Jazan University

Faculty of Medicine

MODULE PORTFOLIO

Module Title: PEDIATRICS I

Module Code: CLC 531

Academic Year: 1434-1435 H (2013/2014 G)

Semester: The first semester.

2013/2014

PART (1) MODULE CONTENTS

Contains all information considered essential for the module identification, contents, and evaluation methods: contents

۞ Module coordinator and members of the module committee. ۞ Module general information. ۞ Date of module teaching, duration, and its credit hours

۞ Letter to the students ۞ Main objectives of the module (Students' outcome). ۞ Module syllabus ۞ Methods of teaching. ۞ Module assessment methods. ۞ Student attendance policy. ۞ Approved time-table. ۞ Learning resources for the module.

Module Specification

A) Module Identification:

Institution: Jazan University.

College: Faculty of Medicine.

Module Title and Code:

Pediatrics I CLC 531

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Name: Dr. Mubarak Abdelrahman Mohamed

Office: 208

Office hours Mon 10:00 -12:00 Tue 10:00–12:00 , Thurs 10:00–12:00

Telephone 073217778 Ext.: 1127 Mobile: 0536205443

Fax 073217540

E-Mail mubarakoja@hotmail.com

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Name: Dr. Gassem Gohal

Name: Dr. Dafaalla Ahmed Babikir

Name: Dr. Mai Mohamed Alhasan

Name: Dr. Amani Ahmed

Name: Dr. Mohamed Waheed

Name: Dr. Mohamed Foad

Department: Pediatrics

B) Module General Information:

Academic Year: 1434-1435 H (2013 /2014 G)

Semester: ü First. Second.

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One. Two. Three. Four.

ü Five. Six.

Module Type: Introductory.

ü Core. Elective. Special.

Module Duration:

Seven Weeks (Week No 1 To week No 7). From: 25 /11 /1434 To: 25 /01/1435

Credit Hours: 6 Credit Hours.

Pre-requisites (If any):

…………………...…………………………………… …………………...……………………………………

Module Location/s:

…………………...…………………………………… …………………...……………………………………

Dear students Welcome to the Pediatrics-I course which is the first of the two blocks of Pediatrics. Continuous updating of the teaching and training programs in pediatrics is an absolute necessity. This is what we have tried to accomplish, in our curriculum. We are looking forward to work with you this year and the next year and we will try to apply updates of the teaching and training programs in pediatrics. . If you have any queries please do not hesitate to ask us. Remember! Do not be late or miss your classes.

Module Coordinator

C) Letter to the Student:

At the end of the module the students enrolled should be able to:

1. Demonstrate the skills of integrated thinking and approach to clinical problems.

2. Relate the history and physical findings to specific disease entities.

3. Make use of laboratory and other investigatory aids to reach a final diagnosis and should be able to plan the management of the patient correctly.

4. Attend certain pediatric procedures, such as L.P., biopsy taking, tuberculin testing, infusions and

Transfusion therapy and to practice (in skill lab) naso-gastric tube, urinary catheter, umbilical venous catheter, endotracheal tube and intra-osseous line insertion.

5. Exhibit an independent habit of case approaching and problem solving.

……………………………………………………………………………….................... ……………………………………………………………………………….................... ……………………………………………………………………………….................... ……………………………………………………………………………….................... ……………………………………………………………………………….................... ……………………………………………………………………………….................... ……………………………………………………………………………….................... ……………………………………………………………………………….................... …………………………………………………………….................... ……………………………………………………………………………….................... ……………………………………………………………………………….................... ……………………………………………………………………………….................... ……………………………………………………………………………….................... ……………………………………………………………………………….................... ………………………………………………………………………………....................

D) Module Syllabus:

1.Topics to be studied:

Topic Methods of Instruction Contac hours

1- Introduction to pediatrics: Lecture 1 2- The Normal Newborn & premature

Lecture 2

3- Growth& Development : Normal growth & development.

