Anaesthesia MMed BQA Curriculum 28th April 2022

Learning Programme Outline
Programme Title Master of Medicine in Anaesthesia
Programme Code SGM6000030
Qualification Code
& Title
Learning Field Health and Social Services
Subfiled Anaesthesia
NCQF Level 9
Total Credits 644
Notional Learning 6,440

time (Hours)
Duration Full-time: Full-time √
Part-Time:
Block Release:
Online:
Month and Year December 2010, last reviewed in 2019
Developed
Year Due for Review 2024
Thuto Ke Thebe Page 1 of

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Table of Contents
Section A: Rationale and purpose of the qualification.......................................................4
1.1 Rationale (as in qualification)....................................................................................4
1.2 Purpose of the qualification (as in qualification)....................................................5
1.3 Needs Assessment (provide a summary of the report)...........................................5
Section B: Rules and Regulations........................................................................................6
2.1 Entry requirements (as in qualification)...................................................................6
2.2 Exit Learning Outcomes (as in qualification)..........................................................6
2.3 Assessment and moderation arrangements (as in qualification)..........................6
2.3.1 Formative.................................................................................................................8
2.3.2 Summative...............................................................................................................8
2.3.3 Moderation...............................................................................................................8
2.3.4 Requirements for assessors and Moderators..........................................................8
2.4 Teaching Methods and Mode of Delivery..............................................................9
2.4.1 Teaching Methods...................................................................................................9
2.4.2 Mode of Delivery......................................................................................................9
2.5 Progression Pathways (as in qualification).............................................................9
 Vertical...................................................................................................................9
 Horizontal...............................................................................................................9
 Diagonal.................................................................................................................9
 Employment Opportunities.....................................................................................9
2.6 Regional and International comparability (as in qualification)..............................9
Section C: Learning Programme Structure.......................................................................11
Section D: Credit Summary Table......................................................................................19
Section E: Resources..........................................................................................................20
5.1 Human Resources (see forms in Appendix)..............................................................20
 Teaching staff (Required minimum qualifications. Complete and attach DQA.P04.F10
as applicable).........................................................................................................................20
 Support Staff Complete and attach DQA.P04.F19 as applicable)................................21
5.2 Physical Resources..................................................................................................21
Section F: Course / Module Outline...................................................................................22
Use heading 2 for the title of the module/course..................Error! Bookmark not defined.
APPENDICES (D to H to be provided by CAD)...................................................................123
A DQA.P04.F10............................................................................................................123

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B DQA.P04.F19............................................................................................................124
C Work-placement or internship policy implementation guidelines (where
applicable)........................................................................................................................126
D UB Acts and Statutes..............................................................................................127
E Structure of the UB quality assurance and their roles........................................128
F Sample Certificate...................................................................................................129
G Learner support policy...........................................................................................130
 Calendar.............................................................................................................130
 Disability Policy..................................................................................................130
 Living and learning communities........................................................................130
 Teaching and learning policy.............................................................................130
H UB process for learning programme review and evaluation..............................131

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Section A: Rationale and purpose of the qualification
1.1 Rationale (as in qualification)
The need for specialist anaesthetists in Botswana is great. There are currently 30
registered hospitals in the country at different levels: three Referral, seven district and
sixteen primary. There are also two mission-run and three private hospitals with more
being planned. Each of these requires anaesthetic services on a regular basis.
An international standard for the number of specialist anaesthetists per 100 000
population is 8.3, in Botswana the current figure is 1.5. (GMENAC: Graduate Medical
Education National Advisory Committee, 2015). These figures speak for themselves.
This situation therefore militates against the vision set out in the latest National Health
Policy (Ministry of Health, Gaborone, 2011) which states that ‘all Batswana will have
access to good quality health facilities.’
The absence of sufficient numbers of specialist anaesthetists has led to several coping
strategies. In the first place ‘cold’ patients are unnecessarily being referred to specialist
centres. In the second place, and more importantly, anaesthesia is being administered
by generalist doctors who can cope reasonably well with routine cases (such as
caesarean sections) but struggle to deal safely with very sick patients needing
emergency surgery locally. Thirdly, nurse anaesthetists are similarly faced with difficult
patient, have to make clinically difficult decisions with little specialist support. The result
is unacceptably high rates of current anaesthetic complications and deaths. If specialist
anaesthetists were to be more widely available, for a start in the seven district hospitals
and then more widely in the primary hospitals, the population of Botswana will receive a
higher level of peri-operative care than is currently the case. An additional advantage
of such wider availability would be skilled local management of emergency patients,
since emergency and critical care are part of anaesthetists’ skills profile.
The vision set out in the National Health Policy (Ministry of Health, Gaborone, 2011)
which states that ‘all Batswana will have access to good quality health facilities,
including both primary and curative services within reasonable travelling distance.’
The absence of sufficient numbers of specialist anaesthetists has led to two coping
strategies. In the first place, ‘cold’ patients whom nurse anaesthetists and medical
officers cannot anesthetise are unnecessarily being referred to specialist centres. In the
second place, and more importantly, anaesthesia is being administered by generalist
doctors who can cope reasonably well with routine cases (such as caesarean sections)
but struggle to deal safely with very sick patients needing emergency surgery locally.
This can result in unacceptably high rates of current anaesthetic complications and
deaths. If specialist anaesthetists were to be more widely available, for a start in the
seven district hospitals and then more accessible to the primary hospitals, the
population of Botswana will receive a higher level of peri-operative care than is
currently the case. An additional advantage of such wider availability would be skilled
local management of emergency patients, since emergency and critical care are part of
anaesthetists’ skills profile.
This programme will also support five of the six ‘priority areas’ of the University of
Botswana’s strategic plan for 2016 and beyond (A Strategy for Excellence, 2008) as
follows:
• Extending access and participation: Botswana candidates will be able to specialise
in Anaesthesia through a programme accredited in the country
• Providing relevant and high quality programmes: the MMed programme will focus
on the practice of Anaesthetics with a national and regional context of the health
service

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• Intensifying research performance: all MMed candidates will be required to
undertake complete a dissertation
• Strengthening engagement: during part of the training MMed candidates will
provide a service in the health service of Botswana\
• Enhancing human resources for excellence in delivery: the nationwide skills deficit
in Anaesthetics will begin to be addressed.
• Further advantages: Besides the health benefits likely to accrue to the general
population, the MMed (Anaesthesia) programme at UB will be:
• Local medical graduates will be able to undergo postgraduate part of
their training in Anaesthetics within the country
• The curricula of other MMed programmes will benefit from quality
relevant Anaesthesia and Critical Care rotations for their residents.
1.2 Purpose of the qualification (as in qualification)
The Programme aims to produce specialist anaesthetists who are equipped with clinical
skills based on scientific and professional principles who can
 Provide quality anaesthetic care (in both elective and emergency situations) and
services in all components of the health care system in Botswana and beyond
 Provide quality critical care (in both elective and emergency situations) and
services in all components of the health care system in Botswana and beyond
 Educate the next generation of doctors and other anaesthesia service providers
in Botswana and foster an interest in lifelong learning;
 Conduct clinical research so as to improve the quality of research in the field of
Anaesthesia in Botswana and Africa;
 Develop interest in sub-specialty Anaesthesia training to address the shortage of
sub-specialists within the health system and academic medicine in Botswana
(and sub-Saharan Africa generally);
 Engage in multi-disciplinary team collaboration with other specialties in the
healthcare system;
1.3 Needs Assessment

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Section B: Rules and Regulations
2.1 Entry requirements (as in qualification)
 NCQF Level 8 Bachelor in Medicine and Bachelor in Surgery (MBBS or
equivalent) from a recognized University;
 Have completed at least two years of clinical practice that must include at
least 12 months in a recognized supervised internship programme;
 Be registered or registrable with the Botswana Health Professions Council
(BHPC)
 Recognition of prior learning (RPL) will be allowed for entry into this
qualification as for the individual ETP's policies in-line with National RPL
policy.
2.2 Exit Learning Outcomes
GRADUATE PROFILE ASSESSMENT CRITERIA

(LEARNING OUTCOMES)
1.1 Perform a clinical interview and physical

examination required for the safe administration of
1. Assess patients
anaesthesia in all cases
requiring anaesthesia
1.2 Identify accurately and interpret relevant clinical
and critical care in
findings in order to formulate differential diagnoses
accordance with
1.3 Define succinctly clinical problems and formulate a
current best practice
working plan for safe and effective anaesthesia
in anaesthesia
management
1.4 Refer patients for further specialised care as
appropriate and co-manage patients in an
interdisciplinary team to address complex clinical
problems.
1.5 Implement appropriate follow-up plans.
1.6 Maintain thorough clinical records.
1.7 Perform safe and precise procedural tasks in
anaesthesia in critical care medicine.
2. Manage patients 2.1 Apply knowledge of physiology, pharmacology,

safely and in physics, clinical measurement and monitoring in the
accordance with practice of anaesthesia
current best practice 2.2 Conduct safe general anaesthesia, and
in anaesthesia perioperative care for patients at a high level of
competence.
2.3 Perform local and regional anaesthesia procedures
and treat any complications arising from these
procedures
2.4 Perform a wide variety of procedures and
techniques of vascular access
2.5 Perform a wide variety of procedures and
techniques to handle difficult airway management

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2.6 Manage critically ill patients in an intensive care unit
2.7 Carry out competent pain management
2.8 Conduct safe procedural sedation
2.9 Achieve mastery of clinical drills for crises
management.
2.10 Plan and provide appropriate perioperative care
2.11 Select and, where needed, perform appropriate
investigations
2.12 Refer patients for further specialised care, when
appropriate, and co-manage patients with other
specialists to address complex conditions affecting
the administration of anaesthesia
2.13 Maintain adequate clinical records of all practice
activities
2.14 Communicate effectively with health care workers
in verbal and written format
3. Acquire new 3.1 Access information using electronic and traditional

information and methods
critically evaluate its 3.2 Engage in continuing professional development and
quality and utility in life-long learning activities
accordance with 3.3 Appraise critically the quality, relevance and utility of
current best practice new information
in anaesthesia 3.4 Appraise and apply evidence-based approaches to
anaesthetic problems
3.5 Apply national and international practice guidelines
analytically to clinical practice
3.6 Understand health-care problems in biological,
psychological, and socio-economic context.
4.1 Communicate effectively in professional situations,

4. Function as an
demonstrating care, respect, and an ability to work
effective team in a team.
member in
4.2 Establish a professional team approach with
accordance with
patients, families, colleagues and staff
institutional and
4.3 Treat all health care workers with respect
professional
4.4 Facilitate conflict resolution
guidelines
4.5 Recognise the roles other health care workers play;
consult appropriately
4.6 Demonstrate leadership, ethics, planning skills, and
ability to lead others
4.7 Practise comprehensive operating theatre
management
5. Educate and counsel 5.1 Educate patients and their families comprehensively
patients in accordance regarding anaesthetic procedures and the risks

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with current best involved
practice in 5.2 Obtain consent from patients who are to undergo
anaesthesia anaesthesia
5.3 Educate patients in the pre-anaesthetic encounter
regarding conditions that may affect current and
future administration of anaesthesia
6. Play an active role in 6.1 Participate regularly in academic teaching activities:

training other  As a learner studying for the MMed
healthcare workers in (Anaesthesia) qualification
the institution,  As a teacher of medical students, theatre staff
profession and and medical officers.
nationally 6.2 Participate regularly in academic meetings
6.3 Mentor and teach medical students, junior doctors
and other members of the health team.
6.4 Model compassionate care and professionalism
with both patients and colleagues
6.5 Model accountability to the patient, society and the
profession
7. Engage in research 7.1 Identify a suitable research topic

related to the 7.2 Conduct a literature search to establish current
discipline of knowledge concerning the selected topic
Anaesthesia in 7.3 Design a comprehensive protocol for submission for
accordance with ethical approval for the research
current best practice 7.4 Collect the necessary data
in anaesthesia 7.5 Analyse the data to arrive at conclusions
7.6 Prepare an original research thesis and/or article for
publication in a recognised academic journal
7.7 Disseminate and communicate research findings
2.3 Assessment and moderation arrangements (as in qualification)
2.3.1 Formative
Comprising of clinical evaluations, assessment of competencies and logbook
will constitute 40% of assessment
2.3.2 Summative
Comprising examinations Part 1 and Part 2 examinations of the College of
Anaesthesia of South Africa and final dissertation presentation will constitute
60% assessment.
2.3.3 Moderation (internal and external)

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 There will be internal and external moderation by anaesthetists and related
specialists as a quality assurance measure, in line with the ETP policy.
 Moderators must be suitably qualified in the field of Anaesthesia or related
field.
2.3.4 Requirements for assessors and Moderators
 The internal assessors will be anaesthetists and related anaesthesia specialists
registered with BHPC and BQA as assessors and moderators.
2.4 Teaching Methods and Mode of Delivery

2.4.1 Teaching Methods
o Theatre and bedside teaching, hands-on clinical and technical skill
teachings, face to face and online tutorials are utilised to engages
trainees.
2.4.2 Mode of Delivery
o Continuous supervision in the clinical environment
o Bedside, theatre-side, ward-setting, handover, on-call, tutorial,
lectures, seminars, professional conferences, examination
courses, workshops, journal clubs, morbidity and mortality
meetings, case presentations, dissertation, quality improvement
projects, etc
2.5 Progression Pathways
Vertical
PhD in a field of
o Anaesthesia or
o Basic Science of Anaesthesia (Anatomy, Pharmacology, Physiology,
Biomedical Science and Biomedical Engineering etc)
o Medicine
o Public Health
Horizontal
Masters in the fields of
o MSc Paediatric Anaesthesia,
o MSc Neuroanaesthesia,
o MSc Cardiac Anaesthesia,
o MSc Obstetric Anaesthesia,
o MSc Critical Care Medicine,
o MSc Pain Medicine,
o MSc Perioperative Medicine
o MSc Anaesthesia and Biomedical Research
o and others
Diagonal
o There is a provision of enrolling (recognizing previous learning) residents
who were in similar program in a recognized universities as per the
regulation of University of Botswana.
Employment Opportunities
o Specialist Anaesthetist

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o Medical Educator
o Medical Researcher
o Administrator in a health system or hospital administration
o Advisor on Boards of medical, professional or companies.
2.6 Regional and International comparability
Benchmarking has been done against qualifications offered by reputable entities
within the region and beyond to appreciate what is typical of this level and type of
qualification, in relation to graduate profiling, scope and depth of content, to ascertain
regional and international comparability and articulation of the proposed qualification.
Summary of similarities and differences observed

The programme (MMed Anaesthesia) of the University of Pretoria (NQF level 9) is
virtually identical to the proposed MMed (Anaesthesia) programme at the University of
Botswana. Credits are calculated differently but the duration of the programme is the
same and the summative exams for both programmes are conducted by the same
institution, namely the College of Anaesthetists (South Africa). Both programmes
develop specialist medical anaesthetists.
The 4 year ‘Fellowship’ programme (FRCA) of the Royal College of Anaesthetists (UK
Ofqual level 7) is also very similar to the proposed MMed (Anaesthesia) programme
at the University of Botswana in terms of exit outcomes. There are two very similar
summative examinations at the same stages of the programme. Again, the
programme aims to produce highly competent specialist medical anaesthetists.
Comparability and articulation of the proposed qualification with the ones
examined
Although the qualifications examined generally follow similar structures and standards
there is a difference in the case of the Royal College of Anaesthetists programme, in
terms of the required ‘post-Fellowship’ training programme which has the nature of a
supervised internship. This is not however an academic qualification but a
requirement of the UK General Medical Council.
The proposed qualification compares well with the qualifications studied, since the
scope and depth of the exit-level descriptors are aligned to and typical of this level
and type of qualification in the region and beyond. Since all three programmes aim to
produce competent specialist anaesthetists there is little or no difference in the
expected outcomes. The competencies resulting from the programme are similarly
aligned to those required for registration and accreditation with professional bodies
such as the Health Professions Council of South Africa and the General Medical
Council of the UK. The significance in the University of Botswana programme is that it
will produce locally trained Batswana anaesthetists, to fill a critical gap in the nation’s
current health services.

