ISO CERTIFIED 9001:20151

LIAQUAT UNIVERSITY
OF MEDICAL & HEALTH SCIENCES,
JAMS HO RO , S IN DH

FINAL PROFESSIONAL
BATCH 2020-21 MBBS
ACADEMIC SESSION 2024-25
 2

ACADEMIC CALENDAR
Academic Session 2024-2025

Activity Class Year Dates

Classes starts All Batches of MBBS January 27, 2025

Eid-ul-Fitr Holiday March 31 to April 06, 2025

Classes Resumes All Batches of MBBS April 07, 2025

Summer Vacation/
1st to 4th Year MBBS June 07 to July 06, 2025
Internship/Elective
Summer Vacation/
Final Year MBBS June 07 to July 06, 2025
Tour

Classes Resumes All Batches of MBBS July 07, 2025

1st to 4th Year MBBS November 07, 2025

Classes Ends
Final Year MBBS December 05, 2025

1st to 4th Year MBBS November 08 to November 30, 2025

Exam Preparation
Final Year MBBS December 06 to January 04, 2026

1st to 4th Year MBBS December 01 to December 31, 2025

Annual Examination
Final Year MBBS January 05 to January 31, 2026

Winter Vacation 1st to 4th Year MBBS January 01, 2026 to January 04, 2026
 3

FINAL PROFESSIONAL MBBS

[BATCH 2020-21]
LECTURE SCHEDULE (FOR 10 WEEKS ROTATION IN MEDICINE AND SURGERY)
VENUE FOR LECTURES
MEDICINE> NEW MEDICNE LECTURE HALL PHARMA DEPARTMENT
SURGERY> BDS LECTURE HALL PHARMA DEPARTMENT
TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
ONCOLOGY
LECTURE
07 WEEKS
08.15 AM MEDICINE IV MEDICINE III MEDICINE II MEDICINE I FAMILY
TO MEDICINE
09.00 AM LEC
03 WEEKS
SURGERY
SURGERY I SURGERY II SURGERY III SURGERY IV
LECTURES
09.00 AM
HOSPITAL HOSPITAL HOSPITAL HOSPITAL HOSPITAL
TO
POSTING POSTING POSTING POSTING POSTING
03.00 PM*

NOTE: THERE WILL BE NO COMBINE LECTURES OF PEDIATRICS AND

GYNAE/OBSTETRICS

ROUND ONCOLOGY LECTURES FAMILY MEDICINE

I January 31 to March 14 March 21 to April 11
II April 18 to May 30 June 06 to July 18
III July 25 to September 05 September 12 to 26
IV October 03 to Nov 14 Nov 21 to Dec 05

*HOSPITAL POSTING:

SURGERY MEDICINE PAEDS GYNAE IV AND PULMONOLOGY AT LUH

JAMSHORO

GYNAE I II III GASTROENTEROLOGY CARDIO THORACIC SURGERY AND

PAEDS SURGERY AT LUH CITY HYDERABAD
 4

SCHEDULE OF HOSPITAL POSTING (10 WEEKS) ROUND ONE

MEDICINE PAEDIATRICS SURGERY GYNAECOLOGY
DATE
I II III IV I II I II III IV I II III IV
27 JAN
28
29
30
31
B5 B6 B7 B8
03 FEB
04 A1 A2 A3 A4 B1 B2 B3 B4
05
06
07
A 5+6 A 7+8
10
11
12
13
14
B8 B5 B6 B7
17
18
19
20
A2 A3 A4 A1 B2 B3 B4 B1
21
24
25
26
27
28
B7 B8 B5 B6
03 MAR
04
05
06
07
A 7+8 A 5+6
10
A3 A4 A1 A2 B3 B4 B1 B2
11
12
13
14
B6 B7 B8 B5
17
18
19
20
21
24 GASTRO PULMO PAED SUR CT SUR
25
26
A 5+6 A 7+8 B 5+6 B 7+8
27 A4 A1 A2 A3 B4 B1 B2 B3
28
07 APRIL GASTRO PULMO PAED SUR CT SUR
08
09
A 7+8 A 5+6 B 7+8 B 5+6
10
11
 5

SCHEDULE OF HOSPITAL POSTING (10 WEEKS) ROUND TWO

MEDICINE PAEDIATRICS SURGERY GYNAECOLOGY
DATE
I II III IV I II I II III IV I II III IV
14 APRIL
15
16
17
18
B1 B2 B3 B4
21
22 A5 A6 A7 A8 B5 B6 B7 B8
23
24
25
A 1+2 A 3+4
28
29
30
01 MAY
02
05 B2 B3 B4 B1
06
07
08
A6 A7 A8 A5 B6 B7 B8 B5
09
12
13
14
15
16
19 B3 B4 B1 B2
20
21
22
23
A 3+4 A 1+2
26
A7 A8 A5 A6 B7 B8 B5 B6
27
28
29
30
02 JUNE
03
04
05
06
07 JULY GASTRO PULMO PAED SUR CT SUR
08
09
A 1+2 A 3+4 B 1+2 B 3+4
10 A8 A5 A6 A7 B8 B5 B6 B7
11
14 GASTRO PULMO PAED SUR CT SUR
15
16
A 3+4 A 1+2 B 3+4 B 1+2
17
18
 6

SCHEDULE OF HOSPITAL POSTING (10 WEEKS) ROUND THREE

MEDICINE PAEDIATRICS SURGERY GYNAECOLOGY
DATE
I II III IV I II I II III IV I II III IV
21 JULY
22
23
24
25
A5 A6 A7 A8
28
29 B1 B2 B3 B4 A1 A2 A3 A4
30
31
01 AUGUST
B 5+6 B 7+8
04
05
06
07
08
A8 A5 A6 A7
11
12
13
14
B2 B3 B4 B1 A2 A3 A4 A1
15
18
19
20
21
22
A7 A8 A5 A6
25
26
27
28
29
B 7+8 B 5+6
01 SEP
B3 B4 B1 B2 A3 A4 A1 A2
02
03
04
05
A6 A7 A8 A5
08
09
10
11
12
15 GASTRO PULMO PAED SUR CT SUR
16
17
B 5+6 B 7+8 A 5+6 A 7+8
18 B4 B1 B2 B3 A4 A1 A2 A3
19
22 GASTRO PULMO PAED SUR CT SUR
23
24
B 7+8 B 5+6 A 7+8 A 5+6
25
26
 7

SCHEDULE OF HOSPITAL POSTING (10 WEEKS) ROUND FOUR

MEDICINE PAEDIATRICS SURGERY GYNAECOLOGY
DATE
I II III IV I II I II III IV I II III IV
29 SEP
30
01 OCT
02
03
A1 A2 A3 A4
06
07 B5 B6 B7 B8 A5 A6 A7 A8
08
09
10
B 1+2 B 3+4
13
14
15
16
17
20 A2 A3 A4 A1
21
22
23
B6 B7 B8 B5 A6 A7 A8 A5
24
27
28
29
30
31
03 NOV A3 A4 A1 A2
04
05
06
07
B 3+4 B 1+2
10
B7 B8 B5 B6 A7 A8 A5 A6
11
12
13
14
17
18
19
20
21
24 GASTRO PULMO PAED SUR CT SUR
25
26
B 1+2 B 3+4 A 1+2 A 3+4
27 B8 B5 B6 B7 A8 A5 A6 A7
28
01 DEC GASTRO PULMO PAED SUR CT SUR
02
03
B 3+4 B 1+2 A 3+4 A 1+2
04
05
 8

Liaquat University of Medical

& Health Sciences, Jamshoro

FINAL PROFESSIONAL

MBBS 2020-21

DEPARTMENT OF
SURGERY
ACADEMIC SESSION 2024-25
 9

DEPARTMENT OF SURGERY

S# TEACHING FACULTY
PROFESSORS

01 CHAIRMAN: Prof Altaf Ahmed Talpur 04 Prof Arshad Hussain Abro

02 Prof Shahida Khatoon 05 Prof. Rasool Bux Behan

03 Prof Ahsan Ali Laghari 06 Prof. Champa Sushel

ASSOCIATE PROFESSORS

07 Dr. Zameer Hussain Laghari 12 Dr. Sohail Ahmed Memon

08 Dr. Ahmed Hussain Pathan 13 Dr. Aijaz Ahmed Shaikh

09 Dr. Zubair Ahmed Yousfani 14 Dr. Qambar Ali Laghari

10 Dr. Abdul Rasheed Surahio 15 Dr. Nawaz Ali Dal

11 Dr. Syed Fazila Hashmi 16 Dr. Muhammad Akbar Majeed

ASSISTANT PROFESSORS

17 Dr. Abdul Salam Memon 23 Dr. Ghulamullah Rind

18 Dr. Ahmer Akbar Memon 24 Dr. Faiza Hameed

19 Dr. Khinpal Das 25 Dr. Sandesh Kumar

20 Dr. Shiraz Shaikh 26 Dr. Shahnawaz Khatti

21 Dr. Samina Naz 27 Dr. Ishrat Rahim

22 Dr. Bilal-e-Rasool 28 Dr, Mujeeb ur Rehman

SENIOR REGISTRARS

29 Dr. Kareem Bux Bhurgari 30 Dr. Muhammad Anwar Memon

 10

Integrated modular curriculum

Final year Syllabus for the Subject of Surgery

Introduction:
Integrated modular curriculum for the subject of General Surgery of final year MBBS is
divided into 12 modules with 03 modules are distributed to each surgical unit.
Each module comprises of 03 weeks academic teaching. It includes lectures, ward
teaching and skill lab teaching.
Integrated curriculum is designed to enhance learning by connecting theoretical
knowledge with practical application. In contrast to traditional method, an integrated
approach promotes a meaningful understanding of concepts by integrating basic
science with clinical practice. Integrated approach is consistent with global trends in
medical education, with an emphasis on systems-based and competency-based
learning to prepare students for real-world healthcare.
Integrated curriculum allows students to relate principles of anatomy, physiology,
pathology, and pharmacology to clinical scenarios. This comprehensive framework not
only enhances understanding, but also improves clinical reasoning, decision-making,
and problem-solving skills. By incorporating active learning methods, such as case-
based discussions, simulation exercises, and interdisciplinary teamwork, students are
equipped to address comprehensive patient care.
Curriculum also emphasizes professionalism, ethical consideration, and effective
communication, preparing students to provide empathetic, patient-centered care. It
also promotes self-directed learning, required for thriving in a rapidly changing
medical education. Thus the integrated approach ensures that future doctors are
competent, confident, and prepared to meet the challenges of healthcare delivery.
Rationale:
Integrated curriculum in surgery for undergraduates (Final year MBBS) is essential as
this is the critical phase in preparing students for their roles as competent medical
profession. By integrating anatomy, physiology, pathology, and radiology with clinical
practice, students gain ability to correlate theoretical knowledge with real-life patient
management. This approach enhances their diagnostic decision-making skills while
preparing them to address complex clinical scenarios in a multidisciplinary healthcare
setting. Additionally, integrating procedural skills and evidence-based medicine
ensures that students are equipped for the need of surgical practice, from preoperative
assessment to postoperative care.
Curriculum also emphasizes professionalism, ethical decision-making, and effective
communication, which are critical components of patient-centered care. Teamwork
and interdisciplinary collaboration exposure prepares students for real-world
challenges, promoting holistic care. Curriculum not only enhances clinical competence
but also instills lifelong learning habits. Ultimately, an integrated surgical curriculum
 11

ensures that graduating students are ready to transition into their roles as capable
healthcare professionals.
Learning Objectives:
At the end of the Integrated Curriculum of Surgery, students will be able to:
1. Demonstrate in-depth knowledge of anatomy, physiology, pathology and clinical
features of surgical diseases, and integrate this knowledge into patient care.
2. Conduct detailed histories and physical examinations, interpret relevant diagnostic
tests, and make accurate diagnoses of common surgical conditions.
3. Demonstrate in depth understanding of the indications, contraindications of
common surgical procedures.
4. Integrate basic scientific and clinical knowledge for the management of surgical
patients.
5. Perform basic surgical skills under supervision, including basic procedures such as
wound dressing, catheterization and passing nasogastric tubes, suturing and
assisting in minor surgical procedures.
6. Identify and manage surgical emergencies, including trauma, shock, and acute
abdominal conditions, with an emphasis on timely interventions and stabilization.
7. Anticipate, recognize, and manage postoperative complications, including
infections, bleeding, and thromboembolic events.
8. Apply principles of patient safety, sterility, infection control, and surgical ethics to
clinical practice.
9. Provide compassionate, respectful and culturally appropriate care, and
communicate effectively with patients and their families.
10. Work effectively within multidisciplinary teams, coordinating with
anesthesiologists, radiologists, and other healthcare professionals to improve
patient outcomes.
11. Recognize the role of surgery in public health, and low-resource settings,
emphasizing on preventive and cost-effective care.
12. Engage in self-directed learning, and participate in clinical research to stay abreast
of surgical advances.
13. Advocate professional values, ethical principles and commitment to continuous
improvement in surgical care.
14. Learn to engage in modern diagnostic tools, minimally invasive surgical techniques
and surgical innovations to improve patient care.
Distribution of topics to each surgical unit with schedule of teaching per Module is
distributed as under;
 12

