T6. COURSE SPECIFICATIONS (CS) - colleges.jazanu.edu.sacolleges.jazanu.edu.sa/med/Documents/CS -...

المركزالوطني للتقويم واالعتماد األكاديمي

National Center for Academic Accreditation and Evaluation

Form 5a_Course Specifications _SSRP_1 JULY 2013 Page 1

ATTACHMENT 5.

T6. COURSE SPECIFICATIONS

(CS)

Course Specifications

(CS)

Course Name: Forensic Medicine

Course Code: INT 311

Year: 3rd

year

Academic Year: 1437 – 1438 (2016 -2017)

Mission

Faculty of Medicine, Jazan University is committed to implement the Islamic

values, social accountability principles and quality standards for graduating

physicians competent in responding to health needs and challenges, orienting the

scientific research and health services for solving the community health problems

and strengthening governance, management and partnership with all stakeholders




Course Specifications

Institution: Jazan University Date of Report: 22/3/2017 (23/6/1438)

College/Department : Faculty of Medicine/ Internal Medicine

A. Course Identification and General Information

1. Course title and code: Forensic Medicine (INT 311)

2. Credit hours: 2 hours

3. Program(s) in which the course is offered.

(If general elective available in many programs indicate this rather than list programs)

(Bachelor of Medicine & Surgery) 4. Name of faculty member responsible for the course:

Prof. Sarah El-Reffaey e-mail: [email protected] mobile : 0565681519 Room No. : 1120

5. Level/year at which this course is offered: 3rd

Year

6. Pre-requisites for this course (if any): - Finishing the Preparatory Year

7. Co-requisites for this course (if any): -

8. Location if not on main campus: -

9. Mode of Instruction (mark all that apply)

a. Traditional classroom What percentage?

b. Blended (traditional and online) What percentage?

c. e-learning What percentage?

d. Correspondence What percentage?

f. Other What percentage?

Comments

X

-

-

- 0%

0%

0%

0%

100%

mailto:[email protected]




B Objectives

1. What is the main purpose for this course?

The main purpose of Forensic Medicine course is to build the competencies of

the undergraduate medical student to manage the medico-legal problems and

situations and to manage cases of poisoning that they will face after graduation

during the medical General Practice.

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)

The plan for developing and improving the course of Forensic Medicine this

year is to continue providing more practical experiences about the medico-legal

problems in the region of Jazan through part-time recruitment of the Head of

Forensic Medicine Organization, MOH, Jazan Directorate;

Dr. Ahmed El-Hakamy to teach some topics in the course.

C. Course Description (Note: General description in the form to be used for the Bulletin or

handbook should be attached)

1. List of Topics No of

Weeks

Contact

hours Introduction for the course and assignments

1st 1

Death and post mortem changes

1st 3

Identification of a living and dead person

1st 1

Mechanical injuries

1st 2

Transportation injuries

1st 2




Sexual offences 1st 1

The medico-legal aspects of blood stains 1st 2

Writing a medico-legal report 1st & 2

nd 2

Thermal injuries

2nd

2

Firearm injuries

2nd

2

Violent asphyxia

2nd

2

Suicide, homicide or accidental cases

2nd

2

Care of a poisoned patients 2nd

2

Corrosives 2nd

& 3rd

1

Plant poisons 2nd

& 3rd

1

Alcohol and gaseous poisoning 2nd

& 3rd

1

Heavy metals and insecticides 2nd

& 3rd

1

Therapeutics and Drug abuse 2nd

& 3rd

2

Revision 2nd

& 3rd

1

Total 31 H.

Lecture Practical Seminar Case

Studies

TBL Revision Total

Contact

Hours

14 5 2 1 8 1 31

Credit 0.93 0.16 0.07 0.03 0.26 0.03 1.48




3. Additional private study/learning hours expected for students per week.

4. Course Learning Outcomes in NQF Domains of Learning and Alignment with Assessment Methods

and Teaching Strategy

Course Learning Outcomes, Assessment Methods, and Teaching Strategy work together and are aligned.

They are joined together as one, coherent, unity that collectively articulate a consistent agreement

between student learning, assessment, and teaching.

