pbl - program structure - staff training

New Taibah MBBS Program (Adapted Manchester PBL Curriculum)

On behalf of the New Program Team

Ehab Saoud Abd El-Moneim, DrMed, MD, MRCPCH

Associate Professor of Pediatrics

Taibah University

Presentation aims

The basis on which the program was built (Tomorrow’s

Doctors and Good Medical Practice)

Main characteristics of the program

Program aims and architecture

Structure of the new Taibah MBBS program (phases and

course map)

Curriculum elements

Students support

MBChB Manchester Program- Basis

Tomorrow's Doctors GMC1993 ----------- 2009

Set out the outcomes of Primary

Medical Qualification

(The end of the first stage of a

continuum of medical learning)

Excepted from medical schools to

deliver

K-S-A medical graduated must be

able to demonstrate

Employers expectation from graduates

http://www.gmc-

uk.org/Tomorrow_s_Doctors_0

414.pdf_48905759.pdf

MBChB Manchester Program- Basis

Tomorrow's Doctors

Doctor as Scholar and Scientist

Doctor as Practitioner

Doctor as Professional

Outcomes 1 (5, 33)

Biomedical scientific principles,

method and knowledge

application to practice and

research.

Outcomes 2 (7, 46)

Consult, Diagnose and Manage

clinical presentations

Carry out practical procedures

Prescribe drugs

Outcomes 3 (4, 27)

Ethical and legal principles

Reflect, learn and teach others

Protect patients, improve care

Multi-professional teamwork

MBChB Manchester Program- architecture

Core content of common clinical situations

(Problems)

Organised as eight (nine) compulsory

modules

Each is formed of 8-10 problems (“weekly"

cases or "weekly themes”)

Structured around body systems

Integrates elements of the module content:

Biomedical sciences,

Behavioural,

Public health, epidemiology,

Ethics and law,

Clinical skills, and

Professionalism

The Manchester Curriculum

Foundation Years - Starting a

career

Phase 1 (Y1+2) Laying foundations

Phase 2 (Y3+4) Developing

clinical competence

Phase 3 (Y5) Consolidation -

preparation for practice

Schola

r &

Scie

nti

st

Profe

ssio

nal

Practi

tioner

Designed in early 1990s – modified

Main characteristics – need to preserve!

1) Integrated delivery of T&L using problem based learning (CBL, CMD)

2) Self Directed Learning (Student take responsibility over own life-long

independent self learning)

3) Consolidation of information (Knowledge and skills are (re)learned,

(re)practiced and (re)assessed throughout the program)

4) Attention to Personal and Professional Development (PPD) and students

responsibility over own PPD

5) Experiential learning (placement in work places and field training)

6) Encourage student individuality and Free Student Selections (PEP)

7) Emphases on clinical psychology, medical sociology, ethics and

professional aspects in medical practice

8) Integrated assessment (+ STAND ALONE COMPONENTS)

Taibah MBBS PBL Program

Aims

Overarching outcome for graduates

‘Graduates will make the care of patients their first

concern, applying their knowledge and skills in a

competent and ethical manner and using their ability to

provide leadership and to analyse complex and

uncertain situations’

Good Medical Practice

The six aims of the program

1.Produce the next generation of doctors to meet the national and international

standards.

2.Enable students to gain knowledge and understanding of the underlying principles

of scientific methodology, and the concepts and practical approaches used in the

biomedical, behavioural and social sciences relevant to medicine and clinical

practice.

3.Develop the intellectual skills of students in problem solving and enquiry, critical

analysis, logical thinking, clinical reasoning, and reflection.

4.Develop the proficiency of students in the basic clinical skills while recognising the

limitations of their capabilities and acting in a patient-centred, safety conscious

manner.

5.Enable students to acquire the professional behaviours necessary to ensure the

provision of high standards of medical practice

6.Develop core skills in verbal, written and electronic communication.


Organization

MBBS Program- Organization

Supported by

Pra

ctic

al

Lectu

res

Clin

ica

l Pla

ce

me

nt

PP

D P

ortfo

lio

Pers

on

al E

xc

elle

nce P

ath

way

EC

E

Supplemented by

6 Obligatory Clinical Clerkship Rotations

FC SS MM2

NME HLB

MM1 NM

EMFS LC CRF

Program overview

Phase 1

Y3 Laying the

scientific

foundations Y2

Phase 2

Y5 Developing

clinical

competencies Y4

Phase 3

Y6 Preparation for

practice

(Consolidation)

Phase 0

Y1 Prep. Year

Lectures, practical and clinical Lectures (Limited nr)

Outline not detailed information

Broader perspectives on the topics of the week

Practical in Phase 1 (variable based on module)

Biosciences (Anatomy+……..)

