Comprehensive Study Guide for First Year MBBS Blood Module at Avicenna Medical College
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B
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1
S
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A
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,
B
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Page|2
A
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1
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A
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B
B
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,
B
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M
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Page|3
A
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N
N
A
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D
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A
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a
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:
O
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D
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a
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:
4
w
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k
s
T
i
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s
:
L
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c
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s
,
C
a
s
e
-
B
a
s
e
d
L
e
a
r
n
i
n
g
(
C
B
L
)
,
T
e
a
m
b
a
s
e
d
L
e
a
r
n
i
n
g
(
T
B
L
)
,
S
e
l
f
-
S
t
u
d
y
,
P
r
a
c
t
i
c
a
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,
S
k
i
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l
s
,
D
e
m
o
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s
t
r
a
t
i
o
n
s
,
F
i
e
l
d
V
i
s
i
t
s
,
V
i
s
i
t
t
o
W
a
r
d
s
&
L
a
b
o
r
a
t
o
r
y
M
O
D
U
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E
I
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G
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A
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E
D
C
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M
M
I
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A
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’
&
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B
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Page|4
A
V
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E
N
N
A
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D
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A
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W
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A
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A
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U
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I
D
E
?
It
is an
aid
to:
Inform
students
how
student
learning
program
of
the
semester-wise
module
has
been
organized
Help
students
organize and
manage
their
studies
throughout
the
module
Guide
students
on
assessment
methods, rules
and
regulations
T
H
E
S
T
U
D
Y
G
U
I
D
E
:
Communicates
information
on
organization
and management
of
the
module.
This
will
help
the
student
to
contact
the
right
person
in
case
of
any
difficulty.
Defines
the
objectives
which
are expected
to
be
achieved
at
the
end
of
the
module.
Identifies
the
learning
strategies
such
as
lectures,
small
group
teachings,
clinical
skills,
demonstration,
tutorial
and
case
based
learning
that
will
be
implemented
to
achieve
the
module
objectives.
Provides
a
list
of
learning
resources
such
as
books,
computer
assisted
learning
programs,
web-
links,
journals,
for
students
to
consult
in
order
to
maximize
their
learning.
Highlights
information
on
the
contribution
of
continuous
and
semester
examinations
on
the
student’s overall
performance.
Includes
information
on
the
assessment
methods
that
will
be
held
to
determine
every
student’s
Achievement
of
objectives.
Focuses
on
information
pertaining
to
examination policy,
rules
and
regulations.
C
U
R
R
I
C
U
L
U
M
F
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A
M
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W
O
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K
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c
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d
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.
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k
n
o
w
l
e
d
g
e
t
o
c
l
i
n
i
c
a
l
p
r
o
b
l
e
m
s
.
I
n
t
e
g
r
a
t
e
d
t
e
a
c
h
i
n
g
m
e
a
n
s
t
h
a
t
s
u
b
j
e
c
t
s
a
r
e
p
r
e
s
e
n
t
e
d
a
s
a
m
e
a
n
i
n
g
f
u
l
w
h
o
l
e
.
S
t
u
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e
n
t
s
w
i
l
l
b
e
a
b
l
e
t
o
h
a
v
e
b
e
t
t
e
r
u
n
d
e
r
s
t
a
n
d
i
n
g
o
f
b
a
s
i
c
s
c
i
e
n
c
e
s
w
h
e
n
t
h
e
y
r
e
p
e
a
t
e
d
l
y
l
e
a
r
n
i
n
r
e
l
a
t
i
o
n
t
o
c
l
i
n
i
c
a
l
e
x
a
m
p
l
e
s
.
Case-based
discussions,
computer-based
assignments,
early
exposure
to
clinics, wards,
and
skills
acquisition
in
skills
lab
and
physiotherapy
department
are
characteristics
of
integrated
teaching
program.
1
S
T
Y
E
A
R
M
B
B
S
,
B
L
O
O
D
M
O
D
U
L
E
A
V
I
C
E
N
N
A
M
E
D
I
C
A
L
C
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L
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E
L
E
A
R
N
I
N
G
M
E
T
H
O
D
O
L
O
G
I
E
S
The
following
teaching/
learning
methods
are
used
to
promote
better
understanding:
Interactive
Lectures
Hospital/Clinic
visits
Small
Group
Discussion
Case-
Based
Learning
Practicals
Skills
session
E-Learning
Self-Directed
Study
I
N
T
E
R
A
C
T
I
V
E
L
E
C
T
U
R
E
S
In
large
group,
the lecturer
introduces
a
topic
or
common
clinical conditions
and explains
the
under
lying
phenomena
through
questions,
pictures,
videos
of
patients’
interviews,
exercises,
etc.
Students are
actively involved
in the
learning
process.
H
O
S
P
I
T
A
L
V
I
S
I
T
S
:
I
n
s
m
a
l
l
g
r
o
u
p
s
,
s
t
u
d
e
n
t
s
o
b
s
e
r
v
e
p
a
t
i
e
n
t
s
w
i
t
h
s
i
g
n
s
a
n
d
s
y
m
p
t
o
m
s
i
n
h
o
s
p
i
t
a
l
o
r
c
l
i
n
i
c
a
l
s
e
t
t
i
n
g
s
.
T
h
i
s
h
e
l
p
s
s
t
u
d
e
n
t
s
t
o
r
e
l
a
t
e
k
n
o
w
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d
g
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o
f
b
a
s
i
c
a
n
d
c
l
i
n
i
c
a
l
s
c
i
e
n
c
e
s
o
f
t
h
e
r
e
l
e
v
a
n
t
m
o
d
u
l
e
.
