1

PRIME MODULE
Study guide

Abstract
The PRIME (professionalism, patient safety and communication skills, research, identity
formation, management and leadership, and ethics) is an innovative curricular theme
developed by the Institute of Health Professions Education & Research of the Khyber
Medical University to develop future doctors who can serve the society with utmost care
and empathy. The module is vertically placed for all 5 years of MBBS training which includes
the disciplines of behavioral sciences, medical education and research (to be taught by the
discipline of community medicine. The module also included the subjects of Islamic studies
and Pakistan studies that is meant for developing the identity as a Muslim and a Pakistani
respectively before developing the identity as a medical professional. The document
presented here includes the topics, learning objectives, placement of the topics in different
years and their hours’ distribution as well as assessment methods. The first part of the
module study guide shows the general learning outcomes while the second part describes
the detailed learning objectives and table of specification.
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Part 1
Learning objectives
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Professionalism & Behavioral Sciences

A) General learning outcomes

At the end of final year, the MBBS Students will be able to:

1. define professionalism in various perspectives and list the key attributes of

professionalism.
2. demonstrate caring attitude for the patients.
3. display honor and integrity in their characters.
4. practice reflective writing such as portfolio.
5. communicate skillfully in breaking bad news.
6. address conflicts, anger and stress situations.
7. effectively counsel patients for life styles modifications.
8. practice a character of high values, self-respect and self-regulation.
9. act as positive role models in their practice.

B) Specific learning objectives

a) Students will be able to define professionalism in various perspectives and list
key attributes of professionalism

1. Students will be able to recognize and discuss the dynamics of trust in health
professional-patient relationship.
2. Students will be able to differentiate between altruism and fiduciary.
3. Students will be able to discriminate between empathy and sympathy.
4. Students will be able to identify their roles in terms of professional identity.
b) Students will be able to demonstrate caring attitude for the patients
5. Students will be able to serve the patient as an individual, taking into account
lifestyle, beliefs and support system.
6. Displays professional behavior while dealing with patients suffering from debilitating
diseases, and their families.
7. Students will be able to demonstrate empathy in patient-health professional
interaction.
8. Students will be able to identify the health care needs of community.
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c) Students will be able to display honor, self-respect and integrity in their

characters
9. Acts honestly in dealing with patients.
10. Adheres to principles of trust in day to day professional interactions.
11. Avoids misuse of power for personal gains.
12. Accept errors and mistakes in responsible manner.
13. Practice discretely and appropriately while dealing with confidential information.
d) Students will be able to practice reflective writing such as portfolio
14. Identifies his own strengths and weaknesses.
15. Display appropriate emotional and social intelligence.
16. Prepare personal development plan and reflective portfolios.
17. Analyze critically his personal development plan.

e) Students will be able to communicate skillfully in breaking bad news

18. Develops counselling skills in professional life
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Communication Skills

A) General learning Outcomes

The student would be able to;

1. Apply general principles of good communication

2. Communicate with patients / relatives with empathy
3. Communicate with colleagues
4. Communicate as a teacher
5. Communicate as a patient advocate
6. Communicate with media and press

B) Specific learning objectives

By the end of this course, students would be able to;

a) Apply general principles of good communication

1) Listen to the patients about their health problems by communicating very
clearly and with respect.
i. Receive patients with respect
ii. Listen to the patient’s problems
iii. Discuss with the patients regarding health problems available management
options
b) Demonstrate the ability to solve problems keeping in view the individual
and cultural differences.
i. Shows the ability to solve problems
ii. display sensitivity towards individual and cultural differences keeping in view the
principles of equality and equity
2) Integrate new ideas, models and can actively participate in different academic
discussions.
i. Display team work in group activities for creativity and problem solving
ii. Share with administration on matters one feels sensitive about
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3) Accept responsibility for professional and ethical behavior.

i. display privacy and confidentiality of the patients keeping in view
ii. Adhere to professional behavior while dealing with patients
4) Exhibit professional behavior while breaking the bad news
i. Inform the patients in empathetic and responsible manners about their health
ii. display sensitivity in breaking bad news
5) Deal appropriately with violent and vulnerable patients in clinical
environments.
i. Demonstrate ability to deal difficult patients such as psychiatrics and aggressive
ii. Knowing the art of dealing with vulnerable groups such as children, elders,
handicapped and women, etc.
6) Communicate with patients / relatives with empathy
a. Listen to and educate the patients about their health problems by
communicating very clearly and with respect, even in breaking the bad news.
i. Receive patients with respect
ii. Listen to the patient’s problem
iii. Listen to others with respect.
iv. Listen for and remember the name of newly introduced people.
v. Educate the patient regarding the health problem, available choices,
management plan, self-care, and use of prescribed drugs and
equipment,
vi. Clear, effective and sensitive communication for breaking bad
vii. News.
viii. Deal with an angry or violent patients, difficult circumstances,
and vulnerable patients.
ix. Advise patients on lifestyle modification

