Integrated Academic

Integrated Academic Planner

1ST YEAR
MBBS
PUMHSW
(S.B.A)
INTEGRATED ACADEMIC
PLANNER
1ST YEAR MBBS
MODULE GUIDE
MBBS PROGRAMME AT PUMHSW,(S.B.A)
Contents
VISION.......................................................................................................................................................- 3 -
MISSION....................................................................................................................................................- 3 -
VALUES.....................................................................................................................................................- 3 -
MESSAGE OF VICE CHANCELLOR.....................................................................................................- 5 -
CURRICULUM COMMITTEE...............................................................................................................- 6 -
PRE-REQUISITE FOR CURRICULUM IMROVEMENT...................................................................- 7 -
BASIC ORGANIZATION OF THE INTEGRATED MODULAR SYSTEM......................................- 8 -
SEMESTER WISE LIST OF MODULES.............................................................................................- 10 -
FIVE YEAR CURRICULUM PLAN..................................................................................................................- 11 -
LEARNINIG METHODOLOGIES.......................................................................................................- 12 -
SPIRAL -1................................................................................................................................................- 13 -
FOUNDATION MODULE.....................................................................................................................- 13 -
Introduction..................................................................................................................................................14
DIRECTOR ACADEMICS..................................................................................................................433
DIRECTOR ACADEMICS..................................................................................................................444
DIRECTOR ACADEMICS..................................................................................................................455
DIRECTOR ACADEMICS..................................................................................................................466
DIRECTOR ACADEMICS..................................................................................................................477
DIRECTOR ACADEMICS....................................................................................................................48
BOOKS RECOMMENDED........................................................................................................................49
VISION.
We strive to inspire nationally and internationally by pursuing excellence in medical
education, research and patient care to meet the evolving healthcare needs of the
nation and the region through Professionalism, Excellence and Teamwork.

MISSION.
Our mission is to:

 Create and nurture a diverse

community of the best people as key
members of the medical community,
whether in clinical practice, medical
education, research or as leaders of
the health-care system, serving both
the uniformed and the nation at
large.

 Produce socially accountable

competent doctors who will make a
significant contribution to the health
of the community through evidence-
based healthcare.

 Attract best faculty who can

contribute to the quality of medical
education and research

VALUES.
Continuous professional growth and development devotion & dedication to job
Lifelong learning
Lifelong service and social justice
Lifelong innovations
Strong team sprit
Honesty and integrity
Kind, caring and compassionate attitude
Professionalism & ethical practices
 WORTHY VICE CHANCELLOR PROF: DR. GULSHAN ALI MEMON
PEOPLES UNIVERSITY OF MEDICAL & HEALTH SCIENCES FOR WOMEN (SBA)

4
 MESSAGE OF VICE CHANCELLOR

Welcome to Peoples University of Medical & Health website! We have much to

share as you connect with a college that offers a life-changing experience, each day
brings new learning, new opportunities, and interesting challenges. What I find so
appealing about being Vice Chancellor of PUMHSW University is that
environmental learning. The search for truth in all its dimensions is the foundation of
our undergraduate University program, our undergraduate programs for the learner,
and our graduate degree programs. The PUMHSW environment - small,
technologically enhanced classes; caring, talented faculty; individual attention to the
academic needs and concerns of all students; our convenient location in District
Shaheed Benazirabad, cultural capital of Connecticut - offers to all of our students an
academic experience par excellence.

Our goal is to educate the leaders of tomorrow in the fields of Medical, and we are
deeply committed to an education that can best be described as "affordable
excellence." We have an accessible faculty dedicated to teaching, and an educational
model that encourages real world experiences. We are proud of our students and their
deep commitment to completing their undergraduate education and improving the
world in which we live. I hope you, too, will want to be a part of our College, and I
look forward to welcoming you on college. Thank you for visiting our Web site. I
hope you find the information useful and that it will motivate you to want to learn
more by visiting us in person

KNOWLEDGE ONLY COMES BY LEARNING AND UNDERSTANDING ONLY COMES

BY SEEKING UNDERSTANDING
(Farman-e-Nabwi SAW)

5
 CURRICULUM COMMITTEE

Prof. Dr Muhammad Ali Sohail Principal & Director Academics

Prof. Dr Alina Saqib Professor &chairperson Department of Anatomy

Prof. Dr Anwar Ali Jamali ……………

6
 PRE-REQUISITE FOR CURRICULUM IMROVEMENT

Practice of medicine is a life-long process for a doctor and consequently learning is a continuous
process as well. These stages of learning in medicine are phasic which initially are formal as
demonstrated in the MBBS Medical Curriculum, Fellowship, M. Phil and PhD while it continues in
a non-formal manner during Continuous Medical Education & Professional Development
programs. A curriculum of a medical college or university is guided by the content defined by
regulatory / accreditation bodies i.e. Pakistan Medical & Dental Council (PMDC) in our case, but it
is a dynamic document which needs to continuously evolve so that the graduates it produces are
equipped with the skills needed to provide quality health care to patients under their care, as this is
what are the needs of the society.

The syllabus content that needed to be covered during the five year was given by PMDC as well as
the number of hours each subject needed to be taught. Guidance was sought from PMDC and
Higher Education Commission (HEC) in this regard and the University’s proposal of curricular
review was endorsed by both bodies. This was the start of the needs assessment process and a
curricular committee comprising of Deans, Chairpersons and Medical Educationists was formed to
suggest methodologies to cultivate a curricular. The philosophy of any good educational system is
that it focuses on making its participant a problem solver as well as a life-long self-organized
learner and these were the guiding principles for this process. The first change was to switch from
an annual examination to a semester system. Next was introduction of more objective assessment
tools like One Best Multiple Choice Questions (MCQ), Objective Structured Clinical Examination
(OSCE). The next stage was integration of the disciplines initially in a horizontal and then in a
vertical manner. Integration is what is needed by the graduate to function competently in real-world
practice settings.

7
 BASIC ORGANIZATION OF THE INTEGRATED MODULAR SYSTEM

The modular curriculum develop by People University of Medical & Health Sciences for Women,
Nawabshah (SBA) is integrated both in the vertical and the horizontal directions. However in order
to prepare the students for clinical teaching with a sound background knowledge of the basic
sciences, the curriculum has been divided in three spirals.

The three spirals:

1. Spiral -1 Basic Sciences spiral

2. Spiral -2 Clinical Sciences spiral

3. Spiral -3 Integrated Supervised Practical Training

The Basic Sciences Spiral is spread over the first four semesters (the first two years) and clinical
sciences spiral is distributed over the next four semesters that is semester fifth to eight semester. In
the final year (9th and 10th semesters) students are given practical hands on training in the role
similar to that of a shadow house officer. They are encouraged to refer to the theoretical teaching of
the first four years for their practical training. The whole curriculum is divided into modules, each
module being related to a particular system for example. Cardiovascular 1 module is in the Basic
Sciences Spiral (Semester 2) and Cardiovascular 2 module is in the Clinical Sciences Spiral
(Semester 5)

(BASIC SCIENCES) SPIRAL FIRST TO FOURTH SEMESTER

In Basic Sciences Spiral, anatomy, physiology, pharmacology, pathology, biochemistry and

community medicine are taught system wise (modules) an integrated fashion. Important clinical
conditions related to that particular system or also introduced at this stage so that the students can
correlate clinical presentation with the pathophysiology. Attempt is may to identify a particular
theme from that system for each week’s teaching. In this spiral, teaching is 80% that of basic
sciences components and 20% that of clinical sciences. Early introduction of pathology and clinical
sciences provides the students an early context of the purpose of the basic sciences teaching

Case Based Learning:

During this spiral, a clinical case scenario is given to the students each week, which is made
available to them on the Curriculum Section website, prior to the commencement of teaching of
that week. It is expected that after completion of teaching of that week student will be able to
analyze and discuss the case scenario in small groups, in the presence of a faculty member whose
role is primarily that of a facilitator rather than a didactic teacher. Feedback is given to the students
regarding their discussion and assessment of the students in these sessions is forwarded to the
Principal. This is part of the formative assessment of the students.

8
 (CLINICAL SCIENCES) SPIRAL FIFTH TO EIGHT SEMESTER

In this spiral, distributed over fifth to eighth semesters the students revisits the basic subjects of that
system while studying the clinical aspects. All the modules which have been taught in the basic
sciences spiral have the clinical sciences component in this second spiral. Eighty percent of the
teaching in this spiral is clinical based, medicine, surgery, pediatrics and gynecology & obstructers
etc. and 20% is basic sciences. While teaching in this spiral due importance and weightage is given
to more common diseases which afflict our society.

