Medicine I Block Book Female

Medicine I - MEDN 512 (2013)
Medicine I
Block Book
(Batch 8)
MEDN 512
2013 Handbook
Submitted by:
Approved by:
Dr. Hind Al Ghadeer

Chief Coordinator, UCE Medicine Block
College of Medicine, KSAU-HS
Consultant, Internal Medicine, Medicine, KAMC
Dr. Hanan Al Kadri

Associate Dean, Female Medical Student Branch &
Consultant, , OBG, KAMC
http://com.ksau-hs.edu.sa
2013 College of Medicine Female Branch, KSAU-HS
amril@ksau-hs.edu.sa
Contents
General Information ............................................................................................................... 4
Introduction ............................................................................................................................. 6
Objectives ................................................................................................................................. 7
Teaching and Learning Sessions ......................................................................................... 18
Structured Teaching ............................................................................................................. 19
Problem Based Learning (PBL) ........................................................................................... 20
Student Clinical Attachment Checklist .............................................................................. 27
Emergency Medicine Rotation...30
Assessment............................................................................................................................. 32
Attendance ............................................................................................................................. 34
The Four Themes of the KSAU-HS in the MEDN 512 ..................................................... 35
Basic and Clinical Sciences Theme (BCS) ................................................................... 36
Session Topic List: Lectures .............................................................................. 37
The Patient and Doctor Theme.................................................................................... 38
The Community and Doctor Theme (CDT)............................................................... 41
The Personal and Professional Development Theme .............................................. 44
Further Reading .. ... 49
Evidence Based Medicine (EBM) and PEARLS ................................................................ 50
The Year 3 E-Portfolio ...53
General References ............................................................................................................... 54
Appendix I: Clinical Attachment Assignment ................................................................. 56
Appendix II: Weekly Schedule ........................................................................................... 77
Appendix III: Assessment Forms ...................................................................................... .96
Disclaimer: It is necessary to refer to the online curriculum to have updated information and timetables
(http://com.ksau-hs.edu.sa).
General Information
Block Title:
Medicine I
Code and number:
MEDN 512
Credit Hours:
9 Credit Hours, Phase III
Block Duration:
9 weeks
Dates:
01 September 2013 14 November 2013
Block Director:
Dr Hind Al Ghadeer
Block Co-director:
Dr. Jamila Al Onazi
Clinical Supervisors of Subspecialty Rotations:

Sub-Specialty
Name
Pager
Ext.
CTU1
Dr. Hind Al Ghadeer
8091
14189
Ghadeerh@ngha.med.sa
CTU3
Dr. Jamila Al Onazi
8129
17875
OnaziJ@ngha.med.sa
Nephrology
Dr. Mubarak Abdullah
7858
14191
miabdalla@doctors.org.uk
Dr. Abdulrahman Al Diabi
3269
14191
A83sa@hotmail.com
GI/Hepatology
Dr. Abduljaleel Al Alwan
7819
16792
AlwanA@ngha.med.sa
Pulmonary
Dr. Hamdan Al Jahdali
6644
17535/14221
JahdaliH@ngha.med.sa
Dr. Khan Jawaid
2317
17535/14221
khanja2@ngha.med.sa
Dr. Mohammed Al Helail
7188
19991
Emergency Medicine
Email
Alhelailmo1@ngha.med.sa
Coordinators of Different Themes:

Sub-Specialty
Name
Problem Based Learning
Prof. Obenshain
Lectures
Dr. Hind Al Ghadeer
Patient Doctor Theme
Dr. Jamila Al Onazi
Community-Doctor Theme
Pager
Ext.
Email
95233
obenshains@ksau-hs.edu.sa
8091
14189
Ghadeerh@ngha.med.sa
8129
17875
OnaziJ@ngha.med.sa
Dr. Samira Bamuhair
51095
bamuhairs@ksau-hs.edu.sa
Personal Professional
Development Theme
Dr. Samira Bamuhair
51095
bamuhairs@ksau-hs.edu.sa
Evidence Based Medicine
Dr. Mazen Ferwana
47165
ferwanam@ngha.med.sa
6092
Introduction
The clinical attachment involves 8 weeks period spent in the clinical units and associated outpatient
services of The King Abdulaziz Medical City.
The emphasis is on learning through involvement in patient care and the clinical activities of the units to
which you are attached.
The specific attachments provide the opportunities for practical experience and to develop clinical
reasoning skills in a number of different areas. No attempt is being made to cover all the major areas of
the block are part of a continuum of clinical experience building on knowledge gained in Years 1 & 2 and
extending through Years 3 and 4 to Internship. As far as possible there will be integration between
inpatient & outpatient, Medical, organ imaging, other diagnostic services and other disciplines.
The block book will give an overview of Medicine specialty objectives and the different themes which are:
Basic Clinical Sciences (PBL cases and Lectures), Patients Doctor Theme (including different Clinical
attachments, Community Doctor Theme, Personal Professional Development, and Evidence Based
Medicine. Furthermore, it includes the process of conducting different themes, timetables, assessment,
and different forms used in Medicine block.
Students by the end of their rotation should have successfully fulfilled these objectives. In the course of
MEDN 512 Block, 6 to 7 students will rotate every 8 working days.
Each student should rotate in:
General Medicine (Clinical Teaching Units-CTU)
Nephrology
GI/Hepatology
Pulmonary
Emergency medicine rotation is longitudinal throughout the block once a week.

The main emphasis of this phase is on practical clinical training in the various fields of medicine
including, but not limited to, the specialties of ambulatory/emergency medicine, gi/hepatology,
pulmonary and nephrology. Students are exposed to the environment they are going to work in after
graduation. Care should be taken to ensure that the training encompasses all the levels of health care: primary,
secondary as well as tertiary and not be limited to bedside teaching alone.
Students are required to function as sub-interns and take limited responsibility in the management of
patients and when they are on call. In this capacity, they are expected to:
1.
Interview, examine and clerk patients;
2.
Attend and present daily morning report;
3.
Discuss cases with colleagues and senior staff;
4.
Counsel and health educate patients and their families and follow them up; and
5.
Participate in rounds, clinics, and procedures.
They, therefore, should maintain good relationship with patients and their families, deal with them
humanely and counsel them effectively to help them take the right decisions on the management of their
problems and secure their consent taking into account their economic and social abilities.
Students should comply with the hospital system regarding dress code, attendance, peer and teamwork
and should exhibit utmost ethical and responsible behavior in their relationship with professional,
technical and administrative staff. They should work effectively and harmoniously with all members of
the health team.
Block Objectives and Contents

(Developed by Department of Medical Education and Clinical Affairs, COM, KSAU-HS)
Important Message
Student should not perform a procedure by him/herself. The following privileges should not
be exceeded. Consult the Medicine UCE Director for any procedures not mentioned
P1= observe skill being performed;
P2= help in performing the skill;
P3= perform skill under observation
P4= perform skill independently.
General Medicine
Clinical Diagnosis
Undertake a competent clinical assessment of a patient with an

undifferentiated presentation, including: fever of unknown origin,
progressive weakness, weight loss, acute confusional state, acute
breathlessness, dizziness and syncope.
Use a systematic approach to the evaluation of a patient with multi-system
illnesses, including the ability to prioritize the different problems present.
Diagnose and evaluate patients with common medical conditions, including:
congestive cardiac failure, hypertension, angina pectoris and myocardial
infarction, respiratory tract infections, chronic airflow limitation, anemia,
deep vein thrombosis (DVT) and pulmonary embolism, fluid and electrolyte
disorders, acute, and chronic renal impairment, urinary tract infections,
septicemia, iatrogenic illness and intoxications.
Investigations
Request and interpret the results of the main tests relevant to the
investigation of the presentations and conditions listed above.
Management and Communication
Make recommendations for the initial phases of management of the above

conditions.
Maintain comprehensive records of care provided to patients, including
regular updates.
Maintain close contact with patients during the course of their illness,
including the provision of full explanation and support to both patients and
their families or care providers.
Obtain informed consent for invasive procedures.
Procedural Skills
Perform the following skills (all the level indicated in brackets):
venepuncture (P2)
venous cannulation (P2)
arterial blood gas collection (P2)
Spirometry (P2)
ECG (P2)
urethral catheterization (as appropriate to the care of patients encountered)
(P2)
Endocrinology
Clinical Diagnosis
Elicit the symptoms and signs of important endocrine disorders, including

o
Hyper- and hypothyroidism, thyroid nodule and goiter
o
Diabetes and its important ocular, renal, neurologic and vascular
complications
o
Syndromes of adrenocortical hormone excess and deficiency
o
Functioning
and
non-functioning
pituitary
tumors
and
hypopituitarism
o
Hirsutism and androgen excess syndromes in children and in adult
females
o
Hypogonadism
o
Endocrine causes of hypertension
o
Hyper-and hypocalcaemia
o
Osteoporosis fracture and osteoporotic fracture
o
Paget's disease of bone
o
Endocrine causes of hypertension
Recognize the differing presentations of these endocrine disorders at
different ages.
Investigations
Describe the role of fine needle aspiration biopsy in the management of
thyroid
nodules.
Interpret the results of common endocrine laboratory tests including
o
Thyroid function tests
o
Laboratory plasma glucose and glycosylated hemoglobin
o
Urine albumin excretion rate in diabetes
o
Serum cortisol
o
Serum parathyroid hormone in the context of an abnormal plasma
calcium level
o
Short synacthen test
Recognize other characteristic abnormalities on imaging studies in common
endocrine diseases such as adrenal imaging with CT scan, thyroid
ultrasound and technetium scan of the thyroid.
Interpret a bone mineral density report in the clinical context of
osteoporosis.
Assess the adequacy of glycemic control in diabetes mellitus.

Explain the use of oral hypoglycemic medications and insulin.
Assess the adequacy of management of other factors which will reduce the
risk of diabetes complications such as control of hyperlipidemia and
hypertension.
Adjust thyroid hormone doses appropriately.
List physiological glucocorticoid and gonadal steroid therapy.
List the principles of therapy for osteoporosis, Paget's disease and

hypercalcemia.
List the indications for and complications of surgery for endocrine
disorders, particularly perioperative glucocorticoid management.
Explain the role of the healthcare team approach in managing diabetes
mellitus.
Describe in brief the contribution of psychological factors in the
management of chronic endocrine disorders such as diabetes, thyroid cancer
and osteoporosis.
Consider the existence of patient support groups in dealing with patients.
Procedural Skills
Use an ophthalmoscope to examine for diabetic retinal changes (P4).

Measure finger-prick capillary blood glucose under supervision (P3).
10
Respiratory Medicine
Clinical Diagnosis
Obtain a full respiratory history and perform an examination with
appropriate emphasis on an assessment of impairment.
Include an occupational history of sufficient detail to properly assess the

patient's condition.
Categorize the causes of breathlessness, chest pain, cough, hemoptysis and

arrive at a reasonable differential diagnosis in the individual patient.
Rapidly assess acute respiratory distress and explain the importance of

cyanosis.
Differentiate consolidation, pleural effusion and pneumothorax on clinical

signs.
Recognize asthma and differentiate it from other causes of air flow

limitation.
Recognize common interstitial and restrictive lung diseases in patients

including occupational lung diseases.
Outline the importance of upper airway physiology, the genesis of sleep

apnea, and upper airway contributions to chronic respiratory failure.
Appropriately investigate a discrete lesion seen on chest x-ray.
Diagnose (and outline the treatment of pneumonia) common cold, influenza,

bronchitis, thromboembolic diseases and pulmonary thromboembolism in
the community and in hospital settings,.
Recognize chronic pulmonary infections such as tuberculosis, bronchectesis

and infections associated with cystic fibrosis.
Describe the pulmonary complications of AIDS and immunosuppression.
Give an account of the public health aspects of respiratory diseases such as

smoking (active and passive) and TB.
Describe different presentations of respiratory disorders in children.
Recognize modes of presentation of early and advanced lung cancers.
Investigations
Explain the role of simple lung function tests in the diagnosis and
management of obstructive and restrictive lung diseases.
Interpret arterial blood gas measurements and oximetry.
Identify major abnormalities on a chest x-ray.
Outline the role of CT scanning, bronchoscopy, fine needle aspiration
biopsy, pleural tap and thoracoscopic biopsy, sleep investigations and
nuclear imaging in diagnosing respiratory diseases.
Approach and deal with patients taking into account their perceptions,
beliefs, and values in their interpretation and understanding of
breathlessness, chronic lung diseases, fear of cancer and communicable
diseases.
Describe briefly the management principles and staging of carcinoma of the
lung and communicate a management plan with or to the patient.
Communicate to the patient, the application of a management plan in the
treatment of asthma and describe the principles of COPD management.
Counsel patients on managing acute on chronic and chronic respiratory
failure, the role of home oxygen and other forms of respiratory support.
11
Describe the principles of relieving a tension pneumothorax, and reassure

and guide a patient through bronchoscopy, needle biopsy and
thoracocentesis.
Advise patients on the importance of, and the modes for, attaining smoking
cessation.
Outline the role of allied health professionals in the management of patients
with respiratory disorders.
Procedural Skills
Take an arterial blood gas sample (P1).

Apply and use an oximeter (P3).
Perform and interpret spirometry (P1).
12
Gastrointestinal & Hepatobiliary Medicine

Clinical Diagnosis
Elicit the symptoms and signs of medical gastrointestinal and hepatobiliary

disorders.
Clarify, interpret and form appropriate diagnosis and differential diagnoses
of gastroenterological symptoms, particularly disorders of swallowing,
abdominal pain, diarrhea, and GIT bleeding.
Examine the abdomen to detect signs of acute abdomen, abdominal masses,
and areas of tenderness.
Assess the size of the liver and spleen.
Detect peripheral signs of liver disease and anemia.
Explain the presentation of common medical gastrointestinal disorders and
their complications such as: esophageal reflux, peptic ulcer disease,
carcinoma, lymphoma, small intestine and colonic disorders, bacillary and
amoebic dysentery, other parasitic and helminthic disease, inflammatory
bowel disease, celiac
disease, diverticular disease, and functional
gastrointestinal diseases.
Explain common hepatological disorders and their complications such as
alcoholic liver disease, metastatic liver disease, viral hepatitis, amoebic
hepatitis, hydatid disease, haemochromatosis and primary liver malignancy.
Investigations
List the indications for & the complications of common endoscopic

procedures such as upper and lower gastrointestinal endoscopy and ERCP.
Interpret plain abdominal x-rays and contrast studies of the gastrointestinal
tract and recognize important abnormalities.
Interpret simple liver function tests, hepatitis serology and iron studies.
Interpret results of tests for Helicobacter pylori.
Suggest the management options for common gastrointestinal (GI)

disorders.
Describe to a patient common endoscopic procedures such as upper
gastrointestinal endoscopy, colonoscopy and ERCP.
Describe to a patient abdominal ultrasound and CT examinations and
identify key structures within the abdomen from these investigations.
Explain the importance of a team approach to various GI disorders with
cooperation between physicians, surgeons, nursing staff, dietitians and
stomal therapists.
Procedural Skills
Perform a rectal examination under supervision (P2).

Insert a nasogastric tube (P2).
13
Musculoskeletal Disorders
Clinical Diagnosis
Obtain a history and perform a physical examination of musculoskeletal

disorders including on assessment of pain, degree of disability.
Investigations
Interpret x-rays of joints.

Recognise the common manifestations of degenerative and inflammatory
disease.
Interpret the significance of the results of aspiration of joint effusions.
Understand the therapeutic options for the management of degenerative

and inflammatory joint disease, including medication, surgery and physical
therapies, and be able to explain those options to the patient.
14
Immunology and Infectious Diseases

Clinical Diagnosis
Elicit the signs and symptoms of common immunological diseases
including:
o
Systemic autoimmune diseases (SLE, Sjogern syndrome,
scleroderma, polymyositis)
o
Vasculitis
o
Atopic disorders
o
Urticaria, angioedema, anaphylaxis
o
Primary immunodeficiency & therapeutic immunosuppression
o
HIV and AIDS
o
Opportunistic and noscomial infections
Recognize life-threatening allergic reactions.
Investigations
Interpret the results of the following tests in the context of a clinical setting:
o
Auto-antibodies (ANA, DNA, ENA, ANCA, rheumatoid factor)
o
EPG
o
Immunoglobulin levels
o
CPR lymphocyte subsets
o
HIV serology
o
Skin prick tests
o
RAST
o
IgE levels
Propose the therapeutic options for systemic, auto-immune, allergic and

immunodeficiency diseases including immunotherapy for allergic
diseases.
Explain factors influencing the management of chronic immunological
illnesses.
Explain to a patient the different therapeutic options for the treatment of

systemic
auto-immune diseases.
Describe the management of immunological emergencies such as
anaphylaxis and temporal arthritis.
Describe the use and side-effects of corticosteroid therapy.
Explain the principles, side-effects and risk-benefits of other
immunosuppressive and immunomodulatory therapies.
Explain the importance of, and application of, immunization and pre- and
post-test HIV counseling.
15
Pathology and Laboratory Medicine

Clinical Diagnosis
Propose rational investigational strategies for a variety of common disease

processes and syndromes.
Investigations
Interpret patterns of results for a variety of common laboratory

investigations, including (but not restricted to) biochemistry, hematology,
microbiology, endocrinology and immunology tests.
Attend and participate in clinico-pathological correlation sessions, at
which discussion of laboratory investigations (including, but not restricted
to anatomical pathology) is presented and reviewed.
Outline the problems associated with excessive test ordering, including
wastage of financial resources, loss of diagnostic specificity, and slowing
of laboratory turn-around time due to avoidable workload.
Give reasons for the importance of unique and unambiguous

identification of patients and samples in all communications of results
between laboratory, clinicians and patients
Explain to patients and obtain informed consent for collection of various
common pathology specimens.
Explain to patients the procedures involved for an investigation requiring
dietary preparation or dietary modification prior to sample collection.
Explain the significance of patterns of results in a variety of common
laboratory investigations, to both clinicians and patients.
Explain the significance of test sensitivity, test specificity, false positive
results, and false negative results to both clinicians and patients, for a
variety of common laboratory investigations.
Procedural Skills
Collect venous blood sample by needle and syringe (P2).

