FACULTY OF MEDICINE

MBBS
Phase I
STUDENT HANDBOOK

2019-2020

0 STUDENT HANDBOOK
CONTENTS

VISION AND MISSION ........................................................................................................... 3

1 INTRODUCTION .............................................................................................................. 4

2 FACULTY OF MEDICINE KEY STAFF ......................................................................... 5

3 THE UBFoM MBBS COURSE ......................................................................................... 7

3.1 PROGRAMME STRUCTURE ................................................................................... 7

3.2 LEARNING OUTCOMES OF THE MBBS PROGRAMME .................................... 7

3.3 KEY FEATURES OF THE MBBS PROGRAMME .................................................. 8

4 MBBS PHASE I PROGRAMME .................................................................................... 10

4.1 INTRODUCTION .................................................................................................... 10

4.2 TEACHING AND LEARNING STRATEGIES ...................................................... 11

4.2.1 Approaches to Learning ..................................................................................... 11

4.2.2 Problem Based Learning (PBL) ......................................................................... 11

4.2.3 Clinical and Communication Skills ................................................................... 12

4.2.4 Clinical Placements (CP) .................................................................................. 13

4.2.5 Learning Resource (Sessions) ............................................................................ 13

4.3 THE PHASE I WEEKLY PROGRAMME .............................................................. 14

5 PROGRESSION THROUGH THE COURSE ................................................................. 15

5.1 PROGRESSION ....................................................................................................... 15

5.2 WITHDRAWAL FROM THE COURSE ................................................................. 16

6 ASSESSMENTS AND EXAMINATIONS ..................................................................... 16

6.1 PHASE I ASSESSMENT ......................................................................................... 16

6.2 COURSEWORK SUBMISSION .............................................................................. 18

6.3 EXAMINATION RULES AND REGULATIONS .................................................. 18

6.4 ACADEMIC APPEALS ........................................................................................... 18

6.5 PLAGIARISM .......................................................................................................... 19

7 PROFESSIONAL RESPONSIBILITIES ......................................................................... 19

1 STUDENT HANDBOOK
 7.1 ATTENDANCE ........................................................................................................ 19

7.2 ABSENCE AND ILLNESS ...................................................................................... 19

7.3 FITNESS TO STUDY .............................................................................................. 20

7.4 PROFESSIONAL CONDUCT ................................................................................. 20

7.5 IMMUNISATION ..................................................................................................... 21

7.6 MEDICAL STUDENT DRESS CODE AND APPERANCE .................................. 21

8 STUDENT SUPPORT ..................................................................................................... 21

9 LIBRARY AND FACULTY OF HEALTH SCIENCE RESOURCE AND

COMPUTER CENTRE ........................................................................................................... 22

10 STUDENT REPRESENTATION .................................................................................... 22

11 CONTACT INFORMATION .......................................................................................... 23

SUPPLEMENT A .................................................................................................................... 24

SUPPLEMENT B .................................................................................................................... 27

APPENDICES ......................................................................................................................... 28

APPENDIX I ........................................................................................................................ 28

APPENDIX II ...................................................................................................................... 29

APPENDIX III ..................................................................................................................... 30

APPENDIX IV ..................................................................................................................... 32

APPENDIX V ...................................................................................................................... 33

APPENDIX VI .................................................................................................................... 34

APPENDIX VII.................................................................................................................... 36

APPENDIX VIII .................................................................................................................. 39

APPENDIX IX ..................................................................................................................... 41

ACKNOWLEDGEMENTS ..................................................................................................... 42

2 STUDENT HANDBOOK
VISION AND MISSION

Vision
To educate, recruit, develop and retain
Batswana medical doctors for the national
MEDICINE
FACULTY

health care system and to enhance the

health of the people of Botswana
OF

t
o change the formatting of
the pull quote text box.]

Mission
To prepare skilful, productive, ethical and
compassionate physicians who advance and
apply in a humanistic and professional
manner scientific discovery and technological
innovation to the health care needs of
individual patients, their families and larger
societal groups.

3 STUDENT HANDBOOK
1 INTRODUCTION

Welcome to University of Botswana, Faculty of Medicine (UBFoM)…………………………

‘Training competent doctors in Botswana who are internationally competitive’.

The purpose of this handbook is to bring together, in one “user friendly” document,
information about Phase I of the medical undergraduate curriculum at the University of
Botswana, Faculty of Medicine (UBFoM). Some of the information is already available to
medical students in a variety of sources including the University of Botswana Calendar.

This handbook must be read since it contains information relating to specific requirements of
the programme. It should be read in conjunction with the University of Botswana Calendar.

Some information included in this handbook is subject to review and change during the year.
Updates will be posted on Blackboard when available.

DISCLAIMER
All information in this handbook is given in good faith and is correct at the time of printing
but UBFoM cannot accept liability for any errors or omissions.

4 STUDENT HANDBOOK
2 FACULTY OF MEDICINE KEY STAFF
Prof. Oathokwa Nkomazana
Dean
nkomazanao@ub.ac.bw
Sir Ketumile Masire Teaching
Hospital, 4th Floor,
Tel: 355 4566
Dr Japhter Masunge
Associate Programme
Director (Acting Deputy
Dean)
masungej@ub.ac.bw
SKMTH, 4th Floor
Tel: 355 5556
Dr George G. Mokone
Head Biomedical
Sciences/Phase I Co-
ordinator
mokoneg@ub.ac.bw
Block 246, Office: A009
Tel: 355 4426
Dr. Shimeles Hamda
Year 1 Community Attachment
Co-ordinator
shimeles.hamda@mopipi.ub.bw
Block 246, Office: 202
5 STUDENT HANDBOOK
Prof. Doreen Ramogola-
Masire
Deputy Dean (Research and
Graduate Studies)
MasireD@ub.ac.bw
Sir Ketumile Masire Teaching
Hospital, 4th Floor,
Tel: 355 4554
Dr Detlef Prozesky
Head Medical Education
detlef.prozesky@mopipi.ub.
bw
Block 247, Office: 208
Tel: 355 5494
Dr Masego Kebaetse
Co-ordinator (Learning
Skills)
masego.kebaetse@mopipi.
ub.bw
Block 246, Resource Centre
Tel: 355 5468
Dr John Wright
Phase I PBL Co-ordinator
WrightJ@mopipi.ub.bw
Block 246, Office: A010
Tel: 355 4480
 Ms M.K. Mafoko Ms Dineo Ketshogileng
Admin Officer-Student Faculty Librarian
Support ketshogidk@mopipi.ub.bw
Mafokomk@mopipi.ub.bw Block 246, Resource Centre
Block 247, Office:210 Tel: 355 5160
Tel: 355 5160

Dr Shathani Nkhwa Dr Mmoloki. Molwantwa

Chair/ Co-ordinator Phase I Clinical &
Admissions Committee Communication Skills
Shathani.Nkhwa@mopipi Co-ordinator
.ub.bw mmoloki.molwantwa@mopipi
Block 246, Office: A006 .ub.bw
Tel: 355 4188 Block 247, Office: 214
Tel: 355 5495

6 STUDENT HANDBOOK
3 THE UBFoM MBBS COURSE

3.1 PROGRAMME STRUCTURE

The University of Botswana Faculty of Medicine (UBFoM) course runs for five academic
years. The programme is divided into two phases:

Phase I: Years 1 and 2

Phase I is mostly pre-clinical though clinical skills are introduced and students undertake
clinical placements and short community attachments. Phase I takes place mainly in the
Faculty of Medicine and Faculty of Health Sciences lecture theatres (Block 246) but with
clinical placements on one half day per week, together with two longer periods of community
attachment which form the final course in each year.

Phase II: Years 3, 4 and 5

Phase II is mostly clinical. The students are exposed to learning in a clinical context
(currently at Princess Marina, S’brana Psychiatric Hospital, Maun and Mahalapye district
hospitals) that will eventually enable them to acquire the competencies for independent
practice as graduates of medicine at the end of their internship program.

3.2 LEARNING OUTCOMES OF THE MBBS PROGRAMME

Students of the Bachelor of Medicine Bachelor of Surgery programme will be able to:
• Demonstrate professional and ethical conduct and reflective practice in all interactions
with patients, their families and society.
• Apply knowledge of health sciences and of health related conditions to the diagnosis,
treatment and care of patients
• Apply information management, problem solving skills and critical thinking in
clinical situations
• Make appropriate evidence based recommendations for preventative and therapeutic
interventions
• Work effectively within a health care system and within multi disciplinary teams
• Communicate effectively in professional situations, demonstrating care and respect
and ability to work in a team
• Demonstrate leadership, health management and planning skills and ability to led
others to meet challenges effectively
• Synthesize research concepts, undertake appropriate research, and develop
competencies in educational instruction for patients, the community and health care
professionals

The UBFoM learning outcomes mirror the core competencies required by Botswana Health
Professions Council (BHPC) (Appendix I) and the learning outcomes on a core curriculum
agreed by the Deans of Scottish Medical Schools in the UK, in a document known as The
Scottish Doctor (Appendix II). The UBFoM graduate profile is outlined in Appendix III

7 STUDENT HANDBOOK
3.3 KEY FEATURES OF THE MBBS PROGRAMME
The UBFoM programme is:
System-based in that student learning takes place in a series of blocks (Phase I)
corresponding approximately to body systems. In Phase II, students undertake rotations in
major disciplines of medicine.

