Code: BIOC 203 Credits: 8
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 1.1 |
a) Students will be able to describe the process of carbohydrate digestion and absorption, including the role of enzymes like pancreatic amylase and brush border enzymes. b) Explain how disorders such as lactase deficiency impact carbohydrate absorption and lead to digestive issues. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 1.2 |
a) Students will be able to explain the process of glycolysis, identify key enzymes involved in its regulation (such as hexokinase and phosphofructokinase-1). b) Discuss how disruptions in glycolysis can lead to metabolic conditions like lactic acidosis or enzyme deficiencies affecting energy production. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 1.3 |
a) Students will be able to describe the clinical relevance of glycolysis, including its role in energy production in red blood cells and rapidly dividing cells. b) Identify conditions such as cancer (Warburg effect) and pyruvate kinase deficiency, explaining how these conditions disrupt glycolysis and result in clinical symptoms like hemolytic anemia. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 2.1 |
a) Students will be able to explain the process of glycogenesis, including the role of insulin in activating glycogen storage in the liver and muscles. b) Describe its importance in regulating blood sugar and providing an energy reserve for the body. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 2.2 |
a) Students will be able to explain the processes of glycogenolysis and gluconeogenesis, identify their key hormonal regulators (glucagon and epinephrine). b) Analyze how these pathways maintain blood glucose during fasting or stress, with reference to clinical conditions such as hypoglycemia and endocrine disorders. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 2.3 |
a) Students will be able to identify the role of glycogenolysis and gluconeogenesis in maintaining blood glucose levels. b) Describe how disruptions in these pathways contribute to conditions like diabetes mellitus and glycogen storage diseases (GSDs). |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 3.1 |
a) Students will be able to describe the key steps of the Citric Acid Cycle, explain how ATP, NADH, and FADH₂ are generated. b) Analyze how cycle intermediates contribute to both energy production and biosynthetic processes, demonstrating this through annotated pathway diagrams and clinical examples related to metabolic integration. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 3.2 |
a) Students will be able to describe the process of oxidative phosphorylation, including the roles of NADH, FADH₂, ATP synthase, and oxygen. b) Explain how the proton gradient drives ATP production, demonstrating understanding through labeled diagram interpretation or a written explanation. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 3.3 |
a) Students will be able to describe the role of the mitochondrial respiratory chain in ATP production by outlining the sequence of electron transfer through protein complexes. b) Explain how the resulting proton gradient drives ATP synthase to synthesize ATP. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 3.4 |
a) Students will be able to identify key mitochondrial disorders such as MELAS and Leber’s hereditary optic neuropathy, explain how dysfunction in the Citric Acid Cycle or respiratory chain contributes to their pathophysiology. b) Describe the clinical consequences of toxin-induced inhibition (e.g., cyanide) of ATP production. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 4.1 |
a) Students will be able to describe the oxidative and non-oxidative phases of the Pentose Phosphate Pathway (PPP), outline the enzymes and intermediates involved in each phase. b) Explain how the pathway contributes to the generation of NADPH and ribose-5-phosphate. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 4.2 |
a) Students will be able to explain the clinical significance of NADPH production in red blood cells, describe how glucose-6-phosphate dehydrogenase (G6PD) deficiency impairs antioxidant defense mechanisms. b) Discuss how this deficiency can lead to hemolytic anemia under oxidative stress. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 4.3 |
a) Students will be able to outline the metabolic pathway of fructose in the liver, identify key enzymes involved. b) Explain the biochemical and clinical features of disorders, including their diagnostic markers and dietary management. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 4.4 |
a) Students will be able to describe the key steps of galactose metabolism, including the conversion of galactose to glucose-6-phosphate, and discuss the metabolic consequences of galactosemia, emphasizing the role of enzymes like galactose-1-phosphate uridylyltransferase. b) Understand the clinical features, diagnostic tests, and dietary management of galactosemia. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 5.1 |
a) Explain the sequential metabolic adaptations during prolonged starvation, including glycogen depletion, activation of gluconeogenesis using amino acids, lactate, and glycerol, and the shift to fat metabolism leading to ketone body production. b) Identify how ketone bodies become a primary energy source for the brain and muscles as fasting progresses, and understand the physiological significance of these adaptations for survival. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 5.2 |
a) Describe the hormonal regulation of metabolic shifts during starvation, including the roles of insulin, glucagon, epinephrine, and cortisol in promoting lipolysis and gluconeogenesis. b) Explain how insulin dysfunction in diabetes disrupts this hormonal balance, leading to hyperglycemia, excessive lipolysis, and ketogenesis, and discuss the clinical implications of these disturbances in metabolic control. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 5.3 |
a) Explain the process of ketone body production in the liver during increased fatty acid oxidation, including the formation of β-hydroxybutyrate and acetoacetate. b) Describe the clinical significance of ketone body production in metabolic states like diabetes, detailing how excessive ketone production leads to ketoacidosis. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 5.4 |
a) Describe the metabolic changes in Type 1 and Type 2 diabetes mellitus. b) Explain how insulin deficiency in Type 1 leads to unregulated lipolysis, ketogenesis, and diabetic ketoacidosis (DKA). c) Outline the pathophysiology of Type 2 diabetes, including insulin resistance and its impact on glucose uptake, leading to chronic hyperglycemia and long-term complications such as cardiovascular disease, neuropathy, and kidney damage. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 5.5 |
a) Explain the long-term complications of uncontrolled diabetes, including the effects of chronic hyperglycemia on blood vessels, leading to an increased risk of stroke, heart disease, and poor wound healing. b) Describe how prolonged reliance on fat metabolism increases oxidative stress and inflammation, exacerbating complications. c) Understand the importance of early diagnosis and management through diet, exercise, and medication in preventing these long-term effects. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 6.1 |
a) Classify lipids into fatty acids, triglycerides, phospholipids, steroids, and lipoproteins. b) Describe the biological roles of lipids, including their functions as structural components of cell membranes. c) Explain how each type of lipid contributes to cellular and metabolic processes. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 6.2 |
a) Explain the process of lipid digestion and absorption, including the role of bile salts in emulsification and pancreatic lipases in enzymatic breakdown. b) Describe how free fatty acids and monoglycerides are absorbed by enterocytes and reassembled into triglycerides, and how these triglycerides are transported via chylomicrons in the bloodstream to various tissues for energy storage and utilization. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 6.3 |
a) Describe key pathways in lipid metabolism, including beta-oxidation and ketogenesis. b) Explain how disruptions in these processes can lead to metabolic disorders such as ketoacidosis. c) Discuss the clinical relevance of lipid metabolism in conditions like diabetes and the importance of early detection and management to prevent complications. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 7.1 |
a) Students will be able to describe key pathways in lipid metabolism, including beta-oxidation and ketogenesis. b) Explain how disruptions in these processes can lead to metabolic disorders such as ketoacidosis. c) Discuss the clinical relevance of lipid metabolism in conditions like diabetes and the importance of early detection and management to prevent complications. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 7.2 |
a) Outline the key steps involved in the synthesis, degradation, and modification of phospholipids. b) Explain their structural and functional roles in cell membranes and signaling pathways. c) Analyze how abnormalities in phospholipid metabolism contribute to clinical conditions such as neurological disorders and liver diseases. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 7.3 |
a) Analyze how disruptions in lipid metabolic pathways contribute to disorders such as familial hypercholesterolemia and Niemann-Pick disease. b) Relate biochemical defects to clinical presentations and discuss diagnostic and therapeutic approaches for managing lipid-related conditions. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 8.1 |
a) Describe the biosynthetic pathways of eicosanoids from arachidonic acid, differentiate between major classes (prostaglandins, thromboxanes, leukotrienes, and lipoxins). b) Explain their physiological roles in inflammation, coagulation, and vascular regulation. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 8.2 |
a) Outline the cyclooxygenase (COX) and lipoxygenase (LOX) pathways involved in eicosanoid biosynthesis. b) Identify the major eicosanoids derived from each pathway, and explain how pharmacological agents like NSAIDs modulate these pathways and their physiological implications. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 8.3 |
a) Outline the cyclooxygenase (COX) and lipoxygenase (LOX) pathways involved in eicosanoid biosynthesis. b) Identify the major eicosanoids derived from each pathway, and explain how pharmacological agents like NSAIDs modulate these pathways and their physiological implications. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 8.4 |
a) Explain how dysregulation of eicosanoid synthesis contributes to inflammatory diseases such as rheumatoid arthritis and inflammatory bowel disease (IBD). b) Evaluate how therapeutic agents targeting eicosanoid pathways (e.g., COX inhibitors, leukotriene antagonists) are used in clinical management. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 9.1 |
a) Identify and classify the major types of plasma lipids. b) Describe their physiological functions and transport mechanisms via lipoproteins. c) Correlate abnormal lipid profiles with common clinical conditions (e.g., hyperlipidemia, atherosclerosis). |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 9.2 |
a) Describe the structure and function of different lipoproteins (chylomicrons, VLDL, LDL, and HDL). b) Explain the processes of lipolysis, receptor-mediated endocytosis, and the role of key enzymes like lipoprotein lipase and hepatic lipase in lipid metabolism. c) Analyze the clinical implications of abnormal lipoprotein metabolism, such as in hyperlipidemia and cardiovascular diseases. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 9.3 |
a) Define hyperlipidemia and identify the different types (hypercholesterolemia, hypertriglyceridemia) based on lipid profiles. b) Explain the pathophysiology of hyperlipidemia in the context of atherosclerosis and cardiovascular disease. c) Discuss the clinical implications and risk factors associated with elevated lipid levels. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 10.1 |
