Loralai medical college thesis book-mubashra khan 13285-pdf

LORALAI MEDICAL COLLEGE
By
MUBASHRA KHAN
(CMS ID 13285)
Supervised by
Ar. Muhammad Sohail
(Assistant Professor)
Department of Architecture
Balochistan University of Information Technology, Engineering &
Management Sciences
Submitted in partial fulfillment of the requirements for the award of the degree of
Bachelor of Architecture
April 2015

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Dedication
This research book is dedicated to my Parents who have been always supportive anywhere I
needed their support, without them I have been unable to accomplish this competitive phase of
education.

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ACKNOWLEDEGMENT
I commence by extending my deep sense of gratefulness to Almighty Allah, whose blessings
have assisted me in completion of this challenging and difficult project.
I would like to express my gratitude to my parents, my siblings and my friends for their support.
I would like to thank my all respectful teachers who were always there for my help and guidance
and specially, I would like to sincerely thank my Internal Advisor, Ar. Mohammad Sohail and
External Advisor Ar. Naseer Hijazi for their constant support and encouragement throughout my
thesis.
I would especially like to thank Ar. Waqas Ali Mahar , Ar. Naveed Marwat, Archt. Jalal Faisal
and our seniors specially Ar. Abduallah Sami , Ar. Danish Waqar and Ar. Shehroze Shah who
helped me and supported me constantly throughout my thesis and I am being motivated and
Supported over all the Thesis and its collection.

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BALOCHISTAN UNIVERSITY OF INFORMATION TECHNOLOGY,
ENGINEERNG & MANAGEMENT SCIENCES
CERTIFICATE
This is to certify that the work presented in this thesis on ”LORALAI MEDICAL
COLLEGE” is entirely written by Mubashra Khan (13285) herself under the supervision
of Name of the Supervisor.
Project/Thesis Supervisor External Advisor
Ar. Muhammad Sohail Ar. Naseer Hijazi
Assistant Professor
Ar. Mamoon-ur-Rashid
Chairman
Department of Architecture
BUITEMS Quetta
Dated: 06-July-2015

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ABSTRACT
Medical colleges are the most technically sophisticated institutions, where there is high
concern on environment of study. These institutions use advance technologies and have an ample
space for expansion with the need of modern improvement in technology. Institutions like these
concern great detail of research on both, student’s studying behavior, and standard of technology
in cooperated with curriculum. These institutions mostly are designed on the basis of function,
where the space is described by activities to be held.
The academic environment of institutions is of major concern. The “activities the students undergo
in their entire college life” and “the interactive space and learning environment they are well suited
with”, are of great concern in planning and case studies are analyzed with the aim of drawing
detailed and pragmatic conclusions and conclude with the suggestions to improve towards more
supportive and helpful solution by means of combining architecture and design to get a learning
institute.
Being an architect, it is of great concern that the plan should be such that the learning environment
may increase without losing any interest. Moreover the function and the form both should in co
operate each other, having direct or indirect on student’s learning.

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TABLE OF CONTENTS
CHAPTER 1 INTRODUCTION
Serial Description Page
1.1 BACKGROUND OF STUDY 2
1.2 INTRODUCTION TO THE PROJECT 3
1.3 PROBLEM STATEMENT 4
1.4 AIMS & OBJECTIVES 4
1.5 SCOPE OF STUDY 4
1.6 SIGNIFICANCE OF STUDY 5
1.7 THEME OF STUDY 5
1.8 JUSTIFICATION OF STUDY 5
1.9 LIMITATIONS OF STUDY 5
1.10 HOW ARCHITECTURE CONTRIBUTES? 5
CHAPTER 2 LITERATURE REVIEW
2.1 EDUCATION SYSTEM IN PAKISTAN 7
2.1.2 EDUCATION SYSTEM 9
2.1.3 EDUCATIONAL INSTITUTES OF PAKISTAN 11
2.1.4 WHAT IS A COLLEGE? 11
2.1.5 TYPES OF COLLEGES 11
2.1.6 WHAT ARE COLLEGES/ UNIVERSITIES? 11
2.2
MEDICAL COLLEGE
12
2.2.1 WHAT IS A MEDICAL COLLEGE? 12
2.2.2 WHAT ARE THE DEPARTMENTS OF A MEDICAL
COLLEGE?
12
2.2.3 MEDICAL EDUCATION 12
2.2.4 HISTORICAL PERSPECTIVE (ORIGIN OF
MEDICAL EDUCATION)
12
2.2.5
MEDICAL EDUCATION IN PAKISTAN
15
2.2.6 MEDICAL STATISTICS OF PAKISTAN 16
2.2.7 MEDICAL COLLEGE DEPARTMENTS 17
2.3 INSTITUTIONAL SPACES 21
2.3.1 INTRODUCTION 21
2.3.2 HISTORY OF CAMPUS DESIGNING-
ARCHITECTURE OF CAMPUSES
21

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2.3.3 INITIAL STEPS INVOLVED IN CAMPUS
PLANNING
22
2.3.4 CAMPUS PLANNING 23
2.3.5 TYPES OF BUILDING IN UNIVERSITY CAMPUS 27
2.3.6 MAIN ELEMENTS OF UNIVERSITY CAMPUS AND
DESIGN STRATEGIES
27
2.3.7 INSITUTIONAL CHARACTER 30
2.3.8 CONCLUSIONS 31
2.4 MASTER PLANNING 31
2.4.2 PROPORTION OF SPACE IN MASTER PLANNING 31
2.4.3 SPACES IN MASTER-PLANNING 32
2.4.4 DESIGN CONSIDERATION IN MASTER-PLANNING 33
2.4.5 IDENITIFY YOUR SOURCES IN MASTER-
PLANNING
33
2.4.6 DYNAMICS OF GROWTH 33
2.4.7 ZONING 34
2.4.8 ACTIVITY NODES 34
2.4.9 ACCESSIBILITY 34
2.5 CONCLUSION 34
CHAPTER 3 CASE STUDIES
3.1 OBJECTIVE 36
3.2 CASE STUDY # 1 36
3.2.2 THE SITE 37
3.2.3 MASTER PLAN 37
3.2.4 SPECIAL FEATURES 39
3.2.5 PLANS OF SHAREEF MEDICAL COLLEGE
LAHORE
40
3.2.6 PICTURES OF THE MEDICAL COLLEGE 43
3.2.7 CRITICAL ANALYSIS 45
3.3.2 HISTORY 46
3.3.3 SITE 47
3.3.4
TOPOGRAPHY
47

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3.3.5 INFRASTRUCTURE 47
3.3.6 PLANNING 48
3.3.8 IMAGES 53
3.4.2 SITE 57
3.4.3 PLANNING 58
3.4.5 IMAGES 61
3.5 ANALYSIS 64
3.6 CONCLUSION 64
CHAPTER 4 SITE SELECTION & ANALYSIS
4.1 INTRODUCTION 66
4.2 GENERAL SITE SELECTION CRITERIA 66
4.3 PROPOSED SITE 68
4.3.1 SITE ANALYSIS 68
4.3.2 ACCESSIBILITY 72
4.3.3 UTILITIES 72
4.3.4 CLIMATE 72
4.3.5 AREA 72
4.3.6 TOPOGRAPGY 72
4.3.7 SURROUNDINGS 72
4.3.8 ZONING 72
4.3.9 TOPOGRAPHICAL MAP 73
4.4 SITE ANALYSIS 73
4.5 SITE 74
4.6 SITE IMAGES 75

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CHAPTER 5 DESIGN CONSIDERATIONS & BRIEF
5.1 NATURE OF BUILDING 77
5.2 DESIGN PHILOSOPHY 77
5.3 SPECIAL CONSIDERATIONS 77
5.4 USER PSYCHOLOGY 79
5.5 ARCHITECTURAL STYLES 79
5.6 DESIGN BRIEF 80
5.7 SPATIAL CONSIDERATIONS 81
5.8 DESIGN REQUIREMENTS AND THEIR
STANDARDS
82
5.9 LINK DIAGRAM OF EACH DEPARTMENT 88
CHAPTER 6 CONCLUSIONS
6.1 CONCLUSION 92
BIBLOGRAPHY
Reference 94
APPENDIX
Description Page
APPENDIX A xii
APPENDIX B xviii
APPENDIX C xix
APPENDIX D xxiii
APPENDIX E xxxi
APPENDIX F xxxiv
APPENDIX G xlvi

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SR. DESCRIPTION PAGE
FIGURE #1 EDUCATION SYSTEM OF PAKISTAN 10
FIGURE #2 ORIGIN OF MEDICAL EDUCATION 13
FIGURE #3 NUMBER OF MEDICAL COLLEGES IN PAKISTAN 16
FIGURE #4 STUDENT LIFE OF A MEDICAL COLLEGE 17
FIGURE #5 DEPARTMENTS OF MEDICAL COLLEGE 20
FIGURE #6 GOVERNMENT COLLEGE LAHORE 23
FIGURE #7 ZANESVILLE CAMPUS 24
FIGURE #8 MODERN INTERPRETATION OF COLLEGIATE
CHARACTER
24
FIGURE #9 SCARBOROUGH COLLEGE 25
FIGURE #10 KING SAUD UNIVERSITY, SAUDIA 25
FIGURE #11 UNIVERSITY OF EAST LONDON, ROYAL DOCKS
CAMPUS, LONDON UK
25
FIGURE #12 UNIVERSITY OF HEWN, EGYPT 26
FIGURE #13 TEMASEK POLYTECHNIC, SINGAPORE 26
FIGURE #14 UNIVERSITY OF BRITISH COLUMBIA, VANCOUVER,
CANADA,
26
FIGURE #15 A CAMPUS MASTER PLAN 31
FIGURE #16 MASTER PLAN OF UET MULTAN 32
FIGURE #17 LOCATION OF SHAREEF MEDICAL COLLEGE, LAHORE 36
FIGURE #18 TOP-VIEW, SHAREEF MEDICAL COLLEGE, LAHORE 36
FIGURE #19 MASTER PLANOF SHAREEF MEDICAL COLLEGE,
LAHORE
37
FIGURE #20 BLOCK 1 38
FIGURE #21 BLOCK 2 39
FIGURE #22 HOSTEL 39
FIGURE #23 GROUND FLOOR 40
FIGURE #24 FIRST FLOOR 41
FIGURE #25 SECOND FLOOR 42
FIGURE #26 FRONT VIEW 43
FIGURE #27 COURTYARD 43
FIGURE #28 HOSTEL 43
FIGURE #29 LECTURE HALL 44
FIGURE #30 ANATOMY MUSEUM 44
FIGURE #31 PATHOLOGY LAB 44
FIGURE #32 BIOCHEMISTRY LAB 44
FIGURE #33 LAB 44
FIGURE #34 LECTURE HALL 44
FIGURE #35 LECTURE HALL & FORENSIC MEDICINE LAB 45
FIGURE #36 LIBRARY (DIGITAL LIBRARY) 45
LIST OF ILLUSTRATION
FIGURE

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FIGURE #37 W.CORNELL MEDICAL COLLEGE, LOCATION 47
FIGURE #38 FLOOR PLANS 48
FIGURE #39 CROSS SECTION OF W.CORNELL MEDICAL COLLEGE 49
FIGURE #40 PROJECT OVERVIEW OF W.CORNELL MEDICAL
COLLEGE
49
FIGURE # 41 GLAZED DETAILS OF W. CORNELL MEDICAL COLLEGE 50
FIGURE #42 MECHANICAL SYSTEM OF W.CORNELL MEDICAL
COLLEGE
51
FIGURE #43 THERMAL DETAILS OF W.CORNELL MEDICAL
COLLEGE
52
FIGURE #44 FRONT VIEW, W.CORNELL MEDICAL COLLEGE 53
FIGURE # 45 VIEW OF W.CORNELL MEDICAL COLLEGE 53
FIGURE #46 ENTRANCE LOBBY OF W.CORNELL MEDICAL COLLEGE 54
FIGURE #47 WORKING STATION ( LAB) OF W.CORNELL MEDICAL
COLLEGE
55
FIGURE #48 INTERIOR VIEW OF W.CORNELL MEDICAL COLLEGE 56
FIGURE #49 LOCATION OF HARVEST MEDICAL COLLEGE 57
FIGURE #50 GROUND FLOOR 58
FIGURE #51 FIRST FLOOR 58
FIGURE #52 SECOND FLOOR 59
FIGURE #53 THIRD FLOOR 59
FIGURE #54 FOURTH FLOOR 60
FIGURE #55 ELEVATIONS 60
FIGURE #56 SECTION 61
FIGURE #57 VIEW OF HARVEST MEDICAL COLLEGE 61
FIGURE #58 EXTERIOR VIEWS OF HARVEST MEDICAL COLLEGE 62
FIGURE #59 INTERIOR VIEWS OF HARVEST MEDICAL COLLEGE 63
FIGURE #60 MAP OF PAKISTAN 68
FIGURE #61 MAP OF BALOCHISTAN PROVINCE 69
FIGURE #62 TOPOGRAPHICAL MAP& ROAD MAP OF LORALAI 69
FIGURE #63 MAP OF LORALAI DISTRICT 70
FIGURE #64 SURROUNDING AREAS 70
FIGURE #65 ROAD MAP NEAR THE PROPOSED SITE 70
FIGURE #66 THE PROPOSED SITE 71
FIGURE #67 DRIVING DISTANCE (FROM HOSPITAL) 71
FIGURE #68 WALKING DISTANCE (FROM HOSPITAL) 71
FIGURE #69 TOPOGRAPHICAL MAP 73
FIGURE #70 WIND CHANNEL & SUN DIRECTION 73
FIGURE #7 CLIMATE 74
FIGURE #72 SITE 74
FIGURE #73 SITE PICTURE 75