Lecture

1

4- Nutrition: Nutritional requirements Infant and breast feeding Nutritional disorders Rickets

Tutorial Lecture Lecture Lecture

2 1 1 1

5-GIT : - Gastro enteritis & Dehydration. -Constipation -Abdominal pain

Lecture Seminar Lecture

2 2 1

6- Cardiac disorders: - Rheumatic fever &Rh. heart disease. - Congenital heart disease.

Lecture Lecture

1 1

7- Infections: - CNS Infections - T. B. - Immunization - Parasitic Diseases - UTI

Lecture Seminar Tutorial Lecture Lecture

1 2 2 1 1

8-Respiratory Tract : - Upper respiratory tract infections - Lower respiratory tract infections -Bronchial asthma and status asthmaticus

Lecture Lecture Lecture

1 1 2

9-Hematology: -Anemias: (pale child, haemolytic anemia and Sickle cell disease) -Bleeding disorders

Lecture Lecture

3 1

10. Neurology: - Hydrocephalus & microcephaly - Seizures. - Cerebral palsy. -floppy infant

Lecture Lecture Lecture Seminar

1 1 1 2

11. Renal diseases: - Proteinuria. - Hematuria

Lecture Lecture

1 1

12. Endocrinology:. - Diabetes Mellitus and DKA

Lecture

2

13. Genetic disorders. Lecture

1

14. envenomation seminar 2

15. Paediatric trauma Lecture 1

16. Paediatric radiology. Lecture 1

2.Teaching Methods and Strategies:

ü Lectures. ü Practical/Clinical Sessions. ü Skills Practice. ü Case-Study / Clinical Presentation. ü Seminar. ü Small Group Discussion (Tutorial).

Problem-Based learning (PBL). ü Student Independent learning.

Project (Field work) study. ü Evidence-based Medicine (EBM).

A- Lectures:

The lectures provide an essential knowledge on the above objectives. They do not cover all the information required. Therefore, students are urged to study and read more on their own. The recommended textbooks give basic guidance to the depth of knowledge required. B- Clinical posting:

The clinical posting in pediatrics continues for 6 weeks in the 5th year. During this time, each

student will be exposed to patients in the ward practicing history taking and pediatric examinations

The main objectives of the Pediatrics-I clinical courses are as follows: The student should be able to:

1. Demonstrate the ability to take and report a full history. 2. Perform a complete physical examination. 3. Discuss cases at bedside teaching/clinical rounds to emphasize

Patho-physiology of symptoms and signs. 4. Identify and use the usual instruments in clinical practice properly, i.e. stethoscope,

sphygmomanometer, etc. 5. Outline the management of important and common disorders.

The clinical teaching sessions run 4 days a week from Sunday to Wednesday (Thursday for

skill lab sessions). The clinical sessions will be conducted in King Fahd Central Hospital, Jazan general hospital, Sabia general hospital and Abu Arish general hospital.

The Clinical posting Includes:

1- Clinical bedside teaching:

Academic staff will teach on four sessions every week. In each session, the students will be

given about one hour to take the history and do the physical examination. The students will present at least three cases in the presence of the staff, who will teach students how to take proper history and perform physical examination.

2- Clerking:

Students will conduct their self-learning (clerking days), during which, they learn the clinical

skills of history taking and physical examination. They will be assigned to patients, follow them and write reports. In addition, they should be ready to present their cases during the clinical session.