a) Identify the four fat-soluble vitamins (A, D, E, K) and their primary functions in the body. b) Explain the process of absorption and storage of fat-soluble vitamins, highlighting the role of bile and pancreatic enzymes. c) Describe the clinical consequences of deficiencies and excesses of each fat-soluble vitamin, linking these to common disorders. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 10.2 |
a) Describe the two forms of vitamin A (retinoids and carotenoids) and their sources in the diet. b) Explain the role of vitamin A in vision, immune function, skin health, and cellular growth. c) Identify the biochemical conversion of carotenoids (such as beta-carotene) into active retinol. d) Assess the clinical consequences of vitamin A deficiency, including symptoms such as night blindness and immune dysfunction, using case scenarios. e) Differentiate between vitamin A deficiency and toxicity, recognizing clinical signs and recommended treatment approaches. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 10.3 |
a) Explain the synthesis of vitamin D in the skin upon exposure to UVB radiation and its conversion to active forms in the body (calcidiol and calcitriol). b) Identify dietary sources of vitamin D and discuss its role in calcium and phosphate homeostasis, bone health, and immune function. c) Recognize the clinical signs and symptoms of vitamin D deficiency, including rickets in children and osteomalacia in adults, and understand the underlying pathophysiology. d) Evaluate the role of vitamin D supplementation in different patient populations, considering factors like age, geographic location, and comorbid conditions. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 10.4 |
a) Describe the role of vitamin E as a fat-soluble antioxidant and its mechanism of scavenging free radicals to prevent oxidative damage in cells. b) Identify the primary physiological functions of vitamin E, including its effects on skin health, immune function, and protection against cellular damage in organs like the skin, lungs, and eyes. c) Discuss the clinical implications of vitamin E deficiency, including hemolytic anemia and neurological problems, and understand the conditions under which deficiency may occur. d) Evaluate the sources of vitamin E in the diet and assess the potential risks and benefits of vitamin E supplementation in clinical practice. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 10.5 |
a) Explain the role of vitamin K in blood clotting, focusing on its activation of coagulation proteins and the regulation of the coagulation cascade. b) Identify the two main forms of vitamin K (K1 and K2) and describe their dietary sources, emphasizing their presence in green leafy vegetables (K1) and animal products/fermented foods (K2). c) Discuss the importance of vitamin K in bone health and its role in calcium regulation within bone tissues. d) Recognize the clinical implications of vitamin K deficiency, including excessive bleeding and poor bone mineralization, and understand the conditions under which vitamin K deficiency can occur. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 10.6 |
a) Describe the conditions that increase the risk of deficiencies in fat-soluble vitamins, such as malabsorption disorders, liver disease, and inadequate dietary intake. b) Evaluate the role of proper vitamin intake (through diet or supplementation) in preventing these deficiencies and maintaining overall health. c) Analyze case studies to diagnose fat-soluble vitamin deficiencies based on clinical symptoms and recommend appropriate management strategies, including supplementation or dietary changes. d) Explain the importance of monitoring fat-soluble vitamin levels in patients with conditions that impair absorption, such as celiac disease or cystic fibrosis. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 11.1 |
a) Identify the key water-soluble vitamins, including the B-complex vitamins (B1, B2, B3, B5, B6, B7, B9, B12) and vitamin C, and describe their primary functions in the body. b) Explain the absorption process of water-soluble vitamins from the gastrointestinal tract into the bloodstream and their excretion when consumed in excess. c) Discuss the dietary sources of each water-soluble vitamin and their importance for maintaining metabolic processes and overall health. d) Identify conditions and diseases associated with deficiencies in water-soluble vitamins (e.g., scurvy for vitamin C, pellagra for niacin, beriberi for thiamine). e) Evaluate the potential clinical consequences of water-soluble vitamin deficiencies and how they can be prevented or treated through diet or supplementation. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 11.2 |
a) Describe the biochemical functions of vitamin C, including its role in collagen synthesis, antioxidant defense, and enhancement of non-heme iron absorption. b) Identify dietary sources of vitamin C and explain its water-soluble nature and implications for daily intake. c) Explain the clinical manifestations of vitamin C deficiency, particularly scurvy, and its pathophysiological basis. d) Correlate the role of vitamin C with connective tissue health, immune function, and wound healing. e) Evaluate strategies for preventing and treating vitamin C deficiency in various patient populations. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 11.3 |
a) Describe the biochemical role of thiamine as a coenzyme in carbohydrate metabolism, particularly in the decarboxylation of alpha-keto acids. b) Explain the physiological importance of thiamine in maintaining normal nerve conduction and cardiovascular function. c) Identify dietary sources of thiamine and factors affecting its absorption and bioavailability, including the impact of alcohol consumption. d) Recognize the clinical manifestations of thiamine deficiency, including beriberi (wet and dry forms) and Wernicke-Korsakoff syndrome, and their underlying pathophysiology. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 11.4 |
a) Explain the biochemical role of riboflavin in forming the coenzymes FAD and FMN, and their functions in oxidative metabolism. b) Describe the importance of riboflavin in the metabolism of carbohydrates, fats, and proteins. c) Identify common dietary sources of riboflavin and discuss factors influencing its absorption and stability (e.g., sensitivity to light). d) Recognize the clinical signs and symptoms of riboflavin deficiency, including cheilosis, glossitis, and sore throat, and explain the underlying pathophysiology. e) Develop basic dietary strategies to prevent and manage riboflavin deficiency in different population groups. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 12.1 |
a) Describe the role of niacin in cellular metabolism through its conversion into the coenzymes NAD and NADP. b) Explain the functions of NAD and NADP in redox reactions and energy production within metabolic pathways (e.g., glycolysis, TCA cycle). c) Identify dietary sources of niacin and discuss how it can be synthesized from tryptophan in the human body. d) Recognize the clinical features of niacin deficiency (pellagra), emphasizing the classical triad of dermatitis, diarrhea, and dementia. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 12.2 |
a) Describe the biochemical role of pantothenic acid as a component of Coenzyme A and its importance in the metabolism of carbohydrates, fats, and proteins. b) Explain the function of Coenzyme A in key metabolic pathways such as the citric acid cycle, fatty acid synthesis, and β-oxidation. c) Discuss the role of pantothenic acid in the synthesis of steroid hormones and neurotransmitters. d) Identify common dietary sources of pantothenic acid and understand why deficiencies are rare. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 12.3 |
a) Describe the biochemical role of pyridoxine (as PLP – pyridoxal phosphate) in amino acid metabolism, particularly in transamination, decarboxylation, and deamination reactions. b) Explain the involvement of vitamin B6 in neurotransmitter synthesis and hemoglobin production. c) Discuss the role of B6 in maintaining immune function and regulating homocysteine levels. d) Identify dietary sources rich in vitamin B6 and outline daily requirements. e) Recognize clinical manifestations of B6 deficiency such as irritability, confusion, peripheral neuropathy, depression, and microcytic anemia, linking these symptoms to its biochemical functions. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 12.4 |
a) Explain the role of biotin as a coenzyme in carboxylation reactions, particularly in fatty acid synthesis, gluconeogenesis, and amino acid catabolism. b) List dietary sources of biotin and describe how it is synthesized by intestinal microbiota. c) Describe the clinical features and biochemical basis of biotin deficiency, including hair thinning, dermatitis, and neurological disturbances. d) Evaluate risk factors for deficiency such as prolonged antibiotic use, excessive consumption of raw egg whites (avidin), or genetic disorders like biotinidase deficiency. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 12.5 |
a) Describe the role of folic acid in one-carbon metabolism, particularly in nucleotide synthesis and methylation reactions. b) Explain the importance of folic acid in DNA synthesis and red blood cell formation, linking its deficiency to megaloblastic anemia. c) Discuss the increased requirement for folic acid during pregnancy and its role in preventing neural tube defects in the fetus. d) Identify dietary sources rich in folic acid and understand how cooking methods can affect its bioavailability. e) Recognize clinical symptoms of folic acid deficiency and differentiate them from vitamin B12 deficiency based on neurological involvement. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 12.6 |
a) Explain the biochemical role of vitamin B12 in methylmalonyl-CoA and homocysteine metabolism. b) Describe the absorption pathway of vitamin B12, including the role of intrinsic factor and ileal uptake. c) Identify dietary sources of vitamin B12 and understand populations at risk for deficiency (e.g., vegans, elderly, patients with malabsorption). d) Recognize the clinical manifestations of vitamin B12 deficiency, including megaloblastic anemia, peripheral neuropathy, and cognitive dysfunction. e) Differentiate between vitamin B12 and folate deficiencies based on laboratory findings and neurological involvement. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 13.1 |
a) Describe the enzymatic digestion of proteins, including the roles of pepsin in the stomach and trypsin and chymotrypsin in the small intestine. b) Explain the mechanism of amino acid absorption in the small intestine, focusing on the transporters involved (e.g., sodium-dependent and sodium-independent transport). c) Identify common disorders related to protein digestion and amino acid absorption, such as cystinuria, Hartnup disorder, and pancreatic insufficiency. d) Discuss the clinical implications of defects in protein digestion and absorption, including malnutrition, growth delays, and metabolic disturbances. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 13.2 |
a) Explain the mechanisms of amino acid absorption in the small intestine, including the involvement of transporters like the sodium-dependent neutral amino acid transporter. b) Identify disorders related to protein digestion and absorption, such as pancreatic insufficiency or Hartnup disorder. c) Analyze how defects in protein breakdown or amino acid absorption can lead to clinical symptoms like malnutrition or metabolic disorders. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 14.1 |
a) Explain the metabolic conversion of phenylalanine to tyrosine, highlighting the role of phenylalanine hydroxylase and tetrahydrobiopterin as a cofactor. b) Identify the key metabolic products derived from tyrosine, including melanin, catecholamines (dopamine, norepinephrine, epinephrine), and thyroid hormones. c) Analyze the clinical consequences of disruptions in the phenylalanine and tyrosine metabolism pathway, such as phenylketonuria (PKU), and its impact on neurological development and health. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 14.2 |
