Internal Medicine\ Grade 3

Code: MEDI 305    Credits: 5

Cardiovascular System

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.1.1	Describe the anatomy and physiology of the cardiovascular system, including heart chambers and vessels.	K	Large group lecture	MCQs, Short Answer Questions
MEDI.1.2	Perform a comprehensive cardiovascular examination.	S	Clinical skills lab, bedside teaching	OSCE
MEDI.1.3	Interpret common cardiovascular diagnostic tests (e.g., ECG, echocardiography).	C	Clinical skills lab, bedside teaching	CIVA
MEDI.1.4	Demonstrate empathy and professionalism when communicating with patients about cardiovascular health.	A	Clinical skills lab, bedside teaching	OSCE

Respiratory System

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.2.1	Explain the structure and function of the respiratory system, including gas exchange mechanisms.	K	Large group lecture	MCQs, Short Answer Questions
MEDI.2.2	Conduct a thorough respiratory examination, including inspection, palpation, percussion, and auscultation.	S	Clinical skills lab	OSCE
MEDI.2.3	Analyze pulmonary function tests and imaging to diagnose respiratory conditions.	C	Clinical skills lab	CIVA
MEDI.2.4	Educate patients on smoking cessation and respiratory health maintenance.	A	Large group lecture	OSCE

Gastrointestinal System

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.3.1	Describe the anatomy and physiology of the gastrointestinal tract and accessory organs.	K	Large group lecture	MCQs, Short Answer Questions
MEDI.3.2	Perform abdominal examinations to assess gastrointestinal health.	S	Clinical skills lab, bedside teaching	OSCE
MEDI.3.3	Interpret laboratory and imaging studies related to gastrointestinal disorders.	C	Case-based learning, problem-solving sessions	CIVA
MEDI.3.4	Counsel patients on dietary modifications for gastrointestinal health.	A	Clinical skills lab, bedside teaching	OSCE

Urinary System

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.4.1	Explain the structure and function of the urinary system, including nephron physiology.	K	Large group lecture	MCQs, Short Answer Questions
MEDI.4.2	Conduct physical examinations focusing on the urinary system.	S	Clinical skills lab	OSCE
MEDI.4.3	Analyze urinalysis and imaging results to diagnose urinary disorders.	C	Large group lecture	CIVA
MEDI.4.4	Discuss preventive measures for urinary tract infections with patients.	A	Large group lecture	OSCE

Endocrine System

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.5.1	Describe the hormonal regulation and feedback mechanisms of the endocrine system.	K	Large group lecture	MCQs, Short Answer Questions
MEDI.5.2	Perform clinical assessments for endocrine disorders (e.g., thyroid examination).	S	Clinical skills lab, bedside teaching	OSCE
MEDI.5.3	Interpret laboratory tests for endocrine function (e.g., blood glucose, hormone levels).	C	Large group lecture	CIVA
MEDI.5.4	Address lifestyle modifications with patients managing endocrine disorders.	A	Large group lecture	OSCE

Immunity & Immune Deficiency

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.6.1	Explain the components and functions of the immune system, including innate and adaptive immunity.	K	Large group lecture	MCQs, Short Answer Questions
MEDI.6.2	Identify clinical signs of immune deficiencies through patient history and examination.	S	Clinical skills lab, case simulations	OSCE
MEDI.6.3	Develop management plans for patients with immune deficiencies.	C	Large group lecture	CIVA
MEDI.6.4	Educate patients on infection prevention strategies.	A	Large group lecture	OSCE

Body Weight Disorders

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.7.1	Define various body weight disorders, including underweight and overweight classifications.	K	Large group lecture	MCQs, Short Answer Questions
MEDI.7.2	Assess nutritional status and body composition in patients.	S	Clinical skills lab	OSCE
MEDI.7.3	Formulate individualized management plans for patients with body weight disorders.	C	Large group lecture	CIVA
MEDI.7.4	Address psychosocial aspects related to body weight with sensitivity.	A	Large group lecture	OSCE

Obesity and Appetite

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.8.1	Explain the physiological and psychological factors influencing appetite and obesity.	K	Large group lecture	MCQs, Short Answer Questions
MEDI.8.2	Evaluate patients for obesity-related health risks.	S	Clinical skills lab	OSCE
MEDI.8.3	Develop comprehensive weight management plans, including lifestyle interventions.	C	Large group lecture	CIVA
MEDI.8.4	Counsel patients on sustainable dietary and physical activity changes.	A	Large group lecture	OSCE

Disorders of Nutrition

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.9.1	Identify common nutritional disorders and their clinical manifestations.	K	Large group lecture	MCQs, Short Answer Questions
MEDI.9.2	Perform nutritional assessments, including dietary history and physical examination.	S	Clinical skills lab	OSCE
MEDI.9.3	Create nutrition care plans tailored to individual patient needs.	C	Large group lecture	CIVA
MEDI.9.4	Promote healthy eating habits through patient education.	A	Large group lecture	OSCE

Vitamin Disorders

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.10.1	Describe the role of essential vitamins and the consequences of their deficiencies or excesses.	K	Large group lecture	MCQs, Short Answer Questions
MEDI.10.2	Recognize clinical signs of vitamin deficiencies through patient assessment.	S	Clinical skills lab	OSCE
MEDI.10.3	Develop treatment plans for correcting vitamin imbalances.	C	Large group lecture	CIVA
MEDI.10.4	Educate patients on dietary sources of essential vitamins.	A	Large group lecture	OSCE

History Taking

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.11.1	Understand the components of a comprehensive medical history.	K	Large group lecture	MCQs, Short Answer Questions
MEDI.11.2	Elicit accurate and relevant information from patients during history taking.	S	Large group lecture	OSCE
MEDI.11.3	Integrate patient history into clinical reasoning and decision-making.	C	Large group lecture	CIVA
MEDI.11.4	Demonstrate active listening and empathy during patient interviews.	A	Large group lecture	OSCE

General Examination

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.12.1	Define the components of general examination and list the steps systematically.	K	Lectures, clinical skill lab	MCQs, Short Answer Questions
MEDI.12.2	Demonstrate correct techniques in general physical examination on simulated patients.	S	Bedside teaching, clinical skill lab	OSCE
MEDI.12.3	Interpret abnormal general findings (e.g., pallor, cyanosis, lymphadenopathy) in relation to common diseases.	C	Case-based discussions, bedside teaching	CIVA, OSCE
MEDI.12.4	Show professionalism and respectful communication when examining patients.	A	Role-playing, bedside teaching	OSCE

Behavioral Sciences: Communication Skills

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.13.1	Describe the principles of effective communication in clinical settings.	K	Large group lecture	MCQs, Short Answer Questions
MEDI.13.2	Demonstrate active listening and empathy during patient interactions.	S	Large group lecture	OSCE
MEDI.13.3	Apply communication strategies to convey complex medical information clearly.	C	Large group lecture	CIVA
MEDI.13.4	Reflect on personal communication styles and their impact on patient care.	A	Large group lecture	MCQs, Short Answer Questions

Behavioral Sciences: Learning

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.14.1	Explain various learning theories and their applications in medical education.	K	Large group lecture	MCQs, Short Answer Questions
MEDI.14.2	Identify personal learning styles and strategies for effective study.	S	Large group lecture	MCQs, Short Answer Questions
MEDI.14.3	Develop a personalized learning plan incorporating evidence-based strategy.	C	Large group lecture	MCQs, Short Answer Questions
MEDI.14.4	Demonstrate a commitment to lifelong learning and continuous professional development.	A	Large group lecture	MCQs, Short Answer Questions

Behavioral Sciences: Memory

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.15.1	Describe the types of memory and their roles in learning and clinical practice.	K	Large group lecture	MCQs, Short Answer Questions
MEDI.15.2	Apply memory enhancement techniques to improve information retention.	S	Large group lecture	MCQs, Short Answer Questions
MEDI.15.3	Analyze factors affecting memory performance in clinical settings.	C	Large group lecture	MCQs, Short Answer Questions
MEDI.15.4	Reflect on personal memory strengths and areas for improvement.	A	Large group lecture	MCQs, Short Answer Questions

Behavioral Sciences: Perception

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.16.1	Explain the processes involved in human perception and their relevance to clinical practice.	K	Large group lecture	MCQs, Short Answer Questions
MEDI.16.2	Identify perceptual biases and their potential impact on clinical decision making.	S	Large group lecture	OSCE
MEDI.16.3	Evaluate the role of perception in patient-provider interactions.	C	Large group lecture	MCQs, Short Answer Questions
MEDI.16.4	Demonstrate awareness of personal perceptual biases and strategies to mitigate them.	A	Large group lecture	MCQs, Short Answer Questions

Behavioral Sciences: Emotion and Thinking

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.17.1	Describe the interplay between emotion and cognitive processes in clinical settings.	K	Large group lecture	MCQs, Short Answer Questions
MEDI.17.2	Apply emotional regulation strategies during patient care.	S	Large group lecture	OSCE
MEDI.17.3	Analyze how emotions influence clinical reasoning and decision making.	C	Large group lecture	MCQs, Short Answer Questions
MEDI.17.4	Demonstrate empathy and emotional intelligence in patient interactions.	A	Large group lecture	OSCE

Behavioral Sciences: Sick Role

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.18.1	Explain Talcott Parsons' concept of the sick role and its implications in healthcare.	K	Large group lecture	MCQs, Short Answer Questions
MEDI.18.2	Identify the rights and obligations associated with the sick role in various cultural contexts.	S	Large group lecture	OSCE
MEDI.18.3	Analyze the impact of the sick role on patient behavior and healthcare delivery.	C	Large group lecture	MCQs, Short Answer Questions
MEDI.18.4	Demonstrate sensitivity to patients' experiences and societal expectations related to illness.	A	Large group lecture	MCQs, Short Answer Questions

Behavioral Sciences: Aggression

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.19.1	Describe the psychological and physiological factors contributing to aggressive behavior in patients.	K	Large group lecture	MCQs, Short Answer Questions
MEDI.19.2	Apply de-escalation techniques effectively in simulated clinical scenarios involving aggressive patients.	S	Large group lecture	OSCE
MEDI.19.3	Evaluate the effectiveness of different aggression management strategies in healthcare settings.	C	Large group lecture	MCQs, Short Answer Questions
MEDI.19.4	Exhibit self-awareness and control over personal responses when confronted with aggression in clinical environments.	A	Large group lecture	MCQs, Short Answer Questions

Behavioral Sciences: Communication Skills, Patient Safety, and Medical Ethics

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.20.1	Integrate effective communication strategies to enhance patient safety and uphold medical ethics.	K	Large group lecture	MCQs, Short Answer Questions
MEDI.20.2	Demonstrate the ability to communicate adverse events and medical errors transparently and empathetically.	S	Large group lecture	OSCE
MEDI.20.3	Analyze ethical dilemmas in clinical practice and apply ethical decision making frameworks.	C	Large group lecture	MCQs, Short Answer Questions
MEDI.20.4	Reflect on personal values and their influence on ethical clinical practice and patient safety.	A	Large group lecture	MCQs, Short Answer Questions

Fever and Pyrexia of Unknown Origin (PUO)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.21.1	Define PUO and list its common etiologies, including infections, malignancies, and autoimmune disorders.	K	Large group lecture	MCQs, Short Answer Questions
MEDI.21.2	Perform a systematic clinical evaluation to identify potential causes of PUO.	S	Large group lecture	OSCE, CIVA
MEDI.21.3	Interpret diagnostic tests to differentiate between various causes of PUO.	C	Large group lecture	CIVA
MEDI.21.4	Demonstrate empathy and effective communication when managing patients with PUO.	A	Large group lecture	OSCE

Viral Diseases: Herpes Family

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.22.1	Describe the virology, transmission, and clinical manifestations of Herpesviridae infections.	K	Large group lecture	MCQs, Short Answer Questions
MEDI.22.2	Identify and diagnose common herpesvirus infections based on clinical features and laboratory findings.	S	Large group lecture	OSCE, CIVA
MEDI.22.3	Develop management plans for patients with herpesvirus infections, considering antiviral therapies.	C	Large group lecture	CIVA
MEDI.22.4	Counsel patients on prevention strategies and address psychosocial aspects of herpesvirus infections.	A	Large group lecture	OSCE

Viral Diseases: Herpes Family and Vaccine-Preventable Diseases

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.23.1	List vaccine-preventable diseases within the Herpesviridae family and their respective vaccines.	K	Large group lecture	MCQs, Short Answer Questions
MEDI.24.2	Administer vaccines appropriately and manage potential adverse reactions.	S	Large group lecture	OSCE, CIVA
MEDI.24.3	Evaluate vaccination schedules and implement immunization programs effectively.	C	Large group lecture	CIVA
MEDI.24.4	Advocate for vaccination and address vaccine hesitancy in diverse populations.	A	Large group lecture	OSCE

Viral Diseases: Influenza and COVID-19

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.25.1	Compare the pathophysiology, transmission, and clinical features of influenza and COVID-19.	K	Large group lecture	MCQs, Short Answer Questions
MEDI.25.2	Conduct appropriate testing and interpret results for respiratory viral infections.	S	Large group lecture	OSCE, CIVA
MEDI.25.3	Formulate management plans for patients with influenza or COVID-19, including antiviral use and isolation protocols.	C	Large group lecture	CIVA
MEDI.25.4	Communicate public health measures and educate patients on prevention strategies for respiratory viruses.	A	Large group lecture	OSCE

Viral Diseases: HIV

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.26.1	Explain the virology, transmission routes, and stages of HIV infection.	K	Large group lecture	MCQs, Short Answer Questions
MEDI.26.2	Perform HIV testing and counseling in accordance with current guidelines.	S	Large group lecture	OSCE, CIVA
MEDI.26.3	Develop comprehensive care plans for individuals living with HIV, including antiretroviral therapy management.	C	Large group lecture	CIVA
MEDI.26.4	Address stigma and ethical considerations in the care of patients with HIV.	A	Large group lecture	OSCE

Bacterial Diseases: Gram-Positive

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.27.1	Identify common gram-positive bacteria and the diseases they cause.	K	Large group lecture	MCQs, Short Answer Questions
MEDI.27.2	Perform and interpret gram staining and culture techniques for gram-positive organisms.	S	Large group lecture	OSCE
MEDI.27.3	Choose appropriate antibiotic therapies for gram-positive bacterial infections.	C	Large group lecture	CIVA
MEDI.27.4	Promote infection control practices to prevent the spread of gram-positive bacteria.	A	Large group lecture	OSCE

Bacterial Diseases: Gram-Negative

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.28.1	Describe the characteristics and pathogenic mechanisms of gram-negative bacteria.	K	Large group lecture	MCQs, Short Answer Questions
MEDI.28.2	Identify gram-negative organisms using laboratory diagnostic techniques.	S	Large group lecture	OSCE
MEDI.28.3	Develop treatment plans for infections caused by gram-negative bacteria, considering resistance patterns.	C	Large group lecture	CIVA
MEDI.28.4	Advocate for prudent antibiotic use to combat antimicrobial resistance.	A	Large group lecture	OSCE

Bacterial Diseases: Anaerobic

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.29.1	Explain the growth requirements and pathogenicity of anaerobic bacteria.	K	Large group lecture	MCQs, Short Answer Questions
MEDI.29.2	Collect and process clinical specimens appropriately for anaerobic culture.	S	Large group lecture	OSCE
MEDI.29.3	Manage infections caused by anaerobic bacteria, including appropriate antimicrobial therapy.	C	Large group lecture	CIVA
MEDI.29.4	Emphasize the importance of timely diagnosis and treatment of anaerobic infections to prevent complications.	A	Large group lecture	OSCE

Bacterial Diseases: Tuberculosis (TB)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.30.1	Describe the epidemiology, transmission, and pathogenesis of TB.	K	Large group lecture	MCQs, Short Answer Questions
MEDI.30.2	Perform and interpret diagnostic tests for TB, including skin tests and imaging.	S	Clinical skill labs	OSCE, CIVA
MEDI.30.3	Develop treatment regimens for latent and active TB, considering drug resistance.	C	Large group lecture	CIVA
MEDI.30.4	Address public health strategies for TB control and prevention.	A	Large group lecture	OSCE

Parasitic Infestations

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.31.1	Identify common human parasites and their life cycles.	K	Large group lecture	MCQs, Short Answer Questions
MEDI.31.2	Diagnose parasitic infections using appropriate laboratory techniques.	S	Large group lecture	OSCE
MEDI.31.3	Formulate treatment plans for various parasitic infections.	C	Large group lecture	CIVA
MEDI.31.4	Educate patients and communities on prevention and control of parasitic diseases.	A	Large group lecture	OSCE

Helminthic Infestations

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.32.1	Describe the classification, morphology, and life cycles of medically important helminths (e.g., nematodes, cestodes, trematodes).	K	Large group lecture	MCQs, Short Answer Questions
MEDI.32.2	Perform diagnostic procedures for helminthic infections, including stool examination and serological tests.	S	Large group lecture	OSCE
MEDI.32.3	Develop treatment plans for helminthic infections, considering drug choices and resistance patterns.	C	Large group lecture	CIVA
MEDI.32.4	Educate patients and communities on prevention and control measures for helminthic infections.	A	Large group lecture	OSCE

Fungal Infections

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.33.1	Identify common fungal pathogens and the diseases they cause, including superficial and systemic mycoses.	K	Large group lecture	MCQs, Short Answer Questions
MEDI.33.2	Perform and interpret laboratory tests for fungal infections, such as KOH preparation and fungal cultures.	S	Large group lecture	OSCE
MEDI.33.3	Formulate management strategies for various fungal infections, considering antifungal therapies and patient factors.	C	Large group lecture	CIVA
MEDI.33.4	Counsel patients on adherence to antifungal treatments and preventive measures to avoid recurrence.	A	Large group lecture	OSCE

Practical

Week 1: History Taking

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.1.1	Describe the essential components of a comprehensive medical history, including chief complaint, HPI, PMH.	K	Bedside teaching, Clinical skill lab	CIVA, OSCE, OSLER
MEDI.1.2	Demonstrate effective communication skills while obtaining a patient’s history in a clinical setting.	S	Bedside teaching, Clinical skill lab	OSCE, OSLER
MEDI.1.3	Analyze patient information to formulate a relevant differential diagnosis based on history alone.	C	Bedside teaching, Clinical skill lab	CIVA, OSCE
MEDI.1.4	Show professionalism and empathy during patient interviews, respecting confidentiality and cultural values.	A	Bedside teaching, Clinical skill lab	OSLER, OSCE

Week 2: General Examination

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.2.1	Describe the steps and techniques of a systematic general physical examination.	K	Bedside teaching, Clinical skill lab	CIVA, OSCE, OSLER
MEDI.2.2	Perform a complete general examination including assessment of consciousness, posture, gait, and vital signs.	S	Bedside teaching, Clinical skill lab	OSCE, OSLER
MEDI.2.3	Differentiate between normal and abnormal general physical signs and relate them to common clinical conditions.	C	Bedside teaching, Clinical skill lab	CIVA, OSCE
MEDI.2.4	Display a professional attitude, maintain patient dignity, and ensure effective communication during the exam.	A	Bedside teaching, Clinical skill lab	OSCE, OSLER

Week 3: Communication Skills

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.3.1	Identify the key elements of effective verbal and non-verbal communication in a healthcare setting.	K	Bedside teaching, Clinical skill lab	CIVA, OSCE, OSLER
MEDI.3.2	Explain the importance of active listening and empathy in building rapport with patients.	S	Bedside teaching, Clinical skill lab	OSCE, OSLER
MEDI.3.3	Demonstrate the ability to ask open-ended questions to gather comprehensive patient information.	C	Bedside teaching, Clinical skill lab	CIVA, OSCE
MEDI.3.4	Differentiate between appropriate and inappropriate communication techniques in various patient scenarios (e.g., delivering difficult news, communicating with anxious patients).	A	Bedside teaching, Clinical skill lab	OSLER, OSCE

Week 4: Vital Signs

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.4.1	Describe the normal ranges of temperature, pulse, respiration, and blood pressure.	K	Bedside teaching, Clinical skill lab	CIVA, OSCE, OSLER
MEDI.4.2	Accurately measure and record a patient's vital signs using standard techniques.	S	Bedside teaching, Clinical skill lab	OSCE, OSLER
MEDI.4.3	Interpret abnormal vital signs and correlate with potential clinical conditions.	C	Bedside teaching, Clinical skill lab	CIVA, OSCE
MEDI.4.4	Demonstrate respect and reassurance to patients during the measurement process.	A	Bedside teaching, Clinical skill lab	OSLER, OSCE

Week 5: Review of History Taking

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.5.1	Recall the structure of a complete medical history, including chief complaint and history of present illness.	K	Bedside teaching, Clinical skill lab	OSLER, OSCE, CIVA
MEDI.5.2	Elicit a focused and relevant medical history in a logical and patient-centered manner.	K	Bedside teaching, Clinical skill lab	OSCE, CIVA
MEDI.5.3	Identify inconsistencies or red flags in a patient’s history.	C	Bedside teaching	OSLER, CIVA
MEDI.5.4	Show empathy and professionalism while reviewing sensitive aspects of history.	A	Bedside teaching	OSCE

Week 6: General Examination Related to CVS (Cardiovascular System)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.6.1	List the key signs and symptoms of common cardiovascular diseases (e.g., heart failure, valvular disease).	K	Bedside teaching	CIVA
MEDI.6.2	Perform a general physical exam to identify signs of cardiovascular dysfunction (e.g., cyanosis, edema).	S	Clinical skill lab	OSCE, OSLER
MEDI.6.3	Correlate general physical findings with specific cardiovascular pathologies.	C	Bedside teaching	CIVA
MEDI.6.4	Maintain patient dignity and explain the procedure clearly during the examination.	A	Bedside teaching	OSCE

Week 7: General Examination Related to Respiratory System

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.7.1	Describe common respiratory signs seen on general examination (e.g., dyspnea, cyanosis).	K	Clinical skill lab	CIVA
MEDI.7.2	Perform general observations relevant to respiratory illness (e.g., respiratory rate, accessory muscle use).	S	Bedside teaching	OSCE
MEDI.7.3	Interpret general signs in the context of underlying respiratory diseases like COPD or pneumonia.	C	Bedside teaching	OSLER, CIVA
MEDI.7.4	Ensure patient comfort and communicate findings with clarity and care.	A	Bedside teaching	OSCE

Week 8: General Examination Related to GIT

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.8.1	Describe the normal inspection findings of the abdomen and key anatomical landmarks.	K	Bedside teaching, clinical skill lab	OSCE, CIVA
MEDI.8.2	Perform a full abdominal examination, including inspection, palpation, percussion, and auscultation.	S	Bedside teaching, clinical skill lab	OSCE, OSPE
MEDI.8.3	Analyze abnormal abdominal signs (e.g., tenderness, guarding, shifting dullness) and relate them to common GIT conditions such as ascites, appendicitis, or hepatomegaly.	C	Bedside teaching, clinical skill lab	CIVA, OSCE
MEDI.8.4	Demonstrate professional behavior and appropriate communication while examining a patient with abdominal complaints.	A	Bedside teaching, clinical skill lab	OSCE

Week 9: Pulmonary Function Test

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.9.1	Describe the principles of pulmonary function testing and the significance of key measurements (e.g., FVC, FEV1).	K	Workshop	OSCE, CIVA
MEDI.9.2	Perform spirometry correctly, ensuring proper patient instruction and reproducibility of results.	S	OSPE, OSCE	OSCE, OSPE
MEDI.9.3	Interpret basic PFT results and differentiate between obstructive and restrictive lung diseases.	C	CIVA, OSCE	CIVA, OSCE
MEDI.9.4	Communicate findings to patients in a clear, empathetic manner, especially in chronic disease follow-ups.	A	OSCE	OSCE

Week 10: Surface Anatomy

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.10.1	Describe the principles and steps of Basic Life Support (BLS) including indications for CPR and AED.	K	Clinical skill lab, bedside teaching	CIVA, OSCE
MEDI.10.2	Demonstrate correct technique for performing high-quality CPR on adult and pediatric mannequins.	S	Clinical skill lab	OSPE, OSCE
MEDI.10.3	Apply the steps of using an Automated External Defibrillator (AED) in a simulated emergency scenario.	C	Clinical skill lab	OSCE, CIVA
MEDI.10.4	Show calm, effective communication and teamwork during resuscitation drills.	A	Clinical skill lab	OSCE

Week 11: ECG

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.11.1	Describe the components of a normal ECG trace and the physiological basis of each wave and interval.	K	Clinical skill lab, bedside teaching	CIVA, OSCE
MEDI.11.2	Perform correct placement of ECG leads and record a 12-lead ECG accurately.	S	Clinical skill lab	OSPE, OSCE
MEDI.11.3	Interpret common ECG abnormalities such as myocardial infarction, arrhythmias, and electrolyte imbalance.	C	Clinical skill lab	OSCE, CIVA
MEDI.11.4	Demonstrate professional communication when explaining ECG findings to patients or colleagues.	A	Clinical skill lab	OSCE