Scenario Based Learning (SBL)

Clinical case scenarios based on important diseases are discussed in small group format, during the
clinical postings. Scenarios are based on the module currently being taught. Although cases are
similar to those in the Case Based Learning, in the clinical spiral the emphasis is on diagnosis,
differential diagnosis and management plan.

Student Research Studies

In this spiral, in the fourth year (7th and 8th semesters) students are also given topic of research
studies which they conduct under the guidance of their assigned faculty supervisors. Once the study
is complete, it is presented in front of the faculty and students for critique and analysis. Research
studies are completed in the fourth year and are presented in the final year.

THIRD SPIRAL (NINTH AND TENTH SEMESTER)

(INTEGRATED SUPERVISED PRACTICAL TRAINING)

By the end of the 8th semester the students have learnt the basic and clinical sciences subjects
related to each module. In their clinical postings from the 5th to 8th semester although they are
exposed, by observation, to practical management of the patients, they are not directly involved in
the management planning and implementation. The final year (9th and 10th Semesters) has been
designed to give practical training with the intent that by the time the students has graduated he/she
has already attained the competencies which are expected of a house officer. This practical training
is provided in the wards where the students are posted. Their responsibilities are that a shadow
house officers. They are encouraged to present and discuss cases on the ward rounds with the
faculty and amongst themselves with the supervision of the faculty members.

During the course of this education, certain subjects are taught as parallel themes and a taught in
different modules. These includes research methodology, ethics, communication skills, presentation
skills and conducting basic research studies and are encouraged to write research papers.

It is expected by the time the students have graduated and are ready for the house job, they have
already achieved the competencies required of them by the Pakistan Medical and Dental Council.

9
SEMESTER WISE LIST OF MODULES

SEMESTERS MODULES

Sem-1: Foundation Module Blood Module-1

Sem-2: Locomotors Module-1 Respiratory System-1 Cardiovascular System-1

Sem-3: Neurosciences-1 Head & Neck & Special Senses Endocrinology-1

Sem-4: GIT and Liver-1 Renal and Excretory System-1 Reproductive System -1

Sem-5: Infectious diseases Hematology-2 Respiratory System -2. Cardiovascular

System-2

Sem-6: GIT and Liver- 2 Renal & Excretory System-2 Endocrinology-2

Sem-7: ENT. Orthopedics-2 / Trauma Reproductive System-2

Sem-8: Ophthalmology Rheumatology & Rehabilitation Genetics & Dermatology

Neurosciences and Psychiatry-2

Sem-9: Medicine, Pediatrics, Surgery

Sem-10: Gynecology & Obstetrics

10
FIVE YEAR CURRICULUM PLAN

11
 LEARNINIG METHODOLOGIES

 LECTURES
 HOSPITAL/CLINICAL VIST
 SGDS,
 PBL,
 PEER ASSISISTED LEARNING,
 DISECTION CBL, PRACTICALS,
 SKILL SESSIONS,
 SELF DIRECTED LEARNINIG,
 COMMUNITY BASED MEDICAL EDUCATION

12
 SPIRAL -1
SEMESTER -1

FOUNDATION MODULE
Module details

Course MBBS

Year 1ST Year

08 weeks
Duration of module

The competent medical practitioner,

Learning outcomes
Competencies covered I (Skillful), and II (Knowledgeable/ problem solver)

Module assessment
End-module assessment
SBQs
Assessment methods
SEQs,

OSPE

VIVA

13
 Introduction
Welcome to the foundation module. This exciting module will serve as building block and is very
essential to your future work as doctors. This module is designed to make your learning both
interesting and productive by including several interactive activities.

During this module, students will be encouraged to learn basic organization of human body in terms of
structure, function and biochemical properties in an integrated manner i.e. Basic subjects including
Anatomy, Physiology, Biochemistry, Pharmacology and Pathology will be learned and assessed
together. You will also learn to integrate basic knowledge with clinical relevance. By adopting this
approach, you will be prepared for your future work as doctor, where patients will come to you with
problems that are not categorized by discipline name.

In order to help you learn in an integrated manner, we have updated the learning of basic sciences
around a few key health-related situations (real life situations), which you are likely to encounter as
house officers. You will be expected to think about the scenarios and participate in case based learning
sessions for clearing your concepts and better learning. It will also help you focus your attention on
what you need to achieve from the lectures, practical and tutorials that have been scheduled during this
module

14
 Rational:
Orientation of medical sciences in respect to health and disease is the fundamental requirement of
every medical student. Therefore, this module is designed to provide the integration of core concepts
that underlie the foundation of basic sciences and their correlation and application in clinical sciences.
Students also learn clinical skills such as how to communicate effectively with patients and their
relatives with compassion and understanding their issues/problems and how to resolve in coming
years. Working in groups will enhance students’ team working skills and capacity and management
skills. Along with interactive lectures, practical and demonstrations; through supplemented case-based
learning they develop problem solving skills to apply their basic medical knowledge and skills to
practical situations under supervision and subsequently in real life practice.

The learnings objectives of introductory session are

1. To familiarize students with the MBBS integrated modular system and Problem-based
curriculum
2. To recognize the role of different disciplines in studying the human body, its function and
disease process.
3. To describe the structure, function and biochemical composition of cell.
4. To keep and maintain discipline within the college, so as to sustain conducive
environment for learning.
5. To follow the prescribed norms of the college properly

General learning outcomes

By the end of this foundation module, the students should be able to:
Knowledge
1. Describe the cell division, its types and genetic material along with its clinical
correlation.
2. Describe the basic organization of the human body.
3. Describe the basic tissues of the human body
4. Explain the maintenance of homeostatic mechanism.
5. Describe the various malformations.
6. Describe the biochemistry of carbohydrates, nucleic acids and enzymes
7. Describe various cellular adaptations during cell growth, differentiation and cell injury
8. Describe the basic concepts of medical ethics, professionalism, clinical research,
behavioral sciences, communication skills, information technology skills
15
Skills
1. Describe the basic laboratory techniques and demonstrate the use of microscope
2. Identify basic tissues under the microscope
3. Learn and follow the basic laboratory protocols
4. Perform biochemical analysis of carbohydrates
5. Prepare different solutions used in laboratory for tests

Attitude
1. Follow the basic laboratory protocols
2. Participate in class and practical work professionally
3. Communicate effectively in a team with pears, staff and teachers
4. Demonstrate professionalism and ethical values in dealing with patients, cadavers, pears,
staff and teachers.
5. Communicate effectively in a team with pears and teachers. 6. Demonstrate the ability to reflect
on the performance.

THEMES OF THE FOUNDATION MODULE:

To achieve these overall aims, this module comprises eight weeks including an introductory
week with a separate theme for almost each week for enhancing your learning around key basic
foundation areas

Theme 1: Cell structure, Chemistry and Function

Theme 2: Cellular interactions, Cell injuries, Cellular responses and Adaptations

Theme 3: Body fluids: Composition, Function & Homeostasis

Theme 4: Macromolecules: Fundamental tissues/systems of the human body

Theme 5: Fundamental tissues/systems of the human body

Theme 6: Development, Differentiation and Growth

Theme 7: Genetics and Developmental anomalies

16
 INTRODUCTORY WEEK LEARNING (1st Week)

Real life scenario 01:

A group of the first year MBBS students were attending their first demonstration with a senior teacher, who
was standing with the normal anatomical position and performing the different body movements and explaining
the different body sections.

Points to consider:
1. What is the normal anatomical position?
2. How we can dissect the body in different sections and why? 3. Name and perform the different movements
of the body?

Real life scenario 02:

A 20-years old woman severely sprains her left ankle while playing tennis.
When she tries to move the foot so that the sole faces medially, she experiences severe pain.

Points to consider:

1. What is the correct anatomic term for the movement of the foot that produces the pain?
2. What type of the movements takes place while playing tennis?
Now you wonder how you can find out about the necessary information.

