Credit: The credit equivalence of the Doctor of Medicine Program is 224 credits.
Study Plan
Phase I (Transition to Medical Sciences)
Year 1
Year 2
*General Education Courses
Credit Hour calculation: 1 Credit = 1 hour of Lecture/week for 15 weeks or 2 hours of Lab or Activity/week for 15 weeks
NOTE: There will be no prerequisite for any of the courses of year 1 and 2
Phase II (Core Medical Sciences)
Year 3
Year 4
*General Education Course; ^Parallel courses in the semester.
CC: Course Continued
#Work Based Learning: 90 clinical contact hours to be completed during year 4 of the program
#Elective-1: 90 clinical contact hours to be completed during year 4 of the program OR students can opt to do research.
Credit Hour calculation: 1 Credit = 1 hour of Lecture/week or 2 hours of Lab or Activity (PBL, VPL, Seminar, etc.)/week or 3-4 hours of clinical posting/week for 15 weeks.
Phase III (Transition to Practice or Clerkships)
Year 5
Year 6
*General Education Course; ^Parallel courses in the semester.
Credit Hour calculation: 1 Credit = 1 hour of Lecture/week or 2 hours of Lab or Activity (PBL, VPL, Seminar, etc.) / week or 3 hours of clinical posting/week for 15 weeks
Summary
Course Description
General Education Courses
GE Courses offered in Phase I:
CSE 102 Communication Skills in English
The overall aim of the course is to enable the student to become oriented to the communication tasks of a physician by developing an appreciation of the interpersonal nature of medical encounters in different clinical situations, develop basic communication skills and learn communication strategies. The course provides a variety of patient encounter settings to understand the basic interpersonal communication processes, gain sensitivity to patient perspectives and to develop a sense of personal awareness which will help the student deal with patients of all ages and both genders in routine and challenging situations and, work effectively as a member of the healthcare team.
ITH 101 Information Technology for Healthcare Professionals
This course provides the essential principles and basic knowledge on technology sciences for Healthcare Professionals necessary for their day-to-day practice in the world of digital health. In addition, the course will provide concepts that connect applications in developing practical skills for accessing and using the information to deliver quality patient care, use education technology and develop electronic communication skills.
MEL 101 Medical Education and Lifelong Learning
This student-centered course provides students with the knowledge, skills, and attitudes to become independent lifelong learners through the continuum of undergraduate education, postgraduate education and continuing professional development. This course will enable the students to understand the competencies of a medical doctor and their relation to the teaching and learning activities. Students will learn to work in small groups through problem-based learning (PBL) and Team-Based Learning (TBL) sessions. This course will help students understand how to develop their portfolio and use it to reflect and guide their lifelong learning. They will learn how to construct concept maps and study plans, which will help them learn better. They will learn to perform a literature search that will help them practice evidence-based medicine. Understanding the principles of assessments will allow them to guide learning. In principle, this course will help students acquire lifelong learning and leadership skills.
BSE 101 Behavioral Science and Medical Ethics
The course is designed to give an overview of the main topics in Behavioral Sciences and Ethics including biological basis of behavior, mental processes, sensation and perception, learning, motivation, intelligence, human development, personality, socialization, social groups, changes in trends, problems of determined individuals and universal ethical principles. The objective of the course is to enable the student to understand and apply the knowledge, skills and attitude developed in this course to communicate effectively. Students will learn and practice strong values, ethical conduct and social responsibilities, especially personal, academic, and professional integrity while developing collaboration in diverse team settings. Students will be trained to display sensitivity to cultural, psychosocial, and ethical issues.
USO 101 UAE Society and Cultural Diversity
This course focuses on the unique nature of the UAE society and its political, geographical, cultural, demographical, and social aspects. It highlights the Emirati perspective of contemporary global changes and allows the students to explore the Emirati society in global context. The students will be able to get an insight into the unique political, geographical, cultural, demographical, and social aspects of the UAE society. They will use this knowledge in their interpersonal dealings with the individual members of this community when they meet them in the work-related settings or the community. Students will develop awareness of cultural diversity, its advantages and disadvantages, discuss cultural, social and communication sensitivities, and will be able to relate themselves to global context.