Page|5
A
V
I
C
E
N
N
A
M
E
D
I
C
A
L
C
O
L
L
E
G
E
1
S
T
Y
E
A
R
M
B
B
S
,
B
L
O
O
D
M
O
D
U
L
E
S
M
A
L
L
G
R
O
U
P
D
I
S
C
U
S
S
I
O
N
(
S
G
D
)
:
T
h
i
s
f
o
r
m
a
t
h
e
l
p
s
s
t
u
d
e
n
t
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t
o
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l
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r
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f
y
c
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n
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e
p
t
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a
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q
u
i
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s
k
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t
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d
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s
.
S
e
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s
i
o
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d
w
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p
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p
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u
c
h
a
s
p
a
t
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n
t
c
a
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e
,
i
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t
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r
v
i
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w
s
o
r
d
i
s
c
u
s
s
i
o
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t
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p
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s
.
S
t
u
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e
n
t
s
e
x
c
h
a
n
g
e
o
p
i
n
i
o
n
s
a
n
d
a
p
p
l
y
k
n
o
w
l
e
d
g
e
g
a
i
n
e
d
f
r
o
m
l
e
c
t
u
r
e
s
,
t
u
t
o
r
i
a
l
s
a
n
d
s
e
l
f
-
s
t
u
d
y
.
T
h
e
f
a
c
i
l
i
t
a
t
o
r
r
o
l
e
i
s
t
o
a
s
k
p
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b
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g
q
u
e
s
t
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o
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s
,
s
u
m
m
a
r
i
z
e
,
o
r
r
e
p
h
r
a
s
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t
o
h
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l
p
c
l
a
r
i
f
y
c
o
n
c
e
p
t
s
.
Page|6
T
E
A
M
-
B
A
S
E
D
L
E
A
R
N
I
N
G
:
A
s
m
a
l
l
g
r
o
u
p
d
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s
c
u
s
s
i
o
n
f
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r
m
a
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w
h
e
r
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d
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.
S
t
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d
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s
d
u
r
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n
g
t
h
e
m
o
d
u
l
e
.
a)
P
r
e
p
a
r
a
t
i
o
n
b
e
f
o
r
e
c
l
a
s
s
:
S
t
u
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n
t
s
m
u
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p
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t
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p
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a
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f
t
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e
m
o
d
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l
e
.
M
a
t
e
r
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a
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s
m
a
y
b
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x
t
,
v
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c
o
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.
b)
I
n
-
c
l
a
s
s
R
e
a
d
i
n
e
s
s
A
s
s
u
r
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T
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s
t
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:
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(
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)
,
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f
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t
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q
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(
T
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)
,
w
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m
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’
g
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.
c)
I
n
s
t
r
u
c
t
o
r
F
e
e
d
b
a
c
k
:
T
h
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w
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m
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m
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.
d)
I
n
-
c
l
a
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a
p
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c
a
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f
o
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d
e
x
e
r
c
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s
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:
T
h
e
r
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m
a
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d
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f
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s
s
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k
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p
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T
e
a
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“
b
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s
o
l
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t
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o
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t
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s
p
r
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v
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d
.
T
e
a
m
s
t
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n
d
i
s
p
l
a
y
t
h
e
i
r
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n
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w
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n
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d
u
c
a
t
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f
a
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a
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l
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d
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i
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b
e
t
w
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n
t
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a
m
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t
o
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x
p
l
o
r
e
t
h
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t
o
p
i
c
a
n
d
t
h
e
p
o
s
s
i
b
l
e
a
n
s
w
e
r
s
t
o
t
h
e
p
r
o
b
l
e
m
.
P
R
A
C
T
I
C
A
L
:
B
a
s
i
c
s
c
i
e
n
c
e
p
r
a
c
t
i
c
a
l
s
r
e
l
a
t
e
d
t
o
a
n
a
t
o
m
y
,
b
i
o
c
h
e
m
i
s
t
r
y
,
p
a
t
h
o
l
o
g
y
,
p
h
a
r
m
a
c
o
l
o
g
y
a
n
d
p
h
y
s
i
o
l
o
g
y
a
r
e
s
c
h
e
d
u
l
e
d
f
o
r
s
t
u
d
e
n
t
l
e
a
r
n
i
n
g
.
S
K
I
L
L
S
S
E
S
S
I
O
N
:
S
k
i
l
l
s
r
e
l
e
v
a
n
t
t
o
r
e
s
p
e
c
t
i
v
e
m
o
d
u
l
e
a
r
e
o
b
s
e
r
v
e
d
a
n
d
p
r
a
c
t
i
c
e
d
w
h
e
r
e
a
p
p
l
i
c
a
b
l
e
i
n
s
k
i
l
l
s
l
a
b
o
r
a
t
o
r
y
o
r
D
e
p
a
r
t
m
e
n
t
o
f
P
h
y
s
i
o
t
h
e
r
a
p
y
.
S
E
L
F
D
I
R
E
C
T
E
D
S
T
U
D
Y
:
S
t
u
d
e
n
t
s
’
a
s
s
u
m
e
r
e
s
p
o
n
s
i
b
i
l
i
t
i
e
s
o
f
t
h
e
i
r
o
w
n
l
e
a
r
n
i
n
g
t
h
r
o
u
g
h
i
n
d
i
v
i
d
u
a
l
s
t
u
d
y
,
s
h
a
r
i
n
g
a
n
d
d
i
s
c
u
s
s
i
n
g
w
i
t
h
p
e
e
r
s
,
s
e
e
k
i
n
g
i
n
f
o
r
m
a
t
i
o
n
f
r
o
m
L
e
a
r
n
i
n
g
R
e
s
o
u
r
c
e
C
e
n
t
e
r
,
t
e
a
c
h
e
r
s
a
n
d
r
e
s
o
u
r
c
e
p
e
r
s
o
n
s
w
i
t
h
i
n
a
n
d
o
u
t
s
i
d
e
t
h
e
c
o
l
l
e
g
e
.
