CCPDHE Portfolio

Certificate Course in Professional Development in Higher Education
(CCPDHE – 2022)
PORTFOLIO OF ASSIGNMENTS
Submitted to the
Staff Development Center
University of Ruhuna, Sri Lanka
in partial fulfillment of CCPDHE programme
Submitted By
Name of the Candidate

Name of the Department
Name of the Faculty
University/Institute
Year
(Cover)
Certificate Course in Professional Development in Higher Education
(CCPDHE – 2022)
PORTFOLIO OF ASSIGNMENTS
Submitted to the
Staff Development Center
University of Ruhuna,
Sri Lanka
in partial fulfillment of CCPDHE programme
Submitted By
Name of the Candidate
Registration No
Date (Year and Month)
Table of Contents
Page
Module 01: Orientation as A University Teacher
1.1 Scope of the Module ………………………………………………… 5
1.2 Letter of completion ………………………………………………… 6
1.3 Assignment ………………………………………………………… 7
Module 02: Personal Development & Counseling

2.3 Assignment – Part A ………………………………………………… 12
2.4 Assignment – Part B ………………………………………………… 13
Module 03: Teaching & Learning Methods
Module 05: Curriculum Design & Revision

3.2 Letter of completion (Module 03) ………………………………… 16
3.3 Letter of completion (Module 05) ………………………………… 17
3.4 Assignment ………………………………………………………… 18
Module 04: Assessment & Evaluation

4.3 Assignment ………………………………………………………… 24
Module 06: ICT Skills in Higher Education
3
6.3 Assignment ………………………………………………………… 34
Module 07: Teaching Practice

7.3 Assignment ………………………………………………………… 50
Module 08: Research in Higher Education

8.3 Assignment ………………………………………………………… 58
Module 09: University Administrative Procedures

9.3 Assignment ………………………………………………………… 72
Module 10: Strategic Planning & Management for Universities
10.1 Scope of the Module …………………………………………………

73
10.2 Letter of completion …………………………………………………
74
10.3 Assignment …………………………………………………………
75
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Module 01: Orientation as a University Teacher
1.1 Scope of the Module
The module gave an overview of the university system, covering its history and origins, the
"Oxbridge" model, "red brick" universities, the history of higher education in Sri Lanka, Ceylon
University College, state universities, and other universities, as well as the history of the
University of Ruhuna, the University Grants Commission, modernization of education, and
knowledge flow.
The second session covered the academic and administrative framework of the university,
including its council, senate, faculty board, statutory committees, and ad hoc committees. It also
covered the hiring practices for staff members, the makeup of interview panels, and the
procedure for confirming probationary lecturers.
The third session focused on the various functions of a university lecturer in a heterogeneous
society and globally connected academic environment. The university teacher's personal and
social responsibility, self-evaluation for promotion, intellect, roles and responsibilities, essential
intellectual traits, teacher-student relationships, and volunteer service were covered.
We had the luxury of listening to an inspiring presentation by the Vice-chancellor of the
university on the introduction to the university system.
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1.2 Letter of Completion
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1.3 Assignment- Me as a University Lecturer
1.3.1 Introduction
The roles and responsibilities of the university faculty member are clearly defined in the job
description that is issued to the lecturer upon his or her appointment. The university is an
institution of higher education and research that awards academic degrees in several academic
disciplines. In such dedicated institutions, the Lecturer is the main service provider who is been
entrusted with this responsibility. Worldwide, the basic duties of the university lecturer are the
same but there may be differences in some fine-tuned specific objectives from region to region.
The three major responsibilities of a university teacher are teaching, research and service. One
might think the main role of a lecturer is teaching, but I must emphasize that to become a
successful personality in your academic field he or she must have an ideal balance in all three
domains. My perceptions and plan of action on the three functional aspects of a university
lecturer will be discussed in detail in the rest of the essay.
1.3.2 The role of teaching
The teaching role of the university lecturer is mainly dedicated to addressing the primary
educational vision of the university, i.e., to be the prime educational thrust of the nation. Under
the shadow of this great vision, the mission of my university is to advance knowledge and skills
through teaching, research, and services to serve society. In this background, I must perform well
as a teacher to accomplish those visions and missions. As a member of the Department of
Pediatrics in the Faculty of Medicine, I will be expected to disseminate and impart basic and
advanced knowledge to medical students and postgraduate students. Moreover, I have to extend
my services to the other faculties in the university such as the Faculty of Allied Health Sciences,
and to other colleges such as the Nursing training school. In the framework of the teaching role, I
would be the content expert and my students will be the apprentice in their respective fields.
Therefore, I must make sure that I have to be very solid in my knowledge, have to follow new
developments in my fields and most importantly my knowledge base should be up to date. In this
regard, I need to get myself updated by enrolling in continuous development programmes. Being
a pediatric neurologist, I consider myself as having a unique teaching responsibility when
compared to the academics in the other faculties. Apart from guiding and teaching on the subject
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matter and lectures, I have to do patient-centered teaching in the hospital setup. It is a different
learning environment and needs to train the students in several other aspects of their learning,
such as clinical examination techniques, effective communication skills, rational thinking, and
developing clinical problem-solving skills to formulate a diagnostic workup and management
plan for the patient. Above all, it is my duty and responsibility to train them to be compassionate
and show empathy to the patients as well.
I need to employ several teaching methods to deliver knowledge to the students. Lectures will be
the main method of serving this purpose. Additionally, I have to utilize small group discussions
and ward classes, and due to the current pandemic situation globally I may have to do distant
teaching sessions using the zoom platform. I do understand that versatility is a key feature of a
faculty member.
During the past few decades, the teaching role of the university lecturer underwent several
amendments and scrutiny worldwide, addressing shortcomings of the higher education system.
Current revitalized approaches to higher education teaching include adopting effective pedagogy
and catering to the learning needs of the students. In this context, we have to function as a
facilitator who helps the novice to become the master in their respective field and empowers
them to undertake career positions. My main objective as a teacher is to make each student of
mine competent in the academic objectives they are being tested. I know that it is a cumbersome
task but worth trying my best.
1.3.3 The research role
Engage in research activity is a prime duty of a university lecturer thereby contributing to the
expansion of the knowledge base of their academic discipline or field and without any surprise, it
is an integral part of the university’s mission. I am a dedicated researcher and strongly believe in
research. I strongly believe that the research should not be limited to a thesis, paper, or to
publication but it needs to be realistic and address the current issues in the respective field to
bring about a positive change. University provides the ideal environment to engage in research as
a medical specialist and therefore I don’t want to waste that precious opportunity.
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1.3.4 The service role
By far this is the least concerned area to some of the faculty members however, I believe
otherwise. A university lecturer can be entrusted with serving on internal committees, and
advisory boards, mentoring and advising students, and volunteering in administrative positions
based on the university’s or faculty’s requirements. I have been an active member in several
student societies, and unions during my school years and undergraduate days holding several
administrative positions in each. Therefore, I believe I am capable of undertaking services and
administrative skills that I will be called upon.
In addition, the knowledge, research, and skillful workforce generated by the university will help
a great deal to uplift the social conditions in the region and the nation, and global by large.
1.3.5 Conclusion
One might need to understand that the three main disciplines of a university lecturer overlap
conceptually and practically. If I provide an example related to my specialty, being a pediatric
neurologist, I have to teach my students and motivate them in research. With this fruitful
exercise ultimately will yield good health care professionals who could properly manage their
patients, reducing the burden to the family and to the nation and enhancing the quality of life for
people.
I understand that already I encompass several important qualities to function as a university

lecturer but there is room for improvement to become a successful lecturer in all the facets. In
this journey, I will be always open to constructive critiques of my students, colleagues, and
seniors and will have an unquenchable thirst for new knowledge and experience. I know it will
not be an easy task, but I would like to blend with it to try my opportunities. Despite achieving
my career goals being very important, I realize that I must be mindful in the process. The path to
achieve my goals should be done meticulously by preserving and promoting humane qualities,
values, and dignity and offering respect to others when it is most needed.
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Module 2 : Personal Development and Counseling
2.1. Scope of the module
This was a module implemented over 2 days covering two very important aspects. The
importance of continuous professional development for an academic and how to achieve
post-graduate goals with a healthy mind was clearly described on day one. The other section
of the module was predominantly focused on improving counseling, mentoring skills
and ,soft skills development.
Moreover, the module provided information on mentoring and student counseling, including
the role of the mentor, necessary skills, effective communication, facilitation of personal
development, progress monitoring, counseling to support students' wellbeing, and the major
factors affecting students' mental health. It also covered the fundamental conditions for
change, problem-solving techniques, attending behaviors, counseling skills, institutional
support, and the selection of student counselors.
The session on time and stress management was very comprehensive and it covered the
following topics: the necessity of time management, strategies and techniques, goal setting,
prioritizing tasks, creating to-do lists, delegating wisely, managing stress, common sources of
stress, tried-and-true methods for managing stress, practicing mindfulness, and balancing life
goals.
The last session focused on reflective practice and emotional intelligence and covered topics
such as how to develop reflective practice as a skill, the reflective learning process, benefits,
components of emotional intelligence, personal skills and competences, social and
interpersonal skills, and tools for improving reflective practice.
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2.2. Letter of Completion
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2.3. Assignment- Part A
Briefly Explain how you can use the knowledge gained from the module 2 workshops to
plan your academic career for the next five years and plan to achieve your career goals
while contributing to the faculty/institutional development.
I am a lecturer (unconfirmed) in the Department of Pediatrics in the Faculty of Medicine. At the

completion of the 5-year period, becoming a senior lecturer in the department will be my career
statement. I understand that it is an achievable target but needs a stepwise structured approach.
To accomplish the ultimate long-term goal, I need to achieve the short-term mandatory career
requirement in an orderly manner.
The first target is to complete the CCPDHE course within this year. Then I need to go to my
mandatory overseas post-graduate training the next year. Within this short-term goal, there are a
few prerequisites I need to fulfill, which include getting through IELTS in July and completing
my research data collection by mid-November. After coming back from the overseas training, I
need to hand over my research project to the Board of study along with my portfolio to obtain
my Board certification as a Consultant Pediatric Neurologist. I will continue my active
involvement in student teaching, patient management, and research activity sharing my
knowledge, expertise, and skills and reflecting on those experiences for the betterment of my
career development and the improvement of the department and the faculty by large.
At the commencement of the fourth year, I will be applying for the Lecturer (confirmed) post
and will continue my good work. For a successful academic it is very important to develop soft
skills such as communication skills, leadership skills, empathy, problem-solving skills, ethics,
and professional moral skills, which are clearly explained during the module and will be put into
practice. Moreover, the journey towards these goals will not be realistic unless I manage my time
and stress properly. It will be difficult if not I utilized the Eisenhower matrix model to prioritize
my work because I have other family commitments to attend to during this period.
Meanwhile, I will be continuing my research work, and will not hesitate to take the
responsibilities of the faculty and university requirements.
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At the end of the 5-year period, I will be eligible to apply for the post of senior lecturer which is
my main career objective for the planned time window.
2.4. Assignment – Part B