Collect venous blood sample by an evacuated closed-tube system (P2).
Collect arterial blood gas sample, and safely stabilize and prepare the
sample for analysis (P2).
Collect blood culture specimen by aseptic technique(P2).
Perform under supervision simple swab using a standard microbiological
collection system (P3).
Accurately measure the volume of a fluid (e.g. urine) using simple
volumetric measuring or weighing systems (P3).
Analyze a sample and read results using simple urinary dipsticks (P4).
Perform lumbar puncture and collect a lumbar puncture specimen (P2).
Describe briefly the principles of "universal biohazards and precautions",
and the strategies to minimize the risk of exposure to infectious samples,
and procedures to be followed in the event of a "needle-stick" injury.
16
Renal Tract Disorders

Clinical Diagnosis
Obtain a history relevant to renal tract disease, including an assessment

of risk factors for renal impairment, symptoms and signs of renal failure
and its complications.
Assess fluid status clinically. (P)
Perform a renal system examination including palpation for renal masses,
examination for manifestations of renal insufficiency and uremia and perrectum examination of the prostate. (P)
Determine the presence or absence of reversible factors exacerbating renal
impairment, including urinary tract obstruction, infection and
hypovolemia. (P)
Investigations
Interpret urinalysis and urine microscopy findings.

Interpret blood and urine biochemical profiles, including PSA.
List the indications and interpret the findings of procedures for imaging
the renal tract, including ultrasound, IVP, RGP, CT scans and
radionuclide studies.
Understand the indications and procedure for renal biopsy and prostate
biopsy.
Take appropriate measures to correct a patient's fluid status. (P)

Initiate measures for the treatment of urinary tract infection and
obstruction. (P)
Describe the treatment modalities for end-stage renal failure such as
modes of dialysis and transplantation and discuss these with the patient.
Explain the indications for dialysis.
Explain how drug metabolism and regimes change in presence of renal
impairment.
Describe the impact of renal failure and its treatment modalities on
patient's lifestyle and quality of life.
Describe the treatment modalities for prostate cancer and discuss these
with the patient.
Procedural Skills
Perform a urinalysis. (P)

Insert a bladder catheter in male and female patients. (P)
17
Teaching and Learning Sessions

Clinical activities are expected to occupy about 50% of the week. The structured teaching
program is 25%.
The remaining 25% of the week should be self-directed learning time. You need this time to
prepare for the problem based learning and other small group tutorials in which you take
responsibility for leading the discussion.
The structured program will be conducted as follows:
Basic and Clinical Sciences (BCS)
Lectures and interactive sessions
Problem Based Learning tutorials
Patient Doctor (Pt-Dr) Theme
2 -3 hrs / week
2 x1.5hrs / week
2 hours / week
Community Doctor (C-Dr)

Presentations and small group tutorials
Personal and Professional Development (PPD)
2 hours/fortnight
2 hours/fortnight
(usually) alternating with
Evidence-Based Medicine (EBM)

Tutorials
3 x 1 hour
Presentation
30 min
The typical week assignment would be as follow:

Saturday
Sunday
0800-1200
Monday
Tuesday
Morning Report if applicable
Wednesday
Clinical Attachment
1230-1600
PDT
(1300-1500)
PBL
2 x1.5hrs
(1300-1600)
PDT
(1300-1500)
EBM
(1400-1530)
Lecture1
(1230-1325)
Lecture2
(1330-1425)
CDT
alternate with PPD
(1430-1600)
The afternoon distribution might change at any time, to see the updated one, please always refer to the
weekly schedule.
18
Structured Teaching
While practical clinical experience forms the substrate for learning in the MED-UCE, a
structured teaching program extends throughout this part of the course. This includes problem
based learning tutorials, lectures and other tutorials and learning modules / seminars in the
various themes. Although individual students undertake a variety of different clinical
attachments, these structured teaching sessions will provide a framework for student learning.
The timetables would provide
Lectures, PBLs and other sessions like:
Weekly two PBL sessions and lectures.
Community-Doctor and Personal and Professional Development Theme sessions are held
weekly (i.e. usually alternating fortnightly sessions).
A Patient-Doctor Theme tutorial is held weekly. This session is intended to be focused on

examination skills and the integration of these skills into formulating diagnostic hypotheses
and management plans. The tutorials also provide you with an opportunity to nominate
your own clinical topics for discussion and review with your tutor.
Regular EBM sessions require you to prepare and present evidence about a clinical question
to your assigned group.
Case discussions in ward rounds and PDT

Case discussions associated with ward rounds or bedside teaching will emphasize the clinical
reasoning processes which show how a clinician arrived at a particular diagnostic or treatment
decision. The difference between this approach and the more traditional case presentation is
that this approach requires clinical teachers to unpack their clinical thinking. It helps develop
an understanding of how clinical decisions are made.
Case discussions will cover
-
Which items are / were important in the patients presenting history, and why?
What are / were the alternative diagnoses?
On what basis are / were alternatives accepted or rejected?
What are the factors that must be considered when making decisions regarding treatment?
Students will be encouraged to apply their existing knowledge from Years 1 and 2, and to
identify and utilize additional resources which can help them to better understand their
patients problems.
19
Problem Based Learning (PBL)

During the block, students will have opportunities to engage in problem-based learning at a
higher level than in Years 1 and 2. There is a greater emphasis on diagnosis and management
rather than basic mechanisms. You have the same opportunity to undertake active, cooperative
learning in small groups and pursue a self-directed search for information and understanding
under the guidance of your clinical tutors. However, the PBL tutorials are less central than in
Years 1 and 2 because
-
The opportunities to learn from real patients now take first place and PBL becomes
secondary.
The weeks learning is no longer built around the PBL case of the week. Each of the 8 core
problems will be presented within the block.
The time allocated for PBL is 50% less than in the first two years
Your clinical tutors may be less familiar with the PBL process and also less involved (in
the sense that they no longer attend a weekly briefing meeting about the same problem of
the week and they will have relatively less time to prepare and think about the problem.)
How does it work?

In every PBL week, one student is responsible for preparing and facilitating two PBL tutorials.
Designing the tutorials engages you in the process of reasoning about the case assigned to you
as the group facilitator. The benefit of your preparation is passed on to your PBL group in the
form of a clinical case outline. You use the outline to promote a way of thinking about the case
in much the same way as your tutors have used the tutor guides in Years 1 and 2.
The Clinical Reasoning Guide

PBL in Phase 3 will have fourteen steps of Clinical Reasoning (CR), which will be covered in
two sessions. These steps are completely different from the eleven steps of PBL in the first two
years. Based on a student-centered approach to learning, different PBLs will be assigned to
students and these students will be responsible to take a leading role of facilitating both the
sessions of the PBL. A tutor will, however, be present in the second session to assist the process.
PBL in Phase 3 lays more emphasis on the process of clinical reasoning leading to formulation
of a diagnosis and planning of management. The CR steps in the first session ends with the
derivation of learning topics. The second session has strong focus on management. A tutor will
be available in the second session to wrap up the case and to extend the discussion from the
points arising in the last step.
CR steps for First Session:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Problem / Differential Diagnosis

History
Problem Reformulation
Examination
Refinement of Differential Diagnosis
Investigations
Working Diagnosis
EBM (Raising the Questions)
Management in Broader Terms
20
10. Derivation of Learning Topics

Self-Directed Learning
CR steps for Second Session:
11. Management
12. EBM (Answering the questions)
13. Progress
14. Discussion Points
Reference Material
The paragraphs below provide general questions, which a student facilitator can use to facilitate
the CR steps. Groups can respond in different ways to a given problem and these differences
can be reduced if the CR steps are followed in a similar fashion in all the groups. These
paragraphs help to make the CR steps clear so that they may be easily followed.
CR steps for First Session:

1. Problem/ Differential Diagnosis
Questions/prompts:
a. What problem/s is the patient presenting with?
b. What are the most likely and important conditions to account for the problem/s?
2. History
Questions/prompts:
a. What additional history do I need to make each differential diagnosis more or less likely?
b. Are there new problems/issues?
c. What alternatives should be considered?
3. Problem Reformulation
Questions/ prompts:
a. In light of the available history, do I need to reformulate the patient's problems?
b. What is the differential diagnosis at this stage?
4. Examination
Questions/prompts:
a. What signs on physical examination will make each diagnosis more or less likely?
b. Are there new problems/issues?
c. What alternatives should be considered?
5. Refinement of Differential Diagnosis
Questions/prompts:
a. Based on this additional information, how would I refine the differential diagnosis?
6. Investigations
Questions/prompts:
a. What special investigations make each diagnosis more or less likely and/or help define the
disease severity?
21
7. Working Diagnosis
Questions/prompts:
a. What is my working diagnosis?
8. EBM (Raising the Questions)
Questions/prompts:
a. What are some relevant questions for which I would like more evidence from the literature
in order to make decisions about diagnosis and management?
9. Management in Broader Terms
10. Derivation of Learning Topics
Includes issues related to working diagnosis, management and progress of the case.
Self-Directed Learning
CR steps for Second Session:

11. Management
Questions/prompts:
a. If left untreated, what will happen?
b. What are the available interventions?
c. What are the benefits and harms of the available interventions?
12. EBM (Answering the Questions)
13. Progress
Questions/prompts:
a. What progress do I expect the patient will have?
14. Discussion points
Questions/prompts:
a. What discussion points and learning topics do you think arise from this case?
References & websites
Roles & responsibilities of the Student Facilitator:

A Student Facilitator is expected to: Responsibilities
1. Augment the case with his own reading and clinical experience
2. Construct a clinical reasoning guide, which he can use to facilitate the two sessions
3. Discuss the clinical reasoning guide with the clinical tutor (this can happen at any time,
but may be most practical one or two days before the first PBL tutorial session begins)
4. Act as facilitator for the PBL group
5. Ensure reporting back by all individual group members on their learning tasks,
including EBM tasks
22
Roles & responsibilities of the Group Members

Group members should attend every PBL tutorial and they are expected to:
1. Participate in and contribute constructively to the discussion
2. Work co-operatively with other group members
3. Take individual responsibility for investigating and reporting back on learning issues,
including EBM tasks
Roles & responsibilities of Clinical Tutor

A Clinical Tutor is expected to:
1. Be familiar with the PBL case(s) including EBM component
2. Be available for consultation - for example, to discuss how to present patient case,
and/or guide student in selection of patient case
3. Act as a mentor, coach and guide throughout the PBL tutorial process, including EBM
coverage
4. Attend tutorials & monitor the tutorial process
5. Strike a balance between being too dominant versus too laid back
6. Contribute when appropriate to the discussion
7. Provide constructive feedback
8. Confirm that all individual group members have reported back on their learning tasks,
including EBM tasks
23
Problem Based Learning Cases
Aching Joints
Out of Puff
What Does This Mean?
Murky Waters
A Dragging Pain
Burning Up
An Uphill Battle
Whats Gone Wrong?
24
PBL Case Release Dates

CLINICIAN
RESPONSE
DATE
RELEASE DATE
TIME
25 August 2013
0800
09 September 2013 1600
01 September 2013
0800
3. What does this mean? 08 September 2013
0800
4. Murky waters
15 September 2013
0800
5. A dragging pain
22 September 2013
0800
06
October 2013
1600
6. Burning up
29 September 2013
0800
27
October 2013
1600
7. An uphill battle
06 October
2013
0800
03 November 2013 1600
8. Whats gone wrong?
20 October
2013
0800
06 November 2013 1600
CASE TITLE
1. Aching joints
2. Out of puff
TIME
25
The students role

During each two-week clinical attachment, you are expected to have a real role in the activities
of the unit/division with defined tasks to perform but without direct responsibility for patient
care. Specifically it is intended that students on an inpatient attachment will:
Clerk and follow the course of two or three patients including investigation and
management.
Learn to perform basic clinical procedures under supervision e.g., venepuncture,

peripheral cannula insertion, arterial puncture, needle paracentesis.
Be involved in planning for care and follow-up in the clinic following discharge from
hospital.
Be involved in communicating information to patients and relatives (though not as the

sole provider of information).
Attend and participate in clinical unit meetings, ward rounds, and case presentations
where possible.
26
Student clinical attachment Checklist

1. Orientation to the attachment
At the beginning of each two-week period, you should meet with your clinical supervisor
who will provide a general orientation to the unit.
2. Clarify the major objectives of the attachment
It is important that both you and your clinical supervisor understand the expectations of the
student during the attachment, which limits on student involvement, and responsibility for
care is clearly set. Your supervisor will speak with you about the time requirements that you
will be expected to fulfil.
1. Set a date for first supervisor - student discussion
2. At the end of the attachment - complete assessments
The student must complete the student section of the Integrated Clinical Attachment
(ICA) form, and then take the assessment form to your supervisor who will complete it
and discuss your progress with you
The supervisor will forward the report to Academic Affairs office (Mail Code: 3155,
ext. 51067)
Provide your supervisor / Department of Medical Education clinical school with

feedback about your attachment
The supervisors role

The supervisor is essential to the proper functioning of the clinical attachment in ensuring
continuity of supervision and reliability of assessment.
The supervisor should be a clinician responsible for few students in a two-week period. They
should interact with students regularly on ward rounds, in clinics. In addition they are expected
to meet with each student weekly (or at least fortnightly) for 30mins to discuss a patient known
to the student. One-to-one discussion will provide a better opportunity to explore strengths and
weaknesses, progress and provide more meaningful formative assessment than usually occurs
in a working clinical setting. The topic and content of these discussions will be set by the
supervisor and the focus could include diagnostic and management issues.
Within individual clinical attachments, other clinicians, registrars, resident staff, and other
paramedical staff will play a role in contributing to the students learning and experience and
are encouraged to contribute to the supervisors assessment and evaluation of the students
performance.
27
UCE Clinical Supervisor assessment form

The major aims of this form are to encourage students to self-assess and plan their own learning
in a clinical environment and for supervisors to inform students about progress of clinical and
professional skills. Therefore, the feedback form has components for both the student and the
supervisor to complete.
Prior to the beginning of each attachment, the student should organise an initial meeting with
their new supervisor in order to develop a learning plan and to discuss arrangements for that
attachment. The student should take a photocopy of feedback form/s from their previous
clinical attachment/s to help identify any clinical and professional skills that may need
additional attention during the next rotation. These forms are intended to provide a continuing
record of progress throughout the UCE.
The student should complete the self-assessment section on both pages of the form PRIOR to
meeting with their supervisor. The supervisor will then complete the relevant corresponding
sections and discuss their feedback with the student. A copy of the integrated clinical
attachment feedback form is provided at the back of this handbook.
At the end of each rotation, each student is required to submit a completed Clinical supervisor
assessment form the assessment unit. Ensuring completion of the form and its forwarding is the
responsibility of the individual student. The student should retain one copy of the form in his or
her portfolio and another copy will be held in the clinical school.
You have already acquired skills in history taking and physical examination, as well as good
background knowledge, based on the seventy clinical problems you studied in depth in Years 1
and 2. However, you have not yet begun to learn the skills required for effective patient care.
During the UCE, your practical skills will grow progressively and this will be taken into
account when assessing your performance during an attachment.
The emphasis in the UCE will be on patient-centred learning in the clinical context with further
development of clinical reasoning skills along with knowledge of Medicine. You are not
expected to be expert in every area and, obviously, no student can cover every clinical specialty.
Rather it is intended that all clinical attachments should emphasise generic skills of patient care
as well as the specific knowledge related to a particular discipline.
28
Guidelines to the task of the medical students during clinical

attachments
The objectives of the attachment of the medical students to the Clinical Attachments are:
To have insight into the daily care of the patient
To consolidate and apply the theoretical knowledge
To develop the clinical acumen and to prepare the student to be a responsible physician.
To achieve these goals it is important to observe the following:

1. The medical student should be an active member of the team. He rounds with them and
attends assigned clinics and O.R.
2. The student should be quizzed about her theoretical knowledge to stimulate her to read.
She should be asked to examine certain cases, stressing on the right technique.
Concentration should be on common cases and on patients who can give coherent
history and have good physical signs and are fit to be examined. When the student
finishes her attachment, she should be able to perform proper general examination.
3. The student should be provided with a selected case for history taking, physical
examination, provisional diagnosis and planning the investigations and following up
daily till charge.
4. The student should be given a homework for instance reviewing certain topics related to
cases seen in the wards and presenting it to the team in 5-10 minutes.
5. The student should be under the supervision of the consultant, assistant consultant, and
the senior resident who monitor the students punctuality and her progress and give her
a feedback. They should also be able to detect the gaps in the knowledge and clinical
performance of the student and do their best to fill them up. Finally they should be able
to assess her at the end of her attachment.
29
Emergency Medicine Rotation

