MBBS Programme Handbook For Year 1 Year 2

Year 1 and 2 MBBS Programme Handbook of the Faculty of Medicine, AIMST University [Revised January 2020]
Educating tomorrow’s Leaders
Faculty of Medicine
Year 1 and 2 MBBS Programme Handbook
Revised January 2020
1
Published January 2020 Copyright © 2020, All rights reserved, AIMST University. No part of this handbook may be
reproduced in any form without the written permission of the Vice-Chancellor of AIMST University.
Reading this document: This document is meant to be printed out and read but if you prefer to read it onscreen, you may
find it easier if you increase the view size to 150%. If hyperlinks in this document do not work, try copying the URL and
paste it in the address bar of your web browser.
Contact Information:
AIMST University, Jalan Semeling Bedong, 08100 Bedong, and Kedah, Malaysia
Website: http://www.aimst.edu.my; Phone: +604-429-8000; Fax: +604-429-8007
Questions regarding the contents of this handbook should be addressed to:

The Office of the Dean, Faculty of Medicine, AIMST University, Jalan Semeling Bedong, 08100 Bedong, Kedah Darul Aman,
Malaysia; Phone: +604-429-8000; Fax: +604-429-8083
Preclinical Coordinator- Asso Prof Dr. Rohini Karunakaran
Clinical Coordinator Asso Prof Dr.P.S. Srikumar
Deputy Dean Student Affairs and Alumni Snr Asso Prof Dr. Gokul Shankar
Deputy Dean Postgraduate, Research & Administration – Asso Prof Dr Anthony Leela
Deputy Dean Academic & International Affairs – Prof Dr P.K. Rajesh
Dean - Snr Prof Dr K R Sethuraman Ext. 8124, Email – kr.sethuraman@aimst.edu.my
Notes for Students:

▪ This handbook is intended to provide you with information about the overall objectives of the MBBS programme, an
overview of the MBBS programme, organisation of the Faculty of Medicine, and details of courses in Years 1 and 2 of
the MBBS programme.
▪ Previous versions of this handbook are obsolete.
▪ The Faculty reserves the right to modify the contents of this handbook without prior notice. Students in Years 1 & 2 of
the MBBS programme will be informed if this handbook is revised.
▪ Besides this Handbook, you are advised to refer to the following sources of information as is appropriate; these may
also be updated from time to time. Please refer to the latest version of each:
AIMST University Undergraduate Handbook: This contains important information pertaining to academic programmes
offered by the University, the University’s and faculty rules regarding assessment of academic performance, policy
statements regarding fees, library, student affairs and student support services.
2
Table of Contents
Contents Page
List of Abbreviations used in this Handbook 5
Vision and Mission of the Faculty of Medicine 6
Objectives of the MBBS programme 6
From the Dean’s Desktop 7
Organisation of the Faculty of Medicine 8
Teaching Hospitals Affiliated with AIMST University: 9
Contact Information for Staff in Faculty of Medicine 10
Directors and heads of clinical departments in teaching hospitals 17
Overview of the Preclinical Phase of the MBBS programme 18
Courses in Year 1 at a glance 20
Courses in Year 2 at a glance 21
Academic Calendars [Year 1] 22
Academic Calendars [Year 2] 23
Teaching-Learning Methods in Years 1 and 2 24
Student Attendance in Classes 26
Code of Conduct 27
Dress Code 28
Mentor-Mentee System 29
Details of Courses in Year 1:

MCBM Element 1: Structure of the Human Body I 30
MCBM Element 2: General Physiology, Basics of Haematology, Nerve-muscle Physiology 32
MCBM Element 3: Proteins, Enzymes and Molecular Biology 34
MCBM Element 4: General Pharmacology and Autonomic Pharmacology 35
MCBM Element 5: Nutrition, Metabolism and Metabolic Diseases 36
MCBM Element 6: Immunity, Infection, Inflammation and Repair 38
MCBM Element 7: Neoplasia 40
MCBM Element 8: Structure of the Human Body II 41
HBM Element 1: Society, Health and Medicine 42
HBM Element 2: Epidemiology 43
HBM Element 3: Biostatistics 44
HBM Element 4: Ethics in Medicine 45
HBM Element 5: Primary Care Interface 46
3
Details of Courses in Year 2:

Cardiovascular System (CVS) 47
Respiratory System (RS) 49
Gastrointestinal System (GIT) 51
Renal System & Haematology (REH) 53
Central Nervous System (CNS) 55
Endocrine & Reproductive System (ERS) 59
First Clinical Attachment 60
Special Study Module 62
Recommended Books (Essential Reading) in Year 1 and Year 2 67
Assessment of Academic Performance (Years 1 and 2) 69

Grading Scheme 70
Disciplinary Rules and Regulations for students 71
Scheme of MBBS Year I Examination 73
Continuous Assessment in MCBM 74
Continuous Assessment in HBM 75
Scheme of Professional Examinations in Year 1 77
Scheme of MBBS Professional Examination II 80
Scheme of Continuous Assessment in Year 2 Courses 80
Scheme of Final Examinations in Year 2 83
Appeal to Re-examine Results of Examination 86
Maximum Number of Appearances in an Examination & Results 86
Awards for meritorious performance in Examinations 87
Summary of Criteria for consideration for eligibility for Honours at the end of the Programme 88
University gold medal award 90
Safety Guidelines 91
Student Feedback about the Programme 93
Selected External Web Links & online database links 94
4
List of Abbreviations used in this Handbook:

Ana – Anatomy
Bio – Biochemistry
CA – Continuous Assessment
Cli – Clinical
CNS – Central Nervous System
CVS – Cardiovascular System
D – Dissection
DSL – Directed Self-Learning
ER – Endocrine and Reproductive System
FE – Final Examination
GIT – Gastrointestinal System
HBM – Human Basis of Medicine
HSB – Hospital Sultanah Bahiyah, Alor Star
IRS – Interactive Review Session
L – Lecture
MCBM – Molecular & Cellular Basis of Medicine
MCQ – Multiple-Choice Question(s)
MDL – Multidisciplinary Laboratory
Med – Medicine
Mic – Microbiology
MOH – Ministry of Health, Government of Malaysia
OSCE – Objective Structured Clinical Examination
OSPE – Objective Structured Practical Examination
P – Practical
Path – Pathology
PBL – Problem-Based Learning
Paed – Paediatrics
Phar – Pharmacology
Phy – Physiology
RH – Renal System and Haematology
RS – Respiratory System
SAQ – Short Answer Question(s)
SSM – Special Study Module
Sur – Surgery
TBA – To be advised
5
Vision and Mission of the Faculty of Medicine,

AIMST University
Our vision is to achieve national and international recognition for excellence in building scholarship and professional
competence in our medical students.
Our mission is to empower our graduates with the knowledge, skills and values needed to deliver humanistic and
evidence-based quality-healthcare in Malaysia and rest of the world and with an aptitude for continuing professional
development.
6
From the Dean’s Desk

Hats off to you all for deciding to take the plunge to become a medical professional. We, the staff of the Faculty of
Medicine, wish you all a safe, smooth and timely passage through our MBBS programme! The human body is
incredibly complex and comprises of several systems, which act in harmony during health. The study of human body
in health and disease is therefore, very tough, time consuming and challenging.
The following ideas are useful for efficient learning; i.e., to learn better in less time.
First, learn how to set your goals and manage your time effectively:
o Set realistic goals - your goals must be achievable by you.
o Begin with short term goals - make up a weekly list of things to accomplish.
o Start every day with a "to-do" list and set priorities.
o Monitor progress - keep track of the time spent on each and what you accomplished.
o Reward yourself for completing the "to-do" list.
Adopt effective study habits: “PSQ5R” is a formula that stands for the basic steps in learning from reading in an
efficient manner. The P stands for Purpose, the S for Survey, the Q for Question, the 5-Rs for Read, Recite, Record,
Reflect, and Review.
1. Purpose – Why are you reading this chapter, and what do you want to get out of it?
2. Survey-Skim – Scan to grasp the main features of the chapter to find out what ideas, problems and questions are
being discussed. This survey should take you no more than a minute or two.
3. Question Yourself – “What do I already know about this topic?” to activate prior knowledge. Then turn the first
heading into a question, to which you will be seeking the answer when you read. For example, if you plan to study
the chapter on ‘cardiac cycle’ try and remember the things you already know about it. Next, if the heading of the
section is ‘components of cardiac cycle’, turn it in to a question, ‘What are the components of the cardiac cycle?’
Then proceed to study the section to find out the answer.
4. Read Selectively – Read to find the answers to your question. In most well written lessons, reading the first few
lines of each paragraph will get you the answers.
5. Recite – Without looking at the book, recite the answers to the question, in your own words. If you cannot do it
well, study that section again.
6. Reduce-Record – Make a note of the question and your answers as a brief outline.
7. Reflect – Comprehension and retention are increased when you "analyse" the new information. This is to relate
one part with another, to make categories, to compare with related concepts, to connect it with your other
knowledge and personal experience. This is done in your mind's eye or on paper (‘mind map’).
8. Review – Survey your notes. This may help in putting it all together. Then recite, using the questions or other cues
as starters for recall of facts. This type of review can be carried out in a few minutes and should be done every week
or two with important topics until they get embedded in your active memory.
Keep track of those that work best for you and make them part of your "study habits."
Best wishes,
Senior Prof. K R Sethuraman. MD, PGDHE
Dean, Faculty of Medicine
References:
Effective Study tactics. Available at these links (accessed 11-11-2018):
1) https://www.uvic.ca/services/counselling/assets/docs/Hintsforplanningstudytime.pdf
2) https://www.uvic.ca/services/counselling/assets/docs/study%20tactics%20checklist.pdf
7
8
Teaching Hospitals Affiliated with AIMST University:

The following hospitals of the Ministry of Health, Government of Malaysia are utilised for clinical training of undergraduate
medical students from AIMST University.
▪ Hospital Sultan Abdul Halim, Jalan Lencongan Timur, Bandar Amanjaya, 08000 Sungai Petani, Kedah; website:
http://hsah.moh.gov.my; e-mail: hsah@moh.gov.my; phone: 04-4457333; fax: 04-4480092
▪ Hospital Sultanah Bahiyah, Km 6 Jalan Langgar, 05460 Langgar, Alor Star, Kedah; website: http://hsbas.moh.gov.my/
e-mail: hsb@moh.gov.my; phone: 04-7406233; fax: 04-7350232
▪ Hospital Kulim, Jalan Mahang, Kulim Hi-tech, 09000 Kulim, Kedah; Website: http://hkulim.moh.gov.my/ Tel: 04-
4272733; Fax: 04-4900760; Email: hkulim@moh.gov.my
▪ Hospital Kepala Batas - Jalan Bertam 2, 13200 Kepala Batas, Pulau Pinang ; Phone : 04-5793333 ; Fax : 04-5791088 ;
Email : hkbpp@moh.gov.my
Health Facilities (DHO & Clinics)
1. Pejabat Kesihatan Daerah Kota Setar
2. Pejabat Kesihatan Daerah Kuala Muda
3. Pejabat Kesihatan Daerah Kubang Pasu
4. Pejabat Kesihatan Daerah Sik
5. Klinik Kesihatan Jalan Putra
6. Klinik Kesihatan Merbok
7. Klinik Kesihatan Tunjang
8. Klinik Kesihatan Changloon
9. Klinik Kesihatan Jeniang
10. Klinik Kesihatan Simpang Kuala
11. Klinik Kesihatan Bandar Sungai Petani
12. Klinik Kesihatan Bakar Arang
13. Klinik Kesihatan Bedong
9
Contact Information for Staff in Faculty of Medicine

Coordinators of Academic Units:
FOM Deanery
Names of Members Title
Snr.Prof.Dr.K.R.Sethuraman Dean of Faculty of Medicine
Prof Dr P K Rajesh Deputy Dean – Academic & International Affairs
Asso Prof Dr.Leela Anthony Deputy Dean – Administration & Postgraduate studies
Snr Asso Prof Dr.S.Gokul Shankar Deputy Dean – Students & Alumni
Asso Prof Dr P S Srikumar Clinical Coordinator
Asso Prof Dr Rohini Karunakaran Preclinical Coordinator
Faculty Quality Assurance Curriculum Committee (FQACC)

Names of Members & Title
Snr.Prof.Dr.K.R.Sethuraman - Dean of Faculty of Medicine
Prof Dr.P.K.Rajesh - Deputy Dean (Academic & International Affairs) & Chairman of FQACC
Professor Dr G Rajagopal – Deputy Chairman of FQACC
Asso Prof Dr.Anthony Leela - Deputy Dean – Administration & Postgraduate studies
Snr Asso Prof Dr.Gokul Shankar - Deputy Dean – Students & Alumni
Asso Prof Dr P S Srikumar – Clinical Coordinator
Asso Prof Dr Rohini Karunakaran – Preclinical Coordinator
Dr S.Annie Jeyachristy – Secretary, Post Graduate Programme
Dato’ Dr. Bavanandam Naidu Gopal, O&G Consultant, Department of Obstetrics and Gynaecology
Hospital Sultanah Bahiyah, Alor Setar, Kedah
Prof Dr K K Ong
Snr Asso Prof Dr.Bharathi Sengodan
Asso Prof Dr.Kailash Chandra Kharkwal
10
Coordinators List – 2019
Principle Coordinators
Clinical Coordinator Asso Prof Dr.P.S.Srikumar
Preclinical Coordinator Asso Prof Dr Rohini Karunakaran
Head of Units - Faculty of Medicine

Anatomy Prof.Dr. R.Arulmoli
Physiology Prof Dr Jaiganesh
Biochemistry Dr.Khin Mar Aye
Pharmacology Prof Dr Nagarani
Pathology Dr.Bharathi Sengodan
Microbiology Dr.Arun Adhikary
Medicine Prof Dr Y D Singh
Surgery Dr.Ashutosh Sharma
Pediatrics Dr.Kanchan Ali Mallik
Obstetrics & Gynecology Dr.Kailash Kharkwal
Orthopedics Dr.James J Gnanadoss
Psychiatry Prof. S.Sudarsanan
Ophthalmology Dr.Christina Gellknight
Anesthesiology Dr.Thiagarajan Praba
Community Medicine Prof. Kevin Fernandez
ENT Dr. Kallyan Debnath
Radiology Dr.Arefuddin Ahmed
Family Medicine Dr.Sawri Rajan
Accident & Emergency Prof Dr Moses Dass
Dermatology Dr. Mariette D’ Souza
Year Coordinators
Year 1 Coordinator Ms.Remya Vallathol
Year 2 Coordinator Dr.Sridevi Visvanathan
Year 3 Coordinator Dr.Mariette D’ Souza
Year 4 Coordinator Dr.Kailash Kharkwal
Year 5 Coordinator Dr.P.S.Srikumar
Professional Examination (I-V)

PE I Ms.Remya Vallathol, Dr.Parthiban, Dr.Harini & Dr.Nazmun
Year 1 OSPE Mr.Balasundaram & Dr.Aye Aye Tun
PE II Dr.Sridevi, Dr.Nazmul, Dr.Sherly & Dr.Jagadeesh
PE II - OSPE Dr.Sunita & Dr Shobana
PE III Dr. Mariette D’ Souza, Dr.Varun Pai &
PE IV Dr.Kailash Kharkwal & Dr. Tahmina Afrose
PE V Dr.Srikumar & Dr Dharma Raj
11
Coordinators – Clinical
Year 3 Dr. Laxmikant Chavan
Medicine Year 4 Dr. Khaled Mohamed Helmy
Year 5 Prof Dr. YD Singh
Year 3 Dr. Cyril Natarajan
Year 4 Dr. Kartik Saxena
Surgery
Year 5 Dr. Prem Kumar
Year 3 Dr. Dhiresh Kumar
Year 4 Dr. Badrinath Murthy
Orthopedics
Year 5 Dr. James
Year 3 Dr. Mariam Mahmud
Year 4 Dr. Kanchan Mallik
Pediatrics
Year 5 Dr. Lei Lei Win
Year 3 Dr. Ng Hock Beng
Obstetrics & Gynecology Year 4 Dr. Rajesh Panicker
Year 5 Dr. Khailash Kharkwal & Dr. Baskaran
Year 4 Dr. Srikumar
Psychiatry
Year 5 Prof. Sudharshan
ENT Year 4 Dr. Kallyan Kishore
Radiology Year 3 & 4 Dr. Arefuddin Ahmed
Ophthalmology Year 4 & 5 Dr.Christina Gellknight
Family Medicine Year 4 & 5 Dr. Sawri Rajan & Dr Song Wei Leng
Forensic Medicine Year 3 Dr.Varun Pai
A/E Year 3 Dr. Moses Dass
Dermatology Year 3 Dr. Mariette D’Souza
Anesthesiology Year 4 Dr. Thiagarajan Praba
Year 3 Dr. Theingi & Dr.Tahmina
Community Medicine
Year 4 Dr. Leela & Dr. Bina
(Year 1) Element/Subject Coordinators (MCBM)

Element 1 Mr.Savinaya & Mr.Balaji
Element 2 Ms. Harini Narayanam
Element 3 Dr. Rohini Karunakaran
Element 4 Dr.Nazmun Nahar
Element 5 Dr. Annie Jeyachristy
Element 6 Dr.Sharmin Rozhana
Element 7 Dr. Urmila Banik
Element 8 Mr.Savinaya & Mr.Balaji
(Year 1) Element/Subject Coordinators (HBM)
HBM I Dr. Tracy Sein
HBM II Dr. Swe Swe Latt
12
Year 1-Paper Coordinators

MCBM I Mr.Savinaya & Ms. Harini
MCBM II Dr.Khin Mar Aye & Prof. Nagarani
MCBM III Dr.Sharmin & Dr.Urmila
HBM I Dr. Tracy Sein
HBM II Dr. Swe Swe Latt
Year 2 – System Coordinators

Cardiovascular System Dr.Sharmin & Dr.Aye Aye Tun
Respiratory System Mr.Balasundaram & Dr. Parthiban
Gastrointestinal System Dr.Victor & Dr.Nazmul
Central Nervous System Dr.Myat Thu Thu Win, Dr.Rajiv Pathak
Endocrine & Reproductive System Dr.Umasankar & Dr.Suprava Das
Renal System & Haematology Dr.Tahmina Monowar & Dr.Sherly Deborah
Musculo-Skeletal System Dr. Rajiv Pathak & Ms.Rani Sakaran
SSM (Preclinical)
Coordinator Dr.Rajiv Pathak
SSM (Clinical)
Coordinator Dr.Inn Kynn Khaing
Library Matters
Coordinator Dr.A.Diwakar & Mr.Ashwinprakash
Mentor Mentee
Year 1 Mentor Mentee Coordinators Dr.V.Sridevi & Dr.Sherly Deborah
Year 2 Mentor Mentee Coordinators Prof. Nagarani & Dr.Nazmun
Year 3 Mentor Mentee Coordinators Dr.Mimi & Dr.Swe Swe Latt
Year 4 Mentor Mentee Coordinators Dr.Karthik & Dr.Diwakar
Year 5 Mentor Mentee Coordinators Prof Prem Kumar
Co-Curricular Activity (CCA)

Coordinator Dr.Vimala Devi
PG Committee
Chairperson Dr Leela Anthony
Deputy Dean – Postgraduate & Administration
Member Secretary Dr Annie Jeyachristy
Dr.Sathyanarayana (Anatomy)
PG Coordinators of individual Units Prof Rabindarjeeth Singh (Physiology)
Dr.A.Uma Sankar (Biochemistry)
Dr.Arun Adhikary (Microbiology)
Prof.Arulmoli
Dr.Jaiganesh
Members
Dr.Khin Mar Aye
Dr.Swe Swe Latt
13
Medical Education Unit

Advisor Snr.Prof.K.R.Sethuraman
Head of ME Unit Prof.Dr P.K.Rajesh
ME Unit Coordinator Dr. Rohini Karunakaran
Dr. P.S.Srikumar
Dr.Bharathi Sengodan
Dr.Leela Anthony
Members
Dr.Khin Mar Aye
Dr.Mariette D’Souza
Dr.Suprava Das
Dr.Kailash Kharkwal
PBL Core Group

PBL Core Group Coordinator Dr Urmila Banik and Dr.Aye Aye Tun
PBL Secretary Dr.Parthiban Govindarajoo
Dr.Sathyanarayana
Dr.Usha Kumari
Dr.Khin Mar Aye
Members Dr.Arun Adhikary
Prof.Nagarani
Dr.Bharathi Sengodan
Prof.Y.D.Singh
Dr.Ashutosh Sharma
ISO Core committee

ISO Coordinator Dr.Umasankar
Professor Dr.P.K.Rajesh
Dr.Rohini Karunakaran
Dr Bharathi Sengodan
ISO Core Committee Members Dr.P.S.Srikumar
Dr.Karthik Saxena
Dr.Gokul Shankar
Dr. Leela Anthony
Ms.Remya Vallathol
MQA Core committee

MQA Coordinators Dr.Srikumar and Dr.Rohini Karunakaran
Prof Rajesh
Dr Leela Anthony
Dr.Gokul Shankar
Dr. Annie Jeyachristy
14
FoMRHAEC
Chairman Dr.Matiullah Khan
Member Secretary Dr Annie Jeyachristy
Prof.Dr.D.Premkumar
Dr.Leela Anthony
Dr.Arun Adhikary
FoMRHAEC Members Dr.Kailash Kharkwal
Dr.Usha Kumari
Dr.Swe Swe Latt
Pn. Normah
Food Committee
Coordinator Dr.Leela Anthony
Dr.Gokul Shankar
Dr.Uma Shankar
Members
Dr. Tin Soe Saifullah
Mr.Balasundaram
FOM Alumni Liason Unit

