Graduate Entry Doctor of Medicine Program (MD) – 4 Years

To pursue excellence in medical education, research and patient care to meet the evolving healthcare needs of the nation and the region.

Core Medical Sciences Phase: Years 1 & 2

In this phase, we introduce the students to the core up-to-date knowledge for practice and its application to patients and population care. Clinical Skills are mainly acquired in Skills Labs with regular encounters with real patients. This phase is organized around integrated organ-system modules.

Problem-Based Learning (PBL) using high-fidelity AI based simulated patients constitutes the primary strategy of learning and teaching. Lectures will be offered as resource sessions using TBL and flipped classrooms. Basic medical sciences, clinical sciences, population health, ethics and professionalism are integrated within the problems. The subjects studied include clinical and applied aspects of Anatomy, Physiology, Biochemistry, Pharmacology, Pathology, Microbiology, Immunology and Genetics. In addition, the following courses: Clinical Skills, Community Medicine, Epidemiology, Biostatistics, Research Methodology, Family Health, Evidence-based Medicine, and Behavioral Sciences are integrated and coordinated within the organ-system units. In the year 2, students spend 6 weeks in an integrated multisystem course preparing them for patient care in the hospital setting.

End-Phase Exam: By the end of Year 2, the students should successfully complete the ‘Core Medical Sciences’Phase requirements in order to progress to ‘Transition to Practice’ Phase and complete the four-year MD program. The students will take an international benchmark exam (IFOM Basic Medical Sciences Exam).

Transition to Practice Phase: (Clerkships) “Workplace-Based Learning”: Years 3 & 4

In this Phase, Students will rotate in different clerkships in order to ensure better exposure to the work environment, patients, and interaction with other healthcare professionals.

In year 3, students undergo clerkship rotations of 8 weeks each in Medicine, Surgery, Obstetrics & Gynecology, Pediatrics, and ENT/Eye. In year 4, they go through four rotations of 8 weeks each in Medicine and subspecialties, Surgery and subspecialties. Family Medicine and Psychiatry, Emergency Medicine and Critical care, and another 8 weeks of elective training/research.

Exit Exam: At the end of this Phase, students should successfully complete the Phase requirements and provide convincing evidence related to the Program Learning Outcomes and achievement of competence. The IFOM Clinical Sciences will be considered as the international benchmark. The student will graduate with MD degree.

The graduates are awarded the Doctor of Medicine (MD) degree on successful completion of the 4-year program and passing the comprehensive exit examination.

Credit: The credit equivalence of the 4-Year Doctor of Medicine Program is 152 credits.

Study Plan

Core Medical Sciences Phase

Year 1

Year 2

*General Education Course; ^Parallel courses in the semester; $Number varies based on the selection of Elective-1 course
CC: Course Continued
# Work-Based Learning: 90 clinical contact hours to be completed during year 2 of the program
Elective-1: Each student opts for only one course, and it’s to be completed during year 2 of the program
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.

Transition to Practice Phase or Clerkships

Year 3

Year 4

*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 Descriptions

Core Medical Sciences Phase – GMD Program (Years 1 & 2)

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. 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 the 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. 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 the 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. Problem-based Learning and Virtual-Patient Learning using high-fidelity Artificial Intelligence-based simulated patients constitute the primary strategy of learning and teaching. Students also learn common clinical skills related to the system and interpret the 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 first year [semester 1], collect and analyze the data in semester 2 of the same year, and present the research findings in second year [semester 3]. This will enable students to integrate the knowledge of Research Methodology and Biostatistics with the clinical knowledge and skills to conduct research in the community or in an institutional setting. The students will develop the needed research competency to collect, analyze, interpret, and present data, taking into consideration all ethical and legal requirements. The course will enable students 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. 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 the 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. Problem-based Learning and Virtual-Patient Learning using high-fidelity Artificial Intelligence-based simulated patients constitute the primary strategy of learning and teaching. Students also learn common clinical skills related to the system and interpret the 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. Problem-based Learning and Virtual-Patient Learning using high-fidelity Artificial Intelligence-based simulated patients constitute the primary strategy of learning and teaching. Students also learn common clinical skills related to the system and interpret the 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. Problem-based Learning and Virtual-Patient Learning using high-fidelity Artificial Intelligence-based simulated patients constitute the primary strategy of learning and teaching. Students also learn common clinical skills related to the system and interpret the 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, and principles of prevention and management of common disorders of the Musculoskeletal System and Skin using a multidisciplinary integrated approach. Problem-based Learning and Virtual-Patient Learning using high-fidelity Artificial Intelligence-based simulated patients constitute the primary strategy of learning and teaching. Students also learn common clinical skills related to the system and interpret the 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. Problem-based Learning and Virtual-Patient Learning using high-fidelity Artificial Intelligence-based simulated patients constitute the primary strategy of learning and teaching. Students also learn common clinical skills related to the system and interpret the 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 Core Medical Sciences Phase exit examination and to be engaged in “Transition to Practice Phase”.

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 skills like history taking and physical examination learned 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 for the patient and introduction to the different healthcare systems. This course prepares the students for a smooth transition to the clinical years.

CLT 301 Clinical Training (Elective-1)

Elective clinical 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 at any recognized site (teaching hospital) either within or outside the country. GMU has collaboration with several national and international universities and teaching hospitals to facilitate placement of students.