S
t
u
d
e
n
t
s
c
a
n
u
t
i
l
i
z
e
t
h
e
t
i
m
e
w
i
t
h
i
n
t
h
e
c
o
l
l
e
g
e
s
c
h
e
d
u
l
e
d
h
o
u
r
s
o
f
s
e
l
f
-
s
t
u
d
y
.
E
-
L
E
A
R
N
I
N
G
:
E
-
L
e
a
r
n
i
n
g
i
s
a
s
t
r
a
t
e
g
y
b
y
w
h
i
c
h
l
e
a
r
n
i
n
g
o
c
c
u
r
s
t
h
r
o
u
g
h
t
h
e
u
t
i
l
i
z
a
t
i
o
n
o
f
e
l
e
c
t
r
o
n
i
c
m
e
d
i
a
,
t
y
p
i
c
a
l
l
y
t
h
e
I
n
t
e
r
n
e
t
.
T
h
e
b
a
s
i
c
a
s
p
e
c
t
s
o
f
m
e
d
i
c
a
l
p
r
o
f
e
s
s
i
o
n
a
l
i
s
m
a
n
d
e
t
h
i
c
s
w
i
l
l
b
e
a
d
d
r
e
s
s
e
d
t
h
r
o
u
g
h
a
n
e
-
l
e
a
r
n
i
n
g
c
o
u
r
s
e
.
1
S
T
Y
E
A
R
M
B
B
S
,
B
L
O
O
D
M
O
D
U
L
E
A
V
I
C
E
N
N
A
M
E
D
I
C
A
L
C
O
L
L
E
G
E
S
E
M
E
S
T
E
R
1
M
O
D
U
L
E
2
:
B
L
O
O
D
Page|7
I
N
T
R
O
D
U
C
T
I
O
N
This
module
aims
to
provide
the
basic
understanding
of
hematopoiesis
and
hemostasis
at
the
molecular
level.
It
will
also
outline
the
basic
pathological
processes
in
the
development
of
cancers.
It
will
deal
with
the
basic
pathophysiology
and
pharmacological
aspects
of
infections
and
chemotherapeutic
agents
and
integrate
it
with
clinical
sciences.
The
module
will
give
the
1
st
year
medical
students,
an
opportunity
to
know
the
presentations
and
principles
of
management
of
common
hematological, immunological,
inflammatory
and
neoplastic
disorders.
Overall,
it
will
provide
the
students
with
the
necessary
factual
knowledge
and
stimulate
them
to
apply
this
in
the
interpretation
of
the
disease.
1
S
T
Y
E
A
R
M
B
B
S
,
B
L
O
O
D
M
O
D
U
L
E
Page|8
A
V
I
C
E
N
N
A
M
E
D
I
C
A
L
C
O
L
L
E
G
E
C
O
U
R
S
E
O
B
J
E
C
T
I
V
E
S
A
N
D
S
T
R
A
T
E
G
I
E
S
At
the
end
of
the
module
the
students
will
be
able
to:
Page|9
1
S
T
Y
E
A
R
M
B
B
S
,
B
L
O
O
D
M
O
D
U
L
E
A
V
I
C
E
N
N
A
M
E
D
I
C
A
L
C
O
L
L
E
G
E
Page|10
1
S
T
Y
E
A
R
M
B
B
S
,
B
L
O
O
D
M
O
D
U
L
E
A
V
I
C
E
N
N
A
M
E
D
I
C
A
L
C
O
L
L
E
G
E
Page|11
1
S
T
Y
E
A
R
M
B
B
S
,
B
L
O
O
D
M
O
D
U
L
E
A
V
I
C
E
N
N
A
M
E
D
I
C
A
L
C
O
L
L
E
G
E
Page|12
1
S
T
Y
E
A
R
M
B
B
S
,
B
L
O
O
D
M
O
D
U
L
E
A
V
I
C
E
N
N
A
M
E
D
I
C
A
L
C
O
L
L
E
G
E
Page|13
1
S
T
Y
E
A
R
M
B
B
S
,
B
L
O
O
D
M
O
D
U
L
E
A
V
I
C
E
N
N
A
M
E
D
I
C
A
L
C
O
L
L
E
G
E
1
S
T
Y
E
A
R
M
B
B
S
,
B
L
O
O
D
M
O
D
U
L
E
Page|14
A
V
I
C
E
N
N
A
M
E
D
I
C
A
L
C
O
L
L
E
G
E
L
E
A
R
N
I
N
G
R
E
S
O
U
R
C
E
S
1
S
T
Y
E
A
R
M
B
B
S
,
B
L
O
O
D
M
O
D
U
L
E
Page|15
A
V
I
C
E
N
N
A
M
E
D
I
C
A
L
C
O
L
L
E
G
E
O
T
H
E
R
L
E
A
R
N
I
N
G
R
E
S
O
U
R
C
E
S
1
S
T
Y
E
A
R
M
B
B
S
,
B
L
O
O
D
M
O
D
U
L
E
Page|16
A
V
I
C
E
N
N
A
M
E
D
I
C
A
L
C
O
L
L
E
G
E
A
S
S
E
S
S
M
E
N
T
M
E
T
H
O
D
S
:
T
h
e
o
r
y
:
o
B
e
s
t
C
h
o
i
c
e
Q
u
e
s
t
i
o
n
s
(
B
C
Q
s
)
a
l
s
o
k
n
o
w
n
a
s
M
C
Q
s
(
M
u
l
t
i
p
l
e
C
h
o
i
c
e
Q
u
e
s
t
i
o
n
s
)
a
r
e
u
s
e
d
t
o
a
s
s
e
s
s
o
b
j
e
c
t
i
v
e
s
c
o
v
e
r
e
d
i
n
e
a
c
h
m
o
d
u
l
e
.