Coordinator Dr.Diwakar Aiyaloo
Dr.Gokul Shankar
Dr.Patrick Tan
Members
Ms.Remya Vallathol
Dr. Dharmaraj
Purchase Committee
Coordinator Dr.Leela Anthony
Dr.Annie Jeyachristy (Secretary)
Dr.Gokul Shankar
Prof.Arulmoli
Members
Dr. Mariette D’Souza
Mr.Jayachandran
Ms.Azdlinawathi
15
Faculty Members by Unit [Department]: ADH – Anatomy Dissection Hall; MDL Multidisciplinary Laboratory;
Faculty of Medicine
SECOND FLOOR GROUND FLOOR
No Staff Name Room No. Ext No. No Staff Name Room No. Ext No.
1 Prof. Dr. K.R.Sethuraman Dean's Office 8124 76 Dr. Radhakrishnan Arulmoli G 013 3004
2 Mr.Jayachandran Dean's Office 8123
3 Ms. Buanes Dean's Office 8055 77 Mr. Suib/Mr.Nazri G 014 3003
4 Ms. Azdlinawati Marini Dean's Office 8222
5 Ms. Angela Dean's Office 3047
THIRD FLOOR 78 Dr. Sawri Rajan A/L Rajagopal Naidu
G 022 3041
No Staff Name Room No Ext No
6 Prof. Dr. P.K. Rajesh T 048 (3rd flr.) 3022 79 Mr. Balasundram G 024 8029
7 Dr. Rajiv Pathak
8 Dr. Adarsh Bhardwaj 80 Dr.Jagdeesh G 024
9 Mr. Aswinprakash 81 Dr.Vimalah Devi G 024
10 Mr. K. Balaji 82 Dr.Partiban G 024
T 049 (3rd flr.) 8039
11 Dr. Laxmikanth 83 Dr.Victor Anand David G 024
3041
12 Dr. Kamal Narain 84 Pn. Normah G 024
13 Dr. Feroze 85 Ms. Rani Sakaran G 024
14 Dr. Shivali Shamsher

15 Dr. Sherly Deborah 86 Dr. Rajesh Panicker OPP LT 1
16 Dr. Nazmun Nahar Alam 87 Dr. A. Moses OPP LT 1
17 Pn. Azilah T050(3rd flr.) 8129 88 Dr. Khaled Helmy OPP LT 1
3001/3038
18 Dr. Mimi Vallabhai 89 Dr. Varun Pai OPP LT 1
19 Dr. Inn Kynn Khaing 90 Dr. Cyril Natarajan OPP LT 1
91 Prof. Dr. Bernard Fanthome OPP LT 1
SECOND FLOOR
20 Dr. Anthony Leela T051 3021 No Staff Name Room No Ext No
FIRST FLOOR 92 Dr. Gokul Shankar S066 8068
No Staff Name Room No Ext No
21 F 011 A 93 Prof. Perumal S067 8070
1334
22 Dr. Tahmina Afrose F 011 B
94 Prof. Nagarani S068 8072
23 Dr.Annie Jeyachristy F 012 A
8106
24 Dr. Mar Mar Wai F 012 B 95 Prof.Rabindarjeet Singh S069 8073
25 Dr.Tracy Sein F 013 A 96 Dr. Ong King Kok S070 8067

8018
26 Prof. Lalitha F 013 B
97 Dr. Diwakar/ Dr. Rajagopal S071 8069
27 Dr.Arun Kumar Adikary F 014 A
8096
28 Dr.Mopil Jaipal F 014 B 98 Prof. Premkumar S072 8071
THIRD FLOOR
29 Dr. Khin Mar Aye F 015 A No Staff Name Room No. Ext No.
8091
30 Dr. Lei Lei Win F 015 B 99 Dr. James J Ghananados T 019 3025
31 Dr. P. Sunita F 016 A 100 Dr. Kartik Saxena T 020 3028

8098
32 Dr. S. Namani F 016 B
101 Dato. Hasnah T021 8130
33 Dr. Badrinath F 017 A
8017
34 Dr. Dhiresh Kumar Chowdury F 017 B 102 Prof. Dr. Kevin Fernandez T 022 3023
35 Dr. Md Kanchan Ali F 018 A 103 Prof. Dr. K. Jaiganesh/ Dr. R. Sobana
T 023 3018
8062
36 Dr. Christopher Anthony F 018 B
104 Dr. Inayath Ali Badusha T 024 3030
37 Dr.Rohini Karunakaran F 020 A 8054
105 Prof. Sudarsanan T 025 3020
38 Dr. Bharathi F 021 A THIRD FLOOR- CSC
8056
39 Dr. Saraswathi Bina F 021 B 106 Dr. Tan Kee Seng Patrick T035 3031
40 Dr. Ashok Kumar F 022 A 107 Dr. Dharmaraj/ Dr. Mohd Asem T029 3069
8095
41 Dr. CS Joshi F 022 B
108 Dr.Komathi / Ms. Makespary T031 3070
42 Dr. Usha Kumari F 023 A
8097
43 Dr. Mariam F 023 B 109 Dr.Tin Soe Saifullah/Dr. PandianT034 3033
110 Mr. Subramaniam
44 Dr. Mariette D'souza F 024 A 111 Ms.Uma Maheswari T042-2 3036
8099
45 Dr. Shyamoli Mustafa F 024 B 112 Ms.Rajesvary
46 Dr. Matiullah Khan F 025 A

1331
47 Dr. Ng Hock Beng F 025 B
48 Dr. Uma Sankar F 026 A

8021
49 Dr. Francis Stanley F 026 B
50 Dr. Theingi Maung Maung F 027 A

8063
51 Dr.Thigayarajan Praba F 027 B
52 Dr. Kailash F 028 A

8064
53 Dr. Arefuddin Ahmed F 028 B
54 Dr. Neoh Chin Boon F 029 A

8065
55 Dr. Ashutosh Sharma F 029 B
56 Dr.Sri Kumar F 030 A 8066
57 Dr.Christina Gellknight F019 1333

58 Dr. Urmila Banik
59 Ms. Nicole Lim Fong Qun
60 Dr. Ng Chin Theng F008 3012
61 Dr. Kallyan Kishore
62 Dr. Suprava Das
63 Dr.Smita Sharma
64 Mr.Savinaya
65 Dr.Than Htay
66 Dr. Muhammad Nazmul Baqui
F009 8094
67 Dr. Swe Swe Latt
68 Dr. Sharmin Rozhana
69 Dr. Myat Thu Thu Win
No Staff Name Room No. Ext No.

70 Ms.Remya.V
71 Dr.Sri Devi
72 Dr.Tahmina Monowar
F-095 3006
73 Ms. Harini
74 Dr. Aye Aye Tun
No Staff Name Room No. Ext No.

75 Prof. Yudh Dev Singh F096 8223
16
Directors and Heads of Clinical Departments in Teaching Hospitals
Jabatan Kesihatan Negeri Kedah

Director – Dr. Hj. Mohd. Fikri B. Ujang
Hospital Sultan Abdul Halim, Sungai Petani

Director - Dr. Zainol bin CheMee
Medicine - Dr. Aznita Bt. Ibrahim
Surgery - Dr. Rashidee Yaacob
OB-GYN - Dr. Sushilnathan Kathirgamanathan
Paediatrics - Dr. Kamala Felicia
Orthopaedics - Dr. SL Vijaya Kumar
Hospital Sultanah Bahiyah, Alor Star

Director –Dr. Zaiton Bt. Udin
Medicine – Dr. Ching Chen Hua
Surgery – Dr. Nil Amri B. Mohamad Kamil
OB-GYN - Dr. Bavanandan Naidu
Paediatrics - Dr. Thiyagar Nadarajaw
Orthopaedics - Dato’ Dr. Suresh Chopra
Hospital Kulim
Director- Dr. FauziahbtWahab
Medicine- Dr. Najihahbt Idris
Surgery – Dr. Aminuddin B. Abdul Rahman
OB-GYN- Dr. Charnjeet Kaur
Paediatrics- Dr. Zainab bt. Ishak
Orthopaedic- Dato’ Dr. Tharumaraja Thiruselvam
Hospital Kepala Batas

Director- Dr. Norhasimawati Bt. Abdul Mutalib
Medicine- Dr. Khoo Voon Ling
Padiatrics- Dr. Chong Phaik Kee
OB-GYN- Dr. Maheran bt. Rodzali
17
Overview of the Preclinical Phase of the MBBS Programme
The MBBS programme is a 5-year integrated programme; the first 2 years has emphasis in the preclinical subjects with
an integration of clinical knowledge, and thereafter the programme lays more emphasis in a clinical context. Upon
successful completion of programme requirements, the graduate is awarded the degree ‘Bachelor of Medicine and
Bachelor of Surgery’ (abbreviated as MBBS) by AIMST University. The preclinical phase of the programme is designed to
train you to a level that is optimum to pursue clinical training and detailed study of the causes, mechanisms, prevention,
diagnosis and principles of management of clinical conditions and syndromes as well as promotion of health in years 3-5 of
the programme.
At the time of starting this programme, the MBBS curriculum was modelled on the undergraduate medical curriculum
then adopted by the Bristol University, UK, with elements incorporated to take cognizance of local needs and at the same
time guided by the requirements of the Malaysian Medical Council. Subsequently, the Faculty of Medicine has reviewed
the core curriculum to enhance its suitability to local needs and revised it in keeping with some recent advances in the field
of medicine and changing trends in patterns of disease.
The main objective of the Year 1 programme is to facilitate learning in basic medical sciences and at the same time
inculcate humanistic values central to the practice of medicine. Accordingly, courses in Year 1 are classified on the basis of
the following two themes: Molecular and Cellular Basis of Medicine (MCBM), and Human Basis of Medicine (HBM). MCBM
courses aim to provide the scientific background required for study of the structure, function and diseases of organ
systems in year 2 of the programme. HBM will introduce you to people as individuals – individuals who are part of a
society, as patients seeking healthcare. HBM consists of a module that offers instruction in ethical principles that govern
the practice of medicine. Additionally, it consists of modules intended to deliver core content in basic principles of
epidemiology and statistics and their applications in medical practice and research. As part of the HBM course, you will
interface with primary health care and become familiar with its organisation and functions and learn how to listen to
patient’s narration of their problems. The combination of MCBM and HBM in year 1 is intended to ensure that you view
the practice of medicine as requiring the application of a body of scientific information, not to machines but to human
beings – each with distinct problems, feelings and emotions. MCBM is a composite of 8 “Elements” and HBM is a
composite of 5 “Elements”. MCBM Elements run in parallel with HBM Elements in the Year 1 programme.
The objectives of the Year 2 programme are to ensure that you learn the structure and function of various organ
systems and the central nervous system, pathologic changes seen in common disease states affecting organs and organ
systems, the rationale for the use of drugs and other therapeutic modalities to treat diseases, and the clinical features of
common clinical conditions affecting various organ systems. The Year 2 programme is integrated and uses an ‘organ
system’ approach, i.e., core content in the basic and clinical sciences is organised by organ systems and not by discipline.
The sequence of courses is outlined later in this book. A notable feature of the revised curriculum is the integration of
clinical skills training primarily into the following four systems courses – cardiovascular system, respiratory system,
gastrointestinal system and central nervous system. For example, during the cardiovascular system course, once you have
learnt about the structure and function of the heart and blood vessels and mechanisms of common disease processes
affecting the heart and blood vessels, you will learn how to obtain history from an individual presenting with
breathlessness and chest pain. Additionally, you will learn basic clinical skills needed to perform a physical examination of
18
the cardiovascular system. Thus, in each organ system course, Teaching-Learning (T-L) experiences are sequenced to
facilitate construction of a knowledge base essential for learning medicine in a clinical context in the rest of the
programme. The year two programme is also enriched with “Problem Based Learning” to enhance the basic science
knowledge in context to clinical condition and to drive self-learning and nuances of group dynamics. The clinical
attachment in Term 2 is organised to help you become acquainted with the structure and functional organisation of a
tertiary care hospital and to provide early opportunities for developing your skills to communicate with patients as well as
with healthcare professionals.
19
Courses in Academic Year 1 at a Glance:

Molecular and Cellular Basis of Medicine (MCBM)
Element Title Course Code Term
1 Structure of the Human Body I MMCM65103 1

General Physiology, Basics of Haematology and
2 MMCM65103 1
Nerve-Muscle Physiology
3 Proteins, Enzymes and Molecular Biology MMCM65104 1
General Pharmacology and Autonomic
4 MMCM65104 2
Pharmacology
5 Metabolism, Metabolic Diseases and Nutrition MMCM65104 2
6 Immunity, Infection, Inflammation and Repair MMCM65105 1-2
7 Neoplasia MMCM65105 2
8 Structure of the Human Body II MMCM65103 2
Human Basis of Medicine (HBM)
Element Title Course Code Term
1 Society, Health and Medicine MHBM65101 1
2 Epidemiology MHBM65102 1
3 Biostatistics MHBM65102 2
4 Ethics in Medicine MHBM65101 2
5 Primary Care Interface N/A 2
20
Courses in Academic Year 2 at a Glance:

Title Course Code Term
Cardiovascular System MCVS 32101 1

Respiratory System MRES 32102 1
Gastrointestinal System MGIT 32103 1
Central Nervous System MCNS 32105 2
First Clinical Attachment 2
-
Biosafety module/ Musculoskeletal system review (6 wks)
Endocrine & Reproductive System MERS 32106 2
Renal System & Haematology MREH 32104 2
Registration for courses in a Term: You must register for courses in a Term on the first day of each Term of the
programme. Registration forms are available at the Dean’s Office
21
Academic Year 1 Calendar [MBBS Batch 25]
22
Academic Year 2 Calendar [MBBS Batch 24]
23
Teaching-Learning (T-L) Methods in Years 1 and 2:

In keeping with the vision and mission of the Faculty and the objectives of the MBBS programme, a variety of T-L methods
are used to facilitate learning. A significant fraction of core content in Year 1 and Year 2 is delivered using lectures.
Typically, lectures are presented as PowerPoint presentations and last between 40-50 minutes. You are encouraged to
contribute to making lectures interactive – you are welcome to ask questions or seek clarifications during or at the end of a
lecture. Please also make notes (they may be sketchy) as you understand new concepts during lectures. These are often
invaluable and may help you revise and consolidate what you learnt.
Lecturers typically leave an electronic copy of their presentation for you to print out. However, please be informed that
PowerPoint presentations are not meant to contain all material that you are expected to learn. Typically, PowerPoint slides
will contain only an outline of the material presented by the lecturer and therefore reading a PowerPoint presentation
cannot substitute for attending and actively listening to lectures. You are advised to supplement your reading of lecture
notes by referring to recommended textbooks. For courses in Year 1, a list of textbooks and references recommended for
each course is provided as part of course details. Textbooks and other references recommended are provided under each
element/system for courses in Year 1-2 are. Lecturers may recommend additional reading as appropriate for the lecture or
lab session in question. Please follow their advice. PowerPoint presentations provided by lecturers are intended only for
your personal use – commercial use of these presentations or other study material provided by lecturers is prohibited. You
are not authorised to post them on the internet without explicit permission from the lecturer concerned.
Practical classes are structured to suit the objectives of the session in question. In year 1, practical sessions typically last 3
hr while in year 2, a session is typically 2 hr. Anatomy dissection and histology lab sessions are 2 hr sessions. Lecturers may
assign you work based on practical experiments or demonstrations. You are expected to complete and submit these
assignments on time to the course coordinator concerned.
Interactive Review Sessions (IRS) is held to help review and consolidate material covered in recent lectures and or
practicals. Their main purpose is to provide you opportunities to seek clarifications and feedback from lecturers. You are
advised to use these opportunities effectively. During these sessions, lecturers may test your understanding of material
covered in recent lectures by asking questions, using problem-solving exercises etc.
Problem-based learning (PBL) is a T-L strategy that uses problems based on actual or simulated clinical cases as the basis
for triggering learning of core knowledge. Clinical cases are formulated based on intended learning outcomes; alternately,
authentic cases that would provide the basis for achieving intended learning outcomes are used. PBLs are typically a small
group activity and consist of about 10-12 students in a group along with a facilitator. The case is not released to students in
its entirety but gradually as ‘triggers’; students explore these triggers collaboratively and formulate learning objectives,
generate hypotheses, discuss them, and make a list of relevant learning issues or objectives they need to achieve in order
to solve this or a similar problem. The emphasis, at least in year 2, is on learning basic science content relevant to the case
in question. Students work on these objectives singly or in smaller groups and come back to present their learning in the
24
next session – share it and discuss it amongst colleagues in the group and the facilitator. The role of the facilitator is to
provide a scaffold rather than being prescriptive about what happens in the session. Typically, a PBL scenario is held over 3
sessions (each 2 hr) that span about 10 days. Overall, this strategy is learner-centred and besides serving as a stimulus to
foster learning of basic science content, several other attributes of the PBL process such as the opportunity to think
independently, learn how to solve problems, learn collaboratively, take ownership of one’s learning are expected to
contribute to the overall professional development of students.
Student Presentations: Besides student presentations that occur in PBL, some courses feature student presentations of
core content usually at the end of a course – for example, emerging infectious diseases in MCBM Element 6. Topics for
student presentations may change from time to time. Students make oral and poster presentations, as a group effort and
all students in a group are expected to be able to answer questions from faculty members moderating the session and or
other students. These provide an opportunity for students to learn how to present information to their peers in a formal
classroom setting.
Case Discussions: Discussion of cases is used especially in the Ethics in Medicine module in HBM to drive learning,
exemplify core content delivered in lectures. Case discussions are also integrated into lectures in many courses and
contribute to enhancing the interactivity of the T-L experience.
Problem Solving Exercises: These are used to sensitise students to the potential application of core knowledge. The last
session of a PBL also features problem-solving exercises – one of the intended outcomes of the PBL process is the ability to
solve problems of a nature similar to that discussed in the PBL. Lecturers may give problems for students to attempt to
solve by themselves and then discuss them in a subsequent session
Directed Self-Learning (DSL): The Directed Self-Learning method is essential to meet the challenges in today's healthcare
environment. The field of medicine is vast; it is impossible as well as undesirable to cover all required material in lectures
or practical sessions. We strongly believe that it is important for you to begin to take responsibility and ownership of what
you learn. We advise you to make effective use of the facilities available to you – the anatomy museum, the pathology
museum, access to the Internet, books, the university’s online subscriptions to textbooks and journals, and CD-ROMs in the
library. You are advised to use DSL time effectively to learn and reflect upon content taught in lectures, work on PBLs as
well as learn topics that faculty members post specifically for “directed self-learning”. You may go to the library or form
small groups, study and discuss whichever way suits you best. If you would like to seek clarifications, please make an
appointment with faculty members and have your questions sorted out. Please note that DSL topics will also be tested in
continuous assessment as well as the final exams. In year 2, you may use some of your DSL time for completing your
Special Study Module – see the section on SSM below.
Special Study Modules (SSM): During your preclinical studies, you will undoubtedly come across facts and phenomena that
puzzle you and lead to questions that you are not able to answer easily. A chapter in a course or a lecture or a PBL tutorial
may turn out to be of great interest to you and you may want to study about it in greater detail. However, the fact that
25
great details of a phenomenon may not get tested in examinations should not in itself extinguish your curiosity to explore
and discover – in fact, this curiosity is fundamental to meaningful learning. The undergraduate programme is designed to
encourage you to pursue topics or questions that interest you and or develop skills that may be of use to you in the
practice of medicine but are not already covered in the core curriculum – thus the term Special Study.
Student Attendance in Classes:

You are strongly advised to attend all scheduled classes. A student must have at least 80% attendance in a course to be
eligible to appear in the Final Examination in the corresponding Course (or ‘Subject of Examination’). Please see the section
on eligibility criteria for appearing in Professional Examinations in Rules and Regulations of MBBS Professional
Examinations, 2010 and amendments]. Leave of absence will be granted for medical reasons, on humanitarian grounds,
and for other compelling reasons that justify grant of leave.
Applying for leave:

Planned leave of absence: If you anticipate the requirement for leave, then, you are required to complete the form
available for application for leave, sign it, obtain prior approval of lecturers concerned and submit it to Preclinical
Coordinator or direct to Dean’s Office.
Emergency leave of absence: If your absence from class could not be anticipated earlier, then, you may submit your
application by e-mail as an attachment to the lecturers concerned and Cc your e-mail to preclinical/clinical coordinator Dr
Rohini Karunakaran (rohini@aimst.edu.my) /Dr.Srikumar (srikumar@aimst.edu.my) and the deputy dean student affairs
Gokul Shankar (gokkavi@gmail.com ). Alternately, you can sign and fax your leave application form to Dean’s Office: +604-
429-8083; please mark it to the attention of the lecturers concerned as well as preclinical coordinator
If the reason for absence was due to illness of some kind, then, a medical certificate to that effect must be furnished when
you return to attend classes. If a student is absent on 3 consecutive working days or more than 3 days in a week without
prior approval, course coordinators will bring this to the attention of the preclinical coordinator/deputy dean (acacemic)/
dean.
Attendance at Continuous Assessment Tests: You are advised not to miss any Continuous Assessment (CA) test unless
approval has been previously obtained from the Deputy Dean or Dean. According to the Rules and Regulations of MBBS
Professional Examinations January 2020), “A student who is absent from a Continuous Assessment test for whatever
reason must submit a letter to the Dean of the Faculty stating the reason(s) and attach supporting documentation
(example, medical certificate) within 48 hours of the test, or else the student shall be considered as having failed in the test.
A copy of this should also be submitted within the same timeline to the Course Coordinator / Head of Unit concerned and
the Clinical / Preclinical Coordinator/deputy dean (academic) as may be appropriate. These shall be treated on a case by
case basis and a decision made by the Dean in conjunction with the Deputy Deans and Coordinator(s) of that particular
course”
26
Code of Conduct for AIMST students attached to hospital and health facilities of the
Ministry of Health (MOH), Government of Malaysia
The Ministry of Health, Government of Malaysia has issued a Code of Conduct* for AIMST students attached to hospital
and health facilities of the Ministry of Health.
• Students are expected to conduct themselves in a seemly manner that is unlikely to cause offence to members of the
public. While attending a hospital or community polyclinic, all students must be dressed in a manner acceptable to
hospital staff and patients and courteous to patients at all times.
• All students are required to attend all teaching sessions appropriate for the course in which they are enrolled. If for
any reason, a student is unable to attend a scheduled clinical teaching session, examination or any other assessment
procedure, he/she should wherever possible obtain the prior approval of his/her teacher. Where this is not possible,
the student must provide an explanation for his/ her absence as soon thereafter.
• Each student must obey all laws of Malaysia and conform to expected norms of good conduct and behaviour in
Malaysia during transport to and from the hospitals and during the course of their training in MOH hospitals and
health facilities.
• Students are expected to treat buildings, library books, apparatuses and other facilities provided by AIMST University
and the MOH with care and respect. Any student found damaging AIMST or MOH property will be required to pay for
its repair or replacement.
• Smoking of tobacco is prohibited in AIMST University premises, and all hospitals and health facilities.
• Students attending teaching sessions in MOH hospitals and health facilities should always be in proper attire and
display the AIMST ID card.
• While talking to patients or examining them, students must first identify themselves as medical students and get
patients permission before they carry out any procedure. They should at no time give the impression to patients that
they are qualified doctors.
• Students are not allowed to examine a patient of the opposite sex unless a nurse or another person of that sex is in
attendance.
• Students shall abide by all the rules, regulations and procedures of the MOH hospital and health facilities in which they
train.
• Students shall handle all patient records in strict confidence and shall not divulge any information concerning patient
care to unauthorised personnel.
• Students shall follow the rules prescribed for infection control in the wards as well as health facilities.
*Reference: Memorandum of Understanding signed March 2004 between Ministry of Health, Government of Malaysia and Asian Institute of
Medicine, Science & Technology (AIMST)
27
Dress Code:
You are reminded that this is a professional school. Although you are not a doctor yet, we and the public expect you to
conduct yourself in a manner that is expected of physicians. This also applies to personal grooming and the dress you wear
in classes and in public places in campus and while in hospitals and other health facilities. The intention of the dress code is
to contribute to your overall professional development. What is appropriate and what is not is clarified below:
Male students:
• You must be in clean, well-pressed, formal attire. Shirts must be collared, fully buttoned and tucked in. Trousers must
be long but should not drag the floor. ID card should be worn at all times. Jeans, T-shirts and clothing with
inappropriate slogans are unacceptable.
• Footwear must be well kept – wear formal shoes and socks; sports shoes, running shoes, sandals, flip-flops and
sneakers are not allowed.
• Hair must be well combed - length of hair should be above the top collar line. No ponytails. Fingernails must be clean
and short.
• No earrings, tongue rings, nose rings, or other similar adornment.
Female students:
• You must be in clean, well-pressed formal attire. Blouse with knee length skirt or knee length dress or long pants are
preferred. ID card should we worn at all times. Pants worn below the waistline and or dragging on the floor are
unacceptable. Clothing with inappropriate slogans is unacceptable. Fish-net stockings / hosiery and other see through
clothing, plunging necklines, spaghetti string blouses, jeans, T-shirts, three-quarter pants, revealing the navel are all
unacceptable.
• Footwear must be well kept – wear formal shoes or dress slippers; sports shoes, running shoes, sandals, flip-flops and
sneakers are not acceptable.
• Hair must be well combed, tied or pinned to avoid hair falling all over the face; length – must be above the bottom line
of the collar; all long hair must be tied up neatly.
• Only 1 pair of earrings is allowed. Fingernails must be clean and short. Light make-up is acceptable. Multiple pairs of
earrings, long dangling earrings, tongue rings and excessive jewellery is not acceptable.
Additionally, you are required to wear the white coat when interacting with patients (real or standardised) and in the
laboratory.
28
Mentor-Mentee System:
The medical programme is quite long and can often be stressful. Students often require guidance, advice and support to
help them cope with demands placed by a rigorous system of education and assessment. As students, you may require
support or guidance with different things – planning your work, learning strategies, strategies to do well in tests,
professional development, or help identifying and or solving specific problems that affect academic performance.
Because your mentors are older, they are much more experienced – remember they have all passed a similarly rigorous
system of education, training, and have either practiced medicine for several years and or have taught and encountered
several students in their careers. The mentor’s role centres on supporting the mentee (mentor’s student) to strengthen
his/her competencies to improve his/her academic performance and professional development.
Please understand that mentors’ primary job is not to teach you subject material you are unable to understand – if you
need any specific help understanding subject material, you should contact teacher(s) concerned. In contrast, your mentor
(an academic member of the Faculty of Medicine) may not even teach the same subject as you are now learning in the
programme. The mentor’s focus is on determining the kind of help the mentee requires, and in the provision of
constructive feedback. However, this system is driven by the mentee - as a mentee, you should initiate mentor-mentee
interactions. Meetings are recorded by the mentor in the Mentor-Mentee Logbook. Any counselling that occurs is initiated
by the mentee and is voluntary.
Discuss with your mentor whether suggested solutions are working for you. Over a period of time, the mentor-mentee
relationship develops into a highly trusted professional relationship that benefits the mentee and promotes his/her overall
professional development. In case, you find it difficult to meet your mentor, you may contact him/her by e-mail, phone.
First year students are required to meet with their mentors every first Friday between 2 and 3 pm. Second year students
are required to meet with their mentors every second Friday between 2 and 3 pm. Additional meetings may be scheduled
as needed. If you will find it difficult to meet with your mentor during this time, you must keep him/her informed of this
and schedule meetings at a time convenient to both of you.
There is an additional central system of e-mentoring support that you may use for example when it is difficult to meet or
contact your mentor
29
Details of Courses in Year 1

Name of Course: Molecular and Cellular Basis of Medicine I [MCBM I] Element 1- The Body, Its Structure and Organization I
Course Code: MMCM 65103 - Element 1
Synopsis: This Element aims to provide the learner with basic information about the structure of the human body. To
this end, Students will be taught the gross and microscopic anatomy of tissues of the human body. Element
1 and Element 8 of the MCBM course are essentially a continuum of basic learning about the structure of
the human body. MCBM Elements 1, 2 and 8 together constitute MCBM I (one of the Components of
Professional Examination I). This will form the basis for further learning of the gross anatomy, microscopic
anatomy and development of tissues in various courses in Year 2 of the programme.
Discuss basics of general anatomy, histology of tissues and the gross anatomy of upper limb, lower limb,
CLO1
thorax and vertebral column.
Demonstrate the ability to differentiate the histology of tissues and gross anatomy of upper limb, lower
CLO2
limb, thorax and vertebral column.
CLO3 Present general histology of various tissues of the body in a seminar or as an assignment report individually.
Course Content Outline CLO*
1. Introduction to Anatomy CLO1

2.Histology of epithelium and glands CLO1
3.Histology of connective tissue, skin and appendages CLO1
4.Histology of cartilage, bones and muscles CLO1
1.Interactive Review Sessions [IRS][L1-4] CLO1
5.Histology of the neural tissue and blood vessels CLO1
6.Histology of lymphoid tissue CLO1
7.General anatomy of bones CLO1
8.Upper limb bones: Parts, features and attachments CLO1
9.Upper limb muscles: Origin, insertion, nerve supply and action CLO1
10.Upper limb: Blood supply, lymphatic drainage and nerve supply CLO1
11.Upper limb joints CLO1
12. Lower limb bones: Parts, features and attachments CLO1
13. Lower limb muscles: Origin, insertion, nerve supply and action CLO1
14.Lower limb: Blood supply, lymphatic drainage and nerve supply CLO1
15. Lower limb joints CLO1
16. Vertebral column bones: Parts, features and attachments CLO1
17. Vertebral column joints CLO1
18. Thorax bones, muscles, diaphragm and breast CLO1
1.Histology of epithelium and glands CLO2
30
2.Histology of connective tissue, skin and appendages CLO2

3.Histology of cartilage, bones and muscles CLO2
4.Histology of the neural tissue and blood vessels CLO2
5.Histology of lymphoid tissue CLO2
6.Upper limb bones: Parts, features and attachments CLO2
7.Upper limb muscles: Origin, insertion, nerve supply and action CLO2
8.Upper limb: Blood supply, lymphatic drainage and nerve supply CLO2
9.Upper limb joints CLO2
10. Lower limb bones: Parts, features and attachments CLO2
11. Lower limb muscles: Origin, insertion, nerve supply and action CLO2
12.Lower limb: Blood supply, lymphatic drainage and nerve supply CLO2
13. Lower limb joints CLO2
14.Vertebral column bones: Parts, features and attachments CLO2
15.Vertebral column joints CLO2
16.Thorax bones, muscles, diaphragm and breast CLO2
General histology of tissues of the human body CLO3
31
Molecular and Cellular Basis of Medicine I [MCBM I] Element 2- General Physiology, Basis of
Name of Course:
Hematology and Nerve-Muscle Physiology
Synopsis : This course is designed to help the learner acquire core knowledge in the areas of general physiology,
basics of haematology and nerve muscle physiology. It helps the learner acquire understanding of the
fundamental aspects, core concepts as well as practical skills of the general and cellular basis of medical
physiology with multiple scales of biological organization from molecules to cells to tissues, organs and
organ systems, in haematology and immunology and physiology of nerve and muscle and related clinical
applications
Discuss the complexity of biological systems and homeostatic mechanisms, haematology, blood grouping
CLO1 system, functional organization of nerve and muscle and other associated clinical disorders.
Demonstrate the laboratory procedures to perform haematological tests, nerve conduction velocity and
CLO2
electromyography.
Present the theories of aging and emphasize the clinical significance in a seminar or as an assignment
CLO3
individually.
3. Transport across cell membranes CLO1
4. Regulation of the cell cycle CLO1
Interactive Review Session [IRS] [L1-4] CLO1
5. Basics of intercellular communication CLO1
6. Body fluid compartments CLO1
7. osmolality & tonicity of physiologic solutions CLO1
8. Homeostasis: Physiologic control systems CLO1
1.Interactive Review Session [IRS] [L5-8] CLO1
9. Blood: General consideration CLO1
10. Structure and function of red blood cells CLO1
11. Erythropoiesis CLO1
12. Anaemia and polycythemia CLO1
13. Blood groups and blood transfusion CLO1
2. Interactive Review Session [IRS] [L9-13] CLO1
14.Leukocytes. CLO1
15.Monocyte Macrophage system: Jaundice. CLO1
16.Plasma proteins CLO1
17.Haemostasis CLO1
18.Introduction to structure and function of nervous tissue. CLO1
19.Resting membrane potential in a neuron CLO1
20.Neuronal action potential. CLO1
21.Nerve impulse conduction. CLO1
22.Structure of skeletal muscle. CLO1
23.Physiology of skeletal muscle contraction. CLO1
24.Properties of skeletal muscles in the intact body CLO1
25.Neuromuscular transmission CLO1
26.Smooth muscle physiology CLO1
32
27.Structure and function of the autonomic nervous system (ANS) CLO1

P1. Determination of red cell volume in response to solutions of different tonicities CLO2
P2. Determination of red blood cell count. CLO2
P3. Determination of white blood cell count CLO2
P4. Determination of differential leucocyte count CLO2
P5. Determination of bleeding time and clotting time. CLO2
P6. Determination of ABO and Rh blood groups CLO2
P7. Principle of interpreting the compound muscle action potentials (EMG) and motor nerve
CLO2
conduction velocity (MNCV)
Aging: Cellular mechanisms and theories. CLO3
33
Molecular and Cellular Basis of Medicine II [MCBM II] Element 3 -Proteins, Enzymes and Molecular
Name of Course:
Biology
Course Code: MMCM 65104
Synopsis: This Element is intended to deliver core knowledge about the design and operation of various metabolic
pathways in cells, inborn and acquired metabolic diseases, as well as nutrition. This Element is linked with
MCBM Element 3 (taught in Term 1) which deals with proteins, enzymes and the fundamentals of molecular
biology and is complementary to content in MCBM Elements 2, 4. This course will help the students to
understand the fundamental concepts of life processes at cellular and molecular level, their inter-
relationship and the biochemical concepts of diseases. The relevance of this core knowledge to clinical
medicine will be illustrated throughout this Element.
Explain the structure, function and classification of biomolecules, clinical aspects of enzymology and
CLO1
regulation of enzymatic activity, recombinant DNA technology and their application in medicine.
Demonstrate the laboratory procedures in the diagnosis of enzymes and proteins and techniques in
CLO2
recombinant DNA technology.
Present the topics related to the structure and functions of proteins and enzymes and the fundamentals of
CLO3
molecular biology in a seminar or as an assignment report individually.
1. Chemistry of carbohydrates CLO1
2. Chemistry of Lipids CLO1
3. Chemistry of proteins CLO1
4. Protein structure CLO1
5.Biological membranes CLO1
6. Plasma proteins CLO1
7. Proteins: structure-function relationships CLO1
8. Enzymes & Enzyme Kinetics CLO1
9. Diagnostic and therapeutic use of enzymes CLO1
10. Fundamentals of molecular biology & genetics CLO1
11. DNA replication in prokaryotes & eukaryotes CLO1
12. Mutation CLO1
13. DNA repair CLO1
4. Interactive Review Session [IRS][L13-17] CLO1
14. Transcription and Translation of prokaryotes & eukaryotes CLO1
15. Genetic engineering (recombinant DNA technology) CLO1
16. Techniques used in recombinant DNA technology CLO1
17. Applications of genetic engineering CLO1
18. Numerical and structural abnormalities of chromosomes CLO1
19. Introduction to single gene disorders CLO1
1. Introduction to laboratory techniques and biochemical calculations CLO2
2. Serum enzyme diagnosis CLO2
3. Total serum proteins & serum albumin estimation CLO2
4. DNA separation CLO2
1. Structure and functions of proteins and enzymes and the fundamentals of molecular biology. CLO3
34
Molecular and Cellular Basis of Medicine II [MCBM II] Element 4- General Pharmacology, Autonomic
Name of Course:
Nervous System and Antimicrobial Agents
Synopsis: This Element is designed to deliver basic and core content in general pharmacology, pharmacology of drugs
acting on autonomic nervous system and antimicrobial agents. Much of the content taught in MCBM
Element 4 is a prerequisite to understanding the rationale of drug use.
Discuss about the pharmacokinetics and pharmacodynamics of drugs, how drugs work on autonomic
CLO1
nervous system - parasympathetic division and antimicrobial agents.
Construct a complete prescription including all parts of the prescription and list the salient features of
CLO2
dosage forms of drugs and record in the logbook individually.
CLO3 Present on topics related to given class of drugs in a seminar or as an assignment report individually.
1.Introduction to pharmacology CLO1
2.Basic Pharmacokinetics -1: Routes of administration of drugs CLO1
3.Basic Pharmacokinetics -2: Absorption, Distribution and Protein binding of drugs CLO1
4.Basic Pharmacokinetics -3: Biotransformation and Excretion of drugs CLO1
5. Clinical Pharmacokinetics – 1: Half-life, Steady state concentration and Clearance of drugs CLO1
6. Clinical Pharmacokinetics – 2: Dose, Dosing schedules and Therapeutic Drug Monitoring CLO1
7. Pharmacodynamics of drugs CLO1
8. Factors modifying drug action; Potency & Maximal efficacy of drugs CLO1
9. Adverse drug reactions CLO1
10.Clinical Pharmacology CLO1
2. Interactive Review Session [IRS](L7-10) CLO1
11.Introduction to Autonomic Pharmacology & Cholinomimetics 1 – Directly acting cholinomimetics CLO1
12. Cholinomimetics 2 - Indirectly acting cholinomimetics CLO1
13. Anticholinergic drugs CLO1
3. Interactive review session(L11-13) CLO1
14. Antimicrobial agents 1: Introduction to chemotherapy CLO1
15. Antimicrobial agents 2: Betalactam antibiotics CLO1
16. Antimicrobial agents 3: Macrolides and Aminoglycosides CLO1
17. Antimicrobial agents 4: Broad spectrum antibiotics – Tetracyclines and Chloramphenicol CLO1
18. Antimicrobial agents 5: Sulphonamides, Cotrimoxazole, Metronidazole, Rifampicin, Fluroquinolones CLO1
19. Antimicrobial agents 6: Antiviral drugs CLO1
20. Antimicrobial agents 7: Antifungal drugs CLO1
4. Interactive review session (L14-20) CLO1
Prescription writing and analysis of a prescription CLO3
Dosage formulations CLO3
Present on topics related to given class of drug in a seminar as a group activity or as an assignment report
CLO2
individually
35
Molecular and Cellular Basis of Medicine II [MCBM II] Element 5 - Nutrition, Metabolism and Metabolic
Name of Course:
Diseases
Synopsis: This Element is intended to deliver core knowledge about the design and operation of various metabolic
pathways in cells, inborn and acquired metabolic diseases, as well as nutrition. This Element is linked with
MCBM Element 3 (taught in Term 1) which deals with proteins, enzymes and the fundamentals of molecular
biology and is complementary to content in MCBM Elements 2, 4. This course will help the students to
understand the fundamental concepts of life processes at cellular and molecular level, their inter-
relationship and the biochemical concepts of diseases. The relevance of this core knowledge to clinical
medicine will be illustrated throughout this Element.
Discuss the regulation and processes of metabolism at the cellular and molecular level and its associated
CLO1
clinical disorders.
Demonstrate the changes in metabolic pathways using the range of essential methods and procedures to
CLO2
solve a broad range of complex problems
Present the changes in regulation and processes of metabolism and nutrition in associated clinical disorders
CLO3
both in written and oral forms.
1. Introduction to metabolism CLO1
2. Signal transduction CLO1
3. Digestion and absorption of carbohydrates CLO1
4. Glycolysis CLO1
5. Electron transport chain and Oxidative phosphorylation CLO1
6. Hexose Mono Phosphate shunt and uronic acid pathway CLO1
7. Glycogen Metabolism and disorders CLO1
8. Metabolism of fructose, galactose and alcohol and its clinical relevance CLO1
1. Interactive Review Session - Carbohydrates CLO1
9. Regulation of blood glucose levels CLO1
10. Digestion of lipids CLO1
11. Fatty acid synthesis CLO1
12. Oxidation of fatty acids CLO1
13. Metabolism of Cholesterol and ketone bodies CLO1
14. Metabolism of lipoproteins CLO1
2. Interactive Review Session - Lipids CLO1
15. Digestion and absorption of proteins CLO1
16. Metabolism of proteins (Part 1) CLO1
17. Metabolism of proteins (Part 2) (Defects in amino acid metabolism) CLO1
18. Gluconeogenesis CLO1
3. Interactive Review Session - Proteins CLO1
19. Heme synthesis CLO1
20. Metabolism of Nucleotides CLO1
21. Intermediary metabolism CLO1
22. Fat soluble vitamins CLO1
23. Water-soluble vitamins CLO1
24. Minerals CLO1
4. Interactive Review Session - Vitamins and Minerals CLO1
25. Basic principles of nutrition and importance of nutrition in human health CLO1
26. Nutritional importance of carbohydrates and lipids CLO1
27. Nutritional aspects of proteins CLO1
28. Nutritional requirements at different stages of the lifecycle CLO1
5. Interactive Review Session - Nutrition CLO1
1. Glucose Tolerance Test CLO2
36
2. Lipid Profile CLO2