CAR 301 Cancer Research (Elective-1)

The course will focus on research that addresses important problems related to cancer. From molecular pathways to the experience of cancer survivors, this course offers a comprehensive exploration of advancements in cancer research. Through individual or collaborative projects, students will develop a profound understanding of the various research methodologies employed in cancer studies. The students will collect, analyze, and interpret data related to cancer under faculty supervision. The data can be epidemiological, clinical, social, behavioral, molecular, or educational. The students will communicate research results in written and verbal forms. The students have to provide a certificate for completing one of three online courses offered by Coursera on principles of cancer biology and diseases.

HPS 301 Health Psychology (Elective-1)

Health Psychology is a specialized area within the broader field of Psychology that investigates the influence of psychological and social elements on health and illness. This discipline encompasses the study and clinical management of the interconnected roles of cognition, behavior, emotions, and biological processes in relation to health. The objective of this course is to familiarize students with the principles of health psychology, covering fundamental biology, the interplay between biological and psychosocial factors, health-related matters, and psychological interventions aimed at influencing health outcomes. In essence, health psychology signifies a contemporary perspective in the realm of mind-body medicine.

HUM 301 Humanities in Medicine (Elective-1)

The course provides medical students with basic knowledge of how humanities in medicine are represented through the arts, philosophy, history, anthropology, psychology, and sociology. Students will understand the human response to disease, improve their empathetic abilities, and influence the way in which they practice medicine, manage their own emotions, and communicate with patients. By engaging students in creative work on medical themes, including activities like acting, drawing, writing poetry, and watching and discussing films, the course aims to hone students’ critical thinking skills, creative aptitudes, and emotional intelligence.

CLN 301 Clinical Nutrition (Elective-1)

This multidisciplinary elective course provides medical students with insights into the influence of nutritional status on the immune system and food-borne illnesses and the management of chronic diseases like diabetes mellitus, heart, liver, and kidney diseases, and cancer. It also focuses on the concept of food allergy, nutrigenomics, and nutrient interaction with drugs and medications in the body. It also helps in understanding the unique pediatric nutritional needs as well as the challenges and interventions relevant to nutrition in the elderly and critically ill patients. Students will also gain an understanding of sports nutrition, weight management, and the complex interplay between psychological factors and dietary behaviors.

HSS 101 Health Systems

The Health Systems Science course examines global healthcare delivery systems, emphasizing organizational dynamics to optimize patient care and efficiency. It integrates health systems science with clinical practice, focusing on entrepreneurship, innovation, and sustainability in healthcare management. Students develop leadership skills, address global health challenges, and explore health economics principles. The course encourages applying systems thinking to design, evaluate, and implement health interventions and policies, promoting health equity and improving outcomes. Through hands-on exercises, students learn to develop sustainable solutions and craft effective business plans for modern healthcare challenges.

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.

Transition to Practice Phase – GMD Program (Years 3 & 4)

Year 3

MED 401 Medicine 1

The clerkship in Medicine 1 in Year 3 is designed to give the student 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 4.

SUR 401 Surgery 1      

The clerkship in Surgery 1 in Year 3 is designed to give the student 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 Surgery 2 clerkship in year 4.

OBG 401 Obstetrics and Gynecology

The clerkship in Obstetrics and Gynecology is designed to give the student broad exposure to the principles of diagnosis and management of common gynecologic and obstetric conditions in ambulatory care, delivery rooms, operation rooms, and inpatient settings. Procedural skills like delivering a baby, taking a PAP smear, and pelvic assessment are also learned and practiced in the safe environment of the simulation lab.

PED 401 Pediatrics

The clerkship in Pediatrics is designed to give the student 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 broad exposure to common ophthalmology conditions in ambulatory care, operative, and inpatient settings and indications for referring 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 broad exposure to common conditions in ambulatory care and operative and inpatient settings related to ear, nose, and throat diseases. The student will obtain a 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 4

MED 402 Medicine 2

Medicine 2 clerkship is built upon the knowledge and competencies gained in Medicine 1 clerkship in year 3. 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 3. 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 students 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 401 Emergency 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 and patient transfer, and develop good communication skills and professional interaction with 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 patients and other medical personnel including breaking bad news. The anesthesia clerkship will expose the students to the basic principles of anesthesia induction, maintenance, recovery, and postoperative care. This will also support the basic life support skills of the student.

PSY 401 Psychiatry

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 an 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 4 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.

QHC 401 Quality in Healthcare

This course prepares students to become strong advocates for quality care and patient safety in healthcare settings. It provides foundational knowledge of essential quality concepts necessary for healthcare professionals, focusing on recognizing patient safety goals, identifying risk management priorities, and understanding core quality improvement strategies.

The course integrates quality assurance, patient safety, accreditation, and clinical audits to meet an emerging demand for professionals with quality and patient safety knowledge who have the capacity and competence to grow and sustain a culture of continuous improvement at all levels of the healthcare delivery system. This course encourages a hands-on approach and completing a clinical audit or a quality improvement project as an expected outcome at the end of this course.

HIS 101 Health Information System

This course prepares the student to utilize informatics and healthcare technologies in the healthcare of individuals for the enhancement of patient outcomes as well as to gain an appreciation of the proficiencies required of an expert knowledge worker and apply these competencies to routine practice as a Healthcare professional.

The course focuses on advanced topics such as data analytics and cybersecurity in healthcare. This final phase prepares students to manage and utilize complex health data, a critical skill in today’s data-driven healthcare environment.

