Perception of Medical Students About the use of Simulators in ClassesIRJET Journal
This document summarizes the results of a survey given to medical students at the Catholic University of Santiago de Guayaquil about their perceptions of using simulators in classes. Some key findings:
- 39% of students said simulators were sometimes used by teachers, while 28% said they were frequently used.
- The majority of students felt their teachers integrated existing knowledge from other subjects into simulator lessons.
- However, over 60% of students said they never had access to simulation labs for extra practice.
- While 63% of students felt they acquired clinical skills through simulators, 38% were not convinced simulators helped acquire skills.
This document outlines the syllabus for the B.Pharm program at the University of Rajshahi in Bangladesh from 2008-2009. It provides details on the course structure, distribution of marks, eligibility requirements and grading system over the four-year program. The B.Pharm consists of 160 credits spread across theoretical and practical courses in subjects like inorganic chemistry, organic chemistry, pharmacology, biochemistry and pharmaceutical technology. Students must maintain minimum attendance and grades to be eligible for promotion and graduation with the B.Pharm degree.
The document provides details about the Bachelor of Pharmaceutical Sciences program at Pokhara University in Nepal. The 4-year program aims to produce highly qualified pharmacists through courses focusing on Himalayan medicinal resources and clinical pharmacy education. Students take courses in areas like pharmaceutics, pharmacology, biochemistry, and more. Upon completing the program, graduates will have career opportunities in the pharmaceutical industry, hospitals, research, education, and more. The document outlines the program structure, admission process, course registration, grading system, and other administrative details.
The document provides a summary of an assessment audit conducted on the International Business program using the TESTA methodology. Key findings include:
1) There is an issue with assessment bunching and the amount and timing of assessments may impact work quality.
2) Students choose modules based on assessment type and prefer ongoing assessments that build knowledge over time.
3) Students are unclear on course expectations and want more formative assessments and constructive feedback.
The audit found higher total assessments than industry averages, more summative than formative assessments, and exams make up over half of assessments on average. It recommends addressing assessment bunching and improving clarity of expectations and feedback.
The document outlines regulations for the Bachelor of Pharmacy (B. Pharm) degree program in India. It details admission requirements, duration of study, course structure, credits required, and assessment guidelines. The program is a 4-year/8-semester program for regular students and 3-year/6-semester program for lateral entry students. The curriculum includes theory and practical courses in subjects like Pharmaceutics, Pharmacology, Medicinal Chemistry etc. Students must earn a minimum of 208 credits to graduate, which are distributed across courses and other activities over the 8 semesters. Assessment includes continuous internal evaluation and end-semester examinations.
The document discusses various types of assessment instruments used in classrooms including placement, screening, formative, and summative assessments. It also covers topics like Bloom's taxonomy, Miller's pyramid, validity, reliability, feasibility, and utility of assessments. Specific assessment types discussed in more detail include multiple choice questions, modified essay questions, and patient management problems. Key aspects like construction, measurement abilities, and uses of each type are provided.
This presentation discusses accreditation in healthcare education. Accreditation involves an official review and approval of an institution to ensure it meets set standards. It aims to maintain quality, improve institutions, and protect the public. The process involves a self-study report and site visit, followed by a decision on accreditation. In India, the Indian Nursing Council plays a key role in accrediting nursing programs and regulating nursing education standards.
Perception of Medical Students About the use of Simulators in ClassesIRJET Journal
This document summarizes the results of a survey given to medical students at the Catholic University of Santiago de Guayaquil about their perceptions of using simulators in classes. Some key findings:
- 39% of students said simulators were sometimes used by teachers, while 28% said they were frequently used.
- The majority of students felt their teachers integrated existing knowledge from other subjects into simulator lessons.
- However, over 60% of students said they never had access to simulation labs for extra practice.
- While 63% of students felt they acquired clinical skills through simulators, 38% were not convinced simulators helped acquire skills.
This document outlines the syllabus for the B.Pharm program at the University of Rajshahi in Bangladesh from 2008-2009. It provides details on the course structure, distribution of marks, eligibility requirements and grading system over the four-year program. The B.Pharm consists of 160 credits spread across theoretical and practical courses in subjects like inorganic chemistry, organic chemistry, pharmacology, biochemistry and pharmaceutical technology. Students must maintain minimum attendance and grades to be eligible for promotion and graduation with the B.Pharm degree.
The document provides details about the Bachelor of Pharmaceutical Sciences program at Pokhara University in Nepal. The 4-year program aims to produce highly qualified pharmacists through courses focusing on Himalayan medicinal resources and clinical pharmacy education. Students take courses in areas like pharmaceutics, pharmacology, biochemistry, and more. Upon completing the program, graduates will have career opportunities in the pharmaceutical industry, hospitals, research, education, and more. The document outlines the program structure, admission process, course registration, grading system, and other administrative details.
The document provides a summary of an assessment audit conducted on the International Business program using the TESTA methodology. Key findings include:
1) There is an issue with assessment bunching and the amount and timing of assessments may impact work quality.
2) Students choose modules based on assessment type and prefer ongoing assessments that build knowledge over time.
3) Students are unclear on course expectations and want more formative assessments and constructive feedback.
The audit found higher total assessments than industry averages, more summative than formative assessments, and exams make up over half of assessments on average. It recommends addressing assessment bunching and improving clarity of expectations and feedback.
The document outlines regulations for the Bachelor of Pharmacy (B. Pharm) degree program in India. It details admission requirements, duration of study, course structure, credits required, and assessment guidelines. The program is a 4-year/8-semester program for regular students and 3-year/6-semester program for lateral entry students. The curriculum includes theory and practical courses in subjects like Pharmaceutics, Pharmacology, Medicinal Chemistry etc. Students must earn a minimum of 208 credits to graduate, which are distributed across courses and other activities over the 8 semesters. Assessment includes continuous internal evaluation and end-semester examinations.
The document discusses various types of assessment instruments used in classrooms including placement, screening, formative, and summative assessments. It also covers topics like Bloom's taxonomy, Miller's pyramid, validity, reliability, feasibility, and utility of assessments. Specific assessment types discussed in more detail include multiple choice questions, modified essay questions, and patient management problems. Key aspects like construction, measurement abilities, and uses of each type are provided.
