PBL Program Structure and Staff Training

1. New Taibah MBBS Program
(Adapted Manchester PBL Curriculum)
On behalf of the New Program Team
Ehab Saoud Abd El-Moneim, DrMed, MD, MRCPCH
Associate Professor of Pediatrics
Taibah University

2. Presentation aims
The basis on which the program was built (Tomorrow’s
Doctors and Good Medical Practice)
Main characteristics of the program
Program aims and architecture
Structure of the new Taibah MBBS program (phases and
course map)
Curriculum elements
Students support

3. MBChB Manchester Program- Basis
Tomorrow's Doctors
GMC1993 ----------- 2009
Set out the outcomes of Primary
Medical Qualification
(The end of the first stage of a
continuum of medical learning)
 Excepted from medical schools to
deliver
K-S-A medical graduated must be
able to demonstrate
 Employers expectation from graduates
http://www.gmc-
uk.org/Tomorrow_s_Doctors_0
414.pdf_48905759.pdf

4. MBChB Manchester Program- Basis
Tomorrow's Doctors
Doctor as Scholar and Scientist
Doctor as Practitioner
Doctor as Professional
Outcomes 1 (5, 33)
Biomedical scientific principles,
method and knowledge
application to practice and
research.
Outcomes 2 (7, 46)
Consult, Diagnose and Manage
clinical presentations
Carry out practical procedures
Prescribe drugs
Outcomes 3 (4, 27)
Ethical and legal principles
Reflect, learn and teach others
Protect patients, improve care
Multi-professional teamwork

5. MBChB Manchester Program- architecture
 Core content of common clinical situations
(Problems)
 Organised as eight (nine) compulsory
modules
 Each is formed of 8-10 problems (“weekly"
cases or "weekly themes”)
 Structured around body systems
 Integrates elements of the module content:
 Biomedical sciences,
 Behavioural,
 Public health, epidemiology,
 Ethics and law,
 Clinical skills, and
 Professionalism
The Manchester Curriculum
Foundation Years - Starting a
career
Phase 1 (Y1+2) Laying foundations
Phase 2 (Y3+4) Developing
clinical competence
Phase 3 (Y5) Consolidation -
preparation for practice
Scholar&Scientist
Professional
Practitioner
Designed in early 1990s – modified

6. Main characteristics – need to preserve!
1) Integrated delivery of T&L using problem based learning (CBL, CMD)
2) Self Directed Learning (Student take responsibility over own life-long
independent self learning)
3) Consolidation of information (Knowledge and skills are (re)learned,
(re)practiced and (re)assessed throughout the program)
4) Attention to Personal and Professional Development (PPD) and students
responsibility over own PPD
5) Experiential learning (placement in work places and field training)
6) Encourage student individuality and Free Student Selections (PEP)
7) Emphases on clinical psychology, medical sociology, ethics and
professional aspects in medical practice
8) Integrated assessment (+ STAND ALONE COMPONENTS)

7. Taibah MBBS PBL Program
Aims

8. Overarching outcome for graduates
‘Graduates will make the care of patients their first
concern, applying their knowledge and skills in a
competent and ethical manner and using their ability to
provide leadership and to analyse complex and
uncertain situations’
Good Medical Practice

9. The six aims of the program
1.Produce the next generation of doctors to meet the national and international
standards.
2.Enable students to gain knowledge and understanding of the underlying principles
of scientific methodology, and the concepts and practical approaches used in the
biomedical, behavioural and social sciences relevant to medicine and clinical
practice.
3.Develop the intellectual skills of students in problem solving and enquiry, critical
analysis, logical thinking, clinical reasoning, and reflection.
4.Develop the proficiency of students in the basic clinical skills while recognising the
limitations of their capabilities and acting in a patient-centred, safety conscious
manner.
5.Enable students to acquire the professional behaviours necessary to ensure the
provision of high standards of medical practice
6.Develop core skills in verbal, written and electronic communication.

10. Taibah MBBS PBL Program
Organization

11. MBBS Program- Organization
Supported by
Practical
Lectures
ClinicalPlacement
PPDPortfolio
PersonalExcellencePathway
ECE
Supplemented by
6ObligatoryClinicalClerkshipRotations
FC SS MM2
NME HLB
MM1 NM
EMFS LC CRF
Program overview
Phase 1
Y3 Laying the
scientific
foundationsY2
Phase 2
Y5
Developing
clinical
competenciesY4
Phase 3
Y6
Preparation for
practice
(Consolidation)
Phase 0
Y1 Prep. Year

12. Lectures, practical and clinical
 Lectures (Limited nr)
 Outline not detailed information
 Broader perspectives on the topics of the week
 Practical in Phase 1 (variable based on module)
 Biosciences (Anatomy+……..)
 EBM
 Clinical (phase 1, 2,3)
 ECE = Communication and basic examination skills (phase1)
 CBL and CMD sessions (phase2 and 3)

13. Taibah MBBS PBL Program
Courses Map

14. The Program in Numbers
courses (including: 10 prep year, 4 uni req., 4uni and free electives)
Credit Hours
academic years: + year of internship.
successive phases: ascending steps of knowledge and skills acquisition
 Phase 0: (the previously called preparatory (1st) year),
 Phase 1: Laying the Foundation (Year 2 and 3)
 Phase 2: Developing Clinical Competencies (Year 4 and 5)
 Phase 3: Preparation for Practice (Consolidation) (Year 6)
core modules: multidisciplinary problem-based integrated courses
additional longitudinal tracks, that will be built up from year to year
 Personal and Professional Development (PPD) Portfolio
 Personal Excellence Pathway (PEP)