Week 12: CPR and AED

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.12.1	Describe the basic steps of CPR and the indications for using an AED in adult and pediatric patients.	K	Bedside teaching, clinical skill lab	CIVA, OSCE
MEDI.12.2	Demonstrate proper technique for chest compressions, rescue breathing, and AED application.	S	Bedside teaching, clinical skill lab	OSCE, OSPE
MEDI.12.3	Analyze different emergency scenarios and decide when and how to initiate CPR and apply AED.	C	Bedside teaching, clinical skill lab	OSCE, CIVA
MEDI.12.4	Show teamwork, composure, and effective communication during simulated cardiac arrest situations.	A	Bedside teaching, clinical skill lab	OSCE

Internal medicine\ Grade 4

Code: MEDI 401    Credits: 11

Introduction and Physiological Aspects

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.1.1	Describe the cardiac cycle, conduction system, and heart sounds.	K	Large group lecture	MCQ & short answer question
MEDI.1.2	Correlate cardiac physiology with ECG waveforms.	K/C	Large group lecture	MCQ
MEDI.1.3	Identify physiological changes during exercise and stress.	K	Bedside teaching & clinical skill lab	MCQ
MEDI.1.4	Recognize normal vs. abnormal findings in cardiac auscultation.	S	Bedside & clinical skill lab	OSCE

Investigations including ECG

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.2.1	Identify indications for ECG, echocardiography, and stress testing.	K	Large group lecture	MCQ
MEDI.2.2	Interpret common ECG abnormalities (e.g., ischemia, arrhythmias).	C	Large group lecture	OSPE, MCQ
MEDI.2.3	Communicate findings of cardiac investigations to patients.	A/C	Large group lecture	Mini-CEX
MEDI.2.4	Correlate symptoms with investigative findings.	C	Large group lecture	MCQ

Disorders of Cardiac Rhythm

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.3.1	Recognize types of arrhythmias: AF, VT, SVT, bradycardia.	K	ECG interpretation session	MCQ
MEDI.3.2	Take a focused history of palpitations and syncope.	S	Bedside teaching & clinical skill lab	OSCE
MEDI.3.3	Perform pulse examination and correlate with arrhythmia type.	S	Bedside teaching	OSCE
MEDI.3.4	Outline emergency management of life-threatening arrhythmias.	C	Bedside teaching & clinical skill lab	OSCE

Disorders of Cardiac Rhythm

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.4.1	Recognize types of arrhythmias: AF, VT, SVT, bradycardia.	K	ECG interpretation session	MCQ
MEDI.4.2	Take a focused history of palpitations and syncope.	S	Bedside teaching & clinical skill lab	OSCE
MEDI.4.3	Perform pulse examination and correlate with arrhythmia type.	S	Bedside teaching	OSCE
MEDI.4.4	Outline emergency management of life-threatening arrhythmias.	S	Bedside teaching & clinical skill lab	OSCE

Heart Failure

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.4.1	Identify signs and symptoms of right and left heart failure.	K/S	Bedside teaching	OSCE
MEDI.4.2	Interpret CXR, BNP, and echocardiogram in heart failure.	C	Large group lecture	MCQ
MEDI.4.3	Discuss causes, classification, and NYHA grading of heart failure.	K	Large group lecture	MCQ
MEDI.4.4	Plan management including fluid/sodium restriction and medication.	C	Large group lecture	Short answer question

Valvular Diseases

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.5.1	Identify clinical signs of mitral stenosis, aortic stenosis, and regurgitation.	S	Large group lecture	Short Answer Questions, MCQ
MEDI.5.2	Correlate murmur findings with valve lesion and severity.	C	Bedside teaching	Short Answer Questions, MCQ
MEDI.5.3	Interpret echocardiography reports in valvular diseases.	C	Large group lecture	Short Answer Questions, MCQ
MEDI.5.4	Take history related to rheumatic heart disease and endocarditis.	S	Large group lecture	Short Answer Questions, MCQ

Congenital Heart Diseases

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.6.1	Recognize cyanotic vs. acyanotic lesions and associated murmurs.	K/S	Large group lecture	MCQ, short answer question & OSCE
MEDI.6.2	Interpret chest X-ray and ECG of common CHDs (e.g., VSD, TOF).	C	Bedside teaching	MCQ
MEDI.6.3	Describe signs of heart failure in infants.	K	Large group lecture	MCQ
MEDI.6.4	Outline indications for surgical intervention.	C	Large group lecture	Short answer question

Infective Endocarditis

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.7.1	Take a detailed history including risk factors (IV drug use, prosthetic valves).	S	Large group lecture	OSCE
MEDI.7.2	Identify peripheral signs (e.g., Janeway lesions, splinter hemorrhages).	S	Bedside teaching	OSPE
MEDI.7.3	Interpret Duke criteria and relevant blood investigations.	C	Large group lecture	MCQ
MEDI.7.4	Discuss antibiotic treatment and surgical indications.	C	Large group lecture	Short answer question

Atherosclerosis

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.8.1	Describe the pathophysiology of atherosclerosis.	K	Large group lecture	MCQ
MEDI.8.2	Identify risk factors (modifiable and non-modifiable).	K	Large group lecture	MCQ
MEDI.8.3	Correlate symptoms of PAD and CAD with underlying atherosclerosis.	C	Large group lecture	Short answer question & MCQ
MEDI.8.4	Plan primary and secondary prevention strategies. Heart health education: Promoting healthy lifestyles to patients.	C	Large group lecture	Short answer question & MCQ

Peripheral Vascular Disease

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.9.1	Identify signs of arterial and venous insufficiency.	S	Large group lecture	OSCE
MEDI.9.2	Take history of claudication and rest pain.	S	Bedside teaching	OSCE
MEDI.9.3	Interpret ankle-brachial index and Doppler studies.	C	Bedside teaching	Short answer question & MCQ
MEDI.9.4	Discuss risk factor control and surgical indications.	C	Large group lecture	Short answer question & MCQ

Ischemic Heart Disease

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.10.1	Differentiate between stable angina, unstable angina, and MI.	K	Large group lecture, Bedside teaching	Short answer question & MCQ
MEDI.10.2	Interpret ECG, troponin, and CXR findings.	C	Large group lecture, Bedside teaching	Short answer question & MCQ
MEDI.10.3	Take a focused history of chest pain.	S	Large group lecture, Bedside teaching	OSCE
MEDI.10.4	Outline management in acute coronary syndrome.health promotion Smoking cessation programs: Encouraging patients to quit smoking through counseling and support resources.	C	Large group lecture, Bedside teaching	Short answer question & MCQ

Hypertension

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.11.1	Take history and measure BP accurately in different contexts.	K/S	Large group lecture	OSCE
MEDI.11.2	Differentiate primary from secondary hypertension.	S	Large group lecture	MCQ
MEDI.11.3	Identify end-organ damage signs (e.g., retinopathy, LVH).	C	Large group lecture	OSCE
MEDI.11.4	Discuss pharmacological and non-pharmacological management.	K/C	Large group lecture	Short answer question

Myocarditis and Cardiomyopathies

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.12.1	Recognize symptoms and signs of dilated and hypertrophic cardiomyopathy.	K/S	Large group lecture	Short answer question & MCQ
MEDI.12.2	Interpret echocardiogram and biopsy findings.	C	Large group lecture	Short answer question & MCQ
MEDI.12.3	Take history of recent viral illness in suspected myocarditis.	S	Large group lecture	Short answer question & MCQ
MEDI.12.4	Discuss treatment options and prognosis.	C	Large group lecture	Short answer question & MCQ

Diseases of the Pericardium

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.13.1	Identify signs of pericardial effusion and tamponade.	K/S	Large group lecture	OSCE
MEDI.13.2	Perform pulsus paradoxus measurement.	S	Large group lecture	MCQ
MEDI.13.3	Interpret ECG and echo findings in pericarditis.	C	Large group lecture	CIVA
MEDI.13.4	Discuss causes (viral, TB, post-MI) and treatments.	K/C	Large group lecture	Short Answer Questions

Pulmonary Heart Diseases

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.14.1	Recognize signs and symptoms of cor pulmonale.	K/S	Large group lecture	OSCE
MEDI.14.2	Interpret chest X-ray and ECG findings in pulmonary HTN.	C	Large group lecture	CIVA
MEDI.14.3	Discuss causes of right heart failure due to lung disease.	K	Large group lecture	MCQ
MEDI.14.4	Plan investigation and treatment for pulmonary embolism.	C	Large group lecture	Short answer question & MCQ

Thromboembolic Diseases

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.15.1	Identify risk factors for DVT and PE.	K	Large group lecture	MCQ
MEDI.15.2	Perform examination for suspected DVT (e.g., calf tenderness, Homan’s sign).	S	Large group lecture	OSCE
MEDI.15.3	Interpret D-dimer and imaging studies (CTPA, Doppler).	C	Large group lecture	CIVA
MEDI.15.4	Discuss anticoagulation therapy and indications.	C	Large group lecture	Short answer question & MCQ

Cardiac Neurosis

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.16.1	Recognize clinical features of anxiety-related cardiac symptoms.	K/S	Large group lecture	OSCE, MCQ
MEDI.16.2	Differentiate functional symptoms from true cardiac disease.	C	Large group lecture	Short answer question
MEDI.16.3	Discuss management including reassurance and referral to psychiatry.	A/C	Large group lecture	Short answer question & MCQ
MEDI.16.4	Take history with attention to psychosocial factors.	S	Large group lecture	Short answer question & MCQ

Pregnancy and Heart Diseases

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.17.1	Identify common cardiac complications in pregnancy (e.g., mitral stenosis, cardiomyopathy). Interpret ECG and echo in pregnant patients with heart symptoms.	K	Large group lecture	Short answer question & MCQ
MEDI.17.2	Discuss safe medications and delivery planning.	C	Large group lecture	Short answer question & MCQ
MEDI.17.3	Take obstetric and cardiac history sensitively.	C	Large group lecture	Short answer question & MCQ

Physiological Considerations

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.18.1	Define and describe the normal physiology of digestion and absorption.	K	Large group lecture	Short answer question & MCQ
MEDI.18.2	Explain the regulation of gastrointestinal motility and secretions.	K	Large group lecture	Short answer question & MCQ
MEDI.18.3	Analyze how physiological dysfunction leads to GI symptoms such as diarrhea.	C	Large group lecture	Short answer question & MCQ
MEDI.18.4	Correlate GI hormones with related diseases.	C	Large group lecture	Mini-CEX

Investigations of the GIT

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.19.1	Identify common diagnostic tools in GIT assessment.	K	Large group lecture, Bedside teaching	MCQ
MEDI.19.2	Interpret endoscopy and stool analysis.	S	Large group lecture, Bedside teaching	MCQ
MEDI.19.3	Compare diagnostic approaches in different GI conditions.	C	Large group lecture, Bedside teaching	Short answer question & MCQ
MEDI.19.4	Communicate investigation plans to patients.	A	Large group lecture, Bedside teaching	OSCE

Diseases of the Mouth

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.20.1	Recognize oral signs of systemic disease.	K	Large group lecture	Short answer question & MCQ
MEDI.20.2	Differentiate benign and malignant oral lesions.	C	Large group lecture	Short answer question & MCQ
MEDI.20.3	Conduct focused oral examination.	S	Large group lecture	OSCE
MEDI.20.4	Communicate referral decisions with empathy.	A	Large group lecture	Short answer question & MCQ

Diseases of the Esophagus

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.21.1	Describe esophageal anatomy and physiology.	K	Large group lecture	Short answer question
MEDI.21.2	Explain mechanisms behind dysphagia and reflux.	K	Large group lecture	MCQ
MEDI.21.3	Perform history-taking for esophageal complaints.	S	Large group lecture	OSCE
MEDI.21.4	Evaluate red flag symptoms for malignancy.	S	Large group lecture	OSCE

Peptic Ulcerations

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.22.1	Recall causes and risk factors of peptic ulcer.	K	Large group lecture	MCQ
MEDI.22.2	Explain H. pylori’s role in ulcer pathogenesis.	K	Large group lecture	Short answer question
MEDI.22.3	Take focused history of epigastric pain.	S	Large group lecture	OSCE
MEDI.22.4	Plan appropriate treatment for complications.	C	Large group lecture	Short answer question

Peptic Ulcerations – GI Bleeding

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.23.1	Classify types of GI bleeding.	K	Large group lecture, Bedside teaching	MCQ
MEDI.23.2	Examine for signs of GI hemorrhage.	S	Large group lecture, Bedside teaching	OSCE
MEDI.23.3	Interpret labs and imaging for bleeding.	C	Large group lecture, Bedside teaching	CIVA
MEDI.23.4	Provide initial emergency management plan.	C	Large group lecture, Bedside teaching	Short answer question

Gastritis

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.24.1	Identify causes and pathology of gastritis.	K	Large group lecture	Short answer question & MCQ
MEDI.24.2	Explain impact of NSAIDs and infections.	K	Large group lecture	Short answer question & MCQ
MEDI.24.3	Compare acute vs chronic gastritis findings.	C	Large group lecture	Short answer question & MCQ
MEDI.24.4	Recommend appropriate referrals or treatment.	A	Large group lecture	OSCE

Cancer of the Stomach

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.25.1	Define clinical presentation of gastric cancer.	K	Large group lecture	MCQ
MEDI.25.2	Recognize alarm symptoms and risk factors.	K	Large group lecture	Short answer question
MEDI.25.3	Interpret biopsy and endoscopy findings.	S	Large group lecture	OSPE
MEDI.25.4	Communicate treatment options and prognosis.	A	Large group lecture	OSCE

Malabsorption Syndrome

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.26.1	Identify symptoms of nutrient deficiency and steatorrhea.	K	Large group lecture	Short answer question & MCQ
MEDI.26.2	Interpret lab findings of malabsorption.	S	Large group lecture	Short answer question & MCQ
MEDI.26.3	Compare diagnostic features of celiac vs lactose intolerance.	C	Large group lecture	Short answer question & MCQ
MEDI.26.4	Provide patient-specific dietary counseling.	A	Large group lecture	Short answer question & MCQ

Chronic Diarrhea

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.27.1	Define chronic diarrhea and categorize types.	K	Large group lecture	MCQ
MEDI.27.2	Collect detailed history and physical exam.	S	Large group lecture	OSCE
MEDI.27.3	Evaluate diagnostic results (stool, endoscopy).	C	Large group lecture	OSPE
MEDI.27.4	Counsel patients on treatment plans.	A	Large group lecture	Short answer question & MCQ

Inflammatory Bowel Disease

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.28.1	Describe features of ulcerative colitis and Crohn’s.	K	Large group lecture	Short answer question & MCQ
MEDI.28.2	Identify colonoscopy findings.	S	Large group lecture	Short answer question & MCQ
MEDI.28.3	Integrate findings to formulate management.	A	Large group lecture	OSCE
MEDI.28.4	Display empathy and clarity during patient education.	A	Large group lecture	OSCE

Diverticular Disease

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.29.1	Define diverticulosis and diverticulitis and identify key differences.	K	Large group teaching	MCQ
MEDI.29.2	Explain pathophysiology and risk factors for diverticular disease.	K	Large group teaching	Short answer question
MEDI.29.3	Interpret clinical presentation and investigations in diverticulitis.	S	Bedside teaching	OSCE
MEDI.29.4	Compare management of uncomplicated vs. complicated diverticulitis.	C	Bedside teaching	CIVA

Functional Disorders (including IBS)

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.30.1	List the Rome IV diagnostic criteria for IBS.	K	K	MCQ
MEDI.30.2	Explain the pathophysiology of IBS.	K	K	Short answer question
MEDI.30.3	Identify investigations to exclude organic causes.	S	S	OSPE
MEDI.30.4	Evaluate treatment options based on IBS subtype.	C	C	CIVA

Tumors of the Bowel

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.31.1	Recall types of bowel tumors, especially colorectal cancer.	K	Large group teaching	MCQ
MEDI.31.2	Describe the adenoma-carcinoma sequence.	K	Large group teaching	Short answer question
MEDI.31.3	Recognize red-flag symptoms and interpret screening tests.	S	Bedside teaching	OSCE
MEDI.31.4	Differentiate cancer stages and relate to treatment decisions health promotion Diet and digestive health: Promoting a fiber-rich diet to prevent constipation and reduce the risk of colorectal cancer.	C	Bedside teaching	CIVA

The Liver

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.32.1	Identify physiological functions of the liver and bilirubin metabolism.	K	Large group teaching	MCQ
MEDI.32.2	Interpret liver function tests and diagnostic patterns.	S	Practical Skill lab	OSPE
MEDI.32.3	Evaluate a case of jaundice based on history, labs, and findings.	C	Bedside teaching	OSCE
MEDI.32.4	Discuss cirrhosis, hepatocellular carcinoma, and related complications health promotion Liver disease prevention: Educating about the importance of limiting alcohol intake and avoiding hepatitis risk factors.	C	Bedside teaching	CIVA

Pancreatic Diseases

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.33.1	List causes of acute and chronic pancreatitis.	K	Large group teaching	MCQ
MEDI.33.2	Describe pathophysiology and complications.	K	Large group teaching	Short answer question
MEDI.33.3	Identify key signs and imaging findings.	S	Practical Skill lab	OSPE
MEDI.33.4	Outline treatment plans for acute vs. chronic pancreatitis.	C	Bedside teaching	OSCE

Diseases of the Gall Bladder

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.34.1	Classify gallbladder diseases including cholelithiasis	K	Large group teaching	MCQ
MEDI.34.2	Describe the mechanisms and risk factors for gallstones	K	Large group teaching	Short answer question
MEDI.34.3	Interpret signs, labs, and imaging in cholecystitis	S	Practical Skill lab	OSPE
MEDI.34.4	Compare treatment options including surgery	C	Bedside teaching	CIVA

Anatomical and Physiological Considerations

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.35.1	Describe the anatomy of the respiratory system and correlate it with function	K	Large group teaching	MCQ
MEDI.35.2	Explain the mechanics of breathing and gas exchange	K	Large group teaching	Short answer question
MEDI.35.3	Identify anatomical landmarks and structures in the thorax	S	Practical Skill lab	OSPE
MEDI.35.4	Evaluate the physiological basis of common respiratory symptoms	C	Bedside teaching	CIVA

Investigations including Pulmonary Function Tests

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.36.1	List common investigations used in respiratory disease	K	Large group teaching	MCQ
MEDI.36.2	Explain the principles and interpretation of spirometry	K	Large group teaching	Short answer question
MEDI.36.3	Perform and interpret pulmonary function tests	S	Practical Skill lab	OSPE
MEDI.36.4	Analyze investigation findings in different respiratory conditions	C	Bedside teaching	CIVA

Viral Diseases of the Respiratory Tract

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.37.1	Identify common viral pathogens affecting the respiratory system	K	Large group teaching	MCQ
MEDI.37.2	Describe the pathophysiology and clinical features of influenza and COVID-19	K	Large group teaching	Short answer question
MEDI.37.3	Interpret diagnostic tests for viral respiratory infections	S	Practical Skill lab	OSPE
MEDI.37.4	Evaluate management strategies for acute viral respiratory infections	C	Bedside teaching	CIVA

Pneumonias

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.38.1	Define and classify different types of pneumonia	K	Large group teaching	MCQ
MEDI.38.2	Describe the clinical presentation and complications of pneumonia	K	Large group teaching	Short answer question
MEDI.38.3	Interpret chest X-rays and lab findings in pneumonia	S	Practical Skill lab	OSPE
MEDI.38.4	Discuss the treatment and follow-up strategies	C	Bedside teaching	CIVA

Tuberculosis

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.39.1	Recall the causative agent and transmission of TB	K	Large group teaching	MCQ
MEDI.39.2	Explain the pathogenesis and clinical manifestations of pulmonary TB	K	Large group teaching	Short answer question
MEDI.39.3	Interpret diagnostic tests (sputum, chest imaging, Mantoux)	S	Practical Skill lab	OSPE
MEDI.39.4	Analyze treatment protocols and drug resistance patterns	C	Bedside teaching	CIVA

Obstructive Airway Diseases (Asthma, Bronchitis, Emphysema)

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.40.1	List the common causes of obstructive airway diseases	K	Large group teaching	MCQ
MEDI.40.2	Describe the pathophysiological differences between asthma, chronic bronchitis, and emphysema	K	Large group teaching	Short answer question
MEDI.40.3	Interpret spirometry findings in obstructive diseases	S	Practical Skill lab	OSPE
MEDI.40.4	Evaluate long-term management including pharmacotherapy	C	Bedside teaching	CIVA

Neuroendocrine Relationship

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.41.1	Describe the integration between the nervous and endocrine systems	K	Large group teaching	MCQ
MEDI.41.2	Explain hormonal feedback mechanisms involving the hypothalamus and pituitary	K	Large group teaching	Short Answer Questions
MEDI.41.3	Identify common neuroendocrine pathways	S	Practical/Skill lab	OSPE
MEDI.41.4	Evaluate clinical cases involving hypothalamic-pituitary axis disorders	C	Bedside teaching	CIVA

The Pituitary (tumors, acromegaly, gigantism, hyperprolactinemia, hypopituitarism, diabetes insipidus)

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.42.1	List common pituitary disorders and associated hormonal dysfunctions	K	Large group teaching	MCQ
MEDI.42.2	Describe clinical manifestations of acromegaly, gigantism, and hyperprolactinemia	K	Large group teaching	Short Answer Questions
MEDI.42.3	Interpret hormone profiles and imaging in pituitary disease	S	Practical/Skill lab	OSPE
MEDI.42.4	Evaluate management options for hypopituitarism and diabetes insipidus	C	Bedside teaching	CIVA

The Thyroid Gland (thyroid hormones, iodine metabolism, hyper/hypothyroidism, goiter, thyroiditis)

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.43.1	Recall the synthesis and function of thyroid hormones	K	Large group teaching	MCQ
MEDI.43.2	Describe iodine metabolism and its role in thyroid function	K	Large group teaching	Short Answer Questions
MEDI.43.3	Interpret thyroid function tests and imaging findings	S	Practical/Skill lab	OSPE
MEDI.43.4	Discuss clinical management of hyperthyroidism and thyroiditis, health promotion: Educating on the importance of regular thyroid function checks to prevent hypothyroidism or hyperthyroidism	C	Bedside teaching	CIVA

Adrenal gland

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.44.1	Describe adrenal gland zones and hormone production	K	Large group teaching	MCQ
MEDI.44.2	Explain the pathophysiology of Cushing's syndrome and Conn’s disease	K	Large group teaching	Short Answer Questions
MEDI.44.3	Identify diagnostic tests for adrenal hyperfunction	S	Practical/Skill lab	OSPE
MEDI.44.4	Analyze treatment strategies for adrenal hyperfunction	C	Bedside teaching	CIVA

The Parathyroids (calcium & phosphorus metabolism, hyper/hypoparathyroidism, tetany)

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.45.1	Describe calcium and phosphate homeostasis regulated by parathyroid hormone	K	Large group teaching	MCQ
MEDI.45.2	Explain the clinical features of hyper- and hypoparathyroidism	K	Large group teaching	SAQ
MEDI.45.3	Interpret serum calcium, phosphate, and PTH levels	S	Practical/Skill lab	OSPE
MEDI.45.4	Evaluate treatment options for tetany and parathyroid disorders	C	Bedside teaching	CIVA

The Gonads (hypogonadism, infertility, hirsutism, menopause disorders)

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.46.1	List hormones produced by gonads and their physiological roles	K	Large group teaching	MCQ
MEDI.46.2	Describe clinical features of hypogonadism and menopause disorders	K	Large group teaching	Short Answer Questions
MEDI.46.3	Identify diagnostic approaches to male infertility and hirsutism	S	Practical/Skill lab	OSPE
MEDI.46.4	Discuss hormonal and non-hormonal management strategies	C	Bedside teaching	CIVA

Diabetes Mellitus

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.47.1	Classify types of diabetes mellitus and their pathogenesis	K	Large group teaching	MCQ
MEDI.47.2	Explain diagnostic criteria and monitoring tools	K	Large group teaching	Short Answer Questions
MEDI.47.3	Interpret glucose levels, HbA1c, and insulin profiles	S	Practical/Skill lab	OSPE
MEDI.47.4	Evaluate complications and comprehensive treatment plans, health promotion: Educating on the importance of regular thyroid function checks to prevent hypothyroidism or hyperthyroidism	C	Bedside teaching	CIVA

Hemochromatosis, Porphyria, and Amyloidosis

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.48.1	Describe the pathophysiology of hemochromatosis, porphyria, and amyloidosis	K	Large group teaching	MCQ
MEDI.48.2	List clinical manifestations and organ involvement	K	Large group teaching	Short Answer Questions
MEDI.48.3	Identify key lab and imaging findings	S	Practical/Skill lab	OSPE
MEDI.48.4	Analyze management strategies for these metabolic diseases	C	Bedside teaching	CIVA

Total Body Water – Physiological Considerations

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.49.1	Describe the distribution and compartments of total body water	K	Large group teaching	MCQ
MEDI.49.2	Explain the physiological regulation of water balance	K	Large group teaching	Short Answer Questions
MEDI.49.3	Identify body fluid shifts using clinical data	S	Practical/Skill lab	OSPE
MEDI.49.4	Evaluate clinical relevance of changes in water compartments	C	Bedside teaching	CIVA