Surgical Unit. I
Module 1: Perioperative care: Pre-operative care, postoperative care, Anesthesia
and pain relief, fluid and Nutrition
Module 2: Upper GI Esophagus, stomach, duodenum, Bariatric, GI endoscopy
Module 3: Vascular disorders Arterial disorders, venous disorders, lymphatic
disorders

Surgical Unit II
Module 4: Trauma Trauma, Shock, Hemorrhage, blood transfusion, metabolic
response to jury, Patients care and safety
Module 5: Hepato Biliary system and pancreatic system: Biliary system, Liver,
pancreas, Spleen, Minimal access surgery
Module 6: Abdominal wall Hernia and Inguino scrotal swelling Abdominal Wall
Hernias, Testis and scrotum, Day care surgery

Surgical Unit III

Module 7: Wound and its management Wound, Tissue engineering and
regeneration, Surgical infections, Tropical infestations
Module 8: small bowel and its related disorders Small intestine, Intestinal
Obstruction, peritoneum and mesentery, inflammatory bowel disease
Module 9: Large bowel and Anal Canal Appendix, Large Gut, Rectum and anal canal

Surgical Unit IV
Module 10: Basic principles of Surgery:
Basic surgical skills, Diagnostic imaging, Tissue and molecular diagnosis, Global Health
and Surgery, Transplantation
Module 11: Neck swelling and adrenal Thyroid, parathyroid, extra thyroidal neck
swellings, adrenals
Module 12: Breast and its related disorders Breast and its related disorders, surgical
oncology, Audit, Ethics
 13

Surgical Unit I
Lectures of Surgical Unit 1 are as under;
No. of
Topic covered
lectures
Module 1: Peri operative care
1 Preoperative care, postoperative care
2 Anesthesia and pain relief
3 Fluid and Electrolyte imbalance
4 Nutrition disorders
Module 2: Upper GI Pathology
4 Esophagus
5 Stomach and duodenum
6 Bariatric Surgery and GI endoscopy
Module 3: Vascular Disorders
7 Arterial disorders
8 Venous disorders
9 lymphatic disorders

Tutorials of Surgical Unit 1 are as under;

No. of
Topic covered
Tutorials
Module 1: Peri operative care
1 Preoperative care, postoperative care
2 Anesthesia and pain relief
3 Fluid and Electrolyte imbalance
4 Nutrition disorders, on Friday
Module 2: Upper GI pathology
5 Esophagus
6 Stomach and duodenum
7 Bariatric Surgery
8 GI endoscopy, On Friday
Module 3: Vascular Disorders
9 Arterial disorders
10 Venous disorders, Varicose veins
11 Venous disorders, DVT
12 lymphatic disorders, On Friday
 14

Learning Objectives of each Module with specific topics are as under;

Topic Learning Objectives Importance Teaching Assessment
Method
MODULE 01
Preoperative Cognitive Good to Lecture / SBQs & OSVE,
care and  How to optimize patients know Demonstration OSCE, Clinical
postoperative and identification of high- , SGD, Practical, Exam
care risk patients? CBL/ PBL
 Surgical, medical and
anaesthetic aspects of
assessment
 How to predict and
recognize most common
post-operative
complications Must Know
Psychomotor:
 How to prevent and treat
common postoperative
complications.
Affective:
 Counselling for critically ill
patients and high-risk
patients
Anesthesia Cognitive: Good to
and pain  Different types of Know
relief anesthesia and techniques
 Methods of providing pain
relief
Psychomotor:
 Airway management
 management of chronic
and acute pain by
injectables
Affective:
 follow the recommended
guidelines for anesthesia
and pain relief
Nutrition and Cognitive:
fluid Balance  Assess and calculate Good to
nutritional requirement in Know
surgical patient
 Different types and routes
for nutrition
 Types of fluids in surgical
patients
 Monitor fluid challenges
 15

Psychomotor: Must Know

 Instill IV fluids and
nutrition
Affective:
 Understand the choice of
fluids in surgical patients

Topic Learning Objectives Importance Teaching Assessment

Method
MODULE 02
Esophagus Cognitive: Good to Lecture / SBQs &
 The anatomy, physiology know Demonstration, OSVE, OSCE,
and pathology of SGD, Practical, Clinical Exam
esophagus CBL/ PBL
 Clinical features,
investigations and
treatment of common
benign and malignant
conditions of esophagus Most Know
 Corrosive injury and
esophageal perforations
Psychomotor:
 Physical examination of Ca
esophagus
Affective:
 Consent and counselling
for surgery
 Sympathy for advance
malignancy
Stomach and Cognitive: Good to
duodenum  Gross/microscopic Know
anatomy, physiology and
pathology.
 Peptic ulcer disease
 Benign and malignant
conditions
 Gastric and duodenal
perforation
 How to investigate in
stomach and duodenal
pathology Must to
 Treatment of peptic ulcer Know
and its complications
 Presentation and
treatment of gastric cancer
Psychomotor:
 16

 Detail general and

abdominal examination
Affective:
 Discuss the surgical
options with the patient,
counselling about the
surgical outcome and
taking consent
Bariatic Cognitive: Good to
surgery  How to treat obesity as a Know
disease?
 Patient selection and NICE
guidelines
 Surgical options to treat
obesity
 Follow-up, nutritional
supplements and
biochemical monitoring Must Know
Psychomotor:
 How to assess
perioperative and treat
perioperative
complications
Affective:
 Rationale for surgery and
the concept of metabolic
surgery
 Counselling about the
surgery for obesity and
future consequences

Topic Learning Objectives Importance Teaching Assessment

Method
MODULE 03
Arterial Cognitive: Good to Lecture / SBQs &
Disorders  The nature and associated know Demonstration, OSVE,
features of occlusive peripheral SGD, Practical, OSCE,
arterial disease CBL/ PBL Clinical
 The investigation and Exam
treatment options for occlusive
peripheral arterial disease
 How to diagnose and
treatment options for acute
and chronic limb ischemia
 The arteritides and vasospastic
disorders
 17

Psychomotor:
 Conservative management of Must Know
acute limb ischemia (heparin)
 How to examine the case of
limb ischemia
Affective:
 Counselling and consent in
case of limb amputation
 Counselling to prevent
vasospastic disorders
Venous Cognitive: Good to
Disorders  Venous anatomy and Know
physiology
 The pathophysiology of venous
hypertension
 The clinical significance and
management of superficial
venous reflux Must to
Psychomotor: Know
 The management of venous
ulceration (dressings)
 Venous thromboembolism
 Lower limb examination for
venous insufficiency
Affective:
Counselling about the life style or
occupational modification to prevent
venous disease
Lymphatic Cognitive: Good to
Disorders  The anatomy and physiology of Know
the lymphatic system
 The etiology and classification
of lymphoedema
 The clinical features and
management of lymphoedema
Psychomotor:
 Examination of lymphedema
 Management of lymphedema Must Know
 Manual lymph drainage
exercises
Affective:
 Counselling about the limb care
and guide about manual
drainage
 18

Surgical Unit II
Lectures of Surgical Unit II are as under;
No. of lectures Topic covered
Module 4: Trauma
1. Shock, Haemorrhage, Metabolic injury
2. Blood transfusion
3. Patient care and safety
Module 5 : Hepato biliary
4. Biliary system, Minimal invasive surgery
5. Liver spleen
6. Pancreas
Module 6: Abdominal hernia and inguino scrotal swelling
7. Abdominal wall hernias
8. Testis and scrotum
9. Day care surgery

Tutorials of Surgical Unit II are as under;

No. of Tutorials Topic covered
Module 4: Trauma
1. Shock
2. Haemorrhage, Metabolic injury
3. Blood Transfusion
4. Patient care
Module 5 : Hepato biliary
5. Biliary system
6. Continue Biliary system ,Minimal invasive surgery
7. Liver, Spleen
8. Pancreas
Module 6: Abdominal hernia and inguino scrotal swelling
9. Abdominal wall hernias
10. Inguinal hernias, Femoral hernia
Testis and scrotum (Hydrocele, testicular torsion, undescended testis,
11.
varicocele,)
12. Testicular tumor, Day care surgery
 19

Learning Objectives of each Module with specific topics are as under;

Teaching
Topic Learning objectives Importance Assessment
method
MODULE 04
Trauma Cognitive
 Describe the principles of trauma care. Lecture, MCQs, SAQs,
 Discuss Advanced Trauma Life Support Must Tutorial, Presentation
(ATLS) guidelines. know CBL
 Identify indications for diagnostic
imaging in trauma (e.g., X-ray, CT,
FAST). OSCE, Direct
 Discuss the management of specific Clinical observation
traumatic injuries (e.g., head injury, rotation,
chest trauma, abdominal trauma). Skill lab
Psychomotor
 Perform rapid trauma assessments
using primary and secondary survey Feedback,
frameworks. Role play, OCSE
 Demonstrate airway protection group
techniques including chin lift, jaw discussion
thrust.
 Apply a pelvic binder for stabilization
of pelvic fractures.
 Perform needle thoracotomy for
tension pneumothorax.
Affective
 Demonstrate empathy and
professionalism when dealing with
trauma victims and their families.
Shock, Cognitive Must Lecture MCQs, SEQs
Hemorrh  Explain classification and mechanisms know Tutorial
age, of shock. Group
Metabolic  Explain pathophysiology of distributive discussion
response shock (hypo volumic shock) and its
to injury management
 Classify the types of bleeding and
describe the stages of hemorrhagic Skill lab,
shock. Clinical OSCE,
 Describe metabolic response to injury. rotation Direct
Psychomotor observation
 Establish intravenous access and
initiate fluid resuscitation for patients
in shock.
 Demonstrate methods of controlling
bleeding, including direct pressure,
 20

