Phase 2 Student Handbook

SOM Phase 2 Student Handbook Year 2013-2014 Taylors University Page 1

SCHOOL OF MEDICINE

Bachelor of Medicine, Bachelor of Surgery

(MBBS) Program

PHASE 2

STUDENT HANDBOOK


TABLE OF CONTENTS

Page

1. Foreword by Dean 3

2. Welcome Message by Phase 2 Programme Director 4

3. Orientation Program 5 - 6

4. Clinical Training Facilities 7

5. Accommodation in the Sungai Buloh Area and Maps 7 - 9

6. Taylors University Staff contact details 10 - 12

7. Hospital Sungai Buloh Heads of Department 13

8. Vision, Mission and Core Values of Taylors University 14

9. Taylors Graduate Capabilities 15

10. MBBS Program Vision, Mission and Program Outcomes 16

11. Curriculum Map 17

12. Overview of Phase ll Clinical Curriculum 18 - 23

13. Clinical Skills in Phase ll 24

14. Integrated Block 25 - 27

15. Community Medicine in Phase ll 28 30

16. Mentor-mentee System 31

17. The Clinical Electives 32 33

18. Library and Learning Resources 34 - 35

19. Reading List 36 - 42

20. Code of Conduct University 43 47

21. Code of Conduct In all Clinical Facilities 48 52

22. Summary of Assessment 53 - 59

DISCLAIMER

This publication contains information which is current as of 1st October 2013.

Changes in circumstances after this date may impact upon the accuracy or timeliness of the information.

The University does its best to ensure that the information contained herein is accurate, but reserves the

right to change any information described in this publication without notice. Do refer to the Taylors University Online resources for updates.


Foreword by Dean

To study the phenomena of disease without books is to sail an uncharted sea, while to study books without patients is not to go to sea at all. ~ William Osler.

Having acquired the fundamentals of basic medical sciences in the

preclinical years, medical students need to move on to prepare themselves

to be good clinicians. Clinical skills are not acquired overnight. Students need

to make themselves naturally at ease staying close to the patients in the

wards and clinics. This will give them opportunities to see medical

emergencies as well as cold cases and also procedures being done on

patients. Teachers will provide the general principles of respective disciplines.

The students need to see as many clinical cases as possible to be built into

their personal database.

I hope this booklet will be a useful guide for the students to plan their clinical experience and a useful reference for their revision.

Thank you.

Professor Dr Abd Rahman Noor

Dean

School of Medicine


Welcome Message by Phase 2 Program Director

Welcome to the Clinical Phase of your study!

Within the clinical years, your clerkships rotations will be in a variety of clinical

settings from hospitals, clinics and community health care facilities located

both in the Klang Valley and beyond. We know that beginning your clinical

rotations can often be a daunting experience. This is especially true when

you find yourself in surroundings that are quite unfamiliar.

While a certain amount of anxiety is inevitable in such situations, we hope to

be able to alleviate some of the concerns you may have by providing you in

advance with basic information regarding the next phase of study.

This handbook is an introduction to the practical aspects of your next phase

of study at the Taylors University School of Medicine and it provides you with

a source of general information. This is not a comprehensive statement of all

policies and procedures; changes will be provided in updates on the Taylors

University online portal TIMeS. Students are expected to access your

designated email daily, read and/or attend meetings to familiarise yourselves

with requirements and modifications that may impact your program.

Please also know that clinical students are important members of health care

teams, and your contributions to the well-being of the patients will be greatly

valued. As clinical students you must also be aware of the dos and donts

within clinical settings. Useful information will be provided to you during the

orientation program.

Each rotation has a specific Module Information Booklet to guide your

learning; students are to refer to this for details regarding each posting.

However do not hesitate to seek for help when required; you may seek

guidance from your mentor, Senior Nursing Officer and your lecturers both

from the university as well as from the health care facility/ hospital.

All the best!

Assoc. Prof. Dr Nurjahan M. Ibrahim

Phase 2 Coordinator

Clinical School, Taylors School of Medicine

Office : +603-61454333 ext 4952 Email: [email protected]


SCHOOL OF MEDICINE

SEMESTER 5 ORIENTATION PROGRAMME

DAY 1

Time Programme Venue

0800 - 0900

Registration

Dewan Ilmiah

0900 - 0915 Introduction to the Clinical Programme

Prof. Dr Abdul Rahman Noor

Dean, School of Medicine, Taylors University

0915 - 0930 Ethics and Professionalism in Medicine

Prof. Dr Abdul Rahman Noor

Dean, School of Medicine, Taylors University

0930 0945 MBBS Programme: Exam Regulations for Phase 2 Prof. Dr Roland Sirisinghe

Associate Dean, Medical Education

School of Medicine, Taylors University

0945 - 1000 Break

1000 - 1030 (A)MBBS Programme: How to Succeed Academically

(B) Mentors Mentees System

Assoc. Prof. Dr Nurjahan M. Ibrahim

Phase II Programme Director

School of Medicine, Taylors University

1030 - 1100 Adjusting and adapting to the Clinical School

Assoc. Prof Dr. Xavier V. Pereira

Consultant Psychiatrist and Psychotherapist

And

Ms. Yap Ming Fai

Counselling and Psychological Services Centre (CPSC)

Taylors University

1130 - 1230 Tour of Hospital Sungai Buloh

Batch 1 Students

1230 - 1400 Lunch with Mentors HSB

1400- 1500 (A) My Experience, Your Lesson: Sharing Session by Batch 1 to Batch 2 Students

(B) Sports, Recreation and Living in Sungai Buloh

Batch 1 Students

HSB

Auditorium 1500 - 1700 Rehearsal White Coat Ceremony

1700 End


NOTE:

1. At ALL times in clinical settings, students are required to dress in formal attire and

use your Taylors University School of Medicine white coat and ID. 2. Upon completion of the Orientation Program, students are to follow their

respective Posting Schedules.

DAY 2: Orientation Program (Continued)

Time Programme Venue

0900 1000 Sharp Injury / Needle Stick Injury in Hospital (Dos and Donts When Handling Sharps) Dr Christine Yeow Siew Lin

Head of Department and Public Health Specialist

Hospital Sungai Buloh Dewan Ilmiah

1000 - 1100

Dos and Donts in Clinical Training Matron Hajjah Mek Binti Jusoh

Chief Matron, Hospital Sungai Buloh

1100 - 1200 Library Resources

Ms Stephanie Koh, Librarian, Taylors University HSB Auditorium 1100 - 1200 Rehearsal for White Coat Ceremony

Day 2 WHITE COAT CEREMONY

1400 - 1430 Arrival of Guests

HSB Auditorium

1430 - 1440 Doa by Batch 1 Medical Student

1440 1455 Welcome address by Professor Dr Abdul Rahman Noor

Dea Dean, School of Medicine, Taylors University

1455 - 1510 Address by

Y. Bhg. Professor Dato' Dr Hassan Said

Vice Chancellor and President, Taylor's University

1510 -1525 Address by

Y. Bhg. Dr Haji Khalid Ibrahim

Director, Hospital Sungai Buloh

1525 - 1540 Address by

Y. Berusaha Dr Edwin Leo

Chairman, Malaysian Medical Association (Selangor Branch)

1540 - 1640 WHITE COAT CEREMONY

1640 1700 Presentation by Students

1700 - 1715 Souvenir Presentation and Photography Session

1715 Hi Tea

Auditorium

Daycare (VIP)


CLINICAL TRAINING FACILITIES

The initial part of the teaching and learning will take place at Hospital Sungai Buloh.

The other clinical facilities that will be utilised by the TU SoM are Hospital Ipoh and

Hospital Bentong among others.

The Taylors University School of Medicines Clinical Resource Centre is currently located on the 9th Floor (9D) of the Hospital Sungai Buloh. By the early quarter of

Year 2014, the Sungai Buloh Clinical sub-campus is expected to be completed

which has classrooms, lecture halls, an examination hall, a student lounge, prayer

rooms (Surau), a Clinical Skills Suite as well as a library. Additional information will be

provided once the facility is ready.

HOSPITAL SUNGAI BULOH A BRIEF INTRODUCTION Hospital Sungai Buloh (HSB) is situated within the Gombak district in Selangor and

approximately 25km from the Kuala Lumpur city center. HSB is located across the

road from the National Leprosy Sungai Buloh Leprosy Settlement which was built in

the 1930.

This 620-bedded hospital constructed in the year 1999, serves the local community

within the Gombak, Petaling and Kuala Selangor districts and beyond. Currently

Hospital Sungai Buloh serves as both a secondary as well as national tertiary referral

center for various conditions. It has been coined as a centre of excellence' for the following disciplines among others:

Infectious diseases

Emergency and Trauma

Neurosurgery

Maxillo-Facial Surgery

Burns and Plastic Surgery

Orthopaedics and Traumatology

More details regarding HSB can be obtained from its Official Website:

http://hsgbuloh.moh.gov.my

ACCOMMODATION IN SUNGAI BULOH AREA

There are several apartments and residential areas within as well as near the Sungai

Buloh area. Students who require assistance in securing accommodation are

encouraged to approach U Residence Office at Taylors University Lakeside

Campus.