Medical Students training program in emergency medicine is designed to prepare students for
identifying an emergency clinical situations and recognize this field of medicine. Emergency Medicine
Department Objectives of this program includes:
The fundamental skills, knowledge, and humanistic qualities that constitute the foundations
of emergency medicine practice.
Development of the experience in the application of the above principles.
Development of professionalism and provided progressive responsibility in Emergency
Situations.
Enable effective management of clinical problems.
Learning Opportunities
Medical students training program will be applied in KSAU-HS medical students during their clinical
years of training (Phase III). It will be part of your Clinical rotation in Medicine & Surgery specialties
blocks (MEDN 512 & SURG 514). This program will be offered for summer elective rotation as well.
Clinical rotations in the ED
You will attend the assigned shifts as per schedule prepared by Clinical Affairs office. The program will
be conducted in the Emergency department facilities at King Abdulaziz Medical City. You will have the
opportunity to be part of the ED team under the supervision of one of the Emergency Medicine
consultant. Some shifts you will spend with the nurses learning triage, and practicing basic patient care.
Initially you will observe then you may help in certain basic procedures.
Academic activity
You will attend the academic activities during the shift.
PBL Tutorials
You are welcomed to attend the PBL tutorial which is conducted every Sunday from 08:30 to 09:30 AM
provided that it does not interfere with other assignments or duties. The following topics will be covered
the following topics:
1) Multiple trauma
2) Chest pain and dyspnea
3) Abdominal pain
4) Altered mental status and toxicology
5) The Philosophy of making clinical decision
Bedside Teaching
The students will follow a 14 weeks clinical rotation in the ED as part of his/her Internal Medicine
rotation. There will be a maximum of 4 students at any single shift and the Emergency physician will
teach and supervise these students one day a week at ED as evening shift from 16:00 PM to 22:00 PM;
after they finish clinical duties at the assigned medical specialty, the student will be part of the ED team,
and they will spend time with the nurses learning triage, and practicing basic patient care under the
supervision of the consultant on duty that shift. At the end of each shift the consultant supervisor will fill
the evaluation forms and give the student the appropriate feedback
30
Procedures Skills
You will observe then may help in the following procedures (P1&P2) in a supervised
environment:
Suture and wound care
IV insertion and phlebotomy
Foley and NG catheter
ABG
You will observe following procedures (P1) the following procedures
Lumbar puncture
Short arm cast
Digital blocks & local freezing
Logbook
You should keep track of cases and procedures that you observed (Form UCE10). Once the form
is complete, submit to Emergency Medicine Clinical Supervisor who will forward to Clinical
Affairs office (Mail Code: 1418). A copy of the form should be included in the portfolio.
EMS and Triage
You will speed shift during SURG 514 in paramedic section of Emergency department by
exploring the ambulance car setup and how they deal with the trauma before admitting patient
to the treatment area, and also spend some time with the triage physician on duty and reviewed
the triage guidelines and triage concepts
Assessment:
Once the Form UCE10 is complete, you should submit to the Emergency Department Clinical
Supervisor. A copy of all forms should be included in the portfolio. An immediate feedback is
strongly recommended at the end of each shift.
31
Assessment
Progressive assessment integrated with student activities, and a focus on the interaction between student
and supervisor are important features of the assessment program.
Students are encouraged to develop their ability to evaluate their own progress and learning needs in
preparation for a lifetime of learning in professional practice.
Assessment is both formative and summative
Formative assessment provides the opportunity for feedback to be given to the student in a
practice situation without the level of performance being recorded.
Summative assessment contributes to decisions passing the block
The assessment would consist of:
Continues Assessment: It constitutes 40% of the total mark.
Written Examination in the form of best single answer: 15% of the total mark.
Portfolio assessment: 25% of the total mark.
Final Assessment: It constitutes 60% of the total mark.
Written Examination in the form of best single answer: 25% of the total mark.
Projected/Printed Data interpretation: 5% of the total mark.
Objective Structured Clinical Examination: 30% of the total mark.
Scale of Grades for Summative Assessment:

The following table (2) will show the scale of the grades (2):
Table 2: Scale of grades for summative assessment
Stage
1- Continuous
(40%)
Assessment:
Method
Theme
Grade
1-2- Written: (15%): 40 MCQ

- Written Examination to be conducted on:
- Week 9 in 16 - week blocks
- Week 5 in 9 - week blocks
BCS
15%
1-2- Portfolio: (25%)

( All forms will be available online)
PBL summaries where the student has
facilitated (form UCE2)
BCS
3%
PBL participation (form UCE3)
BCS
2%
Mini-Clinical Evaluation Examination

(Mini-CEX)
4%
BCS
8%
clinical
PDT
8%
CDT/PPD/EBM session facilitated by the

student (Form UCE6, UCE7 & UCE9)
CDT
4%
BCS
25%
Data Interpretation (ten items)
BCS
5%
OSCE: Seven stations (7-minutes) each station

to review portfolio.
PDT
30%
Clinical Based Discussion (CBD)

Students should submit the reports
of the rotations done until the
deadline. Remaining reports to be
reviewed during OSCE.
2- Final Written: (60%)
25%
Supervisor Reports during

attachment (Form UCE5)
4%
Written:
- 80 MCQ
Clinical
32
Note: Assessment timetable will be available online
Please note that the clinical scenarios and related questions will be based on the 90+ cases
studied in Years 1-3, with an emphasis on the PBL cases in Year 3. Questions of
investigation and management of conditions encountered in Years 1 & 2 will be added to
the elements of reasoning in the basic sciences that were emphasised when you were
studying those problems in the first and second year.
33
Attendance
Students are required to attend ALL tutorials. This includes the weekly Pt-Dr bedside
teaching tutorials. Students should notify any difficulties relating to attendance to their UCE
director.
In the clinical attachments and rotations attendance is expected to be 100%. This includes
the scheduled teaching sessions (PBL sessions, clinical tutorials, lectures and theme
sessions) as well as the clinical attachments with the teams/subspecialties assigned.
Structured sessions
(PBL sessions, clinical tutorials, lectures and theme sessions)
1.
2.
3.
4.
It is the responsibility of every student to sign in the attendance sheet.

The attendance sheet will be placed on the front desk for the first 5 minutes of each
and every session/lectures, etc. and to be collected by the administrative assistant.
Failure on the part of the student to sign-in renders them absent for the entire period.
Late comers, who failed to sign-in are also considered absent.
Unstructured sessions
(Clinical Attachments)
1.
Student is responsible to sign her attendance daily from her clinical supervisor or her
designee using the UCE 10 Daily Assessment/Feedback form;
2.
Student is responsible to describe briefly her daily activities/cases on the attendance
form;
3.
For two weeks or more clinical attachments/rotations, the attendance form should
be submitted EVERY Thursday to Academic Affairs Office and for less than 2 weeks
clinical attachment/rotation, the attendance form should be submitted by the end of
each clinical attachment;
4.
Student who fails to submit these forms to Academic Affairs on time will be
considered absent.
The overall attendance will be calculated by gathering the student total attendance in
both structured and unstructured activities. The bylaws of the College of Medicine will
be applied whenever the attendance record is less than 75%.
34
The Four Themes of the KSAU-HS Curriculum
Basic and Clinical Sciences
Patient and Doctor
Community and Doctor
Personal and Professional Development
35
Basic and Clinical Sciences Theme (BCS)

The formal component of the Basic and Clinical Sciences Theme is covered in structured
teaching sessions, all of which are delivered at the clinical schools.
A basic syllabus of topic areas has been prepared. Each topic is linked to a clinical presentation
and the important clinical conditions which may cause such a presentation. The list takes into
account the curriculum already covered in Years 1 and 2. The syllabus serves to ensure
standardisation across the clinical schools for both teachers and students. Included in the
syllabus is the requirement to present a number of basic science updates in preclinical
disciplines as well as the incorporation of relevant paraclinical disciplines in sessions on clinical
topics.
Some topics are presented as lectures and interactive sessions (2-3 hours /week).
Some topics are presented as problem-based learning tutorials (2 x 1.5 hours/ week).
There are 8 PBL topics to be covered in the 9 weeks; students are in groups of 6-10 and with one
student acting as the tutor in each rotation.
The topic lists are provided in the following pages, the section on PBL, and are published on the
Web, together with a template for each problem-based learning tutorial. The student-tutor for
each week works through the template to develop a tutor plan for the tutorial. The emphasis in
PBL in Year 3 shifts towards diagnosis and management, so the clinical tutor-facilitator should
be a clinician with sufficient content knowledge to guide the discussion effectively and provide
expert input where necessary.
Lectures, Seminars & Interactive Sessions

Lectures are not intended to be the main method of defining the curriculum in the KSAU-HS.
Rather, the lectures and problem-based learning tutorials together will provide a framework for
knowledge that should be acquired by the end of the UCE.
Lectures have been retained as a regular component of the program because of their potential
value to enhance student learning or to stimulate their interest in four general ways:
by providing an introduction to an important topic
by providing a broad context or generalising a concept
by clarifying material identified by teachers or students as difficult
by inspiring them with a novel or original account of a subject
The topics for the sessions to be given in Year 3 have been chosen with these principles in mind,
after wide consultation.
36
Session Topic List: Lectures

Topics
High Blood Pressure
Diabetes for Supervision
High Cholesterol for Treatment
Pulmonary Embolism for Treatment
Abnormal Electrolytes
Jaundice
Asthma/COPD
Acute Monoarthritis
Thyroid Swelling/Abnormal TFTs
Inflammatory Bowel Disease
Choice of Imaging
Renal Failure
Viral Hepatitis
Palpable Purpura
Recurrent Falls
37
The Patient and Doctor Theme (Pt-Dr)

Aims
The aims of the Patient Doctor Theme are largely covered by the clinical attachments, which
occupy about 50% of the programmed week. Students develop their knowledge, skills and
clinical reasoning abilities in a practical setting. They are expected to assume a real though
limited role in the activities of their home unit, with defined tasks to perform but without
direct responsibility for patient care.
By the end of the Medicine block, students should be able to:
Obtain an accurate history from an adult patient and other relevant sources such as
family members.
Perform a competent physical examination and elicit relevant physical signs.
Select and interpret basic investigations.
Integrate a history, physical examination and basic investigations into an appropriate

clinical summary, for written or oral presentation.
Function as a member of a clinical team.
Recognize common emergency situations and demonstrate knowledge of an

appropriate response to each.
Communicate information to patients and families though not as the sole provider of
that information.
Demonstrate an understanding of the long-term management of common chronic

conditions that require ongoing care and of the range of resources available for this
care.
Core Objectives and Competence levels

A general checklist of competencies in clinical diagnosis and procedures for Years 3 and 4 are
available online. It has been posted on the Web site from the Year 3 menu, via the "MedicinePatient & Doctor" link. This document is not prescriptive; it provides guidance to supervisors
who are developing objectives for students wishing to know the level of competence expected
of them. It is expected that the design of particular clinical attachments will vary according to
the nature of different clinical services.
38
Patient Doctor Session

(Two hour per week)
This is a regular weekly, bedside tutorial for small groups of students. It may take the form of a
review of a particular set of clinical skills or a clinical topic nominated by students. The
emphasis in these tutorials is on developing and progressing each students skills in physical
examination (particularly the detection of abnormal physical signs), integrating these findings
into a clinical hypothesis and considering these in the overall context of the patient.
Each student will be required to undertake a Formative Assessment of their clinical examination
skills (in the form of a directed examination of one particular system or area in a patient) by
their Pt-Dr tutor(s). Each student will be expected to perform an examination on one patient
with signs related a medical condition. This is seen as a way of ensuring that the clinical
examination skills of each student continues to develop and improve during the clinical years.
Assessment
Assessment is progressive. Formative assessment and feedback to students on a regular basis is
the most important element of the assessment process.
The components of the Patient-Doctor Theme assessment are:
1) Assessment forms for each clinical attachment
2) Mini-CEX and CBD
3) OSCE in the Final examination
4) Formative Assessments during Patient Doctor Themes
39
Patient and Doctor Theme Goals

Development of further goals (to be achieved by graduation) for Pt-Dr Theme:
Graduates of the King Saud bin Abdulaziz University will demonstrate:
Understanding of the therapeutic nature of the patient-doctor relationship and the impact on that
relationship of the individual characteristics of both patient and doctor
The ability to listen and to identify issues of concern to patients, families and carers and to
respond to those concerns, using whatever means are necessary for effective communication
The ability to elicit and interpret clinical symptoms and signs by interviewing and examining
patients systematically and with sensitivity and to use this information to develop a problem list
and list of differential diagnoses
The ability to formulate a relevant concise clinical summary to communicate to a senior colleague
that also includes the problem list and differential diagnoses
The ability to demonstrate a rational approach to patient investigation, which takes into
consideration the health system's available resources and the patient's needs and circumstances
The ability to manage each patient in a comprehensive and holistic manner, tailoring
management to the individual.
The ability to perform important clinical procedures, particularly those vital in life-threatening
situations
Ethical behaviour in meeting the needs of patients and families; concern for confidentiality and
respect for individual autonomy, enabling patients and their families to make informed decisions
in relation to their medical care.
The graduate outcomes are below for Pt-Dr Theme in the patient care area:
Patient doctor relationship
1.
Establishes and maintains a caring, trusting and therapeutic relationships with patients
2.
Communicates effectively with patients, families and carers
History taking, physical examination and clinical reasoning

3.
Gathers a relevant and comprehensive patient history, generating and testing differential diagnoses
4.
Performs an accurate and appropriate physical examination, testing & refining differential
diagnoses
5.
Synthesises clinical findings to develop prioritised differential diagnoses and comprehensive

problem list
Investigation and management of the patient's problems under appropriate supervision

6.
Selects, justifies and interprets investigations to evaluate likely diagnoses and problems
7.
Formulates and implements (under supervision) a comprehensive, holistic management plan
8.
Monitors the effectiveness of management and provides continuity of care
9.
Initiates and contributes to management in medical emergencies
10. Makes timely, informed and rational decisions in circumstances of uncertainty

Clinical Procedures
11. Conducts a range of technical and practical procedures safely and effectively
Managing Information
12. Creates and manages patient and personal records, communication and information
40
The Community and Doctor Theme (CDT)

In addition to encouraging a broader community perspective to the care of patients in the
Clinical years and PBL cases, the Community & Doctor Theme occupies two hours per fortnight
of the structured teaching program, alternating with PPD.
The program is intended to broaden and enrich your thinking about the clinical experiences you
will have during the UCE, and it has been designed to provide opportunities to make links with
these, and with the PBL activities, which will continue during the UCE. It is important that you
search for, and strengthen these links for yourselves, rather than keeping the CDT Theme in a
separate intellectual compartment. This time particularly allows students the opportunity to
reflect, discuss and debate issues that impinge on the health and healthcare of people. Many of
the issues that are up for debate in this part of the course are complex and have no ready-made
solutions. They reflect the complex system within which we live, work, and are often
controversial in nature.
CDT Theme Goals

Graduates of KSAU-HS will be able to:
1. Evaluate the distribution of & risk factors for disease & injury & understand how to use
disease & injury prevention practices in the care of individual patients & communities. (CDT
Essential Questions 1-3)
2. Make evidence-based, ethical and economically responsible decisions about the most
appropriate management of health problems in individuals and in communities. (CDT
Essential Questions 4,5)
3. Identify the economic, psychological, occupational & socio-cultural factors that contribute to
the development and/or continuation of poor health & explain how it impacts on
individuals & communities. (CDT Essential Questions 6,7)
4. Evaluate the economic, political, social and legal factors which determine the way that
individuals and communities respond to health problems and describe how public and
population health strategies are systematically planned & implemented. (CDT Essential
Question 8)
Community & Doctor Timetable