In general:

• Year 1 deals with normal structure and function

• Year 2 deals mainly with disease processes
• Years 3 and 4 deal with the clinical presentation of disease and its management
• Year 5 is preparation for practice.

Theme-based in that there are three themes which run through all parts of the course.

In Phase I Theme A: Medical and Related Sciences makes up about 60% of the teaching.
Theme B: Physician –Patient Relationship, makes up 20% and Theme C: Public Health
and Medicine makes up 20%. This balance will be reflected in each week’s teaching (as far
as possible) and in all tests and exams.

Theme A: Medical and Related Science includes much of the system based teaching
in Phase I. The scientific knowledge and concepts which underpin medical practice
are presented in this theme. The basic sciences of Anatomy, Physiology,
Biochemistry, Genetics, Immunology, Microbiology, Pharmacology, Pathology and
Psychology are taught in an integrated manner, and from a clinical perspective,
relating to the systems and PBL cases of the study block.
Theme B: Physician – Patient Relationship covers the interactions between patient
and doctor on the individual level. The whole range of clinical skills will be taught
within this theme. It will start with developing the skills of communication with
patients, moving through history taking and basic physical examinations to the more
advanced clinical skills and patient management skills which are learned later in the
course. The approach will be to develop defined clinical competencies. This theme
will also include treatment of the ethics of clinical practice and the development of
professional attitudes.

In this theme multi-professional education will be promoted by interaction with and

teaching by other healthcare professionals including nurses, midwives, paramedics,
physiotherapists, radiographers as well as non-professional carers.

8 STUDENT HANDBOOK
 Community-based clinical placements and visits together with rural attachment blocks
will provide opportunities to interact with other healthcare professionals to extend and
consolidate the learning carried out in formal school based clinical skills sessions in
Phase I.

Theme C: Public Health and Medicine deals with the broader social and community
based issues, and how the doctor can influence them. Students will examine the
social, environmental, and behavioural influences on illness and how they influence
the practice of medicine. Health promotion, epidemiology, public and community
health, population diversity, global health and other social issues all form part of this
theme. The philosophy and history of the scientific approach to medicine will be
covered in this theme which will very importantly develop the understanding of, and
practice of, evidence based medicine. In addition to in-school work, clinical
placements and rural attachment blocks will be important in developing this theme.

All three UBFoM themes matter – not just Medical Sciences and Clinical Skills – and all
sections of the course will relate to all three themes. All teaching should always take into
account:

• Links to basic science

• The person centred approach
• Relevance to public health
• The evidence base for diagnosis and management strategies
• The cost-effectiveness of management strategies.

Patient safety is always fundamental.

Spiral in that systems are re-visited at different stages of the course, so that later learning
builds on knowledge gained earlier.

Problem-based in that health related problems form the main vehicle for student learning
and problems are devised in order to trigger learning which builds towards achievement of
the course outcomes.

Integrated in that different disciplines such as anatomy, physiology, microbiology

biochemistry and public health are taught in a block.

Community-based in that students in Phase I (both year 1 and 2) undertake a month

community attachment and in Phase II students undertake their family medicine rotation in
locations outside the main clinical teaching site (Gaborone).

9 STUDENT HANDBOOK
Outcome-based in that by the end of the course students are expected to have achieved a
number of learning outcomes which define what a new doctor must be able to do. Everything
in the course should be directed in some way to helping students achieve these outcomes. The
outcomes can be regarded as the required end product – the course themes are the means by
which it is achieved.

4 MBBS PHASE I PROGRAMME

4.1 INTRODUCTION
The Phase I programme constitutes the first two years of the UBFoM MBBS course. These
years are often designated as ‘pre-clinical’ in medical programmes but the UBFoM
programme is unusual in that students undertake clinical placements and clinical skills
training from the start.

The three
Phase themes are
I objectives of the
to: course run right though each block, and each week of the block.
✓ provide
Therefore a broad
aspects overview
of all three of medicalare
themes science for medical
taught in eachpractice,
block including
and are health promotion, with
all examinable. You
the emphasis on normal structure and function but including some elements of disease for
will receive an introductory handbook for each block (block guide), which contains the
illustration, and in the context of psychosocial influences, population health, and professionalism.
learning outcomes for that block (a list of abilities, knowledge and skills that you can expect
✓ develop scientific method and critical appraisal of evidence.
to achieve
✓ introducethrough your
clinical, learning). These
communication, all inskills
and learning some way relate
appropriate to the
for medical overall
students in a learning
outcomesproblem-based
of the course.learning programme.
Each session within the block additionally has its own learning
✓ encourage students to take increasing
outcomes which relate to the block learning responsibility
outcomes. forThis
their means
own learning.
that every learning session
✓ introduce clinical practice with emphasis on history-taking and examination techniques through
has outcomes which relate to the overall learning outcomes of the course, so that everything
the application of clinical and communication skills.
you learn, right from the start, will be relevant to your work as a doctor.
✓ introduce students to the concept of the portfolio, encourage the use of the portfolio to record
experiences and to reflect on learning
Adapted from University of Liverpool medical School

Phase I consists of a series of system-based block In general:

courses, usually four weeks long but sometimes • Year 1 deals with normal
structure and function (of
longer or shorter. The system-based block body systems)
programme is outlined Appendix IV. Many • Year 2 deals mainly with
systems are covered in both years of Phase I disease processes
(spiral).

The three themes of the course run right though each block, and each week of the block.
Therefore aspects of all three themes are taught in each block and are all examinable. You
will receive an introductory handbook for each block (block guide), which contains the
learning outcomes for that block (a list of abilities, knowledge and skills that you can expect
to achieve through your learning). These all in some way relate to the overall learning
outcomes of the course. Each session within the block additionally has its own learning
outcomes which relate to the block learning outcomes. This means that every learning session
has outcomes which relate to the overall learning outcomes of the course, so that everything
you learn, right from the start, will be relevant to your work as a doctor.

10 STUDENT HANDBOOK
4.2 TEACHING AND LEARNING STRATEGIES

4.2.1 Approaches to Learning

One of the objectives of the UBFoM MBBS programme is to encourage students to become
active and self-directed learners (which is a preparation for life-long learning). The
programme is designed in such a way that students engage in activities that promote
development of self-directed learning skills.

The learning environment includes:

1. Small-group, problem-based learning (PBL) - the central teaching vehicle (key
learning method) of the UBFoM MBBS programme
2. Clinical and Communication Skills
3. Clinical Placements (CP), in small groups in primary health care settings
4. Use of other learning resource sessions (plenaries, biopracticals and
workshop/seminars).
5. Community Attachment

4.2.2 Problem Based Learning (PBL)

The UBFoM course is based around problem-based learning (PBL). Despite the name, the
process is not really about problem solving. The aim of Problem-Based Learning is to anchor
learning in realistic patient scenarios. A detailed account of PBL at UBFoM (Phase I) is
outlined in SUPPLEMENT A.

Why PBL?
With PBL, the common problems that people take to their doctors become the starting point
for each unit of learning. This means that students can see why they are tackling each topic:
the relevance of the course content becomes clear and its application to clinical practice more
direct. Learning works best when related to a task that the learner can see to be important and
relevant to their lives. PBL ‘cases’ are usually presented as written accounts of a patient’s
illness, but sometimes they can be public health problems, and sometimes they can be
presented in other formats, such as video clips. Your task as student is to identify from the
account of the case the learning outcomes relevant to the course – that is, what you need to
know in order to understand the patient’s problem. You then need actually to achieve those
outcomes.

Are we confident that PBL works?

There has been a lot of debate amongst medical educationalists about whether PBL ‘works’.
Some medical schools do not use PBL, and there is no doubt that they produce excellent
doctors. However PBL has been in use now for over 30 years and many thousands of
competent doctors have graduated from PBL schools.

11 STUDENT HANDBOOK
The research conclusion seems to be that although PBL students may learn a bit less, what
they learn they remember better. They may also be better life-long learners since their
courses require them to seek out information for themselves and teach them how to do it.
PBL-trained doctors perform at least as well as others in postgraduate training. There is also
evidence that both staff and students engaged in PBL programmes enjoy the experience more.
Importantly it seems clear that PBL students enjoy their courses more.