Briefly explain how you can use the knowledge gained from the Module 02 workshops to
support a student who is seeking your counselling service to handle a stressful situation;
The student has three repeat papers to sit while sitting for eight regular semester
theory/practical papers, all of which are scheduled to be held during the month of June,
2022 starting from 1st June.
First, I will be scheduled the counseling session in a proper place, preferably in my department
room and before the student enters the room, I will make a prior seating arrangement in a non-
confrontation manner.
During the counseling session, I will be allowing him to express himself freely and I will
actively listen to the issues he is having and had to face in the past. I will help him to understand
the main method of alleviating exam stress through proper time management. I will explore what
is his most preferred study environment (university, library, home) and facilitate him to use that
place for his study.
I will help him to plan his activities for 11 papers during this tight time window. I will advise
him to prepare a timetable with a to-do list before the exams, allocating time slots for each
subject based on the priority. For that, I will introduce him to the concept of Eisenhower’s
matrix. To avoid these planned tasks being forgotten he will be given the opportunity to select
between marking the list on a calendar or adding it to the calendar app on the mobile phone,
which gives a pop-up notification on that day.
I will empower him and guide him to believe in himself and avoid negative emotions. I will
make him realize that proper time management is the key to getting rid of the exam stress. By
that means, he can be away from those things that cause friendly time killing, such as social
media, alcohol, etc. Moreover, he will be encouraged to use active learning strategies more in
this scenario, such as taking short notes, reading them aloud, or discussing the study materials
with a friend or a family member.
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I will motivate him to take regular breaks from study and not consider it a waste of time. It will
help him to relax and consolidate the knowledge that studied. Those break-out times can be
directed to practice medication, engaging in exercises, aerobics, and listening to music or
watching a movie. It is essential to take a regular good night’s sleep so that you can involve in
your studies with a refreshed mind.
I will advise him to take a good night’s sleep on the day prior to the exam and go into the exam
with positive intent. Make himself relax by taking deep breaths and practicing meditation.
During the exam, I will recommend him to read the question slowly and carefully, without being
in a rush but to work through the exam step by step. In a situation where his mind goes blank
under pressure and stress, I will advise him to take deep breaths and to get relax and read the
question carefully once again. I will counsel him to remain focused on the task at hand without
being distracted by intrusive thoughts.
I will regularly remind him he is more than this exam.
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Module 03: Teaching and Learning Methods
Module 05: Curriculum design and revision
3.1 Scope of the module
The module covered aspects such as educational reforms for the twenty-first century, teaching
philosophy as an interactive presentation, writing a teaching philosophy, learning theories
informative vs. formative vs. transformative learning, surface learning vs. deep learning,
introduction to constructive alignment, blooms taxonomy & levels of learning, graduate profile,
subject benchmark statement, writing learning outcomes to an identified teaching activity,
stakeholder analysis, target population & identifying target population, identifying the
characteristics of a target population.
Moreover, emphasis was made on the fundamentals of lecture preparation, setting management,
cooperative learning with various student types, lesson planning, developing your own lesson
plan, learning styles, workplace-based learning, how learning styles can be used to facilitate
learning, and traditional teacher-centered teaching versus student-centered teaching.
The insight given into the newer teaching techniques and making daily lesson plans was so
valuable. Later on in the course, a chance to practice those skills was provided.
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3.2 Letter of completion (Module 03)
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3.3 Letter of completion (Module 05)
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3.4 Assignment
Formulating a daily lesson plan
Regardless of the amount of specificity, lesson preparation is crucial because it connects the
objectives of the curriculum with the regular teaching and learning that takes place in a
classroom. Lesson preparation at the very least adds the factor of time, dividing the
curriculum into units presented each session.
The lesson plan integrates the curriculum into precise daily learning objectives for the
students, together with a justification of the goal and a means of gauging their success. Tests,
homework, and group work are a few common measurement techniques. The ability to tailor
the assessment to the specific aim while taking into account your unique situation is one
advantage of the lesson plan.
Building the lesson plan outward from learning objectives also provides the necessary
flexibility for changing how teaching is delivered and how the classroom is run when things
are uncertain. Classes that switch from in-person instruction to online or hybrid formats need
alternative delivery strategies, which necessitates modifying current arrangements. These
circumstances underline how crucial lesson planning is to ensuring that the class moves
seamlessly from task to task regardless of the learning environment. Additionally, preparing
lessons in advance enables me to maximize student interaction.
In this assignment I have displayed daily lesson plan for one of my teaching module and I
have aligned the graduate profile for the intended learning outcome (ILO).
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The next image shows the aligning of the graduate profile for the intended learning outcome.
This learning module, in fact, is mainly focused on providing subject matter and problem-
solving skills. Some attributes like; the vision for life and entrepreneurship are not included. I
had to put in lots of effort and had undergone several amendments with regard to grading of
the graduate attributes.
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I practiced these teaching techniques in the lectures and during the ward teaching and student
group activities. I received positive comments from the majority of the students and they were
very much delighted with the new teaching skills and techniques. They were more than happy to
experience those teaching experience in the other subject as well.
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Module 4 : Assessments and Evaluations
The module covered the following topics: the purpose of assessments, the necessary level of
competencies, the foundational concepts of assessments, the assessment blueprint, standard
setting, maintaining fairness, ensuring validity, reliability, and practicability of student
assessments, and achieving lessons, course, and degree objectives; preparation of marking
scheme; and criterion reference.
It further highlighted the optimum ways in providing student feedback by being constructive
instead of being critical. Concepts of making examination questions and how to critically
evaluate past examination papers were attractive topics.
Special focus was also paid to the constructive alignment of intended learning outcomes to the
exam questions according to the Bloom’s taxonomy of cognitive domains.
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4.2 Letter of completion
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4.3 Assignment
Multiple choice questions (MCQ)-05
1. Which of the following are considered a neurocutaneous syndrome?

a. Neurofibromatosis
b. Van der Knapp disease
c. Sturge weber syndrome
d. Von Hippel Lindau disease
e. Hypomelanosis of Ito
2. Diseases that demonstrate X-linked recessive pattern includes

a. Tuberous sclerosis complex
b. Duchene muscular dystrophy
c. Emery Dreifuss muscular dystrophy
d. Incontinentia pigmenti
e. Glutaric aciduria
3. Aetiological factors for encephalitis includes

a. Herpes Simplex Virus
b. Japanese Encephalitis virus
c. Mycoplasma Pneumoniae
d. NMDA receptor encephalitis
e. Intrathecal methotrexate
4. Conditions associated with infantile spasms include

a. Tuberous sclerosis
b. Hypoxic-ischemic encephalopathy
c. CDKL5 encephalopathy
d. Dravet syndrome
e. Congenital infections
5. Causes of communicating hydrocephalus include

a. Tuberculous meningitis
b. Myelomeningocele
c. Intraventricular hemorrhage
d. Aqueductal stenosis
e. Choroid plexus tumor
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Single Best answer questions (3)
1. A-5-year-old girl presents with a seizure that occurred during sleep. She has awakened
with nausea and vomiting. Parents noticed that her eyes deviated to the right side, and she
became cold and sweaty. 20 minutes later she developed a short-lasting generalized
tonic-clonic seizure. On the following morning, she was back to her normal self and
neurologically normal. Her sleep EEG showed occipital spike discharges.
What is the most likely clinical diagnosis?

a. Gestaut type of Occipital lobe epilepsy
b. Panayiotopoulos syndrome
c. Benign Rolandic epilepsy
d. Posterior fossa tumor
e. Psychogenic non-epileptic seizure
2. The 8-year-old boy was evaluated for recurrent syncopal events at supine and on
exertion. He has a maternal uncle who died of sudden cardiac death. His ECG showed a
heart rate of 104bpm, QTc= 450 msec, and features suggestive of right bundle branch
block with saddleback ST elevations in leads V1-V3.
What is the most likely clinical diagnosis?
a. Neurally-mediated syncope
b. Arrhythmogenic right ventricular dysplasia
c. Pulmonary embolism
d. Brugada’s syndrome
e. Hypertrophic obstructive cardiomyopathy
3 A-6-month-old baby boy was seen at the development clinic due to his abnormal visual
behavior. Which of the following statement suggest the baby is having Cortico-visual
impairment?
a. Anterior pathway abnormality detected by the eye surgeon
b. Absence of a history of perinatal insult
c. Fixing and following a bright moving object in a dark room
d. Absence of red reflex
e. Not associated with other motor, cognitive, and behavioral difficulties
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True/false items (4)
1. Which of the following is/are true regarding cerebral palsy?

a. It cannot be diagnosed when there is a progressive course
b. It is associated with motor symptoms only
c. Cerebral insult can occur during early adolescence
d. Intrauterine insults are the commonest cause
e. The gross motor function classification system (GMFCS) is used to classify motor
disability.
2. Which of the following is/are true regarding myasthenia gravis?