The Community and Doctor Theme Sessions will alternate with the PPD sessions as per the
timetable.
Most sessions are led by students working in pairs within your CDT tutorial group. A faculty
tutor will be allocated to your group and will be available to guide you in your learning.
CDT Topics
The Primary Health Care
The Hospital System
Home Health Care
41
Course Structure
At the beginning of the block, students will be assigned to do CDT or PPD as a summative or
formative which will be added to the portfolio. Topic assignment will be released at the
beginning of each block during the UCE orientation period of your group.
For each session, each student in the pair is to select one of the strategies listed and compare this
strategy to that of their partner. When comparing strategies it is important to take account of such
considerations as evidence supporting the effectiveness of the strategy, impact of the strategy on
the health system and other public resources, and potential benefits and harms of the strategy.
Also, note that in some cases the most effective response to the problem may involve a
combination of strategies rather than deciding that one strategy is superior to the other. There is
scope in some of the sessions for a student to choose their own strategy, but this should be
discussed with the tutor beforehand.
Instructions
1. Read the background information based on questions one to three of the eight essential
question framework. Further information about these three points is available from the
references and web links listed in the resources section. You may wish to summarize this
information briefly at the beginning of the presentation for the other members of your
tutorial group; however, this material should not be the main focus of your presentation.
2. Choose one of the management strategies listed. Note that each student in the pair must
choose a different strategy.
3. Group leaders have to submit a draft presentation of their assigned topic to their tutor a
week prior to the session.
4. For the strategy you have chosen, plan the rest of the session based on discussion of the pros
and cons of the strategy according to the assessment criteria. There are a number of
references and links in the resources section that will guide your session presentation. Note
that one of the assessment criteria involves an evaluation of the evidence behind your
strategy and therefore it is essential to locate a relevant Cochrane review or other
information that provides evidence for or against the strategy.
5. Lead the tutorial session with your partner
6. Submit a final report of your presentation of at-least 500 words to your CDT tutor at most
two weeks after the session and obtain his feedback in the related assessment form. (Note
that this is a compulsory part of your presentation and is included in the assessment
form).
7. Record a copy of the report and completed assessment form in your portfolio. Submit a
copy of these documents to the Assessment Committee in Medical Education if it is a
summative assignment.
A tutor will be with your group for this session and will generally be someone who has a
particular interest in community medicine. Your tutor is there to help facilitate your sessions
and as a resource person to assist you in preparing to lead these sessions.
If there are two groups taking CDT sessions concurrently on the same topic then the last thirty
minutes of the activity will be a plenary session where the two groups will sit together and
wrap up the session.
42
Assessment
Assessment will be formative for the first time a student leads the group and summative on the
second occasion when it occurs. If a student happens to lead a group only once then that occasion will
be taken into account for summative assessment. There are also a proportion of CDT items in the
final written examination.
Summative assessment of your competence in the CDT Theme in the UCEs will be limited to:
1) The quality of the CDT content of your second performance as a student leader, as judged by
your mastery of the material you present for the group to work through.
2) A proportion of items in the final written assessment.
All students are required to obtain a feedback on the outline/ report and the leading of the
tutorial session from the tutor in the related assessment form. A copy of the report and
completed assessment form should be filed in the portfolio. Another copy of these documents
should be submitted to the Assessment Committee in Medical Education if it is a summative
assignment.
Marking criteria for session presentations

The assessor will mark each criterion on the related assessment form and give further comments and
feedback on the marking sheet based on the following criteria:
1.
Provides a description of scenario and population-level relationship to PBL
2.
Provides a brief summary of the health problem and its distribution in the population
3.
Outlines current practice
4.
Defines one potential strategy for addressing the problem (each student defines one strategy as per
the web outline)
5.
Appraises the evidence for efficacy include harms and benefits (each student appraises the
evidence for their strategy)
6.
Discusses how this would impact on the health system & consider resource implications (each
student to consider their own)
7.
Identifies key stakeholders who would be affected by the implementation of each strategy & discusses
potential roles for each stakeholder (this may be done jointly or separately depending on the problem)
8.
Leads group discussion comparing their strategy with that of student partner
9.
Makes recommendations based on findings (NB: Public health problem solving may adopt more
than one strategy if appropriate)
10. Suggests areas for further research

11. Submits and obtains feedback on tutorial outline (of approx 200 words) from tutor at least 1 week
prior to session
12. Incorporates tutor feedback into final tutorial session
Note: This assessment relates primarily to competence in Community & Doctor Theme
content, rather than the process of interacting with the group.
43
The Personal and Professional Development Theme (PPD)

Overall Aims of PPD Theme
1. Commitment to compassionate, ethical professional behaviour
2. The ability to work cooperatively as a member of a team accepting and providing leadership
as appropriate
3. Recognition of the inevitability of decision making in circumstances of uncertainty and the
capacity to make rational and sensitive decisions based on the best available evidence
4. The ability to recognise his or her personal physical and emotional needs and responses to
stress and openness to assistance in times of need.
5. Ongoing commitment to the advancement of learning within the medical community.
6. Commitment to maintaining professional standards and obligations
7. Commitment to improving the quality and safety of health care
Aims of the PPD Theme

The PPD theme during the Integrated Clinical Attachments aims to consolidate those skills learnt in
earlier years, using reflection, experience and knowledge gained from working in a clinical setting.
1. Demonstrate the ability to observe, discuss and reflect on individual experiences, which occur in
clinical practice, particularly professional behaviour and ethical issues.
These should include:
learning about the impact of illness from patients themselves

understanding the practical and emotional impact of the health team upon illness and illness
behaviour
remaining open to ideas which may not be ones own cultural or scientific heritage
respecting the patients right to autonomy
setting limits to the professional relationship
2. Demonstrate understanding of the boundaries of the role of the student doctor within the hospital,
and that of other members of the team, and familiarity with:
the ward environment

other hospital environments e.g. the laboratories, physiotherapy, occupational therapy,
radiology, pharmacy and other departments
the important role played by other health professionals
the role of ambulatory care
the interrelationship between hospital and community
the intricacies of team work within a clinical setting
3. Demonstrate the ability to recognise and reflect on the challenges of collaborative decision making in
the face of uncertainty, taking account of the patients preferences and those of their families.
These may include:
the effect of illness or pain on the making of balanced decisions

personal and emotional difficulties for individuals
difficulties for family groups
limitations of knowledge
personal and emotional difficulties experienced by members of the clinical team
language and cultural difficulties for patients, families and health team members
financial constraints, both at a personal and at a wider level
44
4. Demonstrate understanding of the importance of recognising individual responses to stress and the
response of other team members, knowing how and where to go for help:
time management
Interpersonal conflict
fatigue
lack of confidence
limitations on knowledge
family or personal difficulties
financial pressures
pressures of assessment
5. Continue a strong commitment towards the advancement of learning, including practical education
and knowledge gained from the observation of others.
regular attendance and active participation in ward rounds, teaching and other sessions
completion of assigned tasks
regular contribution towards group learning
learning from observing how others work
acquiring practical skills
6. Understand the ethical principles and apply them in the clinical setting.
This includes understanding the main elements in the following:
consent
privacy and confidentiality
partnerships with patents and carers
how risk information is communicated to patients and carers
7. Understand that health care is risky and the role of complexity plays in adverse events.
This entails that students will observe and understand the following:
The role of complexity in health service delivery
The extent of adverse events in the health care system
The methods used to minimise errors and improve quality
8. Students will also be required to apply and consolidate skills in the organisation and management of
time and of Information
These include:
factual knowledge
clinical record keeping
security and confidentiality of information
information retrieval within the hospital system
note-taking for learning purposes
skills in presentation of information
Resources
The PPD format requires one coordinator and a number of tutors depending on the size of the student
cohort. The coordinator allocates students to a tutorial group. The nominated tutor acts as a facilitator
and resource person for the small group sessions. PPD Theme sessions alternate with Community Doctor Theme sessions.
45
Expectations during phase III

Students are expected to:
- attend all problem based learning sessions and tutorials
- report marked Unsatisfactory will be required to be revised and resubmitted. If the
resubmitted
report again gets an Unsatisfactory then it will be cumulated as
such in the summative score.
- attend all clinical rotations (Recorded by the supervisor)
- participate in all required formative assessments
PPD Assessment
Students are encouraged to consider and reflect upon the PPD Aims in the clinical attachments,
and to recognise these areas during their clinical attachments.
The following will influence the student assessment PPD theme:
Attend all sessions (separate arrangements are made for students on rural attachments)
Demonstrate ethical and professional behavior
Prepare a written case report of an ethical dilemma observed in the hospital
Prepare and lead discussion on an assigned topic
Prepare a two-page summary of the session
Submit a portfolio as outlined below.
Specific PPD requirements

Attendance
Students are required to attend each session. Attendance sheet should be sent to the Academic
Affairs Office (Layla Al Amri: mail code: 3155, ext.: 51067)
Personal and Professional Development Theme (PPD) Topics

Defining Responsibilities and Teamwork
Quality of Life
Introduction to Quality Improvement Methods
46
Assessment of the student's competence in the PPD tutorials

Students are judged in their performance as a student leader on the following criteria:
Demonstrated understanding of the topic
The quality of the presentation and facilitation.
The quality of the one or two page handout submitted on the day.
Students will need to demonstrate a familiarity with the pre reading material and the ethical
and professional concepts under discussion. Active participation as a non-leader is also
required. Students should refer to the ethical framework outlined later in this document as one
means of approaching group discussions.
Discussions relevant to the cases discussed in the structured sessions with clinical supervisors
Students should demonstrate the capacity to recognise and discuss ethical issues as they arise
during their attachments.
47
What every student needs to do for PPD Theme sessions

Check in two weeks in advance the sessions that you will be leading for assessment.
Plan and select key resources
Discuss the topic with your PPD tutor and clinical supervisor (if appropriate), the
nominated resource person or other experts know for their knowledge /interest in the
area.
Before each PPD session check the Theme session outline and read any reading set down for
the topic and note the aims of the session
You should know which topic you would be responsible for leading and the time. You
should begin by browsing the references and web material for these sessions and start to
plan ahead. Many sessions will involve a clinical scenario and time should be left to
interview patients and other appropriate people who may be a resource. This should not be
left to the last minute.
Read the selected references. Be discerning in what you read depending on the time
available and your interest in the topic. You do not have to read everything on the topic.
Talk to the relevant patient/s, resource people and the PPD tutor about the issues for this
topic.
Complete a report of at-least 500 words answering the core questions for this topic, which
are outlined in this document. A draft of this report should be handed and discussed with
the tutor a week before the session.
Based on reading and discussion with others leaders should generate a list of discussion
questions and/or activities for their group, which addresses some of the main issues of this
topic including the ethical principles being espoused. They should avoid didactic
presentations. The challenge is to focus on ethical, personal and professional aspects of the
topic rather than on individuals and their clinical circumstances. Try to cover the main
issues through debate and discussion, encouraging participants to relate the ethical issues to
their own observations in the hospital or their own clinical and personal experiences.
Handle the assessment form which is available on line to the PPD tutor for filling and
immediate feedback. This form should be immediately forwarded to Academic Affairs
office (Layla, mail code: 3155, ext: 51067).
Record a copy of the report and in your portfolio.
48
Further reading
Beauchamp TL and Childress JF (1989) Principles of Biomedical Ethics (3rd ed) Oxford University
Press: New York.
Downie RS and Calman KC (1994) Healthy Respect: Ethics in Health Care (2nd ed) Oxford
University Press: London.
Little, M. Humane Medicine. Cambridge University Press, 1995.
Loewy EH (1989) Textbook of Medical Ethics. Plenum, New York
Walton M (1998) The Trouble with Medicine: Preserving trust between patients and doctors.
Allen and Unwin.
Kerridge I, Lowe M and McPhee J (2005) Ethics and Law for the health professionals (2nd ed) The
Federation Press
49
Evidence Based Medicine (EBM) and Presentations of Evidence

Abstracted from the Research Literature for the Solution (PEARLS)
Students will prepare and give a short, evidence-based presentation addressing a focused
clinical question raised by contact with a specific patient seen during third year. Preparation of
the presentation is facilitated by a series of 3 tutorials which the students attend in the
preceding 3 weeks. During these tutorials, students develop their presentations in 3 stages
corresponding to 6 broad topics:
Stage 1
1. developing a focused clinical question based on their patient.

2. developing a
Stage 2
search strategy.
3. honing the results of the search

4. extracting and appraising the information
Stage 3
5. applying the information to their particular patient

6. preparing the presentation and a handout
The PEARLS Tutorials

Students attend PEARLS tutorials for 3 weeks prior to their PEARLS presentation. The tutorials
follow an action learning model (McGill I, Beatty L. Action Learning. London: Kogan Page,
1995). Each tutorial is divided into segments according to the number of students. For example,
with 6 students and a 1-hour tutorial each student is allocated 10 minutes. During their
allocated 10 minutes, the student describes where they are up to and with what they would like
help. The rest of the group then provides assistance. The process is repeated for each student.
Each tutorial is facilitated by a tutor with clinical epidemiology skills provided by the Evidence
Based Medicine Resource Group (EBMRG).
The PEARLS Presentations

Each PEARLS presentation lasts 10 minutes with an additional 5 minutes for questions and
feedback. Students are not required to attend for presentations in which they are not directly
involved, however it is hoped that the pertinence of the topics and quality of the presentations
will be sufficient encouragement. In addition, the audience is asked to complete a brief feedback
form identifying the presenters strengths and areas for improvement. The presenter collects this
data and summarises it later writing a short report of the feedback and their response to it. Three
additional people are required for each PEARLS presentation: a content person (selected by the
student during their clinical attachment), and 2 clinical epidemiology people (rostered by the
clinical school and their EBM Coordinator).
50
A Real Example
Following is a description of an actual student PEARL. His interest is raised by a 48-year-old
man he admitted for wide excision of an early melanoma. He is interested in the rationale for
the recommended regime of regular follow-up. In the first tutorial, after discussion with the
other students and tutor, they decide to concentrate on the mans risk of developing a second
primary. This leads to the focused clinical question: What is the risk of developing a second
primary melanoma in people who have had a melanoma resected in the past? Subsequent
discussion covers the type of question he is asking (prognosis) and the appropriate study design
for answering that type of question. He is referred to an Evidence Based Medicine website
(http://www.cche.net/usersguides/main.asp) to review the Users Guides for search strategies
and critical appraisal of studies assessing prognosis. He develops a simple text-based search
and rapidly identifies a population-based cohort study of over 20,000 Swedish patients with a
history of resected melanoma reported in 1996.
In the second and third tutorials, discussions focus on critical appraisal, data extraction, and
finally, what he will present and how he will present it. He gives his presentation in the fourth
week with 10 slides and a copy of the abstract distributed to the audience. The take home
message is that the risk of a developing a new melanoma is about 10 times higher in people
who have already had one.
Feedback from the audience emphasizes the high quality of the selected study and his
presentation of it; the discussion revolves around what this relative risk means in absolute
terms to the man in question, with suggestions of how to calculate and describe this to the
patient. The generalisability to an Australian man of this study performed in Sweden is also
discussed.
A Brief Guide to Student PEARLS in Year 3

During third year, each student gives a single PEARLS presentation which is:
a 10 minute talk supported by visual aids and a 1 page summary
followed by 5 minutes of questions and feedback from the audience.
To complete this component of the course students must:
find a patient with a suitable problem 4 weeks before their PEARLS presentation
attend 3 x 60 minute tutorials in the 3 weeks prior to their PEARLS presentation
have a suitable clinician attend their PEARLS presentation
give a satisfactory PEARLS presentation
submit a short reflective report on the feedback from the presentation and their experience.
51
The PEARLS presentations are assessed:

Summatively by members of the evidence based medicine working group and
Formatively by students in the audience with rating forms included in the Student PEARLS
Guide.
PEARLS presentations and tutorials are scheduled by the Clinical Affairs office.
52
Phase III Student E-portfolio

