1. CURRICULUM MODELS AND INSTRUCTIONAL METHODS: The curriculum is principally community-oriented; system-based integrated system. The study in the faculty extends to 10 semesters. The curriculum is designed in 3 phases in which Basic biomedical sciences constitute 37.2%, social and behavioral sciences 19.5% and clinical sciences 43.3% of the curriculum:
1- Phase 1: Basic ethics and Professional behavior, doctor and society and basic biomedical sciences (semesters 1,2,3)
2- Phase 2: Systems ,forensic medicine, basic medical and professional skills, advanced professionalism and communication skills (semesters 4,5,6,7)
3- Phase 3: Hospital based clerkship (semesters 8,9,10) N.B: the students have early patient contact and acquire clinical knowledge and skills to ensure appropriate clinical responsibility upon graduation
The following courses are taught in community medicine settings:
1. Doctor & society course 3 credit hours.
2. Primary healthcare including family medicine 6 credit hours
3. Interdisciplinary field training & rural development holiday course 12 credit hours
4. Rural residency (community orientation before clerkship) 4 credit hours.
5. Research in clerkship 3 credit hours.
The objective & contents of each course and the timetables are available to the students before the beginning of each course and all courses are delivered in time. The course coordinator clarifies the objectives and contents in the first lecture.
The types of teaching & learning methods actually used are:
2. Tutorials & seminars
3. Small groups discussions
5. Hospital rounds.
6. Field work: i.e. primary health care and family activities.
10. Role play
2.2. SCIENTIFIC METHODS The principals of scientific methods of learning, study and research are taught in the faculty starting by the course of introduction to medicine followed by medical statistics & computer sciences, research methodology, PHC, family medicine, epidemiology, occupational health & health management are well manifested in the curriculum. The community medicine course, which is delivered in semester 7 introduces the students to the basic concepts of research design and medical biostatistics. The course includes theoretical sessions and research applications.
2.3. BASIC BIOMEDICAL SCIENCES The biomedical sciences are included in the curriculum in order to create understanding of the scientific knowledge, concepts and methods fundamental to acquiring and applying clinical science. These are taught with the goal of preparing students for the clinical practice in phase 1 of the curriculum as well as in phase 2 in which integrated model is applied. Integration is ensured by teachers from different departments. The weight of the basic biomedical sciences in the curriculum, in credit hours as follow:
1. Biology 6 credit hours
2. Biochemistry 12credit hours.
3. Physiology 6 credit hours.
4. Pharmacology 4 credit hours
5. Pathology 6 credit hours.
6. Microbiology 5 credit hours
7. Growth and development 5 credit hours
8. Anatomy is mainly taught in the system courses. Physiology, microbiology, parasitology, pharmacology and pathology are also essential components of the system courses.
2.4 BEHAVIORAL AND SOCIAL SCIENCES AND MEDICICAL ETHICS. The behavioral and social sciences courses taught in the faculty include;
1. Basic ethics and professional behavior 4 credit hours
2. Doctor & society course 3 credit hours
3. Basic medical and Communication skills 4 credit hours
4. Advanced professionalism and communication skills 4 credit hours
5. Community Medicine 27 credit hours
6. Forensic Medicine 3 credit hours
In community medicine, the student study the basics of administration and management in addition to communication. The epidemiology course deals with the prevention of communicable and non-communicable diseases.
2.5. CLINICAL SCIENCES AND SKILLS Clinical sciences are studied in phase 2 (systems) and phase 3(clerkship).In phase 2 the students are taught how to take good history and how to examine the patient properly in the system concerned, as well as facing the common clinical problems. During this phase basic and clinical sciences are integrated. During phase 3 the students rotate in the following departments: internal medicine, psychiatry, general surgery, ENT, Ophthalmology, orthopedics, pediatrics and obstetrics and gynecology. In this phase the students have more intensive study about history taking and examination of the patients, make use of their study about communication skills, in addition to acquiring the skills of presenting problems as well as being able to reach a provisional diagnosis or differential diagnosis and lastly suggest appropriate investigations and management. Students are supervised by members of the faculty staff throughout the required clinical clerkships. Close contact between the students, course coordinators and clinical supervisors is a major mechanism of faculty-student interactions.
2.6. CURRICULUM STRUCTURE, COMPPSITION AND DURATION
The program includes 10 semesters each semester is divided into courses ranging from 2 to 6. All courses are obligatory. No elective or selective educational activities exist.
2.7. PROGRAM MANAGEMENT The faculty has its own curriculum committee. The curriculum committee is composed of representative of the following departments:
- Department of surgery
- Department of pediatrics
- Department of medicine
- Department of obstetrics & gynecology
- Department community medicine
- Department of pathology
- Department of microbiology and parasitology
- Department of anatomy
- Department of biochemistry
- Department of physiology
- Student representatives
The committee is authorized for curriculum design, development and implementation. Conflicts of educational design and implementation have to resolve to the FB through the dean. The monitoring of the courses and the delivery of their contents are the responsibility of the course coordinator and student coordinator.
2.8. LINKAGE WITH MEDICAL PRACTICE AND HEALTH CARE SYSTEM Our students have early contact with health care system as mentioned before via the courses of basic ethics &professional behavior, basic medical &communication skills, doctor & society, community courses and advanced professionalism and communication skills. The medical staff members of the faculty contribute very effectively in the medical practice and health care system. More than 65%of specialist working in the different hospitals in Gadarif city are faculty members and some of them are managers of hospitals and specialized centers (renal dialysis, diabetes and HIV centers). The medical graduate spend 12 months rotating between specialties as house officers:
Internal medicine 3 months
General surgery 3 months
Obstetrics and Gynecology 3 months
Pediatrics 3 months
During this year the house officers are involved in direct patient care. They work under supervision of the specialist or consultant who sign their logbooks containing the detailed activities performed by them. During this period. The house officer is expected to gain the following clinical skills, knowledge and attitude: To deal with emergency and non- emergency cases. Examination of the patients and assessment of the presenting problems, with particular reference to conditions commonly presenting in general practice. Prescription writing. Legal and ethical issues. Proper relationships with patients and their relatives. Ethical relationships with other members of the health care team in the hospitals and with the other professional working in the community. Attitudes and values appropriate for a career in clinical medicine and for patient care
in a multicultural society.
To keep good records and use them efficiently.
To be committed to lifelong learning.
To be honest and reliable.
Respects confidentiality and privacy
Able to be an effective member of the team.