This presentation discusses accreditation in healthcare education. Accreditation involves an official review and approval of an institution to ensure it meets set standards. It aims to maintain quality, improve institutions, and protect the public. The process involves a self-study report and site visit, followed by a decision on accreditation. In India, the Indian Nursing Council plays a key role in accrediting nursing programs and regulating nursing education standards.
The document discusses various nursing regulatory mechanisms in India including accreditation, licensure, and renewal. It provides details on:
- The functions of regulatory bodies like the Indian Nursing Council which protect patients, define nursing practice, and set minimum standards.
- The accreditation process for nursing programs which involves voluntary review against established standards to ensure quality.
- Eligibility criteria for different nursing programs from ANM to MSc Nursing.
- Criteria used to evaluate nursing programs which address areas like philosophy, administration, students, resources, and facilities.
Guidelines for principals on planning and evaluations of trainings,Guidelines...Serkan Kaçar
The document provides guidelines for principals on planning trainings regarding good clinical practices and clinical research. It outlines basic principles such as having 40-80 participants, workshops, and technology requirements. It also describes applications for quality assurance during trainings and evaluations. Several example training programs are proposed, covering topics such as ethics in clinical trials, standardizing ethics committees, clinical research basics, monitoring, and roles of nurses, pharmacists, and others. Submissions for trainings must be made one month prior for agency approval.
Team-based learning (TBL) as a teaching modality in Pharmacologyiosrjce
Team-based learning (TBL) is a student-centered teaching approach that requires both individual
and group accountability to ensure a fruitful teaching/learning experience. We adopted TBL in teaching second
year Pharmacy students Pharmacology course in Dubai Pharmacy College (DPC), Dubai, UAE. The present
study assessed students’ perception to TBL as a teaching/learning method. Second year students were divided
into 10 groups 7-8 students each. The three phases of the TBL technique were implemented. Students were
requested to respond to a questionnaire to assess their perception to the TBL experience. A significant
proportion of the students felt that TBL provides an enjoyable teaching/learning experience that enhances their
active learning, self-directed learning (SDL), critical thinking and ability to solve clinical problems
PCI syllabus for F. Y. B.Pharm orientationSomu Chaudhari
The document outlines the rules and syllabus for the first year B.Pharm course according to the Pharmacy Council of India. It discusses the minimum qualifications for admission, program structure and credit requirements, coursework and assessments over eight semesters. Key points include following the PCI revised regulations, requiring a 10+2 pass with Physics, Chemistry and Maths/Biology, a minimum of 208 credits to graduate including theory, practical and extracurricular courses, internal assessments, projects, and industrial training. A CGPA system is used to determine class awards and ranks.
Development and maintenance of standards copyAmit Newton
Standards help to ensure quality in nursing education programs. They provide guidelines for assessing programs, improving performance, and ensuring accountability. There are various types of standards, including normative, experienced, structural, process, and outcome standards. Nursing education programs must meet standards set by licensing bodies and accrediting agencies. The accreditation process involves self-study, external evaluation, and determining whether a program meets criteria related to its mission, evaluation, governance, instruction, and more. Maintaining approval involves ongoing compliance with standards through measures like periodic reporting, site visits, and addressing any deficiencies.
Implementation of cbme curriculum in pharmacologySoni Kumari
The document outlines plans for implementing a competency-based medical education (CBME) curriculum in pharmacology at a university. Key points include:
- The new curriculum will focus on integrated teaching, interactive methods, applied learning, and communication skills.
- 85 competencies are identified across topics in pharmacology, clinical pharmacy, clinical pharmacology, experimental pharmacology, and communication pharmacology.
- 4 competencies require certification, to be assessed through skill stations and log books.
- The curriculum incorporates vertical and horizontal integration across topics, as well as self-directed learning.
- Internal assessments will include theory, practical, and skills-based evaluations to measure competencies.
- Fac
This summarizes changes made to theoretical and experimental pharmacology teaching at Xi'an Jiaotong University School of Medicine. It discusses using multimedia, heuristic teaching, and emphasizing pharmacology's role as a bridge between foundational and clinical medicine. Experimental teaching was restructured into basic skills, foundational experiments, and student-designed comprehensive experiments. Student feedback indicated the changes improved their interest, abilities, and innovative thinking. Other universities recognized the teaching innovations that combined skills training with research ability development.
The document provides information on the University Programme Laboratory Biomedicine at the University of Ljubljana Faculty of Pharmacy. It is a 3-year/180 credit programme that trains students for jobs in medical laboratories. The programme aims to provide students with analysis, evaluation, problem-solving, and communication skills for professional laboratory work. Students are selected based on their secondary education qualifications and performance. Requirements to advance to each year and complete the programme are outlined. The curriculum overview lists the courses offered each semester.
This document outlines key terms and concepts related to accreditation. It defines accreditation, standards, and indicators. It discusses the characteristics and principles of accreditation, and differentiates between program and institutional accreditation. It identifies the National Authority for Quality Assurance and Accreditation of Education (NAQAAE) as the agency responsible for accreditation in Egypt. It compares types of accreditation and outlines the general accreditation process involving self-study, peer review, site visits, and monitoring.
Chem 1405 introductory chemistry i determination of density cRAJU852744
This document summarizes the findings of a study that evaluated the impact of conflict management training for pediatric healthcare staff. The training aimed to help staff identify potential conflict triggers, understand patients' perspectives, and implement resolution strategies. Staff reported that the 4-hour course improved their ability to recognize warning signs of escalating conflict and de-escalate tensions, especially around communication issues. Immediate post-training surveys showed staff felt more equipped to handle conflicts, and 6-month follow-up data found the skills were retained over time, with most staff who experienced conflicts applying lessons from the training to successfully resolve the situations. The study demonstrates this training approach can help reduce the costs that unresolved conflicts impose on healthcare systems, staff, and
This report explores the effectiveness of continuing professional development (CPD) for doctors. It involved interviews and questionnaires with doctors from a range of specialties and roles.
Key findings include: Conference and local event attendance were the most common CPD activities. Interest, knowledge gaps, and reflection on practice were the top drivers for CPD. The greatest impact of CPD was seen in changes to treatment practice, knowledge acquisition, and learner satisfaction. Study leave availability, cost, and work-life balance were the top barriers to CPD participation. Colleges and faculties were seen as the top providers and determiners of CPD content. Workplace learning was seen as highly effective but difficult to systematically assess. Formal CPD
The document discusses experiential learning for pharmacy students through placements. It finds that students employed more surface learning strategies in later years, and academic results were not influenced by learning style. To improve satisfaction, actions are proposed like engaging pharmacists as preceptors, identifying training needs, and providing supervision training. Developing students as self-directed learners and ensuring authentic workplace learning through varied experiences and observation are emphasized.