a) Describe the importance of tyrosine as a precursor for the synthesis of melanin, catecholamines (dopamine, norepinephrine, epinephrine), and thyroid hormones (T3 and T4). b) Identify and explain metabolic disorders associated with disruptions in phenylalanine and tyrosine metabolism, such as phenylketonuria (PKU) and tyrosinemia. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 15.1 |
a) Describe the biosynthetic pathway of creatine, including the roles of glycine, arginine, and S-adenosylmethionine (SAM), and explain its importance in energy storage in muscle and brain tissue. b) List and differentiate between major hemoproteins (e.g., hemoglobin, myoglobin, cytochromes), explaining their structures, functions, and clinical relevance. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 15.2 |
a) Explore the essential role of hemoproteins like hemoglobin, myoglobin, cytochromes, and catalase in oxygen transport, storage, and cellular respiration. b) Emphasize their importance in clinical diagnostics, especially in conditions like anemia or cyanosis. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 15.3 |
a) Describe the biosynthesis of heme from glycine and succinyl-CoA through multiple enzymatic steps. b) Understand how defects in these enzymes cause porphyrias, a group of disorders with neurological and photosensitive manifestations, requiring early recognition and specific management. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 16.1 |
a) Understand the physiological roles of major minerals. b) Explain how essential minerals such as calcium, magnesium, sodium, potassium, and phosphorus contribute to nerve conduction, muscle contraction, bone structure, and maintaining acid-base and fluid balance. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 16.2 |
a) Describe the absorption and regulation of minerals and trace elements. b) Outline the processes by which the body absorbs and stores minerals, and explain how organs like the kidneys, bones, and intestines interact to maintain mineral homeostasis under hormonal regulation. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 17.1 |
a) Identify the clinical significance of trace elements. b) Discuss the vital roles of iron, zinc, copper, selenium, and iodine in enzymatic activity, immunity, and metabolism, and explain how their deficiencies or toxicities lead to clinical disorders. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 17.2 |
a) Recognize metabolic diseases related to mineral imbalance. b) Highlight key inherited and acquired disorders, such as Wilson’s disease, Menkes syndrome, and hemochromatosis, and relate them to disruptions in mineral metabolism. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 17.3 |
a) Appreciate the preventive role of minerals in nutrition and public health. b) Emphasize the importance of adequate mineral intake in preventing chronic diseases and supporting health in different populations. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 18.1 |
a) Understand the biochemical pathway of purine metabolism. b) Explain the synthesis, salvage, and degradation of purine nucleotides, emphasizing key enzymes and regulatory mechanisms. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 18.2 |
a) Describe the causes and biochemical basis of hyperuricemia. b) Discuss how excessive uric acid accumulation results from purine metabolism abnormalities, renal dysfunction, or dietary factors. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 18.3 |
a) Explain the pathophysiology of gout. b) Outline how urate crystal deposition in joints leads to inflammation, pain, and long-term joint damage, linking it to hyperuricemia. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 18.4 |
a) Recognize the clinical presentation and diagnosis of gout. b) Identify symptoms, laboratory markers, and imaging techniques used in diagnosing hyperuricemia and gout. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 18.5 |
a) Discuss therapeutic approaches for hyperuricemia and gout. b) Review pharmacological treatments, including xanthine oxidase inhibitors and uricosuric agents, along with lifestyle modifications. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 19.1 |
a) Understand the classification of hormones based on their mechanism of action. b) Differentiate between peptide, steroid, and amino acid-derived hormones and their respective signaling pathways. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 19.2 |
a) Explore genomic and non-genomic actions of hormones. b) Discuss how steroid hormones regulate gene expression, while peptide hormones initiate rapid cellular responses without altering gene transcription. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 19.3 |
a) Relate hormone mechanisms to clinical disorders. b) Connect defects in hormone signaling with endocrine diseases like diabetes mellitus, hypothyroidism, and Cushing’s syndrome. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 20.1 |
a) Understand the role of the pituitary gland in hormone regulation. b) Describe the anterior and posterior pituitary glands, including their structure and the hormones they secrete (e.g., growth hormone, prolactin, thyroid-stimulating hormone, and antidiuretic hormone). |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 20.2 |
a) Explain the feedback mechanisms regulating pituitary hormone secretion. b) Discuss how the hypothalamus and target organs (e.g., thyroid, adrenal glands) influence pituitary hormone release through negative and positive feedback loops. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 20.3 |
a) Understand the functions of thyroid hormones. b) Detail the synthesis, secretion, and actions of thyroid hormones (T3 and T4), including their role in regulating metabolism, growth, and development. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 20.4 |
a) Explore clinical correlations with pituitary and thyroid hormone imbalances. b) Examine the effects of hypo- and hypersecretion of pituitary hormones (e.g., acromegaly, hypothyroidism) and thyroid hormones (e.g., hyperthyroidism, goiter). |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 21.1 |
a) Understand the synthesis and function of steroid hormones. b) Describe the synthesis of steroid hormones from cholesterol, focusing on key hormones such as cortisol, aldosterone, and sex hormones (e.g., estrogen, testosterone). c) Explain their role in regulating metabolism, immune function, and stress responses. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 21.2 |
a) Explain the mechanism of action of steroid hormones. b) Discuss how steroid hormones act through intracellular receptors, influencing gene expression and cellular function. Highlight the difference between steroid hormones and peptide hormones in terms of their mechanism of action. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 21.3 |
a) Examine the clinical relevance of insulin and glucagon imbalances. b) Discuss the pathophysiology of disorders related to insulin and glucagon, such as diabetes mellitus (type 1 and type 2) and hypoglycemia, focusing on their impact on metabolism and clinical management. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 21.4 |
a) Understand the feedback regulation of insulin and glucagon. b) Discuss the interplay between insulin and glucagon in regulating blood glucose levels, and how this balance is essential for maintaining homeostasis, particularly during fasting and feeding states. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 22.1 |
a) Understand the role of the liver in metabolism and detoxification. b) Explain the essential functions of the liver, including its role in nutrient metabolism, detoxification, synthesis of proteins (such as albumin and clotting factors), and bile production. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 22.2 |
a) List and describe the most common liver function tests (LFTs) used in clinical practice, including ALT, AST, ALP, GGT, bilirubin, albumin, and PT. b) Differentiate between hepatocellular injury and cholestatic patterns based on elevated ALT/AST versus ALP/GGT levels in liver function tests. c) Interpret elevated ALT and AST values as markers of hepatocellular damage and explain their clinical relevance in conditions such as viral hepatitis, drug-induced liver injury, and alcoholic liver disease. d) Explain the significance of elevated ALP and GGT levels in detecting cholestasis and bile duct obstruction, and correlate these findings with clinical conditions such as gallstones and primary biliary cholangitis. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 22.3 |
a) Define jaundice and its clinical threshold, including the role of bilirubin metabolism in its pathophysiology. b) Differentiate between pre-hepatic, hepatic, and post-hepatic jaundice based on underlying mechanisms, causes, and laboratory findings. c) Identify at least three clinical conditions for each type of jaundice and explain their pathophysiology during a group discussion session. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 22.4 |
a) Interpret liver function test results in the context of clinical conditions. b) Learn how to analyze liver function test results to diagnose various liver conditions such as hepatitis, cirrhosis, alcoholic liver disease, and non-alcoholic fatty liver disease (NAFLD). c) Discuss the clinical significance of elevated bilirubin levels and their relation to jaundice. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 22.5 |
a) Recognize the clinical implications of liver function abnormalities. b) Identify the signs and symptoms of liver dysfunction, including jaundice, ascites, and encephalopathy, and understand the importance of early diagnosis and intervention to prevent complications like liver failure or cirrhosis. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 23.1 |
a) Define tumor markers and explain their clinical significance in cancer detection and management by the end of the lecture. b) List at least five commonly used tumor markers (e.g., CEA, AFP, PSA, CA-125, CA 19-9) and associate each with specific cancer types during a classroom quiz with 90% accuracy. c) Differentiate between the diagnostic, prognostic, and monitoring roles of tumor markers using real or simulated patient scenarios in a small group discussion. d) Analyze the limitations and non-specificity of tumor markers by critically reviewing two case studies where elevated levels were due to non-cancerous conditions. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 23.2 |
a) Define the term xenobiotics and explain their sources (e.g., drugs, pollutants, food additives) by the end of the session. b) Describe the phases of xenobiotic metabolism (Phase I: functionalization and Phase II: conjugation) in a structured diagram during group work or a formative quiz with 90% accuracy. c) Identify at least three enzymes involved in xenobiotic metabolism (e.g., cytochrome P450 enzymes) and describe their roles in detoxification by the end of the lecture. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 23.3 |
a) Analyze the potential health effects of xenobiotic accumulation, including hepatotoxicity and carcinogenesis, through interpretation of two clinical scenarios. b) Evaluate a case study of drug-induced liver injury (DILI) to suggest possible xenobiotic-related causes and preventive strategies during a case-based learning session. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 23.4 |
a) Define detoxification and outline its biological significance in the metabolism of endogenous and exogenous compounds by the end of the session. b) Describe the role of the liver in detoxification. c) Interpret clinical scenarios involving impaired detoxification, such as paracetamol overdose or alcohol-induced liver injury, and correlate them with altered enzyme activity. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 24.1 |
a) Define free radicals and reactive oxygen species (ROS) and explain their formation during metabolic processes by the end of the lecture session. b) Differentiate between endogenous and exogenous sources of free radicals in a case-based classroom discussion with 100% participation. c) Explain the biochemical basis of free radical-induced diseases (e.g., cancer, atherosclerosis, Alzheimer’s disease) with at least two clinical examples during a group presentation. d) Evaluate the role of antioxidants (e.g., vitamins C and E, glutathione) in neutralizing free radicals and maintaining redox balance. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 24.2 |
