1. Extended Modular Program
The Program at a Glance

2. Time line… 2008 NARS 2nd Edition 14 SEP 2008 Program needs to be
[Insert Lecture Name Here]
Time line…
14 SEP 2008
Program needs to be
Outcome based
System Integrated
Problem Oriented
Faculty Council & University councils approvals of ney bylaws
2014
12DEC 2009
Credit Hours Rule+ Content selection & Allocation within modules
12 MAY 2009
Program Aims & ILOs
SharJa Visit
March 2012
2008 NARS
2nd Edition
What we are advancing today took more than 6 years to become formulated, approved and implemented
Proposed New Bylaws Rejected
SEP 2010
Professor A. Fayez died in a car accident
May 2012
Sector Committee &SCU approvals
2014
08 NOV 2008 Approved a General frame based on System based modules
Slide 2

3. The Extended Modular Program is a-6-year Program
Core content addressing personal and professional development for ALL students
Optional summer courses:
Health Profession Education
Health Care Management
Health Care Q.A.

4. Temporal coordination
System-Based Modules
Temporal coordination

5. First Three Years First year 1st semester Foundations 2nd semester
Second year
Modules
Third year
PPD

6. First Three Years First year 1st semester Foundations 2nd semester
Second year
Modules
Third year
PPD
Disciplines sharing in modules:
Anatomy
Physiology
Histology
Biochemistry
Pathology
Pharmacology
Microbiology
Parasitology
Relevant clinical
Systems:
Integumentary / Locomotor
Blood/ Lymphatic
CVS
Respiratory
Digestive- Nutrition -
Urinary
Genital
Endocrine - Metabolism
Nervous
Infection & Immunity
Multisystem

7. Preparation for practice
Last Three Years
Fourth year
Medicine 1
Surgery 1
Pediatrics 1
Ob/Gyn 1
Systems
Fifth year
Medicine 2
Surgery 2
Pediatrics 2
Ob/Gyn 2
ENT
Ophthalmology
Specials
Sixth year
Medicine 3
Surgery 3
Emergency
Forensic/ Toxicology
Preparation for practice
Epidemiology
Systems:
CVS
Respiratory
Digestive
Urinary
Genital
Endocrine
Integumentary
Locomotor
Blood/ Lymphatic
Nervous

8. Last Year Final Semester = Pre-internship
4 major subjects revisited in a longitudinal integrated clerkship

9. Core Personal Development Topics
Year 1
How do we learn?
Learning skills (eg. critical thinking,
creative thinking, communicating,
and collaborating. )
Time Management
Presentation skills
Group Dynamics
Year 2
Problem solving skills Basic concepts in Medical Education
Mind Mapping (concept) Introduction to communication skills
Year 3
Project Management Team Building
Leadership Skills Evidence Based Medicine (concept)
Year 4
Communication skills for health care professionals
(written, verbal, consultation request & reply, referral letter, medical report)
Year 5
Training in Cochrane collaboration regional office
Year 6
Principles of Health Care Finance, Health Care Marketing
Change Management
 learning skills: critical thinking, creative thinking, communicating, and collaborating. 

10. taking increasing responsibilities regarding their own learning
This program is designed for ambitious students who are willing to be actively engaged in their education process
taking increasing responsibilities regarding their own learning
Prerequisites of acceptance into the program

11. The EMP aims to prepare a medical graduate who is…
Motivated life long learner
Equipped with adequate integrated knowledge, professional and generic skills
Acquainted with the modern health care facilities and problems
Acquired the bases of professional attitude
Ready to engage as an active member of the health care provider team
The EMP aims o prepare a medical graduate;
Motivated life long learner
Equipped with the adequate integrated knowledge, professional and generic skills
Acquainted with the modern health care facilities and problems
Acquired the bases of professional attitude
Ready to engage as an active member of the health care provider team

12. Educational concepts underpinning the program
Help students to form their own mental network
Active engagement of students in their own learning
Encouraging group activities
Early clinical exposure
Learning by Doing
Active engagement of students in their own learning (given increasing learning responsibilities with proper follow up and monitoring)
Help students to form their own mental network by continuously connecting related information
Encouraging group activities (explore the power of the group), while respecting individuality and personal creativity
Early clinical exposure
Learning by Doing

13. We Have A Strategy To Develop A Motivated, Life Long Learner?
Engage him/her in the educational session
Text books use mentoring & guidance
Provide a variety of learning activities for students with different learning styles
Monitoring students’ progress
1. Engage him/her in the educational session by:
Providing pre-activity readings
In-session engagement (structured lecture, students’ interaction)
Post session assignment & follow-up
2. Text books use mentoring & guidance
3. Monitor students’ progress
Follow-up small group interactive sessions
Team based learning sessions
Formative assessment
Continuous assessment
4. Provide a variety of learning activities for students with different learning styles

14. Contact hours will be used to
Explain global concepts and important relations,
Give examples to apply knowledge gained
Engage students actively within the learning activity
Stimulate students to explore more knowledge on their own (Directed self learning)
Assessing that students are engaged in the educational activities assigned
Correct students misconception
NO more poon-feeding..the instructor assumes the role of a facilitator
Facilitators are expected NOT to waste contact hours providing information that can be gained easily by students if they were instructed to do so

15. Our Instructors are trained to…
Be open minded
Mentor and guide
Accept new ideas
Generate new ideas
Cooperate with each others
Be an integral part of the whole picture
They are trained to facilitate this inquiry based learning atmosphere

16. Its is hoped that…
The Extended Modular Program would lead the advancement of medical education, not only in Ain Shams Faculty of Medicine but also in the whole region through a holistic vision of the medical graduate attributes suitable to face the medical practice challenges of the present and future.
And as stated in our vision for the future