RMB 101 Biostatistics
This course presents biostatistics related to health and medical problem solving in analytical way. This course introduces the student to the principles of statistics and concept of clinical trial design and analysis. Student will be able to explain the concept of variables, data description; probability and concepts of descriptive and inferential statistics; and to demonstrate basic knowledge of application data analyses in applied health sciences. Student will be able to make decision about appropriate use of descriptive and inferential statistics according to the type of data and study design for answering a particular research question. This is foundation and prerequisite for courses which will be taken later on, such are research and evidence-based medicine.
ICU 101 Islamic Culture
The course aims to provide knowledge of the concepts and beliefs in Islam that form the basis of Islamic culture. The students are expected to identify the differences, compare values and preferences in Islamic culture with other contemporary cultures. The course consists of a general overview of Islamic culture and arts as an approach to life. The objective of this course is to enable the student to demonstrate awareness of the effects of culture upon interpersonal communications and interact appropriately to the culture of the colleague/patient/client.
GE Courses offered in Phase II
EIS 102 Entrepreneurship, Innovation and Sustainability
This course aims to initiate the innovative thinking process among the students, enable them with basic entrepreneurship skills, and make them understand the concepts of sustainability in the modern world in the field of their future profession. The course is designed in 3 parts in order to explain the main principles of the entrepreneurial process; to link them with the concept of innovation and to engage in sustainability leadership to affect positive societal change. For future medical professionals, this course has to ensure the ability of medical decision-making is properly balanced between professional, and ethical approaches on one side and finance and business on the other side.
AIH 101 Artificial Intelligence for Healthcare Professionals
Artificial Intelligence for Healthcare Professions is an intermediate level course which falls under the Technology Sciences domain for healthcare professionals. The course examines the evolution of AI, the conceptual development of AI techniques, such as machine learning, deep learning, data sciences, and comprehensively covers data security, privacy, as well as the social and legal implications of AI in healthcare. The learner will explore the benefits of AI’s application in healthcare – which will prepare future health practitioners to successfully collaborate with AI and data science experts in an immersive AI-based healthcare environment.
AHP 102: Arabic for Healthcare Professionals
The Arabic for Health Professionals course is designed to enable students to communicate in health professional settings. The course will enable students to acquire basic Arabic terms used in greetings and simple communication with patients. Peer-Assisted Learning helps the student to learn Arabic terminology related to the organ-system courses.
GE Courses offered in Phase III
HCM 101 Healthcare Management and Health Informatics
Healthcare management course trains the student to advocate quality patient healthcare and learn how the interaction between different departments of the hospital works together to provide patient care. There is an emphasis on different aspects of patient safety and quality, which are incrementally built up in this course.
This course also introduces the students to Health Informatics, which would enable them to use the Health Information System (HIS) of the hospital and learn the process of accessing and sharing medical information with stakeholders.
Phase I MD Program Core Courses
ANA 201 Anatomy 1
This course is designed to introduce medical terminology, general histology and the basics of human embryogenesis for students, outlining the sequence of developmental events in a typical embryo. It also provides the student with the concepts related to the gross structures of upper and lower extremities including their development. Laboratory sessions will help students practice safety measures and learn ethical values regarding cadavers, promoting teamwork and lifelong learning. This course will enable further understanding of organ-system courses in Phase II.
PHY 201 Physiology 1
This course is designed to study the function of the normal body and integrates all aspects of the individual cells and organs of human body. The contents of the course will focus on three areas based on disease-health continuum, namely normal functioning of human body systems, control of body functions and pathophysiology or alterations in body function. The objective of this course is to enable the student to explain the function of body using biophysical principles, nerve and muscle functions, homeostasis, and organ-system level of hematopoietic system. Students will be able to apply the physiological principles to perform experiments to record basic physiological parameters and interpret the clinical data during the organ-system courses in Phase II.