The course is enriched with technology and data science and has an objective to substantially raise the clinical acumen of its graduates, equipping them with the digital literacy imperative in the contemporary realm of medical practice. The course objective is to close a significant educational gap, aligning medical training with the technological exigencies of today’s healthcare landscape.

Admission Requirements for Graduate-Entry 4-year MD program: AY2025-26

1. The Applicant should possess a bachelor’s degree (Biomedical / Health / Life Sciences or equivalent) from an accredited college or university with:
   • Equivalency Certificate of the Baccalaureate degree from the Ministry of Education, UAE or Copy of WES Grading Evaluation Score Sheet
   • Cumulative GPA ­3.0 on a 4.0-point scale or equivalent on non-GPA grading systems
   • Core CGPA (Science courses) 3.0 on a 4.0-point scale or equivalent on non-GPA grading systems.
2. The Applicant must have proficiency in spoken and written English. The Applicant can fulfil the English proficiency requirement via the EmSAT or TOEFL or IELTS. TOEFL and IELTS test scores must be dated within two years of the year of enrolment.
   • EmSAT: Score of 1550 and above (UAE residence applicants)
   • TOEFL: Score of 90 on the iBT or higher
   • IELTS: Overall score 6.5 and higher with a score of no less than 6 on any individual band or module.
3. Courses taken during the undergraduate degree program should include elements of:
   • Chemistry and Biochemistry
   • Human Anatomy and Physiology
   • Microbiology, Immunology, and Basic Pathophysiology
   • Cell Biology, Genetics and Molecular Biology
   • Social, Behavioral Sciences and Public Health
   • Statistics and Logical Reasoning
4. Applicants are administered the GMU Competency Assessment Test (GCAT) for the 4-year MD program which will include questions from the fields listed above.
5. Applicants who lack sufficient background in the above-mentioned subjects may register for the non-credit remedial courses offered by the University.
6. Preference shall be given to Applicant’s with Healthcare / Research / Community service experience.
7. Two Letters of Recommendation (LOR) from persons familiar with the Applicant’s academic aptitude and standing (Dean/Professor/Faculty) in the Bachelor program; one may be from a workplace.
8. All Applicants shall be subjected to an interview by the Admissions Committee to evaluate for cognitive and non-cognitive traits demonstrating their aptitude for the chosen area of study.
9. Applicants are required to apply on the admission portal with resume and a personal statement.
10. The decision of the Admission Committee shall be final and binding.

Required Documents:

• Recognized baccalaureate degree and transcripts attested from the Ministry of Education, UAE
• Certificate of Recognition from MOE, UAE, for international bachelor’s degree
• Passport copy
• Emirates ID for UAE residents
• Family book for UAE nationals
• Passport-size Photograph
• Curriculum vitae
• 2 Recommendation letters
• Statement of Purpose
• Relevant academic or professional experience certificates, if any

Apply Now: [link]

GMU Competency Assessment Test (GCAT) – Syllabus

Applicants will be required to pass the GCAT for admission into the 4-year Graduate Entry MD program. It will include questions from the fields listed below. There are four main sections of the GCAT syllabus. The GCAT assesses a candidate’s knowledge of foundation courses taught during the Bachelor of Medical Sciences. A substantial number of questions are asked from each section. The purpose of this admission test is to assess candidates from different majors and select the best students that are eligible for the program.

Date: Student can take the entrance test on any one of the following dates:

• 4^th April, 2025 (Friday)

OR

• 25^th April , 2025 (Friday)

OR

• 9^th May, 2025 (Friday)

OR

• 24^th May, 2025 (Saturday)

NOTE: Student must confirm the registration for the test date well in advance through an email to the admissions officer.
Venue: GMU Testing Centre
Duration of GCAT: 5 Hours
Timing of GCAT: 9.30 am – 12.00 noon and 1.30 – 4.00 pm

GCAT Blueprint

Sections	GCAT Subject (No. of MCQs)
Foundations of Living Systems (MCQ 30)	Cell Biology & Molecular Biology (18) Genetics (12)
Core Basic Sciences (MCQ 80)	Anatomy (30) Physiology (30) Biochemistry (20)
Preclinical Sciences (MCQ 70)	Microbiology (20) Immunology (10) General Pathology (20) General Pharmacology (10) Public Health (10)
Critical Analysis and Reasoning Skills (MCQ 20)	Biostatistics (10) Research Methodology (10)

 

Sections	GCAT Subject
Foundations of Living Systems	Cell Biology Molecular Biology Genetics
Core Basic Sciences	Anatomy Physiology Biochemistry
Preclinical Sciences	Microbiology Immunology General Pathology General Pharmacology Public Health
Critical Analysis and Reasoning Skills	Biostatistics Research Methodology

