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Medical School EDC SBUME Curricular Reform in Undergraduate Medical Education Sh.Yazdani F.Hosseini.

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Presentation on theme: "Medical School EDC SBUME Curricular Reform in Undergraduate Medical Education Sh.Yazdani F.Hosseini."— Presentation transcript:

1 Medical School EDC SBUME Curricular Reform in Undergraduate Medical Education Sh.Yazdani F.Hosseini

2 Medical School EDC SBUME Phase I Basic Medical Sciences

3 AnatomyPhysiologyHistologyEmbryologyBiochemistryBiophysicsImmunology

4 AnatomyPhysiologyHistologyEmbryologyBiochemistryBiophysicsImmunology Core Non-Core

5 AnatomyPhysiologyHistologyEmbryologyBiochemistryBiophysicsImmunology Core Non-Core Introductory Organ System

6 AnatomyPhysiologyHistologyEmbryologyBiochemistryBiophysicsImmunology Core Non-Core Introductory Cardiovascular Endocrine Gastrointestinal Respiratory Hematology Musculoskeletal

7 AnatomyPhysiologyHistologyEmbryologyBiochemistryBiophysicsImmunology Core Non-Core Introduction to Basic Medical Sciences Cardiovascular Endocrine Gastrointestinal Respiratory Hematology Musculoskeletal

8 Cardiovascular Organ System AnatomyPhysiologyHistologyEmbryologyBiochemistryBiophysicsImmunology Core Non-Core Introduction to Basic Medical Sciences Endocrine Organ System Gastrointestinal Organ System Respiratory Organ System Hematology Organ System Musculoskeletal Organ System

9 Beyond-Core Anatomy Beyond-Core Physiology Beyond-Core Histology Beyond-Core Embryology Beyond-CoreBiochemistryBeyond-Core Biophysics Beyond-Core Immunology Cardiovascular Organ System AnatomyPhysiologyHistologyEmbryologyBiochemistryBiophysicsImmunology Core Non-Core Introduction to Basic Medical Sciences Endocrine Organ System Gastrointestinal Organ System Respiratory Organ System Hematology Organ System Musculoskeletal Organ System

10 Beyond-Core Anatomy Beyond-Core Physiology Beyond-Core Histology Beyond-Core Embryology Beyond-CoreBiochemistryBeyond-Core Biophysics Beyond-Core Immunology Cardiovascular Organ System AnatomyPhysiologyHistologyEmbryologyBiochemistryBiophysicsImmunology Core Non-Core Introduction to Basic Medical Sciences Endocrine Organ System Gastrointestinal Organ System Respiratory Organ System Hematology Organ System Musculoskeletal Organ System  20% Clinical Content Vertically Integrated into Organ Systems

11 EDC Medical School Systems: 1.Cardiovascular 2.Respiratory 3.Hematology 4.Gasteroenterology 5.Musculoskeletal 6.Nervous 7.Endocrinology 8.Reproduction 9.Renal and Urinary 10.Dermatology 11.Ophthalmology 12.Otolaryngology Systems

12 Information Technology Study Skills General Units Introduction to Basic Medical Sciences I Introduction to Basic Medical Sciences II Introduction to Basic Medical Sciences III Semester I

13 Cardiovascular Organ System Musculoskeletal Organ System Integument Organ System General Units Elective Courses Public Health Psychology Semester II

14 Hematology Organ System Gastrointestinal Organ System Reproductive Organ System General Units Early Patient Contact II Community Exposure I Microbiology Nutrition Semester V

15 Community Exposure I Early Patient Contact I Visual Organ System Auditory Organ System Renal Organ System General Units Elective Courses Virology Clinical Genetics Semester IV

16 Curriculum Committee Interdisciplinary Group 1 Interdisciplinary Group 2 ………….. Interdisciplinary Group 11 Interdisciplinary Group 12 Conventional Educational Groups Conventional Educational Groups ……………… Conventional Educational Groups Conventional Educational Groups

17 EDC Medical School           Integration Through Central Governance of Curriculum Fragmented curriculum, departmaents, and governance

18 EDC Medical School           Integration Through Central Governance of Curriculum central governance on different departments Curriculum Committee

19 EDC Medical School  Integration Through Central Governance of Curriculum   Central governance on teams, build by removing the walls between departments Curriculum Committee Interdisciplinary Departments

20 EDC Medical School  Integration Through Central Governance of Curriculum   Central governance on integrated teams who deliver an integrated curriculum Curriculum Committee Interdisciplinary Departments Integrated Curriculum

21 EDC Medical School

22 EDC Medical School Integration in course evaluation an exam after each course      

23 EDC Medical School Integration in Summative Exams   or

24  41 - پسر جواني بعلت اصابت جسم سنگين در قسمت فوقاني و لاترال ساق راست 3 سانتيمتر پائين تر از مفصل زانو دچار درد و تورم شديد شده است. در راديوگرافي ساده شکستگي چند قطعه اي گردن فيبولا ديده مي شود احتمال صدمه کداميک از اعصاب زير بيشتر است؟  الف Common peroneal  ب superficial peroneal  ج Tibal  د Deep peroneal آزمون جامع علوم پايه پزشکي اسفند ماه سال 1385 دانشگاه علوم پزشکي شهيد بهشتي – دانشکده پزشکي