A
BCQ
has a
statement
or
clinical
scenario
followed
by
four
options
(likely
answer).
Students
after
reading
the
statement/scenario
select
ONE,
the
most
appropriate
response
from
the
given
list
of
options.
C
o
r
r
e
c
t
a
n
s
w
e
r
c
a
r
r
i
e
s
o
n
e
m
a
r
k
,
a
n
d
i
n
c
o
r
r
e
c
t
‘
z
e
r
o
m
a
r
k
’
.
T
h
e
r
e
i
s
n
o
n
e
g
a
t
i
v
e
m
a
r
k
i
n
g
.
Students
mark
their
responses
on
specified
computer-based/OMR
sheet
designed
for
AVMC
.
O
S
P
E
/
O
S
C
E
:
O
b
j
e
c
t
i
v
e
S
t
r
u
c
t
u
r
e
d
P
r
a
c
t
i
c
a
l
/
C
l
i
n
i
c
a
l
E
x
a
m
i
n
a
t
i
o
n
:
Each
student
will
be
assessed
on
the
same
content
and
have
same
time
to
complete
the
task.
Comprise
of
12-25
stations.
Each
station
may
assess
a
variety
of
clinical
tasks,
these
tasks
may
include
history
taking,
physical
examination,
skills
and
application
of
skills and
knowledge
Stations
are
observed, unobserved,
interactive
and
rest
stations.
Observed
and
interactive
stations
will
be
assessed
by
internal
or
external
examiners.
Unobserved
will
be
static
stations
in
which there
may
be
an X-ray,
Labs
reports,
pictures, clinical
scenarios
with
related
questions
for
students
to
answer.
Rest
station
is
a
station
where
there
is
no
task given and
in
this
time
student
can
organize
his/her
thoughts.
I
n
t
e
r
n
a
l
E
v
a
l
u
a
t
i
o
n
Students
will
be
assessed
to
determine
achievement
of
module
objectives
through
the
following:
o
M
o
d
u
l
e
E
x
a
m
i
n
a
t
i
o
n
:
w
i
l
l
b
e
s
c
h
e
d
u
l
e
d
o
n
c
o
m
p
l
e
t
i
o
n
o
f
e
a
c
h
m
o
d
u
l
e
.
T
h
e
m
e
t
h
o
d
o
f
e
x
a
m
i
n
a
t
i
o
n
c
o
m
p
r
i
s
e
s
t
h
e
o
r
y
e
x
a
m
w
h
i
c
h
i
n
c
l
u
d
e
s
B
C
Q
s
a
n
d
O
S
P
E
(
O
b
j
e
c
t
i
v
e
S
t
r
u
c
t
u
r
e
d
P
r
a
c
t
i
c
a
l
E
x
a
m
i
n
a
t
i
o
n
)
.
o
G
r
a
d
e
d
A
s
s
e
s
s
m
e
n
t
o
f
s
t
u
d
e
n
t
s
b
y
I
n
d
i
v
i
d
u
a
l
D
e
p
a
r
t
m
e
n
t
:
Q
u
i
z
,
v
i
v
a
,
p
r
a
c
t
i
c
a
l
,
a
s
s
i
g
n
m
e
n
t
,
s
m
a
l
l
g
r
o
u
p
a
c
t
i
v
i
t
i
e
s
s
u
c
h
a
s
C
B
L
,
T
B
L
,
T
O
L
,
o
n
l
i
n
e
a
s
s
e
s
s
m
e
n
t
,
w
a
r
d
a
c
t
i
v
i
t
i
e
s
,
e
x
a
m
i
n
a
t
i
o
n
,
a
n
d
l
o
g
b
o
o
k
.
Marks
of
both
modular
examination
and
graded
assessment
will
constitute
10%
weightage.
As
per
UHS
policy,
this
10
%
will
be
added
by
UHS
to
final exam as internal assesment
.
1
S
T
Y
E
A
R
M
B
B
S
,
B
L
O
O
D
M
O
D
U
L
E
A
V
I
C
E
N
N
A
M
E
D
I
C
A
L
C
O
L
L
E
G
E
Page|17
F
o
r
m
a
t
i
v
e
A
s
s
e
s
s
m
e
n
t
Individual
department
may
hold
quiz
or
short
answer
questions
to
help
students
assess
their
own
learning.
The
marks
obtained
are
not
included
in
the
internal
evaluation
M
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he/she
will
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not
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allowed
to
continue
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exam.
No
students
will
be
allowed
to
sit
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exam
without
University
Admit
Card,
AVMC
College
ID
Card
and
Lab
Coat
Student must
bring
the
following
stationary
items
for
the
exam:
Pen,
Pencil,
Eraser,
and
Sharpener.