There is a variety of models of PBL. UBFoM uses the Guided Discovery model, which
means students are guided either by staff or by written material to the outcomes considered
important by the staff. This method helps assure both staff and students that the correct
outcomes are being identified and studied.

4.2.3 Clinical and Communication Skills

Clinical skill and Communication Skills sessions cover some (though relatively few at this
stage) practical procedures. More importantly at this initial stage they are intended to give
communication skills training in a safe environment, and physical examination practice and
history taking on normal subjects. UBFoM communication skills’ teaching integrates two
processes (communication skills & patient history-taking) using the Calgary-Cambridge
model of teaching communication skills. The acquisition of these different skills is arranged
to complement the PBL programme. Additionally, the training in these sessions will relate to
the training in clinical placements, as far as possible. Detailed learning outcomes relating to
Clinical and Communication skills are outlined in the study guides for each block or the
Clinical or Communication Skills ‘handbook’

Summary of Clinical/Communications and Clinical Placements Learning Outcomes

Students should:

• Begin to act effectively within the healthcare environment

• Establish a basic level of mutual trust and understanding between patients and themselves
• Use a range of communication skills to understand patients’ common symptoms and their
perspectives on illness, health and disease
• Carry out a complete physical examination of the normal subject
• Be familiar with a range of common physical abnormalities
• Integrate information from the history and examination to understand underlying changes in structure
and function
• Collect and use basic health care data to inform clinical practice
• Record clinical findings in a logical fashion

12 STUDENT HANDBOOK
4.2.4 Clinical Placements (CP)

The clinical placements are seen as an integral part of the learning process, not just light
relief from the rest of the course. They are not primarily about you observing doctors in
practice, but are more about acquiring the tools of the trade in terms of consultation and
reasoning skills to enable you to become self directed learners when you start full time
placements in Phase II of the course. During Clinical placements students primarily practise
communication and examination skills on patients and relating their PBL learning from
virtual patients to real patients with similar problems.

Clinical placements are an opportunity to aid three main processes:

• Developing consultation skills

o General communication skills with history-taking skills as an integral part of a wider
process
o Skills of physical examination, with an understanding of both the range of normality
and something of the abnormal
o Clinical reasoning skills
o Management skills
• Understanding a range of disease presentations and progressions
• Developing the ability to function in a healthcare environment

It will not always be possible to encounter cases similar to the ones being studying in PBL in
a particular week but a student will necessarily encounter those cases which present at the
clinics at the times you visit. The experiences are recorded in the student clinical placement
log book.

Detailed outcomes relating to Clinical Placement will be in the study guides for each block or
handbook (Summary in the box above).

4.2.5 Learning Resource (Sessions)

Learning resources (sessions) include traditional ones such as plenary-lectures, anatomy and
histology practicals, physiology and microbiology practicals. These are supplemented by the
learning opportunities afforded by workshops, clinical placements and other learning
resources made available to the programme from time to time.

Plenary Sessions are largely in lecture format. The purpose of the lectures is to provide a
context for the self directed learning, helping to demonstrate the breadth and depth of study
required. They are not intended to cover the course material in detail (you should do that in
your self-directed learning) but support issues that students are exploring in PBL. They set
the scene for a particular topic, highlight important issues, outline difficult and /or new
concepts, give further clinical context and/or stimulate curiosity in relevant areas.

Plenary sessions cover all three course themes in each week, essentially in the proportions of
their ‘credit rating’ in phase 1 of the course (i.e., theme A- 60%: theme B-20%: Theme C-
20%). This ensures that each theme is represented in each part of the course.
13 STUDENT HANDBOOK
Anatomy Lab/Histology sessions are scheduled each week in most blocks. UBFoM has
taken the view that anatomy is of such importance to doctors in training that a dedicated
laboratory teaching session will be held each week. This will usually involve an informal
presentation followed by practical experience using models, plastic models, and histology
specimens.

Workshop- These are working sessions where a presenter, sometimes an expert from outside
the Medical School, presents a topic which the students then work on in some way, possibly
by plenary or small group discussion, or by working through set problems.

Biopracticals (BP) (Physiology & Microbiology) are physiological or biochemical practical

or microbiology sessions where you obtain and analyse data or microbiology... in the
laboratory. They may also include other activities involving collection and analysis of data.

Self Directed Learning (SDL) is the most important part of the week. Here you work
independently with all the usual study resources available to you. Maintaining sufficient self
directed learning time within the daily timetable has been a key objective in course planning,
though you will be expected to continue the work in the evenings and at weekends. Resource
material, both hard copy and web based, is intended to support this work.

On Line Learning Resources. Students and staff have access to the university virtual
learning environment (Blackboard) and we will expect to make full use of this. Lecture
presentations are normally posted on Blackboard soon after the lecture is delivered and some
PBL resource material is made available in this way at strategic times (details will be given in
the relevant PBL cases in your student guides). In addition we have started to post formative
‘self test’ questions on Blackboard. These should give you practice at the sort of questions
you will get in end of block tests and exams.

Information Literacy resource sessions. These structured Information Literacy sessions

aimed at firstly to help students find reliable sources of information, then to teach them how
to find evidence-based information quickly in a clinical setting – on the ward and at the
bedside via a smart phone or tablet. There will be six workshop sessions (each two hours
long) over the two years of Phase I, one in each of the three semesters each year. There will
be an assessment activity attached to each one, which will contribute to the coursework mark
of the block in which it occurs. The programme is outline in SUPPLEMENT B. An
information literacy station will be included in the OSCE exam at the end of Semester 2 in
each year.

4.3 THE PHASE I WEEKLY PROGRAMME

In each week there are two PBL group meetings (Year 1 first session Monday afternoon,
session 2 Thursday afternoon; Year 2 first session Wednesday afternoon, session 2 Monday
morning) and about five plenary lecture sessions, Two Clinical Skills classes, half day
clinical placement. Clinical placements are generally scheduled for mornings (Year 2
Tuesdays and Year 1 Wednesdays) a time when clinics are fully operational and expected to
be seeing patients. Clinical placements usually start mid-way through the first semester.

14 STUDENT HANDBOOK
There is usually one scheduled resource or workshop (usually lasting for two hours) session
each week, though this will vary from week to week. Additionally, anatomy practical
sessions are held every week in most courses and Biopractical session (e.g. microbiology and
physiology) will be run in some weeks and timetabled self-directed learning sessions (SDL).
The first year UBFoM Phase I students week begins on Monday and second year on
Wednesday.

A typical weekly timetable for year 1 is attached as Appendix V. Detailed timetables will be
given in the study guides for each block.

5 PROGRESSION THROUGH THE COURSE

5.1 PROGRESSION
Your progression through the course is dependent on your demonstrating the following:

• Suitable engagement with and application to the course, usually measured by

attendance at classes and involvement in coursework.
• Sufficient progress in academic work and acquiring of skills, usually measured by
summative assessments.
• No issues of professional conduct requiring intervention of the disciplinary
committee.

To pass to the next stage of the course you must:

➢ Obtain at least 50% overall for each block (pass all blocks)
➢ Pass the Community Attachment block. This is a pass/fail course
➢ The sub-minimum rules:
o A student will be deemed to have passed a block if he/she has attained a
minimum mark of 50% in the written examination.
o A student will be deemed to have passed the Integrated Medical Science block
if he/she has attained a minimum mark of 50% in each component (i.e. written
exam, OSCE and anatomy ‘spotter’ exam).
➢ Fulfil the attendance and performance requirements within the course, including
attendance at ALL PBL, Clinical Skills and Clinical Placement, practical sessions
(see section 7.1) subject to the normal allowance for certified illness and other agreed
absences. Attendance and engagement at all these sessions will be recorded.
➢ All students admitted to the course have shown previous academic excellence and
commitment to becoming a doctor, so we would not expect any problems with
inadequate application or attendance at classes. Essentially you will be expected to
attend all scheduled lectures (see section 7.1). We are required by the Ministry of
Tertiary Education, Research and Innovation to keep attendance records from all
classes including lectures. Attendance at lectures will be regarded as unsatisfactory if
you achieve less than 90%.
➢ Be in good standing with the Fitness to Study requirements (see section 7.3).

15 STUDENT HANDBOOK
5.2 WITHDRAWAL FROM THE COURSE
Refer to University of Botswana Calendar (General Information) section 00.7 in conjunction
with section 7.2 of this handbook.

