is made and approved by the Program Coordinator.

b. If such a student wants readmission, an application for readmission is made in writing to the admission office.

c. A student who withdraws in the first year of Master Program for other than health reasons and wishes to return to the school must reapply through the regular first year admissions process as if she were a new applicant.

d. If the student withdraws because of illness during the first year, she will be allowed to apply for readmission through a valid medical certificate. Permission to reapply does not guarantee readmission.

2. Withdrawal subsequent to completion of the first year of Master Program.

a. If withdrawal is required by a student, a petition for withdrawal is made and approved by the Dean.

b. If such a student wants readmission, an application for readmission is made in writing to the Admission office. This application must be accompanied by the relevant supporting documents, such as letters from the applicant’s physician(s), employer(s), etc.

c. Withdrawal may be offered to a student in good standing. Good standing designates any student not subject to probation or disqualification. Permission to reapply does not guarantee readmission. Each re-application will be considered on a case-by-case basis.

d. The student will be informed in writing by the college at the time of the withdrawal whether she will be permitted to re-apply and under what circumstances.

3. Any absence of more than 2 years will be considered as permanent withdrawal from college.

Policy for gap year 1. Students may seek a leave of absence for a particular purpose, for a defined period of time

and with the intention of returning to medical school. Returning from such an approved leave of absence requires a re-admission petition.

2. The Dean may grant a student up to a one-year leave of absence for personal, professional or medical reasons. This leave of absence may be renewed for up to one year at the discretion of the Dean in consultation with the Faculty Board.


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3. The Dean may grant a student who is enrolled in a formal degree program at another university an extended leave of absence. The student must apply annually in writing for renewal of an extended leave of absence.

4. A student who is not enrolled in an external degree program and who requires a longer leave than two years, or who is denied an extension of her leave of absence, must petition for a withdrawal and is advised to consult with the Dean. If the student fails to obtain a withdrawal, the student will be discontinued.

Procedures for review of applications for readmission with Good Standing A. A student who has withdrawn (but subsequently wishes to return to school) must apply for

readmission in writing and submit the required information, as stipulated at the time of withdrawal, to the Dean.

B. A Committee for Admission will review each student’s written application for readmission in light of the entire record and including any required supporting documents. This Committee may recommend: 1) readmission without conditions; 2) readmission with conditions, 3) denial of readmission until further proof of readiness to return to school can be demonstrated; or 4) denial of readmission.

C. This Committee shall consist of the Dean, Head of Student Affairs committee, and Head of Admission Committee.

D. Recommendations of this Committee are advisory to the Dean. The decision of the Dean is final and no appeals are allowed.

Dismissal – Scholastic and/or Professional Disqualification

A student who is dismissed for academic reasons or because of professional disqualification is not eligible to apply for readmission.

Discontinuation A student, who has been discontinued because of failure to report after a leave of absence or failure to register for any required term within one month of its beginning date, is not eligible for readmission.


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TUITION FEES Fees Total Amount/Year Mode of Payment Tuition Dhs60,000/-per year Dhs30,000/- at time of

admission Hostel (only for females)

Dhs12000/- to 18000/- Four installments with tuition fees.

Transportation

Dubai(daily) Sharjah/Ajman(daily)

Muhaisnah/Mizher/Mirdiff/Rashidiya/Twar/Qusais/Nahda - Dhs3000/- Deira/Bur Dubai/Satwa/Karama/Umm Suqaim/Jumeirah/Barsha - Dhs4000/- Dhs 5000/-

Four installments with tuition fees.

AbuDhabi, Fujairah, Al Ain, Baniyaas (weekly)

Dhs 5000/- Four installments with tuition fees.

Refund Policy of Tuition Fees Dubai Medical College admits only a very limited number of students, so if any student after admission cancels her admission then this will create a vacancy which could have been used by another qualified student. Therefore, the College authorities are strict in their action for such students and they will not refund the fees paid at the time of admission until and unless a valid reason is provided for cancellation of admission. The valid reasons can be: - 1. If a candidate faces visa difficulties from U.A.E. govt. that are out of College Control.

2. If the guardian of the candidate faces sudden employment problems, such as termination,

visa cancellation etc. 3. If a candidate is granted a scholarship provided that it occurs after the date of fee payment. The refund usually is granted to student in first or second week after commencement of academic year to which they are admitted. Refund requests should be made at the Registration office through a written request enclosing the ID card and original fee receipt. Refunds will be made after clearance of dues, if any. The amount paid is construed as your booking the seat for yourself in the college. The refund policy applicable is as follows:


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In the case of withdrawal before joining the college

5% (applicable only on tuition fees) is deducted and remaining is refunded.

For every month of attendance in case of withdrawal after joining the college :

Master of Science

AED 5000 is deducted for every month of attendance.

Mode of payment

• Direct payment to Finance Department of the College or through deposit in the college account in any branch of Dubai Islamic Bank in the UAE.


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STUDENT SERVICES

Student Advising Services 3 students are allotted per faculty member for academic advising. The faculty member serves to establish good rapport with students. A Rota is prepared by the Program Coordinator for spending break time and office hours with the students. In addition, the faculty member arranges regular meetings and prepares report which is submitted to the Program Coordinator.

The team being mentored by the particular faculty member hold regular meetings. These groups are envisaged to be focus groups for obtaining student perception regarding key processes in the college.

► Topics of discussion: Psychological support & counseling Personal or academic or health matters. Grievances of students. Stress Management. Attendance- absences and excuses. Performance in exams and class assessments. Seminar preparation.

The report about all the members of the team is prepared by the mentor and submitted to the Dean every semester. If it is seen that there is a sudden deterioration in the performance of a student, a special report is requested from the mentor concerned. This report is placed before the Faculty Board for implementation of suggested corrective action. Intimation to the parents and psychological advice may be recommended.

Advisee Role and Responsibilities Students carry out portion of responsibility in the advising process. In the interest of successfully completing degree program, the student must be proactive in finding the necessary resources needed for attaining the degree. In order to contribute in an effective advising relationship, students are expected to:

1. Attend advising sessions. Advising sessions maybe conducted via email, telephone or one on – one, depending on the faculty advisor.

2. Clarify personal values, abilities, interests and goals. 3. Become knowledgeable of all graduation requirements and adhere to institutional

policies, procedures, and deadlines. 4. Prepare for each advising session and follow through on actions identified during

each advising session. 5. Become familiar with and successfully utilize campus resources.


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Student Career Guidance: Plans for Career guidance for the postgraduate students have been initiated. Dr. Tarik Qassem will initiate and organize activities for the students.

• Career fair will be conducted by inviting the prospective employers. • Workshops on career opportunities will be conducted in the last semester. • Dr. Tarik Qassem and Prof. Maged Agour will be career advisors for PG students.


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CODE OF CONDUCT

General guidelines

All students are expected to adhere to and demonstrate the following code of behavior:

1. Pursuit of knowledge and fruitful work, without waiting for thanks from others. 2. Adhering to Professional Dress code. 3. Doing one’s duty under the conviction that God is overseeing all our actions. 4. Realizing the value of time and observing punctuality in attending classes, laboratories, etc. 5. Exercising extreme devotion and patience in studies as well as in work. 6. Being honest to oneself as well as to others. 7. Making positive contribution to academic discussions and extending cooperation to colleagues in

all situations and circumstances. 8. Maintaining tidiness of place and encouraging others to practice it. 9. Respect the dignity of others. 10. Practicing soul-searching in all of one’s doings and at all times with a view to correcting the

mistakes, if necessary. 11. Observing humility and avoiding false pride.

Specific guidelines for clinical setting

The healthcare profession is a noble one where a practitioner is expected to treat a suffering patient. It requires a great amount of dedication and sacrifice on the part of the person who aspires to accept this career. The students of DMC need to understand that during the course of study, due to the inherent nature of the field of health care, students may have to change some practices for the sake of the patients.

1. All students are expected to show integrity of character, honesty and dedication to their profession in all actions and words.

2. Their dress and conduct should be formal and reflect professionalism during their contact with patients in order to gain respect from patients and society.

3. Though students are strongly advised to follow the professional dress code, face covering is not permissible in hospital premises, such as wards and operating theatres, where students and doctors come in contact with patients. The rights of the patients, among others, include identification of the doctor or medical student, who wishes to communicate with them. The use of facial expressions of compassion, care and confidence will help to build trust in the patients being cared for. It constitutes an essential part of the communication skill (as part of the non-verbal aspect of communication) that is employed in gaining information from patients and in imparting advice and instructions to them.

4. Students must understand that the patient is central to the medical profession and his rights must always be upheld. In particular, permission needs to be obtained from a patient every


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time that there is a student / patient encounter and this needs to be carried out in a specified manner. The student should state her name, her position, the reason for seeking information or examining the patient and must wait to obtain the permission before she proceeds with the examination. Should the patient refuse to give permission for any reason, then the student must accept the decision and not proceed any further.

5. All students have to learn about diagnosis and management of both male and female patients during their education and internship. Medical care cannot be restricted to female patients during the period of study and it may necessitate students to examine male patients as part of their clinical examination and treatment.

6. The students may sometimes have to expose their hands and forearms as part of the sterilization process required for performing procedures under sterile precautions.

7. The students are expected to keep all information that she may have access to during professional contact with the patient, confidential.

8. The students have to be prepared to abide by the rules of the hospitals and cooperate with the faculty and other staff in upholding the reputation of the institution.

Dress code Students, at all levels of education and training, are expected to maintain a proper professional image in their behaviour and personal appearance at all times. Following dress guidelines for both male and female students:

a. All students should abide by established Dress Code of their respective professional practise when in the college/Professional Practice Experience sites.

b. Islamic dress code is highly encouraged. c. Clothing shall not indecently expose parts of the body, be transparent, or display

obscene or offensive pictures and slogans. d. Attire shall be clean and shall have proper fit and length. The following apparel is

considered inappropriate: • Torn, ripped or frayed clothing. • Midriff or off-the-shoulder blouses, sweaters or dresses. • Low neckline • Tight, sheer or revealing clothes. • Tight T-shirts • Excessive tattooing on neck/arms/hands. • Flashy colored clothes

e. The clothing should be at least ankle length. f. Excessive jewellery and make up should be avoided. g. Though perfume can be used, it should not be strong to trigger patient/colleagues’

allergy. h. Long skirts should not trail. i. Long hair is tied back.


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j. All students shall wear their photo ID badge while in college or training sites for security reasons.

Academic Honesty Guidelines

Students attending Dubai Medical College are awarded academic degrees in recognition of successful completion of course work in the study of medicine. Each individual is expected to earn her degree on the basis of personal effort. Consequently, any form of cheating on examinations or plagiarism on assigned papers constitutes unacceptable deceit and dishonesty. Disruption of the classroom or teaching environment is also unacceptable. This cannot be tolerated in the college community and will be punishable, according to the seriousness of the offense, in conformity with established rules and procedures.

1. Plagiarism - Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the exact words of a published text, or the unattributed borrowing of original ideas by paraphrase from a published text. Plagiarism also consists of passing off as one's own, segments or the total of another person's work.

2. Cheating - Cheating is defined as: the unauthorized granting or receiving of aid during the prescribed period of a graded exercise.

3. Disruption of Academic Process - Disruption of the academic process is defined as the act or words of a student or students in a classroom or teaching environment, which in the reasonable estimation of a faculty member, disturbs the smooth proceedings of the course.

Computer use guidelines

The computing facilities in the various colleges are a vital component of the academic environment. Each person using these computers must be considerate of other users. The purpose of these facilities is the support of teaching and research by its authorized users.

Activities that damage or impede the work of other users are of particular concern. Such activities are discourteous and illegal.

The U.A.E has laws which hold that unauthorized use (including accessing another user's account) leading to offenses against intellectual property and/or computer users, is a felony. Besides civil penalties the college and/or university may impose administrative penalties and sanctions against those found to have violated the law.

Computer use/ misuse – college policies are explicit and any violation of these policies, to include hate mail, is totally unacceptable and will be dealt with accordingly.

The policies for use of educational informatics by students are given below: LMS Use, Operations and Security:

• All users of LMS must authenticate with unique user credentials. To the extent possible, authentication should leverage DMU provided authentication services;


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otherwise, authentication should be in adherence with DMU standards for separate and secure login and password data.

• All users of LMS must adhere to the Acceptable Use of Computing and Electronic Resources Policy.

• All users of LMS must not use the system for purposes other than University-affiliated activities.

• The University is not responsible for the accuracy, integrity, and/or legality of the content uploaded to LMS.

User management and access: • All users of LMS must access the system through a designated account. • The managing unit(s) of the system shall disable access or remove users for

inappropriate behavior, per the University's Acceptable Use of Computing and Electronic Resources policy and other policies that define appropriate conduct for University employees and students.

Access to LMS: • LMS managing unit shall restrict course accounts and individual file uploads to a

size that permits archiving. • Courses shall be retained on LMS for two academic years. • The managing unit does not have responsibility for reviewing course content. • The managing unit shall remove illegal content or content that is in violation of

University policies or contractual agreements from a course account if requested by the instructor of record or other appropriate University official.

• While roster and grade book information in LMS is confidential, LMS is not the official record of course grades and rosters

Organization management and access: • University faculty, academic and administrative units, and student organizations

may request organization accounts. • Organization accounts must be related to official University business or activities. • Organization accounts for students must be approved by the Division of Student

Affairs. • The total number of organization accounts shall be restricted to allow for the

adequate functioning of the system. • The managing unit(s) shall remove illegal content or content that is in violation of

University policies or contractual agreements from an organizational account by request of the organization leader or other appropriate University official.

Content management and access: • Delivery and access to copyright materials in LMS must adhere to guidelines set

forth in the University's Copyright Ownership and Use Policy.


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• The University is not responsible for content linked from LMS to external web sites. Supplying list of students of new batch:

• Administration should supply each New Year a full list of the new students within

the first 2 weeks of the academic year. • List should contain the following:

o Full name of student o Student ID o Student email address

Supplying update for the old batches:

• The administration should supply update of changes on the list event by event • Example of events: student transfer- student drop- student holding • The re-sit list should be supplied after re-sit exam (within 4 weeks from start of

academic year) Student status (failed/passed) Subjects to be enrolled for each passed student

Support and Training: • The managing unit shall designate technical support to assist with LMS support

and training for faculty and students. • The managing unit(s) shall support leaders of organization accounts. • EIU is going to give a second quiz attempt only in case of there are questions

which are not tried at all. System Maintenance, Outages, Upgrades:

• The managing unit(s) shall notify users of any planned outages of LMS. Notification of any unplanned outages shall be at the discretion of the managing unit(s). The level of notice for planned outages will be determined by the estimated downtime of the system.

• Faculty should consider planned outages when scheduling assignments and tests, and unplanned outages when such outages interfere with the timely completion of student coursework.

• The managing unit(s) shall be responsible for deploying new features to LMS. • Prepare and secure the exam hall before each exam session • Labels announcement are displayed in place

The Head of the Department of Graduate Affairs keeps the records and documents mentioned in this Article and will present it to the Dean when required. Any update required to be made has to be with the permission of the Dean.


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Confidentiality of Student Records This policy applies to students presently enrolled at DMC, former students and alumni, but not to applicants seeking admissions to the institution. This policy is designed to protect the privacy of parents and students with regard to access of records. Student records are defined as documents which contain information directly related to students. All student records are considered confidential. Only the student, immediate family, Dean, Chief academic officer, Student affairs and Graduate affairs may review student records.

DMC may disclose routine information without prior written consent from the student. Such information includes only the following items: student’s name, degree received, Batch number, year of study, awards received and participation in officially recognized activities and sports.

1. The dean has authority to release contact details (e.g. telephone number, email ID) for the purpose of communication of announcements or distribution of publications in the good interest of the college and the student. For this process a written request from the head of the unit stating the purpose of this information is required.

2. A student has the right to request change or update to her personal data. 3. DMC may release information other than the routine ones upon written consent from

the student. This consent must specify the information that is to be disclosed and provide the names and addresses of the individuals or institutions to which disclosure is to be made.

4. DMC reserves the right to disclose student’s records to the student’s immediate family and to the private or public authority sponsoring the student.

5. For purposes of protection, the original students’ records are maintained in a fireproof cabinet and stored in student affairs office.

Courtesy: alainuniversity.net › Admission

Clinical Data Access Policy: The scope of the policy This policy aims to describe the data access privileges for PG/MSc degree in Addiction Science during that placement at Erada Center for Treatment and Rehab. Introduction Being able to access information about patients while in training is vital for students to be able to complete the education requirement whether as part of their clinical training or for research proposes.

http://alainuniversity.net/defualt.php?pid=0&mid=4


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Meanwhile, all of the students will have to maintain patient confidentiality in line with Erada Center policies and procedure. Procedure

• All students will sign statements noting that they are responsible for maintaining the privacy and confidentiality of any information obtained in clinical or research activities.

• ERADA faculty will be responsible for extracting data from Erada systems for student projects to minimize privacy concerns related to student use of data on research projects

• For clinical activities, the data extracted will only be used for individual patient’s interventions. Those data will not be allowed to leave the premise of Erada Center.

• Data extracted for research proposes will need to:

1. Have The Institutional Review Board ethics approval 2. Have applicant signing an Enhanced Non-Disclosure agreement for research, with

permission allowing to use the data for the specific research approved, but not for any other purpose.

3. Be anonymised


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STUDENTS’ RIGHTS AND RESPONSIBILITIES

All students enrolled at DMC have a right to student-centered education, research and services in an environment free from threat, harassment and discrimination. They are responsible for ensuring that the institutional culture and their individual behavior reflect the college values and regulations. Students are expected to positively contribute to the institution by maintaining high standards of integrity and academic honesty.

Rights All Students enrolled at Dubai Medical College shall have the following rights:

1. Obtaining medical education and benefit by the advanced educational programs in a conducive educational environment.

i. Attending theoretical and practical lessons and, while doing so, participating in purposeful academic and educational discussions, in a manner directed by the faculty member.

ii. Participation in the student activities through the student union. iii. Benefiting from the services offered by the College, such as the library, the hostel, and the

transportation, etc. iv. Receiving the identity card issued annually by the College as a proof of her being a

student of the College. v. Appearing in the exams and being subjected to evaluation in accordance with the College

rules and regulations. 2. Students are entitled to respect in an educational environment which is free from

threat, harassment, abuse or discrimination.

3. They are entitled to a clean, safe and adequate workplace.

4. Healthcare is provided in case of emergency, first aid and infection control. The College shall, however, not bear the expenses of all the treatment, except for transport from and to the place of treatment inside the city of Dubai.

5. Social care in the form of student counselling and mentorship is provided by the College.

6. Procuring residence visa necessary for non-nationals on the sponsorship of the College, as per the rules en force, provided the visa fees shall be paid by the student.

7. Obtaining the following certificates/ testimonials:

a. Annual certification of her being on the rolls of the College.

b. Testimonial mentioning the academic level achieved by the student as per the format in use.

c. Certificate of the tuition fees payable by her.


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d. Certificate of good conduct. This shall only be given to students who have not been penalized for acts violating integrity and honor.

e. Graduation certificate (degree) on completion of all the requirements of graduation on the prescribed specimen and according to the rules and regulations in force.

f. No-demand certificate from the College. All the above mentioned certificates shall be issued in accordance with specimens and rules and regulations in vogue in the College and based on real facts about the student. First copy of all these certificates shall be issued free of cost, while other copies shall be issued against payment of charges to be fixed by the College. Stamped Photostat copies shall, however, be free of cost.