There are a number of lectures scheduled in your module. You have to go through first introductory week
timetable to see whether they may be useful for exploring the

17
 PHARMACOLOGY
Define the pharmacology and role of Int -S1-Pharm-1 TEACHING
S.NO LEANING OBJECTIVES TOPIC ASSESSMENT
pharmacology in medicine Introduction to STR\TEGY
ANATOMY
pharmacology and its Interactive
13. Discuss pharmaco- dynamics and BCQs, SEQs
1. State the history of subject Anatomy implicationincluding
Int-SI-Ana-G1 in medicine Lecture
pharmacokinetics
its various branches and practical Introduction to the Interactive
applications of Anatomy as a subject of Anatomy and BCQs, SEQs
its subdivisions Lecture
foundation in different fields of COMMUNITY MEDICINE
medicine
2.  the
Discuss To learn different
integration of definition
structuresof public Int -S1-COM-M-1
Int-SI-Ana-G2 The
health/Community
and function of human body Medicine
by arrangement of different
Introduction to CommunityInteractive
levels organization BCQs, SEQs
 with
relating To learn evolution of public
the arrangement of health, it Medicine & public Health Lecture-
different importance in today’s world
levels organization (introduction to course/
3. Comprehend
 To learn the exact location of
basic functions department/ facult
of Public Int-SI-Ana-G3 Interactive
14. dissected/prosecuted part/organ
health/community of
Medicine Anatomical BCQs, SEQs
Interactive
LectureBCQs, SEQs
human body with respect to various
 To differentiate between clinical and positions, Terms of Lecture
terms of positions, direction, and body
planes community medicine position,
4. Anatomical planes
Interpret the movements of different Int-SI-Ana-G4 Interactive
parts of human body the knowledge Terms of movements BCQs, SEQs
Lecture-
of various terms of movement.
5. Explain the appendicular and axial FORENSIC MEDICINE
Int-SI-Ana-G5 Interactive
skeleton Introduction to the Lecture
BCQs, SEQs
 Define Forensic Medicine, Forensic parts Pre-Fnd-S1-FOR-M-1
of axial and
pathology and state Medicine Introduction to
appendicular skeleton forensic
 Know the branches of Forensic PHYSIOLOGY Medicine and Toxicology
Medicine
Define physiology and Enumerate the Int-SI-Phy- 1 Interactive
6. branches of physiology
 Describe briefly the history of Forensic
Introduction to Lecture BCQs, SEQs
Medicine Physiology
 Discuss the scope of Forensic BIOCHEMISTRY
Medicine in practice Interactive
15. Define biochemistry and Int-SI-Bio- 1 BCQs, SEQs
Identify thebiochemistry
essential facilities Interactive
Lecture
 the
Discuss role of in for Introduction to
7. medicinemedico legal investigation. biochemistry and its Lecture BCQs, SEQs
 Define medical jurisprudence and implication in medicine
8.
differentiate it from
Discuss the-integration of Forensic medicine
Int-SI-Bio- 2
macromolecules in Human body at Importance of
Interactive
different levels organization macromolecules BCQs, SEQs
in organization of Lecture
living System
MEDICAL
Describe the significance of Protection EDUCATION
Int-SI-Bio- 3
protocols to keep yourself safe during Interactive
9. BCQs, SEQs
 Describe
Biochemistry work. and modules Int -S1-MED-E-1
the curriculum
laboratory Lecture
under implementation. Curriculum structure
Introduction to techniques of using Int-S1-Bioc-4
 Describe the useofofbiochemical
study guides (not teaching learning
glassware and handling Use of glassware Interactive
10. to be assessed) strategies BCQs, SEQs
Interactive
16. instruments during laboratory work & Instruments for Lecture BCQs, SEQs
 Differentiate between various teaching
laboratory work Lecture
& learning strategies
 Enlist various assessment tools,PATHOLOGY
and
Define the pathology
assessment policy Int -S1-Path-1 Interactive
11. Enumerate the different branches of Introduction to pathology Lecture BCQs, SEQs
Describe various study skills
pathology Int -S1-MED-E-2
Different study skills Interactive
17.Describe the terminologies used in Pathology BCQs, SEQs
Define the Microbiology strategies
Int -S1-Micb-1 Lecture
Enumerate the different branches of Introduction to Microbiology Interactive
12. Microbiology INFORMATION TECHNOLOGY Lecture BCQs, SEQs
Describe the terminologies used in
microbiology
Define IT and its importance in Int -S1-IT-1
Medicine Importance of IT skills
Interactive
18. BCQs, SEQs
Lecture

LIBRARY SCIENCES
18

Learn literature search skills Int -S1-LIB-1

Literature search and Interactive
19. BCQs, SEQs
Lecture
Theme 1: Cell Structure, Chemistry and Function Real life Scenario

The first year MBBS students visited the Histology laboratory in the Anatomy department and

They were surprised to see the process of the slide preparation. There were so many steps to learn

The staining techniques; finally the slide was ready to see under the light microscope.

Points to consider:
19
1. Why it is important for a medical student to have the knowledge of slide preparation and artefacts?
2. What are the most commonly used staining techniques in histology? 3. How it is
possible to identify the different organelles of the cell ?

Real life Scenario

A 40 years American tourist lady was found in critical condition by rescue team in desert areas
of Sindh. Physical examination showed all signs of dehydration such as sunken eyes, dry hair, dry and coated’
tongue with thick fur, feeble voice, weak pulse and fruity smell on breathing. After resuscitation, she revealed that
she have been lost in the desert for more than ten days.

Real life Scenario

A 3 year old mentally retarded child was brought to the GP with complaints of frequent bouts of

loose motions cough and breathlessness. On physical examination, hepatosplenomegaly was

present. Detailed investigations revealed a genetic abnormality with defects in the myelination in the CNS and
compound lipid accumulation in cellular lysosomes with resultant malfunctioning of lysosomes.

Points to consider:
1. What is the importance of sunken eyes, dry hair and coated furry tongue, feeble voice and fruity smell in
breathing? You must be able to understand the mechanism behind this phenomenon.

2. What are the reasons for regaining consciousness on resuscitation?. Discuss OR

3. Significance of structure, function and biochemical composition of cellular organelles in understanding the
mechanism of recurrent infections and Organomegaly in this child

20
 Now you wonder how you can find out about the necessary information.

 There are a number of lectures, small group discussions and clinical skills sessions scheduled in your
module. You have to go through second week timetable to see whether they may be useful for exploring the
answers.

 This will help you with some of the learning issues at this stage of medical education but you decide
to concentrate on selected issues at this stage.

 You can decide to look for other sources of information that may be helpful, at a later

Teaching
SR. NO Learning objectives Topics Assessment
strategy
ANATOMY
1. Demonstrate the parts and handling of (Fnd-S1-Ana-H1) Interactive BCQ, SEQ
light microscope Microscope Lecture

21
2. Enlist steps of tissue processing, Know (Fnd-S1-Ana-H2) Interactive BCQ, SEQ
the basic histological stains Fixation, Embedding, Sectioning, Staining Lecture
,Steps of H&E staining
3. Describe the structural (Fnd-S1-Ana-H3) Interactive BCQ, SEQ
Organization of Cell Introduction, Cell Organelles Lecture
different components of (Endoplasmic Reticulum, Golgi Apparatus,
a cell Ribosomes, Centrioles, Mitochondrion,
Lysosomes, Peroxisomes & Nucleus)
Show basic structure of cell (Fnd-S1-Ana-H4) Interactive BCQ, SEQ
membrane CELL MEMBRANE: Composition & Structure Lecture

(Fnd-S1-Ana-H5) Practical BCQ, SEQ, OSPE

Parts of Light microscope
4. Introduction to parts of (Fnd-S1-Ana-G6) Demonstration BCQ, SEQ, OSPE
appendicular and axial skeleton Introduction to parts of appendicular and
axial skeleton
PHYSIOLOGY
5. Describe physiological aspects and (Fnd-S1-Phy-2) Interactive BCQ, SEQ, OSPE
organization of Human body Physiology of Cells, tissues, lecture
organs, & systems Cell
nutrition, capillary &venules

6. Describe the Functional organization (Fnd-S1-Phy-3) Interactive BCQ, SEQ, OSPE

of different components of a cell and its Functions of cell and its organelles lecture
organelles
Describe the functions of
mitochondria,
Its special features & its role in
generation of ATP
Describe the functions of
lysosomes & peroxisomes
7. Describe the functions of ER, Golgi (Fnd-S1-Phy-4) Interactive BCQ, SEQ, OSPE
apparatus, Ribosomes , and Functions of cell and its organelles lecture
cytoskeleton.
8. Give structure & functions of (Fnd-S1-Phy-5) Interactive BCQ, SEQ, OSPE
Nucleus Nucleus lecture

BIOCHEMISTRY
09. Describe the chemical structure and FND-S1-Bioc-4 Interactive BCQ, SEQ, OSPE
significance of mitochondria, functions Biochemical structure of mitochondria Lecture
and location of enzymes for metabolic
pathways & chemical reactions that
occur in mitochondria.
10. Describe Biochemistry of biological FND-S1-Bioc-5 Interactive BCQ, SEQ, OSPE
membranes, permeability variations Biochemical aspects of membrane Lecture
and functions of cholesterol permeability & functions of cholesterol in
biological membranes
11. FND-S1-Bioc-6 Practical BCQ, SEQ, OSPE,
Solutions (Percent solutions, Osmolarity, Viva
Osmolality, Normality)
PATHOLOGY
12. Describe the important components FND-S1-Mic-2 Interactive BCQ, SEQ, OSPE
of a typical bacterial cell Bacterial cell structure Lecture
Enlist the specialized structure of