Section: Foundations of Living Systems

Cell Biology and Genetics
Topic	Content area
Eukaryotic cell	Structure and function of cell organelles Cell diversity
Cell cycle and regulation	Stages of cell cycle Cell cycle check points Mitosis and their stages Meiosis and their stages Consequences of Meiosis
Plasma Membrane	Membrane structure: Components and Function Transport across plasma membrane Membrane Potential
Karyotyping and Chromosomal Abnormalities	Morphology of Chromosomes Numerical abnormalities of chromosomes with examples Structural abnormalities of chromosomes with examples
Mendelian inheritance	Mendelian principles Autosomal dominant inheritance Autosomal recessive inheritance Sex linked inheritance
Population Genetics	Gene pool Gene frequency Hardy-Weinberg equilibrium
Basics of Cancer genetics	Fragile sites in humans Chromosomal instability syndromes Cytogenetic mechanisms in solid tumors Diagnostic and prognostic applications Specialized and evolving FISH technology
Complex diseases and genetic services	Polygenic inheritance Multifactorial inheritance
Number of Multiple-Choice Questions: 18
Sample Questions 1.     Marked microsatellite instability is a feature of: A.     familial adenomatous polyposis. B.     hereditary non-polyposis colon cancer (HNPCC). C.     multiple endocrine adenomatosis type 2. D.     neurofibromatosis 1
References:  Medical Genetics. Lynn B. Jorde PhD, John C. Carey MD, MPH and Michael J. Bamshad MD. Medical Genetics

 

Molecular Biology
Topic	Content area
DNA structure and function	Three models of DNA structure Chargaff’s rules Types of DNA Primary, secondary, and tertiary structure of DNA
RNA structure and types	Secondary and tertiary structure of RNA Kinetics of RNA folding RNA catalysis and Ribozymes
Organization of the genome	Eukaryotic genome chromatin, heterochromatin, euchromatin, gene, genome, nucleosome, histones, telomeres, repetitive and non-repetitive sequences
DNA Replication	Nuclear DNA replication in eukaryotic cells Replication of organelle DNA Rolling circle replication Telomere maintenance
DNA Repair and Recombination	Types of mutations and their phenotypic consequences Classes of DNA damage and repair mechanisms
Transcription in bacteria	Transcription Operons Transcription regulators Control of gene expression by RNA
Transcription in Eukaryotes	Transcriptional regulation Protein-coding gene regulatory elements Basal transcription machinery and Transcription factors
Epigenetics and monoallelic gene expression	Epigenetic markers Genomic Imprinting X-chromosome inactivation Phenotypic consequences of transposable elements Epigenetic control of the transposable elements
RNA processing, and modifications	Processing of different types of RNA Alternative splicing, RNA editing, miRNA, nuclear exosomes Cytoplasmic RNA turnover
Protein biosynthesis and modifications	Structure of ribosomes Role of nucleolus Translation process and modifications
Genome Analysis	DNA polymorphism Minisatellite analysis Polymerase Chain Reaction based analysis Short tandem repeat analysis Mitochondrial DNA analysis Y chromosome analysis Randomly amplified polymorphic DNA (RAPD) analysis
Number of Multiple-Choice Questions: 12
Sample Questions 1.     A DNA molecule in which both strands have radioactive thymidine is permitted to replicate in an environment that contains non-radioactive thymidine. What is the right number of DNA molecules which possess some radioactive thymidine post three duplications? A.     One such molecule B.     Two such molecules C.     Four such molecules D.     Eight such molecules
References: David P Clark, Nanette J Pazdernik, Michelle R McGehee Molecular Biology. 3rd ed. 2019. ISBN: 978-0-12-813288-3

Section: Core Basic Sciences

Anatomy
Topic	Content area
General Anatomy, Histology and Embryology	General Anatomy: Anatomical Terminologies, Skeletal system, joints, Muscular system General Embryology: Gametogenesis, Reproductive cycles, 1st – 4th week of development, Placenta General Histology: Epithelial tissue, connective tissue including bone and cartilage, muscle and nerve tissue
Upper and Lower extremities	Upper limb: Bones of the Upper limb Pectoral region, Boundaries and contents of Axilla, Arm, forearm, and Hand (muscle attachments, blood vessels, and nerve supply) Lower Limb: Bones of the lower limb Femoral triangle, gluteal region, thigh, leg, and feet (Muscle attachments, blood vessels and nerve supply) Boundaries and contents of popliteal fossa
Thorax, Abdomen and Pelvis	Gross Anatomy of: Heart, Lungs, Aorta, Trachea, Esophagus, Lymphatic duct, and Diaphragm Peritoneum, Abdominal wall, Gastrointestinal tract, Accessory digestive organs, Extra hepatic biliary apparatus Urinary system Male and female reproductive system
Head Neck	Gross Anatomy of: Scalp, Face, neck triangles, cervical fascia, Oral cavity, Salivary glands, Infratemporal fossa, Palate, Eyeball, Extraocular muscles, Nasal cavity, Ear, Neck Triangles, Pharynx, and Larynx. Spinal Cord, Brainstem, Dural Folds and sinuses, Cerebrum, Cerebellum, Ventricles, and Cranial Nerves.
Number of Multiple-Choice Questions: 30
Sample Questions 1.     The long thoracic nerve innervates which muscle? A.     Anterior scalene B.     Middle scalene C.     Serratus anterior D.     Teres major 2.    Which of the following embryonic layers gives the origin of the neural tube? A.     Ectoderm B.     Endoderm C.     Splanchnic mesoderm D.     Somatic mesoderm 3.     Which of the following types of epithelium is lining the nose? A.     Pseudo-stratified columnar ciliated B.     Stratified squamous C.     Simple cuboidal D.     Transitional
References: Histology: Leslie P. Gartner, Textbook of Histology,5th edition-2021, ISBN 978-0-323-67272-6 Embryology: The Developing Human, Keith Moore T. V. N. Persaud Mark Torchia. 11th edition. Elsevier Saunders; 2020. ISBN- 978-0-323-60849-7 Gross Anatomy: John T. Hansen, Netter’s Clinical Anatomy,4th Edition-2019, ISBN 978-0-323-53188-7