They would be able to introduce you to property agents who can assist you to find

suitable accommodation for rental. You may also contact your lectures and the

senior clinical students who can guide you.


VICINITY OF HOSPITAL SUNGAI BULOH


GETTING TO HOSPITAL SUNGAI BULOH


TAYLORS UNIVERSITY SCHOOL OF MEDICINE STAFF DIRECTORY Academic Staff Professor Dato' Dr Hassan Said Vice-Chancellor [email protected] Mr Pradeep Kumar Nair Deputy Vice-Chancellor [email protected] Professor Dr Abdul Rahman Noor Dean MB.BCh; D.C.H; M.Med.Sci; FRCP(Glasg) [email protected] Professor Dr Ong King Kok Deputy Dean Academic Affairs & Student Experience B.Sc Hon, Ph.D [email protected] Professor Dr. Roland Gamini Sirisinghe Associate Dean, Medical Education MBBS, MRCP [email protected] Dr Wong Eng Hwa Associate Dean, Postgraduate, Research & Innovation B.Sc. Hons (Microbiology), Ph.D. [email protected] Associate Professor Dr Shajan Koshy Phase I Programme Director MBBS, MS (Anatomy) [email protected] Associate Professor Dr Nurjahan Binti Ibrahim Phase II Programme Director MD, FAFP, FRACGP, AM [email protected] Dr Narendiran Krishnasamy Clinical Skills Unit Coordinator MBBS, PG Diploma in Diabetelogy, MBA (Hospital Management) [email protected]

Associate Professor Dr Nilesh Kumar Mitra MBBS, M.S. (Anatomy), M.Ed. [email protected] Dr Farzana Rizwan Senior Lecturer MBBS ,Mphil Pathology (Haematology Major) (Punjab) [email protected] Dr Girish Prabhu Senior Lecturer MBBS, MD (Biochemistry) [email protected] Dr Gul Muhammad Baloch Senior Lecturer B.A (Philosophy), MBBS, MPH, MA (Sociology), PhD [email protected] Dr Mohit Shahi

Senior Lecturer MBBS (Manipal), MD Pathology [email protected] Dr. Nalamolu Koteswara Rao Senior Lecturer Pharm, M.Pharm (Pharmacology), PhD [email protected] Dr Umesh Bindal Senior Lecturer Bsc, MBBS, MD [email protected] Ms Priya Madhavan Senior Lecturer BSc (Hons) in Microbiology, MSc (Biology) [email protected] Ms Uta Christine Dietrich Senior Lecturer B.A. (Hons)equi. ; MSc Education (Health Education) [email protected]


Dr Rekha Prabhu Lecturer MBBS, MD Physiology [email protected] Dr Ameya A. Hasamnis MBBS, M.D. (Pharmacology) Senior Lecturer [email protected]

Dr Sapna Shridhar Patil MBBS, M.D. (Public Health) Senior Lecturer [email protected] Dr. Low Bin Seng BSc (Hons) (Biochemistry), MSc (Pharmaceutical Chemistry), PhD. Lecturer [email protected]

Associate Professor Dr Khin Htwe Associate Professor in Pediatrics MBBS, DCH, MMEDSc (Paed), MRCP (UK), MRCPCH (UK), FRCP (Edin.), Dr MedSc (Paed) [email protected] Associate Professor Dr Ihab Elsayed Mohamed Ali Associate Professor in Otorhinolaryngology MBBCH. MS [email protected] Associate Professor Dr Xavier Vincent Pereira Associate Professor in Psychiatry MBBS, MPsyMed, ACIPT [email protected] Associate Professor Dr Loh Keng Yin

Associate Professor in Family Medicine B (Med) Sc. MD, MMED (FAMMED) UKM, Dipl.Counselling (UM), AMM [email protected] Dr Mohammad Jaweed Senior Lecturer in Surgery MBBS.MD (KMU), MMED (Surg.) (Neuro Surgeon) [email protected] Dr Suresh Ponnusamy Senior Lecturer in Medicine & General Physician MBBS, MD (General Medicine) [email protected]

Dr Alireza Mirzasadeghi Senior Lecturer in Orthopedics MD, MPH, MS (Ortho) [email protected] Dr Shobha Subramanian Lecturer, Clinical Skills Unit MBBS (India) [email protected] Dr Benjamin Samraj Prakash Earnest

Senior Lecturer in Internal Medicine MBBS, MD [email protected] Dr Anita Ponnupillai

Senior Lecturer in Obstetrics & Gynecology

MBBS, MD (O & G) (INDIA), MRCOG (UK [email protected]

Dr Serene A.Abbas

Senior Lecturer in Family Medicine M.B. Ch.B. (Baghdad), DFM (Malaysia), MMED (FAMMED) UM [email protected] Dr Caren Por Hooi Loon MBBCH BAO, M.D., PHD Senior Lecturer in Internal Medicine [email protected]


ACADEMIC SERVICES (LAKESIDE CAMPUS) Office : Block D (Discovery) Level 2 Operating hours : 9.00 am 6.00 pm (Mondays till Fridays) Telephone : 03-5629 5000 Ms Stacey Aw Manager Ext: 5437 [email protected]

Ms Iva Mariam Ahmed Akbar Merican Administrative Executive Ext: 5444 [email protected]

Ms Kashi Devi Nachemanil Administrative Executive/Personal Assistant to the Dean Ext: 5549 [email protected]

ACADEMIC SERVICES (CLINICAL SCHOOL) Office : Level 9D, Hospital Sungai Buloh Operating hours : 8.00 am 5.00 pm (Mondays till Fridays) Telephone : 03-61454333 ext. 4950 Matron Asmah Osman Senior Nursing Officer [email protected]

Ms Roshidah Abdullah Administrative Officer [email protected]


HOSPITAL SUNGAI BULOH - HEADS OF DEPARTMENT

Dr Hj Khalid bin Ibrahim

Director, Hospital Sungai Buloh

Dr. Saiah Binti Abdullah

Senior Deputy Director

Leprosy Center PKKN

Datuk Dr. Christopher Lee

Head of Medical Department

Dr Mohammad Shukri Bin Jahit

Head of Surgery Department

Dr Soo Min Hong

Head of Paediatrics Department

Dr Aza Miranda Abdul Rahman

Head of Obstetrics and Gynaecology

Department

Dato Dr Zamyn Zuki Bin Mohd Zuki Head of Orthopedic Department

Dr. Sabariah Faizah Jamaluddin

Head of Emergency Medicine

Department

Dr. Lim Wee Leong

Head of Anaesthesia & Critical Care

Department

Dr Sobani Bin Din

Head of Otorhinolaryngology

Department

Dr. Zulkifli Bin Ghaus

Head of Psychiatry Department

Dr. Shamala A/P Retnasabapathy

Head of Ophthalmology Department

Dr. Akmal Hafizah Zamli

Head of Rehabilitation Department

Dr. Christine Yeow Sien Lin

Head of Public Health Department

Dr. Salina Binti Ibrahim

Head of Plastic Surgery Department

Dr. Yun Sii Ing

Head of Diagnostic Imaging

Department

Dr Zubaidah Abdul Wahab

Head of Pathology Department

Matron Hajjah Mek Jusoh

Chief Matron, Hospital Sungai Buloh


Our Purpose

To educate the youth of the world to take their productive place as leaders in the

global community.

Our 5-Year Mission

Top Employers TopChoiceUniversity by 2016

Our Core Values

Core values provide the platform for a spirit of camaraderie, celebrating successes and

promoting friendship as we work together.

We believe in respecting and caring for each other

We will promote an environment where every member is valued and

appreciated; where personal and cultural differences are respected and

members have a safe place for expression. We will encourage our people to

exercise initiative and responsibility and the effort of individuals and teams will

always be recognised.

We believe in being dedicated to a culture of excellence

We desire to be the best that we can be in the realisation of our personal and

organisational aspirations. We will continually look for ways to be better than we

were before, adopting continual learning as the path towards excellence in

every aspect of what we do.

We believe in openness in communication

Openness in communication means we need to be frank and sincere in our

exchanges. Conducted in an amenable and amiable manner, it promotes trust

and understanding.

We believe in acting with integrity

We will be well intentioned and consistent in everything we do. Through

adherence to a code of conduct that reflects honesty, accountability and

ethical practice, we build and sustain a healthy culture of openness and trust

within the organisation and society at large.

We believe in being passionate in what we do

We have a belief that what we do is meaningful and fulfilling. Passion commits us

to our work. Through our commitment and enthusiasm we inspire others.

We believe in creating enjoyable environments

We create environments that are supportive, nurturing and conducive to their

purpose.


TAYLORS UNIVERSITY SCHOOL OF MEDICINE

MISSION

To be a center of excellence in medical education and eventually to provide the

complete medical education programme that is second to none.