Presentation delivered by Dr Sameen Saddiqi, Director, Health System Development at the 62nd Session of the WHO Regional Committee for the Eastern Mediterranean
This document outlines the syllabus and regulations for an M.Sc. in Nursing program. It includes the philosophy, aim, objectives, eligibility criteria, course structure, scheme of examination, and guidelines for dissertation. The 2-year program aims to prepare graduates to assume leadership roles in nursing. The curriculum covers subjects such as nursing education, research, management, and clinical specialties. Students must complete 1720 hours of instruction over 43 weeks and maintain minimum attendance for theory and practical courses. To graduate, they must pass written and practical exams in each subject with an aggregate of 50% over both years.
The document outlines guidelines for a logbook to record medical students' acquisition of competencies as required by the new Competency-Based UG Curriculum, noting that the logbook will document activities, skills learned, field visits, and assessments to verify completion of competencies for progression and eligibility for exams. It defines terms like logbook, portfolio, activity, and provides instructions on determining which competencies should be included and the level of achievement needed to satisfy each competency.
School Accreditation : Meaning, Criteria and BenefitsMIT
The goal of the accreditation system is to ensure that education provided by schools meets acceptable levels of quality. In this presentation. meaning of accreditation, Benefits of accreditation, and criteria of accreditation are discussed.
The document discusses various nursing education programs in India, including certificate, diploma, graduate, postgraduate, MPhil and PhD programs. It provides details on the objectives, eligibility, duration, coursework and examinations for programs like MSc Nursing, MPhil Nursing and PhD Nursing. It also introduces Nurse Practitioner in Primary Health Care as a new dimension for nursing professionals to provide primary healthcare services in rural areas.
The document provides guidance for a self-paced nursing education training course. It outlines the course objectives of articulating program requirements, analyzing instructor requirements, and formulating a course outline. It then provides a table of contents and recommendations for completing the training on either a block or traditional schedule. The document proceeds to provide detailed information on nursing education program and teacher requirements, a general timeline for course planning and implementation, and recommendations for various stages of instruction throughout the semester.
This document provides an initial assessment of a new Master's program in public health and social work at Ivane Javakhishvili Tbilisi State University. It includes an analysis of the existing curriculum and resources, lists of learning objectives and competencies, target student groups, and academic and administrative leaders. Details are given on status quo, curriculum development, teaching methods, evaluation systems, technology resources, partnerships, and trainer development opportunities. The program aims to provide advanced knowledge and skills for professional practice in social and health fields.
The Clinical Development Online Certificate Program provides a self-paced online program to professionals working in science, healthcare, technology or management. The program offers seven courses on drug, biologic and device development regulatory issues and practical knowledge. Students can complete individual courses or the full certificate program in five to eight months. The certificate program costs $2,065 plus a $50 fee and provides 8.4 continuing education units upon completion.
The document discusses various nursing regulatory mechanisms in India including accreditation, licensure, and renewal. It provides details on:
- The functions of regulatory bodies like the Indian Nursing Council which protect patients, define nursing practice, and set minimum standards.
- The accreditation process for nursing programs which involves voluntary review against established standards to ensure quality.
- Eligibility criteria for different nursing programs from ANM to MSc Nursing.
- Criteria used to evaluate nursing programs which address areas like philosophy, administration, students, resources, and facilities.
Guidelines for principals on planning and evaluations of trainings,Guidelines...Serkan Kaçar
The document provides guidelines for principals on planning trainings regarding good clinical practices and clinical research. It outlines basic principles such as having 40-80 participants, workshops, and technology requirements. It also describes applications for quality assurance during trainings and evaluations. Several example training programs are proposed, covering topics such as ethics in clinical trials, standardizing ethics committees, clinical research basics, monitoring, and roles of nurses, pharmacists, and others. Submissions for trainings must be made one month prior for agency approval.
Team-based learning (TBL) as a teaching modality in Pharmacologyiosrjce
Team-based learning (TBL) is a student-centered teaching approach that requires both individual
and group accountability to ensure a fruitful teaching/learning experience. We adopted TBL in teaching second
year Pharmacy students Pharmacology course in Dubai Pharmacy College (DPC), Dubai, UAE. The present
study assessed students’ perception to TBL as a teaching/learning method. Second year students were divided
into 10 groups 7-8 students each. The three phases of the TBL technique were implemented. Students were
requested to respond to a questionnaire to assess their perception to the TBL experience. A significant
proportion of the students felt that TBL provides an enjoyable teaching/learning experience that enhances their
active learning, self-directed learning (SDL), critical thinking and ability to solve clinical problems
PCI syllabus for F. Y. B.Pharm orientationSomu Chaudhari
The document outlines the rules and syllabus for the first year B.Pharm course according to the Pharmacy Council of India. It discusses the minimum qualifications for admission, program structure and credit requirements, coursework and assessments over eight semesters. Key points include following the PCI revised regulations, requiring a 10+2 pass with Physics, Chemistry and Maths/Biology, a minimum of 208 credits to graduate including theory, practical and extracurricular courses, internal assessments, projects, and industrial training. A CGPA system is used to determine class awards and ranks.
Development and maintenance of standards copyAmit Newton
Standards help to ensure quality in nursing education programs. They provide guidelines for assessing programs, improving performance, and ensuring accountability. There are various types of standards, including normative, experienced, structural, process, and outcome standards. Nursing education programs must meet standards set by licensing bodies and accrediting agencies. The accreditation process involves self-study, external evaluation, and determining whether a program meets criteria related to its mission, evaluation, governance, instruction, and more. Maintaining approval involves ongoing compliance with standards through measures like periodic reporting, site visits, and addressing any deficiencies.
Implementation of cbme curriculum in pharmacologySoni Kumari
The document outlines plans for implementing a competency-based medical education (CBME) curriculum in pharmacology at a university. Key points include:
- The new curriculum will focus on integrated teaching, interactive methods, applied learning, and communication skills.