7) Communicate with colleagues

a. Demonstrate sensible attitude in problem solving keeping in view the
individual and cultural differences.
b. Demonstrates belief in the democratic process.
c. Is sensitive towards individual and cultural differences (value diversity).
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d. Shows the ability to solve problems.

e. Cooperates in group activities (displays teamwork)
f. Informs management on matters that one feels strongly about.

8) Communicate as a peer-teacher
a. Competent enough, to present new ideas, models and can actively
participate in different class discussions
b. Participates in class discussions.
c. Gives a presentation.
d. Questions new ideals, concepts, models, etc. in order to fully understand
them.

9) communicate as a patient advocate

a) Show commitment to accept responsibility for his behavior in
professional and ethical way.
b) Recognizes the need for balance between freedom and responsible
behavior.
c) Accepts responsibility for one’s behavior.
d) Explains the role of systematic planning in solving problems.
e) Accepts professional ethical standards.
f) Proposes a plan to social improvement and follows through with
commitment

10) Communicate with media and press

a) Be sensitive and clear enough to know the intricacies of breaking the bad
news, and is able to deal with violent, vulnerable and in difficult
situations.
b) Know the safety rules and practices them.
c) Recognizes the need for balance between freedom and responsible
behavior.
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Research Methods, Statistics, and Proposal Development

A) General Learning outcomes

At the end of year 5, the MBBS students will be able to;

1. Identify a researchable problem and critically review literature

2. Phrase succinct research questions and formulate hypotheses
3. Identify the appropriate research design(s) in social sciences
4. Identify the appropriate scientific methods underpinning the research designs
5. Collect, analyze and evaluate data, and present results where possible

6. Demonstrate ethics in conducting research and in ownership of intellectual
property


Contents
Research Methods

1. Background, concepts, uses.

2. Tools required for qualitative (focus groups, documentary analysis, interviews and
observations) and quantitative research (surveys, questionnaires, experiments etc.)
3. Basic measurements in epidemiology (morbidity, mortality, disability and fatality).

Learning objectives

Students should be able to conduct simple analysis of quantitative and qualitative data that include:

1) Quantitative:

a. Data and its types


b. Rates, ratios and proportions


c. Crude, specific and standardized rates.


2) Qualitative:
a. Thematic analysis
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b. Focus group interviews

Proposal Development

1. Literature Review (Background, keywords)

2. Title, Rationale, Purpose
3. Developing a Research Question
4. Developing Objectives
5. Operational Definitions
6. Hypothesis
7. Materials and Methods
a. Study Design
b. Study Setting
c. Study Duration
d. Sample Size
e. Sampling Technique
f. Sample Selection
i. Inclusion Criteria
ii. Exclusion Criteria
8. Data Collection Procedures
9. Data Analysis Procedures
10. Bibliography and Referencing
11. Types and examples of Variables

Leadership and Management

General outcomes
At the end of year 5, the MBBS student will be able to;

1. Practice principles of leadership in an organizational setup

2. Motivate groups to achieve common targets and shared vision
3. Demonstrate character and values necessary to lead groups with ethical practices
4. Use critical thinking and reasoning in problem solving
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5. Construct effective teams and organizational structures

6. Persuade people to positively work in right direction
7. Develop strategic approach for various situations
8. Display visionary approach for better health care
9. Create vision for better health care

Specific learning objectives

By the end of year 5, the MBBS students will be able to;

1. Define and differentiate between leadership and management

2. Describe different attributes and styles of leader in their context
3. Compare different models of leadership and management.
4. Demonstrate self-management skills
5. Apply different motivational skills for team members
6. Apply critical thinking skills to different problems
7. Analyze situations and apply ethical principals
8. Demonstrate positive attitude in different environments
9. Exhibit positive attitude and outlook in workplace environment,
10. Practice emotionally intelligent behavior to deal with different situations
11. Willing to work with other people and team members for maintenance and
improvement of performance
12. Willingness to assist and bring change of the system in right direction
13. respect the leadership and management role of other team members and non-
medical colleagues.
14. Describe and design organizational hierarchical structures
15. Perform SWOT analysis for a particular task
16. Describe different strategy developing approaches
17. Develop strategies for given scenarios
18. Delegate powers to juniors and team mates
19. Display visionary approach for health care situations
20. Raising and acting on concerns
21. Participate confidently in a problem and choose to act in the most proper leadership
style.
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Part 2
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Table of specification
Year 1