EBM

Clinical (phase 1, 2,3)

ECE = Communication and basic examination skills (phase1)

CBL and CMD sessions (phase2 and 3)


Courses Map

The Program in Numbers

courses (including: 10 prep year, 4 uni req., 4uni and free electives)

Credit Hours

academic years: + year of internship.

successive phases: ascending steps of knowledge and skills acquisition

Phase 0: (the previously called preparatory (1st) year),

Phase 1: Laying the Foundation (Year 2 and 3)

Phase 2: Developing Clinical Competencies (Year 4 and 5)

Phase 3: Preparation for Practice (Consolidation) (Year 6)

core modules: multidisciplinary problem-based integrated courses

additional longitudinal tracks, that will be built up from year to year

Personal and Professional Development (PPD) Portfolio

Personal Excellence Pathway (PEP)

Suggested adapted program structure (Full)

Course Map

Phase 1: Year 2

Course Map

Phase 1: Year 3

Course Map

Phase 2 (Year 4 and 5)

Course Map

Phase 3 (Year 6)


Curriculum elements

Program designing

Phase1 : Aims and Objectives

Module 1 Module 1: Intended Learning Outcomes (ILOs)

Module 1 Cases:

Case 1 ILOs

Case 2 ILOs

Case 3 ILOs

Module 2

Module 3

Module 4

Phase2 : Aims and Objectives


Module 1 Cases:

Case 1 ILOs

Case 2 ILOs

Case 3 ILOs

Module 2

Module 3

Module 4

Phase3: Aims and Objectives


Module 1 Cases:

Case 1 ILOs

Case 2 ILOs

Case 3 ILOs

Module 2

Module 3

Module 4

Are you worried about disciplines coverage?

Phase 1 (each module contains) Anatomy, embryology, neuroanatomy, neuropathology,

neuropharmacology, neurophysiology, pathology,

pharmacology, physiology, microbiology, biochemistry,

ethics and law, evidence based medicine, genetics,

health psychology, medical sociology (BSS)

Phase 2:

(Basic science), diagnosis, management, investigation

NME: GI, Endo, Metab, Cancer, Nephro, Nutrition,,

urology

HLB: CVS, Resp, blood, vascular surgery,

FC: Pedia, OBGY, Breast, Andrology

MM2: Neuro, Psych, ortho, Rheumatology,

SS: ENT, Ophthalmology, Dermatology

Phase 3: consolidation of all knowledge (student is part

of medical teams in hospital)

Clin

ical an

d P

roced

ura

l S

kills

Cu

rric

ulu

m

P

rocedura

l S

kill

s

C

onsu

ltatio

n,

Exam

inatio

n,

Man

agem

ent

& T

hera

peutic S

kill

s

Level of Organization vs. Discipline

Molecules and membranes

Cells and tissues

Organs and systems

Individuals

Families and groups

Societies and cultures

Case3: Cystic fibrosis

CFTR Gene @ Protein

Epithelial dysfunction

Resp. system and GIT

Cogn. Develp. in affected child

Family stress/ gen. counselling

Support for chronic patients

MM

CT

OS

I

FG

SC

CFTR: cystic fibrosis transmembrane conductance regulator

Curriculum Mapping Tool

https://cmt.mhs.man.ac.uk/ Electronic tool that map:

ILOs of cases and modules to elements (cases and activities) of

the program

ILOs to Tomorrow’s Doctors outcome

ILOs to European Mediacal Tuning Tags (disciplines)

ILOs to each other


https://cmt.mhs.man.ac.uk/

Relation of the module ILO to the cases ILO


https://cmt.mhs.man.ac.uk/ Expected clinical situations (234 clinical situations

and complaints)


https://cmt.mhs.man.ac.uk/ Tuning tags (broad disciplines)


https://cmt.mhs.man.ac.uk/ Progress through the programme and how each year builds

on previous knowledge.


Students Support

Student support - Why?

Our students need extra support to facilitate their

incorporation into the system and ensure adaptation

The challenges are

Not to fall back into a traditional didactic teacher centered

instructional methodology

Preserve essential program principles and characteristics

Supportive activities

PBL Induction week

PBL and other main principles

Introductory foundation skills course (EMFS)

Terminology and introduction to basic sciences

Added (non-classical) teaching/learning activities:

Case Seminar (active SDL)

Case review lecture

Pre-Practical tutorials

Supportive activities Resources

E-platform activation with timely release of material

Additional focused selected resources

Detailed instructional and documentation material

(14 documents and books, several templates and forms)

Supportive activities

Weekly formative (self) assessment

Advising Structured condensed advising schedule in year 1

Multilevel structured advising scheme

Student forum on the platform

Acknowledgment and Invitation to all

colleagues

Dr Moh Zolaly

Dr Moutassem Aboonq

Dr Abdelmohsen Elzalabany

Dr Osama Alhadramy

Dr Yasser Bastawisy

Prof. Imad Ghawaga

Dr Gias Ahmed

Dr Hussein Mahmoud

Dr Yasir Elhasan

Dr Tayseer Aly

Dr Amal Yousef

Dr Essam Elshamy

Dr Moustafa Ezz

The PBL tutor group

The PPD group

The ECE group

Dr Khaled Ateyya

Dr Hany Abou Hadid

Dr Moh. Mohy

Dr Khaled Jafaar

Prof Shereen Eltarhony

Dr Nader Makky

pbl - program structure - staff training

Health & Medicine

program program

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new taibah mbbs program

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professional outcomes

clinical skills

manchester pbl curriculum