- 85 competencies are identified across topics in pharmacology, clinical pharmacy, clinical pharmacology, experimental pharmacology, and communication pharmacology.
- 4 competencies require certification, to be assessed through skill stations and log books.
- The curriculum incorporates vertical and horizontal integration across topics, as well as self-directed learning.
- Internal assessments will include theory, practical, and skills-based evaluations to measure competencies.
- Fac
This summarizes changes made to theoretical and experimental pharmacology teaching at Xi'an Jiaotong University School of Medicine. It discusses using multimedia, heuristic teaching, and emphasizing pharmacology's role as a bridge between foundational and clinical medicine. Experimental teaching was restructured into basic skills, foundational experiments, and student-designed comprehensive experiments. Student feedback indicated the changes improved their interest, abilities, and innovative thinking. Other universities recognized the teaching innovations that combined skills training with research ability development.
The document provides information on the University Programme Laboratory Biomedicine at the University of Ljubljana Faculty of Pharmacy. It is a 3-year/180 credit programme that trains students for jobs in medical laboratories. The programme aims to provide students with analysis, evaluation, problem-solving, and communication skills for professional laboratory work. Students are selected based on their secondary education qualifications and performance. Requirements to advance to each year and complete the programme are outlined. The curriculum overview lists the courses offered each semester.
This document outlines key terms and concepts related to accreditation. It defines accreditation, standards, and indicators. It discusses the characteristics and principles of accreditation, and differentiates between program and institutional accreditation. It identifies the National Authority for Quality Assurance and Accreditation of Education (NAQAAE) as the agency responsible for accreditation in Egypt. It compares types of accreditation and outlines the general accreditation process involving self-study, peer review, site visits, and monitoring.
Chem 1405 introductory chemistry i determination of density cRAJU852744
This document summarizes the findings of a study that evaluated the impact of conflict management training for pediatric healthcare staff. The training aimed to help staff identify potential conflict triggers, understand patients' perspectives, and implement resolution strategies. Staff reported that the 4-hour course improved their ability to recognize warning signs of escalating conflict and de-escalate tensions, especially around communication issues. Immediate post-training surveys showed staff felt more equipped to handle conflicts, and 6-month follow-up data found the skills were retained over time, with most staff who experienced conflicts applying lessons from the training to successfully resolve the situations. The study demonstrates this training approach can help reduce the costs that unresolved conflicts impose on healthcare systems, staff, and
This report explores the effectiveness of continuing professional development (CPD) for doctors. It involved interviews and questionnaires with doctors from a range of specialties and roles.
Key findings include: Conference and local event attendance were the most common CPD activities. Interest, knowledge gaps, and reflection on practice were the top drivers for CPD. The greatest impact of CPD was seen in changes to treatment practice, knowledge acquisition, and learner satisfaction. Study leave availability, cost, and work-life balance were the top barriers to CPD participation. Colleges and faculties were seen as the top providers and determiners of CPD content. Workplace learning was seen as highly effective but difficult to systematically assess. Formal CPD
The document discusses experiential learning for pharmacy students through placements. It finds that students employed more surface learning strategies in later years, and academic results were not influenced by learning style. To improve satisfaction, actions are proposed like engaging pharmacists as preceptors, identifying training needs, and providing supervision training. Developing students as self-directed learners and ensuring authentic workplace learning through varied experiences and observation are emphasized.
Presentation delivered by Dr Sameen Saddiqi, Director, Health System Development at the 62nd Session of the WHO Regional Committee for the Eastern Mediterranean
This document outlines the syllabus and regulations for an M.Sc. in Nursing program. It includes the philosophy, aim, objectives, eligibility criteria, course structure, scheme of examination, and guidelines for dissertation. The 2-year program aims to prepare graduates to assume leadership roles in nursing. The curriculum covers subjects such as nursing education, research, management, and clinical specialties. Students must complete 1720 hours of instruction over 43 weeks and maintain minimum attendance for theory and practical courses. To graduate, they must pass written and practical exams in each subject with an aggregate of 50% over both years.
The document outlines guidelines for a logbook to record medical students' acquisition of competencies as required by the new Competency-Based UG Curriculum, noting that the logbook will document activities, skills learned, field visits, and assessments to verify completion of competencies for progression and eligibility for exams. It defines terms like logbook, portfolio, activity, and provides instructions on determining which competencies should be included and the level of achievement needed to satisfy each competency.
School Accreditation : Meaning, Criteria and BenefitsMIT
The goal of the accreditation system is to ensure that education provided by schools meets acceptable levels of quality. In this presentation. meaning of accreditation, Benefits of accreditation, and criteria of accreditation are discussed.
The document discusses various nursing education programs in India, including certificate, diploma, graduate, postgraduate, MPhil and PhD programs. It provides details on the objectives, eligibility, duration, coursework and examinations for programs like MSc Nursing, MPhil Nursing and PhD Nursing. It also introduces Nurse Practitioner in Primary Health Care as a new dimension for nursing professionals to provide primary healthcare services in rural areas.
The document provides guidance for a self-paced nursing education training course. It outlines the course objectives of articulating program requirements, analyzing instructor requirements, and formulating a course outline. It then provides a table of contents and recommendations for completing the training on either a block or traditional schedule. The document proceeds to provide detailed information on nursing education program and teacher requirements, a general timeline for course planning and implementation, and recommendations for various stages of instruction throughout the semester.
This document provides an initial assessment of a new Master's program in public health and social work at Ivane Javakhishvili Tbilisi State University. It includes an analysis of the existing curriculum and resources, lists of learning objectives and competencies, target student groups, and academic and administrative leaders. Details are given on status quo, curriculum development, teaching methods, evaluation systems, technology resources, partnerships, and trainer development opportunities. The program aims to provide advanced knowledge and skills for professional practice in social and health fields.
The Clinical Development Online Certificate Program provides a self-paced online program to professionals working in science, healthcare, technology or management. The program offers seven courses on drug, biologic and device development regulatory issues and practical knowledge. Students can complete individual courses or the full certificate program in five to eight months. The certificate program costs $2,065 plus a $50 fee and provides 8.4 continuing education units upon completion.