tourniquets, and packing of wound and Role play, Feedback,

suturing group OSCE
Affective discussion
 Demonstrate professionalism ,
empathy and effective communication
when interacting with patients in
critical condition and their families
Transfusi Cognitive
on,  Describe indications, contraindications, Must Know Lecture MCQs, SAQs,
patient and complications of blood transfusion. Tutorial Presentation
safety  Discuss the preparation, storage, and Group
matching of blood and blood products. discussion
 Explain the management of transfusion
reactions.
 Explain infection prevention principles,
including aseptic and sterile
techniques.
 Discuss patient safety protocols such as
the surgical safety checklist and
timeout procedures. Skill lab,
Psychomotor Clinical OSCE, Direct
 Demonstrate appropriate techniques rotation observation
for blood sample collection, cross-
matching, and safe administration of
blood transfusions.
 Apply infection control measures,
including hand hygiene and correct use
of personal protective equipment.
Role play,
 Use WHO Surgical Safety Checklist
group Feedback,
effectively in simulated or real
discussion OSCE
scenarios
Affective
 Promotes patient safety and adherence
to principles effective transfusion
practice.
MODULE 05
Biliary Cognitive
system  Describe anatomy and Must Lecture MCQs, SAQs,
and pathophysiology of biliary system. Know Tutorial Presentation
minimal  Identify common biliary tract diseases. Group
invasive  Correlate clinical findings, biochemical discussion
surgery tests and diagnostic imaging (e.g.,
ultrasound, CT) to plan the
management of biliary tract disease OSCE, Direct
 Outline the principles and advantages observation
of minimally invasive surgery (MIS),
 21

including its application in gallbladder

surgery.
 Explain indications, contraindications,
and complications of laparoscopic Feedback,
cholecystectomy. OSCE
 Describe preparation, patient
positioning, and equipment used in
laparoscopic cholecystectomy. Skill lab,
 Describe the steps of laparoscopic Clinical
cholecystectomy and common rotation
troubleshooting techniques during the
procedure.
Psychomotor Role play,
 Perform relevant history. group
 Perform abdominal examination discussion
focusing on signs of biliary disease,
such as Murphy’s sign or jaundice.
 Identify laparoscopic instruments.
Affective
 Display professional behavior, team
work skills and communication skills
Liver, Cognitive
Spleen  Explain anatomy and functions of liver Must
and spleen. Know Lecture
 Identify common liver diseases, Tutorial MCQs, SAQs,
including abscess, cysts, tumor. Group Presentation
 Discuss indications, techniques, and discussion
complications of surgical procedures
like liver resection and drainage of
abscesses
 List common splenic diseases requiring
surgery (e.g., , trauma, hypersplenism,
splenic abscess).
 Discuss indications, contraindications,
and complications of splenectomy.
 Correlate clinical findings, biochemical
and diagnostic imaging (e.g., OSCE, Direct
ultrasound, CT) to plan the Skill lab, observation
management of liver and splenic Clinical
conditions. rotation Feedback,
OSCE
 Understand the prophylactic measures
Role play,
following splenectomy, including
group
vaccination and infection prevention.
discussion
Psychomotor
 Take relevant history.
 22

 Palpate and percuss the liver to identify

hepatomegaly or other abnormalities.
Affective
Display professional behavior, team work skills
and communication skills.
Pancreas Cognitive
 Explain anatomy and functions of the
pancreas. Must know Lecture MCQs, SAQs,
 Describe etiology, clinical features, and Tutorial Presentation
management of common pancreatic Group
disorders, such as acute and chronic discussion
pancreatitis, pancreatic pseudo-cysts,
and pancreatic tumors.
 Understand indications, techniques,
and complications of surgical
interventions OSCE, Direct
 Discuss the principles of post-operative Skill lab, observation
care, including enzyme Clinical
supplementation and glucose rotation Feedback,
management. OSCE
Psychomotor
 Take relevant history of pancreatic Role play,
disorders group
 Perform clinical examination and discussion
identify key signs of pancreatic
pathology, such as Cullen’s and Grey
Turner’s signs.
Affective
 Display professionalism while
evaluating patient with pancreatic
diseases
MODULE 06
Abdomin Cognitive
al wall  Describe anatomy of abdominal wall,
hernia and potential hernia sites (inguinal, Must know Lecture MCQs, SAQs,
femoral, umbilical, incisional, etc.). Tutorial Presentation
 Explain pathophysiology and Group
classifications of hernias. discussion OSCE, Direct
 Identify clinical features of hernias, observation
including pain, swelling, and
complications.
 Describe diagnostic modalities. Skill lab, Feedback,
 Outline the principles of hernia Clinical OSCE
management. rotation
 23

 Explain surgical techniques for hernia Role play,

repair, including open and laparoscopic group
approaches discussion
 Explain the complications of hernia
repair.
Psychomotor
 Perform history and clinical
examination to diagnose and classify
abdominal wall hernias.
Affective
 Demonstrate professionalism when
counseling patients regarding
treatment options and potential
complications
Testis , Cognitive
Scrotum  Describe the anatomy of scrotum and Must Know
its contents, including the testis, Lecture MCQs, SAQs,
epididymis, and spermatic cord. Tutorial Presentation
 Understand the physiological functions Group
of the testis.. discussion
 Describe etiology, clinical features, and
complications of common scrotal and
testicular disorders, including:
o Hydrocele
o Varicocele
o Epididymitis and orchitis
o Testicular torsion
o Testicular tumors
o Scrotal trauma
o Inguinoscrotal hernias.
 Differentiate between acute and
chronic scrotal swellings based on
clinical evaluation.
 Explain the use of diagnostic tools such
as:
 Outline the surgical and non-surgical
management of testicular and scrotal
disorders. Skill lab, OSCE, Direct
Clinical observation
 Describe complications of different
rotation
surgical procedures of scrotal and
testicular disorder.
 Discuss postoperative care.
Psychomotor
Role play, Feedback,
 Perform history and clinical
group OSCE
examination of the scrotum and testis
discussion
to identify condition.
 24

 Demonstrate proper technique for

bedside diagnostic maneuvers.
Affective
 Counsel patients and families
effectively on treatment options,
potential complications, and prognosis.
 Maintain patient dignity and privacy
during examination and management.
Day care Cognitive
surgery  Define day care surgery and its Nice to
significance in modern healthcare know Lecture MCQs, SAQs,
systems. Tutorial Presentation
 Explain the criteria of patient selection Group
for day care surgery. discussion
 Identify surgical procedures commonly
performed in day care settings.
 Describe discharge criteria and OSCE, Direct
instructions for home care and follow- Clinical observation
up. rotation
 Discuss the benefits of day care
surgery. Feedback,
Psychomotor Role play, OSCE
 Conduct preoperative assessment for group
patients undergoing day care surgery discussion
Affective
 Demonstrate empathy and
professionalism when explaining the
day care surgical process to patients
and families.
Surgical Unit III
Lectures of Surgical Unit III are as under;
No. of lectures Topic covered
Module 7: Wound and its management
1 Wound and its management, Tissue engineering and regeneration
2 Surgical infections
3 Tropical infestations
Module 8: small bowel and its related disorders
4 Small intestine and inflammatory bowel disease
5 Intestinal Obstruction
6 Peritoneum and Mesentery
Module 9: Large bowel and Anal canal
7 Appendix
8 Large Bowel
19 Rectum
10 Anal Canal
 25

Schedule of tutorials of Surgical Unit III are as under;

No. of Tutorials Topic covered
Module 7: Wound and its management
1 Wound and its management
2 Surgical infections
3 Tropical infestations
4 , Tissue engineering and regeneration on Friday
Module 8: small bowel and its related disorders
5 Small intestine
6 Intestinal Obstruction
7 Peritoneum and Mesentery
8 Inflammatory bowel disease On Friday
Module 9: Large bowel and Anal canal
9 Appendix
10 Large Bowel
11 Rectum
12 Anal Canal

Learning Objectives of each Module with specific topics are as under;

Topic Learning Objectives Importance Teaching Assessment
Method
MODULE 07
Wound and Cognitive Good to Lecture / SBQs &
its  Normal wound healing know Demonstrati OSVE, OSCE,
management and identify factors that on, SGD, Clinical Exam
adversely affects wound Practical,
healing CBL/ PBL
 Classification of wounds
and types of healing
 Principles of wound and
scar management Must Know
Psychomotor:
 Identification and
management of infected
wound.
 Application of different
types of dressing
Affective:
 Patient’s care with chronic
wounds specially in
geriatric and critically ill
patients.
Surgical Cognitive: Good to
infections Know
 26

 Common surgical
pathogens and their
sensitivities.
 Clinical presentation of
surgical infections.
 Principles of antibiotic
therapy, their misuse and
development of resistance.
 Koch’s postulates
 Surviving sepsis campaign,
sepsis bundles and sepsis
six
 Concept of primary and
secondary closure of
wounds.
 Host response in surgical
infections
 Definitions of infection,
particularly at surgical
sites
Psychomotor:
 Practice different aseptic
techniques
 Management of abscesses
Affective:
Tropical Cognitive: Good to
infestations  common surgical Know
infections and infestations
that occur in the tropics.
 Emergency presentations
of patient.
 Diagnosis, investigations
and treatment of
emergency conditions.
 The multidisciplinary
approach between Must Know
surgeon, physician,
radiologist, pathologist
and microbiologist.
Psychomotor:
 General and local (lump,
ulcers, abdomen, chest)
examination of the patient
Affective:
 Effectively communicate
and explain the causes
 27

tropical infestations and

guide the patients who are
travelling to or coming
from the areas, where
tropical infestations are
common
Tissue Cognitive:
engineering  Value and limitations of
and tissue diagnosis.
regeneration  Approach of tissue
processing and principles
of microscopic diagnosis.
 Features of neoplasia and
its clinic-pathological
correlation.
 Role of
immunohistochemistry
and molecular pathology.
Psychomotor:
 General physical
examination of cancer
patients
 Examination of malignant
lumps or ulcers
Affective:
 Show sympathy towards
cancer patients, especially
in terminal illness.
 Explain the course of
disease to the patients.
 Counselling/consent
taking for tissue diagnosis
and its importance.

Topic Learning Objectives Importance Teaching Assessment

Method
MODULE 08
Small Cognitive: Good to Lecture / SBQs &
intestine  Basic anatomy and know Demonstration, OSVE, OSCE,
physiology of small intestine SGD, Practical, Clinical Exam
 Aetiology and pathology of CBL/ PBL
common intestinal
conditions
 The sign/symptoms,
investigations and
 28

management of intestinal Most

problems Know
 Principles of small intestinal
surgery
 Non- surgical management
of intestinal problems
Psychomotor:
 Abdominal examination
 ileostomy care
Affective:
 Counselling/consent in
complex intestinal surgery
(stoma formation, re-
exploration)
Intestinal Cognitive: Good to
Obstruction  Common causes of intestinal Know
obstruction
 History, diagnosis and
principles of management
 Interpretations of
radiological findings
 Surgical options and
complications in gut
resections
Psychomotor:
 Abdominal examination Must to
 Clinical signs Know
Affective:
 Able to explain to the
patients about risk VS
benefit of surgery
 Counsel about stoma care
and diet modification
Peritoneum Cognitive: Good to
and  The development and Know
Mesentery anatomy of the mesentery
and peritoneum
 Surgical conditions of the
peritoneum, mesentery,
greater omentum and Must
retroperitoneal space Know
Psychomotor:
 Abdominal examination
&GPE
Affective:
 29

Inflammatory Cognitive:
bowel disease  Etiology and pathology of
inflammatory bowel disease
 Distinguishing features of
ulcerative colitis and Crohn’s
disease
 Extra-intestinal
manifestations in
inflammatory bowel disease
 Principles of medical
management
 Emergency and elective
surgeries in inflammatory
bowel disease
 Postoperative complications
and outcomes in long term
Psychomotor:
 GPE and abdominal
examination
 Examination of extra
intestinal manifestations
Affective:
 Counselling about the long-
term complications
 Counselling about the diet
and lifestyle modifications
 Counsel the patients to
accept the condition and to
live with it