To prepare for clinical rounds, students are expected to:

- Clerk at least three patients, and fully prepare them on clerking day. - Students are asked to follow up at least 3 cases and write a full report on them. - Be prepared to present a case of a clerked patient during any teaching round. - Participate in the discussion of the cases. The cases discussed should be looked up in the

recommended textbooks or any other appropriate references. Patients which must be seen in Pediatrics- I course:

Patients presenting with: • Anemia. • Iron deficiency anemia • Sickle cell anemia. • Thalassemia • Splenomegally. • Bronchial asthma. • Pleural effusion • Bronchiolitis • Pneumonia • Marasmus. • Rickets. • Congenital heart disease

• Rheumatic heart disease • Cerebral palsy • Hydrocephalus • Microcephaly • Down’s syndrome • GE & Dehydration. • Failure to thrive. • Normal Newborn. • Nephrotic syndrome • Acute glomerulonephritis. • Edema • Diabetes Mellitus in children • Seizure • CNS infection • Parasitic infection • UTI

Patients nice to be seen in Pediatrics- I course:

Patients presenting with: § Hemophilia § Lymphadenopathy § Chicken pox § Scarlet fever § Pharyngitis § Acute Tonsillitis. § Oral moniliasis § Croup § Kwashiorkor.

3- Clinical skills laboratory sessions: These sessions will be conducted at the clinical skill unit. During these sessions, students

acquire the clinical skills in history taking and physical examination, in order to decrease the burden on the patients during learning these skills.

- In the clinical skills lab, the symptoms and signs related to the body system(s) will be assigned to the students. - Students will also learn and acquire skills to perform properly the physical examination. 4- Seminars: Seminars in a few selected topics will be prepared as well as reading assignments from selected texts or medical journals.

Assessment of Module Outcomes:

1-Methods of Students' Assessment: To follow the approved assessment protocol (Please write the pertinent assessment procedures of your module).

Final Block grades for the course will be determined by counting the course assignments and exams in the following proportions:

• Continuous Assessment (30%) 1. Mid- Course (Written) Exam (15 %). 2. Mid-course OSCE/OSPE (5%) 3. Attendance and participation: Attending or performing skills, log books, written reports, case

studies, homework, research projects, seminars participation in discussion, clerking patients, assisting in patient’s care, and hospital services. (10 %).

• Final Examination (70%):

1. Clinical Exam (40%) Cases (30%) Objective Structured Clinical Evaluation (OSCE) (10%)

2. Written Exam (30%) MCQ (One best answer type) (20 %)

+ Short answer questions and /or short essay problems (10 %)

2. Grading for GPA System:

The Percentage Symbol Grade 95 – 100 % A+ Excellent. 90 - < 95 % A Excellent. 85 - < 90 % B+ Very Good. 80 - < 85 % B Very Good. 75 - < 80 % C+ Good. 70 - < 75 % C Good. 65 - < 70 % D+ Passed. 60 - < 65 % D Passed. 0.0 - < 60 % F Failed.

2. Student Attendance Policy:

• Attendance of students is mandatory for all sessions of the module. An unexcused absence is considered a breach of professional responsibility and conduct. The student's absence affects not only himself but also the others in his group whom rely on each other to generate ideas, share knowledge, and participate in problem solving.

• It is understood that unforeseen circumstances can arise. Therefore, a student will be allowed to sit for the end-module exam if his total attendance is 75% or more (with unexcused absence), or 50% or more (with excused absence).

• If the total percentage of the student's attendance (with unexcused absence) during any given module is less than 75%, he is considered failed in that module and he has the right to attend the resit exam. Therefore, if his total attendance is less than 50%, he is considered failed and he has to repeat the whole module (study and exams).

• For any accepted emergency excuse that interferes with the student sitting for the end-module exam (or part of it), an alternative exam will be provided to him within the same academic year to attend.

Detailed Module's Time-table (ATTACHED)

1- Learning Resources:

o Recommended Study Texts:

Handbook of pediatrics. By Merenstein.Appleton Lange

o References for further readings:

Nelson’s Essentials of Pediatrics, by Behrman, K., Kidegman, K., Nelson, S., Wk.B. Saunders Company

Current paediatric diagnosis & treatment by William Hay , Myron Levin , Robin Deterding and Judith Sondheimer LANGE

o Electronic and Multimedia resources: http://www.emedicine.com …………………………………………………....................

o ……………………………………………………………………………….................... o ……………………………………………………………………………….................... o ……………………………………………………………………………….................... o ……………………………………………………………………………….................... o ……………………………………………………………………………….................... o ………………………………………………………………………………....................

o Practical/Clinical Sessions Manual (If exists):

o Lues Barness: manual of Pediatric physical diagnosis Publisher: Year book Medical Publishers, Inc. Chicago-London o Pediatric Clinical Examination Made Easy by Gill, D and O’Brien N

Churchill Livingstone ,Elsevier.………………………………........................................

o Handouts for Project/Research, PBL, and/or Case report assignments:

o ………………………………………………………………………………....................