25 Medical School EDC SBUME Phase II & III Introduction to Clinical Sciences

26 Cardiology Rotation Gastroenterology Rotation Nephrology Rotation Rheumatology Rotation Pathology Pharmacology Radiology Rotation Patho-physiology Semiology Radiology

27 Cardiology Rotation Gastroenterology Rotation Nephrology Rotation Rheumatology Rotation Gen. Patho Pharmacology Patho-physiology Semiology Radiology OS Patho

28 Cardiology Rotation Gastroenterology Rotation Nephrology Rotation Rheumatology Rotation Gen. Patho Patho-physiology Semiology Radiology OS Patho Gen. Pharm OS Pharm

29 Cardiology Rotation Gastroenterology Rotation Nephrology Rotation Rheumatology Rotation Gen. Patho Patho-physiology Radiology OS Patho Gen. Pharm OS Pharm Gen. Semio OS Semio

30 Cardiology Rotation Gastroenterology Rotation Nephrology Rotation Rheumatology Rotation Gen. Patho OS Patho-physiology Radiology OS Patho Gen. Pharm OS Pharm Gen. Semio OS Semio

31 Cardiology Rotation Gastroenterology Rotation Nephrology Rotation Rheumatology Rotation Gen. Patho OS Patho-physiology OS Patho Gen. Pharm OS Pharm Gen. Semio OS Semio Gen. Radio OS Radio

32 Cardiology Rotation Gastroenterology Rotation Nephrology Rotation Rheumatology Rotation Gen. Patho Rheum Patho-physiology Rheu Patho Gen. Pharm Gen. Semio Gen. Radio Neph Patho GI Patho Cardi Patho Rheu Pharm Neph Pharm GI Pharm Cardi Pharm Rheu Semio Neph Semio GI Semio Cardi Semio Rheu Radio Neph Radio GI Radio Card Radio Nephr Patho-physiology GI Patho-physiology Cardio Patho-physiology

33 Cardiology Rotation Gastroenterology Rotation Nephrology Rotation Rheumatology Rotation Gen. Patho Rheum Patho-physiology Rheu Patho Gen. Pharm Gen. Semio Gen. Radio Neph Patho GI Patho Rheu Pharm Neph Pharm GI Pharm Rheu Semio Neph Semio GI Semio Rheu Radio Neph Radio GI Radio Nephr Patho-physiology GI Patho-physiology Card Path Card Pharm Card Semio Card Path-Phys Card Radio

34 Cardiology Rotation Gastroenterology Rotation Nephrology Rotation Rheumatology Rotation Gen. Patho Gen. Pharm Gen. Semio Gen. Radio Card Path Card Pharm Card Semio Card Path-Phys Card Radio GI Path GI Pharm GI Semio GI Path-Phys GI Radio Neph Path Neph Pharm Neph Semio Neph Path-Phys Neph Radio Rheu Path Rheu Pharm Rheu Semio Rheu Path-Phys Rheu Radio

35 Cardiology Rotation Gastroenterology Rotation Nephrology Rotation Rheumatology Rotation Gen. Patho Gen. Pharm Gen. Semio Gen. Radio Card Path Card Pharm Card Semio Card Path-Phys Card Radio GI Path GI Pharm GI Semio GI Path-Phys GI Radio Neph Path Neph Pharm Neph Semio Neph Path-Phys Neph Radio Rheu Path Rheu Pharm Rheu Semio Rheu Path-Phys Rheu Radio T T T T P P P P

36 EDC Medical School Semiology Clinical Epidemiology Evidence Based Medicine Biostatistics General Pharmacology Community Exposure General Pathology General Radiology

37 EDC Medical School Organ Specific Pharmacology Organ Specific Pathology Community Exposure Internal Medicine PBL, GDL  Skill Lab Internal Medicine PBL, GDL      Orthopedics, Urology, Neurosurgery PBL, GDL  Neurology PBL, GDL  General Surgery PBL, GDL   Orthopedics, Urology, Neurosurgery PBL, GDL  Organ Specific Radiology

38 Cardiology Rotation Gastroenterology Rotation Nephrology Rotation Rheumatology Rotation Gen. Patho Gen. Pharm Gen. Semio Gen. Radio Card Path Card Pharm Card Semio Card Path-Phys Card Radio GI Path GI Pharm GI Semio GI Path-Phys GI Radio Neph Path Neph Pharm Neph Semio Neph Path-Phys Neph Radio Rheu Path Rheu Pharm Rheu Semio Rheu Path-Phys Rheu Radio T T T T P P P P Shift From Disease-Based To Manifestation-Based