The National Qualification Framework provides five learning domains. Course learning outcomes are

required. Normally a course has should not exceed eight learning outcomes which align with one or more

of the five learning domains. Some courses have one or more program learning outcomes integrated into

the course learning outcomes to demonstrate program learning outcome alignment. The program learning

outcome matrix map identifies which program learning outcomes are incorporated into specific courses.

On the table below are the five NQF Learning Domains, numbered in the left column.

First, insert the suitable and measurable course learning outcomes required in the appropriate learning

domains (see suggestions below the table). Second, insert supporting teaching strategies that fit and align

with the assessment methods and intended learning outcomes. Third, insert appropriate assessment

methods that accurately measure and evaluate the learning outcome. Each course learning outcomes,

assessment method, and teaching strategy ought to reasonably fit and flow together as an integrated

learning and teaching process. Fourth, if any program learning outcomes are included in the course

learning outcomes, place the @ symbol next to it.

Every course is not required to include learning outcomes from each domain.

17hours




NQF Learning Domains

And Course Learning Outcomes

Course Teaching

Strategies

Course Assessment

Methods

1.0 Knowledge:

By the end of the course the student will be able to :

1.1 Define the methods of identification of age,

gender, race …..etc. of a person living or dead

-Interactive lectures

-Power point presentation

-Short Essay Questions

-Multiple Choice

Questions (MCQs)

-Formative assessment

1.2 Define death




- MCQs


1.3 List the post-mortem changes




- MCQs

1.4 Define the types, characteristics, hazards and

causes of death due to mechanical, thermal,

transportation and fire-arm injuries




- MCQs


1.5 Enumerate the characteristics of Suicide,

accidental and homicidal injuries




- MCQs


1.6 List the types and characters of different types

of violent asphyxia




- MCQs


1.7 Define the medico-legal importance of blood

stains and blood groups




- MCQs


1.8 Define the medico- legal aspects of sexual

offences




- MCQs


1.9 Define the components of medico-legal report




- MCQs


1.10 List the general principles of care of poisoned

patient




- MCQs


1.11 Define pathophysiology, adverse effects,

diagnosis and management of corrosives,

plant, heavy metals, alcohol and gaseous




- MCQs





poisoning 1.12 Define the categories, side effects and

management of drug abuse




- MCQs


2.0 Cognitive Skills:


2.1 Differentiate between natural and unnatural

death

-Team-based learning

(TBL)

-Write a medico-legal report

on a case (photos)

-OSPE exam for cases and

specimens (photos)

-Case studies in the written

examination

-MCQs


2.2 Describe the post-mortem changes - TBL -Write a medico-legal report

on a case (photos)


specimens (photos)


examination

-MCQs


2.3 Estimate the post mortem interval - TBL -Write a medico-legal report

on a case (photos)


specimens (photos)


examination

-MCQs





2.4 Diagnose the different types of mechanical ,

thermal, transportation and firearm injuries

-TBL

-Case studies


on a case (photos)


specimens (photos)


examination

-MCQs -Formative assessment

2.5 Differentiate between suicidal , homicidal or

accidental cases

-TBL -Write a medico-legal report

on a case (photos)


specimens (photos)


examination

-MCQs


2.6 Diagnose the different types of violent

asphyxia

TBL -Write a medico-legal report

on a case (photos)


specimens (photos)


examination

-MCQs


2.7 Write a medico-legal report

- Practical sessions for

writing the medico-

legal reports


on a case (photos)

-Formative assessment 2.8 Differentiate between blood specimens

- Practical sessions

using microscopical

slides for blood

specimens

-OSPE exam for slides on

microscopes -Formative assessment

2.9 Differentiate between hairs and some types of

fibers for identification of living and dead

- Practical sessions

using microscopical

-OSPE exam for slides on

microscopes -Formative assessment




slides for hairs and

fibers

2.10 Diagnose and describe how to manage the

most common types of poisoning

-Seminars


examination

-MCQs

-Assessment of assignment

in Seminars


2.11 Diagnose and describe how to manage the

different types of drug dependence and some

therapeutics

TBL -Case studies in the written

examination

-MCQs


3.0 Interpersonal Skills & Responsibility:


3.1

Show presentation skills -Preparation of

assignments through

group work

- Presentation of the

assignment in a seminar

-Self-directed learning

- Presentation of group work

for assignment in a seminar


3.2 Show team work skills -Preparation of

assignments through

group work

-Self-directed learning


for assignment in a seminar -Formative assessment

3.3 Use the time management skills -Preparation of

assignments through

group work


for assignment in a seminar -Formative assessment

3.4 Utilize gained information through different

resources for solving problems and making

decisions for poisoned patients.