BCH 201 Biochemistry 1
This course is designed to provide understanding of the physical-chemical properties, structure-function relationships, and clinical relevance of biomolecules including specialized proteins and mechanism of enzyme action. Biochemical calculations learned in this course will lay the foundation for the laboratory data interpretation. Laboratory sessions for identification of biomolecules by chemical methods, their separation by electrophoresis and chromatography will help understand principles of various analytical techniques. The course lays a strong foundation for understanding the basics of ‘metabolism and nutrition’ and the manifestations of molecular defects covered in the subsequent courses of the program.
CGE 201 Cell Biology and Genetics
This basic course in cell biology and genetics has been introduced as part of modern medical education with the purpose of enabling the medical students master the structure and functions of cellular components, genetic processes, structure-function relationships of biomolecules and bio-membranes with an emphasis on their clinical relevance. An insight into the genetic basis of disorders forms a strong foundation in understanding the diagnosis and management plan of those genetic disorders and importance of genetic counseling. Laboratory sessions help in identifying cells and stages of cell cycle using microscopy and pedigree analysis using charts. This knowledge will provide a solid foundation for a better understanding of human health as well as studying other related organ-system courses.
ANA 202 Anatomy 2
This course is designed to obtain a deeper knowledge of the gross structure of the organs in the thorax, abdomen, and pelvis and its relations to each other. The theoretical knowledge is supplemented with cadaveric demonstrations. It also introduces students to the concept of “living anatomy” to visualize the structure of the thorax and abdomen on conventional medical imaging and on a living human body. Laboratory sessions will help students practice safety measures and learn ethical values regarding prosected specimens, promoting teamwork and lifelong learning. This course will enable further understanding of organ-system courses in Phase II.
PHY 202 Physiology 2
This course is designed to study the organization and function of the Cardiovascular, Respiratory, Alimentary and Urinary systems. It integrates all aspects of the individual cells and organs of human body. The contents of the course will focus on three areas based on disease-health continuum namely normal functioning of human body systems, control of body functions and pathophysiology or alterations in body function. This course would provide the basis to explain the pathophysiological aspects of altered health to be learnt in later courses.
BCH 202 Biochemistry 2
This course builds on the normal structure and function of the biomolecules learned in Biochemistry 1 and focuses on the metabolism of biomolecules and associated disorders. It also emphasizes nutritional aspects of public health, including nutrition-related disorders, nutritional support for hospitalized patients, food toxicity, and safety. Laboratory sessions for quantitative analysis of common biochemical parameters provides an opportunity to practice universal safety precautions, and related skills sessions help understand ethical values concerning human subjects and will promote teamwork and lifelong learning. This course will enable understanding of disease manifestations due to molecular defects during organ-system courses in Phase II.
PUH 201 Public Health 1
The course Public Health allows the students to learn concepts of health and health-related events. It emphasizes personal, social, economic, biological, and behavioral determinants causing the disease among different population groups. It will also focus on the concepts of disease progression, levels of prevention, and strategies to improve the health status of a population. The epidemiology of communicable and non-communicable diseases, screening methods and their challenges, and related ethical approaches will be covered. The fundamental knowledge gained in this course will help the student to understand the risk factors for disease and the application of appropriate preventive strategies during their clinical years.
ANA 203 Anatomy 3
This course emphasizes on providing the student with fundamentals of the gross and microscopic appearance of the structures pertaining to the head and neck and their relation to each other. It will also highlight the detailed structure of both central and peripheral nervous systems and how both systems are harmoniously integrated concerning their function. This course introduces the “live anatomy of the head and neck” as depicted in medical imaging in a living body. Students will be able to describe the significant characteristics of the cranium, neck, face, temporal, and infratemporal regions.