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FIGURE #74 ARHITECTURAL PROFILE OF LORALAI DISTRICT 78
FIGURE #75 TYPE OF PLANNING WITH THE CONSIDERATION OF
WIND
78
FIGURE #76 STYLE OF CONSTRUCTION (ARCHITECTURE) 79
FIGURE #77 STRUCTURE OF A MEDICAL COLLEGE 80
FIGURE #78 ZONING OF A MEDICAL COLLEGE 81
TABLE
SR. DESCRIPTION PAGE
TABLE # 1 TYPES OF BUILDING IN UNIVERSITY CAMPUS 27
TABLE # 2 ANATOMY DEPARTMENT 88
TABLE # 3 PATHOLOGY DEPARTMENT 88
TABLE # 4 PHYSIOLOGY DEPARTMENT 89
TABLE # 5 BIOCHEMISTRY DEPARTMENT 89
TABLE # 6 FORENSIC & COMMUNITY MEDICINE DEPARTMENT 90

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CHAPTER 1 INTRODUCTION
1.1 BACKGROUND OF STUDY
Education is the part and parcel of our life; it reflects the aspiration of nation and helps to achieve
the set goals. Education makes the perception of a man and a nation clear and enlightened. It brings
prosperity to a nation as a whole. The developing countries are the nations who have provided
education for the highest percentage of their skilled people.
In our country education has been given casual treatment. Inadequate educational facilities are a
common problem for all over the country. There has been increase in the number of educational
institute in different provinces of Pakistan, yet the increase fails to meet the need, with the
proportionate number of education seeking youth does need more and more seats of higher
education with a professional base for the role of educated youth is always significant in a society,
as they take their nations to new heights of glory and greatness, if otherwise, it is bound to sink in
an abyss of doom and degradation.
The province Balochistan has lagged so far behind other regions in terms of human development,
health facilities & tertiary education. The region Loralai division comprising Zhob ,Killa Saifullah,
Musakhail, duki, Barkhan & Kohlu, is yet to effectively use its large human resource as a potential
producers contributing to the District profile.
Need of the new medical colleges continues to be keenly felt in Balochistan province of Pakistan
as number of population is increasing day by day with the minimum numbers of health facilities.
As there are only two medical colleges in Balochistan Province which produce only 217 doctors
per year. As per the international standard ratio is 1:400. The rapid increase in the population of
Balochistan coupled with the slow rate of production of qualified doctors is a major issue
concerning with the health profile of the province.
Now the Provincial government has decided to re-enforce the efforts in establishing new medical
college in Loralai .this new college set up by the Provincial government of Balochistan has been
named “Loralai Medical College”, the building will include administration, academic blocks and
common facilities along with the accommodation for most of the students, doctors, nurses and
other staff within the premises of medical college with complete facilities shall be provided in this
regard. A teaching hospital will be constructed as a center of clinical training of its students.

1.2 INTRODUCTION TO THE PROJECT
Loralai is the North-east of Balochistan, North with Killa Saifullah, Zhob, Masakhail sharing its
boundaries clockwise from Loralai, Zhob, Killa Saifullah, Masakhail, Duki, Barkhan, Kohlu, Sibi
& Ziarat District the terrain of the district consists of east-west aligned mountains, valleys &
southern plains ranging in ground elevation from 908-3136 meters above MSL (mean Sea level),
Communications network of Loralai city is well established with radio station broad casting,
telephone exchange & mobile communication services formally the district was known as Bori,
the name originates from Loralai which is a Stream that flow in the south of Loralai town.
In Loralai Division, fragmented health system & relatively poor health status require a process of
reforms so as to have an optimum impact on growth Health indicators have witnessed relative
improvement within province but still are not satisfactory. In Loralai the people migrate from
villages and towns to relatively urban area, so the need for basic services-water, power, transport
and governmental/ Institutional buildings-goes with them, highlighting the boom in infrastructure
demand. For the estimated population of 451200 in 2012, the number of tertiary educational
facilities is nominal in the Loralai division. That is why the incumbent government has decided to
provide tertiary education in social sector (health and education) for promoting regional facilities
located along major transport routes among Balochistan, KPK and southern district of Punjab (
Ideal site for education city especially due to a good law and order situation, foods, weather, water
etc.)The project will improve the quality of life, health, productivity & enhance living standards
of the local population
In Loralai Division, fragmented health system & relatively poor health status require a process of
reforms so as to have an optimum impact on growth Health indicators have witnessed relative
improvement within province but still are not satisfactory. The health facilities infrastructure are
there but mostly nonfunctional at the moment, there is 67 doctor for a population of about 451200
(guess work) i.e. one doctor for 6863 persons & only 20 nurses & 3 dentist are posted in health
facilities of the district. The ratio of bed/population & staff has been very poor in terms of
international standards. According to the national standard, one doctor is needed for every 1000
population.
The Govt. of Balochistan has proposed a medical college in Zhob division district Loralai. The
Govt. has declared existing district head quarter for the teaching hospital and allocated a budget
for up project gradation of existing District Head Quarter (DHQ) up to teaching hospital level.The
Board of Revenue GOB has allotted the total area of 150 acres for Loralai medical college. This
area is located in the north west of the city the Quetta Loralai highways at present the project is
proposed to cover the area which mentioned above while for future extension (Phase Il) further
land will be acquired through revenue department GOB.
The medical college proposed is to provide medical education, initially with annual intake of 100
students gradually rising to 200 students (According to National & International standard). The

building facility will be constructed to accommodate 200 students intake in order to fulfill the
criteria/ standard of' medical tertiary education.
The project will be consist of followings
• Administration Block
• Academic Campus
• Library
• Accommodation for students, doctors, nurses and other staff
• Planning of common facilities
• A teaching hospital as a center of clinical training of its students.
The residential Colony will consist of student hostels and staff residences, park, mosque and
commercial area. The hostel area will include separate buildings for boys and girls students, male
and female resident doctors and nurses. Different type of residences will be constructed to
accommodate doctors, paramedic and other staff in the premises. Without teaching hospital the
medical college awarding a MBBS degree is incomplete, thus a teaching hospital is also to be
planned.
1.3 PROBLEM STATEMENT
Design a medical college through the amalgamation of architecture with the learning environment
and interactive spaces within a campus structure.
1.4 AIMS & OBJECTIVES
The objective of this project is to improve the health profile, development profile and social profile
of the Province
• To study about the required units purposed by the government authorities.
• To study about the functionality and design requirements being required for a medical
college.
• To provide an improved learning environment through Campus architecture
• To provide a Master plan under proper zoning.
1.5 SCOPE OF STUDY
An educational institute plays a vital role in a developing nation. In the proposal study, will
investigate how a medical institute will be design while considering the learning environment. The
study will focus on the development of a medical college with the concern of the functionality and
form along with the environmental consideration.

1.6 SIGNIFICANCE OF STUDY
It will provide an improvement in the health ratio of the province, and will produce a good number
of qualified doctors. As number of doctors will increase the health profile of the district and
province will improve as well. It will also explain me about the Campus Architecture The purpose
is to design this structure with various Architectural elements that define nature of the building
and make the environment active about the learning and exploring. This study will explain about
the structures or units required for the medical college like which departments are necessary and
the layout to run a functional medical college.
1.7 THEME OF STUDY
Theme of study is “Interactive Spaces & Learning Environment” it’s a visible architecture that
makes an educational space more successful, to obtain a functional academic institute performing
as a successful medical educational institute in Loralai. The main focus study point is campus
architecture and its utilization in my design project.
1.8 JUSTIFICATION OF STUDY
It will give me margin of conducting research in the areas which I am not aware .It will overcome
the lack of such projects in Balochistan. The current situation in Balochistan is that there are only
two institutions which are offering the professional MBBS & BDS Degree but the numbers of
students are not facilitated by the standardized number of medical educational institute.
1.9 LIMITATIONS OF STUDY
As the study design is about the certain interactive spaces and learning environment of a campus
which will be provided for the students that would be catering for the entering class of 200
admissions. Due to the limitation of time, planning of teaching hospital and residential units for
staff or students would not be the part of project but will be included in master planning. The limits
of this study design are about the spaces of the medical college and its uses.
1.10 HOW ARCHITECTURE CONTRIBUTES?
Architecture involves a great influence on a person’s observation. The environment impacts the
nature of the structure and change the way of thinking. The more functional space creates the better
learning environment and interactive spaces the architecture would serve as a medium in between
man and spaces/environment.

CHAPTER 2 LITERATURE REVIEW
RESEARCH QUESTIONS
• What is the education system of Pakistan?
• How does a medical college work?
• How to achieve an institutional space (campus)?
• What should be considered in Master Plan?
2.1 EDUCATION SYSTEM IN PAKISTAN
2.1.1 HISTORY AND BACKGROUND OF EDUCATION
The earliest schools were known as Vedic schools some times before 500 BC those schools were
for the training of Brahmin Priests. These schools began to enroll non-priestly class pupils and to
develop as true community schools in every village. They were generally composed of 1 to 20
students, and their sole teacher was the village priest. A parallel educational system was sponsored
by the Buddhists to prepare their adherents for a life of meditation as a monk. The Buddhist
schools, although located a in monasteries, were open to all. Youth intending to pursue a monastic
life were trained until the age of 20, while those who wanted a secular career left at the age of 12.
The third educational system was introduced by the Muslim conquerors, and it flourished
particularly in the northern areas of the Sub-Continent. Schools were generally attached to the
Mosques, and the curriculum consisted of the Holy Quran and little else. While Muslim supported
Islamic schools, Hindus and Buddhists retained their traditional education.
Muslim boys and girls were excluded from all forms of public education “began their study in the
"Maktab", where they received instructions from the "Imam" (Worship leader of the Mosque) in
the rudiments of the Arabic language. The older students continued their studies in the "Madrasah',
where they were taught Arabic & Persian, Rhetoric, Grammar, Logic, Geometry, Algebra,
Astronomy, Natural Philosophy, Medicine, Theology and Poetry.
Children of the wealthy, especially girls, were often tutored privately in their homes. The Madras
declined in the number and standards with the decline of the Mughal Empire and the rise of the
British Power in the 18th and 19th centuries.
The British introduced a new system of education. They started by introducing English as the
medium of education whereby they could totally upset the previously established educated circles,
transforming millions of Persian-read scholars into illiterates overnight, while the traditional
institutions of Muslim education decayed, the Muslim did not promptly take to the new system of
education. There were some reasons for it, One reason was, public instruction under the new
system did not provide for the religious teaching of the Muslims, another reason was, the Muslim

slowness in acquiring English education especially in the early years of British whom they
considered to the responsible for the destruction of Muslim Empire in the Subcontinent. This
hesitation to adopt new system of education, led Muslims to Educational and Economic
backwardness.
By the end of the 19th century, Muslims were encouraged to opt for the British system of
education, which open the door to economic and social advancement. Anglo Muhammadan
Oriental College, now known as "AIi Garh Muslim University" at Ali Garh India, was founded in
1875 by Sir Syed Ahmad Khan to provide higher education based on the British model. By the
year 1920 this college had become a leading Institution for the training of British Government
workers and the nucleus of the early Leadership of the country.
• POST INDEPENDENCE SITUATION
At the time of independence, Pakistan inherited an educational system, which was mainly designed
to suit the needs of a colonial power. But with the dawn of independence the needs and
requirements of the country also changed.
To set our goals, objectives and approach right various commissions were appointed, conferences
held and committees constituted from time to time starting with first educational conference
convened in Karachi in November 1947 by the Quaid-e-Azam Muhammad AH Jinnah. This
conference made a number of recommendations providing a first framework for the National
Education Policy. It decided that the new education system should provide Islamic Principles of
brother-hood, tolerance and justice, and that primary education be made free and
compulsory.Commission followed it on National Education in 1959, a Commission on student
problems and welfare 1966. In 1970 a new Education Policy was announced attaching a high
priority to elementary education.
In 1972, an Education Policy for 1972-80 was announced declaring that education will be made
free and universal up to class X for all children throughout the country. In 1977 another National
Education policy was formulated and an implementation plan was also published. Under this
primary school enrollment of all boys was to be attained by 1986-87 and for girls by 1992.Despite
all these commissions, committees, conferences, seminars and the pious and innocent-promises
and the proclamations made so far, the country is still at the lowest ladders of educational progress
and literacy levels.
The chronic problems of adult literacy coupled with poor performance in the primary education
has seriously affected the educational development. The literacy ratio is said to be about 74% the
literacy in the urban males is about 65.3%. Among rural women, however, in some provinces it is
still as low as 2.7%. Likewise only 63.5% of primary school age children get admission in the
schools of which about 20% drop out before completing the 5- year cycle.
The reason for this tragic performance are varied and complex. Several strategies and programs
were tried to achieve universal primary education and for promotion of literacy but almost all could
not achieve the set targets. In some, the success was modest but many of these were abandoned

halfway resulting in a tremendous wastage of efforts and financial resources. "Innovation" is a
favorite word among Pakistani educators, but only few of the reform projected in the policy papers
are ever implemented. Changes in the system arc slow because of financial constraints and lack of
co-ordination among various agencies. Nevertheless, there have been a number of positive
improvements in the past decade, including free tuition up to class X; supply of cheap text books
through book banks; expansion of student hostels; and concessional bus fare for students. But in
other major areas, such as curriculum, examinations and teacher education, the changes have been
more cosmetic than real.
2.1.2 EDUCATION SYSTEM
I PRE-PRIMARY EDUCATION:
In cities, pre-primary schools are being introduced; Montessori schools are run only under private
auspices.
II PRIMARY EDUCATION:
The primary cycle is a five-year course starting at age five (Class I) and continuing to about age
10 (Class V). There are two main types of primary schools; those run by provincial governments
and those run by private organizations. The medium of instruction is either Urdu or English.
Primary education is free in Government schools but not compulsory.
III SECONDARY EDUCATION:
The secondary education consists of two stages, Middle and High. Middle schools cover Classes
V to VIII and ages of 10 to 13. Higher secondary education comprises Classes IX to X. In these
classes, emphasis is on Islamic studies as well science, vocational and Technical subjects are
secondary. School certificate examinations taken in the end of Class IX and X is an external
examinations administrated under the supervision of the Board of Secondary Education.
Admission to the next level of schooling is based on the results of this examination. The term
"Matriculate" is used for the person who passes this exam.
IV COLLEGE EDUCATION
• LEVEL- INTERMEDIATE
After the graduation from secondary high school, students may then enter two year intermediate
colleges which serve to prepare them for possible entry into profession field; or they may enter
technical institutions, which offer a three years program, and award Diploma of Associate
Engineer. The intermediate curriculum has been standardized for the whole country, with emphasis
on integrated science courses. The intermediate examinations are external examinations conducted
by the Board of Intermediate Education.