39 EDC Medical School PBL-GDL Topics 1. Chest Pain 2. Circulatory Collapse 3. Acute and Chronic Breathlessness 4. Acute and Chronic Wheezing 5. Haemoptysis 6. Chronic Chough 7. Upper Respiratory Infections (coughs, colds and sore throats) 8. Palpitations 9. Ankle Swelling 10. Acute Abdominal Pain 11. Chronic Abdominal Pain 12. Abdominal Mass / Swelling 13. Hernia / Abdominal Subcutaneous Mass 14. Pelvic Mass 15. Indigestion (dyspepsia) 16. Dysphagia 17. Loss of Appetite (anorexia) 18. Nausea and Vomiting 19. Weight Loss 20. Haematemesis and Melaena 21. Rectal Bleeding 22. Jaundice 23. Diarrhoea 24. Constipation 25. Perianal Pain / Itching / Discharge 26. Rectal and Vaginal Prolapse 27. Faecal Incontinence 28. Sinuses, Fistulae and Stomata 29. Obesity 30. Acute Retention of Urine 31. Urinary Frequency and Urgency 32. Urinary Incontinence 33. Pain on Micturition (dysuria) 34. Acute Anuria 35. Polyuria (polydipsia) 36. Haematuria 37. Testicular Pain 38. Scrotal Swelling 39. Ectopic / Undescended Testes 40. Lump or Swelling on Breast

40 EDC Medical School GDL Study Guide Format  Course Title  How to Use This Guide  Course Objectives  Introduction  Core concepts of the course  Presentations  Glossary

41 EDC Medical School GDL Study Guide Format  Course Title (T)  How to Use This Guide  Course Objectives Finding core concepts of the course Applying Relevant Basic Sciences into Clinical Manifestations Approach to Presentations Familiarizing with Diseases Developing Meta-competencies  Introduction (T) Epidemiology and Importance (Prevalence, Incidence, Disease Burden, Economic Impact) Classification (of diseases)

42 EDC Medical School  Core Concepts of the Course (T) Pathophysiology Diagnostic principles  History Taking and Physical Examination  Imaging  Laboratory  Miscellaneous Pharmacology Risk reduction

43 EDC Medical School  Presentation Presentation Title Case/Cases Definition (T) Basic Sciences (R)  Anatomy  Histology  Physiology  Pathology  Biochemistry (If Indicated)  Immunology (If Indicated)  Embryology (If Indicated)

44 EDC Medical School Pathophysiology / Mechanism (T) Etiologic Diagnosis (including pediatrics, geriatrics, and pregnancy considerations) (T) Diagnostic Approach to Presentation (including pediatrics, geriatrics, and pregnancy considerations) (T)  History  Physical Examination  Paraclinic (Laboratory, Imaging, … )

45 EDC Medical School Diagnostic Algorithm (Decision Tree) Therapeutic Approach to Presentation (With Emphasis on Palliation and symptomatic relief) (including pediatrics, geriatrics, and pregnancy considerations) (T) Professor Lemmas (with special emphasis on ethical, social, economic perspectives)

46 EDC Medical School Self study of diseases  Level 1 diseases (R) PathologyInternal MedicinePediatrics Disease 1 Disease 2 Disease 3  Level 2 diseases (R ) PathologyInternal MedicinePediatrics Disease 1 Disease 2 Disease 3

47 EDC Medical School Questions  Including problems/cases Further Readings  Textbooks  Handbooks  Journals  E. references  Glossary  Simple clincoepidemiologic script

48 PreceptorMentorTutorInstructor Continuum of Roles of Educators  Special Mentor Training Programs  Tutor Guide; Preceptor Guide and Mentor Guide

49 EDC Medical School  the term preceptorship is used to describe the interaction that bridges classroom theory and professional practice in all health sciences.

50 Preceptor Guide

51

52 EDC Medical School

53 EDC SBUME SBUME ’ S PORTFOLIO

54 EDC Medical School Reasons:  Stimulating reflection  To create a mentoring system  To give students more responsibility for their learning and assessment  To make the portfolio part of the assessment system

55 EDC Medical School

56 EDC Medical School

57 EDC SBUME Phase IV Clinical Experience

58 EDC Medical School Internal Medicine     Surgery    Pediatrics    Gynecology-Obstetrics  Rational Drug Use And Prescription Writing Laboratory Medicine Diagnostic Imaging Procedure Lab. Community Exposure Gynecology-Obstetrics 

59 EDC Medical School Emergency Medicine   Project Based Learning Office Based     Disease Management Case Management Population Management Practice Management Dermatology  Ophthalmology  E.N.T.  Psychiatry  Infectious Disease  Prescription Writing Laboratory Medicine Diagnostic Imaging Procedure Lab. Community Exposure

60 PreceptorMentorTutorInstructor Continuum of Roles of Educators  Special Mentor Training Programs  Tutor Guide; Preceptor Guide and Mentor Guide

61 EDC Medical School Advantages  Authentic learning  Increase motivation  Decrease discrete knowledge  Balance curriculum  Decrease volume overload  Increase effectiveness of learning

62 EDC Medical School Difficulties  Disturbance Integrity of science (Negative attitude)  Communication with others  Central governance

63 Medical School EDC SBUME Thank You Any Question ?


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