PHY 203 Physiology 3
This course is designed to study functions of normal body and integrates all aspects of individual cells and organs of human body. The contents of the course will focus on three areas based on disease health continuum, namely normal functioning of human body systems, control of body functions and pathophysiology or alterations in body function. The objective of this course is to enable the students to explain functions of major hormones and their regulation, role of sensory and motor system, special sense organs and limbic system, and neurophysiological aspects of sleep, learning and memory.
MOB 201 Molecular Biology
The Molecular Biology course provides the students with a good foundation in concepts of molecular biology including techniques and applications. The course starts by introducing students to the structure and function of nucleic acids, organization of the genome, processes of replication, concepts of repair, RNA and protein synthesis, then moves on to mechanisms of gene expression and regulation, and finally to the basics of DNA technology. Genetically-modified organisms and genome analysis are also touched upon.
RMB 201 Research Methodology and Biostatistics
The course is designed to encourage and empower new investigators to conduct their own original research projects. It provides a practical, step-by-step guide to conduct quantitative and qualitative research in medicine. Organized in two main sections, the course covers the entire research process from formulating a study question and selecting a study approach to collecting and analyzing data and then disseminating the findings. The section about methods for primary studies (collecting new data), secondary analyses (analyzing existing data), and tertiary studies (conducting literature reviews and meta-analyses) provide a comprehensive foundation in Biostatistics as part of medical research. By breaking down the research process into a series of achievable steps, the course shows students how they can contribute to improving the health of individuals and communities through research.
PUH 202 Public Health 2
This course provides an overview of environmental health, occupational health, and health systems and organizations. There is a focus on the impact of exposure to a range of environmental and occupational, physical, chemical, biological, and psychological factors on the individuals and population’s health. The students will distinguish the relevance of environmental sustainability and eco-friendliness to combat climatic changes and maintain resources for coming generations. The course will explore global environmental health issues like air and water pollution, waste management, disaster, and global warming. The course covers principles of prevention and control of environmental and occupational hazards, accidents, work-related illnesses, and disorders. The course will also introduce health system models, delivery of health services with an emphasis on primary healthcare services, and the role of national and international organizations in controlling the spread of diseases and maintaining health.
GMI 201 General Microbiology
This course provides an understanding of pathogenic microorganisms and the mechanisms by which they cause diseases in the human body. During this course the students will learn the principles of aseptic techniques, the role of the human body’s normal microflora and concepts of infectious disease transmission and prevention. It provides an opportunity to develop basic skills in interpreting laboratory findings of microbiological tests. The course lays a strong foundation in understanding the basics of pathophysiology and prevention of infectious diseases which are covered during the organ-system courses in Phase II and during the clerkship phase.
GPH 201 General Pharmacology
This course provides a foundation by describing the various changes that the drug undergoes after administration into the body. Mechanisms by which cells, tissues and organs sense and respond to their environment are presented, along with pharmacodynamics and pharmacokinetics including the absorption, distribution, metabolism and excretion of pharmacologically active compounds. The site of action, routes of drug administration, mechanism of action and the multiple effects of various therapeutic agents through receptor and non-receptor mechanisms are also discussed. The course also emphasizes on the general principles of antimicrobial therapy and chemotherapy, new drug discovery, prescription writing and the drugs acting on autonomic nervous system. This course prepares the students by offering the knowledge required for understanding the actions of drugs on various organ-systems in the subsequent organ-system based courses of Phase II.
GPA 201 General Pathology
General Pathology deals with the study of mechanisms of cell injury and principles of tissue responses to various abnormal stimuli including disturbances in hemodynamics from molecular level to the effects on tissues and organs that forms the basis of disease. The course builds on the foundational knowledge of biomolecules, molecular genetics, normal structure and functions of cells, tissues and organs, and organ-systems of the human body. General pathological concepts and principles will be applied to specific organ-system courses to understand the common disease processes affecting each system with respect to the causes, mechanisms, and structural and functional alterations that underlie clinical manifestations of disorders.