• HIGHER EDUCATION
Higher education in Pakistan is available in Universities and affiliated colleges. Non-University
high education is offered by Polytechnics, Oriental Language Colleges, Religious Madrassas, and
Institutions for the training of technical and primary teachers and vocational schools.
Broad fields of study at institutions of higher education in Pakistan are Arts and Humanities, Social
Sciences, Natural Sciences, Medical Sciences, Education Engineering, Agriculture, Technology
and Religion. Academic programs end with an award of the Bachelor of Science (B.Sc.) or
Bachelor of Arts (B.A.) Degree after two years of study or the bachelor's degree with Honors after
three years of study.
Subsequent to receiving a bachelor's degree, a student may go on two years of study for the Master
of Arts (M.A.) or Master of Science (M.Sc.) Degree; upon successful completion of either of these
programs, he/she may then pursue three to five years of additional study for the Doctoral Degree.
Study for professional degree includes the one-year program for the bachelor's degree in education,
which a student may pursue after receiving the Bachelor of Science Degree, the one-year program
for the master's degree in the education, for those who have received the bachelor's degree in
education.
Others are the four-year programs for the Bachelor of Science Degree in Agriculture; the two
programs for the master's degree, the four year program for the bachelor's degree in engineering
and' the five year program for the bachelor's degree in Medicine and surgery.
Education System of
Pakistan
Pre-Primary Education
Primary Education
Secondary Education
Intermediate Level
Higher Education

Figure # 1 Education System of Pakistan
Source Self-made
2.1.3 EDUCATIONAL INSTITUTES OF PAKISTAN
• Kindergarten
• School (primary school & middle school & secondary & higher secondary)
• College(if a institute is offering courses of diplomas or bachelor under a university
authority)
• University
2.1.4 WHAT IS A COLLEGE?
A college is an educational institution or a constituent part of one (May of any University).A
college can be a degree-awarding tertiary educational institution, a part of a collegiate university,
or an institution offering vocational education. In Pakistan "college" may refer to a secondary or
high school, a college of further education, a training institution that awards trade qualifications,
or a constituent part of a university.
2.1.5 TYPES OF COLLEGES
 Two-Year Colleges
 Four-Year Colleges
 Universities
 Public Colleges/Universities
 Private Colleges/Universities
 Military Academies
 Single-Sex
 Religious
 Historically Black Colleges
2.1.6 WHAT ARE COLLEGES/ UNIVERSITIES?
The difference between a college and a university is that a college just offers a collection of degrees
in one specific area while a university is a collection of colleges? When you go to a university you
are going to be graduating from one of their colleges, such as the business college. Single colleges
tend to be smaller while universities are bigger.
• A college can offer many majors. However, doctorate programs are more prone to be offered at
universities.
• This is probably related to the fact that Universities conduct research, which in turn allows them
a certain degree of recognition, attracts a larger student body and affords them the capacity to
offer higher learning options than a college can offer.

• Originally a college was a specific school teaching a specific subject, such as Education,
Medicine, etc. and a University is a school made up of numerous colleges
2.2 MEDICAL COLLEGE
2.2.1 WHAT IS A MEDICAL COLLEGE?
A medical college is an educational institution that provides medical education. These institutions
may vary from stand-alone colleges that train doctors to conglomerates that offer training related
in all aspects of medical care. The term is synonymous with "medical school as used in the USA
and some other countries. It produces students for an undergraduate course leading towards
a Bachelor of Medicine and Surgery (MBBS) or Bachelor of Ayurveda, Medicine and Surgery a
degree
2.2.2 WHAT ARE THE DEPARTMENTS OF A MEDICAL COLLEGE?
• Anatomy
• Histology
• Physiology
• Biochemistry
• Pharmacology
• Therapeutics
• Pathology
• Microbiology & parasitological
• Psychiatry
• Dermatology
• Orthopedic
• Anesthesia
• Obstetrics
• Radiology
2.2.3 MEDICAL EDUCATION
Medical education is devoted to teaching the knowledge and skills used in the prevention and
treatment of disease and to developing the methods and objectives appropriate to the study of the
still unknown factors that produce disease or favor well-being.
2.2.4 HISTORICAL PERSPECTIVE (ORIGIN OF MEDICAL EDUCATION):

The Greek's spirit of rational inquiry may be considered the starting point of medical education
because it introduced the practice of observation and reasoning regarding disease. In the second
half of the 4th century B.C. Hippo crates was teaching medicine in Greece and seeking to give it
a more scientific basis. His influence ran on in Islamic medicine until the 10th century A.D. but
the Europe it was more short-lived.
Later Christian religion greatly contributed to both the learning and the teaching of medicine
because it favored as acts of Christian piety not only the protection and cure of the sick but also
the establishment of institutions where collections of sick people encouraged observation, analysis
and discussion among physicians by furnishing excellent opportunities for comparison.
Figure # 2 Origin of Medical Education
Source Self-made
I MIDDLE AGES
The medieval universities were founded to teach medicine and other subjects which had no place
in the ecclesiastical curriculum. One of the earliest Saloons, well established by the middle of the
19th century, began as a medical school. During the 12th and early 13th century it was the chief
medical school in Europe. It was here that study of Greek and Arabic medicine began. Among the

first school after the 10th century was Salerno, but the real growth occurred in the 13th century
with the foundations of three major centers of medical studies at Montpellier and Paris in France
and Bologna in Italy.
Medieval medical education stressed theory, rhetoric and philosophical speculations, which gave
physician's dignity and prestige among other educated peers in law and theology. Initially courses
were available in all universities to both would-be physicians and surgeon, but not to apothecaries.
Then in the 12th
century the teaching of surgeons were forbidden in church dominated universities.
Thereafter, in much of Europe apothecaries and surgeons served an apprenticeship, while
physicians spent some four years at university.
II RENAISSANCE:
The Renaissance brought reconsideration of original Greek and Galenic texts, reawakening a spirit
of new approach to anatomy and the gradual introduction of clinical teaching. The Italian
universities advanced most rapidly with Padua leading. Pairs and Montpellier led the way in
France, followed later by Leiden in the Netherlands. With Latin as a common language student
moved freely and were not restricted to the university in their own country. Medicine developed
in universities and in hospitals associated with them, and universities controlled medical education
in most countries. In England, however, the situation was different from the dissolution of the
monasteries early in the 16th century the country was virtually without hospitals until the mid of
18th
century. The universities of Oxford and Cambridge had long since abandoned courses for
surgeons and made little contribution to medicine. Moreover, in 1518
The Royal College of Physicians of London was founded with the right to license physicians.
Thereafter, graduates of Oxford and Cambridge were required to obtain a license from the College
if they wished to practice in London. In the absence of universities, bereft of hospitals and with
licensing mainly in the hands of professional bodies, medicine in England developed on an
individual basis and private clinical medical school emerged in the 18th century.
III 19TH CENTURY:
At the start of the 19th century, medical education ranged from that in England with the emphasis
on practical instructions in hospital based private schools, to that in Germany with the emphasis
on theoretical instruction in research-oriented university hospitals. French medical education was
clinically oriented. In Holland, where Boerhaave had developed bedside teaching in the early 18th
century, Clinical teaching had come to depend mainly on "Ex-cathedra" lectures on patients, but
his idea of on ordered curriculum progressing from natural science to normal anatomy and
physiology and hence to pathology, and therapy was still influencing Holland, Sweden and
Scotland. At the start of the 19th century Western Europe faced a rapidly rising demand for medical
care, the main causes of morbidity - infections and accidents, wore all too often fatal especially
where exacerbated by poverty and, in the countries (such as England) first affected by the industrial
revolutions, by overcrowding, medical help was greatly wanted, therefore, existing medical

schools expanded and new ones began to normal anatomy and physiology and hence to pathology,
and therapy was still influencing Holland, Sweden and Scotland.
In 1858, a General Council for Medical Education and Registration (CMC) was established in
England. It set out to ensure a high standard of general education before entry to medical school.
It extended the medical course from four years to five years in 1885 and recommendations arc
made as to subjects and order in which they should be studied.
In the second half of the 19th century in most of Europe, health care become based primarily on
general practitioners. Therefore, the purpose of medical education became the production of
general practitioners. While the aim of medical education through Europe became the production
of safe general practitioners, the manner of their preparation varied. In many countries, most
typically perhaps in Germany and Austria medical education remained university dominated, with
as much emphasis on research as on teaching.While university regulations laid down what
coverage of subjects were required, students were left barely to decide for themselves in what order
to cover the syllabus and even in what place, having some freedom to move from school to school.
IV 20TH-CENTURY
In Europe, the medical schools from the second half of the 19th century, up to outbreak. Of the
Second World War in 1939, ranged from university dominated and research centered, to hospital
dominated and practice oriented. In the former students learned mainly by precept and in hospital-
dominated schools they learned by precept and example.
In the U.S. medical education was greatly influenced by the example set in 1893 by the John's
Hopkins Medical School. Its clinical work was superior because the school was supplemented by
the John's Hopkins Hospital. The number of inadequate medical schools in the United States was
reduced after the Carnegie Foundation for advancement of teaching published hi 1910, a report by
Abraham Flcxncr. This report attracted attention to the need of medical schools with better
laboratory facilities and larger better-trained teaching staffs. Aided by the General
Education board and private donors, U. S. and Canadian medical education was characterized by
substantial improvements from 1913 to 1929 in the point of endowments, buildings laboratories,
clinical facilities, teaching staffs and method of instruction.
2.2.5 MEDICAL EDUCATION IN PAKISTAN
Medical Education in Pakistan is given an important consideration from an international point of
view. The Pakistan Medical and Dental Council (PMDC) controls medical Education in Pakistan.
All Colleges that give medical education are monitored and timely inspected by the Pakistan
Medical and Dental Council every year. PMDC allows colleges or universities to grant Medical
education or any Graduate or PG degree or diploma provided those colleges are strictly adhering
to the standards set by the PMDC.
There are 131 Medical and Dental colleges recognized by Pakistan Medical and Dental Council
(PMDC) to impart medical education in the country as per the rules and regulations. PM&DC is a

statutory regulatory authority established under Pakistan Medical & Dental Council Ordinance
1962 as a body corporate. It is known and respected worldwide and is part of international
community of medical regulatory authorities (IAMRA). Pakistani doctors are considered one of
the best and are doing meritorious service in all parts of the world and that is a testimony to the
effective regulation of medical education being done by the PM&DC. No Pakistani Doctor can
practice in Pakistan or abroad without being registered with PM&DC or without being in good
standing with it.
2.2.6 MEDICAL STATISTICS OF PAKISTAN
In Europe there are 3.5 doctors for every 1,000 patients, and according to the World Health
Organization the third world countries had 1.3 doctors against 1,000 patients. In Pakistan, the ratio
is 0.7 doctors against 1,000 patients. There are 165307 doctors in Pakistan, of which 5,004 are in
Balochistan, 3,079 in the AJK, 19,792 in the NWFP, 64,975 in Sindh and 68,790 in Punjab while
3,101 doctors are foreign degree holders. There are 131 public and private medical and dental
colleges in the country. During the year 2013-14 PMDC has reallocated the seats to its approved
colleges and now there are approx. 14,720 seats for MBBS and BDS (Source: PMDC).
Figure # 3 Number of Medical Colleges in Pakistan
Source PMDC Website