Primary Water Depletion & Water Intoxication

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.50.1	Define primary water depletion and water intoxication	K	Large group teaching	MCQ
MEDI.50.2	Explain mechanisms causing water depletion and overload	K	Large group teaching	Short Answer Questions
MEDI.50.3	Interpret serum osmolality and urine output data	S	Practical/Skill lab	OSPE
MEDI.50.4	Evaluate clinical management of dehydration and water excess	C	Bedside teaching	CIVA

Serum Depletion, Sodium and Water Accumulation

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.51.1	List causes of sodium depletion and water retention	K	Large group teaching	MCQ
MEDI.51.2	Describe clinical features of hypo- and hypernatremia	K	Large group teaching	Short Answer Questions
MEDI.51.3	Analyze lab results for sodium and volume status	S	Practical/Skill lab	OSPE
MEDI.51.4	Evaluate treatment strategies for sodium disorders	C	Bedside teaching	CIVA

Potassium Depletion & Excess

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.52.1	Describe potassium homeostasis and its physiological roles	K	Large group teaching	MCQ
MEDI.52.2	Explain the causes and consequences of hypo- and hyperkalemia	K	Large group teaching	Short Answer Questions
MEDI.52.3	Interpret ECG changes and lab findings	S	Practical/Skill lab	OSPE
MEDI.52.4	Formulate treatment plans for potassium imbalance	C	Bedside teaching	CIVA

Magnesium Depletion & Excess

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.53.1	Recall normal magnesium levels and functions	K	Large group teaching	MCQ
MEDI.53.2	Discuss causes and clinical signs of magnesium disorders	K	Large group teaching	Short Answer Questions
MEDI.53.3	Interpret relevant lab data and ECG changes	S	Practical/Skill lab	OSPE
MEDI.53.4	Evaluate clinical interventions for hypo- and hypermagnesemia	C	Bedside teaching	CIVA

Disturbances in H+ Concentration (Acidosis & Alkalosis)

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.54.2	Define metabolic and respiratory acidosis and alkalosis	K	Large group teaching	MCQ
MEDI.54.3	Explain compensatory mechanisms in acid-base disturbances	K	Large group teaching	Short Answer Questions
MEDI.54.4	Interpret ABG values in acid-base disorders	S	Practical/Skill lab	OSPE
MEDI.54.2	Evaluate treatment approaches based on ABG interpretation	C	Bedside teaching	CIVA

Physiological Considerations and Investigations of Renal Function

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.55.1	Describe renal physiology including filtration, reabsorption, and secretion	K	Large group teaching	MCQ
MEDI.55.2	Explain methods used to assess renal function	K	Large group teaching	Short Answer Questions
MEDI.55.3	Interpret common renal function tests (creatinine, urea, GFR)	S	Practical/Skill lab	OSPE
MEDI.55.4	Evaluate renal function data in clinical cases	C	Bedside teaching	CIVA

Glomerular Diseases (e.g., Post-streptococcal Nephritis)

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.56.1	Classify glomerular diseases based on pathology and presentation	K	Large group teaching	MCQ
MEDI.56.2	Describe the features and causes of acute post-streptococcal nephritis	K	Large group teaching	Short Answer Questions
MEDI.56.3	Interpret urine analysis and serologic tests	S	Practical/Skill lab	OSPE
MEDI.56.4	Evaluate treatment strategies for glomerulonephritis	C	Bedside teaching	CIVA

Nephrotic Syndrome

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.57.1	Define nephrotic syndrome and list its causes	K	Large group teaching	MCQ
MEDI.57.2	Explain the pathophysiology and diagnostic criteria	K	Large group teaching	Short Answer Questions
MEDI.57.3	Analyze lab results including proteinuria, serum albumin, and lipids	S	Practical/Skill lab	OSPE
MEDI.57.4	Formulate a management plan including complications	C	Bedside teaching	CIVA

Acute Renal Failure

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.58.1	Define acute kidney injury and classify causes (pre-renal, renal, post-renal)	K	Large group teaching	MCQ
MEDI.58.2	Describe clinical presentation and diagnostic approach	K	Large group teaching	Short Answer Questions
MEDI.58.3	Interpret biochemical markers and urine output	S	Practical/Skill lab	OSPE
MEDI.58.4	Discuss acute management and indications for dialysis; Health promotion: Hydration and kidney health – Teaching patients about the importance of hydration and avoiding excessive salt intake to maintain kidney function	C	Bedside teaching	CIVA

Chronic Renal Failure, Dialysis, and Kidney Transplantation

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.59.1	Define chronic kidney disease and stages	K	Large group teaching	MCQ
MEDI.59.2	Describe the pathogenesis and systemic effects of CKD	K	Large group teaching	Short Answer Questions
MEDI.59.3	Identify indications and procedures for dialysis and transplantation	S	Practical/Skill lab	OSPE
MEDI.59.4	Evaluate long-term management of ESRD patients	C	Bedside teaching	CIVA

Urinary Tract Infections and Pyelonephritis

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.60.1	List common pathogens causing UTIs	K	Large group teaching	MCQ
MEDI.60.2	Describe the clinical features of lower and upper UTIs	K	Large group teaching	Short Answer Questions
MEDI.60.3	Interpret urinalysis and urine culture	S	Practical/Skill lab	OSPE
MEDI.60.4	Evaluate antimicrobial therapy and prevention strategies	C	Bedside teaching	CIVA

Renal Hypertension

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.61.1	Explain the mechanisms of renovascular and parenchymal hypertension	K	Large group teaching	MCQ
MEDI.61.2	Describe clinical signs and diagnostic criteria	K	Large group teaching	Short Answer Questions
MEDI.61.3	Interpret imaging and lab tests related to secondary hypertension	S	Practical/Skill lab	OSPE
MEDI.61.4	Discuss pharmacologic and surgical treatment options; Health promotion: Educating patients on the importance of managing blood pressure and diabetes to prevent kidney damage	C	Bedside teaching	CIVA

Drug-Induced Nephropathy

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.62.1	List common nephrotoxic drugs and their mechanisms	K	Large group teaching	MCQ
MEDI.62.2	Describe the patterns of drug-induced renal injury	K	Large group teaching	Short Answer Questions
MEDI.62.3	Identify lab abnormalities and monitoring protocols	S	Practical/Skill lab	OSPE
MEDI.62.4	Evaluate preventive and therapeutic strategies	C	Bedside teaching	CIVA

Renal Stones

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
MEDI.63.1	Describe the types and composition of renal calculi	K	Large group teaching	MCQ
MEDI.63.2	Explain the risk factors and pathophysiology of stone formation	K	Large group teaching	Short Answer Questions
MEDI.63.3	Interpret imaging and lab tests in stone disease	S	Practical/Skill lab	OSPE
MEDI.63.4	Discuss management options including prevention and surgical intervention	C	Bedside teaching	CIVA

Practical

Week 1: History Taking

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.1.1	Elicit a focused and comprehensive patient history including presenting complaint, history of present illness, past medical history, and drug history.	K/S	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER
MEDI.1.2	Identify key symptoms suggestive of diseases such as myocardial infarction, COPD, liver cirrhosis, and epilepsy.	K	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER
MEDI.1.3	Demonstrate empathetic, non-judgmental communication while taking sensitive histories (e.g. substance use, psychiatric illness).	A/C	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER
MEDI.1.4	Summarize findings and present the case coherently.	C	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER

Week 2: General Examination

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.2.1	Perform a full general physical examination, including inspection for pallor, jaundice, cyanosis, lymphadenopathy.	S	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER
MEDI.2.2	Correlate physical signs with common systemic diseases (e.g. anemia, thyrotoxicosis, liver failure).	K	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER
MEDI.2.3	Assess hydration status, nutritional state, and level of consciousness.	S	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER
MEDI.2.4	Document and communicate general exam findings appropriately.	C	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER

Week 3: Vital Signs

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.3.1	Accurately measure blood pressure, pulse, respiratory rate, temperature, and oxygen saturation.	S	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER
MEDI.3.2	Interpret abnormal vital signs in relation to diseases like sepsis, shock, hypertension, and arrhythmias.	K	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER
MEDI.3.3	Recognize patterns indicating medical emergencies (e.g. tachypnea in pneumonia or ketoacidosis).	K/S	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER
MEDI.3.4	Perform repeated measurements and monitor trends over time in acutely ill patients.	S	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER

Week 4: Cardiovascular Examination

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.4.1	Perform systematic inspection, palpation, percussion (if needed), and auscultation of the heart and peripheral pulses.	S	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER
MEDI.4.2	Identify key signs of heart failure, valvular heart diseases (e.g., mitral stenosis), and ischemic heart disease.	K	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER
MEDI.4.3	Assess and interpret jugular venous pressure and its clinical significance.	S	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER
MEDI.4.4	Differentiate between normal and pathological heart sounds and murmurs.	S	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER

Week 5: Respiratory Examination

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.5.1	Perform a comprehensive respiratory system examination including inspection, palpation, percussion, and auscultation.	S	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER
MEDI.5.2	Identify signs of common diseases such as COPD, asthma, pneumonia, and pleural effusion.	K	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER
MEDI.5.3	Assess for signs of respiratory distress and hypoxia.	S	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER
MEDI.5.4	Interpret auscultatory findings: wheeze, crackles, decreased breath sounds.	K/S	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER

Week 6: Abdominal Examination

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.6.1	Perform detailed abdominal exam including inspection, auscultation, percussion, and palpation.	S	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER
MEDI.6.2	Recognize signs of liver disease (ascites, hepatomegaly), appendicitis, and bowel obstruction.	K	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER
MEDI.6.3	Elicit specific signs (e.g. Murphy’s, McBurney’s point tenderness).	S	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER
MEDI.6.4	Demonstrate proper positioning and patient comfort techniques.	A/S	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER

Week 7: Neurological Examination (Part 1)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.7.1	Examine cranial nerves and detect abnormalities (e.g. CN VII in Bell’s palsy).	S	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER
MEDI.7.2	Evaluate motor system in upper limbs (tone, power, reflexes).	S	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER
MEDI.7.3	Identify features of upper motor neuron vs. lower motor neuron lesions.	K	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER
MEDI.7.4	Document findings and correlate them with diseases like stroke and multiple sclerosis.	C	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER

Week 8: Neurological Examination (Part 2)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.8.1	Assess motor and sensory systems of lower limbs, including reflexes.	S	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER
MEDI.8.2	Perform coordination tests and gait assessment (Romberg, heel-toe walking).	S	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER
MEDI.8.3	Recognize signs of peripheral neuropathy, cerebellar disease, Parkinsonism.	K	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER
MEDI.8.4	Interpret findings in the context of clinical scenarios and present case.	C	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER

Week 9: Review Session

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.9.1	Integrate findings from history and examination to develop a differential diagnosis.	K/S	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER
MEDI.9.2	Apply clinical reasoning to common patient scenarios (e.g. chest pain, breathlessness, abdominal pain).	K	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER
MEDI.9.3	Demonstrate complete examination flow for OSCE-style stations.	S	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER
MEDI.9.4	Reflect on personal performance and receive peer and tutor feedback.	A/C	Bedside teaching, clinical skill lab	CIVA, OSCE, OSLER

Internal medicine\ Grade 5

Code: MEDI 501    Credits: 7.5

Toxicology

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.1.1	Describe general principles of toxicology, including types of toxins and dose-response relationships.	K	Large Group Teaching	MCQ, Short answer question
MEDI.1.2	Identify clinical features and lab findings in common toxicities (e.g., paracetamol, organophosphates, opioids).	K/S	Large Group Teaching	MCQ, Short answer question
MEDI.1.3	Explain the initial management steps and antidote use in common poisonings.	A	Large Group Teaching	MCQ, Short answer question
MEDI.1.4	Discuss public health and ethical considerations related to toxic exposures and overdose prevention.	C	Large Group Teaching	MCQ, Short answer question

Principles of antibiotic therapy

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.2.1	Explain mechanisms of action, spectrum, and classification of major antibiotic groups.	K	Large Group Teaching	MCQ, Short answer question
MEDI.2.2	Identify appropriate empirical antibiotics for common infections (e.g., pneumonia, UTI).	A	Large Group Teaching	MCQ, Short answer question
MEDI.2.3	Describe how to adjust antibiotic therapy based on lab data and renal function.	A	Large Group Teaching	MCQ, Short answer question
MEDI.2.4	Discuss principles of antibiotic stewardship and resistance.	C	Large Group Teaching	MCQ, Short answer question

Steroids: Indications, precautions, and side effects

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.3.1	Describe pharmacological properties of glucocorticoids and mineralocorticoids.	K	Large Group Teaching	MCQ, Short answer question
MEDI.3.2	List major indications for steroid therapy in clinical practice.	K	Large Group Teaching	MCQ, Short answer question
MEDI.3.3	Explain common adverse effects and monitoring strategies for steroid use.	A	Large Group Teaching	MCQ, Short answer question
MEDI.3.4	Discuss tapering protocols and patient education regarding steroid safety.	C	Large Group Teaching	MCQ, Short answer question

Functional Anatomy and Physiology of Bone Remodeling

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.4.1	Describe the anatomy of bones and joints relevant to rheumatologic conditions.	K	Large Group Teaching	MCQ, SAQ
MEDI.4.2	Explain the hormonal and cellular control of bone remodeling.	K	Large Group Teaching	MCQ, SAQ
MEDI.4.3	Discuss the roles of osteoblasts, osteoclasts, and RANK/RANKL pathway.	K	Large Group Teaching	MCQ, SAQ
MEDI.4.5	Apply knowledge of remodeling to clinical conditions like osteoporosis.	A	Outpatient Clinic	CIVA, OSCE

Investigation of MSK Diseases

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.5.1	Identify imaging techniques (X-ray, MRI, US) used in MSK diagnostics.	K	Large Group Teaching	MCQ, SAQ
MEDI.5.2	Interpret typical findings in arthritis and soft tissue disorders.	S	Outpatient Clinic	OSCE, SAQ
MEDI.5.3	List key laboratory markers used in rheumatology (RF, anti-CCP, ANA).	K	Large Group Teaching	MCQ, SAQ
MEDI.5.4	Integrate clinical, imaging, and lab findings in diagnosis.	A	Outpatient Clinic	CIVA, OSCE

Presenting Problems in MSK (Arthritis, Back Pain)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.6.1	Differentiate mechanical vs inflammatory joint pain based on history.	K	Large Group Teaching	MCQ, SAQ
MEDI.6.2	Identify red flag symptoms in low back pain (e.g., cauda equina).	A	Outpatient Clinic	OSCE, SAQ
MEDI.6.3	Classify patterns of joint involvement in arthritis.	K	Large Group Teaching	MCQ, SAQ
MEDI.6.4	Use patient presentations to develop differential diagnoses.	A	Outpatient Clinic	CIVA, OSCE

Regional MSK Pain

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.7.1	List causes of common regional pain syndromes (shoulder, hip, knee).	K	Large Group Teaching	MCQ, SAQ
MEDI.7.2	Elicit focused history and physical findings to localize pain.	S	Outpatient Clinic	OSCE, CIVA
MEDI.7.3	Discuss diagnostic approaches for regional MSK pain.	A	Large Group Teaching	MCQ, SAQ
MEDI.7.4	Correlate anatomical structures with localized symptoms.	A	Outpatient Clinic	CIVA, OSCE

Principles of Management of MSK Diseases (Analgesics, NSAIDs, DMARDs, Biologics)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.8.1	Explain indications, mechanisms, and side effects of NSAIDs and analgesics.	K	Large Group Teaching	MCQ, SAQ
MEDI.8.2	Describe uses and mechanisms of DMARDs and biologics in autoimmune diseases.	K	Large Group Teaching	MCQ, SAQ
MEDI.8.3	Formulate treatment plans based on disease severity and comorbidities.	A	Outpatient Clinic	CIVA, OSCE
MEDI.8.4	Identify monitoring strategies for safety and efficacy of MSK drugs.	A	Outpatient Clinic	OSCE, SAQ

Osteoarthritis (OA)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.9.1	Describe the pathophysiology and risk factors of OA.	K	Large Group Teaching	MCQ, SAQ
MEDI.9.2	Recognize clinical presentation and diagnostic criteria of OA.	K/S	Outpatient Clinic	OSCE, SAQ
MEDI.9.3	Interpret radiological findings specific to OA.	S	Large Group Teaching	MCQ, SAQ
MEDI.9.4	Outline non-pharmacological and pharmacological management strategies.	A	Outpatient Clinic	CIVA, OSCE

Crystal Arthritis (Gout and Pseudogout)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.10.1	Explain the biochemical and pathophysiological basis of crystal deposition.	K	Large Group Teaching	MCQ, SAQ
MEDI.10.2	Identify clinical features and joint aspiration findings of gout and pseudogout.	K/S	Outpatient Clinic	OSCE, SAQ
MEDI.10.3	Describe acute and chronic management of gout including urate-lowering therapy.	A	Large Group Teaching	MCQ, SAQ
MEDI.10.4	Differentiate gout from other monoarthritis conditions clinically and diagnostically.	A	Outpatient Clinic	CIVA, OSCE

Rheumatoid Arthritis (RA)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.11.1	Describe the immunopathogenesis and risk factors of RA.	K	Large Group Teaching	MCQ, SAQ
MEDI.11.2	Identify clinical features, deformities, and extra-articular manifestations of RA.	K/S	Outpatient Clinic	OSCE, SAQ
MEDI.11.3	Interpret lab markers (e.g., RF, anti-CCP) and imaging in RA diagnosis.	S	Large Group Teaching	MCQ, SAQ
MEDI.11.4	Discuss stepwise treatment approach including DMARDs and biologics.	A	Outpatient Clinic	CIVA, OSCE

Septic Arthritis and Fibromyalgia

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.12.1	Explain the etiology, risk factors, and microbiology of septic arthritis.	K	Large Group Teaching	MCQ, SAQ
MEDI.12.2	Recognize red flags and urgent features of septic arthritis.	A	Outpatient Clinic	OSCE, CIVA
MEDI.12.3	Identify clinical criteria for diagnosis of fibromyalgia.	K	Large Group Teaching	MCQ, SAQ
MEDI.12.4	Outline treatment principles for both infectious and non-inflammatory causes of arthritis.	A	Outpatient Clinic	OSCE, SAQ

Spondyloarthropathies (Ankylosing Spondylitis, Psoriatic Arthritis, Reactive Arthritis, Enteropathic Arthritis)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.13.1	Describe the shared features and HLA-B27 association in spondyloarthropathies.	K	Large Group Teaching	MCQ, SAQ
MEDI.13.2	Identify distinct clinical patterns in ankylosing spondylitis, psoriatic and reactive arthritis.	K/S	Outpatient Clinic	OSCE, SAQ
MEDI.13.3	Interpret imaging findings (e.g., sacroiliitis, bamboo spine) in axial SpA.	S	Large Group Teaching	MCQ, SAQ
MEDI.13.4	Discuss management including NSAIDs, biologics, and physical therapy.	A	Outpatient Clinic	CIVA, OSCE

Systemic Lupus Erythematosus (SLE) and Sjögren Syndrome

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.14.1	Describe the immunopathology, clinical features, and diagnostic criteria of SLE.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.14.2	Recognize glandular and extraglandular manifestations of Sjögren syndrome.	K	Outpatient Clinic	OSCE, Short Answer Question
MEDI.14.3	Identify laboratory markers (ANA, anti-dsDNA, SSA/SSB antibodies) for diagnosis.	S	Large Group Teaching	MCQ, Short Answer Question
MEDI.14.4	Discuss treatment approaches including immunosuppressants and symptom management.	A	Outpatient Clinic	CIVA, OSCE

Dermatomyositis and Polymyositis

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.15.1	Describe muscle and skin manifestations of dermatomyositis.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.15.2	Recognize diagnostic features including EMG, muscle enzymes, and biopsy findings.	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.15.3	Differentiate polymyositis from dermatomyositis and inclusion body myositis.	K/A	Large Group Teaching	MCQ, Short Answer Question
MEDI.15.4	Outline treatment including corticosteroids and immunosuppressants.	A	Outpatient Clinic	CIVA, OSCE

Vasculitis (Giant Cell Arteritis, Polyarteritis Nodosa, ANCA-Associated Vasculitis)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.16.1	Classify vasculitides based on vessel size and associated antibodies (e.g., ANCA).	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.16.2	Identify clinical presentations and systemic complications of common vasculitis syndromes.	K/S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.16.3	Interpret relevant investigations (biopsy, ANCA, ESR, imaging).	S	Large Group Teaching	MCQ, Short Answer Question
MEDI.16.4	Discuss immunosuppressive treatment strategies and indications for urgent referral.	A	Outpatient Clinic	CIVA, OSCE

Osteoporosis

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.17.1	Describe the pathophysiology, risk factors, and complications of osteoporosis.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.17.2	Recognize diagnostic criteria and interpretation of DEXA scans.	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.17.3	Identify lifestyle, nutritional, and pharmacologic treatment options.	A	Large Group Teaching	MCQ, Short Answer Question
MEDI.17.4	Apply knowledge to prevent fractures in high-risk populations.	A	Outpatient Clinic	CIVA, OSCE

Osteomalacia and Rickets

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.18.1	Explain the role of vitamin D, calcium, and phosphate in bone metabolism.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.18.2	Identify clinical and radiologic features of osteomalacia and rickets.	K/S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.18.3	Interpret lab findings (e.g., ALP, calcium, phosphate) in metabolic bone disease.	S	Large Group Teaching	MCQ, Short Answer Question
MEDI.18.4	Outline treatment approaches including supplementation and diet.	A	Outpatient Clinic	CIVA, OSCE

Systemic Sclerosis and Rheumatologic Manifestations

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.19.1	Describe cutaneous and visceral manifestations of systemic sclerosis.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.19.2	Recognize rheumatologic signs in systemic diseases (e.g., SLE, diabetes, thyroid disease).	K	Outpatient Clinic	OSCE, Short Answer Question
MEDI.19.3	Interpret relevant antibodies (e.g., anti-centromere, anti-Scl-70).	S	Large Group Teaching	MCQ, Short Answer Question
MEDI.19.4	Discuss multidisciplinary approach in management of systemic disease with MSK involvement.	A	Outpatient Clinic	CIVA, OSCE

Miscellaneous Rheumatologic Conditions

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.20.1	Recognize patterns of non-inflammatory MSK conditions (e.g., hypermobility, EDS).	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.20.2	Identify overlapping syndromes and diagnostic challenges.	K/A	Outpatient Clinic	OSCE, Short Answer Question
MEDI.20.3	Describe management options tailored to patient needs and rare diseases.	A	Large Group Teaching	CIVA, Short Answer Question
MEDI.20.4	Appreciate the importance of individualized care in rare rheumatologic presentations.	C	Outpatient Clinic	OSCE, CIVA

Juvenile Idiopathic Arthritis (JIA)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.21.1	Classify the subtypes of JIA based on ILAR criteria.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.21.2	Identify clinical features of oligoarticular, systemic, and polyarticular JIA.	K/S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.21.3	Describe treatment principles including NSAIDs, DMARDs, and biologics.	A	Large Group Teaching	MCQ, Short Answer Question
MEDI.21.4	Recognize the long-term complications and importance of early diagnosis.	C	Outpatient Clinic	OSCE, CIVA

Medical Rehabilitation: Physical Modalities

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.22.1	Describe the types of physical modalities used in musculoskeletal rehabilitation.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.22.2	Explain the physiological effects and indications for modalities like TENS, ultrasound, and cryotherapy.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.22.3	Identify contraindications and precautions for physical modality use.	A	Outpatient Clinic	OSCE, Short Answer Question
MEDI.22.4	Evaluate the role of modalities in reducing pain and improving function.	A	Outpatient Clinic	CIVA, OSCE
MEDI.22.5	Health promotion: Promote awareness of non-pharmacological pain management options to reduce reliance on opioids.	C	Large Group Teaching	MCQ, Short Answer Question

Medical Rehabilitation: Therapeutic Exercises

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.23.1	Classify therapeutic exercises into types (e.g., strengthening, ROM, endurance, aerobic).	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.23.2	Discuss the principles of exercise prescription in MSK and rheumatologic conditions.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.23.3	Demonstrate appropriate exercise recommendations for osteoarthritis and fibromyalgia.	S/A	Outpatient Clinic	OSCE, Short Answer Question
MEDI.23.4	Assess a patient’s functional capacity and tailor exercise plans accordingly.	A	Outpatient Clinic	CIVA, OSCE
MEDI.23.5	Educate patients and the public on the long-term health benefits of regular therapeutic exercise in preventing musculoskeletal deterioration.	C	Outpatient Clinic	OSCE, CIVA

Medical Rehabilitation: Orthoses and Prostheses

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.24.1	Define the types and roles of orthoses (e.g., splints, braces) in joint support.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.24.2	Explain indications and functional goals of limb prostheses in amputees.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.24.3	Recognize how orthoses and prostheses improve mobility and prevent deformities.	A	Outpatient Clinic	OSCE, Short Answer Question
MEDI.24.4	Counsel patients on fitting, training, and adaptation with assistive devices.	C	Outpatient Clinic	CIVA, OSC
MEDI.24.5	Advocate for early referral to rehabilitation services to improve mobility and prevent complications in disabled individuals.	C	Large Group Teaching	Short Answer Question, CIVA