The document outlines regulations for postgraduate medical education in India. It discusses the goals of producing competent specialists and teachers. The curriculum includes theoretical knowledge, clinical skills, research, soft skills, and ethics training. The period of training is 3 years for degrees and 2 years for diplomas. Students must participate in undergraduate teaching and spend at least 80% of their time in full-time clinical training. Students must complete common coursework in research methodology, medical ethics, and basic life support. They must also undergo a 3-month residency program in a district hospital as part of their training. Examinations include written papers and practical assessments, and a minimum of 40% and 50% is required to pass respectively.
The document provides an overview of the Doctor of Chiropractic degree program at Cleveland Chiropractic College. It discusses the curriculum, which emphasizes six pillars and takes either 12 or 10 trimesters to complete depending on the progression. It also outlines academic policies, state and national board requirements, notifications for students, and leadership of the DC academic program.
Health and Wellness training at UNM Continuing Education offers you the opportunity to become a professional phlebotomist. This packet outlines the requirements for the Phlebotomy Certificate.
The document provides an overview of the Doctor of Chiropractic degree program at Cleveland Chiropractic College. It discusses the college's balanced curriculum approach, requirements including 4400 contact hours over 12 or 10 trimesters, academic policies, state licensing board requirements, notifications for students, and leadership structure with the Academic Dean and department chairs.
This document discusses the evolution of programmatic assessment in UK medical training over the past 30 years. It outlines how assessment has shifted from high-stakes exit exams to integrated programs that use workplace-based assessments like mini-CEX, DOPS, and CbD. Key organizations like the GMC, PMETB, and foundation program have developed principles of good assessment including assessing multiple competencies through various methods. The foundation program initially piloted four assessment tools but has since refined these to better provide feedback and identify trainees needing support. Overall, the document traces the progression towards valid programmatic assessment across medical education in the UK.
Doctor of Medicine (MD) program at Texila American University – College of Medicine (TAU-COM) is an undergraduate medical program.
The Doctor of Medicine program has the following:
Basic Sciences – 2 Years
Clinical Sciences – 2 Years
In the first two years, the basic medical sciences are taught in the context of their relevance to patient care. Later in the last two years of the program, clinical teaching builds upon and reinforces this strong scientific foundation.
Principles to be Followed While Preparing Master Rotation PlanPrasanthGovind3
The document outlines the course plan for teaching Medical Surgical Nursing to first year MSc Nursing students, including objectives to assess health conditions and provide nursing care, a schedule of theory and practical classes, and units on various body systems and common diseases along with teaching methods and evaluation.
The document outlines the course plan for teaching Medical Surgical Nursing to first year MSc Nursing students, including objectives to assess health conditions and provide nursing care, a schedule dividing the course into units with lesson plans, and evaluation methods to assess students' learning. The course plan follows the standard structure of specifying objectives, content, teaching methods, resources, and evaluation for effective curriculum design and implementation.
Doctor of Philosophy Program in Health Sciences (International Program).pdfbunyisabamrung
This document summarizes information about the Doctor of Philosophy Program in Health Sciences (International Program) at Walailak University in Thailand. The 2-4 year program offers courses in various health science fields and requires students to complete a dissertation and publish research papers. It aims to provide advanced research training and opportunities for international collaboration. Students can pursue careers as university lecturers, researchers, or work with government and private organizations in health sciences.
This instructional plan outlines a 10-week CNA training course to be offered at a local community college. The plan identifies a need for CNAs at the local hospital and a gap in available training programs. It recommends the college assist the hospital by providing instructors and materials to teach the class. The plan details learner characteristics, instructional strategies including lectures, demonstrations and role plays, formative and summative assessments, and recommendations to improve the program based on evaluation outcomes.
The document outlines the curriculum for a Bachelor of Public Health (BPH) program. It includes the program's goal of producing public health graduates with strong academic and practical skills. The objectives are to develop knowledge and skills in various areas of public health like epidemiology, research, management, and community health. Graduates will be prepared for careers in universities, health organizations, hospitals, and research. The curriculum spans eight semesters and 149 credit hours, covering topics like anatomy, physiology, and various health systems through coursework and fieldwork. Students are evaluated based on coursework, exams, and maintaining satisfactory grades and attendance.
This document contains information from a presentation about the Master of Pharmacy program at UTS. It provides details about the program structure, course content, clinical placements, facilities, career opportunities, requirements, fees and how to apply. The presentation notes that the 2-year graduate entry program leads to registration as a pharmacist and involves extensive clinical placements. Information about course structure, learning modes, partnerships with industry and scholarships is also included.
The document summarizes the Doctor of Nursing Practice (DNP) program at Jacksonville University. It describes the DNP as preparing nurses for leadership roles through courses in various disciplines like nursing, medicine, and health policy. Students can choose between an Advanced Practice cognate focused on individuals/populations or a Leadership cognate focused on systems/organizations. The document provides details on admission requirements, course requirements including core courses and one cognate, and academic standards for the DNP program.
The document provides details of the curriculum for the M.B.B.S. degree in Pakistan. It outlines the guiding principles, scheme of studies including examination structure, and details of courses for all four years. The curriculum aims to prescribe minimum standards and ensure uniformity across medical colleges and universities. It emphasizes problem-based learning, integration of basic and clinical sciences, and developing humanistic attributes in students. The first professional exams assess Anatomy, Physiology and Biochemistry, while subsequent years examine additional subjects leading to the final professional exam on Medicine, Surgery, Obstetrics and Gynaecology, and Pediatrics.
This document outlines the program requirements for the Physician Readiness for Expert Practice (PREP) Advanced Training in General and Acute Care Medicine. Key requirements include a minimum of 3 years (full-time equivalent) of training, with 24 months spent in core clinical training rotations and 12 months in non-core rotations. Core training must include 6 months each in general medicine, acute medicine (Group A), Group B specialty, and either Group C specialty or additional Group B specialty. Trainees must complete assessments, learning activities, supervised clinical rotations, and 2 research projects to satisfy all program requirements.
Rustomjee Urbania Thane| Rustomjee La Vie.pdfAjit4903
Rustomjee Urbania Thane offers carefully planned site and floor plans to maximize space and functionality. The design effortlessly blends amenities and living areas, providing a comfortable and convenient lifestyle for residents.