3. Urine Screening CLO2
1. Diet, Nutrition and Health CLO3
2. Metabolic and Nutritional disorders CLO3
37
Molecular and Cellular Basis of Medicine III [MCBM III] - Element 6 [Element 6A (Immunity), 6B
Name of Course:
(Infection), 6C (Control of infection) and 6D (Inflammation and Repair) ]
Synopsis: This Element will provide core knowledge about the world of microbes that challenge the human immune
system, how our immune system is designed to meet this challenge, mechanisms of infectious diseases
caused by bacteria, viruses, fungi, and helminths - their clinical features, laboratory diagnosis and principles
and methods of sterilisation and disinfection. This knowledge is fundamental to understanding the clinical
features, clinical diagnosis, prevention and management of infectious diseases. The last quarter of the
Element is devoted to providing core knowledge about the basic causes, mechanisms and types of cell injury
and the mechanisms, types and outcome of inflammatory processes.
CLO1 Explain the basics of immunology, infections and inflammation.
Demonstrate laboratory methods and for identification of organisms, cell injury and inflammation and
CLO2
interpret the results/findings.
Present the topics related to Applied Immunology and Microbiology in seminar or as an assignment report
CLO3
individually.
6 A Immunity
1&2.6A Basics of immunity CLO 1
3. 6A.Antibodies CLO 1
4. 6A.Complement system CLO 1
5&6. 6A.Immune response–(2 Lectures) CLO 1
7. 6A.Cytokines CLO 1
8. 6A.Major Histocompatibility and T cell receptor CLO 1
9. 6A.Hypersensitivity CLO 1
10. 6A.Immune tolerance CLO 1
11. 6A.Immune deficiencies CLO 1
12.6A.Infection and Immunity CLO 1
13.6A.Principles of immunization and immunization schedule CLO 1
Interactive review session-IRS 6A -4 CLO 1
6 B Infection
14. 6B.Introduction to Microbiology and bacterial structure CLO 1
15. 6B.Basic bacterial physiology CLO 1
16.6B.Bacterial genetics CLO 1
17.6B. Normal flora and host parasite relationship CLO 1
18.6B.Infections caused by Gram positive cocci CLO 1
19 6B.Mycoplasma, Chlamydiaceae & Rickettsial infections–(2 Lectures) CLO 1
20-.6B.Mycoplasma, Chlamydiaceae & Rickettsial infections–(2 Lectures) CLO 1
21&22.6B.Spirochetes–(2 Lectures) CLO 1
23&24.6B.Enterobacteriaceae-Enteric pathogens –(2 Lectures) CLO 1
25.6B.Gastrointestinal bacterial pathogens CLO 1
26.6B.Anaerobic Infections CLO 1
27-30.6B.Parasitology–(4 Lectures) CLO 1
31.6B.Viral Structure and Replication CLO 1
32-35.6B.Common viral diseases – (4Lectures) CLO 1
36.6B.Introduction to superficial mycosis CLO 1
37.6B.Subcutaneous and deep mycoses CLO 1
38.6B.Opportunistic mycoses CLO 1
Interactive review session-IRS 6B -6
6 C Control of infection CLO 1
39.6C.Epidemiology of Infectious Diseases CLO 1
40.6C.Sterilization and Disinfection CLO 1
38
41.6C.Antimicrobials: Introduction; Mode of Action of Antibiotics. CLO 1

42.6C.Important Antibiotics and Antimicrobial Resistance. CLO 1
Interactive review session-IRS 6C -1 CLO 1
6 D Inflammation and Repair
43.6D. Introduction to pathology CLO 1
44.6D. Cellular adaptation CLO 1
45.6D. Cell injury and cell death CLO 1
46.6D. Cell injury and cell death -II CLO 1
47.6D. Cell injury and cell death - III CLO 1
48.6D. Cellular accumulation CLO 1
49. 6D. Pathologic calcification hyaline change and amyloidosis CLO 1
50.6D. Acute inflammation I CLO 1
51.6D. Acute inflammation II CLO 1
52.6D. Mediators of inflammation CLO 1
53.6D. Chronic Inflammation CLO 1
54.6D. Healing and repair CLO 1
Interactive review session-IRS 6D -3 CLO 1
Microscopy / Gram stain CLO 2
Environmental sample / culture CLO 2
Streak culture / pure culture CLO 2
Identification of pure culture Biochemical test CLO 2
Antibiotic sensitivity CLO 2
Demo of parasites CLO 2
Demo of yeast and filamentous fungi CLO 2
Tissue processing, cellular adaptation and cell injury CLO 2
Inflammation CLO 2
Assignment1.Applied Immunity 2.Bacteriology 3.Virology 4.Inflammation CLO 3
Seminar 1 : Wormy world CLO 3
Seminar 2: Emerging and re-emerging infections CLO 3
39
Name of Course: Molecular and Cellular Basis of Medicine III [MCBM III] - Element 7 [Neoplasia]
Synopsis: This element discusses the nomenclature of tumours , measure of the impact of cancer on human
population and basic morphological and biologic properties of tumours both benign and malignant .Building
on this foundation the understanding of the molecular basis of carcinogenesis emphasizing the critical role
that genetic alterations play in the development of neoplasia, interactions of tumours with the host and the
host response to tumours along with sections giving an overview of the clinical presentation of malignancy
and cancer diagnosis focusing on both the current methods and newer technologies. This knowledge
gained in element 7 is fundamental to understanding the clinical features, clinical diagnosis, prevention of
clinical oncology.
Discuss the morphologic characteristics of tumours, its causes and molecular basis of carcinogenesis,
CLO1 invasion and metastasis, tumour immunology and methods used for diagnosing to appropriately diagnose
cancers.
Demonstrate the ability to differentiate gross and microscopic characteristics of benign & malignant
CLO2
tumours and the spread of tumours and record in a logbook individually.
Present the topics related to various aspects of diagnosis of neoplastic conditions in a seminar as a group
CLO3
activity or as an assignment report individually.
L1 Introduction to Neoplasia and Classification CLO 1
Epidemiology and Risk factors of Cancer CLO 1
L2&3: Molecular basis of cancer (1) &(2) CLO 1
L4&5: Carcinogenic agents and their cellular interaction:(1) &(2) CLO 1
L6:Invasion and metastasis of cancer: CLO 1
L7:Tumour immunity: CLO 1
L8 :Clinical aspects of neoplasia CLO 1
L9:Diagnosis of cancer: CLO 1
Interactive Review Sessions [IRS]-3 CLO 1
Characteristics of benign and malignant tumors CLO 2
Features of spread of tumours CLO 2
Diagnosis of cancer CLO 3
L1 Introduction to Neoplasia and Classification CLO 1
Epidemiology and Risk factors of Cancer CLO 1
L2&3: Molecular basis of cancer (1) &(2) CLO 1
L4&5: Carcinogenic agents and their cellular interaction:(1) &(2) CLO 1
L6:Invasion and metastasis of cancer: CLO 1
L7:Tumour immunity: CLO 1
L8 :Clinical aspects of neoplasia CLO 1
L9:Diagnosis of cancer: CLO 1
Interactive Review Sessions [IRS]-3 CLO 1
Characteristics of benign and malignant tumors CLO 2
Features of spread of tumours CLO 2
Diagnosis of cancer CLO 3
40
Molecular and Cellular Basis of Medicine I [MCBM I] Element 8- The Body, Its Structure and Organization
Name of Course:
II
Synopsis: This Element, essentially a continuum of MCBM Element 1, aims to provide the learner with basic
information about the structure of the human body – specifically head and neck, anatomy of abdomen,
pelvis, head, neck, eye & ear and provides an overview of the anatomy of the nervous system. The course
also lays the foundation of general embryology and the concepts of early developmental disorders. MCBM
Elements 1, 2 and 8 together constitute MCBM I (one of the components of Professional Examination I).
Material learnt in this Element will form the basis for further study of the gross anatomy, microscopic
anatomy and development of tissues in the Organ Systems courses in Year 2 of the programme.
Discuss the gross anatomy of abdomen, pelvis, head, neck, eye, ear, central nervous system and the general
CLO1
embryology.
Demonstrate the ability to differentiate the gross anatomy of abdomen, pelvis, head, neck, eye, ear and
CLO2
components of central nervous system.
CLO3 Present the topics related to general embryology in a seminar or as an assignment report individually.
1.Anterior abdominal wall CLO1
2. Abdominal organs and peritoneum CLO1
3.Posterior abdominal wall & Pelvis CLO1
4. Skull and cranial cavity CLO1
5.Scalp, face and lacrimal apparatus CLO1
6. Triangles of neck CLO1
7. Infratemporal fossa CLO1
8. Orbit and eye CLO1
9. Ear CLO1
10.Brain, its meninges and spinal cord CLO1
11. Cranial nerves CLO1
12.Peripheral nerves and autonomic nerves CLO1
13 Embryology- Gametogenesis, fertilization and implantation CLO1
14. Embryology- Bilaminar and trilaminar embryo disc CLO1
15.Embryology- Neurulation CLO1
16.Embryology- Pharyngeal arches CLO1
1.Anterior abdominal wall CLO2
2.Abdominal organs and peritoneum CLO2
3.Posterior abdominal wall & Pelvis CLO2
4.Skull and cranial cavity CLO2
5.Scalp, face and lacrimal apparatus CLO2
6.Triangles of neck CLO2
7.Infratemporal fossa CLO2
8.Orbit and eye CLO2
9. Ear CLO2
10.Brain, its meninges and spinal cord CLO2
11.Cranial nerves CLO2
Present in seminar as a group activity or as an assignment report individually on topics related to general
CLO3
embryology.
41
Name of Course: Human Basis of Medicine I [HBM I] Element 1- Society, Health and Medicine
Course Code: MHBM 65101 - Element 1
Synopsis: This Element is designed to help students understand the variety of social factors that influence perception
of health, illness and the impact on health. It complements the molecular and cellular basis of medicine by
taking a macro or population level approach in contrast to the micro or molecular level to examine the role
of medicine, doctors and society in health care. It also provides the idea how to response to, and impact on
illness depending on how people differ in personality, life history, social and cultural background.
Discuss the social factors and its impact on health (the perception of health, illness and health behaviour
CLO1
and the impact on health)
Explain a sociological perspective of human behaviour to a variety of social problems in health and health
CLO2
care.
CLO3 Build good doctor-patient relationship and communication skills.
1 Social determinants of health and disease CLO1
2. Perceptions and experiences of illness and disability CLO1
3. Social structure and health CLO1
4. Family, society and sick role CLO1
Interactive Review Session CLO1
5.Communication and interviewing CLO1
6. Doctor-patient relationship CLO1
7. Seeking health care and medical pluralism CLO1
8. Gender &health CLO1
Assignment/ Seminar CLO3
Case-based Group Discussion CLO2
1 Social determinants of health and disease CLO1
2. Perceptions and experiences of illness and disability CLO1
3. Social structure and health CLO1
4. Family, society and sick role CLO1
5.Communication and interviewing CLO1
6. Doctor-patient relationship CLO1
7. Seeking health care and medical pluralism CLO1
8. Gender &health CLO1
Assignment/ Seminar CLO3
Case-based Group Discussion CLO2
42
Name of Course: Human Basis of Medicine II [HBM II]-Element 2: Epidemiology

Synopsis: The aim of this element is to describe the basic concepts, principles and methods of epidemiology and their
applications in public health and research; factors which affect disease patterns and describe disease
patterns in developing and developed countries; measure occurrence of health related status in human
populations using epidemiological methods and the use of routinely available data sources, types of
epidemiological studies, their advantages and disadvantages and identify study designs used in medical
research; and causation and risk determination
Explain the basic concept, principles and measurement in epidemiology, the types of epidemiological
CLO1
studies, and the concept of screening in disease prevention and control.
Respond by actively participating in group activity to solve the given problems pertaining to the principles
CLO2 and measurements in the main types of epidemiological studies, and the concept of screening in disease
prevention and control.
Present in a seminar individually for the topics assigned pertaining to the measurements of morbidity and
CLO3
mortality and patterns of diseases in Malaysia and worldwide
L1. Introduction to epidemiology CLO1
L2. Dynamics of Health CLO1
L3. introduction to epidemiological Concepts & Dynamics of Disease Transmission CLO1
L4. Measuring Health Morbidity CLO1
1. Interactive Review session [IRS][L1-4] CLO1
L5. Measuring health and disease Mortality CLO1
L6. Epidemiological Studies, Cross-sectional Studies CLO1
L7. Case-control & Cohort Studies CLO1
L8. Intervention Studies CLO1
L9. Risk CLO1
L10. Causation CLO1
L11. Screening CLO2
L12. Disease Prevention strategies and Health Promotion CLO2
L13. Communicable disease epidemiology -Outbreak Investigation CLO2
TBL1. Introduction to epidemiology/ TBL2. Basic epidemiological concepts TBL3. Measures of morbidity/
CLO2
TBL4. Measures of Mortality
TBL5. Study designs in epidemiology/TBL6.Estimating and Interpreting risk in epidemiological
CLO2
studies/TBL7. Screening in epidemiology
1. Presentation on morbidity and mortality surveys of Malaysia/ Seminar CLO2
2. Presentation on Patterns of Diseases in Malaysia and worldwide CLO3
43
Name of Course: Human Basis of Medicine [HBM II]-Element 3: Biostatistics

Synopsis: The main emphasis in this element is on teaching students’ the basic concepts, principles and methods in
the field of statistics and its applications in public health, medicine and research; Collect, organize and
analyse their data scientifically; Present the findings of statistical analysis in the form of tables charts and
graphs Differentiate descriptive and inferential statistics; Describe the purpose and the basic concept of
each statistical procedure and tests of significance. Lectures are complemented by an equal duration of
hands-on training with data analysis in the computer laboratory.
Discuss the basic principles of statistics including types of data and data presentation, importance of clinical
CLO1 measurement, basic concepts involved in probability and types of distribution and the interpretation of data
to make logical statistical inference and test a hypothesis.
CLO2 Interpret the data summarizations based on types of data individually
CLO3 Analyse the data using suitable statistical software.
1. Introduction to Biostatistics CLO1
2. Types of data CLO1
3. Sampling CLO1
4. Descriptive statistics – numerical summaries CLO1
5. Descriptive Statistics: Graphical Summaries CLO1
6. Clinical Measurements CLO1
7. Probability, Normal distribution CLO1
8. Statistical significance & Hypothesis Testing CLO1
9. Comparing means and proportions CLO1
10. Chi- square test CLO1
11 - Critical Appraisal of Medical Literature CLO1
Introduction to software CLO1
Statistical summaries CLO2
Normal distribution and confidence interval CLO2
Comparing means and proportions CLO2
Chi- square test CLO2
Students’ presentation on types of data and descriptive statistics CLO3
44
Name of Course: Human Basis of Medicine I [HBM I] Element 4 - Medical Ethics

Synopsis: This element is to introduce students to the concepts and principles of medical ethics in the field of
medicine and research. It is also to train the students to become professionally competent doctors who are
able to promote the health and welfare of the people they treat. Furthermore, students should also be able
to treat the patients with due respect as regards to patients’ dignity, autonomy and human rights. This
course will also provide the students with the required knowledge of good medical practice and
professionalism
CLO1 Analyse the ethical problems in health care by applying ethical principles and theories in medical practice.
Propose solution to ethical problems in medical practice, including the rights of the patients, and research
CLO2
participants through a presentation.
Propose solution to ethical problems in medical practice by using available information, media and
CLO3
technology applications.
1.Introduction to medical ethics CLO1
2.Confidentiality CLO1
3.Informed consent and refusal to treatment CLO1
4.Truth telling [Truthfulness] CLO1
5. Good medical practice CLO1
6. Medical research CLO1
7. Resource allocation CLO1
8. Ethics in Health promotion CLO1
Seminar CLO2
Portfolio CLO3
45
Name of Course: Primary Care Interphase

Course Code: PCI
Synopsis: This module aims to introduce students to Clinical problem solving with an emphasis on patient's problem /
diagnosis, Primary and secondary care interface with an emphasis on patient's narration of his / her hospital
experiences, the use of communication skills both with patients and with colleagues; and the infrastructure
of health systems.
Display clinical skills / techniques – performing basic life support; hand washing and gloving; transferring a
CLO1
patient; and bandaging
Present the summary of infrastructure for public health in a state, the system of referral between
institutions, different categories of health personnel and their roles in the care of the patient at different
CLO2
levels, the principles of health economics and their relevance to health care as an individual or as group
activity in oral or written forms.
Propose ways to solve clinical problems ethically and professionally with an emphasis on patient's
CLO3 problem/diagnosis and primary and secondary care interface with an emphasis on patient's narration of his
/ her hospital experiences
1. Basic life support, patient transfer, bandaging, medical hand washing and gloving in the Clinical Skills
CLO1
Centre
2. Visit the wards in the following departments - Medicine, Surgery, OB-GYN, Paediatrics, emergency &
CLO2
outpatient departments, pharmacy / drug store, laboratory in the hospital / health centre Office
3. Collection of data on hospital infrastructure, morbidity patterns, drugs and supplies, referral system,
CLO3
health economics
46
Details of Courses in Year 2

Name of Course: Cardiovascular System
Course Code: MCVS 65207
Synopsis: This course is intended to prepare students for cardiovascular medicine in the clinical phase of the
programme. Thus, it is designed to provide core knowledge of the structure and functions of the CVS. This is
followed by lectures on pathological processes and pathogenetic mechanisms underlying various clinical
conditions affecting this system, aetiologies, mechanisms and clinical features including infections affecting
this system and the rationale for the use of drugs in specific conditions affecting this system. 20 hr of clinical
skills training is integrated into this course – this will provide basic information regarding history taking from
patients with cardiovascular symptoms, performing a physical examination of the CVS. Additionally, there
are clinical lectures covering the aetiology, pathogenesis, clinical features and principles of management of
important and or common clinical conditions such as hypertension, or lectures on clinical approach to
patients with specific symptoms (example angina) affecting the CVS. 2 PBL scenarios designed to foster
learning of basic science content relevant to medicine augment this sequence of T-L experiences
Discuss i). the structure and functions of the cardiovascular system (ii). The pathological basis inclusive of
the biochemical changes and microbial organism associated with common diseases of the cardiovascular
CLO1
system iii)rationale for the use of drugs in specific conditions/diseases associated this system (iv)
aetiologies, mechanisms and clinical features and principles of management of common clinical conditions
Demonstrate with confidence the recognition of anatomical structures , interpretation of ECG,gross and
microscopic features , causative microorganism and biochemical lab values of common pathological
CLO2
conditions of the cardiovascular system and perform physical examination of the cardiovascular system
with accuracy and independently using mannequins and peers in the Clinical skills centre
Present the basic and clinical aspects and recent advances of hypertension in a seminar presentation
CLO3
(including oral and poster) as a group activity.
Contribute actively in discussions based on given topics in the problem-based learning (PBL) sessions as a
CLO 4
group activity
1. [Med] Introduction CLO 1
2.[Ana] Pericardium CLO 1
3. [Phy] Electrical and mechanical properties of the heart CLO 1
4 . [Phy] Electrocardiogram [Part 1 ] CLO 1
5. [Phy] Electrocardiogram [Part 2] CLO 1
6. [Ana] Gross anatomy of the heart CLO 1
7.[Ana] Blood supply and nerve supply of the heart CLO 1
8. [Phy] Cardiac cycle – Part 1 CLO 1
9. [Ana] Great vessels CLO 1
10. [Phy] Cardiac cycle [Part 2] CLO 1
11. [Phar]Adrenergic transmission and adrenoceptors CLO 1
12. [Phy] Cardiac output (1) CLO 1
13. [Ana] Histology of the heart, blood vessels and lymphatics CLO 1
14. [Phar]Sympathomimetic agents CLO 1
15. [Phy] Cardiac output (2) CLO 1
16. [Phar]Alpha-adrenergic receptor blockers & Beta-adrenergic receptor blockers CLO 1
17. [Phy] Haemodynamic CLO 1
18. [Ana]Embryology of the heart [Part 1] CLO 1
19 [Ana]Embryology of the heart [Part 2] CLO 1
20 [Paeds] Clinical approach to congenital heart disease CLO 1
21. [Phy]Regulation of tissue blood flow and regulation of arterial blood pressure CLO 1
22.Regulation of tissue blood flow and regulation of arterial blood pressure CLO 1
23.[Med] Hypertension CLO 1
24. [Phar] 2 lectures 24 and 25 on drugs for hypertension CLO 1
47
26. [Phy] Control of regional circulation CLO 1

27. [Bio] Role of lipids in cardiovascular disease CLO 1
28. [Phar] Drugs for hyperlipidaemia CLO 1
29. [Phy] The coronary circulation and the cutaneous circulation CLO 1
30. [Bio]2 Lectures 30&31on Biochemical aspects of cardiovascular disease I &II CLO 1
32. [Path] Pathology of atherosclerosis CLO 1
33.[Med] Clinical consequences of atherosclerosis & clinical approach to a patient with angina & coronary
CLO 1
artery diseases
34.[Phy] Pathophysiology of circulatory shock CLO 1
35.[Path] Haemodynamic disorders I CLO 1
36. [Micro] Septicaemia CLO 1
37. [Path] Haemodynamic disorders II CLO 1
38. [Phar] Drugs acting on coagulation (1) CLO 1
39. [Phar] Drugs acting on coagulation (2) CLO 1
40. [Micro] Infective endocarditis, myocarditis, and pericarditis CLO 1
41.[Path]Endocarditis and rheumatic heart disease CLO 1
42. [Phar] Drugs for the ischaemic heart disease CLO 1
43.[Psyc/Med] Stress & the cardiovascular system CLO 1
44. [Path]Cardiomyopathy & Aneurysms CLO 1
45.[Med] Heart failure CLO 1
46. [Phar] Drugs for heart failure CLO 1
47.[Med] Cardiac arrhythmias CLO 1
48. [Phar] Drugs for cardiac arrhythmias CLO 1
12 Sessions-Interactive Review Sessions [IRS]-Anatomy 2, Physiology 2, Biochemistry 1, Pathology 1,
CLO 1
Pharmacology 3 Microbiology 1, Medicine 2.
1. Histology of the heart, blood vessels and lymphatics CLO 2
2.Electrocardiography CLO 2
3. Measurement of blood pressure CLO 2
4. Drug dose calculation CLO 2
5. Cardiovascular pathology CLO 2
6. Biochemistry: Case based discussion CLO 2
7.Microbiology: Cardiac Infection CLO 2
Dissection:1 Boundaries of the thorax, mediastinum, pericardium, heart, blood supply of the heart CLO 2
Dissection: 12 Nervous supply of the heart, the great vessels. CLO 2
History taking from a patient (cardinal symptoms of cardiovascular disease) CLO 2
General examination of the cardiovascular system (General examination; vital signs; peripheral pulses) CLO 2
Specific examination of the precordium CLO 2
Blood pressure measurement CLO 2
Listening to normal heart sounds CLO 2
Recording and interpretation of a resting 12-lead electrocardiogram CLO 2
Chest X-ray interpretation CLO 2
Cardiopulmonary resuscitation CLO 2
History taking and role play CLO 2
Hand Washing CLO 2
Present the 'Hypertension' in a seminar presentation (including oral and poster) as a group activity. CLO 3
PBL 1 CLO 4
PBL 2 CLO 4
48
Name of Course: Respiratory System