a) Define the term "antioxidant" and describe its biochemical mechanism of action in neutralizing free radicals by the end of the lecture session. b) List at least four major antioxidants (e.g., vitamins C and E, glutathione, selenium) and describe their physiological sources and functions during an in-class quiz with a target score of 80% or higher. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 24.3 |
a) Explain the role of dietary antioxidants in maintaining redox balance and preventing oxidative stress-related diseases through participation in a case-based discussion. b) Compare enzymatic and non-enzymatic antioxidants using a table format in a student worksheet, completed by the end of the session. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 24.4 | Analyze a clinical case where antioxidant deficiency contributes to disease (e.g., scurvy, neurological decline) and provide an evidence-based nutritional intervention plan during a group activity. | K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 25.1 |
a) Define the process of DNA replication and explain the role of key enzymes (helicase, DNA polymerase, ligase) in the replication process by the end of the lecture. b) Describe the stages of DNA replication (initiation, elongation, termination) and explain the function of each enzyme involved, using a detailed flowchart completed by the end of the class. c) Evaluate the significance of DNA replication in cell division and its connection to cancer development, using real-life examples of replication errors. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 25.2 |
a) Define the process of transcription and identify the key steps involved (initiation, elongation, and termination) by the end of the lecture. b) Explain the role of RNA polymerase in the synthesis of mRNA from DNA, describing how it binds to the promoter region and initiates transcription, achieving 90% accuracy in a multiple-choice quiz. c) Compare the structures of DNA and RNA by constructing a table that highlights differences such as sugar type, base pairing, and strand structure, to be completed within 15 minutes. d) Identify the key regulatory elements in transcription, including promoters, enhancers, and transcription factors, and explain their roles in gene expression during a group discussion. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 25.3 | Analyze the clinical relevance of transcription regulation in cancer, focusing on how oncogenes and tumor suppressor genes are affected, demonstrated through case study presentations by the end of the module. | K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 26.1 |
a) Understand the principles of recombinant DNA technology. b) Learn about gene cloning, vectors, and their applications in biotechnology. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 26.2 |
a) Explain DNA repair mechanisms. b) Understand the key DNA repair pathways like NER, BER, and MMR, and their role in maintaining genetic stability. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 26.3 | Discuss how recombinant DNA technology contributes to therapies (e.g., insulin production) and the health implications of defective DNA repair (e.g., cancer). | K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 27.1 |
a) Understand the common gastrointestinal disorders. b) Learn about conditions such as acid reflux, peptic ulcers, and irritable bowel syndrome (IBS). |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 27.2 |
a) Identify and describe the key mechanisms underlying gastrointestinal inflammation (e.g., in conditions such as Crohn’s disease and ulcerative colitis). b) Analyze the impact of enzyme deficiencies (e.g., lactase deficiency, pancreatic insufficiency) on nutrient absorption and gastrointestinal function. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 27.3 |
a) Understand diagnostic methods and treatment options. b) Explore how gastrointestinal disorders are diagnosed and the role of dietary changes, medications, and surgical interventions in treatment. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 28.1 |
a) Understand the role of enzymes in clinical diagnostics. b) Learn how enzymes are used as biomarkers in diagnosing various diseases such as myocardial infarction, liver damage, and pancreatitis. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 28.2 |
a) Explore enzyme kinetics and their clinical significance. b) Study the factors influencing enzyme activity and how abnormal enzyme levels can indicate pathological conditions. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 28.3 |
a) Recognize the different types of enzymes used in clinical practice. b) Gain knowledge about diagnostic enzymes such as transaminases, lactate dehydrogenase, and alkaline phosphatase, and their specific roles in disease detection. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 28.4 |
a) Interpret enzyme activity in relation to disease. b) Understand how changes in enzyme levels correlate with specific diseases and how enzyme assays guide treatment decisions. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 29.1 |
a) Understand the basic principles of nutrition. b) Learn the essential macronutrients (carbohydrates, proteins, fats) and micronutrients (vitamins, minerals) and their role in maintaining health. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 29.2 |
a) Identify and explain the key metabolic mechanisms contributing to obesity, including insulin resistance, leptin resistance, and altered adipose tissue function. b) Analyze the genetic factors associated with obesity, including common genetic variations. c) Examine the environmental and lifestyle factors contributing to obesity, such as dietary patterns, physical activity levels, and socioeconomic influences, by completing a case study on a typical patient profile at the end of the module. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 29.3 |
a) Examine the role of nutrition in obesity prevention and management. b) Understand how diet and lifestyle modifications, such as balanced nutrition and exercise, can prevent and manage obesity, with a focus on weight control strategies and healthy eating habits. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 29.4 |
a) Analyze clinical approaches to obesity treatment. b) Explore medical and surgical treatments for obesity, including pharmacological options and bariatric surgery, and understand when they are indicated based on clinical assessment. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 1.1 |
a) Understand and apply laboratory safety protocols. b) Recognize and follow the key safety rules in the laboratory environment to prevent accidents and ensure a safe working space. c) Identify the importance of personal protective equipment (PPE) and proper handling of hazardous materials. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 1.2 |
a) Learn the various hazard symbols (flammable, toxic, corrosive, etc.) and understand their significance in the laboratory. b) Demonstrate the ability to assess risk based on hazard signage and take appropriate precautionary measures. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 1.3 |
a) Familiarize yourself with common laboratory instruments (e.g., pipettes, centrifuges, microscopes) and their correct usage. b) Understand the basic maintenance and calibration requirements for laboratory equipment to ensure accurate results. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 2.1 |
a) Understand the scope and importance of clinical biochemistry. b) Define clinical biochemistry and its role in the diagnosis, monitoring, and treatment of diseases. c) Explain how biochemical tests are used in clinical settings to assess the health of patients and diagnose various conditions. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 2.2 |
a) Identify major biochemical markers, and understand their relevance to patient care. b) Interpret common clinical biochemistry test results and their implications for diagnosis. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 2.3 |
a) Learn the fundamental laboratory methods used in clinical biochemistry, including sample collection, preparation, and analysis. b) Understand the importance of quality control and standardization in laboratory procedures to ensure reliable and accurate test results. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 3.1 |
a) Understand the principles of Lambert Beer's Law. b) Define Lambert Beer's Law and explain its relationship between absorbance, concentration, and path length. c) Discuss how the law is used to determine the concentration of solutes in a solution. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 3.2 |
a) Learn how to operate a spectrophotometer for measuring absorbance or transmittance of light at specific wavelengths. b) Understand the calibration process of the spectrophotometer and the importance of using proper controls and blanks. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 3.3 |
a) Calculate the concentration of an unknown sample using absorbance measurements and Lambert Beer's Law. b) Practice preparing standard solutions and plotting calibration curves for determining unknown concentrations. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 4.1 |
a) Recognize the role of hemoglobin in oxygen transport within the blood. b) Understand the clinical importance of determining hemoglobin levels in diagnosing conditions like anemia, polycythemia, and other blood disorders. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 4.2 |
a) Learn the technique for blood hemoglobin determination. b) Understand the principle behind the cyanmethemoglobin method or any other method used for hemoglobin measurement. c) Familiarize with the proper use of hemoglobin meters or colorimetric methods for accurate measurement of blood hemoglobin levels. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 4.3 |
a) Understand how to interpret the results of hemoglobin determination and the factors that may influence the readings, such as dehydration or improper sample handling. b) Learn how to compare results to standard reference values and discuss the significance of variations in hemoglobin levels. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 5.1 | Understand the clinical significance of measuring blood glucose levels, particularly in diagnosing conditions such as diabetes mellitus and hypoglycemia. | K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 5.2 | Learn the various methods for determining blood glucose levels, such as the glucose oxidase method or enzymatic colorimetric techniques, ensuring accurate measurement. | K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 5.3 | Interpret the results and understand normal, pre-diabetic, and diabetic ranges of glucose levels, including the importance of fasting vs. postprandial glucose levels in clinical practice. | K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 5.4 | Master proper sample handling techniques to avoid contamination or errors, and understand the factors that can affect glucose measurements, such as hemolysis or improper storage. | K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 6.1 | Recognize its role in diagnosing disorders such as diabetes mellitus, gestational diabetes, and insulin resistance by evaluating the body’s ability to metabolize glucose. | K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 6.2 | Prepare the patient by explaining the fasting requirements (usually 8-12 hours before the test). Administer an oral glucose load (typically 75 grams of glucose in 250-300 mL of water). Collect blood samples at intervals (e.g., fasting, 1 hour, 2 hours) to measure blood glucose levels. | K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 6.3 | Recognize normal, impaired glucose tolerance, and diabetic results based on blood glucose concentrations at various time intervals. Understand the diagnostic thresholds for conditions such as prediabetes and diabetes. | K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 6.4 |