22
 bacterial cell with their functions
13. Classify bacteria on the basis of Gram FND-S1-Mic-3 Interactive BCQ, SEQ, OSPE
staining Classification of bacteria Lecture
Differentiate characteristics of gram
positive and gram negative bacteria
14. Demonstrate the procedure of FND-S1-Mic-4 Interactive BCQ, SEQ, OSPE
Gram staining Gram staining Lecture

15. CBL FEEDBACK

COMMUNITY MEDICINE
16. To understand the concept of disease and FND-S1-CM-2 Interactive SEQ
health Concept of Health and Disease Lecture OSPE
To discuss the Spectrum of health and Iceberg
phenomenon of disease
To understand the Health Dimensions

23
Theme 2: Cellular interactions, Cell injuries, cellular responses and adaptations Real life
scenario:
A 40-years old workman received a severe burn on the anterior aspect of his right forearm. The
greater part of the burn was superficial and extended only into the superficial parts of the dermis.

Points to consider:
1. In the superficially burned area, the epidermis cells would regenerate from
which site? 2. What type of the cell junctions are present in the multiple layer
epithelium?

A 35 year old male smoker visited his GP with complaint of chronic cough and history of weight

loss. Cytological examination of lung tissue showed metaplastic changes in

epithelium due to cellular injury that ultimately leads to cellular adaptation
(metaplasia). Due to cellular adaptations cell membrane physiology is also affected.

Points to consider:
1. What is mechanism or process regarding changes occurred in epithelium?

Now you wonder how you can find out about the necessary information.

 There are a number of lectures, small group discussions and clinical skills
sessions scheduled in your module. You may go through second week
timetable to see whether they may be useful to explore further.
 This will help you with some of the learning issues at this stage of medical
education but you have to concentrate on selected issues at this stage.

You can also decide to look for other sources of information that may be helpful, at a later stage.

24
SR. NO. Objectives Topics Teaching Strategy Assessment
ANATOMY
1 Describe components of cell surface FND-S1-Ana-H-6 Interactive Lecture BCQs, SEQs
modifications and junction complex Cell surface modifications and cell
Junctions
2 FND-S1-Ana-E-1 Interactive Lecture BCQs, SEQs
Cell cycle, Mitosis and Meiosis
Differentiate between normal cell divisions
3 and abnormal cell division and FND-S1-Ana-H-7 Interactive Practical BCQs, SEQs,
their consequences Slide preparation, artifacts, Cell OSPE,
membrane and cell organelles Viva
PHYSIOLOGY
4 Explain composition and basic FND-S1- Phy-6 Interactive Lecture BCQs, SEQs
structure of cell membrane, its Plasma membrane & its functions
functional importance and and structure
adaptation

5 Describe types and process of FND-S1- Phy-7 Interactive. Lecture BCQs, SEQs,
transport across the membrane and Methods of OSPE
their effects. transport
Describe the process of diffusion Diffusion-Simple

6 Describe the Transport across cell FND-S1- Phy-8 Interactive. Lecture BCQs, SEQs,
membrane via protein mediated Protein mediated transport OSPE
method. Fasilated diffusion
Describe the process of Osmosis
osmosis Define osmolarity,
osmolality & osmotic pressure

7 Explain the physiological FND-PHY-09 Interactive lecture BCQs, SEQs,

mechanism active transport Active transport OSPE
Differentiate between primary & Primary active
secondary active transport. transport
Describe the processes of Secondary active transport
exocytosis & endocytosis. Bulk transport

8 Describe the membrane potential FND-PHY-10 Interactive lecture BCQs, SEQs,

its development & maintenance Resting OSPE
Describe resting membrane membrane
potential and graded potential Potential
Describe the factors affecting Graded potential
membrane potential Factors affecting
Membrane
potential
9 Discuss action potential FND-PHY-11 Interactive lecture BCQs, SEQs,
Give mechanism of propagation of OSPE
action potential & its ionic changes Action potential
Propagation of action potential
PATHOLOGY
10 Define Hypertrophy, Hyperplasia, FND-S1- Path-2 Interactive Lecture BCQs, SEQs,
Atrophy and Metaplasia. Cellular adaptations OSPE
Enlist physiological and pathological
mechanisms of cellular adaptation

25
11 FND-S1- Path-3 Interactive Lecture BCQs, SEQs, OSPE
Enumerate the Causes of Cell Injury Discuss the Cell injury
types of cell injury Describes the
sequential morphologic changes in Cell Injury
12 Define Necrosis and its type FND-S1- Path-4 Interactive Lecture BCQs, SEQs, OSPE
Describe the nuclear and cytoplasmic features Necrosis
of necrosis.
13 Define Apoptosis Enumerate pathological and FND-S1- Path-5 Interactive. Lecture BCQs, SEQs, OSPE
physiological Causes of Apoptosis Describe Apoptosis
Biochemical Features and Mechanism of
Apoptosis
.
Demonstrate gross and microscopic features of FND-S1-Path-6 Interactive Practical OSPE
14 cellular adaptations and Necrosis Cell pathology
PHARMACOLOG
Y
15 Enlist different routes of drug FND-S1- Pharm-2 Interactive Lecture BCQs, SEQs, OSPE
administration& describe the Routes of drug
merits & demerits of the different administration (entral, Par-
routes of entral) drugs
drug administration
16 Describe drug absorption & factors FND-S1- Pharm-3 Interactive Lecture BCQs, SEQs, OSPE
affecting rate and extent of drug Absorption: Process of
absorption absorption & Factors
modifying drug absorption
COMMUNITY
MEDICINE
17 To understand determinants of FND-S1-CM-3 Interactive Lecture BCQs, SEQs, OSPE
health with special focus on social Determinants of health and
Health Delivery system of
determinants of health(SDH)
Pakistan
To define responsibility for Health

To learn about health delivery

system of Pakistan

26
 Theme 3: Body fluids: composition, function & homeostasis

A 33 year old female diabetic patient brought to the emergency department with complains of

abdominal pain and vomiting after attending a party. Clinical examination revealed severe

dehydration, low blood pressure and respiratory distress (respiratory rate: 40 beats/min).
Biochemical analysis revealed severe metabolic acidosis and hyperglycemia. Ketone
bodies were also positive on urine analysis.

Points to consider:
 How the homeostasis of the patient is altered in the above given scenario and what
mechanism will be initiated for maintaining /restoration of homeostasis.
 In dehydration which compartment of body fluids will be affected and how it affects the ECF
and ICF.

Now you wonder how you can find out about the necessary information.

 There are a number of lectures, small group discussions and clinical skills sessions
scheduled in your module. You may go through second week timetable to see
whether they may be useful.
 This will help you with some of the learning issues at this stage of medical
education but you decide to concentrate on selected issues at this stage.
 You can decide to look for other sources of information that may be helpful, at a later

27
S. Objectives Topics Teaching Assessment
No Strategy
Physiology
1 Describe the divisions of body fluids FND-S1- Phy-12 Interactive Lecture BCQs, SEQs, OSPE
into intracellular, extracellular and Body water/ body fluids
intravascular compartments.