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Section C: Learning Programme Structure
Year 1 Semester 1
Course Course Name Type (core, Credits NCQF Associated LO and Prerequisites
Code *optional, GEC, Level AC
elective)
GME 601 Communication, Ethics and Fundamenta 4 9 LO: 2, 4, 5, 6, MBBS
Professionalism AC: 2.13, 2.14; 4.1; 5.1,
GME 603 MMed (Part I) exam preparation core 4 9 LO: 2, 3, 6 MBBS
AC: 2.1; 3.1-5; 6.1-2.
GME 631 Basic Science of Anaesthesia core 60 9 LO: 1, 2. MBBS
and the Practice of Anaesthesia I AC: 1.2, 1.5,1.7; 2.1-
2.3,2.13, 2.14; .
Total Credits 68
List of Optional Courses for the Semester

Course Course Name Credits Prerequisites
Code
Thuto Ke Thebe Page 11 of 132

Year 1 Semester 2
Course Course Name Type (core, Credits NCQF Associated LO and AC Prerequisites
Code *optional, GEC, Level
elective)
GME Introduction to Clinical Fundamental 4 9 LO: 3, 6, 7 none
602 Research AC: 3.1-3.5; 6.1, 6,2, 6.3; 7.5,
7.7;
GME Introduction to Medical Fundamental 4 9 LO: 3, 7 none
701 literature AC: 3.1-3.4; 7.2,7.7;
GME MMed (Part I) Exam Core 4 9 LO: 2, 3, 6 GME 603
604 Preparation II AC: 2.1; 3.1-5; 6.1-3
GME Basic Science of Anaesthesia Core 60 9 LO: 1, 2. GME 631
632 and the Practice of AC: 1.1, 1.2, 1.5, 1.7; 2.1,
Anaesthesia II 2.1, 2.3, 2.13,2.14;
GME Dissertation I Core 12 9 LO: 7
790 AC: 7.1-7.3;
Total Credits 88

Course Course Name Credits Pre
Code requisites

Year 2 Semester 1
Course Course Name Type (core, Credit NCQF Associated LO and AC Prerequisites
Code *optional, s Level
GEC, elective)
GME 705 Principles and Techniques of Fundamental 4 9 LO: 5, 6. none
Medical Education AC: 5.1, 6.1, 6.3
GME 703 MMed (Part I) Exam Core 4 9 LO: 2, 3, 6 GME 604
Preparation III AC: 2.1; 3.1-5; 6.1-3
GME 791 Dissertation II Core 12 9 LO: 7 GME: 602
AC: 7.2, 7.3 GME: 701
GME 731 Clinical Anaesthesia Practice I Core 60 9 LO: 1, 2, 3, 4, 5, 6. GME: 631,
AC: 1.4-1.7; 2.1-2.14; GME 632
3.1-3.6; 4.1-4.7;5.1-5.3;
6.1-6.5;
Total Credits 80 none

Course Course Name Credit Prerequisites
Code s

Year 2 Semester 2
elective)
GME 702 Public Health Principles and Fundamental 4 9 LO: 3, 6 none
International Health AC: 3.5, 3.6; 6.5;
GME 704 MMed (Part I) Exam Core 4 9 LO: 2, 3, 6 GME 790
Preparation IV AC: 2.1; 3.1-5; 6.1-3
GME 792 Dissertation III Core 12 9 LO: 7 GME 703
AC: 7.3, 7.4
GME 732 Clinical Anaesthesia Practice II Core 60 9 LO: 1, 2, 3, 4, 5, 6. GME: 631,
AC: 1.4-1.7; 2.4-2.14; GME: 632
3.1-3.6; 4.1-4.4,7;1-5.3; GME: 731
6.1-6.5
Total Credits 80

Code requisites

Year 3 Semester 1
Course Course Name Type (core, Credits NCQF Associated LO and AC Pre requisites
elective)
Core GME: 602
GME 792 Dissertation IV 12 9 LO: 7 GME: 701
AC: 7.4, 7.5 GME: 703
GME: 791
GME 706 MMed (Part II) Exam Core 4 9 LO: 1, 2, 3. MMed (Part I)
Preparation I AC: 2.1, 3.1-3.5; 6.1-6.3
Core LO: 1, 2, 3, 4, 5, 6, 7 GME: 631,
GME 733 Advanced Anaesthesia Practice 75 9 AC: 1.4-1.7; 2.4-2.14; GME: 632
I 3.1-3.6; 4.1-4.7; 5.1-5.3; GME: 731
6.1-6.5; 7.1, 7.2: MMed (Part I)
Introduction to Health Care Fundamental LO: 2, 3, 4, 6
GME 704 Management 4 9 AC: 2.10; 3.6; 4.5-4.7; NIL
6.4, 6.5;
Total Credits 95

Course Course Name Credits Pre requisites
Code

Year 3 Semester 2
Course Course Name Type (core, Credits NCQF Associated LO and Prerequisites
Code *optional, GEC, Level AC
elective)
GME: 602
LO: 7 GME: 701
GME 793 Dissertation V Core 12 9
AC: 7.4, 7.5 GME: 703
GME: 791
GME 792
GME 707 MMed (Part II) Exam Core 4 9 LO: 2, 3, 6. GME 705
AC: 2.1, 3.1-3.5; 6.1-
Preparation II
6.3;
LO: 1, 2, 3, 4, 5, 6, 7 GME: 631,
AC: 1.4-1.7; 2.4-2.14; GME: 632
GME 734 Advanced Anaesthesia Practice Core 75 9
3.1-3.6; 4.1-4.7; 5.1- GME: 731
II 5.3; 6.1-6.5; 7.1-7.2; MMed (Part I)
GME 733
Total Credits 91

Code requisites

Year 4 Semester 1
Type (core,
Course Course Name *optional, Credits NCQF Associated LO and AC Prerequisites
Code GEC, Level
elective)
GME 706 Presentation of Dissertation I Core 12 9 LO: 7 GME 793
AC: 7.5, 7.6
GME 708 MMed (Part II) Exam Preparation Core 4 9 LO: 2, 3, 6. GME 706
III AC: 2.1; 3.1-3.5; 6.1-6.3;
LO: 1, 2, 3, 4, 5, 6, 7
GME 735 Advanced Anaesthesia Practice Core 75 9 AC: 1.4-1.7; 2.4-2.14; 3.1- GME 734
III 3.6; 4.1-4.7; 5.1-5.3; 6.1-
6.5; 7.1, 7.2
Total Credits 91

Code requisites

Year 4 Semester 2
Code *optional, Level
GEC,
elective)
LO: 1, 2, 3, 4, 5, 6, 7
GME 736 Advanced Anaesthesia Practice Core 75 9 AC: 1.4-1.7; 2.4-2.14; 3.1- GME 735
IV 3.6; 4.1-4.7; 5.1-5.3; 6.1-6.5;
7.1, 7.2
MMed (Part II) Exam Preparation Core 4 9 LO: 1, 2, 3, 4, 5, 6, 7
III
GME 794 Presentation of Dissertation II Core 12 9 LO: 7
AC: 7.6
Total Credits 91

Code requisites

Section D: Credit Summary Table
LEVEL & SEMESTER CORE OPTIONAL FUNDAMENTAL ELECTIVES TOTAL

LEVEL 1 SEMESTER 1 64 4 68
SEMESTER 2 76 12 88
SEMESTER 2 76 4 80
SEMESTER 2 91 0 91
WINTER
SEMESTER
SEMESTER 2 79 0 79
LEVEL 5 SEMESTER 1
SEMESTER 2
TOTAL 644 28 672

Section E: Resources
5.1 Human Resources
 Teaching staff
Full-
Number
Qualifications
Academic
experience
work/field
relevant
Minimum
Work
Scholarly
and other
Publications
Consultancies,
Research,
Bodies
Professional
Membership in
Campus
Rank Time
or
Part-
Time
MBBS and MMed Local and

Professor
1 Anaesthesia or international
Critical Care 10 24 anaesthesia/ UB Main FT
Medicine or critical care campus
equivalent societies
societies
MBBS, and Local and
Professors
Associate
1 MMed in 6 international UB Main

Anaesthesia or 12 anaesthesia / campus FT
Critical Care critical care
Medicine or societies
equivalent
MBBS, and Local and
Lectures
Senior
2 MMed in international UB Main

Anaesthesia or 3 6 anaesthesia / campus FT
equivalent
MBBS, and Local and
Lectures
3 MMed in international UB Main FT

Anaesthesia or 0 0 anaesthesia / campus
equivalent
NA NA
Lecturers
Junior
Assistant
NA Nurse
Technician
Anaesthetistor
Biomedical
Technician
1 MSc Library Local and

Librarian
Science international UB Main

library campus FT
societies

132
 Support Staff Complete and attach DQA.P04.F19 as applicable)
5.2 Physical Resources

(Provide list of specialised resources consistent with the programme and qualification to be
awarded excluding books and classrooms
1. Library: The UB Library has a medical education collection and subscribes to the
major medical resources databases. The medical librarians are very supportive of
research and learning and regularly offer workshops on bibliographical research.
There is a designated librarian for the department of anaesthesia and critical care to
assist in education and research.
2. Faculty of Health Sciences Building: is where the Basic Medical Science faculty
and resources are based. There are clinical skills facilities and educational resources
for physiology and anatomy teaching. In addition, there is faculty trained in teaching
and research in Basic Science disciplines related to Anaesthesia and Critical Care
Medicine.
3. Hospitals: The main public and tertiary referral hospital in Botswana is Princess
Marina Hospital (PMH) in Gaborone which is the main teaching hospital. The
department of Anaesthesia in PMH participates in the supervision of the trainees in
theatre and in the Critical Care Unit. Other hospital in the public health system
available for the teaching platform include Nyangabgwe Hospital in Francistown,
Scottish Livingstone Hospital in Molepolole and others. In addition, Sir Ketumile
Masire Teaching Hospital (SKMTH), based on site adjacent to the UB, is developing
into an addition teaching hospital. In the private sector there is Bokomoso Private
Hospital, Gaborone Private Hospital and Sidilega Ptivate Hospital.
4. Laboratory: laboratory facilities for clinical investigation are available at Princess
Marina Hospital, National Laboratory in Gaborone, and in the private sector.
5. Radiological services: Radiological service and consult is available in Princess
Marina Hospital and SKMTH. There is a radiology department in the Faculty of
Medicine to support education, training and consultation in the interpretation of
radiological investigations.
6. IT infrastructure: the available IT infrastructure in UB has been used for online
lectures, conferences and meetings, journal club and sessions and online course
work.

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Section F: Course / Module Outline
MODULE/COURSE OUTLINE
Faculty Medicine
Department Anaesthesia and Critical Care Medicine
Programme MMed (Master of Medicine) in Anaesthesia
Course/Module Title Communication, Ethics and Professionalism – GME 601
and Code
Credits 4
NCQF Level 9
Type Fundamental
Semester One
Prerequisites None
Course Synopsis Students will learn how to communicate effectively with patients and other healthcare professionals
using evidence based communication tools as well as understanding the code of professional conduct
of the Botswana Health Professions Council and gain insight into the ethics of medical practice as
applied to Botswana.
Related Exit Level LO2. Manage patients safely and in accordance with current best practice in anaesthesia
Outcome(s) LO4. Function as an effective team member in accordance with institutional and professional
guidelines
LO5.Educate and counsel patients in accordance with current best practice in anaesthesia
LO6.Play an active role in training other healthcare workers in the institution, profession and nationally
Related Assessment 2.13 Maintain adequate clinical records of all practice activities
Criteria 2.14 Communicate effectively with health care workers in verbal and written format
4.1 Communicate effectively in professional situations, demonstrating care, respect, and an ability to
work in a team.
5.1 Educate patients and their families comprehensively regarding anaesthetic procedures and the

risks involved
5.2 Obtain consent from patients who are to undergo anaesthesia
5.3 Educate patients in the pre-anaesthetic encounter regarding conditions that may affect current and
6.2 Participate regularly in academic meetings
Learning Outcomes 1. Communicate effectively in clinical practice
2. Identify and discuss ethical issues pertaining to clinical practice and research
3. Apply professionalism in clinical practice
Lecturer(s) Prof V. Setlhare, Dr T. Masupe, Dr S. Tshitenge, Dr D.O. Mbuka, Ms J. Gaorekwe, Dr J. Jarvis, Dr
G.M. Ssebunnya, Dr Masego B Kebaetse, Prof B. Tsima, Dr. G. Masheto, Miss Ngubula (legal
representative, Attorney General)
Broad Learning Specific Learning Outcomes Topics and sub topics
Outcomes
1. Communicate 1.1 Discuss the pivotal role of communication in 1.1 Features of good clinical communication
effectively in clinical clinical practice 1.2 Understanding your own personality and style
practice 1.2 Develop and practise appropriate of communicating
communication skills 1.3 Public speaking and scientific presentation
1.4 Motivational interviewing
1.5 Breaking bad news
2. Identify and discuss 2.1 Apply fundamental principles in medical 2.1 Research ethics
ethical issues ethics 2.2 Bioethics concepts: autonomy, medical
pertaining to clinical 2.2 Describe the evolution of bioethics paternalism, consent, assent and justice
practice and 2.3 List the major declarations that have shaped
research ethical practice in medicine in the modern
era
2.4 Discuss the wide range of ethical issues in
clinical practice and research involving
human subjects
3. Apply 3.1 Describe the elements of professionalism 3.1 Professionalism and the BHPC Code of Ethical
professionalism in 3.2 Discuss the medico-legal hazards of modern Conduct
clinical practice medical practice 3.2 Professionalism and medico-legal issues in
clinical practice
3.3 Dealing with an impaired colleagues
3.4 Critical incidents and trauma recovery
3.5 Making difficult decisions in the workplace

Teaching and learning strategies Assessment strategies and activities
1. Lectures 1. Attendance and participation in discussion sessions
2. Blended learning: interactive audio-visual presentations 2. 20 question quiz
3. Group discussions
4. Role plays sessions (see time table)
Required Resources Prescribed Textbooks
1. Botswana Health Professions Act, 2001. Chapter 61:02. Government printers, Gaborone
2. Botswana Children’s Act, 2009. Government printers, Gaborone
Recommended Reading List
1. DesRoches, Rao, Fromson et al. Physicians’s Perceptions, Preparedness for reporting, and
experiences related to impair and Incompetent Colleagues. JAMA; 2012. 302(2):187-193
2. Kaba R, Sooriankumaran P.The evolution of the doctor patient relationship. International Journal of
Surgery (2007) 5, 57e65
3. De Lourdes Levy M, Larcher V, Kurz R.Informed consent/assent in children. Statement of the
Ethics Working Group of the Confederation of European Specialists in Paediatrics (CESP). Eur J
Pediatr (2003) 162: 629–633
4. Clack GB, Allen J, Cooper D, Head JO. Personality differences between doctors and their patients:
implications for the teaching of communication skills. Medical Education 2004; 38: 177–186
5. Baile WF, Buckman R, Lenzi R, Glober G.SPIKES—A Six-Step Protocol for Delivering Bad News:
Application to the Patient with Cancer. The Oncologist 2000;5:302-311
6. van Emmerik AAP, Kamphuis JH, Hulsbosch AM, Emmelkamp PMG. Single session debriefing
after psychological trauma: a metaanalysis. Lancet 2002; 360: 766–71
7. Bonanno GA.Loss, Trauma, and Human Resilience Have We Underestimated the Human Capacity
to Thrive After Extremely Aversive Events? American Psychologist. Vol. 59, No. 1, 20–28
8. Van Rooyen M, The views of Medical Students on professionalism in South Africa.SA Fam Pract
2004;46(1): 28-31
Resources/Equipment
1. Laptop computers
2. Data projector
..