6 ASSESSMENTS AND EXAMINATIONS

6.1 PHASE I ASSESSMENT
Learning outcomes are assessed in a range of ways during this phase of the course. Some
assessements will take place within and the end of the block while others will be at the end of
the academic year.
The assessments will take the form of:
❖ Biopratical and workshop/seminar/community-placement write-ups
❖ Presentations
❖ PBL case discussions
❖ Written examinations –usually extended-matching items (EMIs), multiple-choice
questions (MCQs), and very short-answer questions (VSAQ) and short-answer
questions(SAQ)
❖ Anatomy ‘spotter’ and Histology examination
❖ Objective Structured Clinical Examination (OSCE)
❖ Class assessment techniques
❖ Any other form of assessment deemed suitable at a given time

The UBFoM course contains two types of assessment, formative and summative.
Formative assessment is intended to give feedback generally and specifically, enabling
students to judge how well they are progressing in the course, understanding of the work
being tested and to identify strengths and weaknesses. Most methods of formative assessment
are informal and ongoing:
• guidance from the tutors on the communication and clinical skills programmes
• guidance and feedback from PBL facilitators, personal tutors, and clinical supervisors

A more formal formative assessment is in the form of:

• Formative tests, using questions similar to those set in the examinations. Formative
assessments may be set within any block, or formative questions may be posted on
Blackboard. Answers will be made available on Blackboard. The results of these tests
are not used for assessment. This type of assessment is intended to give practice at
answering the type of questions you will later encounter in summative exams.

Summative Assessment

In keeping with normal UB assessment practice, each block will be examined using a
minimum of two assessments carried out during the block itself, plus a final examination
taken at the end of the block. The continuous assessments will provide 40% and the end-of-
block examinations 60% of the final mark for the block.

16 STUDENT HANDBOOK
Continuous Assessments

Continuous assessments are in the form of:

• An assessment testing a different skill, such as oral or written presentation to other
doctors (in some blocks this replaces the end of block test)
• PBL assessment - this is made up of an assessment of each student’s performance in
PBL sessions as judged by the facilitator (see Appendix VI for details of PBL
assessment). This contributes 20% of the final mark of the block.
• A biopractical/workshop/seminar write-ups and other forms of work suitable for
assessment. This contributes 20% of the final mark of the block.
• 100% attendance will be required at all sessions except lectures/plenaries. Lecture
attendance will be regarded as unsatisfactory if you achieve less than 90%.
• Unsatisfactory attendance will incur a 5% penalty for each relevant component of the
continuous assessment mark. For instance, unsatisfactory attendance at lectures will
incur 5% deduction from the end of block test mark.

End of Academic Year Assessments

End of academic year assessments are in the form of:

• An OSCE providing 20% of the final mark for the Integrated Medical Science block.
This exam tests basic communication and physical skills using patients
(normal/simulated), biostatistics, epidemiology and data and information search. In
this type of examination students rotate around a number of ‘stations’ spending
normally about five minutes at each station. At each station you perform a task which
is assessed, often by direct observation.
• An Anatomy/Histology spot test or practical exam also providing 20%.
• An Integrated Medical Science written exam: a truly integrated exam based on cases.
This examination will contain material from all courses and all programme themes. It
will contain several types of question format; multiple choice, extended matching, and
very short answer questions. The written examinations will provide 60% of the final
mark for the block.

The written examination will normally be two hours long but could be longer.

Re-assessments
Students may be reassessed for a maximum of three courses (blocks) excluding the Integrated
Medical Science block and the Community Attachment block. Reassessment will be done at
the end of the same academic year (July). Students who fail more than three courses will be
required to repeat the whole year. Furthermore, students who fail a supplementary
examination will be required to repeat the year. Integrated Medical Science examinations are
‘exit’ examinations and stand alone. Therefore, they must be passed to progress to the next
level. Students who fail a supplementary examination for the Integrated Medical Science
exam or any of its components will be required to repeat the year. Students who fail the
Community Attachment block will be required to redo the attachment at the end of the same
academic year (July). Students who fail the supplementary session will be required to repeat
the year.

17 STUDENT HANDBOOK
Quality Assurance

Examinations will be blue-printed to ensure fair coverage of all content. Exam marks will be
standard set to take into account of varying difficulties of different tests.

6.2 COURSEWORK SUBMISSION

Coursework

Coursework should be submitted in the format as agreed by the Phase I Committee. Each
separate piece of coursework will have its own specific instructions, which will be issued
with the coursework. Instructions regarding the coursework task must be followed carefully.
Each piece of Course should include the following:

• Plagiarism Statement (Declaration of Originality/Statement of own work) signed and

dated by the student

Referencing

It is important in your coursework to give adequate and accurate references to your sources.
This is an essential skill in medical writing and is also necessary to exclude the possibility of
plagiarism. There are different ways of giving references (see SOM 201 on Blackboard for
different referencing systems) but one is not more correct than the other. The Harvard style
(author-number style) must be used. The important issue is that there is consistency
throughout your work. Websites must be correctly referenced.

Marking

Coursework is marked by a group of academic staff who have been involved in the
development and delivery of the block. The markers will have a model answer and a marking
schedule, which has been agreed in advance at a markers meeting.

6.3 EXAMINATION RULES AND REGULATIONS

For examination rules and regulations refer to UB Calendar (General Information:

Examination Regulations, section 4.41).

6.4 ACADEMIC APPEALS

As a student you may request a review of continuous assessment mark(s), examination
mark(s), results and academic decisions (see UB calendar; General Information: Academic
Appeals and Procedures). This section also deals with the procedure for raising complaints
relating to a course instructor.

Mitigating Circumstances

If you feel that your performance in an examination or summative assessment has been
adversely affected by illness or other extenuating circumstance you should register a claim
with the invigilator or with the Phase I co-ordinators as per the 2006 UB examination
regulations (section 2.11 Illness during examination).

18 STUDENT HANDBOOK
6.5 PLAGIARISM
The University’s degrees and other academic awards are given in recognition of a student’s
personal achievement. All work submitted by students for assessment is accepted on the
understanding that it is the student’s own effort.

Plagiarism is defined as the submission or presentation of work, in any form, which is not
one’s own, without acknowledgement of the sources (refer to SOM 201 on Blackboard for
University of Botswana Policy on plagiarism).

7 PROFESSIONAL RESPONSIBILITIES
7.1 ATTENDANCE
Attendance Requirements

All students admitted to the course have shown previous academic excellence and
commitment to becoming a doctor, so we would not expect any problems with inadequate
application or attendance at classes. Essentially you will be expected to attend all scheduled
sessions.

The course is based around Problem Based Learning, and you will be allowed to research the
PBL case outcomes in the way you find suits you best.

Attendance at PBL sessions, Laboratory sessions, Clinical Skills sessions and Clinical
Placements, workshops and seminars is compulsory. Attendance at these sessions will be
recorded. Attendance at lectures is not compulsory unless stated otherwise in the block
guide.

7.2 ABSENCE AND ILLNESS

If you want leave of absence for any reason you should seek permission in advance from the
Phase I co-ordinator and should notify relevant tutors and your PBL facilitator.

If you have to be absent unexpectedly for an urgent reason you should notify the Phase I co-
ordinators who will offer any help s/he can, and will inform relevant tutors of your absence.

If you are ill and your illness causes you to miss a required session, an examination, a
summative assessment, or a submission date you must inform the Phase I coordinator or your
facilitator and provide a doctor’s certificate.

If your absence is prolonged (more than 1 week), if you are repeatedly absent, or if your
illness causes you to request a suspension of your studies you should ask your doctor to
provide more detailed information to the Phase I Coordinator. Note that this requirement
differs from the University regulation (00.323 under ‘Responsibilities of Students’) because
UBFoM runs a short modular programme rather than a semester course.

19 STUDENT HANDBOOK
7.3 FITNESS TO STUDY
Possession of a medical degree confers the right to register as, and work as a doctor.
Therefore UBFoM must have a mechanism to identify medical students whose conduct gives
serious cause for concern or whose health is impaired to such a degree as to cause risk to
patients; to provide appropriate support and guidance to such students, and to ensure that if
they remain a risk to patients they are not permitted to graduate with a medical degree.

This mechanism is provided by Fitness to Study Committee, made up of senior school staff
which will meet to review Fitness to Study issues when they arise.

7.4 PROFESSIONAL CONDUCT

As a medical student you will normally expect that when you complete your course
successfully and graduate you will register and practice as a doctor. You should therefore,
from the start of your course, understand the duties of professional behaviour expected from a
medical practitioner. Students whose conduct gives serious cause for concern will be referred
to the Fitness to Study Committee.