Indiscipline
in
the
exam
hall/venue
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Students
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GPA
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un-graded
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This study guide provides a detailed overview of the first-year MBBS Blood Module at Avicenna Medical College, including learning methodologies, objectives, assessment methods, and regulations. Organized by a dedicated committee, the guide offers valuable resources, curriculum frameworks, and integrated teaching approaches to enhance students' understanding of basic sciences in relation to clinical practice.
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STUDYGUIDE BLOODMODULE FIRST YEARMBBS
1ST YEAR MBBS, BLOODMODULE AVICENNA MEDICAL COLLEGE STUDY GUIDE FOR BLOODMODULE PageNo S.No CONTENTS 3 4 5 7 7 8 14 16 18 19 1 2 3 4 Overview Introduction to StudyGuide LearningMethodologies Module2:BLOOD Introduction Objectives andstrategies LearningResources AssessmentMethods Modular Examination Rules And Regulations(AVMC) Schedule 4.1 4.2 5 6 7 8 Page|2
1ST YEAR MBBS, BLOODMODULE AVICENNA MEDICAL COLLEGE Year:One Duration: 4 weeks Timetable hours: Lectures, Case-Based Learning (CBL), Team based Learning (TBL), Self-Study, Practical, Skills, Demonstrations, Field Visits, Visit to Wards& Laboratory MODULE INTEGRA TEDCOMMITTEE MODULECOORDINATOR: CO-COORDINATORS: Professor Dr. Zubair Ahmad(Biochemistry) Professor Dr. Rubina Hafeez (Pathology) Professor Dr.Rehana Shahid(Anatomy) DEPARTMENTS & RESOURCE PERSONS FACILITA TINGLEARNING BASIC HEALTHSCIENCES CLINICAL AND ANCILLARYDEPARTMENTS FAMILYMEDICINE Professor Dr. Muhammad Luqman ANATOMY Professor Dr.Rehana Shahid BIOCHEMISTRY Professor Dr. Zubair Ahmad MEDICALEDUCATION Professor Dr. Waheed Ahmad COMMUNITYMEDICINE Professor Dr. Rana Muhammad Akhtar Khan INTERNALMEDICINE Dr. Muhammad Usman Amir PATHOLOGY HEMATOOGY Dr. Syeda Ijlal Zehra Zaidi Professor Dr. Rubina Hafeez PHYSIOLOGY Professor Dr. Binyamin Ahmad PHARMACOLOGY Professor Dr. Rana Tariq Mehmood AVMCMANAGEMENT Professor Dr. Gulfreen Waheed, PrincipalAVMC Brig.Dr. Gul e Rana , Director AVMC Dr. Sadia Awan Dr. Muhammad Muzzammil Sadiq Dr. Usama Bin Ishtiaq STUDY GUIDE COMPILEDBY: Department of Health CareEducation Page|3
1ST YEAR MBBS, BLOODMODULE AVICENNA MEDICAL COLLEGE INTRODUCTION WHAT IS A STUDYGUIDE? It is an aidto: Informstudentshow student learningprogramof thesemester-wisemodulehasbeenorganized Help students organize and manage theirstudies throughout the module Guide students on assessment methods, rules andregulations THE STUDY GUIDE: Communicates information on organization and management of the module. Thiswill helpthe studentto contactthe rightpersonin caseofanydifficulty. Definestheobjectiveswhich are expectedto beachieved at the endof themodule. Identifies the learning strategies such as lectures, small group teachings, clinical skills, demonstration, tutorial and casebased learning that will be implemented to achieve the module objectives. Provides a list of learning resources such as books, computer assisted learning programs, web- links,journals,for studentsto consultinorderto maximize their learning. Highlights informationonthe contributionof continuousandsemesterexaminationsonthe student s overallperformance. Includesinformationon the assessmentmethodsthatwill beheld to determine everystudent s Achievement of objectives. Focuses on information pertaining toexamination policy, rules and regulations. CURRICULUMFRAMEWORK Students will experience integratedcurriculum. INTEGRATED CURRICULUM comprises of system-based modules such as foundation and blood which links basic science knowledge to clinical problems. Integrated teaching means that subjects are presented as a meaningful whole. Students will be able to have better understanding of basic sciences when they repeatedly learn in relation toclinical examples. Case-based discussions, computer-based assignments, early exposure to clinics, wards, and skills acquisition in skills lab and physiotherapy department are characteristics of integrated teachingprogram. Page|4
1ST YEAR MBBS, BLOODMODULE AVICENNA MEDICAL COLLEGE LEARNINGMETHODOLOGIES Thefollowing teaching/learningmethodsareusedto promotebetterunderstanding: InteractiveLectures Hospital/Clinicvisits Small Group Discussion Case-BasedLearning Practicals Skills session E-Learning Self-DirectedStudy INTERACTIVELECTURES In large group, the lecturer introduces atopic or common clinical conditions and explains the under lying phenomena through questions, pictures, videos of patients interviews, exercises, etc. Students are actively involved in the learningprocess. HOSPITAL VISITS: In small groups, students observe patients with signs and symptoms in hospital or clinical settings. This helps students to relate knowledge of basic and clinical sciences of the relevant module. Page|5