Topic Learning Objectives Importance Teaching Assess

Method ment
MODULE 08
Appendix Cognitive: Good to Lecture / SBQs
 Surgical anatomy, clinical signs know Demonstration, &
and differential diagnosis of SGD, Practical, OSVE,
appendicitis CBL/ PBL OSCE,
 The basic investigations in Clinical
appendicitis Exam
 Open and laparoscopic
appendicitis
 Tumor of appendix and
pseudomyxoma peritonei
Psychomotor: Must Know
 30

 History to exclude differentials

 Elicit clinical signs in appendicitis
Affective:
Large Cognitive: Good to
Bowel  Anatomy and physiology of large Know
bowel
 Etiology and pathology of large
bowel conditions
 Principles of investigations of
large bowel symptoms
 Principles of colonic surgery Must to Know
 Management of emergency and
elective surgical problem of large
intestine
 Different type of stoma in large
bowel
Psychomotor:
 History of bleeding PR
 Digital rectal examination and
proctoscopy
 Abdominal examination
 Demonstrate stoma care
Affective:
 Counselling in the denial phase
when disclosing malignant
conditions
 Consent taking for stoma
Rectum Cognitive: Good to
 Anatomy and pathology of the Know
rectum
 Clinical presentation,
investigations and treatment of
the bening disease affecting the
rectum
 Carcinoma of the rectum, its
presentation, surgery and
postoperative care Must Know
Psychomotor:
 History of bleeding PR
 DRE
 Proctoscopy
 Abdominal examination
Affective:
 Stoma consent/counselling
 31

Anal Canal Cognitive:

 The anatomy and physiology of
the anal canal
 Clinical presentation,
investigations and differential
diagnosis in anal canal pathology
 Management of benign and
malignant anal canal conditions
Psychomotor:
 DRE and proctoscopy
Affective:

Surgical Unit IV
Schedule Lectures of Surgical Unit IV are as under;
No. of lectures Topic covered
Module 10: Basic principles of Surgery
1 Basic surgical skills
2 Tissue diagnosis and molecular diagnosis
3 Transplant Global health and surgery
Module 11: Neck swelling and adrenal
4 Thyroid
5 Extra thyroidal neck swelling
6 Parathyroid, Adrenals
Module 12: Breast and its related disorders
7 Benign breast disease
8 Ca breast
19 Surgical oncology
10 Audit and ethics
Schedule of tutorials of Surgical Unit IV are as under;
No: of tutorials Topic covered
Module 10: Basic principles of Surgery
1. Basic Surgical skills
2. Diagnostic imaging, Tissue and molecular diagnosis
3. Global Health and Surgery
4. Transplantation
Module 11 : Neck swelling and adrenal
5. Thyroid
6. Extra thyroidal neck swelling
7. Parathyroid
8. Adrenals
Module 12: Breast and its related disorders
9. Benign Breast diseases
10. Ca Breast
11. Surgical oncology
12. Audit and ethics
 32

Learning Objectives of each Module with specific topics are as under;

Topic Learning objectives Importance Teaching Assessment
method
MODULE 10
Basic Cognitive
surgical  Describe principles of asepsis, Must Lecture, MCQs, SAQs,
skills antisepsis, and sterilization. know Videos Presentation
 Explain steps of basic surgical Tutorial,
techniques (incision, suturing, CBL
and knot-tying).
 Explain the uses of surgical
instruments.
Psychomotor OSCE, Direct
 Demonstrate proper hand Clinical observation
hygiene and sterile rotation,
gowning/gloving techniques. Skill lab
 Perform basic suturing, wound
closure, and knot-tying under
supervision. Feedback, OCSE
 Identify instruments and Role play,
handle instruments with safety. group
Affective discussion
 Demonstrate adherence with
protocols in maintaining sterile
fields.
 Display commitment to
practicing surgical skills with
care.
Diagnostic Cognitive Good to Lecture MCQs, SEQs
imaging,  Describe indications, know Tutorial
Tissue and advantages, and limitations of Group
molecular imaging modalities like X-ray, discussion
diagnosis CT, MRI, and ultrasound in
surgical practice.
 Describe the principles of
histopathological and
cytological diagnosis.
 Explain the role of molecular
techniques in identifying
malignancies and genetic Skill lab, OSCE,
disorders. Clinical Direct
Psychomotor rotation observation
 Interpret basic diagnostic
images for common surgical
conditions
 33

 Use imaging findings to

correlate with clinical
features. Role play, Feedback, OSCE
 Assist in obtaining tissue group
samples for biopsy. discussion
 Handle tissue specimens
properly for pathological
evaluation.
Affective
 Appreciate the role of
diagnostic imaging.
 Demonstrate sensitivity
when discussing biopsy
results with patients.
 Appreciate the t importance
of timely and accurate
diagnosis.
Global Cognitive Nice to Lecture MCQs, SAQs,
Health and  Categorize global disparities Know Tutorial Presentation
Surgery, in surgical care. Group
Transplanta  Explain the impact of discussion
tion resource limitations on
surgical outcomes in low-
income countries.
 Describe the principles of
organ allocation and
recipient selection.
 Explain the immunological Skill lab, OSCE, Direct
basis of transplantation and Clinical observation
rejection. rotation
 Knows ethical principles of
organ transplantation.
Psychomotor
 Participate in case
discussions on global Feedback, OSCE
surgical challenges. Role play,
group
 Develop strategies for
discussion
optimizing surgical care in
resource-limited settings.
Affective
 Show empathy towards
underserved populations.
 Advocate for equitable
surgical care globally.
 Respect ethical principles of
organ transplantation.
 34

MODULE 11
Thyroid Cognitive
 Describe the anatomy, Must
physiology, and pathology Know Lecture
of the thyroid gland. Tutorial MCQs, SAQs,
 Identify clinical features and Group Presentation
diagnostic approaches for discussion
goiter, hyperthyroidism, and OSCE, Direct
thyroid malignancies. Skill lab, observation
Psychomotor Clinical
 Take relevant history. rotation
 Perform thyroid Feedback, OSCE
examination.
 Interpretate laboratory Role play,
investigation and correlate group
with clinical features. discussion
Affective
 Show empathy towards
patients with thyroid
disorders, particularly those
with malignancy.
 Acknowledge the
importance of lifelong
follow-up in thyroid
patients.
Extra Cognitive Must Lecture MCQs, SAQs,
thyroidal  Classify neck swellings Know Tutorial Presentation
neck based on anatomical Group
swellings location and etiology. discussion
 Describe clinical features of
different neck swelling OSCE, Direct
 Describe the diagnostic observation
approach for cystic, Skill lab,
inflammatory, and Clinical
neoplastic swellings. rotation Feedback, OSCE
Psychomotor
 Take relevant history. Role play,
 Perform examination of group
cervical lymph nodes. discussion
 Assist in biopsy procedures
for lymphadenopathy.
Affective
 Display professional
behavior and show respect
for patient concerns and
fears about malignancy.
 35

 Advocate for timely

intervention and care.
Parathyroid Cognitive Good to Lecture MCQs, SAQs,
and  Explain the physiology of know Tutorial Presentation
adrenals calcium metabolism and Group
parathyroid function. discussion
 Identify clinical features of
hyperparathyroidism and
hypoparathyroidism.
 Explain the anatomy,
physiology, and pathology
of the adrenal glands.
 Recognize clinical
presentations of adrenal OSCE, Direct
hyper-function and hypo- Skill lab, observation
function. Clinical
 Identify of surgical rotation
intervention for parathyroid
and adrenal disorders.
Psychomotor
 Take relevant history
Feedback, OSCE
 Perform clinical examination
Role play,
and identify key signs.
group
 Advise relevant
discussion
investigations
 Interpret laboratory
investigation and correlate
with clinical presentation
Affective
 Display professionalism
while evaluating patient.
 Demonstrate sensitivity
when counseling patients
with hormonal imbalances.
 Acknowledge the
importance of lifelong
monitoring in adrenal
disorders.
MODULE 12
Breast Cognitive Lecture MCQs, SAQs,
 Describe the anatomy and Must know Tutorial Presentation
physiology of breast. Group
 Describe the clinical discussion
features, diagnosis, and
management of benign and
malignant breast conditions.
 36

 Explain screening methods

for breast cancer Skill lab, OSCE, Direct
Psychomotor Clinical observation
 Perform history and clinical rotation
examination to diagnose
breast
 Assist in procedures such as
FNAC, core biopsy, excision Role play, Feedback, OSCE
biopsy group
Affective discussion
 Respect patient privacy
during breast examinations
 Demonstrate empathy when
addressing patient concerns
for breast cancer.
 Demonstrate
professionalism when
counseling patients
regarding treatment options
and potential complications.
Surgical Cognitive
oncology  Explain the principles of Nice to Lecture
staging, diagnosis, and Know Tutorial MCQs, SAQs,
treatment of common Group Presentation
cancers. discussion
 Describe the role of surgery OSCE, Direct
in multimodal cancer Skill lab, observation
treatment Clinical
Psychomotor rotation
 Assist in biopsy and surgical
procedures for tumor
excision. Feedback, OSCE
 Participate in MDT Role play,
discussions for cancer cases. group
Affective discussion
 Demonstrate compassion
towards cancer patients
and their families.
 Advocate for early
detection and prevention
strategies.
Audit and Cognitive
ethics  Explain the principles of Nice to Lecture MCQs, SAQs,
clinical audit in improving know Tutorial Presentation
surgical outcomes. Group
discussion
 37

 Discuss ethical issues

related to informed consent, OSCE, Direct
end-of-life care, and Clinical observation
resource allocation. rotation
Psychomotor Feedback, OSCE
 Participate in data collection Role play,
for audits. group
 Present audit findings in discussion
group discussions.
Affective
 Uphold ethical principles in
all surgical practices.
 Advocate for patient-
centered care and shared
decision-making
Updated Time Table for Final year MBBS (Academic Year 2024-2025)
Curriculum: Integrated Modular Curriculum for Liaquat University Medical & Health
Sciences and its constituent and affiliated colleges
Time Mon Tues Wed Thurs Fri
8.15 to Lecture Lecture Lecture Lecture CPC after
9.00 SU I SU II SU IIII SU IV every module
Tutorials on Tutorials on Tutorials on Tutorials on Skill lab
Same topic of Same topic of Same topic of Same topic of learning
lecture in all lecture in all lecture in all units lecture in all
9.00 AM units via Case units via Case via Case based units via Case
to 10.00 based based discussion, Skill based
AM discussion, Skill discussion, Skill lab or via discussion, Skill
lab or via lab or via simulated patient lab or via
simulated simulated simulated
patient patient patient
10.00 to Attending ward Attending ward Attending ward Attending ward Attending ward
12.00 rounds or OT rounds or OT rounds or OT rounds or OT rounds, OT
Discussion on Discussion on Discussion on Discussion on Discussion on
specific topic of specific topic of specific topic of specific topic of specific topic of
clinical interest clinical interest clinical interest as clinical interest clinical interest
12.00 to
as per as per allotment per allotment to as per allotment as per
2.00 pm
allotment to to individualindividual units, to individual allotment to
individual units units long case or short units individual units
case discussion
Individual Individual Individual History Individual Individual
History and History and and exam by History and History and
2.00 to exam by exam by subgroups as per exam by exam by
4,00 pm subgroups as subgroups as allotted beds subgroups as subgroups as
per allotted per allotted per allotted per allotted
beds beds beds beds
 38

Liaquat University of Medical

& Health Sciences, Jamshoro

FINAL PROFESSIONAL

MBBS 2020-21

DEPARTMENT OF
OBSTETRICS & GYNAECOLOGY
ACADEMIC SESSION 2024-25
 39

FACULTY OF OBSTETRICS & GYNAECOLOGY

CHAIRPERSON – OBGYN, LUMHS

1. Prof. Dr. Naheed Parveen Shaikh
PROFESSOR
2. Prof. Nusrat Nisar
3. Prof. Najma Bano Shaikh
4. Prof. Shazia Rani
5. Prof. Shehla Raza Channa
ASSOCIATE PROFESSOR
6. Dr. Nabila Hassan
7. Dr. Fehmida Parveen
8. Dr. Sabreena Abbas
9. Dr. Anila Mahmood
10. Dr. Shazia Awan
11. Dr. Erum Samreen Siddiqui
12. Dr. Madiha Abbasi
ASSISTANT PROFESSOR
13. Dr. Majida Khan
14. Dr. Farah Naz
15. Dr. Saima Ghaffar
16. Dr. Saira Dars
17. Dr. Ambreen Mughal
18. Dr. Qurat ul Ain
19. Dr. Ambreen Ghouri
20. Dr. Samia Aijaz
SENIOR REGISTRAR (OBGYN)
21. Dr. Samina Shaikh
22. Dr. Nazia Memon
 40

ACKNOWLEDGEMENT

This Curriculum/ study giude is designed as per needs of the Final Professional
MBBS Students (05th Year) in the Department of Obstetrics & Gynaecology, Liaquat
University of Medical & Health Sciences, Jamshoro-Pakistan.