Patients must be able to trust doctors with their lives and well-being. To justify that trust the
profession has a duty to maintain a good standard of practice and care and to show respect for
human life. In particular, as a doctor you must:

• Make the care of your patients your first concern

• Respect patients’ dignity and privacy and listen to their views
• Give patients information in a way they can understand
• Respect the right of patients to be fully involved in decisions about their care
• Keep your professional knowledge and skills up to date
• Recognise the limits of your professional competence
• Be honest and trustworthy
• Respect and protect confidential information
• Make sure that your personal beliefs do not prejudice your patients’ care
• Act quickly to protect patients from risk if you have good reason to believe that you
or a colleague may not be fit to practice
• Avoid abusing your position as a doctor
• Work with colleagues in a way that best serves your patients’ interests

In all these matters you must never discriminate unfairly against your patients or colleagues,
and you must always be prepared to justify your actions to them.

(This list is taken from a document called ‘Tomorrow’s Doctor, published in July 2002 by the
UK General Medical Council).

As a medical student you will be required to work towards full understanding of these
expectations so that you are able to meet them when you enter the profession as a fully
qualified doctor. The UBFoM has a code of practice which all medical students are expected
to comply with as outlined in the student agreement or contract. You are required to sign the
student agreement or you will not be permitted to attend classes (see Appendix VII).

20 STUDENT HANDBOOK
7.5 IMMUNISATION
Because of the nature of the clinical work medical students will be doing, the Faculty of
Medicine expects its students to be protected against those infectious diseases from which
they may be at risk and against which satisfactory protection is available. Students should
adhere to the programme of immunisation arranged for them by the Faculty, and full
participation in the clinical course depends on its satisfactory completion.

Students must complete a full course of immunisation against the Hepatitis B virus and
Tetanus. The immunisation process can take up to nine months.

All new students must complete immunisation by the end of their first academic year or they
may be prohibited from registering for the subsequent year of study.

7.6 MEDICAL STUDENT DRESS CODE AND APPERANCE

Non-verbal communication is just as important as verbal communication, so how a student
appears to patients, relatives, professionals or colleagues may communicate as much as what
is said. Extremes of dress compromise communication channels. Styles of dress or articles of
clothing that introduce barriers to communication or that compromise, or could potentially
compromise, hygiene must be avoided. In general, students should be clean and smartly
dressed (see Appendix VIII for Dress Code).

8 STUDENT SUPPORT

As a student of the Faculty of Medicine you have available to you all the Student Support
facilities of the University of Botswana, including medical services and counselling services.
In addition, there is a Faculty of Medicine student support office situated in Rom 210, Second
floor, Block 247. The office is opened for medical students on weekday afternoons from
14hr00 to 16h30 during term time. If the matter is urgent help is available at other times. In
such cases please contact Ms Martha Mafoko at 355 5605 or 72546524;
mafokomk@mopipi.ub.bw.. Also, each student is assigned an academic advisor. The advisors
are individuals to whom you can confide any personal problems which may affect your
performance on the course. When necessary, personal issues disclosed to the advisor will
remain confidential. However, the advisor must advise the student that in some circumstances
s/he will be required to disclose information which affects the student’s fitness to practice.
Should there be any problems with your progress during the semester, your PBL facilitator,
Clinical Skills tutor, or Clinical Placement tutor, after discussion with you, will inform the
team. One of the advisors will then meet you to review your progress.

While it is probably unlikely that your advisor will be able to help you directly, s/he will
probably be able to advise you who to contact to get the help you need, and will be able to
inform relevant people within the school so that your problems are appreciated and any help
that the Faculty is able to offer is obtained.

21 STUDENT HANDBOOK
Note that your advisor is just one of the people within the Faculty who you can contact for
personal or academic advice. Others include your PBL facilitator, who should also get to
know you very well, either of the Phase I co-ordinators / PBL co-ordinators, or the leader of
any block which you are having trouble with. We want a number of channels of
communication to be open to you. You are free to use whichever you feel comfortable with.

The message is do not struggle with problems on your own – keep us informed. We
want you to succeed because your success is our success, and we do care about you!

9 LIBRARY AND FACULTIES OF MEDICINE & HEALTH

SCIENCE RESOURCE AND COMPUTER CENTRES
There are persons dedicated to the Faculty of Medicine and Faculty of Health Sciences (FHS)
at the university library. The computer and resource centres (located on the ground floor of
FoM/FHS building-block 246) provide additional resources.

10 STUDENT REPRESENTATION

Each year group shall elect a class representative to represent them at staff student liaison
committee meeting. Students’ representation at FoM board is governed by the University
regulation (Part XXX Departmental boards). Students are encouraged to join the UB medical
student association. At university level students (including medical students) are represented
by the Student Representative Council (SRC).

22 STUDENT HANDBOOK
11 CONTACT INFORMATION
Please make sure that the Faculty office and the Phase I co-ordinator have details of your
contact information – home and local postal addresses, home phone number, cell phone
number and e-mail address. If any of these change, please make sure that you inform the
office and your advisor of the new information.
Please make sure that you carry your student identity card with you at all times.

23 STUDENT HANDBOOK
 SUPPLEMENT A

PROBLEM BASED LEARNING (PBL) AT UBFOM

Though many medical schools use PBL as a teaching tool almost all schools use slightly
different forms. One of the main variations between the methods of PBL used is the detail in
which outcomes of cases are defined by FoM and the point at which they are revealed to
students. In the original form of PBL the only outcomes were those defined by the students
and the way the problems were presented was the only way of guiding students to the
required outcomes.

UBFoM has adopted a less radical approach, sometimes called ‘guided PBL’. Broad learning
outcomes are set for each block (most commonly four weeks but sometimes longer or
shorter) and are contained in the block guide. The task in each PBL case session is for the
group to define subsidiary outcomes which help reach the broad block outcomes. These more
detailed outcomes for each case are pre-defined and are available to the facilitator but not to
the students.

The Phase I PBL weekly cycle at UBFoM:

The UBFoM Phase I ‘PBL week’ starts on a Monday in Year 1 (Wed in Year 2). The first
year PBL process is as follows:
• Monday Afternoon PBL: Meet new virtual patients, identify problems, identify learning
outcomes
• Monday–Thursday: Private study in relation to these outcomes using a variety of
learning resources such as Plenary sessions, Resource Sessions, Biopracticals,
Workshop, Self Directed Learning, Clinical Skills and Clinical Placement sessions
• Thursday PBL (report session): Reconvene in a group – identify and test conclusions
reached, identify any outstanding issues or uncertainties. Review any outcomes.

Year 2 follows the same pattern, starting Wednesday afternoon, reporting on Monday
morning.

Usually two clinical problems are studied each week (45 minutes per clinical problem)

24 STUDENT HANDBOOK
Group roles and their responsibilities
Each PBL weekly cycle different members of the group need to take their turn in playing the
roles of chairperson and scribe. Roles of participants in a PBL tutorial are shown in the box
below (Wood DF, BMJ 2003; 326:328–30).

25 STUDENT HANDBOOK
 Seven PBL Process Steps
All PBL systems involve a number of defined steps. These are the UBFoM steps:
By the end of the course the UBSoM student will:
1. Read out the problem/case. Identify any words
which need explanation – they can be looked
up directly in a medical dictionary. If they
remain unclear they become a learning
objective.
This should take a few minutes only.
2. Define the problem or problems. A problem in
this sense is anything relevant to the care of
the patient and may include social or
psychological issues as well as biomedical
ones.
This process should take about 10
minutes, culminating in a written list of issues
to be explained.
3. Brainstorm possible hypotheses or explanation
– all members of the group should participate
in discussion. Brainstorming works best if you
first set everyone’s ideas ‘on the table’ with a
minimum of discussion. Together, first work
out what you know already about the various
parts of the scenario and how they might fit
together – this is easiest with a ‘mind map’ or
‘concept map’ on the flipchart/board. You may
be surprised how much you know already. This
step is a vital one because it’s at this point you
make the link with previous learning and draw
on each others’ understanding. Discussion
should get beyond recording facts to
developing understanding. Don’t rush on to
define unmanageably large chunks of learning.
Instead, discipline yourselves to address each
UBSoM Theme explicitly and ask if there are
relevant outcomes relating to that Theme.
This procedure takes most of the group
time – up to 25 minutes – and should end
with a list of hypotheses or explanations.
4. The explanations are arranged into a tentative
solution. Some concepts will need to be linked
and some priority areas identified. Conclude, if
possible, with a schematic representation of
the problems and their explanation.
This takes about 5 minutes.
26
5. Identify, define and categorise the learning
objectives. At UBSoM two different
categories are allowed at this point:
PRIMARY – which all group members
should study
DEFERRED – important issues to be
addressed later. At the end of this step there
should be a number of learning objectives
which can be expressed precisely and which
can be achieved in the time available. It is
helpful to formulate these as questions to be
answered. Potential sources of information
should be identified.
This should take a few minutes.
6. Information gathering and private study.
This is hard work which takes place outside
the group, using all the resources at your
disposal, and much of the learning takes
place here.
7. Reporting back and synthesising. At the next
PBL session you bring back the results of your
learning and share the information. In
general, try to bring back information in your
head rather than reading out paragraphs
from textbooks or large amounts of
unanalysed notes. Probably, some issues will
remain unresolved and new ones may
appear. These are dealt with in the same
way as in the first session, by identifying
fresh learning outcomes. You then study
these individually, and the results are
brought back and shared with the group on
the following Thursday Finally go back to the
‘patients’ and check that everything has
been covered, before the new patients are
seen.
STUDENT HANDBOOK
Adapted from HYMS
 SUPPLEMENT B
INFORMATION LITERACY RESOURCES SESSIONS
Session Block Objectives Assessment Activity