1ST YEAR MBBS, BLOODMODULE AVICENNA MEDICAL COLLEGE SMALL GROUP DISCUSSION (SGD): This format helps students to clarify concepts acquire skills or attitudes. Sessions are structured with the help of specific exercises such as patient case, interviews or discussion topics. Students exchange opinions and apply knowledge gained from lectures, tutorials and self-study. The facilitator role is to ask probing questions, summarize, or re phrase to help clarify concepts. TEAM-BASED LEARNING: A small group discussion format where learning is focused around a series of questions based on a clinical scenario. Students discuss and answer the questions applying relevant knowledge gainedin clinical andbasichealth sciencesduring themodule. a) Preparation before class: Students must complete preparatory materials before a class or the start of the module. Materials maybe text, visual or other, and set at alevel that is appropriate to the studentsandthecourse. b) In-class Readiness Assurance Testing: Students complete an individual readiness assurance test (IRAT), consisting of 5 to 20 multiple choice questions. After submitting their individual answers, and they take the same test, the team RAT (TRAT), with their team. All members of each team sharethe sameTRATscore,andboth IRATandTRATscorescount toward the students grades. c) Instructor Feedback: The instructor reviews material from the RAT that seems to be difficult for students. d) In-classapplicationfocusedexercise:Theremainder of the session is taken up with exercises that help students learn how to apply and extend the knowledge that they have pre-learned and tested. Teams are given an appropriate problem or challenge, and must arrive at a consensus to choose a best solution out of options provided. Teamsthen display their answer choice, andthe educator facilitates a classroom discussion between teams to explore the topic and the possible answersto theproblem. PRACTICAL: Basic science practicals related to anatomy, biochemistry, pathology, pharmacology and physiologyarescheduled for studentlearning. SKILLSSESSION:Skillsrelevant to respectivemodule areobservedandpracticed where applicablein skills laboratory or DepartmentofPhysiotherapy. SELFDIRECTEDSTUDY:Students assume responsibilities of their own learning through individual study, sharing and discussing with peers, seeking information from Learning Resource Center, teachers and resource persons within and outside the college. Students can utilize the time within the college scheduled hoursofself-study. E-LEARNING: E-Learning is a strategy by which learning occurs through the utilization of electronic media, typically the Internet. The basic aspects of medical professionalism and ethics will be addressed throughane-learningcourse. Page|6
1ST YEAR MBBS, BLOODMODULE A VICENNA MEDICA L COLLEGE SEMESTER 1 MODULE 2:BLOOD INTRODUCTION This module aims to provide the basic understanding of hematopoiesis and hemostasis at the molecularlevel.It will alsooutline the basicpathologicalprocessesin the developmentof cancers.It will deal with the basic pathophysiology and pharmacological aspects of infections and chemotherapeutic agents and integrate it withclinical sciences. The module will give the 1st year medical students, an opportunity to know the presentations and principles of management ofcommon hematological, immunological, inflammatory and neoplastic disorders. Overall, it will provide the students with the necessary factual knowledge and stimulate themto applythis intheinterpretationof thedisease. Page|7
1ST YEAR MBBS, BLOODMODULE AVICENNA MEDICAL COLLEGE COURSE OBJECTIVES ANDSTRA TEGIES At theendof themodulethestudentswill beable to: LEARNING STRATEGY TOPICS &OBJECTIVES FACULTY Lymphoid tissue & Immunesystem Name the components of immune system andlymphoid tissue Differentiate between central lymphoid organsand peripheral lymphoidorgans InteractiveLecture Interactive Lecture/Small GroupDiscussion Describe the structure of lymphnodes Describe the structure and histological appearanceof thymus InteractiveLecture Discuss the clinical anatomy of lymphoidorgans Definethestructureandlocationsof tonsils Small Group Discussion/Practical Describe histological features oftonsils Definethestructureandlocationsof spleen Describe the histological appearance ofspleen Practical/Skill Anatomy Enumerate lymphoid organs Briefly describe microscopic structure of lymphoidtissue Describe the structure of lymphnodes Explain the histological features of lymphnodes Describe the structure ofthymus Practical Explain the histological features ofThymus Describe the structure and locations oftonsils Identify the histological features oftonsils Describe the location and structure ofspleen Identify the histological features ofspleen Page|8
1ST YEAR MBBS, BLOODMODULE AVICENNA MEDICAL COLLEGE Defineimmunoglobulins Practical/Skill Classifyimmunoglobulins Describe the chemistry and structure ofimmunoglobulins InteractiveLecture Biochemistry Discuss the use and applications ofElectrophoresis Practical Discuss the use and application ofELISA Define immunity & itstypes Explain innate immunity withexamples Describe cell mediated immunity &its attributes Discuss the role of passive immunity againstinfection Interactive Lectures/Small GroupDiscussion .Explain the development and processing of B lymphocytes Discuss the role of B lymphocyte clone and memorycells Physiology Describe the mechanism of action ofantibodies Describe the Classical & Alternate pathwaysof complement cascade & itsattributes Perform LeucocytesCount Practical Cells Interactive Lectures/Small GroupDiscussion Definehematopoiesis List the sites and source of hematopoiesis beforeand afterbirth Explain the structure and types ofhemoglobin Explain the Allosteric Properties ofHemoglobin Describe the synthesis ofhemoglobin and its abnormalities Describe the biochemical abnormalitiesin hemoglobinopathies Classify plasmaproteins Differentiate between plasma and serum based ontheir compositions Summarize the clinical features of diseases dueto abnormalities of plasmaprotein Anatomy Interactive Lecture/Small GroupDiscussion Biochemistry Enumeratethefunctionsof the cellularcomponentsof blood State the normal values of RBCs, WBCs & platelets Define hematocrit, normal values& factorsaffecting hematocrit Discuss the different stages of RBCsformation List factors necessary forerythropoiesis Discuss the significance of Reticulocytecount Interactive Lectures/Small GroupDiscussion Physiology Page|9