I would like to acknowledge the contribution of my team of the Department of

Obstetrics and Gynaecology as this work would not have been possible without the
combined efforts of every one including the nonacademic staff

I hope the young students/doctors will find this Curriculum/ study guide helpful
in learning of essential obstetrical & gynecological management and skills.

Prof. Dr. Naheed Parveen Shaikh

Chairperson
Department of Obstetrics &Gynaecology
Liaquat University of Medical &
Health Sciences, Jamshoro
 41

MISSION

The Liaquat University Undergraduate Curriculum in Obstetrics & Gynaecology

is designed to provide medical students with the relevant competencies needed to
practice as a Foundation Year Doctors.

The curriculum is aimed to provide comprehensive coverage of the subject area.

It provides the opportunity to explore women health related problems and its cure, it
also involves women who are not ill and the students is able to learn that not all
medicine is proposed at curing disease.

This curriculum is designed for the students with quality medical education that
groom their personality and inculate in them sense of responsibility, confidence,
commitment and dedication toward their profession, society and country.

It explores the avenues of knowledge and skill necessary to practice O&G in the
community as well as provide excellent opportunities to appreciate professional
behavior.

This curriculum will facilitate the students to become better doctors of the
future.

Prof. Dr. Naheed Parveen Shaikh

Chairperson
Department of Obstetrics & Gynaecology
Liaquat University of Medical &
Health Sciences, Jamshoro

RATIONALE

The purpose of study guide is to facilitate students learning by providing an

outline of modules, teaching methods, assessment process and evaluation strategies
in context to their themes required to achieve the exit competencies in the field of
Obstetrics & Gynaecology. This module will enable students to appropriately evaluate,
diagnose, treat and manage a broad spectrum of common problems related with
Obstetrics & Gynaecology.
In this guide the details of teaching schedule and assigned faculty members for
each module whom the students can contact any time for guidance or queries are also
mentioned.
 42

RULES AND REGULATIONS

1) Daily timings & posting of Obstetrics & Gynaecology is 8:30 to 3:00 pm,
biometric (digital) and manual attendance both will be taken into account for
this purpose.
2) All students are advised to wear white apron during ward posting (Mandatory).
3) 80% attendance is mandatory during ward posting become eligible for ward
test.
4) After 9.00 a.m. Students are considered to be late and three (03) late coming
will be count as one (01) absent.
5) Evening calls will be assigned in groups for 2 hours (as per clinical
posting/schedule) 3 to 5 pm as per their residence and availability conveyance
facility.
6) Bed allotment of students will be done and all students are supposed to follow
their patients accordingly.
7) Formative assessment in form of end modular test/ TBL and WBA (Mini-Cex)
will be taken multiple times throughout the rotation while summative
assessment will be arrange for last 2-3 days of rotation (clinical examination &
OSCE).
8) OPD timing will be strictly followed from 11.00am to 1.30pm on respected days
Except Friday timings of 11.00 to 1.00pm as per the task of the day whether
outdoor or indoor.
9) Students skipping ward test unnecessary will not be allowed for ward test with
any other group.

PROGRAM

The Final Professional MBBS (Obstetrics & Gynecology) Clinical Posting comprises
of Eight (08) Weeks (02 Weeks per Unit)
1. Eight weeks (08) total 300 hours
a. 5 days per week (Monday - Friday)
b. 7:30 hours per day (08:00am – 03:00pm)
c. Evening Posting (03:00pm – 5:00pm) as per schedule
LEARNING OBJECTIVE & OUTCOMES

1) Learning Objective
To equip the students with essential knowledge, skills and attitude in order to
enable them with following:
a. Take appropriate history of Obstetrical & Gynaecological diseases;
communicate effectively with the patient, family and the community.
 43

b. Demonstrate the skill of General physical, systemic and abdominal

examination can auscultate the fetal heart sounds, that reflects their clinical
presentation.
c. Formulate the problem list, a differential diagnosis. A safe and patient
centered approach should be used for the diagnosis of major problems
encountered in Obstetrics & Gynaecology.
d. Select the most appropriate investigations relevant to each of the presenting
clinical scenarios with justification.
e. Develop a management plan for each problem on the problems list and
learn to identify, manage critical and acute clinical cases in Obstetrics &
Gynaecology.
f. Demonstrate proficiency in specific procedural skills in Obstetrics &
Gynaecology.
g. Demonstrate collaboration with other team members, as a part of multi-
disciplinary approach in carrying for patients and work as team in solving
clinical problems as Case Based Learning (CBLs) during their rotation.
h. Able to demonstrate Professionalism. Professional behavior like punctuality,
regularity, respectable and professional dressing, wearing a white coat and
demonstration of respect and courtesy towards patients and classmates.
i. Ensure patient safety: The student should be aware and practice the
principles of patient’s safety, as understanding and learning from errors,
engaging with patient and caregivers, practicing infection control and
improving medication safety.
j. Understand the prevalence and prevention of the common public health
problems related to O&G in the community.
k. Understand the principles of medical research and fundamentals of
information Technology.
l. Identify and access information / resources on evidence-based Obstetrics
&Gynecology practice.

2) Learning Outcomes
By the end of this module, MBBS students will be able to perform
a. Cognitive Domain (Knowledge):
b. Skill Domain (Application):
c. Affective Domain (Attitudes and Professionalism):
THEMES
a) Obstetrics
1) Basic Clinical Skills
2) Physiology of Pregnancy
3) Anatomy of Fetal Skull and Maternal Bony Pelvis
4) Normal Pregnancy
 44

5) High Risk Pregnancy

6) Miscellaneous Medical Disorders in Pregnancy
7) Perinatal Infections
8) Abnormal Pregnancy
9) Normal Labor
10) Abnormal Labor
11) Puerperium
12) New Born Care
13) Ethics in Obstetrics Practice
b) Gynaecology
14) Basic Clinical Skills
15) Sub Fertility and Early Pregnancy Loss
16) Sexual and Reproductive Health
17) Urogynaecology and Pelvic Floor Problems
18) Gynecological Oncology
19) Common Gynecological Operations
20) Ethics and Medico Legal Aspects of Gynecology
TEACHING STRATEGIES
1) Morning Tutorials
2) interactive lectures
3) Bedside clinical teaching
4) Flipped classrooms
5) Problems based learning
6) Tutorial / Practical sessions / essential skills in lab practice
7) Labor room and operation theater rotation
8) ward rounds, bed presentations
9) outpatient-based teaching
10) Assignments/ self studies
11) CPC organized by OBGYN department
12) Seminars, Clinical Pathological Conference, using modern audio visual
technique, distant learning using electronic devices and current Information
Technology facilities,
13) Journal club
14) Research projects
15) The subject is distributed in 20 modules (13 for Obstetrics and 07 for
Gynaecology)

* It is mandatory for the institute to provide necessary teaching aids and training
facilities to implement the methodology.
 45

5th YEAR CLINICAL TEACHING SCHEDULE (8:30 am to 5:00 pm)

Morning Orientation of topic and discussion with whole groups
TIME ACTIVITY
Introduction of the task by lead facilitator and brief description /
8:30 to 9:30am
demonstration on the topic, interactive discussion.
Bed side teaching ward round 9:30 bed allocation, presentation along
9:30 to 11:00am
with postgraduates
11:00 to 1:30pm Students will be divided in 3 sub-group on OPD, L-Room & O.T.
1:30 to 2:00pm Pray & Lunch Break
2:00 to 2:30pm Clinic Work and log book Assessment
Reflection on the day activities, feed-back, self-directed learning next
2:30 to 3:00pm
day
Twice evening duties (02hours) will be assigned on every ward posting.
3:00 to 5:00pm
(As per Schedule)
THE LOG BOOK
The log book is a collection of evidence that learning has taken place. The
students are expected to make a reflective record of his/her achievement by writing
the histories, examinations of patients and the skills which they have performed during
their rotation.
EVALUATION / ASSESSMENT
The internal assessment will contribute 20% of marks in the examination. It is
intended to provide feedback to student and tutors
TOOL
a) MCQ’s
b) OSPE
SUMMATIVE EVALUATION
Student evaluation will be done through theoretical evaluation
MCQ’s (two papers) 200 Marks
Practical (OSPE) 160 Marks (10static Station of 8 marks each and
5 interactive stations of 16 marks each)
Internal assessment (20%) 40 Marks
Total 400 Marks
TEXT-BOOKS AND REFERENCES
1. Gynaecology by Ten Teacher 20th Edition
2. Obstetrics by Ten Teacher 20th Edition
3. Lifesaving skills manual, essential Obstetrics and New Born Care RCOG
4. Pregnancy, childbirth, postpartum and newborn care (PCPNC) A Guide for
Essential Practice, Integrated Management of Pregnancy and Child Birth.
Geneva: WHO 2003
5. Guideline for the management of reproductive tract infections: AAHUNG
 46

OBSTETRICS
MODULE – 01
BASIC CLINICAL SKILLS
Learning Outcome:
By the end of this module students will be able to understand and demonstrate
adequate knowledge, skills and attitudes in relation to history taking, general
physical and systemic examination, suggesting relevant investigations, appropriate
procedural and communication skill in Obstetrics.
 Logical sequence of eliciting history from an obstetric patient
 Clinical examination
 Interpretation of investigations
 Effective verbal and non-verbal communication

MODULE – 02
PHYSIOLOGY OF PREGNANCY
Learning Outcome:
By the end of this module students will be able to understand and demonstrate
adequate knowledge, skills (Application) and attitudes in relation to physiology of
pregnancy
Re-Call:
 Diagnosis of pregnancy
 Re-call: Conception, implantation, development of placenta, fetal circulation
and abnormalities of placenta
 Physiological changes associated with pregnancy

MODULE – 03
ANATOMY OF FETAL SKULL AND MATERNAL BONY PELVIS
Learning Outcome:
By the end of this module students will be able to understand and demonstrate
adequate knowledge, skills and attitudes in relation:
Re-Call:
 Anatomy of fetal skull and maternal bony pelvis
 Abnormalities of bony pelvis

MODULE – 04
NORMAL PREGNANCY
Learning Outcome:
By the end of this module students will be able to understand and demonstrate
adequate knowledge, skills and attitudes in relation to antenatal care in low risk
pregnancy and the appropriate modification to antenatal care:
 Pre-pregnancy care and antenatal care / Antenatal screening for diabetes
 Imaging in obstetrics
 Pre-natal diagnosis
 Essential drugs and immunization with dosage and estimated need for
pregnancy, child birth and newborn
 47