 

Physiology
Topic	Content area
Functional organization of human body	Levels of organization in the human body Cellular physiology: an overview of cell structure & function Regulation of Body Fluid Compartments: Extracellular and Intracellular Fluids
Homeostasis	The concept of homeostasis The difference between negative & positive feedback control systems
Biophysics	Structure and functions of the plasma membrane Transport of Substances Through Cell Membranes Electrical property of cell membrane and the different membrane potentials Basic biophysical principles controlling the circulatory and the respiratory systems
Blood physiology	Blood component Plasma constituent Red blood corpuscles Blood groups and blood transfusion White blood cells function & immunity Platelet’s function Hemostasis & coagulation pathways
Nerve	Neuronal resting membrane potential Action potential and its ionic basis
Muscle	Mechanism of skeletal muscle contraction Mechanics of skeletal muscle contraction Ionic basis slow and fast response action potentials of the cardiac muscle Excitation contraction coupling of the cardiac muscle Molecular mechanism of the smooth muscle fiber contraction
Cardiovascular system	Cardiac muscle properties, Rhythmicity, Excitability, Conductivity, and Contractility Basic concepts of ECG (waves and interval) Cardiac output & Arterial blood pressure
Respiratory system	Mechanics of breathing Surfactant, and surface tension Diffusion and transport of Oxygen and Carbon Dioxide
Gastrointestinal tract	Gastric secretion Digestion and absorption of carbohydrate, Fat, and protein Function of the liver and the role of bile in fat digestion and absorption GIT Motility and defecation
Renal system	Glomerular filtration rate Functions of the nephron Electrolyte balance (sodium & potassium balance) Acid base balance
Hormones	Functions of pituitary, thyroid, parathyroid, adrenal, pancreatic, and reproductive hormones
Synapse, Neurotransmitters, Autonomic nervous system	General design of the nervous system, Neurons, Nerve Impulse Conduction, Synapse, Neurotransmitter Organization and role of sympathetic and parasympathetic nervous system
Somatic sensation and Motor system	Tactile, position sense, pain, and thermal sensation, Reflexes, cortical and brain stem control of motor functions Role of cerebellum and basal ganglia
Functions of cerebral cortex	Functions of specific cortical areas, thoughts, consciousness Limbic system and learning and memory Sleep, and brain waves
Optics and Neurophysiology of Vision	Physical principles of optics, Accommodation, Visual acuity Receptor and neural function of Retina Visual pathway, organization, and function of visual cortex
Sense of hearing	Tympanic membrane and ossicular system, Function of Cochlea and organ of Corti Determination of sound frequency Auditory nervous pathway
The Chemical Senses: Taste and Smell	Functions of taste buds and Neural pathway of sense of taste Mechanism of olfactory cells Transmission of smell signal into central nervous system
Number of Multiple-Choice Questions: 30
Sample Questions 1.     The function of the RBCs: A.     Defensive functions. B.     Blood clotting. C.     Transport oxygen D.     Engulf bacteria 2.     T wave in ECG represents A.     Ventricular depolarization B.     Atrial repolarization C.     Atrial depolarization D.     Ventricular repolarization 3.     What is the function of gastric HCl? A.     Absorption of vitamin B12 B.     Activation of pepsinogen C.     Protects gastric mucosa D.     Digestion of fat
Reference: John E. Hall and Michael E. Hall. Textbook of Medical Physiology. 14th ed. Elsevier. 2021. ISBN: 978-0-323-597128.

 

Biochemistry
Topic	Content area
Chemistry	Amino acids and proteins Carbohydrates Lipids Nucleic acids Plasma proteins Hemoglobin and myoglobin
Enzymes	Classification Kinetics Regulation
Nutrition	Vitamins: Biochemical role Minerals: Biochemical role Energy Balance Role of Macronutrients Malnutrition Recommended dietary goals Nutrition in vulnerable groups Nutritional disorders
Metabolism	Intermediary metabolism: Pyruvate Dehydrogenase Complex, Krebs Cycle, Electron Transport Chain Carbohydrate metabolism: Digestion and absorption, Glycolysis, Gluconeogenesis, HMP, Fructose and Galactose and associated disorders Lipid metabolism: Digestion and absorption, Fatty acid, TAG, Ketone bodies, Cholesterol, Lipoproteins, Eicosanoids, and associated disorders Protein metabolism: Digestion and absorption, Urea cycle, Carbon skeleton, aromatic amino acids, and associated disorders Nucleotide Metabolism: Purine and Pyrimidine Metabolism and associated disorders Heme Metabolism Metabolic integration
Number of Multiple-Choice Questions: 20
Sample Questions 1.     Antioxidants play important role in the prevention of free radical formation and helps in reducing damages to biomolecules. The group of vitamins possessing antioxidant activity are: A.     Tocopherol, Carotenoids and Ascorbic acid B.     Thiamine, Niacin and Riboflavin C.     Pyridoxine, Folic acid and Cobalamin D.     Biotin, Pantothenic acid and Phytonadione 2.     Urea concentration is estimated in the blood to evaluate the kidney function. The main source of urea in the body is: A.     Amino group derived from amino acids B.     Intermediates of TCA cycle C.     Catabolic products of purine nucleotides D.     Carbon skeleton of non-essential amino acids
References: Ferrier DR. Lippincott’s Illustrated Reviews: Biochemistry, 7th Edition. Wolters Kluwer; 2017. Geissler C and Powers H (Eds). Human Nutrition. 13th ed. Oxford University Press; 2017.  ISBN 978-0-19-876802-9

