2. :Session 3 Course Specification According to NCAAA Template Medical education department Dr. Bassem Salama El-deek Associate prof of FAMCO / Medical Education Master medical education JHMPE Co-chairman of task force committee of Accreditation KAU college of medicine Dr.Mohammed Hassanien Assisstant prof of biochemistry / Medical Education Master medical education JHMPE Co-chairman of Governance & Administration committee of Accreditation KAU college of medicine

3. توصيف المقررات وفقاً لنموذج الهيئة الوطنية للاعتماد الأكاديمي والتقييم د. محمد أحمد حسنين mohammedhassanien700@yahoo.com د. باسم سلام الديك basem_eldeek@yahoo.com

5. Definition and rationale of course specification A document that Says “What will be done” When teaching a course 5

6. Course Specification WHY ? 6

7. 7 If you don’t know where you are going …. You might end up somewhere else

8. Course Specifications Who will use it? ◦ Teaching Staff ◦ Students ◦ External examiners ◦ Academic reviewers ◦ Professional bodies- Syndicate ◦ Employers 8

9. Course Specifications The Basis for Course and Program evaluation 9

11. 11 TEMPLATES FOR COURSE SPECIFICATION TEMPLATES FOR COURSE SPECIFICATION A. Administrative Information B. Professional Information

12. Institution College/Department A Course Identification and General Information 1. Course title and code: 2. Credit hours 3. Program(s) in which the course is offered. (If general elective available in many programs indicate this rather than list programs) 4. Name of faculty member responsible for the course 5. Level/year at which this course is offered 6. Pre-requisites for this course (if any) 7. Co-requisites for this course (if any) 8. Location if not on main campus

13. B Objectives 1. Summary of the main learning outcomes for students enrolled in the course. 2. Briefly describe any plans for developing and improving the course that are being implemented. (e.g. increased use of IT or web based reference material, changes in content as a result of new research in the field)

14. 14 Examples of main learning outcome: - By the end of this courses, the students will be able to demonstrate knowledge of basic concepts in the functions of vertebrate body organs and to apply this knowledge efficiently under controlled guidance and supervision. - Understand the processes of human reproduction from the production of gametes, establishment of the embryo through to independent life by the newborn infant. -Understand common problems & disorders of the male& female reproductive tract, the mechanisms of contraception and the sexual transmission of diseases. -Acquire skills & working knowledge & understanding of the principles and concepts applicable to the Reproductive System, in general. Compare

15. 15 3- Upon successful completion of this course c, the graduates A should be able to professionally D and independently D analyze B and interpret B figures and graphs and apply B the obtained data in diagnosing abnormalities in hormonal production. Examples of main learning outcome:

16. C. Course Description (Note: General description in the form to be used for the Bulletin or Handbook should be attached) 1 Topics to be Covered TopicNo of Weeks Contact hours

17. 17 2- Contents 2- Contents Tutorial/Practica l LectureNo. of hoursTopic

18. 2 Course components (total contact hours per semester) : Important notes Lecture:Tutorial:Practical/Fieldwork/In ternship: Other: 3. Additional private study/learning hours expected for students per week. ( Indicate the amount of time expected of students in private study, assignment or other work associated with the course This should be shown as an average amount of time per week over the semester.

19. 4. Development of Learning Outcomes in Domains of Learning For each of the domains of learning shown below indicate:  A brief summary of the knowledge or skill the course is intended to develop;  A description of the teaching strategies to be used in the course to develop that knowledge or skill;  The methods of student assessment to be used in the course to evaluate learning outcomes in the domain concerned.

20. a. Knowledge (i) Description of the knowledge to be acquired (ii) Teaching strategies to be used to develop that knowledge iii) Methods of assessment of knowledge acquired b. Cognitive Skills (i) Cognitive skills to be developed (ii) Teaching strategies to be used to develop these cognitive skills iii) Methods of assessment of students cognitive skills

21. c. Interpersonal Skills and Responsibility (i) Description of the interpersonal skills and capacity to carry responsibility to be developed (ii) Teaching strategies to be used to develop these skills and abilities (iii) Methods of assessment of students interpersonal skills and capacity to carry responsibility d. Communication, Information Technology and Numerical Skills (i) Description of the skills to be developed in this domain. (ii) Teaching strategies to be used to develop these skills (iii) Methods of assessment of students numerical and communication skills

22. e. Psychomotor Skills (if applicable) (i) Description of the psychomotor skills to be developed and the level of performance required (ii) Teaching strategies to be used to develop these skills (iii) Methods of assessment of students psychomotor skills

23. ILOs - To select -To differentiate -To integrate -To organize -To describe Analyze - Problem-solving sessions -Practical/Clinical sessions -Interactive mini lectures -Seminars -Tutorials - Problem-solving -OSCE; OSPE -Essay Instruction ActivityAssessment Type