MODULE – 05
HIGH RISK PREGNANCY
Learning Outcome:
By the end of this module students will be able to understand and demonstrate
adequate knowledge, skills and attitudes in relation to recognition of the high risk
pregnancy and the appropriate modification to antenatal care:
 Identify a high risk pregnancy
 IUGR and fetal monitoring
 Prolonged pregnancy
 Multiple pregnancy
 Hyperemesis gravidarum
 Diabetes in pregnancy
 Hypertensive disorders of pregnancy
o PIH
o Pre-eclampsia
o Eclampsia
o Essential HTN
 Chronic renal diseases
 Cardiac diseases in pregnancy
 Liver diseases in pregnancy
 Hematological disorders of pregnancy
o Anemia in pregnancy
o ISO immunization
o Thrombocytopenia and thrombophillias
o Coagulation and fibrinolytic disorders

MODULE – 06
MISCELLANEOUS MEDICAL DISORDERS IN PREGNANCY
Learning Outcome:
By the end of this module students will be able to understand and demonstrate
adequate knowledge, skills and attitudes in relation to the effect of pre-existing
medical conditions on pregnancy and the effect of pregnancy on these conditions
 Epilepsy
 Migraine
 Thyroid diseases
 Respiratory disorders
 Auto immune disease

MODULE – 07
PERINATAL INFECTIONS
Learning Outcome:
By the end of this module students will be able to demonstrate an understanding
of the etiology, risk factors for, risks and management of the perinatal infections:
 Syphilis
 Toxoplasmosis
 Cytomegalovirus
 48

 Rubella
 Varicella zoster
 Malaria
 Urinary tract infection
 Bacterial infections
 Herpes simplex viral infections
 Chlamydia, Gonorrhea
 Trichomoniasis
 Genital warts
 HIV, Aids
 Hepatitis

MODULE – 08
ABNORMAL PREGNANCY
Learning Outcome:
By the end of this module students will be able to demonstrate an understanding
of the etiology, risk factors for, risks and management of the major antenatal
complications of pregnancy:
 Bleeding in early pregnancy (brief account of)
o Abortion
o Ectopic pregnancy
o Gestational trophoblastic disease
 Bleeding in 2nd half of pregnancy
o Ante partum hemorrhage
 Placenta previa
 Abruptio placentae
 Vasa previa
 Intra uterine fetal death
 Polyhydroamnios / oligohydroamnios
 Mal-presentation and position
o Breech presentation
o Transverse lie and shoulder presentation
o Face presentation
o Brow presentation
 Cord prolapse

MODULE – 09
NORMAL LABOR
Learning Outcome:
By the end of this module students will be able to understand and demonstrate
appropriate knowledge, skills and attitudes in relation to labour
 Normal Labor
o Physiology
o Mechanism
o Diagnosis
o Management of labor
 49

 Structure and use of partograph

 Intra partum fetal monitoring
o Fetal heart rate monitoring
o Fetal scalp sampling
 Methods of induction and augmentation of labor
o Indications
o Contraindications
o Complications
 Analgesia and anesthesia
 Management of 3rd stage of labor

MODULE – 10
ABNORMAL LABOR
Learning Outcome:
By the end of this module students will be able to understand and demonstrate
appropriate knowledge, skills and attitudes in relation to abnormal labor:
 Awareness of complications and management
 Instrumental vaginal delivery
o Forceps delivery
o Ventouse delivery
 Episiotomy
 Perineal trauma
 Cesarean section
 Prolonged labour
o Causes
o Management
 Obstructed labour / ruptured uterus
o Causes
o Management
 Complications of 3rd stage of labour
 PPH (Primary & Secondary)
o Causes
o Management
 Uterine inversion
 Obstetrics shock and unconscious patient

MODULE – 11
PUERPERIUM
Learning Outcome:
By the end of this module students will be able to demonstrate an understanding
of a normal and abnormal postpartum period
 Normal Puerperium
o Physiological changes
 Abnormal Puerperium
o Puerperal disorders
o Puerperal pyrexia
 50

 The breasts and breast disorders

 Contraception
 Maternal and Perinatal mortality

MODULE – 12
NEW BORN CARE
Learning Outcome:
By the end of this module students will be able to demonstrate an understanding
of essential newborn care and common neonatal problems and their
management:
 Essential newborn care
 Observe the immediate assessment, apgar score and resuscitation of newborn
care
 Breast feeding and its importance
 Neonatal problems

MODULE – 13
ETHICS IN OBSTETRICS PRACTICE
Learning Outcome:
By the end of this module students will be able to understand and demonstrate
adequate knowledge, skills and attitudes in relation to ethics and legal issues in
Obstetrics:
 Ethics and Legal issues in obstetrics

GYNAECOLOGY
MODULE – 14
BASIC CLINICAL SKILLS
Learning Outcome:
By the end of this module students will be able to understand and demonstrate
adequate knowledge, skills and attitudes in relation to history taking,
examination, investigation and common gynecological problems in the
community:
 Introduction, gynecological history taking
 Clinical examination by video
 Anatomy of female genital tract
 Development of female genital tract
 Puberty and adolescence
 Ovulation and its legal importance
 Physiology of menstrual cycle
 Menstrual disorders
 Abnormal menstruation
 Amenorrhea
o Primary amenorrhea
o Secondary amenorrhea
 Polycystic ovarian disease
 Hirsutism / virilism
 51

MODULE – 15
SUB FERTILITY AND EARLY PREGNANCY LOSS
Learning Outcome:
By the end of this module students will be able to demonstrates a basic
understanding of the common causes, investigations and management of sub-
fertility and early pregnancy loss:
 Sub-fertility
 Early pregnancy loss
 Abortion
 Ectopic pregnancy
 Gestational trophoblastic disease
 Endometriosis and Adenomyosis
MODULE – 16
SEXUAL AND REPRODUCTIVE HEALTH
Learning Outcome:
By the end of this module students will be able to understand and demonstrate
adequate knowledge, skills and attitudes in relation to fertility control
(Contraception and termination of pregnancy), the diagnosis and management of
sexually transmitted infections (including HIV), Sexual dysfunction, menopause and
HRT.
 Introducing the sexual history taking
 Contraception and sterilization
 Infections of female genital tract
 Management of lower abdominal pain
 Acute pelvic inflammatory disease (PID)
 Chronic PID
 Sexually transmitted infections (STIs) including HIV/AIDS
o Screening
o Management
o Prevention of STIs
 Iatrogenic infections of female reproductive tract
 Reproductive tract infection in male
 Awareness of psycho sexual problems
 Vaginal discharge
 Menopause
MODULE – 17
UROGYNAECOLOGY AND PELVIC FLOOR PROBLEMS
Learning Outcome:
By the end of this module students will be able to understand and demonstrate
adequate knowledge, skills and attitudes in relation to incontinence and prolapse:
 Utero vaginal prolapse
 Urinary incontinence
o Stress incontinence
o Urge incontinence
 52

 Urinary frequency
 Urinary tract infections
 Urinary fistulae
MODULE – 18
GYNECOLOGICAL ONCOLOGY
Learning Outcome:
By the end of this module students will be able to understand and demonstrate
adequate knowledge, skills and attitudes in relation to Gynaecology Oncology:
 Conditions affecting vulva and vagina
o Benign conditions of vulva
o VIN and invasive vulval carcinoma
o Benign conditions of vagina
o VIAN and vaginal carcinoma
 Condition affecting cervix, uterus, ovarian and fallopian tubes
o Benign conditions of cervix
o CIN and invasive carcinoma of cervix
o Benign conditions of uterus
o Malignant disease of uterus
o Benign tumor of ovaries
o Cancer of ovaries
o Cancer of fallopian tubes
 Chemotherapy for gynecological cancers and GTDs and radiotherapy
MODULE – 19
COMMON GYNECOLOGICAL OPERATIONS
Learning Outcome:
By the end of this module students will be able to understand and demonstrate
adequate knowledge, skills and attitudes in relation to common gynecological
procedures, pre operative and post operative management:
 Common gynecological procedures
o Hysteroscopy
o Laparoscopy
o Cystoscopy
o Dilatation and curettage
o Abdominal and vaginal hysterectomy
o Myomectomy
 Pre operative preparations
 Post operative complications and its management
MODULE – 20
ETHICS AND MEDICO LEGAL ASPECTS OF GYNECOLOGY
Learning Outcome:
By the end of this module students will be able to understand and demonstrate
adequate knowledge, skills and attitudes in relation to ethics and legal issues in
Gynaecology:
 Litigation and consents
 Ethics and reproductive health
 53

TOPIC DISTRIBUTION OF SYLLABUS (OBGYN)

GYNAE UNIT – I GYNAE UNIT-II
Obstetrics: Obstetrics:
Module – 1 (Complete Topics) Module – 3 (Complete Topics)
Module – 2 (Complete Topics) Module – 5 (Complete Topics)
Module – 4 (Complete Topics) Module – 6 (Complete Topics)
Module – 7 Module – 7
 Syphilis  Varicella zoster
 Toxoplasmosis  Malaria
 Cytomegalovirus  Urinary tract infection
 Rubella  Bacterial infections
Gynaecology: Gynaecology:
Module – 15 (Complete Topics) Module – 14 (Complete Topics)
Module – 18 Module – 17 (Complete Topics)
 Benign and Malignant Condition of Module – 18
Ovaries & Fallopian Tubes  Benign and Malignant condition of
Module – 19 Uterus
 Hysteroscopy Module – 19
 Laparoscopy  Dilatation & Curettage
 Staging Laparotomy  ERPC Diagnostic
 Cystoscopy
 Vaginal Hysterectomy
GYNAE UNIT – III GYNAE UNIT – IV
Obstetrics: Obstetrics:
Module – 7 Module –7
 Herpes simplex viral infections  Genital warts
 Chlamydia  HIV, Aids
 Gonorrhea  Hepatitis
 Trichomoniasis Module – 11 (Complete Topics)
Module – 8 (Complete Topics) Module – 12 (Complete Topics)
Module – 9 (Complete Topics) Module – 13 (Complete Topics)
Module – 10 (Complete Topics)
Gynaecology:
Gynaecology: Module – 16 (Complete Topics)
Module – 18 Module – 18
 Benign & Malignant Condition of  Benign & Malignant Condition of Vulva
Cervix and Vagina
Module – 19 Module – 19
 Abdominal Hystrectomy  Pre-operative preparation
 Myomectomy  Post-operative complications and its
Module – 20 (Complete Topics) management
 54

2 WEEKS SCHEDULE OF HOSPITAL POSTING (BATCH 2020-21)

1:30 to 2:00 to 2:30 to 3:00 to
Topic 8:30 to 9:30 am 9:30 to 11:00 am 11:00 to 1:30 pm 2:00 2:30 3:00 5:00
pm pm pm pm
Gyn Introduction of Bed Side Teaching Group – A (OPD) Evening
Unit– Topic & Brief & Clinical Skills / Group – B (L-R) Posting

REFLECTION & FEED BACK

1 Discussion Lec Group – C (Ward) A+B

PRAY & LUNCH BREAK

Gyn Introduction of Bed Side Teaching Research Work /

CLINICAL WORK
Day 1 Unit– Topic & Brief & Clinical Skills / Case Presentation/ Nil
2 Discussion Lec PBL
Mon Gyn Introduction of Bed Side Teaching Group – A (OT)
Day Unit– Topic & Brief & Clinical Skills / Group – B & C Nil
3 Discussion Lec (Ward)
Gyn Introduction of Bed Side Teaching Group – A (OPD) Evening
Unit– Topic & Brief & Clinical Skills / Group – B (L-R) Posting
4 Discussion Lec Group – C (Ward) A+B
Gyn Introduction of Bed Side Teaching Group – A (OT)
Unit– Topic & Brief & Clinical Skills / Group – B & C Nil