1ST YEAR MBBS, BLOODMODULE AVICENNA MEDICAL COLLEGE Discuss the role ofErythropoietin Describe the process of leukocytegenesis List various types of granulocytes and agranulocytes,their functions & normalvalues Explain the significance of Reticuloendothelial system in body defensemechanism Interactive Lectures/Small GroupDiscussion List various macrophages in different tissues ofbody Physiology Defineinflammation Discuss the signs ofinflammation Discussthe walling off effectof inflammation Explain the neutrophil ¯ophage response during inflammation Discuss the lines of defense duringinflammation List types ofinflammation Describe the process ofinflammation Listthe typesof lymphocytes and theirsiteof origin InteractiveLecture Pathology Interactive Lectures/Small GroupDiscussion Discuss the functions of T and Blymphocytes Enumerate types of T lymphocytes & theirfunctions Physiology Demonstrate peripheral bloodsmear Practical Determine Erythrocyte SedimentationRate Describe thestepsof how to collect andstoreblood specimen for biochemicalanalysis Practical Biochemistry Discuss the use and applications ofSpectrophotometer Discuss the use and applications of Flamephotometer Anemia Discuss Iron metabolism in thebody Describe abnormalities of ironmetabolism Interactive Lectures/Small GroupDiscussion Biochemistry Describe the functions and biochemical importanceof Vitamin B12 & folicacid Describe theeffectsof deficiencyof VitaminsB12and Folic acid (Pernicious and Megaloblasticanemias) Page|10
1ST YEAR MBBS, BLOODMODULE AVICENNA MEDICAL COLLEGE DefineAnemia Interactive Lectures/Small GroupDiscussion Describe the clinical features ofanemia FamilyMedicine Check for anemia on eachother Describe the morphological &etiological classification of anemia Discuss the significance of red cell indices andtheir normalvalues. Interactive Lectures/Small GroupDiscussion Physiology Discuss the etiology, microscopic picture and principlesof management of common hemolyticanemias Discuss the etiology& microscopic pictureof Megaloblastic and iron deficiencyanemia Differentiate between Megaloblastic & PerniciousAnemia based on microscopic picture and red cellindices. Describe the mechanism of action and uses ofhematinics Pharmacology Assess the anemia on the basis of history,examination andinvestigation Devise life course health education ofblood related communicable and non-communicablediseases Internal Medicine Community Medicine InteractiveLectures Polycythemia Define types ofpolycythemia InteractiveLecture Physiology Explaintheeffectsof polycythemiaonhumanbody Hemostasis & itsdisorders Describe biochemical functions of Vitamins K andits deficiency ClassifyEicosanoids Biochemistry Describe their Biochemical role in plateletaggregation Interactive Lectures/Small GroupDiscussion Describe the events inHemostasis Explainthemechanismof formationof platelet plug Physiology Describetherole of Prothrombinin blood coagulation and clot formation Page|11
1ST YEAR MBBS, BLOODMODULE AVICENNA MEDICAL COLLEGE Explain intrinsic and extrinsic pathway forcoagulation Enumerate the clottingfactors Describe therole of clottingfactorsin coagulation Explain the fibrinolytic mechanism and role ofplasmin in lysis of bloodclots Interactive Lecture/Small GroupDiscussion Discussthe role of fibrin& anti-thrombinIIIin anticoagulation Physiology Explain the following hemorrhagic and Thrombo-embolic conditions: I. Hemophilia II. Thrombocytopenia III. Disseminated IntravascularCoagulation Discuss the role of commonlyused anticoagulants Practical Performtestsof bleedingtimeandclottingtime Pharmacology List the use ofanticoagulants InteractiveLecture Describe the various clinical presentationsof thrombocytopenia Hematology Antioxidants Biochemistry InteractiveLecture Explaintherole of majorantioxidants intheplasma Blood groups & ABO Explain the ABO(classical) and Rh system of blood grouping & their inheritancepattern. Interactive Lectures/Small GroupDiscussion Define Agglutinogen, agglutinin &agglutination Physiology List various Rh antigens & Rh immuneresponse Name the transfusion reactions associatedwith mismatched bloodtransfusion Perform tests for A,B,O, & Rh bloodgrouping Practical Page|12
1ST YEAR MBBS, BLOODMODULE AVICENNA MEDICAL COLLEGE Allergy andhypersensitivity Discuss the following types of hypersensitivity andallergic reactions: i) Urticaria ii) Anaphylaxis iii) Hayfever Discuss the role of Ig E inImmunity Interactive Lectures/Small GroupDiscussion Physiology Enzymes Explain the clinical application ofenzymes InteractiveLecture Biochemistry Perform the Salivary Amylase test (qualitative) todetect factors affecting enzymeactivity Practical Page|13