Students’ Responsibilities A student is obligated to abide by the following:

1. To work for the accomplishment of the objectives of the College. 2. To ensure that her behaviour reflects the college values. 3. To strive for achieving the highest level of academic and professional knowledge, skills and

attitudes. 4. To abide by the rules and regulations of the College. 5. To ensure that their actions are in accordance with academic honesty guidelines and dress

code. 6. To make positive contribution for improving the performance of the College and its

development by offering written suggestions and opinions to the College. 7. To report any misconduct among themselves and to uphold the reputation of the college. 8. To ensure careful use of equipment in the college and to ensure that there is no violation of

college property. Any theft or wilful destruction of the property of the college would be unacceptable and serious action would be taken against the person committing it.

Student Pledge All students resolve to abide by the following pledge on the first day of college.

“I pledge to Allah and myself, to honor and uphold the values of DMCG: I will perform all duties under the conviction that Allah is overseeing all our actions I will work hard for the pursuit of knowledge without expecting worldly gains I will respect those who teach me and in turn pass my knowledge on to my juniors I will maintain modesty, humility, patience, sincerity and integrity in all my actions I will respect the value of time and maintain punctuality I will continuously seek to improve myself spiritually and professionally I will execute all actions for the well-being of my patients, regardless of their religion, position or association I will respect all patients’ privacy at all times I will behave as a sister to all my colleagues I will continuously seek to become all that Allah wants me to be”


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STUDENT COMPLAINT POLICY

Student Complaint policy In order to review, investigate and resolve allegations of any mistreatment in the classroom, clinic or hostel, a complaint policy has been established by DMC. - The college is committed to providing high quality education and services to all its students.

It aims to provide a supportive environment for students and to be responsive to student concerns when they are raised.

- It is recognised that in a complex organisation problem may arise of a teaching-related or service-related nature. Those problems need addressing in order to ensure that normal high standards are maintained. Dealing with small problems or areas of concern as they arise will often prevent them becoming larger problems which are harder to resolve. Students are encouraged therefore to raise any issues of dissatisfaction, at an early stage, so that they can be dealt with effectively. The college ensures to take seriously all issues that are raised and to deal with them through processes that are timely, fair, consistent and easy to follow.

- The college defines a complaint as any specific concern about teaching-related or service-related provision. Students are advised to use the informal mechanisms for resolving such concerns before they invoke the formal complaints procedure. The informal processes are outlined below.

- Where a complaint is upheld, whether through an informal process or the formal procedure, appropriate redress will be determined and notified as part of the decision.

- Students will not be disadvantaged as a result of raising a matter of concern or of making a complaint provided it is made in good faith. The college expects that students will not engage in frivolous complaint or make malicious complaints that are unfounded. The Dean of Faculty may, if necessary, may take action under the disciplinary code against anyone making malicious complaints that are unfounded.

- Where a complaint is made against another person, the college is under a duty to act fairly towards both the complainant and the defendant.

- It is important to seek advice if unclear about what steps to take. If the problem relates to teaching or other matters on a course or research programme, students are advised to contact their mentors or the chief academic officer. They might do so directly or through their student representative.

- The responsibilities of the college are to ensure, as far as possible, that: • The process for responding to issues of concern or dissatisfaction raised by students is clear.

A written statement should be available in faculty and student manuals stating the procedures in place for resolving issues informally.

• Staff are accessible and approachable if students wish to raise concerns.


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• Student concerns are dealt with promptly, sympathetically and with respect for privacy and confidentiality.

• Issues are considered and outcomes reported in an appropriate manner, for example, through personal contact or via e-mail.

In the case of minor grievances, a verbal complaint may be placed to the mentor or the Chief Academic Officer. If these cannot be resolved it may be made a formal complaint. The complaint form has to be filled up and submitted to the dean through the student representative or through other staff members.

Student Grievance & Appeals Policy: The Dean of the College shall constitute a committee to deal with grievances concerning the exam results brought forward by the students or their guardians. The Committee shall proceed as follows:

1) In case a student or her guardian feels grieved at the exam result he or she may apply to the Grievance Committee for review of the student’s result.

2) The Head of the Grievance Committee along with the Head of the Surveillance Committee (Head of Control) shall oversee the review of the result to ensure that: Correction has been done according to the prescribed rules of the College. All the questions have been correctly checked and duly compiled. In no case shall the answer book be shown to the student or her guardian.

3) If a mistake in checking or compiling is discovered, the result will be modified accordingly under the signatures of the Head of the Surveillance Committee (Head of Control) and approved by the Dean of the College.

Student Disciplinary Policy Any faculty/ administrative /supporting staff member of the college can give a written complaint against a student using the Misconduct form. The complaint will be presented to the Student Affairs committee office which will forward the complaint to the Dean. The steps taken may be

1. Informal Disposition with verbal warning and no follow-up if trivial and the first incident 2. Meeting with the Dean or designated faculty member if this student has a history or

trouble. 3. Refer student for counseling. 4. Disciplinary action

Disciplinary actions may be one of the following. This will be signed by the student and reported in the student’s file.

1. Written warning: 2. Suspension 3. Expulsion from college.

This decision will be informed to the student and guardian.


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Expulsion from College or Detention from Final Exam The Dean has the authority to decide on matters of dismissal of a student in accordance with the policies given below: A student shall be expelled from College in the following cases:

1) If he/she is proved guilty of a major violation of the prevailing rules and regulations of the College provided that the offence is documentarily proved after giving her the right of defence.

2) If she repeatedly fails, i.e. four times, in one subject or more. 3) If the general average achieved by his/her in the final exam in the first academic year is

29% or below. 4) If the charge of cheating in the final exams is proved against him/her.

Readmission of Expelled Students

Readmission shall not be granted to a student expelled under the provisions of paras 1,2,4 above. He/she may, however, be granted readmission on his/her request if his/her expulsion was made under para (3) of above.

Debarring Students from final exams: A student shall be debarred from the final exams in the following situations:

1. If the charge of cheating or attempted cheating in the exam is proved against his/her as per the rules contained in Article 1 of the Charter.

2. Absence from theoretical lectures and practical periods, in keeping with the following rules: 3. If the student absents herself from theoretical or practical lessons whether in one sequence

or at different times during a particular semester, without an acceptable reason, he/she will be processed against in the following manner: 1. First warning shall be given to his/her in case the number of missed classes is between

10 and 19. 2. Last warning shall be given to her in case the number of missed classes is between 20

and 39. 3. The student shall, however, be debarred from the examination if the number of missed

classes is 40 or more. 4. Notwithstanding anything contained in Para 3 above, if the number of classes missed by

the student exceeds 70 whether for reasons acceptable or unacceptable, the case shall be referred to the College Council to decide about the continuation or otherwise of the student in the College.

Attach Student complaint form.

Timeline for Complaint, Appeals, and Grievance: Complaint has to be filed within 15 days of the incident. Appeals for any college decision, or grievance towards exam result, have to be filed with 15 days of the decision/exam result.


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Dean and the investigation team appointed by the Dean, will take maximum of 30 days to look into complaints or appeals, and give a written decision to the student.

Student Representative Each batch of Master students, will select one student representative. (Student Rep). This student representative has following roles:

1. Providing management inputs to the college a. Provide inputs for review of the strategic plan of the college. b. Feedback regarding review of mission and vision of the college. c. Provide feedback of the students regarding areas of improvement.

2. Coordination of student activities b. To propose trips, functions and special occasions the students want to undertake or hold. c. To coordinate and organize the introduction meets on the commencement of the New Year for

the new students in the College. d. To organize educational and recreational trips on an average of at least one in each term. e. To organize the graduation ceremony in cooperation with the graduates. f. To arrange the end-of-the year function.

Role of students’ in Governance: Student Union president and vice president of MBBCh, and student representative of Master’s program, will be invited to faculty meeting once every semester. The agenda for students will be:

1. any suggestions for teaching and learning process 2. any suggestion for examination process 3. any other suggestion

Student Publication:

Any student who wants to publish or initiate a media activity, he/she has to take explicit permission from the Dean. Publications under the scope of this regulation may be newsletters, e-newsletters, journals, magazines, notice board publications and other external and internal media communications.

Health and safety: Health and safety of healthcare professional’s students is an important area which cannot be ignored. The first day of clerkship of Master students, will consist of detailed discussion on infection control, hand hygiene, Personal protective equipment, and vaccination status for working in health care followed by a post test. All the guidelines given to students will be derived from Infection Control Manual of Erada Centre.


41 | Page

POSTGRADUATE PROGRAM


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PROGRAM SPECIFICATIONS

A. Basic Information The program is designed to provide students the opportunity to develop their skills in evidence-based practice, quality use of medicine, practice-based research and the provision of high level Addiction services. The program is aligned with the Level 9 of the Qualifications Framework for the UAE approved by The Board of the National Qualifications Authority (NQA) known as the QFEmirates. The program will support further development of self-reliance and an independent approach to learning in support of professional development.

• Program title: o Master of Science in Addiction Science

With optional concentration in advanced nursing practice • Articulated degree

o Postgraduate Diploma in Addiction Science • Program duration:

o MSc 2 years (41 credits) o PG Diploma 1 year (24 credits)

• Degree conferred by Dubai Medical College • Department(s) responsible:

Medical Department at Erada Center for Treatment and Rehab Department of Nursing at Erada Center for Treatment and Rehab Rehab Department at Erada Center for Treatment and Rehab Neuromodulation Department at Erada Center for Treatment and Rehab Department of Anatomy, Dubai Medical College Department of Physiology, Dubai Medical College Department of Biochemistry, Dubai Medical College Department of Pathology, Dubai Medical College Department of Pharmacology, Dubai Medical College

• Delivery Site: Dubai Medical College and ERADA Center


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A. Professional Information Program aims: The program is intended to:

1. Produce Addiction Experts capable of providing specialized health care services in hospital and other clinical environments.

2. To facilitate graduate to become licensed practitioners in Addiction Psychiatry, Addiction Rehab Specialists and Addiction Specialist Nursing, based on the professional background, program concentration and according their licensing authority regulations.

3. Produce confident and knowledgeable Addiction Experts as well as law enforcement officers working in the field of addiction.

4. To enhance the addiction Experts role as a member of the healthcare team by improving their communication, managerial, clinical and research skills.

5. To provide a pathway towards academia as a career in Addiction. 6. To provide learning opportunities to enable to think critically and to further develop as an

autonomous and lifelong learner.


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DMC ACADEMIC CALENDAR

Academic Year 2019-2020 (Master Program) First Semester September 2019 - February 2020

Event / Subjects Date Day

• Foundation Course 2nd September 2019 Monday

• Beginning of 1st Semester 8th September 2019 Sunday



• Mid-semester Quiz AD901 30th October 2019 Wednesday

• Assignment presentation AD901 3rd November 2019 Wednesday • Assignment Presentation

AD902/AD904 17th November 2019 Sunday

• Mid-semester Quiz AD903 11th December 2019 Wednesday

• Assignment presentation AD903 18th December 2019 Wednesday

• Winter Vacation 22nd December –4th January 2020 2 weeks

• Final Examinations 19th January 2020 Sunday

• Announcement of all Results 26th January 2020 Sunday

• Re-sit Examination 9th February 2020 Sunday

End of Semester Second Semester – February 2020 - July 2020

Event / Subjects Date Day • Beginning of 2nd Semester 16th February 2020 Sunday

• Spring break 29th March- 4th April 2020 1 week

• Assignment Presentation Week 19th /22nd April 2020 Sunday

• Final Examinations 28th June 2020 Sunday

• Re-sit Examination 12th July 2020 Sunday End of Semester


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DETAILS OF THE PROGRAM

Program Learning Outcomes - MSc Program QF-E Strands

On successful completion of the MSc in Addiction Science Program of DMC, the graduate will be able to

Know

ledg

e

A-1 Demonstrate factual and theoretical knowledge of core biomedical, psychosocial and clinical aspects in relation to Addictive and other Substance-Related Disorders. A-2 Apply the knowledge of these disciplines in clinical context for diagnosis, prevention and management of Addictive and other Substance-Related Disorders within the framework of ethical and legal regulations at the Specialist Clinician or law enforcement. A-3 Critically analyze existing literature with an understanding of research tools and apply the knowledge of scientific basis to make decisions in patient care to promote health/wellbeing, prevent and treat Addictive and other Substance-Related Disorders and conduct research under academic supervision.

Skill

B-1 Demonstrate clinical and cognitive skills/problem solving skills of obtaining and interpreting history, conducting clinical examination and synthesizing the findings to provide differential diagnosis and suggest the most likely diagnosis for a variety of clinical problems in relation to Addictive and other Substance-Related Disorders. B-2 Choose appropriate investigations and management strategies at the level of a specialist clinicians or law enforcement for a wide range of the relevant conditions during encounter with individuals suffering from Addictive and other Substance-Related Disorders. B-3 Communicate effectively and compassionately with patients, relatives, teachers, peers and other professionals in verbal, written and electronic means using advanced communication and information technologies in a professional manner.

Acco

unta

bilit

y &

eng

agem

ent

C-1 Develop approaches to evaluate and improve healthcare literacy and awareness, epidemiology of Addictive and other Substance-Related Disorders and healthcare delivery systems, and provide suggestions for improving quality and optimizing patient safety through a continuous process of auditing C-2 Provide patient care effectively at the level of specialist clinician, both individually and as a team leader of inter-professional healthcare teams with an understanding of principles of hand-over and appropriate consultations. C-3 Manage cases of individuals suffering from Addictive and other Substance-Related Disorders in the community, primary, secondary and tertiary care as well as corrective institutions within the limits of their professional background. C-4 Observe principles of medical ethics, anonymity and confidentiality; and demonstrate honesty, integrity, empathy and social responsibility in their interaction with peers, patients in a multicultural context and within the limits of the relevant jurisdiction.


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Program Learning Outcomes –PG Diploma Program QF-E

Strands On successful completion of the PG Diploma in Addiction Science Program of DMC, the

graduate will be able to

Know

ledg

e

A-1 Demonstrate factual and theoretical knowledge of core biomedical, psychosocial and clinical aspects in relation to Addictive and other Substance-Related Disorders.

A-2 Apply the knowledge of these disciplines in clinical context for diagnosis, prevention and management of uncomplicated Addictive and other Substance-Related Disorders within the framework of ethical and legal regulations at the level of a supervised clinician or law enforcement officer. A-3 Critically analyze existing literature with an understanding of research tools and apply the knowledge of scientific basis to make decisions in patient care to promote health/wellbeing, prevent and treat Addictive and other Substance-Related Disorders.

Skill

B-1 Demonstrate clinical and cognitive skills/problem solving skills of obtaining and interpreting history, conducting clinical examination and synthesizing the findings to provide differential diagnosis and suggest the most likely diagnosis for a variety of clinical problems in relation to Addictive and other Substance-Related Disorders under supervision. B-2 Choose appropriate investigations and management strategies at the level of a supervised clinician or law enforcement for common conditions during encounter with individuals suffering from Addictive and other Substance-Related Disorders. B-3 Communicate effectively and compassionately with patients, relatives, teachers, peers and other professionals in verbal, written and electronic means using communication and information technologies in a professional manner.

Acco

unta

bilit

y an

d en

gage

men

t

C-1 Develop understanding of the epidemiology of Addictive and other Substance-Related Disorders and healthcare delivery systems, and ensure the delivery of a good quality of care while maintaining high level of safety. C-2 Provide patient care effectively at the level of supervised clinician, both individually and as a member of multidisciplinary team with an understanding of principles of best practice. C-3 Manage cases of individuals suffering from Addictive and other Substance-Related Disorders in the community, primary and secondary care as well as corrective institutions within the limits of their professional background, under the appropriate level of supervision. C-4 Observe principles of medical ethics, anonymity and confidentiality; and demonstrate honesty, integrity, empathy and social responsibility in their interaction with peers, patients in a multicultural context and within the limits of the relevant jurisdiction.


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ADMISSION REQUIREMENTS The following are the necessary prerequisites for admission to the MSc/ PG Diploma program:

1. Applicants for the course should possess a Bachelor of Science or MBBCh or Bachelor’s degree in a related discipline with a minimum of Grade C or GPA of 3.0 on a scale of 4.0, or its equivalent as approved by the UAE Ministry of Education, UAE. Health care practitioners, social workers, police officers, lawyers and dieticians are anticipated to apply. Any applicant who does not meet this criterion should have relevant professional work experience and approval of the program committee.

2. An applicant is required to provide evidence of English language proficiency by displaying minimum TOEFL score of 550 on the Paper-Based, 213 on the Computer-Based, or 79 on the Internet-Based test, or its equivalent in a standardized English language test, such as 6.0 IELTS. However, with following exceptions might be observed:

i. A native speaker of English who has completed undergraduate education in an English-medium institution and in a country where English is the official language;

ii. An applicant with an undergraduate qualification from an English-medium institution who can provide evidence of acquiring a minimum TOEFL score of 500 on the Paper-Based test, or its equivalent on another standardized test approved by the Commission, at the time of admission to her undergraduate program.

Note: To be eligible for this exemption the candidate must have completed the studies no more than two years prior to the start of the postgraduate degree program for which he (she) is applying.

3. Male and female, candidates will be admitted.

Documents Required The following documents should be submitted along with the application form. The original certificates are to be brought in person by the applicant at the time of interview.

a. Attested Bachelor degree. b. Mark-sheet of the examinations passed c. Six passport size colour photographs. d. Birth certificate. e. Character certificate from the Head of the institution last attended. f. Copy of the passport and resident visa (for expatriate students only). g. Medical certificate. h. Required result of TOEFL/ IELTS/any standardized exams as prescribed by the

MOE (conditional admission, if not passing the acceptance score) i. Copy of UAE National ID.


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A candidate who is looking for admission to MSc/ PG Diploma program should fulfil the requirements of the College. Final selection of candidates is determined by their admission exam scores and performance during the interview. Accepted candidates will be informed by phone, email and hand to hand delivery of an official letter. Admission to MSc/ PG Diploma program will be based on 2 parameters (after fulfilment of admission requirements).

1. The candidate’s score in the program entrance exam; the entrance exam is designed to assess the candidates’ personality, attitude, and decision making abilities, and writing skills.

The exam includes problem solving short essay non-scientific question(s).

2. Interview. The interview is designed to choose the students with good moral ethics, right attitudes & personality to pursue the career further. The interview is structured to make an objective evaluation of the candidate’s suitability for the program and likelihood of benefit for the society. Each candidate has two interviews; one interview conducted by two Faculty members of DMC and another interview conducted by two clinicians from ERADA centre.

Provisional Admission If some students are found eligible for admission pending some documents which they are expected to be able to present in the near future without affecting their study, provisional admission is offered.

The student is asked to sign an undertaking (See attached form)

To be eligible for the Conditional Admission in MSc program, the following criteria are required:

• A student with a Bachelor of Science or MBBCh degree with cumulative grade point average above 3.00 on a 4.0 scale, or its established equivalent but does not meet English language competency requirements. Such a student must meet the following requirements during the period of conditional admission or be subject to dismissal:

a. Must achieve a TOEFL score of 550, or equivalent, by the end of the student’s first semester of study;

b. Must achieve an overall grade point average of Grade C or 3.00 on a 4.0 scale, or its established equivalent, in the first nine credit hours of credit-bearing courses studied for the Master’s program. A student meets the English language competency requirements, but her cumulative grade point average below 3.00 on a 4.0 scale, or its established equivalent in her Bachelor of Science degree, and can apply for conditional admission. Such a student must meet the following requirements during the period of conditional admission or be subject to dismissal:

a. May take a maximum of nine credit hours in the first semester of study;


49 | Page

b. Must achieve an overall grade point average of 3.00 on a 4.0 scale, or its established equivalent, in the first nine credit hours of credit-bearing courses studied for the Master’s program.