1 Friday of • Introduction to the Library Catalogue Identify two anatomy or physiology

Week 3 of • Evaluation of Information Sources resources on the internet, one a respectable
SOM 201 • Introduction to major e-book medical source, the other less so. Evaluate them,
database Access Medicine saying what make them a good source or a
• Introduction to Anatomy and Physiology e-
not so good source.
resources
2 Friday of Introduction to Point of Care (Clinical Identify a case from your clinic (before the
Week 1 of Resources) and Consumer Health Resources. session) and find appropriate web sites
SOM 206 -First Consult which the patient could visit to learn more
-Medscape about their problem. Find what type of
Introduction to consumer health information patient specific information they could get
-Medline Plus from these sites.
Referencing literature sources – introducing Then find appropriate material which a
Endnote referencing software, using doctor could use to help manage the case,
Vancouver referencing style. explaining what information the doctor
would need and could use which is
inappropriate for the patient. Reference the
source of this information.

3 Friday of Information Ethics and Social Media • Evaluate the contents of your Facebook
Week 1 of • Legal and Ethical Use of Information and and/or Twitter account. Identify things
SOM 207 Social Media you might prefer to do differently-write a
- Social media ethics and etiquette short evaluation of your account.
- Copyright • Identify a paragraph on anatomy in one
- Plagiarism of the text books from Access Medicine
- Safe Assign and take a direct quote or a paragraph
from it. Put this through Safe Assign and
produce a Safe Assign report.
• Do a proper reference/citation of the
paragraph using Endnote (Vancouver
style)
4 Friday of Introduction to PubMed • Using a case derived from your clinic use
week 2 of Doing a basic PubMed Search PubMed to find an article relating to it, or
SOM 303 - Create a PubMed Account/ My NCBI a case report of a similar case.
- Create Alerts on PubMed • Summarise the article in your own words
- Use of Filters for an efficient search • Reference the article in Vancouver style
5 Friday of Introduction to MESH on PubMed A research question will be provided.
week 2 of - What is MESH? - Use a single MESH to find literature
SOM 306 - Advantages of MESH relevant to the question
- Using single MESH search - make a summary of the relevant article
- Use filters -Reference the article in Vancouver style,
using Endnote
6 Friday of What is HINARI? A clinical problem will be given to you
Week 1 of - Searching PubMed using HINARI database. Using a double MESH search and the HINARI
SOM 309 -Do a PubMed Double MESH search database, find articles that are systematic
reviews (meta- analyses) about treatment
and management of the problem.
Reference one article that is relevant to the
research question
(You might be asked to give a short oral
presentation if it can be managed).

27 STUDENT HANDBOOK
 APPENDICES
APPENDIX I

CORE COMPETENCIES EXPECTED OF MEDICAL SCHOOL GRADUATES BY BHPC

Doctors are expected to have the ability to:

1. Carry out a consultation with patient 8.
2. Assess clinical presentations, order
investigations, make differential 9.
diagnoses and negotiate a management
plan
3. Provide immediate care of medical 10.
emergencies, including First Aid and
resuscitation
4. Assess psychological and social aspects 11.
of a patient’s illness
5. Carry out practical medical procedures
6. Prescribe drugs safely and competently 12.
7. communicate effectively in a medical
context 13.
Apply the principles, skills and
knowledge of evidence-based medicine
Use information and information
technology effectively in a medical
context
Apply scientific principles, method and
knowledge to medical practice and
research
Promote health, engage with population
health issues and work effectively in a
health care system
Apply ethical and legal principles in
medical practice
Practice in a professional manner at all
times

28 STUDENT HANDBOOK
APPENDIX II
The SCOTTISH DOCTOR OVERALL LEARNING OUTCOMES
By the end of the course the student will:
1. Be able to take a patients history,
perform an examination, interpret
findings, and formulate a plan by which
to characterise a problem or reach a
diagnosis.
2. Be able to perform a range of practical
clinical procedures.
3. Possess the necessary knowledge,
skills, attitudes, and values to
investigate patients as appropriate.
4. Be able to manage patients in
accordance with the available evidence
and the patient’s own values.
5. Understand the principles and practice
of health promotion and disease
prevention, in both individuals and
populations, and be able to implement
appropriate measures, independently
and with others.
6. Be able to communicate effectively
with patients and their relatives, their
own colleagues, and other agencies.
7. Be able to handle patient information
and use data and information sources
to guide effective practice.
29
8. Understand basic, clinical, behavioural,
health and social sciences and their
underlying principles, and understand
and be responsive to the wide range of
determinants of poor health and ‘help
seeking behaviour’.
9. Possess the attitudes and values that
engender ethical understanding and
behaviour: the attitudes of empathy,
humanity, and social awareness, and
awareness of the legal responsibilities
of a doctor.
10. To be able to apply evidence-based
clinical reasoning and critical
judgement for the benefit of patients in
conditions of uncertainty, through
using appropriate analytical and
creative skills.
11. Understand the many roles of the
doctor within the health service –
clinician, researcher, mentor, teacher,
manager of resources, assurer of
quality and team member.
12. Possess the skills and attitudes to
ensure their own continuous
professional development and lifelong
learning through reflective practice,
and the self awareness to recognise
their personal limitations and to seek
help when appropriate.
STUDENT HANDBOOK
APPENDIX III

UBFoM GRADUATE PROFILE

Our graduates are committed to delivering safe and effective care.

• They are skilled in the vocational sciences and understand the scientific foundation of clinical
and public health practice.
• They possess sound clinical and patient management skills, are able to recognize and manage
common medical conditions and emergencies, and are competent in the performance of core
clinical procedures.
• Our graduates recognize rare and serious conditions and know to seek assistance from senior
colleagues or refer them appropriately.
• They are committed to improving quality and safety in patient care.
• They are committed to the most effective use of limited resources.
• They are able to identify, appraise and apply best evidence in making health care decisions.
• They will make effective use of health-related information, including electronic sources.

Our graduates are committed to patient-centred care

• They respect their patients’ values, preferences and expressed needs, and will engage their
patients as partners in decision-making.
• They are compassionate, empathetic and committed to advocacy on behalf of their patients.
• They understand the importance of personal, socio-economic and cultural factors in
determining health, and their impact on the effectiveness of health care interventions. They
will seek to overcome the limitations on effective patient-centered care which result from
differences in language, social status and cultural background.

Our graduates are committed to life-long learning.

• They are committed to a lifetime of reflective self-appraisal and improvement.
• They will seek out, appraise and assimilate new knowledge in order to remain abreast of
developments in the health sciences, and will incorporate these developments into their
practice.

Our graduates are open-minded, critical thinkers and effective problem-solvers.

• They will prove skilled in problem identification, analysis and management, both in the specific
sense of clinical diagnosis and management, and in the broader sense of problem solving in
relation to research, practice management, administration and health promotion.
• Graduates should have an interest in research and an understanding of its importance in their
daily practice.

Our graduates demonstrate high standards of ethical practice and professionalism.

• They understand the ethical principles on which clinical practice is based as well as the legal
responsibilities of the profession.
• They practice in accordance with the highest standards of both ethics and professionalism.
• They will acknowledge their limitations and their need for ongoing professional growth.
• Graduates have an obligation to be and remain as competent as possible in their work.
• They acknowledge the equal status of their colleagues in other health-related professions
Graduates will work effectively with colleagues in a team in ways which best serve patients’
interests.
30 STUDENT HANDBOOK
 • They are able and prepared to recognize stress and health-related problems in themselves and
in their colleagues, and seek or offer support as appropriate.
• They appreciate their role in promoting respect for human rights and incorporate this into
their professional practice.

Our graduates are able to communicate and collaborate effectively.

• They possess good written and verbal communication skills.
• They are able to establish professional and caring relationships with patients, patients’ families
and the communities in which they practice.
• They are able to communicate health-related information effectively to their patients,
colleagues and to decision-makers within society.