Course Code: MRES 65208
Synopsis: This course is intended to prepare you to learn respiratory medicine from patients with problems affecting
the RS in the clinical phase of the programme. Thus, it is designed to provide you with core knowledge of
the structure and functions of the RS. This is followed by lectures on pathological processes and
pathogenetic mechanisms underlying various clinical conditions affecting this system, aetiologies,
mechanisms and clinical features of infections affecting this system and the rationale for the use of drugs in
specific conditions affecting this system. 20 hr of clinical skills training is integrated into this course – this
will provide you with basic information regarding history taking from patients with respiratory symptoms,
performing a physical examination of the RS. Additionally, there are clinical lectures covering the aetiology,
pathogenesis, clinical features and principles of management of important and or common clinical
conditions such as chronic obstructive pulmonary disease or lectures on clinical approach to patients with
specific syndromes (example, pneumonia) affecting the RS. Two PBL scenarios designed to foster learning of
basic science content relevant to medicine augment this sequence of T-L experiences.
Discuss i).the structure and functions of the respiratory system (ii) The pathological basis inclusive of the
biochemical changes and microbial organism associated with common diseases of the respiratory system
CLO1
iii)rationale for the use of drugs in specific conditions/diseases associated with this system (iv) aetiologies,
mechanisms and clinical features and principles of management of common clinical conditions.
Demonstrate with confidence the recognition of anatomical structure, interpretation of spirometry, gross
and microscopic feature , causative microorganism and biochemical lab values of common pathological
CLO2
conditions of the respiratory system and perform physical examination of the respiratory system with
accuracy and independently using mannequins and peers in the Clinical skills centre.
Present the basic and clinical aspects and recent advances of the prevalent respiratory disease in a seminar
CLO3
presentation (including oral and poster) as a group activity.
CLO 4
group activity
1. [Med] Introduction CLO1
2. [Anat] Anatomy of the nose & paranasal sinuses: gross anatomy of the nasal cavity and paranasal air
CLO1
sinuses
3. [Anat] Gross anatomy of upper respiratory tract (pharynx, larynx) CLO1
4. [Anat]Gross anatomy of lower respiratory tract (trachea, pleura, lung) CLO1
5. [Phy] Mechanism of breathing CLO1
6. [Anat] Histology of the respiratory tract (anatomy of trachea, bronchi and lungs) CLO1
7. [Anat]Development of the respiratory system CLO1
8. [Phy]Lung volumes and capacities CLO1
9. [Phy]Lung compliance and airways resistance CLO1
10. [Phy] Gas exchange in the lungs CLO1
11. [Phy]] Pulmonary circulation CLO1
12. [Phy] Transport of O2 CLO1
13. [Phy]Transport of CO2 CLO1
14. [Bio] Regulation of pH [Part 1] CLO1
15. [Bio] Regulation of pH [Part 2] CLO1
16.[Phy]Regulation of respiration Part I (Neural) CLO1
17. [Phy] Regulation of respiration Part II (Chemical) CLO1
18. [Phy]Pathophysiology of hypoxia and cyanosis CLO1
19. [Phy] Acclimatization to high altitude CLO1
20. [Phy] Effects of high barometric pressure and artificial respiration CLO1
21. [Med] Oxygen therapy, hyperbaric oxygen and oxygen toxicity CLO1
22. [Bio] Biochemical basis of respiratory diseases CLO1
23. [Path] Pathology of common respiratory conditions [Part 1]: Common acute conditions CLO1
24. [Path] Pathology of common respiratory conditions [Part 2]: Obstructive airway disease CLO1
49
25. [Rad] Imaging of the chest CLO1

26. [Med] Obstructive airway disease CLO1
27. [Path] Pathology of common respiratory conditions [Part 3]: Common chronic conditions CLO1
28. [Phar] Drugs for bronchial asthma CLO1
29. [Phar]Antihistamines and drugs for cough CLO1
30. [Micro] Bacterial infections of respiratory tract CLO1
31. [Micro]Viral infections of the respiratory tract CLO1
32. [Med] Clinical approach to pneumonia CLO1
33. [Paed/Med] Common respiratory illnesses in children CLO1
34. [Micro] & Path Tuberculosis: Immunopathogenesis, pathology and laboratory CLO1
35. [Med] Epidemiology, clinical manifestations &complications of TB CLO1
36. [Phar] Drugs for tuberculosis CLO1
37. [Path] Cancer of the lung and pleura CLO1
38. [Med] Pleural effusion CLO1
Interactive Review Sessions [IRS]-Anatomy 2, Physiology 2, Biochemistry 1, Pathology 1, Pharmacology 1,
CLO1
Microbiology 1, Medicine 1.
Student Presentations (topic may change from time to time) CLO2
1. Gross anatomy of the nasal cavity, paranasal sinuses and pharynx CLO3
2. Gross anatomy of the larynx CLO3
3. Lower respiratory tract; trachea pleura and lungs CLO3
4. Histology of the respiratory tract CLO3
5. Spirometry CLO3
6. Respiratory pathology CLO3
7. Respiratory tract infections CLO3
1. Physical Examination of Respiratory System CLO4
2. Breath Sounds CLO4
3. Airway management : Intubation, Bag Mask Ventillation CLO4
4. X-ray Interpretation CLO4
5. Spirometry: Interpretation CLO4
6. Use of Inhalers CLO4
7. History taking Role Play CLO4
8. Airway Management : Suction CLO4
1 PBL CLO5
2 PBL CLO5
50
Name of Course: Gastrointestinal System

Course Code: MGIT 65209
Synopsis: This course is intended to prepare you to learn gastrointestinal medicine from patients with problems
affecting the GIT in the clinical phase of the programme. Thus, it is designed to provide you with core
knowledge of the structure, functional organisation and functions of various parts of the gastrointestinal
tract (GIT). This is followed by lectures on pathological processes and pathogenetic mechanisms underlying
various clinical conditions affecting this system, aetiologies, mechanisms and clinical features of infections
affecting this system and the rationale for the use of drugs in specific conditions affecting this system. 20 hr
of clinical skills training is integrated into this course – this will provide you with basic information regarding
history taking from patients with gastrointestinal symptoms, performing a physical examination of the
abdomen. Additionally there are clinical lectures covering the aetiology, pathogenesis, clinical features and
principles of management of important and or common clinical conditions such as cirrhosis of the liver or
lectures on clinical approach to patients with specific syndromes (example, chronic hepatitis, and
malabsorption) affecting the GIT. Two PBL scenarios designed to foster learning of basic science content
applicable to medicine augment this sequence of T-L experiences.
Discuss i).the structure and functions of the gastrointestinal system (ii). The pathological basis inclusive of
the biochemical changes and microbial organism associated with common diseases of the gastrointestinal
CLO1
system iii)rationale for the use of drugs in specific conditions/diseases associated with this system (iv)
aetiologies, mechanisms and clinical features and principles of management of common clinical conditions
Demonstrate with confidence the recognition of anatomical structures, gross and microscopic features ,
causative microorganism and biochemical lab values of common pathological conditions of the
CLO2
gastrointestinal system and perform physical examination of the gastrointestinal system with accuracy and
independently using mannequins and peers in the Clinical skills centre
Present common diseases of the gastrointestinal system in a seminar presentation(including oral and
CLO3
poster) as a group activity.
Contribute actively in discussions based on given topics in the problem based learning (PBL) sessions as a
CLO 4
group activity
1. Briefing Session & Introduction to GIT CLO 1
2. [Physio] Functional Organization of GIT CLO 1
3. [Ana] Gross anatomy of the oral cavity, tongue CLO 1
4. [Ana] Gross anatomy of Oesophagus & Stomach CLO 1
5. [Ana]Histology of salivary glands, oesophagus, & stomach CLO 1
6. [Physio] Saliva CLO 1
7. [Ana] Gross anatomy of the liver, gall bladder & biliary system CLO 1
8. [Physio] Secretory and digestive functions of the stomach CLO 1
9. [Ana] Development of gastrointestinal tract CLO 1
10. [Physio] Bile CLO 1
11. [Ana] Histology of the liver, exocrine pancreas small and large intestine CLO 1
12. [Bio] Metabolism of Bile CLO 1
13. [Ana] Gross anatomy of the pancreas & spleen CLO 1
14. [Physio] Pancreatic & Intestinal secretion CLO 1
15. [Bio] Liver and Pancreatic Function Tests CLO 1
16. [Ana] Gross anatomy of the small intestine CLO 1
17. [physio] Digestion and absorption of carbohydrates, fat, protein and absorption of vitamins and
CLO 1
minerals
18. [Bio] Disposal of ammonia ,ammonia toxicity ,pH regulation by the liver CLO 1
19. [Micro] Viral Hepatitis CLO 1
20. [Med] Hepatitis CLO 1
21. [Physio] Gastrointestinal motility (Part-1)
CLO 1
(Oesophagus and Stomach)
22. [Ana] Gross anatomy of the large intestine rectum and anal canal CLO 1
51
23. [Physio] Digestion and absorption of carbohydrate, fat, protein and absorption of vitamins and
CLO 1
minerals
24. [Physio] Gastrointestinal motility (Part-2)
CLO 1
(Small and Large Intestine)
25. [Path] Gastrointestinal pathology (Part1) Pathology of oesophagus and salivary gland tumour CLO 1
26. [Micro] Bacterial infections of the GIT (Part 1) CLO 1
27. [Path] Gastrointestinal pathology (Part 2) Pathology of Stomach CLO 1
28. [Micro] Bacterial infections of the GIT (Part 2) CLO 1
29. [Physio] Functions of the colon and disorders of colonic motility CLO 1
30. [Path] Gastrointestinal pathology (Part 3) Pathology of Liver Diseases CLO 1
31. [Micro] Viral gastroenteritis CLO 1
32. [Path] Gastrointestinal pathology (Part 4) Pathology of Small & large intestine CLO 1
33. [Micro] Parasitic Infection of GIT CLO 1
34. [Pharm] Drugs for peptic ulcer CLO 1
35. [Micro] Applied microbiology of GIT CLO 1
36. [Med] Diseases of Oesophagus and Stomach CLO 1
37. [Pharm] Drugs for treatment of vomiting CLO 1
38. [Med] Cirrhosis and liver cell failure CLO 1
39. [Surg] Common surgical conditions affecting the hepatobiliary system and pancreas CLO 1
40. [Med] The mechanism of clinical manifestations of portal hypertension CLO 1
41. [Pharm] Drugs for constipation and diarrhoea CLO 1
42. [Med] Clinical approach to maldigestion & malabsorption CLO 1
43. [Pharm] Drugs for amebiasis and intestinal helminthic infections CLO 1
Interactive Review Sessions [IRS]-Anatomy 2, Physiology 2, Pathology 1, Pharmacology 1, Microbiology 1,
CLO 1
Medicine 2.
Student Presentations (topic may change from time to time) CLO 3
Histology of salivary glands, Oesophagus, & Stomach CLO 2
Gross Anatomy of the oral cavity, tongue & salivary glands CLO 2
Gross Anatomy of Oesophagus and stomach CLO 2
Histology of liver, exocrine pancreas, small & large intestine CLO 2
Gross Anatomy of the liver, GB, biliary system, pancreas & spleen CLO 2
Gross Anatomy of the small & large intestine, rectum & anal canal CLO 2
Liver and pancreatic function tests CLO 2
Gastrointestinal pathology CLO 2
Physical Examination CLO 2
Rectal Examination CLO 2
Nasogastric tube insertion CLO 2
Radiological interpretation CLO 2
Venepuncture &IV setting CLO 2
Intramuscular & Subcutaneous Injection CLO 2
PHT role play CLO 2
PBL 1 CLO 4
PBL 2 CLO 4
52
Name of Course: Renal System and Haematology

Course Code: MREH 65210
Synopsis: This course is designed to provide you with core knowledge about the structure, functional organisation and
functions of the kidneys and the urinary tract. This is followed by lectures on pathological processes
affecting the kidneys (glomerular diseases), and causes, features, diagnosis of infections of the urinary tract.
You will realise that effects of drugs used to alter tubular function can be predicted using your knowledge of
physiologic mechanisms of solute handling by the kidney. Finally, there are two clinical lectures to provide
an account of the aetiology, pathogenesis, clinical features and principles of management of acute and
chronic renal disease. Two PBL scenarios designed to foster learning of basic science content applicable to
clinical practice augment this sequence of T-L experiences.
Synopsis: Haematology: The main aim of this course is to provide an account of the aetiology, pathogenesis
and pathologic features of diseases affecting the bone marrow and formed elements of blood. The course
will emphasise the utility of the knowledge base imparted to clinical practice. The course assumes prior
knowledge of basics of haematology already dealt with in Element 2 of the MCBM course in year 1 of the
programme.
Discuss i).the structure and functions of the Renal System and Haematology (ii). The pathological basis
inclusive of the biochemical changes and microbial organism associated with common diseases of the Renal
CLO1 System and Haematology iii)rationale for the use of drugs in specific conditions/diseases associated with
this system (iv) aetiologies, mechanisms and clinical features and principles of management of common
clinical conditions.
Demonstrate with confidence the recognition of anatomical structures ,gross and microscopic features ,
causative microorganism and biochemical lab values of common pathological conditions of the Renal
CLO2
system & Haematology and perform physical examination of the Renal system & Haematology with
accuracy and independently using mannequins and peers in the Clinical skills centre.
Present the basic and clinical aspects and recent advances of the prevalent Renal system & Haematology
CLO3
disease in a seminar presentation( including oral and poster) as a group activity.
Contribute actively in discussions based on given topics in the problem based learning (PBL) sessions as a
CLO 4
group activity.
Renal
1.[Med] Introduction to renal medicine CLO1
2.[Ana] Anatomy of kidneys and ureter CLO1
3.[Ana] Anatomy of urinary bladder & urethra CLO1
4.[Phy] Overview of renal physiology CLO1
5.[Ana] Histology of the nephron and urinary tract CLO1
6.[Ana] Development of the kidney and the urinary tract CLO1
7.[Phy] Renal blood flow CLO1
8.[Phy] Glomerular filtration CLO1
9.[Phy] Tubular reabsorption and secretion CLO1
10.[Phy] Counter-current mechanism CLO1
11.[Bio] Role of kidneys in acid-base balance-I CLO1
12.[Bio] Role of kidneys in acid-base balance-II CLO1
13.[Phy] Role of kidneys in regulation of body fluid volume and osmolality CLO1
14.[Phy] Control of micturition CLO1
15.[Pharm] Diuretics-I CLO1
16.[Pharm] Diuretics-II CLO1
17.[Bio] Renal function tests-I CLO1
18.[Bio] Renal function tests-II CLO1
19.[Path] Glomerular Pathology-I CLO1
20.[Path] Glomerular Pathology-2 CLO1
21.[Micro] Urinary tract infections-I CLO1
22.[Micro] Urinary tract infections-II CLO1
53
23.[Med] Acute renal failure CLO1

24.[Paeds] Nephritic syndrome in childhood CLO1
25.[Path] Tumors of the kidney & urinary tract CLO1
26.[Med] Chronic renal disease CLO1
CLO1
Haematology
1.[Path] Introduction to Hematology CLO1
2.[Path] Anemia- Part I CLO1
3.[Path] Anemia-Part II CLO1
4.[Path] Disorders of leucocytes-I CLO1
5.[Path] Disorders of leucocytes -II CLO1
6.[Path] Myeloproliferative, myelodysplastic disorders CLO1
7.[Path] Lymphomas CLO1
8.[Path] Platelet Disorders CLO1
9.[Path] Bleeding disorders related to abnormalities in clotting factors CLO1
10.[Path] Transfusion Medicine CLO1
11.[Pharm] Pharmacological treatment of Anemia CLO1
Interactive Review Sessions [IRS]- Pathology 2 CLO1
Student Presentations (topic may change from time to time) CLO2
[Ana] Kidney and ureter CLO 2
[Ana] Histology CLO 2
[Ana] Urinary Bladder & Urethra CLO 2
[Phy] Case Discussion CLO 2
[Path] Diseases of renal system CLO 2
[Micro & Bio (Integrated)]- Case study & Renal Function test CLO 2
[Hem] Hematology disorders CLO 2
X-ray and catheterisation CLO 2
1 PBL CLO 4
2 PBL CLO 4
54
Name of Course: Central Nervous System

Course Code: MCNS 65211
Synopsis: This course is designed to provide you with core knowledge of the structure, functional organisation and
functions of the central nervous system. This is followed by lectures on pathological processes and
pathogenetic mechanisms underlying various clinical conditions affecting this system, aetiologies,
mechanisms and clinical features of infections affecting this system and the rationale for the use of drugs in
specific conditions affecting this system. 12 hr of clinical skills training is integrated into this course – this
will provide you with basic information regarding history taking from patients with symptoms of central
nervous system disease, performing a clinical examination of the central nervous system. Additionally there
are clinical lectures covering the aetiology, pathogenesis, clinical features and principles of management of
important and or common clinical conditions such as cerebrovascular disease. Two PBL scenarios designed
to foster learning of basic science content applicable to clinical practice augment this sequence of T-L
experiences.
Discuss i).the structure and functions of the central nervous system (ii). The pathological basis inclusive of
the biochemical changes and microbial organism associated with common diseases of the central nervous
CLO1
system iii)rationale for the use of drugs in specific conditions/diseases associated with this system (iv)
aetiologies, mechanisms and clinical features and principles of management of common clinical conditions.
Demonstrate with confidence the recognition of anatomical structures ,gross and microscopic features ,
causative microorganism and biochemical lab values of common pathological conditions of the central
CLO2
nervous system and perform physical examination of the central nervous system with accuracy and
independently using mannequins and peers in the Clinical skills centre.
Present the basic and clinical aspects and recent advances of the prevalent central nervous system disease
CLO3
in a seminar presentation( including oral and poster) as a group activity.
CLO 4
group activity.
1. Introduction to clinical neurology CLO 1
2.Meninges and blood supply to the brain CLO 1
3.Spinal cord CLO 1
4.Brain stem CLO 1
5.Cerebellum CLO 1
6. Cerebrum CLO 1
7.Histology of the central nervous system CLO 1
8.Diencephalon CLO1
9.Basal nuclei and white matter of cerebrum CLO1
10.Cerebrospinal fluid CLO1
11.Ventricles of the brain CLO1
12.Synaptic integration CLO1
13.Development of the CNS CLO1
14.Sensory receptors CLO1
15.Somatosensory pathways CLO1
16.Reflexes [Part 1] CLO1
17.Skeletal Muscle relaxants CLO1
18.Reflexes [Part 2] CLO1
19.Physiology of pain [Part 1] CLO1
20.Drugs for anxiety and insomnia CLO1
21.Physiology of pain [Part 2] CLO1
22.Tumors of the CNS CLO1
23.Opioid analgesics CLO1
55
24.Regulation of posture & movement [Part 1] CLO1

25.General anesthetics CLO1
27.Local anesthetics CLO1
30.Bacterial Meningitis CLO1
31.Physiology of equlibrium CLO1
32.The Thalamus and the ascending reticular activating system CLO1
33.Physiology of smell and taste CLO1
34.Non-steroidal anti-inflammatory drugs (NSAIDs) CLO1
35.Ethyl alcohol and treatment of addiction and Methyl alcohol poisoning CLO1
36.Functions of Hypothalamus CLO1
37.Dementia and disorders of cognition CLO1
38.Drugs for psychosis CLO1
39.Electroencephalogram CLO1
40.Clinical applications of EEG; epilepsy CLO1
41.Drugs for epilepsy CLO1
42.Functional organization and functions of the limbic system CLO1
43.Viral infections of the CNS [part 1] CLO1
44.Drugs for depression CLO1
45.Common demyelinating metabolic & neurodegenerative diseases CLO1
46.Physiology of vision [Part 1] CLO1
47.Physiology of vision [Part 2] CLO1
48.Viral infections of the CNS [part 2] CLO1
49.Other CNS infections CLO1
50.Learning and Memory CLO1
51.Physiology of hearing [Part 1] CLO1
52.Language and speech CLO1
53.Disorder of language and speech CLO1
54.Physiology of hearing [Part 2] CLO1
55.Cerebrovascular diseases CLO1
Interactive Review Sessions [IRS]-Anatomy 2, Physiology 7, , Pharmacology 2, Pathology 1,Microbiology
CLO 1
1, Medicine 1.
Gross topography of CNS, meninges, spinal cord, blood supply of brain and spinal cord CLO 2
Histology of CNS CLO 2
Brain Stem CLO 2
CNS infections CLO 2
Cerebellum and 4th ventricle CLO 2
Tumours of the CNS CLO 2
Cerebrum, surface, sulci, gyri, functional areas, cerebral white matter and basal nuclei, lateral ventricles CLO 2
Audiometry and Perimetry CLO 2
Diencephalon and 3rd ventricles CLO 2
Clinical Examination of Sensory System Part 1 & 2 CLO 2
Clinical Examination of Motor System with reflexes CLO 2
Clinical Examination of 12 cranial nerves CLO 2
56
Examination of higher functions, History taking and role play CLO 2

Core history taking and special senses CLO 2
Student Presentations (current topic ) CLO3
1 PBL CLO 4
2 PBL CLO 4
57
Name of Course: Endocrine and Reproductive System