Topic Contents Learning Objectives Teaching Method Module Hours Assessment

A) Behavioral sciences

Model of Bio-Psycho-Social Describe Bio-Psycho- Lecture/ Group Foundation 1 1 MCQs and Formative
healthcare model of health care Social model of Discussion
health care

Health and behavioral Correlate health with Lecture/ Group Foundation 1 1 MCQ and Formative
sciences Behavioral sciences. Discussion

Describe Important of
behavioral sciences in
health.

Affective domain attitude Describe Attitudes in Lecture/ Group Foundation 1 1 MCQ and Formative
health professionals Discussion

Describe factors
affecting it.

Attention and Define attention and Lecture/ Group Blood 1 1 MCQ and Formative
concentration concentration. What Discussion
factor affect them?

Personality Define personality. Lecture/ Group MSK1 1 MCQ and Formative

Discussion
Describe factor affect
personality
development

Motivation Define motivation Lecture/ Group MSK 1 1 MCQ and Formative

and describe the Discussion
types of motivation

Stress Stress and its Define and classify Lecture/ Group MSK 1 1 MCQ and Formative
management stress and stressors. Discussion
Describe relationship
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of stress and stressor

with illness.
Describe the concept
of life events and
their relationship
with stress and
illness.

Coping skills and Describe the Lecture/ Group MSK 1 1 MCQ and Formative
Defense mechanism concepts of Discussion
adjustment and
maladjustment?
explain coping skills
and describe the
psychological defense
mechanisms

B) Professionalism

Introduction to Definition of a Define Lectures/Group Foundation 1 2 MCQ, SAQ,

Professionalism professionalism, Professionalism, and discussion
behavior’s, attitudes, its attributes
emotions, and their
attributes

Dynamics of Trust definition, its Dynamics of trust in Lecture Foundation 1 1 Formative

Professionalism attributes, and health professional-
Role Play
components, and its’ patient relationship
application Workplace

Attributes of prof Differences between Discriminate between Lecture/ MSK 1 2 MCQ, SEQ, and
empathy and empathy and Formative
Group discussion/
sympathy sympathy
Role play

Prof identity White coat ceremony Students’ roles in White coat Foundation 1 2 Formative
formation terms of professional ceremony
Types, multiple
identity
identities,
Components,
Professional identity
formation

Attributes Accept errors and Accept errors and Lecture CVS1 2 Formative
mistakes in mistakes in
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responsible manner responsible manner

PIF Identifies his own Identifies his own Lecture/Group Foundation 1 1 Formative
strengths and strengths and discussion/Role Play
Portfolio
weaknesses weaknesses

Emotional Emotional and social Describe & Display Lecture/Group Blood 1 2 Formative
intelligence intelligence in given appropriate discussion/Role Play
contexts emotional and social
intelligence

Personal Personal Prepare personal Lecture/ Group Foundation 1 2 Assignment

Development Plan development plan & development plan & Discussion
(PDP) reflective portfolios reflective portfolios

PDP Peer feedback session Analyze critically his Group Discussion MSK 1 2 Formative
on PDP personal among peers
development plan
(PDP)

Social Describe social Definition, types, Lecture Respiration 1 2 MCQ

accountability accountability components,
theoretical
background

C) Communication skills

Cultural sensitivity Concepts of Equality Display sensitivity Lecture equity,

and Equity, Cultural towards individual equality/Role play,
Blood 1 1 Continuous
sensitivities. and cultural
Formative
differences keeping in
view the principles of
equality and equity

Teamwork Dynamics of Display team work in Role play, SGTs in first year 2
Teamwork group activities for
Formative
creativity and
problem solving

Communicating Share with Communicating with DME Orientation Foundation 1 Formative

with administration on administration session /Role play
3
administration matters one feels
sensitive about
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Confidentiality Confidentiality of Ensuring Lecture/Role play / Blood 1 1 continuous

colleagues and confidentiality Group Discussion Formative
patients

Appropriate use of
social media

Communicate as a Recognizing the limits

peer-teacher of one’s knowledge
and skills; and to
ensure the accuracy Knowing limitations Lecture /Group MSK 1 2 continuous
of teaching content Discussion, Formative
delivered to others