1ST YEAR MBBS, BLOODMODULE AVICENNA MEDICAL COLLEGE LEARNINGRESOURCES SUBJECT RESOURCES A. GROSSANATOMY 1. K.L. Moore, Clinically OrientedAnatomy 2. Neuro Anatomy by RichardSnell 3.https://www.kenhub.com/en/dashboard B. HISTOLOGY 1. B. Young J. W. Health Wheather s Functional Histology C. EMBRYOLOGY 1. KeithL. Moore.The DevelopingHuman 2. Langman s Medical Embryology ANATOMY A. TEXTBOOKS 1. Harper s IllustratedBiochemistry 2. Lehninger Principle of Biochemistry 3. Biochemistry byDevlin BIOCHEMISTRY A. TEXTBOOKS 1. Textbook Of Medical Physiology by Guyton AndHall 2. Ganong S Review of MedicalPhysiology 3. Human Physiology by LauraleeSherwood 4. Berne & LevyPhysiology 5. Best & Taylor Physiological Basis of MedicalPractice B. REFERENCEBOOKS 1. Guyton & Hall PhysiologicalReview 2. Essentials Of Medical Physiology byJaypee 3. Textbook Of Medical Physiology byInduKhurana 4. Short Textbook Of Physiology byMrthur 5. NMSPhysiology PHYSIOLOGY A. TEXTBOOKS 1. Robbins & Cotran, Pathologic Basis of Disease, 9thedition. 2. Rapid Review Pathology, 4th edition by Edward F. GoljanMD PATHOLOGY/MICROBIOLOGY 1. http://library.med.utah.edu/WebPath/webpath.html 2. http://www.pathologyatlas.ro/ A. TEXTBOOKS 1. Lippincot IllustratedPharmacology 2. Basic and Clinical Pharmacology by Katzung PHARMACOLOGY Page|14
1ST YEAR MBBS, BLOODMODULE AVICENNA MEDICAL COLLEGE OTHER LEARNINGRESOURCES Hands-on Activities/PracticalStudents will be involved in Practical sessions and hands-on activitiesthat link with the bloodmoduleto enhancethelearning. Utilize thelabto relatethe knowledge to the specimensand models Labs available. A skills lab provides the simulated learning experience tolearn the basic skills and procedures. This helps build the confidence toapproach the SkillsLab patients. Video familiarize the student with the proceduresandprotocols to assist Videos patients. To increase the knowledge, students should utilize the available internet resources and CDs/DVDs. This will be an additional advantage to increase Computer Lab/CDs/DVDs/Internet learning. Resources: Self Learning is scheduled to search for information to solve cases,read through different resources and discuss among the peers and with the SelfLearning faculty to clarify theconcepts. Page|15
1ST YEAR MBBS, BLOODMODULE AVICENNA MEDICAL COLLEGE ASSESSMENTMETHODS: Theory: o Best Choice Questions (BCQs) also known as MCQs (Multiple Choice Questions) are used to assess objectives covered in eachmodule. A BCQ has a statement or clinical scenario followed by four options (likelyanswer). Students after reading the statement/scenario select ONE, the most appropriate response from the given list ofoptions. Correct answer carries one mark, and incorrect zero mark . There is no negative marking. Studentsmarktheirresponsesonspecifiedcomputer-based/OMRsheetdesignedforAVMC. OSPE/OSCE: Objective Structured Practical/ClinicalExamination: Eachstudentwill beassessedonthe samecontentandhavesametimeto completethe task. Comprise of 12-25stations. Each station may assess a variety of clinical tasks, these tasks may include history taking, physical examination, skills and application of skills andknowledge Stations are observed, unobserved, interactive and reststations. Observed and interactive stations will be assessed by internal orexternal examiners. Unobserved will be static stations in which there may be an X-ray, Labs reports, pictures, clinical scenarioswith relatedquestionsforstudentstoanswer. Rest station is a station where there is no task given and in this time student can organize his/her thoughts. InternalEvaluation Students will beassessedto determine achievement of moduleobjectivesthroughthefollowing: Module Examination: will be scheduled on completion of each module. The method of o examination comprises theory exam which includes BCQs and OSPE (Objective Structured Practical Examination). Graded Assessment of students by Individual Department: Quiz, viva, practical, assignment, small o group activities such as CBL, TBL, TOL, online assessment, ward activities, examination, and log book. Marksof bothmodular examinationandgradedassessmentwill constitute 10% weightage. As per UHSpolicy, this 10% will be added by UHSto final exam as internal assesment. Page|16
1ST YEAR MBBS, BLOODMODULE AVICENNA MEDICAL COLLEGE Example : Number of Marks allocated for Semester Theory and Internal Evaluation InternalEvaluation (Class test +Assignments + Modular Exam) 10% Practical marks +TheoryMarks Total PROF 90% 100% FormativeAssessment Individual department may hold quiz or short answer questions to help students assess their own learning. The marks obtained are not included in the internalevaluation More than 75% attendance is needed to sit for the modular and semester examinations Page|17
1ST YEAR MBBS, BLOODMODULE AVICENNA MEDICAL COLLEGE MODULAR EXAMINATION RULES & REGULATIONS(AVMC) Studentmustreportto examinationhall/venue, 30 minutesbeforetheexam. Exam will begin sharp at the giventime. No student will be allowed to enter the examination hall after 15 minutes of scheduled examinationtime. Studentsmust sitaccordingto theirroll numbersmentioned ontheseats. Cell phones are strictly not allowed in examinationhall. If anystudentisfoundwith cell phonein anymode(silent, switchedoff oron)he/shewill benot be allowed to continue theirexam. No students will be allowed to sit in exam without University Admit Card, AVMCCollege ID Card and LabCoat Student must bring the following stationary items for the exam: Pen, Pencil, Eraser, and Sharpener. Indiscipline in the exam hall/venue is not acceptable. Students must not possess any written materialorcommunicatewith theirfellowstudents. UHSGradingSystem It will be based on GPA 4system Marks obtained in Percentagerange NumericalGrade AlphabeticalGrade 80-100 4.0 A+ 75-79 4.0 A 70-74 3.7 A- 67-69 3.3 B+ 63-66 3.0 B 60-62 2.7 B- 56-59 2.3 C+ 50-55 2.0 C <50 Un-grade-able 0 U A candidate obtaining GPA less than 2.00 (50%) is declared un-graded(fail). Cumulativetranscriptisissuedat the endof clearance of all modules. Page|18