a) Be aware of potential factors influencing test results. b) Discuss factors like age, stress, medications, and illnesses that can affect the results of the test. Understand how patient adherence to fasting requirements affects the accuracy of the test. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 6.5 | Ensure patient safety and proper technique. | K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 7.1 |
a) Understand the importance of blood urea estimation. b) Recognize its clinical relevance in evaluating kidney function and diagnosing conditions like kidney disease, dehydration, and protein metabolism disorders. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 7.2 | Perform blood urea estimation using appropriate methods (e.g., urease or Berthelot's reaction), following lab protocols for sample handling. | K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 7.3 | Know normal urea levels and how deviations (elevated or reduced) correlate with kidney function and metabolic conditions. | K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 7.4 | Understand how the test is used in conjunction with other tests to assess kidney health and diagnose related disorders. | K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 8.1 |
a) Understand the clinical significance of serum creatinine. b) Recognize its importance as a marker for kidney function, especially in diagnosing chronic kidney disease and evaluating renal health. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 8.2 | Learn the procedure and perform serum creatinine estimation using methods such as the Jaffe reaction, ensuring accurate sample collection and handling. | K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 8.3 | Interpret results and understand normal creatinine levels and how deviations indicate renal impairment or other related conditions like dehydration or muscle damage. | K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 8.4 |
a) Describe the metabolic and hormonal mechanisms contributing to obesity. b) Identify at least three genetic and three environmental risk factors for obesity and explain their contribution to energy imbalance. c) Analyze the pathophysiological link between obesity and type 2 diabetes, including insulin resistance and pancreatic beta-cell dysfunction. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 9.1 |
a) Understand the clinical relevance of serum uric acid. b) Recognize its role in diagnosing gout, hyperuricemia, and kidney stone formation. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 9.2 | Learn the laboratory procedure and perform uric acid estimation using enzymatic methods or colorimetric assays, ensuring proper sample collection and handling. | K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 9.3 | Identify normal uric acid levels and understand how elevated or decreased levels can indicate metabolic disorders or kidney dysfunction. | K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 9.4 | Evaluate serum uric acid levels as part of a diagnostic workup for secondary causes of hypertension and metabolic syndrome during clinical rotations, demonstrating proper test interpretation and clinical reasoning. | K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 10.1 |
a) Recognize the clinical importance of ALT estimation. b) Understand ALT as a key liver enzyme used to assess hepatocellular injury, especially in conditions like hepatitis and liver cirrhosis. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 10.2 |
a) Perform the test using standard laboratory protocols. b) Follow enzymatic methods to estimate serum ALT levels accurately, ensuring correct handling of serum samples. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 10.3 |
a) Interpret ALT levels in a clinical context. b) Differentiate between normal and elevated ALT values and correlate them with possible liver dysfunction or systemic illness. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 10.4 |
a) Apply ALT results in patient care. b) Use ALT as part of a liver function test panel to monitor liver health, detect early liver damage, and guide treatment decisions. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 11.1 |
a) Understand the diagnostic significance of AST. b) Recognize Aspartate Aminotransferase (AST) as a key enzyme present in the liver, heart, muscles, and other tissues, useful in evaluating liver and cardiac health. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 11.2 |
a) Perform AST estimation using standard lab techniques. b) Accurately carry out the enzymatic method for AST measurement in serum, adhering to clinical biochemistry protocols. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 11.3 |
a) Interpret elevated AST levels. b) Analyze AST results to identify potential liver damage, myocardial infarction, or muscular injury, and distinguish AST from ALT patterns for more precise diagnosis. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 11.4 |
a) Correlate AST values with clinical conditions. b) Use AST measurements in conjunction with other liver enzymes and clinical data to assess the extent and cause of tissue damage. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 12.1 |
a) Understand the clinical significance of bilirubin estimation. b) Recognize bilirubin as a breakdown product of hemoglobin and an essential marker for liver function, hemolytic disorders, and bile duct obstruction. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 12.2 |
a) Differentiate between types of bilirubin. b) Distinguish between direct (conjugated) and indirect (unconjugated) bilirubin and understand their respective clinical implications. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 12.3 |
a) Perform serum bilirubin estimation accurately. b) Apply proper laboratory techniques for measuring total, direct, and indirect bilirubin levels using colorimetric or enzymatic assays. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 12.4 |
a) Interpret bilirubin levels in clinical context. b) Evaluate elevated bilirubin in the diagnosis of jaundice types—pre-hepatic, hepatic, or post-hepatic—and correlate findings with patient symptoms and history. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 13.1 |
a) Understand the clinical significance of total protein estimation. b) Recognize serum total protein as a key indicator of nutritional status, liver function, and various disease states such as nephrotic syndrome or chronic infections. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 13.2 |
a) Identify the main components of total protein. b) Learn the physiological roles of albumin and globulin in maintaining osmotic pressure, immune function, and transport of substances in the blood. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 13.3 |
a) Perform accurate laboratory estimation of total protein. b) Use appropriate biochemical methods (e.g., Biuret method) to measure total protein concentration in serum samples with precision. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 13.4 |
a) Interpret abnormal protein levels. b) Analyze high or low total protein values in the context of clinical conditions like dehydration, liver disease, kidney dysfunction, or malabsorption disorders. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 14.1 |
a) Understand the clinical relevance of ALP estimation. b) Recognize alkaline phosphatase (ALP) as an important enzyme marker used to assess liver function, bone metabolism, and biliary obstruction. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 14.2 |
a) Identify sources and physiological roles of ALP. b) Know that ALP is produced mainly in the liver, bones, intestines, and placenta, and plays a role in dephosphorylation processes. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 14.3 |
a) Perform the estimation of ALP in serum samples. b) Apply the standard colorimetric methods accurately to measure ALP activity in clinical biochemistry labs. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 14.4 |
a) Interpret abnormal ALP levels in a clinical context. b) Correlate elevated ALP with conditions like bone disorders (e.g., rickets, osteomalacia), liver diseases (e.g., cholestasis), and certain cancers. Consider low ALP levels as a potential indicator of malnutrition, hypothyroidism, or genetic enzyme deficiency. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 15.1 |
a) Understand the clinical importance of cholesterol measurement. b) Recognize cholesterol as a vital lipid molecule involved in cell membrane integrity, hormone synthesis, and bile acid production, and its role in cardiovascular health. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 15.2 | Perform serum cholesterol estimation using enzymatic or colorimetric methods, ensuring accurate pipetting, mixing, and spectrophotometric reading. | K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 15.3 |
a) Interpret cholesterol levels clinically. b) Differentiate between normal, borderline, and high cholesterol levels and relate them to conditions like atherosclerosis, coronary artery disease, and metabolic syndrome. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 15.4 |
a) Emphasize the role of cholesterol in preventive medicine. b) Understand the importance of regular lipid profile monitoring in early detection and management of cardiovascular risk factors. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 16.1 |
a) Understand the physiological role of HDL. b) Explain HDL’s function in reverse cholesterol transport and its protective role against atherosclerosis and cardiovascular diseases. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 16.2 |
a) Perform accurate estimation of HDL in serum. b) Apply appropriate chemical or enzymatic methods to isolate and quantify HDL, with attention to centrifugation, reagent use, and spectrophotometric analysis. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 16.3 |
a) Interpret HDL levels in a clinical context. b) Recognize how variations in HDL concentrations can indicate risks for coronary heart disease, metabolic syndrome, and other lipid-related disorders. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 16.4 |
a) Appreciate the importance of HDL monitoring. b) Understand how HDL measurement contributes to a complete lipid profile and supports early intervention in lipid management and cardiovascular health. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 17.1 |
a) Understand the clinical significance of triglycerides. b) Explain the role of triglycerides as a major form of stored fat in the body and their association with metabolic disorders like diabetes, pancreatitis, and cardiovascular disease. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 17.2 |
a) Perform the biochemical estimation of triglycerides. b) Accurately carry out enzymatic or colorimetric methods for TG estimation in serum, including sample preparation, reagent handling. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 17.3 |
a) Interpret triglyceride levels in clinical diagnostics. b) Analyze TG values in the context of normal and pathological ranges, understanding their relevance in lipid profile evaluation and disease risk assessment. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| BIOC 18.1 |
a) Understand the diagnostic value of hemoglobin and amylase tests. b) Explain the importance of hemoglobin estimation in assessing anemia, and the significance of serum amylase in diagnosing pancreatic and salivary gland disorders. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 18.2 |
a) Perform laboratory estimation methods. b) Accurately conduct hemoglobin estimation (e.g., cyanmethemoglobin method) and enzymatic determination of amylase activity using standard biochemical techniques. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| BIOC 18.3 | Interpret results in clinical contexts and relate altered hemoglobin or amylase levels to specific clinical conditions such as anemia, pancreatitis, or parotitis. | K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
Code: MCHM 102 Credits: 6
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM1.1 |