Faculty Medicine
Course/Module Title Introduction to Clinical Research – GME 602
and Code
Credits 4
NCQF Level 9
Type Fundamental
Semester Two
Prerequisites None
Course Synopsis GME 602 module covers the basics of clinical research as continuum to the GME 701 (Introduction to
Medical Literature). During this course, basics of clinical research spanning from casualty, bias and
confounding to ethics will be expounded. The main study designs will be reviewed to enable students
grasp well the different study methodologies and decide the right study design for their research. The
students will also be taken through sampling, sample size determination and data collection techniques
to enable them to collect adequately powered quality data, employing appropriate sampling procedures.
Techniques and principles of academic writing, concepts of data analysis, both from quantitative and
qualitative study designs perspective will be demonstrated. Using online platform, the role of adequate
and proper budgeting as well as research ethics in clinical research will be learnt by self-directed
learning. Trainees will also be guided and assisted to apply theoretical concepts through examples and
exercise for better understanding. The delivery of most topics will be workshop-style where lectures will
be synchronized with the progress on the trainees’ proposals with the expectation that they would
immediately apply or infuse the concepts learnt into their own work through group assignments or
practicals. It is envisaged that through this approach trainees will be able to profit from the resources
provided and plan to advance their research proposals to the required standards.
Related Exit Level LO3. Acquire new information and critically evaluate its quality and utility in accordance with current
Outcome(s) best practice in anaesthesia
LO6. Play an active role in training other healthcare workers in the institution, profession and nationally.

LO7. Engage in research related to the discipline of Anaesthesia in accordance with current best
practice in anaesthesia
Related Assessment 3.1 Access information using electronic and traditional methods
Criteria 3.2 Engage in continuing professional development and life-long learning activities
3.3 Appraise critically the quality, relevance and utility of new information
3.4 Appraise and apply evidence-based approaches to anaesthetic problems
3.5 Apply national and international practice guidelines analytically to clinical practice
6.1 Participate regularly in academic teaching activities: • As a learner studying for the MMed
(Anaesthesia) qualification •As a teacher of medical students, theatre staff and medical officers.
6.3 Mentor and teach medical students, junior doctors and other members of the health team.
7.5 Analyse the data to arrive at conclusions
Learning Outcomes 1. Define and describe key concepts in clinical research
2. Design the key steps of a study
3. Plan practical considerations in carrying out research
4. Compose academic material using an appropriate style
Lecturer(s) Dr Mooketsi Molefi, Prof. Doreen Masire. Mr Ari Ho-Foster, Dr Thabo Phologolo, Prof Justus Hofmeyr,
Prof Billy Tsima, Dr. B.T. Ramoroka
Outcomes
1. Define and describe 1.1 Explain principles guiding the establishment of 1.1 Causality
key concepts in causality 1.2 Bias and confounding
clinical research 1.2 Discuss measures to deal with bias and 1.3 TRREE human research ethics
confounding in clinical research
1.3 Discuss the need for an ethical approach to
clinical research
2. Design the key steps 2.1 Select an appropriate study design 2.1 Study designs: quantitative and qualitative
of a study 2.2 Carry out sampling for the planned study 2.2 Sampling and
2.3 List and describe measurement in research 2.3 Sample size
2.4 Select appropriate data collection instruments 2.4 Measurement
2.5 Describe techniques used in data analysis 2.5 Data collection
2.6 Data analysis: quantitative and qualitative
3. Plan practical 3.1 Draw up a research budget 3.1 Budgeting for research
considerations in 3.2 Define and discuss plagiarism in research 3.3 Plagiarism (from SOM 701)

carrying out research
4. Compose academic 4.1 Write academic material concisely and 4.1 Academic writing
material using an appropriately
appropriate style 4.2 Write a research paper which is scientifically
sound
Teaching and Learning strategies Assessment strategies and activities
1. Presentations 1. Group PowerPoint presentations
2. Individual and group assignments with feedback 2. Individual zero-draft proposals
3. Online sources with self-directed learning
Required Resources Prescribed Text books
1. Biswas et al. Statistical Advances in the Biomedical Sciences: Clinical Trials, Epidemiology, Survival
Analysis, and Bioinformatics; 2008. eBook., Database: eBook Collection (EBSCOhost)
2. Hennekens CH, Buring JE and Mayrent SL(edit). (1987) Epidemiology in Medicine. Lippincott Williams &
Wilkins.
3. Rothman, KJ. (2002) Epidemiology: An Introduction. Oxford University Press. ISBN: 978-0-19-513554-1
4. Bowers D. 2008. Medical Statistics from Scratch, 2nd edition. England: Wiley.
5. Dicker, R. (2006) Principles of Epidemiology in Public Health Practice, 2nd edition. Centers for
Disease Control (CDC), USA.
6. Hofstee E. Constructing a good dissertation: A practical guide to finishing a Master’s, MBA or PhD
on schedule
7. Writing your first clinical research protocol, 1st edition, 2011 by C. Aldous, P. Rheeder & T.
Esterhuizen
1. Hansson, Sven Ove. Do we need a special ethics for research? Science & Engineering Ethics , Mar2011,
Vol. 17 Issue 1, p21-29, 9p; DOI: 10.1007/s11948-009-9186-6, Database: Humanities Source.
2. Hootman, JM. Introduction to clinical-outcomes research; Nov 2004; 9; 6; p6-p9, Database: Science
Citation Index
3. Tshikuka J. G., Mgaywa G, Mjungu D. M., Molefi M., Masupe T., Matchaba-Hove R.B., Mbongwe B.,
Roy Tapera, T. Addressing the challenge of P value and sample size when the significance is
borderline: The test of random duplication of participants as a new approach. International Journal of
Statistics in Medical Research. 2016, 5: 214 – 216
4. Varzandeh M. Mechanics of Writing and Editing Scientific Articles in English: A Linguistic Model
5. Doody O, Bailey ME (2016) Setting a research question, aim and objective. Nurse Researcher. 23,
4, 19-23
6. Thabane L, Thomas T. et al. Posing the research question: not so simple. J Can Anesth (2009)

56:71-79
7. Liumbruno GM, Velati C, Pasqualetti P, Franchini M. How to write a scientific manuscript for
publication. Blood Transfus. 2013 Apr;11(2):217-26
8. Rout C.C, Aldous C. How to write a research protocol. Southern African Journal of Anaesthesia &
Analgesia 2016;22(4):101-107
9. EQUATOR NETWORK. www.equator-network.org
10. School of Medicine MMED dissertation guidelines: available
11. Graduate school calendar 201718 available through kitsiso UB intranet:
Resources/Equipment
1. Laptop computers
2. Data projector
…..

Faculty Medicine
Course/Module Title Introduction to Medical Literature – GME 701
and Code
Credits 4
NCQF Level 9
Type Fundamental
Semester Three
Prerequisites None
Course Synopsis The module covers the basics of scientific writing beginning with the review of medical literature and
critical reading, to generating important research questions that could be pursued in the form of
research. Trainees will be guided on how to read and write a scientific paper. Trainees will be guided
and assisted to convert their questions or ideas in their areas of interest, into researchable matter while
upholding high scientific rigor, professionalism and ethical conduct. Important components of an MMED
thesis write-up will be highlighted. The delivery of each topic will be workshop-style where lectures will
be synchronized with the progress on the trainees’ proposals with the expectation that they would
immediately apply or infuse the concepts learnt into their own work. It is envisaged that through this
approach trainees will be able to profit from the resources provided and plan to advance their research
proposals to the required standards
Related Exit Level LO3.Acquire new information and critically evaluate its quality and utility in accordance with current best
Outcome(s) practice in anaesthesia
LO7.Engage in research related to the discipline of Anaesthesia in accordance with current best
Related Assessment 3.1 Access information using electronic and traditional methods
Criteria 3.2 Engage in continuing professional development and life-long learning activities

7.2 Conduct a literature search to establish current knowledge concerning the selected topic
Learning Outcomes 1. Describe and use a guide structure for a research proposal
2. Investigate the medical literature to provide a solid foundation for research
3. Design well-constructed research objectives/ questions and select a suitable study design to match
these
4. Plan steps to implement research, based on defined study questions/ objectives
5. Take steps to avoid plagiarism in their research
6. Discuss the nature of scientific writing and apply its principles
Lecturer(s) Dr Mooketsi Molefi, Prof Doreen Masire, Mr Ari Ho-Foster, Prof Justus Hofmeyr, Dr Tiny Masupe, Prof
Endale Tefera, Prof Billy Tsima, Dr Detlef Prozesky, Dr Thabo Phologolo, Prof Olanrewaju Oladimeji,
Dr George Mokone, Dr. B.T. Ramoroka, Ms. D. Ketshogileng
Outcomes
1. Describe and use a 1.1 Describe the guide structure of a research 1.1 Overview of the module and key activities
guide structure for a proposal 1.2 An overview of MMED research roadmap
research proposal 1.2 Use the guide structure to develop their own 1.3 The flow of an MMED proposal
. proposals 1.4 Research project planning and
1.3 Plan and pace their research work in order to management
complete in the required time
2. Investigate the 2.1 Interpret and critically evaluate research reports in 2.1 Background and literature review
medical literature to the medical literature 2.2 Identifying the research gap
provide a solid 2.2 Carry out sufficient review of literature related to 2.3 Library resources for graduate students
foundation for their own research topic 2.4 How to reference using Endnote
research 2.3 Use the literature review to exploit the gaps or
opportunities for research
3. Design well- 3.1 Identify relevant research questions from the 3.1 Study aim and objectives
constructed research literature 3.2 Research questions and hypothesis testing
objectives/ questions 3.2 Frame research questions pertinent to their areas 3.3 Defining key terms used in questions
of interest, from a clinical problem/question and/or
knowledge gap
3.3 Develop “SMART” research objectives
4. Plan steps to 4.1 List and describe different study designs available 6.1 Moving from idea to research
implement research, to pursue research questions 6.2 Overview of methods: quantitative and
based on defined 4.2 List and describe quantitative and qualitative qualitative

study questions/ research methods and data collection tools 6.3 Types of reviews
objectives 4.3 Discuss the important of ethics in research 6.4 Data collection tools
6.5 Research ethics
5. Take steps to avoid 5.1 Apply the concept of plagiarism through 5.1 Responsible writing
plagiarism in their referencing the sources used 5.2 Plagiarism and use of Plagscan software
research 5.2 Use a plagiarism check and available referencing
software to identify possible plagiarism
6. Discuss the nature of 6.1 Describe features of good scientific reading and 6.1 English and research writing
scientific writing and writing 6.2 Structure of written texts
apply its principles 6.2 Apply the skills of concise scientific writing 6.3 Structure and flow of an MMed thesis
6.4 Manuscript development and publications
6.5 Evaluation of an MMED thesis
6.6 Power-point presentation skills
1. Presentations 1. Group work: participation and attendance
2. Assignments and practicals with feedback 2. Assessment of individual PowerPoint presentations on proposal
3. Self-directed learning development
1. Writing your first clinical research protocol, 1st edition, 2011 by C. Aldous, P. Rheeder & T.
Esterhuizen
2. Varzandeh M. Mechanics of Writing and Editing Scientific Articles in English: A Linguistic Model
3. Hennekens, C.H., Buring,J.E. and Mayrent, S. L. Epidemiology in Medicine
4. Hofstee E. Constructing a good dissertation: A practical guide to finishing a Master’s, MBA or PhD
on schedule
1. Rout C.C, Aldous C. How to write a research protocol. Southern African Journal of Anaesthesia &
Analgesia 2016;22(4):101-107
2. Doody O, Bailey ME (2016) Setting a research question, aim and objective. Nurse Researcher. 23,
4, 19-23
3. Thabane L, Thomas T. et al. Posing the research question: not so simple. J Can Anesth (2009)
56:71-79
4. Liumbruno GM, Velati C, Pasqualetti P, Franchini M. How to write a scientific manuscript for
publication. Blood Transfus. 2013 Apr;11(2):217-26
5. EQUATOR NETWORK. www.equator-network.org
6. Updated 2020 MMED dissertation guidelines- available

7. Graduate school calendar 201718 available through kitsiso UB intranet
Resources/Equipment
1. Laptop computers
2. Data projector
…….