2.2.7 MEDICAL COLLEGE DEPARTMENTS
Figure # 4 Student Life of a Medical College
Source Self made
I. BASIC SCIENCE DEPARTMENTS
i. ANATOMY
The structural organization of various systems of human body, their relation and development from
the basic concept of anatomy. The course and curriculum includes the traditional development
anatomy (Embryology) Gross anatomy and histology.
The developmental anatomy deals with the general plan of reproduction, the growth and
development of the fetus including congenital malformation. The gross anatomy deals with basic
microscopic structural organization of the different part of the body with emphasis laid on bone
attachments and actual dissection of parts of the body. Histology (microscopic anatomy) deals with
the internal structure of the organs in light and electronic microscope levels.
• ANATOMY MUSEUM
The anatomy museum includes embryology models, embedded dissected specimen's section,
plastic models section and anatomy charts display, etc.
• DISSECTION HALL
The dissection hall provides practical approach to gross anatomy based on the dissecting the
human body, region by region, under the guidance of the demonstrators.
MBBS
&
BDS
College
(Basic Science
Departments)
1st & 2nd year
Hospital
(Clinical Department)
3rd , 4th & 5th year
1 Year Home Job
Teaching Hospital

• HISTOLOGY LABORATORY
The histology laboratory provides the study of microscopic slides under latest microscopes, and
the technique of slides preparation is also explain to the students.
ii. PHYSIOLOGY
One cannot meaningfully analyze the complex activities of the human body without a framework
upon which to build a set of viewpoints to guide one's thinking. Such an orientation can be provided
by the subject of human physiology. The mechanism by which body functions with special
emphasis upon by chemical and physical factors that are responsible for emanation and progression
of life. In human physiology, we attempt to impart education on various aspects at the micro and
macro levels, held responsible or marinating the internal mechanism of human body and hence
allowing us to lead normal life.
iii. BIOCHEMISTRY
Biochemistry has gained a role of greater importance in the teaching of modern medicine. The
studies of biochemistry enable the medical students to fully appreciate the cellular mechanism that
take place in the living cell. Its understanding is essential to study of health and disease for
individual organ system and the organism as a whole.The Biochemistry course consists of three
major modules which are as follows:
• Study of molecules of Nature/Biochemistry, their structure and function in the living cell.
• Biochemistry of metabolism.
• The molecular processes, which form the basis of health and disease.
iv. PATHOLOGY
Pathology is the study of disease after a sound knowledge of anatomy, physiology and
biochemistry. This subject deals with what happens in a disease, what changes are occurring. In
3rd year, clinical teaching and ward rounds start and this is the time when a medical student's mind
starts asking questions about the mechanism and causes of disease i.e. pathology.
• DIVISION OF PATHOLOGY
MICROBIOLOGY AND PARASIOTOLOGY
Pathology has been divided into General pathology and General pathology along with
microbiology and parasitological. General pathology deals with general reaction and response of
a cell and tissue to abnormal stimuli causing disease. Special pathology is the specific reaction and
changes seen in specific diseases. Study of these in diagnosing and eventually in the treatment of
the patient.

v. FORENSIC MEDICINE AND TOXICOLGY
Forensic medicine & medical jurisprudence play an important role in guarding the safety of each
individual in the community, ensuring that any accused is not injustice condemned and promote
the knowledge of law in relation to the practice of medicine. Toxicology deals with poisons. This
course is designed to cover Diyat & Qisas Ordinance, duties and responsibilities of a doctor,
knowledge about poisons & poisoning, chemical examination of biological fluids, factory act,
mental health legislation medico legal aspects of insanity legitimacy and paternity problems
medico legal aspects of death, crimes of violence. Medico legalautopsy, sexual assault, medical
negligence and similar related topics.
vi. PHARMACOLOGY
The study of organization of body anatomically, physiologically or biochemically is actually aimed
to seek the remedy of the illness. This makes the pharmacology and therapeutics, immensely
important for those who are engaged in learning medicine or surgery.
Pharmacology embraces knowledge of the history, sources, physical and chemical properties,
compounding, biochemical and physical effects mechanism, absorption, distribution,
biotransformation and excretion and therapeutic and other uses of drugs. The basic
pharmacological concepts apply to the characterization, evaluation and comparison of all drugs.
vii. COMMUNITY MEDICINE
Curriculum of community medicine is prepared in such a way as to prepare the students to become
community oriented and thereby contributing effectively to the community health care system of
Pakistan.
viii. BIOINFORMATICS
Bioinformatics is related to biochemistry its included study of genetics. DNA. RNA.
TEACHING LABORATORY
Practical in the laboratories are designed to complement the concepts given in the
lectures/seminars. In the practical, the students are exposed to qualitative and quantitative analysis
of "Biornolecules" in the context of diagnosing monitoring disease state, thus providing the basis
for the understanding of bio informatics
II. CLINICAL DEPARTMENTS
Following are those subjects which are taught both in college and hospital, practical are performed
in hospital.
i. SURGERY
It includes lecture in lecture/seminar rooms and demonstration in hospital.

ii. OPTHAMOLOGY/ENT
Its deals with the study of disease of eye, ear, nose and throat. It includes lecture in lecture/seminar
rooms and demonstration in hospital.
iii. OBSTRETIC/GYNAECOLOGY
It deals the study of diseases of females.
iv. CLINICAL METHODS AND THERAPEUTICS
All clinic methods and therapies is taught in this subject
v. CLINICAL PSYCHOLOGY
It deals with the study psychiatry of patients.
Figure # 5 Departments of Medical College
Source PMDC Website

2.3 INSTITUTIONAL SPACES
2.3.1 INTRODUCTION
A university may be defined as a self-governing, mainly publicly funded, community or academics
and students engaged in absorbing. Advancing or disseminating knowledge.
ISSUES AND RESEARCH QUESTIONS
• What is the history of campus planning?
• How many types of planning are there for college master planning?
• What is institutional character?
• What should be the design consideration for college planning?
2.3.2 HISTORY OF CAMPUS DESIGNING-ARCHITECTURE OF CAMPUSES
It is more of a landscape designing where buildings come to form a part of a designed campus
landscape
• Historically, the design of landscape of universities shows a classical layout with a main
boulevard leading from the entrance to administrative block, at the meeting of boulevard and the
admin block, a drive with lawn fronting is usually created.
• Instead of large drives, courtyards and gardens were created as the spaces for discussion and
experiments.
• The emphasis was to create a maximum interactive environment through students centers,
playground etc.
• AMERICAN COLLEGIATE
The American education played a key role in development and the evolution of the American
identity toward a postmodern, postindustrial personality
The American multiversity can be divided into three categories which are:
1. The earlier college planning
2. The beautiful campuses planning
3. The post war modern planning
I THE EARLIER COLLEGE PLANNING 18 CENTURY
There were dispersions of colleges and they were located outside the city. Academic village: This
was the concept put by the Jefferson he said "it is infinitely better to erect a small and separate
lodge for each separate professorship, with only a hall below for his classes, and two chambers
above for himself, joining these lodges by brackets for a certain portion of the students, opening
into a covered way to give dry communication. Between all the schools, the whole of this arrange
around a square would make it. Why it should be in fact a academicals village" Le Corbusier has

named it as "self-sustained green city" as it was closer to nature and pure and harmonious
surrounding.
II DEMOCRATIC AND BEAUTIFUL CAMPUSES PLANNING 19 CENTURY
In 1854, after the civil war. Simplicity of the design came to be favored then detail emphasis was
on functional and environmental features like:
VENTILA TION
ILLUMINATION
HEATING
SANITATION
Probably the functionalist approach was due to industrial revolution there was an introduction of
coeducation and Women College
III COTTAGE SYSTEM
This was a concept given by Olmsted he said "in formal and unsymmetrical layout harmonized
better with general character of neighborhood
IV THE POST WAR MODERN PLANNING 20 CENTURY
After World War 2 there was a revival of nature and flexible character of campus that started with
Van-de-Robe and Wright. The layout of the campuses had a ring road around whereas the heart of
the campus was designed pedestrian there was horizontal and vertical growth pattern,
Communication was created in long distance corridors, and concentrated places, these were
stepped courtyard created where students and faculty easily meet and relax. This gave rise to the
concept of an academic street.
2.3.3 INITIAL STEPS INVOLVED IN CAMPUS PLANNING
• As a first step the overall goals of higher education are determined by the key factor in
determining these goals are the educational and the national needs.
• These educational objectives are then translated into specific programs, it means that which
degree will be offered and which will be course of the study leading to them.
• Then the academicals organization is established; that is it is decided whether the university will
have a system of department or schools, colleges, institutes.
• Decisions about academic systems are taken .whether it will be annual system .terms, or any
other system
• On the basis of above decision total enrollments at each level is worked out, on the basis of
projections of candidates. If possible a breakdown of enrollments by sex should be worked out.

In the final steps the facility required are worked out on the basis of enrollment and staff projection
at each stage of development from here the exact role of an architect’s starts.
2.3.4 CAMPUS PLANNING
• TYPES OF LAYOUT OF COLLEGE/UNIVERSITY PLANNING
We can distinguish nine types of campus plan among the countless university developments across
the world
I. BUILDING DOMINATED PLANS
Here there is a strong sense of campus identity forged mainly by the presence of usually large bold
buildings.
These are normally near city centers.
Figure # 6 Government College Lahore
Source Google Image

LANDSCAPE-DOMINATED
PLANS
This type of campus has a sense of place
dominated by landscape design.
• The landscape -dominated campus
offers three advantages:
• The tranquility feeds creative thought
• Nature is itself instructive and can be
used for teaching
• The separation from urban life formed
by planted framework helps give a
strong sense of community.
Figure # 7 Zanesville Campus
Source Google Image
II. COLLEGIATE
Universities composed of semi-
autonomous colleges have an
ancient foundation. Generally the
colleges were privately funded,
some, as oxford and Cambridge,
linked to monasteries or private
schools.
Figure # 8 Modern interpretation of collegiate
character at Chaucer College University of Kent U.K
III. LINEAR PLANS
This type of campus, normally arranged around an internal street, takes advantages of linear
compaction to create distinctive and relatively economic universities, normally three or four storey
high at the center. The linear master plan can twist or turn to follow the site contours to respond to
view or to connect.

Figure # 9 SCARBOROUGH COLLEGE Figure # 10 KING SAUD UNI,
RIYADH, SAUDIA ARABIA
III. GRID – DOMINATED PLANS
This type of master plan is a natural development of the linear form, grid whether or biased in
favor of one of its axes, provides a rational basis for universities planning, the orthogonal layouts
having streets ,pedestrian paths or infrastructure corridors at right angles to each other.
IV. MODULAR -BASED PLANS
This type of master plan is composed of repeating units which in different configurations and
scales of use, provides a kit of parts for university. It has the advantage of giving the university a
great visual order and through mass production of providing economies of scale.
Figure # 11 University of East London, Royal Docks Campus, London UK
V. MOLECULAR -GROWTH PLANS
This type of master planning based upon molecular principles consists of a grouping of buildings
in logical relationship according to functional, nonlinear hierarchies.

Figure # 12 University of Hewn, Egypt
VI. RADIAL PLANS
The radial master plan consists of a central point about which lines or clusters of campus
development radiate.
Figure # 13 Temasek Polytechnic, Singapore
VII. AD HOC
The ad hoc master plan accepts little or no spatial pattern other than the functional demands of
access and daylight, neither is there a considered relationship between building types or function
hierarchies, nor are pedestrian routes well establishes or articulated.
Figure # 14 University of British Columbia, Vancouver,
Canada,

2.3.5 TYPES OF BUILDING IN UNIVERSITY CAMPUS
Three typologies Examples
• Big buildings/large spaces Congregation/senate hall,
Library,
Sports hall/stadium,
Teaching hospital
• Medium building/medium
spaces
Faculty blocks
Research laboratories
Lecture theatres
• Small buildings/small spaces Halls of residence, Book shop/bank
Table # 1 TYPES OF BUILDING IN UNIVERSITY CAMPUS
2.3.6 MAIN ELEMENTS OF UNIVERSITY CAMPUS AND DESIGN
STRATEGIES
• CAMPUS
The word campus has been derived from the word CAMP, meaning a place which is opened and
spread out over a large CAMPUS DESIGN OBJECTIVES
“BUILDING ARE THE BOOK THAT EVERY ONE UNCONSCIOUSLY READ"said
aphorism activities, which are cluster together to form a campus, following are the essential design
objectives in a campus design.

i. PROPER LINKAGE
The whole campus is divided into following selections
o Administration section
o Academic section
o Hostels
o Recreational section
o Staff residence colony
o Miscellaneous building like mosque, post office, and petrol pumps, etc.
All these sections should be placed according to their function and there proper links between them
should be developed in such a way that time and distance problems of the users could be
minimized.
ii. PLACE MAKING & PLACE MARKING
Place making is an essential first step in creating a rational and pleasurable campus design. Place
making and campus planning are synonymous phrases place making resemble town planning,
producing the large picture of the future .while the place marking involve the specific of campus
architecture and landscape architecture. The campus must have the physical patterns, which is
functional and attractive with forms that are appropriate for the institution purpose size,
topography and organization positioned to reflect the best aspects of the particular side and local
environment. Thus utilizes the sit potential to the maximum possible.
iii. SOCIAL INTERACTION
Among all the users is an extremely desired guilty in the functioning of any campus. The above
goal can be achieved by employing the following ways.
Space can be of three types, open, semi covered and covers these spaces can be created between
different building are within each building. If carefully placed and designed them shell become
center of social interaction. In this way space remains alive and will be maintained because they
are in use.
iv. SPATIAL HIERARCHY
It is necessary for visual and physical comfort that the total environment should be designed to
human scale .which could comprehend and relate to its immediate environs, and the progressive
spatial transformation from smaller spaces to bigger spaces in formal campus plan survive better
than the monumental rigid design an informal type of planning aspects changes and addition in
such more flexible way then the formal design. It must be a complete as possible but adjustable
and amenable to new conditions.