PHILOSOPHY OF THE MBBS PROGRAMME

This programme is designed to produce medical doctors who are competent, highly-

skilled and knowledgeable, able to work with others in a team, caring and concerned

about their patients and society, and who will assume a leadership role in health care

as well as participate in continuing medical education and research in the future.

This is achieved through the integration of Basic Medical and Community Sciences with

Clinical Medicine that is strengthened by Information and Communication Technology

(ICT) and evidenced based approaches adopted by the School.

MBBS PROGRAMME LEARNING OUTCOME

At the end of this MBBS programme, our graduates would have acquired the following

outcomes:

1. Sound knowledge in basic as well as clinical medical sciences.

2. Able to demonstrate clinical skills; ranging from history taking, physical

examination and making rational patient management plan.

3. Caring and compassionate individuals with good professional values and

behaviour.

4. Equipped with the essentials of good medical ethics.

5. Become individuals who can apply the principles of moral reasoning and

decision making to conflicts within and between ethical, legal and professional

issues.

6. Recognize the need for continuous self-improvement.

7. Able to emphasize mutual respect of colleagues and other health care

professionals, and in the process foster positive collaborative relationships as a

team leader or player.

8. Able to effectively plan and manage time and available resources cost-

effectively.

9. Excellence in verbal, listening and written communication skills.

10. Equipped with critical, constructive, research-oriented thinking and a

professional approach to health problems

11. Equipped with skills to search, retrieve and interpret medical information,


TAYLORS UNIVERSITY - SCHOOL OF MEDICINE MBBS PROGRAMME CURRICULUM MAP

Note: *Integrated Block / Radiology / Community Medicine time is allocated to these disciplines on selected afternoons every week.

YEAR SEMESTER

YEAR 1

Semester 1 (20 weeks)

Sem

Bre

ak


Holidays

Foundation Block

-Intro to Health & Dis. -Human Structure/Function/Biochemistry

(Cell & Excitable Tissues/Anat/Embrol/Molec.Basis of Med./Phamaco/Genetics/Microbio/Musculoskeletal/Pathology)

Ass

essm

ent

Cardiovascular System Block

(5 weeks)

Ass

essm

ent

Respiratory System Block

(4 weeks)

Ass

essm

ent

Gastrointestinal System Block

(5 weeks)

Ass

essm

ent

Introductory Clinical Medicine (weekly)

Learning Skills/ICT/Communication skills & Bioethics/Entrepreneurship Learning Skills/ICT/Communication skills & Bioethics/Entrepreneurship

YEAR 2


Sem

Bre

ak


Holidays

Special Study Modul

e (SSM)

(2 weeks)

Behavioral Sciences

Block (4 weeks) A

sses

smen

t Public Health & Research

Methodology Block

(5 weeks) Ass

essm

ent

Research Project

(6 weeks)

Ass

essm

ent

Reproductive & Endocrine

System Block (5 weeks) A

sses

smen

t

Genitourinary System

Block

(5 weeks) Ass

essm

ent Haematology

& Immunology System Block

(4 weeks) Ass

essm

ent

Nervous System Block

(5 weeks)

Re

visi

on

PR

OFE

SSIO

NA

L EX

AM

1

Clinical Sessions (weekly)

Learning Skills/ICT/Communication Skills & Bioethics/Entrepreneurship

Clinical Sessions (weekly) Learning Skills/ICT/Communication Skills & Bioethics/Entrepreneurship

YEAR 3


Sem

Bre

ak


Holidays Clinical Rotations Medicine (5 weeks) / Surgery (5 weeks) / Paediatrics (5 weeks) /

O&G (5 weeks)

Clinical Rotations Orthopedics (4 weeks) / Emergency Medicine (4 weeks) / Psychiatry (4 weeks) /

ORL (4 weeks) / Family Medicine (4 weeks)

*Integrated Lectures / Radiology *Integrated Lectures / Radiology / Community Medicine

YEAR 4

Semester 7 (20 weeks) Se

m B

rea

k Semester 8 (24 weeks)

Holidays Community

Medicine (Community Placement) (2 weeks)

Clinical Rotations Medicine (6 weeks) / Surgery (6 weeks)Ophthalmology

(3 weeks) / Anesthesia and Intensive Care (3 weeks)

Clinical Rotations O&G (6 weeks) / Paediatrics (6 weeks)

Orthopedics (3 weeks) / Emergency Medicine (3 weeks)

Clinical Electives (6 weeks)

*Integrated Lectures / Radiology / Community Medicine *Integrated Lectures / Radiology / Community Medicine

YEAR 5


Sem

Bre

ak

Semester 10 (24 weeks) Holidays

Clinical Rotations Psychiatry (3 weeks) / Family Medicine(3 weeks) /

/ Anaesthesia and Intensive Care (3 weeks) / Ophthalmology (3 weeks) / ORL (3 weeks)

Clinical Clerkship Medicine (4 weeks) / Pediatrics (4 weeks) / Surgery (4 weeks) / O&G (4

weeks) / Emergency Medicine (4 weeks) / Orthopedics (4 weeks) Re

visi

on

PR

OFE

SSIO

N

AL

EXA

M 2

End


OVERVIEW OF CLINICAL CURRICULUM - PHASE 2

The Phase 2 curriculum of the Taylors University School of Medicine (TUSoM) has been designed to produce graduates equipped with the Taylors University Graduate Capabilities (TGCs on page 11) as well as the MBBS Programme Outcomes (page 12).

In addition to acquiring the relevant knowledge and skills; the TUSoM graduate should

acquire the professional behaviours and values that will enable them to function upon

graduation as competent as well as a caring doctor.

TU SOM CURRICULUM

The MBBS programme which is fully conducted locally is designed to produce medical

doctors who are competent, highly-skilled and knowledgeable, able to work with

others in a team, caring and concerned about their patients and society, and who will

assume a leadership role in health care as well as participate in continuing medical

education and research in the future

TUSoM curriculum is an Integrated Curriculum, in which its MBBS programme outcome

defines its product. This is achieved through the integration of Basic Medical and

Community Medicine with Clinical Medicine that is strengthened by Information and

Communication Technology (ICT) and Evidence-based approaches adopted by the

School of Medicine.

THE CLINICAL PROGRAMME

The course instruction leading to the MBBS (Taylors University) will extend over three academic years. The course component is as follows:

Semester 5 - Internal Medicine (5), General Surgery (5), Obstetrics and

Gynecology (5) and Paediatrics (5)

Semester 6 - Orthopedics (4) / Emergency Medicine (4) / Psychiatry (4) / ORL (4)

/ Family Medicine (4)

Semester 7 - Medicine (6) / Surgery (6) Ophthalmology (3) / Anesthesia and

Critical Care (3)

Semester 8 - O&G (6) / Paediatrics (6) Orthopedics (3) / Emergency Medicine (3)

Clinical Electives (6 weeks)

Semester 9 - Psychiatry (3) / Family Medicine (3) / Anaesthesia and Intensive

Care (3) / Ophthalmology (3) / ORL(3)

Semester 10 - Clinical Clerkship (Internal Medicine (4) / Pediatrics (4) / Surgery (4)

/ O&G (4) /Emergency Medicine (4) / Orthopedics (4))

Note:

You are to refer to the relevant Module Information Booklets (MIB) and take note of the

details regarding curriculum; the Goal and Learning Outcomes for each posting. The

MIB and course material will be uploaded in TIMeS and you are required to access

these and participate in the relevant online activities.


TEACHING-LEARNING STRATEGY:

The bulk of learning in your clinical years is student-centered. The students, having had acquired basic science in Phase 1, are expected to further advance their knowledge, skills professional behaviour. Various teaching and learning strategies will be utilized.

DELIVERY METHODS: 1. Ward Rounds: Students take part in ward rounds with either HSB consultants or your

TUSoM lecturer. Students follow the consultant/ Medical officer rounds every day from 8am

to 9 am. Each student has to maintain a log of cases discussed during ward rounds. Every

student must maintain attendance for this session in their logbooks (ward work record) in

this session endorsed by the consultant/specialist/TUSOM lecturer. In the event the

lecturer/ supervisor is unable to sign your log book, enter their name and date in your

logbook.

2. Ward Work: Students clerk (history and examination) patients on their own and observe

diagnostic and therapeutic procedures in the wards / clinical facilities allotted to them from

9 am to 10 am. The beds are allocated to each student on a rotation basis every day. During

ward work student will clerk patient [or care giver if the patient is too ill /unconscious] on

assigned bed and give oral presentation during their rotation for clinical presentation.

Student will follow up patients of respective ward and maintain a attendance for ward

rounds in their log books.

3. Bedside Teaching (BST): Students are required to clerk patients admitted to the various

wards, perform physical examinations and present the cases to the lecturer. Minimum of 2

teachings sessions per week is allocated.

