Forensic Medicine and Toxicology
Course Title (Symbol and No.): 321 FORM Forensic Medicine and Toxicology
Credit Hours: 2 (2 + 0)
Contact Clock Hours: Theoretical: 30 h
Clinical Tutorials & Practices: 30 h
Summary of Course Contents
This course deals with the principles of Forensic Medicine and Toxicology. The main emphasis is on identification and examination of x-ray for age determination, mechanical injuries, fire arm injuries, burns, mechanical asphyxiation and poisoning. The course also includes discussion on the medical ethics as related to Forensic Medicine.
Specific Course Objectives
The course will enable students to make medico-legal judgment and reporting on simple cases of injuries, death certification and poisoning. Moreover, it directs them to adopt the ethics of the profession.
Course Outline
The course covers in lectures and practical/demonstration the following topics:
¨ Identification
¨ Diagnosis of death.
¨ Post-mortem changes.
¨ Sudden death from natural/pathological causes
¨ Mechanical injuries. Fire-arm injuries.
¨ Injuries due to physical agents: thermal burns, X-ray burns, chemical burns electrical burns and electrocution, damage due to radio-active substances, hypothermia.
¨ Mechanical asphyxiation
¨ Child abuse.
¨ Forensic aspects of pregnancy, abortion, and delivery
¨ Medical ethics; law in relation to medicine
¨ Sexual offences
¨ Clinical Toxicology: General Management of Poisoning Emergencies
¨ Drug dependence.
¨ Insecticides
Practices:
1. Attendance at Medico-legal autopsies (Central Hospital).
2. Attendance at the Casualty Department for Clinical Forensic Medicine cases (e.g. wounding, traffic accident cases, drunkenness and drug intake, sexual offences etc.)
3. Visits to the Forensic Science Laboratories.
4. Appropriate slides and video-tape presentations and case study substitute for some of the practical experiences.
Evaluation
- Continuous Assessment (40Marks).
1. Class room quizzes.
2. Two written interim tests.
- Final Examination (60 Marks).
1. Written examination
2. Practical examination.
Text Book
'Simpson's Forensic Medicine', Richard Shepherd (12th Ed), Arnold Publishers ISBN 0340764228.
References
'Knight's Forensic Pathology',(3rd Ed) Saukko P. and B. Knight (2004)
ISBN 0-340-76044-3 (on Amazon.co.uk) Arnold Publishers
Primary Health Care
Course Title (Symbol and No.): 421 Comm Primary Health Care
INTRODUCTION
We are pleased to welcome you in the cycle of primary health care (PHC. PHC is an essential element of the health services of any country that aimed at providing a good health care for its community. Family Medicine is a diverse discipline in that it deals with the whole patient and his or her family. Students who intend to pursue Family Medicine as a career will have an introduction to the discipline and practice. For those who will specialize, the rotation provides exposure to different aspects of medicine where patients enter the system, and where most care takes place. We hope that you will find this attachment useful and enjoyable. To achieve the maximum benefit; hard work and appropriate methods of learning are the keys for that target.
GENERAL AIMS FOR ATTACHMENT
1. To gain an overview of PHC specialty e.g., its philosophy and features; its methods and its holistic approach to patient care.
2. To help students become familiar with the knowledge, attitudes and skills necessary to become sensitive communicators physicians, educators and effective good team member in PHC center.
3. To adopt and develop the knowledge and skills already acquired by students during their study and attachment in other departments and specialties in the medical school to be utilized in the PHC.
4. To provide an appropriate exposure to the discipline of Family Medicine that will assist student in making career decisions.
SPECIFIC OBJECTIVES:
At the completion of the attachment each student will be expected to:
BASIC AND CLINICAL KNOWLEDGE:
1. Be able to list the Principles of PHC and demonstrate an understanding of their role in patient care in Saudi Arabia.
2. Be able to discuss diagnosis and management of common Family Medicine problems (see Appendix II).
3. Demonstrates awareness of community resources and appropriate use of consultants.
4. Recognize different models of consultations.
5. Demonstrate and understand the role of social, psychological and environmental factors in the pathogenesis and management plan of illness.
6. Recognize the functions of Family Medicine Records.
II. CLINICAL SKILLS:
1) Interviewing (Consultation) skills:
a. Conducts a focused history, combining appropriate level of detail with efficient use of time.
b. Elicits and attends to patient’s agenda.
2) Interpersonal (communication) skills:
a. Establishes good rapport and applies good affective skills.
b. Demonstrate verbal and non-verbal communication.
3) Problem solving skills:
Selective and appropriate use of drugs, investigation and time.
4) Physical Examination:
a. Performs a physical examination which is accurate and appropriate at the presenting problem.
b. Demonstrates concern for patient.
5) Application of Knowledge/Judgment.
a. Formulates and assessment appropriate to the clinical setting.
b. Able to identify significant issues in patients presenting with undifferentiated problems, including differentiation of serious illness from minor or self-limiting problems.
c. Application of bio-psychosocial model.
d. Demonstrates ability to deal with uncertainty when the diagnosis is unclear.
e. Formulates a patient-centered management plan, which takes into account the physical, psychological and sociological factor identified.
f. Recognize factors that promote good teamwork.
III. ATTITUDES AND RESPONSIBILITIES:
1) Motivated to take on tasks and completes them reliably.
2) Cooperative and productive member of the health care team.
3) Assumes responsibility for own learning (self-directed learning) and changes behavior accordingly.
4) Demonstrates good professional and ethical standards. Conscientious and honest in all undertakings. Shows respect for patients and co-workers.
5) Demonstrate respect of patient’s autonomy and willingness to involve people in the responsibility for their own health.