v. CENTRAL COURTYARDS
It’s a big factor in landing visual and physical unity and it provide social cohesion and a sense of
intimacy among the students they act as areas of social interaction. However it should be noted
that only those central courtyard which open corridors on all the four side or at least on three sides
remains alive and support social activity otherwise they become dead space and do not
accommodate any social activities.
vi. CLIMATIC CONSIDERATIONS
Climate plays an important role in affecting the planning as the placing of building is done with
respect to solar path, wind direction and severity of climate landscape is a very important factor
for temperature control. Trees functions as natural louvers and gives protection from solar
radiation the area reflect little solar radiation and if amply given a properly handled, reduce the
temperature of environments to a great extent and keep the dependence on mechanical services to
the minimum.
vii. ORIENTATION
The building should be oriented north south, window of lectures rooms should be on the north
side. Similarly in the case of laboratories and workshops. Window on the south side provided beat
during winter and can be protected in summer.
viii. CIRCULATION
Three interacting system of circulation
1. Service vehicles
2. Car access
3. Parking
4. Pedestrian movement
• Campus building from the dominance attached to the roads vehicles leaving pedestrian to
struggle between parked cars and service yards.
• Well design campus give priority to pedestrian movement
• Routes should be direct safe, clearly perceived,
• Enjoyable to use and reflective in spirit
• Roads and their associated parking areas undermine the creation of the campus as a learning
environment.
• Contacts with nature are so important.
• Routes need to help the flow of ideas by encouraging the interaction of students from
different disciplines. Hence key campus routes should not be internal to facilities or

departments. But shared external promenades edged by cafes, bookshop and student
facilities.
ix. DEFINING THE CENTER
The role of the university master plan is to promote communication between parts of the campus;
the latter is largely fashioned by the nature of buildings and spaces which form the center.
Relationship between buildings and spaces which is the key to good campus design.
x. DEFINING THE EDGES
The university or campus requires its own well marked parameter. The edge can be established in
the variety of ways through:
• Landscaping
• The physical marking of edge by buildings
• The use of security gates onto the campus
Or by the use of encircling roads
By the use of tree belts
xi. LANDSCAPING
The design of the external landscape involves establishing at the macro scale a coherent framework
of
• tree belts,
• hedges
• gardens,
• roads and
• parking areas
Which integrate the buildings and their external spaces into an image able whole. The objective is
to use landscape design to reinforce the sense of an academic district complete with vistas,
containment, edges, gateways and spatial hierarchies.
2.3.7 INSITUTIONAL CHARACTER
• Other design consideration of institutional character while designing a campus layout:
• Visual introduction
• Phenomenal overlapping:
This creates sense of depth as campus architecture is a subject untapped as systematic intellectual
inquiry.

• Sequence of layout:
Having continuity of systematic layout and to give it rhythm which creates self-generated harmony
in design
Micro to macro absorption:
Completion of design from micro to macro detail so it could be absorb
• Using of steps and height as symbol of learning
• Series of landmark as campus architecture bas it own identity and dominance
• Small elements for orientation:
2.3.8 CONCLUSIONS
Conclusion derived from research that campus design can be distinguish in nine types among the
countless university development across the world. There are exceptions such as UK's Open
University but generally building make a university in both functional and spiritual terms.
Above case studies of colleges can help to find out practical problems in two different types of
master planning. We can get design consideration which could help in designing campus.
2.4 MASTER PLANNING
2.4.1 INTRODUCTION
Master plan is a detailed plan of large scaled complicated project which helps in understanding the
location of buildings and open areas.
2.4.2 PROPORTION OF SPACE IN MASTER PLANNING
Figure # 15 A Campus Master Plan

RATIO IN MASTERPLAN
Built space has its form and placement in master planning
2.4.3 SPACES IN MASTER-PLANNING
There are so many spaces in master plan of a project which we can name as following:
• Open space
• Interactive space
• Recreational space
• Expandable space
• Patristic
• Circulation
• Static
Figure # 16 MASTER PLAN OF UET MULTAN
Source Nespak Newsletter Oct- Dec 2014

2.4.4 DESIGN CONSIDERATION IN MASTER-PLANNING
In design every building should have its own character to environment or response to environment
it can be:
• Shocking
• Formal
• Transitional
And every building is located according to its function like emergency and outpatient department
is always connected with primary road.
• Main focus of building
• Sequence of space
• Institutional character
• Security
• Activity zone
• Non activity zone
2.4.5 IDENITIFY YOUR SOURCES IN MASTER-PLANNING
In master -planning of a project we can identify our source through which planning get easy and
understandable .For example:
• Space
• Landscape
• Courtyard
• Travel energy
• Light
• Water
To use sources in our design first we should get know about the user that which type or
environment is suitable for user.
2.4.6 DYNAMICS OF GROWTH
Campus design is essentially a growth oriented planning crosses. Universities grow over the years
depending over the availability odds and technical resources, but as far as detail is concerned it
can be worked out for more than ten years. A successful master plan needs to establish a system
which will grow and it's capable of handling future load of services. It must provide enough
flexibility to accommodate changes in academic projections incremental growth approach has
resulted in haphazard plantings and ugly campus environment.

2.4.7 ZONING
The question of zoning is very important in the overall layout with respect to functional aspect.
Primary there are five zones in any campus. First is the academic area, which is restricted to
instructional process and contact between students and department. Second is the residential zone
for students as well as faculty members. Third one is activity zone where the students, departments
and public come together for culture events sports or as a part of administrative process. Fourth is
he common facilities zone, and fifth is the commercial zone for both types of housing.
2.4.8 ACTIVITY NODES
When the buildings are spread evenly across the campus; they don't generate small centers of
public life around them. Therefore while locating buildings, place them in conjunction with other
buildings to form small nodes of public life, create a series of these nodes throughout the university
in contrast to the quiet, private outdoor space. Between them and knit these nodes together with a
network of pedestrian paths.
2.4.9 ACCESSIBILITY
At the campus level, the circulation system can be divided into three parts:
1. Movement of the staff from their residences to the academic block
2. Incoming day scholars and visitors from the city
3. Students from their hostels to the academic block
Ease of moving men materials is of fundamental importance for a system to operate optimally.
Two major modes of movements are the vehicular and pedestrian. To have proper accessibility for
both there should be no intersection or minimum intersection between them and every facility at
the campus should have a proper access for both systems. The academic activities are to be kept
within 5-10 min leisure walk from other activities.
2.5 CONCLUSION
With the help of this literature review, the design of Loralai Medical College will be in an
internationally standardized way. It will serve as a platform to educate the people in such a way
they explore and have good interaction time & space and produce a functional campus under the
consideration of campus planning.

CHAPTER 3 CASE STUDIES
3.1 OBJECTIVE
The objective of carrying this case study is to analyze an existing, planning setup of a medical college,
similar in functions and requirements as the one to be designed.
The expected outcome is a set of guidelines that will be used in the planning and structuring of the proposed
project.
• ASPECTS IN FOCUS
• Recreational spaces
a. Sport facilities
b. Other
• Administrative areas
a. Faculty
b. Student/ public dealing
• Planning pattern
• Architectural/ landscaping elements
3.2 CASE STUDY # 1
3.2.1 INTRODUCTION
PPROJECT NAME SHARIF MEDICAL AND DENTAL COLLEGE (SMDC),
CLIENT SHARIF TRUST
LOCATION LAHORE, PUNJAB
PROJECT COST RS. 2700 MILLION
DATE OF COMMENCEMENT OCTOBER, 2008
Figure # 17 Location of Shareef Medical
College, Lahore
Figure # 18 Top-view, Shareef Medical
College, Lahore

3.2.2 THE SITE
The proposed Sharif Medical & Dental College was commissioned to be built in the premises of
existing site of Sharif Medical City Complex at Jati Umra Raiwind Road, Lahore. Its total site area
is 83 acres.
3.2.3 MASTER PLAN
SMDC provided itself with a greater architectural challenge with its limited space in already
existing Sharif Medical City Complex. The new construction was introduced into the existing
module in a befitting manner. Design philosophy has been derived from a thought to produce a
building which is environmentally appropriate, socially acceptable, and climatically responsive
and represents our traditional architectural style.
SMDC facility is designed for 500 students of medical college and 250 students of dental
college. The lecture theaters cater to no less than 150 students at one time. Thoughtfully scaled,
sensitivity oriented and an Eco friendly configuration of spaces makes this project of sheer
educational design excellence: a place where students can feel comfortable.
Figure # 19 Master Planof Shareef Medical
College, Lahore
Source Nespak Lahore

SMDC is configured in three (3) academic buildings around
open courtyard linked through articulated walkways. SMDC is
well equipped with all the allied facilities required for teaching
medicine. The courtyard has been beautifully landscaped
through hard & soft materials and will provide a refreshing
environment to students.
ACADEMIC BLOCK- 1
Academic Block-1 is ground plus four floors building within its
150,000 sft. covered area houses:
- Anatomy Department
- Oral Biology & Phantom Head Lab.
- Dissection Hall
- Museum
- Demonstration Rooms
- Lecture Theaters
- Bio-Chemistry Department
- Physiology Department
- Postgraduate Block
- Secretariat Block
- Examination Centers
On entering the academic block -1 building you find yourself in a large entrance lobby leading
towards wide corridors and two courtyards in the building. The courtyards help in creating a
complete spatial experience and help in forming an influx of light which is dispersed throughout
the interior spaces. Aural comfort is achieved with the main circulation designed around
courtyards.
There is clear bifurcation between the administrative area and the student areas. All lecture halls
are accessed through buffer zones in order to ensure that the noise and hustle bustle of the corridors
do not affect the concentration of the students studying inside.
Academic Block -2 has ground plus two floors with a basement within covered area of 100,000 sft
accommodates:
- Pharmacology Department
- Community Medicine Department
Figure # 20 Block 1

- Forensic Medicine Department
- Museum
- Demonstration Rooms
- Lecture Theaters
- Canteen
ACADEMIC BLOCK 3 Figure #21 Block 2
Academic Block 3 is ground plus two floors building with two basement floors for parking within
covered area of 150,000 sft. Accommodates:
- Pathology Department
- Dental Clinics
- 3 Girls Hostel Blocks accommodating 350 students
- 3- Boys Hostel Blocks accommodating 350 students
- 4- Blocks of Officers Apartments
-4- Blocks of Staff Apartments
AUDITORIUM
The stepped auditorium is designed for 1000 persons. It has been carefully designed keeping in
view all the requirements of a multi-use auditorium. The interior of the auditorium is designed
using panels to control the spread of sound in the hall. A wide stage in front is proposed to
accommodate various activities.
SPORT COMPLEX
Sports Complex is proposed to cater for following sports facilities:
- Gymnasium
- Cricket Ground
- Tennis Courts
3.2.4 SPECIAL FEATURES
It’s a one unit building a complete building serves as a college and teaching hospital is separated,
early years of education can be completed in this block very easily, it has purely learning
environment along with the consideration of student interaction with each other without disturbing
hospital activities.
Its façade consist of some elements of Islamic architecture which represents the architectural
character of the city, as Lahore has a great history with Mughals.
Figure # 22 Hostel

3.2.5 PLANS OF SHAREEF MEDICAL COLLEGE LAHORE
Figure #23 Ground Floor
Legend

Figure # 24 First Floor
Legend

Figure # 25 Second Floor
Legend

3.2.6 PICTURES OF THE MEDICAL COLLEGE
Figure #26 Front View
Figure # 27 Courtyard
Figure # 28 Hostel

Figure # 30 Anatomy MuseumFigure # 29 Lecture Hall
Figure # 31 Pathology Lab Figure # 32 Biochemistry Lab
Figure # 33 Lab Figure # 34 Lecture Hall

3.2.7 CRITICAL ANALYSIS
• There are some lecture halls with no stepped sitting
• Noise disturbance in the building
• Acoustic consideration was weak
• Less interactive spaces in the academic block
Figure # 35 Lecture Hall & Forensic Medicine Lab
Figure # 36 Library (Digital Library)