2 Recognize the physiochemical FND-S1- Phy-13 Interactive Lecture BCQs, SEQs, OSPE
aspects for the maintenance of Homeostasis
homeostasis

3. Explain the concepts of FND-S1- Phy-14 Interactive BCQs, SEQs, OSPE

homeostasis and its regulation Mechanisms lecture CBL
through feedback mechanism. of
Homeostas
is

BIOCHEMISTRY
4 FND-S1-Bioc-7 Interactive Lecture BCQs, SEQs, OSPE
Concept of pH & its
regulation in normal Health,
Acidosis, Alkalosis

5 FND-S1-Bioc-8 Interactive Lecture BCQs, SEQs, OSPE

Buffers & their Mechanism of Action
Types of Buffers in Humans

6 Discuss the role of Biochemical FND-S1-Bioc-09 Interactive Lecture BCQs, SEQs, OSPE
aspects for the maintenance of Definitions of Bio-Physical
homeostasis. Terms: Osmosis, Osmotic
Pressure, Osmolarity,
Surface Tension, Viscosity,
Colloid oncotic pressure.
7 FND-S1-Bioc-10 Interactive BCQs, SEQs, OSPE
pH measurement of a given practical
biological fluid.
PHARMACOLOGY
8 Explain bioavailability & describe Fnd-S1-Phrm-4 Interactive Lecture BCQs, SEQs, OSPE
factors affecting bioavailability Bioavailability +half-life + 1st Pass
Effect
09 Describe the distribution of a drug Fnd-S1-Phrm-5 Interactive Lecture BCQs, SEQs, OSPE
through various body compartments Drug Distribution & Reservoir
& explain clinical significance of Vd
10 Integrated learning of Fnd-S1-Cbl-2 CBL
Physiochemical aspects of Body
Homeostasis

28
 PATHOLOGY
11 List and define causes of intracellular FND-S1- Path-7 Interactive Lecture BCQs, SEQs, OSPE
accumulation Intracellular Accumulations
Discuss the role of Intracellular
Accumulations in metabolic
derangements of cell.
12 Define and FND-S1- Path-8 Interactive Lecture BCQs, SEQs, OSPE
describe Calcification
pathological and
calcification. Pigmentatio
Discuss n
Dystrophic
and
metastatic
calcification
13 Define cell aging FND-S1- Path-9 Interactive Lecture BCQs, SEQs, OSPE
Discuss events in Cellular Aging Cell Aging

14 Define edema FND-S1- Path-10 Interactive Lecture BCQs, SEQs, OSPE

Describe Pathophysiology of edema Edema

COMMUNITY
MEDICINE
15 To understand the concept of FND-S1-CM-4 Interactive Lecture BCQs, SEQs, OSPE
disease causation Natural history of diseases & Levels
of Prevention
 Ecological traid
 Web causation

To define the level of prevention

o Primodial
o Primary
o Second
o Tertiary

29
Theme 4: Macromolecules/ Fundamental tissues/systems of the
human body Real life scenario:

A 45-years old woman has the complaint of painful multiple joints. The clinician assessed the
normal range of movement of all joints. The bones of the joints were no longer in their normal
anatomic relationship with one another. This was may be due to lack of support by ligaments.
Points to consider:
1. What is the classification of the joints?
2. How the normal range of the movements should be
assessed? 3. What are the different types of the bones?

4. What is the role of the ligaments for the stability of the joints?
Salma, 2-years old girl, belongs to poor family and resident of urban slum is suffering
from loose stools, and vomiting. She had experienced recurrent episodes of diarrhea
and acute respiratory tract infections for last 1 year. Physical examination reveals
under-nourished and underweight child with muscle wasting. She is treated as a case of
Protein energy malnutrition.
Points to consider:
 What is the importance of macromolecules in growth and homeostasis
of human body? You must be able to understand the mechanism behind
this phenomenon.

 Why it is significant to provide her balanced diet containing

carbohydrates, proteins and fats immediate basis

Now you wonder how you can find out about the necessary information.

There are a number of lectures, small group discussions and clinical skills sessions scheduled in your
module. You may go through second week timetable to see whether they may be useful.

 This will help you with some of the learning issues at this stage of medical
education but you decide to concentrate on selected issues at this stage.
You can decide to look for other sources of information that may be helpful, at a later

30
S. No Objectives Topics Teaching Assessment
Strategy
Anatomy
1. Classify bones on the basis of FND-S1- Ana-G7 BCQs, SEQs, OSPE,
shape, development, region Divisions & functions of skeletal Demonstration Viva,
and structure system, classification of bones. Gross Feedback
structure of adult long bone. Parts of
young long bone
2. Describe general concepts of FND-S1- Ana-G8 Demonstration BCQs, SEQs, OSPE,
development, ossification and Bone development (ossification), Viva,
blood supply of bones blood supply of long bones Feedback
3. Classify joints on the basis FND-S1- Ana-G9 Interactive Lecture BCQs, SEQs, OSPE,
of structure, regions and Describe the synovial joints, General Viva
functions, Discuss the description of the joints
characteristics of synovial
joints and classify on basis
of
structure & movement
4. Define dislocation, sprain and FND-S1-ORT-1 Interactive Clinical Feedback
inflammation of joints Fractures Lecture
5. Describe the microscopic FND-S1- Ana-H-8 Interactive Lecture BCQs, SEQs, OSPE,
features of epithelial Epithelium Viva
tissues, explain their
functional importance and
their surface
modification
6. Discuss gross and microscopic FND-S1- Ana-H-9 Interactive Lecture BCQs, SEQs, OSPE,
features of exocrine glands Exocrine glands Viva
7. Describe and differentiate the FND-S1- Ana-H-10 Interactive Lecture BCQs, SEQs, OSPE,
microscopic features of Histology of Connective Viva
tissue, types of connective
connective tissues
tissues: loose connective
regular and irregular
8. FND-S1- Ana-H-11 Interactive .Lecture BCQs, SEQs, OSPE,
Demonstrate
Types of cartilage and histological Viva
histological features of features of cartilage
cartilage
9. FND-S1- Ana-H-12 Interactive .Lecture BCQs, SEQs, OSPE,
Demonstrate Histology of bones Viva
10. histological features of FND-S1- Ana-H-13 Interactive Practical BCQs, SEQs, OSPE,
bones Epithelium Viva
PHYSIOLOGY
11. Introduction of Physiology (Fnd-Phy-1) Interactive Practical BCQs, SEQs, OSPE,
experiments and introduction Power lab Viva
to power-lab.
12. Identify the indications of hand (Fnd-Phy-2) Interactive Practical BCQs, SEQs, OSPE,
washing / Demonstrate the Hand washing Viva
protocols and steps of hand
washing in sequential manner

BIOCHEMISTRY
13. Apply the basic knowledge FND-S1- Bioc-11 Interactive lecture BCQs, SEQs, OSPE,
of carbohydrates in carbohydrate : introduction , Viva
chemistry for health classification and its biochemical
significance

14. Describe the Biochemical FND-S1- Bioc-12 Interactive lecture BCQs, SEQs, OSPE,
31
 structure of polysaccharides Monosaccharides: Viva
with its clinical importance Classification,
Structure,
Functions
15. Discuss functions of FND-S1- Bioc-13 Interactive .lecture BCQs, SEQs, OSPE,
carbohydrates in cell Chemical Properties & Derivatives Viva
membrane, energy of Monosaccharides & their
provision biochemical significance in
and nutrition supply to biological systems.
different parts of body
16. Describe Different isomers of FND-S1- Bioc-14 Interactive .lecture BCQs, SEQs, OSPE,
monosaccharides e.g Glactose, Isomerism: Structural & Optical Viva
mannose, fructose, dextrose. Isomerism in carbohydrates & their
biochemical significance.
17. Explain Structure of FND-S1- Bioc-15 Interactive .lecture BCQs, SEQs, OSPE,
disaccharides and Glycosidic Linkage, Biologically Viva
oligosaccharides important disaccharides and
oligosaccharides
18. Describe classification FND-S1-Bioc-16 Interactive .lecture BCQs, SEQs, OSPE,
of polysaccharides and Polysaccharides: Viva
their functions. Classification, Structure &
Functions of
Homopolysaccharides
19. FND-S1-Bioc-17 Interactive Practical OSPE, Viva
Molisch’s Test, Iodine Test, Benedict’s
Detection of an unknown Test
carbohydrate in a given fluid
20. FND-S1-Bioc-18 Interactive Practical OSPE, Viva
Selivanoff’s Test, Barfoed’s Test,
Osazone Test

21. Classify amino acids on the FND-S1- Bioc-19 Interactive .lecture BCQs, SEQs, OSPE,
basis of their polarity, Classification of Amino Acids on the Viva
charge & nutritional basis of their structure & Nutrition,
significance. & their role in human metabolism-I
22. Describe biochemical FND-S1- Bioc-20 Interactive .lecture BCQs, SEQs, OSPE,
reactions of amino acids & Classification of Amino Acids on the Viva
significance of non-essential basis of their structure & Nutrition,
amino acids & their role in human metabolism-
II
23. Describe physico-chemical FND-S1- Bioc-21 Interactive .lecture BCQs, SEQs, OSPE,
classification of proteins. Classification of Proteins on the basis Viva
What is functional of biophysical significance, Axial Ratio
classification of proteins? and functions.
How proteins are classified on
the basis of their axial ratio?
24. Describe the structural levels FND-S1- Bioc-22 Interactive .lecture BCQs, SEQs, OSPE,
of proteins and their Structural Organization of Proteins Viva
important biochemical
features.
25. Tests for detection of unknown FND-S1- Bioc-23 Interactive Practical OSPE, Viva
amino acid/protein in a given General Tests
fluid Color Reaction Tests