a. It is a disorder of the presynaptic membrane of the neuromuscular junction.
b. Fatiguability is a key feature
c. Treated with Edrophonium
d. Occurs due to autoantibodies against Acetylcholine receptors
e. Can be a manifestation of paraneoplastic syndrome
3. Which of the following is/are true regarding Guillain Barre syndrome?

a. It is an autoantibody-mediated peripheral demyelination syndrome.
b. It is a form of descending paralysis.
c. Associated bladder and bowel dysfunction are exclusionary features
d. Cyto-albuminogenic dissociation in cerebrospinal fluid is a typical finding
e. IV Methyl Prednisolone is the main treatment option
4. Which of the following is/are true regarding febrile convulsion?

a. Degree of temperature spike is a determining factor of seizure occurrence
b. Can occur in babies less than 1 month of age
c. If it occurs after 6 years, it is labeled as febrile seizure plus (+) syndrome.
d. The male gender carries a higher risk of relapse
e. Prophylaxis with Phenobarbitone is recommended to reduce the risk of recurrence
Short answer question

1. A 14-year-old girl who was previously well presented with a history of headache for 2
weeks duration, which is occasionally associated with vomiting. She also complained of
brief episodes of transient binocular blackouts for the last 1 week.
Her past medical and surgical histories were unremarkable, and she was not on any long-
term medications too.
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On examination;
BMI- 25 kgm-2 Afebrile
No neck stiffness Visual acuity- Right eye 6/9 Left eye 6/6
Restricted abduction of both eyes and diplopia in bilateral lateral gaze.
Visual field examination- normal
Fundi- B/L Papilledema+
No Relative Afferent Pupillary Defect
The rest of the examinations are normal.
Investigations;
FBC: WBC- 7500 ( N- 60%, L- 35%) HGB: 12 g/dL PLT: 240.000
CRP: 10 mg/dL ESR: 12 mm 1st hour Blood culture- No growth
Renal and liver function tests- Normal
APTT and PT/ INR: Normal
NCCT Brain: Normal
1. List two (2) most important differential diagnoses you are considering at this stage. (30 marks)
……………………………………………………………………………………….
………………………………………………………………………………………….
2. What is the investigation you perform to differentiate the above two conditions. (10 marks)
……………………………………………………………………………………………
3. Write two (2) treatment modalities for the most likely clinical diagnosis in the acute stage. (40
marks)
………………………………………………………………………………………………
………………………………………………………………………………………………
4. Mentiion one (1) important long-term management option for the most likely diagnosis (20
marks)
……………………………………………………………………………………………….
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Model answer
1. Idiopathic intracranial hypertension (15 marks)
Cerebral venous sinus thrombosis (15 marks)
2. MRI Brain+ MR venogram (10 marks)
Computed Tomography Venography (5 marks)
3. Cerebro spinal fluid tap (20 marks)
Acetazolamide (20 marks)
4. Weight reduction (20 marks)
Objective Essay question
1.1 Define the term “Cerebral Palsy”. (30 marks)- 10 minutes

1.2 Briefly outline the management of motor abnormalities in children with cerebral palsy.
( 70 marks)- 20 minutes
Model answer
1.1 It is a disorder of movement and posture causing activity limitation (3 marks)

Attributed to nonprogressive insult (3 marks)
In the developing fetal or infant brain (3 marks)
The motor deficits are accompanied by disturbances of ;
Sensation (3 marks)
Cognition (3 marks)
Communication (3 marks)
Behavior (3 marks)
Perception (3 marks)
Muscular skeletal contractures and (3 marks)
Seizures (3 marks)
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1.2
1.2.1 Rehabilitation management (40 marks. Need to include all 4 components)
a. Physiotherapy: Focus on gross motor skills and functional management
a. Improve muscle strength, prevent wasting and contracture formation
b. Occupational therapy: Focus on fine motor, visual motor, and sensory processing
skills
c. Other therapy
a. Electrical nerve stimulation
b. Constraint-induced therapy
d. Providing orthoses
1.2.2 Pharmacological management (20 marks)
a. Routes: Oral, intra venous, Intra thecal
b. Drug classes: Anti-spastic medications, anti-dystonic medications, anti-
epileptics as muscle relaxants
1.2.3 Surgical management (10 marks. Any 2 of the following)
a. Selective dorsal rhizotomy
b. Tendon release surgeries
c. Osteotomies
d. Deep brain stimulation
Subjective Essay Question
During COVID 19 pandemic from a health standpoint, children are less directly affected than
adults. But still, indirect health-related impacts have had severe repercussions on children.
Discuss the indirect impact of COVID 19 on child health by giving examples to support the
above statement. (30 minutes)
1. Physical health
a. Changes in health care delivery and prevention of infection
Use of telemedicine: Lack of availability in some parts of the country, quality of care
is questionable, Hampering of some aspects of routine care-clinical examination
Risk of incorrect diagnosis and incorrect prescription
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Loss of confidentiality in some online platforms
b. Challenges to disease prevention

Delaying in vaccination
Lack of proper fitting masks leads to a risk of asphyxiation
c. Challenges to care children with chronic diseases

Chronic kidney disease: Lack of free access to dialysis services
Transfusion dependent anemia: Lack of free access to transfusion services
d. Child safeguarding issues
Long home confinement, together with frustration, agitation and aggression creates
opportunities to harm children
e. Obesogenic behaviors in children
Increased screen time, lack of physical exercise, changing sleep and eating patterns
2. Psychological impacts
a. Psychological stressors and/or triggers predisposing children to adverse
responses. The stressors include; bereavement, lack of contact with friends
and families, frustration, boredom, fear of infections, anxiety, and disrupted
education
b. Tendency to addiction to internet frauds, pornography, and substances.
Does not meet Meets Exceeds Outstanding

expectations expectations expectations performance
Task Does not addresses all sufficiently fully addresses
achievement adequately parts of the addresses all all parts of the
address any task although parts of the task task and
part of the task some parts and presents a presents a fully
may be more well-developed developed
fully covered response to the position in
than others question with answer to the
relevant, question with
extended, and relevant, fully
supported ideas extended, and
well-supported
ideas
Accuracy of Most of the Some errors or All the All the
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the information information inaccuracy information information
provided provided is exists in the provided is provided is
inaccurate or information accurate. Rare accurate.
irrelevant. provided. minor errors
occur as
“slips”.
Organization, Lack of Some Good Excellent
grammatical structure and organization is organizational organizational
range, and coct organization. maintained. structure. structure. No or
spelling Many Few spelling Minor spelling rare spelling or
grammatical and and grammatical
and spelling grammatical grammatical errors.
errors. errors. errors
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Module 6 Introduction to LMS
The module covered the essential ICT competencies that an academic must possess in order
to participate in procedures connected to higher education. The usage of intermediate and
advanced Microsoft Word features, such as sophisticated text and page formatting, document
reviewing, graphics, tables, mail merging, and integrating Excel data into MS Word
documents, were covered in that. The sessions also covered how to use Microsoft Word to
create documents for assignments, reports, research, and teaching.
The session included intermediate and advanced elements of Microsoft Excel, such as
graphics, computations, tables, and cell formulae. Using Microsoft Excel for mark
management, submitting grades, and analyzing exam results is another option.
The module covered database management systems and introduced terms like database and
database management systems. outlined and shown the creation of a straightforward database
that is suitable and practical for academic use. Then it was demonstrated and put into reality
how to accurately create, manipulate, retrieve, and generate reports.
The principles of computer networking, the elements of the infrastructure, and the usage of
the Internet and the web for teaching and learning were clearly introduced. The successful
use of Moodle, learning management systems (LMS), and the creation of learning materials,
approaches for creating e-learning materials, and using LMS to create assessment tools and
online exams were also covered.
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6.3 Assignment
ASSIGNMENT OF THE MODULE 06
ICT SKILLS IN HIGHER EDUCATION
Dr. M.K.T. Madhushanka
CCPDHE Programme 2022
CCPDHE/2022/45
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Contents
List of figures.................................................................................................................................36
1.0 Reflection of Information and Communication Technology (ICT) skills for teaching,
learning and research activities..................................................................................................37
2.0 Module 6 – Final Assignment (spreadsheet section).......................................................38
2.1 Introduction to spreadsheet.........................................................................................38
2.2 Analyzing student’s marks using charts.....................................................................40
Section 1.01 2.3 Analyzing student’s marks using pivot tables.......................................42
2.4 Using scatter plot and curve fitting..................................................................................43
3.0 E-learning and Learning Management System (LMS)............................................................44
3.1 Report on ICT and teaching and learning practices at the Faculty of Medicine........44
3.2 Lesson plan.........................................................................................................................46
38
List of figures
Figure 1 Layout of MS excel worksheet..........................................................................................6