Faculty Medicine
Course/Module Title Public Health Principles and International Health (Global Health) – GME 702
and Code
Credits 4
NCQF Level 9
Type Fundamental
Semester Four
Prerequisites None
Course Synopsis This is a one week seminar course which focuses on the social, economic, cultural and political context in
which medicine is practiced and provide those personal, human and interactive skills which allow medical
doctors to work in teams, to lead system-wide initiatives and to manage change within the health sector of
the country. The module introduces learners to Public Health, “The science and art of preventing and
controlling unwanted health events, prolonging human life and promoting health through organized efforts
of society” [Acheson 1988]. The discipline of public health medicine examines and responds to the health
of whole populations, rather than focus on the health of individual patients. The course provides learners
with knowledge and skills to apply underlying principles of public and global health, identify policy options
to address public health issues from a local, regional and global perspective and advocacy for and to
navigate the politics of global health to improve population health. This strengthens their understanding of
the causes of ill-health and enhances the development of effective interventions through exploration of
impacts of geographic, environmental, demographic, economic, social and cultural as well as biological
factors on populations’ health and health care. This is an interactive course where participants will
develop a group- based documentary covering a global health issue in Botswana to demonstrate
concepts learned through the course.
Related Exit Level LO3. Acquire new information and critically evaluate its quality and utility in accordance with current best
Outcome(s) practice in anaesthesia
LO6. Play an active role in training other healthcare workers in the institution, profession and nationally

Related Assessment 3.5 Apply national and international practice guidelines analytically to clinical practice
Criteria 3.6 Understand health-care problems in biological, psychological, and socio-economic context.
6.5 Model accountability to the patient, society and the profession
Learning Outcomes 1. Apply public health principles and clinical skills towards prevention, management and control of
diseases at community, population and global health level
2. Display capacity to practice medicine within the social, economic, cultural, legal and political context
in Botswana and globally
3. Demonstrate personal, human and interactive skills which allow medical doctors to work in teams, to
lead public health initiatives towards managing and controlling diseases of public health importance at
national and global level
Lecturer(s) Course coordinators: Dr Tiny Masupe, Dr Dintle Molosiwa, Dr Goabaone Rankgoane-Pono
Teachers:
 Dr Tiny Masupe  Prof Billy Tsima,
 Dr Dintle Molosiwa  Dr Thabo Phologolo
 Dr. Mooketsi Molefi  Dr Bonaparte Nkomo
 Dr Goabaone Rankgoane-Pono  Dr Refeletswe Lebelonyane
 Prof Bontle Mbongwe  Mr Kagiso Ndlovu
Learning Outcomes Specific Learning Outcomes Topics and sub topics
1. Apply public health 1.1 Demonstrate an understanding of the 1.1 Introduction to GME 702
principles and difference between public health and 1.2 Defining public health principles and practice
clinical skills global health 1.3 Defining and Measuring Global Health
towards 1.2 Describe, explain, quantify and prioritize 1.4 Introduction to Occupational Health and safety
prevention, health risks facing individuals, families, 1.5 Environmental health and climate change
management and communities and society, from the 1.6 Health measurement and informatics
control of diseases perspective of populations 1.7 Social Determinants of Health
at community, 1.3 Describe effective public health 1.8 Gender based violence as a global pandemic
population and interventions for health improvement, 1.9 Communicable diseases, prevention and control
global health level disease prevention and health 1.10 Long term conditions and their management
promotion
2. Display capacity to 2.1 Explain, quantify and analyse the 2.1 Introduction to Health Systems & Health care
practice medicine nature, pattern and quality of health management
within the social, services including recommendations for 2.2 Health economics, budgeting and finance
economic, cultural, appropriate, acceptable, and affordable 2.3 Legal context of health service provision
legal and political service provision that is effective,

context in efficient and equitable
Botswana and 2.2 Demonstrate understanding of clinical
globally effectiveness of public health
interventions together with economic
appraisals such as cost effectiveness
and cost benefit analysis
2.3 Critically assess the legal and human
rights context of providing good quality
health care
2.4 Demonstrate knowledge and
understanding of the dynamic nature of
health systems at national and global
levels
2.5 Apply leadership and management
approaches to strengthen national
health systems as a core strategy for
global health
3. Demonstrate 3.1 Describe the relevance of national 3.1 National & International developments in health:
personal, human developments in the context of SDGs
and interactive international health systems 3.2 Immunization Initiatives: strengths, weaknesses &
skills which allow 3.2 Demonstrate application of public health recommendations
medical doctors to and global health principles working in 3.3 Critical appraisal of global health challenges
work in teams, to teams 3.4 Working in teams
lead public health 3.3 Design a team-based intervention as a 3.5 Emotional intelligence
initiatives towards health promotion strategy for prevention 3.6 Theories of health promotion
managing and and control of communicable and non- 3.7 Group class discussion: Long-term conditions and
controlling communicable disease for a global their management
diseases of public health problem in Botswana 3.8 Group class discussion: Communicable diseases,
health importance prevention and control
at national and 3.9 Group class discussion: Health, environment and
global level climate change
3.10 Group class discussion: Health systems and
healthcare management – Patient Safety
3.11 Group class discussion: Health systems and
healthcare management - Human Resources For

Health
1. Interactive plenaries 1. Small project work and critical appraisal of the current global
2. Small group work health situation (SPW & CA) - 30%
3. Group presentations in class- teaching back 2. Documentary Design and Presentation (DOCU) - 40%
Assignments
3. Group Discussion Topics (GDT) with a Power Point
Presentation - 30%
Required Prescribed resources
Resources  Faculty of Public Health [UK] documentation
 College of Public Health Medicine South Africa documents
 Bulletin of the World Health Organization
 International Journal of Public Health
 American Journal of Public Health
 NEJM global health
 Johns Hopkins Global health
 Websites -WHO, CDC, NHS, MOHw
 Toolkit for patient advocacy: Ares(2018)6664049 - 27/12/2018
 http://www.improvingchroniccare.org
 WHO communicable disease manual
 WHO/ coronavirus page/Q and A section
 Relevant You-tube videos
 University of Washington courses, School of Public Health, Infectious Diseases Transmission
 Eupora disease evaluations, 2005
 http://www.thelancet.com/gbd/gbd-compare-visualisation
 Gaziano T.A et al. An assessment of community health workers’ ability to screen for cardiovascular disease risk
with a simple non-invasive risk assessment instrument in Bangaladesh, Guatamala, Mexico and South Africa: an
observational study. Lancet Global Health 2015;3:e556-63
 Epping-Jordan et al.Improving the quality of health care for chronic conditions. Qual Saf Health Care
2004;13:299–305
 MOHLC, Canada. Preventing and managing chronic diseases; Ontario’s Framework. 2007
 Horton R. Offline: NCDs-why are we failing? Lancet. 2017 07 22;390(10092):346.
http://dx.doi.org/10.1016/S0140-6736(17)31919-0 pmid: 28745593
 WHO global health status report on NCDs 2014

 Global Alliance for chronic diseases website
 Botswana National Multi-sectorial NCD strategy 2017
 STEPS survey 2014 fact sheet, Botswana
 Masupe TK, Ndayi K, Tsolekile L, Delobelle P, Puoane T. Redefining diabetes and the concept of self-
management from a patient's perspective: implications for disease risk factor management. Health Educ Res.
2018 Feb 1;33(1):40-54. doi: 10.1093/her/cyx077. PMID: 29315392; PMCID: PMC6018984.
 Neo M Tapela, Gontse Tshisimogo,Bame P Shatera, Virginia Letsatsi, Moagi Gaborone, Tebogo Madidimalo,
Martins Ovberedjo, Haruna B Jibril, Billy Tsima, Oathokwa Nkomazana, Scott Dryden-Peterson, Shahin
Lockman, Tiny Masupe, Lisa R Hirschhorng & Shenaaz El Halabi. Integrating non-communicable disease
services into primary health care, Bull World Health Organ 2019;97:142–153 | doi:
http://dx.doi.org/10.2471/BLT.18.221424
 K Ndayi, LP Tsolekile,T Masupe, P Delobelle, D Sanders, T Puoane. Addressing the burden of Type 2 Diabetes:
Formative research into health behavior and education needs in a peri-urban community in the Western Cape.
PHASA conference poster
 T Masupe, P Delobelle, S Onagbiye, H Tabana, T. Self-Efficacy and Self-Management of Diabetes and
Hypertension: Perspectives from Patients and their Carers Africa - enclosed
 GLOBAL ACTION PLAN FOR THE PREVENTION AND CONTROL OF NONCOMMUNICABLE DISEASES
 http://www.elsevier.com/about/press-releases/research-and-journals/case-study-nebraskas-ebola-isolation-and-
decontamination-approach
 Cleaning and Decontamination of Ebola on Surfaces-OSHA FACT SHEET PDF
 Safe Handling, Treatment, Transport and Disposal of Ebola-Contaminated Waste OSHA FACT SHEET PDF
 PPE Selection Matrix for Occupational Exposure to Ebola Virus-OSHA FACT SHEET PDF
Resources/Equipment
Equipment for microteaching sessions: laptops, data projectors, tools for practical skills, flipcharts, smart phones.
..

…
Faculty Medicine
Department Department of Anaesthesia and Critical Care Medicine
Course/Module Title Principles and Techniques of Medical Education – GME 705
and Code
Credits 4
NCQF Level 9
Type Fundamental
Semester Not applicable
Prerequisites None
Course Synopsis This module introduces participants to principles of learner-centred teaching and learning in medical
education. This is an interactive project-based course where participants will develop artefacts to
demonstrate concepts learned through the course.
Related Exit Level LO5.Educate and counsel patients in accordance with current best practice in anaesthesia
Outcome(s) LO6.Play an active role in training other healthcare workers in the institution, profession and nationally
Related Assessment 5.1 Educate patients and their families comprehensively regarding anaesthetic procedures and the risks
Criteria involved
6.1 Participate regularly in academic teaching activities: •As a learner studying for the MMed
(Anaesthesia) qualification • As a teacher of medical students, theatre staff and medical officers.
Learning Outcomes 1. Discuss the processes leading to effective teaching and learning
2. Derive effective learning outcomes
3. Describe commonly used instructional and assessment strategies and their uses
4. Discuss the use of information technology in teaching and learning
5. Support student learning effectively
6. Develop and deliver an effective teaching event

Lecturer(s) Dr Ludo Badlangana, Dr Enoch Sepako, Dr Masego Kebaetse, Ms Dineo Ketshogileng, Dr Naledi
Mannathoko, Dr Keikantse Matlhagela, Dr Mpho Mogodi, Dr Mmoloki Molwantwa, Dr Detlef Prozesky,
Prof Sunanda Ray, Dr Pallavi Panchu, Mr Khutsafalo Kadimo
Outcomes
1. Discuss the 1.1 Reflect on themselves and colleagues as 1.1 Introduction to the module; expectations and
processes leading to teachers with greater understanding deliverables
effective teaching 1.2 Discuss a few commonly accepted principles 1.2 Introduction to the MBBS programme
and learning which underlie effective learning 1.3 Understanding yourself and others
1.3 Discuss different learning preferences and 1.4 How we learn best
styles and discuss their implications 1.5 Principles of learning
1.6 On reflection
2. Derive effective 2.1 Describe the 5 domains of learning and discuss 2.1 The 5 domains of learning
learning outcomes their implications for teaching and assessment 2.2 Task analysis
2.2 Design appropriate learning outcomes correctly 2.3 Designing learning outcomes
3. Describe commonly 3.1 List a variety of instructional strategies and 3.1 Instructional strategies
used instructional discuss their appropriate use 3.2 Problem-based learning
and assessment 3.2 List a variety assessment strategies and 3.3 Bedside teaching
strategies and their discuss their appropriate use 3.4 Teaching decision making
uses 3.5 Teaching and assessing professional
behaviour
3.6 Assessment strategies for the cognitive
domain
3.7 OSCE and workplace-based assessment
4. Discuss the use of 4.1 Discuss the opportunities that e-learning makes 4.1 eLearning
information available to teachers of medical students 4.2 Useful online sources for doctors
technology in 4.2 Carry out information retrieval relevant to their
teaching and learning work.
5. Support student 5.1 Give and receive effective feedback to and 5.1 Giving feedback
learning effectively from students 5.2 How to be a good mentor
5.2 Discuss strategies for mentoring difficult/
struggling students.
6. Develop and deliver 6.1 Develop a teaching plan around a topic related 6.1 A lesson planning template

an effective teaching to their work in teaching medical students 6.2 Work on a teaching plan
event 6.2 Deliver effective presentations 6.3 Presentation skills
6.4 Delivering presentations
1. Interactive presentations 1. Assessment of a teaching plan
2. Group work on selected topics 2. Assessment of a presentation (including peer assessment)
3. Individual assignments with feedback
1. Dent, J., Harden, R.M., & Hunt, D. eds. (2017). A practical guide for medical teachers (5th edition).
Elsevier.
2. Case, S.M., & Swanson, D.B. (1998). Constructing written test questions for the basic and clinical
sciences (3rd edition, revised). National Board of Medical Examiners, Philadelphia
3. Du Plessis, G.I., & Prozesky, D.R. (2013). Domains of Learning. Eye Health Teaching and Learning
Project, Resource Manual (Module 2). Fred Hollows Foundation, Sydney, Australia, 11-22.
4. Kebaetse, M.B., & Di Raddio, C. (2017). Summary of learning strategies
1. Macallan, D.C., Kent, A., Holmes, S.C., Farmer, E.A., & McCrorie, P. (200). Clinical skills training: a
model of clinical problem-based learning for clinical attachments in medicine. Medical Education, 43,
799-807. http://doi.org/10.1111/j.1365-2923.2009.03406.x
2. Malik, A.S., & Malik, R.H. (2012). Twelve tips for effective learning in a PBL curriculum. Medical
Teacher, 34, 198-204. http://doi.org/10.3109/014159X.2011.588741
3. Norcini, J., & Burch, V. (2007). Workplace-based assessment as an educational tool: AMEE Guide
No.31. Medical Teacher, 29, 855-871. http://doi.org/10.1080/01421590701775453
4. Ramani, S. (2003). Twelve tips to improve bedside teaching. Medical Teacher, 25(2), 112-115.
http://doi.org/10.1080/0142159031000092463
5. Ramani, S., & Leinster, S.A.M. (2008). Teaching in the clinical environment: AMEE Guide No.34.
Medical Teacher, 30, 347-364. http://doi.org/10.1080/01421590802061613 Page 3 of 8
6. Sanders, J. (2009). The use of reflection in medical education: AMEE Guide No.244. Medical
Teacher, 31, 685-695. http://doi.org/10.1080/01421590903050374
7. Shumway, J.M., & Harden, R.M. (2003). The assessment of learning outcomes for the competent
physician: AMEE Guide No.25. Medical Teacher, 25(6), 569-584.
http://doi.org/0142159032000151907
8. Taylor, D.C.M., & Hamby, H. (2017). Adult learning theories: implications for learning and teaching I
medical education: AMEE Guide No.83. Medical Teacher, 35, e1561-e1572.

http://doi.org/10.3109/0142159X.2013.828152
9. Wald, H.S., Dube, C.E., & Anthony, D.C. (2007). Untangling the web – the impact of internet use on
health care and the physician-patient relationship. Patient Education and Counselling, 68(3), 218-
224. http://do.org/10.1016/j.pec.2007.05.016
10. Wood, D.F. (2003). ABC of learning and teaching in medicine – problem-based learning. BMJ,
326(February), 328-330
Resources/Equipment
3. Laptop computers
4. Flipchart stand with paper and marker pens
5. Data projector
….
…..