Transfer Policies:

Dubai Medical College (DMC) accepts transfer of students from accredited College with a curriculum that is comparable to that offered at DMC. The transfer of students is not allowed after second semester of first year. The following are the necessary conditions for transfer to the DMC from other colleges:

1. Students must meet the English language proficiency requirements such as minimum TOEFL score of (79 IBT) or 6.0 in IELTS.

2. DMC requires applicants to submit their transcripts for evaluation of transferable subject’s /teaching hours from previous college experiences. The student must provide a letter of application to the Dean of the College specifying reason(s) for requesting transfer and desired date of transfer.

3. All applicants must provide conduct certificates from the College where they are currently enrolled. No student who has been dismissed from any College will be eligible for transfer to DMC.

4. The student transferring from another accredited college must be in a good academic standing (CGPA of 3 on a scale of 4.0, or its equivalent) in BSc.

5. The student must have earned a grade of "B" or better in the course. No more than six credit hours of graduate work may be transferred from another institution. The courses must be graduate level and have been taken for graduate credit at the accredited institution.

6. The final decision for approval of transfer will be made by the Dean after review of the transfer request.


50 | Page

TEACHING FACULTY MEMBERS FULL-TIME FACULTY MEMBERS

Faculty

Qualifications Institution Post in DMC Email Id

1.Dr. Mohamed Galal- ElDin Ahmed MBBS, MSc., Ph.D Asuit University Dean mjalal55@hot

mail.com

2. Dr. Nadia Mahmoud Mohamed Aly El Rouby MBBS, MSc., Ph.D. Cairo University

CAO, Professor nadiah@dmcg.

edu

3.Dr. Hafez Abdel Fattah Ahmed

MBBS, MSc., Ph.D.

Ain Shams University

Professor [email protected]

4.Dr. Abeer Abd El Moneim Said Ibraheem MBBS, MSc., M.D. Zagazig

University Assistant Professor [email protected]

du

5.Dr. Rasha Ali Abdelrazek Eldeeb

MBBS, MSc., M.D. Post-Graduate Diploma in Total Quality Management for Healthcare Reform

Egypt University

Associate Professor

[email protected]

6.Dr. Riham Ahmed Ibrahim Ali

MBBCh, MSc., Ph. D.

Ain Shams University

Assistant Professor [email protected]

7.Dr. Rania Hamed Abdelaty Shalaby MBBS, MSc. , Ph.D. Tanta University

Assistant Professor dr.rania@dmcg

.edu

8.Prof. Samia Feghaly MBBS Diploma in Psychiatry Master in Family Medicine MRCGP

Royal College of General practitioner, Ireland

Professor

[email protected]

9.Dr. Fouzia Shersad MBBS, FRCP (Glasg.) Masters in Health Professions Education Ph.D. in Medical Education

Jamia Millia University, New Delhi, India

Director, Institutional Effectiveness Asso. Professor

[email protected]

10.Dr. Hajer Nisar Sheikh MBBS, Master in Biochemistry, Post Graduate Certificate in

University of Cincinnati, USA

Assistant Lecturer [email protected]

du

mailto:[email protected]





51 | Page

FULL-TIME FACULTY MEMBERS

Faculty

Qualifications Institution Post in DMC Email Id

Education

11.Dr. Wafiq Hasaan Kamel Shafiq

MBBS Master in Neurological Surgery Diploma in medical informatics

Canyon college- USA

Head of Edu. Informatics

[email protected]

ADJUNCT FACULTY MEMBERS

Name of Faculty

member Qualifications Post in Erada

Center

Post in DMC Email ID

1.Dr. Mohammad Hassan Fayek Psychiatry &Neurology CEO, Consultant

Psychiatrist Asso. Professor [email protected]

2.Dr. Hamdy Fouad Moselhy

MBBCh, MSc, DCP, MD, MRCPsych, CCST, FRCPsych

Consultant Psychiatrist, ERADA. Professor and Chairman of the department of psychiatry, Faculty of Medicine and Health Sciences, UAE University

Professor

[email protected]

3.Dr. Tareq Qassem MBBCh, MSc , MRCPsych, MD

Consultant Psychiatry and Neurology

Asso. Professor T.Qassem@erada.

ae

4.Dr. Amany Haroun El Rasheed Abdel Hameed El Mougdy

MBBCh, MSc , MD in Psychiatry

Consultant, Neuropsychiatry

Professor amanyhelrasheed

@gmail.com

5.Dr. Maged Agour MRCPsycho, CCT Consultant Psychiatrist

Asso. Professor [email protected]


52 | Page

6.Dr. Zakaria Zaki Al Attal

BSN, MSN, MQM, PhD Senior Consultant

Assistant Professor

[email protected]

7.Ms. Alyaa Mohamed Murad Hassan Aljasmi

BS Socio, MS Social Works

Senior Manager of Patients’ Care and Rehab

Assistant Lecturer Alyaa.aljasmi@gm

ail.com

8.Asma Ismail BS Socio, MS Social Works

Clinical/ forensic psychologist and psychotherapist

Assistant Lecturer

[email protected]

9.Mr. Ahmad Muneer Naser

BS Nurse Chief Nursing Officer

Clinical (Tutor of Nursing) [email protected]

10.Prof. Mohamed Mostafa Atef Elhamady

MBBCh, MSc, Ph. D Professor of Psychiatry

Professor

[email protected]

11.Dr Wael Foaad MBBCh. MRCPsych, MSc,

Consultant Psychiatrist

Assistant Professor

[email protected]


53 | Page

Teaching Plan The course will be completed in the following sequence. Mandatory credit for MSc is 38 which be covered in 9 core modules and 6 specialized modules Students who opt for nursing concentration are required to complete specialized modules AD909n, AD913n and AD914n. Their Clinical clerkship (AD915n) and research project (AD916n) have to be in the field of nursing.

FIRST YEAR

SECOND YEAR First Semester

First Semester

Code Module Title Credit hours


AD901 Introduction and foundation to addiction clinical practice 3

AD 911 Advanced Neurobiology of Addiction 3

AD902 Basic Neurobiology of Addiction 3

AD912 Biomedical and Psychosocial Statistics: Theory and Practice 2

AD903 Applied Psychosocial theories in addiction 2

AD913 Evidence Based policies in Addiction (OR)

2 Non-

nursing

AD904

Foundations of epidemiology, research methodology and critical appraisal

4

AD913N Advanced Addiction Nursing Practice

2 nursing

AD914 Addiction Clinical Practice ( OR )

2 Non-

nursing

SSCL

Supervised Student-centered learning for assignments Supervised Student-centered learning for oral presentations on PPT

AD914N Addiction Nursing Practice 2 nursing

Second Semester

Second Semester

AD905 Psychosocial Treatments in addiction 4

AD915 Addiction Clinical Practice ( OR)

2 Non-

nursing

AD906 Addiction in special groups and other addiction related behaviours

2

AD915N Addiction Nursing practice 2 nursing

AD907 Addiction Service Models, Planning and Provision 2

AD916

Research project & Dissertation ( General ) OR

6 Non-

nursing

AD908 Quality and management in clinical addiction practice 1

AD916N

Research project & Dissertation ( Nursing )

6 nursing

AD909 Fundamentals of Clinical Psychiatry

3 Non-nursing

Dissertation/Thesis defense

AD909N Fundamentals of Clinical

Psychiatric in Nursing 3

nursing


54 | Page

Course Description

AD 901 Introduction and foundation to Addiction Clinical Practice Course Coordinator: Prof. Nadiah Mahmoud OBJECTIVES: - This course provides an introduction and overview to Substance-Related and Addictive Disorders as a disease and its social, psychological and physical consequences. This introduction provides the foundation to the following courses for the masters of Addiction Clinical Practice, especially as the student of this Masters will come from different backgrounds

AD902 Basic Neurobiology of addiction Course Coordinator: Dr. Riham Ahmed Ibrahim Ali OBJECTIVES: - This course provides principles and fundamentals of Neuroanatomy, Neurophysiology and Neurochemistry. It will also illustrate the neurological basis of reward system and habit formation. The course gives an approach for understanding the basic concepts of Neuropharmacology and the mechanisms of drug dependence and substance abuse.

AD903 Applied Psychosocial theories in addiction Course Coordinator: : Prof. Hafez Abdel Fattah Ahmed OBJECTIVES: - This course provides the psychological and social theory foundation of addictive disorders and their relation to the development and continuation of those disorders.

AD904 Foundations of epidemiology and research methodology and critical appraisal Course Coordinator: Dr Tareq Qassem OBJECTIVES: - This course aims to provide students with foundation in Evidence Based Medicine, different methodology of clinical studies, epidemiology, basic statistical concepts and their applications, critical appraisal and translation of research into changes in clinical practice. This course is mandatory for all of the student who will pursue the full Master’s Degree.

AD905 Psychosocial treatments in addiction Course Coordinator: Dr. Abeer Abdel Moneim OBJECTIVES: - The psychosocial factors predisposing to psychoactive substance use will be considered, as will the nature of abuse and dependence, treatment programs and drug education programs. The historical background to legislation will be considered, and intervention programs evaluated. Classic studies dealing with the prognosis will be reviewed, and recent work on social and psychological aspects of substance misuse will be discussed. The value of screening or providing education about more common patterns of addictive behavior (e.g. to alcohol or nicotine) will also be considered. The 12 steps, MBRP, and dynamic group, treatment of personality traits, abnormalities, and disorders will be addressed, as will the relationship between personality and addiction.


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AD906 Addiction in special groups and other addiction related behavior Course Coordinator: Prof. Hafez Abdel Fattah Ahmed OBJECTIVES: - This module will address other addictive behaviour which might come to the clinical attention, such as pathological gambling as well as process addictions such as food addiction and sex addiction. The module will also cover the occurrence of addictive disorders in special groups such as children and teenagers, women, elderly and in patients with mental health problems. In this module, the candidates are expected to diagnose and manage patients suffering from other addictive behaviours as well as providing care for special group patients who suffer from substance use disorder taking into account their physical, psychological or social needs.

AD907 Ethics, legal policy frameworks and service provision Course Coordinator: Dr. Rasha Ali Abdelrazek Eldeeb OBJECTIVES: - This module will include aspects of addiction psychiatry which are relevant to ethics service planning and delivery, but which do not fall readily into the other modules, and aspects of psychiatry and the law which are not appropriate to the forensic psychiatry module. These include the new UAE Mental Health Act and other legislation of importance to the practice of psychiatry and medical Jurisprudence as applied to psychiatry.

AD908 Quality and Management in Clinical Addiction Practice Course Coordinator: Prof Hamdy Moselhy OBJECTIVES: - This course provides healthcare practitioners and others with an introduction to the knowledge and skills needed to lead patient safety and quality improvement initiatives. Participants will explore the foundations of health care quality and the science underlying patient safety and quality improvement, design and select effective health care measures, analyze patient safety problems address quality improvement challenges, and learn strategies to lead a culture of change.

AD 909 Fundamentals of Clinical Psychiatry Course Coordinator: Dr. Riham Ahmed Ibrahim Ali OBJECTIVES: - This course provides an overview of the fundamental concepts in Basic Clinical Multidisciplinary management and intervention of Addictive disorders. The contents of this course will help to introduce participants to different intervention approaches, concepts and strategies applicable to substance abuse intervention on the Basic level. The content of this module seeks also, to familiarize with the definition of key terms often used in discussions of substance addiction intervention, stages of substance dependence and theoretical perspectives used in explaining substance dependence, the biopsycho-social bases of substance addiction and assessment in substance addiction intervention will also be covered according to best evidence-based. In addition, special issues such as harm reduction and the drug court system pertinent to substance addiction and intervention will be introduced. The module is aimed at enhancing the knowledge base of individuals currently working in the field of substance abuse and to bring new knowledge to those who are not in this field of work, but desire to be.

AD 909 N Fundamentals of Clinical Psychiatric Nursing Course Coordinator: Prof. Hafez Abdel Fattah Ahmed


56 | Page

OBJECTIVES: - This course provides an overview of the fundamental concepts in Basic Practice Nursing management and intervention. The contents of this course will help to introduce participants to different approaches, concepts and strategies applicable to nursing for substance abuse intervention. The content of this module seeks also, to familiarize with the, definition of key terms often used in discussions of substance addiction intervention; stages of substance dependence and theoretical perspectives used in explaining substance dependence; the biopsycho-social bases of substance addiction and assessment in substance addiction intervention will also be covered according to best evidence-based. In addition, special issues such as safety and harm reduction pertinent to substance addiction and intervention will be introduced. The module is aimed at enhancing the knowledge base of individuals currently working in the field of nursing to substance abuse.

AD911 Advanced Neurobiology of Addiction Course Coordinator:Dr. Riham Ahmed Ibrahim Ali OBJECTIVES: - This course will provide integrated conceptual knowledge concerning the structural and functional aspects of Motivation and reward system, highlighting the pathophysiology of addiction. The course will also illustrate the pharmacologic basis of addictive drugs and the pharmaco-theraputic strategies for drug withdrawal and relapse prevention.

AD912 Biomedical and Psychosocial Statistics –Theory and Practice Course Coordinator: Dr. Hafez Abdel Fattah Ahmed OBJECTIVES: - This course aims to provide students foundation in biomedical statistics. It will provide a hand on approach to who to choose, conduct, interpret and communicate effectively different statistical tests using commonly used statistical packages such as SPSS. By the end of this course the student should be able to choose and conduct statistical analysis using main stream statistical packages commonly used in medicine as well as psychosocial sciences.

AD913 Advanced Evidence Based Policies in Addiction Course Coordinator: Dr. Rasha Ali Abdelrazek Eldeeb OBJECTIVES: - This module will include aspects of Advanced Evidence Based Policies in Addiction which are relevant to ethics service planning and delivery, but which do not fall readily into the other modules, and aspects of psychiatry and the law which are not appropriate to the forensic psychiatry module.

AD913 N Advanced Addiction Nursing Practice Course Coordinator: Dr. Tareq Qassem OBJECTIVES: - This course provides an overview of the fundamental concepts in Advanced Practice Nursing management and intervention. The contents of this course will help to introduce participants to different intervention approaches, concepts and strategies applicable to substance abuse intervention from the micro to the macro level. The content of this module seeks also, to familiarize with the, definition of key terms often used in discussions of substance addiction intervention; stages of substance dependence and theoretical perspectives used in explaining substance dependence; the biopsycho-social bases of substance addiction and assessment in substance addiction intervention will also be covered according to best evidence-based. In addition, special


57 | Page

issues such as harm reduction and the drug court system pertinent to substance addiction and intervention will be introduced. AD914 (AD914N) Addiction Clinical Practice (OR) Addiction Nursing Practice Course Coordinator: Prof, Samia Ferhaly/ Mr. Ahmed Nasser OBJECTIVES: - This module will include aspects of Advanced Evidence Based Policies in Addiction which are relevant to ethics service planning and delivery, but which do not fall readily into the other modules, and aspects of psychiatry and the law which are not appropriate to the forensic psychiatry module. The module is aimed at enhancing the knowledge base of individuals currently working in the field of substance abuse and to bring new knowledge to those who are not in this field of work, but desire to be. Main categories of psychoactive substances, substances within each category and effect of such substances on mood, thoughts, and behavior.


58 | Page

Learning Outcomes Matrix – Master of Science (Addiction Science)

Code Course Name Program Outcomes A1

A2

A3 B1 B2 B3 C1 C2 C3 C4

Core

Cou

rses

AD901 Introduction and foundation to addiction clinical practice

I I I I I I

AD902 Basic Neurobiology of Addiction R R R R

AD903 Applied Psychosocial theories in addiction R R R R I/R I/R R

AD904 Foundations of epidemiology, research methodology and critical appraisal

I/R/M

I/R/M

I/R/M

I/R/M

AD905 Psychosocial Treatments in addiction R/M

R/M

R/M

R/M

R/M

R/M


I/R

I/R

I/R I/R I/R I/R R/M

AD907 Addiction Service Models, Planning and Provision

R/M

R/M

R/M

R/M

R/M

AD908 Quality and management in clinical addiction practice

R/M

R/M

R/M

AD909 Fundamentals of Clinical Psychiatry R R R R R R R R

Spec

ializ

ed m

odul

es

AD909N Fundamentals of Clinical Psychiatric in Nursing

R/M

R/M

R/M

R/M

R/M

R/M

R/M

R/M

AD 911 Advanced Neurobiology of Addiction R/M

R/M

R/M

R/M

R/M

AD912 Biomedical and Psychosocial Statistics: Theory and Practice

R/M

R/M

R/M

AD913 Advanced Evidence Based policies in addiction

M M M M M M M M

AD913N Advanced Addiction Nursing Practice M M M M M M M M AD914 Addiction Clinical Practice M M M M M AD914N Addiction Nursing Practice M M M M M AD915 Addiction Clinical practice M M M M M AD915N Addiction Nursing practice M M M M M

AD916 Research Project & Dissertation ( General )

M M M M M M M M

AD916N Research Project & Dissertation (Nursing ) M M M M M M M M I-Introductory R-Reinforced M–Mastery


59 | Page

COURSE OFFERING

List of Postgraduate Courses Offered


Requirement for MSc

Requirement for PG Diploma

Core

mod

ules

AD901 Introduction and foundation to addiction clinical practice 3 mandatory mandatory

AD902 Basic Neurobiology of Addiction 3 mandatory mandatory

AD903 Psychosocial theories in addiction 3 mandatory mandatory

AD904 Foundations of epidemiology, research methodology and critical appraisal 3 mandatory mandatory

AD905 Psychosocial Treatments in addiction 4 mandatory mandatory

AD906 Addiction in special groups and other addiction related behaviours 2 mandatory mandatory

AD907 Addiction Service Models, Planning and Provision 2 mandatory mandatory

AD908 Quality and management in clinical addiction practice 1 mandatory mandatory

AD909 Fundamentals of Clinical Psychiatry 3 elective elective

AD909n Fundamentals of Clinical Psychiatric Nursing 3 elective elective

Spec

ializ

ed m

odul

es

AD 911 Advanced Neurobiology of Addiction 3 mandatory -

AD912 Biomedical and Psychosocial Statistics: Theory and Practice 2 mandatory -

AD913 Advanced Evidence Based policies in addiction 2 elective -

AD913N Advanced Addiction Nursing Practice 2 Elective

(mandatory for nursing)

-

AD914 Addiction Clinical Practice 2 mandatory -

AD914N Addiction Nursing Practice 2 Elective

(mandatory for nursing

-

AD915 Addiction Clinical practice 2 AD915N Addiction Nursing practice 2 AD916 Research Project & Dissertation ( General ) 6 AD916N Research Project & Dissertation (Nursing ) 6 TOTAL CREDITS REQUIRED 41 credits 24 credits


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Course Organization according to Pre-Requisites

FIRST YEAR

First Semester

Code Module Title Prerequisite Credit hours

AD901 Introduction and foundation to addiction clinical practice - 3

AD902 Basic Neurobiology of Addiction - 3

AD903 Psychosocial theories in addiction AD901 3

AD904 Foundations of epidemiology, research methodology and critical appraisal

- 3

Second Semester

AD905 Psychosocial Treatments in addiction AD901,AD902,AD903 4


AD901,AD902,AD903 2

AD907 Addiction Service Models, Planning and Provision AD901,AD903,AD906 2

AD908 Quality and management in clinical addiction practice AD901,AD905,AD906 1

AD909 Fundamentals of Clinical Psychiatry

AD901,AD902,AD903,AD904,AD905,AD906 3

AD909N Fundamentals of Clinical Psychiatric Nursing

AD901,AD902,AD903,AD904,AD905,AD906 3


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SECOND YEAR

First Semester

Code Module Title Prerequisite Credit hours

AD 911 Advanced Neurobiology of Addiction AD902 3

AD912 Biomedical and Psychosocial Statistics: Theory and Practice

AD904 2

AD913 Advanced Evidence Based policies in addiction

AD908n 2 elective

AD913N Advanced Addiction Nursing Practice AD907 2 elective

AD914 Addiction Clinical Practice

AD901,AD902,AD903,AD904,AD905,AD906,AD907,AD908,AD909 2

AD914N Addiction Nursing Practice

AD901,AD902,AD903,AD904,AD905,AD906,AD907,AD908,AD909N

Second Semester

AD915 Addiction Clinical practice

AD901,AD902,AD903,AD904,AD905,AD906,AD907,AD908 2

AD915N Addiction Nursing practice

AD901,AD902,AD903,AD904,AD905,AD906,AD907,AD908 2

AD916 Research Project & Dissertation ( General ) 6

AD916N Research Project & Dissertation (Nursing ) 6


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PROGRAM DELIVERY The post graduate program is delivered full time through two academic years at Dubai Medical College. This is an MSc Addiction Science program which is 2 years is articulated to provide opportunity for students to obtain a PG Diploma Addiction Science by completing the first year. MSc Addiction Science program (2 years) - Each academic year is evenly divided between two Semesters running from February to June

and September to January. - Each semester is composed of fifteen weeks of study including examinations. The two semesters of the first academic year are devoted to formal taught modules scheduled

to be given over weekend (Fridays & Saturdays). The second academic year consists of a major research project and clinical clerkships. Clinical clerkships are provided at ERADA Center for Treatment and Rehab.