a) Understand the foundational concepts of biochemistry. b) Define biochemistry and its importance in medicine and health sciences. c) Explain the relationship between biochemistry, molecular biology, and clinical medicine. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| MCHM1.2 |
a) Identify the basic components of biochemistry. b) Recognize the key biomolecules and their functions. c) Discuss the structure and function of cells and organelles in relation to biochemical processes. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| MCHM1.3 |
a) Explore the role of biochemistry in medical science. b) Explain how biochemical knowledge aids in understanding diseases and medical conditions. c) Relate basic biochemistry to physiological and pathological processes. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| MCHM1.4 |
a) Introduce the concept of medical genetics in biochemistry. b) Understand the role of genetics in the biochemical pathways and disease mechanisms. c) Recognize the importance of genetic information in clinical diagnosis and therapy. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM2.1 |
a) Understand the biochemical basis of human health and disease. b) Describe how biochemical processes maintain normal physiological functions. |
K | Large group lectures | MCQ & Short Answer Questions |
| MCHM2.2 |
a) Analyze the role of biomolecules in disease mechanisms. b) Discuss the molecular and cellular mechanisms underlying common diseases (e.g., diabetes, cardiovascular diseases, metabolic disorders). c) Identify how defects in enzymes, proteins, or metabolic pathways lead to clinical symptoms. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| MCHM2.3 |
a) Apply biochemical knowledge to clinical diagnosis. b) Understand how biochemical tests (e.g., blood tests, enzyme activity assays) help in diagnosing diseases. c) Recognize the importance of biochemical markers in disease detection and prognosis. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| MCHM2.4 |
a) Link biochemistry to public health and preventative medicine. b) Recognize the role of biochemistry in preventing and managing chronic diseases. c) Discuss how lifestyle factors (e.g., diet, exercise) influence biochemical processes and overall health. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM3.1 |
a) Understand the structure and function of organelles and membranes. b) Learn about the key organelles (nucleus, mitochondria, etc.) and their functions within the cell. c) Recognize how these structures work together to support cellular processes and homeostasis. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| MCHM3.2 |
a) Explain membrane transport mechanisms. b) Explore how substances move across cell membranes through passive and active transport. c) Understand the importance of this in maintaining the cell's internal environment. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| MCHM3.3 |
a) Link organelle and membrane functions to overall cell activity. b) Discuss how the organization and interaction of organelles and membranes enable the cell to perform essential biochemical functions, such as energy production, protein synthesis, and communication. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM4.1 |
a) Understand acid-base balance in the body. b) Learn about the importance of pH regulation in maintaining homeostasis and how the body controls pH through buffers and respiratory mechanisms. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| MCHM4.2 |
a) Identify acids, bases, and salts relevant to medical practice. b) Recognize common acids, bases, and salts found in the body, such as carbonic acid, bicarbonate, and sodium chloride, and their roles in physiological processes. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| MCHM4.3 |
a) Explain the clinical significance of acid-base disorders. b) Understand how imbalances in acid-base levels (e.g., acidosis, alkalosis) can affect the body and lead to medical conditions that require clinical intervention. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM5.1 |
a) Understand the role and importance of SI units in scientific and medical practice. b) Students will learn why standardized units are crucial for consistency in measurements, ensuring reliable communication of results between laboratories and healthcare providers worldwide. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| MCHM5.2 |
a) Identify and comprehend key SI units used in biochemistry and clinical settings. b) Students will become familiar with the primary SI units used in scientific practice. c) Understanding their significance in both laboratory and clinical applications. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM 6.1 | Understand the concept of pH measures the concentration of hydrogen ions in a solution. In biological systems, maintaining a stable pH is crucial for enzyme activity and metabolic reactions. | K | Large group lectures | multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 6.2 | Learn how the body regulates pH. The body uses buffering systems, like the bicarbonate buffer system, to prevent large fluctuations in pH. | K | Large group lectures | multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM 7.1 | Understand the concept of buffers and their role in maintaining pH. Students will learn what buffers are and how they resist changes in pH when acids or bases are added. | K | Large group lectures | multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 7.2 | Explore the major buffer systems in the body. The lecture will focus on key physiological buffer systems, especially the bicarbonate buffer system. | K | Large group lectures | multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 7.3 | Discuss the physiological importance of buffering systems in health. Students will understand how buffer systems maintain the pH of blood and tissues within a narrow range. | K | Large group lectures | (MCQ) & Short Answer Questions |
| MCHM 7.4 |
a) Apply knowledge of buffer systems in clinical settings. Students will learn how to interpret buffer-related changes in conditions like respiratory acidosis, metabolic alkalosis, and renal dysfunction. b) Understanding how these disorders affect buffer systems will aid in diagnosing and managing patients. |
K | Large group lectures | multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM 8.1 | Understand the concept of chelation. Students will learn what chelation is, including the chemical process where a molecule binds to a metal ion, forming a stable complex. | K | Large group lectures | multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 8.2 | Explore the physiological role of chelation in detoxification. The lecture will highlight how chelation helps in the removal of toxic metals, such as lead, mercury, and iron, which can accumulate in the body and cause damage to tissues and organs. The importance of chelation in preventing or treating poisoning will be discussed. | K | Large group lectures | multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 8.3 | Learn about chelation therapy in clinical medicine. Students will explore how chelation therapy is used in treating metal toxicity (e.g., lead poisoning) and conditions like hemochromatosis (iron overload). | K | Large group lectures | multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 8.4 |
a) Examine the clinical applications and limitations of chelation therapy. Students will evaluate the potential uses and limitations of chelation in clinical practice, including its role in cardiovascular disease and chelation as an alternative medicine approach. b) Learn about potential side effects, safety concerns, and current research. |
K | Large group lectures | multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM 9.1 | Understand the role of ions in cellular function. Students will learn that ions (such as Na⁺, K⁺, Ca²⁺, Mg²⁺, Cl⁻, and H⁺) are essential for maintaining cellular homeostasis, generating electrical potentials, and enabling processes like muscle contraction, nerve signaling, and enzyme activation. | K | Large group lectures | multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 9.2 | Explore the importance of ion gradients across cell membranes. The lecture will cover the concept of ion gradients, particularly the Na⁺/K⁺ pump, which maintains resting membrane potential and enables action potentials in neurons and muscles. | K | Large group lectures | multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 9.3 | Learn about the impact of ion imbalances on health. Students will explore how imbalances in ion concentrations can lead to disorders like hyperkalemia, hyponatremia, and hypocalcemia, which affect the nervous system, cardiovascular function, and muscle activity. | K | Large group lectures | multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 9.4 | Discuss the role of ions in physiological processes. The lecture will discuss how ions are involved in processes such as acid-base balance, intracellular signaling, and enzyme activity, emphasizing their importance in metabolism, cell communication, and maintaining overall health. | K | Large group lectures | multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM 10.1 | Understand the concept of trace elements. Students will learn what trace elements are — elements that are required in small amounts but are essential for various biochemical and physiological processes in the body. | K | Large group lectures | Multiple Choice Questions (MCQ) & Short Answer Questions |
| MCHM 10.2 | Explore the biological roles of trace elements. The lecture will focus on the critical roles of these trace elements in enzymatic reactions, hormone synthesis, immune function, and antioxidant defense. | K | Large group lectures | Multiple Choice Questions (MCQ) & Short Answer Questions |
| MCHM 10.3 |
a) Discuss the consequences of deficiencies and excesses. Students will examine the health effects of deficiencies in trace elements, such as iron-deficiency anemia, iodine deficiency (goiter). b) Learn about the harmful effects of excessive intake of certain trace elements, such as zinc toxicity or copper overload. |
K | Large group lectures | Multiple Choice Questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM 11.1 |
a) Understand the basic classification of carbohydrates and their structure. This knowledge will allow them to recognize different sugar types and their functional roles in the body. b) Learn how the 3D structure of monosaccharides impacts their biochemical functions. |
K | Large group lectures | Multiple Choice Questions (MCQ) & Short Answer Questions |
| MCHM 11.2 |
a) Students will be able to explain the role of carbohydrates in energy production and cell function. b) Identify their role in forming glycogen in muscles and liver, and demonstrate their understanding of carbohydrates’ impact on metabolism and tissue integrity through a short quiz or discussion. |
K | Large group lectures | Multiple Choice Questions (MCQ) & Short Answer Questions |
| MCHM 11.3 | Learn how carbohydrate metabolism impacts health and the treatment of these diseases. The lecture will highlight the clinical importance of carbohydrates, particularly in disorders like diabetes and lactose intolerance. | K | Large group lectures | Multiple Choice Questions (MCQ) & Short Answer Questions |
| MCHM 11.4 | Explore the role of carbohydrates in the structure of bacterial cell walls, particularly peptidoglycan, and how this knowledge can aid in understanding bacterial infections and drug development. | K | Large group lectures | Multiple Choice Questions (MCQ) & Short Answer Questions |
| MCHM 11.5 | Explain the essential roles of carbohydrates in energy production and their involvement in immune responses and molecular recognition. | K | Large group lectures | Multiple Choice Questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM 12.1 | Understand the major classes of lipids (fatty acids, triglycerides, phospholipids, steroids) and how their chemical structures determine their function in biological systems. | K | Large group lectures | Multiple Choice Questions (MCQ) & Short Answer Questions |