Evaluating the quality Understanding of

of teaching methods to evaluate
Lecture/Group Foundation 1 1
the effectiveness and
Discussion
quality of teaching

Evaluating the quality Understanding of 1

of teaching and methods to evaluate
Lecture/Group Foundation 1 continuous
quality of teaching the effectiveness and
Discussion Formative
quality of teaching

Communicate with Use of Social Understanding of

media and press media/blogs for who should give
communication information to the
media and press and
Communicating with
what form it should
Media and Press
take, including the
need to maintain
Lecture/Group 2 Continuous
confidentiality where
Discussion, Role Formative
individual patients MSK 1
Play
are concerned

D) Leadership and Management

Introduction Definition of a leader Differentiate Lecture Orientation MCQ, SAQ

& manager between leadership session of
1
and management foundation 1
Differences between
leadership and
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management

What is self-
management? Its
Self-management Demonstrate self- 1 Continuous
importance.
skills management skills Formative
Task foundation 1
Self-management
Mechanisms

Describe different Lecture/ Group Respiratory 1 2 MCQs Formative

Attributes and style attributes and styles Discussion
of leadership of leader in their own
cultural context

E) Ethics

Ethical principles Ethical principles. Explain the pillars of Lecture/Group

(Autonomy, medical ethics and Discussion
foundation 1 1 MCQ, Formative
Beneficence, Non- their application in
maleficence, Justice) different situations

F) Research

Introduction Background, Describe the Lecture/ Group Foundation 1 1 MCQs

concepts, uses.
background and Discussion
Definition of medical purpose of research.
research

Need of medical
research

Types of Research Types of Research & Explain different Lecture/ Group Foundation 1 1 MCQs
Epidemiological types of research. Discussion
methods (descriptive,
analytic and
experimental).

Formulation of Importance of formulate research Lecture/ Group Foundation 1 1 MCQs Assignment

Research Question Research Question in question Discussion
starting research

Scope of research
question

Study design
implications for
research question
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Describe how to
develop a research
question.

Research Developing Write research Lecture/ Group Foundation 1 2 MCQs Assignment

objectives Objectives and objectives for a Discussion
hypothesis research study.
Hypothesis
Develop hypothesis
for a study.

Select a study design

for a study.

Literature Search Literature Review Describe techniques Lecture/ Group Blood 1 4 MCQs Assignments
(Background, of literature search Discussion
and review.
keywords)

conduct literature
search to finalize the
research question
using Boolean logic

Title, Rationale, Title, Rationale, Explain the process of Lecture/ Group Blood 1 2 MCQs Assignment
Purpose Purpose title selection for a Discussion
research study.

Describe the purpose

and justification of
any selected title.

Operational Operational Describe Operational Lecture/ Group Blood 1 1 MCQs Assignment

Definitions Definitions Definitions Discussion

Year 2
A) Professionalism and Behavioral sciences

Dealing with Culture, Life style, Serve the patient as 2

patients and Belief System in an individual,
Lecture Neurosciences Formative
the society considering lifestyle,
1A
beliefs and support
system
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Power Dynamics Power dynamics, Avoids misuse of Lecture 1

bullying, harassment, power for personal
Group Discussion/ Neurosciences Formative
its influences on gains
Role Play 1A
interrelationships

Social Definition and Describe the concept Lecture/ Small Neurosciences 1 MCQ
accountability concept of social of social group Teaching 1B
accountability accountability

Mental illness Definition, types, Define mental illness, Lecture/ Small Neuroscience IB 1 MCQ and formative
components, its importance, group Teaching
theoretical impact, and
background prevention

Social psychology, Definition, types, Describe social Lecture Neurosciences IB 1 MCQ and formative
health & terrorism components, psychology, and its
theoretical relation on health
background and terrorism

Stigma and Stigma and reactions Describe Stigma and Lecture GIT 1 MCQ and formative
reactions to illness to illness, Strategies reactions to illness,
for not being and how not to be
judgmental judgmental

B) Communication Skills

Verbal and non- Verbal and non- Develop and Role play, Group GIT 1/ Renal 1 0.5 MCQ and Continuous
verbal verbal Demonstrate Discussion Formative

communication communication skills effective verbal and OSPE

skills non-verbal
communication skills

Listening skills Listening skills Develop and Role play, Group GIT1/ Renal 1 0.5 MCQ and Continuous
demonstrate active Discussion Formative

listening skills for OSPE

learning purposes
and to the patient’s
problems

Reading skills Reading skills Develop and Role play, Group GIT 1/ Renal 1 0.5 MCQ and Continuous
Demonstrate Discussion Formative

effective reading OSPE

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skills

C) Research

Qualitative Introduction to Describe qualitative Lecture/ Group Neurosciences 3 MCQs/Assignment

research qualitative research research Discussion (IB)
methodology methodology methodology.