The mandatory credit hours required for MSc is 41 which have to be covered in 9 core modules and 6 specialized modules.

Optional Concentration in Advanced Nursing Practice: Students who opt for nursing concentration are required to complete specialized modules AD908n and AD913. The advanced courses of AD 911 and AD912 are advanced specialized courses which will be attended by all MSc students. The Clinical clerkship (AD915) and research project (AD916) will be specific to the field of nursing.

PG Diploma Addiction Science Program (1 year) - Students who wish to enroll for a PG Diploma will have to complete all the 24 credits provided

in the first year. Each academic year is evenly divided between two semesters running from February to June

and September to January. - Each semester is composed of fifteen weeks of study including examinations. The two semesters of the first academic year are devoted to formal taught modules scheduled

to be given over weekend (Fridays & Saturdays). The mandatory credit hours required for PG Diploma is 24 credits which have to be covered in

the two semesters.

Definition of credit hour 1 Credit hour is defined as 15 hours of teaching /learning sessions in classroom. These are usually conducted over a period of 15 weeks. It is also presumed that for every hour of class, a student should spend 2 hours of independent study/assignment time outside class time. Therefore, one academic credit equals to a 45-hour commitment to learning over a semester.


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METHODS OF INSTRUCTION The classrooms at DMC are equipped with updated technologies. The laboratories at DMC are well equipped with latest equipment and instruments for performing Lab work and conducting research.

Different methods used in teaching and learning during the program are:

Didactic Method (20%): Didactic method is only used in introductory courses and beginning lectures of any course. The usual traditional lecture where it is teacher center and depend mainly on the narrative mode of delivery with an interrupted question to assure students comprehension and understanding. Student-centered education (80%): In these methods, the role of instructor is that of facilitating learning rather than transferring knowledge. Students -centered teaching methods have more positive perceptions on teaching and learning, knowledge and skills, outcomes of their course materials and satisfaction compared to the students belonging to didactic method of education. In student-centered education, learning is perceived as a qualitative change of student’s conception of phenomena and ideas and, consequently, knowledge is actively processed by the student. It improves the students' usage of learning resources and problem-solving abilities. These methods are scenario based interactive lectures, Problem-based learning, student written assignments, brainstorming sessions, small group discussions, and student seminars.

Scenario based interactive lectures (SBIL): A case scenario is distributed to all students at the beginning of the lecture or presented in ppt. The student will be asked to read the case & ask about unclear terms or expression in the case. The case is analyzed in the classroom through the discussion between the lecturer and students in order to cover the objectives of the topic. Problem based Learning: The aim is to develop problem-processing skills, encouragement of self-directed life-long learning and group competence. It is more stimulating; ensures proper integration between the subjects and consequently more retention of knowledge (it is multidisciplinary)

Students’ written Assignment: Objectives:

1. To correlate the scientific knowledge to its clinical application. 2. To develop the writing abilities. 3. To cultivate the habits of self-study and collecting information from different sources.


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4. Training of organizing thoughts and information then expressing them in a coherent style.

Small group discussions:

The students are divided into groups (5-6 students/each). The topic is specified. References as well as the objectives are given. The students study, discuss and defend their choices and standpoints together under supervision of the faculty member. The topic given in SGD will be presented by one student from each group presenting an objective using different teaching facilities: power point, board, chart, and videos.

Student seminars: Seminar is a component in which one or more students present a topic to other students, who then join in a discussion

Office Hours Office hours are available where a face-to-face exchange of information between student and course coordinator/instructor. Students can clarify their doubts which they feel reluctant to speak up in class.

Dissertation Third and Fourth semester of the program are devoted to dissertation work. The student’s research supervisor holds the primary responsibility for providing the appropriate guidance and counsel essential to the scholarly development of the student. Clinical Clerkship For MSc with specialization in Addiction Science, clinical clerkship is obligatory. During third and fourth semester, students will be assigned primarily to clinical rotations in Erada Center for Treatment and Rehab supervised by clinical preceptors.


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STUDENT ASSESSMENT

Assessment on the MSc degree program is a mixture of formative assessments (in form of coursework) and summative assessments (written & practical examinations).

Course Assessment Assessment of each taught courses is divided into 30% marks from course work (in the form of quizzes, seminars and assignments), and 70% marks from final summative assessment ( in form of MCQs, Short essay questions, practical exam, objectively structured clinical examination and assignment). Coursework varies from course to course and comprises a mix of Practical write-ups, Patient profiles, written reports and essays, small group projects, oral presentations, quizzes etc. Coursework submission guidelines & grading criteria (usually in form of rubric) will be provided by course coordinator. Final summative assessments are scheduled at the end of first and second semester. Exams are normally closed book, though a calculator is permitted in some exams. In order to assess all learning outcomes, all the questions are compulsory in exams. Students who fail to achieve GPA of 60% in taught semesters (first and second) will be put on probation and will be allowed to appear in the supplementary exams held in February and September each year for first and second semester. A student who is unable to attend the final exam of any course because of extenuating circumstances such as serious illness, accident or death of a family member during the final examination period seeks an incomplete grade “I” for the course. No students are promoted to second year (dissertation work and/or clinical clerkships) unless she secures minimum of 60% in both first and second semester. SCHEME OF ASSESSMENT

ASSESSMENT TOOLS MARKS

CODE COURSES cred

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urs

Year

&Se

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QUI

ZZES

Assig

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t

OSC

E

Fina

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xa

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iffer

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form

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AD901 Introduction, Overview and foundation to addiction clinical practice 3 Y1S1 30 0 0 70 100

AD902 Basic Neurobiology of Addiction 3 Y1S1 30 10 60 100

AD903 Applied Psychosocial theories in addiction 3 Y1S1 20 30 20 30 100


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AD904 Foundations of epidemiology, research methodology and critical appraisal 3 Y1S1 30 20 0 50 100

AD905 Psychosocial Treatments in addiction 4 Y1S2 25 25 25 25 100

AD906 Addiction in special groups and other addiction related behaviors 2 Y1S2 0 40 20 40 100

AD907 Ethics, legal policy frameworks and service provision 2 Y1S2 0 40 0 60 100

AD908 Quality and management in clinical addiction practice 1 Y1S2 20 30 0 50 100

AD909 Fundamental of Clinical Psychiatry 3 Y1S2 20 30 0 50 100

AD909N Fundamental of Clinical Psychiatric Nursing 3 Y1S2 20 30 0 50 100

AD 911 Advanced Neurobiology of Addiction 3 Y2S1 30 20 0 50 100

AD912 Biomedical and Psychosocial Statistics: Theory and Practice 2 Y2S1 30 20 0 50 100

AD913 Advanced Evidence Based policies in Addiction 2 Y2S1 0 40 0 60 100

AD913N Advanced Addiction Nursing Practice 2 Y2S1 0 40 0 60 100

AD914 Addiction Clinical Practice 2 Y2S1

AD914N Addiction Nursing Practice 2 Y2S1

AD915 Addiction Clinical Practice 2 Y2S2 AD915 N Addiction Nursing Practice 2 Y2S2

AD916 Research Project & Dissertation 6 Y2S2

AD916N Research Project & Dissertation ( Nursing ) 6 Y2S2

56

1400

* a suitable combination of examination methods like assignments, Short essay questions, MCQ or EMQ as appropriately decided by instructor/module coordinator

** select either 912 or 913

** * Every module Instructor has to conduct formative assessments which will not be graded. But feedback should be presented to every student. A minimum of 2 assessments shall be done every semester- one being early ( around 3-4 weeks ) and another like ( around 10th-11th weeks ) in the semester.


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Dissertation & Defense Assessment The assessment of the dissertation work is based on dissertation and defense at the end of the fourth semester. Dissertation is assessed based on the dissertation and defense with 80% and 20% marks respectively. The examining committee for master’s candidates’ dissertation and defense should be composed of three members with one external member related to the field of specialization. Dissertation defense should be held only after all members of the committee have had adequate opportunity to review a draft of the master’s dissertation. It is the student’s responsibility to distribute copies of the dissertation to the committee members in advance of the defense. The final oral defense may be open to the public or limited in attendance to the candidate and the committee.

The defense should be scheduled at least 4 weeks prior to the dissertation submission deadline. A dissertation defense consists of two parts: 1) the student presents her research in front of committee members and/or public and 2) the student responds to questions posed by members of the committee and the audience. The student and the committee members must be physically present at the defense. The results of the final oral examination for the MSc, duly signed by all the examining graduate committee members present, must be reported to the Graduate Program Coordinator within 24 hours after the examination. Students should submit the dissertation with incorporated recommendations by the examining committee before the deadline set by the college.

If one or all the examiners decided that the dissertation does not meet the requirements for the degree (failed to obtain minimum 60%), a Master’s student will not graduate. However, the student has the option to revise and resubmit a failed dissertation. In cases where plagiarism in the dissertation is alleged, the examination process does not proceed any further and the case is investigated through DMC disciplinary processes.

A student whose dissertation has not passed the examination may choose to revise and resubmit the dissertation. To do so, she must contact the program Coordinator within 4 weeks of the notification of this outcome indicating the intention to revise and resubmit the dissertation, including a supporting letter from the supervisor(s) confirming that she will maintain supervisory oversight for the revision. The Graduate Program Coordinator then shall refer this matter to Graduate Faculty Board.

Once the revise and resubmit process has been approved by the Graduate Faculty Board, the revised dissertation must be resubmitted to Program Coordinator no later than 6 months from the notification of approval. The revised dissertation will normally be send to the original examiner(s) who will determine if the dissertation has been revised to address the issues raised in the original examiner’s report(s) and has now met the requirements for the degree.

If the original examiner is not willing or available to serve, the name of other potential examiner will be suggested. This new examiner will be provided with the original report that did not pass the dissertation, and will be asked to determine whether the revised dissertation has addressed the issues raised by the original examiner’s report and has met the requirements for the degree.

If the student does not contact Graduate Program Coordinator requesting to revise and resubmit the dissertation within the designated 4 weeks’ time period or, once approved to revise


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the dissertation, does not re-submit the revised dissertation by the 6 months deadline, the dissertation will be deemed to have failed and the student will be withdrawn from the university. Should the re-examination fail to pass the dissertation, the dissertation will be deemed to have failed the examination process and the student will be withdrawn from the college.

For Master’s students, if the revised dissertation is passed, he/she will have fulfilled that requirement for the degree.

Clerkship Assessment: Clerkship is assessed based on clerkship evaluation (continuous) and final evaluation (Objectively structured clinical examination OSCE and case reports) with 40% and 60% marks respectively. Students who fail to secure at least 60% marks in clerkships, have to repeat the respective clerkship during next six months. If the student again fail to secure at least 60% marks in clerkship, she will be withdrawn from the college.

Grading System Grading at the graduate level is intended to offer feedback to students on their performance in a given course, including once students reach the dissertation and dissertation stage. Faculties are encouraged to specify course requirements and grading expectations for students.

Students are assigned grades (letters) for each course which reflects the student’s achievement in the course. The minimum grade for passing a course is letter (D) and grades are written in letters according to the following table:

Range of Marks Evaluation Grade Symbol

85 and above Excellent A 75 – 84.99 V. Good B 65 – 74.99 Good C 60 – 64.99 Pass D Below 60 Failed F

- Incomplete I - Withdraw W


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ACADEMIC PROGRESS

The student should pass in all the courses in first year to be able to continue Masters in the second year.UA REQUIREMENTS

MSc degree will be awarded to students who successfully complete all the requirements of graduation. The requirements of the graduation are:

1. She should pass all the courses both theoretical and practical as per assessment and grading rules of the college.

2. She should complete a major research project and successfully defend it in front of panel of external and internal examiners appointed by college.

3. Student undertaking MSc program, should successfully complete and pass the required

clerkships in hospitals approved by college.

4. Maximum duration of 5 years is allowed upon recommendation of the Graduate Program Coordinator and permission from the Dean.


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CLINICAL CLERKSHIP

ADDICTION CLINICAL CLERKSHIP 1. Basic Information 1) Title: Clerkship in Addiction Clinical Practice

Course Time: Y2S1 and Y2S2

Code: AD 914 and AD915 Classification (domain): Clinical Sciences (CS) Number of Credits: 4 Duration: 30 weeks (split on the 3rd and 4th semesters)

Number of Contact hrs./week: Theory: Practical: 6 (clinical)

Prerequisites: all subjects of Y1S1 and Y1S2 Co-requisites: Course Coordinator: Mr. Ahmad Nasser Instructors: All Adjunct faculty members 2. Course Description: The purpose of this rotation is to provide training to the students in clerking cases in Substance-Related Disorders. Vital to this is the mandatory participation in the ward rounds with the internists on a daily basis for duration of time assigned to this department. The focus must be on each case markers namely, patient details, rehabilitation program, lab data, medication regimen and the associated rationale of therapy. The students must anticipate that each and every case will present holistic patient-centered care approach.

3. Learning Outcomes:

On successful completion of clerkship, the students will be able to: -

1. The students will be able to perform specialist assessment of patients and document relevant history and examination on culturally diverse patients to include:

• Presenting or main complaint • History of present illness • Past medical and psychiatric history • Personal and family history • Forensic history • Mental State Examination

Skills

o Demonstrate ability to engage patients and build rapport essential for establishing therapeutic alliance.

o Demonstrate ability to make a comprehensive assessment of patient presenting with Substance-Related Disorders

o Make assessments of substance misuse disorder in in-patient settings


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o Understand and apply specific assessment skills required to evaluate special groups patient such as pregnant women, children and adolescents, elderly patients as well as patients with Learning Disabilities.

o Make assessments of mental capacity especially with reference to intoxication

2. The student will demonstrate the ability to recommend relevant investigation and treatment in the context of the clinical management plan. This will include the ability to develop and document an investigation plan including appropriate medical, laboratory, radiological and psychological investigations and then to construct a comprehensive treatment plan addressing biological, psychological and socio-cultural domains Knowledge

o Demonstrate knowledge of the systemic complications of substance misuse and its treatments

o Demonstrate in-depth knowledge of psychosocial and pharmacological management and treatment of: Cannabis – Related Disorders Sedatives/Hypnotics – Related Disorders Stimulant – Related Disorders Alcohol – Related Disorders Opioids – Related Disorders

o Knowledge of the full range of providers of substance misuse services and their

role within local and national treatment systems Skills For doctors:

o Ability to induct and supervise the completion of Medically Supervised Withdrawal for patients with: Opioids – Related Disorders Alcohol – Related Disorder Other Substance -Related Disorders

• For all students: o Ability to follow the process of Medically Supervised Withdrawal for patients with:

Opioids – Related Disorders Alcohol – Related Disorder Other Substance -Related Disorders

o Demonstrate competence in management of in-patient treatment of Substance -

Related Disorders

3. Based on a comprehensive psychiatric assessment, the student will demonstrate the ability to comprehensively assess and document patient’s potential for self-harm or harm to others. This would include an assessment of risk, knowledge of


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involuntary treatment standards and procedures, the ability to intervene effectively to minimise risk and the ability to implement prevention methods against self-harm and harm to others. This will be displayed whenever appropriate, including in emergencies Skills

o Demonstrate an understanding of principles of harm minimisation and apply these in practice

o Initiate and maintain a care plan, understanding the role of boundaries and the involvement of a broad range of agencies, including the concepts of social inclusion and through-care

4. Based on the full psychiatric assessment, the student will demonstrate the ability to

conduct therapeutic interviews; that is to collect and use clinically relevant material. The student will also demonstrate the ability to conduct a range of individual, group and family therapies using standard accepted models and to integrate these psychotherapies into everyday treatment, including biological and socio-cultural interventions Knowledge

o Demonstrate understanding and clinical application of specific psychological treatments e.g. Motivational Enhancement Therapy, Relapse Prevention

5. Demonstrate effective communication with patients, relatives and colleagues. This

includes the ability of the student to conduct interviews in a manner that facilitates information gathering and the formation of therapeutic alliances by

o ability to establish and maintain working relationships and understand the needs of families and carers

o treat patients as individuals and respect their dignity o Work in partnership with patients o Work with colleagues in the ways that best serve patients’ interests

6. To demonstrate the ability to work effectively with colleagues, including team

working Skills

o Ability to work closely with colleagues in the Multi Disciplinary Team (MDT) and external statutory/non-statutory agencies

7. Develop appropriate leadership skills Knowledge

o Understand appropriate assumption, delegation and devolvement of responsibility

o Demonstrate a knowledge of the full range of providers of substance misuse services and their role within local and national treatment systems

Skills o Review and supervise the implementation of care plans by colleagues in the MDT

Supervise and direct the MDT


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o Apply understanding of relationship between Substance Use Disorder, mental health and social problems in service design

Main References: 1. Essentials of psychiatric mental health nursing: concepts of care in

evidence-based practice / Mary C. Townsend, 7th Edition. F. A. Davis - Integration Titles, 10/2016.