- Interactive lecture

- Power point Presentation

- Seminars

Team-based learning

- Short essay questions

- MCQs -Formative assessment

3.5 Engage in life-long self-directed learning to

catch up the scientific evolution.

-Preparation of

assignments through

group work to present

in Seminars


for assignment in a seminar





- Self –directed

Learning

4.0 Communication, Information Technology, Numerical:


4.1 Search for information (from electronic

database and other resources), for preparing

and presenting seminars

-Preparation of

assignments through

group work to present in

Seminars

- Presentation of assignments

in Seminars

5.0 Psychomotor:


5.1 Perform medico-legal report for different medico-

legal problems

-Practical sessions for

writing the medico-legal

reports using photos

-OSPE (writing medico-legal

report using photos)


Suggested Guidelines for Learning Outcome Verb, Assessment, and Teaching

NQF Learning Domains Suggested Verbs

Knowledge

list, name, record, define, label, outline, state, describe, recall, memorize,

reproduce, recognize, record, tell, write

Cognitive Skills

estimate, explain, summarize, write, compare, contrast, diagram,

subdivide, differentiate, criticize, calculate, analyze, compose, develop,

create, prepare, reconstruct, reorganize, summarize, explain, predict,

justify, rate, evaluate, plan, design, measure, judge, justify, interpret,

appraise

Interpersonal Skills & Responsibility demonstrate, judge, choose, illustrate, modify, show, use, appraise,

evaluate, justify, analyze, question, and write




Communication, Information

Technology, Numerical

demonstrate, calculate, illustrate, interpret, research, question, operate,

appraise, evaluate, assess, and criticize

Psychomotor

demonstrate, show, illustrate, perform, dramatize, employ, manipulate,

operate, prepare, produce, draw, diagram, examine, construct, assemble,

experiment, and reconstruct

5. Schedule of Assessment Tasks for Students During the Semester

Assessment task (e.g. essay, test, group project, examination,

speech, oral presentation, etc.)

Week Due Proportion of Total

Assessment

1

Mid-course examination (Quiz):

- MCQ

- Short Essay Questions

End of 2nd

week (25%):

20%

5%

2

Presentation of assignments of the group work in Seminars :

- Assignment

End of the

2nd

week

(5%)

3%

Suggested verbs not to usewhen writing measurable and assessable learning outcomes are as follows: Consider Maximize Continue Review Ensure Enlarge Understand Maintain Reflect Examine Strengthen Explore Encourage Deepen

Some of these verbs can be used if tied to specific actions or quantification.

Suggested assessment methods and teaching strategies are: According to research and best practices, multiple and continuous assessment methods are required to verify student

learning. Current trends incorporate a wide range of rubric assessment tools; including web-based student

performance systems that apply rubrics, benchmarks, KPIs, and analysis. Rubrics are especially helpful for

qualitative evaluation. Differentiated assessment strategies include: exams, portfolios, long and short essays, log

books, analytical reports, individual and group presentations, posters, journals, case studies, lab manuals, video

analysis, group reports, lab reports, debates, speeches, learning logs, peer evaluations, self-evaluations, videos,

graphs, dramatic performances, tables, demonstrations, graphic organizers, discussion forums, interviews, learning

contracts, antidotal notes, artwork, KWL charts, and concept mapping.

Differentiated teaching strategies should be selected to align with the curriculum taught, the needs of students, and

the intended learning outcomes. Teaching methods include: lecture, debate, small group work, whole group and

small group discussion, research activities, lab demonstrations, projects, debates, role playing, case studies, guest

speakers, memorization, humor, individual presentation, brainstorming, and a wide variety of hands-on student

learning activities.