| MCHM 12.2 | Explain the importance of lipids in energy storage, membrane structure, hormone synthesis, and cell signaling, emphasizing their role in maintaining cellular integrity and function. | K | Large group lectures | Multiple Choice Questions (MCQ) & Short Answer Questions |
| MCHM 12.3 | Describe the classification of fatty acids (saturated, unsaturated) and their biochemical reactions, including β-oxidation and essential fatty acids' role in health and disease. | K | Large group lectures | Multiple Choice Questions (MCQ) & Short Answer Questions |
| MCHM 12.4 | Recognize the physiological functions of eicosanoids (prostaglandins, thromboxanes, leukotrienes) in inflammation, vascular function, and immune responses. | K | Large group lectures | Multiple Choice Questions (MCQ) & Short Answer Questions |
| MCHM 12.5 | Discuss the structure and function of steroids, including cholesterol, and their role in synthesizing sex hormones, corticosteroids, and their clinical relevance (e.g., oral contraceptives, lipid metabolism disorders). | K | Large group lectures | Multiple Choice Questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM 13.1 |
a) Understand the classification of amino acids and their physiological roles, emphasizing essential amino acids and their dietary importance. b) Recognize disorders caused by defects in amino acid metabolism. |
K | Large group lectures | (MCQ) & Short Answer Questions |
| MCHM 13.2 |
a) Explain key reactions of amino acids, such as transamination and decarboxylation, and their role in neurotransmitter synthesis (e.g., dopamine from tyrosine). b) Discuss clinical conditions related to enzyme deficiencies, such as albinism due to tyrosinase deficiency. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 13.3 |
a) Students will be able to explain the role of carbohydrates in energy production and cell function. b) Identify their role in forming glycogen in muscles and liver as well as glycosaminoglycans in connective tissues. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 13.4 |
a) Students will be able to describe the physiological roles of bioactive peptides, including insulin and glucagon in blood sugar regulation. b) Identify peptide-based drugs used in clinical applications, such as treating diabetes and pain management. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM 14.1 |
a) Differentiate between DNA and RNA by identifying their structural components and describing their functional roles in cellular processes. b) Explain the significance of nucleotide sequences in the storage and transmission of genetic information, and apply this knowledge in discussing genetic disorders or related clinical cases. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 14.2 |
a) Students will be able to outline the processes of transcription and translation and emphasize the roles of mRNA, tRNA, and rRNA in protein synthesis. b) They will also identify and explain the importance of regulatory sequences, applying this knowledge to understand how gene expression is regulated in health and disease. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 14.3 |
a) Discuss genetic mutations and their impact on health, including disorders such as sickle cell anemia and thalassemia. b) Explain how nucleic acid-based technologies (e.g., PCR, gene therapy) are used in medical diagnostics and treatment. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM 15.1 |
a) Define enzymes and classify them based on their function and reaction type. b) Explain the lock-and-key and induced-fit models of enzyme action, emphasizing their role as biological catalysts. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 15.2 | Analyze the influence of temperature, pH, substrate concentration, and inhibitors on enzyme kinetics. Introduce Michaelis-Menten kinetics and its clinical relevance in understanding metabolic disorders. | K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 15.3 |
a) Differentiate between competitive, non-competitive, and irreversible enzyme inhibition. b) Discuss the medical importance of enzyme inhibitors, such as drugs targeting enzymes in metabolic diseases, infections, and cancer therapy. |
K | Large group lectures | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM 1.1 |
a) Understand Essential Safety Measures b) Learn the fundamental safety rules in the lab, including wearing personal protective equipment (PPE), proper handling of chemicals, and maintaining a contamination-free environment. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 1.2 |
a) Recognize and Prevent Laboratory Hazards b) Identify potential dangers such as chemical spills, fire risks, and biological hazards. Knowing how to prevent accidents and respond to emergencies is crucial for working in both research and clinical laboratories. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 1.3 | Understand the correct methods for disposing of chemical, biological, and sharps waste to prevent contamination and infections. Following strict hygiene protocols is essential, especially in medical diagnostics and hospital labs. | K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 1.4 | Students will be able to identify and demonstrate the proper use of safety equipment including fire extinguishers, eyewash stations, and emergency exits. | K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM 2.1 |
a) Recognize Common Laboratory Hazard Symbols b) Identify and understand the meaning of key hazard signs. c) Recognizing these symbols is crucial for personal safety in medical and clinical laboratories. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 2.2 |
a) Understand the Risks Associated with Each Hazard b) Learn the potential dangers posed by different hazardous materials and how they can affect human health, particularly in clinical and diagnostic settings. This includes chemical burns, toxic exposure, and infectious risks. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 2.3 | Apply appropriate safety measures when handling hazardous substances, such as using fume hoods, wearing protective gear, and following storage guidelines to prevent accidents. | K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 2.4 | Respond to Hazardous Situations Effectively. Develop quick decision-making skills for dealing with spills, leaks, or accidental exposure. Knowing emergency protocols can prevent harm and ensure a safe laboratory environment. | K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM 3.1 |
a) Identify Common Laboratory Instruments and Their Functions b) Recognize essential biochemical lab instruments such as spectrophotometers, centrifuges, pH meters, micropipettes, and electrophoresis units, understanding their role in medical and clinical investigations. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 3.2 | Learn how to correctly operate, calibrate, and maintain laboratory instruments to ensure accuracy and reliability in diagnostic and biochemical testing. | K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 3.3 |
a) Understand the Clinical Applications of Laboratory Instruments b) Explore how these instruments are used in medical diagnostics. |
K | Small group learning & Practical session | (MCQ) & Short Answer Questions |
| MCHM 3.4 | Students will be able to identify and implement proper safety precautions when using laboratory instruments, including preventing electrical hazards, avoiding contamination, and ensuring correct sample handling, thereby creating a safe and efficient laboratory environment. | K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM 4.1 |
a) Understand the Principles of Lambert-Beer’s Law b) Explain the relationship between absorbance, concentration, and path length in a solution, emphasizing its significance in quantitative biochemical analysis. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 4.2 | Learn how to calibrate, set wavelengths, and measure the absorbance of solutions, ensuring accuracy in biochemical and clinical applications. | K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 4.3 |
a) Apply Spectrophotometry in Clinical Diagnosis b) Explore its role in medical tests such as blood glucose estimation, liver function tests, and hemoglobin measurement, highlighting its importance in disease diagnosis and monitoring. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 4.4 |
a) Interpret Spectrophotometric Data b) Analyze and calculate sample concentrations using absorbance values, demonstrating the ability to correlate laboratory findings with physiological and pathological conditions. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 4.5 | Implement proper handling, cleaning, and maintenance of spectrophotometers to ensure precision, longevity, and safety in the biochemical laboratory. | K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM 5.1 |
a) Understand the Concept of Concentration Measurement b) Learn how to determine the concentration of an unknown solution using various methods, including titration and spectrophotometry, which are foundational techniques in both laboratory and clinical settings. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 5.2 |
a) Ensure Accuracy and Precision in Measurements b) Focus on correct technique for measuring volumes, maintaining proper equipment calibration, and avoiding common errors that could impact the results in concentration determination. |
K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 5.3 | Apply the knowledge gained to analyze clinical samples (e.g., blood, urine), understanding how precise concentration measurements play a vital role in diagnosing and monitoring diseases. | K | Small group learning & Practical session | Multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM 6.1 | Understand pH Concept and Importance Grasp the concept of pH as a measure of acidity or alkalinity and its significance in biological systems, especially in maintaining homeostasis. |
K | Small group learning & Practical session | MCQ & Short Answer Questions |
| MCHM 6.2 | Learn how to use pH meters and indicators effectively to determine the pH of various solutions, ensuring accurate results. | K | Small group learning & Practical session | MCQ & Short Answer Questions |
| MCHM 6.3 | Understand the role of pH measurement in clinical practice, such as assessing blood and urine pH, which can indicate various medical conditions like metabolic acidosis or alkalosis. | K | Small group learning & Practical session | MCQ & Short Answer Questions |
| MCHM 6.4 | Recognize how pH influences enzyme activity and metabolic processes, and how deviations from normal pH can impact overall health and disease states. | K | Small group learning & Practical session | MCQ & Short Answer Questions |
| MCHM 6.5 | Ensure safe handling of chemicals and equipment during pH measurement to maintain safety in the lab while achieving reliable results. | K | Small group learning & Practical session | MCQ & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM 7.1 |
a) Understand Carbohydrate Identification Tests b) Learn the principles behind common tests for identifying different types of carbohydrates, such as Benedict’s, Fehling’s, and Barfoed’s tests. |
K | Small group learning & Practical session | MCQ & Short Answer Questions |
| MCHM 7.2 |
a) Interpret Results of Carbohydrate Tests b) Understand how to interpret the results of these tests and identify specific carbohydrate types, such as monosaccharides, disaccharides, and polysaccharides. |
K | Small group learning & Practical session | MCQ & Short Answer Questions |
| MCHM 7.3 | Recognize the importance of carbohydrate testing in diagnosing metabolic disorders such as diabetes, lactose intolerance, and glycogen storage diseases. | K | Small group learning & Practical session | MCQ & Short Answer Questions |
| MCHM 7.4 | Students will be able to accurately perform laboratory tests, ensuring correct reagent usage and timing to achieve reliable results. | K | Small group learning & Practical session | MCQ & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM 8.1 |
a) Understand the Principle of Molisch Test b) Learn the principle behind the Molisch test, a general test for the presence of carbohydrates, particularly its reaction with carbohydrates to form a purple ring when sulfuric acid is added. |
K | Small group learning & Practical session | MCQ & Short Answer Questions |