IMU 201 Immunology
The course deals with the structure and functions of the immune system, and mechanism of innate and adaptive immune response. It also emphasizes the knowledge of immune response to microbes, immune-prophylaxis, failures of immune system, hypersensitivity, role of MHC in the transplantation, tumor immunogenicity and microenvironment, and immunotherapy. Laboratory sessions for quantitative determination of common immunological parameters provide an opportunity to practice universal safety precautions and will promote team work. This course will help the student to have a strong foundation regarding the basic principles involved in immunology, which in turn will help them to understand the concepts involved in clinical immunology, medical microbiology and immunopathology in the subsequent courses taken in preclinical and clinical years.
Phase II MD Program
BIS 301 Blood and Immune System
The contents of the Blood and Immune System course form the ‘core knowledge for practice’ in which prevalent and important clinical problems/presentations in the community are identified through a patient-centered approach. This course focuses on the etiology, pathophysiology, investigations, behavioral and ethical aspects, principles of prevention and management of common disorders of the Blood and Immune system using a multidisciplinary integrated approach. The course builds on the previous knowledge of normal structure, function, and general pathology mechanisms of disease learnt in Phase I. Problem-based Learning and Virtual-Patient Learning using high-fidelity Artificial Intelligence-based simulated patients constitutes the primary strategy of learning and teaching. Students also learn common clinical skills related to the system and interpret results of investigations in clinical skills sessions to prepare them for the clerkship phase.
RES 301 Respiratory System
The contents of the Respiratory System course form the ‘core knowledge for practice’ in which prevalent and important clinical problems/presentations in the community are identified through a patient-centered approach. This course focuses on the etiology, pathophysiology, investigations, behavioral and ethical aspects, principles of prevention and management of common disorders of the Respiratory System using a multidisciplinary integrated approach. The course builds on the previous knowledge of normal structure, function, and general pathology mechanisms of disease learnt in Phase I. Problem-based Learning and Virtual-Patient Learning using high-fidelity Artificial Intelligence-based simulated patients constitutes the primary strategy of learning and teaching. Students also learn common clinical skills related to the system and interpret results of investigations in clinical skills sessions to prepare them for the clerkship phase.
CVS 301 Cardiovascular System
The contents of the Cardiovascular System course form the ‘core knowledge for practice’ in which prevalent and important clinical problems/presentations in the community are identified through a patient-centered approach. This course focuses on the etiology, pathophysiology, investigations, behavioral and ethical aspects, principles of prevention and management of common disorders of the Cardiovascular System using a multidisciplinary integrated approach. The course builds on the previous knowledge of normal structure, function, and general pathology mechanisms of disease learnt in Phase I. Problem-based Learning and Virtual-Patient Learning using high-fidelity Artificial Intelligence-based simulated patients constitutes the primary strategy of learning and teaching. Students also learn common clinical skills related to the system and interpret results of investigations in clinical skills sessions to prepare them for the clerkship phase.
REP 301 Research Project
This course running over 3 semesters provides students the opportunity to conduct quality research under faculty guidance. Students will develop a research proposal in the third year [fall semester], collect and analyze the data in spring semester of the same year, and present the research findings in fourth year [fall semester]. This will enable students to integrate the knowledge, skills, and competencies acquired in Research Methodology and Biostatistics course in year 2 with the clinical knowledge and skills to conduct research in the community or in an institutional setting. The students will develop needed research competency to collect, analyze, interpret, and present data, taking into consideration all ethical and legal requirements. The course will enable student to apply critical thinking, communication, and analytic skills during various steps of research. An online certificate on ‘Research Ethics and Good Clinical Practice’ must be obtained before starting the study.