26. FND-S1- Bioc-24 Interactive Practical OSPE, Viva

Separation Tests
Precipitation
32
 Tests
27.  What are enzymes? FND-S1- Bioc-25 Interactive .lecture BCQs, SEQs, OSPE,
 How enzymes Enzymes: Classification, How Enzymes Viva
are classified? work?
 How enzyme
catalyze
biochemical
reactions
within living systems?
28. Describe kinetics of enzymes. FND-S1- Bioc-26 Interactive .lecture BCQs, SEQs, OSPE,
Enzyme Kinetics Viva

29.  Describe factors FND-S1- Bioc-27 Interactive .lecture BCQs, SEQs, OSPE,
affecting enzyme Enzymes: Properties, factors affecting Viva
activity. Enzymes’ activity, Enzyme Inhibtion
 Describe properties
of enzymes.
 What is enzyme
inhibition & its types.
30. Discuss the significance of FND-S1- Bioc-28 Interactive lecture BCQs, SEQs, OSPE,
Lipids for balanced diet and Lipids: Classification & Biochemical Viva
Health significance.
31. General Tests for Lipids FND-S1- Bioc-29 Interactive Practical OSPE, Viva
Solubility, Oily nature, Emulsification,
Saponification Tests

PHARMACOLOY
32. Explain biotransformation & Fnd-S1-Phrm-6 Interactive .lecture BCQs, SEQs, OSPE,
enlist phase I and phase II Drug Biotransformation Phase I Viva
biotransformation reactions Reactions
33. Explain biotransformation & Fnd-S1-Phrm-7 Interactive .lecture BCQs, SEQs, OSPE,
enlist phase I and phase II Drug Biotransformation Phase II Viva
biotransformation reactions reactions
COMMUNITY
MEDICINE
34. To discuss the Indicator vs Fnd-S1-CM-5 Interactive .lecture BCQs, SEQs, OSPE,
health index Health Indicators Viva
To define Uses of indicators
To identify the Characteristics
of good health indicator
To explain the
Common indicators
metrics
To describe the Types
of indicators
Index
Human development
index(HDI),

Human poverty index(HPI)

Theme 5: Fundamental tissues/systems of the

33
 human body Real life scenario:

A young patient came to her family physician with complain of a swelling in the axilla. The
physician examined the breast of the patient carefully for the primary tumor as she was suspecting
the axillary swelling due to lymph nodes enlargement due to primary tumor in the breast.
Points to consider:
1. Why it is important to know the lymphatic drainage of all major
organs of body? 2. Why it is important to find the primary site of the
disease?

Real life scenario:

A new born baby examined by Pediatrician found to have a lump at the level of lumber 4
vertebrae with bilateral talipes equino varus. The defect is most commonly due to Spina bifida
with meningomylocele, one of the congenital anomaly resulted from abnormal development of
neural tube. Mother gave history of having a previous child born with similar defect and despite
advice by her GP she never took folic acid during her pregnancies.
Points to consider:
 Development of neural tube is complicated process where closure of neuropores is
significant event. What are the common sites of failure of neural tube to close? What are
the types of spina bifida along with functional impairments and management options with
prognosis?

 Why it is significant to provide her balanced diet containing folic acid along with
carbohydrates, proteins and fats immediate basis

Now you wonder how you can find out about the necessary information.

There are a number of lectures, small group discussions and clinical skills sessions
scheduled in your module. You may go through second week timetable to see whether
they may be useful.

This will help you with some of the learning issues at this stage of medical education but
you decide to concentrate on selected issues at this stage.

You can decide to look for other sources of information that may be helpful, at a later

S. No Objectives Topics Teaching Strategy Assessment

Anatomy
34
 1. Recognize the role of Skin, (Fnd-S1-Ana-H-14) Interactive Lecture SBQs, SEQs, OSPE
fascia, cartilage and bones Introduction to Integumentary system:
and their component Microscopic anatomy of skin and fascia
tissues in Support and
Protection
2. Describe the histological (Fnd-S1-Ana-H-15) Interactive Lecture SBQs, SEQs, OSPE
features of muscular tissue Histology of the Muscular tissue
3. Explain the basic structure (Fnd-S1-Ana-H-16) Interactive Lecture SBQs, SEQs, OSPE
and functions of blood Blood vascular system (CAPILLARIES,
vessels. ARTERIES, VEINS, ANASTOMOSIS)
4. Correlate (Fnd-S1-Ana-G-10) Demonstration SBQs, SEQs, OSPE,
Movement and Posture of Definition and classification of muscles Viva
human body with the
structure of muscles and
joints.
5. Integrate the function of (Fnd-S1-Ana-G-11) Interactive Lecture SBQs, SEQs, OSPE
Defense with the structure of Introduction to lymphoid system:
lymph nodes and lymphatics
6. (Fnd-S1-Ana-G-12) Interactive Lecture SBQs, SEQs, OSPE
Nervous System Division CNS, PNS
Neurons: Types Classification, Nerve
(With Its Covering ) & Myelin
7. (Fnd-S1-Ana-G-13) Interactive Lecture SBQs, SEQs, OSPE
Correlate the functions of Formation and structure of Typical Spinal
Nerve
Control and Regulation
8. (Fnd-S1-Ana-G-14) Interactive Lecture SBQs, SEQs, OSPE
with the knowledge of
General Concepts of Autonomic nervous
arrangement and system
9. Distribution of NERVOUS (Fnd-S1-Ana-H-17) Interactive Lecture SBQs, SEQs, OSPE
SYSTEM. Histology of nerve cells
10. (Fnd-S1-Ana-E-02) Interactive Lecture SBQs, SEQs, OSPE
Overview of Male and female
reproductive system
11. Describe the process of (Fnd-S1-Ana-E-3) Interactive Lecture SBQs, SEQs, OSPE
Gametogenesis Gametogenesis
12. Discuss ovulation and phases (Fnd-S1-Ana-E-4) Interactive Lecture SBQs, SEQs, OSPE
and outcomes of fertilization Ovulation
fertilization
13. (Fnd-S1-Ana-E-5) Interactive Lecture SBQs, SEQs, OSPE
First week of development( cleavage and
blastocyst formation and implantation)
14. (Fnd-S1-Ana-E-6) Interactive Lecture SBQs, SEQs, OSPE
Enumerate the events of first the second week of development
week of development (Formation of amniotic cavity, amnion,
bilaminar embryonic disc, yolk sac,
chorionic sac and primary chorionic
villi)
15. Gynecology Interactive Lecture SBQs, SEQs, OSPE
Clinical Lecture
PHYSIOLOGY
16. Describe the Physiological FND-S1- Phy-15 Interactive Lecture SBQs, SEQs, OSPE
Concepts and organization Introduction
of nervous system Organization of the Nervous system
17. Describe the basic FND-S1- Phy-16 Interactive Lecture SBQs, SEQs, OSPE
Structure and function of Neuron and neuroglia
neuron & neuroglia

35
18. Define synapse & give it FND-S1- Phy-17 Interactive Lecture SBQs, SEQs, OSPE
types Describe passage of Synapses and neural integration
impulse via synapse
BIOCHEMISTRY
19. Classifiy Biochemical role of FND-S1- Bioc-30 Interactive Lecture SBQs, SEQs, OSPE
Macro minerals (Na, K, Ca, Classification and Biochemical role of
Cl, PO4) Macro minerals (Na, K, Ca, Cl, PO4)
Micro minerals (Fe, Zn, Mg, Micro minerals (Fe, Zn, Mg, Se, I, Cu, Cr,
Se, I, Cu, Cr, Cd, Mn) Cd, Mn)
20. Describe classification FND-S1- Bioc-31 Interactive lecture SBQs, SEQs, OSPE
of vitamins and their Vitamins: Classification & General
general functions. Functions of Vitamins

PHARMACOLOG
21. Describe drug excretion & Fnd-S1-Phrm-8 Interactive Lecture SBQs, SEQs, OSPE
enlist routes of drug Drug Excretion
excretion
COMMUNITY
MEDICINE
22. To discuss the important FND-S1-CM-6 Interactive Lecture SBQs, SEQs, OSPE
global health issues Global and Local health issues & Global
Health Agendas
To understand the
important public health issues
of Pakistan To define the
health inequalities
Developing vs developed,
urban vs, rural,
rich vs poor,
male vs female
To discuss the Health and
its relationship with
development To learn global
development goals
Millennium

Development goals (MDGs)

Sustainable Development
Goals (SDGs)

36
Theme 6: Development, differentiation and Growth

Real Life Scenario

A young lady brought to emergency with severe abdominal pain and vaginal bleeding, also
give the history of amenorrhea since two months. Her ultrasound scan reveals empty
uterus and a mass in right fallopian tube suggestive of ectopic pregnancy?