2. Applied Cognitive and Behavioural Approaches to the Treatment of Addiction: A Practical Treatment Guide1st Edition

3. Psychiatric Interviewing: The Art of Understanding: A Practical Guide for Psychiatrists, Psychologists, Counselors, Social Workers, Nurses, and Other ... Professionals, with online video modules, 3e 3rd Edition

4. Advanced Practice Psychiatric Nursing, Second Edition: Integrating Psychotherapy, Psychopharmacology, and Complementary and Alternative Approaches Across the Life Span 2nd Edition by Kathleen Tusaie PhD APRN-BC (Editor), Joyce J. Fitzpatrick PhD MBA RN FAAN (Editor)

5. Motivational Interviewing: Helping People Change, 3rd Edition (Applications of Motivational Interviewing)Sep 7, 2012, by William R. Miller and Stephen Rollnick (Editors)

6. The ASAM Principles of Addiction Medicine Fifth Edition by Dr. Richard K. Ries MD FAPA FASAM (Author), Dr. David A. Fiellin MD (Author), Dr. Shannon C. Miller MD FASAM DFAPA (Author),

7. The ASAM Essentials of Addiction Medicine Second Edition by Abigail Herron (Author), Dr. Timothy Koehler Brennan MD MPH (Author)

8. The American Society of Addiction Medicine Handbook of Addiction Medicine 1st Edition by Darius Rastegar (Author), Michael Fingerhood (Author)

9. The Addiction Treatment Planner: Includes DSM-5 Updates 5th Edition by Robert R. Perkinson (Author), Arthur E. Jongsma Jr. (Author), Timothy J. Bruce (Author)

10. The Addiction Progress Notes Planner (PracticePlanners) 5th Edition by David J. Berghuis (Author), Arthur E. Jongsma Jr. (Author)

11. Diagnostic and Statistical Manual of Mental Disorders, 5th Edition: DSM-5Paperback – 2014 by A.P.A [American-Psychiatric-Association]

12. Stahl's Essential Psychopharmacology: Neuroscientific Basis and Practical Applications 4th Editionby Stephen M. Stahl (Author), Nancy Muntner (Illustrator)

13. Manual of Clinical Psychopharmacology (Schatzberg, Manual of Clinical Psychopharmacology) 8 Revised Edition by Alan F. Schatzberg (Author), Charles DeBattista (Author

https://www.amazon.com/s/ref=dp_byline_sr_book_1?ie=UTF8&text=Kathleen+Tusaie+PhD++APRN-BC&search-alias=books&field-author=Kathleen+Tusaie+PhD++APRN-BC&sort=relevancerank

https://www.amazon.com/s/ref=dp_byline_sr_book_2?ie=UTF8&text=Joyce+J.+Fitzpatrick+PhD++MBA++RN++FAAN&search-alias=books&field-author=Joyce+J.+Fitzpatrick+PhD++MBA++RN++FAAN&sort=relevancerank


https://www.amazon.com/s/ref=dp_byline_sr_book_1?ie=UTF8&text=Dr.+Richard+K.+Ries+MD++FAPA++FASAM&search-alias=books&field-author=Dr.+Richard+K.+Ries+MD++FAPA++FASAM&sort=relevancerank


https://www.amazon.com/s/ref=dp_byline_sr_book_2?ie=UTF8&text=Dr.+David+A.+Fiellin+MD&search-alias=books&field-author=Dr.+David+A.+Fiellin+MD&sort=relevancerank

https://www.amazon.com/s/ref=dp_byline_sr_book_3?ie=UTF8&text=Dr.+Shannon+C.+Miller+MD++FASAM++DFAPA&search-alias=books&field-author=Dr.+Shannon+C.+Miller+MD++FASAM++DFAPA&sort=relevancerank


https://www.amazon.com/s/ref=dp_byline_sr_book_1?ie=UTF8&text=Abigail+Herron&search-alias=books&field-author=Abigail+Herron&sort=relevancerank

https://www.amazon.com/s/ref=dp_byline_sr_book_2?ie=UTF8&text=Dr.+Timothy+Koehler+Brennan+MD++MPH&search-alias=books&field-author=Dr.+Timothy+Koehler+Brennan+MD++MPH&sort=relevancerank


https://www.amazon.com/s/ref=dp_byline_sr_book_1?ie=UTF8&text=Darius+Rastegar&search-alias=books&field-author=Darius+Rastegar&sort=relevancerank

https://www.amazon.com/s/ref=dp_byline_sr_book_2?ie=UTF8&text=Michael+Fingerhood&search-alias=books&field-author=Michael+Fingerhood&sort=relevancerank

https://www.amazon.com/Robert-R.-Perkinson/e/B001ILKEXS/ref=dp_byline_cont_book_1


https://www.amazon.com/s/ref=dp_byline_sr_book_2?ie=UTF8&text=Arthur+E.+Jongsma+Jr.&search-alias=books&field-author=Arthur+E.+Jongsma+Jr.&sort=relevancerank

https://www.amazon.com/Timothy-J.-Bruce/e/B00EQQ6SUA/ref=dp_byline_cont_book_3

https://www.amazon.com/David-J.-Berghuis/e/B001ILFLS6/ref=dp_byline_cont_book_1



https://www.amazon.com/s/ref=dp_byline_sr_book_1?ie=UTF8&text=A.P.A+%5BAmerican-Psychiatric-Association%5D&search-alias=books&field-author=A.P.A+%5BAmerican-Psychiatric-Association%5D&sort=relevancerank

https://www.amazon.com/Stephen-M.-Stahl/e/B003DO4CE0/ref=dp_byline_cont_book_1

https://www.amazon.com/s/ref=dp_byline_sr_book_2?ie=UTF8&text=Nancy+Muntner&search-alias=books&field-author=Nancy+Muntner&sort=relevancerank

https://www.amazon.com/s/ref=dp_byline_sr_book_1?ie=UTF8&text=Alan+F.+Schatzberg&search-alias=books&field-author=Alan+F.+Schatzberg&sort=relevancerank

https://www.amazon.com/s/ref=dp_byline_sr_book_2?ie=UTF8&text=Charles+DeBattista&search-alias=books&field-author=Charles+DeBattista&sort=relevancerank



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Logbook Week from: ____________ to _________________ Date Department/Division Tasks Observed diseases

Additional remarks: Reflections:







Name & Signature of the preceptor:


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A. Clerkship Manual (Addiction Science) Introduction The clerkship training is aimed at providing point of care learning experiences, which will assist the students to become confident and caring, with the ability to think critically to apply their knowledge and skills in the best interest of their patients who might suffer from Substance-Related Disorders and/or other addictive disorders. The clerkships program is designed to guide the trainee to gain the proper understanding of addiction psychiatry care concepts, to decide their choice of clinical specialty, to continue successfully in their lifelong learning and practice and to meet their responsibilities to patients and the society. Structure For MSc in Addiction Science, clinical clerkship is obligatory. Clinical clerkship is for 15 weeks each during third and another 15 weeks in the fourth semesters, during which students will be assigned primarily to clinical rotations in Erada center for treatment and rehab. This includes one session where they will have an OSCE type examination. Each student’s Clinical Practice experience will be in the following sections:

• Detoxification Program • In-patient Program • Partial Program • Intensive Outpatient Program • Female in patient program • Female detoxification program • Female Intensive Outpatient Program • Neuromodulations program.

Role of the Affiliated Hospitals A formal affiliation agreement between DMC and Erada center for treatment and rehab exists for the purpose of establishing a clinical training program for the MSc (Addiction Science) second year students. Erada center for treatment and rehab accept qualified students into organized, patient-based teaching programs and provide additional instruction with pertinent lectures, conferences, ward rounds and seminars. The college budgets a specified sum of money to help defray the expenses incurred in running the teaching program at Erada center for treatment and rehab; provides professional liability insurance coverage for all its students; ensures that all students fulfill health care requirements required by Erada center for treatment and rehab. As per DMC’s standards, Erada center for treatment and rehab must demonstrate a continuing commitment to medical education and furnish the necessary infrastructure to provide a successful clinical training program: integrating medical students into the health care team,


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providing access to the library and other ancillary facilities and supervising involvement with patients.

B. Clinical Clerkship Rotation Modules Third & Fourth Semester

Major Clerkships Total contact hours

Sessions Credit Hours

AD-OP-C Outpatient program • Partial Program

• Intensive Outpatient Program

45 15 1

AD-DTX-C Detoxification program • Male

• Female

45 15 1

AD-REHIN-C In-patient rehabilitation Program • Male

• Female

45 15 1

AD-NMD-C Neuromodulations program 6 2 1

AD-OP-C Rehabilitation programs 18 6

AD-FM-C Family program 18 6

OSCE 3 1

Total No of Credit Hours 180 hours 60 sessions

4 credits

Supervision of the Clerkships DMC has a formal administrative and academic structure for conducting its clinical program at Erada center for treatment and rehab. DMC appoints a clerkship coordinator (from Clinical faculty of DMC) oversees the scheduling of rotations, delineates holidays and vacation time, administers examinations provided by DMC, and determines the scope of student activities, deals with student concerns. Another coordinator from DMC will coordinate the transport and availability of students and their communication about sessions. The clinical coordinator reviews the overall clerkship program and transmits the data to the coordinator at the preclinical phase about the time of their visits to the hospital.


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Role of Preceptors in Clinical Clerkship The teaching cornerstone of the core rotation is the professional relationship between the student and the attending preceptors. Many hours per week are spent in small group discussions involving students and their clinical preceptors as they make bedside rounds. Together, they discuss the patient’s diagnosis, treatment and progress.

1. Orient student to site, policies, and procedures 2. Facilitate informal, collaborative, respectful learning environment 3. Be a positive and effective role model 4. Provide learning experiences with appropriate patients 5. Provide on-going feedback 6. Pace learning experiences to meet student needs 7. Direct student to resources, readings 8. Notify faculty of concerns about student’s behavior, work, or progression 9. Provide evaluation data to clerkship supervisor.

Description of Activities: Each Student has to complete compulsory all clerkship in the fourth semester. The students should attend the clerkships in rotation. Each student has to attend 6 weeks of compulsory clerkship in rotation. The student has to report to the preceptor of their respective area of clerkship. The students are expected to become an active member of the team. The students will be monitored by the Clinical teaching staff assigned by the DMC. During the 6-week rotations students are required to actively participate in patient care as outlined below:

1. Attend rounds with assigned clinical team. 2. Monitor patients assigned by preceptor. In this regard, you will be required to maintain a

patient specific document to record patient database information, drug therapy problems, monitoring, parameters, recommendations, and follow-up.

3. Meet with preceptor daily for discussion session that may include: a. Giving informal oral presentation of assigned patients to preceptor and fellow

students. b. Provide daily update to preceptor and fellow students on patients they are

following. c. Discusses/complete reading material assigned previously by preceptor

4. Conduct at least 2 patient interviews during the rotation 5. Students have to report minimum 5 cases and 3 cases in each compulsory clerkship

rotation respectively. 6. Supply drug information question assigned by preceptor. (Don’t offer any information to

clinical team that requires interpretation or judgment without first reviewing your response with your preceptor).


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C. Grading Policy Clerkship is evaluated based on clerkship evaluation (continuous) and final evaluation (case presentation and written report) with 60% and 40% marks respectively (see the evaluation forms). Students must obtain at least 60% marks in each clerkship. Students who fail to secure at least 60% marks in clerkships, have to repeat the respective clerkship during next six months. If the student again fail to secure at least 60% marks in clerkship, she will be withdrawn from the college.

D. Rules of Training ♦ Attendance: Attendance of this course is compulsory. Students must compensate all

missed work during absence.

♦ Professional Demeanour: Professional conduct must be maintained appropriately. Students should wear a clean white lab coat with a badge at all time to prove that the student follows Dubai Medical College. Pants and open skirts are not allowed. Comfortable shoes are preferred.

♦ Confidentiality and Working with Patient’s Records o The patient's medical record is a personal file which is to be properly respected

and kept confident at all times. Under no circumstances should information about a patient be discussed outside the hospital with anyone than fellow health professionals.

o Charts are to be reviewed in their assigned area (patient care unit or medical record department) and are not to be removed from the location.

o When utilizing charts please return chart back to their proper storage area (chart rack on wards and appropriate personnel in medical record).

o The patient charts are very often utilized by health care providers and must be given to them when needed, e.g. when the patient is going for x-ray the chart must accompany him. Please do not write in any section of the chart, but if you have any concerns communicate to your preceptor.

♦ Courtesy o Participation in the rounds and clinics is conducted for the purpose of reviewing

patient’s care and teaching students. Good behavior is required during rounds and clinic. Questions concerning patient cases should be postponed until after the case presentation of the patient.

o Common rules of courtesy should be observed in dealing with Students should deal with all employees (nurses, receptionists, housekeepers, and other personnel) of the hospitals and clinics with respect.

o Reviewing patient charts should not interfere with the normal care and medical work-up scheduled for the patient.

♦ Immunization and Health Insurance: As per the requirement of the hospital for health

care professionals (UAE)


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ADDICTION NURSING PRACTICE 1. Basic Information 2) Title: Clerkship in Advanced Addiction Nursing Practice

Course Time: Y2S1 and Y2S2

Code: AD 914N and AD915N Classification (domain): Clinical Sciences (CS) Number of Credits: 4 Duration: 30 weeks (split on the 3rd and 4th semesters)

Number of Contact hrs./week: Theory: Practical: 6 (clinical)

Prerequisites: all subjects of Y1S1 and Y1S2 Co-requisites: Course Coordinator: Mr. Ahmad Nasser Instructors: All Adjunct faculty members

2. Course Description: The purpose of this rotation for nursing students is to provide clinical experience for nursing intervention development for promoting, maintaining, and restoring patient with Substance-Related Disorders across the lifespan integrating principles of professional relationships, therapeutic communication, and concepts of psychopathology. Vital to this is the mandatory participation in the ward rounds with the internists on a daily basis for duration of time assigned to this department. The focus must be on each case markers namely, patient details, rehabilitation program, lab data, medication regimen and the associated rationale of therapy. The students must anticipate that each and every case will present holistic patient-centered care approach

3. Learning Outcomes:

On successful completion of clerkship, the students will be able to:- 8. The students will be able to perform specialist assessment of patients and

document relevant history and examination on culturally diverse patients to include:

• Presenting or main complaint • History of present illness • Past medical and psychiatric history • Personal and family history • Forensic history • Mental State Examination

Skills o Demonstrate ability to engage patients and build rapport essential for

establishing therapeutic alliance. o Demonstrate ability to make a comprehensive assessment of patient presenting

with Substance-Related Disorders o Make assessments of substance misuse disorder in in-patient settings


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o Understand and apply specific assessment skills required to evaluate special group’s patient such as pregnant women, children and adolescents, elderly patients as well as patients with Learning Disabilities.

o Make assessments of mental capacity especially with reference to intoxication

9. The student will demonstrate the ability to planed and proved evidence based nursing intervention in the context of the clinical management plan. This will include the ability to develop and document an investigation plan including appropriate screening, assessment and psychological investigations and then to construct a comprehensive treatment plan addressing biological, psychological, spiritual and socio-cultural domains Knowledge

o Demonstrate knowledge of the systemic complications of substance misuse and its treatments

o Demonstrate in-depth knowledge of psychosocial and pharmacological management and evidence based nursing intervention of: Cannabis – Related Disorders Sedatives/Hypnotics – Related Disorders Stimulant – Related Disorders Alcohol – Related Disorders Opioids – Related Disorders

o Knowledge of the full range of providers of substance misuse services and their

role within local and national treatment systems Skills

• For all students: o Ability to planed and proved evidence based nursing intervention for

Medically Supervised Withdrawal for patients with: Opioids – Related Disorders Alcohol – Related Disorder Other Substance -Related Disorders

o Demonstrate competence in management of in-patient treatment of Substance -

Related Disorders

10. Based on a comprehensive assessment, the student will demonstrate the ability to comprehensively assess and document patient’s potential for self-harm or harm to others. This would include an assessment of risk, knowledge of involuntary treatment standards and procedures, the ability to intervene effectively to minimise risk and the ability to implement prevention methods against self-harm and harm to others. This will be displayed whenever appropriate, including in emergencies Skills


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o Demonstrate an understanding of principles of harm minimisation and apply these in practice

o Initiate and maintain a care plan, understanding the role of boundaries and the involvement of a broad range of agencies, including the concepts of social inclusion and through-care

11. Based on a comprehensive assessment, the student will demonstrate the ability to

conduct therapeutic interviews; that is to collect and use clinically relevant material. The student will also demonstrate the ability to conduct a range of individual, group and family therapies using evidence based standard accepted models and to integrate these psychotherapies into everyday treatment, including biological and socio-cultural interventions Knowledge

o Demonstrate understanding and clinical application of specific nursing and psychological treatments e.g. Motivational Enhancement Therapy, Relapse Prevention

12. Demonstrate effective communication with patients, relatives and colleagues. This

includes the ability of the student to conduct interviews in a manner that facilitates information gathering and the formation of therapeutic alliances by

o ability to establish and maintain working relationships and understand the needs of families and carers

o treat patients as individuals and respect their dignity o Work in partnership with patients o Work with colleagues in the ways that best serve patients’ interests

13. To demonstrate the ability to work effectively with colleagues, including team

working Skills

o Ability to work closely with colleagues in the Multi-Disciplinary Team (MDT) and external statutory/non-statutory agencies

14. Develop appropriate leadership skills Knowledge

o Understand appropriate assumption, delegation and devolvement of responsibility

o Demonstrate a knowledge of the full range of providers of substance misuse services and their role within local and national treatment systems

Skills o Review and supervise the implementation of care plans by colleagues in the MDT

Supervise and direct the MDT o Apply understanding of relationship between Substance Use Disorder, mental

health and social problems in service design


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Explain the roles of the professional nurse in caring for patients and families experiencing substance use disorders and mental health problems, Understand Main References:

14. Essentials of psychiatric mental health nursing: concepts of care in evidence-based practice / Mary C. Townsend, 7th Edition. F. A. Davis - Integration Titles, 10/2016.