6) Understand the patient’s right to confidentiality and respect.
METHODOLOGY:
The attachment to PHC rotation lasts 6 week, each student is expected to spend 6 clinical sessions per week in PHC center. The rest of the time will be spent in the Family Medicine Department (the details are shown in the attached timetable page 10).
LEARNING PROCESS:
The learning process in this primary care rotation is centered around small group sessions. A two hour group session is held once or twice a week with 10-15 students under the guidance of faculty tutors. Analyze and discuss tasks and problems assigned from the previous week. Other learning activities include: lectures, particles, and training in a PHC center. Self directed learning is an important element in our rotation and a self study time is available for the students (see Appendix 1).
SMALL GROUP DISCUSSION (SGD):
The students will be divided into small groups during tutorials. Each group consists of 15-20 students. A heterogeneous composition of students aims to encourage creative interaction and co-operation between different personalities. Each group of students works together during the whole rotation, which allows them to function well. Each group has 1-2 faculty tutors alternating one at a time.
The role of the tutor is active guidance, by asking questions at the most opportunate moment, bring students back on to the right track, focus attention on neglected aspects of the problem in hand, and stimulate discussion.
Learning needs should be identified by the end of each group discussion by the students and the tutor.
STUDENT OBJECTIVES
During the first SGD each student is required to identify and specify what he/she wants to learn and how to achieve it.
A form of the student objectives is included (see Appendix IX). The common objectives given by the students are usually selected to be the topics for small group and group presentation.
TUTORIALS ARE DIVIDED INTO
a. Log diary and role-play tutorials.
b. Presentation tutorials.
A. Log Diary Tutorials.
Problem based learning (PBL) is actively encouraged during these tutorials. Each student is requested to present 1-2 true cases from his/her log diary (Appendix II). On each session 2-3 students are expected to discuss their cases within the group and this includes:-
1. Presenting complaint, findings at physical examination, investigations and management. Role-play is encouraged whenever possible.
2. Arrangement with the tutor should be done to select cases, which fit with the learning needs of the group, and to inform the other students for preparation.
B. Student Group Presentation:
The students will be divided to groups. Each group will be of 5 students. The group has to present a topic related to PHC chosen on basis of student objectives and expectations. The presentation should not exceed 30 minutes. For the group, followed by 10 minutes for discussion and feedback on the presentation. At the end of the sessions the students will vote for the best group.
I. Formal Teaching
This includes lectures and tutorials (see the attached timetable). The student preparation and participation will be encouraged in order to help you get most of the course.
II. Clinical Attachment
Each student is assigned to a PHC center under the supervision of the assigned primary care supervisor. A group of students will be assigned to the clinics related to Family and Community Medicine, National Guard Hospital, Security Forces Hospital.
The student is expected to involve gradually and actively in each consultation. Discussion if possible should follow each case. Students are also expected to participate in other activities of PHC center e.g. Health education, Immunization, Antenatal care … etc.
The student is expected to join the PHC centers for three weeks and Primary Care Clinics, in King Khalid University Hospital for one week.
III. Clinical tasks requested Log Diary:
Each week every student must complete a log diary of patients observed receiving care. This must be signed by the assigned PHC supervisor and is utilized during the log diary tutorials. (See Appendix VI).
Before the final examination, the students have to deliver these forms to the secretary of the Department by the end of fifth week.
IV. ASSESSMENT:
¨ Continuous Assessment: (40 marks)
1. Multiple Choice Question (MCQ) ……………… (15 marks)
2. Modified Essay Questions (MEQ) ………….…. (10 marks)
3. Critical Reading Questions (CRQ) …….……… (10 marks)
4. Student Group Presentation (Evidence Based). (5 marks)
¨ Final examination: (60 marks)
1. Written……………………………………….. (36 marks)
MCQ ………………………………..……… (20 marks)
MEQ ………………………………………… (16 marks)
2. Presentation and Participation.
EBM Presentation. ……………………..…. (4 marks)
EBM Report. …………………………….….. (6 marks)
Participation in Centers. ……………….. (8 marks)
Participation in Tutorials. ………….…. (6 marks)
_____________
Total: 100 marks
V. EVALUATION FORMS:
Different evaluation forms will be distributed to evaluate the process and outcome of teaching in this course. These include:-
A. Lecture session evaluation form: This should be filled directly after each lecture and delivered to the lecture. (See page 25).
B. Small group assessment form: This will help in assessing the dynamics of the group work and identifying the learning needs in each group meeting. (See page 24).
C. Tutor evaluation form: Each tutor will be evaluated by his small group at the end of the rotation this will help in further improvement of his/her teaching skills. (See page 28).
D. Rotation evaluation form: This evaluation form will give us a feedback about your level of satisfaction with this PHC course and your own comments for further improvement. (See page 26).
Weekly Schedule of Course
Comm-421 (Males)
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TIME |
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DAYS |
8:00-10-00 |
10:00-12:00 |
12:00-1:30 |
1:30-4:00 |
4:00-8:00 |
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Saturday
|
Clinical Attachment |
Prayer and
Lunch |
Clinical*
Attachment |
Clinical *
Attachment |
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Sunday
|
Didactics |
Prayer and
Lunch |
Didactics |
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Monday
|
Clinical Attachment* |
Prayer and
Lunch |
Clinical*
Attachment |
Clinical *
Attachment |
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Tuesday
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DIDACTICS |
Prayer and
Lunch |
Didactics |
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Wednesday
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Clinical Attachment * |
Prayer and
Lunch |
Clinical
Attachment* |
Clinical
Attachment* |
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* At PHC Centers or at KKUH
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** Self-Directed Learning |
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*** Small Group Discussion |
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