Medical Rehabilitation: Adaptation for Activities of Daily Living (ADLs)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.25.1	Identify key limitations in ADLs in patients with rheumatologic or MSK disease.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.25.2	Discuss environmental and behavioral adaptations to support independence.	K/A	Large Group Teaching	MCQ, Short Answer Question
MEDI.25.3	Evaluate assistive technologies and tools that enhance functional status.	A	Outpatient Clinic	OSCE, Short Answer Question
MEDI.25.4	Educate patients on practical strategies to optimize daily living with chronic conditions.	C	Outpatient Clinic	OSCE, CIVA
MEDI.25.5	Promote the use of adaptive equipment and environmental modifications to preserve independence and prevent caregiver burden.	C	Outpatient Clinic	OSCE, CIVA

Medical Rehabilitation: Gait Aids and Gait Patterns

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.26.1	List types of gait aids (e.g., canes, walkers, crutches) and their indications.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.26.2	Describe different gait patterns (e.g., 2-point, 3-point, swing-through) and their biomechanical basis.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.26.3	Demonstrate appropriate gait aid prescription based on balance, strength, and condition.	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.26.4	Evaluate the effect of assistive devices on gait safety and patient independence.	A	Outpatient Clinic	CIVA, OSC
MEDI.26.5	Health promotion: Support fall-prevention programs through appropriate education on gait aid use in elderly and high-risk patients.	C	Outpatient Clinic	MCQ, OSC

Introduction to Neurology

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.27.1	Define key neurological terms and classify neurological disorders.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.27.2	Outline the components of a structured neurological history and examination.	K/S	Large Group Teaching	OSCE, Short Answer Question
MEDI.27.3	Describe basic neuroanatomy relevant to clinical neurology.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.27.4	Explain the role of neurology in multidisciplinary care.	C	Outpatient Clinic	CIVA, Short Answer Question

Coma

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.28.1	Classify causes of coma using structural and metabolic frameworks.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.28.2	Assess a comatose patient using the Glasgow Coma Scale and neurological exam.	S	Outpatient Clinic	OSCE, CIVA
MEDI.28.3	Interpret neuroimaging and lab results relevant to comatose states.	S	Large Group Teaching	MCQ, Short Answer Question
MEDI.28.4	Discuss emergency management and prognosis in coma.	A	Outpatient Clinic	OSCE, Short Answer Question

Diseases of the Spinal Cord

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.29.1	Recognize clinical syndromes of spinal cord injury (e.g., Brown-Séquard, anterior cord).	K/S	Large Group Teaching	MCQ, Short Answer Question
MEDI.29.2	Identify common causes of non-traumatic myelopathy.	K	Outpatient Clinic	MCQ, Short Answer Question
MEDI.29.3	Interpret spinal MRI findings in compressive and inflammatory cord diseases.	S	Large Group Teaching	Short Answer Question, CIVA
MEDI.29.4	Plan appropriate acute and rehabilitative management.	A	Outpatient Clinic	OSCE, CIVA

Diseases of the Peripheral Nerves

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.30.1	Classify peripheral neuropathies (mononeuropathy, polyneuropathy, plexopathy).	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.30.2	Identify clinical signs of sensory, motor, and autonomic neuropathies.	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.30.3	Discuss common etiologies including diabetes, infections, and toxins.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.30.4	Evaluate patients for early diagnosis and prevention of disability.	A/C	Outpatient Clinic	OSCE, CIVA

Diseases of the Muscles (Myopathies)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.31.1	Describe patterns of muscle weakness in common myopathies.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.31.2	Differentiate between myopathic and neurogenic weakness.	A	Outpatient Clinic	OSCE, CIVA
MEDI.31.3	Interpret CPK, EMG, and biopsy results in muscle disease.	S	Large Group Teaching	Short Answer Question, CIVA
MEDI.31.4	Promote early recognition and lifestyle adaptation for chronic muscle disorders.	C	Outpatient Clinic	Short Answer Question, OSCE

Epilepsy

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.32.1	Classify seizure types according to ILAE criteria.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.32.2	Describe the diagnostic approach using EEG and imaging.	S	Large Group Teaching	Short Answer Question, CIVA
MEDI.32.3	Outline pharmacological and surgical treatment options.	A	Outpatient Clinic	OSCE, Short Answer Question
MEDI.32.4	Identify social and driving restrictions, and psychosocial impact.	C	Outpatient Clinic	CIVA, OSCE
MEDI.32.5	Health Promotion: Educate patients and families about medication adherence and seizure precautions to prevent injury and stigma.	C	Outpatient Clinic	Short Answer Question, CIVA

Infections of the Nervous System (e.g., Meningitis, Encephalitis)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.33.1	Recognize clinical features of meningitis and encephalitis.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.33.2	Interpret CSF findings and imaging in CNS infections.	S	Large Group Teaching	Short Answer Question, CIVA
MEDI.33.3	Differentiate bacterial, viral, fungal, and TB infections of the CNS.	K	Outpatient Clinic	MCQ, Short Answer Question
MEDI.33.4	Plan emergency treatment and isolation precautions.	A	Outpatient Clinic	OSCE, Short Answer Question
MEDI.33.5	Health Promotion: Promote vaccination (e.g., meningococcal, Hib) and early recognition of red flag symptoms to reduce neurological sequelae.	C	Large Group Teaching	MCQ, Short Answer Question

Brain Space-Occupying Lesions (Brain SOL)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.34.1	List causes of intracranial SOLs (tumors, abscess, hematoma).	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.34.2	Identify signs of raised intracranial pressure and focal deficits.	K/S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.34.3	Interpret imaging (CT/MRI) findings in common SOLs.	S	Large Group Teaching	Short Answer Question, CIVA
MEDI.34.4	Discuss treatment options including surgery, chemotherapy, and palliative care.	A	Outpatient Clinic	OSCE, Short Answer Question
MEDI.34.5	Health Promotion: Encourage early medical consultation for persistent headaches, seizures, or personality changes to enable timely intervention.	C	Outpatient Clinic	Short Answer Question, CIVA

Vertigo vs Ataxia

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.35.1	Differentiate vertigo from ataxia based on clinical features.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.35.2	Identify peripheral and central causes of vertigo and gait disturbances.	K	Outpatient Clinic	MCQ, Short Answer Question
MEDI.35.3	Perform bedside tests (Romberg, Dix-Hallpike, heel-to-shin) to localize pathology.	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.35.4	Describe treatment strategies for BPPV, vestibular neuritis, and cerebellar lesions.	A	Large Group Teaching	Short Answer Question, CIVA
MEDI.35.5	Health Promotion: Educate elderly patients about fall prevention strategies and balance training to reduce injury risk.	C	Outpatient Clinic	OSCE, Short Answer Question

Abnormal Movements (e.g., tremor, dystonia, chorea)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.36.1	Classify abnormal movements and recognize key clinical patterns.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.36.2	Distinguish between Parkinsonism, essential tremor, and choreiform movements.	K/A	Outpatient Clinic	OSCE, Short Answer Question
MEDI.36.3	Interpret neurological findings and assess functional impact.	S	Large Group Teaching	Short Answer Question, CIVA
MEDI.36.4	Outline medical and surgical management (e.g., levodopa, DBS).	A	Outpatient Clinic	OSCE, Short Answer Question
MEDI.36.5	Health Promotion: Promote early diagnosis and multidisciplinary care to improve function and reduce social disability in movement disorders.	C	Outpatient Clinic	Short Answer Question, CIVA

Headache (e.g., Migraine, Tension-type, Cluster)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.37.1	Classify primary and secondary headaches based on ICHD criteria.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.37.2	Recognize red flag signs requiring urgent investigation (e.g., sudden onset, neurological deficits).	K/A	Outpatient Clinic	OSCE, Short Answer Question
MEDI.37.3	Outline acute and preventive management for common headache types.	A	Large Group Teaching	Short Answer Question, CIVA
MEDI.37.4	Interpret patient history to differentiate between headache subtypes.	S	Outpatient Clinic	OSCE, CIVA
MEDI.37.5	Health Promotion: Educate patients about headache triggers, lifestyle modifications, and medication overuse prevention.	C	Outpatient Clinic	Short Answer Question, CIVA

Stroke (Ischemic Stroke)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.38.1	Describe the pathophysiology and risk factors of ischemic stroke.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.38.2	Identify clinical features based on vascular territory affected.	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.38.3	Outline acute management including thrombolysis and stroke unit care.	A	Large Group Teaching	Short Answer Question, CIVA
MEDI.38.4	Interpret brain imaging (CT/MRI) and vascular studies.	S	Outpatient Clinic	CIVA, Short Answer Question
MEDI.38.5	Health Promotion: Promote public awareness of FAST signs and early hospital presentation to improve stroke outcomes.	C	Large Group Teaching	Short Answer Question, CIVA

Intracerebral Hemorrhage (ICH)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.39.1	Recognize clinical presentation and imaging findings of ICH.	K/S	Large Group Teaching	MCQ, Short Answer Question
MEDI.39.2	Differentiate between ischemic and hemorrhagic stroke.	K	Outpatient Clinic	MCQ, Short Answer Question
MEDI.39.3	Outline emergency management including BP control and neurosurgical indications.	A	Outpatient Clinic	OSCE, Short Answer Question
MEDI.39.4	Monitor for complications such as raised ICP and herniation.	A	Large Group Teaching	Short Answer Question, CIVA
MEDI.39.5	Health Promotion: Promote hypertension control and anticoagulation safety to reduce the risk of ICH.	C	Outpatient Clinic	Short Answer Question, CIVA

Neurodegenerative Diseases (e.g., Parkinson’s, Alzheimer’s, ALS)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.40.1	Describe the clinical features and diagnostic criteria of major neurodegenerative disorders.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.40.2	Compare the progression patterns and management of Alzheimer’s vs Parkinson’s disease.	K/A	Outpatient Clinic	OSCE, Short Answer Question
MEDI.40.3	Interpret cognitive testing tools and motor assessments.	S	Large Group Teaching	Short Answer Question, CIVA
MEDI.40.4	Outline multidisciplinary approaches to long-term care and support.	A	Outpatient Clinic	OSCE, CIVA
MEDI.40.5	Health Promotion: Encourage early screening, caregiver education, and support resources to improve quality of life.	C	Outpatient Clinic	Short Answer Question, CIVA

Multiple Sclerosis (MS)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.41.1	Describe the immunopathology and clinical variants of MS.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.41.2	Recognize common symptoms (e.g., optic neuritis, sensory loss, fatigue).	K/S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.41.3	Interpret MRI and CSF findings for MS diagnosis.	S	Large Group Teaching	Short Answer Question, CIVA
MEDI.41.4	Discuss disease-modifying treatments and symptom management.	A	Outpatient Clinic	OSCE, Short Answer Question
MEDI.41.5	Health Promotion: Raise awareness of early MS symptoms to reduce diagnostic delay and disability progression.	C	Outpatient Clinic	Short Answer Question, CIVA

Hematopoiesis & Aplastic Anemia

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.42.1	Describe normal hematopoiesis and blood cell lineages.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.42.2	Identify clinical and laboratory features of aplastic anemia.	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.42.3	Interpret CBC, bone marrow biopsy, and reticulocyte count in marrow failure.	S	Large Group Teaching	Short Answer Question, CIVA
MEDI.42.4	Outline management strategies including immunosuppressive therapy and transplant.	A	Outpatient Clinic	OSCE, CIVA
MEDI.42.5	Health Promotion: Encourage early evaluation of persistent fatigue and pancytopenia to reduce diagnostic delays.	C	Outpatient Clinic	Short Answer Question, CIVA

Megaloblastic Anemia

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.43.1	Explain the roles of vitamin B12 and folate in DNA synthesis and erythropoiesis.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.43.2	Identify signs and lab features of megaloblastic anemia.	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.43.3	Differentiate between folate and B12 deficiency clinically and biochemically.	A	Large Group Teaching	Short Answer Question, CIVA
MEDI.43.4	Plan dietary and pharmacologic treatment.	A	Outpatient Clinic	OSCE, CIVA
MEDI.43.5	Health Promotion: Educate the community about nutritional sources of B12 and folate, especially in pregnancy and vegan diets.	C	Large Group Teaching	Short Answer Question, CIVA

Iron Deficiency Anemia

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.44.1	Describe iron metabolism and causes of iron deficiency.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.44.2	Recognize symptoms and signs of iron deficiency anemia.	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.44.3	Interpret iron studies (ferritin, TIBC, serum iron).	S	Large Group Teaching	Short Answer Question, CIVA
MEDI.44.4	Discuss oral and parenteral iron therapy and underlying cause management.	A	Outpatient Clinic	OSCE, CIVA
MEDI.44.5	Health Promotion: Promote iron-rich nutrition and screen for occult bleeding, especially in menstruating women and children.	C	Outpatient Clinic	Short Answer Question, CIVA

Hemolytic Anemia

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.45.1	Define hemolysis and classify hemolytic anemias (inherited vs acquired).	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.45.2	Identify signs and lab markers of hemolysis (LDH, bilirubin, haptoglobin, Coombs test).	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.45.3	Discuss management of autoimmune and hereditary hemolytic anemias.	A	Large Group Teaching	OSCE, Short Answer Question
MEDI.45.4	Monitor complications such as gallstones and iron overload.	A	Outpatient Clinic	CIVA, Short Answer Question
MEDI.45.5	Health Promotion: Raise awareness of hereditary hemolytic conditions in high risk populations and emphasize genetic counseling.	C	Large Group Teaching	Short Answer Question, CIVA

Thalassemia

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.46.1	Describe the genetic basis and pathophysiology of alpha and beta thalassemia.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.46.2	Identify clinical severity types (minor, intermedia, major) and features.	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.46.3	Interpret Hb electrophoresis and peripheral smear findings.	S	Large Group Teaching	Short Answer Question, CIVA
MEDI.46.4	Outline management including transfusion, chelation, and potential curative options.	A	Outpatient Clinic	OSCE, CIVA
MEDI.46.5	Health Promotion: Support carrier screening and premarital counseling in endemic regions to reduce disease burden.	C	Outpatient Clinic	Short Answer Question, CIVA

Sickle Cell Anemia

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.47.1	Explain the genetic mutation and pathophysiology of sickle cell disease.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.47.2	Recognize acute and chronic complications (e.g., pain crisis, stroke, splenic sequestration).	K/S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.47.3	Outline management strategies including hydroxyurea, transfusion, and pain control.	A	Large Group Teaching	OSCE, CIVA
MEDI.47.4	Monitor for and prevent long-term organ damage.	A	Outpatient Clinic	CIVA, Short Answer Question
MEDI.47.5	Health Promotion: Raise awareness about newborn screening, hydration, and crisis prevention in sickle cell patients.	C	Outpatient Clinic	Short Answer Question, CIVA

Immune Thrombocytopenic Purpura (ITP)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.48.1	Describe the autoimmune pathogenesis of ITP.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.48.2	Identify clinical signs of bleeding and diagnostic criteria.	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.48.3	Outline treatment options including corticosteroids, IVIG, and splenectomy.	A	Large Group Teaching	OSCE, CIVA
MEDI.48.4	Monitor response to therapy and relapse.	A	Outpatient Clinic	Short Answer Question, CIVA
MEDI.48.5	Health Promotion: Educate patients about avoiding trauma and self-monitoring for bleeding symptoms.	C	Outpatient Clinic	Short Answer Question, CIVA

Hemophilia

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.49.1	Explain the genetic and coagulation defect in hemophilia A and B.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.49.2	Identify bleeding patterns and severity classification.	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.49.3	Discuss treatment with factor replacement, DDAVP, and prophylaxis.	A	Outpatient Clinic	OSCE, CIVA
MEDI.49.4	Prevent complications such as hemarthrosis and inhibitors.	A	Large Group Teaching	Short Answer Question, CIVA
MEDI.49.5	Health Promotion: Promote early diagnosis in male infants and emphasize adherence to prophylaxis.	C	Outpatient Clinic	Short Answer Question, CIVA

Thrombotic Thrombocytopenic Purpura (TTP)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.50.1	Describe the pathophysiology of TTP involving ADAMTS13 deficiency.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.50.2	Recognize the pentad of symptoms and lab features.	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.50.3	Outline emergency treatment (plasma exchange, steroids, rituximab).	A	Outpatient Clinic	OSCE, CIVA
MEDI.50.4	Monitor complications and response to therapy.	A	Large Group Teaching	Short Answer Question, CIVA
MEDI.50.5	Health Promotion: Emphasize importance of early recognition to prevent fatal outcomes.	C	Outpatient Clinic	Short Answer Question, CIVA

Disseminated Intravascular Coagulation (DIC)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.51.1	Describe the triggers and pathogenesis of DIC.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.51.2	Recognize signs of bleeding, thrombosis, and lab findings (PT, aPTT, D-dimer, fibrinogen).	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.51.3	Discuss management including treating the underlying cause, supportive care, and transfusions.	A	Outpatient Clinic	OSCE, CIVA
MEDI.51.4	Monitor coagulation profile and organ function during therapy.	A	Large Group Teaching	Short Answer Question, CIVA
MEDI.51.5	Health Promotion: Raise awareness of DIC in obstetric emergencies, sepsis, and trauma settings.	C	Large Group Teaching	Short Answer Question, CIVA

Henoch-Schönlein Purpura (HSP) & von Willebrand Disease

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.52.1	Describe the pathophysiology and clinical features of HSP as a small vessel vasculitis.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.52.2	Identify the types, genetics, and bleeding patterns of von Willebrand disease.	K	Outpatient Clinic	OSCE, Short Answer Question
MEDI.52.3	Interpret diagnostic tests such as IgA levels (for HSP) and vWF antigen/activity (for vWD).	S	Large Group Teaching	Short Answer Question, CIVA
MEDI.52.4	Outline the management of both conditions, including supportive care and desmopressin use.	A	Outpatient Clinic	OSCE, CIVA
MEDI.52.5	Health Promotion: Encourage early evaluation of unexplained bruising, hematuria, or mucosal bleeding in children and adolescents.	C	Outpatient Clinic	Short Answer Question, CIVA

Thrombophilia (Inherited and Acquired)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.53.1	Classify inherited (e.g., Factor V Leiden, Protein C/S deficiency) and acquired (e.g., APS) thrombophilias.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.53.2	Recognize clinical scenarios that warrant thrombophilia work-up.	A	Outpatient Clinic	OSCE, Short Answer Question
MEDI.53.3	Interpret thrombophilia lab profiles including lupus anticoagulant, anticardiolipin, and homocysteine.	S	Large Group Teaching	Short Answer Question, CIVA
MEDI.53.4	Discuss long-term anticoagulation indications and risk stratification.	A	Outpatient Clinic	OSCE, CIVA
MEDI.53.5	Health Promotion: Educate patients and families with genetic predisposition about avoiding triggering factors (e.g., OCPs, immobility, smoking).	C	Outpatient Clinic	Short Answer Question, CIVA

Acute Leukemias (ALL & AML)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.54.1	Differentiate between the clinical features and pathophysiology of ALL and AML.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.54.2	Identify key diagnostic findings: peripheral smear, blasts, bone marrow biopsy, cytogenetics.	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.54.3	Outline phases of treatment (induction, consolidation, maintenance) and supportive care.	A	Outpatient Clinic	OSCE, CIVA
MEDI.54.4	Monitor for complications such as tumor lysis syndrome and neutropenic fever.	A	Large Group Teaching	Short Answer Question, CIVA
MEDI.54.5	Health Promotion: Promote awareness of early signs (fatigue, bleeding, infection) to ensure timely diagnosis and improve prognosis.	C	Large Group Teaching	Short Answer Question, CIVA

Acute Management in Hematology (Emergencies)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.55.1	Recognize acute hematologic emergencies such as neutropenic sepsis, hyperleukocytosis, TLS, and hemorrhagic shock.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.55.2	Describe initial emergency management principles and stabilization steps.	A	Outpatient Clinic	OSCE, Short Answer Question
MEDI.55.3	Prioritize intervention for life-threatening complications in patients with hematologic malignancies.	A	Large Group Teaching	Short Answer Question, CIVA
MEDI.55.4	Communicate effectively in urgent hematology situations including escalation and multidisciplinary coordination.	C	Outpatient Clinic	OSCE, CIVA
MEDI.55.5	Health Promotion: Advocate for early patient education about warning signs to reduce delays in emergency presentation.	C	Outpatient Clinic	Short Answer Question, CIVA

Chronic Myeloid Leukemia (CML)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.56.1	Describe the pathophysiology of CML including the BCR-ABL fusion gene.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.56.2	Identify clinical phases (chronic, accelerated, blast crisis) and presenting symptoms.	K/S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.56.3	Interpret CBC, bone marrow findings, and PCR for BCR-ABL.	S	Large Group Teaching	Short Answer Question, CIVA
MEDI.56.4	Outline the role of tyrosine kinase inhibitors (e.g., imatinib) in management.	A	Outpatient Clinic	OSCE, CIVA
MEDI.56.5	Health Promotion: Encourage medication adherence and routine monitoring to maintain remission and prevent progression.	C	Outpatient Clinic	Short Answer Question, CIVA

Hodgkin’s Lymphoma

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.57.1	Describe the epidemiology and Reed-Sternberg cell pathology of Hodgkin’s lymphoma.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.57.2	Recognize the typical presentation: painless lymphadenopathy, B-symptoms.	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.57.3	Discuss staging (Ann Arbor) and treatment options (ABVD chemotherapy, radiotherapy).	A	Large Group Teaching	Short Answer Question, CIVA
MEDI.57.4	Monitor treatment response and late toxicities.	A	Outpatient Clinic	OSCE, CIVA
MEDI.57.5	Health Promotion: Promote early evaluation of persistent lymph node swelling and night sweats for early-stage diagnosis.	C	Outpatient Clinic	Short Answer Question, CIVA

Non-Hodgkin’s Lymphoma (NHL)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.58.1	Classify NHL by cell origin and grade (indolent vs aggressive).	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.58.2	Identify clinical features and extranodal presentations.	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.58.3	Interpret biopsy, immunophenotyping, and imaging findings.	S	Large Group Teaching	Short Answer Question, CIVA
MEDI.58.4	Outline treatment options (R-CHOP, targeted therapies) and prognosis.	A	Outpatient Clinic	OSCE, CIVA
MEDI.58.5	Health Promotion: Increase public awareness about lymphoma warning signs and the importance of biopsy over empirical treatment.	C	Outpatient Clinic	Short Answer Question, CIVA

Myelodysplastic Syndrome (MDS)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.59.1	Describe the clonal stem cell abnormalities and ineffective hematopoiesis in MDS.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.59.2	Identify clinical features (cytopenias, fatigue, infections, bleeding).	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.59.3	Interpret blood smear, marrow biopsy, and cytogenetics in MDS.	S	Large Group Teaching	Short Answer Question, CIVA
MEDI.59.4	Outline treatment options including supportive care, growth factors, and transplant.	A	Outpatient Clinic	OSCE, CIVA
MEDI.59.5	Health Promotion: Promote early evaluation of unexplained anemia or leukopenia, especially in elderly patients.	C	Outpatient Clinic	Short Answer Question, CIVA

Multiple Myeloma (MM)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.60.1	Describe plasma cell dyscrasia and CRAB features (hyperCalcemia, Renal failure, Anemia, Bone lesions).	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.60.2	Identify clinical presentation including bone pain, anemia, renal dysfunction.	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.60.3	Interpret SPEP, UPEP, serum free light chains, and bone marrow findings.	S	Large Group Teaching	Short Answer Question, CIVA
MEDI.60.4	Outline treatment with proteasome inhibitors, immunomodulators, steroids, and transplant.	A	Outpatient Clinic	OSCE, CIVA
MEDI.60.5	Health Promotion: Educate at-risk populations (elderly, African descent) about early signs and importance of bone health monitoring.	C	Outpatient Clinic	Short Answer Question, CIVA

Myelofibrosis

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.61.1	Describe the pathogenesis of bone marrow fibrosis and extramedullary hematopoiesis.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.61.2	Identify clinical features such as massive splenomegaly and anemia.	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.61.3	Interpret peripheral smear (tear drop cells), marrow biopsy, and JAK2 mutation testing.	S	Large Group Teaching	Short Answer Question, CIVA
MEDI.61.4	Outline treatment options including JAK inhibitors and supportive care.	A	Outpatient Clinic	OSCE, CIVA
MEDI.61.5	Health Promotion: Encourage early referral for unexplained anemia and splenomegaly to allow timely diagnosis.	C	Outpatient Clinic	Short Answer Question, CIVA

Polycythemia Rubra Vera (PRV)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.62.1	Explain the myeloproliferative nature of PRV and its association with JAK2 mutation.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.62.2	Recognize symptoms such as pruritus, headache, thrombosis.	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.62.3	Interpret lab findings: elevated hematocrit, low EPO, JAK2 positive.	S	Large Group Teaching	Short Answer Question, CIVA
MEDI.62.4	Describe therapeutic phlebotomy, cytoreduction, and antiplatelet therapy.	A	Outpatient Clinic	OSCE, CIVA
MEDI.62.5	Health Promotion: Educate patients on hydration, smoking cessation, and recognizing thrombotic symptoms.	C	Outpatient Clinic	Short Answer Question, CIVA