Explore healthcare courses in India at SSODL. Gain expertise with our diploma in hospital management and diploma in hospital & healthcare management programs
M.Sc. Nutrition and Dietetics _ Clinical Nutrition and Dietetics.pptxAjit4903
SIHS is the best nutrition & dietetics college in Pune. It Provides Msc nutrition & dietetics, MSc in food nutrition,& Master in Nutrition & Dietetics in India
Academia de Español _ Spanish Courses in Mumbai and Thane (1).pptxAjit4903
Founded in 1998, Academia De Español (AE) is an award-winning, rapidly growing Spanish language institution that offers the very best in an extensive array of services linked to the Spanish language industry in India.
SIMS is the best colleges for executive MBA in Pune that offers executive mba programs Full-time MBA. Its MBA degree program helps to reach higher positions.
Important Dates _ Culinary Institute in India _ SSCA Pune.pdfAjit4903
The document outlines important dates for admission to the 3-year B.Sc. in Culinary Arts program at the Symbiosis School of Culinary Arts (SSCA) in Pune, India for the 2022-23 academic year. Admission will be through an online entrance test and interview conducted on various Saturdays between April and July 2022. Merit lists will be announced within a week of the entrance tests, and admitted candidates must pay fees within 10 days to confirm their enrollment. Classes for the program are scheduled to begin on August 1, 2022. The document cautions that final eligibility will be determined by Symbiosis International University and any attempt to cheat or impersonate during the admission process could lead to
SIMS is the best colleges for executive MBA in Pune that offers executive mba programs Full-time MBA. Its MBA degree program helps to reach higher positions
Industrial Design Course in India _ SID Pune.pdfAjit4903
Symbiosis institute of design (SID Pune) provides one of best industrial design courses in india with lifestyle products, packaging design and transportation design.To know more visit us
Fashion Communication course _ Fashion Communication College.pdfAjit4903
Symbiosis institute of design (SID Pune) is one of the best fashion communication colleges in India. It covers areas such as graphic design, visual merchandising, exhibition and space design, etc
Programme Structure _ Symbiosis Centre For Skill Development _ SCSD Nagpur.pdfAjit4903
The document is from the website of Symbiosis Centre for Skill Development (SCSD) in Nagpur and discusses the programme structure for a B.Voc in Beauty and Wellness. However, most of the pages are blank and do not provide any details about the programme structure. The website encourages searching for information but does not actually contain substantive information about the structure of the Beauty and Wellness degree program.
Beauty And Wellness Degree _ Beauty And Wellness Colleges in Nagpur.pdfAjit4903
Join our beauty and wellness degree program to become a cosmetic expert and a certified beauty specialist at Symbiosis Centre For Skill Development, Nagpur
Symbiosis institute of design (SID Pune) provides one of best fashion designing course in Pune with lifestyle products, packaging design & transportation design
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Marking scheme-mar2020
1. Symbiosis School for Open and Distance Learning (SSODL) Marking Scheme
Post Graduate Diploma in Hospital & Healthcare Management (PGDHHM)
Programme
Type of
course Course Name Credits
Continuous
Assessment
Term End
Examination
Total
Marks
PGDHHM
Theory Principles and Practices of Management 4 15 35 50
Public Health & Healthcare Systems 4 15 35 50
Financial Management 4 15 35 50
Materials & Quality Management 6 20 55 75
Hospital Planning & Management of Services 4 15 35 50
Healthcare Marketing & Stakeholders 6 20 55 75
Practical
Training
Project 4 15 35 50
Practical Training (Log book) 4 15 35 50
Total 36 130 320 450
Note:
1 credit = 30 study hours
4 credits = 50 marks
6 credits = 75 marks
8 credits = 100 marks
1. All courses will have Term End Examination component of minimum 70% per course.
2. Project: Learner needs to carry out an original piece of work in any one of the healthcare organizations they are attending. Guidelines for
this will be given in learner's handbook provided along with the study material.
3. Practical training (Logbook): The PGDHHM program is formatted such that, learner spends a substantial amount of their learning time in
healthcare settings where they are exposed to actual hands on practical training. Learners have to establish contact on their own with a
local hospital, nursing home or healthcare insurance set up, NGO, pharma or healthcare organization.
Learner will have to record all activities observed in different departments of healthcare organization. At least eight departments must be
covered in the organization selected.
Total of 10-12 hours must be logged in each department. The learner is required to submit logbook duly certified by (Hospital
Administrator/Medical Superintendent or Head of Institution). Learner should follow the guidelines given in learner handbook provided
along with the study material.
Page 1 of 14
2. Symbiosis School for Open and Distance Learning (SSODL) Marking Scheme
Post Graduate Diploma in Medico Legal Systems (PGDMLS)
Programme
Type of
course Course Name Credits
Continuous
Assessment
Term End
Examination
Total
Marks
PGDMLS
Theory Introduction to Medico Legal Systems 4 15 35 50
General Principles of Law 4 15 35 50
Laws relating to Incorporation of Medical Institutions 4 15 35 50
Consumer Laws and Medical Profession, Taxation 4 15 35 50
Special Laws and the Health Profession 4 15 35 50
Labor Laws and the Health Profession 4 15 35 50
Medical Jurisprudence 4 15 35 50
Practical
Training Case Study 4 15 35 50
Total 32 120 280 400
Note:
1 credit = 30 study hours
4 credits = 50 marks
6 credits = 75 marks
8 credits = 100 marks
1. All courses will have Term End Examination component of minimum 70% per course.
2. Case study: The PGDMLS program is formatted such that learner will be able to apply the knowledge of medical ethics and legal
systems in day-to-day practise. They will get requisite knowledge to respond in terms of medico legal litigation, case of negligence &
other legal and administrative issues. Learner will have to identify case studies related to medicolegal systems. They will have to
explain the key issues / background of the topic/ medico-legal importance.
3. * Contact Session is a mandatory non-credit course.
Page 2 of 14
3. Symbiosis School for Open and Distance Learning (SSODL) Marking Scheme
Post Graduate Diploma in Clinical Research (PGDCR)
Programme
Type of
course
Course Name Credits
Continuous
Assessment
Term End
Examinatio
n
Total
Marks
PGDCR
Theory Introduction to Clinical Research 4 15 35 50
Guidelines & Regulations in Clinical Research 8 30 70 100
Research Methodology & Biostatistics 8 30 70 100
Clinical Data Management 4 15 35 50
Medical Writing & Business in Clinical Research 4 15 35 50
Practical
Training Project 4 15 35 50
Total 32 120 280 400
Note:
1 credit = 30 study hours
4 credits = 50 marks
6 credits = 75 marks
8 credits = 100 marks
1. All courses will have Term End Examination component of minimum 70% per course.
2. Project: Learners need to carry out an original piece of work in any one of the healthcare organizations they are attending.