Section: Preclinical Sciences

Immunology
Topic	Content area
Cells of the immune system	Hematopoietic stem cells Myeloid & lymphoid progenitors Lymphocytes, neutrophils, basophils, mast cells, eosinophils, natural killer cells, macrophagic cells, and follicular dendritic cells
Organs & Tissues of the immune system	Structure & functions of Primary lymphoid organs – Thymus & Bone marrow Structure & functions of secondary lymphoid organs – Spleen & lymph nodes Mucosal associated, gut associated and bronchial associated lymphoid tissues (MALTs, GALTs & BALTs)
Innate (Non-specific) immune response	Role of host and cell factors of innate immunity Anatomical barriers to infections Types of macrophages NK cells & their regulation Inflammatory responses Evasion of innate immune response
Adaptive (Specific) immune response (Humoral/antibody mediated immunity)	Humoral/antibody mediated immune response Antigenicity/ immunogenicity Antigen presentation Role of Major histocompatibility complex (MHC) Immunoglobulins: Structure, function and classification
Adaptive (Specific) immune response (Cell mediated immunity)	Cell mediated immune response Receptors and Signaling: Cytokines and Chemokines Helper T cell mediated immune response to extracellular antigenic stimulus Cytotoxic T cell mediated immune response to intracellular antigenic stimulus
Antigen – antibody reactions	Different types of Antigens – Antibody interactions Role of complement system (Classical & Alternative pathway) during antigen-antibody reaction
Immunoprophylaxis	Active & Passive immunoprophylaxis
Hypersensitivity reactions	Type I Hypersensitivity Reaction Antibody-Mediated (Type II) Hypersensitivity Reaction Immune Complex-Mediated (Type III) Hypersensitivity Delayed-Type (Type IV) Hypersensitivity (DTH)
Immunohematology & Transplantation Immunology	Blood grouping antigens Rh incompatibility Hemolytic disease Allograft and HLA typing Immunology response against transplant
Autoimmune diseases	Organ and systemic specific autoimmune reactions
Number of Multiple-Choice Questions: 10
Sample Questions 1.     The spleen responds to_________ antigen and the lymph nodes respond to_______ antigens for presentation to __________. A.     Lymph-borne; Blood borne; B lymphocytes B.     Tissue space; respiratory; Dendritic cells C.     Blood borne; Lymph borne; Natural killer cells D.     Blood borne; Lymph borne; T lymphocytes 2.     The Major serum Immunoglobulin that constitutes 75% of total Immunoglobulin’s (Ig) and represent the major antibody of secondary response is: A.     IgD B.     IgM C.     IgE D.     IgG
Reference: Levinson W. Review of Medical Microbiology and Immunology, 14th Edition. McGraw Hills; 2016. ISBN-978-0-07-184574-8.

 