Blood Transfusion and Component Therapy

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.63.1	List indications for transfusion of whole blood and components (RBCs, platelets, plasma, cryoprecipitate).	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.63.2	Explain compatibility testing, crossmatching, and transfusion protocols.	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.63.3	Identify and manage transfusion reactions.	A	Large Group Teaching	Short Answer Question, CIVA
MEDI.63.4	Monitor response and complications of repeated transfusions (e.g., iron overload).	A	Outpatient Clinic	OSCE, CIVA
MEDI.63.5	Health Promotion: Promote safe donation practices and community awareness about blood donation needs.	C	Large Group Teaching	Short Answer Question, CIVA

Oncologic Emergencies

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.64.1	Recognize life-threatening complications: tumor lysis syndrome, spinal cord compression, hypercalcemia.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.64.2	Describe emergency management protocols for each condition.	A	Outpatient Clinic	OSCE, Short Answer Question
MEDI.64.3	Prioritize triage and stabilization of acutely ill hematology patients.	A	Large Group Teaching	Short Answer Question, CIVA
MEDI.64.4	Coordinate care with oncology, ICU, and nephrology teams.	C	Outpatient Clinic	OSCE, CIVA
MEDI.64.5	Health Promotion: Educate patients with hematologic malignancies on early warning signs and when to seek urgent care.	C	Outpatient Clinic	Short Answer Question, CIVA

Bone Marrow Transplantation (BMT)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.65.1	Explain types of BMT (autologous, allogeneic) and their indications.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.65.2	Outline steps in donor matching, conditioning, and engraftment.	K/S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.65.3	Identify complications such as GVHD, infections, and graft failure.	A	Large Group Teaching	Short Answer Question, CIVA
MEDI.65.4	Provide patient counseling regarding pre- and post-transplant care.	C	Outpatient Clinic	OSCE, CIVA
MEDI.65.5	Health Promotion: Raise public awareness on stem cell donation and the impact on hematologic cancer survival.	C	Large Group Teaching	Short Answer Question, CIVA

Porphyria

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.66.1	Describe the biochemical basis of porphyrias and heme synthesis.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.66.2	Recognize clinical features of acute intermittent porphyria and cutaneous forms.	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.66.3	Interpret urine porphyrin testing and triggers for acute attacks.	S	Large Group Teaching	Short Answer Question, CIVA
MEDI.66.4	Outline acute attack management and lifestyle modification.	A	Outpatient Clinic	OSCE, CIVA
MEDI.66.5	Health Promotion: Educate patients about avoiding triggers (e.g., certain drugs, fasting, alcohol) to prevent attacks.	C	Outpatient Clinic	Short Answer Question, CIVA

Hypereosinophilic Syndrome (HES)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.67.1	Define hypereosinophilia and its classifications (primary, secondary, idiopathic).	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.67.2	Identify signs of eosinophil-mediated organ damage.	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.67.3	Interpret CBC, bone marrow, and molecular tests (e.g., FIP1L1-PDGFRA).	S	Large Group Teaching	Short Answer Question, CIVA
MEDI.67.4	Discuss corticosteroids, cytoreduction, and targeted therapies.	A	Outpatient Clinic	OSCE, CIVA
MEDI.67.5	Health Promotion: Encourage early medical consultation for persistent eosinophilia to prevent irreversible complications.	C	Outpatient Clinic	Short Answer Question, CIVA

Geriatrics: Disease Presentation in the Elderly

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.68.1	Explain how aging alters the presentation of common diseases (e.g., MI without chest pain, infections without fever).	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.68.2	Recognize atypical signs and symptoms in elderly patients, especially in cognitive, cardiovascular, and infectious diseases.	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.68.3	Discuss how multimorbidity and polypharmacy influence clinical decision making.	A	Large Group Teaching	Short Answer Question, CIVA
MEDI.68.4	Apply a holistic and functional approach in evaluating elderly patients with vague or nonspecific complaints.	A	Outpatient Clinic	OSCE, CIVA
MEDI.68.5	Health Promotion: Educate healthcare workers on early identification of “silent” disease presentations in elderly to reduce diagnostic delays.	C	Outpatient Clinic	Short Answer Question, CIVA

Geriatrics: Common Problems in Geriatric Medicine

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.69.1	List the most common geriatric syndromes: falls, incontinence, delirium, frailty, immobility, and cognitive decline.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.69.2	Assess fall risk, cognitive function, nutritional status, and functional ability in elderly patients.	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.69.3	Discuss management principles tailored to frail elderly patients including non-pharmacological strategies.	A	Large Group Teaching	Short Answer Question, CIVA
MEDI.69.4	Coordinate interdisciplinary care for patients with complex geriatric issues.	C	Outpatient Clinic	OSCE, CIVA
MEDI.69.5	Health Promotion: Promote regular screening for cognitive decline, fall risk, and malnutrition to enhance independent living and quality of life.	C	Outpatient Clinic	Short Answer Question, CIVA

Principles of Oncology and Cancer Cell Biology

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.70.1	Describe the hallmarks of cancer and basic mechanisms of carcinogenesis.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.70.2	Identify genetic and environmental risk factors involved in tumor development.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.70.3	Discuss tumor progression, invasion, angiogenesis, and metastasis.	K	Large Group Teaching	Short Answer Question, CIVA
MEDI.70.4	Correlate molecular changes with therapeutic targets.	A	Outpatient Clinic	CIVA, OSCE
MEDI.70.5	Health Promotion: Promote public awareness of modifiable cancer risk factors (e.g., smoking, diet, infections).	C	Large Group Teaching	Short Answer Question, CIVA

Approach to Patients with Malignant Diseases

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.71.1	Take a comprehensive history and physical exam focused on suspected malignancy.	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.71.2	Interpret key diagnostic tests: imaging, tumor markers, biopsy.	S	Large Group Teaching	Short Answer Question, CIVA
MEDI.71.3	Stage cancers using TNM and other systems.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.71.4	Communicate diagnosis and plan compassionately to patients and families.	C	Outpatient Clinic	OSCE, CIVA
MEDI.71.5	Health Promotion: Encourage early cancer screening and medical evaluation for suspicious symptoms.	C	Outpatient Clinic	Short Answer Question, CIVA

Chemotherapy

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.72.1	Classify chemotherapy agents by mechanism and cancer type.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.72.2	Describe pharmacokinetics, dosing, and resistance mechanisms.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.72.3	Manage common side effects (nausea, myelosuppression, mucositis, alopecia).	A	Outpatient Clinic	OSCE, CIVA
MEDI.72.4	Monitor treatment response and modify therapy accordingly.	S/A	Outpatient Clinic	CIVA, OSCE
MEDI.72.5	Health Promotion: Educate patients and caregivers about chemotherapy safety, adherence, and infection prevention.	C	Outpatient Clinic	Short Answer Question, CIVA

Radiotherapy

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.73.1	Explain the principles of radiotherapy and its biological effects.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.73.2	Identify indications for curative vs palliative radiotherapy.	K	Large Group Teaching	Short Answer Question, CIVA
MEDI.73.3	Recognize acute and chronic side effects and their management.	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.73.4	Discuss advances such as IMRT, stereotactic therapy, and brachytherapy.	A	Large Group Teaching	OSCE, CIVA
MEDI.73.5	Health Promotion: Inform patients about the safety and benefits of radiotherapy as part of multimodal cancer treatment.	C	Outpatient Clinic	Short Answer Question, CIVA

Palliative Care

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.74.1	Define palliative care and its role in cancer management.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.74.2	Address physical symptoms (pain, dyspnea, fatigue, anorexia) in terminally ill patients.	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.75.3	Provide psychological, spiritual, and social support for patients and families.	C	Outpatient Clinic	OSCE, CIVA
MEDI.75.4	Discuss end-of-life decision-making and advance directives.	C	Large Group Teaching	Short Answer Question, CIVA
MEDI.74.5	Health Promotion: Normalize conversations around palliative care and empower families to seek early supportive services.	C	Outpatient Clinic	Short Answer Question, CIVA

Nuclear Medicine

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.74.1	Describe the principles of nuclear imaging and radiotracers (e.g., PET, bone scan).	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.74.2	Identify clinical indications for nuclear medicine in oncology.	K	Outpatient Clinic	MCQ, Short Answer Question
MEDI.75.3	Interpret basic nuclear imaging findings in common malignancies.	S	Large Group Teaching	Short Answer Question, CIVA
MEDI.75.4	Discuss the use of radioisotopes in both diagnosis and treatment.	A	Outpatient Clinic	OSCE, CIVA
MEDI.74.5	Health Promotion: Address public misconceptions about radiation risk and reinforce the benefits of accurate imaging.	C	Large Group Teaching	Short Answer Question, CIVA

Oncologic Emergencies (e.g., TLS, neutropenic fever, hypercalcemia, spinal cord compression)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.76.1	Recognize the signs and symptoms of major oncologic emergencies.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.76.2	Initiate appropriate emergency management protocols.	A	Outpatient Clinic	OSCE, Short Answer Question
MEDI.76.3	Coordinate multidisciplinary intervention for rapid stabilization.	A	Large Group Teaching	Short Answer Question, CIVA
MEDI.76.4	Monitor and follow up for complications or recurrence.	S	Outpatient Clinic	OSCE, CIVA
MEDI.76.5	Health Promotion: Educate cancer patients on red flag symptoms and the importance of prompt emergency care.	C	Outpatient Clinic	Short Answer Question, CIVA

Emergency Oncology

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.77.1	Identify common oncologic emergencies: tumor lysis syndrome (TLS), spinal cord compression, hypercalcemia of malignancy, neutropenic fever, and SIADH.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.77.2	Recognize early clinical signs and lab findings of oncologic emergencies and differentiate between them.	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.77.3	Initiate appropriate emergency interventions: IV hydration, allopurinol/rasburicase (TLS), broad spectrum antibiotics (neutropenia), steroids and urgent imaging (spinal compression).	A	Outpatient Clinic	OSCE, CIVA
MEDI.77.4	Coordinate timely referral to oncology, critical care, and supportive services to prevent irreversible outcomes.	A/C	Outpatient Clinic	OSCE, CIVA
MEDI.77.5	Health Promotion: Educate cancer patients and caregivers about early warning signs (e.g., new back pain, fever, confusion) and when to seek emergency care to prevent complications.	C	Outpatient Clinic	Short Answer Question, CIVA

Introduction to Disaster Medicine

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.78.1	Define disaster, emergency, and differentiate between natural and man-made disasters.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.78.2	Describe the principles and phases of disaster management (mitigation, preparedness, response, recovery).	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.78.3	Understand the role of emergency medicine in disaster response.	K	Large Group Teaching	Short Answer Question, CIVA
MEDI.78.4	Apply disaster medicine principles in theoretical disaster scenarios.	A	Field Simulation / Clinic	OSCE, CIVA
MEDI.78.5	Health Promotion: Raise public awareness about disaster preparedness and personal emergency planning.	C	Large Group Teaching	Short Answer Question, CIVA

Geriatrics

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.79.1	Describe the structure of command, control, and coordination systems in disasters (e.g., ICS).	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.79.2	Perform risk assessment and develop risk reduction strategies.	A	Outpatient Clinic / Simulation	OSCE, Short Answer Question
MEDI.79.3	Understand triage systems (START, SALT) and apply them in scenarios.	S	Simulation / Field Practice	OSCE, CIVA
MEDI.79.4	Outline roles of hospitals, EMS, and volunteers in disaster zones.	K	Large Group Teaching	Short Answer Question, CIVA
MEDI.79.5	Health Promotion: Advocate for community drills and volunteer training programs to improve disaster response.	C	Large Group Teaching	Short Answer Question, CIVA

Specific Medical Disaster Management

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.80.1	Classify and describe the clinical effects of chemical agents (e.g., nerve, blistering agents).	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.80.2	Recognize signs and initial management of biological threats (e.g., anthrax, smallpox).	S	Outpatient Clinic	OSCE, Short Answer Question
MEDI.80.3	Understand health effects of radiation exposure and appropriate decontamination procedures.	K	Large Group Teaching	Short Answer Question, CIVA
MEDI.80.4	Apply protective protocols and resource planning in CBRN scenarios.	A	Simulation / Field Drill	OSCE, CIVA
MEDI.80.5	Health Promotion: Educate the public on basic protective actions during chemical or radiological incidents.	C	Large Group Teaching	Short Answer Question, CIVA

Mass Gathering Medicine

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.81.1	Define mass gathering and identify associated public health risks.	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.81.2	Plan medical services for large-scale events (e.g., Hajj, sports events).	A	Simulation / Planning Session	Short Answer Question, CIVA
MEDI.81.3	Coordinate crowd control, surveillance, and health infrastructure.	A	Outpatient Clinic	OSCE, CIVA
MEDI.81.4	Discuss case studies of past mass gathering responses.	C	Large Group Teaching	Short Answer Question, CIVA
MEDI.81.5	Health Promotion: Promote awareness of personal health preparedness among attendees of mass events.	C	Large Group Teaching	Short Answer Question, CIVA

Complex Humanitarian Emergencies

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.82.1	Define complex emergencies and understand their causes (e.g., conflict, displacement, famine).	K	Large Group Teaching	MCQ, Short Answer Question
MEDI.82.2	Identify the health priorities and minimum standards in refugee and IDP camps.	K	Outpatient Clinic	Short Answer Question, CIVA
MEDI.82.3	Manage outbreaks and malnutrition in resource-limited emergency settings.	A	Field Simulation	OSCE, CIVA
MEDI.82.4	Coordinate multidisciplinary humanitarian response with NGOs and international agencies.	C	Large Group Teaching	Short Answer Question, CIVA
MEDI.82.5	Health Promotion: Advocate for protection of vulnerable populations and access to essential health services in emergencies.	C	Large Group Teaching	Short Answer Question, CIVA

Practical Rheumatology

Introduction & General MSK Exam

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.1.1	Identify major anatomical structures of the MSK system	K	Bedside & Outpatient clinic teaching	CIVA
MEDI.1.2	Perform general MSK examination (inspection, palpation, ROM)	S	Bedside demonstration, clinical practice	OSCE
MEDI.1.3	Differentiate inflammatory vs non-inflammatory MSK conditions	K	Case discussion in clinic	CIVA
MEDI.1.4	Communicate findings professionally and respectfully during patient exam	C/A	Outpatient interaction, feedback	OSCE

Examination of Small Joints

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.2.1	Identify small joints of hands and feet and related surface anatomy	K	Bedside teaching	CIVA
MEDI.2.2	Perform inspection, palpation, and functional assessment of small joints	S	Outpatient clinic	OSCE
MEDI.2.3	Recognize signs of inflammation or deformity in small joints	K	Outpatient clinic	CIVA
MEDI.2.4	Present findings clearly during small joint examination	C	Bedside teaching	OSCE

Examination of Large Joints

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.4.1	Identify major large joints (shoulder, elbow, hip, knee, ankle) and landmarks	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.4.2	Perform inspection, palpation, range of motion, and functional tests on large joints	S	Outpatient clinic	OSCE
MEDI.4.3	Recognize pathological signs (swelling, deformity, tenderness) in large joints	K	Bedside teaching	CIVA
MEDI.4.4	Communicate clinical findings clearly during large joint examination	C	Bedside teaching	OSCE

Spine & Back Examination

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.5.1	Identify key anatomical landmarks of the spine and back	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.5.2	Perform inspection, palpation, and range of motion of the spine and back	S	Bedside teaching, Outpatient clinic	OSCE
MEDI.5.3	Recognize signs of spinal deformities, tenderness, and neurological deficits	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.5.4	Effectively communicate examination findings related to spine and back	C	Bedside teaching, Outpatient clinic	OSCE

Monoarthritic & Polyarthritis Cases

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.6.1	Differentiate between monoarthritis and polyarthritis clinically	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.6.2	Identify common causes of monoarthritis and polyarthritis	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.6.3	Conduct focused joint examination relevant to monoarthritis and polyarthritis cases	S	Bedside teaching, Outpatient clinic	OSCE
MEDI.6.4	Communicate diagnosis and management plans clearly	C	Bedside teaching, Outpatient clinic	OSCE

Lab & Imaging Interpretation

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.7.1	Identify common laboratory tests relevant to MSK disorders	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.7.2	Interpret basic lab results (e.g., ESR, CRP, Rheumatoid factor)	S/K	Bedside teaching, Outpatient clinic	CIVA
MEDI.7.3	Recognize common imaging modalities and their findings in MSK diseases	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.7.4	Integrate lab and imaging findings to assist clinical diagnosis	C	Bedside teaching, Outpatient clinic	OSCE

Pediatric & Seronegative Arthritis

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.8.1	Describe key clinical features of pediatric arthritis and seronegative types	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.8.2	Identify differences between seronegative arthritis and other arthritides	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.8.3	Perform relevant joint examination tailored to pediatric and seronegative cases	S	Bedside teaching, Outpatient clinic	OSCE
MEDI.8.4	Communicate diagnosis and management plans effectively	C	Bedside teaching, Outpatient clinic	OSCE

Rheumatology Emergencies

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.9.1	Recognize common rheumatologic emergencies and their clinical presentations	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.9.2	Understand initial management steps for urgent rheumatology cases	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.9.3	Perform rapid clinical assessment relevant to rheumatology emergencies	S	Bedside teaching, Outpatient clinic	OSCE
MEDI.9.4	Communicate emergency findings and management plans effectively	C	Bedside teaching, Outpatient clinic	OSCE

Pharmacologic & Non-Pharmacologic Treatment

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.10.1	Describe common pharmacologic treatments for MSK and rheumatologic disorders	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.10.2	Explain non-pharmacologic management options (e.g., physical therapy, lifestyle)	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.10.3	Apply principles of treatment selection based on patient condition	S	Bedside teaching, Outpatient clinic	CIVA
MEDI.10.4	Communicate treatment plans effectively to patients and healthcare team	C	Bedside teaching, Outpatient clinic	OSCE

Practical neuro Medicine

Consciousness

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.1.1	Define levels and components of consciousness	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.1.2	Perform clinical assessment of consciousness (e.g., Glasgow Coma Scale)	S	Bedside teaching, Outpatient clinic	OSCE
MEDI.1.3	Recognize signs of altered consciousness and their causes	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.1.4	Effectively communicate clinical findings related to consciousness	C	Bedside teaching, Outpatient clinic	OSCE

Speech & Language

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.2.1	Describe the main components of speech and language function	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.2.2	Perform a clinical assessment of speech and language abilities	S	Bedside teaching, Outpatient clinic	OSCE
MEDI.2.3	Recognize common speech and language disorders and their signs	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.2.4	Effectively communicate findings related to speech and language exam	C	Bedside teaching, Outpatient clinic	OSCE

Memory

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.3.1	Describe types of memory (short-term, long-term, working)	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.3.2	Perform clinical memory assessment tests	S	Bedside teaching, Outpatient clinic	OSCE
MEDI.3.3	Recognize memory impairment signs and possible causes	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.3.4	Communicate findings of memory evaluation effectively	C	Bedside teaching, Outpatient clinic	OSCE

Cranial Nerve Examination

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.4.1	Identify and describe functions of the 12 cranial nerves	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.4.2	Perform a systematic clinical examination of all cranial nerves	S	Bedside teaching, Outpatient clinic	OSCE
MEDI.4.3	Recognize signs of cranial nerve dysfunction	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.4.4	Communicate clinical findings of cranial nerve exam effectively	C	Bedside teaching, Outpatient clinic	OSCE

Meningeal Signs

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.5.1	Define meningeal signs and their clinical significance	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.5.2	Perform tests for meningeal irritation (e.g., Kernig’s, Brudzinski’s)	S	Bedside teaching, Outpatient clinic	OSCE
MEDI.5.3	Recognize positive meningeal signs and implications	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.5.4	Present meningeal signs findings clearly and accurately	C	Bedside teaching, Outpatient clinic	OSCE

Motor Examination of UL & LL

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.6.1	Describe the anatomy and function of muscles in upper and lower limbs	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.6.2	Perform systematic motor examination including tone, power, and reflexes	S	Bedside teaching, Outpatient clinic	OSCE
MEDI.6.3	Identify signs of motor deficits such as weakness, spasticity, and atrophy	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.6.4	Communicate motor exam findings clearly and effectively	C	Bedside teaching, Outpatient clinic	OSCE

Sensory Examination

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.7.1	Describe different sensory modalities (touch, pain, temperature, proprioception)	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.7.2	Perform clinical sensory testing using appropriate tools	S	Bedside teaching, Outpatient clinic	OSCE
MEDI.7.3	Identify abnormal sensory findings and their clinical significance	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.7.4	Communicate sensory exam results effectively	C	Bedside teaching, Outpatient clinic	OSCE

Gait & Cerebellar Examination

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.8.1	Describe normal gait patterns, cerebellar functions, and common abnormalities	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.8.2	Perform clinical assessment of gait and cerebellar function using relevant tests	S	Bedside teaching, Outpatient clinic	OSCE
MEDI.8.3	Identify pathological gait types and cerebellar dysfunction signs (ataxia, dysmetria)	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.8.4	Communicate gait and cerebellar examination findings clearly and effectively	C	Bedside teaching, Outpatient clinic	OSCE

Neurological Topics: Headache, Weakness, Seizure & Vertigo

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
MEDI.9.1	Describe clinical features, causes, and pathophysiology of headache, weakness, seizure, and vertigo	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.9.2	Perform focused history taking and clinical examination relevant to headache, weakness, seizure, and vertigo	S	Bedside teaching, Outpatient clinic	OSCE
MEDI.9.3	Identify red flags, emergencies, and serious conditions within these neurological presentations	K	Bedside teaching, Outpatient clinic	CIVA
MEDI.9.4	Communicate assessment findings and management plans effectively for all four neurological problems	C	Bedside teaching, Outpatient clinic	OSCE

Psychiatry \ Grade 5

Code: PSYC 510    Credits: 4

Introduction aetiology of psychiatry

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC1.1	Define psychiatry and explain its scope and role in modern medical practice	K	Large group lecture, outpatient clinic, bedside teaching	MCQ, short answer question, Long case
PSYC1.2	Describe the main etiological factors of mental illness (biological, psychological, and social)	K	Large group lecture, bedside teaching	MCQ, short answer question, Long case
PSYC1.3	Recognize the major psychiatric classification systems (DSM-5, ICD-10) and their clinical application	K	Large group lecture, outpatient clinic	MCQ, short answer question
PSYC1.4	Appreciate the ethical principles and historical development of psychiatric care Health promotion: promoting mental health literacy by educating the public on common causes of mental illness and reducing stigma through community workshops	A	Bedside teaching, outpatient exposure	Short answer question, Long case

Generalized Anxiety Disorder (GAD)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC2.1	Define Generalized Anxiety Disorder (GAD) and its diagnostic criteria	K	Large group lecture, outpatient clinic, bedside teaching	MCQ, short answer question
PSYC2.2	Describe the clinical features and course of GAD	K/S	Bedside teaching	Long case, short answer question
PSYC2.3	Develop a basic management plan for patients with GAD (pharmacologic and psychologic)	S/C	Outpatient clinic	Long case, short answer question
PSYC2.4	Distinguish GAD from other anxiety and mood disorders Health promotion: teaching stress management techniques and early coping strategies to reduce the risk of chronic illness	K/S	Bedside teaching	MCQ, short answer question

Anxiety Disorders – Panic and Phobic Disorders

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC3.1	Define panic disorder and specific phobias, and recognize their diagnostic criteria	K	Large group lecture, outpatient clinic, bedside teaching	MCQ, short answer question
PSYC3.2	Identify typical symptoms of panic attacks and common phobic triggers	K/S	Bedside teaching	Short answer question
PSYC3.3	Outline acute and long-term management strategies for panic and phobic disorders	S/C	Outpatient clinic	Long case, short answer question
PSYC3.4	Differentiate between panic disorder, GAD, and agoraphobia Health promotion: promoting awareness campaigns to help individuals recognize panic symptoms and seek timely professional help	K/S	Bedside teaching	MCQ, short answer question

Mood Disorders – Major Depressive Disorder & Dysthymia

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC4.1	Define major depressive disorder and dysthymia, including DSM-5 criteria	K	Large group lecture, outpatient clinic	MCQ, short answer question
PSYC4.2	Recognize symptoms and signs of depression, including atypical and masked depression	K/S	Bedside teaching	Long case, short answer question
PSYC4.3	Describe risk factors, prognosis, and complications of untreated depression	K	Outpatient clinic	MCQ, short answer question
PSYC4.4	Formulate a treatment plan for major depression and dysthymia (medications + therapy) Health promotion: implementing school and workplace programs that encourage early identification of depressive symptoms and seeking therapy	S/C	Outpatient clinic	Long case, short answer question

Mood Disorders – Cyclothymic Disorder, Bipolar Disorder Type 1 & Type 2

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC5.1	Define bipolar I, II, and cyclothymic disorder and understand their diagnostic criteria	K	Large group lecture, outpatient clinic	MCQ, short answer question
PSYC5.2	Differentiate bipolar disorders from unipolar depression and other mood disorders	K/S	Bedside teaching	MCQ, Long case
PSYC5.3	Identify manic and hypomanic symptoms, and phases of bipolar illness	K/S	Outpatient clinic	Long case, short answer question
PSYC5.4	Outline pharmacologic and non-pharmacologic treatment plans for mood stabilization Health promotion: educating families and patients about mood monitoring and the importance of medication adherence to prevent relapses	S/C	Large group lecture, outpatient clinic	Long case, MCQ