Sample size Sample Size Calculate sample size Lecture and Hands GIT 1 1 MCQs/Assignment
Calculation for different research on Exercise in
projects.
Computer lab

Calculate sample size

for a specific research
project.

Sampling Probability and non- Describe various Lecture/ Group Renal 1 1 MCQs/Assignment
techniques and probability sampling techniques. Discussion
sample selection Justify sampling
techniques chosen
Sampling techniques for a specific research
project.

Select sample for a

Sample Selection
specific research
i. Inclusion project
Criteria

ii. Exclusion
Criteria

Designing of a Steps for making a design a Lecture/ Group Renal 1 2 MCQ and Assignment
Questionnaire questionnaires questionnaire Discussion

Identify validated
questionnaire

Data Collection Data Collection Discuss procedure of Lecture/ Group Endocrine 1 2 MCQ and Assignment
Procedures Procedures data collection for Discussion
your study.

Ethical Review Ethical principles for Describe ethical Lecture Endocrine 1 1 MCQ and Assignment
medical research principles for the
purpose of medical
application for ethical research
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approval

Plagiarism Definition, Types, Describe plagiarism Lecture/ Group Reproduction 1 1 MCQ and formative
Strategies to avoid it and how to avoid it Discussion

D) Management and Leadership

Models of Models of leadership Compare different Lecture /group Endocrine 1/ 1 MCQs

Leadership and & management models of leadership discussion Reproduction 1
management and management

Year 3
A) Professionalism and Behavioral sciences

Dynamics of Trust definition, its Dynamics of trust in

professionalism attributes, and health professional-
components, and its’ patient relationship
application Workplace Foundation 2 2 Formative

Attributes of Differences between Discriminate between group discussion/ MCQ, SAQ and
professionalism empathy and empathy and Role play Formative
Infection and 2
sympathy sympathy
inflammation

Students’ roles in Group Discussion/

terms of professional Role Play
Professional Types, multiple Foundation 2 Formative
identity
identity formation identities

Attributes of Empathy levels & its Demonstrate Group Discussion MSK2 1 MCQ, SAQ
professionalism application empathy in patient- and Role Play
Formative
health professional
interaction

Principles of trust in Adheres to principles Group Discussion/ Foundation 2 Formative

daily work activities of trust in day to day Role Play
2
professional
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interactions

B) Communication skills

Counselling skills Counselling skills Develops counselling Lecture/Group CVS-2

skills in professional Discussion
2 Formative
life

Dealing with Patient reception, Receive patients with Role play, Group Foundation 2 1 Continuous
patient and respect respect Discussion Formative

Listening skills Listening skills Listen to the patient’s Role play, Group MSK 2 1 Continuous
problems Discussion Formative

Communicating Communicating with Share with Role play, Hospital Foundation 2 3 Continuous
with administration administration on teaching Formative
administration matters one feels
sensitive about

Principles of ethics Privacy and Display privacy and

confidentiality of the confidentiality of the
Continuous
patients, Medico- patients keeping in
Formative
legal and cultural view Role play, Hospital Blood 2 3
aspects teaching
a-cultural traits

b- medico-legal law
cases

dealing with Professional behavior Adhere to Group Discussion,

patients while dealing with professional behavior Hospital teaching
Respiratory 2 2 Continuous
patients while dealing with
Formative
patients

Answering to patient Answering questions Role play, Group

queries and giving Discussion
Foundation 2 1 Continuous
explanations and/or
Formative
instructions

Informed consent Informed consent Obtaining informed Lecture

consent
Special Situations Bedside teaching CVS -2 2 Continuous
Formative

Confidentiality Confidentiality of
colleagues and
Ensuring Lecture/Role play, Continuous
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patients confidentiality Group Discussion Blood 2 Formative

Appropriate use of 2
social media

Communicate as a Knowing limitations Recognizing the limits

peer-teacher of one’s knowledge
Group Discussion,
and skills; and to
Hospital teaching
ensure the accuracy MSK 2 2 Continuous
of teaching content Formative
delivered to others

Motivation Motivation. Team Explain motivational

working skills for team
members for clinical
tasks Small group/team Foundation 2 2 Formative
based