Figure 2 Getting total using “SUM” function..................................................................................7
Figure 3 Getting average using “AVERAGE” function..................................................................7
Figure 4 Defining marks range and grade.......................................................................................7
Figure 5 Different chart types under the insert tab..........................................................................8
Figure 6 selection of data and legend ranges from a sheet..............................................................8
Figure 7 Chart and chart design and format tabs.............................................................................9
Figure 8 Pivot table on insert tab.....................................................................................................9
Figure 9 Defining data range.........................................................................................................10
Figure 10 Pivot table and its defined fields...................................................................................10
Figure 11 Add a line fitting to a scatter plot..................................................................................11
39
1.0 Reflection of Information and Communication Technology (ICT) skills for teaching,
learning and research activities
The hardware and software components of information technology have advanced, and as a
result, it is now widely used globally. The Microsoft Office suite of office software, which was
first released, has grown in popularity among users thanks to its simplicity in handling most
office tasks. Additionally, many office software programs have been created expressly to do
standard office tasks practically. Numerous office applications have been released by various
businesses. However, despite having slight variations in their designs and operations, all of these
programs serve the same purpose.
The session covered the core ICT competencies a university academic needs to acquire in the
process connected to higher education. This includes, how to use Microsoft Word’s intermediate
and advanced features that contained mail merge, integrating Excel data into MS Word
documents, advanced text and page formatting, document reviewing, graphics and labels. The
lessons also briefed how to use Microsoft Word to create assignments, reports, research, and
instructional materials.
A university academic's life will include creating data sheets and doing analyses for both
teaching and research projects. MS Excel may be used to complete these tasks with little trouble.
It can be used to enter data, perform basic analysis, and create graphs and charts. These features
can be effectively used to create mark sheets for educational reasons. Large data sets can be
handled using Excel, and their functions make calculations simpler. Creating mark sheets for a
sizable class of pupils is helpful. Additionally, it enables the creation of graphs that summarize
the data set and present the data set graphically for better understanding. Excel also has several
logical functions that can be used to assign grades to students. Excel is not a program specifically
designed for data analysis, but it may do simple descriptive analyses. Excel can be used to obtain
summary statistics like the average, mean, median, etc. Moreover, it can produce graphs to
provide a graphical representation of the data set under consideration. Using Excel’s Pivot table
function, data visualization may be tailored to the user’s preferences and requirements.
The sessions outlined database management systems and introduced terms like database and
database management systems. outlined and showed the creation of a straightforward database
that is suitable and practical for academic use. Then it was demonstrated and put into reality how
to accurately create, manipulate, retrieve, and generate reports.
The principles of computer networking, the elements of the infrastructure, and the usage of the
Internet and the web for teaching and learning were introduced. The successful use of Moodle,
learning management systems (LMS), and the creation of learning materials, approaches for
40
creating e-learning materials and using LMS to create assessment tools and online exams were
also discussed.
Learning management systems (LMS) have drawn a lot of attention over the past two years as
virtual learning environments and distant learning have grown in popularity as a result of travel
restrictions for the Covid-19 pandemic prevention. LMS was developed to support a variety of
teaching and learning activities, with a stronger emphasis on self-learning. It allows students
access to study materials, including lectures, documents, videos, etc. It can also be used to build
online activities such as assignments with due dates, discussion boards, quizzes, and feedback
forms. Most importantly, this LMS system can track student involvement. As a result, these LMS
can be utilized to efficiently teach a huge number of students without restrictions and so get
around a lack of time, infrastructure, and facilities.
A university academic can use a variety of brand-new, cutting-edge technological apps in their
teaching and learning operations. An academic must utilize such applications as much as
possible in research, teaching, and learning activities, as well as when disseminating knowledge.
2.0 Module 6 – Final Assignment (spreadsheet section)
2.1 Introduction to spreadsheet

Data entry, summarization, analysis, and reporting are all done using spreadsheet software such
as Microsoft Excel, Google Sheets, and others. It is very helpful for both research and teaching
in academic roles. In research projects, the ability to enter and handle data sets is frequently
used. Spreadsheet programs are so crucial to research operations. Multiple people can access
online spreadsheet programs like Google Sheets simultaneously from various locations. This
makes it possible for researchers and professors at universities to collaborate more and more.
On the other hand, one of the most regular responsibilities for a university academic to complete
is managing assessments or examination marks and providing results and grades of students. MS
Excel may be used to prepare grade reports and mark sheets quickly and efficiently.
The typical MS Excel layout includes a working area, formula bar, and functions ribbon. There
are columns and rows in the working space. Each cell is named with its row and column number
because a cell is where a column and a row connect (Figure 1)
41
Function
Ribbon
Column
Formula bar
number
Cell
Row number
Excel functions can be used to perform simple calculations and award grades quickly and
effectively after marks for each student and questions or components are entered into the
spreadsheet. The "SUM" and "AVERAGE" functions can be used to calculate the total marks or
average, respectively (Figures 2 and 3)
42
Grade allocation to students can be done using the “LOOKUP” function as follows
=LOOKUP(G2,$C$33:$C$44,$B$33:$B$44) ----- Formula 1
Cell to lookup Range that Range that

contains the contains output
reference values values
To identify as a distinct table in the same Excel sheet when using the "LOOKUP"
function, the lower margin of the group of data must be defined together with the
appropriate group name. moreover, in the formula the reference range of those defined
values must be included as in formula 1 above.
2.2 Analyzing student’s marks using charts

One of the key features of spreadsheet programs is the ability to create charts, which MS Excel
users can do by selecting the chart option from the insert tab (Figure 5). There, the user can
choose the type of chart to display before choosing the data for the charts.
43
Once the chart type is selected user can select data and label ranges from the sheet using the
following dialog box (Figure 6)
The user can then choose the data ranges they want for both the X and Y axes. The application
can then create the chart by that. When the user clicks on the chart, the function ribbon opens up
with tabs for the chart desgn ad format (Figure 7).
44
Section I.01 2.3 Analyzing student’s marks using pivot tables
An effective tool for gathering, arranging, and sorting data from one or more data sheets is the
pivot table. Pivot tables make it possible for users to summarize and view massive amounts of
data. For instance, if a huge data collection contains the grades and marks of many students, a
pivot table can give the user a count of the grades each student received as well as the percentage
of each grade. Additionally, pivot tables allow the application of various filters to a data set.
Using the insert tab (Figure 8), a pivot table can be added. The data range may then be chosen
for the pivot table (Figure 9).
The pivot table's rows and columns must be chosen after the data range has been chosen. After
that, it is necessary to decide how to present or summarize the data and what filters should be
used on the data displayed in the pivot table.
45
2.4 Using scatter plot and curve fitting
A graph that displays the association between two numerical variables is called a scatter plot. It
can be used to determine the correlation between the marks earned for two questions while
assessing scores. The scatter plot is located in the insert tab along with other charts (Figure 5). It
is necessary to choose a scatter plot from among the several types of charts, as was mentioned in
section 2.2, and the X and Y axes must be defined similarly to how they are in other charts.
The option to incorporate a line of fit for the scatter diagram is one characteristic of scatter plots.
The add chart element option found under the chart design tab can be used to accomplish that
(Figure 11).
Correlation between Q1 and Q2 marks

100
90
f(x) = 0.855579075252355 x + 11.7805684603965
80
70
60
50
40
30
20
10
0
10 20 30 40 50 60 70 80 90 100
f(x) = NaN x + NaN