Guidelines for this will be given in learner handbook provided along with the study material.
3. *Contact Session is a mandatory non-credit course
Page 3 of 14
4. Symbiosis School for Open and Distance Learning (SSODL) Marking Scheme
Post Graduate Diploma in Health Insurance Management (PGDHIM)
Programme
Type of
course Course Name Credits
Continuous
Assessment
Term End
Examination
Total
Marks
PGDHIM
Theory Health Insurance, its models & Financials 4 15 35 50
Public Health Insurance 6 20 55 75
Health Insurance Products & Underwriting 6 20 55 75
Health Insurance Claims Management 4 15 35 50
Legal Aspects in Health Insurance 8 30 70 100
Practical
Training Project 4 15 35 50
Total 32 115 285 400
Note:
1 credit = 30 study hours
4 credits = 50 marks
6 credits = 75 marks
8 credits = 100 marks
1. All courses will have Term End Examination component of minimum 70% per course.
2. Project: Learners need to carry out an original piece of work in any one of the healthcare organizations they are attending. Guidelines for this will be
given in learner handbook provided along with the study material.
3. *Contact Session is a mandatory non-credit course.
Page 4 of 14
5. Symbiosis School for Open and Distance Learning (SSODL) Marking Scheme
Post Graduate Diploma in Quality Management of Hospital & Healthcare Organization (PGDQMHHO)
Programme
Type of
course Course Name Credits
Continuous
Assessment
Term End
Examination
Total
Marks
PGDQMHHO
Theory Quality in Healthcare 4 15 35 50
NABH Standards: Patient Centric Approach 4 15 35 50
NABH Standards: Management Centric Approach 6 20 55 75
Quality Standards for Other Healthcare Organizations 6 20 55 75
Tools and Techniques for Quality Improvement 8 30 70 100
Practical
Training Project 4 15 35 50
Total 32 115 285 400
Note:
1 credit = 30 study hours
4 credits = 50 marks
6 credits = 75 marks
8 credits = 100 marks
1. All courses will have Term End Examination component of minimum 70% per course.
2. Project: Learners need to carry out an original piece of work in any one of the healthcare organizations they are attending. Guidelines for this will be
given in learner handbook provided along with the study material.
3. *Contact Session is a mandatory non-credit course.
Page 5 of 14
6. Symbiosis School for Open and Distance Learning (SSODL) Marking Scheme
Post Graduate Diploma in Applied Nutrition & Dietetics (PGDAND)
Programme
Type of
course Course Name Credits
Continuous
Assessment
Term End
Examination
Total
Marks
PGDAND
Theory Essentials of Nutrition 4 15 35 50
Nutrition Standards and Requirements 4 15 35 50
Counselling and Menu Planning 4 15 35 50
Therapeutic Nutrition 4 15 35 50
Nutrition for Life Stages 4 15 35 50
Emerging Trends in Nutrition 4 15 35 50
Approaches to Community Nutrition 4 15 35 50
Practical
Training Case study 4 15 35 50
Total 32 120 280 400
Note:
1 credit = 30 study hours
4 credits = 50 marks
6 credits = 75 marks
8 credits = 100 marks
1. All courses will have Term End Examination component of minimum 70% per course.
2. Case study: As a part of case study work, learner should undertake 3 case studies for nutritional assessment and diet planning in
healthcare or wellness institutions. He/ She need to complete 120 study hours in nutrition dept. of a healthcare organization. Students
needs to prepare case studies for nutritional assessments and diet planning. These must be submitted in case study format available in
learning management system. While completing case study learner should follow, the guidelines given in learner handbook provided
along with study material.
3. *Contact Session is a mandatory non-credit course
Page 6 of 14
7. Symbiosis School for Open and Distance Learning (SSODL) Marking Scheme
Post Graduate Diploma in Medical Tourism (PGDMT)
Programme
Type of
course Course Name Credits
Continuous
Assessment
Term End
Examination
Total
Marks
PGDMT
Theory Introduction to Medical Tourism 4 15 35 50
International Relations and Global Health 4 15 35 50
Introduction to Healthcare Systems 4 15 35 50
Quality Management Systems and Standards in
Healthcare 4 15 35 50
Health Insurance and Medical Tourism 4 15 35 50
Medical Tourism Marketing 4 15 35 50
Entrepreneurship in Medical Tourism 4 15 35 50
Practical
Training Case Study 4 15 35 50
Total 32 120 280 400
Note:
1 credit = 30 study hours
4 credits = 50 marks
6 credits = 75 marks
8 credits = 100 marks
1. All courses will have Term End Examination component of minimum 70% per course.
2. Case study: As a part of case study learners is required to submit, a case study on a given scenario related to medical tourism. While
completing case study learner should follow, the guidelines given in learner handbook issued along with study material
3. *Contact Session is a mandatory non-credit course.
Page 7 of 14
8. Symbiosis School for Open and Distance Learning (SSODL) Marking Scheme
Post Graduate Diploma in Pharmacovigilance & Clinical Data Management (PGDPVCDM)
Programme
Type of
course
Course Name Credits
Continuous
Assessment
Term End
Examinatio
n
Total
Marks
PGDPVCDM
Theory Introduction to Clinical Research 4 15 35 50
Global Pharmacovigilance 8 30 70 100
Risk Management 4 15 35 50
Standard Guidelines in Data Management 4 15 35 50
Data Management Activities & Software 8 30 70 100
Practical
Training Project 4 15 35 50
Total 32 120 280 400
Note:
1 credit = 30 study hours
4 credits = 50 marks
6 credits = 75 marks
8 credits = 100 marks
1. All courses will have Term End Examination component of minimum 70% per course.
2. Project: Learners need to carry out an original piece of work in any one of the healthcare organizations they are attending.
Guidelines for this will be given in learner handbook provided along with the study material.
3. *Contact Session is a mandatory non-credit course.