Positive attitude Positive attitude Exhibit positive Bedside/community

processes attitude and outlook
Visit CVS-2 2 Formative
in workplace
environment

C) Leadership and Management

SWOT Analysis SWOT Analysis Perform SWOT Group Discussion CVS 2 1 MCQ, SAQ,
analysis for a Formative
particular task

Power dynamics Power dynamics Delegate powers to Lecture, and Role Respiratory 2 1 MCQ, SAQ,
juniors and team Play Formative
Power and empower
mates

D) Research

Purpose and Background, 1.1 Define and Teaching method Foundation 2 2 MCQ
concepts, uses. categorize types
process of health
of health
research research
Explain the purpose
Definition of medical of health research
research

Need of medical
research
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Broad overview of
the different types of
research (qualitative,
quantitative ,mixed
methods and the
common research
methods/design used
in each

Steps of research Explain the steps lecture Infection and 1 MCQ

process involved in the inflammation
research process

Identifying study Brainstorming for Develop a list and Lecture/SGD Infection and 2 Assignment
question identifying a research mind map of possible inflammation
topic.
research topics

Selecting a general
topic

Narrowing from a
broad general topic
to a more specific
focused area of
research

Literature review Types of literature

review

Strategies of
literature review

Search engines and 2.2 Select a single Lecture/SGD Infection and 2 Assignment
their limitations such topic of interest from inflammation
as google, google the list Small
scholar ,PubMed
2.3 Review the group discussion
Databases for thesis literature
,abstracts, full text
article

Difference between
the various sources of
information

Selecting information
for academic writing
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Academic reading
and writing

Develop an evidence
table

Formulate / refine
research question
from gaps from
evidence table

Referencing Bibliography Differentiate Lecture Multisystem 1 MCQ

between references, module
Intacts (secondary citation & Self-directed
bibliography learning
citation
List different styles of
Mandeley / zotero referencing

Select appropriate
referencing style for
research project.

Explore and practice 4.5 Apply referencing Lecture Multisystem 2 Assignment

free reference software to word module
Small group format
software Zotero for document
referencing(open
access)

Grammarly Practical Blood 2 2 MCQ

Academic Reading Small group

and writing and discussion

Plagiarism Practical

Academic integrity Define academic

integrity.

Define plagiarism.

Explain how to avoid

plagiarism.

List and explain

software used to
check plagiarism.
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Develop writing skills

with Grammarly
checker

Proposal writing Guidelines and Write a proposal for MSK 2 7 Assignment (develop
Templates for research project a literature review
proposal writing using KMU or CPSP and synopsis for your
/synopsis writing guidelines or any topic of interest )
other standard
guidelines

GANTT Chart How to make a Make a GANTT Chart Hands-on exercise CVS 2 1 MCQ and Assignment
GANTT Chart for a research project in computer lab

Year 4
A) Professionalism and Behavioral sciences

Dealing with Culture, Life style, Serve the patient as

patients and Belief System in an individual, taking
Group Discussion/ Endocrine and 2 Formative
the society into account lifestyle,
Role Play reproduction 2
beliefs and support
system

Community Need Needs analysis & Identify the health Lecture/ Group Renal endocrine 1
analysis SWOT analysis care needs of Discussion and reproduction
MCQ, SAQ
(approaches to community
professionalism)

Power Dynamics Power dynamics, Avoids misuse of Lecture/ Group 1 Formative

bullying, harassment, power for personal Discussion/role play
NEUROSCIENCES- portfolio
its influences on gains
2
interrelationships

Emotional Emotional and social Describe & Display Group

intelligence intelligence in given appropriate Discussion/role play
Neurosciences 2 2 Formative
contexts emotional and social
intelligence

Differentiate Group
between different discussion/Role play
Simulated situations GIT Hepatobiliary 2
social accountability
and metabolism
 26

issues 2

B) Communication skills

Conflict resolution Problem solving skills Show the ability to Group

solve problems discussion/Role play
Neurosciences 2 2 Continuous
regarding difficult
Formative
patients/attendant.

dealing with Dealing with difficult Demonstrate ability

patients patients to deal difficult
Group Medicine 1 Continuous
patients such as
discussion/Role play Formative
psychiatrics and
aggressive

Dealing with Knowing the art of Paeds/Gyanae Continuous

vulnerable groups dealing with Formative
Dealing with Group 1
vulnerable groups
vulnerable groups discussion/Role play
such as children,
elders, handicapped
and women.