| MCHM 8.2 |
a) Identify Carbohydrates Using Molisch Test b) Be able to perform the Molisch test and identify the presence of carbohydrates in a sample based on the formation of the characteristic purple ring. |
K | Small group learning & Practical session | MCQ & Short Answer Questions |
| MCHM 8.3 | Interpret the results accurately, understanding that a positive result (purple ring formation) indicates the presence of carbohydrates, while a negative result indicates their absence. | K | Small group learning & Practical session | MCQ & Short Answer Questions |
| MCHM 8.4 | Understand the relevance of Molisch’s test in clinical settings for detecting sugars and carbohydrates in biological samples such as urine and blood. | K | Small group learning & Practical session | MCQ & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM 9.1 | Students will be able to demonstrate reinforced understanding of core biochemical and clinical principles—including carbohydrates, lipids, proteins, and enzymes—through case discussions and applied clinical examples relevant to medical practice. | K | Small group learning & Practical session | MCQ & Short Answer Questions |
| MCHM 9.2 | Students will be able to identify and clarify previously misunderstood theoretical or practical biochemical concepts through guided discussion and instructor feedback. | K | Small group learning & Practical session | MCQ & Short Answer Questions |
| MCHM 9.3 | Encourage critical thinking and problem-solving by discussing clinical case studies, practical lab scenarios, and applying the concepts to real-life situations in the medical field. | K | Small group learning & Practical session | MCQ & Short Answer Questions |
| MCHM 9.4 | Assess student understanding through discussions, quizzes, and interactive activities, identifying areas where additional study or practice may be needed before final exams or clinical rotations. | K | Small group learning & Practical session | MCQ & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM 10.1 | Students will be able to explain the principle and purpose of the Seliwanoff Test and accurately distinguish between ketose and aldose sugars (e.g., fructose vs. glucose) based on their chemical reactivity and test outcomes. | K | Small group learning & Practical session | MCQ & Short Answer Questions |
| MCHM 10.2 | Students will be able to describe the chemical reaction involved in the Seliwanoff test, including the role of resorcinol and hydrochloric acid, and interpret the appearance of a cherry-red color as a positive indicator for ketose sugars, such as fructose. | K | Small group learning & Practical session | MCQ & Short Answer Questions |
| MCHM 10.3 | Students will be able to recognize the clinical significance of the Seliwanoff Test by explaining its application in detecting specific sugars in biological fluids and discuss its diagnostic value in identifying metabolic disorders in clinical biochemistry. | K | Small group learning & Practical session | MCQ & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM 11.1 | Students will be able to recognize the clinical significance of the Seliwanoff Test by explaining its application in detecting specific sugars in biological fluids and discuss its diagnostic value in identifying metabolic disorders in clinical biochemistry. | K | Small group learning & Practical session | MCQ & Short Answer Questions |
| MCHM 11.2 | Students will be able to explain the purpose of the Bial Test and analyze its application in detecting pentose sugars like ribose, emphasizing its relevance in identifying RNA components in clinical and biochemical contexts. | K | Small group learning & Practical session | MCQ & Short Answer Questions |
| MCHM 11.3 | Students will be able to explain the clinical significance of the Bial Test by identifying its role in detecting pentoses in biological fluids and discuss its application in diagnosing disorders of nucleic acid metabolism and related genetic conditions. | K | Small group learning & Practical session | MCQ & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM 12.1 | Students will be able to explain the clinical significance of the Bial Test by identifying its role in detecting pentoses in biological fluids and discuss its application in diagnosing disorders of nucleic acid metabolism and related genetic conditions. | K | Small group learning & Practical session | MCQ & Short Answer Questions |
| MCHM 12.2 | Students will be able to describe the purpose of Benedict's Test and interpret its role in detecting reducing sugars (e.g., glucose, fructose) in clinical samples, emphasizing its diagnostic value in conditions such as diabetes mellitus. | K | Small group learning & Practical session | MCQ & Short Answer Questions |
| MCHM 12.3 |
a) Students will be able to explain the clinical applications of Benedict's Test, b) Recognize its use in monitoring blood sugar levels and diagnosing diabetes mellitus, c) Demonstrate its importance in routine clinical practice, and apply this knowledge to interpret test results for glucose in urine in the context of metabolic health monitoring. |
K | Small group learning & Practical session | MCQ & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM 13.1 |
a) Students will be able to describe the purpose of Fehling's Test in detecting reducing sugars, b) Explain its application in identifying monosaccharides and certain disaccharides like glucose, c) Understand its significance in diagnosing metabolic abnormalities, and apply this knowledge in a clinical context to interpret test results effectively. |
K | Small group learning & Practical session | MCQ & Short Answer Questions |
| MCHM 13.2 |
a) Students will be able to analyze the results of Fehling's Test, explaining the formation of a brick-red precipitate when reducing sugars are present. b) They will demonstrate an understanding of the chemical reactions involved, and be able to apply this knowledge in diagnosing metabolic disorders related to reducing sugars. |
K | Small group learning & Practical session | MCQ & Short Answer Questions |
| MCHM 13.3 |
a) Students will be able to explain the clinical relevance of Fehling's Test in diagnosing conditions such as diabetes mellitus, b) They will demonstrate an understanding of how this test is applied in clinical practice for patient diagnosis and management, applying this knowledge to real-world clinical scenarios. |
K | Small group learning & Practical session | MCQ & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM 14.1 | Students will be able to explain the chemical reaction involved in Barfoed’s Test, including the role of copper acetate in an acidic medium. | K | Small group learning & Practical session | MCQ & Short Answer Questions |
| MCHM 14.2 | They will interpret the formation of a red precipitate as a positive result, indicating the presence of monosaccharides, and differentiate. | K | Small group learning & Practical session | MCQ & Short Answer Questions |
| MCHM 14.3 |
a) Students will be able to explain the clinical significance of Barfoed's Test in distinguishing between monosaccharides and disaccharides, b) Understand its role in diagnosing metabolic disorders related to carbohydrate metabolism, and apply the test in clinical settings to interpret results accurately. c) They will be able to assess the presence of monosaccharides in urine or blood samples using the test. |
K | Small group learning & Practical session | MCQ & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM 15.1 |
a) Students will be able to explain the clinical significance of Barfoed's Test in distinguishing between monosaccharides and disaccharides, b) Understand its role in diagnosing metabolic disorders related to carbohydrate metabolism, and apply the test in clinical. |
K | Small group learning & Practical session | MCQ & Short Answer Questions |
| MCHM 15.2 |
a) Students will explore how each test differentiates between types of sugars. For example, Benedict's and Fehling's tests identify reducing sugars, while Barfoed’s test differentiates between monosaccharides and disaccharides. b) Understood the chemical basis of these tests and the formation of precipitates or color changes. |
K | Small group learning & Practical session | MCQ & Short Answer Questions |
| MCHM 15.3 |
a) Students will be able to describe the purpose and chemical reactions of key carbohydrate tests, b) They will also apply these tests in the laboratory to accurately detect carbohydrates in samples, ensuring they understand the practical applications of these tests in clinical biochemistry. |
K | Small group learning & Practical session | MCQ & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM 16.1 |
a) students will be able to identify the clinical importance of carbohydrate testing in diagnosing conditions such as diabetes, metabolic disorders, and malabsorption issues. b) They will be able to perform carbohydrate tests to detect glucose and other sugars in urine or blood samples and interpret the results to aid in the diagnosis and management of these diseases. |
K | Small group learning & Practical session | multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 16.2 |
a) Students will learn to perform and interpret key tests, such as the Ninhydrin Test, which produces a purple color in the presence of free amino acids. b) The ability to interpret these reactions will be emphasized, including the expected colors and the amino acids they detect. |
K | Small group learning & Practical session | multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 16.3 |
a) students will be able to identify the clinical significance of qualitative amino acid tests in diagnosing metabolic disorders. b) demonstrate how to apply these tests in clinical settings, and discuss the role of amino acid tests in assessing nutritional deficiencies and monitoring clinical conditions. c) Students will also connect these applications to both clinical and research practices, |
K | Small group learning & Practical session | multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM 17.1 | Students will learn how the solubility of amino acids varies depending on their side chain characteristics (polar, non-polar, acidic, or basic). | K | Small group learning & Practical session | multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 17.2 |
a) Students will practice the procedure to determine the solubility of different amino acids by dissolving them in solvents like water, alcohol, and saline. b) observe and record the solubility patterns and learn to interpret the results to classify amino acids based on their solubility profile |
K | Small group learning & Practical session | multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 17.3 |
a) students will be able to identify the clinical significance of qualitative amino acid tests in diagnosing metabolic disorders b) Students will also connect these applications to both clinical and research practices, reinforcing their understanding of amino acid testing's relevance in medical diagnostics. |
K | Small group learning & Practical session | multiple choice questions (MCQ) & Short Answer Questions |
| Number | Learning Objective | Domain K/S/A/C | Teaching Learning Methods | Assessment Methods |
|---|---|---|---|---|
| MCHM 18.1 |
a) students will be able to summarize the core biochemical and clinical principles related to carbohydrates, lipids, proteins, and enzymes, b) apply these concepts in clinical scenarios, and demonstrate their understanding by explaining how these biomolecules are critical for medical practice. |
K | Small group learning & Practical session | multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 18.2 | Students will also evaluate their knowledge and identify any gaps in understanding to ensure a comprehensive grasp of essential topics. | K | Small group learning & Practical session | multiple choice questions (MCQ) & Short Answer Questions |
| MCHM 18.3 | Encourage critical thinking and problem-solving by discussing clinical case studies, practical lab scenarios, and applying the concepts to real-life situations in the medical field. | K | Small group learning & Practical session | multiple choice questions (MCQ) & Short Answer Questions |