Correlation between Q1 and Q3 marks
12
10
0
0 2 4 6 8 10 12
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3.0 E-learning and Learning Management System (LMS)
3.1 Report on ICT and teaching and learning practices at the Faculty of Medicine
Information technology is a field that ever changes and facilitates most of our daily routines and
academic and occupational work. There will always be an application of information technology
in anything we undertake. This has expedited and simplified the work. For the most part, online
activities have taken the place of activities that need a physical presence. More emphasis is made
on the online teaching session during the Covid 19 pandemic. Most of the teaching and learning
activities now take place online instead of in physical classrooms. This change allows the
continuation of academic work without physical contact which is no doubt the ideal solution
during the pandemic period. Information technology, on the other hand, has been a huge benefit
for both teachers and pupils since it enables them to access knowledge that is available anywhere
in the world. Additionally, communication time has been drastically cut down by information
technology. Therefore, using information technology in teaching and learning activities is a good
idea. To maximize the advantages of information and communication technology, it must have
the infrastructure and technical expertise.
For the majority of its teaching and learning activities, the Faculty of Medicine at the University
of Ruhuna, which has made a significant contribution to medical education in the Southern
Province, has utilized and applied information technology. Despite the fact that medical school
places a strong emphasis on skills, using information technology has several benefits.
Infrastructure is essential for having a high-quality teaching and learning environment for both
students and teachers, as was previously mentioned. Information and communication technology
infrastructure can be roughly divided into three types. Hardware, software, and internet services
are those elements.
The essential hardware components required to make effective use of information technology in
teaching and learning activities include computers (monitor, CPU, keyboard, mouse, etc.), UPS,
physical server spaces, network components, and routers. When it comes to the availability of
computers for the academic staff and a computer-aided learning center for students, hardware
facilities at the Faculty of Medicine are sufficient.
In addition, students have access to personal devices like laptops, tablets, and smartphones that
they can use for online instruction and learning. However, there is a shortage of UPSs because so
many of them are broken and repair is a big problem. Despite the fact that there are enough
computers, several problems make them less useful, such as software faults that cause the
computers to operate poorly.
All academic staff members have access to a Learn Zoom account and an LMS account, which
are both used for online teaching activities. Orientation programs are well placed and continuous
technical support are being provided by supportive technical staff. Additionally, all students have
47
access to LMS and pertinent study tools. However, a significant disadvantage of online
instruction is the LMS server's capability.
Additionally, during power outages, the servers for both Zoom and the LMS malfunction, which
interferes with some Zoom operations. There is Wi-Fi available in the faculty for both employees
and students, and the network in the faculty has good speed and functionality. But some parts of
the faculty do not have strong enough Wi-Fi signals. All things considered, the faculty's
infrastructure for information and communication technology is sufficient, but some upgrades
and additions must be made to make the best use of the resources already in effect.
The popularity of online teaching and learning surged during the Covid-19 pandemic, and the
Faculty of Medicine also saw a spike in usage. It greatly aids in the continuation of academic
activities in the faculty throughout the lockdown period. Learn Zoom was used to deliver
lectures, and LMS was used to give students access to learning resources. However, because of
various infrastructure issues created by the Covid-19 pandemic, the biggest concern was
students' involvement in these activities. The difficulties of giving students practical experience,
and clinical exposure using online platforms is another significant disadvantage for these online
teaching and learning activities when it comes to medical education. There are areas where the
student needs practical experience with patients, and on-site instruction is required, as the
primary goal of medical education is to build the ability to diagnose and treat an illness.
However, one additional benefit that students got from online learning in the medical curriculum
is the availability of resources online and simple access to them at a convenient schedule.
The Faculty of Medicine uses an LMS extensively for online teaching and learning, but aside
from a few hybrid viva exams held sometimes, this use of the LMS has been restricted to online
lectures and resource sharing. However, both Zoom and the LMS include a ton of alternatives
that can be utilized to raise the caliber of teaching and learning procedures. For instance, a pre-
lecture quiz can be implemented using the LMS to get an understanding of the student’s degree
of background knowledge. Effective use of teaching methods in the LMS includes the minute
paper and think pair share. LMS can also be utilized for exam and assessment purposes. If these
many activity areas can be made available through an LMS, it will be a huge assistance in
managing a batch's ever-growing enrollment.
Infrastructure facilities need to be enhanced to explore new features in both Zoom and LMS. It is
crucial to find software solutions for currently used computers and speed up UPS repairs.
Training for sophisticated LMS features, such as setting quizzes, and forums, setting
assignments, and providing comments on them, is vital for staff personnel. Additionally, it is
important to train the staff on how to apply examination norms, regulations, and bylaws to online
exams. A technical support team should also be available to assist the employees with any online
teaching and learning activities issues. The underutilization of online teaching and learning
resources can be improved with these infrastructural investments, technical and human resource
allocations, and sufficient training.
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3.2 Lesson plan
Teaching Module: PAEDIATRIC MALIGNANCIES
Learning activity/ Learning outcome covered Daily lesson plan in brief Time allocated
teaching technique
PowerPoint presentation LEUKEMIA IN CHILDHOOD This is a PowerPoint presentation done 50 minutes
Discuss various clinical features of on the Zoom platform. At the outset, 2
Quiz in the LMS ALL and AML MCQs will be displayed so that the
Discuss the factors and prognostic students can get an idea of which types
References and features associated with childhood of questions they will be tested in the
additional reading leukemias exam. An in-class assignment will be
materials will be given Outline the management principles of given to list various clinical features of
childhood leukemias childhood leukemias.
PowerPoint presentation LYMPHOMAS IN CHILDHOOD This will be delivered as a physical 50 minutes
Outline the differentiating features of lecture in PowerPoint. At the outset, 2
Quiz in the LMS childhood lymphomas from leukemias MCQs will be displayed so that the
Discuss the diversity of clinical students can get an idea of which types
References and manifestations of childhood of questions they will be tested in the
additional reading lymphomas exam.
materials will be given Outline the key diagnostic tools and
management principles of childhood
lymphomas
PowerPoint presentation SOLID TUMORS IN This will be delivered as a physical 50 minutes
CHILDHOOD lecture in PowerPoint. At the outset, 2
Quiz in the LMS To discuss the solid tumors in MCQs will be displayed so that the
childhood and their clinical students can get an idea of which types
References and presentation of questions they will be tested in the
additional reading To highlight the investigation exam.
materials will be given modalities available and their key
features.
49
MOODLE COURSE
50
Module 7: Teaching Practice
This time the module on teaching practice was planned in an interesting way and it has been
very much different from what it was in the previous years. A well defined and illustrated set
of objectives and tasks were given at the outset for the participants to plan for the 3 different
teaching sessions for the students in their respective faculty. Adequate time window was
given for the preparation.
The evaluation of the subject matter was done by a senior staff member in the respective
department and a peer. The candidate has to take feedback from the students, mentor and the
peer for all 3 teaching sessions. At the end each candidate was assigned to present a 10-
minutes presentation on their teaching experience, points to improve and the strengths
identified. In addition, alignment of intended earning outcomes should be aligned with the
past examination papers on the subject matter.
Integration of the knowledge gathered from the other modules; teaching and learning
methods and assessment and evaluation, came in handy when proceed with this module.
The new approach of conducting this module in my opinion is fruitful and indeed a
successful one.
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7.3 Assignment
We were assigned to perform a 10 minutes presentation based upon our teaching experience
on 3 sessions. Herewith I have attached a few important slides from that presentation.
53
It is indeed a pleasure to me to have wonderful comments from the appointed supervisor,
peer and my students. The next few images showed the comments I received from respective
category.
54
55
Aligning intended learning outcomes for the exam questions according to Blooms taxonomy
gave me a new experience. Such alignment is mandatory to understand how we should set
exam questions to the students and what subject matter needs to be covered and the time
allocation for each component.
56
This exercise allowed me to understand the strongest and weakest points in my teaching
skills. If not for this teaching exercise I won’t be able to recognize those key components that
are invaluable for my personal and professional development.
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At the completion of this module and teaching exercise I am well aware about my
weaknesses and strengths. From this point onward I need to reinforce my strong traits and
special concern should be paid to improve in my weaknesses. To achieve those targets, I
need to have a proper action plan laying out over next few years.
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Module 8: Research in higher education
Higher education and research are experiencing a resurgence in popularity as the path to
global development at the moment. A report on the future function of higher education in the
age of globalization is appropriate in emphasizing human and social development through
research capacities. Universities that were formed to support the economic, social, and
cultural development of a nation are known as centers of higher education. A crucial
component of higher education is research. And a university's main responsibility is to
encourage the quest for knowledge, which invariably results in investigation.
The session on research proposal and designing introduced the importance of simple and
clean writing, maintain understandability, outlining, preparation of literature review,
formulating objectives, technical approach, project proposal as a marketing document,
timeline, the budget - realistic and optimistic, including KPIs, applied researchers and
synopsis vs. proposal.
Under scientific writing, the discussions were focused on the characteristics of a good paper,
pre-submission inquiry, paper submission, cover letter, editorial process, editors at journals,
initial screening, types of peer review, the revision process, novelty, reasons for rejection,
rejection rates, appeal process. Different reference styles and reference management using
software applications (Mendeley) were discussed and demonstrated.
We were also given an opportunity to write an extended abstract for the given format. In my
opinion, this exercise helps a lot to improve their skills and knowledge.
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8.3 Assignment
Adrenocortical tumors in children; Sri Lankan experience from a single center
and a mini-literature review
Abstract
Introduction
Pediatric adrenocortical tumors (ACT) include both benign adenomas and highly
aggressive malignant tumors. However, they are very rare in children. The aim of this
study is to evaluate the clinicopathological data of children presenting with ACT and
to assess their outcomes in Sri Lanka.
Methods
This is a retrospective cohort study that includes patients diagnosed with ACT from
August 2020 to August 2022 and followed up at Lady Ridgeway Hospital.
Results
Seven children were diagnosed with adrenal cortical tumors. Their ages ranged from
10 months to six and a half years. Five of them were boys. All presented with features
of peripheral precocious puberty. One boy phenotypically had features of Beckwith-
Wiedemann syndrome. The median time for diagnosis after the onset of symptoms
was 4.4 months. The preoperative diagnosis was based on clinical manifestations,
elevated DHEAS levels, and supra-renal masses on CT. All 5 boys had right-sided
supra renal masses while the 2 girls had them on the left side. All underwent surgery
for tumor resection. The diagnosis was confirmed based on histopathology of the
adrenal specimens. Four children had a Wieneke score of 4 or more suggesting the
possibility of Adrenocortical carcinoma (ACC), however, only 2 of them behaved as
malignant tumors. To date, 2 children developed local recurrences within a very short
period.
63
Conclusion
Adrenocortical tumors are uncommon in children, and treatment options are limited.
Correct pathological diagnosis, close follow-up, detect early recurrences appear
important.
Key Words
Adrenocortical adenoma, Adrenocortical carcinoma, Paediatric cancer
INTRODUCTION
Adrenocortical tumors (ACTs) are rare in children with a reported incidence of 0.2 –
0.3 cases per 1 million children per year (1). The highest incidence of ACTs are
reported among children less than 5 years (2). ACTs include adrenocortical
adenomas (ACA) which are benign and adrenocortical carcinomas (ACC) which can
be life-threatening (1).
The adrenal gland consists of an outer cortex of glandular tissue and an inner medulla
of nervous tissue. The cortex consists of 3 zones namely zona glomerulosa, zona
fasciculata, and zona reticularis, with each zone secreting different hormones.
Mineralocorticoids (aldosterone), glucocorticoids (mainly cortisol,) and androgens
are secreted respectively from the above zones. Therefore clinical manifestations
differ according to the site of the tumor (2).
Even though nonfunctional ACTs are common among adults, in children they are
mostly functional tumors with hypersecretion of hormones (3). The most common
presenting symptom is virilization manifesting with pubic hair, enlargement of the
penis or clitoris, hirsutism, acne, deepening of the voice, and accelerated growth and
skeletal maturation (4,5). Cushing syndrome without virilization, feminization, or
gynecomastia due to excess oestrogen, obesity, and retarded bone growth due to
excess steroids, and hyperaldosteronism alone are uncommon manifestations (2,5).
Non-functional tumors may be seen in older children and are often identified
incidentally (4).
64
The definite etiology and pathogenesis of these tumors are not clearly understood
(2,4). The majority of ACCs are sporadic. Mutations in the p53 gene with familial
cancer syndromes and genetic syndromes like Beckwith-Wiedemann syndrome are a
few known causes that can present with ACTs in children (4). Recent evidence
suggests that IGF Binding Protein -2 (IGFBP-2) plays an important role in promoting
tumor growth (4).
The pathological differentiation of adenoma from carcinoma has been a challenge.
Due to the rarity of the tumor, it has been difficult to establish prognostic factors.
Although Weiss criteria, modified Weiss criteria, and Wieneke index are now
available for pathological classification , it is still challenging to differentiate ACA
from ACC.
METHODS
Retrospective data were extracted from the patient database of the Pediatric
Endocrinology Unit of Lady Ridgeway Hospital, Colombo, Sri Lanka from August
2020 to August 2022. The demographic details and clinical data along with
biochemical and imaging findings were extracted from the clinic records.
RESULTS
Demographics
Seven patients were included in the study (Table 1). Five of them were boys. The
median age at diagnosis was 3 years and 2 months (range: 10 months to 6 years and 4
months). Five of 7 (71.4%) were less than 5 years of age. Two of them who were
more than 5 years were a boy and a girl. Five were Sinhalese, the major ethnic group
of the country. One each were of Sri Lankan Tamil and Moor ethnicities. There was
no history of cancers among their family members. All of them were born to non-
consanguineous healthy parents.
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Table 1 Demographics and clinical manifestations of patients with adrenocortical
tumors
Frequency (n) Percent (%)
Gender
Male 5 71.4
Female 2 28.6
Age
< 1 year 1 14.3
1-5 years 4 57.1
>5 years 2 28.6
Ethnicity
Sinhalese 5 71.4
Sri Lankan Tamil 1 14.3
Moor 1 14.3
Clinical Manifestations
Isolated precocious puberty 3
0
4
0 42.9
0
57.1
0
Isolated Cushing syndrome
Mixed type
No endocrine abnormality
Clinical Presentation
All 7 patients had features of hormone hypersecretion. They were all virilized at
presentation. Four of seven (57.1%) had hypertension and cushingoid appearance.
The median interval between 1st symptom and diagnosis was 4.4 months.
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Both girls who were 2 years and 3 months and 6 and half years old presented with
clitoromegaly. The former had it for 8 months duration with acne and pubic hair. The
latter was referred with clitoromegaly of 1-month duration with a recent increment in
height, the appearance of pubic hair, and mild breast prominence.
All 5 boys presented with pubic hair and penile enlargement. Children who were less
than 5 years had stage 2 pubic hair while the older boy had stage 4 pubic hair.
Four of seven children clinically had a cushingoid appearance with moon-like facies
and all of them had hypertension requiring antihypertensives preoperatively. Three of
them required 2 antihypertensives each to achieve blood pressure control. The mean
duration of antihypertensive requirement postoperatively was 3.5 months.
Biochemical and Imaging findings
All 7 patients had elevated dehydroepiandrosterone sulfate (DHEAS) levels. As
expected, the testosterone levels were raised in all of them, and the highest level
which was more than 3 folds of the upper limit of the normal was seen in the boy who
had voice changes.
LH and FSH levels were in the pre-pubertal range in all 7 patients.
X-ray bone age was advanced in 6 patients and only one boy had a delayed bone age
of 8 months at the chronological age of 1.5 years. The mean advancement of the bone
age was 2 years and 6 months (range 1 year and 4 months – 3 years).
Ultrasound scan (USS) abdomen detected the tumor which was later confirmed by
contrast-enhanced computed tomography (CECT). All 5 boys had right-sided
adrenocortical tumors while the 2 girls had their tumors on the left side.
DISCUSSION
Few studies have been published up to date as adrenal tumors are rare in
children(1,5). The largest study findings are from the International Paediatric
Adrenocortical Tumor registry which involved 254 children for a period of 11
years(5). However, 79.5% of them originated from Southern Brazil where the ACC
incidence is 10-15 times more than in the rest of the world due to the high prevalence
of P53 mutation. Another study in France retrospectively analyzed 54 patients
between 1973 to 1993 while Turkey reported 30 patients from 1970 to 1999. A recent
67
study published from reported 13 patients diagnosed with ACT over a period of 10
years (1). Our study reports 7 patients diagnosed with ACT within a period of 2 years
indicating a higher prevalence compared to the other studies (1).
Compared to all the other studies our study demonstrates a male predominance(1,5).
Out of 7 children we had 5 boys. The median age of diagnosis in our study was
comparable with most of the studies which were between 3 to 4 years(5) except for 1
study which has a median age of 17 months(1).
Sutter and others reported 80-90% of children with ACT presenting with endocrine
manifestations and 94% had hormone hypersecretion at the diagnosis(4). Virilization
was the most common presentation alone or in combination with other adrenal
hormone excesses. Fifty seven percent of our study population presented with mixed
manifestations(Cushing and virilization) comparable to a recent study from Italy
where the majority presented with mixed manifestations (46%) and none had isolated
Cushing syndrome(1).
The majority of children have only local disease at presentation but some may have
regional invasion (10%) while another 15% will have distant metastasis (4). All our
patients had only local disease at the time of presentation.
It is well known that surgical removal of the tumor is the successful treatment option
for ACC. In one study all children who had ACA only had the local disease and
achieved a complete cure after surgical resection.
CONCLUSION
Adrenocortical tumors are rare in children with poorly understood clinical
classification and management options. We present a case series diagnosed over a 2-
year period. Five of the seven patients had no recurrence during the period of follow
up.
Regular clinical, radiological, and biochemical evaluation at least every 6-8 weeks is
important to detect early recurrences.
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References
1. Miele E, Di Giannatale A, Crocoli A, Cozza R, Serra A, Castellano A, et al.
Clinical, Genetic, and Prognostic Features of Adrenocortical Tumors in Children: A
10-Year Single-Center Experience. Front Oncol. 2020 Oct 15;10:1874.
2. Chen QL, Su Z, Li YH, Ma HM, Chen HS, Du ML. Clinical characteristics of
adrenocortical tumors in children. J Pediatr Endocrinol Metab [Internet]. 2011 Aug 1
[cited 2022 Aug 14];24(7–8):535–41. Available from:
https://pubmed.ncbi.nlm.nih.gov/21932594/
3. Gundgurthi A, Kharb S, Dutta MK, Garg MK, Khare A, Jacob MJ, et al.
Childhood adrenocortical carcinoma: Case report and review. Indian J Endocrinol
Metab [Internet]. 2012 [cited 2022 Aug 13];16(3):431. Available from:
/pmc/articles/PMC3354855/
4. Sutter JA, Grimberg A. Adrenocortical Tumors and Hyperplasias in
Childhood - Etiology, Genetics, Clinical Presentation and Therapy. Pediatr
Endocrinol Rev [Internet]. 2006 Sep [cited 2022 Aug 13];4(1):32. Available from:
5. Michalkiewicz E, Sandrini R, Figueiredo B, Miranda ECM, Caran E,
Oliveira-Filho AG, et al. Clinical and outcome characteristics of children with
adrenocortical tumors: A report from the international pediatric adrenocortical tumor
registry. J Clin Oncol. 2004 Sep 21;22(5):838–45.
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Research Synopsis
DEMOGRAPHICS, ETIOLOGY AND QUALITY OF LIFE IN DEVELOPMENTAL