Microbiology
Topic	Content area
History of Microbiology Bacterial structure and functions	Contributions by eminent scientists, Koch’s postulates Classification of microorganisms and salient features Differences between prokaryotes and eukaryotes Morphology
Bacterial growth Bacterial Genetics	Growth cycle, generation time, methods for measuring microbial growth Influence of environmental factors on growth of micro-organisms in-vitro Structure of DNA, Replication, Transcription and Translation Mechanisms of bacterial gene transfer Process of genetic variation
Host Parasite relationship Medically important bacteria-GPC (Staphylococci)	Exotoxins & endotoxins Different types of infections Pathogenicity & virulence Portals of entry Factors contributing to pathogenicity Commensal and parasitic relationships Classification, morphological and physiologic characteristics, pathogenesis, lab tests of Staphylococci
Medically important bacteria-GPC (Streptococci) Pathogenic bacteria (GNC)	Streptococci: Morphology and Classification, Virulence factors, Diseases, Lab diagnosis, Collection of specimens, Transportation and Biochemical tests for identification and Treatment Neisseria gonorrhoeae and Neisseria meningitidis: Morphological and cultural characteristics, antigenic properties, pathogenesis, laboratory diagnosis and treatment
Pathogenic bacteria GNBs (E. coli, Proteus, Klebsiella, Haffnia, Serratia, Vibrio, Campylobacter, Helicobacter, Pseudomonas)	Gram-negative bacilli (E. coli, Proteus, Klebsiella, Haffnia, Serratia, Vibrio, Campylobacter, Helicobacter, Pseudomonas): Epidemiology, pathogenesis & diagnosis of infections, Morphology, cultural characteristics, serological classification, and laboratory diagnosis
Pathogenic bacteria GNBs (Legionella, Hemophilus, Bordetella, Salmonella, Shigella)	Gram-negative bacilli (Legionella, Hemophilus, Bordetella, Salmonella, Shigella): Medically important species, morphology, pathogenesis, laboratory diagnosis, cultural characteristics, serological classification, treatment, and prevention
Pathogenic bacteria (Spirochetes) Pathogenic bacteria GPBs I (Corynebacterium, Listeria, Bacillus)	Medically important Spirochetes: Morphological and physiological characteristics, pathogenesis, and laboratory diagnosis. Medically important Gram-positive bacilli: Morphological and physiological characteristics, pathogenesis, and laboratory diagnosis
Pathogenic bacteria – GPB   II (Clostridia) Pathogenic bacteria – GPB    III (Actinomycetes, Nocardia)	Clostridia: Medically important species, morphology, cultural characteristics, pathogenesis, clinical manifestations, complications & Lab diagnosis. Actinomycetes, Nocardia: Medically important species, morphology, cultural characteristics, pathogenesis, clinical manifestations, complications & Lab diagnosis
Mycobacteria Miscellaneous bacteria (Obligate intracellular parasites, Cell wall deficient bacteria, Zoonotic bacteria)	Mycobacteria: Medically important species, morphology, cultural characteristics, pathogenesis, clinical manifestations, complications & Lab diagnosis Chlamydia and Rickettsiae: Morphological, cultural, pathological and clinical characteristics and Lab diagnosis Brucella, Francisella, Yersinia, Pasteurella and Bartonella: Morphological, cultural, pathological and clinical characteristics and Lab diagnosis
Viruses, fungi and parasites	General properties of viruses & Laboratory Diagnosis DNA & RNA viruses and their pathogenicity Classification of Fungi & Laboratory Diagnosis Morphological, cultural and clinical manifestations of fungi causing Opportunistic, Superficial, Subcutaneous and Systemic infections Classification of Parasites & Laboratory Diagnosis Morphological, cultural and clinical manifestations of Protozoans and Helminths: Trematodes & Cestodes, Nematodes
Number of Multiple-Choice Questions: 20
Sample Questions 1.     The organism in which the adult or sexually mature stage of the parasite lives is known as: A.     Intermediate host. B.     Accidental host. C.     Reservoir host. D.     Definitive host. 2.     Gram stain of an organism isolated from a wound of a patient with lock jaw revealed gram positive bacilli with terminal spores giving it a tennis-racket appearance. The most probable organism is A.     Clostridium perfringens B.     Clostridium difficle C.     Clostridium septicum D.     Clostridium tetani
References: Murray PR, Rosenthal KS, Pfaller MA. Medical Microbiology. 8th ed. Elsevier Ltd; 2016. ISBN: 978-0-323-29956-5. Barer MR, Irving W, Swann  A, Perera  N. Medical Microbiology: A Guide to Microbial Infections. 19th Ed. Elsevier Ltd; 2018, ISBN: 978-0-7020-7200-0.

 

General Pathology
Topic	Content area
Cell injury & adaptations	Overview of cell injury & cell death Biochemical mechanisms of cell injury Adaptations of cellular growth and differentiation
Reversible and irreversible cell injury	Morphologic alterations in cell injury: Reversible cell injury Irreversible cell injury, Necrosis Apoptosis, Necroptosis Autophagy
Intracellular accumulations, calcification, and cellular aging	Clinicopathologic Correlations: Selected Examples of Cell Injury and Necrosis Intracellular accumulations: lipids, proteins, pigments, glycogen Pathologic calcification: dystrophic and metastatic Morphological changes and mechanisms of cellular aging
Inflammation & Repair	Acute inflammation, classical signs & vascular changes Cellular events Phagocytosis Leukocyte-induced tissue injury Mediators of Inflammation Morphologic Patterns of Acute Inflammation Outcomes of acute inflammation & systemic effects of inflammation Chronic Inflammation Granulomatous inflammation. Overview of tissue repair Examples of Tissue Repair and Fibrosis
Hemodynamic Disorders	Edema and Effusions Hemorrhagic Disorders Hyperemia and congestion Thrombosis Embolism Infarction
Neoplasia	Neoplasia: Classification Characteristics of benign and malignant neoplasms Molecular basis of cancer Carcinogens Clinical features of Tumors Grading and Staging Laboratory diagnosis of the tumor
Environmental and Nutritional Diseases	Abrasion, contusion, laceration, burns, heat cramps, heat stroke, heat exhaustion, frost bite, Injuries produced by excess heat and excess cold Injuries to organ systems associated with exposure to ionizing radiation Beriberi, pellagra, rickets, osteomalacia, scurvy, night blindness Diseases due to deficiency of vitamins Marasmus, kwashiorkor, anorexia nervosa, bulimia, obesity Pathogenesis of obesity Diseases that are associated with obesity
Number of Multiple-Choice Questions: 20
Sample Questions 1.     The action of putrefactive bacteria on necrotic tissue results in: A.     Coagulation B.     Infarction C.     Gangrene D.     Embolism
Reference: Kumar V, Abbas AK, Aster JC. Robbins & Cotran Pathologic Basis of Disease. 10th ed. Elsevier; 2021. ISBN: 978-0-323-53113-9.