Obsessive-Compulsive Disorder (OCD) and Related Disorders

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC6.1	Define OCD and related disorders (body dysmorphic, hoarding, trichotillomania, etc.)	K	Large group lecture, outpatient clinic	MCQ, short answer question
PSYC6.2	Recognize obsessions and compulsions in clinical scenarios	K/S	Bedside teaching	Short answer question, Long case
PSYC6.3	Discuss the etiology, course, and prognosis of OCD	K	Large group lecture	MCQ, short answer question
PSYC6.4	Design treatment strategies including CBT and pharmacotherapy for OCD Health promotion: promoting early intervention and cognitive behavioral therapy education to manage compulsive behaviors effectively	S/C	Large group lecture, outpatient clinic	Long case, short answer question

Trauma and Stress-Related Disorders (Acute Stress Disorder and PTSD)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC7.1	Define acute stress disorder and post-traumatic stress disorder (PTSD) and understand diagnostic criteria	K	Large group lecture, outpatient clinic	MCQ, short answer question
PSYC7.2	Recognize clinical features, symptoms, and course of acute stress disorder and PTSD	K/S	Bedside teaching	Long case, short answer question
PSYC7.3	Explain risk factors and psychological impact of trauma	K	Large group lecture	MCQ, short answer question
PSYC7.4	Outline evidence-based treatment approaches including psychotherapy and pharmacotherapy	S/C	Outpatient clinic	Long case, short answer question

Somatic Symptom & Related Disorders

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC8.1	Define somatic symptom disorders and understand diagnostic criteria	K	Large group lecture, outpatient clinic	MCQ, short answer question
PSYC8.2	Recognize clinical features and differentiate from other psychiatric and medical disorders	K/S	Bedside teaching	Long case, short answer question
PSYC8.3	Discuss etiology, course, and impact on patient’s life	K	Lecture, group discussion	MCQ, short answer question
PSYC8.4	Describe treatment approaches including psychotherapy and medication	S/C	Outpatient clinic	Long case, short answer question

Schizophrenia

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC9.1	Define schizophrenia and understand its diagnostic criteria	K	Large group lecture, outpatient clinic	MCQ, short answer question
PSYC9.2	Recognize positive, negative, and cognitive symptoms	K/S	Bedside teaching	Long case, short answer question
PSYC9.3	Explain pathophysiology, epidemiology, and course of schizophrenia	K	Large group lecture	MCQ, short answer question
PSYC9.4	Discuss pharmacologic and psychosocial treatment strategies	S/C	Outpatient clinic	Long case, SAQ

Schizophrenia Related Disorders

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC10.1	Identify schizoaffective disorder, schizophreniform disorder, and brief psychotic disorder	K	Large group lecture, outpatient clinic	MCQ, short answer question
PSYC10.2	Differentiate these disorders from schizophrenia and mood disorders	K/S	Bedside teaching	Long case, short answer question
PSYC10.3	Understand clinical features and prognosis	K	Large group lecture	MCQ, short answer question
PSYC10.4	Outline treatment approaches specific to these disorders	S/C	Large group lecture, outpatient clinic	Long case, short answer question

Suicide and Deliberate Self-Harm

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC11.1	Understand epidemiology, risk factors, and warning signs of suicide and deliberate self-harm	K	Large group lecture, outpatient clinic	MCQ, short answer question
PSYC11.2	Recognize clinical presentations and assessment tools	K/S	Bedside teaching	Long case, short answer question
PSYC11.3	Discuss prevention strategies and management plans	K/S/C	Large group lecture, outpatient clinic	Long case, short answer question
PSYC11.4	Understand medico-legal and ethical considerations	K	Large group lecture, outpatient clinic	MCQ, short answer question

Personality Disorders

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC12.1	Define personality disorders and diagnostic criteria	K	Large group lecture, outpatient clinic	MCQ, short answer question
PSYC12.2	Identify major types of personality disorders and clinical features	K/S	Bedside teaching	Long case, short answer question
PSYC12.3	Discuss etiology and pathophysiology	K	Large group lecture	MCQ, short answer question
PSYC12.4	Explain treatment options including psychotherapy and pharmacotherapy	S/C	Outpatient clinic	Long case, short answer question

Women Psychiatry

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC13.1	Understand psychiatric disorders specific to women	K	Large group lecture, outpatient clinic	MCQ, short answer question
PSYC13.2	Discuss reproductive mental health, perinatal psychiatry, and menopause-related issues	K/S	Bedside teaching	Long case, short answer question
PSYC13.3	Explain psychosocial and cultural factors influencing women’s mental health	K	Large group lecture	MCQ, short answer question
PSYC13.4	Outline management strategies and multidisciplinary approaches	S/C	Outpatient clinic	Long case, short answer question

Children Psychiatry 2 (Intellectual Disorder)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC14.1	Define intellectual disability and diagnostic criteria	K	Large group lecture, outpatient clinic	MCQ, short answer question
PSYC14.2	Identify levels of severity and clinical presentation	K/S	Bedside teaching	Long case, short answer question
PSYC14.3	Understand etiological factors and developmental impact	K	Large group lecture	MCQ, short answer question
PSYC14.4	Describe management and educational interventions – Health promotion: advocating for inclusive education and public support programs for children with cognitive delays	S/C	Outpatient clinic	Long case, short answer question

Substance Use Disorder

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC15.1	Define substance use disorders and diagnostic criteria	K	Large group lecture, outpatient clinic	MCQ, short answer question
PSYC15.2	Recognize clinical features and complications	K/S	Bedside teaching	Long case, short answer question
PSYC15.3	Explain pathophysiology and social impact	K	Large group lecture	MCQ, short answer question
PSYC15.4	Discuss treatment approaches including detoxification, rehabilitation, and relapse prevention – Health promotion: running youth-targeted campaigns on the risks of substance use and availability of rehabilitation programs	S/C	Outpatient clinic	Long case, short answer question

Dissociative Disorder

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC16.1	Define dissociative disorders and diagnostic criteria	K	Large group lecture, outpatient clinic	MCQ, short answer question
PSYC16.2	Recognize clinical presentations and differentiate from other psychiatric disorders	K/S	Bedside teaching	Long case, short answer question
PSYC16.3	Understand etiological theories and psychological mechanisms	K	Large group lecture	MCQ, short answer question
PSYC16.4	Outline treatment options including psychotherapy	S/C	Outpatient clinic	Long case, short answer question

Eating Disorder

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC17.1	Define anorexia nervosa, bulimia nervosa, and other eating disorders	K	Large group lecture, outpatient clinic	MCQ, short answer question
PSYC17.2	Recognize clinical features and complications	K/S	Bedside teaching	Long case, short answer question
PSYC17.3	Discuss etiology and psychosocial factors	K	Large group lecture	MCQ, short answer question
PSYC17.4	Explain treatment strategies including nutritional rehabilitation and psychotherapy	S/C	Outpatient clinic	Long case, short answer question

Organic Psychiatry (Delirium, Dementia)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC18.1	Define delirium and dementia and their diagnostic criteria	K	Large group lecture, outpatient clinic	MCQ, short answer question
PSYC18.2	Recognize clinical features and differentiate from psychiatric disorders	K/S	Bedside teaching	Long case, short answer question
PSYC18.3	Explain pathophysiology and common causes	K	Large group lecture	MCQ, short answer question
PSYC18.4	Discuss management approaches including pharmacologic and supportive care	S/C	Outpatient clinic	Long case, short answer question

Sleep Disorders

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC19.1	Define common sleep disorders and diagnostic criteria	K	Large group lecture, outpatient clinic	MCQ, short answer question
PSYC19.2	Recognize clinical features and impact on health	K/S	Bedside teaching	Long case, short answer question
PSYC19.3	Understand pathophysiology and contributing factors	K	Large group lecture	MCQ, short answer question
PSYC19.4	Describe treatment options including behavioral therapy and medications	S/C	Large group lecture	Long case, short answer question

Treatment in Psychiatry

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC20.1	Understand principles of psychiatric treatment	K	Large group lecture, outpatient clinic	MCQ, short answer question
PSYC20.2	Discuss pharmacologic and non-pharmacologic therapies	K/S	Bedside teaching	Long case, short answer question
PSYC20.3	Explain patient monitoring and side effect management	K/S	Bedside teaching	MCQ, short answer question
PSYC20.4	Describe multidisciplinary team roles in psychiatric care	S/C	Bedside teaching	Long case, short answer question

Psychiatric Emergencies

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC 21.1	Identify common psychiatric emergencies and presentation	K	Large group lecture, outpatient clinic	MCQ, short answer question
PSYC 21.2	Learn immediate management and stabilization techniques	K/S	Bedside teaching	Long case, short answer question
PSYC 21.3	Understand legal and ethical issues in emergencies	K	Large group lecture	MCQ, short answer question
PSYC 21.4	Develop skills in crisis intervention and patient communication	S/C	Large group lecture	Long case, short answer question

Legal Issues in Psychiatry

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC 22.1	Understand mental health laws and patient rights	K	Large group lecture	MCQ, short answer question
PSYC 22.2	Learn legal responsibilities of psychiatrists	K	Large group lecture	MCQ, short answer question
PSYC 22.3	Discuss confidentiality, consent, and involuntary admission	K/S	Large group lecture	Long case, short answer question
PSYC 22.4	Apply legal knowledge in clinical psychiatric practice	S/C	Outpatient clinic	Long case, short answer question

Disruptive, Impulse Control and Conduct Disorders

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC 23.1	Define disruptive, impulse control and conduct disorders	K	Large group lecture, outpatient clinic	MCQ, short answer question
PSYC 23.2	Recognize clinical features and differential diagnoses	K/S	Bedside teaching	Long case, short answer question
PSYC 23.3	Understand etiological factors and course	K	Large group lecture	MCQ, short answer question
PSYC 23.4	Discuss management and treatment options	S/C	Large group lecture, outpatient clinic	Long case, short answer question

Sexual Disorders

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC 24.1	Define common sexual disorders and diagnostic criteria	K	Large group lecture, outpatient clinic	MCQ, short answer question
PSYC 24.2	Recognize clinical features and differentiate types of sexual dysfunction	K/S	Bedside teaching	Long case, SAQ
PSYC 24.3	Discuss psychological, biological, and social etiologies	K	Large group lecture	MCQ, short answer question
PSYC 24.4	Explain management approaches including counseling, pharmacotherapy, and behavioral therapy	S/C	Outpatient clinic	MCQ, short answer question

Social Treatment and Prevention

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC 25.1	Understand the role of social factors in mental health	K	Large group lecture, outpatient clinic	MCQ, short answer question
PSYC 25.2	Discuss community-based mental health programs and preventive strategies	K	Large group lecture	MCQ, short answer question
PSYC 25.3	Explain stigma, mental health advocacy, and public education	K	Large group lecture	MCQ, short answer question
PSYC 25.4	Describe multidisciplinary approaches to social treatment and prevention	S/C	Large group lecture, outpatient clinic	Long case, short answer question

Children Psychiatry 1 (Autism, ADHD)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC 26.1	Define autism spectrum disorder and ADHD	K	Large group lecture, outpatient clinic	MCQ, short answer question
PSYC 26.2	Recognize clinical features and diagnostic criteria	K/S	Bedside teaching, Large group lecture	Long case, short answer question
PSYC 26.3	Discuss etiology and developmental impact	K	Large group lecture	MCQ, short answer question
PSYC 26.4	Explain treatment and behavioral interventions	S/C	Large group lecture, outpatient clinic	Long case, SAQ

Practical

Psychiatric History Taking

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC 1.1	a) Learn how to collect sociodemographic data. b) Take history of present illness (chief complaint, symptoms). c) Cover anxiety symptoms, mood symptoms, psychotic symptoms, PTSD, OCD. d) Observe patients and practice history taking under supervision.	K/S	Outpatient clinic, bedside teaching	Long case

Mental Status Examination (MSE)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC 2.1	a) Learn components of MSE: Appearance, Behavior, Speech, Mood, Thought process, Perception, Cognition, Insight, and Judgment. b) Observe real patients and practice applying MSE.	K/S	Outpatient clinic, bedside teaching	Long case

Anxiety Disorders

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC 3.1	a) Discuss Generalized Anxiety Disorder, Panic Disorder, Phobias, OCD. b) Observe clinical cases with anxiety symptoms. c) Learn about management and treatment options.	K/S	Outpatient clinic, bedside teaching	Long case

Mood Disorders

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC 3.1	a) Discuss Depression, Bipolar Disorder. b) Observe clinical features of mood disorders. c) Practice differentiating between depressive and manic episodes.	K/S	Outpatient clinic, bedside teaching	Long case

Psychotic Disorders

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC 5.1	A. Discuss Schizophrenia, Schizoaffective Disorder, Delusional Disorder. B. Observe cases in the clinic. C. Learn about antipsychotic medications and side effects.	K/S	Outpatient clinic, bedside teaching	Long case

Substance Use Disorders

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC 6.1	A. Discuss Alcohol Use Disorder, Drug Addiction. B. Observe and practice history taking regarding substance use. C. Learn about withdrawal symptoms and management.	K/S	Outpatient clinic, bedside teaching	Long case

Personality Disorders

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC 7.1	A. Discuss Cluster A, B, and C Personality Disorders. B. Identify clinical characteristics of each type. C. Case discussions and observation.	K/S	Outpatient clinic, bedside teaching	Long case

Childhood Psychiatric Disorders

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC 8.1	A. Discuss ADHD, Autism Spectrum Disorder, Conduct Disorder. B. Observe pediatric psychiatric cases. C. Learn about behavioral therapy approaches.	K/S	Outpatient clinic, bedside teaching	Long case

Risk Assessment + Suicide Prevention

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC 9.1	A. Learn risk assessment skills for suicide and violence. B. Practice assessing suicidal ideation and risk factors. C. Observe patient interviews related to risk assessment.	K/S	Outpatient clinic, bedside teaching	Long case

Final Clinical Exam (Long Case)

Number	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
PSYC 10.1	A. Perform a full psychiatric assessment on a patient. B. Present history taking, mental status examination, diagnosis, and management plan.	K/S	Outpatient clinic, bedside teaching	Long case

DERMATOLOGY \ Grade 5

Code: DERM 206    Credits: 3

Histology & Skin Lesions

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
DERM1.1	Describe the normal histological layers of the skin	K	Large group lecture	MCQ, Short answer question
DERM1.2	Explain the physiological functions of the skin (barrier, thermoregulation, sensation)	K	Large group lecture	MCQ
DERM1.3	Identify different types of skin lesions clinically and histologically	S	Large group lecture, Outpatient clinic	CIVA, Short answer question
DERM1.4	Differentiate between primary and secondary skin lesions Health Promotion: Promote understanding of skin structure and function to empower individuals in recognizing abnormal lesions early and seeking timely medical care	K	Large group lecture	MCQ, Short answer question

Bacterial Skin Infections

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
DERM2.1	List common bacterial pathogens causing skin infections	K	Lecture	MCQ
DERM2.2	Describe clinical features of impetigo, cellulitis, and erysipelas	K	Lecture, Outpatient clinic	MCQ, CIVA
DERM2.3	Outline basic management strategies for bacterial skin infections	K	Lecture	Short answer question
DERM2.4	Identify bacterial infections on clinical exam or images Health Promotion: Improve public hygiene practices and awareness of bacterial skin infection signs to reduce infection rates and prevent antibiotic misuse.	S	Outpatient clinic	CIVA

Mycobacterial Skin Diseases

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
DERM3.1	Recognize cutaneous manifestations of tuberculosis and leprosy	K	Lecture	MCQ
DERM3.2	Differentiate between tuberculoid and lepromatous leprosy	K	Lecture	MCQ
DERM3.3	Describe diagnostic methods used for skin TB and leprosy Health Promotion: Raise awareness of rare mycobacterial infections through targeted education, especially in endemic or immunocompromised populations, to encourage early diagnosis and reduce spread.	K	Lecture	Short answer question

Viral Skin Infections

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
DERM4.1	Identify clinical features of common viral skin infections (HSV, VZV, HPV, molluscum)	K	Lecture, Outpatient clinic	MCQ, CIVA
DERM4.2	Discuss diagnostic and treatment options	K	Lecture	Short answer question
DERM4.3	Interpret viral skin lesion images	S	Outpatient clinic	CIVA
DERM4.4	Identify clinical features of common viral skin infections (HSV, VZV, HPV, molluscum) Health Promotion: Promote vaccination, hygiene, and informed recognition of viral skin conditions to reduce transmission and improve community health outcomes.	K	Lecture, Outpatient clinic	MCQ, CIVA

Viral Skin Infections

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
DERM5.1	Identify clinical features of common viral skin infections (HSV, VZV, HPV, molluscum)	K	Lecture, Outpatient clinic	MCQ, CIVA
DERM5.2	Discuss diagnostic and treatment options	K	Lecture	Short answer question
DERM5.3	Interpret viral skin lesion images	S	Outpatient clinic	CIVA

Parasitic Skin Infections

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
DERM6.1	List common parasitic skin infections (scabies, cutaneous leishmaniasis)	K	Lecture	MCQ
DERM6.2	Recognize typical clinical findings	S	Outpatient clinic	CIVA
DERM6.3	Describe basic management strategies Health Promotion: Encourage early recognition and treatment of parasitic skin diseases to prevent community outbreaks and reduce stigma associated with infestations.	K	Lecture	Short answer question

Dermatitis

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
DERM7.1	Define and classify types of dermatitis (atopic, contact, seborrheic)	K	Large group lecture	MCQ
DERM7.2	Recognize clinical signs and distribution of dermatitis	S	Outpatient clinic	CIVA
DERM7.3	Explain treatment principles and prevention strategies	K	Large group lecture	Short answer question
DERM7.4	Differentiate between types of dermatitis based on clinical exam Health Promotion: Support awareness of dermatitis triggers and skin barrier care through lifestyle guidance and allergen avoidance education.	S	Outpatient clinic	CIVA

Papulosquamous Skin Disorders

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
DERM8.1	List papulosquamous diseases (psoriasis, lichen planus, pityriasis)	K	Large group lecture	MCQ
DERM8.2	Differentiate clinically between these disorders	S	Outpatient clinic	CIVA
DERM8.3	Explain treatment options and patient follow-up	K	Large group lecture	Short answer question
DERM8.4	Identify diagnostic clinical signs Health Promotion: Improve patient understanding of chronic conditions like psoriasis through education to reduce stigma and promote long-term management.	S	Outpatient clinic	CIVA

Pilosebaceous Disorders

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
DERM9.1	Explain the physiology of pilosebaceous disorders such as acne	K	Large group lecture	MCQ
DERM9.2	Recognize types and severity of acne	S	Outpatient clinic	CIVA
DERM9.3	Describe treatment plans for acne	K	Large group lecture	Short answer question
DERM9.4	Differentiate acne from other similar conditions Health Promotion: Promote accurate knowledge and skin-care practices to reduce acne complications and combat misinformation, especially among adolescents.	S	Outpatient clinic	CIVA

Bullous Diseases

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
DERM10.1	List autoimmune bullous diseases (pemphigus, bullous pemphigoid)	K	Large group lecture	MCQ
DERM10.2	Recognize clinical signs like Nikolsky’s sign	S	Outpatient clinic	CIVA
DERM10.3	Explain diagnostic tools (biopsy, immunofluorescence)	K	Large group lecture	Short answer question
DERM10.4	Interpret diagnostic test results Health Promotion: Educate on the severity of autoimmune blistering diseases to promote early healthcare seeking behavior and prevent life-threatening complications.	K	Large group lecture	Short answer question

Urticaria and Drug Eruptions

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
DERM11.1	Explain immunological basis of urticaria and drug reactions	K	Large group lecture	MCQ
DERM11.2	Recognize clinical patterns of urticaria and fixed drug eruptions	S	Outpatient clinic	CIVA
DERM11.3	Describe acute and chronic treatment approaches	K	Large group lecture	Short answer question
DERM11.4	Differentiate drug eruptions from other skin rashes Health Promotion: Increase awareness about triggers of urticaria and the importance of documenting drug allergies to prevent recurrence and improve safety.	S	Outpatient clinic	CIVA

Sexually Transmitted Diseases (STDs)

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
DERM12.1	List common sexually transmitted infections affecting the skin	K	Large group lecture	MCQ
DERM12.2	Describe clinical manifestations of common STDs (syphilis, herpes, HPV)	S	Outpatient clinic	CIVA
DERM12.3	Explain diagnostic approaches and laboratory tests for STDs	K	Large group lecture	Short answer question
DERM12.4	Outline treatment protocols and prevention strategies Health Promotion: Promote safe sex practices and STI screening to reduce transmission of sexually-associated skin conditions and lower community risk.	K	Large group lecture	Short answer question

Pruritis and Diseases due to Physical Agents

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
DERM13.1	Define pruritis and identify its causes	K	Large group lecture	MCQ
DERM13.2	Recognize skin diseases caused by physical agents (heat, cold, radiation)	S	Outpatient clinic	CIVA
DERM13.3	Describe mechanisms of pruritis and related skin responses	K	Large group lecture	Short answer question
DERM13.4	Explain management of pruritis and physical agent-related skin diseases Health Promotion: Enhance public understanding of chronic itch causes and environmental factors to reduce unnecessary suffering and promote medical consultation.	K	Large group lecture	Short answer question

Dermatological Emergencies

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
DERM14.1	List common dermatological emergencies (Stevens-Johnson syndrome, toxic epidermal necrolysis)	K	Large group lecture	MCQ
DERM14.2	Identify clinical signs and symptoms requiring urgent care	S	Outpatient clinic	CIVA
DERM14.3	Explain immediate management principles	K	Large group lecture	Short answer question
DERM14.4	Discuss complications and prognosis Health Promotion: Raise awareness about signs of skin emergencies to encourage urgent medical care and prevent severe health outcomes.	K	Large group lecture	Short answer question

Hair Disorders

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
DERM15.1	Describe common hair disorders (alopecia, hirsutism)	K	Large group lecture	MCQ
DERM15.2	Recognize clinical patterns of hair loss and growth abnormalities	S	Outpatient clinic	CIVA
DERM15.3	Explain diagnostic evaluation and tests for hair disorders	K	Large group lecture	Short answer question
DERM15.4	Outline treatment options for hair disorders	K	Large group lecture	Short answer question

Nail Disorders

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
DERM16.1	List common nail disorders and their causes	K	Large group lecture	MCQ
DERM16.2	Identify clinical features of nail diseases (onychomycosis, psoriasis)	S	Outpatient clinic	CIVA
DERM16.3	Describe diagnostic methods for nail disorders	K	Large group lecture	Short answer question
DERM16.4	Explain treatment strategies for nail diseases	K	Large group lecture	Short answer question

Vasculitis

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
DERM17.1	Define vasculitis and classify types affecting the skin	K	Large group lecture	MCQ
DERM17.2	Recognize clinical presentations of cutaneous vasculitis	S	Outpatient clinic	CIVA
DERM17.3	Explain diagnostic investigations (biopsy, lab tests)	K	Large group lecture	Short answer question
DERM17.4	Describe treatment options and prognosis	K	Large group lecture	Short answer question

Skin and Systemic Diseases

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
DERM18.1	List systemic diseases with skin manifestations (lupus, diabetes)	K	Large group lecture	MCQ
DERM18.2	Identify skin signs that suggest systemic disease	S	Outpatient clinic	CIVA
DERM18.3	Explain pathophysiology linking skin and systemic disorders	K	Large group lecture	Short answer question
DERM18.4	Outline management strategies for skin symptoms in systemic diseases	K	Large group lecture	Short answer question

Tumors of the Skin

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
DERM19.1	Differentiate benign and malignant skin tumors	K	Large group lecture	MCQ
DERM19.2	Recognize clinical features of common skin tumors (BCC, SCC, melanoma)	S	Outpatient clinic	CIVA
DERM19.3	Describe diagnostic workup including biopsy and imaging	K	Large group lecture	Short answer question
DERM19.4	Explain treatment modalities and prognosis	K	Large group lecture	Short answer question

Pigmentary Disorders

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
DERM20.1	List common pigmentary disorders (vitiligo, melasma, albinism)	K	Large group lecture	MCQ
DERM20.2	Recognize clinical features and differential diagnosis	S	Outpatient clinic	CIVA
DERM20.3	Explain pathogenesis and contributing factors	K	Large group lecture	Short answer question
DERM20.4	Describe treatment options and patient counseling	K	Large group lecture	Short answer question

Connective Tissue Diseases

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
DERM21.1	Define major connective tissue diseases affecting skin (SLE, scleroderma)	K	Large group lecture	MCQ
DERM21.2	Identify skin manifestations of connective tissue diseases	S	Outpatient clinic	CIVA
DERM21.3	Explain diagnostic criteria and investigations	K	Large group lecture	Short answer question
DERM21.4	Outline management principles and complications	K	Large group lecture	Short answer question

Practical

Types of Skin Lesions

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
DERM1.1	A. Observe various patient presentations with skin lesions. B. Practice describing primary and secondary lesions using correct terminology. C. Discuss the morphology and classification of skin lesions.	K/S	Outpatient clinic	Short answer question, CIVA