4. Clinical Case Discussion (CCD): Clinical case discussions are interactive sessions where

common clinical conditions are discussed with the whole class. The clinical approach to the

condition and management will be included in the discussion. Ideally the discussion is based

on a patient clerked by a student in the class. However, in order to ensure covering all

common conditions, the lecturer may conduct the discussion based on a simulated case

history. CCD is done for an hour from 12pm 1pm.

5. Lectures (L): These are presented by the lecturers as formal power-point presentations and

last between 40-50 minutes. Students are encouraged to contribute to making lectures

more interactive by asking questions or seek clarifications during or at the end of a lecture.

Lecturers may leave an electronic copy of their presentation for the students to print out.

However, power-point presentations are not meant to contain all material that students are

expected to learn. Typically, power-point slides will contain only an outline of the material

presented by the lecturer and therefore reading a power-point presentation cannot

substitute for attending and actively listening to lectures. Students are advised to

supplement reading by referring to recommended textbooks which are listed within this

MIB.


6. Case-based Learning (CBL): Clinical cases are formulated based on intended learning

outcomes for each Posting. Case scenarios will be provided to the students ~3 days prior to

the CBL sessions. Each student is expected to study all questions independently before

coming to the session. During first 30-45 minutes of the CBL sessions, students will work in

groups of 4-5 lead by subgroup leaders to prepare the responses the allocated case/s. The

student leader and facilitator attempts to engage all students in the discussion.

During the second 40-60 minutes, the groups will reconvene and each subgroup will share

their answers. Students will be assessed if they understood the underlying mechanisms and

scientific principles. The facilitator will highlight key issues and summarise the key points

based on the model answers. Overall, this is a student-centered activity and serves as a

stimulus to foster ability to think independently with clinical reasoning, solve problems and

learn collaboratively.

7. Seminar (S): Students are expected to present seminars for 1 - 2 hours which is one of the

main features of this module to learn core content. The specific learning objectives and

outcomes are provided to the students around 1-2 weeks before the date of seminar

session. This session is student driven and faculty assisted which is conducted at least once

a week. These seminars are discipline specific and common topics are chosen and given to

different groups in a batch. Each seminar topic is further divided into sub-topics with the

intended learning outcomes to groups of 5-6 students for presentation. All students are

expected to participate actively during each seminar session.

8. Clinical skills sessions (CSS): Common clinical skills and procedures specific to each posting

will be taught in clinical skill sessions. Students are expected to learn and practice these

skills under supervision. Repeated practice is strongly encouraged.

9. Integrated (IL) lectures: There will be a series of lectures each of 1 hour duration conducted

across semesters 6-8 as an integrated block which consisted of clinical therapeutics,

laboratory medicine and radiology in relation to the clinical postings involved. The clinical

therapeutics lectures will be delivered by clinical pharmacologists and/or physicians of

TUSOM, radiology lectures by radiologists from HSB & TUSOM, laboratory medicine lectures

by pathologists, microbiologists from HSB & TUSOM.

10. Integrated seminar (IS): Some clinical problems which have multi-systemic features and can

be managed by multidisciplinary team and involve discussion at interdisciplinary level are

chosen and given to students to present as integrated seminar (IS). Here the student leader

form several groups of 3-4 and allots different topics with the Specific Learning Objectives

(SLO) given by lecturers to different groups to present in each IS session. IS will be

conducted on every 3rd Friday of every month; which will be moderated by TUSOM/HSB

specialists from the clinical disciplines involved in IS.


11. Self-study (DSL &SDL): Students are provided with adequate time for self-study session;

some of the sessions are directed self-study (DSL) where the learning objectives are given

(e.g. in preparation for seminars, CBL etc and others undertaken with self-derived learning

objectives for self-directed learning (SDL).

12. Community Medicine Sessions: From Semester 6 onwards on every Thursday of a month,

the afternoon session is allotted for Community Medicine teaching which is spread out

across Semester 6, 7 and 8.

ASSESSMENT STRATEGY:

The assessment strategy in Phase 2 comprises both theory and clinical assessment. Formative

assessment will be held during each posting and will be in the form of MCQ, SAQ and clinical

short / long cases. These will be held for each posting within the semester. However some

components assessed during the posting, namely, case reports, log book and professionalism

assessment contribute towards the overall marks for the end of semester (EOS) summative

assessment. The summative assessment at the End of Semester (EOS) consists of MCQ, MEQ

and OSCE covering all postings within each Semester.

Tools of Assessment:

1. Multiple Choice Questions (MCQ)

Multiple Choice Questions (MCQ) in Phase II are the One Best Answer (OBA) Type questions that have

four options within each question. The student is required to identify the best option as the correct

answer. There is no negative marking in OBA.

2. Short Answer Questions (SAQ)

Short Answer questions (SAQ) in Phase II are designed to assess essential knowledge as well as

developing analytical and critical thinking on focused clinical areas.

3. Modified Essay Questions (MEQ)

Modified Essay Questions (MEQ) are designed to assess the ability to retain important information,

evaluate clinical situations and retrieve relevant information in response to a holistic approach to

patient evaluation / management. Each question may have several sub-sections which the students are

required to complete within specific time frames.

4. Objective Structured Clinical Examination (OSCE)

In OSCE, students are assessed on their skills in establishing rapport with patients, communications skills,

ability to obtain relevant medical history, physical examination skills and essential procedures. Real

patients, simulated patients or manikins can be used in OSCE. In addition, the ability to interpret clinical

investigative reports may be tested. OSCE is conducted at the EOS; which covers all postings during the

semester. OSCE is also a component of the Final Professional Examination.


1. Clinical Short Case Students may be assessed using short case assessment which tests the clinical as well as critical thinking skills. It may last 10-15 minutes per case.

2. Long Case Assessments Students may also be assessed using long case in the last week of the posting which tests the ability to identify problems, formulate differential diagnoses, and develop investigations and treatment plans in a given patient that the student is allocated to. This may take 45 -60 minutes per student.

6. Case Write-ups Students are required to submit clinical case write-up/reports. Refer to the specific MIB for each posting The components may include the following. .

Patients data with the patient Identification number and name expressed as initials

Chief complaints

History of presenting illness

Past history

Treatment /Drug history

Social/Personal history

Family history

Review of systems

Summary

General examination and Systemic examination

Provisional diagnosis and Differential diagnoses and their clinical relevance

Investigations and their clinical relevance

Management and Discussion/Learning issues

References using Vancouver format o Journal Publication: Arrami M, Garner H. A tale of two citations. Nature 2008; 451:397-9. o Textbook: Simons NE, Menzies B, Matthews M. A Short Course in Soil and Rock Slope

Engineering. London: Thomas Telford Publishing; 2001. Pg 110-112 o Online Resource: Department of Health. More help for people with dementia.

http://nds.coi.gov.uk/content/detail.asp?NewsArealD=2&ReleaselD=371217 (accessed 20th June 2013).

Each case write-up is to be word processed using Times New Roman, font size 12 and spacing of 1.5 with a maximum word limit of 1500 2000.

6. Log book

Students are monitored and assessed throughout the module by the clinical supervisors / posting

coordinator. Your log books are documentary evidence of your learning activities throughout each

posting.

7. Assessment of Professionalism

Professionalism is an important aspect in throughout your medical career. Students will be monitored

regularly by your teachers. Some of the components that will be assessed are: attendance, punctuality ,

being attentive in classes, behaviour (interaction / communication skills with patients, participation in

class, teamwork, etc). The detailed format of assessment of professionalism is found in your Log Book.


HIGHLIGHTS OF THE CURRICULUM

o Integrated curriculum o Core curriculum o Self-directed / guided self-learning o Case- based Learning (CBL) o Integrated and discipline specific Seminars o Integrated and discipline specific Lectures o Longitudinal Community Medicine strand o Clinical Skills Sessions (CSS) o Module information Booklet for each Posting o Portfolio & Log book o Clinical clerkships o Clinical Electives o Mentor-mentee system

The student is able to achieve the specified earning goals and outcomes through team work and active learning both individually as well as in small groups facilitated by the posting coordinator and team.

TIPS FOR ACADEMIC SUCCESS

Take responsibility for your learning You must be in control of your learning. Read your Student Handbook before the start of a rotation and understand the outcomes to be achieved from the different learning opportunities, the general workings of a department you are posted to etc. This will ensure you get the best out of the different learning opportunities e.g. wards, clinics.

Get the best out of your private study Have personal objectives/ goals to be achieved and achieve them!

Keep a note pad handy with you at all times in your white coat to jot concerns

or things you do not understand. You can then read up about them later. Study

on a regular basis. Be organised and regularly update your study plan.

Be an independent and self-directed learner. Retention and understanding of knowledge gained by active learning is far

superior.

When in doubt always seek for guidance When in doubt you must seek advice from your lecturers and course

co-ordinator. Refer also to your Posting Handbook regularly.

A positive attitude and good work habits are the keys to success Work smart - you must learn how to use your time effectively to get your work

done well and on time!


CLINICAL SKILLS

CLINICAL SKILLS SESSIONS PHASE II

The clinical skills sessions during phase ll are designed to train medical students with

the desired core competencies that the students should learn prior to starting their

house job (housemanship) in a safe, stress-free simulated environment.