15. Applied Cognitive and Behavioural Approaches to the Treatment of Addiction: A Practical Treatment Guide1st Edition

16. Psychiatric Interviewing: The Art of Understanding: A Practical Guide for Psychiatrists, Psychologists, Counselors, Social Workers, Nurses, and Other ... Professionals, with online video modules, 3e 3rd Edition

17. Advanced Practice Psychiatric Nursing, Second Edition: Integrating Psychotherapy, Psychopharmacology, and Complementary and Alternative Approaches Across the Life Span 2nd Edition by Kathleen Tusaie PhD APRN-BC (Editor), Joyce J. Fitzpatrick PhD MBA RN FAAN (Editor)

18. Motivational Interviewing: Helping People Change, 3rd Edition (Applications of Motivational Interviewing) Sep 7, 2012, by William R. Miller and Stephen Rollnick (Editors)

19. The ASAM Principles of Addiction Medicine Fifth Edition by Dr. Richard K. Ries MD FAPA FASAM (Author), Dr. David A. Fiellin MD (Author), Dr. Shannon C. Miller MD FASAM DFAPA (Author),

20. The ASAM Essentials of Addiction Medicine Second Edition by Abigail Herron (Author), Dr. Timothy Koehler Brennan MD MPH (Author)

21. The American Society of Addiction Medicine Handbook of Addiction Medicine 1st Edition by Darius Rastegar (Author), Michael Fingerhood (Author)

22. The Addiction Treatment Planner: Includes DSM-5 Updates 5th Edition by Robert R. Perkinson (Author), Arthur E. Jongsma Jr. (Author), Timothy J. Bruce (Author)

23. The Addiction Progress Notes Planner (PracticePlanners) 5th Edition by David J. Berghuis (Author), Arthur E. Jongsma Jr. (Author)

24. Diagnostic and Statistical Manual of Mental Disorders, 5th Edition: DSM-5Paperback – 2014 by A.P.A [American-Psychiatric-Association]

25. Stahl's Essential Psychopharmacology: Neuroscientific Basis and Practical Applications 4th Editionby Stephen M. Stahl (Author), Nancy Muntner (Illustrator)

26. Manual of Clinical Psychopharmacology (Schatzberg, Manual of Clinical Psychopharmacology) 8 Revised Edition by Alan F. Schatzberg (Author), Charles DeBattista (Author

https://www.amazon.com/s/ref=dp_byline_sr_book_1?ie=UTF8&text=Kathleen+Tusaie+PhD++APRN-BC&search-alias=books&field-author=Kathleen+Tusaie+PhD++APRN-BC&sort=relevancerank





https://www.amazon.com/s/ref=dp_byline_sr_book_2?ie=UTF8&text=Dr.+David+A.+Fiellin+MD&search-alias=books&field-author=Dr.+David+A.+Fiellin+MD&sort=relevancerank



https://www.amazon.com/s/ref=dp_byline_sr_book_1?ie=UTF8&text=Abigail+Herron&search-alias=books&field-author=Abigail+Herron&sort=relevancerank



https://www.amazon.com/s/ref=dp_byline_sr_book_1?ie=UTF8&text=Darius+Rastegar&search-alias=books&field-author=Darius+Rastegar&sort=relevancerank

https://www.amazon.com/s/ref=dp_byline_sr_book_2?ie=UTF8&text=Michael+Fingerhood&search-alias=books&field-author=Michael+Fingerhood&sort=relevancerank




https://www.amazon.com/Timothy-J.-Bruce/e/B00EQQ6SUA/ref=dp_byline_cont_book_3




https://www.amazon.com/s/ref=dp_byline_sr_book_1?ie=UTF8&text=A.P.A+%5BAmerican-Psychiatric-Association%5D&search-alias=books&field-author=A.P.A+%5BAmerican-Psychiatric-Association%5D&sort=relevancerank

https://www.amazon.com/Stephen-M.-Stahl/e/B003DO4CE0/ref=dp_byline_cont_book_1

https://www.amazon.com/s/ref=dp_byline_sr_book_2?ie=UTF8&text=Nancy+Muntner&search-alias=books&field-author=Nancy+Muntner&sort=relevancerank

https://www.amazon.com/s/ref=dp_byline_sr_book_1?ie=UTF8&text=Alan+F.+Schatzberg&search-alias=books&field-author=Alan+F.+Schatzberg&sort=relevancerank




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A. Clerkship Manual (Advanced Nursing Practice Concentration) Introduction The clerkship training is aimed at providing point of care learning experiences, which will assist the students to become confident and caring, with the ability to think critically to apply their knowledge and skills in the best interest of their patients who might suffer from Substance-Related Disorders and/or other addictive disorders. The clerkships program is designed to guide the Nursing trainee to gain the proper understanding of addiction psychiatry care concepts, to decide their choice of clinical specialty, to continue successfully in their lifelong learning and practice and to meet their responsibilities to patients and the society. Structure for Addiction Nursing Practice concentration During their clinical clerkship, students who have opted for nursing concentration, For MSc in Advanced Nursing Practice, clinical clerkship is obligatory. Clinical clerkship is for 15 weeks each during third and another 15 weeks in the fourth semesters, during which students will be assigned primarily to clinical rotations in Erada center for treatment and rehab. This includes one session where they will have an OSCE type examination. Each student’s Clinical Practice experience will be in the following sections: Detoxification Program

• In-patient Program • Partial Program • Intensive Outpatient Program • Female in patient program • Female detoxification program • Female Intensive Outpatient Program • Neuromodulations program.

The roles of the student nurses will be closely linked to the CLO for the modules titled Clerkship in Addiction Nursing Practice (AD914N- 915N) Role of the Affiliated Hospitals A formal affiliation agreement between DMC and Erada center for treatment and rehab exists for the purpose of establishing a clinical training program for the MSc (Advanced Nursing Practice) second year students. Erada center for treatment and rehab accept qualified students into organized, patient-based teaching programs and provide additional instruction with pertinent lectures, conferences, ward rounds and seminars. The college budgets a specified sum of money to help defray the expenses incurred in running the teaching program at Erada center for treatment and rehab; provides professional liability insurance coverage for all its students; ensures that all students fulfill health care requirements required by Erada center for treatment and rehab.


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As per DMC’s standards, Erada center for treatment and rehab must demonstrate a continuing commitment to medical education and furnish the necessary infrastructure to provide a successful clinical training program: integrating medical students into the health care team, providing access to the library and other ancillary facilities and supervising involvement with patients.

B. Clinical Clerkship Rotation Modules Third & Fourth Semester

Major Clerkships Total contact hours

Sessions Credit Hours

AD-OP-C Outpatient program • Partial Program • Intensive Outpatient

Program

45 15 1

AD-DTX-C Detoxification program • Male • Female

45 15 1

AD-REHIN-C In-patient rehabilitation Program • Male • Female

45 15 1

AD-NMD-C Neuromodulations program 6 2 1 AD-OP-C Rehabilitation programs 18 6 AD-FM-C Family program 18 6 OSCE 3 1 Total No of Credit Hours 180 hours 60

sessions 4

credits Supervision of the Clerkships DMC has a formal administrative and academic structure for conducting its clinical program at Erada center for treatment and rehab. DMC appoints a clerkship coordinator (from Clinical faculty of DMC) oversees the scheduling of rotations, delineates holidays and vacation time, administers examinations provided by DMC, and determines the scope of student activities, deals with student concerns. Another coordinator from DMC will coordinate the transport and availability of students and their communication about sessions. The clinical coordinator reviews the overall clerkship program and transmits the data to the coordinator at the preclinical phase about the time of their visits to the hospital.


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Role of Preceptors in Clinical Clerkship The teaching cornerstone of the core rotation is the professional relationship between the student and the attending preceptors. Many hours per week are spent in small group discussions involving students and their clinical preceptors as they make bedside rounds. Together, they discuss the patient’s diagnosis, treatment and progress.

1. Orient student to site, policies, and procedures 2. Facilitate informal, collaborative, respectful learning environment 3. Be a positive and effective role model 4. Provide learning experiences with appropriate patients 5. Provide on-going feedback 6. Pace learning experiences to meet student needs 7. Direct student to resources, readings 8. Notify faculty of concerns about student’s behavior, work, or progression 9. Provide evaluation data to clerkship supervisor.

Description of Activities: Each Student has to complete compulsory all clerkship in the fourth semester. The students should attend the clerkships in rotation. Each student has to attend 6 weeks of compulsory clerkship in rotation. The student has to report to the preceptor of their respective area of clerkship. The students are expected to become an active member of the team. The students will be monitored by the Clinical teaching staff assigned by the DMC. During the 6-week rotations students are required to actively participate in patient care as outlined below:

7. Attend rounds with assigned clinical team. 8. Monitor patients assigned by preceptor. In this regard, you will be required to maintain a

patient specific document to record patient database information, drug therapy problems, monitoring, parameters, recommendations, and follow-up.

9. Meet with preceptor daily for discussion session that may include: a. Giving informal oral presentation of assigned patients to preceptor and fellow

students. b. Provide daily update to preceptor and fellow students on patients they are

following. c. Discusses/complete reading material assigned previously by preceptor

10. Conduct at least 2 patient interviews during the rotation 11. Students have to report minimum 5 cases and 3 cases in each compulsory clerkship

rotation respectively. 12. Supply drug information question assigned by preceptor. (Don’t offer any information to

clinical team that requires interpretation or judgment without first reviewing your response with your preceptor).


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C. Grading Policy: Clerkship is evaluated based on clerkship evaluation (continuous) and final evaluation (case presentation and written report) with 60% and 40% marks respectively (see the evaluation forms). Students must obtain at least 60% marks in each clerkship. Students who fail to secure at least 60% marks in clerkships, have to repeat the respective clerkship during next six months. If the student again fails to secure at least 60% marks in clerkship, she will be withdrawn from the college. D. Rules of Training

♦ Attendance: Attendance of this course is compulsory. Students must compensate all missed work during absence.

♦ Professional Demeanour: Professional conduct must be maintained appropriately.

Students should wear a clean white lab coat with a badge at all time to prove that the student follows Dubai Medical College. Pants and open skirts are not allowed. Comfortable shoes are preferred.

♦ Confidentiality and Working with Patient’s Records

o The patient's medical record is a personal file which is to be properly respected and kept confident at all times. Under no circumstances should information about a patient be discussed outside the hospital with anyone than fellow health professionals.

o Charts are to be reviewed in their assigned area (patient care unit or medical record department) and are not to be removed from the location.

o When utilizing charts please return chart back to their proper storage area (chart rack on wards and appropriate personnel in medical record).

o The patient charts are very often utilized by health care providers and must be given to them when needed, e.g. when the patient is going for x-ray the chart must accompany him. Please do not write in any section of the chart, but if you have any concerns communicate to your preceptor.

♦ Courtesy

o Participation in the rounds and clinics is conducted for the purpose of reviewing patient’s care and teaching students. Good behavior is required during rounds and clinic. Questions concerning patient cases should be postponed until after the case presentation of the patient.

o Common rules of courtesy should be observed in dealing with Students should deal with all employees (nurses, receptionists, housekeepers, and other personnel) of the hospitals and clinics with respect.

o Reviewing patient charts should not interfere with the normal care and medical work-up scheduled for the patient.

♦ Immunization and Health Insurance: As per the requirement of the hospital for health

care professionals (UAE)


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PATIENTS' CASE MANUAL


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ERADA Guest Client Medical Assessment Template

At Erada a patient is addressed as Guest Client. Please find in the following pages, the template for the medical assessment of a guest client attending to Erada for the first time. They will be given an outline of what to expect for the assessment being primarily divided into four sections

• Medical and psychosocial history, • substance abuse history, • targeted standardized assessments and • Physical examination.

Appropriate time will be taken to gain a comprehensive picture of the guest clients’ overall health picture prior to engagement with Erada. Wellness breaks will be offered and refreshments arranged to break the session into manageable parts to avoid fatigue or disengagement by the guest client. Appropriate flexibility is allowed in the template used to allow for physician independence whilst ensuring consistency in approach. It is expected that the map will have sufficient experience and clinical skills to be able to undertake the assessment with minimal reference to the protocol and minimal note taking during the assessment. To enhance the experience for the guest client it should not become an exercise in form filling and box ticking in front of the guest client. Rather the protocol should be largely completed after the guest client has left the office. Based on the results of this, relevant further investigations will be scheduled such as blood testing, radiology tests or other investigations as deemed appropriate. A comprehensive report with a summary front cover will be prepared by the MAP for MDT discussion. Please find the contents of the MAP assessment in the following pages.


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Pages to be completed by Primary Nurse Guest Client Details

Name Address

Mobile Source referral

Email Religion

QID

File Number

HC No. Nationality

Date / place of birth Age and sex

Next of Kin contact details: 1 2 Name

Contact number

Relationship

Medical assessment physician completing this assessment; XXX Date/Time of assessment XXX


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Summarized overview of this guest client

Summary paragraph to illustrate case – include – name, age, married kids. Main reason present to Erada, main physical/mental health issues, basis of presentation= first? Voluntary? Etc, prev tx

ASAM Withdrawal risk

level

ASAM level of

care

WHODAS CIWA-AR COWS DASS 42

RISK ASSESSMENT

To Self:

To Others:

Medical Risks:

Frequency Vitals:

Frequency Withdrawal assessment:

Level observation required:

Summary Substance Abuse

Substance Duration Use Quantity Frequency Last used ASSIST

Risk level

Significant lab results back or pending investigations:


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Assessment Determination

Clinical lead psychiatrist post assessment

Care Advocate

Eligible for care under Erada

ASAM Level of care required today

No intervention Referral on to other agency Early Intervention Outpatient Services Intensive Outpatient Partial Hospitalization Clinically-Managed Low-Intensity Residential Clinically-Managed Med-Intensity Residential Clinically-Managed High-Intensity Residential Medically-Monitored Intensive Inpatient Medically-Managed Intensive Inpatient

Location care to be provided initially

Background for initial care decision

Withdrawal assessment tool and frequency

Vital signs frequency

Other instructions on admission

Note: Care advocate will coordinate MDT appointments to see guest client post initial intake. Clinical care will pass to clinical lead psychiatrist at initial intake meeting

Medication changes post assessment Indication Medication Dose Frequency Duration


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Summary of abnormal findings Stable or no concerns Needs further assessment

but should not impede treatment

Unstable / Needs active managment

Ophthalmology

Oral

Ears

Nose

Head and Neck

Respiratory

Gastrointestinal

Cardiology

Musculoskeletal

Neurology

Psychiatric / Substance issues Other


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Wellness goals (A: Importance, B: Impact on life as a %): SAMHSA dimension A B

Emotional

Financial

Social

Spiritual

Occupational

Physical

Intellectual

Environmental

1. Emotional: What change in your current life would help you cope effectively with life

and enjoy positive relationships with others? 2. Financial: What might help improve your financial situation at the moment? 3. Social: What would make you feel more connected to and supported by family and

friends? 4. Spiritual: What would help you find purpose and meaning in life? 5. Occupational: What type of job or pastime would you ideally like to have? 6. Physical: What changes would help make you more physically active, eat and sleep

better? 7. Intellectual: What are you good at doing? What would help you develop your skills or

knowledge? 8. Environmental: What changes would you make in your environment that would

improve your life?


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Wellness Goals Scale

A) On this scale of 0 – 100, where 0 is not important to achieve this at all and 100 is that it is vital to achieve this goal, please mark ‘A’ on the scale to show how important you think achieving this goal is at this stage in your life.

B) On this scale of 0 – 100 where 0 is no impact at all on current life and 100 is having a huge impact on your life mark ‘B’ on the scale to show the influence of this issue at this stage of your life.

1.

2.

3.

4.

5.

6.

7.

8.


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Investigations Required R= Risk demonstrated in history F= Family history prompts review P= Previous history of abnormalities in this system S= Symptom or sign of concern noted

Dept. Type Why? R, F, P, S or free text

Phle

boto

my

Admission panel: FBC, U&E. LFT, Coag, Amylase, iron profile TFT, Lipids, Fasting Glucose, HBA1C, viral screen (BBV), CRP

Basic admission bloods

PSA

Tox Screen

Medication Titers

Other

Urin

e

Chlamydia & Gonorrhea

Drug Screen

Pregnancy

Radi

olog

y

CXR

PFA

Joint

Other

ECG

SPIROMETRY


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Nurse initial documentation of Substance Abuse Perform ASSIST assessment here – English and Arabic versions available http://www.who.int/substance_abuse/activities/assist_3.1_arabic.pdf?ua=1 http://www.who.int/substance_abuse/activities/assist_v3_english.pdf?ua=1

Current Use

How do you feel just before you use?

Any signs of withdrawal when you don't use?

Do you use after fights or disagreements?

Do you use with others or alone?

What do you like about using,

Not like about using? Do you have blackouts?

Do you find it takes more to get "buzzed" or "high" than it used to?

Do you find yourself using much more than you intended to?

Family History: Family history of abuse, treatment, relatives you used with Is this your first time seeking treatment? Was it of your own choice or were you obliged to attend? Referral Source: On a scale of 1-10 how interested are you in overcoming your addiction? Why did you come today? Stage in cycle of change – precontemplative, contemplative, action, preparation, maintenance

http://www.who.int/substance_abuse/activities/assist_3.1_arabic.pdf?ua=1

http://www.who.int/substance_abuse/activities/assist_v3_english.pdf?ua=1


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Substance abuse treatment history

Substance Where When Type Aftercare plan

Meetings? Type, duration, difficulties

Relapse causes Triggers

Tobacco

Alcohol

Marijuana

Cocaine

Heroin

Amphetamines

Barbiturates

Prescription drugs,

Hallucinogens

Inhalants


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Nurse assessment - Alcohol Withdrawal Assessment Scoring (CIWA - Ar)

Anxiety - Rate on scale 0 - 7 Agitation - Rate on scale 0 - 7 0 - no anxiety, patient at ease 0 - normal activity 1 - mildly anxious 2 3

1 - somewhat normal activity 2 3

4 - moderately anxious or guarded, so anxiety is inferred 5 6

4 - moderately fidgety and restless 5 6

7 - Equivalent to acute panic states seen in severe delirium or acute schizophrenic reactions.

7 - paces back and forth, or constantly thrashes about

Paroxysmal Sweats - Rate on Scale 0 - 7. 0 - no sweats

Orientation and clouding of sensorium - Ask, “What day is this? Where are you? Who am I?” Rate scale 0 - 4

1- barely perceptible sweating, palms moist 0 - Oriented 2 3

1 – cannot do serial additions or is uncertain about date

4 - beads of sweat obvious on forehead 5

2 - disoriented to date by no more than 2 calendar days

6 3 - disoriented to date by more than 2 calendar days

7 - drenching sweats

4 - Disoriented to place and / or person

Nausea/Vomiting - Rate on scale 0 - 7 Tremors - have patient extend arms & spread fingers. Rate on scale 0 - 7.

0 - None 0 - No tremor 1 - Mild nausea with no vomiting 2 3

1 - Not visible, but can be felt fingertip to fingertip 2 3

4 - Intermittent nausea 5 6

4 - Moderate, with patient’s arms extended 5 6

7 - Constant nausea and frequent dry heaves and vomiting

7 - severe, even w/ arms not extended


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Tactile disturbances - Ask, “Have you experienced any itching, pins & needles sensation, burning or numbness, or a feeling of bugs crawling on or under your skin?”

Auditory Disturbances - Ask, “Are you more aware of sounds around you? Are they harsh? Do they startle you? Do you hear anything that disturbs you or that you know isn’t there?”

0 - none 0 - not present 1 - very mild itching, pins & needles, burning, or numbness

1 - Very mild harshness or ability to startle

2 - mild itching, pins & needles, burning, or numbness

2 - mild harshness or ability to startle

3 - moderate itching, pins & needles, burning, or numbness

3 - moderate harshness or ability to startle

4 - moderate hallucinations 4 - moderate hallucinations 5 - severe hallucinations 5 - severe hallucinations 6 - extremely severe hallucinations 6 - extremely severe hallucinations 7 - continuous hallucinations 7 - continuous hallucinations

Visual disturbances - Ask, “Does the light appear to be too bright? Is its color different than normal? Does it hurt your eyes? Are you seeing anything that disturbs you or that you know isn’t there?”

Headache - Ask, “Does your head feel different than usual? Does it feel like there is a band around your head?” Do not rate dizziness or lightheadedness.

0 - not present 0 - not present 1 - very mild sensitivity 1 - very mild 2 - mild sensitivity 2 - mild 3 - moderate sensitivity 3 - moderate 4 - moderate hallucinations 4 - moderately severe 5 - severe hallucinations 5 - severe 6 - extremely severe hallucinations 6 - very severe 7 - continuous hallucinations 7 - extremely severe

0 – 9: absent or minimal withdrawal 10 – 19: mild to moderate withdrawal More than 20: severe withdrawal


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Nurse Assessment - Clinical Opiate Withdrawal Scale (COWS) Resting Pulse Rate: (record beats per minute) Measured after patient is sitting or lying for one minute 0 pulse rate 80 or below 1 pulse rate 81-100 2 pulse rate 101-120 4 pulse rate greater than 120

Sweating: over past ½ hour not accounted for by room temperature or patient activity.