Bacterial Infections

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
DERM2.1	A. Identify clinical signs of common bacterial infections (e.g. impetigo, folliculitis). B. Understand diagnostic approaches and differential diagnosis. C. Discuss appropriate antibiotic treatments and resistance issues.	K/S	Outpatient clinic	Short answer question, CIVA

Viral Infections

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
DERM3.1	A. Recognize viral skin infections such as herpes simplex, herpes zoster, HPV, and molluscum contagiosum. B. Discuss lesion progression and contagious stages. C. Review antiviral treatment options and preventive strategies.	K/S	Outpatient clinic	Short answer question, CIVA

Fungal Infections

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
DERM4.1	A. Examine patients with suspected fungal infections (tinea corporis, capitis, etc.). B. Observe Wood’s lamp and KOH preparation (if available). C. Learn the clinical features that distinguish fungal from other skin conditions.	K/S	Outpatient clinic	Short answer question, CIVA
DERM5.1	A. Discuss complex fungal cases and less common presentations. B. Focus on diagnosis and treatment of recurrent or resistant fungal infections. C. Review systemic antifungal therapy indications.	K/S	Outpatient clinic	Short answer question, CIVA

Papulosquamous Diseases

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
DERM6.1	A. Examine classic presentations of psoriasis, lichen planus, and pityriasis rosea. B. Discuss chronic disease patterns and management strategies. C. Emphasize the importance of clinical patterns and histopathology.	K/S	Outpatient clinic	Short answer question, CIVA

Dermatitis

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
DERM7.1	A. Learn to differentiate between atopic, contact, and seborrheic dermatitis. B. Discuss triggers and pathophysiology of eczema. C. Observe patients with acute vs. chronic dermatitis and treatment approaches.	K/S	Outpatient clinic	Short answer question, CIVA

Pilosebaceous Disorders

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
DERM8.1	A. Identify common pilosebaceous disorders: acne vulgaris, rosacea, folliculitis. B. Review treatment modalities including topical and systemic options. C. Understand acne grading and complication prevention.	K/S	Outpatient clinic	Short answer question, CIVA

Drug Reactions

Number	Learning Objective	Domain K/S/A/C	Teaching / Learning Methods	Assessment Methods
DERM9.1	A. Observe cutaneous drug eruptions (e.g., urticaria, SJS/TEN). B. Learn how to take detailed drug histories and recognize patterns. C. Discuss emergency management of severe reactions.	K/S	Outpatient clinic	Short answer question, CIVA

MEDICINE \ Grade 6

Code: MEDI 601    Credits: 12

History Taking

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 1	1- Students will be able to identify and recall the key components of a comprehensive medical history, including chief complaint, history of present illness, past medical history, medications, allergies, family, and social history. 2- Students will be able to perform an accurate and structured medical history from real patients in clinical settings, applying appropriate communication skills tailored to the patient’s age, gender, and clinical condition. 3- Students will be able to analyze the collected historical data to distinguish between relevant and irrelevant information, and prioritize findings that guide clinical reasoning toward a differential diagnosis. 4- Students will be able to critically evaluate their own history-taking performance through self-reflection and feedback, recognizing gaps or errors, and developing strategies for continuous improvement.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

General Examination

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 2	1- Students will be able to describe the key steps and purpose of general physical examination, including vital signs and general appearance assessment. 2- Students will be able to conduct a complete general examination on real patients, using correct technique and professional bedside manners. 3- Students will be able to distinguish between normal and abnormal general examination findings and relate them to potential underlying systemic diseases. 4- Students will be able to assess the reliability and clinical significance of general signs (e.g., pallor, cyanosis, jaundice) in forming an initial diagnosis.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Chest Pain

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 3	1- Students will be able to list the common and life-threatening causes of chest pain, differentiating cardiac, pulmonary, gastrointestinal, and musculoskeletal origins. 2- Students will be able to obtain a focused and structured history from patients with chest pain, identifying red flags that require urgent intervention. 3- Students will be able to analyze clinical features of chest pain, such as onset, character, location, radiation, and associated symptoms, to narrow down differential diagnoses.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Chest Pain

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 4	1- Students will be able to perform a targeted physical examination for patients with chest pain, focusing on cardiovascular, respiratory, and chest wall evaluation. 2- Students will be able to interpret basic investigations (ECG, chest X-ray, cardiac enzymes) in the context of chest pain to assist in clinical decision-making. 3- Students will be able to differentiate between stable and unstable chest pain presentations and appropriately escalate care when needed.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Cardiomyopathy

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 5	1- Students will be able to describe the classification, etiology, and pathophysiology of cardiomyopathy, including dilated, hypertrophic, and restrictive types. 2- Students will be able to obtain a focused history and perform a relevant physical examination for patients suspected of having cardiomyopathy. 3- Students will be able to analyze clinical findings, ECG changes, and echocardiographic data to differentiate types of cardiomyopathy. 4- Students will be able to evaluate the severity and complications of cardiomyopathy, including heart failure symptoms, arrhythmias, and risk of sudden death.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Emergency Medicine Poisoning

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 6	1- Students will be able to define poisoning and describe common toxic agents (organophosphates, acetaminophen, opioids, alcohols, heavy metals) and their mechanisms of toxicity. 2- Students will be able to obtain a rapid history (substance, dose, time of exposure) and perform a focused physical exam including toxidrome recognition (e.g., cholinergic, anticholinergic, opioid). 3- Students will be able to analyze vital signs, consciousness level, pupil size, skin findings, and lab results to narrow down the suspected poison. 4- Students will be able to formulate an emergency management plan including airway support, antidote administration, monitoring, and coordination with poison control centres.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Chest Pain

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 7	1- Students will be able to formulate an initial diagnostic and management plan for chest pain, integrating history, physical examination, and preliminary investigations. 2- Students will be able to evaluate risk factors and clinical findings to stratify patients presenting with chest pain into low, intermediate, or high-risk categories. 3- Students will be able to develop patient education strategies on chest pain prevention, lifestyle modification, and medication adherence in common chronic conditions.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Medical Mistakes

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 8	1- Students will be able to define common types of medical errors in emergency care, including diagnostic delays, medication errors, and communication failures. 2- Students will be able to apply safety protocols such as checklists, timeouts, and closed-loop communication to minimize errors during emergency procedures. 3- Students will be able to recognize potential sources of error during triage, resuscitation, and high-pressure decision-making, and take corrective action in real time. 4- Students will be able to evaluate adverse outcomes through case reviews or simulations, identifying what went wrong and how similar errors can be prevented.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Hypertension

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 9	1- Students will be able to define hypertension, classify its stages, and describe its common causes, risk factors, and complications. 2- Students will be able to perform accurate blood pressure measurement using correct techniques in both outpatient and inpatient settings. 3- Students will be able to analyze clinical history, physical findings, and investigations to differentiate between primary and secondary hypertension. 4- Students will be able to evaluate hypertensive patients for end-organ damage, including cardiovascular, renal, neurological, and retinal complications.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Rheumatic Fever & Valvular Disease

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 10	1- Students will be able to describe the pathophysiology, diagnostic criteria (Jones criteria), and complications of rheumatic fever and valvular heart disease. 2- Students will be able to obtain a focused history and perform a cardiovascular examination to detect murmurs and signs of valvular heart disease. 3- Students will be able to interpret clinical findings and investigations (ECG, echocardiography, laboratory tests) to diagnose rheumatic fever and identify affected valves. 4- Students will be able to evaluate disease severity, complications (heart failure, arrhythmias), and indications for medical or surgical intervention.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Heart Failure

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 11	1- Students will be able to explain the types, stages, and risk factors of heart failure, and recognize its common clinical presentations. 2- Students will be able to perform focused cardiovascular examination to detect signs of volume overload, pulmonary congestion, and low cardiac output. 3- Students will be able to analyze the role of investigations such as echocardiography, laboratory markers, and imaging in the diagnosis and monitoring of heart failure. 4- Students will be able to evaluate heart failure patients for acute decompensation, treatment response, and complications such as renal impairment or arrhythmias.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Emergency Medicine Electrolyte Imbalances

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 12	1- Students will be able to describe the normal ranges and physiological roles of key electrolytes: sodium, potassium, calcium, magnesium, and chloride. 2- Students will be able to obtain clinical history and recognize common and life-threatening underlying causes. 3- Students will be able to obtain a detailed and focused history of cough and hemoptysis, including duration, sputum characteristics, and associated red flags. 4- Students will be able to analyze symptom patterns, history, and risk factors to differentiate between infectious, neoplastic, vascular, and inflammatory causes. 5- Students will be able to evaluate patients presenting with hemoptysis for signs of respiratory compromise and determine the need for urgent intervention.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Pleural Effusion

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 15	1- Students will be able to define pleural effusion, classify its types (transudate vs. exudate), and list common causes. 2- Students will be able to perform a focused respiratory examination to identify clinical signs of pleural effusion, such as reduced breath sounds and dullness to percussion. 3- Students will be able to interpret chest X-rays, ultrasound, and pleural fluid analysis to distinguish between causes and guide management. 4- Students will be able to assess the urgency, size, and hemodynamic impact of pleural effusion and determine the need for thoracentesis or referral.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Pneumonia (Specific Pneumonias)

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 16	1- Students will be able to classify pneumonia into community-acquired, hospital-acquired, aspiration, atypical, and immunocompromised-related types. 2- Students will be able to obtain a focused history and perform a physical examination to differentiate between typical and atypical presentations of pneumonia. 3- Students will be able to interpret clinical features, radiological findings, and laboratory results to identify the specific type and etiology of pneumonia. 4- Students will be able to assess pneumonia severity using clinical scoring systems (e.g., CURB-65) and evaluate the need for hospitalization or ICU care.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Difference in History of Asthma & COPD and Line of Management

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 17	1- Students will be able to describe the pathophysiological differences between asthma and COPD, and recognize their typical clinical presentations. 2- Students will be able to obtain a focused history that distinguishes asthma from COPD based on age of onset, symptom variability, and risk factors. 3- Students will be able to analyze key historical and physical findings to differentiate between reversible airway disease (asthma) and fixed airflow limitation (COPD). 4- Students will be able to evaluate the severity and progression of both diseases using clinical criteria and spirometry results.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Workshop - How to Read an ECG

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 18	1- Students will be able to identify the standard components of a 12-lead ECG and describe normal values for rate, rhythm, intervals, and axis. 2- Students will be able to systematically interpret ECGs using a step-by-step approach: rate, rhythm, axis, intervals, waves, and segments. 3- Students will be able to recognize abnormal ECG findings such as arrhythmias, ischemic changes, hypertrophy, and electrolyte disturbances. 4- Students will be able to evaluate ECG patterns in the context of clinical presentation to support or refute urgent diagnoses like MI, PE, or hyperkalemia.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Cor Pulmonale, Pulmonary Hypertension

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 19	1- Students will be able to define cor pulmonale and pulmonary hypertension, and describe their pathophysiology, classification, and common causes. 2- Students will be able to obtain a focused history and perform physical examination to identify symptoms and signs of right heart failure and pulmonary hypertension. 3- Students will be able to analyze ECG, chest X-ray, echocardiography, and right heart catheterization findings for the diagnosis of cor pulmonale and pulmonary hypertension. 4- Students will be able to evaluate disease severity, functional status, and prognosis using clinical findings and international classification systems (e.g., WHO groups).	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Obstructive Sleep Apnea

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 20	1- Students will be able to define obstructive sleep apnea and explain its pathophysiology, risk factors, and associated complications. 2- Students will be able to obtain a detailed sleep history and recognize clinical features suggestive of OSA, including snoring, daytime sleepiness, and witnessed apneas. 3- Students will be able to identify high-risk patients and interpret basic diagnostic tools such as STOP-BANG questionnaire and polysomnography reports. 4- Students will be able to evaluate the severity of OSA and its impact on comorbidities such as hypertension, heart failure, and metabolic syndrome.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Abdominal Pain

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 21	1- Students will be able to describe the anatomical regions of the abdomen and classify abdominal pain by type (visceral, parietal, referred) and location. 2- Students will be able to obtain a comprehensive history of abdominal pain, including onset, site, character, radiation, and aggravating or relieving factors. 3- Students will be able to analyze clinical features to differentiate between surgical, medical, gastrointestinal, urological, and gynecological causes of abdominal pain. 4- Students will be able to evaluate the need for urgent investigations (laboratory tests, imaging) based on red flags such as guarding, rebound tenderness, or hypotension.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Chronic Liver Disease

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 22	1- Students will be able to define chronic liver disease and describe its common causes, such as viral hepatitis, alcohol, NAFLD, and autoimmune conditions. 2- Students will be able to take a detailed history and perform a focused physical examination to identify signs of chronic liver dysfunction and portal hypertension. 3- Students will be able to interpret liver function tests, imaging, and serologic markers to diagnose and assess the severity of chronic liver disease. 4- Students will be able to evaluate patients for complications including ascites, hepatic encephalopathy, variceal bleeding, and hepatocellular carcinoma.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Liver Failure

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 23	1- Students will be able to define acute and chronic liver failure, and describe the common etiologies such as viral hepatitis, drug toxicity, and cirrhosis decompensation. 2- Students will be able to obtain a focused history and identify key clinical signs such as jaundice, altered mental status, and bleeding tendency. 3- Students will be able to interpret liver function tests, INR, ammonia levels, and imaging to confirm liver failure and assess its severity. 4- Students will be able to evaluate complications such as hepatic encephalopathy, coagulopathy, hepatorenal syndrome, and determine the need for ICU admission.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Emergency Drug Administration

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 24	1- Students will be able to list commonly used emergency drugs (e.g., adrenaline, atropine, naloxone, amiodarone, glucose, calcium gluconate) and describe their mechanisms of action. 2- Students will be able to identify clinical situations where emergency drugs are indicated, such as cardiac arrest, bradycardia, anaphylaxis, or hypoglycemia. 3- Students will be able to calculate appropriate doses and routes of administration for emergency medications, considering patient age, weight, and urgency. 4- Students will be able to implement emergency drug protocols (e.g., ACLS algorithms), coordinate with team members, and document administration accurately in emergencies.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Inflammatory Bowel Disease

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 25	1- Students will be able to describe the pathophysiology, clinical features, and key differences between Crohn’s disease and ulcerative colitis. 2- Students will be able to take a detailed history and perform a relevant examination to identify symptoms suggestive of IBD, including extraintestinal manifestations. 3- Students will be able to analyze laboratory tests, stool studies, endoscopy findings, and imaging to support the diagnosis and classification of IBD. 4- Students will be able to assess disease severity, monitor response to therapy, and identify complications such as strictures, fistulas, and dysplasia.	K/S/A	Small Group	Question - OSCE - CIVA - VIVA

Pancreatitis

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 26	1- Students will be able to define acute pancreatitis, describe its common causes (gallstones, alcohol, drugs), and explain its pathophysiology. 2- Students will be able to obtain a focused history and perform physical examination to identify symptoms such as epigastric pain radiating to the back, nausea, and vomiting. 3- Students will be able to interpret diagnostic tests including serum amylase/lipase, abdominal ultrasound, and CT scan to confirm the diagnosis and assess severity. 4- Students will be able to evaluate disease severity using scoring systems (Ranson’s, BISAP), monitor for complications, and determine need for ICU admission.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Fluid Management in Emergency

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 27	1- Students will be able to list types of IV fluids (crystalloids, colloids) and describe their indications, composition, and distribution in body compartments. 2- Students will be able to assess fluid status using clinical signs (BP, pulse, capillary refill, skin turgor, urine output) and select appropriate fluids based on the clinical scenario. 3- Students will be able to differentiate between hypovolemic, distributive, and cardiogenic shock and choose tailored fluid strategies accordingly. 4- Students will be able to evaluate response to fluid resuscitation using vital signs, urine output, CVP (if available), and avoid complications like fluid overload or electrolyte imbalance.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Gallbladder Diseases

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 28	1- Students will be able to define and differentiate gallbladder diseases including cholelithiasis, acute cholecystitis, choledocholithiasis, and gallstone pancreatitis. 2- Students will be able to take a focused history and perform abdominal examination to identify right upper quadrant pain, Murphy’s sign, fever, and jaundice. 3- Students will be able to interpret laboratory tests (LFTs, WBCs, amylase/lipase) and imaging findings (ultrasound, MRCP, CT) for diagnosing gallbladder pathology. 4- Students will be able to assess disease severity, identify complications such as gallbladder perforation or cholangitis, and determine need for hospitalization or surgery.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Approach to Patient with Diarrhoea

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 29	1- Students will be able to classify diarrhea based on duration (acute vs chronic) and mechanism (secretory, osmotic, inflammatory, or malabsorptive). 2- Students will be able to take a focused history of diarrhea, addressing onset, frequency, stool characteristics, associated symptoms, and risk factors. 3- Students will be able to analyze clinical features and differentiate between infectious, inflammatory, drug-induced, and functional causes of diarrhea. 4- Students will be able to evaluate patients for signs of dehydration, electrolyte imbalance, and systemic involvement requiring urgent intervention.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Emergencies Related to RES & CVS

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 30	1- Students will be able to list common emergencies of the respiratory (asthma, pneumothorax, PE, ARDS) and cardiovascular systems (ACS, arrhythmias, cardiac tamponade). 2- Students will be able to assess airway, breathing, and circulation rapidly in an emergency using the ABC approach and recognize signs of respiratory or cardiac compromise. 3- Students will be able to interpret vital signs, ECGs, ABGs, chest X-rays, and bedside ultrasound to identify and differentiate between major RES/CVS emergencies. 4- Students will be able to evaluate the urgency and severity of conditions such as MI, tension pneumothorax, or heart failure and determine the need for ICU or advanced interventions.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Approach to Patient with Constipation and IBS

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 31	1- Students will be able to define constipation and IBS, describe their pathophysiology, subtypes, and distinguish functional from organic causes. 2- Students will be able to obtain a detailed history of bowel habits, red flag symptoms, dietary factors, and stress-related triggers in patients with constipation or IBS. 3- Students will be able to differentiate IBS from other causes of altered bowel habits using Rome IV criteria, and identify alarm features suggesting organic disease. 4- Students will be able to evaluate the need for investigations such as stool tests, colonoscopy, or imaging in patients with chronic constipation or IBS symptoms.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Malabsorption

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 32	1- Students will be able to define malabsorption syndrome, describe its pathophysiology, and list common causes such as celiac disease, pancreatic insufficiency, and bile salt deficiency. 2- Students will be able to obtain a detailed history focusing on diarrhea, weight loss, nutritional deficiencies, and risk factors for malabsorption. 3- Students will be able to interpret laboratory tests, stool studies, imaging, and endoscopy findings to diagnose malabsorption and identify its underlying cause. 4- Students will be able to assess the severity of malabsorption by evaluating clinical signs of vitamin and mineral deficiencies (anemia, edema, bone disease).	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Emergencies Involving ENDO & CNS

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 33	1- Students will be able to list major ENDO emergencies (DKA, HHS, myxedema coma, adrenal crisis) and CNS emergencies (status epilepticus, stroke, meningitis, raised ICP). 2- Students will be able to assess vital signs, consciousness level (GCS), pupillary response, and signs of metabolic/endocrine instability in emergency settings. 3- Students will be able to differentiate between CNS and ENDO causes of altered mental status using history, labs (glucose, cortisol, TSH), and neuroimaging. 4- Students will be able to evaluate severity using tools like NIH Stroke Scale, GCS, and biochemical markers; and identify red flags such as hypotension, seizures, or coma.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

UTI, Pyelonephritis, Renal Stones

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 34	1- Students will be able to describe the pathophysiology, risk factors, and common causative organisms of UTI, pyelonephritis, and renal stones. 2- Students will be able to obtain a focused history and perform physical examination to differentiate between lower UTI, upper UTI (pyelonephritis), and renal colic. 3- Students will be able to interpret urine analysis, culture, imaging (ultrasound, CT KUB), and laboratory tests to support diagnosis and guide management. 4- Students will be able to assess the severity of infection or obstruction and evaluate the need for hospitalization, antibiotics, or urological intervention.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Chronic Kidney Diseases

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 35	1- Students will be able to define chronic kidney disease, explain its staging based on eGFR, and list common causes such as diabetes and hypertension. 2- Students will be able to obtain a focused history and perform physical examination to identify symptoms and signs of CKD and its complications. 3- Students will be able to interpret laboratory tests (eGFR, creatinine, electrolytes, urinalysis) and imaging to diagnose and monitor CKD progression. 4- Students will be able to assess patients for complications of CKD including anemia, mineral bone disease, electrolyte imbalance, and cardiovascular risk.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Neck Lump (Thyroid Diseases)

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 36	1- Students will be able to classify neck lumps based on anatomical location and list common causes such as lymphadenopathy, thyroid swelling, cysts, and tumors. 2- Students will be able to obtain a focused history of neck lump including duration, progression, pain, systemic symptoms, and risk factors for malignancy. 3- Students will be able to perform a systematic neck examination assessing site, size, consistency, mobility, tenderness, and relation to surrounding structures. 4- Students will be able to evaluate the need for investigations including blood tests, ultrasound, FNAC (Fine Needle Aspiration Cytology), or biopsy.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Cushing Syndrome

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 37	1- Students will be able to define Cushing syndrome, describe its pathophysiology, and list common causes such as exogenous steroids, adrenal tumors, and pituitary adenomas. 2- Students will be able to obtain a detailed history and perform a focused examination to identify clinical features such as moon face, central obesity, striae, and proximal muscle weakness. 3- Students will be able to interpret screening tests (overnight dexamethasone suppression, 24-hour urinary cortisol, late-night salivary cortisol) to confirm hypercortisolism. 4- Students will be able to differentiate between ACTH-dependent and ACTH-independent causes of Cushing syndrome using laboratory and imaging studies.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Diabetes Mellitus (DM)

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 38	1- Students will be able to define type 1 and type 2 diabetes, describe insulin physiology, and list risk factors, symptoms, and diagnostic criteria. 2- Students will be able to obtain a complete history and perform a physical exam to identify symptoms, complications, and lifestyle factors in diabetic patients. 3- Students will be able to interpret blood glucose levels, HbA1c, and other diagnostic tests to confirm diabetes and assess glycemic control. 4- Students will be able to evaluate patients for chronic complications including neuropathy, nephropathy, retinopathy, and macrovascular disease.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Hypopituitarism, Pituitary Adenoma and Acromegaly

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 39	1- Students will be able to describe the anatomy and function of the pituitary gland and list common causes of hypopituitarism and pituitary tumors. 2- Students will be able to obtain a focused history and perform physical examination to detect symptoms of hormone deficiency or excess (e.g., acromegaly features). 3- Students will be able to interpret hormonal assays (TSH, ACTH, GH, prolactin, cortisol) and imaging (MRI) for the diagnosis of pituitary disorders. 4- Students will be able to evaluate the type of pituitary adenoma (functioning vs non-functioning) and assess for mass effect symptoms like visual field defects.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Approach to Anemia (IDA, Megaloblastic, Anemia of Chronic Disease)

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 40	1- Students will be able to define anemia, classify it based on mean corpuscular volume (MCV), and describe its common causes (iron deficiency, chronic disease, hemolysis, megaloblastic). 2- Students will be able to obtain a focused history and perform physical examination to identify symptoms and signs suggestive of anemia and its possible cause. 3- Students will be able to interpret complete blood count (CBC), peripheral blood smear, iron studies, vitamin B12, folate levels, and hemolysis markers for anemia evaluation. 4- Students will be able to differentiate between microcytic, normocytic, and macrocytic anemia, and assess the severity and urgency of treatment.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Adrenal Insufficiency

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 41	1- Students will be able to define adrenal insufficiency, distinguish between primary (Addison’s disease) and secondary causes, and explain basic adrenal hormone physiology. 2- Students will be able to take a focused history and perform physical examination to identify symptoms like fatigue, hypotension, hyperpigmentation, and salt craving. 3- Students will be able to interpret diagnostic tests such as serum cortisol, ACTH, electrolytes, and perform ACTH stimulation testing for confirmation. 4- Students will be able to assess the severity of adrenal insufficiency and recognize adrenal crisis, including precipitating factors and life-threatening complications.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Nephrology AKI

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 42	1- Students will be able to define AKI, describe its stages based on KDIGO criteria, and classify its causes into pre-renal, intrinsic, and post-renal categories. 2- Students will be able to obtain a focused history and perform physical examination to identify risk factors and clinical signs of AKI such as oliguria or fluid overload. 3- Students will be able to interpret laboratory tests (creatinine, urea, electrolytes), urinalysis, and imaging (renal ultrasound) to identify the cause and severity of AKI. 4- Students will be able to assess the need for urgent intervention such as fluid resuscitation, electrolyte correction, avoiding nephrotoxic drugs, or relieving obstruction.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Comparison between DKA & HONK

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 43	1- Students will be able to define DKA and HHS, describe their pathophysiology, and list their precipitating factors and diagnostic criteria. 2- Students will be able to obtain a focused history and perform clinical examination to differentiate between DKA and HHS based on symptoms and signs. 3- Students will be able to interpret laboratory investigations including blood glucose, ketones, blood gas analysis, serum osmolarity, and electrolyte levels. 4- Students will be able to assess the severity of dehydration, electrolyte imbalance, and acidosis in patients with DKA or HHS and recognize complications.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Using ABG Analysis, CXR and Pulmonary Function Tests