The purpose of this training is to provide a coherent and broadly applicable model

for pre-clerkship clinical skills learning and performance standards that will

contribute to enhanced preparation of medical students for the clerkship

experience. This type of training in the clinical skills suite bridges the gap between

the pre-clinical and clinical exposure and helps the students to make an easy

transition to move from learning in a university environment to learning in the clinical

environment and later upon graduation to practice confidently in the real world.

GOALS OF THE TRAINING

During Phase 2, the goals of training of the medical students are intended to

achieve the following:

To engage and interact with patients effectively to build communication skills To develop an ability to take a clinical history from the patient that is more

focused and comprehensive

To demonstrate the ability to perform a through general and specific examination of all organ based system

To show the capability to understand and perform a variety of clinical procedures

To demonstrate the skill to select, justify and interpret selected clinical tests and imaging

A comprehensive list of core clinical skills and procedures have been identified that

incorporates the core graduate capabilities of the undergraduate medical student

based on recommendation from national and international undergraduate

curriculum. (Detailed information is uploaded into TIMeS). The acquisition of these

core clinical skills and procedures is distributed within the different clinical

specialties/ postings and be covered during the Semesters 5 to 10.

In Phase 2, three hours has been dedicated each week towards skills training that

amounts to 9 15 hours of skills training in each clinical specialty during a semester. During the clinical skills sessions, the students are trained via a holistic range of

teaching-learning methods, such as real patient, simulated or standardized patient,

simple or basic task trainer and high fidelity simulators, etc. (Refer to TIMeS, for

detailed information regarding the clinical skills sessions for each clinical speciality;

this is provided for the different semesters).


INTEGRATED BLOCK

INTEGRATED BLOCK IN PHASE II In the phase 2 clinical years, there is an integrated block which comprises the

general concept lectures, concept seminars, radiology lecture, laboratory science

lectures and clinical pharmacology concept lecture. This block aims to integrate

basic medical sciences and clinical sciences into various clinical postings so that

the students are able to appreciate the clinical application of the basic sciences.

The integrated block runs across semester 5 to 8, scheduled every Friday 3.00 pm to

5.00 pm. Usually 1 to 2 topics will be delivered. The topics are selected based on its

clinical significance and they carry important concepts which the clinical students

are expected to know.

One a month, a topic will be selected as an integrated seminar session which will

be conducted by the students. A group of 5 to 8 students will present a complete

clinical case followed by evidence based discussion on pathogenesis of the

disease, prevention and management by applying basic sciences and current

information on therapeutics.

INTEGRATED BLOCK IN PHASE II : TOPICS FOR SEMESTER 5-6

Laboratory medicine

Overview of laboratory medicine

Interpretation of blood peripheral smear & abnormal CSF analysis

Lab tests in pregnancy

Interpretation of serum electrolytes and renal parameters in children

Lab tests in Subfertility

Tumour markers

Radiology

Overview of radiology

Chest infection & Chest masses

Role of imaging in obstetrics

Role of imaging in gynaecology

Neuro Trauma

Child with breathlessness

Child with abdominal distension

Clinical pharmacology

Introduction to clinical therapeutics

Rationale of prescribing drugs

Drug therapy in pregnancy and lactation

Asthma therapy and anticonvulsant therapy in children

Managing infections in children

Hormonal contraceptives


Continued

Internal medicine

Lung tumours

Chronic Kidney Disease

General Surgery

Nutrition and Surgery

Blood transfusion

Paediatrics

Genetic Disorders in children

INTEGRATED SEMINAR TOPIC

Head injury

Infections in Obstetrics

Tuberculosis - pulmonary & extrapulmonary TB

Stroke

Diabetes mellitus

Hypertension

Obesity

***Note: For detail Learning Outcomes (LOs) of each of the above topics, please

refer to the Integrated Block document uploaded onto TIMeS. The LOs will be

uploaded ONE (1) week before the commencement of the session.


INTEGRATED BLOCK IN PHASE II : TOPICS FOR SEMESTER 7-8 Clinical therapeutics

Prescribing in elderly patients including drug to drug interactions

Drug resistance and antibiotics policy

Antibiotic treatment of TB, Leprosy

Ovulation induction agent

Hormonal Replacement Therapy

Laboratory medicine

Liver function test & hepatitis B marker

Investigation for infections: Blood C&S, Urine C&S, Sputum for AFB & C&S

Investigation for autoimmune disease: Auto-antibody test

Radiology

Imaging for Kidney disease: Ultrasound KUB, IVP, MCU

Imaging for Brain: CT/MRI for Infarct & hemorrhage

Imaging for Hepatobiliary system: USG, CT/MRI, ERCP

Imaging in Peadiatrics orthopedics

Ophthalmology

Common eye diseases

Ocular manifestation of systemic diseases

O&G

Prenatal diagnosis

Maternal mortality and morbidity

ENT

Facial nerve palsy

Maxillo-Facio- injury (Le Fort Fracture & Nasal fracture)

Family Medicine

Travel medicine

Childhood parasitic worms infestation

INTEGRATED SEMINAR TOPIC

Diabetic retinopathy

Hypertensive retinopathy

Geriatrics care

Stress & Stress management (interactive session) EQ and the medical doctor (1)---Self-awareness (interactive session) EQ and the medical doctor (2) ---Interpersonal relating & communicating (interactive session)

***Note: For detail Learning Outcomes (LOs) of each of the above topics, please

refer to the Integrated Block document uploaded onto TIMeS. The LOs will be

uploaded ONE (1) week before the commencement of the session.


COMMUNITY MEDICINE

SUMMARY: COMMUNITY MEDICINE PROGRAM IN PHASE 2

1. Overview

Community Medicine curriculum is spread over three semesters during the clinical

years; from Semester 6 (Year 3), Semester 7 and Semester 8 (Year 4). It is not a separate

block, but integrated throughout all the clinical postings for the above mentioned one

and half years time period as per the following schedule:

Once a week on every Thursday afternoon from 2.00 pm to 5.00 pm.

The session will be conducted in the Seminar/Lecture room at Level 9D, HSB.

It will be class room teaching, assignments, project planning, field activities, visits

to district health office and places of public health importance and health

education activities in the community and on-campus health awareness events.

Apart from this, there will be a 2-week long community placement. The aim of this

community placement is to expose medical undergraduates to real life situations and

working with a community. The activities during this placement will be health education

of the community, health assessment plans, and health screening activities. During the

placement, the student will be travelling to the location of the identified community.

The timing may vary according to the nature of the assignment and the convenience

of that particular community. This placement will be during Semester 7 of year 4.

2. Overall objectives for the discipline of Community Medicine

The exposure of medical undergraduates in Phase II to relevant areas of Public

Health/Community Medicine allows them to re-visit the theoretical concepts and

applied aspects in the population.

1. Basic and Applied Epidemiology, Biostatistics, Demography, Environmental and

Occupational Health, Sociology, Family Health, Health Promotion, Health

Education, Community Engagements, Evidence-based Medicine and Health

Research

2. Competencies in gender issues, violence and injury prevention, adolescent

health, substance abuse, rational use of drugs, ethics and behavioural sciences

3. Understanding of health systems, basics of health project / intervention

management; health planning, leadership, district health systems, Disaster

Management and Public Health Laws

4. Priority health issues and diseases of public health importance in Malaysia.

Learning Objectives:

1. To ensure that the medical graduate has acquired broad public health

competencies needed to solve health problems of the community with

emphasis on health promotion, disease prevention, cost-effective interventions

and follow up.

2. Apply the basic epidemiological principles to investigation of diseases, outbreaks,

health promotion and disease prevention;

3. Contribute to health systems performance as a member of the health team in the generation and efficient utilization of human and logistic resources;


4. Foster healthy lifestyles in the individual and the community level to prevent

environmental degradation and to promote social harmony;

5. Identify the health needs of populations and population subgroups through

planning, intervention, monitoring and evaluation.

6. Provide patient-centred comprehensive primary health care including referral,

continuing care and follow-up.

LEARNING METHODS / ACTIVITIES AND ASSESSMENT FOR COMMUNITY MEDICINE

1. A variety of learning opportunities will be offered. These include field work, self-

directed learning, project work, community education and training, observation;

tutorials and lectures or presentations.

2. Continuous Assessment (CA) tests, seminars, group projects, and learning

portfolios with assessment relevant to the types of learning will be employed.