- Presentation 2%

3

OSPE: - Photos & Slides - Writing a medico-legal report for a presented case

End of the 3rd

week

30%

20%

10%

4

Final written Exam: - MCQ


End of 3rd

week 40%

30%

10%

5 Reset Examination - MCQ


- OSPE

At the end of

the year

100%

50%

30%

20%

6 Formative Assessment - Feed back on case studies - Oral questions

2nd

week

1st & 2

nd weeks

2nd

week

-




D. Student Academic Counseling and Support

1. Arrangements for availability of faculty and teaching staff for individual student consultations and

academic advice. (include amount of time teaching staff are expected to be available each week)

One teaching staff specialized in Forensic Medicine & Toxicology full-time (Course

Coordinator) is available for 2 hours consultation for 5 days along the 3 weeks.

E. Learning Resources

1. List Required Textbooks

- "Simpsoon’s Forensic Medicine”, Hodder Arnold Company, Jason Payne-jason et al; 13th

edition, 2011

- "Goldfrank'sToxicologic Emergencies" , McGraw-Hill Editors: Flomenbaum NE,

GoldfrankLR et al, 8th

edition, 2006

2. List Essential References Materials (Journals, Reports, etc.)

-Outline of the course prepared by the course coordinator

3. List Recommended Textbooks and Reference Material (Journals, Reports, etc)

-" Forensic Pathology" by: Knight, B., 2000

- "Casarett&Doull's Toxicology: The Basic Science of poisons", 6th

Edition by: Curtis, D.K.,

2001

- Principles of Toxicology by Karen E. Stein & Thomas M. Brown, 2nd

Edition, Tailor &

Francis Group, 2006

- Lecture Notes in Forensic Medicine, by David J. Gee & Alan A. Watson, 5th

edition,

Blackwell Scientific Publications, 1989

4. List Electronic Materials(eg. Web Sites, Social Media, Blackboard, etc.)




http://www.forensicscience.ufl.edu/index.php?/forsci/blog/

http://www.forensicmed.co.uk/

-Series of Forensic Medicine

5. Other learning material such as computer-based programs/CD, professional standards or regulations and

software.

-Power point presentations by the course coordinator

-Handouts by the course coordinator

F. Facilities Required

Indicate requirements for the course including size of classrooms and laboratories (i.e. number of seats in

classrooms and laboratories, extent of computer access etc.)

1. Accommodation (Classrooms, laboratories, demonstration rooms/labs, etc.)

1 lecture room in each section (for male and female students separately)

1 laboratory in each section (for male and female students separately)

2. Computing resources (AV, data show, Smart Board, software, etc.)

In each lecture room

1 computer

1 data show

1 slide projector

1 screen

3. Other resources (specify, e.g. if specific laboratory equipment is required, list requirements or attach

list)

In each laboratory:

10 ordinary microscopes

http://www.forensicscience.ufl.edu/index.php?/forsci/blog/

http://www.forensicmed.co.uk/




G Course Evaluation and Improvement Processes

1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching

- Student questionnaire at the end of the course (Before the final exam)

- Discussion with students along the course about the difficult topics and points that

need more explanation

- Asking questions

- Case studies discussions between the instructor and the students

2 Other Strategies for Evaluation of Teaching by the Program/Department Instructor

Peers of teaching staff evaluation

3 Processes for Improvement of Teaching

Recruitment of Forensic Medicine experts in the region for teaching some practical issues needed

in General Practice

4. Processes for Verifying Standards of Student Achievement (e.g. check marking by an independent

member teaching staff of a sample of student work, periodic exchange and remarking of tests or a sample

of assignments with staff at another institution)

- Remarking sample of assignments by independent expert




5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for

improvement.

-Responding to the evaluation by students

- Responding to evaluation by the experts of Forensic Medicine in MOH, Jazan Directorate,

Organization of Forensic Medicine

Faculty or Teaching Staff: Prof. Sarah El-Reffaey

Signature: ____________Dr. Sara___________________ Date Report Completed: 1437___________

Received by: _____Dr. Ali Swaid________________________ Dean/Department Head

Signature: __________ _____________ Date: _______________

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