Our graduates are socially accountable

• Graduates are accountable to the profession, patients, to society and to the country.
• Graduates will exhibit a willingness to extend themselves/ sacrifice time/ put in extra effort
when patient needs require it.
• Graduates will be aware of the needs of society, exhibit a willingness to work in areas of need,
have a commitment to stay working in Botswana, and avoid profit as a primary professional
orientation.
• Graduates should be willing to take up positions of leadership and exercise initiative

31 STUDENT HANDBOOK
APPENDIX IV

THE BLOCK PROGRAMME AND CO-ORDINATORS

Week Year 1 Year 2 (2020)
First 1 SOM 201 (5 credits) SOM 301 (5 credits)
Semester 2 Foundations of Medicine Skin, Pathology, Atherosclerosis and
August to 3 5th Aug-13th Sep; Exam: 16th Sep Cancer
December 4 Dr John Wright Dr Sajini Souda
5 SOM 302 (6 credits)
6 Infection- viral, bacterial, and parasitic
7 SOM 202 (5 credits) disease
8 Cardiovascular and Respiratory Dr Naledi Mannathoko/Dr Sajini Souda
9 16th Sep-18th Oct (break 23th Sep);
10 Exam: 21st Oct. Dr AY. Massele SOM 303 (5 credits)
11 SOM 203 (6 credits) Pregnancy, Birth, and Child Health
12 Gastro-Intestinal Tract and Urinary Dr John Wright/Dr T.M. Benti
13 System. Dr Bokang Maswabi
14 21st Oct-15th Nov; Exam: 18th Nov SOM 305 (5 credits)
15 SOM 205 (4 credits) Cardiovascular and Respiratory System
16 Blood and the immune system II
17 18th Nov-13th Dec; Exam: 16th Dec Prof. Yohanna Mashalla
18 Dr Keikantse Matlhagela
Second 19 SOM 204 (6 credits) SOM 304 (2 credits)
Semester 20 Growth, reproduction and endocrine Kidney and Urinary tract
January to 6th Jan-7th Feb; Exam: 10th Feb Dr John Wright
June 21 Dr Enoch Sepako SOM 306 (5 credits)
22 Musculo-skeletal system II
23 Dr Maikutlo Kebaetse
24 SOM 206 (6 credits)
25 Musculo-skeletal and nervous systems SOM 307 (3 credits)
26 and special senses Central nervous system and Special
27 10th Feb-13th Mar (break 16 Mar); senses
Exam: 23th Mar Dr Jean-Leigh Kruger
28 Dr Ernest Segwagwe SOM 309 (5 credits)
29 SOM 207 (5 credits) Gastro-Intestinal Disease
30 Psychological health Dr Bokang Maswabi
31 23th Mar-17th Apr; Exam 20th Apr
32 Dr Shathani Nkhwa Consolidation week:
33 Consolidation week: 20th-24th Apr SOM 310 (3 credits)
34 SOM 209(3 credits) Integrated Medical Sciences
35 Integrated Medical Science 1
36 27th Apr-15th May SOM 308 (3 credits)
37 SOM 208 (3 credits) Community Attachment
38 Community Attachment
39 18th May-5th Jun Supplementary exam (July)
Supplementary exam (July)

32 STUDENT HANDBOOK
APPENDIX V

A TYPICAL WEEKLY TIMETABLE

A Typical Weekly Timetable

Year 1 Phase 1
Monday Tuesday Wednesday Thursday Friday

7.00-7.50 SDL SDL SDL SDL SDL

8.00-8.50 Plenary Plenary SDL SDL

Lecture Lecture Clinical
Theme B/C Theme A Placement
9.00-9.50 Plenary Plenary SDL SDL
lecture Lecture
Theme B/C Anatomy
Theme A
9.50-10.10
BREAK
10.10-11.00 Plenary SDL Resource
Lecture Anatomy Lab Clinical Session or
Theme A Session Placement workshop
11.10-12.00 SDL
SDL

12.10-13.00 SDL SDL

13.00-14.00 LUNCH

14.00-15.30 PBL Session 1 PBL Session 2

SDL SDL Biopractical

15.30 – 17.00 Clinical Skills Clinical Skills

Plenary Lectures (except Anatomy), Workshops, PBL and Clinical Skills sessions will be held at
FoM/FHS building (Block 246).
Clinical Placement will normally take place in off campus clinics (though some early classes will be on
Campus.)

33 STUDENT HANDBOOK
APPENDIX VI

ASSESSMENT OF PBL
Your performance in PBL will be assessed and this will form part of your continuous
assessment. Currently, the following parameters will be used to assess students:

Parameters
A. Preparation Never Rarely Sometimes Often Always
prepared (1) prepared (2) prepared (3) prepared (4) prepared (5)
B. Learning skills and knowledge
building
(i) Contributes to the generation
of relevant hypothesis 1 2 3 4 5
(ii) Identifies key learning issues 1 2 3 4 5
(iii)Demonstrates understanding
of concepts and mechanism 1 2 3 4 5
(iv) Demonstrates ability to apply
relevant information to the case 1 2 3 4 5
C. Communication skills
(i) Contributes knowledge and
resources to group discussions 1 2 3 4 5
(ii) Participates regularly
in a variety of roles 1 2 3 4 5
(iv) Provides constructive
feed back to others 1 2 3 4 5
D. Punctuality Always Usually Sometimes Usually on Always on
late (1) late (2) on time (3) time (4) time (5)
E. Scribe
(i) Listens and notes key points 1 2 3 4 5
(ii) Highlights gaps in knowledge 1 2 3 4 5
(iii) Uses clear and logical summaries 1 2 3 4 5
F. Chair
(i) Invites enough participation 1 2 3 4 5
(ii) Focus’ discussion 1 2 3 4 5
(iii) Highlights gaps in knowledge 1 2 3 4 5

34 STUDENT HANDBOOK
Grading of PBL
PBL will be graded as follows:

Mark (%) Grade Grade Point Description

90-100 A+ 5 Outstanding
85-89.9 A 4.9 Excellent
80-84.9 A- 4.7 Excellent
75-79.9 B+ 4.5 Very Good
70-74.9 B 4 Very Good
65-69.9 B- 3.5 Good
60-64.9 C+ 3 Good
55-59.9 C 2.5 Satisfactory
50-54.9 C- 2 Satisfactory
45-49.9 D+ 1.5 Poor-Fail
40-44.9 D 1 Poor-Fail
35-39.9 D- 0.5 Poor-Fail
0-34.9 E 0 Very Poor-Fail

35 STUDENT HANDBOOK
APPENDIX VII

FACULTY OF MEDICINE

MEDICAL STUDENT AGREEMENT 2019-2020

___________________________________________________________________________

As a medical student you are studying for both a university degree and a professional qualification.
Consequently, you are expected to comply with the University and Botswana Health Professions Council (BHPC)
guidelines regarding conduct.

The Faculty of Medicine selects students whom it believes will demonstrate appropriate attitudes and behaviour
from the start of the course. In addition, the curriculum has specific objectives for professional attitudes and
behaviour and provides opportunities to achieve them. Students who fail to meet these standards will be offered
advice and guidance. Students who persistently display inappropriate professional attitudes and behaviour will
not be allowed to continue on the medical course.

Please read the following code of practice and sign at the end to confirm that you understand them and agree to
abide by them.

I. General Attitudes and Behaviour

1. I will not allow personal views about a person’s age, disability, lifestyle, culture, beliefs, ethnic or
national origin, race, colour, gender, sexual orientation, marital or parental status, social or perceived
economic status prejudice their interaction with patients, teachers, or colleagues.

2. When attending clinical visits, I will dress professionally and not wear clothing that is likely to cause
offense to the patients that I will encounter by being inappropriate or revealing. My clothing will also be
visibly clean and I will ensure that my own clothing is regularly cleaned or launched (see attached
dress code for details).

3. I will be aware of safe drinking guidelines for alcohol and to adhere to these guidelines. Misuse of
alcohol and any use of illegal drugs is a fitness to practise issue.

4. When on clinical placements I will be required to adhere to the universal precautions and policy on
infection control, which may include bare arms and avoidance of jewellery

II. Attitudes and behaviour towards staff

5. Satisfactory attendance is a course requirement throughout the course. The expectation is that you
attend Year 1 and Year 2 between 8am – 5pm Monday to Friday.