Counselling Educating patients Patient education Role play, Hospital Endocrine and
and facilitating self- teaching Reproductive
1 Continuous
management of health
Formative
illness

C) Leadership and Management

Emotional Practice in an
intelligence emotionally
Emotional Practical/ bedside ENT 2 Formative
intelligent manner in
intelligence
different situations

Creativity and Dynamics of Display visionary Group Discussion Eye 1 SAQ, and Formative
innovation in Healthcare situations approach for health and Role play
leadership care situations

Conflict Conflict management Raising and acting on Group Discussion ENT 1 SAQ, and Formative
management concerns and Role Play

confidentiality Maintaining Participate Group Discussion Blood 2 1 SAQ, and Formative

confidentiality confidently in a and Role Play
problem and choose
to act in the most
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proper leadership
style

D) Research and biostatistics

Biostatistics Intro to biostats Describe the SGD BLOCK 1 2Hrs

significance of
biostat in health
and epidemiology

Data and variable Define and

types classify variables

Sampling Sampling Define sampling LGF Block 1 1 hr

Discuss types of
sampling

Bias Biases in Define Bias LGF Block 1 1 hrs

epidemiological Discuss different
studies types of biasis

Discuss ,how bias

can be prevented

Measures of Measures of Classify measures LGF Block 1 1 hr

central central tendency of central
tendency tendency

Calculate
measures of
central tendency

Interpret and
signify the results

Describe the
advantages and
disadvantages of
 28

different
measures

Measures of Measures of Classify measures LGF Block 1 1 hr

dispersion dispersion of dispersion

Calculate
measures of
dispersion

Interpret the
results of
measures of
dispersion

Explain the
advantages and
disadvantages of
measures of
dispersion

Explain the use of

different
measures in
specific
circumstances

Normal Normal Define normal LGF Block 1 1 hr

distribution distribution distribution

Describe normal
distribution

Calculate and
graphically
represent normal
distribution
 29

Explain it’s use &

significance in
relation to data

Describe
percentile and
interquartile
range

Calculate and
depict percentile
and interquartile
range

Explain use and

significance of
these in different
situations

Confidence Confidence Define LGF Block 1 1 Hr

Interval, interval, confidence level
Confidence Confidence level, and interval
level, Standard standard error
error

Describe
confidence level
and interval

Calculate
confidence level
and interval

Explain their use

and significance
in different
situations
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P value, critical P value, critical Define P value, SGD Block 1 2 hrs

region, region, rejection critical region,
rejection region, α β errors rejection region, α
region, alpha β errors
beta errors

Describe P value,
critical region,
rejection region, α
β errors

Calculate P value,
critical region,
rejection region, α
β errors

Describe their use

and significance
in different
situations

Z test & it’s ‘z’ test & it’s Define & Describe LGF Block 1 1 hr
appkication, application in ‘z’ test
Types / shapes hypothesis
of frequency testing,
distribution applications of
parametric and
non parametric
tests

Describe it’s use

in different
statistical settings

Calculate ‘z’ test

Explain it’s
 31

application in
hypothesis
testing

Interpret and
apply to clinical
settings

Discuss various
shapes of
frequency
distribution

Describe the
applications of
parametric and
non parametric
tests

T test & it’s t’ test & it’s Define & Describe LGF Block 1 1 hr
application application in ‘t’ test
hypothesis
testing, degree of
freedom

Explain it’s use in

different
statistical settings

Calculate ‘t’ test

Describe it’s
application in
hypothesis
testing

Interpret and
apply to clinical
 32

settings

Calculate degree
of freedom

Chi square test Chi square & it’s Describe ‘x2’ test LGF Block 1 1 hr
& it’s application in
application hypothesis
testing

Describe it’s use

in different
statistical settings

Calculate ‘x2’ test

Explain it’s
application in
hypothesis
testing

Interpret and
apply to clinical
settings

Correlation, Correlation, Describe LGF Block 1 1 Hr

regression regression, Correlation &
Regression

Interpret and
apply to clinical
settings

Transformation Transformations Know the use of

for not normal for Not Normal Transformations
distributions for Not Normal
distribution
distributions

Referencing
 33

Practical Practical SGD 2Hrs

Problems in problems in
biostat biostat

Data analysis Data analysis Use of MS Excel SGD 2 HRS

Hands on for data analysis

Use of SPSS for 3x SGD 6hrs

data analysis

Use of Endnote SGD 2hr

for reference
management

Data 4xSGD 8 hrs

compilation,
analysis and
dissertation
writing

Honesty and its Acts honestly in Group Discussion/ Surgery Formative

dynamics in dealing with patients Role Play
workplace

2
Fake certification

Attributes errors and mistakes Accept errors and Lecture Formative

in responsible mistakes in
Group Discussion/ Surgery 2
manner responsible manner
Role Play