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 44	1- Students will be able to describe the principles of ABG interpretation, chest X-ray views, and pulmonary function test parameters (FEV1, FVC, FEV1/FVC ratio). 2- Students will be able to apply a stepwise approach to interpret ABG results including pH, PaCO₂, HCO₃, oxygenation status, and acid-base disorders. 3- Students will be able to analyze chest X-ray findings to differentiate between normal, consolidation, pleural effusion, pneumothorax, and cardiomegaly. 4- Students will be able to evaluate pulmonary function test results to differentiate between obstructive, restrictive, and mixed lung diseases.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Gastrointestinal Emergencies

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 45	1- Students will be able to list major GI emergencies such as upper/lower GI bleeding, perforated ulcer, acute pancreatitis, bowel obstruction, and peritonitis. 2- Students will be able to perform a focused history and abdominal exam to identify red flags including hematemesis, melena, abdominal rigidity, distension, and absent bowel sounds. 3- Students will be able to interpret laboratory tests (CBC, amylase/lipase, LFTs) and imaging (X-ray, USG, CT) to localize and classify the GI emergency. 4- Students will be able to develop an initial management plan including NPO status, IV fluids, blood transfusion, analgesia, PPIs, antibiotics, and urgent referral for endoscopy or surgery.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Cranial Nerves

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 46	1- Students will be able to identify all 12 cranial nerves, describe their anatomical course, and summarize their motor, sensory, and parasympathetic functions. 2- Students will be able to perform a systematic cranial nerve examination, including tests for smell, vision, facial symmetry, tongue movement, and gag reflex. 3- Students will be able to analyze abnormal cranial nerve findings to localize neurological lesions (e.g., brainstem vs peripheral nerve pathology). 4- Students will be able to evaluate cranial nerve deficits in the context of conditions such as stroke, tumors, infections, and increased intracranial pressure.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Dysphasia, Dysarthria, Bulbar & Pseudobulbar

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 47	1- Students will be able to define dysphasia, dysarthria, bulbar palsy, and pseudobulbar palsy, and describe their anatomical localization and main causes. 2- Students will be able to perform a detailed neurological examination to assess speech, articulation, swallowing, gag reflex, and tongue movements. 3- Students will be able to differentiate between dysphasia (language problem) and dysarthria (motor speech problem) based on history and examination findings. 4- Students will be able to evaluate clinical features that differentiate bulbar palsy (LMN lesion) from pseudobulbar palsy (UMN lesion), including emotional lability and tongue findings.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Epilepsy + Meningeal Irritation

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 48	1- Students will be able to define epilepsy and list types of seizures, and describe the pathophysiology and common causes of meningeal irritation. 2- Students will be able to obtain a detailed history for seizure events and assess for meningeal signs such as neck stiffness, Kernig’s, and Brudzinski's signs. 3- Students will be able to differentiate between seizure types (focal vs generalized) and between epilepsy and other causes of altered consciousness or convulsions. 4- Students will be able to evaluate investigations including EEG, neuroimaging, lumbar puncture, and CSF analysis for diagnosing epilepsy or meningitis.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Stroke + Facial Weakness + Paraplegia & Hemiplegia

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 49	1- Students will be able to define stroke, paraplegia, hemiplegia, and facial palsy, and describe their underlying neuroanatomical and vascular basis. 2- Students will be able to perform a focused neurological exam to assess motor power, tone, reflexes, facial asymmetry, and localize upper vs lower motor neuron lesions. 3- Students will be able to distinguish between UMN facial palsy (spares forehead) and LMN palsy (e.g. Bell’s palsy), and differentiate stroke from mimics. 4- Students will be able to interpret neuroimaging (CT/MRI) and clinical patterns to localize stroke (anterior vs posterior circulation) and assess its severity.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Communication Skills

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 50	1- Students will be able to describe the key elements of effective communication including active listening, open-ended questioning, empathy, and appropriate body language. 2- Students will be able to conduct clear, patient-centered conversations during history taking, informed consent, delivering bad news, and shared decision-making. 3- Students will be able to identify communication barriers (e.g., language, emotions, cultural factors) and modify their approach to ensure patient understanding and comfort. 4- Students will be able to evaluate their own communication skills through feedback and reflection, and recognize ineffective or unprofessional interactions in clinical scenarios.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Findings of Upper Motor Neurone Lesion

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 51	1- Students will be able to define upper motor neuron lesion and describe its anatomical pathway from the motor cortex to the spinal cord. 2- Students will be able to perform a detailed neurological examination to assess muscle tone, power, reflexes, and identify signs of UMN lesion. 3- Students will be able to differentiate UMNL from lower motor neuron lesion (LMNL) based on clinical features such as spasticity, hyperreflexia, and Babinski sign. 4- Students will be able to localize the UMN lesion site (cortical, brainstem, spinal cord) using clinical findings and correlate with imaging studies.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Neurology Review

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 52	1- Students will be able to classify stroke types (ischemic vs hemorrhagic), perform neurological examination, interpret CT/MRI, and develop acute and long-term management plans. 2- Students will be able to differentiate between upper motor neuron and lower motor neuron facial palsy, perform relevant examination, and list common causes (Bell's palsy, stroke, tumor). 3- Students will be able to compare clinical features of UMNL (spasticity, hyperreflexia, Babinski) vs LMNL (hypotonia, atrophy, fasciculations) and localize lesions accordingly. 4- Students will be able to classify seizure types, recognize clinical presentations, interpret EEG findings, and plan initial and long-term management for epilepsy.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Abnormal Liver Function Tests

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 53	1- Students will be able to list the components of liver function tests (AST, ALT, ALP, GGT, bilirubin, albumin, INR) and describe their normal values. 2- Students will be able to obtain a focused history and perform clinical examination to correlate LFT abnormalities with possible hepatic, biliary, or systemic disease. 3- Students will be able to interpret abnormal LFT patterns to differentiate between hepatocellular injury (high AST/ALT), cholestasis (high ALP/GGT), and synthetic dysfunction (low albumin, high INR). 4- Students will be able to assess for common causes of LFT abnormalities including viral hepatitis, alcohol, fatty liver disease, biliary obstruction, and drug-induced liver injury.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Dermatology Emergency

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 54	1- Students will be able to list common dermatologic emergencies including SJS/TEN, anaphylaxis with angioedema, necrotizing fasciitis, and meningococcemia. 2- Students will be able to recognize key clinical signs such as widespread blistering, mucosal involvement, non-blanching purpura, and rapidly spreading cellulitis. 3- Students will be able to differentiate between dermatologic emergencies and benign rashes by analyzing lesion morphology, distribution, systemic symptoms, and onset. 4- Students will be able to assess the severity of dermatologic emergencies, monitor for systemic involvement, and identify when urgent referral to ICU or burn unit is needed.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Psychiatric Emergencies

DAY	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
DAY 55	1- Students will be able to list common psychiatric emergencies including suicidal ideation, acute psychosis, violent behavior, panic attacks, and serotonin syndrome. 2- Students will be able to obtain a focused psychiatric history and perform mental status examination to assess suicide risk, psychosis, and danger to self or others. 3- Students will be able to differentiate between medical and psychiatric causes of altered behavior (e.g., delirium vs psychosis) using clinical features and basic investigations. 4- Students will be able to assess the urgency and severity of psychiatric symptoms and identify patients requiring immediate intervention, observation, or involuntary admission.	K/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Seminar

Chest Pain

Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Student name
1- Students will be able to describe the major causes of chest pain including cardiac, pulmonary, gastrointestinal, musculoskeletal, and psychogenic origins. 2- Students will be able to obtain a focused history using the SOCRATES approach (Site, Onset, Character, Radiation, etc.) and perform relevant physical examination. 3- Students will be able to differentiate between life-threatening causes such as myocardial infarction, pulmonary embolism, aortic dissection, and tension pneumothorax. 4- Students will be able to assess ECG, cardiac enzymes, chest X-ray, and D-dimer results to guide clinical decision-making in patients with chest pain.	k/S/A	Small Group, Lecture

Shortness of Breath (SOB)

Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Student name
1- Students will be able to define dyspnea and list its major causes including cardiac, respiratory, metabolic, neuromuscular, and psychogenic origins. 2- Students will be able to take a focused history and perform respiratory and cardiovascular examination to assess the severity and possible cause of SOB. 3- Students will be able to differentiate between acute and chronic dyspnea, and identify red flags suggesting conditions like pulmonary embolism, heart failure, or pneumothorax. 4- Students will be able to interpret ABG, chest X-ray, ECG, and oxygen saturation to evaluate the underlying cause and degree of respiratory compromise.	k/S/A	Small Group, Lecture

Cough

Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Student name
1- Students will be able to define acute, subacute, and chronic cough, and list the common causes based on duration and associated clinical features. 2- Students will be able to obtain a detailed history of cough focusing on onset, duration, character (dry vs productive), associated symptoms, and triggering factors. 3- Students will be able to differentiate between upper respiratory, lower respiratory, gastrointestinal (GERD), cardiac, and drug-induced causes of cough. 4- Students will be able to assess the need for investigations such as chest X-ray, sputum analysis, CBC, PFT, or ENT referral in patients with persistent cough.	k/S/A	Small Group, Lecture

Hemoptysis

Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Student name
1- Students will be able to define hemoptysis, differentiate it from hematemesis and pseudohemoptysis, and list its common causes (e.g., TB, bronchitis, malignancy, PE). 2- Students will be able to obtain a focused history and perform physical examination to assess the amount, frequency, and associated symptoms of hemoptysis. 3- Students will be able to distinguish between massive and non-massive hemoptysis and analyze clinical findings to identify life-threatening causes. 4- Students will be able to evaluate chest X-ray, CBC, coagulation profile, sputum tests, and CT chest/bronchoscopy results in the diagnostic workup of hemoptysis.	k/S/A	Small Group, Lecture

Clubbing

Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Student name
1- Students will be able to define digital clubbing and describe its grades, examination techniques (Schamroth’s sign), and pathophysiological mechanisms. 2- Students will be able to perform proper physical examination of the fingers and toes to detect and confirm the presence of clubbing. 3- Students will be able to differentiate true clubbing from other nail deformities and correlate it with underlying systemic diseases. 4- Students will be able to evaluate the most common causes of clubbing including pulmonary (bronchiectasis, lung cancer), cardiac (cyanotic heart disease), and gastrointestinal (cirrhosis, IBD).	k/S/A	Small Group, Lecture

Abdominal Pain

Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Student name
1- Students will be able to describe the classification of abdominal pain (visceral, parietal, referred) and list common causes based on quadrant location. 2- Students will be able to obtain a detailed history using the SOCRATES approach and perform a thorough abdominal examination to localize the pain. 3- Students will be able to interpret pain patterns and associated symptoms to differentiate between surgical and non-surgical causes of abdominal pain. 4- Students will be able to evaluate the urgency of abdominal pain using red flags (e.g. rebound tenderness, rigidity, hypotension) and appropriate investigations.	k/S/A	Small Group, Lecture

Acute Diarrhea

Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Student name
1- Students will be able to define acute diarrhea (duration < 14 days) and list its common causes including infectious, inflammatory, drug-induced, and food-related. 2- Students will be able to obtain a focused history assessing stool characteristics, frequency, travel history, dietary intake, associated symptoms, and dehydration signs. 3- Students will be able to differentiate between non-inflammatory (watery) and inflammatory (bloody/mucoid) diarrhea based on clinical presentation and risk factors. 4- Students will be able to assess the need for investigations including stool examination, culture, CBC, electrolytes, and identify indications for admission or referral.	k/S/A	Small Group, Lecture

Chronic Diarrhea

Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Student name
1- Students will be able to define chronic diarrhea and describe its pathophysiological classifications: secretory, osmotic, inflammatory, fatty, and functional. 2- Students will be able to take a detailed history including stool features, dietary habits, medications, travel, and associated symptoms like weight loss or fever. 3- Students will be able to distinguish between functional and organic causes of chronic diarrhea, and identify red flag signs requiring urgent evaluation (e.g., bleeding, anemia, malnutrition). 4- Students will be able to interpret stool studies, CBC, CRP, thyroid function, and endoscopic findings.	k/S/A	Small Group, Lecture

GIT Bleeding

Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Student name
1- Students will be able to classify GIT bleeding into upper and lower GIT bleeding and list the common causes of each. 2- Students will be able to obtain a focused history (hematemesis, melena, hematochezia) and perform a physical examination to assess bleeding severity and hemodynamic status. 3- Students will be able to differentiate between upper and lower GIT bleeding based on clinical presentation, nasogastric tube findings, and risk factors. 4- Students will be able to evaluate the need for urgent investigations such as CBC, coagulation profile, endoscopy, colonoscopy, and imaging to localize the bleeding source.	k/S/A	Small Group, Lecture

Jaundice

Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Student name
1- Students will be able to define jaundice and classify it into pre-hepatic, hepatic, and post-hepatic causes based on bilirubin metabolism. 2- Students will be able to obtain a detailed history (onset, color of urine/stool, itching, medications, risk factors) and perform a focused physical examination. 3- Students will be able to distinguish between conjugated and unconjugated hyperbilirubinemia using clinical and laboratory findings. 4- Students will be able to evaluate LFTs, CBC, ultrasound, and viral markers to identify the underlying cause and severity of jaundice.	k/S/A	Small Group, Lecture

Hematuria

Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Student name
1- Students will be able to define hematuria, differentiate between microscopic and macroscopic hematuria, and list its common renal and urological causes. 2- Students will be able to obtain a focused history to assess risk factors (stones, infection, malignancy, trauma) and perform abdominal and urological examination. 3- Students will be able to distinguish glomerular hematuria (associated with proteinuria, casts) from non-glomerular hematuria based on clinical and laboratory findings. 4- Students will be able to interpret urinalysis, urine microscopy, renal function tests, imaging (ultrasound/CT KUB), and cystoscopy when indicated.	k/S/A	Small Group, Lecture

AKI vs CKD

Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Student name
1- Students will be able to define AKI and CKD, describe their diagnostic criteria (KDIGO), and identify key differences in onset, duration, and pathophysiology. 2- Students will be able to obtain a detailed history and assess clinical features to differentiate between AKI (sudden) and CKD (progressive, with signs like anemia or bone disease). 3- Students will be able to analyze trends in serum creatinine, eGFR, and urine output, and review previous labs or imaging to identify chronicity or acute insult. 4- Students will be able to interpret findings such as small shrunken kidneys on ultrasound (CKD) or normal-sized kidneys in AKI, and evaluate reversible causes.	k/S/A	Small Group, Lecture

Polyuria

Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Student name
1- Students will be able to define polyuria (>3 liters/day) and list its common causes including diabetes mellitus, diabetes insipidus, and osmotic diuresis. 2- Students will be able to obtain a focused history to assess onset, duration, associated symptoms (thirst, weight loss), and possible risk factors. 3- Students will be able to differentiate between water diuresis (low urine osmolality) and solute diuresis (high urine osmolality) using clinical and laboratory data. 4- Students will be able to interpret laboratory investigations including blood glucose, electrolytes, serum and urine osmolality, and perform a water deprivation test if indicated.	k/S/A	Small Group, Lecture

Loss of Weight

Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Student name
1- Define unintentional weight loss and list its common causes including malignancy, endocrine disorders, GI diseases, infections, and psychiatric conditions. 2- Obtain a detailed history focusing on appetite, dietary intake, systemic symptoms (fever, night sweats), and psychosocial factors. 3- Analyze symptom patterns and risk factors to narrow down differentials such as hyperthyroidism, tuberculosis, cancer, or depression. 4- Interpret basic investigations to evaluate the underlying cause and severity.	k/S/A	Small Group, Lecture

Endocrine Emergencies

Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Student name
1- Students will be able to list common endocrine emergencies including diabetic ketoacidosis (DKA), hyperosmolar hyperglycemic state (HHS), thyroid storm, myxedema coma, adrenal crisis, and hypoglycemia. 2- Students will be able to obtain a focused history and perform physical examination to identify early warning signs of endocrine emergencies (e.g., hypotension, dehydration, altered mental status). 3- Students will be able to interpret relevant laboratory tests (glucose, electrolytes, cortisol, thyroid hormones, ABG) to differentiate between endocrine emergencies.	k/S/A	Small Group, Lecture

Pallor & Pancytopenia

Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Student name
1- Students will be able to define pallor and pancytopenia, describe their pathophysiology, and list common causes such as iron deficiency, aplastic anemia, leukemia, and megaloblastic anemia. 2- Students will be able to obtain a focused history (fatigue, bleeding, infections, diet, medications) and perform a complete physical examination to assess for signs of pallor and pancytopenia. 3- Students will be able to differentiate between isolated anemia and pancytopenia using CBC findings and correlate with possible bone marrow suppression or infiltration. 4- Students will be able to interpret CBC, peripheral smear, reticulocyte count, vitamin B12/folate levels, and consider bone marrow biopsy in persistent or unexplained pancytopenia.	k/S/A	Small Group, Lecture

Bleeding Tendency

Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Student name
1- Students will be able to define bleeding tendency and classify its causes into platelet disorders, coagulation factor deficiencies, vascular causes, and combined disorders. 2- Students will be able to obtain a focused history including type of bleeding (skin, mucosa, joints), drug history (anticoagulants), family history, and systemic symptoms. 3- Students will be able to differentiate between platelet-type bleeding (petechiae, mucosal) and coagulation-type bleeding (deep tissue, joints) using clinical features and laboratory tests. 4- Students will be able to interpret CBC (platelets), PT, aPTT, bleeding time, clotting factor assays, and evaluate for specific conditions like ITP, hemophilia, or DIC.	k/S/A	Small Group, Lecture

Lymphadenopathy

Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Student name
1- Students will be able to define lymphadenopathy and classify it based on size, location, duration, and causes including infectious, malignant, and autoimmune conditions. 2- Students will be able to take a focused history (duration, associated symptoms, TB exposure, weight loss, night sweats) and perform a systematic lymph node examination. 3- Students will be able to distinguish between localized and generalized lymphadenopathy and correlate clinical findings with likely etiology. 4- Students will be able to interpret laboratory tests (CBC, ESR, serology), imaging (ultrasound, CT), and indications for lymph node biopsy or FNAC.	K/S/A	Small Group

PUO

Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Student name
1- Students will be able to define PUO as fever >3 weeks with no diagnosis after initial evaluation, and list its major causes: infections, malignancy, autoimmune, and miscellaneous. 2- Students will be able to obtain a detailed history (travel, TB contact, occupational, systemic symptoms) and perform full systemic examination to guide diagnosis. 3- Students will be able to differentiate between common infectious and non-infectious causes of PUO based on clinical clues and preliminary investigations. 4- Students will be able to interpret laboratory results (CBC, ESR/CRP, cultures, serology) and imaging (USG, CT scan) to localize the source of fever.	K/S/A	Small Group

Headache

Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Student name
1- Students will be able to classify headache types into primary (migraine, tension, cluster) and secondary (raised ICP, meningitis, SAH) and describe their typical features. 2- Students will be able to take a focused history assessing onset, duration, character, associated symptoms, and perform a neurological and systemic examination. 3- Students will be able to distinguish between benign and life-threatening headaches using red flag symptoms such as sudden onset, fever, neurological deficits, or age >50. 4- Students will be able to evaluate the need for investigations including fundus exam, CT/MRI brain, lumbar puncture, and blood tests to identify the underlying cause.	K/S/A	Small Group

Disturbed consciousness

Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Student name
1- Students will be able to define levels of consciousness (confusion, delirium, stupor, coma) and list common causes of altered mental status (metabolic, structural, toxic, infectious). 2- Students will be able to obtain a focused history from family or witnesses and perform an initial rapid neurological and systemic examination. 3- Students will be able to differentiate between structural causes (stroke, head injury) and metabolic causes (hypoglycemia, electrolyte imbalance, hepatic encephalopathy). 4- Students will be able to interpret investigations including blood glucose, electrolytes, ABG, toxicology screen, CT brain, and lumbar puncture where indicated.	K/S/A	Small Group

Hemiplegia

Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Student name
1- Students will be able to define hemiplegia and describe its common causes including stroke, brain tumor, trauma, spinal cord lesions, and demyelinating diseases. 2- Students will be able to perform a detailed neurological examination assessing motor power, tone, reflexes, and sensory function to confirm and localize hemiplegia. 3- Students will be able to differentiate upper motor neuron hemiplegia from lower motor neuron weakness using clinical signs such as spasticity, hyperreflexia, and Babinski sign. 4- Students will be able to interpret relevant investigations including CT brain, MRI, vascular studies, and laboratory tests to identify the cause and extent of hemiplegia.	K/S/A	Small Group

Vertigo

Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Student name
1- Students will be able to define vertigo and differentiate it from dizziness, listing common causes including peripheral (inner ear) and central (brainstem/cerebellar) causes. 2- Students will be able to obtain a focused history assessing onset, duration, triggering factors, associated symptoms (hearing loss, tinnitus, diplopia). 3- Students will be able to differentiate between peripheral vertigo (BPPV, vestibular neuritis, Meniere's disease) and central vertigo (stroke, multiple sclerosis) based on clinical findings. 4- Students will be able to perform relevant examination including Dix-Hallpike maneuver, cerebellar testing, and assess for red flags suggesting central causes.	K/S/A	Small Group

Systemic involvement in rheumatology

Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Student name
1- Students will be able to list systemic rheumatologic diseases (SLE, RA, systemic sclerosis, vasculitis) and describe the common organ systems they affect. 2- Students will be able to identify patterns of systemic involvement such as skin rash, renal involvement, lung fibrosis, cardiac disease, and hematologic abnormalities. 3- Students will be able to evaluate laboratory markers (ANA, dsDNA, RF, ANCA, complement levels) and imaging findings to assess the extent of systemic involvement. 4- Students will be able to develop a multidisciplinary management plan for systemic rheumatologic diseases, including immunosuppressive therapy, organ-specific treatment, and regular monitoring.	K/S/A	Small Group

Emergency Medicine – Clinical Rotation

Emergency Approach

Week	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
Week 1	1- Students will be able to describe the basic emergency assessment approach using the ABCDE framework (Airway, Breathing, Circulation, Disability, Exposure). 2- Students will be able to perform an immediate primary survey and recognize critical signs of airway obstruction, shock, respiratory failure, or altered consciousness. 3- Students will be able to analyze vital signs, physical findings, and bedside tests (ABG, ECG, glucose, lactate) to prioritize life-threatening diagnoses. 4- Students will be able to evaluate the need for urgent interventions including airway support, IV fluids, oxygen therapy, and escalation to advanced care.	k/S/A	Small Group	Lecture - Short answer question - OSCE - MCQ - CIVA - VIVA

BLS

Week	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
Week 1	1- Students will be able to describe the principles of BLS, including early recognition of cardiac arrest, activation of emergency response, and initiation of CPR. 2- Students will be able to perform high-quality chest compressions (depth, rate, recoil), effective rescue breaths, and use of an automated external defibrillator (AED). 3- Students will be able to analyze the cardiac arrest scenario and identify reversible causes (4 H’s & 4 T’s) like hypoxia, hypovolemia, tension pneumothorax, and toxins. 4- Students will be able to evaluate the effectiveness of resuscitation efforts by assessing pulse, breathing, chest rise, and monitoring patient response.	k/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

ACLS

Week	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
Week 3 / Week 4 / Week 5	1- Students will be able to describe ACLS protocols for cardiac arrest, including shockable rhythms (VF/VT) and non-shockable rhythms (PEA/asystole). 2- Students will be able to perform high-quality CPR, defibrillation, airway management, and administer emergency drugs (adrenaline, amiodarone) according to ACLS guidelines. 3- Students will be able to differentiate between cardiac arrest rhythms on ECG (VF, VT, PEA, asystole) and analyze reversible causes (Hs and Ts). 4- Students will be able to evaluate the effectiveness of ACLS interventions and identify when to initiate post-resuscitation care, including targeted temperature management.	k/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Bradycardia Approach

Week	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
Week 1	1- Students will be able to define bradycardia (HR <60 bpm) and describe its common causes including sinus bradycardia, heart block, medications, and metabolic disorders. 2- Students will be able to obtain a focused history and perform examination to assess symptoms such as syncope, dizziness, hypotension, chest pain, or altered consciousness. 3- Students will be able to differentiate between stable and unstable bradycardia using vital signs, clinical features, and ECG interpretation (sinus bradycardia vs AV block). 4- Students will be able to evaluate the need for urgent management including oxygen, atropine, transcutaneous pacing, or addressing reversible causes (hypoxia, electrolytes).	k/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA

Tachycardia Approach

Week	Learning Objective	Domain K/S/A/C	Teaching Learning Methods	Assessment Methods
Week 7 / Week 8	1- Students will be able to define tachycardia (HR >100 bpm) and list its types including sinus tachycardia, supraventricular tachycardia (SVT), atrial fibrillation, and ventricular tachycardia. 2- Students will be able to obtain a focused history and assess for symptoms of tachycardia such as palpitations, chest pain, dyspnea, hypotension, or syncope. 3- Students will be able to differentiate between narrow complex and wide complex tachycardia using ECG interpretation and clinical context. 4- Students will be able to assess the stability of the patient and identify when to use vagal maneuvers, adenosine, synchronized cardioversion, or anti-arrhythmic drugs.	k/S/A	Small Group	Lecture - MCQ - Short answer question - OSCE - CIVA - VIVA