Faculty Medicine
Course/Module Title Introduction to Health Care Management – GME 704
and Code
Credits 4
NCQF Level 9
Type Fundamental
Semester Four
Prerequisites None
Course Synopsis This is a one-week module which introduces participants to the principles and practice of healthcare
leadership and management. It is a highly participatory and collaborative learning engagement that
draws from participants’ knowledge and experiences as experts in their varied specializations. In addition
to self-assessment and reflection, participants study topics and practice skills associated with building
strong teams, supervising and delegating work, using data for making management decisions (strategic
planning & management), communicating effectively, and accountability, including managing finances
and human resource. The module introduces participants to complexity in health systems and discusses
the different approaches and tools that healthcare managers and leaders can use to effectively navigate
the inherent complexity in public health programmes. Participants explore a variety of case studies &
videos to learn about managerial and leadership concepts and principles in relation to health service
delivery. Various topics including but not limited to ‘managing the self as a leader’, ‘effecting and leading
change and teams’ as well as ‘managing for results’ are discussed.
Related Exit Level LO2. Manage patients safely and in accordance with current best practice in anaesthesia
Outcome(s) LO3. Acquire new information and critically evaluate its quality and utility in accordance with current best
LO4. Function as an effective team member in accordance with institutional and professional guidelines
LO6. Play an active role in training other healthcare workers in the institution, profession and nationally
Related Assessment 2.10 Plan and provide appropriate perioperative care
Criteria 3.6 Understand health-care problems in biological, psychological, and socio-economic context.
4.5 Recognise the roles other health care workers play; consult appropriately
4.6 Demonstrate leadership, ethics, planning skills, and ability to lead others
4.7 Practise comprehensive operating theatre management
6.4 Model compassionate care and professionalism with both patients and colleagues

Learning Outcomes
Lecturer(s) Coordinators: Dr Thabo Phologolo, Dr Dintle Molosiwa

Teachers/ Faclitators:
 Dr. Refeletswe Lebelonyane  Dr. Stella Tawana
 Dr. Goabaone Rankgoane-Pono  Dr. Tiny Masupe
 Dr. Mooketsi Molefi
Broad Learning Outcomes Specific Learning Outcomes Topics and sub topics
1. Apply systems thinking 1.1 Use appropriate system thinking tools and 1.1 Introduction to complex health systems:
tools and approaches in approaches to analyse and manage health  What is a health system?
working with multi- system interventions/programmes  Frameworks for describing &
disciplinary teams in the 1.2 Design effective, efficient and equitable analysing health systems and health
health system, to design interventions for addressing health system system performance, including to
and provide effective challenges to improve population health in deliver affordable and acceptable
public health collaboration with other stakeholders healthcare
interventions for health 1.3 Lead teams in health system development  Understanding health system
improvement, disease efforts, including health systems strengthening development for delivery of effective,
prevention and health initiatives to promote equitable population health efficient, and equitable health services
promotion. interventions  Systems thinking and the application
of systems thinking in the
development and delivery of
healthcare
2. Interpret the legal, 2.1 List and define concepts in legal terminology and 2.1 The legal framework for healthcare
ethical and regulatory concepts in healthcare service delivery in Botswana:
frameworks in 2.2 Discus and interpret the main legislative  National guiding documents
collaboration with documents for healthcare service delivery in  Regulatory frameworks
medico-legal experts to Botswana  Different types of law
ensure provision of good 2.3 Identify and analyze legal issues as they arise in  Legal issues in healthcare
quality healthcare within healthcare/service delivery at population level  Ethics in healthcare
health systems 2.4 Locate and interpret applicable laws, rules and  Healthcare in the context of human
regulations and understand their rights
interrelationship.
2.5 Communicate effectively, both orally and in
writing, with attorneys and other legal

professionals using appropriate terminology.
3. Apply leadership and 3.1 Reflect on sources of power and influence, and 3.1 Introduction to leadership and
management principles, how they can help empower self and others management in healthcare:
techniques, and tools to 3.2 Identity and adopt appropriate leadership and  Leadership & management concepts
build, lead and manage management approaches/styles to build  Managers who lead – leading for
multi-professional effective healthcare teams across all levels of results
healthcare teams that the healthcare system  7 habits of highly effective people
excel at local, district 3.3 Demonstrate skills for working in teams to tackle  Motivating employees
and national levels. problems faced by leaders and managers in 3.2 Healthcare strategic planning and
healthcare organization/health system. management:
3.4 Apply organizational behaviour theory towards  Leading and managing change
improving performance in a healthcare setting  Elements of strategic planning
3.5 Develop a personal leadership development  Strategies for effective implementation
plan of strategy
3.6 Adopt key guidelines for effective strategic 3.3 Human Resource Management
management.  Building strong teams
3.7 Demonstrate the ability to properly perform an  Supervising & delegating
internal and external environmental analysis.  Human resources for health
3.8 Develop an effective strategy for healthcare  Strategic management in HRM
organizations, identify strengths and
weaknesses to improve performance
4 Manage healthcare 4.1 List and efine concepts of financial management 4.1 Introduction to healthcare financing and
resources, including for decision making in the health sector. management:
developing and 4.2 Describe the financial environment of Health  Health system financing
managing a budget for Care Organizations: sources of operating  Principles of financial management
health programmes/ revenue, hospital payment systems.  Accountability and financial systems
healthcare organizations 4.3 Analyse relevant financial information for health  Tools for financial management
using appropriate care management and decision making.  Approaches to budgeting
financial management 4.4 Apply appropriate techniques for managing costs
skills, knowledge and and revenues in health care organizations.
understanding. 4.5 Develop a budget using different budgeting
approaches
Teaching and learning strategies Assessment strategies and activities
1. Lectures, videos and presentations 1. Group and individual assignments: 75%.
2. Guided readings 2. Written assessment – MCQs, 25%

3. Case studies
4. Small group and whole class discussion
5. Individual assignments
1. Don de Savigny & Taghreed Adam (Eds). Systems thinking for health systems strengthening.
Alliance for Health Policy and Systems Research, WHO, 2009
2. WHO (2010). Monitoring the building blocks of health system: A handbook of indicators and their
measurement strategies
3. Legal Aspects of Health Care Administration, 12thed. By: George D. Pozgar Publisher: Jones &
Bartlett Publishers ISBN-13: 978-1-284-06592-3 (2016)
4. Management Sciences for Health. Creating a Work Climate That Motivates Staff and Improves
Performance. Volume 11 Number 3. 2002
5. Covey S. Seven habits of highly effective people
6. Financial Management Essentials Handbook developed by Terry Lewis for © Mango
(Management Accounting for Non-governmental Organizations)
1. Cohen & David L. Bradford. (2005). "The Influence Model—using reciprocity and exchange to get
what you need." Journal of Organizational Excellence. DOI: 10.1002/joe.20080
2. Goleman, Daniel, et al. “Primal Leadership: The Hidden Driver of Great Performance.” Harvard
Business Review December 2001:42–51.
3. Video: Dr. Ann Downer (USA) discusses Habit 1: Be Proactive
4. Module specific assigned readings
Resources/Equipment
1. Laptop computers
2. Data projector
..

Faculty Medicine
Department Anaesthesia and Critical Care
Programme MMed Anaesthesia
Course/Module Title Basic Science of Anaesthesia and the Practice of Anaesthesia GME 631
and Code
Credits 60
NCQF Level 9
Type Core
Semester One
Prerequisites NIL
Course Synopsis At the start of the MMed programme it is important to ensure that Residents have the necessary underpinning in
basic medical science to practise entry-level anaesthesia safely and rationally. The course prepares MMed
(Anaesthesia) Residents with the necessary knowledge of all areas of basic medical science as applied to
Anaesthesia. The course also prepares trainees to have the knowledge and skills necessary to administer
anaesthesia to uncomplicated surgical patients (e.g. American Society of Anaesthesiology Grade 1 and 2).
Related Exit Level LO1: Assess patients requiring anaesthesia and critical care in accordance with current best practice in
Outcome(s) anaesthesia
LO2: Manage patients safely and in accordance with current best practice in anaesthesia
1.1 Perform a clinical interview and physical examination required for the safe administration of
Related Assessment 1.2 Identify accurately and interpret relevant clinical findings in order to formulate differential diagnoses
Criteria
1.5 Define succinctly clinical problems and formulate a working plan for safe and effective anaesthesia
management
1.7 Perform safe and precise procedural tasks in anaesthesia in critical care medicine.

2.1 Apply knowledge of physiology, pharmacology, physics, clinical measurement and monitoring in the
practice of anaesthesia
2.2 Conduct safe general anaesthesia, and perioperative care for patients at a high level of competence,
2.3 Perform nerve blocks and regional anaesthesia procedures and treat any complications arising from
these procedures
2.13 Maintain adequate clinical records of all practice activities
2.14 Communicate effectively with health care workers in verbal and written format
Learning Outcomes 1.Explain the physiological, pharmacological and measurement basis of the practice of anaesthesia
2. Provide safe anaesthesia care and pain management for uncomplicated patients undergoing non-major surgery
3.Develop attitudes and behaviours that are appropriate to specialist medical practice.
Lecturer Dr Farai Madzimbamuto, Dr Mamo Woldu Kassa, Dr Gaone Kediegile, Dr Edward Clune, Dr Busisiwe Mrara
Learning Outcome Specific Learning Outcome Topics and subtopics
1.Explain the 1. Demonstrate a knowledge and understanding of anatomy, Basic Science:

physiological, physiology, pharmacology and clinical measurement relevant to Physics and principles of clinical
pharmacological and anaesthesia measurement
measurement basis of 2. Be able to explain the physiological processes and changes Physiology, Pharmacology and Anatomy
the practice of patient undergoes during illness and effects of intervention
relevant to Anaesthesia
anaesthesia 3. Be able to explain choice of drugs for particular interventions
4. Discuss the principles of acute pain management
Clinical Management:
Equipment and Apparatus
The operating Theatre Suite Environment
The Day Surgery Environment
Professional Practice, Pre-operative
Assessment
Conducting Anaesthesia, Perioperative Care
Patient Monitoring,
2. Provide safe 1. Demonstrate safe conduct of anaesthesia for Skills: Maintenance of a patent airway,
anaesthesia care and  General Surgery, Urology and Gynaecology Venous access, Rapid sequence induction,
pain management for  Orthopaedics / Trauma Central venous cannulation, Arterial
uncomplicated  Obstetric Anaesthesia

patients undergoing  Paediatric Anaesthesia cannulation, Arterial blood gas collection,
non-major surgery  Intensive Care Medicine ECG recording and interpretation, Advanced
 ENT, Maxillo-facial / Dental Anaesthesia Life Support, Lumbar puncture, Aseptic
 Manage acute postoperative pain techniques, Blood culture collection, Airway
2.Be able to discuss and apply the principles of acute pain assessment, Emergency management of a
management pneumothorax. Residents should be familiar
with clinical protocols (drills) in the delivery of
safe Anaesthesia care and be able to
respond accordingly for crisis management.
3.Develop attitudes 1. demonstrate a professional approach with patients, families Professionalism: ethics, non-technical skills,
and behaviours that and colleagues. appraisal of evidence in clinical problems.
are appropriate to 2. demonstrate a team approach with patients, families and
specialist medical colleagues.
practice.
Lectures, tutorials and seminars Case based discussion

Anaesthesia and ICU department meetings (CBD) Directly observed procedures (DOPs),
Resident presentations Clinical Assessments
Journal Club / Morbidity and Mortality Meeting / Case presentations Logbook
In theatre clinical teaching Portfolio of learning
Pharmacology and physiology in anesthetic practice. Philadelphia. Lippincott- Raven, (latest edition).
Stoelting, RK. And S C Hillier.
Basic physics and measurement in anaesthesia. 5th ed. Oxford. Butterworth Heinemann. 2003 (latest
edition). Davis PD, Kenny GNC.
Review of medical physiology. 24th ed. McGraw-Hill Education / Medical; (latest edition) Ganong WF.
Clinical anesthesiology. 5th ed. MacGraw Hill Companies. Morgan GE, Mikhail MS, Murray MJ.
Smith and Aitkenhead’s Textbook of Anaesthesia . Thompson J, Moppett I, Wiles . Churchill-

Livingstone

Miller RD. Anesthesia Churchill Livingstone
FCA (SA) Part I refresher courses
World Anaesthesia: Update, Tutorial of the Week
Calvey TN, Williams NE. Principles and practice of

pharmacology for anaesthetists, Oxford. Blackwell
Resources/Equipment

Faculty Medicine
Course/Module Title Basic Science of Anaesthesia and the Practice of Anaesthesia GME 632
and Code
Credits 60
NCQF Level 9
Type Core
Semester Two
Prerequisites NIL
Course Synopsis At the start of the MMed programme it is important to ensure that Residents have the necessary underpinning in
basic medical science to practise entry-level anaesthesia safely and rationally. The course prepares MMed
(Anaesthesia) Residents with the necessary knowledge of all areas of basic medical science as applied to
Anaesthesia. The course also prepares trainees to have the knowledge and skills necessary to administer
anaesthesia to uncomplicated surgical patients (e.g. American Society of Anaesthesiology Grade 1 and 2).
Outcome(s) anaesthesia
1.1 Perform a clinical interview and physical examination required for the safe administration of
Related Assessment 1.2 Identify accurately and interpret relevant clinical findings in order to formulate differential diagnoses
Criteria
1.5 Define succinctly clinical problems and formulate a working plan for safe and effective anaesthesia
management

2.1 Apply knowledge of physiology, pharmacology, physics, clinical measurement and monitoring in the
2.2 Conduct safe general anaesthesia, and perioperative care for patients at a high level of competence,
2.3 Perform nerve blocks and regional anaesthesia procedures and treat any complications arising from
these procedures
Learning Outcomes 1.Explain the physiological, pharmacological and measurement basis of the practice of anaesthesia
2. Provide safe anaesthesia care and pain management for uncomplicated patients undergoing non-major surgery
3.Develop attitudes and behaviours that are appropriate to specialist medical practice.
Lecturer Dr Farai Madzimbamuto, Dr Mamo Woldu Kassa, Dr Gaone Kediegile, Dr Edward Clune, Dr Busisiwe Mrara
1.Explain the 1. Demonstrate a knowledge and understanding of anatomy, Basic Science:

physiological, physiology, pharmacology and clinical measurement relevant to Physics and principles of clinical
pharmacological and anaesthesia measurement
measurement basis of 2. Be able to explain the physiological processes and changes Physiology, Pharmacology and Anatomy
the practice of patient undergoes during illness and effects of intervention
relevant to Anaesthesia
anaesthesia 3. Be able to explain choice of drugs for particular interventions
4. Discuss the principles of acute pain management
Clinical Management:
Equipment and Apparatus
The operating Theatre Suite Environment
The Day Surgery Environment
Professional Practice, Pre-operative
Assessment
Conducting Anaesthesia, Perioperative Care
Patient Monitoring,
2. Provide safe 1. Demonstrate safe conduct of anaesthesia for Skills: Maintenance of a patent airway,
anaesthesia care and  General Surgery, Urology and Gynaecology Venous access, Rapid sequence induction,
pain management for  Orthopaedics / Trauma Central venous cannulation, Arterial
uncomplicated  Obstetric Anaesthesia

patients undergoing  Paediatric Anaesthesia cannulation, Arterial blood gas collection,
non-major surgery  Intensive Care Medicine ECG recording and interpretation, Advanced
 ENT, Maxillo-facial / Dental Anaesthesia Life Support, Lumbar puncture, Aseptic
 Manage acute postoperative pain techniques, Blood culture collection, Airway
2.Be able to discuss and apply the principles of acute pain assessment, Emergency management of a
management pneumothorax. Residents should be familiar
with clinical protocols (drills) in the delivery of
safe Anaesthesia care and be able to
respond accordingly for crisis management.
3.Develop attitudes 1. demonstrate a professional approach with patients, families Professionalism: ethics, non-technical skills,
and behaviours that and colleagues. appraisal of evidence in clinical problems.
are appropriate to 2. demonstrate a team approach with patients, families and
specialist medical colleagues.
practice.
Lectures, tutorials and seminars Case based discussion