The student e-portfolio is a longitudinal learning and assessment tool that extends across all
blocks in phase III. The portfolio is an electronic document that the student will develop on the
Blackboard system. It will be closely linked to a new mentorship program.
The student will receive continuous feedback and assessment from her mentor during prearranged progress meetings. Additionally, the student will submit a final electronic portfolio for
summative assessment at the end of phase III. The e-portfolio grade will be included in the
Medical Research II Block.
Please refer to the Student E-Portfolio Manual for details on portfolio objectives, requirements,
important dates and assessment details.
53
General References
Students should acquire a basic textbook in General Medicine and Surgery and may
supplement this with the Reference text.
Each specialty has nominated an introductory text which students can access in their local
library or acquire only if they wish. The specialty reference is the definitive source of
information relevant to that specialty.
Medicine
Introductory Text
Davidson's Principles and Practice of Medicine. Haslett C et al (eds). 18th ed
Churchill Livingstone, 1999
Reference Texts
Harrison's Principles of Internal Medicine. Fauci AS et al (eds) 14th ed.
McGraw Hill, New York, 1998.
Oxford Textbook of Medicine. Weatherall et al (eds) 3rd ed. Oxford University
Press, 1995.
Emergency
Introductory Texts
Medicine
Brown AF. Emergency Medicine, Diagnosis And Management (Australasian
Edition) Butterworth Heineman 1996
Tintinalli JE Emergency Medicine - A comprehensive Study Guide. 5th Ed
McGraw -Hill 2000. A companion volume is also available for this text.
Reference Texts
Rosen & Barkin. Emergency Medicine (3 vols) Mosley.
Harwood Nuss. Emergency Medicine. Companion volume also available
Endocrinology Reference Texts
Becker KL (ed.) Principles and Practice of Endocrinology and Metabolism
2nd Ed. J.B. Lippincott Co., Philadelphia 1995.
De Groot LJ et al (eds.) Endocrinology 3rd Ed. Saunders, Philadelphia 1995.
GastroIntroductory Text
enterology
Talley NJ & Martin CJ (eds.) Clinical Gastroenterology a practical problemand
based approach. MacLennan & Petty, Sydney 1996.
Hepatology
Reference Text
Sleisenger MH, Fordtran JS, Scharschmidt BF & Feldman M (eds.)
Gastrointestinal Disease pathophysiology, diagnosis, management 6th Ed.
WB Saunders 1997
Infectious
Introductory Text
Diseases
Mims C. Medical Microbiology Therapeutic guidelines Antibiotic 10th Ed.
Mar 1998. (obtainable from Therapeutic Guidelines Ltd, Flemington Rd,
North Melbourne 3051)
Reference Texts
Crowe S, Hoy J, Mills J. Management of the HIV-infected patient.
Cambridge University Press (Edited in Australia) 1996.
*The Infectious Diseases section of the Oxford Textbook of Medicine is
excellent.
Rehabilitation Reference Text
Medicine
DeLisa J (ed.) Rehabilitation Medicine Principles and Practice 3rd Ed. Raven
Press 1998.
Renal
Introductory Text
Medicine
Whitworth & Lawrence (eds.) Textbook of Renal Disease 2nd Ed. Churchill
Livingston, 1994.
Reference Text
Davison, Cameron et al. (eds.) Oxford Textbook of Clinical Nephrology 2nd
Ed. Oxford University Press, 1997.
54
Respiratory
Medicine
Introductory Text
A.4.1 Bourke SJ & Brewis RAL. Lecture Notes on Respiratory Medicine 5th Ed.
Blackwell Science, 1998.
Reference Text
A.4.2 Murray JF & Nadel JA (eds.) Textbook of Respiratory Medicine 2nd Ed.
W.B Saunders, 1994.
Rheumatology Introductory Texts
Klippel JH (ed.) Primer on the rheumatic diseases 11th Ed. Arthritis
Foundation 1330 West Peachtree Atlanta Georgia USA
Carson DW & Goodacre J. Introduction to clinical rheumatology 2nd Ed.
Churchill Livingstone, 1994.
Reference Text
Klippel JH & Dieppe PA (eds.) Rheumatology 2nd Ed. Mosby International,
London.
55
Appendix I:
Clinical Attachment Assignment
Appendix II: Weekly Schedule
Appendix III: Assessment Forms
(These are preliminary. Please refer to the online updated timetables)
56
Appendix I:
Clinical Attachment Assignment
(Always refer to the online updated timetables)
57
Student list
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
Stude nt
Number
S tude nt
Badge
PBL
Group
CDT/PPD
Group
Ohood Hamad A. Al-Aamer
30-03-01-501
33726
CDT II
Banderi Abduallah M. Ahmad
30-03-01-503
33728
A
A
Ala Faisal S. Arab
30-03-01-505
33730
CDT I
Gaida Mohammed A. Albarqy
30-03-01-507
33732
CDT I
CDT I
Student Name
CDT II
Dalal Hamed A. Aleesa
30-03-01-510
33735
Reham Dakkam A. Al Qahtani
30-03-01-512
33737
CDT I
Yara Mohammed F. Al Goraini
30-03-01-515
33740
CDT I
Dalal Ibrahim A. Alhamdan
30-03-01-517
33742
CDT I
Sarah Ali S. Al Hedaithy
30-03-01-520
33744
CDT II
Nuha Ali M. Alhefdi
30-03-01-522
33747
CDT II
Sara Hamdan H. Al-Jahdaly
30-03-01-524
33749
CDT II
Shahla Abdulmohsen A. Al-Mani
30-03-01-527
33752
CDT III
Shahad Hussain A. Al Matar
30-03-01-529
33754
CDT III
Noha Abdullah F. Mobeireek
30-03-01-531
33756
CDT II
Manar Abdulaziz I. Alomani
30-03-01-533
33758
CDT III
Fetoun Mteab H. Al-Otaibi
30-03-01-535
33760
CDT III
Mead Esam A. Ruhaiyem
30-03-01-537
33762
CDT III
Sara Ibrahim H. Al Traif
30-03-01-539
33764
CDT III
Eman Abdullah A. Al Ammari
30-03-01-542
33818
PPD I
Hiba Hesham H. Abu Khalil
30-03-01-502
33727
PPD III
Nora Mohammed M. Al-Alem
30-03-01-504
33729
PPD III
Sara Mohammed Z. Al-Eraij
30-03-01-506
33731
PPD I
Nujood Hamad M. Al Dubayan
30-03-01-508
33733
PPD I
PPD I
Sarah Faisal M. Al Gabbani
30-03-01-511
33736
Manar Nasser H. Al-Ghamdi
30-03-01-514
33739
PPD I
Bishayer Khalid I. Al Hathlol
30-03-01-519
33745
PPD I
Hala Bassam H. Alhemsi
30-03-01-521
33746
PPD II
Hind Saleh I. Al-Hudhayf
30-03-01-523
33748
PPD II
Amal Fahad S. Aljuhani
30-03-01-525
33750
PPD II
Norah Abdul Rahman M. Al-Manna
30-03-01-528
33753
PPD II
Hatoun Maziad S. Al-Maziad
30-03-01-530
33755
PPD III
Najd Mohammed S. Bin Manie
30-03-01-532
33757
PPD III
PPD II
Farah Abdullah M. Alotaibi
30-03-01-534
33759
Reema Faisal H. Alrasheed
30-03-01-536
33761
PPD II
Dana Waleed G. Al Tamimi
30-03-01-538
33763
PPD III
Haneen Mohamed M. Al-Turki
30-03-01-540
33765
PPD III
58
Clinical Attachment Groupings

No
.
Student Name
Cl i n i c a l
Attachment
Group
Ala Faisal S. Arab
8
9
Norah Abdul Rahman M. AlManna

10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Nuha Ali M. Alhefdi
25
26
27
28
29
30
31
32
33
34
35
36
2
2
59
Patient Theme Doctor (PDT) Groupings

No
.
Student Name
Cl i n i c a l
Attachment
Group
Ala Faisal S. Arab
8
9
Norah Abdul Rahman M. AlManna

10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Nuha Ali M. Alhefdi
25
26
27
28
29
30
31
32
33
34
35
36
B
B
60
Assignment of students during clinical attachments
Rotation
Supervisor
1st
Rotation
2nd
Rotation
3rd
Rotation
4th
Rotation
5th
Rotation
02 Sep.
to 011
Sep.
12 to
23 Sep.
24 Sep.
to 03
Oct.
06 to 29
Oct.
30 Oct.
to
07Nov.
10 to
14
Nov.
2013
Dr. Hind Al Ghadeer

CTU1
CTU3
Pager: 8091
Dr. Jamila Al Onazi
Pager: 8129
E
X
A
M
I
N
A
T
I
O
N
Dr. Mubarak/Pager: 7858

Nephrology
Dr. Diabi / Pager: 3269

Dr. Abduljaleel Al Alwan
GI/Hepatology
Pulmonary
Pager: 7819
Dr. Jahdali / Pager: 6644
Dr. Jawaid/ Pager: 2317
61
Assignment of students during General Medicine Rotation

Rotation
1st Rotation
2nd Rotation
3rd Rotation
4th Rotation
5th Rotation
Group
CTU1
CTU3
CTU1
CTU3
CTU1
CTU3
CTU1
CTU3
CTU1
Date
02 Sep. to 11 Sep.
12 to 23 Sep.
24 Sep. to 03 Oct.
06 to 29 Oct.
30 Oct. to 07 Nov.
62
Weekly schedule during General Medicine Rotation

Week One
8:00 - 9:00 AM
Saturday
Sunday
Monday
Tuesday
9:00 - 9:45 AM
09:45 AM - 12:00 NN
*Follow up result of each

patient
Daily round starting W19
9:00 - 9:45 AM
09:45 AM - 12:00 NN

patient
Morning
report
Wednesday
Week Two
8:00 - 9:00 AM
Saturday
Sunday
Monday
Tuesday
Wednesday
Morning
Report
Use Form UCE 10: Daily Assessment Form, for clinical activity
Full clark of new patient history and physical examination, with MRN and diagnosis.
Follow up of the patient until discharge including labs, diagnostic procedures and
radiology findings.
On 2nd week, the student will submit to the supervisor the following:
a. Full report of two long cases including MRN, history and physical examination,
relevant laboratory data, final diagnosis and hospital management
Main Objectives
NB:
History taking from patients

Demonstrate an examination
Data interpretation (Lab, exam, x-ray)
Management including ER and Wards
Common emergencies in Internal Medicine
Each student will be assigned to new patient who admitted during weekend
63
Assignment of students during Nephrology Rotation

Rotation
Group
Date
1st Rotation
02 Sep. to 11 Sep.
2nd Rotation
12 to 23 Sep.
3rd Rotation
24 Sep. to 03 Oct.
4th Rotation
06 to 29 Oct.
5th Rotation
30 Oct. to 07 Nov.
64
Weekly schedule during Nephrology Rotation

Week One
8:00 - 9:00 AM
Saturday
Sunday
Monday
Tuesday
9:00 - 9:45 AM
09:45 AM - 12:00 NN

patient
9:00 - 9:45 AM
09:45 AM - 12:00 NN

patient
Morning
report
Wednesday
Week Two
8:00 - 9:00 AM
Saturday
Sunday
Monday
Tuesday
Wednesday
Morning
Report
Use Form UCE 10: Daily Assessment Form, for clinical activity
Full clark of new patient history and physical examination, with MRN and diagnosis.
Follow up of the patient until discharge including labs, diagnostic procedures and
radiology findings.
On 2nd week, the student will submit to the supervisor the following:
b. Full report of two long cases including MRN, history and physical examination,
relevant laboratory data, final diagnosis and hospital management
Main Objectives
History taking from patients

Demonstrate an examination
Data interpretation (Lab, exam, x-ray)
Management including ER and Wards
Common emergencies in Nephrology
65
Assignment of students during

Gastroenterology/Hepatology Rotations
Rotation
Group
Date
1st Rotation
02 Sep. to 11 Sep.
2nd Rotation
12 to 23 Sep.
3rd Rotation
24 Sep. to 03 Oct.
4th Rotation
06 to 29 Oct.
5th Rotation
30 Oct. to 07 Nov.
66
Weekly schedule during Gastroenterology/Hepatology Rotations

Week One
8:30 9:00 AM
9:00 AM 12:00 NN
Endoscopy/Long Case
Saturday
Sunday
Short Case/Topic
Monday
Clinic/Long Case
Tuesday
Short Case/Topic
Wednesday
In-Patients Round
Long Case/Short Case
8:30 9:00 AM
9:00 AM 12:00 NN
Week Two
Saturday
Endoscopy/Long Case
Sunday
Short Case/Topic
Monday
Clinic/Long Case
Tuesday
Short Case/Topic
Wednesday
In-Patients Round
Long Case/Short Case
Note:
1. Weekly meeting with the supervisor (Dr Abduljaleel Al Alwan) every Monday,
1200 to 1300 hours.
2. By the 2nd week, each student should submit to the supervisor:
a. Full reports of two long cases, including detailed history and physical
examination relevant laboratory data, final diagnosis and management.
67
Assignment of students during Pulmonary Rotation

Rotation
Group
Date
1st Rotation
02 Sep. to 11 Sep.
2nd Rotation
12 to 23 Sep.
3rd Rotation
24 Sep. to 03 Oct.
4th Rotation
06 to 29 Oct.
5th Rotation
30 Oct. to 07 Nov.
68
Weekly schedule during Pulmonary Rotation

Pulmonary Clerkship Rotation
Supervisor: Dr. Hamdan Al Jahdali, JahdaliH@ngha.med.sa Ext: 17531/17597, pager: 6644
AIM
Provide Medical students with a challenging rotation in pulmonary Medicine.
OBJECTIVES
Emphasis will be placed on developing good history taking and physical
examination skills and learning to adjust the interview and exam appropriately for
patients with respiratory complaints.
Students will be expected to interview and examine patients presenting with

respiratory complaints and develop an appropriate differential diagnosis,
evaluation and treatment plan.
Students will have the opportunity to learn basic chest x-ray, pulmonary function
and arterial blood gas interpretation skills.
Specific objectives also include acquiring information about a variety of

respiratory conditions including:
1. Evaluation and management of the different forms of obstructive lung
diseases.
2. Evaluation of restrictive lung diseases including muscle weakness, chest wall
disorders, and Interstitial Lung Diseases. Learning a basic classification of
Interstitial
Diseases.
3. Evaluation of patients with suspected Lung Cancer.
4. Evaluation and management of patients with community acquired
Pneumonia.
5. DVT/PE.
6. Respiratory failure.
7. Obstructive sleep apnea
8. Symptoms and x-ray findings suggestive of Tuberculosis.
9. Proper use of MDI and spacer devices.
RESOURCES
Pulmonary inpatient and consultation services
General pulmonary outpatient and sleep Clinics
Chest/PFT and Academic Rounds Saturday and Tuesday
69
EXPECTATION OF THE MEDICAL STUDENTS
The students should consider this rotation to be proactive. It is expected

that the student will be available for all days both weeks (time away will be
allowed for regularly scheduled afternoon teaching activities). Unless
attending scheduled Clinics, the student will be expected to be available to
see in-hospital patients with the Preceptor or Resident.
Use form UCE10: Daily assessment form clinical activity.
Full report of two cases including complete history, physical examination,
relevant laboratory data, final diagnosis, and hospital management will be
required to submit to the supervisor at the end of the rotation.
Weekly schedule during respiratory medicine rotation

This 2-week rotation will provide exposure to the pulmonary ward inpatient
service, pulmonary consultation service, and outpatient pulmonary clinics.
One week on the ward service:
The student will function as part of the pulmonary team with the residents and
pulmonary staffs. The student will be expected to take responsibility for the care of
at least 2 patients with appropriate supervision, commensurate with their level of
training and experience.
One week on clinics AND consult service:
Outpatient Pulmonary Clinics: The student is expected to attend at least 2
outpatient clinics. Clinic schedule will be available on the 1st day of the rotation.
Consultation service: When the student is not in clinic, they are expected to round
on the consult service with the pulmonary fellow. The student may also be asked
to see new consults and follow-up at least 2 patients per day with appropriate
supervision to enhance their learning experience.
70
1st week
8:00-9:45
9:45-12:00
Saturday
---
Daily Round with the

Team(WARD 25)
Sunday
---
Monday
---
Tuesday
---
Wednesday
---

Team(WARD 25)
Team(WARD 25)
Team(WARD 25)
Team(WARD 25)
Teaching Activities
Weekly Pulmonary Academic
Round ( Medical Conference
Room) 11:00-12:00
PFT/CXR Round
11:00-12:00
71
2nd week
8:00-9:45
9:45-12:00
Saturday
---
Daily Round with

Consultation service
Sunday
---
Monday
---
Tuesday
---
Wednesda
y
---
Daily Round with

Daily Round with
Daily Round with
Daily Round with
Teaching Activities
Weekly Pulmonary Academic
Round ( Medical Conference
Room) 11:00-12:00
PFT/CXR Round
11:00-12:00
EVALUATION
This will be based on observation of the student's performance. The primary
purpose is to help students identify how much they have learned, and how much
they have yet to learn. A secondary purpose is to determine whether the student,
at the end of the clinical elective, has met minimum requirements of acceptable
performance or achieved excellence. When necessary, the supervisor will discuss
strengths or weaknesses with the student during the rotation. At the end of the
rotation the supervisor will complete the standard assessment form and forward it
(via the Medicine Coordinator) to the college of medicine.
There is also opportunity for the student to evaluate the clinical learning
experience. The college of medicine will be collecting information from you that
can guide future students seeking Clinical rotations and provide important
feedback to clinical supervisors about strengths and weaknesses of individual
Clinical rotations.
72
Personal and Professional Development

(Every other Wednesdays only alternating with CDT)
PPD Topic
Time
Date
14:30-16:00
3
Defining Responsibilities and Teamwork
Wed. 18 Sep. 2013
14:30 - 16:00
5
Quality of Life
Wed. 02 Oct. 2013
14:30 - 16:00
7
Introduction to Quality Improvement

Methods
Wed. 30 Oct. 2013
PPD Group
Student
Eman Al Ammari
Sara Al Eraij
Nujood Al Dubayan
Sarah Al Gabbani
Manar Al Ghamdi
Bishayer Al Hathlol
Hala Al Hemsi
Hind Al Hudhayf
Amal Al Juhani
Norah Al Manna
Farah Al Otaibi
Reema Al Rasheed
Hiba Abu Khalil
Nora Al Alem
Hatoun Al Maziad
Najd Bin Mani
Dana Al Tamimi
Haneen Al Turki
Note: Refer to Weekly schedules for the assigned tutors.

Group II will have PPD included in the portfolio component of assessment
Attendance is mandatory of both groups (I & II) in PPD sessions
Final Written examination will contain MCQs from PPD sessions
Student Name
PPD Group
Eman Al Ammari
Sara Al Eraij
Nujood Al Dubayan
Sarah Al Gabbani
Manar Al Ghamdi
Bishayer Al Hathlol
Hala Al Hemsi
II
Hind Al Hudhayf
II
Amal Al Juhani
II
10
Norah Al Manna
II
11
Farah Al Otaibi
II
12
Reema Al Rasheed
II
13
Hiba Abu Khalil
III
14
Nora Al Alem
III
15
Hatoun Al Maziad
III
16
Najd Bin Mani
III
17
Dana Al Tamimi
III
18
Haneen Al Turki
III
73
Community Doctor Theme

(Every other Wednesdays only alternating with PPD)
CDT Topic
The Primary Health Care
Time
CDT Group
Student
13:00-14:30
Ala Arab
Gaida Al Barqy
Dalal Al Eesa
Reham Al Qahtani
Yara Al Goraini
Dalal Al Hamdan
Ohood Al Aamer
Banderi Ahmed
Sarah Al Hedaithy
Nuha Al Hefdi
Sara Al Jahdali
Noha Mobeireek
Shahla Al Mani
Shahad Al Matar
Manar Al Omani
Fetoun Al Otaibi
Mead Ruhaiyem
Sara Al Traif
Date
Thurs. 12 Sep. 2013
14:30-16:00
4
The Hospital System
Wed. 25 Sep. 2013
14:30-16:00
6
Home Health Care
Note:
Wed. 09 Oct. 2013
Refer to Weekly Schedule for the assigned Tutors.