15. Suggested adapted program structure (Full)

16. Course Map
Phase 1: Year 2

17. Course Map
Phase 1: Year 3

18. Course Map
Phase 2 (Year 4 and 5)

19. Course Map
Phase 3 (Year 6)

20. Taibah MBBS PBL Program
Curriculum elements

21. Program designing
Phase1 : Aims and Objectives
Module 1
Module 1:
IntendedLearning
Outcomes(ILOs)
Module 1 Cases:
Case 1 ILOs
Case 2 ILOs
Case 3 ILOs
Module 2
Module 3
Module 4
Phase2 : Aims and Objectives
Module 1
Module 1:
IntendedLearning
Outcomes(ILOs)
Module 1 Cases:
Case 1 ILOs
Case 2 ILOs
Case 3 ILOs
Module 2
Module 3
Module 4
Phase3: Aims and Objectives
Module 1
Module 1:
IntendedLearning
Outcomes(ILOs)
Module 1 Cases:
Case 1 ILOs
Case 2 ILOs
Case 3 ILOs
Module 2
Module 3
Module 4

22. Are you worried about disciplines coverage?
 Phase 1 (each module contains)
Anatomy, embryology, neuroanatomy, neuropathology,
neuropharmacology, neurophysiology, pathology,
pharmacology, physiology, microbiology, biochemistry,
ethics and law, evidence based medicine, genetics,
health psychology, medical sociology (BSS)
 Phase 2:
 (Basic science), diagnosis, management, investigation
 NME: GI, Endo, Metab, Cancer, Nephro, Nutrition,,
urology
 HLB: CVS, Resp, blood, vascular surgery,
 FC: Pedia, OBGY, Breast, Andrology
 MM2: Neuro, Psych, ortho, Rheumatology,
 SS: ENT, Ophthalmology, Dermatology
 Phase 3: consolidation of all knowledge (student is part
of medical teams in hospital)
ClinicalandProceduralSkillsCurriculum
ProceduralSkills
Consultation,Examination,Management
&TherapeuticSkills

23. Level of Organization vs. Discipline
Molecules and membranes
Cells and tissues
Organs and systems
Individuals
Families and groups
Societies and cultures
Case3: Cystic fibrosis
CFTR Gene @ Protein
Epithelial dysfunction
Resp. system and GIT
Cogn. Develp. in affected child
Familystress/gen.counselling
Support for chronic patients
MM
CT
OS
I
FG
SC
CFTR: cystic fibrosis transmembrane conductance regulator

24. Curriculum Mapping Tool
https://cmt.mhs.man.ac.uk/
Electronic tool that map:
 ILOs of cases and modules to elements (cases and activities) of
the program
 ILOs to Tomorrow’s Doctors outcome
 ILOs to European Mediacal Tuning Tags (disciplines)
 ILOs to each other

25. Curriculum Mapping Tool
https://cmt.mhs.man.ac.uk/
Relation of the module ILO to the cases ILO

26. Curriculum Mapping Tool
https://cmt.mhs.man.ac.uk/
Expected clinical situations (234 clinical situations
and complaints)

27. Curriculum Mapping Tool
https://cmt.mhs.man.ac.uk/
Tuning tags (broad disciplines)

28. Curriculum Mapping Tool
https://cmt.mhs.man.ac.uk/
Progress through the programme and how each year builds
on previous knowledge.

29. Taibah MBBS PBL Program
Students Support

30. Student support - Why?
 Our students need extra support to facilitate their
incorporation into the system and ensure adaptation
 The challenges are
 Not to fall back into a traditional didactic teacher centered
instructional methodology
 Preserve essential program principles and characteristics

31. Supportive activities
 PBL Induction week
 PBL and other main principles
 Introductory foundation skills course (EMFS)
 Terminology and introduction to basic sciences
 Added (non-classical) teaching/learning activities:
 Case Seminar (active SDL)
 Case review lecture
 Pre-Practical tutorials

32. Supportive activities
 Resources
 E-platform activation with timely release of material
 Additional focused selected resources
 Detailed instructional and documentation material
(14 documents and books, several templates and forms)

33. Supportive activities
 Weekly formative (self) assessment
 Advising
 Structured condensed advising schedule in year 1
 Multilevel structured advising scheme
 Student forum on the platform

34. Acknowledgment and Invitation to all
colleagues
Dr Moh Zolaly
Dr Moutassem Aboonq
Dr Abdelmohsen Elzalabany
Dr Osama Alhadramy
Dr Yasser Bastawisy
Prof. Imad Ghawaga
Dr Gias Ahmed
Dr Hussein Mahmoud
Dr Yasir Elhasan
Dr Tayseer Aly
Dr Amal Yousef
Dr Essam Elshamy
Dr Moustafa Ezz
The PBL tutor group
The PPD group
The ECE group
Dr Khaled Ateyya
Dr Hany Abou Hadid
Dr Moh. Mohy
Dr Khaled Jafaar
Prof Shereen Eltarhony
Dr Nader Makky