AND EPILEPTIC ENCEPHALOPATHIES IN SRI LANKA- A SINGLE CENTRE
STUDY
BACKGROUND
Paediatric neurological disorders account for a significant proportion of the global disease
burden.(1) Epilepsy is the commonest disease that is encountered in the paediatric neurology
practice.(2–4) The definition of epilepsy has been revised on several occasions and from the
last International League Against Epilepsy (ILAE) position paper, 2017 the operational
definition of epilepsy is the disease of the brain with any of the following; At least two
unprovoked (or reflex) seizures occurring >24 h apart, one unprovoked (or reflex) seizure
and a probability of further seizures similar to the general recurrence risk (at least 60%) after
two unprovoked seizures, occurring over the next 10 years, diagnosis of an epilepsy
syndrome.(5,6) Epilepsy syndrome refers to a cluster of features incorporating seizure types,
EEG, and imaging features that tend to occur together. It often has age-dependent features
such as age at onset
and remission (where applicable), seizure triggers, diurnal variation, and sometimes
prognosis.(5,6) In epileptic encephalopathy there is no preexisting developmental delay and
the genetic mutation is not thought to cause slowing in its own right.(6) The term of epileptic
encephalopathy in the 2010 ILAE classification was amended as Developmental and
Epileptic encephalopathy in the 2017 ILAE proposal based on the fact that there are many
epileptic encephalopathies with an underlying genetic basis that independently affect the
poor developmental outcome.(5,7,8) The term “developmental” denotes three major aspects;
1) developmental encephalopathy where there is just developmental impairment without
frequent epileptic activity associated with regression or further slowing of development; 2)
epileptic encephalopathy where there is no pre-existing developmental delay and the genetic
mutation is not thought to cause slowing in its own right; 3) developmental and epileptic
encephalopathy where both factors play a role.(7)
JUSTIFICATION
Epileptic encephalopathy has been a hot topic in research for decades in various parts of the
world. Several studies have been conducted to identify the pathogenesis and different
treatment modalities with comparison studies and genetic basis. Sri Lanka is a country with a
history of well-established paediatric neurology services for less than two decades and has a
70
handful of paediatric neurologists providing the best available care for children with
neurological disabilities.
In Sri Lankan setting West syndrome has been studied but no published data is available in
other EE.(35–38) Therefore, this study will be helpful to characterize the clinical and
epidemiological profile and quality of life in children with epileptic encephalopathy in Sri
Lanka
LITERATURE REVIEW
The history and concept of epileptic encephalopathy dates to more than 150 years ago, when
Dr. West in 1857 first described the West syndrome.(9) The first description of Landau
Kleffner syndrome was in 1957 by William Landau and Frank Kleffner. In 1960 Gastaut and
colleagues and Sorel described the Lennox-Gestaut syndrome. Since then several other
epileptic encephalopathies have been introduced to the medical literature and some of them
had underlying genetic etiology.(9)
Epileptic encephalopathy has three main domains characterized by seizures, epileptiform
discharges in EEG and negative impacts on development, behavior, and cognition. Even
though 30% of children with Landau-Kleffner do not have any seizures at all, most of the
children with epileptic encephalopathies will be having frequent multiple types of seizures
which are often resistant to routine antiseizure medications.(8) According to ILAE the
recognized epileptic encephalopathies up to now includes; Early Myoclonic Encephalopathy,
Early Infantile Epileptic Encephalopathy (Ohtahara Syndrome), Epilepsy of infancy with
migrating focal seizures, West Syndrome, Dravet Syndrome, Epilepsy with Myoclonic
Astatic Seizures, Lennox-Gastaut Syndrome, and Epilepsy with Continuous Spike-Waves
during Slow Wave Sleep including Landau-Kleffner Syndrome and Atypical Benign Partial
Epilepsy)(5,7)
Overall prevalence of epileptic encephalopathy is unknown. But the incidence of some of the
epileptic encephalopathy is described in several studies in the literature. West syndrome has a
0.16–0.42 incidence in thousand births whereas 3.6% of all children with epilepsy, and 19%
of children with seizures starting in infancy, progress to have Lennox Gestaut Syndrome.
(6,7)
Myoclonic Astatic Epilepsy has an incidence of 1 in 10,000 children and attributable for
nearly 2% of childhood epilepsies. Developmental Epileptic Encephalopathy in Slow Waves
Activated in Sleep is rare, accounting for 0.5-0.6% of all epilepsy presentation seen at
pediatric tertiary epilepsy centers. The incidence of Dravet syndrome is 0.5–1/40.000 and
develops in 3–5% and 6.1–8.2% of all epilepsies in the first year and within the 3 years of
life, respectively.
The concept of etiology of EE is mainly related to environmental insults is largely being
overturned by discovering several genes that are directly attributable as a causative factor.
The two widely expressed genes in fetal brain that can cause infantile spasms are ARX1 gene
71
and CDKL5. Apart from those several other genetic associations also being described. In 3%
of patients with infantile spasms and LGS demonstrate de novo copy number variants.
A genetic association in myoclonic astatic epilepsy (MAE) is also described which includes
SCN1A, SCN1B, SCN2A, STX1B, SLC6A1, CHD2, SYNGAP1, NEXMIF, KIAA2022. Nearly
5% patients with MAE is found to have glucose transporter 1 (GLUT1) deficiency attributed
to SLC2A1 mutation.
Global disease burden (GDB) of epilepsy has been studied but no specific data related to
GDB of epileptic encephalopathy. In 2016, 45.9 million of people worldwide had active
epilepsy with incidence being peaked at 5-9 years and after 80 years. Each year 2.4 million
new cases of epilepsy is being diagnosed. Due to epilepsy 20.6 million of disability adjusted
life years (DALY) have been lost in 2012. Quality of life in children with epilepsy is known
to be compromised due to various factors and the chronic nature of the disease per se.
Developmental and epileptic encephalopathies being more catastrophic entity than the
epilepsy alone will be having a more disadvantaged quality of life. In a study done in India
measuring quality if life in children with epilepsy able to demonstrate that the older aged
children, patients on longer duration of therapy, children on polypharmacy and children with
high seizure burden are having higher compromised quality of life. Good maternal education
and higher socio-economic status known to be associated with better quality of life.
Complete seizure freedom is almost impossible in patients with DEE and simply providing
medications will not suffice to improve quality of life nor the coping with the disease.Having
genetic diagnosis for DEE has shown to be associated with improved personal utility,
psychological outcome, enhanced social interactions and better knowledge and understanding
on what they are going through.
OBJECTIVES
General objectives
1. To describe the demographics of developmental and epileptic encephalopathies with
early infantile, infantile, and childhood onset.
2. To determine the underlying etiology for the developmental and epileptic
encephalopathies in neonates, infants and children.
3. To evaluate the health-related quality of life in infants and children with
developmental and epileptic encephalopathies (DEE).
Specific Objectives
1. To identify the age of onset of different types of epileptic encephalopathies.
2. To demonstrate the association of family history related to developmental and