ALS 301 Alimentary System
The contents of the Alimentary System course form the ‘core knowledge for practice’ in which prevalent and important clinical problems/presentations in the community are identified through a patient-centered approach. This course focuses on the etiology, pathophysiology, investigations, behavioral and ethical aspects, principles of prevention and management of common disorders of the Alimentary System using a multidisciplinary integrated approach. The course builds on the previous knowledge of normal structure, function, and general pathology mechanisms of disease learnt in Phase I. Problem-based Learning and Virtual-Patient Learning using high-fidelity Artificial Intelligence-based simulated patients constitutes the primary strategy of learning and teaching. Students also learn common clinical skills related to the system and interpret results of investigations in clinical skills sessions to prepare them for the clerkship phase.
URS 301 Urinary System
The contents of the Urinary System course form the ‘core knowledge for practice’ in which prevalent and important clinical problems/presentations in the community are identified through a patient-centered approach. This course focuses on the etiology, pathophysiology, investigations, behavioral and ethical aspects, principles of prevention and management of common disorders of the Urinary System using a multidisciplinary integrated approach. The course builds on the previous knowledge of normal structure, function, and general pathology mechanisms of disease learnt in Phase I. Problem-based Learning and Virtual-Patient Learning using high-fidelity Artificial Intelligence-based simulated patients constitutes the primary strategy of learning and teaching. Students also learn common clinical skills related to the system and interpret results of investigations in clinical skills sessions to prepare them for the clerkship phase.
EDB 301 Endocrine System and Breasts
The contents of the Endocrine System and Breasts course form the ‘core knowledge for practice’ in which prevalent and important clinical problems/presentations in the community are identified through a patient-centered approach. This course focuses on the etiology, pathophysiology, investigations, behavioral and ethical aspects, principles of prevention and management of common disorders of the Endocrine System and Breasts using a multidisciplinary integrated approach. The course builds on the previous knowledge of normal structure, function, and general pathology mechanisms of disease learnt in Phase I. Problem-based Learning and Virtual-Patient Learning using high-fidelity Artificial Intelligence-based simulated patients constitutes the primary strategy of learning and teaching. Students also learn common clinical skills related to the system and interpret results of investigations in clinical skills sessions to prepare them for the clerkship phase.
RPS 301 Reproductive System
The contents of the Reproductive System course form the ‘core knowledge for practice’ in which prevalent and important clinical problems/presentations in the community are identified through a patient-centered approach. This course focuses on the etiology, pathophysiology, investigations, behavioral and ethical aspects, principles of prevention and management of common disorders of the Reproductive System using a multidisciplinary integrated approach. The course builds on the previous knowledge of normal structure, function, and general pathology mechanisms of disease learnt in Phase I. Problem-based Learning and Virtual-Patient Learning using high-fidelity Artificial Intelligence-based simulated patients constitutes the primary strategy of learning and teaching. Students also learn common clinical skills related to the system and interpret results of investigations in clinical skills sessions to prepare them for the clerkship phase.
MSS 301 Musculoskeletal System and Skin
The contents of the Musculoskeletal System and Skin course form the ‘core knowledge for practice’ in which prevalent and important clinical problems/presentations in the community are identified through a patient-centered approach. This course focuses on the etiology, pathophysiology, investigations, behavioral and ethical aspects, principles of prevention and management of common disorders of the Musculoskeletal System and Skin using a multidisciplinary integrated approach. The course builds on the previous knowledge of normal structure, function, and general pathology mechanisms of disease learnt in Phase I. Problem-based Learning and Virtual-Patient Learning using high-fidelity Artificial Intelligence-based simulated patients constitutes the primary strategy of learning and teaching. Students also learn common clinical skills related to the system and interpret results of investigations in clinical skills sessions to prepare them for the clerkship phase.
NES 301 Nervous System
The contents of the Nervous System course form the ‘core knowledge for practice’ in which prevalent and important clinical problems/presentations in the community are identified through a patient-centered approach. This course focuses on the etiology, pathophysiology, investigations, behavioral and ethical aspects, principles of prevention and management of common disorders of the Nervous system using a multidisciplinary integrated approach. The course builds on the previous knowledge of normal structure, function, and general pathology mechanisms of disease learnt in Phase I. Problem-based Learning and Virtual-Patient Learning using high-fidelity Artificial Intelligence-based simulated patients constitutes the primary strategy of learning and teaching. Students also learn common clinical skills related to the system and interpret results of investigations in clinical skills sessions to prepare them for the clerkship phase.