0 no report of chills or flushing 1 subjective report of chills or flushing 2 flushed or observable moistness on face 3 beads of sweat on brow or face 4 sweat streaming off face

Restlessness Observation during assessment 0 able to sit still 1 reports difficulty sitting still, but is able to do so 3 frequent shifting or extraneous movements of legs/arms 5 Unable to sit still for more than a few seconds

Pupil size 0 pupils pinned or normal size for room light 1 pupil possibly larger than normal for room light 2 pupils moderately dilated 5 pupils so dilated that only the rim of the iris is visible

Bone or Joint Aches If patient was having pain previously, only the additional component attributed to opiates withdrawal is scored

0 not present 1 mild diffuse discomfort 2 patient reports severe diffuse aching of joints/ muscles 4 patient is rubbing joints or muscles and is unable to sit still because of

discomfort


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Runny nose or tearing Not accounted for by cold symptoms or allergies 0 not present 1 nasal stuffiness or unusually moist eyes 2 nose running or tearing 4 nose constantly running or tears streaming down cheeks

GI Upset: over last ½ hour 0 no GI symptoms 1 stomach cramps 2 nausea or loose stool 3 vomiting or diarrhea 5 Multiple episodes of diarrhea or vomiting

Tremor observation of outstretched hands 0 No tremor 1 tremor can be felt, but not observed 2 slight tremor observable 4 gross tremor or muscle twitching

Yawning Observation during assessment 0 no yawning 1 yawning once or twice during assessment 2 yawning three or more times during assessment 4 yawning several times/minute

Anxiety or Irritability 0 none 1 patient reports increasing irritability or anxiousness 2 patients obviously irritable anxious 4 patient so irritable or anxious that participation in the assessment is difficult

Gooseflesh skin 0 skin is smooth 3 piloerrection of skin can be felt or hairs standing up on arms 5 prominent piloerrection

Total scores Clinical Opiate Withdrawal Scale (COWS)

5-12 = mild 13-24 = moderate 25-36 = moderately severe >36 = severe withdrawal


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Guest client to complete DASS 42 This is to be completed by the guest client


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DASS 42 in Arabic


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Guest Client to complete WHODAS 2.0


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Past Medical history and current undiagnosed symptoms

Condition Date diagnosis

& By whom

Past Treatments Current treatment Current status

Allergies Agent When Presentation Hospitalized? True (T) allergy

or side effect (SE)


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Medications (including OTC/Herbal)

Drug Dose Frequency Indication Start date Side effects

Compliance

Past Surgical History

Operation When Indication Complications? Success? Follow up plan

Past Blood transfusions? Yes / No Reactions? Yes / No Social History Status Married Single Separated Divorced

Widowed

Partner

Age

Health status

Children

Sex

Age

Health status

Occupation

Current

By training

Previous

Accommodation

Family support

Other support

Education level


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Family history Including Cancer, Heart disease, Diabetes, Asthma, Mental illness, High blood Pressure, Stroke, Kidney disease, Alcoholism, Birth defects, Learning disabilities, Vision or hearing loss

Father

Mother

Siblings

Paternal Aunts / Uncles

Maternal Aunts / Uncles

Psychiatric History

Condition When and by whom Dx Treatment Current status DSM - IV

Forensic History

Past

Current


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Systems Review Cardiovascular

Chest pain, pressure Shortness breath Orthopnea PND Palpitations Oedema PVD signs

Neurological Headaches Sensory issues Dizzy spells Faints, seizures, blackouts Weakness, numbness Sleep issues Ataxia, tremors Concentration, memory

Respiratory Persistent cough, productive, blood Wheeze, Shortness of breath Sleep apnea Fevers, night sweats Recent CXR

Genitourinary Incontinence Lower urinary tract symptoms Haematuria Genital rash, discharge etc Sexual health Menstruation issues

Gastrointestinal Weight change Appetite loss Abdominal pain, discomfort Bloating Nausea, vomiting Change in bowel habit Incontinence Abnormal stool

Endocrine Fatigue Hand tremor Neck swelling Hot/cold intolerance

Haematological Easy bruising, prolonged bleeding Nodal swelling History DVT, PE Fevers, shakes, shivers

Rheumatological Joint pain, stiff, swelling Dry eyes, mouth Skin rashes Back, neck pain

Expand on symptoms noted above:


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Physical Examination

Vital Signs

Stable or no concerns Needs further assessment but should not impede treatment

Unstable / Needs active managment

BP both arms Lying

Right

Left

Standing

Heart rate (BPM)

Respiratory Rate

Pulse Oximetry %

Temperature (oC)

Blood glucose- random pin prick test

Weight (Kg)

Height (M)

BMI (Kg/M2)

Waist circumference (CM)

Exercise Vital sign 0-4


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Eyes Right Left Acuity with Snellen chart 6 / 6 /

Diplopia?

Visual fields

Eyebrow- quantity and distribution normal?

Eyelids- ectropion. Entropian, ptosis?

Conjunctiva and sclera

Cataract?

Iris

Pupil size

Pupil reflex Direct Indirect Accommodation

Extraocular movements

Fundi

Nose Right Left External surface Inside

Head

Skull , scalp issues Hair issues Facial lesions, asymmetry etc


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Mouth and Pharynx

Lips

Oral mucosa

Palates

Tongue and floor of mouth

Pharynx

Tonsils

Gross dental state

Neck

Dermatological lesions of neck

Neck movements – Flex, Ext, Rotate, Lateral

Cervical chain lymph nodes

Thyroid Gland

Ears

Right Left External structure

Canal

Eardrum

Hearing


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Cranial Nerves Assessment test Results 1) Olfactory (CN I) Smell Not assessed 2) Optic (CN II)

Acuity, Fields, Fundi

3) Oculomotor (CN

III) 4) Trochlear (CN V)

Pupils shape size Light reflex Eye movements Ptosis Convergence

5) Trigeminal (CN V)

Corneal reflex Not assessed Facial sensation Motor- temporalis -clench Motor -Masseters- keep mouth open Jaw jerk

7) Facial (CN VII)

Taste anterior 2/3 Not assessed Facial asymmetry Drooping corner of mouth, Nasolabial fold intact Forehead wrinkles intact Motor

• Look up and wrinkle • Close eyes tight, • Show teeth , • Blow out cheeks

8) Vestibulocochlear (CN VIII) Whisper 66,100 Rinne's

Weber's

9) Glossopharyngeal (CN IX)- tested together with CN X

10) Vagus (CN X)

Voice hoarse, nasal? Uvula positioning 'Agh ' soft palate move, Swallow? (gag) Taste from both (post 1/3 in IX) Not assessed

11) Spinal Accessory (CN XI)

Shrug shoulders, press down (traps) Feel bulk of Traps, Examine from behind- any atrophy Turn head to side against resistance (SCM)

12) Hypoglossal (CN XII)

Listen to articulation Inspect tongue at rest in mouth (Wasting, fasciculation)

Stick tongue out


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Back

Vertebral alignment (Kyphosis, Scoliosis etc)

Dermatological lesions

Lungs Tactile fremitus Percussion Auscultation

• Crepitation Fine/Coarse = CF / CC • Wheeze = W

Cardiovascular

Anterior thorax inspection Cardiac auscultation Carotid auscultation Jugular venous pulsations Radial radial delay? Radial femoral delay? Radial pulse rhythm Radial pulse strength Lower limb pulse assessment PP, DP, PT

Varicosities?


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Gastrointestinal

Abdominal visual inspection

Auscultation (Bowel sounds, Bruit-renal/aortic)

Liver span (normal is 6-12cm)

Spleen findings

Abdominal palpation findings

Aortic palpation findings

Inguinal lymph node assessment

Limb assessment

Right Upper Left Upper Right Lower Left Lower Visual inspection

Nail inspection findings

Gross joint findings • Shoulder • Elbow • Wrist • MCP/PIP/DIP • Hip • Knee • Ankle


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Motor Neurological

0 No muscle contraction is detected

1 A trace contraction is noted in the muscle by palpating the muscle while the patient attempts to contract it.

2 The patient is able to actively move the muscle when gravity is eliminated.

3 The patient may move the muscle against gravity but not against resistance from the examiner.

4 The patient may move the muscle group against some resistance from the examiner.

5 The patient moves the muscle group and overcomes the resistance of the examiner. This is normal muscle strength.

Root level Nerve Muscle group

ACTION Movements are all done against resistance

Right Left

Pronator drift? ?upper motor neuron weakness

C5 Axillary Deltoid Outstretched arms raise

C5/6 Musculocutaneous Biceps Flex C6/7 Radial Triceps Extend C6/7 Radial Forearm extensors Wrist extend

C8 Median Forearm flexor and intrinsic hand Grip strength

T1 Ulnar Intrinsic hand Finger abduction

C8/T1 Median Thenar Thumb opposition L2/L3 Femoral Iliopsoas Hip flexion L4/L5 Gluteal Gluteus maximus Hip extension L2/L3/L4 Multiple nerves Adductors Hip ADduction

L4/L5/S1 Multiple nerves Gluteus min and maximus Hip ABduction

L3/4 Femoral Quadriceps Knee extension L5/S1 Sciatic Hamstrings Knee Flexion

L4/L5 Peroneal Anterior compartment Ankle dorsiflexion

S1/S2 Tibial Posterior compartment Ankle plantar flexion


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Sensory Neurological

Pain- “Sharp or dull?” Indicated abnormalities detected only on map with X

Light Touch Indicated abnormalities detected only on map with X

Vibratory touch 128mhz DIP thumb

PIP great toe

Joint position sense Upper limb

Lower limb

Reflexes + weak ++ normal +++increase Compared to opposite side

Right Left

Biceps reflex (CS, C6) Triceps reflex (C6, C7) Knee (Patellar) reflex (L2, L3, L4) Ankle (Achilles) reflex (S1) Plantar (Babinski) response (LS, S1)


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Cerebellar neurological assessment

Co ordination • Heal to toe test • Finger to nose test

Past pointing Intention tremor Nystagmus –fast phase to lesion side Ataxia- broad base, fall to side of lesion Rebound Dysdiadochokinesis Scanning speech Romberg test 30 seconds - positive will inform is sensory ataxia rather than cerebellar ataxia

Mental state Examination

Appearance

Behaviour Eye contact, rapport, cooperative, movements..

Mood Reactive, Angry, elated. Irritated, depressed etc

Affect

Speech Rate, tone, loudness, content, clarity etc

Cognition

Thoughts (content and form)

Perception (delusions/hallucinations)

Insight and judgement

Evidence of risk of harm to self or others


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ASAM Criteria Decision Assessment Withdrawal Assessment Risk Level a b c d e f g h i

1-WM Ambulatory withdrawal management WITHOUT extended on site monitoring

2-WM Ambulatory withdrawal management WITH extended on site monitoring

3.2-WM Clinically managed RESIDENTIAL Withdrawal Management

3.7-WM Medically monitored INPATIENT Withdrawal Management

4-WM Medically managed INTENSIVE INPATIENT Withdrawal Management

Level of care Assessment Dimension 0.5 1 2.1 2.5 3.1 3.3 3.5 3.7 4

1 Acute intoxication and/or withdrawal potential

2 Biomedical conditions and complications

3 Emotional, Behavioural, or cognitive conditions and complications

4 Readiness to change

5 Relapse, continued use, or continued problem potential

6 Recovery / living environment

Initial Intake Meeting

Date

Time

Location


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Attendance:

MAP

Primary Nurse

Clinical Lead

Team 1 Representative (Mental health)

Team 2 Representative (Exercise)

Team 3 Representative (SW)

Occupational therapy

Further information / clarification requested: Clinical Care handed over from MAP to Clinical Lead ___________________

Clinical Lead accepting care


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SOAP Notes

Patient ID: Date:

Subjective………………………………………………………………………………………….

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

Objective……………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

Assessment…………………………………………………………………………………………

…………………………………………………………………………………………………………….

…………………………………………………………………………………………………………….

Plan…………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………


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Guidelines and Examples on the SOAP Format for Chart Notes

The SOAP Format: The benefits of the SOAP format are that it can be tailored to any type of study or study visit and that, if done properly, will satisfy both the medical record needs for the continuing care of the client and the source documentation requirements for the study. Below is a broad definition of the components of the SOAP format and then three examples of how it might be used in specific scenarios. • S (SUBJECTIVE): The subjective component is the client’s report of how he or she has been doing since the last visit, and this includes the current visit. Subjective comments made by client may range from no complaints (“I feel great”) to specific current complaints (“I’ve had a headache for 3 days”) to complaints that took place in the interim but have resolved (“3 weeks ago I had diarrhea for a couple of days”). For an infant’s record, the subjective component would include the mother’s (or caretaker’s) observations. Again, these may range from no complaints (“The baby is happy and healthy”) to a specific current complaint (“the baby’s been fussy lately”) to a complaint that has resolved (“the baby had a nappy rash, but it’s all better now”). The client should be asked directed questions about any complaints – current or reportedly resolved -- and ask appropriate follow-up questions and document all responses.

Reports of compliance with specific treatment regimens – whether study-related or not – should also be included here: “How much of your study medication did you take since your last visit? Did you miss any doses? Why?” or “At the last visit, you were given antibiotics for pneumonia. Do you have any pills left?”

• O (OBJECTIVE): The objective component is straightforward and includes vital signs (temperature, blood pressure, pulse, and respiration), documentation of the physical examination that was done, and results of laboratory or other studies that may be done during the course of this visit. For a client with no complaints, the physical exam may be limited to meet study-specific needs. For a client with a complaint, an appropriate focused physical exam should be completed in addition to or instead of the study-specific exam. • A (ASSESSMENT): For this component, the clinician pulls together the subjective information gathered during the interview with the client and the objective findings of the physical exam (and, possibly, laboratory or other study results) and consolidates them into a short assessment: “This is a 26-year old woman here for a routine HPTN microbicide study visit; there are no clinical problems today” or “This is a 22-year old pregnant woman, 26 weeks gestation by physical exam, here for a non-study visit due to chief complaint of increased nausea for 1 week and vomiting for 2 days” or “This is a 46-year old HIV-infected man here for routine HPTN study visit with increased fatigue and pallor; blood smear is positive for malaria.” • P (PLAN): The plan should include anything that will be done as a consequence of the assessment and could include: • The collection of study-specific labs or special studies • The collection of labs or special studies to address an acute complaint • Intention to admit to the hospital


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Patient Counseling Form

COUNSELING SESSION INFORMATION:

Medication name, strength and dosage form:

Patient DOB:

Sex:

Height:

Weight:

Allergies:

Disease History:

Counseling Documentation – Please answer all questions in completely and in writing.

Do not put check marks in the boxes.


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Questions

Did you identify the patient yourself?

Did you explain the purpose of counseling?

Did you name and show the medication to the patient, verifying that the prescription was

filled correctly?

Question: What did the prescriber tell you the medication is for?

Question: How did the prescriber tell you to use the medication?

What route, how much, how often and when?

Taken with or without food?

Duration of therapy?

What to do if a dose is missed?

Question: What did the prescriber tell you to expect?

Therapeutic effects?

Potential side/adverse effects?

Precautions?

Final Verification: Just to be sure I did not leave anything out; please tell me how you

are going to take your medication.

Question: What are some questions you might have related to your drug therapy?


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STUDENT EVALUATION FORMS Clinical Rotation Evaluation Form

It may be based on all or some of the following, depending upon the rotation: Preceptors will complete the following for each rotation Student name……………………………ID…………………………………. 1. Clerkship Evaluation

Sr.#

Competency Marks out of 5 Week1 Week2 Week3 Week4

1. Professional Behavior

2. Reviewing patients charts

3. Utilizes appropriate drug information resources

4. Critically evaluates drug information sources

5. Communicates effectively with other health care professionals

6. Communicates effectively with patients

7. Effectively take part in patient education

8. Effectively presents patient cases, therapeutic discussions to preceptor

9. Completes assignments that are clearly written and referenced

10. Consults and chart notes are clearly written and appropriate

11. Routinely and accurately documents therapeutic interventions

12. Ethical considerations

Total Marks out of 60


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2. Final Evaluation (At the end of clerkship)

No.

Criteria Total mark

1 Case Presentation and Viva 30

2 Written Report 10

Total 40

Remarks……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

Name & Signature of Evaluator________________________________

Case Presentation Evaluation S. No Competency Marks (Out of 30)

1. Organization & Communication skills (10)

2. Content: Crucial Past History, Symptoms Described, Objective Data, Assessment, Plans for Action, Consultation of appropriate sources for plans

(10)

3. Response to Questions (10)

Total (Out of 30)


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Evaluation of Clerkship Site by Students Site: ____________________ Key: 5: Strongly agree 4: agree 3: True sometime 2: Disagree 1: Strongly disagree Sr. #

Parameters 5 4 3 2 1

1. I was assigned with a team of specialists for daily round

2. I had free access to patient medication record

3. I had free access to patients for interview and counseling

4. I was encouraged to participate in discussion regarding patient's medication

5. I was assigned topics for preparation and discussion regarding medication

6. I had free access to learning resources like library

7. Specialists/consultants/preceptors were sufficiently accessible

8. Specialists/consultants/preceptors spent sufficient time with me to guide me

9. Specialists/consultants stimulated problem solving through interaction

10. The preceptors treated me with respect 11. Taught me things I did not already know 12. Provided me with feedback on my

performance

13. Training SITE was conducive to learning 14. The site provided sufficient opportunity for

me to meet all the General Objectives

15. Other personnel were receptive to me

Comments………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………


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RESEARCH PROJECT & DISSERTATION Introduction: This is one-year long clinic based research project conducted by the students under the supervision of DMC faculty. Each student is responsible for developing and performing their own research project. Students are encouraged to work with others in the laboratory or hospital, but they must make an active and significant contribution to the project. Students develop technical writing and oral presentation skills by writing a final report on their project, and by defending their work in a final presentation before experts. Prerequisites: Successfully completed all the courses of first & second semester Learning Outcomes On successful completion of research project and dissertation, students should be able to: CLO.1. Investigate research problems and experiment new ideas.

CLO.2. Evaluate literature critically.

CLO.3. Perform various experiments and research design independently.

CLO.4. Evaluate the appropriateness of procedures in research.

CLO.5. Draw conclusions from the research findings.

CLO.6. Organize/Report research findings in form of report/thesis.

CLO.7. Relate research findings with reported literature.

CLO.8. Defend research work to the panel of experts

CLO.9. Present research findings at various scientific platforms.