epileptic encephalopathies.
72
3. To correlate the health-related quality of life to the type of seizure, duration of
seizures, number of Anti-seizure Medication (ASM) and duration of illness with the
non-DEE.
METHODOLOGY
Patients who are being managed as DEE in two major paediatric neurology clinics will be
considered as the possible research participants. Their history, examination and
investigations will be reviewed by the chief investigator and unbiased expert opinion will be
taken from the paediatric neurologist who is not the caring physician of the indexed patient.
In that line reconfirmation of the clinical diagnosis will be made. Patients who are consenting
to participate into the study will be enrolled.
At the point of enrollment into the study a detailed epilepsy history which include age of
onset of epilepsy, seizure type, developmental history, perinatal history including mode of
delivery, APGAR score, details of premature baby unit or neonatal intensive care admissions,
family history of epilepsy, epilepsy syndromic diagnosis, epilepsy etiology, seizure
frequency and imaging work up. Epilepsy treatment history will include current and previous
antiseizure medication trials, use of ketogenic diet and epilepsy surgery. Demographic data
include age, sex, race, and ethnicity.
A pretested questionnaire will be utilized to gather pertinent data. Relevant clinical,
radiological and EEG data will be extracted from the clinic records.
Health related quality of life in infants and children with epileptic encephalopathies will be
assessed by utilizing Sri Lankan Health related Quality of Life index for Preschoolers and
school age children with epilepsy.(37)
To accomplish the third objective of the study where a comparative group is required an age-
sex matched cohort of children with epilepsy without encephalopathy will be enrolled. The
health-related quality of life will be determined in children with DEE who are more than 4
years of age. This cut off age margin will be provided to the disease to impact adequate
duration into the life routines of the patient and the caregiver and by that time patient might
be given multiple anti treatment trials for the DEE. Therefore, it is assumed that the quality
of life will be better determined in that sort of study population.
REFERENCES
1. CR N. Global Burden of Pediatric Neurological Disorders. Semin Pediatr Neurol
[Internet]. 2018. https://pubmed.ncbi.nlm.nih.gov/30293585/
2. Raina SK, Razdan S, Nanda R. Prevalence of neurological disorders in children less
than 10 years of age in RS Pura town of Jammu and Kashmir. J Pediatr Neurosci
[Internet]. 2011 Jul [cited 2021 Sep 12];6(2):103. Available from:
73
3. Frank-Briggs AI, Alikor EAD. Pattern of Paediatric Neurological Disorders in Port
Harcourt, Nigeria. Int J Biomed Sci [Internet]. 2011 Jun 15 [cited 2021 Sep
12];7(2):145. Available from: /pmc/articles/PMC3614829/
4. RS F, JH C, JA F, N H, E H, FE J, et al. Operational classification of seizure types by
the International League Against Epilepsy: Position Paper of the ILAE Commission
for Classification and Terminology. Epilepsia [Internet]. 2017 Apr 1 [cited 2021 Sep
12];58(4):522–30. Available from: https://pubmed.ncbi.nlm.nih.gov/28276060/
5. Fisher RS, Acevedo C, Arzimanoglou A, Bogacz A, Cross JH, Elger CE, et al. ILAE
Official Report: A practical clinical definition of epilepsy. Epilepsia from:
https://onlinelibrary.wiley.com/doi/full/10.1111/epi.12550
6. Russo A, Gobbi G. A reflection on the role of genetics in the concept of “epileptic
encephalopathy”, as emerged from the most recent ILEA classification of epilepsy.
Ital J Pediatr 2020 461 [Internet]. 2020 Jan 6 [cited 2021 Sep 12];46(1):1–4.
Available from: https://link.springer.com/articles/10.1186/s13052-019-0765-0
7. Scheffer IE, Liao J. Deciphering the concepts behind “Epileptic encephalopathy” and
“Developmental and epileptic encephalopathy.” Eur J Paediatr Neurol. 2020 Jan
1;24:11–4.
8. G C, P W, F B, G A. The history of the concept of epileptic encephalopathy.
Epilepsia [Internet]. 2013 Nov [cited 2021 Sep 12];54 Suppl 8(SUPPL.8):2–5.
Available from: https://pubmed.ncbi.nlm.nih.gov/24571110/
9. Liu Z, Gatt A, Werner SJ, Mikati MA, Holmes GL. Long-term behavioral deficits
following pilocarpine seizures in immature rats. Epilepsy Res. 1994 Dec 1;19(3):191–
204.
10. Cronin J, Dudek FE. Chronic seizures and collateral sprouting of dentate mossy fibers
after kainic acid treatment in rats. Brain Res. 1988 Nov 22;474(1):181–4.
11. Scharfman HE. Epilepsy as an Example of Neural Plasticity. Neuroscientist
[Internet]. 2002 [cited 2021 Sep 13];8(2):154. Available from:
12. Holmes GL, Ben-Ari Y. The Neurobiology and Consequences of Epilepsy in the
Developing Brain. Pediatr Res 2001 493 [Internet]. 2001 [cited 2021 Sep
13];49(3):320–5. Available from: https://www.nature.com/articles/pr200150
13. Stafstrom CE, Kossoff EH. Epileptic Encephalopathy in Infants and Children.
Epilepsy Current research. Available from: /pmc/articles/PMC4988066/
14. Xu D, Miller SD, Koh S. Immune mechanisms in epileptogenesis. Front Cell
Neurosci [Internet]. 2013 Nov 8 [cited 2021 Sep 13];7(NOV). Available from:
15. Dulac O. Epileptic Encephalopathy. Epilepsia [Internet]. 2001 [cited 2021 Sep
13];42(SUPPL.https://onlinelibrary.wiley.com/doi/full/10.1046/j.15281157.2001.042
suppl.3023.x
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75
Module 09: University administrative procedures
The module covered university examination practices, accountability vs. responsibility,

administrative rules and procedures, and monetary rules and procedures.
University fund, accounting and financial officers of the university, role of the bursar,
recurrent expenditure and capital expenditure in a program budget finance committee,
payment procedure, types of advances, request and approval of advance payment, combined
allowances, traveling and subsistence claim, tax payment, loans, and procure were all
covered in the session on university financial regulations and procedures. Additionally, the
method for filling out a settlement voucher was illustrated, and the reasons why settlement
paperwork was rejected were reviewed.
Student discipline, examination-related fraud, student residents and disciplinary by law,

examination by law, preliminary investigation, disciplinary authorities, university
establishment code, inquiry board, inquiry procedure, appeals board, categories of offenses,
minor punishment vs. major punishment, and warnings were the topics of discussion in the
session on disciplinary matters and rights. University employees' obligations, promotions,
and confirmation, leave entitlement and leave categories, as well as human and basic rights,
were also covered.
76
77
9.3 Assignment
78
Module 10: Strategic planning and management for universities
Strategic planning by Institutions of Higher Education (IHEs) emerged in the 1970’s as a