Anaesthesia and ICU department meetings (CBD) Directly observed procedures (DOPs),
Resident presentations Clinical Assessments
Journal Club / Morbidity and Mortality Meeting / Case presentations Logbook
In theatre clinical teaching Portfolio of learning
Pharmacology and physiology in anesthetic practice. Philadelphia. Lippincott- Raven, (latest edition).
Stoelting, RK. And S C Hillier.
Basic physics and measurement in anaesthesia. 5th ed. Oxford. Butterworth Heinemann. 2003 (latest
edition). Davis PD, Kenny GNC.
Review of medical physiology. 24th ed. McGraw-Hill Education / Medical; (latest edition) Ganong WF.
Clinical anesthesiology. 5th ed. MacGraw Hill Companies. Morgan GE, Mikhail MS, Murray MJ.
Smith and Aitkenhead’s Textbook of Anaesthesia . Thompson J, Moppett I, Wiles . Churchill-

Livingstone

Miller RD. Anesthesia Churchill Livingstone
World Anaesthesia: Update, Tutorial of the Week
Calvey TN, Williams NE. Principles and practice of

pharmacology for anaesthetists, Oxford. Blackwell
Resources/Equipment

Faculty Medicine
Course/Module Title and Code MMed Part I Exam Preparation GME 603-Anaesthesia
Credits 4
NCQF Level 9
Type Core
Semester One
Prerequisites Nil
Course Synopsis The courses aim to assist residents to prepare for the professional Part 1 exams in Anaesthesia.
Residents are expected to master the knowledge needed for this exam themselves since a significant
proportion of the material will not be covered in scheduled learning events. Department provides support
to residents as they prepare, e.g. by providing examples of past papers and discussing them. As a result
of these courses, residents will have been prepared to master the material to be covered in the Part I
(Anaesthesia) exams and to undertake the examinations successfully.
Related Exit Level Outcome(s) LO2: Manage patients safely and in accordance with current best practice in anaesthesia
LO3: Acquire new information and critically evaluate its quality and utility in accordance with current best
LO6: Play an active role in training other healthcare workers in the institution, profession and nationally
Related Assessment Criteria 2.1 Apply knowledge of physiology, pharmacology, physics, clinical measurement and monitoring in the

3.1 Access information using electronic and traditional methods
3.2 Engage in continuing professional development and life-long learning activities
Learning Outcomes 1. Be able to rationally apply basic science knowledge to the practice of anaesthesia
2. Be able to identify, access, appraise and critically evaluate information
3. Engage in continuing professional development life-long education
Lecturer Dr Farai Madzimbamuto, Dr Mamo Woldu Kassa, Dr Gaone Kediegile, Dr Edward Clune,
Learning Outcome Specific Learning Outcome Topics and sub topics
1. Be able to rationally apply 1.Describe basic science principles and concepts Physics: basic units of measurement, work,
basic science knowledge to the relevant in anaesthesia to the anaesthetic context. energy and power, elementary mathematics
practice of anaesthesia 2.Apply basic science principles and concepts relevant to anaesthesia (natural exponential
relevant in anaesthesia to the anaesthetic context functions, sine waves etc.). The gas laws,
2.Be able to identify, access, 1. Be able to present and explain a topic clearly and manufacture, storage and supply of
appraise and critically evaluate rationally
anaesthesia gases, vapour pressure, latent
information 2. Be able to conduct and participate in discussion on
a topic in anaesthesia heat, and vaporisers, diffusion and osmosis
3. Engage in continuing 1. Maintain portfolio with evidence of learning solubility, humidity and humidification
professional development life- 2. Be able to identify learning needs heat, thermometry, fires and explosions
long education Basic electricity, electrical safety, diathermy
Bernoulli effect, Coandǎ effect and
anaesthetic applications, The
electromagnetic spectrum and its
application, ultrasound and the doppler
principle, transducers, damping coefficient,
natural frequency
Clinical Measurement: units of
measurement
recording of display of biological potentials

(ECG, EEG, EMG evoked potentials etc.)
electrodes (pH, pCO2, and pO2),
measurement of flow and volume,
measurement of pressure, non-invasive and
invasive transducers, damping etc.,
measurement of electrolytes, gas and
vapour analysis, Tests of organ function:
Respiratory system, cardiovascular system
central nervous systems, coagulation
neuromuscular junction and blockade.
Statistics: basic research methodology,
descriptive statistics, statistical tests.
Anaesthesia related apparatus: the
anaesthesia machines, breathing systems,
ventilators
Filters, Monitors, Electrocardiograph
machine
cardiac defibrillators, pacemakers
The effect of barometric pressure on
functioning apparatus. Pharmacology:
general and systematic. Physiology and
Chemical Pathology: general, water and
electrolytes, cell physiology, blood,
intermediary metabolism, excitable tissues,
cardiovascular system, respiratory system,
urinary system, acid-base physiology,
nutrition and GI system, endocrine system,
Reproductive system and pregnancy,
neonatal physiology, temperature
regulation, Immunology.

Problem-based learning Part 1 exam
Practice exams using previous papers
Resident presentations
Tutorials
Exam preparation and refresher courses
FCA(SA) refresher course material available from South African Society of Anaesthesia (SASA), College
of Anaesthesia of South Africa (CASA) and Southern African Journal of Anaesthesia and Analgesia
(SAJAA)
Past exam papers
Annual ASA refresher course lecture notes
Resources/Equipment

Faculty Medicine
Course/Module Title and Code MMed Part I exam Preparation GME 604-Anaesthesia
Credits 4
NCQF Level 9
Type Core
Semester Two
Prerequisites Nil

Learning Outcomes 1. Successful outcome in the Part I FCA exam
2. Be able to rationally apply basic science knowledge to the practice of anaesthesia
1. Be able to rationally apply 1.Describe basic science principles and concepts Physics: basic units of measurement, work,
basic science knowledge to the relevant in anaesthesia to the anaesthetic context. energy and power, elementary mathematics
practice of anaesthesia 2.Apply basic science principles and concepts relevant to anaesthesia (natural exponential
relevant in anaesthesia to the anaesthetic context functions, sine waves etc.). The gas laws,
2.Be able to identify, access, 1. Be able to present and explain a topic clearly and manufacture, storage and supply of
appraise and critically evaluate rationally
information 2. Be able to conduct and participate in discussion on
natural frequency

measurement
ventilators
machine


Tutorials
(SAJAA)
Past exam papers
Resources/Equipment
.
…

Faculty Medicine
Credits 4
NCQF Level 9
Type Core
Semester Three
Prerequisites Nil

1. Successful outcome in the As a result of these courses, residents will have been Physics: basic units of measurement, work,
Part I FCA exam prepared to master the material to be covered in the energy and power, elementary mathematics
Part I (Anaesthesia) exams and to undergo the relevant to anaesthesia (natural exponential
examinations successfully. functions, sine waves etc.). The gas laws,
2. Be able to rationally apply 1. Be able to present and explain a topic clearly and manufacture, storage and supply of
basic science knowledge to the rationally
practice of anaesthesia 2. Be able to conduct and participate in discussion on
natural frequency
measurement

ventilators
machine

Tutorials

(SAJAA)
Past exam papers
Resources/Equipment
Faculty Medicine

Credits 4
NCQF Level 9
Type Core
Semester Four
Prerequisites Nil

1. Successful outcome in the As a result of these courses, residents will have been Physics: basic units of measurement, work,
Part I FCA exam prepared to master the material to be covered in the energy and power, elementary mathematics
Part I (Anaesthesia) exams and to undergo the relevant to anaesthesia (natural exponential
examinations successfully. functions, sine waves etc.). The gas laws,
Be able to rationally apply basic manufacture, storage and supply of
science knowledge to the practice
of anaesthesia
.
heat, and vaporisers, diffusion and osmosis
solubility, humidity and humidification
heat, thermometry, fires and explosions
Basic electricity, electrical safety, diathermy
natural frequency
measurement

ventilators
machine
Tutorials

(SAJAA)
Past exam papers
Resources/Equipment
Faculty Medicine

Course/Module Title and Code MMed Part II exam Preparation GME 706-Anaesthesia
Credits 4
NCQF Level 9
Type Core
Semester Five
Prerequisites Nil
Course Synopsis The aim of the courses is to ensure that residents are as well prepared as possible for the Part II exam.
The course exposes residents to practice examinations and reviews by offering trainees preparatory
sessions to practise oral and written examinations.
to residents as they prepare, e.g. by providing examples of past papers and discussing them.

1. Successful outcome in the 1 Be able to analyse past exams and practice Past examination papers
Part II FCA exam including mock OSCEs, cases and orals. Mock examinations with MCQ, OSCE, short
Be able to rationally apply basic 1.Demonstrate understanding of important recent and long answer, written assignments
science knowledge to the practice developments in Anaesthesia
of anaesthesia 2.Be able to explain complex issues in the discipline
Problem-based learning Part II exam practice

Resident presentations and tutorials
Tutorials Exam preparation and refresher courses
(SAJAA)
Past exam papers
Resources/Equipment

Faculty Medicine
Credits 4
NCQF Level 9

Type Core
Semester Six
Prerequisites Nil
sessions to practise oral and written examinations. Residents are expected to master the knowledge
needed for this exam themselves since a significant proportion of the material will not be covered in
scheduled learning events. Department provides support to residents as they prepare, e.g. by providing
examples of past papers and discussing them.
1. Successful outcome in the 1 Be able to analyse past exams and practice Past examination papers
Part II FCA exam including mock OSCEs, cases and orals.

Be able to rationally apply basic 1.Demonstrate understanding of important recent Mock examinations with MCQ, OSCE, short
science knowledge to the practice developments in Anaesthesia and long answer, written assignments.

Tutorials
(SAJAA)
Past exam papers

Resources/Equipment

Faculty Medicine
Credits 4
NCQF Level 9
Type Core
Semester Seven
Prerequisites Nil

sessions to practise oral and written examinations. Residents are expected to master the knowledge
needed for this exam themselves since a significant proportion of the material will not be covered in
scheduled learning events. Department provides support to residents as they prepare, e.g. by providing
examples of past papers and discussing them.
1. Successful outcome in the As a result of these courses, residents will have been Past examination papers
Part I FCA exam prepared to master the material to be covered in the Mock examinations with MCQ, OSCE, short
Part I (Anaesthesia) exams and to undergo the and long answer, written assignments.
examinations successfully.
Be able to rationally apply basic 1.Demonstrate understanding of important recent
science knowledge to the practice developments in Anaesthesia


Tutorials
(SAJAA)
Past exam papers

Resources/Equipment

MODULE / COURSE OUTLINE
Faculty Medicine
Programme Masters of Medicine in Anaesthesia
Course/Module Title and Code GME 790 Dissertation I
Credits 12
NCQF Level 9
Type Core
Semester Two
Prerequisites GME 602 and GME 701 (can be taken concurrently)
Course Synopsis The resident under the guidance of the department and designated supervisors
will select his/her topic of research and prepares the MMED proposal document
for submission to the department. It is a component of a series of modules taken
in preparation of the MMED Dissertation, a requirement in partial fulfilment of
the MMED degree.
Related Exit Level Outcome(s) LO7. Engage in research related to the discipline of Anaesthesia in accordance
with current best practice in anaesthesia
Related Assessment Criteria 7.1 Identify a suitable research topic
7.2 Conduct a literature search to establish current knowledge concerning the
selected topic
7.3 Design a comprehensive protocol for submission for ethical approval for the
research

Learning Outcomes LO1 Identify and describe a medical or health- related research problem.
LO2 Develop research question.
LO3 Formulate specific, measurable, achievable, relevant, and time-bound
objectives to answer the research question
LO4 Identify, summarize and criticize literature relevant to the research question
LO5 Identify and apply appropriate research methods to answer a specific
research question and discuss the advantages and limitations of the methods
Lecturer Dr. F Madzimbamuto, Dr MW Kassa, Dr G Kediegile, Dr E Clune
LO1 Identify and describe a medical or health- N/A Discuss potential research topics in the
related research problem. general field of specialization
LO2 Develop research question. N/A Discuss how to develop a research question
Workshop research questions considering

outcomes and existing literature
LO3 Formulate specific, measurable, N/A Develop measurable specific objectives

achievable, relevant, and time-bound objectives related to the research question
to answer the research question
LO4 Identify, summarize and criticize literature N/A Perform a literature review to help refine and
relevant to the research question develop the research question and objectives
LO5 Identify and apply appropriate research N/A Develop research methods specific to
methods to answer a specific research question research questions and objectives
and discuss the advantages and limitations of Plan data analysis
the methods Apply ethical principles to planned
implementation of research
1. Individualised mentoring 1. Research proposal draft and revisions

2. Signed “Memorandum of Understanding
between Graduate Student and Supervisors”
Designing Clinical Research, 3rd edition. Philadelphia, PA: Lippincott, Williams

and Wilkens. c2007.
Recommended Additional Reading Resources
MMED Dissertation Guidelines 2020, University of Botswana.

SGS Supervisor Criteria if MMED, University of Botswana.
Resources/Equipment
N/A

Faculty Medicine
Course/Module Title and Code GME 791 Dissertation II
Credits 12
NCQF Level 9
Type Core
Semester Three
Prerequisites GME 790
Course Synopsis The aim of the GME 791 is for MMED students to develop their MMED
dissertation IRB protocol with the mentorship of departmental faculty. It is a
component of a series of modules taken to complete the MMED research
requirement in partial fulfilment of the MMED degree.
Related Exit Level Outcome(s) LO7 Engage in research related to the discipline of Anaesthesia in accordance
Related Assessment Criteria 7.2 Conduct a literature search to establish current knowledge concerning the
selected topic
7.3 Design a comprehensive protocol for submission for ethical approval for the
research
Learning Outcomes LO1 In planning research, to identify and appreciate ethical concerns and to
establish a plan to minimize and mitigate the risks to human participants.
LO2 Engage in the process of obtaining ethical approval

LO1 In planning research, to identify and N/A Apply the ethical principles learned in prior
appreciate ethical concerns and to establish a formal coursework to the individual MMED
plan to minimize and mitigate the risks to research project
human participants.
LO2 Engage in the process of obtaining ethical N/A Develop a workplan to ensure timely
approval submission of the proposal to relevant
ethics/IRB committees
Complete all required components relevant

to the particular project for IRB submission
Register the project on the Pan African

Clinical Trial Registry (PACTR,
https://www.who.int/ictrp/network/pactr/en/, if
relevant)
1. Individualised mentoring 1. Trial registered on PACTR, if relevant
2. Submission of the IRB/ethics protocol to

all relevant bodies
3. Research topic and supervisors submitted
to SGS

and Wilkens. c2007.