Group I will have CDT included in the portfolio component of assessment
Attendance is mandatory of both groups (I & II) in CDT sessions
Final Written examination will contain MCQs from CDT sessions
Student Name
CDT
Group
I
Ala Arab
Gaida Al Barqy
Dalal Al Eesa
Reham Al Qahtani
Yara Al Goraini
Dalal Al Hamdan
Ohood Al Aamer
II
Banderi Ahmed
II
Sarah Al Hedaithy
II
10
Nuha Al Hefdi
II
11
Sara Al Jahdali
II
12
Noha Mobeireek
II
13
Shahla Al Mani
III
14
Shahad Al Matar
III
15
Manar Al Omani
III
16
Fetoun Al Otaibi
III
17
Mead Ruhaiyem
III
18
Sara Al Traif
III
74
Student Assignment in the Evidence Based Medicine
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
Student Name
MED I
512
S U RG I
514
A
A
A
A
A
A
A
A
A
B
B
B
B
B
B
B
B
B
A
A
A
A
A
A
A
A
A
B
B
B
B
B
B
B
B
B

Ala Faisal S. Arab
Nuha Ali M. Alhefdi
Norah Abdul Rahman Al-Manna
FCMD
PEDA
C
C
C
C
C
C
C
C
C
D
D
D
D
D
D
D
D
D
C
C
C
C
C
C
C
C
C
D
D
D
D
D
D
D
D
D
75
Evidence Based Medicine
Group A
Faculty member
Week
Date
Activity
Mon. 16 Sep. 2013
Dr. Mahmoud Barbary
Session 1
Wed. 09 Oct. 2013
Dr. Mahmoud Barbary
Session 2
Group B
Faculty member
Activity
Week
Date
Mon. 16 Sep. 2013
Dr. Samia Al Habib
Session 1
Wed. 09 Oct. 2013
Dr. Samia Al Habib
Session 2
76
Appendix II:
Weekly Schedule
Always refer to the weekly schedule sent to your e-mails
77
CONTINUOUS ASSESSMENT
Item
Day
Date
Time
Written Formative
Monday (Week 3)
16 September 2013
11:00 12:00
Written Summative
Thursday (Week 5)
26 September 2013
09:00 10:20
Portfolio items
- PBL case
- Problem Solving Tutorial
- PPD
- CDT
- EBM
- Clinical supervisor assessment report
Location
After the session

To be announced
After the session
After the session
After the session
After each rotation
78
MEDN 512 Week 1

01 September 05 September 2013
Day
Date
Time
08:30-11:30
Sunday
Wednesday
Thursday
01 Sep.
04 Sep.
05 Sep.
Activity Title
Grp.
Intro: Introduction to Phase III & MED I

Block
All
Instructor
Pager
Dr. Hind Al Ghadeer
8091
Dr. Jamila Al Onazi
8129
Dr. Imad Hassan
1058
Dr. Hanan Al Kadri
7188
Dr. Moedh Al Shehri
5431
Location
Lecture Hall 3
Ms. Michelle Robinson
7779
51095
95233
Lecture Hall 3
7819
Lecture Hall 3
12:00-13:00
Intro: Introduction to PPD / CDT & PBL
All
Dr. Samira Bamuhair

Prof. Samuel Obenshain
13:00-13:30
Intro: Introduction to Hepatology

Rotation
All
Dr. A. Al Alwan
13:30 15:00
PBL I : Aching Joints

(*summative)
A
B
C
D
Ohood Al Aamer
Nuha Al Hefdi
Eman Al Ammari
Hind Al Hudhayf
12:30 13:25
Lecture: High Blood Pressure
All
Dr. Najla Al Rasheed
13:30 14:30
Lecture: Diabetes for Supervision
All
Dr. Sameera Al Shehri
14:30-15:30
Lecture : Introduction to Research Block

II
All
Dr. Alaa Al Thubaiti
Lecture Hall 3
12:00-13:00
Lecture : Data Collection
All
Dr. Afaf
Lecture Hall 1
Tutorial Room 2
Tutorial Room 3
Tutorial Room 4
Tutorial Room 5
8110
4360
Lecture Hall2
Lecture Hall 2
79
Patient-Doctor Theme Assignment

Group
All
All
A
B
C
D
E
Theme
Case Discussion
Case Discussion
General Medicine
General Medicine
General Medicine
General Medicine
General Medicine
Day
Date
Time
Tutor
Pager
Monday
Tuesday
Tuesday
Tuesday
Tuesday
Tuesday
Thursday
02 Sep.
03 Sep.
03 Sep.
03 Sep.
03 Sep.
03 Sep.
05 Sep.
08:00 09:00
08:00 09:00
13:00 15:00
13:00 15:00
13:00 15:00
13:00 15:00
13:00 15:00
Dr. Hejani
Dr. Al Rasheed
Dr. Duraihim
Dr. Aklabi
Dr. Al Ghadeer
Dr. Thamer Al Anazi
Dr. Rubina Hasan
4581
8110
1135
3883
8091
8066
2180
Student
Banderi Ahmed
Sarah Al Hedaithy
Fetoun Al-Otaibi
Nujood Al Dubayan
Norah Al Manna
Venue
Ward 21
Ward 21
---------
80
MEDN 512 Week 2

08 12 September 2013
Day
Sunday
Date
08 Sep.
Time
13:00 14:30
Monday
09 Sep.
14:30 16:00
13:30 - 14:25
Wednesday
11 Sep.
14:30-15:30
Thursday
Activity Title
Grp.
Instructor
Safety Awareness Day
Dr. Jamila Al Onazi
A
Ohood Al Aamer
Dr. Abdullah Rogy
B
Nuha Al Hefdi
PBL II: Aching Joints
(*summative)
Dr. Thari Al Anazi
C
Eman Al Ammari
Dr. Hind Al Ghadeer
D
Hind Al Hudhayf
A
Banderi Ahmed
B
Sara Al Jahdaly
PBL I: Out of Puff
(*summative)
C
Hiba Abu Khalil
D
Amal Al Juhani
Lecture: Pulmonary Embolism for
All
Dr. Aklabi
Treatment
Lecture : Data Handling
8129
7104
Location
Tutorial Room 2
Tutorial Room 3
8095
Tutorial Room 4
8091
Tutorial Room 5
Tutorial Room 2
Tutorial Room 3
Tutorial Room 4
Tutorial Room 5
3883
Lecture Hall 3
All
Dr. Afaf
Lecture Hall 3
Lecture Hall 1
13:00 14:30
CDT: The Primary Health Care
All
Dr. Bamuhair/Dr.
Dughaither
Ala Arab
Gaida Al Barqy
Dalal Al Eesa
Reham Al Qahtani
Yara Al Goraini
Dalal Al Hamdan
14:30-15:30
Lecture: Approach to poisoned patient

and Decontamination
All
Dr. Mohammed Helail
12 Sep.
Pager
7188
Lecture Hall 3
81

Group
Date
Time
Tutor
Pager
All
1
2
3
4
5
All
A
B
C
D
E
Case Discussion
Clinical Teaching Round
Case Discussion
Rheumatology
Rheumatology
Rheumatology
Endocrinology
Endocrinology
Theme
Monday
Monday
Monday
Monday
Monday
Monday
Tuesday
Tuesday
Tuesday
Tuesday
Tuesday
Tuesday
Day
09 Sep.
09 Sep.
09 Sep.
09 Sep.
09 Sep.
09 Sep.
10 Sep.
10 Sep.
10 Sep.
10 Sep.
10 Sep.
10 Sep.
08:00 09:00
09:00 12:00
09:00 12:00
09:00 12:00
09:00 12:00
09:00 12:00
08:00 09:00
13:00 15:00
13:00 15:00
13:00 15:00
13:00 15:00
13:00 15:00
Dr. Imad Hassan

Dr. Ghadeer
Dr. Jamila
Dr. Mubarak
Dr. Alwan
Dr. H. Jahdali
Dr. Thari Al Anazi
Dr. Al Khathlan
Dr. Dirar
Dr. Jehani
Dr. Yousef Saleh
Dr. S. Shehri
1058
8091
8129
7858
7819
6644
4360
All
1
2
3
4
5
Case Discussion
CTU 1 (Assessment)
CTU 3 (Assessment)
Nephrology (Assessment)
GI/ Hepatology (Assessment)
Pulmonary (Assessment)
Wednesday
Wednesday
Wednesday
Wednesday
Wednesday
Wednesday
11 Sep.
11 Sep.
11 Sep.
11 Sep.
11 Sep.
11 Sep.
08:00 09:00
09:00 - 12:00
09:00 - 12:00
09:00 - 12:00
09:00 - 12:00
09:00 - 12:00
Dr. M. Katheri
Dr. Ghadeer
Dr. Jamila
Dr. Mubarak
Dr. Alwan
Dr. H. Jahdali
2765
8091
8129
7858
7819
6644
7114
3293
8133
8085
Student
Venue
Ward 21
Ala Arab
Shahla Al Mani
Mead Ruhaiyem
Sara Al Gabbani
Hatoun Al Maziad
Ward 21
------Ward 21
82
MEDN 512 Week 3

Day
Date
Time
Activity Title
Grp
A
PBL II: Out of Puff

(*summative)
13:00-14:30
Sunday
B
C
15 Sep.
D
14:3016:00
11:0012:00
Monday
Wednesday
Thursday
16 Sep.
A
B
C
D
Written (Formative) Examination
Pager
Dr. Jamila
Banderi Ahmed
Dr. Bin Saleh
Sara Al Jahdaly
Dr. Mubashar Kharal
Hiba Abu Khalil
Dr. Mohammed Khan
Amal Al Juhani
Ala Arab
Shahla Al Mani
Nora Al Alem
Norah Al Manna
8129
Location
Tutorial Room2
8098
Tutorial Room 3
8114
Tutorial Room 4
8467
Tutorial Room 5
Tutorial Room 2
Tutorial Room 3
Tutorial Room 4
Tutorial Room 5
Lecture Hall 3
Dr. Al Ghadeer/Dr. Jamila
12:30-14:00
EBM: Session 1
A
B
Dr. Barbary
Dr. Samia Al Habib
Lecture Hall 3
Lecture Hall 4
14:00-15:00
Lecture: Approach to chest pain and

shortness of breath
All
Dr. Majed Al Johani
Lecture Hall 3
12:30 -13:25
Lecture: Abnormal Electrolytes
All
Dr. G. Al Ghamdi
7087
Lecture Hall 3
13:3014:25
Lecture: Jaundice
All
7819
Lecture Hall 3
14:30-16:00
PPD: Defining Responsibilities and

Teamwork
All
12:30-16:30
Tutorial : SPSS Part 1 (Data Entry)
All
Dr. A. Al Alwan
Dr. Bamuhair/ Dr. Madkhaly
Eman Al Ammari
Sara Al Eraij
Nujood Al Dubayan
Sarah Al Gabbani
Manar Al Ghamdi
Bishayer Al Hathlol
Dr. Alaa Al Thubaiti
18 Sep.
19 Sep.
PBL I: What Does This Mean?

(*summative)
Instructor
Lecture Hall 3
Lecture Hall 2
83

Group
All
1
2
3
4
5
All
A
B
C
D
E
All
Theme
Case Discussion
Case Discussion
Pulmonology
Pulmonology
Pulmonology
Pulmonology
Pulmonology
Case Discussion
Day
Sunday
Monday
Monday
Monday
Monday
Monday
Tuesday
Tuesday
Tuesday
Tuesday
Tuesday
Tuesday
Wednesday
Date
Time
15 Sep.
16 Sep.
16 Sep
16 Sep
16 Sep
16 Sep
17 Sep.
17 Sep.
17 Sep.
17 Sep.
17 Sep.
17 Sep.
18 Sep.
08:00 09:00
09:00 11:00
09:00 11:00
09:00 11:00
09:00 11:00
09:00 11:00
08:00 09:00
13:00 15:00
13:00 15:00
13:00 15:00
13:00 15:00
13:00 15:00
08:00 - 09:00
Tutor
Dr. Syed Al Zaidi
Dr. H. Jahdali
Dr. Ghadeer
Dr. Jamila
Dr. Mubarak
Dr. Alwan
Dr. Rasheed
Dr. Jawaid
Dr. Al Gobain
Dr. Al Harbi
Dr. M. Al Moamary
Dr. H. Al Jahdali
Dr. Jawaid
Pager
4593
6644
8091
8129
7858
7819
8110
2317
1308
5583
7116
6644
2317
Student
Venue
Ward 21
Gaida Al Barqy
Shahad Al Matar
Sara Al Traif
Manar Al Ghamdi
Najd Bin Mani
Ward 21
--------Ward 21
84
MEDN 512 Week 4

Day
Date
Time
Activity Title
10:00-12:00
10:00-12:00
10:00-12:00
10:00-12:00
Tutorial: (Mini-CEX & CBD on CTU 1)
10:00-12:00
Grp
24 Sep.
Location
8091
7114
Lecture Hall 3

Tutorial: (Mini-CEX & CBD on Pulmonary)
Tutorial: (Mini-CEX & CBD on
GI/Hepatology)
14:30 16:00
PBL I: Murky Waters

(*summative)
A
B
C
D
12:30 13:25
Lecture: Acute Monoarthritis
All
Dr. Al Ghadeer
Ala Arab
Dr. Duraihim
Shahla Al Mani
Dr. Al Rasheed
Nora Al Alem
Dr. Saleh Mezam
Norah Al Manna
Gaida Al Barqy
Shahad Al Matar
Sara Al Eraij
Hatoun Al Maziad
Dr. Al Khathlan
13:30 - 14:25
Lecture: Asthma/COPD
All
Dr. M. Al Moamary
7116
Lecture Hall 3
All
Dr. Bamuhair/Dr.
Moamary
Ohood Al Aamer
Banderi Ahmed
Sarah Al Hedaithy
Nuha Al Hefdi
Sara Al Jahdali
Noha Mobeireek
7116
Lecture Hall 3
12:30 14:00
PBL II: What Does This Mean?

(*summative)
B
C
D
Wednesday
Pager
Tutorial: (Mini-CEX & CBD on Nephrology)
A
Tuesday
Instructor
25 Sep.
14:30 16:00
CDT: The Hospital System
1135
Tutorial Room 2
Tutorial Room 3
8110
Tutorial Room 4
7085
Tutorial Room 5
Tutorial Room 2
Tutorial Room 3
Tutorial Room 4
Tutorial Room 5
85
Thursday
26 Sep.
09:00 10:20
Dr. Al Ghadeer/ Dr.

Jamila
Written (Mid-Term) Examination
Lecture Hall 1

Group
1
2
3
4
5
All
All
A
B
C
Theme
CTU 1 (Assessment)
CTU 3 (Assessment)
Case Discussion
Case Discussion
Nephrology
Nephrology
Nephrology
Day
Sunday
Sunday
Sunday
Sunday
Sunday
Tuesday
Wednesday
Thursday
Thursday
Thursday
Date
22 Sep.
22 Sep.
22 Sep.
22 Sep.
22 Sep.
24 Sep.
25 Sep.
26 Sep.
26 Sep.
26 Sep.
Time
Tutor
Pager
08:00 09:00
08:00 09:00
13:00 15:00
13:00 15:00
13:00 15:00
Dr. H. Jahdali
Dr. Ghadeer
Dr. Jamila
Dr. Mubarak
Dr. Alwan
Dr. Thamer Al Enezi
Dr. Huda Shamsi
Dr. Qurashi
Dr. Faroqi
Dr. G. Al Ghamdi
6644
8091
8129
7858
7819
8066
2184
2080
7087
Student
Dalal Al Eesa
Noha Mobeireek
Eman Al Ammari
Venue
Ward 21
Ward 21
-------
86
MEDN 512 Week 5

29 September 03 October 2013
Day
Date
Time
Activity Title
Grp.
A
PBL II: Murky Waters

(*summative)
12:30 14:00
Sunday
B
C
29 Sep.
D
A
B
14:30 16:00
PBL I: A Dragging Pain

(*summative)
12:30-14:30
Tutorial : Supervisor Student

meeting (Data Collection &
Handling)
All
14:30-15:30
Lecture: Approach to altered level of

consciousness
All
12:30 - 13:25
Lecture: Thyroid Swelling/

Abnormal TFTs
All
13:30 14:25
Lecture: Inflammatory Bowel Disease
C
D
Monday
Wednesday
Thursday
30 Sep.
Pager
Dr. Thari Al Anazi

Gaida Al Barqy
Dr. Hantoush
Shahad Al Matar
8095
Tutorial Room 2
Tutorial Room 3
7858
Tutorial Room 4
Sara Al Eraij
Dr. Saleh Mezam
Hatoun Al Maziad
7085
Tutorial Room 5
Dalal Al Eesa
Noha Al Mobeireek
Nujood Al Dubayan
Najd Bin Manie
Tutorial Room 2
Tutorial Room 3
Tutorial Room 4
Tutorial Room 5
Lecture Hall 2
7062
Dr. Yousef Saleh
8085
All
Dr. A. Al Jahdali
8112
14:30 - 16:00
PPD: Quality of Life
All
12:30-13:30
Lecture: Approach to shock
All
Dr. Sami Al Solamy
Location
Dr. Mubarak
Dr. Bamuhair/ Dr. A.