proactive solution to meet the changing demands of stakeholders. Since its inception, it was
considered a means for IHEs to articulate a compelling mission and vision and to prioritize
resources available. The process provided stakeholders an opportunity to collaborate in
planning the direction of the IHEs Strategic planning provides leaders a systematic,
structured, and collaborative approach for examining current issues and future trends and
their impact on the organization’s capacity to attain its mission. It helps leaders see what their
organization must become in order to function effectively in a new environment. In order to
identify key issues that are of importance to stakeholders and the organization, it also
actively involves stakeholders in meaningful dialogue. A setting for investigating and
outlining the steps necessary to address the concerns and expectations of stakeholders and the
organization is provided by strategic planning.
Leaders must identify needs, develop a compelling vision, decide on priorities, set ambitious
but realistic goals, and outline the tactics and resources needed to transform their
organization into the one that the stakeholders they serve envisage. To track progress and
make sure that everyone in the organization is concentrating on the defined objectives and
tactics, performance measurements are established. Strategies and actions are controlled,
monitored, and adjusted based on results attained and emerging needs.
The module introduced the concept of project planning, strategy, types of strategic thinking,
strategy planning process, SWOT analysis, administrative regulations and financial
regulations, master procurement plan, annual report of the university, strategic plan of the
university, goals of the university, objectives of the university, KPIs, paradigm shifts in
higher education, academic’s role on strategic planning and management of universities.
79
80
10.3 Assignment
PROPOSED STRATEGIC CHANGE
To increase the number of undergraduates enrolled for the MBBS degree programme while
maintaining high standards of the programme.
SWOT Analysis
Strengths
S-01: Popularity of the degree programme among the community/population
S-02: International and local reputation of the University
S-03: Highly qualified administrative staff
S-04: Highly qualified and skilled academic and nonacademic staff
S-05: Guaranteed job security in the government sector once graduated
Weaknesses
W-01: Suboptimal infrastructure facilities: The basic infrastructure for students in terms of
lecture rooms, laboratories, computer rooms, canteens, road network and drainage system are
inadequate.
W-02: Limited space for expansion
W-03: Insufficient student accommodation: Need for the expansion of the hostel facilities to
accommodate the rising number of students
W-04: Vacancies in the academic staff in some departments
W-05: Inadequate space in some wards in the hospital to accommodate the rising number
W-06: Lack of proper transport facilities for the students to attend community-based and outreach
hospital training
81
Opportunities
O-01: Government policy on increasing undergraduate enrollment for MBBS programme
O-02: Contributions from the strong alumini and well wishers
O-03: Incorporating Base hospitals in the suburbs for outreach hospital training
O-04: Establishment of Maternitiy hospital in the Karapitiya and relocation of TH- Mahamodara
services to the new hospital
O-05: A new Paediatric complex is in the process of construction with higher accommodation
capacity
O-06: Ample job opportunities at local and international level
O-07: Liaising with policymakers, local authourities and making foreign collaborations for
expansion of facilities
Threats
T-01: Current economic crisis in the country with lack of fund allocation
T-02: Political instability in the country with volatile policy decisions
T-03: Inadequate clinical exposure due to decreased patient number and increased patient:
Student ratio
T-04: Difficulty in conducting clinical exams with equal standard settings for the students
T-05: Academic, non-academic trade unions, and Student unions
T-06: Security concern
82
SWOT MATRIX
S-O ANALYSIS W-O ANALYSIS
The high popularity of the degree Improve the basic infrastructure,

programme will be further facilitated by accommodation, and transport facility with
increasing enrollment (S1, S2, S5/O1) liaison between local authourities, alumni
and well-wishers (W1,3,6/ O2,7)
Well-secured job opportunity once
graduated at both national and international Arranging rotations for clinical exposure on
levels (S5/O6) adjacent Base hospitals as small groups
(W5/O3)
Identifying Base Hospitals in the suburbs
as teaching/training centres and absorbing Inviting consultants in the adjacent Base
consultants in those units as extended Hospitals to conduct lectures on selected
academic staff. (S4/O3) topics as visiting lecturers (W4/ O3,4)
Tactically and skillfully use administrative Expedite the construction process of new
skills to negotiate, collaborate and improve paediatric professorial complex (W2,5/O5)
infrastructure (S3/O2,4,5,7)
S-T ANALYSIS W-T ANALYSIS
Encourage and appreciate academic, Obtaining permission from institutional

administrative, and nonacademic staff heads, and consultants in Base Hospitals to
amidst political and economic instability, to accommodate faculty students to the wards
retain their services (S3,4/ O1,2) (W5/T3)
Develop the capacity of the peripheral Allocate quota for students who need to
consultants to function as undergraduate pay for their degree programme and
trainers, visiting lecturers and examiners mobilize those funds for infrastructure
(S4/ T4) development (W1,3,6/T1)
Maintaining proper communication and

sharing views and explaining objectives
about the strategic plans with trade unions
and student unions (S3/T5)
Outline a successful security plan with the

relevant parties with anticipated issues
(S3/T6)
Making comprehensive student clinical

rotation plans with equal opportunities and
no interruption to the training programme
83
(S3,4/T3,4)
ALIGN YOUR STRATEGY WITH THE UOR CORPORATE PLAN
Goal: Expanding access to university education, research, and services
Objective: To select the enrollment in the undergraduate programme by 500 undergraduates which is
strategically important in the economic development of the country by 2023
STRATEGY
1. Tactically and skillfully use administrative skills to negotiate, collaborate and improve
infrastructure (S3/O2,4,5,7)
2. Improve the basic infrastructure, accommodation, and transport facility with liaison between
local authourities, alumni and well-wishers (W1,3,6/ O2,7)
3. Identifying Base Hospitals in the suburbs as teaching/training centres and absorbing
consultants in those units as extended academic staff. (S4/O3)
4. Develop the capacity of the peripheral consultants to function as undergraduate trainers,
visiting lecturers and examiners (S4/ T4)
5. Arranging rotations for clinical exposure on adjacent Base hospitals as small groups (W5/O3)
6. Inviting consultants in the adjacent Base Hospitals to conduct lectures on selected topics as
visiting lecturers (W4/ O3,4)
7. Expedite the construction process of the new paediatric professorial complex (W2,5/O5)
8. Allocate quota for students who need to pay for their degree programme and mobilize those
funds for infrastructure development (W1,3,6/T1)
84
Aligning the above strategies for the current corporate plan would be unrealistic due to the current
unexpected economic crisis, which was not anticipated by the time of formulation of the plan. Hence,
in my opinion above strategies should be adopted with amendments in the time frame. In that manner,
it would be more realistic and achievable.
4. DEVELOPMENT OF KEY PERFORMANCE INDICATORS (KPI) FOR INTENDED

OUTCOMES BY PROPOSED STRATEGIES
KPIs 2023 2024 2025 2026 2027

1.1 To select the enrollment in the undergraduate programme by 500 undergraduates which is
strategically important in the economic development of the country by 2023
Undergraduate enrollement 100 100 100 100 100
2.4 To Increase the physical and human resources by 50% including all lecture theatres,
hostels, library and laboratories with modern teaching facilities in the recognized faculties
to match the increasing number of undergraduates by 2027
Percentage of large lecture theatre facilities with modern 10% 20% 30% 40% 50%
teaching facilities
Percentage of large hostel facilities 10% 20% 30% 40% 50%
Percentage of library facilities with modern technology 10% 20% 30% 40% 50%
Percentage of laboratories with modern teaching facilities 10% 20% 30% 40% 50%
Percentage of recruitment of staff 10% 20% 30% 40% 50%
85

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Certificate Course in Professional Development in Higher Education

Name of the Candidate

1.1 Scope of the Module ………………………………………………… 5

1.2 Letter of completion ………………………………………………… 6

1.3 Assignment ………………………………………………………… 7

Module 02: Personal Development & Counseling

2.1 Scope of the Module ………………………………………………… 10

Module 03: Teaching & Learning Methods

Module 05: Curriculum Design & Revision

3.1 Scope of the Module ………………………………………………… 15

Module 04: Assessment & Evaluation

4.1 Scope of the Module ………………………………………………… 22

Module 06: ICT Skills in Higher Education

Module 07: Teaching Practice

7.1 Scope of the Module ………………………………………………… 48

Module 08: Research in Higher Education

8.1 Scope of the Module ………………………………………………… 56

Module 09: University Administrative Procedures

9.1 Scope of the Module ………………………………………………… 70

Module 10: Strategic Planning & Management for Universities

10.1 Scope of the Module …………………………………………………

1.1 Scope of the Module

1.3.2 The role of teaching

1.3.3 The research role

I understand that already I encompass several important qualities to function as a university

2.1. Scope of the module

I am a lecturer (unconfirmed) in the Department of Pediatrics in the Faculty of Medicine. At the

2.4. Assignment – Part B

I will regularly remind him he is more than this exam.

Module 05: Curriculum design and revision

3.1 Scope of the module

Formulating a daily lesson plan

Multiple choice questions (MCQ)-05

1. Which of the following are considered a neurocutaneous syndrome?

2. Diseases that demonstrate X-linked recessive pattern includes

3. Aetiological factors for encephalitis includes

4. Conditions associated with infantile spasms include

5. Causes of communicating hydrocephalus include

What is the most likely clinical diagnosis?

What is the most likely clinical diagnosis?

1. Which of the following is/are true regarding cerebral palsy?

2. Which of the following is/are true regarding myasthenia gravis?

3. Which of the following is/are true regarding Guillain Barre syndrome?

4. Which of the following is/are true regarding febrile convulsion?

Short answer question

Objective Essay question

1.1 Define the term “Cerebral Palsy”. (30 marks)- 10 minutes

1.1 It is a disorder of movement and posture causing activity limitation (3 marks)

Subjective Essay Question

b. Challenges to disease prevention

c. Challenges to care children with chronic diseases

Does not meet Meets Exceeds Outstanding

ASSIGNMENT OF THE MODULE 06

ICT SKILLS IN HIGHER EDUCATION

Dr. M.K.T. Madhushanka

CCPDHE Programme 2022

Figure 1 Layout of MS excel worksheet..........................................................................................6