3.3 CASE STUDY # 2
3.3.1 INTRODUCTION
PPROJECT NAME Weill Cornell Medical College
LOCATION 413 East 69th Street, New York, NY 10021, USA
ARCHITECTS Todd Schliemann ,Ennead Architects
PROJECT MANAGER LoisMate
PROJECT ARCHITECT CraigMcIlhenny
AREA 480000.0ft2
Weill Cornell Medical College is the biomedical research unit and medical school of Cornell
University, a private Ivy League university. The medical college is located at 1300 York Avenue,
on the Upper East Side of Manhattan in New York City, along with the Weill Cornell Graduate
School of Medical Sciences.
The new Belfer Research Building provides Weill Cornell Medical College with a cutting-edge
medical research facility in close proximity to the institution’s existing clinical, research and
academic buildings, reinforcing its mission as an urban academic biomedical center and world
leader in its field.
An outgrowth of Ennead’s 2003 master plan for the campus, the design of the Belfer Research
Building is intended to complement the National Healthcare Design Award-winning Weill
Greenberg Center, the institution’s flagship ambulatory care facility designed by Schliemann and
opened in 2007.
A two-story space extends from the Belfer entrance to a landscaped garden that connects the two
buildings and creates an internalized campus green for Weill Cornell. Classrooms, conference
rooms, lounge and study spaces, and a café are connected to the garden
3.3.2 HISTORY
The school was founded on April 14, 1898, with an endowment by Col. Oliver H. Payne. It was
established in New York City because Ithaca, where the main campus is located, was deemed too
small to offer adequate clinical training opportunities.
A branch of the school operated in Stimson Hall on the main campus. The two-year Ithaca course
paralleled the first two years of the New York City school. It closed in 1938 due to declining
enrollment.
In 1927, William Payne Whitney's $27 million donation led to the building of the Payne Whitney
Psychiatric Clinic, which became the name for Cornell's large psychiatric effort. That same year,
the college became affiliated with New York Hospital and the two institutions moved to their

current joint campus in 1932. The hospital's Training School for Nurses became affiliated with the
university in 1942, operating as the Cornell Nursing School until it closed in 1979.
In 1998, Cornell University Medical College's affiliate hospital, New York Hospital, merged with
Presbyterian Hospital (the affiliate hospital for Columbia University College of Physicians and
Surgeons). The combined institution operates today as NewYork-Presbyterian Hospital. Despite
the clinical alliance, the faculty and instructional functions of the Cornell and Columbia units
remain distinct and independent. Multiple fellowships and clinical programs have merged,
however, and the institutions are continuing in their efforts to bring together departments, which
could enhance academic efforts, reduce costs, and increase public recognition. All hospitals in
the NewYork-Presbyterian Healthcare System are affiliated with one of the two colleges.Also in
1998, the medical college was renamed as Weill Medical College of Cornell University after
receiving a substantial endowment from Sanford I. Weill, then Chairman of Citigroup.
3.3.3 SITE
3.3.4 TOPOGRAPHY
The nature of site land is flat which is best for a high rise building.
3.3.5 INFRASTRUCTURE
Its infrastructure is very good
Figure # 37 W.Cornell Medical College, Location

3.3.6 PLANNING
Figure #38 Floor Plans
Source http://www.archdaily.com

A humanistic research environment, the building is designed to facilitate high-impact translational
research, providing both state-of-the-art efficiency and optimal quality of life on thirteen floors of
laboratories, three floors of academic programs and two floors of research support space. Flexible,
transparent, open and easily adaptable spaces are designed to break down research silos and
encourage communication and cross-disciplinary collaboration.
Natural light is optimized throughout the building as transparency between the office and the
laboratory. The building envelope features a high-performance double-skinned, fritted-glass
curtain wall that defines the building’s formal identity and maximizes energy efficiency
Figure # 39 Cross Section of W.Cornell Medical College
Figure # 40 Project Overview of W.Cornell Medical College

Figure # 41 Glazed Details of W. Cornell Medical College

Figure # 42 Mechanical System of W.Cornell Medical College

Source http://www.archdaily.com/
Figure # 43 Thermal Details of W.Cornell Medical College

3.2.8 IMAGES
Figure # 44 Front View, W.Cornell Medical College
Figure # 45 View of W.Cornell Medical College

Figure # 46 Entrance Lobby of W.Cornell Medical College

Figure # 47 Working Station ( Lab) of W.Cornell Medical College

Figure # 48 Interior View of W.Cornell Medical College

3.3 CASE STUDY # 3
3.3.1 INTRODUCTION
PPROJECT NAME HARVEST MEDICAL COLLEGE
LOCATION HYOGO, JAPAN
ARCHITECTS SHOGO IWATA
SITE AREA: 1,494.48SQ.M
TOTAL FLOOR AREA: 3,802.50SQ.M
BUILDING AREA: 794.82 SQ.M
This building is considered as not just a medical welfare college but also an information center about
medical and welfare for neighborhood. Therefore, the entrance lounge is used not only as student’s
communication space but also people’s counseling space and the auditorium is also used as rehabilitation
and eurhythmics lecture space.
3.3.2 SITE
Figure # 49 Location of Harvest Medical College

3.3.3 PLANNING
Figure # 50 GROUND FLOOR
Figure # 51 FIRST FLOOR

Figure # 52 SECOND FLOOR
Figure # 53 THIRD FLOOR

Figure # 54 FOURTH FLOOR
Figure # 55 ELEVATIONS

Figure # 56 SECTION
SOURCE http://www.archdaily.com/
Its design theme is “reflection of various colors”. The building uses six primary colors in interior,
exterior, furniture and signs. The composition of these colors reflects embracing diversity that we
regard as the primal concept of medical and welfare. The frontal facade consists of the composition
of primal colors. The checker board patterned steel porous folded plates layered in front of it make
the facade rich and ephemeral.
3.3.5 IMAGES (SOURCE http://www.archdaily.com/)
Figure # 57 View of Harvest Medical College

Figure # 58 Exterior Views of Harvest
Medical College

Figure # 59 Interior Views of Harvest Medical College

3.4 ANALYSIS
a) The planning pattern, a single building block divided by landscaped courtyards is a good solution to
avoid wastage of space, construction materials, unnecessary walkways and discomfort in moving from
department to department in moving from department if separated by individual building blocks.
b) As seen, laboratories of some departments are separated by other functional space like a seminar hall or
they are either placed on separate floors. This disperse a class and cause more movement and hence noise.
This could have been avoided if all labs and lecture rooms of a particular department would have been
placed closely and interconnected.
c) The courtyards here lack any facility to sit and enjoy the greenery in them. Garden furniture and gazebos
are usually missed by the students.
d) The college building has a good looking exterior but one feel to be moving in a hospital, as far as the
interior is concerned. It is primarily due to the finishes and their arrangement. There is nothing of interest
in the interior except the green courtyards. The white and light yellow painted walls and white tiled dados
in corridors especially when they get double loaded, give an impact of a common hospital.
e) The building design is making it very difficult to extend the department if required in future. A very
sensible criteria will be required that might not disturb the present circulation and symmetry of form.
f) The placement of college building in relation to other facilities is quite good and no problem was seen or
reported about that. This might be basically because due to a convenient walking distance between them,
which is experienced regularly by every student.
3.5 CONCLUSION
From the observed data and analysis following major conclusions could be drawn;
a) The quality of views from the site is a very important aspect. As in case of the site to be designed, it has
extraordinary breathtaking views of the surrounding mountains. The design must have such criteria as to
incorporate this quality boldly both as a functional and a recreational element.
b) The access to other facilities primarily hospital from the college must be on a convenient walking
distances. To achieve this, it is very important to control the vehicular and pedestrian traffic and noise of
the neighboring building.
c) Individual or combined, each department should be self-sufficient of all facilities and services. This
makes it very easy to administer and even help the visitor and student to manage their circulation and access.
d) The administration should be placed as to provide easy access guest and visitors. This could avoid the
mingling of administration and teaching affairs.
e) Some special features should be introduced to create focal points, nodes and landmarks as they help in
defining the hierarchy of spaces and building clear mental maps.
f) Courtyards are a good element to enjoy the natural climate, to invite natural in the interior and if
landscaped properly, could prove a place of great attraction. Selection of functional garden furniture and
shading devices like gazebos are inevitable.
g) In designing the interior common spaces, it should be considered that the study of medical sciences
require a lot of brain effort and is really hard. So the spaces should be relaxing and equally live to provide
nervous relaxation and mental refreshment. Natural light, air and a sensible selection of finishing materials
can help to achieve this. Keeping this point in mind, spaces specially lecture rooms and teaching halls
should be designed accordingly.
h) Room for future growth should be provided beforehand with a very special attention to already designed
circulation and form.

CHAPTER 4 SITE SELECTION & ANALYSIS
4.1 INTRODUCTION
An Architect’s primary responsibility lies with the design of the buildings, for human activities
and comfort, however buildings don’t exist in isolation: they exit in spatial behavioral and
perceptual context. Thus the architect is responsible for the building design and the building site
and location.
“Site selection and planning is the art of ordering the man-made and the natural environments to
support human activities”
In other words we can say
“A site is a piece of land received to accommodate a particular architectural entity”
The architectural entity gives the site, scale and character; the site embraces the architectural entity
and provides its two dimensions so that three-dimensional entry could become a reality. What
follow is the fact that both, the site and the project are inevitable for each and that both go together?
For every site there is an ideal use, for their project. In economic term an ideal site should
adequately accommodate existing requirements and provides for future adjustments as such
feasible manner entailing manner entailing minimum cost and providing max comfort.
4.2 GENERAL SITE SELECTION CRITERIA
Site selection is the first and foremost object while designing a project as to study the feasibilities
of land, soil, access, climate, surrounding and environment and other important features. Success
for every educational institute is mostly infused by location of the site and its neighborhood.
Site selection criteria for medical college are as follows:
A: Visibility
B: Accessibility
C: Adaptability
D: Security and safety
E: Geographical factors
A: VISIBILITY
The first impression of people is very important: the site is seen from the main highway. However
it is desirable to afford a roads sign some mile before reaching the medical college or a tall tower
having the signage.
B- ACCESSIBILITY
The location of site is easy for arrival and departure and access, all type of transport is available.

C- ADAPTABLITY
The area of site should be enough to accommodate the buildings, amenities and other facilities.
The site should also be sufficient for future extension.
D- SECURITY AND SAFETY
Security and safety are the chief important factors to be considered for any project. So site is near
to National Highway, on main road and it’s secure.
E-GEOGRAPHIC FACTORS
I. SOIL
The soil type affects:
• The type and size of a buildings foundation system.
• The drainage of ground and surface water.
• The type of plant material able to grow on site.
II. TOPOGRAPHY
• Land and ground slopes affect.
• The building foundation type.
• The building form and its relationship to the ground plane.
• Site drainage.
• The site’s micro-climate: wind, temperature, solar radiation.
III. VEGETATION
The type and location of plant materials affects:
• The sites micron-climate: solar radiation, wind, humidity, air temperature and purity.
• The definition or visual screening of exterior spaces.
• To absorption or dispersion of sound & act as buffer.
IV. CLIMATIC FACTORS
The following climatic factors affect a building form, orientation, and construction,
The sun is the source of:
• Solar radiation (heat gain).
• Natural light.

V. WIND
The prevalence, direction, and velocity of wind affect:
• Air infiltration in to a building (potential heat loss)
• The ventilation of interior space and outdoor courts.
• The lateral load on structure.
VI. PRECIPITATION: The prevalence and amount of precipitation affect
VII. TEMPERATURE Air temperature and thermal comfort are affected of the above
climatic factors.
VIII. VIEWS
The consideration of desirable and undesirable views helps determine.
• The building form and orientation.
• The building’s defenestration (door and window openings )
• The plant materials used in landscaping the site.
IX. SOUND
The level, quality, and source of sounds affects:
• The distribution and orientation of the building mass.
• The choice of building materials and their assembly.
• The sound control methods used.
X. NEIGHBORHOOD BUILDINGS
4.3 PROPOSED SITE
4.3.1 SITE ANALYSIS
FIGURE # 60 MAP OF PAKISTAN
SOURCE: GOOGLE

FIGURE # 61 MAP OF BALOCHISTAN PROVINCE
FIGURE # 62 TOPOGRAPHICAL MAP& ROAD MAP OF LORALAI

FIGURE # 63 MAP OF LORALAI DISTRICT
FIGURE # 64 SURROUNDING AREAS
FIGURE # 65 ROAD MAP NEAR THE PROPOSED SITE

FIGURE # 66 THE PROPOSED SITE
FIGURE # 67 DRIVING DISTANCE (FROM HOSPITAL)
FIGURE # 68 WALKING DISTANCE (FROM HOSPITAL)

After co-ordination of provincial Government and Board of Revenue site is selected for the Loralai
Medical College.The site is located on National Highway of city. It is in front of Agriculture
Officer Colony. It is observed that it is more secured area of city. It is connected to the main road
which leads to the main city. Infrastructure is good and efficient local transport is available.
4.3.1 LOCATION
The site is on the right side of Highway, along the ongoing traffic side on N-70. The site is near
the Loralai Residential College and Agriculture Officer Colony. Keeping in mind all of the above
considerations the site which I had proposed is suitable for the Medical College these above sited
features are being included in the site, and to utilize these features with its best composite
Procedure.
• Site is touched with the two main Roads.
• It’s though the site is a cornered site and South Facing.
4.3.2 ACCESSIBILITY
The site is located on the Right hand side of N-70. It is accessible from Loralai District through
Main road.
4.3.3 UTILITIES
During the survey it is found that the amenities like electricity, water supply, telephone lines, and
Sui gas are already present at the site.
4.3.4 CLIMATE
The climate of Loralai District is dry, arid; hot in summer and mild cold in winter. Loralai does
not have a monsoon of sustained and heavy rainfall as it lies inside of monsoon range.
4.3.5 AREA
The area of site for construction is 150 acres and we have to utilize only its 45%.
4.3.6 TOPOGRAPGY
The topography of the site is good the site is a plain land with no contours and the site is suitable
for massive construction.
4.3.7 SURROUNDINGS
All surroundings are rich and suitable for an educational institute. Just on back side there is
Balochistan information technology, engineering and management sciences along with the
residential college Loralai. So all the surroundings are rich and most suitable for Medical College
4.3.8 ZONING
There is proper zoning available on site.