Qarni
Hala Al Hemsi
Hind Al Hudhayf
Amal Al Juhani
Norah Al Manna
Farah Al Otaibi
Reema Al Rasheed
8087
Dr. Maytha Al Yahya
02 Oct.
03 Oct.
Instructor
Lecture Hall 3
Lecture Hall 3
Lecture Hall 3
3212
Lecture Hall 3
87

Group
Theme
Date
Time
All
1
Case Discussion
Sunday
Sunday
Day
29 Sep.
29 Sep.
08:00 09:00
09:00 12:00
Dr. G. Ghamdi
Tutor
Pager
7087
Student
Dr. Alwan
7819
Sunday
29 Sep.
09:00 12:00
Dr. H. Jahdali
6644
Sunday
29 Sep.
09:00 12:00
Dr. Ghadeer
8091
Sunday
29 Sep.
09:00 12:00
Dr. Jamila
8129
Sunday
29 Sep.
09:00 12:00
Dr. Mubarak
7858
All
All
A
Case Discussion
Case Discussion
General Medicine
Monday
Tuesday
Tuesday
30 Sep.
01 Oct.
01 Oct.
08:00 09:00
08:00 09:00
13:00 15:00
Dr. Imad Hassan

Dr. Rubina Hasan
Dr. N. Al Rasheed
1058
2180
8110
Reham Al Qahtani
General Medicine
Tuesday
01 Oct.
13:00 15:00
Dr. Mezam
7085
Manar Al Omani
Ward 21
Ward 21
Ward 21
General Medicine
Tuesday
01 Oct.
13:00 15:00
Dr. Duraihim
1135
Hiba Abu Khalil
General Medicine
Tuesday
01 Oct.
13:00 15:00
Dr. Imad Hassan
1058
Hala Al Hemsi
General Medicine/ID
Tuesday
01 Oct.
13:00 15:00
Dr. Sadoon
7110
Haneen Al Turki
Thursday
03 Oct.
Dr. Alwan
7819
Thursday
03 Oct.
Dr. H. Jahdali
6644
CTU 1 (Assessment)
Thursday
03 Oct.
Dr. Ghadeer
8091
CTU 3 (Assessment)
Thursday
03 Oct.
Dr. Jamila
8129
Thursday
03 Oct.
Dr. Mubarak
7858
Venue
---------
88
MEDN 512 Week 6

06 10 October 2013
Day
Date
Time
Activity Title
Grou
p
A
12:30 14:00
Sunday
PBL II: A Dragging Pain

(*summative)
B
C
06 Oct.
D
14:30 16:00
10:00-12:00
Monday
Wednesday
07 Oct.
09 Oct.
Page
r
Dr. Jamila
8129
Dalal Al Eesa
Dr. Huda Duraihim
Dr. Thari Al Anazi
Dr. Mezam
All
Dr. Fayez Al Hejaili
Location
Tutorial Room 2
Tutorial Room 3
8095
Tutorial Room 4
7085
Tutorial Room 5
Nujood Al Dubayan
1135
Noha Al Mobeireek
Najd Bin Manie

Reham Al Qahtani
Manar Al Omani
Sarah Al Gabbani
Farah Al Otaibi
A
PBL I: Burning Up
(*summative)
Instructor
Tutorial Room 2
Tutorial Room 3
Tutorial Room 4
Tutorial Room 5
10:00-12:00
10:00-12:00
Tutorial: (Mini-CEX & CBD on Nephrology)
10:00-12:00
Tutorial: (Mini-CEX & CBD on Pulmonary)
10:00-12:00
Tutorial: (Mini-CEX & CBD on GI/Hepatology)
13:00 14:00
Lecture: Renal Failure
14:30 - 16:00
CDT: Home Health Care
All
12:30-13:30
Lecture : Referencing / Plagiarism
All
Dr. Bamuhair/ Dr. R.

Shehri
Shahla Al Mani
Shahad Al Matar
Manar Al Omani
Fetoun Al Otaibi
Mead Ruhaiyem
Sara Al Turaif
Dr. Afaf
13:30 14:30
Lecture: Choice of Imaging
All
Dr. Hussein Jawad
8118
Lecture Hall 4
6698
Lecture Hall 3
7185
Lecture Hall 3
Lecture Hall 3
89

Case 1
Case 2
Case 3
14:30-15:30
A
B
C
Dr. Moeed Al Shehri

Dr. Raed Hijazi
5431
9111
7188
Pager
Student

Group
All
All
All
D
E
All
1
2
3
4
5
Day
Date
Time
Case Discussion
Case Discussion
Case Discussion
Nephrology
Theme
Sunday
Monday
Tuesday
Tuesday
06 Oct.
07 Oct.
08 Oct.
08 Oct.
08:00 09:00
08:00 09:00
08:00 09:00
13:00 15:00
Dr. Zaidi
Dr. H. Jahdali
Dr. Naam Saleh
Dr. Mubarak
Tutor
4593
6644
3579
7858
Hind Al Hudhayf
Nephrology
Tuesday
08 Oct.
13:00 15:00
Diabi (
7858
Reema Al Rasheed
Case Discussion
Wednesday
Monday
Monday
Monday
Monday
Monday
09 Oct.
07 Oct.
07 Oct.
07 Oct.
07 Oct.
07 Oct.
08:00 09:00
09:00 12:00
09:00 12:00
09:00 12:00
09:00 12:00
09:00 12:00
Dr. Al Johani
Dr. Mubarak
Dr. Alwan
Dr. Abdelmonim
Dr. Ghadeer
Dr. Jamila
7081
7858
7819
8100
8091
8129
Venue
Ward 21
Ward 21
Ward 21
--Ward 21
Eid Al Adha 13 27 October 2013
90
MEDN 512 Week 7

27 October 31 October 2013
Day
Date
Time
Activity Title
Group
Instructor
Pager
8140
A
B
C
D
A
B
Dr. M. Qahtani
Reham Al Qahtani
Dr. Jamila
Manar Al Omani
Dr. M. Qamar
Sarah Al Gabbani
Dr. Mubarak
Farah Al Otaibi
Yara Al Goraini
Fetoun Al Otaibi
Manar Al Ghamdi
Reema Al Rasheed
Dr. Barbary
Dr. Samia Al Habib
A
PBL II: Burning Up
(*summative)
13:00 14:30
Sunday
B
C
27 Oct.
D
Monday
Wednesday
28 Oct.
Tutorial Room 2
Tutorial Room 3
3251
Tutorial Room 4
7858
Tutorial Room 5
Tutorial Room 2
Tutorial Room 3
Tutorial Room 4
Tutorial Room 5
Lecture Hall 3
Lecture Hall 1
14:30 16:00
PBL I: An Uphill Battle

(*summative)
13:00-14:30
EBM: Sessions 2
12:30 - 13:25
Lecture: Viral Hepatitis
All
Dr. A. Al Alwan
7819
Lecture Hall 3
13:30 14:25
Lecture: Palpable Purpura
All
Dr. Khathlan
7114
Lecture Hall 3
All
Dr. Bamuhair/Dr. Ahmed Al

Amri /or Dr. Baharoon /or Dr.
Atawi /or Dr. Moamary
Hiba Abu Khalil
Nora Al Alem
Hatoun Al Maziad
Najd Bin Mani
Dana Al Tamimi
Haneen Al Turki
30 Oct.
14:30 - 16:00
12:30-14:30
Thursday
8129
Location
31 Oct.
14:30-15:30
PPD: Introduction to Quality Improvement

Methods
Tutorial : Supervisor Student meeting ( On

Introduction/Literature,
Referencing/Plagiarism)
Case 3
Case 1
Case 2
Lecture Hall 3
All
A
B
C
Lecture Hall 3
Dr. Moeed Al Shehri
Dr. Muna Al Juhani
7188
5431
91

Group
Date
Time
Case Discussion
Case Discussion
Case Discussion
Sunday
Monday
Tuesday
Tuesday
27 Oct.
28 Oct.
29 Oct.
29 Oct.
08:00 09:00
08:00 09:00
08:00 09:00
Tuesday
All
All
All
1
Theme
Day
Tutor
Pager
Dr. Kharal
Dr. M. Khan
Dr. G. Ghamdi
Dr. Mubarak
8114
8467
7087
7858
29 Oct.
Dr. Alwan
7819
Tuesday
29 Oct.
Dr. Abdelmonim
8100
CTU 1 (Assessment)
Tuesday
29 Oct.
Dr. Ghadeer
8091
Student
Ward 21
Ward 21
Ward 21
CTU 3 (Assessment)
Tuesday
29 Oct.
Dr. Jamila
8129
General Medicine
Tuesday
29 Oct.
13:00 15:00
Dr. Hejani
4581
Dalal Al Hamdan
General Medicine
Tuesday
29 Oct.
13:00 15:00
Dr. M. Qahtani
8140
Sara Al Jahdaly
General Medicine
Tuesday
29 Oct.
13:00 15:00
Dr. N. Rasheed
8110
Sara Al Eraij
General Medicine
Tuesday
29 Oct.
13:00 15:00
Dr. Syed Al Zaidi
4593
Amal Al Juhani
General Medicine
Tuesday
29 Oct.
13:00 15:00
Dr. S. Mezam
7085
Dana Al Tamimi
Case Discussion
Wednesday
30 Oct.
08:00 09:00
Dr. M. Qamar
3251
All
Venue
----Ward 21
92
MEDN 512 Week 8

03 07 November 2013
Day
Date
Time
Activity Title
Grou
p
A
PBL II: An Uphill Battle

(*summative)
13:00 14:30
Sunday
B
C
D
03 Nov.
14:30 16:00
PBL I: Whats Gone Wrong

(*summative)
B
C
D
12:30-13:30
Monday
04 Nov.
13:30-14:30
14:30-15:30
Lecture : Writing the Method section Part 1

Case 2
Case 3
Case 1
Lecture: High Cholesterol for Treatment
All
A
B
C
All
A
Wednesday
06 Nov.
12:30 14:00
PBL II: Whats Gone Wrong

(*summative)
C
D
Instructor
Pager
Dr. M. Al Qahtani
Yara Al Goraini
Dr. Thari Al Anazi
8140
8095
Fetoun Al Otaibi
Dr. Jamila
Location
Tutorial Room 2
Tutorial Room 3
8129
Tutorial Room 4
1135
Tutorial Room 5
Manar Al Ghamdi
Dr. Duraihim
Reema Al Rasheed
Dalal Al Hamdan/Sarah Al
Hedaithy
Mead Ruhaiyem/
Sara Al Traif
Bishayer Al Hathlol/ Hala
Al Hemsi
Dana Al Tamimi/
Haneen Al Turki
Dr. Afaf
Dr. Muna Al Juhani
Dr. Moeed Al Shehri
Dr. M. Qamar
Dr. Imad Hassan
Dalal Al Hamdan/Sarah Al
Hedaithy
Dr. Saleh Mezam
Mead Ruhaiyem/
Sara Al Traif
Dr. Bin Saleh
Bishayer Al Hathlol/ Hala
Al Hemsi
Tutorial Room 2
Tutorial Room 3
Tutorial Room 4
Tutorial Room 5
Lecture Hall 3
7188
5431
3251
Lecture Hall 3
1058
Tutorial Room 2
7085
Tutorial Room 3
8098
Tutorial Room 4
Tutorial Room 5
93

Group
Date
Time
Tutor
Pager
All
All
1
Case Discussion
Case Discussion
Sunday
Monday
Monday
03 Nov.
04 Nov.
04 Nov.
08:00 09:00
08:00 09:00
09:00 12:00
Dr. Aklabi
Dr. M. Qamar
3883
3251
Dr. Jamila
8129
Monday
04 Nov.
09:00 12:00
Dr. Mubarak
7858
Monday
04 Nov.
09:00 12:00
Dr. Alwan
7819
Monday
04 Nov.
09:00 12:00
Dr. Abdelmonim
8100
Monday
04 Nov.
09:00 12:00
Dr. Ghadeer
8091
Case Discussion
Endocrinology
Tuesday
Tuesday
05 Nov.
05 Nov.
08:00 09:00
13:00 15:00
Dr. Katheri
Dr. Yousef Saleh
2765
8085
Ohood Al Aamer
Endocrinology
Tuesday
05 Nov.
13:00 15:00
Dr. S Shehri
4360
Shahla Al Mani
Endocrinology
Tuesday
05 Nov.
13:00 15:00
Dr. Imad Hassan
1058
Eman Al Ammari
Rheumatology
Tuesday
05 Nov.
13:00 15:00
Dr. Khathlan
7114
Sarah Al Gabbani
Rheumatology
Tuesday
05 Nov.
13:00 15:00
Dr. Rogy
7104
Farah Al Otaibi
CTU 3 (Assessment)
Thursday
07 Nov.
Dr. Jamila
8129
Thursday
07 Nov.
Dr. Mubarak
7858
Thursday
07 Nov.
Dr. Alwan
7819
Thursday
07 Nov.
Dr. Abdelmonim
8100
CTU 1 (Assessment)
Thursday
07 Nov.
Dr. Ghadeer
8091
All
A
Theme
Day
Student
Venue
Ward 21
Ward 21
Ward 21
---------
94
MEDN 512 Week 9

10 Nov. 14 Nov. 2013
Final Assessment
Written - Summative
Sunday
10 Nov.
09:00 11:00
Data Interpretation
Sunday
10 Nov.
11:00 11:30
Thursday
14 Nov.
08:00 14:00
OSCE
95
Appendix III:
Assessment Forms
96
Form UCE 1:
Portfolio assessment form & Checklist*
King Saud bin Abdulaziz Univ.

for Health Sciences
College of Medicine
Female Medical Student Branch
Student:
ID:
Block:
Date:
Item
Quantity
Full Mark
____/____/________
Actual
Comment
Reflective statement on the Block

(75 100 words)
PBL summaries where the
student has facilitated (75
100 words)
Report of cases followed by

the student during their
clinical attachment (2 cases)
Supervisor Report
Clinical attachment
Report
of
the
PPD/CDT/EBM
session
facilitated by the student (75
100 words)
during
Total Mark
20
Name
Signature
Assessment Unit ______________________
_______________________
UCE Director
_______________________
_______________________
Date
___________
___________
* This form for official use only; Revised as of March 2010
97
King Saud bin Abdulaziz

University
for Health Sciences
College of Medicine
Form UCE 2:
PBL Session Assessment
(When Student Acts as facilitator)
Student Name: ______________________________ I.D: ___________
Summative
Formative
Topic/Title: _________________________________
Date:
The Student Facilitator:
1.
Followed the logical sequence of PBL
2.
Was well prepared
3.
Kept the group focused
4.
Oversaw time management
5.
Provided well balanced intervention
6.
Provided feedback on the discussion
7.
Encouraged fair participation
8.
Asked for references
9.
Discussed the case with tutor before the first session
Total Mark
) x 3 =
27
Strengths of the Student Facilitator:

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________
Opportunities for Improvement:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________
Tutor (Assessor): _______________________ Signature: ______________________ Date:

_____________
* This form for official use only; revised as of May 2009
Instruction to the tutor: Please send immediately after the session

to Academic Affairs office (Mail code 3155, ext 51067)
98

for Health Sciences
College of Medicine
PBL Session
PPD Session
Form UCE 3:
Participation Assessment
CDT Session
PDT Session
Other: ________
GROUP: ________
Assessors Name: _________________________
Badge:___________________________
Topic/Title: ______________________________
Date and Time: _____________________
Student
Number
Student Name
Key:
3 = Outstanding contribution (prepared and participated) to the group (without dominating
other group members).
2= Contributed (prepared and participated) effectively to the functioning of the group
(without dominating other group members).
1 = Contributed (participated) sufficiently to the functioning of the group.
0 = Did not contribute significantly to the functioning of the group.
L = Came late and/or left early and/or left during the session for more than 10 minutes.
X= Was absent.
* This form for official use only; revised as of May 2009
Instruction to the tutor: Please insert in the assessment box immediately after the session
or send to Academic Affairs office (Mail code 3155, ext 51067)
99

for Health Sciences
College of Medicine
Form UCE 4:
Clinical Attachment Assessment
(Student Report)
Student:
Student ID:
Clinical Rotation:
Start Date:
0
1
2
3
4
Not achieved
Poor
Below average
Borderline
Satisfactory
- Please complete BOTH sides of this form.

- Students: Please photocopy page 2 of this form to take to your
next rotation.
- Supervisor to insert in the assessment box or return to Academic
Affairs office
STUDENT SELF-ASSESSMENT
Complete prior to discussion with your supervisor
CRITERIA
1. Patient history
2. Physical examination
3. Case summary
4. Problem list & DD
5. Understanding of basic &
clinical science concepts
6. Investigation &
management plan
7. Ethical issues related to
patient care
8. Communication with
patients, relatives & staff
9. Appropriate professional
behaviour
10. Overall progress for this
stage of the Program
Total Mark
) x 8 =
40
Student Signature:
Date:
* This form for official use only; revised as of March 2010
Instruction to the students:

Immediately after the session, please submit to Academic Affairs Office
(Mail code 3155, ext 51067)
100

for Health Sciences
College of Medicine
Form UCE 5:
Clinical Attachment assessment
(Supervisor Report)
Student:
Student ID:
Clinical Rotation:
Start Date:
0
1
2
3
4
Not achieved
Poor
Below average
Borderline
Satisfactory
- Please complete BOTH sides of this form.