SEMESTER 6 (YEAR 3)

MAJOR DOMAINS CORE TOPICS

Society, Health and

Medicine

Social patterning of health and disease

(health and illness across time and place and different social groups)

Poverty, socio-economic status and health

Gender and Health

Psychological factors and Health

Family and sick role

Sick individual at home: managing a psychiatric patient and a

patient with chronic illness

Family and end-of-life decisions and care

Counseling and the role of the family

Seeking healthcare and medical pluralism

clinical iceberg social triggers medical pluralism stigma and labeling Hierarchy of resort

Medical Ethics and

Evidence-based

Medicine

Evidence-based medicine

What is it?, phrasing PICO questions

Searching and evaluating evidence, drawing conclusions

Environmental Health

Good medical practice and ethical issues

Working with the community

Field challenges to investigators, informed consent and refusal

to treatment

Rules of good medical practice

Beneficence and non-maleficence to individual and

community

MMC Code of Medical Ethics, Code of Professional Conduct


SEMESTER 7 (YEAR 4)

SEMESTER 8 (YEAR 4)

Health Promotion in

Community

Planning a Health Intervention

10th Malaysia Health Plan; Health Promotion Board; Malaysian

Non-communicable Disease Plan

Planning a Community Health Intervention: planning,

implementation, evaluation, dissemination

Planning a Community Health Intervention presentation

Community placement preparations

Health intervention trainings

Volunteer training workshops


Health System

District Health System (DHO)

Health programs at national, state and district levels

Activities at District Health Office in different sections

Field visits to public health facilities like:

Water purification plant

Sewage treatment plant/oxidation pond

Food quality control laboratory

Working with

community

Health assessment / screening activities in community

Planning/facilitating/evaluating a health education

program in community

Community-based research


Field visits Field visits to special health care facilities like:

Home for elderly

Home for mentally challenged

Dropout centers for drug users

Methadone clinics

Health awareness

campaigns

On-campus health awareness campaigns

Community based health awareness campaigns

Observing UN celebrated designated days for health issues

(e.g. World AIDS Day).


THE MENTOR-MENTEE SYSTEM

INTRODUCTION

The term Mentor describes someone who imparts wisdom to and shares knowledge

with a less experienced colleague (or student).

Each medical student will be assigned a mentor from among the academic staff in

Taylors University School of Medicine (TUSoM). The mentor in Phase 1 will hand over the

mentorship to a new mentor at the Clinical School.

The mentor will continue to guide the student as he/she develops knowledge, skills,

attitudes and behavior that befit a good and safe doctor. The assigned mentor will

journey with the student until the student graduates from TUSOM. A successful mentor-

mentee relationship requires the active participation of both parties.

Mentor-Mentee Program of TUSoM

The purpose of the program is to establish a meaningful mentee-mentor relationship

providing both support and encouragement to TUSoM medical students.

Mentor Roles

Encourage and support mentees in non-academic and academic matters

throughout the clinical years

Guide mentees through the application process for their clinical electives as well

as act as their internal supervisor for the electives.

Provide career guidance

Mentee Roles

Gain important insights about clinical school and a doctors life. Work hard and aspire to be successful in both medical school and life

MEETINGS WITH YOUR MENTOR

You are encouraged to meet with your mentor regularly.

During your Orientation period, you will be introduced to your new mentor. Following

this, each student is expected to meet with their mentor at least once during each

clinical posting and at the end of each Semester.

Additional meetings are encouraged as and when required; students are to contact

(email/ SMS / call) their mentor to make an appointment so that adequate time can be

set aside for the meeting.

Students are encouraged to meet with their mentor to obtain their results and seek

guidance towards continuous improvement in their studies as well as professional

behaviour suitable for a career in medicine.

References

1. Mentorship Manual for Medical students

http://www.medschool.vcu.edu/wims/documents/MentorshipManual.pdf

2. Frei E et al Mentoring programs for medical students - a review of the PubMed

literature 2000 2008 BMC Medical Education 2010, 10:32 http://www.biomedcentral.com/1472-6920/10/32


CLINICAL ELECTIVES

The Clinical Elective (CE) is a program made available to the medical students of

TUSoM to compliment the clinical posting experiences in Hospital Sungai Buloh (HSB).

The student is encouraged to gain placements in clinical settings that may not be

available in HSB. These clinical settings may be situated in Malaysia or outside the

country. The student is also encouraged to undertake electives in disciplines that they

would like to explore as an option to specialize in or discipline/s that they wish to

improve further.

Students are required to find their preferred choice by surfing the website for respective

choice/s of elective placements abroad, for information and for application

procedures.

The clinical elective is a 6-week program and students are encouraged to undertake a

medical-based and/or surgical-based elective during this period.

The Clinical Elective is scheduled at the end of Semester 8 program i.e. just before you

begin your final year. You are to discuss the details of your electives (discipline /

duration / site etc.) with your mentor at the beginning of your Semester 6 i.e. at least 14

months ahead of your CE.

The Clinical Electives Placement Checklist (pg. 33) serves as a guide for both the

students and academic staff.

References

1. Balandin S et al (2007) 'Twelve tips for effective international clinical placements',

Medical Teacher, 29:9, 872 877

2. Medical electives in developing countries Toolkit

http://bma.org.uk/developing-your-career/studying-medicine/medical-

electives-in-developing-countries

3. Going on medical elective: a guide for students by Mike Broad 2010

http://www.hospitaldr.co.uk/guidance/going-on-medical-elective-a-guide-for-

students

4. Medical Electives - a guide to planning it right!

http://www.youtube.com/watch?v=izHzVotYaYs

5. Funding your electives http://student.bmj.com/student/view-

article.html?id=sbmj.d5851

6. Ethical aspects http://www.ghjournal.org/jgh-print/spring-2011-issue/ethical-

dilemmas-in-global-clinical-electives/


CLINICAL ELECTIVES PLACEMENT CHECKLIST

Activity Deadline Action

1. Preparation

Immunization Records

Verification Letter from

Dean

- Checked at Phase 1 in Year 1

- 14 months ahead of Clinical Elective (CE)

Deans Office - Puan Iva / Ms

Dewi

2. (a) Fill up the Taylors University Clinical Electives (CE) Application

Form

(b) Derive Learning Objective (LO)

and discuss with Mentor

Medicine-based LO

Surgery-based LO

14 months ahead of

Clinical Elective

Student

3. Mentor to provide feedback 13 months ahead of CE Mentor

4 Complete your TUSoM Clinical

Electives Application Form

12 months ahead of CE Student

5. For approval by Mentor/

Endorsed by Program Director /

Dean

12 months ahead of CE Mentor

Dean / PD

6. Students keen to apply International

placement for their CE

To apply online

independently 12

months ahead of CE

with CC to PD

Student

7. Students keen local placement To apply via SOM 10

months ahead of CE

To follow set protocol for

local public and private

hospitals

Student to liaise

with AP Dr Xavier

/ Matron

8. Confirmation of approvals:

International CE

Local CE

Minimum SIX (6) months

prior

Student to send

to: Ms Roshidah/

Matron

9. Final CE LIST

( name list with placement details)

THREE (3) months prior

to CE

AP Dr Xavier /

PD

8. CE Package given to student:

1. MIB for CE

2. Internal Supervisor Form (Mentor)

3. External Supervisor Form

(Hospital/ Clinical supervisor)

THREE (3) months ahead

AP Dr Xavier /

PD / Matron

9. Submission of Clinical Elective

Report to Internal Supervisor for

marking

TWO (2) weeks after

completion of CE

Student

10. Internal Supervisor to mark the CE

Report

Within TWO (2) weeks Mentor

11. Marked CE Report A soft copy to the SOM Library

repository

One (1) month after

submission of CE

PD / Matron /

Ms. Stephanie

12. Release of Grade to students One (1) month after

submission of CE

PD


LIBRARY RESOURCES

You are to refer to the Library information Pack- Clinical School Library on enquiries on

the library resources. The online resources for Medicine are as listed below:

TYPE OF SOURCE LISTING OF RESOURCES

E-Books

General

Ebrary

Specialty

British Pharmacopoeia 2013

Online Databases

General

Academic Source Complete @ EBSCO

Oxford Journals

JSTOR

Scopus

ScienceDirect Freedom Collection

Library Press Display (online newspaper)*

Food Science Source

Springer Protocols

ProQuest Dissertation & Theses

Specialty

BMJ Best Practice **

BMJ.com

BMJ Journals Collection

BMJ onExamination *

British National Formulary (BNF)

British National Formulary for Children

ClinicalKey

OVID MD

Encyclopaedias

Comprehensive Toxicology

Encyclopedia of Human Nutrition

Encyclopedia of Behavioural Neuroscience

Encyclopedia of Neuroscience

Encyclopedia of Virology

Electronic journals

The New England Journal of Medicine (NEJM)

Journal of Clinical Pharmacy and Therapeutics

Journal of Pharmacy and Pharmacology

Updated as at 23rd Sept 2013

You can download mobile apps for the following online databases:

* Available in App Store and Play Store

Library Press Display PressReader BMJ onExamination - oE Revision (please refer to your My Account for the

Voucher code) ** Available in App Store only

BMJ Best Practice - Best Practice decision support


You also have access to the following e-books from the TUSoM library. You can access

the book that you require from the following website using the username and password

as provided below:

No. Website Username and password List of books

1 www.studentconsult.com Username: tusomphase2

@gmail.com

Password: onlinelibrary

1. Davidsons principles

and practice of medicine

21st Edition

2. Kumar and clarks

clinical medicine

8th Edition

3. Principles and

practice of surgery

6th edition (Garden et al)

4. Essential

orthopaedics and trauma

5th edition

5. Hutchinsons clinical

methods 23rd edition

6. Talley & OConnor

clinical examination

6th edition

2 www.expertconsult.com Username: tusomphase2

@gmail.com

Password: onlinelibrary

7. Adams Emergency

medicine, 2nd edition

8. Canale Campbells

operative orthopaedics,

12th edition

9. Flint Cummings

otolaryngology Head

and Neck surgery,

5th edition

10. James High risk

pregnancy, 4th edition

11. Kliegman, Nelson

Textbook of Paediatrics,

19th edition

12. Rakel, Textbook of

Family medicine,

8th edition

13. Tallia Swansons

Family medicine review,

7th edition

Note: * Access is restricted for TUSoM clinical students and faculty.