4.3.9 TOPOGRAPHICAL MAP
FIGURE # 69 TOPOGRAPHICAL MAP
4.4 SITE ANALYSIS
FIGURE # 70 WIND CHANNEL & SUN DIRECTION

4.5 SITE
FIGURE # 71 CLIMATE
SITE IN ACRES 150
ROAD
FIGURE # 72 SITE
SITE

4.6 SITE IMAGES (SELF TAKEN)
FIGURE # 73 SITE PICTURE

CHAPTER # 5
DESIGN BRIEF &
CONSIDERATION

CHAPTER 5 DESIGN BRIEF & CONSIDERATIONS
5.1 NATURE OF BUILDING
Every building has its own concept and type of Nature, in this building the concept is the giving
the message of responsible and learning attitude, and other psychological responsibilities towards
their education and profession. That’s why it’s a learning institutional building type, the activities
would be purely learning and social interaction.
The building should act as “All in one” everything and everyone belong together in relationship
and in context at once being whole and part of a whole
5.2 DESIGN PHILOSOPHY
The design philosophy is form follow function and to visualize design as a tool to influence the
way people use space, by creating atmospheres that are accessible and adoptable provoking
inspiration and connection. Promote the relationships spatially and interpersonally enhancing the
performance of the built environment and its end users. Design should be effectively
communicating passion towards a solved problem for the end user. Additionally integrating the
various resources, to create spaces that are socially and economical sustainable. The design
elements should inspire unity in work
Social sustainability: wellbeing of occupants (health, comfort, natural light, fresh air, quality of
life) and also positive contribution to the community
Economic sustainability: wellbeing of the wallet (economical design) and sensible solutions that
will help reduce running costs over the building’s life span, with smart choices for future flexibility
5.3 SPECIAL CONSIDERATIONS
As the regional architecture of the Loralai city is not so developed the design of the building should
be considered for cultural and social scale of the district
I. ORIENTATION & CLIMATICALLY
As it’s a hot region orientation and climatically factors should be considered very carefully to
produce an energy efficient and comfortable unit. The local architects do practice open spaces and
courtyards to make air flow possible into the building . In Baluchistan especially in Pashtoon belt
valleys south facing façade of building is more successful than other orientation sides. It is though
the climatic factor makes the troubles.
II. SOCIAL & CULTURAL
The district Loralai is not so developed, as the cultural and social profile of district is not so rich
with its neighborhood as there are 65% kacha houses, 23% semi kacha houses and 12%paka

houses. They still practice door-band structures and had old constructed building (in colonial
style), so the building should represent the area through its façade and other architectural elements.
FIGURE # 74 ARHITECTURAL PROFILE OF LORALAI DISTRICT
SOURCE: SELF MADE
FIGURE # 75 TYPE OF PLANNING WITH THE CONSIDERATION OF WIND
PASSAGE
SOURCE: SELF MADE

III. FORM & FUNCTION CONSIDERATION
As it is a technical kind of building the functions will be considered on priority bases then the form
will be considered
IV. TECHNOLOGICAL & ENVIRONMENTAL
It is thought to see the Factor of environment with design as it fitted on the neighbor buildings that
don’t disturb the environment through elements and façade. The building will be design such as to
produce learning environment, though to add some technologies as to design and fulfill the
requirements as to see the modern technology.
V. DESIGN
Design is entirely about to fulfill the requirements on standards that make the friendly
environmental structure, learning spaces along with the interactive space in the structure.
5.4 USER PSYCHOLOGY
The user psychology of building is faculty staffs, maintenance and administrative staff and the
students that can be local or regional. (Purely educational purpose)
5.5 ARCHITECTURAL STYLES
The Architectural style of the project is quite modern traditional Architecture, though it reminds
and revives the whole traditional and cultural aspects of District Loralai and it would not appear
as an alien structure to the area or the district. The building will include permanent spaces or
structures that are as provided for educational or learning activities under the consideration of
climatic or environmental factors
.
Figure # 76 STYLE OF CONSTRUCTION (ARCHITECTURE)

5.6 DESIGN BRIEF
A medical education consist of two major departments
Basic Science Department
Clinical Department (being studied in hospital)
A medical college consists on this structure
Figure # 77 Structure of a Medical College
Source: Self –made

Along with its departments following spaces will be designed in medical college
• Departmental Laboratories with all facilities
• Departmental offices
• Lecture theatres
• Auditorium
• Seminar room
• Workshops and Learning laboratories
• Library
• Administration
• Animal houses
Figure # 78 Zoning of a Medical College
Source: Self –made
5.7 SPATIAL CONSIDERATIONS
The spaces would be planned in such a way that academic block should have a noise free
environment along with the consideration of hygienic environment. The planning would be a blend
of learning spaces, interactive spaces, other activities spaces, open spaces, circulation and statics
AdministrationBlock
• Academic
section
(principal, etc)
• Administrartion
section
(Registrar, etc)
• Accoutant
section ( Audit
officer, etc)
AcademicBlock
• Basic Science
Departments
• Laboratories
• Museums
• Library
• Lecture Halls
• Staff Offices
OtherSpaces
• Open Spaces
• Circulation
• Canteen
• Play area
• Interactive
Spaces
• Indoor
Activities
• Outdoor
Activitties
• Parking Area

5.8 DESIGN REQUIREMENTS AND THEIR STANDARDS
MEDICAL COLLEGE WILL INCLUDE ADMINISTRATION BLOCK ACADEMIC BLOCK
LIBRARY AUDITORIUM MOSQUE AND OTHER INTERACTIVE SPACES
• ADMINISTRATION BLOCK
SPACES # OF PERSONS # OF SPACES AREA IN SQFT
Academic Section Total = 1962
Principal , P.A, Toilet 2 3 298
Vice Principal 1 1 150
Conference Room 20 1 504
Office 2 1 360
Male & Female Toilets - 2 280
Admin Section
Chief Admin., P.A, Toilet 2 3 200
Registrar office 1 1 200
Asst. Registrar 1 1 100
Record Room - 1 100
Male & Female Toilets - - -
Accounts Section
Chief Acct. , P.A, Toilet 2 3 200
Audit Officer 1 1 100
Accountant Officer 1 1 100
Accountant 4 1 360
Record Room - 1 100
Male & Female Toilets - - -

• ACADEMIC BLOCK (TEACHING DEPARTMNETS AND LABORATORIES)
SPACES # OF
PERSONS
# OF SPACES AREA IN SQFT
Anatomy Departments
1 ) Museum 1 1 300
Technician office 1 80
Preparation Room 1 100
Bone Storage Cabinet 1 100
2 ) Histology Lab 1 1 3024
Technician Office & Storage 1 144
SPACES # OF
PERSONS
Tissue staining & Embedding area 1 100
3) Dissection Hall & demonstration
area
32 1 3840
Associate Professor 2 2 200
Assistant Professor 3 3 300
Storage 1 100
PHYSIOLOGY DEPARTMENT
Physio laboratory 50 1 2160
Experimental physio lab 50 1 2160
Demonstration area 50 1 360
Head of depat+pA+Toilet 2 3 230
Associate professor 2 2 200

Assistant Professor 3 3 300
Stoarge 1 100
CONFERENCE/STAFF ROOM 8 1 360
BIOCHEMISTRY DEPARTMENT
Bio chem. Lab 50 2 4320
Storage 2 1 570
Demonstartion area 8 3 360
HOD +PA+TOILET 2 3 230
ASSOCIATE PROFESSOR 1 1 120
ASSISTANT PROFESSOR 2 2 400
CONFERNCE/STAFF ROOM 8 360
PHARMACOGNOSY
DEPARTMENT
PHARMACOGNOSY LAB 50 2 4320
STORAGE AND PREP ROOM 2 1 260
HOD+PA+TOILET 2 3 230
GARDEN OF MEDICINEL PLANTS 4 2 32400
BIO INFORMATICS
COMPUTER LABORATORY 50 2 4320
DEMONSTATION AREA 2 360

SPACES # OF
PERSONS
COMMUNITY MEDICINE
DEPARTMENT
TOTAL 2982
MUSEUM 1 1 1656
CONFERNCE/STAFF ROOM 224
PHARMACOLOGY DEPT TOTAL 6882
LABORATORY 50 1 4320
DEMONSTATION AREA 12 2 756
STORAGE AND PREP ROOM 2 1 260
CONFERNCE/STAFF ROOM 8 360
FORENSIC MEDICINE &
TOXICOLAGY
TOTAL 3462
FORENSIC MUSEUM 1 3000
TECHNICIAN OFFICE 1 1 80
POSTMORTOM CADAVER 12 1 270
COLD STORAGE 2 1 224
CONFERNCE/STAFF ROOM 8 1 224

PATHOLOGY DEPARTMENT TOTAL 8074
GENERAL PATHOLOGY LAB 50 2
STOARAGE 1 1
Museum 1 1
MICROBIOLOGY &
PARASITOLOGY LAB
50 2
Storage & media prep 2 1 280
HOD+PA+TOIET 2 3 250
PHARMACY DEPRATMENT TOTAL 4662
Pharmacy lab 50 2 4320
Storage & media prep 2 1 264
SPACES #OF
PERSONS
LIBRARY 1 1 400
Reception 150
Card catalog area 6070
Reading area 200+200= 400
Micro reading area & microfilm area 10,000
Book stack area 400
Audiovisual storage 120
Assistant librarian office 200
Librarian office 80
Offices storage

AUDITORIUM
Seating for 350 person @ 12sft/person 350 1 4200
Stage facility 50% of sitting 2100
Total :6300SQ FT
Male female dressing rooms, toilet 800
30%public toilets
male/female,stairways,wall corridors
1260
2.5% of elect/mech installations 105
MOSQUE FOR 350 people
Covered area 200 1 2000
Covered & semi covered area 150 1 3000
Store - 1 240
Ambulatory area 20 1 300
Toilets 20 1 300
Total 5840
30%corridors,stairways,ways 1752
2.5 elect/mech installation 146

5.9 LINK DIAGRAM OF EACH DEPARTMENT
TABLE # 2 ANATOMY DEPARTMENT
TABLE # 3 PATHOLOGY DEPARTMENT
ANATOMY
DEPARTMENT
MUSEUM ( WITH ITS
SUPPORTIVE SPACES)
LABS ( WITH ITS
SUPPORTIVE SPACES)
DISSECTION HALLS/
DEMO. ROOM
OFFICES ( WITH ITS
SUPPORTIVE SPACES)
PATHOLOGY
DEPARTMENT
CHEMICAL
PATHOLOGY
(WITH
SUPPORTIVE
SPACES)
MICROBIOLOGY &
PARASITOLOGY
(WITH SUPPORTIVE
SPACES)
MUSEUM
HEMATALOGY
(WITH
SUPPORTIVE
SPACES)
STAFF OFFICES
(WITH
SUPPORTIVE
SPACES)

TABLE # 4 PHYSIOLOGY DEPARTMENT
TABLE # 5 BIOCHEMISTRY DEPARTMENT
PHYSIOLOGY
DEPT
LAB ( WITH ITS
SUPPORTIVE
AREAS)
DEMONSTRATION
AREA ( WITH ITS
SUPPORTIVE
AREAS)
STAFF OFFICE ( WITH
ITS SUPPORTIVE
AREAS)
BIOCHEMISTRY
DEPARTMENT
LABS ( WITH ITS
SUPPORTIVE
AREAS)
DEMONSTRATION
AREAS ( WITH ITS
SUPPORTIVE AREAS)
STAFF OFFICES ( WITH
ITS SUPPORTIVE
AREAS)

TABLE # 6 FORENSIC & COMMUNITY MEDICINE DEPARTMENT
FORENSIC &
COMMUNITY
MEDICINE
LAB ( WITH ITS
SUPPORTIVE
AREAS)
MUSEUM( WITH
ITS SUPPORTIVE
AREAS)
STAFF OFFICE ( WITH
ITS SUPPORTIVE
AREAS)
CONFERENCE
ROOM

Loralai Medical College Page | 92
CHAPTER 6 CONCLUSION
6.1 CONCLUSION
After conduction this research I am able to design a medical college on proper standards with the
consideration of its spaces, circulation, departmental relationship, zoning, and interactive spaces
and master planning of a campus.
This research has cleared my vision for a medical college design. After a thorough study of this
long process, research methods, from books, websites, journals, and interviews and questionnaires
to be asked and filled to find out the best solutions this data is being collected in one form
– An Architect’s perception is clearer to the project after studying the brief and requirements.
Similarly to the client and its user