- Students: Please photocopy page 2 of this form to take to your next
rotation.
- Supervisor to insert in the assessment box or return to Academic Affairs
office
CLINICAL SUPERVISOR ASSESSMENT

Please discuss with your student
CRITERIA
1. Patient history
2. Physical examination
3. Case summary
4. Problem list & DD
5. Understanding of basic
& clinical science concepts
6. Investigation &
management plan
7. Ethical issues related to
patient care
8. Communication with
patients, relatives & staff
9. Appropriate professional
behaviour
10. Overall progress for
this stage of the Program
Total Mark
) x 8 =
40
Student Signature:
Supervisor Signature:
Date:
Date:
This form for official use only; revised as of March 2010

101

for Health Sciences
College of Medicine
Form UCE 5:
Clinical Attachment assessment
(Supervisor Report) Continuation
STUDENT SELF-ASSESSMENT (must complete prior to meeting with your supervisor)

This page should be retained by the students for review by next clinical supervisor.
This page is part of your portfolio
1. What did you perform well?
........................................................................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
2. What do you need to improve? .............................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
3. What strategies will you use to improve in these areas? ...................................................................
........................................................................................................................................................................
........................................................................................................................................................................
SUPERVISOR COMMENTS (complete and discuss with your student)
1. What did the student perform well? ....................................................................................................
........................................................................................................................................................................
2. Areas needing improvement: ................................................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
3. Suggested strategies for improvement: ..............................................................................................
........................................................................................................................................................................
........................................................................................................................................................................
4. To complete this form I have consulted with:
Consultant
Fellow
Intern/Resident
Nursing
Staff
Student Name & Signature:
Supervisors Name & Signature:
Clinical Rotation:
Date:
Date:
102

for Health Sciences
College of Medicine
Form UCE 6:
Community and Doctor Theme Assessment
Checklist for assessing student as a group leader in the group sessions devoted to a CDT strategy.
Topic/Title: ___________________________________________
0
1
2
3
4
Student Name: ________________________ I.D: ___________

Partner Name: ________________________ I.D: ___________
Student Report:
1.
Provides a description of scenario and population-level
2.
Provides a brief summary of the health problem and

its distribution in the population with regional
statistics
3.
4.
Defines one potential strategy for addressing the

problem (each student defines one strategy as per
the web outline)
5.
Appraises the evidence for efficacy include harms

and benefits (each student appraises the evidence
for their strategy)
6.
Discusses how this would impact on the health

system & consider resource implications for each
strategy (each student to consider their own)
7.
Identifies key stakeholders who would be affected

by the implementation of each strategy & discusses
potential roles for each stakeholder (this may be
done jointly or separately depending on the
problem)
8.
Leads group discussion comparing their strategy with

that of student partner
9.
Makes recommendations based on findings (NB:

Public health problem solving may adopt more than
one strategy if appropriate)
Not achieved
Poor
Below average
Borderline
Satisfactory
10. Suggests areas for further research
Total Mark
(____) x 4
40
General comments:
Assessor Name:
Signature:
Date:

103

for Health Sciences
College of Medicine
Form UCE 7:
Personal Professional Development
Assessment
Checklist for assessing student as a group leader in the group sessions devoted to a CDT strategy.
Topic/Title: ___________________________________________
Student Name: ________________________ I.D: ___________
Tutor Name: _________________________
Process
0
1
2
3
4
1.
Respects values opinions of the participants
2.
Open to constructive feedback
3.
Provides constructive feedback to participants when

required
4.
Shares information effectively
5.
Manages time effectively
6.
Helps to keep the group focused on the task
7.
Encourages involvement of all participants
Not achieved
Poor
Below average
Borderline
Satisfactory
Clinical Reasoning and Subject Content

8.
Contributes constructively to the subject content
9.
Builds on other group members contributions
10. Acknowledges gaps in own knowledge

11. Educational value of the content delivered
12. Quality of PPD examples given from real-life settings
Total Mark
(_____) x 4
48
Comment/s which could assist student development:

______________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Assessor Name:
Signature:
Date:
*Revised as of December 2007

Dr Andleeb Arshad
Approved, UCE Committee

to Academic Affairs office (Mail code 3155 ext. 51067)
104

for Health Sciences
College of Medicine
Form UCE 7:
Personal Professional Development
Assessment Continuation
Group Function
Respects values, opinions of other members of the group
[is considerate of others perspectives; does not ridicule/put-down; provides opportunity for others
contributions]
Actively listens to other group members

[pays attention to what others are saying; builds on what others have said;]
Open to constructive feedback on tutorial performance
[appears willing to receive feedback; invites feedback from other group members]
Gives constructive feedback to other group members
[provides feedback which is, e.g., specific, non-judgmental , acknowledges strengths, not emotionally
manipulative]
Encourages involvement of other group members
[does not consistently dominate discussions; draws in non-contributing group members]
Helps to keep the group focused on the task
[helps to redirect discussion, summarizes discussion from time to time]
Helps the group to evaluate its PBL process
[encourages/demonstrates reflection; acknowledges individual strengths as well as areas for improvement]
Clinical Reasoning
Contributes constructively to the clinical reasoning process
[demonstrates both divergent and convergent thinking; encourages discussion and multiple perspectives;
demonstrates an evidence-based approach]
Builds on other group members contributions

[acknowledges others ideas; incorporates others contributions; provides constructive feedback; actively
listens]
Acknowledges gaps in own knowledge

[identifies personal learning needs; takes personal responsibility]
Shares information effectively with the group
[researches, summarizes, reports information; contributes to the groups developing knowledge]
GLOBAL RATING
[Taking all things into consideration, the overall impression of the quality of participation; not
simply adding-up ticks but should reflect the trend in the ratings]
105

for Health Sciences
College of Medicine
Form UCE 9: PEARLS Assessment
0
1
2
3
4
Student Name: _________________________ I.D: ______________

Topic Title: ______________________________________________
BEHAVIOUR
1.
Formulate a well-built clinical question
2.
Correctly identify the type of question
3.
4.
Develop a reasonable search strategy
5.
Select a reasonable piece of research
6.
Apply appropriate criteria for appraisal
7.
Clearly describe the research design
8.
Clearly describe the research methods
9.
Clearly describe the research findings
Not achieved
Poor
Below average
Borderline
Satisfactory
10. Identify potential sources of bias

11. Identify potential effects of bias
12. Discuss the strengths of the research
13. Discuss the weaknesses of the research
14. Discuss the level of evidence provided
15. Draw conclusions supported by their
evidence
16. Discuss the implications for their patient
17. Identify unanswered questions
18. Use good support materials
19. Give a coherent presentation
20. Summarize well
Total Mark
(_____) x 4 =
80
Things performed well
Things for improvement
Assessor Name:
Signature:
Date:
This form for official use only; revised as of March 2010

106

for Health Sciences
College of Medicine
Form UCE 11:

Case Based Discussion (CBD)
Name: _____________________________Badge No: _________ Student No.: ______________

Block: ______________________Subspecialty: _______________Hospital: KAMC-Riyadh
CBD form is to be completed at the time assigned for this activity. The form should be
immediately completed upon the conclusion of the procedure with immediate feedback.
Patient problem/ Diagnosis:
___________________________________________________________________________________
Case setting:
Out-patient
In-patient
Emergency Dep.
Others:
____________
Case Complexity:
Low
Moderate
Focus (More than one may be selected):

Competencies
High
Data Gathering
Satisfactory
(4)
1.
Professional approach to patient
2.
Data gathering and interpretation
3.
Making diagnosis and decisions
4.
Clinical management
5.
Managing medical complexity
6.
Diagnosis
Borderline
(3)
Management
Below
average
(2)
Counseling
Not
achieved
(0)
Poor
(1)
Working with colleagues and in

teams
7.
Maintaining an ethical approach
8.
Fitness to practice
9.
Overall assessment
Total Mark
(______) x 4 =
36
Student satisfaction from CBD

Assessor Comment on Students performance
Student comment on his/her performance
Assessor
Student
Name: ___________________________
Signature: ________________________
Date: ____________________________
Name: _________________________
Signature: ______________________
Date: __________________________
This form is for official use only; revised as of March 2010
107

for Health Sciences
College of Medicine
Form UCE 11:

Case Based Discussion (CBD)
- Continuation
Rationale: Case-Based Discussion (CBD) is part of the mandatory summative/formative

assessment tools within KSAU-HS framework for students competency. CBD is a tool to assess
clinical judgment, decision-making and the application of knowledge in relation to patient care. It
allows the students to apply clinical reasoning in their practice. This may include discussing
ethical and legal framework of practice and facilitate feedback in order to guide learning. It is not
focused on the ability to make a diagnosis. As an actual patient record is used, it also allows the
trainer to evaluate the quality of record keeping and presentation of the case. Passing this
evaluation is not the aim, performing it with immediate feedback and lessons learnt is the
ultimate goal. Therefore, this assessment should not be approached as if it was an examination.
Process: The student should be responsible for the conduction of the event. A minimum of two
CBD is needed per clinical block. The process should end with a structured discussion between
the student and supervisor:
The student must ensure that the supervisor is aware of patient details in order to offer
learning opportunities for discussion.
The supervisor discussed the case in depth with the student for 15-20 minutes.
An assessment form is completed by the supervisor who then provides immediate

feedback to the student for approximately 5 minutes.
The assessment form should be part of the students Portfolio.

Skills to be assessed:
Data gathering and interpretation
Making diagnoses/decisions
Clinical management
Managing medical complexity
Working with colleagues and in teams
Community orientation
Maintaining an ethical approach.
Fitness to practice
Feedback: To maximize the educational impact of assessment on students performance, areas
that are particularly good as well as those where there is scope for improvement should be
discussed the student. Feedback should be give sensitively, in a suitable environment. Areas for
development should be identified, agreed and recorded on the assessment form.
Outcome of assessment: The outcome of the assessment is a global professional judgment of the
assessor that the student has completed the task to the standard expected at his level.
108

University
for Health Sciences
College of Medicine
Form UCE 12:

Mini Clinical Evaluation Exercises
(Mini-CEX)
Name: ____________________________ Badge No: _________ Student No.: _____________

Block: ____________________
Subspecialty: __________________ Hospital: KAMC-Riyadh
Mini-CEX form is to be completed at the time assigned for this activity. The student must be
observed performing a history taking and physical exam. The form should be immediately
completed upon the conclusion of the procedure.
Patient problem/ Diagnosis:
_______________________________________________________________________________________
Case setting:
Case Complexity:
Out-patient
In-patient
Emergency Dep.
Low
Moderate
High
Competencies
1.
2.
History taking skills
3.
Physical examination skills
4.
Clinical diagnostic skills
5.
Clinical judgment & synthesis
6.
Patient management skills
7.
Communication skills
8.
Overall clinical competence
Total Mark
Satisfactory
(4)
Borderline
(3)
Others: ______________
Below
average
(2)
Poor
(1)
Not
achieved
(0)
(______) x 4 =
32
Student satisfaction from MiniCEX
Assessor Comment on Students performance
Student comment on her performance
Assessor
Student
Name: ___________________________
Signature: ________________________
Date: ____________________________
Name: _________________________
Signature: ______________________
Date: __________________________
This form is for official use only; revised as of March 2010
Instruction to the tutor: Please send immediately after the session to Academic Affairs office (Mail
code 3155 ext 51067)
109
110

University
for Health Sciences
College of Medicine
Form UCE 12:

Mini Clinical Evaluation Exercises
(Mini-CEX) Continuation
Rationale: Mini-CEX is part of the mandatory summative/formative tools within KSAU-HS

framework for students competency. Students will have the opportunity to receive immediate
feedback on skills essential to provide good clinical care by observing an actual clinical
encounter. The Mini-CEX will reflect students performance doing clinical skills routinely
considered part of patient encounters. It is integrated in different aspects within the clinical
environment including in-patient and out-patient setting. Passing this evaluation is not the aim,
performing it with immediate feedback and lesson learnt is the ultimate goal. Therefore, this
assessment should not be approached as if it is an examination rather than an educational tool.
Process: The student should be responsible for the conduction of the event. A minimum of two
mini-CEX is needed per block. The process should end with a structured discussion between the
student and supervisor:
A selected case from the in-patient or out-patient setting to be interviewed by the
student under direct supervision.
The student should present the case, conclusion and reasons for actions. It should take
no longer than 15 minutes.
This should be followed immediately by feedback lasting 5-10 minutes. This should
include things done right and those need improvement.
A mini-CEX Form should be completed with the student present.
The assessment form should be part of the students Portfolio.
Skills to be assessed:
History-taking skills
Physical examination skills
Clinical diagnostic skills
Clinical judgment & synthesis
Patient management skills
Communication skills
Humanistic qualities & professionalism
Overall clinical competence
Feedback: To maximize the educational impact of assessment, aspects of performance that are
particularly good as well as those where there is scope for improvement should be discussed the
student. Feedback should be give sensitively, in a suitable environment. Areas for development
should be identified, agreed and recorded on the assessment form.
Outcome of assessment: The outcome of the assessment is a global professional judgment of the
assessor that the student has completed the tasks to the standard expected at his level.
111

University
for Health Sciences
College of Medicine
Form UCE 10:

Clinical Attachment Performance
Feedback
(to be used in clinical rotations with daily activities)
Student Name:____________________________ Student #:_________________

Covered Period: DD / MM /20____ to DD / MM / 20____
Week: ______________
0
1
2
3
4
Not achieved
Poor
Below average
Borderline
Satisfactory
Clinical Rotation:__________________________ Location: _____________________
Day
Day 1
S M T
Case short description
Clinical Supervisor or
Designees Name,
Signature & Comment
Date: DD / MM
/20__
Day 2
S M T W T
Date: DD / MM
/20__
Day 3
S M T
Date: DD / MM
/20__
Day 4
S M T
Date: DD / MM
/20__
Day 5
S M T
Date: DD / MM
/20__
Clinical Supervisors
Name, signature &
comment:
DD / MM /20___
Students comment:
DD / MM /20___
Formative Feedback
Given
Not Given
Clinical Supervisors Name & Signature
* This form is for official use only; revised as of March 2010
112
Please note that Surgery Block will

commence on 17 November 2013.
Your block book will be ready prior to
the block.
For further announcement.
113

Medicine I Block Book Female

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Medicine I - MEDN 512 (2013)

Dr. Hind Al Ghadeer

Dr. Hanan Al Kadri

2013 College of Medicine Female Branch, KSAU-HS

Medicine I - MEDN 512 (2013)

2013 College of Medicine Female Branch, KSAU-HS

Medicine I - MEDN 512 (2013)

Code and number:

9 Credit Hours, Phase III

01 September 2013 14 November 2013

Dr. Jamila Al Onazi

2013 College of Medicine Female Branch, KSAU-HS

Medicine I - MEDN 512 (2013)

Clinical Supervisors of Subspecialty Rotations:

Dr. Hind Al Ghadeer

Dr. Jamila Al Onazi

Dr. Mubarak Abdullah

Dr. Abdulrahman Al Diabi

Dr. Abduljaleel Al Alwan

Dr. Hamdan Al Jahdali

Dr. Khan Jawaid

Dr. Mohammed Al Helail

Coordinators of Different Themes:

Problem Based Learning

Dr. Hind Al Ghadeer

Patient Doctor Theme

Dr. Jamila Al Onazi

Dr. Samira Bamuhair

Dr. Samira Bamuhair

Evidence Based Medicine

Dr. Mazen Ferwana

2013 College of Medicine Female Branch, KSAU-HS

Medicine I - MEDN 512 (2013)

General Medicine (Clinical Teaching Units-CTU)

Emergency medicine rotation is longitudinal throughout the block once a week.

Interview, examine and clerk patients;

Attend and present daily morning report;

Discuss cases with colleagues and senior staff;

Participate in rounds, clinics, and procedures.

2013 College of Medicine Female Branch, KSAU-HS

Medicine I - MEDN 512 (2013)

Block Objectives and Contents

Undertake a competent clinical assessment of a patient with an

Management and Communication

Make recommendations for the initial phases of management of the above

2013 College of Medicine Female Branch, KSAU-HS

Medicine I - MEDN 512 (2013)

2013 College of Medicine Female Branch, KSAU-HS

Medicine I - MEDN 512 (2013)

Elicit the symptoms and signs of important endocrine disorders, including

Describe the role of fine needle aspiration biopsy in the management of

Management and Communication

Assess the adequacy of glycemic control in diabetes mellitus.

2013 College of Medicine Female Branch, KSAU-HS

Medicine I - MEDN 512 (2013)

List the principles of therapy for osteoporosis, Paget's disease and

Use an ophthalmoscope to examine for diabetic retinal changes (P4).

2013 College of Medicine Female Branch, KSAU-HS

Medicine I - MEDN 512 (2013)

Include an occupational history of sufficient detail to properly assess the

Categorize the causes of breathlessness, chest pain, cough, hemoptysis and

Rapidly assess acute respiratory distress and explain the importance of

Differentiate consolidation, pleural effusion and pneumothorax on clinical

Recognize asthma and differentiate it from other causes of air flow