PART (2) MODULE RELATED MATERIALS

Contains all the materials considered essential for teaching the module such as: ۞ Detailed structure of the module. ۞ First and Second Quizzes. ۞ The Mid-module exam and its answer sheet. ۞ The End-module exam and its answer sheet.

Detailed Module Structure/Components: Teaching Methods

Lecture (L)

Tutorial/ Seminar (T/S)

Problem-based Learning (PBL)

Case Presentation/ Study (CP/CS)

Skills Lab (SL)

Practical (P)

Independent Learning (IL)

Discipline

Anatomy

Embryology

Histology

Physiology

Pathology

Microbiology

Parasitology

Pharmacology

Clinical Sciences

(Pediatrics)

36 12 2 2 18 72 13

Total 36 12 2 2 18 72 13

PART (3) EXAMPLES OF STUDENT LEARNING

Contains examples of students' own work: ۞ Graded work, such as, Quizzes and Exams. ۞ Students' Lab or Log-books. ۞ Students' project/research papers or essays papers. ۞ Examples of the best and the worst students’ answer papers. ۞ Final marks list and grade distribution. ۞ Module evaluation Form with the students own comments.

PART (4) COORDINATOR REFLECTION

ON THE MODULE

Contains the coordinator and/or module committee members' comments during teaching the module such as: ۞ Coordinator and module members feedback on the course and on the

students' work/activity. ۞ Propose future outcome improvement and/or enhancement. ۞ Recent trends and new approaches acquired in teaching the module (If

exists).

Module Evaluation and Improvement Processes:

The following processes are performed for improvement of the module: a) Module Committee Meetings are held to review the module and provide

feedback to the Dean and Medical Education Unit as follows: • One month before the beginning of the module. • One week before the beginning of teaching. • In the middle of the module. • Just before the summative examination. • After collection of the summative exam results.

b) Checklist for items to be fulfilled at the end of each module. c) Analysis of course evaluation form by the Medical Education Unit. d) Analysis of teaching skills evaluation form by the Medical Education Unit.

Processes for Improvement of Teaching: • Analysis of teaching skills evaluation forms. • Attendance of Faculty Development Sessions. • Continuous follow-up and promotion.

Processes for Verifying Standards of Student Achievement:

• Review of test items before analysis and interpretation of test report after taking the test by Student Assessment Committee (SAC).

• Discussion of test report in the examination committee and with students by module coordinator and teaching staff.

Checklist for Each Module

Title/Code: ……………………………….….………Academic Year: …………………

Name of Coordinator: ………………………………Date: ….../....…/………………..

No Activity Please tick appropriate Response

1

Orientation Lecture (1st lecture in the module including Module Objectives and Summative Assessment).

Done Not done Not applicable

2 Mid-module “Students’ Course and Teaching Skills Questionnaire” for the long Courses.

3 Notification of students who exceeded the allowed times of absence in the mid-module with a copy to the Dean.

4 Checking the weak questions with the student/s and counseling their weak aspects.

5 A report of Students’ Absenteeism to be approved by the Dean at the end of the module (before taking the exam).

6 Review of the final examination before being given to the students.

7 End of module “Students’ Course and Teaching Skills Questionnaire” and its analysis.

8 Obtaining item analysis of the exam and handling it to the Students Assessment Committee (SAC).

9 Meeting with the “Exam Results’ discussion and approval committee” for final approval.