Page 8 of 14
9. Symbiosis School for Open and Distance Learning (SSODL) Marking Scheme
Post Graduate Diploma in Nursing Administration (PGDNA)
Programme
Type of
course Course Name Credits
Continuous
Assessment
Term End
Examination
Total
Marks
PGDNA Theory Essentials of Nursing Administration 6 20 55 75
Principles & Practices of Management 4 15 35 50
Resource Management in nursing 6 20 55 75
Quality Management of Nursing & Public Health 8 30 70 100
Financial Management 4 15 35 50
Practical
Training Project 4 15 35 50
Total 32 115 285 400
Note:
1 credit = 30 study hours
4 credits = 50 marks
6 credits = 75 marks
8 credits = 100 marks
1. All courses will have Term End Examination component of minimum 70% per course.
2. Project: Learners need to carry out an original piece of work in any one of the healthcare organizations they are attending. Guidelines for this will be
given in learner handbook provided along with the study material.
3. *Contact Session is a mandatory non-credit course.
Page 9 of 14
10. Symbiosis School for Open and Distance Learning (SSODL) Marking Scheme
Post Graduate Diploma in Health Communication (PGDHC)
Programme
Type of
course Course Name Credits
Continuous
Assessment
Term End
Examination
Total
Marks
PGDHC
Theory Introduction to Health Communication 4 15 35 50
Contemporary Approaches to Patient Relationship 4 15 35 50
Writing for Health and Medicine 4 15 35 50
Healthcare Leadership & Management 4 15 35 50
Media & Health Advocacy 4 15 35 50
Crisis and Reputation Management 4 15 35 50
Ethical Communication & Research 4 15 35 50
Practical
Training Project 4 15 35 50
Total 32 120 280 400
Note:
1 credit = 30 study hours
4 credits = 50 marks
6 credits = 75 marks
8 credits = 100 marks
1. All courses will have Term End Examination component of minimum 70% per course.
2. Case Study: As a part of case study, the learner is required to design strategies for various existing and emerging health communication
challenges. While completing case study learner should follow the guidelines given in learner handbook issued along with study
material.
3. *Contact Session is a mandatory non-credit course.
Page 10 of 14
11. Symbiosis School for Open and Distance Learning (SSODL) Marking Scheme
Post Graduate Diploma in Hospital Planning & Design (PGDHPD)
Programme
Type of
course Course Name Credits
Continuous
Assessment
Term End
Examination
Total
Marks
PGDHPD
Theory Introduction to Hospital Planning (Basics of Hospital
Planning & Design)
4
15 35 50
Architectural Considerations for Hospital (Building Design
& Structure)
4
15 35 50
Important Aspects of Hospital Planning 4 15 35 50
Hospital Accreditation & Quality Management 4 15 35 50
Hospital Facility Planning 4 15 35 50
Hospital Project Management 4 15 35 50
Financial Management 4 15 35 50
Practical
Training
Log Book 4
15 35 50
Total 32 120 280 400
Note:
1 credit = 30 study hours
4 credits = 50 marks
6 credits = 75 marks
8 credits = 100 marks
1. All courses will have Term End Examination component of minimum 70% per course.
2. Log Book: Learner has to visit departments in a hospital (preferably 100 bedded) & note down design specifications of the respective
department. Further he/she has to prepare a report with recommendations based on the findings to optimize the hospital design with
reference to the findings. Learner will have to follow the guidelines given in learner handbook issued along with the study material.
Page 11 of 14
12. Symbiosis School for Open and Distance Learning (SSODL) Marking Scheme
3. *Contact Session is a mandatory non-credit course.
Certificate in Disaster Management for Hospital & Healthcare Organization (CDMHHO)
Programme
Type of
course Course Name Credits
Continuous
Assessment
Term End
Examination
Total
Marks
CDMHHO Theory Essentials of Disaster Planning 4 15 35 50
Hospital Disaster Management 4 15 35 50
Disaster Response Management 4 15 35 50
Practical
Training
Case study
4
15 35 50
Total 16 60 140 200
Note:
1 credit = 30 study hours
4 credits = 50 marks
6 credits = 75 marks
8 credits = 100 marks
1. All courses will have Term End Examination component of minimum 70% per course.
2. Case study: As a part of case study learners are required to submit, case studies on any disaster management topic. While completing case
study learner should follow, the guidelines given in learner handbook issued along with study material.
Page 12 of 14
13. Symbiosis School for Open and Distance Learning (SSODL) Marking Scheme
Certificate in Medical Writing (CMW)
Programme
Type of
course
Course Name Credits
Continuous
Assessment
Term End
Examinatio
n
Total
Marks
CMW Theory Essentials of Medical Writing & Writing Tools 4 15 35 50
Documentation Practices in Medical Writing 4 15 35 50
Scientific Writing and Ethics in Medical Writing 4 15 35 50
Practical
Training
Case study 4
15 35 50
Total 16 60 140 200
Note:
1 credit = 30 study hours
4 credits = 50 marks
6 credits = 75 marks
8 credits = 100 marks
1. All courses will have Term End Examination component of minimum 70% per course.
2. Case study: As a part of case study learners are required to submit, a case study on topic related to medical writing. While completing case
study learner should follow, the guidelines given in learner handbook issued along with study material.
Page 13 of 14
14. Symbiosis School for Open and Distance Learning (SSODL) Marking Scheme
Certificate in Hospital Infection Control and Patient Safety (CHICPS)
Programme
Type of
course Course Name Credits
Continuous
Assessment
Term End
Examination
Total
Marks
CHICPS Theory Introduction to Hospital Associated Infections 4 15 35 50
Prevention of Hospital Associated Infection & Surveillance 4 15 35 50
Patient Safety 4 15 35 50
Practical
Training
Case study 4
15 35 50
Total 16 60 140 200
Note:
1 credit = 30 study hours
4 credits = 50 marks
6 credits = 75 marks
8 credits = 100 marks
1. All courses will have Term End Examination component of minimum 70% per course.
2. Case study: This will help learner to understand implementation of standard guidelines for prevention of hospital-associated infections.
Learner should visit a hospital preferably with minimum 100 beds & assess compliance of existing infection control practices with the
standard protocols for any 3 departments. The assessment will be conducted by observing activities in the departments.
Guidance for preparation of assessment tools will be available on the website as well as in learner handbook. Once the assessment is
complete, learner will prepare & submit a report mentioning shortcomings if any, probable consequences due to noncompliance, good
practices with their benefits & recommendations to reduce the gaps.
Page 14 of 14