Points to consider:
 What are the normal and abnormal sites of
implantation?  How and when implantation occurs?
 Why graft versus host reaction does not occur during implantation?

Now you wonder how you can find out about the necessary information.

There are a number of lectures, small group discussions and clinical skills
sessions scheduled in your module. You may go through second week timetable
to see whether they may be useful.

 This will help you with some of the learning issues at this stage of medical education
but you decide to concentrate on selected issues at this stage.
 You can decide to look for other sources of information that may be helpful, at a later

37
S. No Objectives Topics Teaching strategy Assessment
ANATOMY
1. Fnd-S1-CL-1 Interactive Clinical
Ectopic pregnancy lecture
2. Explain main events of (Fnd-S1-Ana-E-7) Interactive Lecture SBQs, SEQs, OSPE
third week of Formation of primitive
streak, Gastrulation and
development
notochord
3. (Fnd-S1-Ana-E-8) Interactive Lecture SBQs, SEQs, OSPE
Formation of neural tube
and Formation of
somites
4. Describe the process of (Fnd-S1-Ana-E-9) the Interactive Lecture SBQs, SEQs, OSPE
folding of embryo, process of folding of
Formation of intra embryo, Formation of
embryonic coelom and its intra embryonic coelom
Outcomes and its outcomes
5. Enlist the derivatives of (Fnd-S1-Ana-E-10) Interactive Lecture SBQs, SEQs, OSPE
three germ layers Derivatives of
ectodermal germ layers
and neural crest cells
6. Enlist the derivatives of (Fnd-S1-Ana-E-11) Interactive Lecture SBQs, SEQs, OSPE
mesodermal and Derivatives of
endodermal germ layers mesodermal germ layers
and neural crest cells
Derivatives of
endodermal germ layers
and neural crest cells
7. Discuss the significant (Fnd-S1-Ana-E-12) Interactive Lecture SBQs, SEQs, OSPE
weekly events of
embryonic period from 4th 4th week to 8th week
week to 8th week and and during the
during the organogenesis organogenesis period,
the major events of
period Discuss the major
fetal period
events of fetal period
8. Explain the interchange of (Fnd-S1-Ana-E-13) Interactive Lecture SBQs, SEQs, OSPE
substances between Placenta and fetal
maternal and fetal blood membranes
by applying the knowledge
of structure and functions
of
placenta and fetal
Membranes

Theme 7: Genetics and developmental anomalies

38
Real Life Scenario
40-years old pregnant lady, after having 12 weeks ultrasound was advised for further
investigations to rule out chromosomal and genetic abnormalities in developing fetus
dueher advancing age and abnormalities in nuchal translucency measurements on
ultrasonography.

Points to consider:
 What is the most common cause of abnormal chromosome number? Give
example of a clinical syndrome involving abnormal numbers of chromosomes.

In addition to numerical abnormalities, what types of chromosomal alterations occur?

What investigations are useful for screening and diagnosis of chromosomal

Abnormalities?
Now you wonder how you can find out about the necessary information.

 There are a number of lectures, small group discussions and clinical skills sessions
scheduled in your module. You may go through second week timetable to see whether
they may be useful.
 This will help you with some of the learning issues at this stage of medical education
but you decide to concentrate on selected issues at this stage.
You can decide to look for other sources of information that may be helpful, at a later

39
 S. Objectives Topics Teaching Assessment
N strategy
o
ANATOMY
1. Define teratogenesis and the basic (Fnd-S1-Ana-E-14) Interactive BCQs, SEQs, OSPE, Viva
principles of teratogenesis. Teratogenesis .lecture
Categorize the common teratogens
2. Explain the types of twin / multiple (Fnd-S1-Ana-E-15) Interactive BCQs, SEQs, OSPE, Viva
pregnancies and clinical significance Twin pregnancy .lecture
3. Calculate the expected date of FND-S1-OBGY-1 Int.
delivery (EDD) and describe various Clinical
methods used to assess fetal lecture
wellbeing
BIOCHEMISTRY
4. Apply the basic concepts of FND-S1- Bioc-32 Interactive BCQs, SEQs, OSPE, Viva
Chemistry to understand the Nucleic Acids: Basic .lecture
structure of nucleic acids and their Biochemical structure,
types to understand the concept of Types of nucleic acids,
genetic material & the importance functions.
of its integrity in survival of living
species.
5. Describe the DNA replication in FND-S1- Bioc-33 Interactive SBQs, SEQs, OSPE
Prokaryotes & Eukaryotes with special DNA Replication in Lecture
focus on the differences between Prokaryotes &
them. Eukaryotes.
6. Explain the process of Transcription in FND-S1- Bioc-34 Interactive SBQs, SEQs, OSPE
both prokaryotes & Eukaryotes as a Transcription & Post- Lecture
component of Mechanism of Gene Transcriptional
Expression. Modifications
7. Describe the importance of FND-S1- Bioc-35 Interactive SBQs, SEQs, OSPE
Translation and post-translational Translation & Post- Lecture
modifications in Gene Expression and Translational
the Growth & development of a living Modifications
species.
PHYSIOLOGY
8. FND-S1- Phy-18 Interactive BCQs, SEQs, OSPE
DNA ,Gene, Genetic .lecture
code
RNA ,Types,codan ,anti
Describe Physiological basis of gene
codan
and functions of DNA and RNA
9. FND-S1- Phy-19 Interactive BCQs, SEQs, OSPE
Control of gene lecture
functions
PHARMACOLOGY
10. Fnd-S1-Pharm-09 Interactive BCQs, SEQs, OSPE
Introduction to .lecture
Dynamics & Drug
Receptors
Explain the term A. Relation between
‘pharmacodynamics &Explain the drug concentration
terms affinity, efficacy, intrinsic & response &
activity & potency signaling Mechanism

11. Fnd-S1-Pharm-10 Interactive BCQs, SEQs, OSPE

40
 Drug Receptors .lecture
B. Second messengers &
receptor regulation
12. Describe the general mechanisms by Fnd-S1-Phrm-11 Interactive BCQs, SEQs, OSPE
which drugs act Factors Modifying .lecture
drug action
&Therapeutics Index
13. Fnd-S1-Phrm-12 Interactive BCQs, SEQs, OSPE
Correlate the principles of Adverse drug reaction lecture
general pharmacology for the (ADR)
14. appropriate therapy of Fnd-S1-Phrm-13 Interactive BCQs, SEQs, OSPE
disorders / diseases Teratogenic drugs .lecture
PATHOLOGY
Define Mutation and its type. FND-S1- Path-11 Interactive BCQs, SEQs, OSPE
15. Describe the effects of different Mutations .lecture
types of mutations

16. Define Mendelian FND-S1- Path-12 Interactive BCQs, SEQs, OSPE

Disorder Explain the Mendelian Disorders .lecture
pattern of inheritance in
Mendalian Disorders
List the examples of autosomal,
Recessive and sex linked disorders.

17. Describe the normal Karyotype FND-S1- Path-13 Interactive BCQs, SEQs, OSPE
Discuss various numerical and Chromosomal .lecture
structural abnormalities of aberration.
chromosomes.

18. . Discuss various technique in FND-S1- Path-14 Interactive BCQs, SEQs, OSPE
diagnosis of genetic diseases. Diagnosis of Genetic .lecture
Diseases
19. Enlist the methods of DNA transfer in FND-S1- Path-15 Interactive BCQs, SEQs, OSPE
microorganisms Bacterial genetics .lecture
describe the types of mutations in
bacteria
20. Describe causes and pathogenesis of FND-S1- Path-16 Interactive BCQs, SEQs, OSPE
congenital fetal abnormalities Congenital .lecture
fetal
abnormalities
COMMUNITY
MEDICINE
21. To define the Primary Health FND-S1-CM-7 Interactive BCQs, SEQs, OSPE, Viva
Care (PHC) and Alma Ata Declaration Primary Health Care .lecture
Concepts and
To discuss the Universal Health Care progress
(UHC) and Astana declaration

PEOPLES UNIVERSITY OF MEDICAL & HEALTH SCIENCES FOR WOMEN

41
 FIRST YEAR MBBS BATCH 2022-23

WEEKLY TIME TABLE

WEEK 01: FOUNDATION MODULE (THEME: 01. Cell Structure, Chemistry and Function)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

TIME
8:30 am
Biochemistry Microbiology
to Biochemistry
9:30 am
Anatomy Anatomy
9:30 am S.D.L Pharmacolog
Physiology Phyo Deptt y
to ALL FACULTY
10:30 am

10:30 am CBL
Anatomy
to Physiology Physiology
Anatomy Microbiology Physiology
11:30 am Biochemistr
y

11:30 am
to BREAK
12:00 noon
12-30 pm to
12:30 am 01-30pm
Anatomy Medicine Biomedical
AMTOMY
to Ethic
01:30 pm

Group: A Group: C Group: B Group: A R.NO1-

01:30 pm FROM
Group: C TO 50
to Group: B Group: A
SKILL LAB
1-30PM
02:30 pm Group: A ONWORD
Group: C Group: B Group: B
BREAK &
PRACTICAL R.NO.51- to 100
JUMA
PRACTICAL Histology : I.T LAB
PRAYER
TOPICS Physiology :
Biochemistry:

VENUE: LECTURE HALL :______________

Effective from: ______ MARCH to _____ MARCH , 2023 .