IMS 301 Integrated Multisystem Course
The contents of the Integrated Multisystem course form the ‘core knowledge for practice’ in which prevalent and important clinical problems/presentations in the community are identified through a patient-centered approach. The integrated multisystem course offers opportunities to integrate between and beyond the organ-systems. The course will be structured around a series of cases which are multisystem in nature using Virtual-Patient Learning and Problem-Based Learning. The students will learn how to present case studies by following an evidence-based approach, helping them to acquire critical thinking and problem-solving skills. It will also offer opportunities to review and reinforce concepts learnt in individual organ-systems to prepare them for the Phase II exit examination and to be engaged in Phase III “transition to practice”.
WBL 301 Work Based Learning
The module is offered as 90 contact hours of clinical postings at designated clinical posting sites. The Work-based Learning course provides excellent opportunities for students to apply and perform the skills like history taking and physical examination learnt in the simulated setting (during the skills sessions in each organ-system course) on real patients under supervision, and observe the clinicians interact with the patients in the ambulatory care and inpatient settings. They will also appreciate the role of teamwork in providing care to the patient and introduction to the different healthcare systems. This course prepares the students for a smooth transition to the clinical years.
ELE 301 Elective-1
Elective-1 posting serves to promote the application of professional skills in the practice of medicine in different healthcare systems, develop confidence, maturity, responsibility and interpersonal skills in novel settings, and demonstrate a greater understanding of ethical, confidential and sensitive issues when exposed to patients with different beliefs, values and culture. The students can opt for any specialty including research at any recognized site (teaching hospitals) either within or outside the country. GMU has collaboration with several national and international universities and teaching hospitals to facilitate placement of students.
Phase III MD Program
Year 5
MED 401 Medicine 1
The clerkship in Medicine 1 in Year 5 is designed to give the student a broad exposure to common medical conditions in clinical practice. The student will learn to take a relevant history, perform a general and focused systemic examination, formulate differential diagnoses, and develop a plan to manage common acute and chronic medical disorders in ambulatory and inpatient settings. This clerkship lays the foundation for the Medicine 2 clerkship in Year 6.
SUR 401 Surgery 1
The clerkship in Surgery 1 in Year 5 is designed to give the student a broad exposure to the principles of diagnosis and management of common surgical problems, including surgical emergencies. It provides the students with adequate clinical encounters in ambulatory, bedside and OR settings. During the rotation, the student will be expected to focus on basic principles of peri-operative, operative, and postoperative management of the patient with a surgical problem. This clerkship lays the foundation for the clerkship in Surgery 2 clerkship in Year 6.
OBG 401 Obstetrics and Gynecology
The clerkship in Obstetrics and Gynecology is designed to give the student a broad exposure to the principles of diagnosis and management of common gynecologic and obstetric conditions in the ambulatory care, delivery room, operation room and inpatient settings. The procedural skills like delivering a baby, taking a PAP smear, pelvic assessment is also learnt and practiced in the safe environment of the simulation lab.
PED 401 Pediatrics
The clerkship in Pediatrics is designed to give the student a broad exposure to common pediatric conditions in ambulatory care, intensive care and inpatient settings. During this clerkship, the student will assess the normal growth and development of a child, learn to obtain clinical history in an age-appropriate and sensitive manner from a child and or the accompanying adult, conduct a physical examination appropriate to the condition, and interpret the clinical findings. The student will be able to interpret lab results to suggest a diagnosis and discuss the management of the disease in the pediatric age-group.