Attributes Dealing with dealing with Group Discussion/ Medicine Formative, OSCE
confidential confidential Role Play
1
information information

Communication Counselling skills Develops counselling Lecture 2 Formative

skills skills in professional
Group Discussion/ Medicine
life
Role Play
 34

Cultural Gender sensitivity

competence

Final year-5

A) Communication skills

counseling Case discussions on Discuss with the Role play, Group Medicine 1 Continuous
health problems and patients regarding Discussion Formative
their management health problems and
available
management options

Cultural sensitivity Concepts of Equality Display sensitivity

and Equity, Cultural towards individual
Role play, Hospital
sensitivities. and cultural
teaching
differences keeping in Gynae 2 Continuous
view the principles of Formative
equality and equity

Counseling Empathetic Inform the patients in Group Discussion, Surgery 2 Continuous

communication with empathetic and Hospital teaching Formative
patients responsible manners
about their health

Breaking the bad Breaking the bad Display sensitivity in Group Discussion 1 Continuous
news news breaking bad news Formative
Medicine

Informed consent Informed consent Obtaining informed Lecture Continuous

consent Formative
Special Situations Bedside teaching 2

surgery

Communicate with Oral and written Passing on and Role play, Hospital Peads /surgery 2
colleagues communication (daily sharing information teaching
progress report) with orally, in writing and
colleagues. electronically

Subjective, objective,
assessment, plan
(SOAP) (bedside
 35

teaching)

Communicate with Writing patient Writing a good Role play, Hospital Medicine 1 Continuous
colleagues referral to colleagues. management teaching Formative
summary and patient
Setting, background,
referral
assessment,
recommendation
(SBAR protocol)

Communicate with Providing all Filling lab Role play, Hospital Surgery
colleagues necessary clinical investigation forms teaching
information on
request forms to 1
laboratory-based
colleagues

Communicate as a Communicating Conveying complex Medicine Continuous

peer-teacher complex information information to Formative
Group Discussion,
in different settings others, individually or
Hospital teaching
in groups, in a variety 1
of settings and using
a range of teaching
tools and
presentation aids

Communicate as a Patient Advocacy Recognizing when Group Discussion, Paeds/Gynae 2 Continuous

patient advocate patient advocacy is Role Play Formative
appropriate and how
it may be
accomplished
effectively

Communicate with Use of Social Understanding of Continuous

media and press media/blogs for who should give Formative
Group Discussion, Surgery 2
communication information to the
Role Play
media and press and
Communicating with
what form it should
Media and Press
take, including the
need to maintain
confidentiality where
individual patients
are concerned
 36

B) Leadership and Management

Team work Strategies to Improve Willing to work with Role Play Surgery 2
performance other people and
Formative
team members for
maintenance and
improvement of
performance

Change Change management Willingness to assist Lecture and Role Gynae 1 MCQ, SAQ, and
management and bring change of play Formative
the system in right
direction

Dealing with . Respect for Be able to respect the Role Play Surgery 1 Formative
colleagues colleagues leadership and
management role of
other team members

3- Healthcare quality and patient safety

Organization Organizational types, Describe Lecture Gynae 1 SAQ, Formative

structure of health hierarchies, and organizational
care system cultures hierarchical
structures

Patient safety Medical errors Describe the types of Lecture 1 MCQ/formative

medical errors

Describe the means Lecture 1 MCQ/formative

and ways to avoid
diagnostic errors

System errors Describe system Lecture 1 MCQ/formative

errors with examples

Describe the methods Lecture 1 MCQ/formative

of avoiding system
errors using the Swiss
cheese model

Critical incidents Describe the basic Lecture 1 MCQ/formative

report concepts of critical
incident reports
 37

Patient records Daily progress reports Describe the SOAP Lecture/Bed side 1 MCQ/formative
format of writing teaching
DPRs

Patient referrals and Describe the SBAR Lecture/Bed side 1 MCQ/formative

discharge summaries protocol for patient teaching
referrals and
discharge

Evidence based EBM Describe the concept Lecture 1 MCQ/formative

medicine and of EBM in clinical
evidence based practice
medical practice

Elaborate the Lecture 1 MCQ/formative

different levels of
evidence

Emphasize the role of Lecture 1 MCQ/formative

RCT, meta-analysis
and systematic
review in EBM