 

General Pharmacology
Topic	Content area
General Pharmacology	Routes of administration of drugs General principles of Pharmacokinetics General principles of Pharmacodynamics Adverse drug reactions
Drugs acting on Autonomic nervous system	Drugs acting on the cholinergic system Drugs acting on the adrenergic system
Number of Multiple-Choice Questions: 10
Sample Questions 1.     A 20-year-old female patient is brought to the emergency department due to drug overdose. Which of the following routes of administration is the most desirable for administering the antidote for the drug overdose? A.     Subcutaneous B.     Transdermal C.     Oral D.     Intravenous 2.     Isoproterenol produces maximal contraction of cardiac muscle in a manner similar to epinephrine. Which of the following best describes isoproterenol? A.     Full agonist B.     Partial agonist C.     Competitive antagonist D.     Irreversible antagonist 3.     Which of the following changes could theoretically happen in a person when the parasympathetic system is inhibited using a pharmacological agent? A.     Reduction in heart rate B.     Constriction of the pupil (miosis) C.     Increase in gastric motility D.     Dry mouth (xerostomia)
Reference: Lippincott Illustrated Reviews, Pharmacology 6th Edition, by Karen Whalen

 

Public Health
Topics	Content
Concepts of health & well-being	Definition of health according to WHO Biomedical, Ecological, Psychosocial, and Holistic concept of health Standard of living, level of living, Quality of Life, Physical Quality of life index and Human development index. Various factors affecting health Role of external and internal environment in disease causation Indicators of health
Concept of causation and Natural history of disease	Definition of Natural history of disease Ice-berg phenomenon of disease Pre-pathogenesis and Pathogenesis in the natural history of disease Natural history of disease in infectious and non-infectious disease
Measures of morbidity and mortality	Incidence rate Prevalence rate Attack rate Mortality rates Case fatality rates Proportionate mortality rate Compare mortality in different population Impact of interventions in a community Sources of infection Reservoir of infection Epidemiological triad Modes of transmission Immunity
Concept of Prevention	Disease monitoring Disease surveillance Types and role of surveillance system in disease prevention Definition of prevention Four levels of prevention Modes of intervention Screening of diseases Importance of screening Types of screening Criteria for starting screening program Assessment of screening
Infectious and Non-Communicable	Various terminologies used in infectious and non-infectious diseases Conceptual Basis for Prevention and Control of infectious and Non-communicable Diseases. Investigation of an epidemic
Environmental and occupational health	Environment, environmental health, environmental hazards, environmental justice, environmental sustainability, eco-friendliness
Physical environment	Water, Air pollution, heat exposure, noise pollution
Number of Multiple-Choice Questions: 10
Sample Questions 1.     The role of social, environmental, mental and cultural factors on health is best described in A.     Holistic concept B.     Psychological concept C.     Biomedical concept D.     Ecological concept 2.     Variable that helps to measure changes in a health situation directly or indirectly and to assess the extent to which the objectives and targets of a program are being achieved A.     Determinants of Health B.     Indicators of health C.     Health disparity D.     Concepts of Health
References: Park K. Park’s textbook of preventive & social medicine. Banarsidas Bhanot publishers 25th ed. (2019). ISBN-13: 978-9382219156.

Section: Critical Analysis and Reasoning Skills

Biostatistics
Topic	Content area
Variables	Type of Variables
Descriptive Statistics	Measures of central tendency and dispersion
Inferential Statistics	Parametric and Non-parametric tests
Probability	Probability and normal distribution
Correlation and regression test	Linear correlation Linear regression
Number of Multiple-Choice Questions: 10
Sample Questions 1.     The wealth index of the respondents was categorized as “Rich”, “Medium” and “Poor”. This is an example of which type of variable or data? A.     Nominal B.     Ordinal* C.     Interval D.     Ratio 2.     Which among the following is NOT a Parametric test? A.     ANOVA B.     Z-test C.     Spearman’s rank correlation* D.     Paired-T test
References: Daniel WW. Biostatistics: A Foundation for Analysis in the Health Sciences, 11th Edition. John Wiley & Sons Inc.; 2013. ISBN-13: 978-1119496700

 

Research Methodology
Topic	Content area
Study design	Primary, secondary and tertiary research Qualitative and quantitative research
Population, sample and sampling techniques	Population Sample Size Sampling techniques
Data Collection Tools	Tools for data collection Questionnaire; checklist; interview Type of questions
Research protocol	Component of research proposal
Validity and Precision	Validity, precision and accuracy Types of validity Internal and external validity Factors that are threats to precision Strategies to enhance precision Factors that are threats to accuracy Strategies to enhance accuracy
Ethics in Biomedical Research	Ethics and Bioethics Informed consent Conflict of interest Vulnerable groups Helsinki Declaration Researchers’ freedom& responsibilities
Number of Multiple-Choice Questions: 10
Sample Questions 1.     In a study, 120 women with endometrial cancer and 120 women with no apparent disease were contacted and asked whether they had ever used estrogen. Each woman with cancer was matched by age, race, weight, and parity to a woman without disease. What kind of study design is this? A.     Cohort study B.     Case-control study C.     Cross-sectional study D.     Experimental study
References: Jacobsen, Kathryn H. Introduction to Health Research Methods: A Practical Guide. 3rd Edition. Burlington, MA.: Jones & Bartlett Learning, 2021. ISBN-13: 978-1284197563 Hully SB, Cummings SR, Browner WS, Grady DG, Newman TB. Designing Clinical Research, 4th ed. Lippincott Williams & Wilkins Wolters Klumer; 2013; ISBN 978-1608318049.

Upon graduation, the medical graduates can pursue further career in the field of clinical practice, research or academia. All graduates are eligible to take the licensing exam in the country to be evaluated for independent practice. Medical graduates can work as doctors in hospitals, medical institutions, private clinics, research centres, medical industry and insurance. Medical graduates can specialize in a variety of biomedical or clinical medical professions after completing a period of postgraduate training. Graduates interested in research and academia can pursue a PhD.