EYE 401 Ophthalmology
The clerkship in Ophthalmology is designed to give the student a broad exposure to common ophthalmology conditions in ambulatory care, operative and inpatient settings, and indications for referral of cases to ophthalmologists. The student will learn to take an ophthalmic history and perform a basic eye examination to detect common eye abnormalities, interpret clinical findings, arrive at a diagnosis, and discuss the management plan. The students will also observe ophthalmic investigative procedures and surgeries performed by the faculty.
ENT 401 Otorhinolaryngology
The clerkship in Otorhinolaryngology is designed to give the student a broad exposure to common conditions in ambulatory care, operative and inpatient settings related to ear, nose, and throat diseases. The student will obtain history and perform a basic head and neck examination with appropriate equipment. The students will discuss the clinical findings, diagnose common ENT problems, and design a treatment plan. The students will also observe common ENT surgeries performed by the faculty.
Year 6
MED 402 Medicine 2
Medicine 2 clerkship is built upon the knowledge and competencies gained in Medicine 1 clerkship in year 5. The students are rotated in medical sub-specialties like neurology, nephrology, dermatology, and cardiology. This clerkship is designed for medical students to gain additional experience in clinical presentation and management of medical conditions. This clerkship emphasizes integrated patient care, teamwork, and preparing the student for internship and professional practice.
SUR 402 Surgery 2
Surgery 2 clerkship is built upon the knowledge and competencies gained in Surgery 1 clerkship in year 5. The students are rotated in surgical subspecialties of Trauma and Acute care, Orthopedics and Urology. This clerkship is designed for medical students to acquire additional knowledge and skills to provide appropriate levels of care under supervision for commonly encountered surgical diseases. This clerkship emphasizes integrated patient care, teamwork, and preparing the student for internship and professional practice.
FAM 401 Family Medicine
This clerkship provides the learners with an insight into the continuing and comprehensive medical care for individuals and their families. It differs from other specialties because it encompasses all ages, genders, organ-systems, and every disease entity. The heart of this clerkship is the patient-physician relationship viewed in the context of the patient’s family. The student will spend most of their time in the primary care settings, where they will clerk patients and their families under the supervision of faculty.
EMR 401Emergency Medicine
The emergency room rotation offers a special environment and an opportunity to practice fundamental skills of decision making in an acute care setting. The aim of the posting is for the learner to develop critical thinking and multi-tasking skills in a busy ER facility, understand the concept of acute care, patient transfer, and develop good communication skills and professional interaction with the patients, relatives, and other medical personnel.
CCA 401 Critical Care and Anesthesia
The posting in the critical care areas of ICU and CCU is designed to provide the students with practical knowledge about the management of critically ill patients. Students get opportunities to improve their bedside clinical skills, including focused history taking, clinical examination, relevant investigations, and appropriate treatment relevant to the acute critically ill patient, master the essential emergency life support and resuscitation skills, and develop the habit of good communication skills and professional interaction with the patient’s and other medical personnel including breaking bad news. The anesthesia clerkship will expose the students to basic principles of anesthesia induction, maintenance, recovery, and postoperative care. This will also support the basic life support skills of the student.
PSY 401Psychiatry
This clerkship will provide the medical student with experience in evaluating and treating patients with various mental illnesses. Students will be exposed to all age groups including children, adolescents, adults, families, and geriatric patients with emphasis on understanding cultural issues in mental health. The clerkship will also stimulate a holistic thinking process in the medical student, initiating awareness of the biopsychosocial model of diseases in patients. The overall aim of the rotation is to give students a broad view of the spectrum of mental health problems.
ELE 401 Elective–2
Elective 2 posting in year 6 serves to promote the application of professional skills in the practice of medicine in different healthcare systems prior to graduation, develop confidence, maturity, responsibility, and interpersonal skills in novel settings, and demonstrate a greater understanding of ethical, confidential, and sensitive issues when exposed to patients with different beliefs, values and culture. The student is encouraged to pursue the electives either in the country or abroad in any medical specialty, including research or healthcare management. GMU has collaboration with several national and international universities and teaching hospitals to facilitate placement of students.