REFLECTION & FEED BACK

1 Discussion Lec (Ward)

PRAY & LUNCH BREAK

Gyn Introduction of Bed Side Teaching Group – A (OPD) Evening

CLINICAL WORK
Day –
Unit– Topic & Brief & Clinical Skills / Group – B (L-R) Posting
2 A+B
2 Discussion Lec Group – C (Ward)
Gyn Introduction of Bed Side Teaching Research Work /
Tues
Unit– Topic & Brief & Clinical Skills / Case Presentation/ Nil
Day
3 Discussion Lec PBL
Gyn Introduction of Bed Side Teaching Group – A (OT)
Unit– Topic & Brief & Clinical Skills / Group – B & C Nil
4 Discussion Lec (Ward)
Gyn Introduction of Bed Side Teaching Research Work /
Unit– Topic & Brief & Clinical Skills / Case Presentation/ Nil

REFLECTION & FEED BACK

1 Discussion Lec PBL
PRAY & LUNCH BREAK

Gyn Introduction of Bed Side Teaching Group – A (OT)

CLINICAL WORK

Day –
Unit– Topic & Brief & Clinical Skills / Group – B & C Nil
3
2 Discussion Lec (Ward)
Gyn Introduction of Bed Side Teaching Group – A (OPD) Evening
Wed
Unit– Topic & Brief & Clinical Skills / Group – B (L-R) Posting
Day
3 Discussion Lec Group – C (Ward) A+B+C
Gyn Introduction of Bed Side Teaching Research Work /
Unit– Topic & Brief & Clinical Skills / Case Presentation/ Nil
4 Discussion Lec PBL
Gyn Introduction of Bed Side Teaching Group – B (OPD) Evening
Unit– Topic & Brief & Clinical Skills / Group – C (L-R) Posting
REFLECTION & FEED BACK

1 Discussion Lec Group – A (Ward) B+C

PRAY & LUNCH BREAK

Gyn Introduction of Bed Side Teaching Research Work /

CLINICAL WORK

Day –
Unit– Topic & Brief & Clinical Skills / Case Presentation/ Nil
4
2 Discussion Lec PBL
Gyn Introduction of Bed Side Teaching Group – B (OT)
Thurs
Unit– Topic & Brief & Clinical Skills / Group – A &C Nil
Day
3 Discussion Lec (Ward)
Gyn Introduction of Bed Side Teaching Group – B (OPD) Evening
Unit– Topic & Brief & Clinical Skills / Group – C (L-R) Posting
4 Discussion Lec Group – A (Ward) B+C
 55

Gyn Introduction of Bed Side Teaching Group – B (OT)

Unit– Topic & Brief & Clinical Skills / Group – A &C Nil

REFLECTION & FEED BACK

1 Discussion Lec (Ward)

PRAY & LUNCH BREAK

Gyn Introduction of Bed Side Teaching Group – B (OPD) Evening

CLINICAL WORK
Day –
Unit– Topic & Brief & Clinical Skills / Group – C (L-R) Posting
5 B+C
2 Discussion Lec Group – A (Ward)
Gyn Introduction of Bed Side Teaching Research Work /
Fri
Unit– Topic & Brief & Clinical Skills / Case Presentation/ Nil
Day
3 Discussion Lec PBL
Gyn Introduction of Bed Side Teaching Group – B (OT)
Unit– Topic & Brief & Clinical Skills / Group – A &C Nil
4 Discussion Lec (Ward)

2 WEEKS SCHEDULE OF HOSPITAL POSTING (BATCH 2020-21)

1:30 to 2:00 to 2:30 to 3:00 to
Topic 8:30 to 9:30am 9:30 to 11:00am 11:00 to 1:30pm 2:00 2:30 3:00 5:00
pm pm pm pm
Gyn Introduction of Bed Side Teaching Group – C (OPD) Evening
Unit– Topic & Brief & Clinical Skills / Group – A (L-R) Posting

REFLECTION & FEED BACK

1 Discussion Lec Group – B (Ward) A+C

PRAY & LUNCH BREAK

Gyn Introduction of Bed Side Teaching Research Work /

CLINICAL WORK
Day –
Unit– Topic & Brief & Clinical Skills / Case Presentation/ Nil
6
2 Discussion Lec PBL
Gyn Introduction of Bed Side Teaching Group – C (OT)
Mon
Unit– Topic & Brief & Clinical Skills / Group – A & B Nil
Day
3 Discussion Lec (Ward)
Gyn Introduction of Bed Side Teaching Group – C (OPD) Evening
Unit– Topic & Brief & Clinical Skills / Group – A (L-R) Posting
4 Discussion Lec Group – B (Ward) A+C
Gyn Introduction of Bed Side Teaching Group – A (OT)
Unit– Topic & Brief & Clinical Skills / Group – B & C Nil

REFLECTION & FEED BACK

1 Discussion Lec (Ward)
PRAY & LUNCH BREAK

Gyn Introduction of Bed Side Teaching Group – C (OPD) Evening

CLINICAL WORK

Day –
Unit– Topic & Brief & Clinical Skills / Group – A (L-R) Posting
7 A+C
2 Discussion Lec Group – B (Ward)
Gyn Introduction of Bed Side Teaching Research Work /
Tues
Unit– Topic & Brief & Clinical Skills / Case Presentation/ Nil
Day
3 Discussion Lec PBL
Gyn Introduction of Bed Side Teaching Group – A (OT)
Unit– Topic & Brief & Clinical Skills / Group – B & C Nil
4 Discussion Lec (Ward)
Gyn Introduction of Bed Side Teaching Research Work /
Unit– Topic & Brief & Clinical Skills / Case Presentation/ Nil
REFLECTION & FEED BACK

1 Discussion Lec PBL

PRAY & LUNCH BREAK

Gyn Introduction of Bed Side Teaching

CLINICAL WORK

Day – Group – B & C (OT)

Unit– Topic & Brief & Clinical Skills / Nil
8 Group – A (Ward)
2 Discussion Lec
Introduction of Bed Side Teaching Group – B (OPD) Evening
Wed GynU
Topic & Brief & Clinical Skills / Group – C (L-R) Posting
Day nit–3
Discussion Lec Group – A (Ward) A+B+C
Gyn Introduction of Bed Side Teaching Research Work /
Unit– Topic & Brief & Clinical Skills / Case Presentation/ Nil
4 Discussion Lec PBL
 56

Gyn Introduction of Bed Side Teaching Group – A (OPD)

Unit– Topic & Brief & Clinical Skills / Group – B (L-R) Nil

REFLECTION & FEED BACK

1 Discussion Lec Group – C (Ward)

PRAY & LUNCH BREAK

Gyn Introduction of Bed Side Teaching Research Work /

CLINICAL WORK
Day –
Unit– Topic & Brief & Clinical Skills / Case Presentation/ Nil
9
2 Discussion Lec PBL
Gyn Introduction of Bed Side Teaching Group – A (OT)
Thurs
Unit– Topic & Brief & Clinical Skills / Group – B & C Nil
Day
3 Discussion Lec (Ward)
Gyn Introduction of Bed Side Teaching Group – A (OPD)
Unit– Topic & Brief & Clinical Skills / Group – B (L-R) Nil
4 Discussion Lec Group – C (Ward)
Gyn Introduction of Bed Side Teaching
Unit– Topic & Brief & Clinical Skills / Nil

REFLECTION & FEED BACK

1 Discussion Lec

PRAY & LUNCH BREAK

Gyn Introduction of Bed Side Teaching

CLINICAL WORK
Day –
Unit– Topic & Brief & Clinical Skills / Nil
10
2 Discussion Lec Assessment / Ward
Gyn Introduction of Bed Side Teaching Test
Fri
Unit– Topic & Brief & Clinical Skills / Nil
Day
3 Discussion Lec
Gyn Introduction of Bed Side Teaching
Unit– Topic & Brief & Clinical Skills / Nil
4 Discussion Lec
 57

Liaquat University of Medical

& Health Sciences, Jamshoro

FINAL PROFESSIONAL

MBBS 2020-21

DEPARTMENT OF DEPARTMENT OF
CARDIOTHORACIC
PAEDS SURGERY SURGERY

ACADEMIC SESSION 2024-25

 58

DEPARTMENT OF PAEDS SURGERY

TEACHING FACULTY AND TOPICS
ASSISTANT PROFESSORS
01 Dr. Mumtaz Ahmed Qureshi (INCHARGE)
02 Dr. Imtiaz Ahmed Qureshi
TOPICS
1. Pyloric Stenosis 6. Neonatal Intestinal Obstructions
2. Anorectal malformations 7. Umbilical Anomalies
3. Gastro esophageal Reflux 8. Congenital Lungs anomalies
4. Hirschsprung’s Disease 9. Tracheo-Esophageal Fistulas
5. Intussusceptions 10. Kidney Tumors in Neonates And Infants

Day Time Group A Group B

Pediatric Surgery
9:00 AM - 11:00 AM Pediatric Surgery ICU
Ward Teaching
Monday Classroom Teaching
11:00 AM - 2:00 PM Operation Theatre (OT) (ARM / HPS / GERD /
Acute Abdomen)
Pediatric Surgery Ward
Tuesday 9:00 AM - 11:00 AM Pediatric Surgery ICU
Teaching
(Week 1,3) OPD Observation
11:00 AM - 2:00 PM Operation Theatre (OT)
and Participation
Pediatric Surgery
9:00 AM - 11:00 AM Pediatric Surgery ICU
Tuesday Ward Teaching
(Week 2,4) OPD Observation and
11:00 AM - 2:00 PM Operation Theatre (OT)
Participation
Pediatric Surgery Ward
9:00 AM - 11:00 AM Pediatric Surgery ICU
Teaching
Wednesday Classroom Teaching (ARM
11:00 AM - 2:00 PM / HPS / GERD Operation Theatre (OT)
/ Acute Abdomen)
Pediatric Surgery Ward
9:00 AM - 11:00 AM Pediatric Surgery ICU
Teaching
Thursday
Classroom Teaching
(Week 1,3)
11:00 AM - 2:00 PM (Intussusception / Ward/ICU Teaching
Abdominal Wall Defects)
Pediatric Surgery
9:00 AM - 11:00 AM Pediatric Surgery ICU
Ward Teaching
Thursday
Classroom Teaching
(Week 2,4)
11:00 AM - 2:00 PM Ward/ICU Teaching (Intussusception /
Abdominal Wall Defects)
Pediatric Surgery Ward
9:00 AM - 11:00 AM Pediatric Surgery ICU
Teaching
Friday
Classroom Teaching
(Week 1,3) OPD Observation and
11:00 AM - 12:00 PM (Hirschsprung's Disease
Participation
/ Umbilical Anomalies)
Pediatric Surgery Ward
9:00 AM - 11:00 AM Pediatric Surgery ICU
Teaching
Friday
Classroom Teaching
(Week 2, 4) OPD Observation and
11:00 AM - 12:00 PM (Hirschsprung's Disease /
Participation
Umbilical Anomalies)
 59