REFERENCES
BOOKS
 ARCHITECTURE OF PAKISTAN, BY KAMIL KHAN MUMTAZ
 UNIVERSITY ARCHITECTURE,BY EDWARDS BRIAN
 CAMPUS ARCHITECTURE, BY DOBER RICHARD P
 LITERACY NEEDS ANEW THRUST BY Dr. A.RAHIM CHAUDARY
 TIME SAVER STANDARDS FOR BUILDING TYPES
 ARCHITECTURE GRAPHICS
THESIS
 AHMED MIAN BIN SHAHBAZ, 2003 , THESIS REPORT “MEDICAL COLLEGE SAILKOT”
 MANZOOR ADNAN, 2004 , THESIS REPORT “MEDICAL COLLEGE MUZAFARABAD”
 WAQAS AFRIDI, 2004 , THESIS REPORT “COMSAT INSTITUTE OF TECHNOLOGY”
WORLD WIDE WEB
 www.archdaily.com
 www.shareefmedicalcity.com
 www.askabout.com
 www.onlineterminologies.usa.net
 www.payyete.com
 www.urbanpk.com/forum
 http://www.wseas.us/e-library/transactions/environment/2008/27-708.pdf
 http://scholar.lib.vt.edu/theses/available/etd-01152008-
235622/unrestricted/ArchitectureAndHumanSenses.pdf
 http://www.roundrocktexas.gov/departments/utilities-and-environmental-services/design-
construction-standards/
 http://bigthink.com/strange-maps/185-the-patients-per-doctor-map-of-the-world
 http://blogs.jpmsonline.com/2012/08/21/an-overview-of-medical-education-in-pakistan-and-
the-improvements-required/
 http://www.utrechtart.com/Scale-Model-Building-Drafting.utrecht
 http://www.arch.columbia.edu/admissions/admissions-requirements/march
 http://www.lokpaper.com/notice/medical-college-loralai-work-tender/38572
 http://fastquetta.com/tender-notice-of-medical-college-loralai/
 http://blogs.jpmsonline.com/2012/08/21/an-overview-of-medical-education-in-pakistan-and-
the-improvements-required/
 http://www.wseas.us/e-library/transactions/environment/2008/27-708.pdf
 http://yeminaung92triple.blogspot.com/2013/12/architecture-culture-history-2.html

 http://www.theguardian.com/science/alexs-adventures-in-numberland/2015/feb/10/muslim-
rule-and-compass-the-magic-of-islamic-geometric-design
 http://www.architecturaldigest.com/architecture/2011-09/college-campus-architecture
 http://archives.ced.berkeley.edu/campus-architecture
 https://lbre.stanford.edu/architect/Who_we_are
 http://www.google.com.pk/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CBsQFjAAah
UKEwiZn6Lhs9vGAhXJxxQKHSMIAoU&url=http%3A%2F%2Fwww.architects.uga.edu%2Fsites%2F
default%2Ffiles%2Fpdf%2Fstandards%2FUGA%2520Campus%2520Planning%2520Principles.pdf
&ei=cWmlVdkiyY9To5CIqAg&usg=AFQjCNEHk4PKEKqySaZ4rBWfzxtEVT9qtg&sig2=8AYC4BhR83F
S4D2WvMOXgA&bvm=bv.97653015,d.d24
 http://www.forbes.com/2010/03/01/most-beautiful-campus-lifestyle-college.html
 http://www.theatlantic.com/education/archive/2013/09/how-gothic-architecture-took-over-
the-american-college-campus/279287/
 http://www.facilities.ucsb.edu/departments/campus-planning-design
 https://www.timeshighereducation.co.uk/features/six-trends-in-campus-design/2017412.article

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APPENDIX A (LORALAI DISTRICT- PROFILE)
MAJOR FACTS ABOUT LORALAI DISTRICT
DEMOGRAPHY OF LORALAI DISTRICT

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HEALTH OF LORALAI DISTRICT

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ATTENDEES OF EDU. INSTITUTES

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APPENDIX B (NEWSPAPER PICTURES)

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APPENDIX C
Medicine Through Time Timeline
3000 BC Pre-History – understanding is based on spirits and gods. No real medical
care. People die very young, normally by the age of 30-35 for men, but only
15-25 for women due to the dangers of childbirth. Most people suffered
osteoarthritis (painful swelling of the joints).
2000 BC Egyptian Empire – development of papyrus, trade and a greater
understanding of the body (based on irrigation channels from the River Nile).
They believed the body had 42 blood channels and that illness was caused by
undigested food blocking these channels.
1500 – 300
BC
Greek Empire – Medicine still based on religion – Temple of
Asclepius.Here, patients would get better, but mainly through the standard of
rest, relaxation and exercise (like a Greek health spa)
400 BC Hippocrates – founder of the Four Humours theory. This theory stated that
there were four main elements in the body – blood, yellow bile, black bile
and phlegm. Illness was caused by having too much of one of these humours
inside of you. He also wrote the Hippocratic Collection, more than 60 books
detailing symptoms and treatments of many diseases.
400 BC –
500 AD
Roman Empire – The Romans were renowned for excellent public health
facilities. The Romans introduced aqueducts, public baths, sewers and
drains, etc. In the citcy of Rome, water commissioners were appointed to
ensure good supplies of clean water.
162 AD Galen – continues the four humours theory but extends it to have the
humours in opposition to each other. This meant that an illness could be
treated in one of two ways, either removing the “excess” humour or by
adding more to its opposite. Galen also proves the brain is important in the
body (operation on the pig). Galen’s books would become the foundation of
medical treatment in Europe for the next 1500 years.
1347-1348 Black Death – across Europe more than 25 million people die. Two main
types of plague
1. Bubonic – 50-75% chance of death. Carried by fleas on rats. Death
usually within 8 days
2. Pneumonic – airborne disease. 90-95% chance of death within only
2-3 days
People had no idea how to stop the plague. People thought it was caused by
various factors, i.e. the Jews, the Planets, the Gods, etc etc etc
1540s Andreus Vesalius – proved Galen wrong regarding the jawbone and that
blood flows through the septum in the heart. He published “The Fabric of the
Body” in 1543. His work encouraged other to question Galen’s theories.
1570s Ambroise Paré – developed ligatures to stop bleeding during and after
surgery. This reduced the risk of infection. He also developed an ointment to
use instead of cauterising wounds.

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1620s William Harvey – proved that blood flows around the body, is carried away
from the heart by the arteries and is returned through the veins. He proved
that the heart acts as a pump re-circulating the blood and that blood does not
“burn up”.
1665 The Great Plague – little improvement since 1348 – still have no idea what
is causing it and still no understanding of how to control or prevent it. In
London, almost 69,000 people died that year.
1796 Edward Jenner – discovered vaccinations using cowpox to treat smallpox.
Jenner published his findings in 1798. The impact was slow and sporadic. In
1805 Napoleon had all his soldiers vaccinated. However, vaccination was not
made compulsory in Britain until 1852.
1799 Humphrey Davy discovers the pain-killing attributes of Nitrous Oxide
(Laughing Gas). It would become the main anaesthetic used in Dentistry.
Horace Wells would try and get the gas international recognition. He
committed suicide the day before it got the recognition it deserved.
1830s Industrial Revolution. This had a dramatic effect on public health. As more
and more families moved into town and cities, the standards of public health
declined. Families often shared housing, and living and working conditions
were poor. People worked 15 hour days and had very little money.
1831 Cholera Epidemic. People infected with cholera suffered muscle cramps,
diarrhoea , dehydration and a fever. The patient would most likely be killed
by dehydration. Cholera returned regularly throughout the century, with
major outbreaks in 1848 and 1854.
1842 Edwin Chadwick reports on the state of health of the people in cities, towns
and villages to the Poor Law Commission (fore-runner to the Public Health
Reforms). He highlights the differences in life-expectancy caused by living
and working conditions. He proposes that simple changes could extend the
lives of the working class by an average of 13 years.
1846 First successful use of Ether as an anaesthetic in surgery. The anaesthetic
had some very severe drawbacks. In particular, it irritated the lungs and was
highly inflammable.
1847 James Simpson discovers Chloroform during an after dinner sampling
session with friends. He struggles to get the medical world to accept the drug
above Ether. Doctors were wary of how much to give patients. Only 11
weeks after its first use by Simpson, a patient died under chloroform in
Newcastle. The patient was only having an in-growing toenail removed (non-
life threatening). It took the backing of Queen Victoria for chloroform and
Simpson to gain worldwide publicity.
1847 Ignaz Semmelweiss orders his students to wash their hands before surgery
(but only after they had been in the morgue).
1848 First Public Health Act in Britain – It allowed local authorities to make
improvements if they wanted to & if ratepayers gave them their support. It
enabled local authorities to borrow money to pay for the improvements. It
was largely ineffective as it was not made compulsory for Councils to
enforce it. This was an element of the “Laissez-Faire” style of government.

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1854 Crimean War – Florence Nightingale and Mary Seacole contribute majorly
to the improvements in Hospitals.
1854 John Snow proves the link between the cholera epidemic and the water
pump in Broad Street, London. Unfortunately, he was unable to convince the
government to make any substantial reforms.
1857 Queen Victoria publicly advocates use of Chloroform after birth of her
eighth child.
1858 Joseph Bazalgette designed the sewage pipes in London after the ‘great
stink’- still used today.
1861 Germ Theory developed by Louis Pasteur whilst he was working on a
method to keep beer and wine fresh – changed the whole understanding of
how illnesses are caused.
1867 Joseph Lister begins using Carbolic Spray during surgery to fight infection.
It reduces the casualty rate of his operations from 45.7% of deaths to just
15.0 % dying.
1875 Second Public Health Act – now made compulsory. Major requirement is
that sewers must be moved away from housing and that houses must be a
certain distance apart.
1876 Public Health improvements – in the UK, the government introduced new
laws against the pollution of rivers, the sale of poor quality food and new
building regulations were enforced.
1881 Robert Koch discovers the bacteria that causes anthrax. He establishes a
new method of staining bacteria. Using Koch’s methods, the causes of many
diseases were identified quickly:
1880 – Typhus
1882 – Tuberculosis
1883 – Cholera
1884 – Tetanus
1886 – Pneumonia
1887 – Meningitis
1894 – Plague
1898 – Dysentery
1895 discovers X-Rays. Though it is an important discovery, it is only WW1 and
the treatment of soldiers that propels it into the medical spotlight.
1901 Scientists discover that there are different blood groups- this leads to the first
100% successful blood transfusions.
1911 National Health Insurance introduced in Britain
1914-1918 World War One – development of skin grafts to treat victims of shelling
1928 Alexander Fleming – discovers Penicillin. The mould had grown on a petri
dish that was accidentally left out. Fleming writes articles about the
properties of Penicillin, but was unable to properly develop the mould into a
drug.
1937-45 Florey, Chain work on producing penicillin as a drug. Their success will
make the drug the second most finded project by the USA in WW2. They

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fund it to the tune of $800 million and every soldier landing on D-Day in
1944 has Penicillin as part of his medical kit.
1939 Emergency hospital scheme introduced – Funded and run by Government
1942 William Beveridge publishes the Beveridge Report. The report was the
blueprint for the NHS
1946 National Health Service Act – provides for a free and comprehensive health
service. Aneurin Bevan convinces 90% of the private doctors to enrol.
1948 First day of the NHS. Hospitals were nationalised, health centres were set up
and doctors were more evenly distributed around the country. However, the
popularity and costs of the NHS would rapidly spiral out of control. The £2
million put aside to pay for free spectacles over the first nine months of the
NHS went in six weeks. The government had estimated that the NHS would
cost £140 million a year by 1950. In fact, by 1950 the NHS was costing £358
million.
1953 Description of the structure of DNA
1961 Contraceptive pill introduced
1978 First test tube baby
1990s Increasing use of keyhole surgery, using endoscopes and ultrasound
scanning, allowed minimally invasive surgery.
1994 National Organ Donor register created
.

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APPENDIX -D (MASTER PLAN OF MEDICAL
INSTITUTES)
A-KING EDWARD COLLEGE, LAHORE
CASE STUDY CONDUCTED IN SUCH A WAY TO UNDERSTAND INSTITUTIONAL
SPACES, LOCATION OF DEPARTMENTS, CIRCULATION, ZONNING, TYPE OF
MASTER PLANNING & RELATIONSHIP BETWEEN DEPARTMENTS
LOCATION OF DEPARTMENTS

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ZONNING

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AGHA KHAN UNIVERSITY KARACHI

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LUMS, LAHORE

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Loralai Medical College xxxi | P a g e
APPENDIX E
DEPARTMENTAL BODY OF A MEDICAL COLLEGE The Departmental Body of L.M.C
comprises of eminent units, who formulate the smooth functioning of college.
ADMINISTRATION OF MEDICAL COLLEGE
The Administration runs day-to-day affairs of college:
1. Principal
2. Vice Principal
3. Chief Administrative Officer
4. Administrative Officer
5. Accounts Officer
6 Store Officers
7. Transport Officer
8. Office Secretary
9. Office Superintendent
10. Transport Supervisor
ACADEMIC STAFF OF DEPARTMENTS OF MEDICAL COLLEGE
1. Chairman Principal of College
2. Secretary Vice. Principal of College
3. Members,
Basic Sciences:
Head of Anatomy Department
Head of Bio-Chemistry Department
Head of Physiology Department
Head of pathology Department

Loralai Medical College xxxii | P a g e
Head of Community Medicine Department
Head of Pharmacology Department
Clinical:
Head of surgery Department
Head of Gynecology & Obst. Department
Head of Anesthesiology Department
Head of Dental Department
Head of Neurosurgery Department
Head of Facio- Maxillary Department
Head of Orthopedic Department
Head of Cardiology Department
Head of Ophthalmology Department
Head of Plastic Surgery Department
Head of Urology Department
Head of E.N.T Department
Head of Radiology Department
Head of Pediatric Surgery Department
Medical Superintendent of Teaching Hospital.
FACULTY MEMBERS (MEDICAL COLLEGE)
a) Basic Sciences:
Head of the Departments: 04
(Anatomy, Physiology, Bio-chemistry, Pathology, Community Medicine)
Assistant Professor: 01 (Physiology),
02 (Bio-chemistry)
01 (Pharmacology)

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Lecturer: 01 (Pak-std),
01 (Islam-std)
Demonstrators: 06 (Anatomy) J
06 (Physiology)
05 (Bio-Chemistry)
03 (Pharmacology)
03 (Pathology)
03 (Forensic Medicine)
Medical Technologist:
Anatomy J Physiology J
Bio- Chemistry J
Pharmacology J
Pathology,
Forensic Medicine (one for each Department)
Museum Technologist: 01 (Anatomy)
In charge Library: 01
Librarian: 02
CLINICAL:
Professor: 04
Associate Professor: 03
Assistant Professor: 21
Consultant in charge: 01(0 P D)
Senior Registrar: 04

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APPENDIX F

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