READING LIST

INTERNAL MEDICINE

Core

1. Colledge NR, Walker BR, Ralston SH. Davidsons Principles and Practice of Medicine, 21st ed. London: Churchill Livingstone Elsevier; 2010.

2. Kumar PJ and Clarke M. Kumar and Clarkes Clinical Medicine, 8th ed. Elsevier Saunders; 2012.

Reference

1. Longo DL, Fauci AS, Kasper DL, Hauser SL, Jameson JL, Loscalzo J. Harrisons Principles of Internal Medicine, 18th ed. McGraw Hill; 2012.

2. Alagappan. R, Manual of Practical Medicine, 4th ed. Jaypee Digital; 2012.

3. Longmore M, Wilkinson I, Davidson EH, Foulkes A, Mafi AR. Oxford handbook of

clinical medicine, 8th edition. New York: Oxford University Press, 2010.

4. Hampton JR. The ECG Made Easy, 7th ed. London: Churchill Livingstone Elsevier;

2008.

5. Clarke C, Dux A. X-rays for Medical Students, 1st ed. Wiley Blackwell; 2011.

6. Godara H, Hirbe A, Nassif M, Otepka H, Rosenstock A. The Washington Manual

of Medical Therapeutics, 34th ed. Lippincott Manual Series; 2013.

GENERAL SURGERY

Core

1. Lawrence P., Bell R. et al. Essentials of General Surgery, Lippincott Williams &

Wilkins 4th Edition

2. Williams N. et al. Bailey & Love's Short Practice of Surgery. 26th International

Student Edition, CRC Press

3. Cuschieri A. et al Essential Surgical Practice. Hodder Arnold. 4th edition.

4. McLatchie G.R. Oxford Handbook of Clinical Surgery. Oxford University Press. 3rd

Edition.

Reference

1. Cuschieri A. et al. Clinical Surgery. Wiley, John & Sons

2. Andrew N. Kingsnorth, Aljafri A. Majid. Fundamentals of Surgical Practice 2nd

Edition.

3. Andrew N. Kingsnorth, Aljafri A. Majid Principle of Surgical Practice. Cambridge

University Press

4. Aljafri A. Majid, Andrew N. Kingsnorth .Advance Surgical Practice. Cambridge

University Press


OBSTETRIC & GYNAECOLOGY

Core

1. Baker PN, Kenny L. Obstetrics by Ten Teachers, 19th ed. Florida: Taylors & Francis

Group, LLC; 2011.

2. Monga A, Dobbs S. Gynaecology by Ten Teachers, 19th ed. London: Hodder &

Arnold; 2011.

3. Collins S, Arulkumaran S, Hayes K, Jackson S, Impey L. Oxford Handbook of

Obstetrics and Gynaecology, 3rd ed. Oxford University Press; 2013.

Reference

1. Hanretty KP. Obstetrics Illustrated 7th ed. Edinburgh: Churchill Livingstone Elsevier;

2010.

2. Bain C, Burton K, McGavigan J. Gynaecology Illustrated, 6th ed. Churchill

Livingstone Elsevier; 2011.

3. Oats J, Abraham S, Jones L. Fundamentals of Obstetrics and Gynaecology, 9th

ed. Edinburgh: Mosby Elsevier; 2010.

4. Cunningham FG, Leveno KJ, Bloom S, Hauth JC, Rouse DJ, Spong CY. Williams

Obstetrics, 23rd ed. New York: McGraw Hill; 2010.

5. Hoffman BL, Schorge JO, Schaffer JI, Halvorson LM, Bradshaw KD, Cunningham

FG. Williams Gynecology, 2nd ed. McGraw Hill; 2012.

Online Resources for O&G

1. www.rcog.org.uk/

2. www.clinicalexam.com/pda/o_obs_antenatal_history_exam.htm

PAEDIATRICS

Core

1. Lissauer T, Clayden G. 2012. Illustrated Texbook of Paediatrics. 4th Ed. Edinburgh:

Mosby/Elsevier

2. Marcdante KJ, Kliegman RM, Jenson HB, Beherman RE. 2011. Nelson Essentials of

Pediatrics. 6th Ed. Canada: Sounders/Elsevier

1. Hussain Iman Hj Muhammad Ismail, Ng Hoong Phak, Terrence Thomas. 2012.

Paediatric Protocols for Malaysia Hospitals. 3rd Ed. Putra Jaya: Malaysia Paediatric

Association


Clinical Examination

2. Gill D, O'Brien N. 2007. Paediatric Clinical Examination Made Easy. 5th Ed. Churchill

Livingstone

3. Glynn M, Drake W. 2012 Hutchisons Clinical Methods, 23rd ed. Elsevier Saunders;.

Reference

4. Hull D, Johnston DI 2010. Essential Paediatrics. 4th Ed. Churchill Livingstone

5. Illingworth RS, Nair MKC, Russell PSS 2012. Illingworths The Development of the Infant and Young Child Normal and Abnormal. 10th Ed. Elsevier

6. Kliegman RM, Stanton, St. Geme J, Schor N, and Behrman RE. 2011.Nelson Textbook

of Pediatrics. 19th Ed. Philadelphia: Elsevier/Saunders

7. Rudolph M, Levene M, Lee T. 2011. Paediatrics and child health. 3rd Ed. Wiley-

Blackwell

8. Stephenson T, Wallace H, Thomson A. 2002. Clinical Paediatrics for Postgraduate

Examinations. 3rd Ed. Churchill Livingstone

9. Harris W 2011. Examination Paediatrics. 4th Ed. Churchill Livingstone: Elsevier

10. Rennie JM 2012. Rennie & Robertons Textbook of Neonatology. 5th Ed. Churchill Livingstone

EMERGENCY MEDICINE

Core

1. Brown, Anthony FT, Cardogan, Michael D. 2011. Emergency and Acute Medicine:

Diagnosis and Management. 6th Ed. London: CRC Press

2. Adams, James G. 2012. Emergency Medicine: Clinical Essentials. 2nd Ed.

Philadelphia: Elsevier/Churchill Livingstone

3. Begg, James D. 2004. Accident and emergency X-rays made easy. Edinburgh :

Churchill Livingstone/Elsevier

References

1. Whiteley, Simon M., Bodenham, A., Bellamy, Mark C. 2010. Churchill's Pocketbook of

Intensive Care. 3rd Ed. Edinburgh : Churchill Livingstone/Elsevier

2. Avidan,M., Barnett,Kara M., Hill, Laureen L. 2008. Intensive Care: An Illustrated

Colour Text. Edinburgh : Elsevier/Churchill Livingstone

3. Yentis, Steven M., Hirsch, Nicholas P., Smith, Gary B. 2009. Anaesthesia and Intensive

Care A-Z: An Encyclopedia of Principles and Practice. 4th Ed. China:

Elsevier/Churchill Livingstone

4. Silvers, Christine T., Filbin, Michael R., Caughey, Aaron B. 2006. Blueprints Clinical

Cases in Emergency Medicine. 2nd Ed. Massachusetts: Lippincott Williams & Wilkins

5. Fulde, Gordian WO. 2009. Emergency Medicine: The Principles of Practice. 5th Ed.

New South Wales: Elsevier/Churchill Livingstone


6. Gupta, P. 2011. Oxford Assess and Progress Emergency Medicine. Oxford: Oxford

University Press

7. Zane, Richard D., Kosowsky, Joshua M. 2011. Pocket Emergency Medicine. 2ndEd.

Philadelphia: Lippincott Williams & Wilkins

PSYCHIATRY

Core

1. POCKET HANDBOOK of CLINICAL PSYCHIATRY (5th Edition) by Benjamin J. Sadock,

Virginia A. Sadock.

2. OXFORD HANDBOOK of PSYCHIATRY. By David Semple, Roger Smyth, Jonathan Burns.

3. SHORTER OXFORD TEXTBOOK of PSYCHIATRY. By Philip Cowen, Paul Harrison and Tom

Burns.

Reference

1. Kaplan and Sadocks SYNOPSIS of PSYCHIATRY (11th Edition) by Benjamin J. Sadock, Virginia A. Sadock.

2. NEW OXFORD TEXTBOOK of PSYCHIATRY (2nd Edition) Edited by Michael Gelder,

Nancy Andreasen, Juan Lopez-Ibor and John Geddes.