I will attend all classes (e.g. PBL sessions, labs and workshops) and clinical teaching sessions
promptly as required by the Course Regulations. I will not arrive late or leave early (except by
arrangement with the staff concerned).
36 STUDENT HANDBOOK
 I may be denied access to class by the lecturer/instructor if I am late or asked to leave if I am
disruptive in class. I will not be disruptive through my behaviour or use of electronic gadgets (cell
phones, MP3/4 etc). I will observe safety rules. I understand that on clinical placements I may be
required to work outside normal working hours including evenings and weekends. I will work diligently to
complete my degree. I will inform the Dean and course coordinator of any absence from teaching and
present medical evidence as required. I will only take exceptional leave with the prior permission of the
Faculty (Refer to the student handbook on rules and regulations for consequences of missing classes
and clinical teaching sessions).

6. I will submit course work, portfolio and other documentation as required. When submitting course work,
I will not pass off the work of another as my own. I understand plagiarism is an offence which the
University may punish by termination of my course. A declaration of originality must be submitted with
all assignments.

7. I will inform the Faculty of Medicine if I have any disability or condition that might affect my studies, my
fitness to be a medical student or to practice as a doctor or that might pose a risk to patients or
colleagues. I will keep my immunisation status up-to-date.

8. I will demonstrate respect for academic, clinical and support staff and treat them with consideration
whether in a taught class, administrative offices, the Library, Skills Lab, IT facilities, clinical or social
settings. This includes not being abusive to staff or students in any medium

9. I will respect the right of the Faculty of Medicine to determine the content of the syllabus and to decide
who is competent to deliver it.

10. I will follow proper exit interview procedures should I decide to leave the course (see Faculty
Manager).

III. Attitudes and behaviour towards other students

11. I will support other medical students in academic, practical and clinical work and will do nothing to
disrupt the learning of others through threats and use of electronic media.

IV. Attitudes and behaviour towards patients

12. I will make it clear to patients and others that I am a medical student and not a qualified doctor or a
student doctor. I will not recommend treatment or suggest patients take any action that might be
interpreted as medical advice, unless under supervision.

13. I will listen to patients and respect their views, treat them politely and considerately, respect patients'
privacy and dignity. I will respect their right to refuse to take part in teaching. Specifically, I will make
sure the patient has agreed to my presence and involvement and will not continue if the patient
indicates a wish to stop.

14. I will be honest and not abuse the trust of a patient or other vulnerable person. I will not enter into an
intimate and improper relationship with a patient, member of staff or other vulnerable person including
another student I am mentoring or being mentored by for the duration of the course. I will declare any
conflict of interest should it arise.

37 STUDENT HANDBOOK
15. I am under obligation to treat information about patients as confidential and not divulge it to anyone not
involved in the patient’s care. I will not discuss patients with other students or professionals outside the
clinical or educational setting, except anonymously. I will respect all patient records and maintain
confidentiality. When recording data or discussing cases outside the clinical setting I will endeavour to
ensure that patients can not be identified by others.

16. I am prepared to perform physical examinations on patients (which can include touching and intimate
examinations) in order to establish a clinical diagnosis, irrespective of the gender, culture, beliefs,
disability, or disease of the patient. I understand that in order to qualify as a doctor in Botswana, I must
be willing to examine any patient as fully and as intimately as is clinically necessary

Please sign to confirm that you have carefully read this information about the requirements of the course, that
you understand our expectations, and that you agree to abide by them.

___________________________ ____________________________ ________________________

Name of Student Student Number Signature

Date: _________________ day of _______________________2019

38 STUDENT HANDBOOK
APPENDIX VIII

FACULTY OF MEDICINE

MEDICAL STUDENT: DRESS CODE

___________________________________________________________________________

NON-CLINICAL AREAS

MALES
• Smart-casual trousers or jeans ;
• Shirts, T-shirt, or collared shirt. No vests;
• Open sandals may be worn to lectures only;
• No shorts to be worn in labs
• Clean laboratory coat and closed shoes compulsory for labs;

FEMALES
• Smart-casual trousers or jeans , suitable dress or blouse/ smart tops & skirts of suitable length;
shirts, long enough to reach waist line;
• No bare midriff, strapless, or shoestring tops;
• No shorts to be worn in labs
• Open sandals may be worn to lectures only;
• Clean laboratory coat and closed shoes compulsory for labs

CLINICAL AREAS

Non-verbal communication is as important as verbal communication. Therefore, how a student or health

professional appears to patients, clients or colleagues may communicate as much as what is said.
Extremes of dress compromise communication channels or detract from effective and sensitive
communication. Styles of dress or articles of clothing that introduce barriers to communication or that
compromise, or could potentially compromise hygiene, must be avoided.

The Dress Code aims to:

• Make patients feel confident that they are being treated by a professional
• Make patients feel that their beliefs are respected. Ethnic origin, religious conviction and age
group can influence patients’ views on inappropriate dress.
• Conform to the health and safety requirements for your protection and that of the patients

General Rules
• Males to wear a shirt, with smart-casual trousers or cultural equivalent attire. Encouraged to
wear a tie.
• Females to wear dresses or skirts (not short skirts) and a blouse/smart top or with smart casual
trousers
39 STUDENT HANDBOOK
 • Clothing should not restrict easy movement or revealing
• Clothing should not display prominent logos, slogans and pictures
• No open-toed sandals to minimize the risk of injury to the feet (all footwear should be closed,
low-heeled and well-fitting round the ankles).
• No trainers
• No strong odours, perfume or aftershaves
• Male students should be well-groomed
• Extensive visible body piercing is not acceptable
• For both female and male students, bare midriffs and shorts are not acceptable.

For infection control

• Must wear short sleeves or sleeves rolled up above the elbow (should be done before washing
hands)
• Must not wear wrist watches or jewellery (this includes wedding rings, apart from one plain ring
which must be cleaned underneath when washing hands)
• Ties should be tucked in before examining patients (must be done before washing your
hands)?
• Must wear clean white coats
• Must wear your hair tied back off the collar if it is shoulder length or longer
• Must keep nails clean, with nail tips short and without nail varnish, artificial fingernails or
extenders.
• Must wear clear identification badge at all times and ensure that it can be seen by patients.

40 STUDENT HANDBOOK
APPENDIX IX
Recommended Textbooks 2019/2020

Title Author Edition Publisher

Introduction to Human
1 Physiology L.Sherwood
2 Clinically Oriented Anatomy Moore and Dalley 5
3 Simplified Clinical Neuroanatomy Missankov A.A. 3 Contact author at UBMS
4 Netter's Atlas of Anatomy
5 Wheater's Histology Young 4 Els.Churchill
6 Langman's Medical Embryology Sadler 11 LWW
Robbins Basic Pathology 8th
7 SC Kumar 8 Saunders/Elsevier
8 Atlas of Pathology Robbins and Coltran Saunders/Elsevier
9 Harper's Illustrated Biochemistry Murray Bender etal 28 Lange/McGraw Hill
10 Basic Immunology Abbas and Lichtman 7 Saunders/Elsevier
11 Clinical Medicine Kumar and Clark IE Elsevier/Saunders
12 MIMS' Medical Microbiology Goering etc. IE Mosby
13 Medical Statistics from scratch Bowers 2 Wiley
14 Rang and Dales Pharmacology Rang 6 Els.Churchill
Lecture Notes in Epidemiology
15 and Public Health Farmer and Lawrenson 5 Blackwell
Haematology-an illustrated
16 colour text Howard 3 Els.Churchill
Skills for Communicating with Kurtz, Silverman,
17 Patients Draper 2 Radcliffe Publishing

41 STUDENT HANDBOOK
ACKNOWLEDGEMENTS
University of Botswana Faculty of Medicine teaching staff would like to acknowledge the
help they have received in designing this course from many partner medical schools in the
USA and Canada, United Kingdom, South Africa and other African countries.

The goodwill shown to UB in this project has been unstinting and we have been able to call
on help at all stages from many sources, and will no doubt continue to do so as the course
develops.

Our particular thanks in the development of the Problem Based Learning course and
production of this handbook goes to Professor John Cookson of Hull and York Medical
School, UK for his ‘hands on’ help and guidance and continued support.

Problem Based Learning cases have been modified from a set of cases derived by Hull and
York Medical School in collaboration with the International Virtual Medical School
(IVMEDS) and in particular with Brown University Medical School, Rhode Island, USA.

We would like to thank Prof. Detlef Prozesky (now Acting Head, Department of Medical
Education, UBFoM) and his team from the University of the Witwatersrand Medical School,
Johannesburg, South Africa for continued help and encouragement in all aspects of course
development, and in particular for training us in PBL facilitation, and in helping and
encouraging us to join the medical education community in Southern Africa.

Among the many documents and curricula that were consulted, the following document is
particularly worth mentioning:

1. The University of Liverpool Undergraduate Medical curriculum, 2012

2. The Nottingham University Medical school Student Contract

42 STUDENT HANDBOOK