Resources/Equipment
N/A


Faculty Medicine
Course/Module Title and Code GME 792 Dissertation III
Credits 12
NCQF Level 9
Type Core
Semester Four
Course Synopsis The aim of the GME 792 is for MMED students to complete their data collection
for their MMED Dissertation Research. It is a component of a series of modules
taken to complete the MMED research requirement in partial fulfilment of the
MMED degree.
Related Assessment Criteria 7.3 Design a comprehensive protocol for submission for ethical approval for the
research
7.4 Collect the necessary data
Learning Outcomes LO1 Undertake data collection for the MMED Dissertation project
LO1 Undertake data collection N/A Participant selection and recruitment

Administer informed consent
Administer surveys
Complete case record forms, data extraction
tools and other study forms as appropriate
Data entry
Data validation and cleaning
Data management

1. Individualised mentoring 1. Demonstration of data collection (ie

database)

and Wilkens. c2007.

Resources/Equipment
N/A
….


Faculty Medicine
Course/Module Title and Code GME 793 Dissertation IV
Credits 12
NCQF Level 9
Type Core
Semester Five
Course Synopsis The aim of the GME 793 is for MMED students to analyse the data and initiate
drafting of the manuscript for their MMED Dissertation research project. It is a
component of a series of modules taken to complete the MMED research
requirement in partial fulfilment of the MMED degree.
Related Assessment Criteria 7.4 Collect the necessary data
7.5 Analyse the data to arrive at conclusions
Learning Outcomes 1.Analyse the data
2.Draft the dissertation manuscript
LO1 Analyse the data N/A Analyse the data

Identify factors that influence the
interpretation of the results
LO2 Draft the dissertation manuscript N/A Update and streamline background literature
Draft methods section as practically
implemented
Present results of data analysis
Reconcile findings with existing literature

Identify strengths and limitations of research
Pose a conclusion
1. Individualised mentoring 1. Demonstration of data analysis (ie tables)
2. Demonstration of initiation of the

dissertation manuscript
and Wilkens. c2007.
Resources/Equipment
N/A
Faculty Medicine

Course/Module Title and Code GME 706 Presentation of Dissertation I
Credits 12
NCQF Level 9
Type Core
Semester Six
Course Synopsis The aim of the GME 706 is for MMED students to complete their MMED
Dissertation. It is a component of a series of modules taken in preparation for
the MMED research requirement in partial fulfilment of the MMED degree.
Related Assessment Criteria 7.5 Analyse the data to arrive at conclusions
7.6 Prepare an original research thesis and/or article for publication in a
recognised academic journal
Learning Outcomes LO1 Present, interpret appropriately and evaluate the importance of the results
LO2 Present the findings in a clear, concise, and comprehensive report
LO1 Present, interpret appropriately and N/A Complete the dissertation for the MMED
evaluate the importance of the results project
LO2 Present the findings in a clear, concise, N/A Incorporate feedback from supervisors into
and comprehensive report revision of dissertation
1. Individualised mentoring 1. Present dissertation to supervisors within

the department
2. Revise and finalize dissertation


and Wilkens. c2007.

Resources/Equipment
N/A
….
Faculty Medicine
Department Anaestesia and Critical Care Medicine
Course/Module Title and Code GME 794 Presentation of Dissertation II
Credits 12
NCQF Level 9
Type Core
Semester Seven

Course Synopsis The aim of the GME 794 is for MMED students to complete and submit their
MMED Dissertation to SGS. It is a component of a series of modules taken in
preparation for the MMED Dissertation, a requirement in partial fulfilment of the
MMED degree.
Related Assessment Criteria 7.6 Prepare an original research thesis and/or article for publication in a
recognised academic journal
Learning Outcomes LO1 Obtain departmental approval of the MMED Dissertation
LO2 Submit the MMED Dissertation to SGS for examination
LO1 Obtain departmental approval of the N/A Obtain departmental approval of the MMED
MMED Dissertation Dissertation
LO2 Submit the department-approved MMED N/A Submit the department-approved MMED
Dissertation to SGS for examination Dissertation to SGS
1. Individualised mentoring 1. MMED Dissertation approved by the

department
2. MMED Dissertation submitted to SGS

and Wilkens. c2007.

Resources/Equipment
N/A
..
Faculty Medicine
Course/Module Title Clinical Anaesthesia Practice I GME 731
and Code
Credits 60
NCQF Level 9
Type Core
Semester Three

Course Synopsis The courses aim to increase the clinical ability of the residents in anaesthesia, building on their experience. The
residents increase in clinical maturity and become capable of handling more complicated procedures in
Anaesthesia and Critical Care, as well as taking more responsibility. The course is designed to achieve more
critical thinking in the profession of Anaesthesia, making the resident capable of resolving more complicated
Anaesthesia problems and taking responsibility in settings with distance supervision. The resident learns to
communicate with colleagues within the department, to consult other medical professionals and to be consulted
from other disciplines in order to make decisions on the outcome of surgical and medical treatment of surgical
patients. The trainees rotate through anaesthesia for General Surgery, Obstetric Anaesthesia, Gynaecology and
Urology, Ear Nose and Throat, Maxillofacial Surgery, Orthopaedics, Trauma and Paediatric anaesthesia in both
elective and emergency settings etc.
anaesthesia
Outcome(s)
LO3: Acquire new information and critically evaluate its quality and utility in accordance with current best practice
in anaesthesia
LO4: Function as an effective team member in accordance with institutional and professional guidelines
LO5: Educate and counsel patients in accordance with current best practice in anaesthesia
LO7: Engage in research related to the discipline of Anaesthesia in accordance with current best practice in
anaesthesia
Related Assessment
1.4 Refer patients for further specialised care as appropriate and co-manage patients in an interdisciplinary team
Criteria
to address complex clinical problems.
2.4 Perform a wide variety of procedures and techniques of vascular access
2.5 Perform a wide variety of procedures and techniques to handle difficult airway management
2.9 Achieve mastery of clinical drills for crises management.
2.11 Select and, where needed, perform appropriate investigations
2.12 Refer patients for further specialised care, when appropriate, and co-manage patients with other specialists

to address complex conditions affecting the administration of anaesthesia
3.6 Understand health-care problems in biological, psychological, and socio-economic context.
4.1 Communicate effectively in professional situations, demonstrating care, respect, and an ability to work in a
team.
4.2 Establish a professional team approach with patients, families, colleagues and staff
5.1 Educate patients and their families comprehensively regarding anaesthetic procedures and the risks involved
5.3 Educate patients in the pre-anaesthetic encounter regarding conditions that may affect current and future
administration of anaesthesia
6.1 Participate regularly in academic teaching activities: •As a learner studying for the MMed (Anaesthesia)
qualification • As a teacher of medical students, theatre staff and medical officers.
7.1 Identify a suitable research topic
Learning Outcomes 1.Demonstrate critical thinking in the practice of Anaesthesia,
2.Be able to resolve more complicated Anaesthesia problems and taking responsibility in settings with distance
supervision.
3.Be able to communicate with colleagues within the department,
4.Be able to consult other medical professionals and to be consulted from other disciplines in order to make
decisions on the outcome of surgical and medical treatment of surgical patients.

1. Demonstrate critical 1.0 Conduct safe anaesthesia and perioperative care

thinking in the practice for patients where risk is considered low
of Anaesthesia, 2.0 Apply knowledge of physiology, pharmacology,
clinical measurement and monitoring in the practice of
anaesthesia
3.0 Discuss and apply the principles of acute pain 1.0 Anaesthetic obstetric syndromes and their
management implications.
4.0 Conduct safe procedural sedation 2.0 Paediatric anaesthesia: physiology and anaesthetic
5.0 Establish a professional team approach with concerns
patients, families, colleagues and staff 3.0 The pharmacology of a variety of vasoactive and
6.0 Appraise evidence-based approaches to clinical anaesthetic drugs.
problems 4.0 Managing medical diseases in surgical patients
(pulmonary, cardiovascular, hepatorenal, endocrine)
2.Be able to resolve 1.0 Manage complications associated with 5.0 Managing routine paediatric, vascular, thoracic, and
more complicated regional/nerve block procedures. neurosurgical cases with assistance.
Anaesthesia problems 2.0 Discussing management plans with attending 6.0 Managing geriatric patients with additional co-
and taking responsibility anaesthesists and surgeons for ASA physical status 4 existing medical problems.
patient. 7.0 Reviewing literature and participating in discussions
for Journal Club and Morbidity/ Mortality meetings
3.Be able to 1.0 Manage complications associated with 8.0 Non-technical skills of anaesthesia: team
communicate with regional/nerve block procedures.
colleagues within the 2.0 Discussing management plans with attending
department, anaesthesists and surgeons for ASA physical status 4
patient.
4.Be able to consult
other medical 1.0 Develop attitudes and behaviours that are
professionals and to be appropriate to specialist medical practice.
consulted from other 2.0 Establish a professional team approach with
disciplines in order to patients, families, colleagues and staff
make decisions on the
outcome of surgical and

medical treatment of
surgical patients.
Hospital calls Case Based Discussion
Case presentations / Directly Observed Procedures
Ward / Grand rounds Supervisors evaluation
Morbidity and Mortality Meetings Logbook
Seminars Portfolio
Anesthesia. • Miller RD. Churchill Livingstone
Stoelting’s Anaesthesia & Co-existing Disease.
British Journal of Anaesthesia Anaesthesia Anaesthesiology
SAJAA Anesthesia and Analgesia
Resources/Equipment

Faculty Medicine
Course/Module Title Clinical Anaesthesia Practice II GME 732
and Code
Credits 60
NCQF Level 9
Type Core

Semester Four
Course Synopsis The courses aim to increase the clinical ability of the residents in anaesthesia, building on their experience. The
residents increase in clinical maturity and become capable of handling more complicated procedures in
Anaesthesia and Critical Care, as well as taking more responsibility. The course is designed to achieve more
critical thinking in the profession of Anaesthesia, making the resident capable of resolving more complicated
Anaesthesia problems and taking responsibility in settings with distance supervision. The resident learns to
communicate with colleagues within the department, to consult other medical professionals and to be consulted
from other disciplines in order to make decisions on the outcome of surgical and medical treatment of surgical
patients. The trainees rotate through anaesthesia for General Surgery, Obstetric Anaesthesia, Gynaecology and
Urology, Ear Nose and Throat, Maxillofacial Surgery, Orthopaedics, Trauma and Paediatric anaesthesia in both
elective and emergency settings etc.
anaesthesia
Outcome(s)
LO3: Acquire new information and critically evaluate its quality and utility in accordance with current best practice
in anaesthesia
LO7: Engage in research related to the discipline of Anaesthesia in accordance with current best practice in
anaesthesia
Related Assessment
1.4 Refer patients for further specialised care as appropriate and co-manage patients in an interdisciplinary team
Criteria
to address complex clinical problems.

2.12 Refer patients for further specialised care, when appropriate, and co-manage patients with other specialists
to address complex conditions affecting the administration of anaesthesia
4.1 Communicate effectively in professional situations, demonstrating care, respect, and an ability to work in a
team.
5.1 Educate patients and their families comprehensively regarding anaesthetic procedures and the risks involved
5.3 Educate patients in the pre-anaesthetic encounter regarding conditions that may affect current and future
administration of anaesthesia
6.1 Participate regularly in academic teaching activities: •As a learner studying for the MMed (Anaesthesia)
qualification • As a teacher of medical students, theatre staff and medical officers.
Learning Outcomes 1. Demonstrate critical thinking in the practice of Anaesthesia,
2 .Be able to resolve more complicated Anaesthesia problems and taking responsibility in settings with distance
supervision.

3. Be able to communicate with colleagues within the department,
4. Be able to consult other medical professionals and to be consulted from other disciplines in order to make
decisions on the outcome of surgical and medical treatment of surgical patients.
1. Demonstrate critical 1.0 Conduct safe anaesthesia and perioperative care 1.0 Obstetric anaesthesia: syndromes and their
thinking in the practice for patients where risk is considered low implications.
of Anaesthesia 2.0 Apply knowledge of physiology, pharmacology, 2.0 Paediatric anaesthesia: physiology and anaesthetic
clinical measurement and monitoring in the practice of concerns
anaesthesia 3.0 Anaesthetic pharmacology: in-depth understanding
3.0 Discuss and apply the principles of acute pain of a drugs.
management 4.0 Managing medical diseases in surgical patients
4.0 Conduct safe procedural sedation (pulmonary, cardiovascular, hepatorenal, endocrine)
5.0 Establish a professional team approach with 5.0 Managing routine paediatric, vascular, thoracic, and
patients, families, colleagues and staff neurosurgical cases with assistance.
6.0 Appraise evidence-based approaches to clinical 6.0 Managing geriatric patients with additional co-
problems existing medical problems.
7.0 Managing complications associated with
2.Be able to resolve 1.0 Manage complications associated with regional/nerve block procedures.
more complicated regional/nerve block procedures. 8.0 Assembling and calibrating transducers without
Anaesthesia problems 2.0 Discussing management plans with attending assistance.
and taking responsibility anaesthesists and surgeons for ASA physical status 4 9.0 Discussing management plans with attending
patient. anaesthesists and surgeons for ASA physical status 4
patient.
3.Be able to 1.0 Develop attitudes and behaviours that are 10.0 Managing acute postoperative pain
communicate with appropriate to specialist medical practice. 11.0 Reviewing literature and participating in
colleagues within the 2.0 Establish a professional team approach with discussions for Journal Club and Morbidity/ Mortality
department, patients, families, colleagues and staff meetings
3.0 Be able to teach other residents and medical
students.
4.Be able to consult 1.0 Establish a professional team approach with
other medical patients, families, colleagues and staff
professionals and to be 2.0 Appraise evidence-based approaches to clinical

consulted from other problems
disciplines in order to
make decisions on the
outcome of surgical and
medical treatment of
surgical patients.
Seminars Case Based Discussion

Morbidity and Mortality Meetings Directly Observed Procedures
Ward / Grand rounds Supervisors Evaluation
Hospital calls Logbook
Case presentations / Portfolio
Resources/Equipment

Faculty Medicine
Course/Module Title and Code Advanced Anaesthesia Practice I GME 733
Credits 75
NCQF Level 9
Type Core
Semester Five
Course Synopsis The courses exposes residents to management of complex, high-risk patients and those with co-existing
medical conditions that are relevant to Anaesthesia. The aim of these courses is to further allow
residents to build on the clinical courses of Year 2 by taking on challenging cases of Anaesthesia for

major elective, emergency and trauma surgery including laparoscopic procedures. Since the courses will
be offered in South Africa a further aim is to acquaint residents with anaesthetic practice in a more
complex setting.
Related Exit Level Outcome(s) LO1: Assess patients requiring anaesthesia and critical care in accordance with current best practice in
anaesthesia
LO7: Engage in research related to the discipline of Anaesthesia in accordance with current best
Related Assessment Criteria 1.4 Refer patients for further specialised care as appropriate and co-manage patients in an
interdisciplinary team to address complex clinical problems.
2.12 Refer patients for further specialised care, when appropriate, and co-manage patients with other
specialists to address complex conditions affecting the administration of anaesthesia

work in a team.
5.1 Educate patients and their families comprehensively regarding anaesthetic procedures and the risks
involved
Learning Outcomes 1. Acquire adequate knowledge and develop appropriate technical skills to handle Anaesthesia for
complex surgical cases.
2. Achieve mastery of clinical drills for crises management
Case management Subspecialty anaesthesia especially

1.0 Manage medical diseases in surgical  Cardiac, thoracic and vascular surgery
patients (pulmonary, cardiovascular,  Neuroanaesthesia
hepatorenal, endocrine etc)  Paediatric Anaesthesia
2.0 Manage routine paediatric, vascular,  Critical Care Medicine
thoracic, and neurosurgical cases with

assistance.  Obstetric Anaesthesia
3.0 Managing geriatric patients with additional  Anaesthesia for Head and Neck
co-existing medical problems.  Understand physiology and anaesthetic
4.0 Managing complications associated with concerns associated with paediatric anaesthesia.
regional/nerve block procedures.  Understand obstetric syndromes and their
anaesthetic implications.
Technical skills  Understand routine open-heart procedures,
1.0 Perform emergency airway manoeuvres, including pre-bypass, bypass, and separation
including cricothyroidotomy. from cardiopulmonary bypass
2.0 Perform nerve blocks and regional  Clinical drills for crises management e.g.:
Anaesthesia for upper and lower extremities o Drills for airway emergencies
with frequent success.
o Drills for primary and secondary survey
3.0 Performing spinal and lumbar epidural
o Drills for raised intracranial pressure
anaesthesia in patients with extremes of body
habitus o Drills for tension pneumothorax
4.0 Inserting peripheral intravenous catheters o Drills for managing severe haemorrhage
in paediatric patients older than 2 years. o Drills for managing cardiac arrest (ACLS
5.0 Assembling and calibrating transducers algorithm)
without assistance. o Drills for managing malignant
6.0 Managing acute postoperative pain hyperthermia
(patient-controlled analgesia, continuous
infusions of epidural opioids and/or local
anaesthetics)
7.0 Managing appropriate positioning of
patients for neurosurgical and orthopaedic
procedures.
Professional skills
1.0 Cogently discussing management plans
with attending anaesthesists and surgeons
for ASA physical status 4 patients.
2.0 Reviewing literature and participating in
discussions for Journal Club and Morbidity/
Mortality meetings
3.0 Teaching faculty, other residents and
medical students.