FAMILY MEDICINE

Core

1. Rakel RE. Essential Family Medicine: Fundamentals and Cases with STUDENT

CONSULT Access. WB Saunders.

2. Murtagh J. General Practice, McGraw Hill. (The Companion Handbook is

available as well)

Reference:

1. Sloane, Slatt & Baker. Essentials of Family Medicine, Williams & Wilkins.

2. Rakel RE. Textbook of Family Practice, WB Saunders.

3. Mead M, Patterson HR. Tutorials in General Practice,Churchill Livingstone.

Online references:

1. American Family Physician (Am Fam Physician) http://www.aafp.org/afp

2. Australian Family Physician ( Aust Fam Physician)

http://www.racgp.org.au/publications/

3. British Journal of General Practice (Br J Gen Pract) http://www.rcgp.org.uk/


ORTHOPEDICS

Core

1. Solomon L., Warwick D, Nayagam S., Apley's Concise System of Orthopaedics

and Fractures, Third Edition

2. McRae R, Clinical Orthopaedic Examination, 6th Edition

Reference

1. Solomon L., Warwick D, Nayagam S., Apley's System of Orthopaedics and

Fractures, 9th edition, 2010

2. Canale T, Beaty J. B., Campbell's operative orthopaedics. - 11th ed

3. Bucholz R.W., Rockwood and Green's Fractures in Adults

Online resources

1. http://www.orthobullets.com

2. http://www.ortho.hyperguides.com

3. http://www.wheeless.com

4. http://www.boneschool.com/

5. http://emedicine.medscape.com/orthopedic_surgery

OTORHINOLARYNGOLOGY

Core

1. Logan Turner's Diseases of the Ear, Nose and Throat

2. Williams N. et al. Bailey & Love's Short Practice of Surgery 26th International Student

Edition, CRC Press

Reference

1. Scott and Browns Otolaryngology Head & Neck Surgery , 7th edition

2. Charles W. Cummings Otolaryngology Head & Neck Surgery 4th Edition


ANAESTHESIOLOGY AND CRITICAL CARE

Core

1. JN Lunn Lecture Notes on Anaesthesia, 2nd Edition Blackwell Scientific

2. Delilkan A.E., The critical care team: the anaesthesiologist, the surgeon, the

physician : caring for the unconscious, Lexis Nexis Butterworths, 2003

3. Kumar PJ and Clarke M. Kumar and Clarkes Clinical Medicine, Elsevier Saunders

4. Ostlere G, Bryce-Smith R Anaesthesia for Medical Students 9th Edition Churchill

Livingstone

References

1. Miller R.D, Pardo M, Basics of Anaesthesia, 6th edition, Philadelphia, PA:

Elsevier/Saunders, 2011

2. Oh TE Intensive Care Manual (4th edition) Butterworth Heinemann

3. Delilkan A.E. Critical Care, Teaching and Medical Ethics: caring for the unconscious

and the critically ill. UiTM press. 2012

4. Delilkan A.E. Medical Dilemmas in the Evolution of Critical Care. Unipress 2009

5. Davie N.J.H, Cashman J.N. Lees Synopsis of Anaesthesia 13th Elsevier Butterworths

2006 ( E-book)

6. D. Campbell D, Spence AA Norris and Campbell's Anaesthesia Resuscitation and

Intensive Care. Churchill Livingstone

7. Aitkenhead AR, Smith G et al Textbook of Anaesthesia, 5th edition, Churchill

Livingston, 2006

8. Longo L, Fauci A et al Harrisons Principles of Internal Medicine, McGraw Hill.

OPHTHALMOLOGY

Core

1) James B, Bron A; Ophthalmology Lecture Notes, 11th edition, Wiley Blackwell, 2012

2) Batterbury M et al Ophthalmology: An Illustrated Colour Atlas, 3rd ed, Churchill

Livingstone, 2009

References

1) Bask S. Essentials of Ophthalmology. Kolkata (India), Current International

2) Kanski JJ et al Clinical Ophthalmology. A Systematic Approach. 7th edition. 2011


CLINICAL METHODS

1. Glynn M, Drake W. Hutchisons Clinical Methods, 23rd ed. Elsevier Saunders; 2012. 2. Douglas G, Nicol F, Robertson C. Macleods Clinical Examination, 13th ed. Elsevier;

2013.

ONLINE RESOURCES GENERAL

1. TAYLORS UNIVERSITY LIBRARY RESOURCES FOR STUDENTS

Clinical key: www.clinicalkey.com

2. BMJ

www.bmj.com

www.learning.bmj.com

www.bestpractice.bmj.com

www.onexamination.com

3. MEDSCAPE & EMEDICINE

www.emedicine.medscape.com

4. ONLINE REFERENCE FOR MEDICAL STUDENTS

http://www.medicalstudent.com/#MedicalTextbooks


CODE OF CONDUCT UNIVERSITY

A student attending the classes at the Taylors University School of Medicine (TUSoM) is expected at all times to conduct himself/herself in a manner that is unlikely to cause

offence to members of the general public. Especially so when learning at clinical

facilities (hospital / community clinics), all students are expected to be dressed in a

professional manner, maintain patient confidentiality and at all times be courteous to

the patients as well as their care givers.

Attendance

All students are required to follow the academic programme of the TUSoM, fulfill the

requirements of attendance at the various teaching and learning (T&L) sessions and

achieve suitable standards in the assessments as determined by the regulations. Poor

attendance may result in the student not qualifying to sit the relevant examination/s

required to progress in the MBBS course.

The School of Medicine expects that its students recognize that they have entered a

profession in which commitment to full participation in the learning environment is an

essential component of what will become a style of life-long learning. It also is built

upon the belief that each individual has something to contribute to the groups learning, and is an integral part of the medical professions team approach of sharing knowledge and problem-solving together. Thus, attendance is expected in all

educational activities. It is required for small group sessions and class sessions in which

a patient is present. In clinical coursework or clerkships, attendance is required as

students are considered to be part of the clinical team.

Learning to work effectively in a small group is an important skill. Each session offers an

opportunity for students to learn, to share, and to teach one another. Each student

owns part of the responsibility to foster a productive learning environment.

If a candidate has not attended classes to the satisfaction of the Examination

Regulation, he/she may be barred to sit the examinations covering that part/whole

course. A student may be barred from attending classes or taking examinations, if

he/she has breached the code of conduct of the TUSoM, or has been consistently

absent from class, or has not submitted their written work/ portfolio/ logbook on time,

or has shown poor performance in examinations as scheduled in the examination

regulation of the university.

Students must fulfil an overall attendance of at least 80% for all teaching sessions

including clinical teaching sessions, posting to community clinics, on-call duty,

electives and other assigned clinical duties and responsibilities.

Students shall mark their attendance in the morning, afternoon and on-call session on

the prescribed attendance form. The Group Representative will take responsibility to

handover the filled attendance form to the Senior Nurse Officer at the end of each

week as well as to collect the new form for the following week.


ACADEMIC HONESTY

All students pledge to conduct themselves honorably, professionally, and respectfully in

all aspects of medical education and patient care.

The student pledges that he or she neither gives nor receives unauthorized aid

nor leaves unreported any knowledge of such aid given or received by any

other student.

Unauthorized aid includes the use of any examinations that have NOT been pre-

approved by the Dean/ Program Director and made readily available to all

other students taking the course.

This pledge applies to all coursework/ assignments, examinations, presentations,

or any other activities required during the course of study

This pledge encompasses maintenance of confidentiality of all clinical work

involving patient care and representations of patient care information.

Academic honesty is crucial to a students credibility and self-esteem. A student may work together with one or a group of students to discuss assignment content.

Academic inquiry is not limited to the views and opinions of one individual, but it is built

by forming opinion based on past and present work experiences. It is legitimate to

synthesise the work of others, provided such work is clearly and accurately referenced.

Plagiarism is copying anothers work and submitting this as your own work for assessment. Examples of this are:

Copying from another student. Directly reproducing text or tables published in a scientific paper, abstract, book or on the internet.

Copying from published texts is by no means allowed. If an official or recognized

definition is used then quotation marks should be used and the source must be

acknowledged. Results and data from scientific papers should be summarized in your

own words. The source of these data should be referenced to ensure that the author

(owner) of that material is given credit for their work and you are not claiming the work

as yours.

Results from group work may be shared but the manipulation and interpretation of

these data should be undertaken independently; all graphs and figures should be

constructed independently. The person who copies and the one who allowed the

copying will BOTH be penalised.

How plagiarism is detected?

Your teachers can detect plagiarism in many ways.

identify a passage that they recognize seeing elsewhere; Style of writing which is not consistent; using specialised academic plagiarism detection software such as Turnitin (see

turnitin.com)

SOM Phase 2 Student Handbook Year 2013-2014

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Phase 2 Student Handbook

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