Role of Advisor: The student’s research Advisor holds the primary responsibility for providing the appropriate guidance and counsel essential to the scholarly development of the student. Students in each department are required to submit her preference to the Program Coordinator by the end of first semester. Based on the research interest and mutual consent of both students and advisor, each student is allocated to specific research advisor at the beginning of the second semester. The advisor shall supervise the student's research work and dissertation preparation and will chair the examining committee for the students’ defence of their dissertation. Dissertation & Defence Assessment Research Project is judged on the basis of the dissertation and defence. The examining committee for master’s candidates’ dissertation and defence should be composed of three members with one external member related to the field of specialization. Dissertation defence should be held only after all members of the committee have had adequate opportunity to


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review a draft of the master’s dissertation. It is the student’s responsibility to distribute copies of the dissertation to the committee members in advance of the defence. The final oral defence may be open to the public or limited in attendance to the candidate and the committee. The defence should be scheduled at least 4 weeks prior to the dissertation submission deadline. A dissertation defence consists of two parts: 1) the student presents her research in front of committee members and/or public and 2) the student responds to questions posed by members of the committee and the audience. The student and the committee members must be physically present at the defence. The results of the final oral examination for the MSc, duly signed by all the examining graduate committee members present, must be reported to the Graduate Program Coordinator within 24 hours after the examination. Students should submit the dissertation with incorporated recommendations by the examining committee before the deadline set by the college. The following evaluation tool (rubric) is used in dissertation and defence evaluation. Dissertation & Defence Evaluation

Does Not Meet Expectations

(0-50)

Meet Expectations (50-70)

Exceeds Expectations (70-100)

Marks out of 100

Scope Limited expansion upon previous research Limited theoretical or applied significance Limited publication impact

Builds upon previous research Reasonable theoretical or applied significance Reasonable publication impact

Greatly expends previous research Exceptional theoretical or applied significance Exceptional publication impact

Introduction/ Literature

Little evidence of relevant and current literature. The review of the literature is fragmented and incoherent. Little or no critical appraisal of the literature.

Good evidence of literature having been reviewed. Good attempt to critique existing literature, but the link to this project could be stronger.

Excellent coverage of relevant literature from a range of sources and journals. Highly developed critique of existing literature and it is clearly linked back to the relevance of the chosen topic.

Method Choice of method is unclear or not justified. Description of method is unclear and inadequate. Choice of data analysis is inappropriate for the

Method is appropriate, with good justification provided for it. Key aspects of the method are described but with

Method is appropriate, with excellent justification provided. All aspects of the method are described in excellent detail.


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study. some minor omissions or lack of detail. Appropriate choice of data analysis with a good justification for that choice.

Sophisticated choice of data analysis accompanied by excellent justification for that choice.

Results Presentation of data / results is unclear and inappropriate. Analysis of data is inappropriate or superficial. Analysis contains significant inconsistencies.

Presentation of the data /results is generally clear. Analysis of the data is appropriate but limited. Analysis contains some minor inconsistencies or inaccuracies.

Presentation of the data / results is exceptionally clear. Analysis is appropriate, thorough, and possibly innovative. Analysis contains no inaccuracies or inconsistencies.

Discussion/ Conclusions

Unsubstantiated or invalid interpretation of results. Little or no linking to theory or literature. Limitations of the research are not discussed or are incorrectly outlined. Considerations for further research are not discussed.

Good interpretation of results in relation to the study’s aims. Clear references to theory and literature. Limitations of the study are addressed appropriately. Good discussion of possibilities regarding future research.

There is excellent interpretation of results in relation to the study’s aims. There are excellent references to theory and literature. Limitations of the study are very well addressed. Excellent discussion of possibilities regarding future research.

Presentation/ Referencing

Formatting is frequently erroneous or inconsistent. There are frequent and major errors regarding language, grammar, and spelling. A non-standard or non-approved referencing system was used and/or there are major errors in referencing both in the

There are some errors and inconsistencies in formatting. There are some errors regarding language, grammar, and spelling. A recommended referencing system is used but with a number of errors either in the text or

Formatting is consistent, error free, and impressive. Language, grammar, and spelling are correct and appropriate throughout the dissertation. A recommended referencing system is used correctly and consistently


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text and within the reference list.

in the reference list. throughout the dissertation.

Oral presentation and defence of dissertation

Does not adequately defend research; does not answer key questions; frequently shows a need for deeper reflection on vital points; Reads the material from presentation to make the report and is clearly not comfortable with the topic.

Adequately defends research; answers questions, but often with little insight; frequently shows a need for deeper reflection on minor points; Relies too much on presentation and has difficulty speaking freely to the audience, and is somewhat comfortable with the topic.

Masterfully defends research by providing clear and insightful answers to questions; Uses presentation Resources as a guide, gives detailed explanations, is easily understandable, and keeps appropriate eye contact with the audience.

Marking Scheme

Item Score out of 100 Weighting Percentage

Scope X0.05

Introduction/Literature X0.2

Method X0.1

Results X0.1

Discussion/Conclusions x0.3

Presentation/Referencing x0.05

Defence x0.2

Total /100

If one or all the examiners decided that the dissertation does not meet the requirements for the degree (failed to obtain minimum 80%), a Master’s student will not graduate. However, the student has the option to revise and resubmit a failed dissertation. In cases where plagiarism in the dissertation is alleged, the dissertation examination process does not proceed any further and the case is investigated through DMC disciplinary processes.


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Revise and resubmit

A student whose dissertation has not passed the examination may choose to revise and resubmit the dissertation. To do so, she must contact the Graduate Program Coordinator within 4 weeks of the notification of this outcome indicating the intention to revise and resubmit the dissertation, including a supporting letter from the supervisor(s) confirming that she will maintain supervisory oversight for the revision. Once the revise and resubmit process has been approved by the Graduate Faculty Board, the revised dissertation must be resubmitted to Program Coordinator no later than 6 months from the notification of approval. The revised dissertation will normally be send to the original examiner(s) who will determine if the revised dissertation has been revised to address the issues raised in the original examiner’s report(s) and has now met the requirements for the degree. If the original examiner is not willing or available to serve, the name of other potential examiner will be suggested. This new examiner will be provided with the original report that did not pass the dissertation, and will be asked to determine whether the revised dissertation has addressed the issues raised by the original examiner’s report and has met the requirements for the degree. If the student does not contact Graduate Program Coordinator requesting to revise and resubmit the dissertation within the designated 4-week time period or, once approved to revise the dissertation, does not re-submit the revised dissertation by the 6 months’ deadline, the dissertation will be deemed to have failed and the student will be withdrawn from the university. Should the re-examination fail to pass the dissertation, the dissertation will be deemed to have failed the examination process and the student will be withdrawn from the college.


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LIST OF FACULTY MEMBERS


Faculty member Degrees Institution Email Id

1.Dr. Mohamed Galal- ElDin Ahmed MBBS, MSc., Ph.D Asuit University [email protected]

2. Dr. Nadia Mahmoud Mohamed Aly El Rouby MBBS, MSc., Ph.D. Cairo University

[email protected]

3.Dr. Hafez Abdel Fattah Ahmed

MBBS, MSc., Ph.D.

AinShems University

[email protected]

4.Dr. Abeer Abd El Moneim Said Ibraheem MBBS, MSc., M.D. Zagazig University [email protected]

5.Dr. Rasha Ali Abdelrazek Eldeeb

MBBS, Masterin Psychology MD in Psychology Post-Graduate Diploma in Total Quality Management for Healthcare Reform

Egypt University [email protected]

6.Dr. Riham Ahmed Ibrahim Ali MBBS, MSc., Ph. D. AinShems University [email protected]

7.Dr. Rania Hamed Abdelaty Shalaby MBBS, MSc. , Ph.D. Tanta University [email protected]

8.Prof. Samia Feghaly MBBS Diploma in Psychiatry Master in Family Medicine MRCGP

Royal College of General practitioner,Ireland

[email protected]

9.Dr. Fouzia Shersad MBBS, Masters in Health Professions Education Ph.D. in Medical Education

Jamia Millia University, New Delhi, India

[email protected]

10.Dr. Hajer Nisar Sheikh MBBS Master in Biochemistry

University of Cincinnati, USA [email protected]




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Faculty member Degrees Institution Email Id

Post Graduate Certificate in Education

11.Dr. Wafiq Hasaan Kamel Shafiq MBBS Master in Neurological Surgery Diploma in medical informatics

Canyon college- USA [email protected]

ADJUNCT FACULTY MEMBERS

Name of Faculty member Qualifications Post in Erada Center Email ID

1.Dr. Mohammad Hassan Fayek Psychiatry &Neurology Consultant Psychiatrist [email protected]

2.Dr. Hamdy Fouad Moselhy

MBBCh, MSc, DCP, MD, MRCPsych, CCST, FRCPsych

Consultant Psychiatrist, Professor and Chairman of the department of psychiatry, Faculty of Medicine and Health Sciences, UAE University

[email protected]

3.Dr. Tareq Qassem MBBCh, MSc , MRCPsych MD

Psychiatry and Neurology [email protected]


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4.Dr. Amany Haroun El Rasheed Abdel Hameed El Mougdy

MBBCh, MSc , MD in Psychiatry Neuropsychiatry amanyhelrasheed@g

mail.com

5.Dr. Maged Agour MRCPsycho, CCT Consultant Psychiatrist [email protected]

6.Dr. Zakaria Zaki Al Attal BSN, MSN,MQM,Ph D Senior Consultant [email protected]

7.Ms. Alyaa Mohamed Murad Hassan Aljasmi

BS Socio, MS Social Works Senior Manager of Patients’ Care and Rehab

[email protected]

8.Asma Ismail BS Socio, MS Social Works Clinical/ forensic psychologist and psychotherapist

[email protected]

9.Mr. Ahmad Muneer Naser

BSNurse Chief Nursing Officer [email protected]

10.Prof. Mohamed Mostafa Atef Elhamady

MBBCh, MSc, Ph. D Professor of Psychiatry [email protected]

11.Dr Wael Foaad


141 | Page

GLOSSARY Appendix 1. Time Table (Template) First Semester Time-Table (Feb 20……-July…….)

Batch # – Week # Time Subjects

FRIDAY

8:30-9.25am

9:30-10:25am

10:30-11:25am

11:30 to 12:25 pm

12:30-1:25 pm Break

1:30-2:25 pm

2:30-3:30pm

Time Subjects

SATURDAY

8:30-9.25am

9:30-10:25am 10:30-11:25am

11:30 to 12:25 pm

12:30-1.25 pm Break

1:30-2:25 pm

2:30-3:30pm


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Second Semester Time-Table (Sept –Feb...) Batch # - Week #

Time Subjects

FRIDAY

8:30-9.25am

9:30-10:25am

10:30-11:25am

11:30 to 12:25 pm

12:30-1:25 pm Break

1:30-2:25 pm

2:30-3:30pm

Time Subjects

SATURDAY

8:30-9.25am

9:30-10:25am

10:30-11:25am

11:30 to 12:25 pm

12:30-1.25 pm Break

1:30-2:25 pm

2:30-3:30pm


143 | Page

Appendix 2 Student assessment rubrics Assignment Assessment Form Name of the Student : ________________________________ Student ID : ________________________________ Course : ________________________________ Date of assessment : ________________________________ Criteria for Assessment Poor

Effort Inadequate /Incomplete

Effort

Satisfactory

Effort

Good Effort

Excellent Effort

Score

1 2 3 4 5

Provides summary overview and introduction of topic

Points covered (accuracy of all major and minor areas)

Shows initiative in gathering different sources of information: e.g., interviews, information centre, libraries, websites, journals, books

Displays confidence in presenting a unique opinion indicative of professional judgment

Utilizes appropriate language and grammar for submission; includes page numbers

Citation structure and format follow acceptable protocols

Acknowledges other people’s work and critically emphasizes different points of view with credit given to previous work

Produces a professional visual presentation for the assignment

Total Marks:

Out of 40

General Comments: ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Marks: __________________ Assessed by: ____________________ Approved by: __________________ Signature: _____________________ Signature: ______________________


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Rubric for Oral presentation / Journal Club Student Presenter: ____________________________________ Student ID:_________________________ Date:________________________ Knowledge & content

Poor Effort

1

Inadequate /Incomplete

Effort 2

Satisfactory Effort

3

Good Effort 4

Excellent Effort

5

Score

Organization and Presentation

Hard to follow; sequence of information jumpy

Many parts of information presented in sequence

Most of information presented in sequence

Information presented in logical sequence; easy to follow

Information presented as interesting story in logical, easy to follow sequence

Background content

Material not clearly related to topic or background dominated

Many parts are sufficient for clear understanding but not clearly presented

Material sufficient for clear understanding & moderately clearly presented

Material sufficient for clear understanding & Effectively presented

Material sufficient for clear understanding AND exceptionally presented

Contribution of work

Significance not mentioned or just hinted

Significance mentioned in some areas

Significance mentioned in most areas

Significance explained

Significance exceptionally well explained

Knowledge of subject

Does not have grasp of information; answered only rudimentary questions

At ease with information; answered many questions

At ease with information; answered most questions

At ease; answered all questions but failed to elaborate

Demonstrated full knowledge; answered all questions with elaboration

Presentation Skills


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Graphics (use of PowerPoint)

Uses graphics that rarely support text and presentation

Uses some graphics that relate to text and presentation in some areas

Uses graphics in many areas that relate to text and presentation

Uses graphics in most areas to explain text and presentation

Uses graphics that explain and reinforce text and presentation

Language and grammar

Presentation has more than 10 misspellings and/ or grammatical errors

Presentation has no more than 6-7 misspellings and/or grammatical errors

Presentation has no more than 4-5 misspellings and/or grammatical errors

Presentation has no more than 2 misspellings and/or grammatical errors

Presentation has no misspellings or grammatical errors

Eye contact Body language, confidence and clarity

Reads most slides; no or just occasional eye Contact Voice is low; difficult to hear

Refers to slides most of the time; occasional eye contact Voice fluctuates from low to clear; difficult to hear at times

Refers to slides to make points; makes satisfactory eye contact Voice mostly clear; but difficult to hear occasionally

Refers to slides to make points; eye contact majority of time Voice is clear with few fluctuations; audience can hear well most of the time

Refers to slides to make points; engaged with audience Voice is clear and steady; audience can hear well at all times

Time management

Short; less than 30 min

Short <30 min OR long >50

Barely appropriate time

Adequate 30-40 min

Appropriate (15+5) min)

Rushed OR dragging throughout

Rushed OR dragging in many parts

Some parts are Rushed OR dragging

Most of the seminar well-paced

Well-paced throughout

General Comments: (Score…out of 40) ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Marks : __________________ Assessed by: ____________________ Approved by: __________________ Signature: _____________________ Signature: ______________________


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Rubric for Assessment for Case Presentation

Name of the Student : ________________________________ Student ID : ________________________________ Course : ________________________________ Date of assessment : ________________________________

• Points for assessment • Below

expectations • Meeting

expectations • Surpasses

expectations •

C*

• • • • • 4 • • • 7

• Assessment and clinical examination

• • • • • • • •

• Interpretation of clinical evidence

• • • • • • • •

• Use of investigations • • • • • • • •

• Presentation and delivery

• • • • • • • •

• Global rating •

• • • • • • • •

General Comments: ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… Marks : __________________ Assessed by: ____________________ Approved by: __________________ Signature: _____________________ Signature: ______________________ *UC: Unable to comment Courtesy: This form is adopted from RCPsych.


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Thesis Assessment Criteria for Master of Science Name of Student: _____________________ Student ID: ________________ Date: _______________

Thesis Title: ___________________________________________________________________________ Assessment Criteria • Dissertation

& Defense Evaluation

• Does Not Meet Expectations • (0-<50)

• Meet Expectations • • (50-<75)

• Exceeds Expectations • • (75-100)

• Marks out of 100

• Scope • Limited expansion upon previous research

• Limited theoretical or applied significance

• Limited publication impact

• Builds upon previous research

• Reasonable theoretical or applied significance

• Reasonable publication impact

• Greatly expends previous research

• Exceptional theoretical or applied significance

• Exceptional publication impact

•

• Introduction/

• Literature

• Little evidence of relevant and current literature.

• The review of the literature is fragmented and incoherent.

• Little or no critical appraisal of the literature.

• Good evidence of literature having been reviewed.

• Good attempt to critique existing literature, but the link to this project could be stronger.

• Comprehensive coverage of relevant literature from a range of sources and journals.

• Highly developed critique of existing literature and it is clearly linked back to the relevance of the chosen topic.

•

• Method • Choice of method is unclear or not justified.

• Description of method is unclear and inadequate.

• Choice of data analysis is inappropriate for the study.

• Method is appropriate, with good justification provided for it.

• Key aspects of the method are described but with some minor omissions or lack of detail.

• Appropriate choice of data analysis with a good justification for that choice.

• Method is appropriate, with excellent justification provided.

• All aspects of the method are described in excellent detail.

• Sophisticated choice of data analysis accompanied by excellent justification for that choice.

•

• Results • Presentation of data / results is unclear and inappropriate.

• Analysis of data is inappropriate or superficial.

• Analysis contains

• Presentation of the data /results is generally clear.

• Analysis of the data is appropriate but limited.

• Analysis contains some minor inconsistencies or

• Presentation of the data / results is exceptionally clear.

• Analysis is appropriate, thorough, and possibly innovative.

• Presents with a varied

•


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significant inconsistencies.

inaccuracies. combination of script and graphical data

• Discussion/ • Conclusions

• Unsubstantiated or invalid interpretation of results.

• Little or no linking to theory or literature.

• Limitations of the research are not discussed or are incorrectly outlined.

• Considerations for further research are not discussed.

• Good interpretation of results in relation to the study’s aims.

• Clear references to theory and literature.

• Limitations of the study are addressed appropriately.

• Good discussion of possibilities regarding future research.

• There is excellent interpretation of results in relation to the study’s aims.

• There are excellent references to theory and literature.

• Limitations of the study are very well addressed.

• Excellent discussion of possibilities regarding future research.

•

• Presentation/

• Referencing

• Formatting is frequently erroneous or inconsistent.

• There are frequent and major errors regarding language, grammar, and spelling.

• A non-standard or non-approved referencing system was used and/or there are major errors in referencing both in the text and within the reference list.

• There are some errors and inconsistencies in formatting.

• There are some errors regarding language, grammar, and spelling.

• A recommended referencing system is used but with a number of errors either in the text or in the reference list.

• Formatting is consistent, error free, and impressive.

• Language, grammar, and spelling are correct and appropriate throughout the dissertation.

• -A recommended referencing system is used correctly and consistently throughout the dissertation.

•

• Oral presentation and

• defence of • dissertation

• Does not adequately defend research; does not answer key questions; frequently shows a need for deeper reflection on vital points; Reads the material from presentation to make the report and is clearly not comfortable with the topic.

• Adequately defends research; answers questions, but often with little insight; frequently shows a need for deeper reflection on minor points; Relies too much on presentation and has difficulty speaking freely to the audience, and is somewhat comfortable with the topic.

• Masterfully defends research by providing clear and insightful answers to questions; Uses presentation resources as a guide, gives detailed explanations, is easily understandable, and keeps appropriate eye contact with the audience.

•

Assessed by: Name & Position of Assessor: Signature & Date:


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DMC LOCATION MAP

Directions to Dubai Medical College (DMC) From Al Mulla Plaza, take Al Nahda road towards Muhaisnah-1/ Mizhar. After crossing the Emirates Road E31 take the second right turn. From Abu Dhabi, take Emirates Road E311 towards Sharjah and take exit 60 towards Muhaisnah-1

/ Mizhar. Take the second right turn. From Airport road, take Emirates Road E311 towards Sharjah and take exit 60 towards Muhaisnah-

1 / Mizhar. Take the second right turn. From Sharjah, take Emirates Road E311 towards Jebel Ali/ Abu Dhabi and take exit 60 towards Muhaisnah-1 / Mizhar. Take the second right turn.


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ERADA CENTER - LOCATION MAP