DIRECTOR ACADEMICS
Peoples University of Medical
&Health Sciences for women,
Nawabshah (SBA)

PEOPLES UNIVERSITY OF MEDICAL & HEALTH SCIENCES FOR WOMEN

FIRST YEAR MBBS BATCH 2022-23

42
 WEEKLY TIME TABLE
WEEK 02: FOUNDATION MODULE (THEME: 02.Body Fluids: Composition, Function and
Homeostasis)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

TIME
8:30 am
to Pharmacology Biochemistry Biochemistry I.T
9:30 am Anatomy
9:30 am
Biochemistr Physiology
to y
Pharmacology Pathology
10:30 am

10:30 am
12-30 pm
to
Biochemistry Pathology BME Pathology To
11:30 am 01-30pm
T
E
11:30 am
S
to BREAK T
12:00 noon
12-30 pm to
12:30 am Physiology Community 01-30pm
Physiology
to Anatomy Medicine
01:30 pm
Group: B Group: A
01:30 pm Group: A Group: C
R.NO: ___ to ____ FROM
to Group: B Group: A Group: C SKILL LAB 1-30 pm
02:30 pm Group: A Group: B ONWORD
Group: C Group: B
R.NO._____ to BREAK &
PRACTICAL
_____ JUMA
PRACTICAL Histology :
I.T LAB PRAYER
TOPICS Physiology :
Biochemistry:
VENUE: LECTURE HALL: _______,

Effective from: ______ MARCH to _______ MARCH , 2023 .

DIRECTOR ACADEMICS
Peoples University of Medical
&Health Sciences for women,
Nawabshah (SBA)

PEOPLES UNIVERSITY OF MEDICAL & HEALTH SCIENCES FOR WOMEN

FIRST YEAR MBBS BATCH 2022-23

43
 WEEKLY TIME TABLE
WEEK 04: FOUNDATION MODULE (THEME: 04.Macromolecules Fundamental tissues /Systems of the
human body)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

TIME
8:30 am
to Pharmacology Biochemistry Biochemistry I.T
9:30 am Anatomy
9:30 am
Biochemistr Physiology
to y
Pharmacology Pathology
10:30 am

10:30 am
12-30 pm
to
Biochemistry Pathology BME Pathology To
11:30 am 01-30pm

11:30 am
to BREAK
12:00 noon
12-30 pm to
12:30 am Physiology Community 01-30pm
Physiology
to Anatomy Medicine
01:30 pm
Group: B Group: A
01:30 pm Group: A Group: C
R.NO: ___ to ____ FROM
to Group: B Group: A Group: C SKILL LAB 1-30 pm
02:30 pm Group: A Group: B ONWORD
Group: C Group: B
R.NO._____ to BREAK &
PRACTICAL
_____ JUMA
PRACTICAL Histology :
I.T LAB PRAYER
TOPICS Physiology :
Biochemistry:
VENUE: LECTURE HALL: _______,

Effective from: ______ MARCH to _______ MARCH , 2023 .

DIRECTOR ACADEMICS
Peoples University of Medical
&Health Sciences for women,
Nawabshah (SBA)

PEOPLES UNIVERSITY OF MEDICAL & HEALTH SCIENCES FOR WOMEN

44
 FIRST YEAR MBBS BATCH 2022-23

WEEKLY TIME TABLE

WEEK 05: FOUNDATION MODULE (THEME: 05. FUNDAMENTAL TISSUES /SYSTEMS OF THE HUMAN BODY)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

TIME
8:30 am
to Biochemistry Biochemistry
9:30 am Anatomy
Anatomy SKILL LAB
9:30 am
Pharmacolog Physiology
to y
10:30 am

10:30 am
to Biochemistr
Biochemistry Pathology BME BEH
11:30 am y

11:30 am
to BREAK
12:00 noon 12-30 pm
to
12:30 am 01-30pm
Anatomy Biochemistry Anatomy
to Pathology
01:30 pm

VENUE: LECTURE HALL: _______,

Effective from: ______ MARCH to _______ MARCH , 2023 .

DIRECTOR ACADEMICS
Peoples University of Medical
&Health Sciences for women,
Nawabshah (SBA)

PEOPLES UNIVERSITY OF MEDICAL & HEALTH SCIENCES FOR WOMEN

FIRST YEAR MBBS BATCH 2022-23

45
 WEEKLY TIME TABLE
WEEK 06: FOUNDATION MODULE (THEME: 06.Nervous System. Development, Differentiation and
Growth)

SATURD
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
TIME AY

8:30 am
to Anatomy Biochemistry
I.T LAB
9:30 am Anatomy
Anatomy
9:30 am SKILL LAB
Physiology Physiology
to
10:30 am
CBL
10:30 am 12-30 pm to
01-30pm
to Physiology
Biochemistry Anatomy Anatomy
11:30 am

Group: A Group: C Group: B Group: A

12:30 am Anatomy
Group: C R.NO: ___ to ____
to Group: B Group: A
SKILL LAB
FROM
01:30 pm Group: A 1-30 pm
Group: C Group: B FROM
ONWORD
PRACTICAL Group: B
BREAK &
1-30 pm
PRACTICAL Histology : R.NO._____ to ONWORD
JUMA
Physiology : _____ BREAK &
TOPICS I.T LAB
PRAYER
JUMA
Biochemistry:
PRAYER

VENUE: LECTURE HALL: _______,

Effective from: ______ MARCH to _______ MARCH , 2023 .

DIRECTOR ACADEMICS
Peoples University of Medical &
Health Sciences for women
Nawabshah (SBA)

PEOPLES UNIVERSITY OF MEDICAL & HEALTH SCIENCES FOR WOMEN

46
 FIRST YEAR MBBS BATCH 2022-23

WEEKLY TIME TABLE

WEEK 07: FOUNDATION MODULE (THEME: 07. Genetics and developmental anomalies)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

TIME
8:30 am
Physiology Community Biochemistr
to Anatomy Anatomy
Medicine y
9:30 am
9:30 am
Pharmacolog
to Pharmacology Pathology Pathology Anatomy
y
10:30 am

10:30 am
to Community Physiology
Pathology Anatomy Pathology y
11:30 am Medicine

11:30 am
Anatomy Pathology Pathology BEH Anatomy
to
12:00 noon
Biochemistry:
VENUE: LECTURE HALL: _______,

Effective from: ______ MARCH to _______ MARCH , 2023 .

DIRECTOR ACADEMICS
Peoples University of Medical &
Health Sciences for women,
Nawabshah (SBA)

BOOKS RECOMMENDED
ANATOMY
47
  Clinical Anatomy by Richard S Snell, Cunningham’s Manual of Anatomy
 Wheatears Histology, Langman’s Embryology, Keith L. Moore
Embryology
PHYSIOLOGY

 Text Book of Physiology by Guyton & Hall, Review of Physiology by Ganong

 Physiology Journal for Practical

BIOCHEMISTRY
 Harper’s Illustrated Biochemistry. By: Robert k. Murray.

 Textbook of Medical Biochemistry. By: Chatterjee.

 Lippincott’s Illustrated Review Biochemistry. By: Champe
 Textbook of Biochemistry with clinical correlations. By: Devin
TM.

PHARMACOLOGY
 Text book of Pharmacology by Katzung Latest Edition
 Review of Katzung
 Illustrated Review of Pharmacology by Lippincott Latest
Edition

GENERAL PATHOLOGY

 Basic of Pathology Latest Edition (Robbins)

 Basis of Disease of Pathology Latest Edition

(Robbins)
MICROBIOLOGY

 Textbook by Levenson
 Textbook by Jawetz
PARASITOLOGY
 Text book by Chatterjee
 Text book by Black Lock
COMMUNITY MEDICINE

 Text book of Community Medicine & public health by Ilyas

 Text Book of Prevention & Social Medicine by J E PARK

48
49