24. 5. Schedule of Assessment Tasks for Students During the Semester Assessmen t Assessment task (e.g.. essay, test, group project, examination etc.) WeekProportion of Final Assessment 1 2 3 4 5 6 7 8

25. Student Assessment Methods To assess the skills of analysis and discussion Oral exam. To assess the ability to remember To assess the understanding of the scientific background Written exam. To assess the skills of:solving problems, Present data and discussion Case study To assess the professional skillsPractical exam To assess the ability to work in groupAssignments

26. 26 5- Assessment Schedule Assessment 1…………………. Week ……………. Assessment 2 ………………….Week ……………. Assessment 3 ………………….Week ……………. Specify the date for each assessment in the semester / year span

27. 27 5-Assessment Schedule - First assignment (4 th week) - Mid-term exam. (6 th week) - Presentation of case study (8 th week) - Second assignment (10 th week) - Practical exam. (12 th week) - Oral exam. (13 th week) - Final exam. (14 th week)

28. 28 6- Weighing of Assessments Mid-term Examination % Final-term Examination % Oral Examination. % Practical Examination% Semester Work % Other types of assessment% Total 100%

29. 6-Weighting of Assessments 10% Assignments 5 % Mid-term Exam. 10 % Case study 5 % Oral Exam. 20% Practical Exam. 50% Final Exam. 100 % Total

30. 30 4- Student Assessment: Write down the assessment methods used, such as written examinations (mid- term, regular, at the end of term), class activities (reports, discussions, practicals …etc). Match the methods used with the course ILOs.

31. Example from Course X Assessment Formative: This form of assessment is designed to give you feedback to help you to identify areas for improvement. It includes a mixture of MCQs, short answer-questions (SAQs), extended matching questions (EMQs), problems-solving exercises and independent learning activities in all subjects. Summative This type of assessment is used for judgment or decisions to be made about your performance. It serves as: Verification of achievement for the student satisfying requirement. Motivation of the student to maintain or improve performance. Certification of performance. Grades. In this Course your performance will be assessed according to the following : Continuous Assessment 20 Marks Assignment + Attendance 20 Marks Final End of Semester Exam (Two Hours) 40 Marks Final OSPE (Practical) 20 Marks What are your comments ?

32. D. Student Support 1.Arrangements for availability of faculty for individual student consultations and academic advice. (include amount of time faculty are available each week) D. Student Support 1. Availability of teaching staff for consultations and advice. Describe the arrangements to be made for individual student counseling and advice. This should include the time allocation and schedule for teaching staff to meet with students.

33. E Learning Resources 1. Required Texts List any required texts. 1.Essential References List reference material regarded as essential for teaching the course. 3. Recommended Books and Reference Material Attach list of material that should be available for reference by students undertaking the course. 4. Electronic Materials List requirements for access to electronic materials, data bases etc. 5. Other Materials List any other learning materials that are required for the course

34. F. Facilities Required 1. AccommodationSpecify accommodation requirements for delivery of the course indicating the type of facility (eg lecture rooms, laboratories etc. the amount of time needed, any special requirements for scheduling, and the number of students to be accommodated. 2. Computing resources Specify requirements for computer access. 3. Other ResourcesSpecify any other requirements for the course including specialized equipment. Attach list if necessary.

35. 35 8- Facilities Required for Teaching and Learning: The facilities include: appropriate teaching accommodation, including teaching aids, laboratories, laboratory equipment, computers etc., facilities for field work, site visits etc., which are necessary for teaching the course.

36. G Course Evaluation and Improvement Processes G. Course Evaluation and Improvement Processes 1. Strategies for Obtaining Student Feedback on Quality of Teaching Describe strategies. Eg. confidential completion of standard course evaluation questionnaire. Focus group discussion with small groups of students. 2. Other Strategies for Evaluation of Teaching Describe any other strategies for evaluation of teaching. Eg. observations and assistance from colleagues, independent assessment of standards achieved by students, independent advice on assignment tasks, etc. 3. Processes for Improvement of Teaching Describe processes for improvement of teaching. Eg. Workshops on teaching methods, review of recommended teaching strategies. 4. Processes for Verifying Standards of Student Achievement Describe methods used to compare standards of achievement with standards achieved elsewhere. Eg. check marking of a sample of examination papers or assignment tasks, 5. Action Planning for Improvement Describe process for reviewing feedback on the quality of the course and planning for improvement Course evaluation by Students Course evaluation by staff

37. 37 Course coordinator: Name Signature Date Head of Department of Name Signature Date

38. Course Specifications Is it team individual or work ? Is it the role of seniors or juniors ? Is it the same as the first part of the study guide ?

40. مع الختام : اختبر نفسك ثانية مع الختام : اختبر نفسك ثانية