Assessment strategies and activities
Seminars Case Based Discussion

Morbidity and Mortality Meetings Directly Observed Procedures
Case presentations / Log book
Hospital calls
Resources/Equipment

Faculty Medicine
Course/Module Title and Code Advanced Anaesthesia Practice II GME 734
Credits 75
NCQF Level 9
Type Core
Semester Six
Course Synopsis The courses exposes residents to management of complex, high-risk patients and those with co-existing
medical conditions that are relevant to Anaesthesia. The aim of these courses is to further allow
residents to build on the clinical courses of Year 2 by taking on challenging cases of Anaesthesia for
major elective, emergency and trauma surgery including laparoscopic procedures. Since the courses will
be offered in South Africa a further aim is to acquaint residents with anaesthetic practice in a more
complex setting.
anaesthesia

work in a team.

involved
Learning Outcomes 1. Acquire adequate knowledge and develop appropriate technical skills to handle Anaesthesia for
complex surgical cases.
2. Achieve mastery of clinical drills for crises management
Case management Subspecialty anaesthesia especially

2.0 Manage routine paediatric, vascular,  Critical Care Medicine
thoracic, and neurosurgical cases with  Obstetric Anaesthesia
assistance.  Anaesthesia for Head and Neck
3.0 Managing geriatric patients with additional
 Understand physiology and anaesthetic
co-existing medical problems.
concerns associated with paediatric anaesthesia.
4.0 Managing complications associated with
 Understand obstetric syndromes and their
regional/nerve block procedures.
anaesthetic implications.
Technical skills  Understand routine open-heart procedures,
1.0 Perform emergency airway manoeuvres, including pre-bypass, bypass, and separation
including cricothyroidotomy. from cardiopulmonary bypass

2.0 Perform nerve blocks and regional  Clinical drills for crises management e.g.:
Anaesthesia for upper and lower extremities o Drills for airway emergencies
with frequent success. o Drills for primary and secondary survey
3.0 Performing spinal and lumbar epidural o Drills for raised intracranial pressure
anaesthesia in patients with extremes of body o Drills for tension pneumothorax
habitus o Drills for managing severe haemorrhage
4.0 Inserting peripheral intravenous catheters
o Drills for managing cardiac arrest (ACLS
in paediatric patients older than 2 years.
algorithm)
5.0 Assembling and calibrating transducers
o Drills for managing malignant
without assistance.
6.0 Managing acute postoperative pain hyperthermia
anaesthetics)
7.0 Managing appropriate positioning of
patients for neurosurgical and orthopaedic
procedures.
Professional skills
1.0 Cogently discussing management plans
with attending anaesthesists and surgeons
for ASA physical status 4 patients.
2.0 Reviewing literature and participating in
discussions for Journal Club and Morbidity/
Mortality meetings
3.0 Teaching faculty, other residents and
medical students.

Morbidity and Mortality Meetings Log book
Seminars

Resources/Equipment

Faculty Medicine
Course/Module Title and Code Advanced Anaesthesia Practice III GME 735
Credits 75
NCQF Level 9
Type Core
Semester Seven
Course Synopsis The aim of the courses is to consolidate on what the residents have learnt in the clinical anesthetic
management surgeries in all the disciplines, with supervision reduced to the barest minimum. These
courses finally exposes trainees to managing complex, high-risk patients and those with co-existing
medical conditions that are relevant to Anaesthesia.
anaesthesia

work in a team.
involved

Learning Outcomes 1.Be able to function as specialist anaesthetists in Botswana
2.Be able to provide safe anesthetic services to patients requiring surgery in all the surgical sub-
disciplines.
3. Be able to manage their own self-directed learning and to take responsibility for this during their
rotations
Case management
1.0 Students will be presented with
opportunities to refine their learning through
flexible rotations and attachments Subspecialty anaesthesia especially
1.Be able to function as specialist
anaesthetists in Botswana
2.0 Manage routine cases in all disciplines  Critical Care Medicine
such as paediatric, vascular, thoracic,  Obstetric Anaesthesia
general, gynaecology, neurosurgical cases ,  Anaesthesia for Head and Neck, Maxillo-Facial /
orthopaedic and trauma cases Dental
3.0 Manage geriatric patients with additional
 Anaesthesia for General Surgery, Urology,
Gynaesological and major Trauma
4.0 Manage patients with regional/nerve
 Anaesthesia for complex Orthopaedic surgery
block technics.
5.0 Manage patients presenting with acute  Anaesthesia for Day Case Surgery
and chronic pain conditions.  Management of Acute and Chronic Pain
 Anaesthesia for Transplant surgery
Professional skills concerns associated with paediatric anaesthesia.
1.0 Discussing management plans with  Understand obstetric syndromes and their

attending anaesthesists and surgeons for anaesthetic implications.
ASA physical status 4 patients.  Understand routine open-heart procedures,
2.0 Reviewing literature and participating in including pre-bypass, bypass, and separation
discussions for Journal Club and Morbidity/ from cardiopulmonary bypass
Mortality meetings  Clinical drills for crises management e.g.:
o Drills for airway emergencies
2.Be able to provide safe Technical skills o Drills for primary and secondary survey
anesthetic services to patients 1.0 Perform emergency airway manoeuvres, o Drills for raised intracranial pressure
requiring surgery in all the including cricothyroidotomy. o Drills for tension pneumothorax
surgical 2.0 Perform Regional Anaesthesia for upper o Drills for managing severe haemorrhage
and lower extremities.
o Drills for managing cardiac arrest (ACLS
3.0 Performing spinal and lumbar epidural
algorithm)
anaesthesia in patients with complex body
habitus
4.0 Inserting peripheral intravenous catheters hyperthermia
5.0 Assembling and calibrating invasive
monitoring devices.
6.0 Managing acute postoperative pain
anaesthetics)
3. Be able to manage their own 1.0 Students will be presented with

self-directed learning and to take opportunities to refine their learning through
responsibility for this during their flexible rotations and attachments
rotations sub-disciplines. 3.0 Teaching faculty, other residents and
medical students.

Seminars

Resources/Equipment
…..
Faculty Medicine

Course/Module Title and Code Advanced Anaesthesia Practice III GME 735
Credits 75
NCQF Level 9
Type Core
Semester Eight
Course Synopsis The aim of the courses is to consolidate on what the residents have learnt in the clinical anesthetic
management surgeries in all the disciplines, with supervision reduced to the barest minimum. These
courses finally exposes trainees to managing complex, high-risk patients and those with co-existing
medical conditions that are relevant to Anaesthesia.
anaesthesia

work in a team.
involved
Learning Outcomes 1.Be able to function as specialist anaesthetists in Botswana

2.Be able to provide safe anesthetic services to patients requiring surgery in all the surgical sub-
disciplines.
3. Be able to manage their own self-directed learning and to take responsibility for this during their
rotations
Case management
1.0 Students will be presented with
opportunities to refine their learning through
flexible rotations and attachments Subspecialty anaesthesia especially
1.Be able to function as specialist
anaesthetists in Botswana
2.0 Manage routine cases in all disciplines  Critical Care Medicine
such as paediatric, vascular, thoracic,  Obstetric Anaesthesia
general, gynaecology, neurosurgical cases ,  Anaesthesia for Head and Neck, Maxillo-Facial /
orthopaedic and trauma cases Dental
3.0 Manage geriatric patients with additional
 Anaesthesia for General Surgery, Urology,
Gynaesological and major Trauma
4.0 Manage patients with regional/nerve
 Anaesthesia for complex Orthopaedic surgery
block technics.
5.0 Manage patients presenting with acute  Anaesthesia for Day Case Surgery
and chronic pain conditions.  Management of Acute and Chronic Pain
 Anaesthesia for Transplant surgery
Professional skills concerns associated with paediatric anaesthesia.
1.0 Discussing management plans with  Understand obstetric syndromes and their
attending anaesthesists and surgeons for anaesthetic implications.
ASA physical status 4 patients.  Understand routine open-heart procedures,
2.0 Reviewing literature and participating in including pre-bypass, bypass, and separation
discussions for Journal Club and Morbidity/ from cardiopulmonary bypass
Mortality meetings  Clinical drills for crises management e.g.:

2.Be able to provide safe Technical skills o Drills for airway emergencies
anesthetic services to patients 1.0 Perform emergency airway manoeuvres, o Drills for primary and secondary survey
requiring surgery in all the including cricothyroidotomy. o Drills for raised intracranial pressure
surgical 2.0 Perform Regional Anaesthesia for upper o Drills for tension pneumothorax
and lower extremities. o Drills for managing severe haemorrhage
3.0 Performing spinal and lumbar epidural o Drills for managing cardiac arrest (ACLS
anaesthesia in patients with complex body
algorithm)
habitus
4.0 Inserting peripheral intravenous catheters
hyperthermia
5.0 Assembling and calibrating invasive
monitoring devices.
6.0 Managing acute postoperative pain
anaesthetics)
3. Be able to manage their own 1.0 Students will be presented with

self-directed learning and to take opportunities to refine their learning through
responsibility for this during their flexible rotations and attachments
rotations sub-disciplines. 3.0 Teaching faculty, other residents and
medical students.

Seminars

Resources/Equipment
APPENDICES (D to H to be provided by CAD)
A DQA.P04.F10
Document No. DQA.P04.F10

LEARNING PROGRAMME ACCREDITATION - Issue No. 01
CURRENT ADMINISTRATIVE AND TECHNICAL SUPPORT STAFF
Effective Date 05.01.2022

Name Academic Conferring Institutions Conferring Current Position Date Of Employment Full-Time Or
Qualifications Dates (Technician, Librarian, Etc) (if on contract, provide Part-Time
the commencement
and end dates)
Christina Administrative FT
Ramagonono Secretary
Kadimo Librarian FT
Khutsafalo

DQA.P04.F19
Document No. DQA.P04.F19

LEARNING PROGRAMME ACCREDITATION - Issue No. 01
STAFF MEMBERS REQUIRED TO SUPPORT LEARNING PROGRAMME DELIVERY
Effective Date 05.01.2022
Rank Number Academic Minimum Research, Membership in Campus Full-Time or

(Use the positions Qualifications relevant Consultancies Professional (Specify the Part-Time
applicable to work/field , Publications Bodies campus where
applicant’s experience and other (Where the staff will be
organizational Scholarly membership is based)
structure) Work a requirement,
specify)
Professor 1 MBBS and MMed
Anaesthesia or Local and
Critical Care 10 24 international UB Main FT
Medicine or anaesthesia/ campus
equivalent critical care
societies
societies
Associate 1 MBBS, and MMed Local and
Professors in Anaesthesia or 6 international UB Main
Critical Care 12 anaesthesia / campus FT
Medicine or critical care
Senior Lectures 2 MBBS, and MMed Local and
in Anaesthesia or international UB Main
Critical Care 3 6 anaesthesia / campus FT
Lectures 3 MBBS, and MMed Local and
in Anaesthesia or international UB Main FT
Critical Care 0 0 anaesthesia / campus

Assistant/Junior NA NA
Lecturers
Technician NA NA
Librarian 1 MSc Library Local and
Science international UB Main
library societies campus FT

B Work-placement or internship policy implementation guidelines (where applicable)

C UB Acts and Statutes

D Structure of the UB quality assurance and their roles

E Sample Certificate

F Learner support policy
 Calendar
 Disability Policy
 Living and learning communities
 Teaching and learning policy

G UB process for learning programme review and evaluation

Anaesthesia MMed BQA Curriculum 28th April 2022

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Learning Programme Outline

Programme Title Master of Medicine in Anaesthesia

Programme Code SGM6000030

Learning Field Health and Social Services

Total Credits 644

Notional Learning 6,440

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2.2 Exit Learning Outcomes

GRADUATE PROFILE ASSESSMENT CRITERIA

1.1 Perform a clinical interview and physical

2. Manage patients 2.1 Apply knowledge of physiology, pharmacology,

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3. Acquire new 3.1 Access information using electronic and traditional

4.1 Communicate effectively in professional situations,

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6. Play an active role in 6.1 Participate regularly in academic teaching activities:

7. Engage in research 7.1 Identify a suitable research topic

2.3 Assessment and moderation arrangements (as in qualification)

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2.4 Teaching Methods and Mode of Delivery

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Summary of similarities and differences observed

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List of Optional Courses for the Semester

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List of Optional Courses for the Semester

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List of Optional Courses for the Semester

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List of Optional Courses for the Semester

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List of Optional Courses for the Semester

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List of Optional Courses for the Semester

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List of Optional Courses for the Semester

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List of Optional Courses for the Semester

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LEVEL & SEMESTER CORE OPTIONAL FUNDAMENTAL ELECTIVES TOTAL

TOTAL 644 28 672

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MBBS and MMed Local and

1 MMed in 6 international UB Main

2 MMed in international UB Main

3 MMed in international UB Main FT

1 MSc Library Local and

Science international UB Main

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5.2 Physical Resources

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