Course Code: MERS 65212
Synopsis: This course is designed to provide you with core knowledge of the structure, functional organisation and
functions of various endocrine glands as well as the reproductive system. This is followed by lectures on
pathological processes and pathogenetic mechanisms underlying various clinical conditions affecting this
system, aetiologies, mechanisms and clinical features of infections affecting this system and the rationale
for the use of drugs in specific conditions affecting endocrine glands. You will realise that the consequences
of excess or deficiency of a hormone are almost entirely predictable from their physiologic actions. In fact,
the physiologic effects of most hormones have been deduced from manifestations that occur when there is
a deficiency or excess of these hormones in clinical conditions. There are clinical sessions that will use case
studies to demonstrate application of the importance of basic knowledge of the structure and functions of
the endocrine and reproductive system to clinical practice. Two PBL scenarios designed to foster learning of
basic science content applicable to clinical practice augment this sequence of T-L experiences.
Discuss i).the structure and functions of the Endocrine and Reproductive System (ii). The pathological basis
inclusive of the biochemical changes and microbial organism associated with common diseases of the
CLO1 Endocrine and Reproductive System iii)rationale for the use of drugs in specific conditions/diseases
associated with this system (iv) aetiologies, mechanisms and clinical features and principles of management
of common clinical conditions
Demonstrate with confidence the recognition of anatomical structures, gross and microscopic features ,
causative microorganism and biochemical lab values of common pathological conditions of the endocrine-
CLO2
reproductive system and perform physical examination of the endocrine-reproductive system with
accuracy and independently using mannequins and peers in the Clinical skills centre
Present the basic and clinical aspects and recent advances of the prevalent Endocrine and Reproductive
CLO3
System disease in a seminar presentation( including oral and poster) as a group activity.
CLO 4
group activity
1.[Med] Introduction to Clinical Endocrinology CLO1
2.[Ana] Anatomy of pituitary, adrenal, thyroid and parathyroid CLO1
3.[Ana] Histology of pituitary, adrenal, thyroid and parathyroid CLO1
4.[Ana] Development of pituitary, adrenal, thyroid and parathyroid CLO1
5.[Bio]Mechanism of hormone action CLO1
6.[Phy] Pituitary gland (Part 1) CLO1
7.[Phy] Pituitary gland (Part 2) CLO1
8.[Phy] Thyroid gland CLO1
9.[Path] Diseases of Thyroid CLO1
10.[Phar].Drug therapy for hypo and hyper thyroidism CLO1
11.[Med] Hypothyroidism and hyperthyroidism CLO1
12.[Phy].Parathormone and regulation of plasma calcium CLO1
13.[Phy] Adrenal gland 1 CLO1
14.[Phy] Adrenal gland 2 CLO1
15.[Phar] Pharmacology of corticosteroids CLO1
16.[Path] Neoplasms of pituitary and adrenal gland CLO1
17.[Phy] Endocrine function of the pancreas 1 CLO1
18.[Phy] Endocrine function of the pancreas 2 CLO1
19.[Phar] Pharmacologic management of diabetes CLO1
20.[Med] Diabetes mellitus CLO1
21.[Bio] Laboratory evaluation of endocrine function CLO1
22.[O&G] Introduction to reproductive medicine CLO1
23.[Ana] Gross anatomy of female internal genitalia CLO1
24.[Ana] Gross anatomy of male internal genitalia CLO1
25.[Ana] Gross anatomy of male and female external genitalia CLO1
58
26.[Ana] Histology of male and female genital tract CLO1

27.[Ana] Development of urogenital system CLO1
28.[Phy].Regulation of the development of the gonads in intrauterine life CLO1
29.[Phy] Puberty CLO1
30.[Phy] Spermatogenesis and male sexual response CLO1
31.[Phy] Menstrual cycle CLO1
32.[Phy] Ovarian hormones CLO1
33.[Phy] Gametes, conception and early pregnancy CLO1
34.[Phy] Placental and fetal circulation and functions of placenta CLO1
35.[phy].Adaptations to pregnancy; parturition & lactation CLO1
36.[O&G] Male infertility CLO1
37.[O&G] Menopause and ovarian failure CLO1
38.[Path] Benign & malignant lesions of breast CLO1
39.[Surgery] Diseases of the breast CLO1
40.[Path] Tumors of testes and prostate CLO1
41.[Path] Overview of the tumors of female genital tract CLO1
42.[Micro] Sexually transmissible infections 1 CLO1
43.[Micro] Sexually transmissible infections 2 CLO1
44.[Pharma] Basics of Hormonal contraception CLO1
45.[O&G] Ethical issues in manipulation of human reproduction CLO1
CLO1
Gross anatomy of pituitary, thyroid, parathyroid and adrenal glands. CLO2
Histology of the pitutary, thyroid, parathyroid and adrenal glands CLO2
Anatomy of female genital tract CLO2
Anatomy of male genital tract CLO2
Histology of the male and female reproductive tract. CLO2
Endocrine and reproductive pathology CLO2
Microbiological examination of Reproductive tract infections. CLO2
Pap smear examination CLO2
Examination of pregnant abdomen CLO2
Examination of lump (breast examination) CLO2
Student Presentations (current topic ) CLO 3
1 PBL CLO 4
2 PBL CLO 4
59
Name of Course: First Clinical Attachment

Course Code: FCA
Synopsis: This module is intended to sensitise the students to the real world of human illnesses and means of caring
for them through hospital visits, followed by observation and interactions with the patients under proper
guidance and integrate the knowledge on basic sciences in the context of patient care and acquire clinical
skills training to perform physical examination in clinical skills centre.
Integrate the knowledge acquired on basic sciences in the context of patient care and clinical skills training
CLO1
into the CVS, RS, GIT and CNS courses to be trained in taking a history.
Perform physical examination using the acquired clinical skills training into the CVS, RS, GIT and CNS courses
CLO2
in the rather controlled environment of the clinical skills centre.
Display compassionate, ethical and professional behaviour as an individual during interaction with patients
CLO3
on a one-to-one basis taking detailed medical histories.
History taking in patients, recording of vital signs and interpretation, read and write case notes, impact of
CLO1
psychological and social factors on physical illness during hospital visit and in clinical skills centre
Clinical skills training CLO2
Hospital visit and patient interaction CLO3
Attendance and Assessment: Attendance for all sessions in the clinical curriculum is compulsory. This includes the
teaching in the Faculty during this attachment, bedside teaching and attendance at the hospitals for the practice of
clinical skills. There will be no formal examination of your skills or knowledge at this stage. However, at the end of this
attachment, you will have an assessment and your teachers will provide you with useful feedback. Your supervisors will
assess your performance as satisfactory or otherwise with respect to your personal grooming and adherence to the dress
code specified in this document, attendance, punctuality, behaviour toward patients, colleagues and healthcare
professionals. Your teachers will point out anything that they perceive as unsatisfactory to you during your teaching, so
that you have an opportunity to address the issue. However, if a problem remains then it will be reported to the
preclinical coordinator/deputy dean (academic) and you will be asked to discuss the issue with him/her.
Do NOT under any circumstance:
1. violate the prescribed described Dress Code and bedside manners.
2. initiate, alter or stop treatment of a patient on your own. This must be performed only by the registered medical
practitioner caring for them.
3. prescribe, request radiological examinations or other diagnostic investigations or order blood to be cross matched.
If students complete an order form for any of these purposes, it must be signed by the registered medical
practitioner supervising them before it is carried out;
4. give patients at any time the impression that you are a qualified medical professional – introduce yourself to them
as an undergraduate medical student in training;
5. take history or perform a physical examination or undertake a procedure on a patient without obtaining an
informed consent. If this is not practicable (as in the case of patients who for whatever reason cannot provide
informed consent), the student must seek the permission of the physician caring for this patient.
6. However, remember that in the case of an emergency – for example, when you witness a cardiac arrest out of the
hospital, medical students have the same rights and responsibilities as any other citizen of this country.
60
Name of Course: Patient Safety and Biosafety

Course Code: MPSB 32107
Synopsis: This course introduces the student to patient safety and biosafety for safe clinical and laboratory practice.
This course will also provide core knowledge about the factors that influence healthcare and a strong
foundation on how to apply its principles and concepts for safe clinical practice.
Describe the principles and concepts of patient safety and biosafety, multiple factors that influences
healthcare outcomes and measures to reduce errors to deliver healthcare to the needs of the patients with
CLO1
a contemporary recognition of the complex environment, emergency response plan and bio risk
management principles.
Explain the management plan for clinical risk and quality improvement methods for infection prevention
CLO2
and medication safety in a health care system
Propose the emergency response plan and risk management for unforeseen circumstances in healthcare
CLO3
environment and laboratories through presentation.
1. Introduction to patient safety, human factors and its relationship to patient safety CLO1
2. Different approaches in patient care CLO1
3. Importance of teamwork in healthcare CLO1
4. Errors in healthcare CLO1
5. Management of clinical risk CLO1
6. Healthcare quality improvement methods CLO1
7. Role of patients and carers in healthcare CLO1
8. Infection prevention and control CLO1
9. Invasive procedures in patient safety CLO1
10. Medication safety CLO1
11. Biocontainment facilities and PPE selection CLO1
12. Emergency response plan CLO1
13. Biological waste and biorisk management CLO1
Assignment CLO2
Presentation CLO3
61
Special Study Module (SSM)

In the preclinical years, the SSM programme is intended to provide you with an opportunity to
1. Engage in in-depth study of something related to medicine and health care that interests you but is not covered in
detail in the core curriculum
2. To read and present your understanding of primary biomedical literature (for example, a journal article resulting from
original research) in your own words;
3. To present a review of literature on a topic not already covered in significant detail in the core curriculum.
The main feature of the Special Study Programme is that it is intended to be learner centred and learner driven. Your
supervisor will not be very prescriptive about what you should do but will offer guidance as to how you can go about
achieving the primary objectives of this exercise.
Types of Special Study:

The SSM programme is necessarily flexible and there are different approaches you can take, and we encourage you to be
as imaginative as possible. Some of the approaches are briefly described below:
1. Review of literature on a focused topic: In the past, we have had students often choosing topics such as ‘diabetes’,
‘hypertension’, ‘obesity’, and ‘asthma’ for detailed study. Although some are well written, the fact that exhaustive chapters
on these conditions are already available in routinely used textbooks may discourage you from embarking on an active
review of literature. If you wish to review literature, you are encouraged to identify a somewhat focused topic rather than
very broad ones. Some examples of topics considered focused enough for undergraduates are listed below:
• Tissue based renin angiotensin systems
• Pharmacogenomics and individualised drug therapy
• Reprogramming differentiated cells into pluripotent stem cells
• Nanotechnology: promises and pitfalls
• Analysis of skewed data from smaller samples
• Music therapy
• Globalisation of healthcare
• Health consequences of global warming
• Vaccines for controlling blood pressure: possibilities and pitfalls
You are expected to present a written account of your understanding of what you review in your own words. A well written
essay of about 15 double spaced pages (about 3000 words) would be acceptable – these word limits are for guidance only,
and it is the quality of your review that is important.
2. Reviewing literature with the intention to answer a specific question: You may have come across questions that
you do not have an obvious answer for although you have searched for it in textbooks, lecture notes etc. It may be a good
62
idea to explore published literature to answer your question: For example, “what determines whether an individual
infected with M. tuberculosis develops clinically active form of the disease?” is quite a specific question for which there is
probably no straightforward answer – at least, this is complex enough to merit a scholarly discussion. Obviously, your
question has to be well formulated as well as merit this approach – i.e., the answer should not be obvious. Check with
some of your colleagues and your supervisor before you proceed with this approach. For example, one of our students
Yugaseelan recently insisted on knowing how bilirubin enters the blood stream in Dubin-Johnson syndrome and he
eventually found that out by reviewing published literature. The essence of his SSM ‘How does conjugated bilirubin appear
in the blood stream?’ is published and available online at http://advan.physiology.org/cgi/content/full/31/4/370. This is a
very fundamental question but you are unlikely to find this out if you just read the textbooks you routinely use.
3. Interpretation of Statistics as SSM: (Preferably in the SSM in year 3&4): You do not have to be alone when SSM
are done. You can form groups of 3-5 students, identify a topic and gather statistics and interpret the findings with
permission from the hospital staff concerned
4. Others SSM: Choose a theme for a scholarly debate (preferably in a group of 3 or 4) and approach potential faculty
facilitators. The proceedings of the debate can be presented as a Special Study Module. If you are good with computers
and programming, you can develop learning modules that your colleagues may find helpful. If you have alternate ideas for
an SSM, please consult your facilitator or the SSM Coordinator
You will be allotted a faculty supervisor. You are advised to meet your supervisor first to express the area(s) on which you
propose to do a SSM. Please seek your supervisor’s advice and feedback as often as they advice. Please note that the topic
for special study has to be chosen by the student and negotiated with the supervisor – it does not have to necessarily
match the interests and expertise of your facilitator.
5. Undertaking courses / online modules to augment your knowledge in a particular topic or area (Preferably
in the Final SSM in year 5): You are encouraged to undertake taught modules or online courses. In this case, a detailed
written report is not required but you must demonstrate proficiency in the subject area covered by that module by passing
a Post-test – these are often part of the course. You need to be certified as having taken and completed the course
successfully. For example, the World Medical Association offers an ethics module (visit http://www.wma.net/e/ for
details). Facilitators would additionally test your proficiency in the same area and assess the quantum of work you have
undertaken before approving your SSM.
6. Reviewing one or two scholarly journal articles (Preferably in the Final SSM in year 5): You may select one
peer reviewed journal article (it may be a research article or an article whose subject content merits multiple perspectives)
that interests you, read it thoroughly and critically and write a balanced, pointed, scholarly commentary on that article in
your own words. The length of your commentary may be about 1000 words. Choosing a suitable article is very important.
63
Please consult with your facilitator once you have selected an article or your facilitator may help you select one. It would
be nice if the article is in someway related to the course(s) you have recently finished so that it will help you build upon
what you have learnt and strengthen your understanding of something interesting and important. As an example, see
Esmail A. Failure to act on good intentions, BMJ, 2005; available online at
http://www.bmj.com/cgi/content/full/330/7500/1144. You may choose an article of this kind after you complete the
ethics module in HBM.
As another example, see Miller BF et al. Haematological and acid-base changes in men during prolonged exercise with and
without sodium lactate infusion. Journal of Applied Physiology 2005; It is a good idea for you to discuss the article with your
facilitator before you write your commentary. Also, it is a good idea to select an article and approach a potential facilitator
who may be interested in the subject content covered by the article.
Time to spend on an SSM: As a general guideline, you should spend about 40 hours for planning, preparing, making
drafts, writing and finalising your SSM. There is plenty of time for directed self-learning built into the timetable. You can
make use of some of this time for preparing your SSM.
Preparing your report: Except when you undertake a taught module or an online course, you are required to prepare a
report of your special study. So that no important section is omitted, a template is provided (Please take it from your SSM
Coordinator Dr Sridevi /Prof Nagarani.) as a Microsoft Word document to help you prepare your report. Please do not
change font and font sizes. Double-space all parts of your report including tables, figures and references. More details on
presenting a written report of your work including guidelines for writing references are also available at the SSM webpage.
When you have undertaken a taught module, print a copy of the course content and certificate of completion of the course
and submit it to your supervisor.
References: In doing your work and preparing your report, you may be collecting information from a variety of sources –
books, journal articles, internet etc. It is important to refer to the exact sources in some way; with few exceptions, most of
them are listed as ‘References’ in your report. This serves two purposes. First, readers who are interested in the references
should have the necessary information to access the references. Second, in a written or even or a spoken account, it is
important to distinguish our understanding or point of view from the point of view of others, and other factual information
already published elsewhere. Guidelines for writing references are available at the SSM webpage.
What to cite and what not to cite? As a general rule, avoid citing literature that is unlikely to have undergone peer review.
For example, if you arrive at important conclusions regarding the effects of smoking on cardiovascular health from a casual
blog post, it is possible that an individual working for the tobacco industry might have written this and the conclusions you
arrive at based on this post alone may be misleading. Of course, you may cite it if this is the very background to you what
you plan to investigate. A simple tip for bypassing literature that has not been peer reviewed is to use Google Scholar
rather than Google as the search engine for searching scholarly content on the internet. However, please note that Google
64
Scholar does not index all scholarly content on the web. PubMed http://www.pubmed.org is a database of abstracts
maintained by the National Library of Medicine, USA.
Ethical guidelines: Plagiarism is presenting someone else’s work as our own. Often, at least amongst students and young
researchers – this is unintentional and due to ignorance. You are advised to read this article published by the Publications
Committee of the American Physiological Society: What you need to know about ethical issues when writing a scientific
paper [available at http://www.the-aps.org/publications/ethicalposter-aps.pdf accessed Aug 2010]
You may find it difficult to better express something already very well said. For example, Lubert Stryer succinctly
summarised the link between energy transduction processes in the universe thus: “Life is powered by proton batteries that
are ultimately energised by the sun”. You can quote the author verbatim, or paraphrase it (i.e., use your own words to
describe what you understand from this). The above statement by Stryer may be paraphrased like this for example: ATP
synthesised using proton batteries generated in the mitochondria energises all life processes. But the ultimate source of all
this energy is the sun. Having paraphrased it, you should cite the author who gave you this impression. With the facility of
the internet, it is not difficult to plagiarise; it is also not difficult to tell if a piece of work is plagiarised. Because
presentation and publication of research papers, reviews and other articles in journals and other media is weighed into
evaluating students and academics for eligibility for grades and promotions, plagiarism is considered a serious form of
scientific misconduct.
Writing style: Use simple English. Avoid lengthy sentences. Please avoid using abbreviations. If they must be used, they
must be defined at first mention, and a list of abbreviations is best provided at the beginning.
Having your work reviewed: Please submit drafts of your SSM to your supervisor well in advance of deadlines. It is a good
idea to present the progress of your work at periodic intervals or as often as the supervisor wishes to see.
Submitting your SSM: Submit one hard copy of draft one and draft two at the prescribed time as advised by the SSM
coordinator. Submit one hard copy of a completed SSM to your supervisor on the scheduled date and time. Your
supervisor will evaluate it, and if it is approved you can then submit it to the SSM Coordinator, and it will eventually be
submitted to Dean’s Office. SSMs without your signature and the signature of your supervisor will not be accepted as
complete. If your supervisor requests a hard copy of your SSM for his/her records, you can submit another copy to
him/her. Please retain a hard copy of your SSM for your records, as the copy you submit to Dean’s Office will not be
returned.
Deadline for submission: SSMs complete in all respects and approved by the supervisor must be submitted to the Dean’s
Office 6 weeks before the start of Year 2 Final Examinations.
65
Assessment of your SSM: The SSM programme exemplifies the Faculty’s keenness in having you begin to assume
responsibility for your learning. In the end, you must be satisfied that you significantly improved on some front. Your
supervisor will certify if the quality of your work is satisfactory or not. We wish to strongly encourage you to publish your
SSM in an appropriate peer reviewed forum. Regardless of the subject area in which you have worked (it could be
anatomy, physiology, medicine, statistics, or anything clearly related to health and healthcare), we believe that the quality
of your SSM indicates something about your knowledge, skills and potential. For this reason, you can use good SSM to your
advantage if you happen to be called in for viva-voce for possible redemption from borderline scores, a SSM done well may
impress the panel of examiners compared to a poorly conceived and poorly prepared piece of work.
66
Recommended Textbooks
Essential Reading for Year 1 and 2:
No: Title
Anatomy
1 Clinical Anatomy by Regions, Snell RS,9th edition, 2012. ISBN: 9781609134464
2 B D Chaurasia’s Human Anatomy: Volume 1 - Upper Limb and Thorax, 5th edition,2010. ISBN
:9788123918631
3 B D Chaurasia’s Human Anatomy: Volume 2 - Lower Limb Abdomen and Pelvis, 5th edition,2010. ISBN
:9788123918648
4 B D Chaurasia’s Human Anatomy: Volume 3 - Head and Neck, Brain,5th edition,2010. ISBN
:9788123918655
HISTOLOGY
5 Textbook of Human Histology, Inderbir Singh, 6th edition, 2011.ISBN: 978-9380704340
Embryology
6 Langman’s Embryology, Sadler TW, 12th edition, 2011. ISBN: 978-1451113426
Physiology
7 Textbook of Medical Physiology, Guyton & Hall, 13th edition, 2010, Elsevier Saunders
8 Ganong WF. Review of Medical Physiology, 24TH EDITION, Mc Graw Hill, International edition 2010
Biochemistry
9 Harper's Illustrated Biochemistry, 31e, Robert K. Murray, David A. Bender, Kathleen M. Botham, Peter J.
Kennelly, Victor W. Rodwell, P. Anthony Weil
10 Biochemistry. (Lippincott’s Illustrated Review Series). Pamela C. Champe, and Richard A. Harvey. 5rd
edition. Lippincott
Pathology
11 Robbins Pathologic Basis of Disease, 9th Edition
12 Robbins Basic Pathology, 10th Edition
Microbiology
13 Mims' Medical Microbiology 5th edition
Pharmacology
14 Basic and Clinical Pharmacology, 11th Edition (LANGE Basic Science)
15 Lippincott's Illustrated Reviews: Pharmacology, 4th Edition (Lippincott's Illustrated Reviews Series)
Community Medicine
16 Lecture notes on epidemiology
Clinical Skills Centre
67
17 AIMST CSC handbook-Prof Larmie

18 Stethoscope Littman classic 2
19 Histology pencils
20 Tendon hammer
21 Measuring tape
22 Tuning fork
23 Pen torch
In addition to books listed above, Faculty members may suggest specific reading for certain topics. Please
follow their advice. Please also note that there are book references listed for each course under the
respective courses in Year 1 and 2.
68
Assessment of Academic Performance:

Formative assessment
Assessment serves several purposes. Timely feedback from teachers is intended to help you remedy defects in learning
before these misconceptions affect subsequent learning. This type of assessment (often called formative assessment)
occurs in interactive review sessions, one-to-one meetings with lecturers, during PBL review sessions, case discussions,
clinical skills training sessions etc.
Additionally, the Faculty has a more formal mechanism of periodically assessing your competency and for providing you
with feedback before you appear in the Professional Examinations. These are called ‘Continuous Assessment’ (CA) tests –
they are notified tests held during and or at the end of each course in the MBBS programme. Please note that dates of CA
tests are fixed, in the sense, you can see from the academic calendar when you will have CA tests in Year 1 of the
programme. The exact schedule of CA Tests in Year 1 will be displayed on the Faculty’s Notice Board at least 2 weeks in
advance of the test.
Summative assessments
Professional Examinations (PE) is summative assessments of academic performance. These are used to determine if you
have acquired the minimum level of competence required for progressing to the next phase of the programme and
eventually graduate as a doctor ready to serve society – i.e., pass / fail decisions are made. Each Professional Examination
consists of many Components and they are referred to as Exam Components.
The Final Composite Score in each Component of a PE is a composite of your CA Score in that Component and the score
you obtained in the Final Examination in that Component in the ratio 30: 70 respectively. One needs to obtain a ‘Final
Composite Score’ of at least 50% in each Component of PE to be considered as having passed that Component. Please
ensure that you do not miss CA tests except when there are reasons that have been accepted by the Deputy Deans/Dean
as compelling or can be justified to be compelling ground for absence as stipulated by the University’s Rules.
Both CA tests and Final Examinations use a variety of testing instruments to assess your competence in various domains
(knowledge, skills, and attitudes). You should plan and prepare well for your examinations and use exams to positively
influence your learning.
69
Grading Scheme:
The following Grading Scheme will be followed for Professional Examinations
The Grading Scheme* used on the Final Composite Score obtained in Professional Examinations is as follows:
‘Final Percentage (or Composite*) Score’ in an Grade Meaning

Exam Component
80-100 A Excellent
75-79 A- Excellent
70-74 B+ Excellent
65-69 B Credit
60-64 B- Credit
55-59 C+ Pass
50-54 C Pass
<50 F Fail
The Professional Examination’ held at the end of an academic year is often referred to as the ‘Main Examination’.
Depending on results of this Main Examination, the University additionally conducts Final Examinations that, in Years 1 and
2, begin 3-5 weeks from the date of declaration of the results of the Main Examination. These are called “Supplementary
Examination(s)”. They provide a student, who has failed in less than a stipulated number of Exam Components, an
opportunity to reappear in the failed Exam Components and possibly progress to the next phase of the programme
without losing considerable time. However, the Grade awarded in the Supplementary Examination is C for Pass and F for
Fail.
For Supplementary Examinations, the only Grades given are ‘C’ for Pass (for any final percentage score 50% and above) and
‘F’ for Fail (for < 50%), and CA Scores are not taken into consideration (see Clauses 2.7 and 3.4 of this Section). However,
for students who appear in a Supplementary Examination and whose reason for absence from one or more Components or
the whole of the ‘Main Examination’ has been accepted by the Vice-Chancellor as being due to a valid reason, the Grading
Scheme used for the Main Examination (i.e., as in Clause 13.1 above) shall apply, and eligibility to appear in a ‘Redeemable
Viva’ or consideration for inclusion in Dean’s List shall be determined accordingly.
70
Disciplinary Rules and Regulations for students

Absence
A candidate who fails to attend the examination for any or all papers registered will be deemed to have failed the whole
examination if he/she does not have a *valid acceptable reason or without prior approval by the Faculty / Centre Board or
the Senate.
*valid acceptable reason
• Emergency medical care with proof of hospitalization
• Death of first degree relative
• Accidents with police report
• Natural calamities
Any candidate who is not able to sit for an examination for which he/she is registered must give reasons for his/her failure
to attend the examination, in writing, to the Examinations Organizer supported with a valid document, if any, within a
period of 48 hours after the end of the examination for that paper. Failure to do so will amount to the candidate being
considered failed in the paper.
Quarantine
Candidates who are
• absent during the quarantine period or
• arrive later than 5 minutes of the stipulated/specified time of the quarantine period /left the premise before the
end of the quarantine period before or after the exams
• use or in possession of Mobile Phones /data storage or transmitting devices/ gadgets/ other written or printed
material
• absent for quarantine period after completing the examination
- any violation of the above clauses will result in
✓ the student NOT being allowed to appear for the examination and be considered to have failed in the
component of the examination and awarded zero marks/and or subjected to the verdict of the university
disciplinary committee.
✓ in case of student’s absence for quarantine after the examination he /she will be considered to have
failed in the component of the examination and awarded zero marks/and or subjected to the verdict of
the university disciplinary committee.
Omitting or Wrong Index Number
Candidates who do not write their Index Number or write an incorrect Index Number [or write matric number for PE] on
their answer books / papers, will not receive any marks.
Leaving the Examination Venue

A candidate may leave the examination hall only after half an hour from the start of the examination. However, no
candidate is permitted to leave the examination hall 30 minutes before the end of the examination.
71
Viva
It is mandate that
• All candidates MUST attend the exit viva with the external examiner failing which it will be considered as a
disciplinary issue and he/she will not be eligible to attend viva (if they are eligible for it)
• Candidates who are eligible to appear for the viva session (redeemable range) must appear for the viva. Failure to
do so will amount to the candidate being failed in the paper.
• Candidate MUST appear for the viva in the stipulated time recommended for him/her. Failure to do so will
amount to the candidate being failed in the paper.
No Smoking
Candidates are not permitted to smoke in the examination hall during the examination. AIMST University is a smoke free
campus.
Only Writing Equipment
Candidates are permitted to bring into the examination hall pens, pencils and other writing materials but bags, purses,
pencil boxes, geometry boxes or other containers are not allowed. Calculators may be brought in without their casings if
permitted by the examiner.
Communication in the Examination Hall
Candidates are not permitted to communicate with each other during the examination, whether orally or by other means.
If a candidate wishes to communicate with an Invigilator, he/she must raise his/her hand.
Copying / Cheating
Copying / cheating or being in possession of materials not permitted to be brought into the examination hall during the
examination, shall constitute a disciplinary offence and appropriate disciplinary action will be taken against any candidate
Possession or use of mobile phone/ data storage &transmitting devices or any form of gadgets and other unauthorized
written or printed material /any crib sheets material in the examination hall will be awarded zero marks and deemed failed
in that component (CA & Final Examination)
For continuous assessment: Awarded “0” with a failed status in the component and the consequences thereafter
For Professional examination: Awarded “0” with a failed status in the component and repeat the year.
If the offence is repeated it will lead to suspension / dismissal from AIMST
72
SCHEME OF MBBS YEAR I EXAMINATION

Please read and be familiar with them
SCHEME OF CONTINUOUS EXAMINATION
Continuous Assessment (CA) in Year 1:
CA 1 CA 2 CA 3 CA 4
MCBM I MCBM I MCBM II MCBM II
Element 1(1) Element 1(2) Element 4 Element 4

Structure of the Human Structure of the Human Body General Pharmacology and General Pharmacology and
Body I I Autonomic Pharmacology Autonomic Pharmacology
MCBM I MCBM I MCBM II MCBM II
Element 2(1) Element 2(2) Element 5 Element 5

General Physiology, Basics General Physiology, Basics of Nutrition, Metabolism and Nutrition, Metabolism and
of Haematology, Nerve- Haematology, Nerve-muscle Metabolic Diseases Metabolic Diseases
muscle Physiology Physiology
MCBM II MCBM II MCBM III MCBM III
Element 3(1) Element 3(2) Element 6B/7 (1) Element 6B/6C1/7 (2)
Proteins, Enzymes and Proteins, Enzymes and Immunity, Infection, Immunity, Infection,
Molecular Biology Molecular Biology Inflammation and Repair Inflammation and Repair
MCBM III MCBM III MCBM I MCBM I
Element 6A/D (1) Element 6A/6B1/D (2) Element 8(1) Element 8(2)
Immunity, Infection, Immunity, Infection, Structure of the Human Structure of the Human Body
Inflammation and Repair Inflammation and Repair Body II II
HBM -I HBM -II HBM -I HBM -II
Element 1 Element 2 Element 4 Element 3 Biostatistics (2)

Society Health and Medicine Epidemiology (2) Ethics in Medicine
HBM -II OSPE (1) MCBM HBM -II OSPE (2) MCBM
Element 2 -Epidemiology (1) Elements1,2,3 Element 3 Biostatistics (1) Elements 4,5,6,7, &8
Those with < 80% attendance will not be eligible to appear for the professional examination.
73
Continuous Assessment (CA) in MCBM:

Theory Components: In all MCBM elements, CA tests usually consist of a combination of objective type questions; short-
answer and/or long answer questions. Element/System Coordinators may also use appropriate alternate testing
instruments for assessing competence. As an example, extended matching items may be used instead of MCQ.
How is the consolidated CA score in each of the MCBM Theory Components Derived?
Raw scores obtained in the various CA tests will be averaged and scaled down as summarized in the Table below to derive
your consolidated CA Score in MCBM I, MCBM II and MCBM III.
Exam Component Marks Marks Total Marks
MCBM I Elements 1 + 8: 15 Element 2: 15 30
MCBM II Elements 3 + 5: 18 Element 4: 12 30
MCBM III Element 6: 24 Element 7: 6 30
How is your consolidated CA score in each of the MCBM components derived?

Theory
• Scores obtained in the CA tests will be averaged and reduced to a maximum of 24 marks.
• NEC (Non-Examinable component)- Assignments/Student Presentation - 6 marks
• Total – 30 marks
Practicals: An Objective Structured Practical Examination (OSPE) will be held during the Continuous Assessment tests held
at the end of Term 1 and Term 2. This will test practical skills taught in MCBM courses. The Preclinical Coordinator will
inform you well in advance the number of stations from each Element of the course. The consolidated CA score in OSPE
will be computed for a maximum of 30 and derived as summarized below:
For CA1 Test, the number of Stations from various Elements is as follows:
MCBM Element Stations Marks Scaled to Max (A)
Histology (Element 1) 10 20
Physiology (Element 2) 5 10 12
Biochemistry (Element 3) 5 10
For CA2 Test, the number of Stations from various Elements is as follows:
MCBM Element Stations Marks Scaled to Max (B)
Pharmacology (Element 4) 2 4
Biochemistry (Element 5) 4 8
Microbiology (Elements 6A-6C) 4 8 18
Pathology (Element 6D and 7) 8 16
Anatomy (Element 8) 12 24
Weighted Score
Performance in the OSPE CA Test at the end of Term 1 [Elements 1-3] – A Max 12
Performance in the OSPE CA Test at the end of Term 2 [Elements 4-8] – B Max 18
A + B scaled to Max 24
Completed Lab Reports [MCBM Elements 1-8] Max 6
Total Max 30
74
Continuous Assessment (CA) in HBM:

Exam Component Marks Marks Total Marks
HBM I Elements 1: 15 Element 4: 15 30

HBM II Elements 2: 15 Element 3: 15 30
How is your consolidated CA score in HBM components derived?

• Scores obtained in the CA tests will be averaged and reduced to a maximum of 24 marks.
• NEC (Non-Examinable component) - Assignments/Student Presentation - 6 marks
• Total – 30 marks
75
Continuous assessment
Clinical attachment /Patient Safety & Biosafety

A minimum of eighty percent (80%) attendance in the 6 weeks of first clinical attachment, Patient Safety & Biosafety and
Musculo skeletal system along with a pass in the continuous assessment for the module [Patient Safety & Biosafety;
Musculo skeletal system] will be considered as eligibility criteria for PE II.
76
SCHEME OF PROFESSIONAL EXAMINATION I (PE I)

Eligibility to Appear in PE I:
1. A student should have cleared all dues (tuition and other fees) to the University. Any exemption to this can only be
granted by the VC-CE, whose decision shall be final and binding.
2. A student must have a minimum of 80% attendance in all courses. A student will not be allowed to appear for the Final
Examination in an Exam Component if he/she is short of the stipulated attendance in that Subject.
3. The eligibility criterion for attendance has been amended with effect from Batch 23 Year 1 and Batch 22 Year 2. The
students with attendance between 75 – 79 % will attend remedial classes, submit written assignments and attend
library sessions as approved by the academic council. Following which, if they have satisfactory attendance in these
sessions, they may be permitted to take supplementary examination in that component subject to have fulfilled other
eligibility criteria. Students with less than 75% attendance will have to repeat the year of study (two terms) in the
respective component and take that component in the next examination with the regular batch of students, subject to
fulfilling the eligibility criteria for the professional examinations.
The Final Composite Score on which Pass/Fail decisions are made in each Component of PE I is calculated for a maximum
of 100 marks. This Score is a composite of the Continuous Assessment (CA) Score and the score obtained in the
Professional Examination in the corresponding Component in the ratio 30: 70 respectively.
The components of Professional Examination I [PEI] are

• MHBM I [65101]
• MHBM II [65102]
• MMCM I [65103]
• MMCM II [65104]
• MMCM III [65105]
• MOSPE [65106]
The relative distribution of marks for each Element in Theory Components is as tabulated below:
Subject: Paper Code: Element Element
HBM I MHBM65101 Element 1 – 50% Element 4 – 50%
HBM II MHBM65102 Element 2 – 50% Element 3 – 50%
MCBM I MMCM65103 Elements 1 + 8 – 50% Element 2 – 50%
MCBM II MMCM65104 Elements 3 + 5 – 60% Element 4 – 40%
MCBM III MMCM65105 Element 6 – 80% Element 7 – 20%
77
The scheme of Theory Papers (each of 2hours and 30 minutes duration, max 100 marks) in MCBM courses is as follows:
Type of Question Number Maximum Total Marks for Approximate time allotment
of marks per this Section
questions Question
OBJECTIVE (MCQ/EMI) 60 1 60 1 minute for each MCQ
SUBJECTIVE (SAQ/MEQ) 8 5 40 10 minutes for each SAQ
The Score obtained for 100 shall be reduced to a maximum of 70 marks. This will be added to the CA score (max 30)
obtained by the candidate in the corresponding MCBM course to derive the Final Composite Score for a maximum of 100
marks.
The scores obtained in the Final Examination [70 marks] will be added with the consolidated continuous assessment (CA)
score (max 30 marks) in HBM I to derive a Final Composite Score for a maximum of 100 marks.
OSPE: In the OSPE, the number of Stations in the Final Examination by discipline is as follows. Each Station is typically about
2 min.
MCBM Elements Stations Max Marks
Elements 1 & 8 15 30
Element 2 5 10
Elements 3 & 5 4 8
Element 4 2 4
Elements 6A, 6B, 6C 4 8
Element 6D & 7 5 10
Total 35 70
78
Marks obtained in the Final Examination (Max 70 marks) will be added with the consolidated CA score in OSPE (max 30
marks) to derive a Final Composite Score for a maximum of 100 marks.
ACADEMIC DISPOSAL CHART FOR PE I
79
SCHEME OF PROFESSIONAL EXAMINATION II (PE II)

Please read and be familiar with them. Below is only a summary of the Scheme of this Examination.
PE II has a total of 7 Exam Components listed below – 6 Theory Components and a 1 Objective Structured Practical &
Clinical Examination [abbreviated OSPE-OSCE]. The Final Examination in each Component is held at the end of Academic
Year 2. The OSPE-OSCE tests, practical and clinical skills taught across all of the courses.
• Cardiovascular System [MCVS65207]
• Respiratory System [MRES65208]
• Gastrointestinal System [MGIT65209]
• Renal System and Haematology [MREH65210]
• Central Nervous System [MCNS65211]
• Endocrine and Reproductive System [MERS65212]
• OSPE-OSCE [MOSE65213]
The Final Composite Score on which Pass/Fail decisions are made in each Component of PE II is calculated for a maximum
of 100 marks. This Score is a composite of the Continuous Assessment (CA) Score and the score obtained in the Final
Examination in the corresponding Component in the ratio 30: 70 respectively.
Scheme of Continuous Assessment in Year 2 Courses:

There will be a written CA test as well as an OSPE/OSCE at the end of each of the following Courses (Cardiovascular System;
Respiratory System; Gastrointestinal System; Central Nervous System; Endocrine and Reproductive System; and Renal
System and Haematology). The Scheme of the written test (duration 2 hr.) is as follows:
80
Derivation of CA Score in each System Course (for Theory Components:

Reduced to
CA Score in the Written Test (max 70) Max 24
Score in PBLs* in that Course(10(PBL1) +10(PBL2)+15(Exam)=35) Max 6
Total (max) Consolidated CA Score – 30 -
PBLs* Evaluation Scheme

Attendance/Punctuality: 2 marks per PBL (0.5 per session)
Participation (including communication skills) -3 marks per PBL
Learning outcomes (Handwritten assignment) 5 marks per PBL
Total – 10 marks
As each system in Year 2 has two assessable PBL’s, the PBL tutorial will be marked as recommended above
to a total mark of 20
Additionally, a PBL based question will be included along with the CA theory paper to a total of 15 marks
The total marks obtained in PBL (inclusive of 2 PBLs and the marks from the PBL theory question-
10+10+15=35) will be scaled to be determined out of 6 marks
Continuous Assessment in Practical and Clinical Skills:

Four OSPE/OSCE exams are held. They comprise one for the cardiovascular system, the second exam assessing both
respiratory and gastrointestinal system, the third involves central nervous system and the last exam includes endocrine
/reproductive and renal systems. This CA will consist of a total of about 20-25 Stations. The relative proportion of marks for
practical skills in the Basic Sciences (i.e., anatomy, histology, pathology physiology, microbiology, biochemistry and
pharmacology combined) and that for clinical skills taught as part of the clinical skills training programme is 1: 1 for the
following courses: Cardiovascular System; Respiratory System; Gastrointestinal System; and Central Nervous System. For
the Renal System & Haematology and Endocrine & Reproductive System courses, this proportion is 70% (for practical skills
in basic sciences) and 30% (for clinical skills).
Amongst the Basic Sciences, the relative proportion of marks for anatomy and histology versus all other basic sciences
(biochemistry, physiology, pathology, pharmacology, and microbiology) combined is 1: 1. Course coordinators (or the
Preclinical Coordinator) will notify you of the number of Stations in each discipline in advance of the test. The CA Score you
obtain in the OSPE-OSCE test in each of the six systems courses (from the four CA exams) will be reduced to a maximum of
4 marks. Additionally, lab reports for practicals must be submitted on time as assigned by faculty members. In each of the
six courses, a maximum of 1 mark (i.e., 20% of the CA score) is awarded for all lab reports submitted in that course.
81
Subcomponents of the CA Score in CVS, RS, GIT and CNS Courses Renal System & Haematology; and
OSPE-OSCE Endocrine & Reproductive System
Raw Score scaled to a Raw Score scaled to a maximum of
maximum of
Anatomy & Histology 1 1.5
Other Basic Sciences 1 1.5
Physiology, biochemistry Pathology,
microbiology& pharmacology
Clinical Skills 2 1
All Lab Reports in the Course 1 1
Total 5 5
Compiled as 5 marks per system – 5x6=30 marks
Appropriate alternate testing instruments for assessing cognitive competence are being used. For example, modified essay
questions may be used in lieu of SAQ; and extended matching items may be used in lieu of MCQs of the single best
response type and the pattern will be notified in advance if there is any gross deviation from the scheme outlined above.
Note that the candidate is required to have a consolidated CA score of at least 40% in each of 7 Components of PE II in
order to qualify to appear in the Professional Examination in the corresponding Exam Component. The course of action for
candidates scoring below 40% is described below.
The course of action for candidates scoring below 40% in the continuous assessment is described below
Students with CA Score  40% in CA Score <40% in an Exam Component
an Exam Component
Remedial Examination
Eligible to Appear in the Compulsory for all who score 39 or less marks and
Professional Examination in that Optional for candidates who score 40-49 marks in the main CA.
Component The maximum marks which can be awarded is fixed as 50%
Score  40% Score <40%
Eligible to Appear in **Barred from appearing in ‘Professional

‘Professional Examination’ Examination’ AND deemed failed in that
Component
Eligible to Appear in Supplementary
Examination in that component
(considered 2nd attempt);
This flow chart above is only intended to be a Summary
82
*Other eligibility criteria i.e., payment of all fees due, and 80% attendance requirement in all courses apply; and remedial
measures would be prescribed to determine eligibility to appear in the Supplementary Exam in the respective
component(s). Final deciding authority will be the academic council of the faculty of medicine
Scheme of Final Examinations in PE II:

Eligibility to Appear in PE II:
Student must have a minimum of 80% attendance in each subject (or course). Leave of absence should be granted only on
medical grounds or genuine compelling reasons. A student will not be allowed to appear for the examination in a particular
subject if he/she is short of the stipulated attendance in that subject.
A student should have cleared all dues (tuition and other fees) to the University. Any exemption to this can only be granted
by the VC-CE, whose decision shall be final and binding.
A candidate who has not passed all Components of Professional Examination I [PE I] cannot appear in Final Examinations
in Professional Examination II [PE II].
Components of PEII
• Cardiovascular System [MCVS65207]
• Respiratory System [MRES65208]
• Gastrointestinal System [MGIT65209]
• Renal System and Haematology [MREH65210]
• Central Nervous System [MCNS65211]
• Endocrine and Reproductive System [MERS65212]
• OSPE-OSCE [MOSE65213]
The scheme of each Theory Component (each is a 2 and a half hour written paper) is as follows:
Type of Question Number Maximum Total marks for Total marks for this Approximate time
of Marks per this Section Section allotment
Questions Question
Objective type – 60 1 60 60 70 minutes
60%
Multiple- Choice
Questions
(MCQ)/EMI
Subjective type/ – 8 5 40 40 80 minutes
40%
Short Answer
Questions/ Modified
Essay Questions
(SAQ/MEQ)
Total Max Marks - - 100 100 150 minutes
[2 hours and 30
minutes]
83
In each Theory Component, the score you obtain out of 100 will be reduced to a maximum of 70 marks. This will be added
with the CA Score (max 30) in the Theory Component of the corresponding Course to calculate a ‘Final Composite Score’
for a maximum of 100 marks. A minimum of 50% Composite marks is required for a Pass in each Component of this
Examination.
OSPE-OSCE: The Professional Examination consists of a total of about 40-45 Stations in all. Timing for each station is
approximately 2 min. Timing for each clinical skills station is approximately 5 min. The Examination Coordinator will notify
you in advance of the number of Stations. Overall, the weightage for Clinical Skills versus that for practical skills in the Basic
Sciences is 50% each. Amongst the basic sciences in a System Course, the relative proportion of marks for anatomy and
histology versus the other basic sciences (physiology, biochemistry, pathology and microbiology) is 1: 1.
84
ACADEMIC DISPOSAL CHART
85
Appeal to Re-examine Results of Examination:

“The candidate shall submit a written appeal in order that his/ her examination result shall be re-examined if he or she has
one or more of the following
i. that the grade is incorrect because of an error in calculation of results;
ii. that the examination paper specified to the student’s course contained questions on subjects which are not part of
the course prescribed for the examination;
iii. that bias was shown by an examiner in marking the script.
A written appeal shall be submitted to the Registrar, through the Examination Division not later than one week after the
official announcement of the results of the Examination.
Qualified persons appointed by the Dean of the Faculty carry out rechecking.
Rechecked results, if they involve change in Grades and Final Composite Score, are brought to the Examination Committee
for discussion. The recommendations of the Examination Committee are sent to Senate for final approval.
The Examinations Division then notifies the student(s) of the outcome.
Those students who were subjected to viva voce for scoring marks in the borderline range [45-49.9] and were deemed
failed [endorsed by the external examiner] CANNOT Appeal for re-examination of Results
Maximum Number of Appearances in an Examination:
A student may at best be allowed to appear in a Component of any Professional Examination 4 times
A candidate who is deemed NOT eligible (as per the “Eligibility to Appear in Final Examinations” Criteria) to appear for the
PE will be considered to have failed in that component of the Examination (first attempt) and is Eligible to Appear in
Supplementary Examination in that component (considered 2nd attempt); CA marks are not considered in this Exam.
In PE I to PE IV, a candidate who appears in a Professional Examination and the Supplementary Examination held 3-6 weeks
from the Date of Declaration of Results of this Professional Examination is considered to have appeared in that
Examination (or attempted that Examination) twice (not once).
A candidate who having failed in the first appearance in such number of Components in a Professional Examination as not
to be eligible to appear in the Supplementary Examination held 3-6 weeks from the Date of Declaration of Results of this
Examination will be considered to have attempted (or appeared) in that Examination twice (and not once).
A student failing to pass one or more Exam Component(s) after 4 attempts in that/those Components is required to leave
the programme irrespective of his/her academic achievements in other Components of the programme.
This Clause applies to students who appear in Final Examinations after repeating a course of study in an Academic Year. If
such a candidate appears in a Professional Examination, this will be considered his/her third appearance in that
Examination. Should he/she fail in the third appearance and not qualify to appear in the Supplementary Examination, then
he/she will be considered to have attempted it four times and will be required to leave the programme.
86
Results
The Final and complete results (including Grades obtained in each Exam Component) of Examinations shall be released to
the students only after the Senate approves them. Only the Examinations Division of the University shall release these to
students.
Awards for meritorious performance in Examinations:
A candidate may be recommended for inclusion in Dean’s List in up to 12 Assessment Blocks. The twelve Assessment
Blocks are as tabulated below:
Professional Examination Block Assessment Block
Professional Examination I 1 Human Basis of Medicine (HBM)
2 Molecular and Cellular Basis of Medicine (MCBM)
Professional Examination II 3 Cardiovascular System
Respiratory System
Gastrointestinal System
4 Central Nervous System
Endocrine and Reproductive System
Renal System & Haematology
Professional Examination III 5 Forensic Medicine
Professional Examination IV 6 Medicine and Allied Subjects
7 Surgery and Allied Subjects
8 Community Medicine
9 Obstetrics & Gynaecology
10 Paediatrics
Professional Examination V 11 Theory Examination
12 Clinical Examination
For determining a candidate’s eligibility for consideration for inclusion in Dean’s List at the end of each academic year and
or for determining a candidate’s eligibility for the Honours citation at the end of the programme, criterion (or criteria) that
must be met in each Assessment Block are summarized below and tabulated
For Assessment Blocks in PE I and PE II, a ‘Composite Score’ is derived in each Assessment Block; this Composite Score is
the average of the Final Percentage Scores obtained in all Theory Components in that Assessment Block. For example, the
MCBM block consists of three Theory Components, and the Final Percentage Score obtained out of 100 in each of the three
Components will be averaged to obtain the ‘Composite Score’ in the MCBM Assessment Block. Additionally, the candidate
must have scored 70% in the OSPE, but the score obtained in the OSPE or OSCE will not be included for deriving the
‘Composite Score’.
For any Assessment Block in PE III Forensic Medicine Block, the candidate must have obtained a final percentage score of at
least 70% in the Theory Component.
For any Assessment Block in PE IV except Forensic Medicine, the candidate must have obtained at least 70% in the Theory
Component of the Block as well as obtained at least 70% in the Clinical Component (OSCE). Scores in Theory and OSCEs
must not be averaged.
In PE V, the final percentage score obtained in the Theory Block must at least be 70%; in the Clinical Block, the final
percentage score obtained in the Clinical Component must at least be 70%.
87
Summary of Criteria that must be met for consideration for eligibility for Honours at the end of the Programme
Assessment Block Criterion 1 Criterion 2
1 MCBM Assessment Block Average of the Final Percentage Scores Score in MCBM – OSPE
in MCBM I, II and III must at least be (MOSE65106) must at
70% least be 70%
2 HBM Assessment Block Average of the Final Percentage Scores Nil
in HBM I and II must at least be 70%
3 Year 2 Systems Block 1 Average of the Final Percentage Scores Score in OSPE-OSCE
in MCVS 32101, MRES 32102 and MGIT (MOSE65213) must at
32103 must at least be 70% least be 70%
4 Year 2 Systems Block 2 Average of the Final Percentage Scores Score in OSPE-OSCE
in, MREH 32104, MCNS 32105 and (MOSE65213) must at
MERS 32106 must at least be 70% least be 70%
5 Forensic Medicine Final Percentage Score in MFMED 33101 Nil
must at least be 70%
6 Medicine & Allied Subjects Final Percentage Score in MMEDT 34101 Score in -OSCE (MOSCE
must at least be 70% 32181) must at least be
70%
7 Surgery & Allied Subjects Final Percentage Score in MSURT 34102 Score in -OSCE (MOSCE
70%
8 Community Medicine Final Percentage Score in MCOMT Score in -OSCE (MOSCE
34103 must at least be 70% 34181) must at least be
70%
9 Paediatrics Final Percentage Score in MPAET 34104 Score in -OSCE (MOSCE
70%
10 Obstetrics & Gynaecology Final Percentage Score in MOBGT 34105 Score in -OSCE (MOSCE
70%
11 Year 5 Theory Block Final Percentage Score in Theory Nil
Component (MCTE 35101) must at least
be 70%
12 Year 5 Clinical Block Final Percentage Score in Clinical Nil
Component (MCCE 35181) must at least
be 70%
Please note: The above criterion fully satisfied, only the top 5% of the cohort will be included in the Dean’s list
Honours: To qualify for the Honours citation to the degree awarded, a student must have passed all Components of all
Examinations in the first appearance and must have obtained an average score of at least 70% in a minimum of 8 out of
12 Assessment Blocks. For candidate to be eligible for the Honours citation, prior recommendations into Dean’s List are
not a prerequisite.
‘Merit Points’- ‘Merit’, and ‘Distinction’ in an Assessment Block: ‘Merit Points’ may be awarded to candidates in each
Assessment Block if they have met the criteria defined for that Block (Table above).
When a candidate secures between 70-74% in an Assessment Block, this is considered “Merit” and the candidate can be
awarded a maximum of 1 Merit Point in that Assessment Block.
88
A candidate who has secured 75% or greater in an Assessment Block is considered to have secured “Distinction” and such
can be awarded a maximum of 2 Merit Points in that Assessment Block. Since there are 12 Assessment Blocks across the
MBBS Programme, a candidate can potentially be awarded a maximum of 24 “Merit Points”.
Meritorious performance in each Component of an Examination (rather than an Assessment Block) should be referred to
by the Grade obtained (B+, A- or A) rather than the terms Merit or Distinction.
Criteria for consideration for inclusion in Dean’s List:

To be eligible for consideration for entry into Dean’s List in an Assessment Block, a candidate must meet all the following
criteria:
• Have obtained an average score of at least 75% in a minimum of one Assessment Block in that Academic Year
• Have obtained at least 60% in all Components of the Examination
• Have obtained an average of at least 75% in the OSPE Components (or OSCE Components) in that Examination.
• Have passed all Components of this Examination in the first appearance.
• Must feature in the top 5% of the cohort
The Best Medical Student Award in a Batch of graduating students will be awarded to
• The student passing out of the MBBS course with the highest number of Merit Points during the 5 years of study,
the maximum being 24. Where there is a tie on this account, the student with the highest average score across all
Components of all Professional Examinations will be chosen for the award.
• A candidate shall be eligible for consideration for this award only if he/she passes all Components of all
Examinations in the first appearance and does not have any professionalism issue pending to be heard or ruled
against him/her in the previous 5 years.
89
University Gold Medal Award:

A candidate fulfilling the following criteria will be recommended by the Dean of the Faculty of Medicine for the University
Medal Award (an award for which candidates may be recommended from various Faculties of the University) but the final
decision regarding this award shall be made by the University Senate.
i. Has been awarded the highest number of Merit /distinction Points, the maximum possible being 24.
ii. Has qualified for the Honours citation
iii. Has obtained a minimum of 60% in each Component of all Professional Examinations;
iv. Has passed all Components of all Examinations in the first appearance
v. Does not have any professionalism issue pending to be heard or ruled against him/her
vi. Has achieved distinction in a curricular activity other than performance in CA tests and Final Examinations, and or
a co-curricular activity. Examples include authorship on an article in a peer reviewed journal or achieving the first
or second prize in an intercollegiate quiz during the previous 5 years, documented leading role in disaster
prevention or management or other forms of community outreach.
Note: Presentation of posters in meetings or co-authoring abstracts will not be viewed as sufficiently distinctive for this
award.
Criteria for university GOLD MEDAL
The candidate who scores the highest will be recommended for the university gold medal
Exceptional Cases: If an issue pertaining to MBBS Professional Examination(s) is not covered by the above Rules and
Regulations, the Rules and Regulations of that Professional Examinations, and or the AIMST University Undergraduate
Handbook (2017), that would be considered as exceptional and the matter will be referred to the University Senate, whose
decision shall be final and binding.
90
Safety Guidelines:
The medical programme consists of lectures, laboratory sessions, and training in hospitals and the community.
Laboratories, by their nature, require those working in them to be highly aware of the safety implications of that working
environment. The Faculty wishes to establish and maintain a working environment in which the physical and mental
well-being of staff and students is maintained at the highest levels practicable, and to provide a basis whereby safety
problems arising in the working environment may be solved in cooperation with people concerned.
It is foreseeable that some students may experience allergic reactions upon exposure to chemical reagents used in
laboratories or in a hospital environment. It is essential for students to inform their supervisors if they have an existing
medical condition or develop any medical condition that may affect their ability to participate fully in the course of study.
This should be done as soon as possible. This will enable the student and the University to discuss and agree on
appropriate health and safety procedures to facilitate continuation of studies.
You are required to be vaccinated against hepatitis B for your own safety. You must provide evidence of vaccination against
hepatitis B prior to the first clinical attachment in Year 2.
AIMST University has a safety cell headed by Dr Sawri Rajan to assist and help with all the safety issues.
Safety Precautions and Code of Conduct in Laboratories:

▪ Students are expected to be display a high order of discipline and common sense while working in the laboratories.
▪ You must cooperate with the Faculty to the extent required to enable it to comply with prescribed standards for
quality and safety in the laboratory.
▪ Take note of the location of the first aid cabinet in each laboratory.
▪ Please be aware of the location of emergency exits, emergency shower, and fire extinguishers and be familiar with
their use.
▪ If you are ordered to exit the laboratory in the case of an emergency, exit it at once without stopping to pick your
belongings.
▪ If there is an accident, call for help – don’t be afraid to shout for help. Report all accidents no matter how trivial they
may seem to faculty members supervising that session.
▪ Students are not allowed to enter the storage areas in laboratories.
▪ Don’t bring food items into the laboratory.
▪ Storing food items in lab refrigerators is strictly prohibited.
▪ Eating, drinking or smoking is strictly forbidden in the laboratory.
▪ Protective clothing (example, white coats and gloves) must be worn while working in the laboratory as may be
required for the experiments in question. Students must wear covered shoes, and long hair must be tied neatly while
working in the laboratory.
▪ Laboratory work must be performed only during normal working hours. No laboratory work of any kind should be
undertaken after office hours unless at least two persons are present in the laboratory.
91
▪ Students will be required to record in the lab register items they borrow for experiments.
▪ If in doubt about how to use equipment, don’t use it – ask the tutor in charge of that session before you use it.
▪ All chemicals in the lab whether solid, liquid or gas, and body fluids must be considered potentially hazardous.
▪ Report spillage of chemicals or body fluids to the lab assistant immediately. Spillages must be cleaned immediately.
▪ All experiments that require the usage of flammable, corrosive or highly concentrated chemicals must be conducted
using appropriate safety tools such as gloves and face mask.
▪ Breakage of glassware or breakdown of equipment must be reported immediately to the laboratory technologist.
▪ All equipment and glassware must be cleaned and returned to their respective places carefully.
▪ Students must clean up their work area after each lab session. The laboratory must be kept clean always; all solid
wastes must be disposed into appropriate trash bins. All sharps must be disposed into special sharps containers.
▪ Students must wash their hands with detergent and dry their hands with paper towels after each lab session.
▪ Contaminated items and disposables must not be left on the table; they must be placed in appropriate waste bins for
sterilisation.
▪ Chairs must be arranged neatly before leaving the laboratory.
▪ Action will be taken against students who do not adhere to the rules mentioned above.
92
Student Feedback:
Your input regarding the curriculum and other issues potentially affecting your academic performance is essential for
improving the quality of the MBBS programme. The Quality Assurance Division of the faculty and university periodically
collects feedback from you about your assessment of effectiveness of individual teachers.
Course coordinators solicit written feedback regarding specific courses usually at the end of each course. Please respond to
their request – your comments on strengths and weaknesses of any aspect of the intended curriculum, the taught
curriculum, assessment of your performance is welcome. Your feedback will also be sought by the student academic
council members. These inputs strengthen the curriculum.
You do not have to wait till the end of the course to provide feedback or bring to our attention issues regarding the
programme that. There is a ‘suggestion box’ in the Security Office/Dean’s office in the Medical Building you can make use
of for this purpose. Identifying yourself with unsolicited comments is optional. Comments and feedback from students will
be used by the Faculty of Medicine and the University solely for evaluating the programme and improving its quality. You
can voice your concerns and clarify any issues through the batch leader when he/she presents your batch matters at the
monthly faculty board meetings during the ‘student voice matters’ sessions.
Selected External Web links

Weblinks below were last accessed 01 September 2019 – they are classified and listed in alphabetical order. By clicking on
links in this page you are navigating to a website maintained by a third party. Inclusion of a link does not imply
endorsement of content in these websites by the Faculty of Medicine, AIMST University. If you would like to suggest a link
for inclusion in this list, please e-mail to Prof Rajesh Deputy Dean Academic.
Organisations:
Kementerian Kesihatan Malaysia, Ministry of Health www.moh.gov.my/
Malaysian Medical Association http://www.mma.org.my/
Malaysian Medical Council http://www.mmc.gov.my/
World Health Organisation http://www.who.int/en/
World Medical Association http://www.wma.net/e/
UNICEF, Malaysia http://www.unicef.org/malaysia/
93
ONLINE DATABASES LINKS
1. Clinical key Database (for both in house and remote access)

Go to: www.clinicalkey.com
Username: medic@aimst.edu.my
Password: clinicalkey
2. Access Pharmacy (for both in house and remote access)

Go to: www.accesspharmacy.com
Username: aimst
Password: medicine
3. CINAHL Plus with Full Text

URL: http://search.ebscohost.com
4. Business Source Premier (in process for activation)

URL: http://search.ebscohost.com
5. American Society for Microbiology (ASM) (Full package)

URL: http://www.asm.org
List of Journal from ASM

i) Antimicrobial Agents and Chemotherapy
ii) Applies and environmental Microbiology
iii) Clinical and Vaccine Immunology
iv) Clinical Microbiology reviews
v) Ecosal Plus
vi) Infection and Immunity’
vii) Journal of Clinical Microbiology
viii) Journal of Virology
ix) Microbiology and Molecular Biology Reviews
x) Microbiology Spectrum
xi) Molecular and Cellular Biology
6. Australian Endodontic Journal(Dental)

URL: www.onlinelibrary.wiley.com/journal/10.0000(ISSN)1747-4477
7. Community Dentistry and Oral Epidemiology (Dental)

URL: www.onlinelibrary.wiley.com/journal/10.1111(ISSN)1600-0528
8. International Endodontic Journal (Dental)

URL: www.onlinelibrary.wiley.com/journal/10.1111/(ISSN)1365-2591
9. Turnitin (Plagiarism checker)

URL: http://www.turnitin.com
94
LIST OF PRINT JOURNALS
TITLE OF PRINT JOURNALS/ MAGAZINES
1. MIT Sloan Management Review

2. Fortune
3. Forbes Asia
4. Reader’s Digest
5. The Petri Dish
6. Scientific American
7. NEJM (New England Journal of Medicine)
95

MBBS Programme Handbook For Year 1 Year 2

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

MBBS Programme Handbook For Year 1 Year 2

Uploaded by

Copyright:

Available Formats

Year 1 and 2 MBBS Programme Handbook of the Faculty of Medicine, AIMST University [Revised January 2020]

Educating tomorrow’s Leaders

Questions regarding the contents of this handbook should be addressed to:

Notes for Students:

Details of Courses in Year 1:

Details of Courses in Year 2:

Recommended Books (Essential Reading) in Year 1 and Year 2 67

Assessment of Academic Performance (Years 1 and 2) 69

List of Abbreviations used in this Handbook:

Vision and Mission of the Faculty of Medicine,

From the Dean’s Desk

Teaching Hospitals Affiliated with AIMST University:

Health Facilities (DHO & Clinics)

1. Pejabat Kesihatan Daerah Kota Setar

2. Pejabat Kesihatan Daerah Kuala Muda

3. Pejabat Kesihatan Daerah Kubang Pasu

4. Pejabat Kesihatan Daerah Sik

5. Klinik Kesihatan Jalan Putra

6. Klinik Kesihatan Merbok

7. Klinik Kesihatan Tunjang

8. Klinik Kesihatan Changloon

9. Klinik Kesihatan Jeniang

10. Klinik Kesihatan Simpang Kuala

11. Klinik Kesihatan Bandar Sungai Petani

12. Klinik Kesihatan Bakar Arang

13. Klinik Kesihatan Bedong

Contact Information for Staff in Faculty of Medicine

Faculty Quality Assurance Curriculum Committee (FQACC)

Coordinators List – 2019

Head of Units - Faculty of Medicine

Professional Examination (I-V)

(Year 1) Element/Subject Coordinators (MCBM)

Year 1-Paper Coordinators

Year 2 – System Coordinators

Co-Curricular Activity (CCA)

Medical Education Unit

PBL Core Group

ISO Core committee

MQA Core committee

FOM Alumni Liason Unit

14 Dr. Shivali Shamsher

25 Dr.Tracy Sein F 013 A 96 Dr. Ong King Kok S070 8067

31 Dr. P. Sunita F 016 A 100 Dr. Kartik Saxena T 020 3028

46 Dr. Matiullah Khan F 025 A

48 Dr. Uma Sankar F 026 A

50 Dr. Theingi Maung Maung F 027 A

52 Dr. Kailash F 028 A

54 Dr. Neoh Chin Boon F 029 A

56 Dr.Sri Kumar F 030 A 8066

57 Dr.Christina Gellknight F019 1333

No Staff Name Room No. Ext No.

No Staff Name Room No. Ext No.

Directors and Heads of Clinical Departments in Teaching Hospitals

Jabatan Kesihatan Negeri Kedah

Hospital Sultan Abdul Halim, Sungai Petani

Hospital Sultanah Bahiyah, Alor Star

Hospital Kepala Batas

Overview of the Preclinical Phase of the MBBS Programme

Courses in Academic Year 1 at a Glance:

Element Title Course Code Term

1 Structure of the Human Body I MMCM65103 1

5 Metabolism, Metabolic Diseases and Nutrition MMCM65104 2

6 Immunity, Infection, Inflammation and Repair MMCM65105 1-2