DEPARTMENT OF CARDIOTHORACIC SURGERY

TEACHING FACULTY AND TOPICS

TEACHING FACULTY

S No. NAME

01 INCHARGE , ASSISTANT PROFESSOR AND TEACHER: DR. KHALIL AHMED SHAIKH

S No. TOPICS
01 Management of Blunt and Penetrating Chest Trauma

02 Surgical Management of Pneumothorax

03 Surgical Management of Empyema Thoracis with Broncho pleural Fistula

04 Surgical Management of Chest Wall Mass

05 Surgical Management of Post TB Bronchiectasis

 60

Liaquat University of Medical

& Health Sciences, Jamshoro

FINAL PROFESSIONAL

MBBS 2020-21

DEPARTMENT OF
MEDICINE
ACADEMIC SESSION 2024-25
 61

DEPARTMENT OF MEDICINE
S# TEACHING FACULTY

PROFESSORS

01 CHAIRMAN: Prof Muhammad Iqbal Shah 03 Prof. Abdul Haque Khan

02 Prof Imran Ali Shaikh 04 Prof. Santosh Kumar

ASSOCIATE PROFESSORS 08 Dr. Muhammad Aslam Rind

05 Dr. Mumtaz Ali Lakho 09 Dr. Sheeba Faryal

06 Dr. Mona Humaira 10 Dr. Salma Kadir

07 Dr. Abdul Ghani Rahimon 11 Dr. Kanwal Abbas Bhatti

ASSISTANT PROFESSORS

12 Dr. Tariq Zafar Shaikh 18 Dr. Amjad Ali Kalhoro

13 Dr. Zulfiqar Ali Shah 19 Dr. Tara Chand Devrajani

14 Dr. Madiha Shah 20 Dr. Abdul Ghaffar Dars

15 Dr. Bedar Bakhat Khan 21 Dr. Razia Bano

16 Dr. Imran Karim 22 Dr. Maria Nazir

17 Dr. Shafaq Nazia 23 Dr. Kashifullah Shabeer

SENIOR REGISTRARS

24 Dr. Arshad Ali Lakho 28 Dr. Muhammad Sohail Baig

25 Dr. Sobhya Karamullah 29 Dr. Ghulam Mujtaba Shah

26 Dr. Akbar Gohar 30 Dr. Samar Raza

27 Dr. Abeer Memon 31 Dr. Kamran Ali Qureshi

 62

Final year Syllabus for the Subject of Internal Medicine & Two Allied Subjects
Integrated modular curriculum
Integrated modular curriculum for the subject of Internal Medicine and two Allied Subjects
to be covered in final year MBBS in Internal Medicine and allied i-e Pulmonology and
Gastroenterology.
The syllabus of Internal Medicine Module in LUMHS will be taught in four units of
department in a structured manner. Implementation of Allied I.e. Pulmonology and
Gastroenterology will be executed by respective subspecialty departments in consultation with
chairman of Internal Medicine department. While constituent and affiliated colleges will
implement as per their feasibility and structure.
Integrated curriculum allows students to relate principles of anatomy, physiology,
pathology, and pharmacology to clinical scenarios. This comprehensive framework not only
enhances understanding, but also improves clinical reasoning, decision-making, and problem-
solving skills. By incorporating active learning methods, such as case- based discussions,
simulation exercises, and interdisciplinary teamwork, students are equipped to address
comprehensive patient care.
Curriculum also emphasizes professionalism, ethical consideration, and effective
communication, preparing students to provide empathetic, patient-centered care. It also
promotes self-directed learning, required for thriving in a rapidly changing medical education.
Thus, the integrated approach ensures that future doctors are competent, confident, and
prepared to meet the challenges of healthcare delivery.
Rationale
Integrated curriculum in internal medicine and allied for undergraduates (Final year MBBS) is
essential as this is the critical phase in preparing students for their roles as competent medical
professional. By integrating anatomy, physiology, pathology, and radiology with clinical practice,
students gain ability to correlate theoretical knowledge with real-life patient management. This
approach enhances their diagnostic decision-making skills while preparing them to address
complex clinical scenarios in a multidisciplinary healthcare setting. Additionally, integrating
procedural skills and evidence-based medicine ensures that students are equipped for the need
of medical practice, to deliver care in the community as a seven-star doctor defined by Pakistan
Medical & Dental Council (PMDC)
Curriculum also emphasizes professionalism, ethical decision-making, and effective
communication, which are critical components of patient-centered care. Teamwork and
interdisciplinary collaboration exposure prepares students for real-world challenges, promoting
holistic care. Curriculum not only enhances clinical competence but also instills lifelong learning
habits. Ultimately, an integrated surgical curriculum ensures that graduating students are ready
to transition into their roles as capable healthcare professionals.
RULES AND REGULATIONS
1. Daily timings for medicine posting is 8.15 to 3.00 pm
2. 75% of class attendance is mandatory to appear in end of rotation test.
3. After 9.00 a.m. Students are considered to be late and three late coming will be count
as one absent.
4. Attendance of all the sessions will be mandatory for attendance of the day.
5. Bed allotment of students will be done and all students are supposed to follow their
patients accordingly.
6. Formative assessment in form of end modular test/ TBL and WBA (Mini-Cex) will be
taken multiple times throughout the rotation while summative assessment will be
arranged for last 2-3 days of rotation (clinical examination & SBQs).
 63

7. OPD timing will be strictly followed

PROGRAM
5th-year medicine posting comprises 12-weeks (2.5-weeks/ unit and one week in allied)
of clinical rotation in department of medicine. Students go through the rotations in
Gastroenterology and Pulmonology wards

TEACHING/LEARNING STRATEGY: During rotation, students will learn through

● Case-based learning
● Bedside clinical teaching sessions
● Flipped classrooms
● Seminars
● Role play/role modeling
● Outpatient-based teaching
● Interactive lectures
● working as a team with postgraduates and senior colleagues (house officers) During their
evening postings, students also visit Emergency patients under the supervision of medicine
residents and then follow the patients from admission till discharge.
Case base learning:
Students present the history and examination of a patient the then differential diagnosis,
investigations and management is discussed in detail
Bedside teaching:
History taking, clinical examination, and counseling skills are taught and practiced at the
bedside or at OPD as task of the day
Flipped Classroom:
Students prepare for the class by going through provided study material in the form of
power point presentations, articles, videos, case history or topic then they come to the
classroom for to solve cases, quizzes, practice problems and engage in team work.
Seminar: Students present PowerPoint presentations in small groups of 3-4 students on
assigned topics.
OPD: Students go to OPD a in small groups
Clinical skills: Students master their examination, procedural, and counselling skills.
Interactive lectures: Small group discussions on specific topics, scenarios, or clinical
cases to enhance the active participation of students.
Assignments / Self Studies: Students participate in unsupervised group discussions
where they discuss and research their assigned topics and also take follow-up notes of
pediatric ward patients.
Objectives (Intended outcome) of the Internal Medicine & Four Allied modules:
By the end of the course of Internal Medicine (and Allied Disciplines) and for each of the
conditions listed in these modules, final year MBBS students will be able to:
 discuss the etiology, risk factors, clinical presentations and relevant
investigations for each of conditions/disease
 correlate the conditions' pathophysiology with signs and symptoms
 justify differential diagnoses and diagnoses on the basis of history,
examination findings and investigation reports
 discuss outlines of treatment plans for each
 explain plans for prevention of conditions where appropriate
 deliberate on complications and their principles of management
Course Content : We have divide the course contents into 9 modules
 64

Module I Blood (Medical Unit I) Module I Oncology (Hematological

 Iron Deficiency Anemia Malignancy) (Medical Unit I)
 Hemolytic Anemia and Related  Acute Myeloid Leukemia
Disorders.  Acute Lymphoblastic Leukemia
 Aplastic Anemia  CLL
 Haemoglobinopathies  CML
 Megaloblastic Anemia  Myeloproliferative Disorders
 Blood Transfusion And Complications  Lympho Proliferative Disorders
 Multiple Myeloma
 Myelodysplastic Syndrome
Module III Bleeding Disorders Module IV INFECTIOUS DISEASES
(Medical Unit 11I) (Medical Unit 11I)
 ITP • Malaria
 Hemophilia • Rabies
 DIC • Corona virus infection and
 Coagulation Disorders related disorders
 Thrombolytic therapy • Sexually transmitted infections
 Anti-coagulants and related condition
• Pyrexia of unknown
origin/Sepsis/septic Shock
• Amebic liver Abscess
• Hydatid Cyst
Module V Musculoskeletal system Module VI Poisoning
(Medical Unit I1) (Medical Unit I1)
 Approach to joint disorders  Paracetamol Poisoning
 SLE  Organophosphorus Poisoning
 MCTD and overlap syndrome  Snake Bite
 Rheumatoid arthritis  Black stone Poisoning
 Osteoarthritis  Salicylates Poisoning
 Osteoporosis and osteomalacia  Opioid Poisoning
 Sjorgen’s Syndrome  Benzodiazepine Poisoning
 Systemic sclerosis Module VII ENDOCRINE AND
 Poly arthritis nodosa METABOLIC DISEASES
 Gout (MEDICAL UNIT-IV)
 Wegner’s granulomatosis  Diabetes and its complications
 Ankylosing Spondylitis  Polyglandular failure
 Psoriatic Arthritis  Approach to hypogonadism
 Paget’s Disease  Approach to hypoglycemia
 Reactive arthritis  Dyslipidemias and treatment
 Pott’s Disease
 65

Module VIII Genetic & Geriatric Module IX Multisystem

(MEDICAL UNIT-IV) (MEDICAL UNIT-IV)
 Down’s syndrome  Acute Pulmonary Edema
 Kline felter’s syndrome  ARDS
 Marfan’s syndrome  Shock
 Turner’s syndrome  Hemochromatosis
 Health problems of the elderly  Wilson’s Disease
 General Principles of treating  primary biliary cirrhosis
the elderly  Autoimmune Hepatitis
 Patient Safety : How to Ensure  Alcoholic Liver Disease
 MASH & MAFLD
 Hepatocellular Carcinoma

PROCEDURES
By the end of the course student should acquire skills in common pediatric procedures
according to the following level of competency
LIST OF PROCEDURES:
LEVEL: 1 Able to perform under the direct supervision:
1a; on a mannequin 1b; on simulator
LEVEL: 2 Able to perform under indirect supervision

PROCEDURE LEVEL

Instruct patients in the use of devices for inhaled medication, Nebulization 2

Prepare and administer injectable (intramuscular, subcutaneous, 1

intravenous) drugs

Prescribe and administer oxygen 2

Carry out intravenous cannulation 2

Carry out safe and appropriate blood transfusion 2

Carry out male and female urinary catheterization 2

Carry out nasogastric tube placement 2

Lumber puncture 1

Measure capillary blood glucose 2

Blood sampling Carry out arterial blood gas and acid base sampling from 2
the radial artery in adults
Set up an infusion 2
 66

TOPICS FOR INTERACTIVE & TUTORIAL SESSIONS IN MEDICINE

MEDICAL
WEEK TOPIC 1 TOPIC 2 TOPIC 3 TOPIC 4
UNIT
Approach to patient Approach
Approach to Approach to
with Lymphadenopathy to patient
1st Week patient with patient with
and with
Anemia pancytopenia
Hepatosplenomegaly lymphoma
Approach to Approach Approach to
MEDICAL Approach to Patient
Patients with to patient patient with
UNIT-01 2nd Week with Headache:
heart failure with stroke Paraplegia
Approach to Approach to Patients
patient with with hypertension
3rd week
chronic liver and hypertensive
disease crisis
Approach to Approach to patient
Approach to
patient with with SLE/ systemic
Approach vasculitis
arthritis (mono, sclerosis/
to patient Poly arthritis
poly arthritis, MCTD/ dermato-
1st Week with nodosa/
backache- polymyositis (history
Rheumatoid Wegner’s
sero neg. and clinical
Arthritis granulomatosi
arthritis\ examination diagnosis
s
gout) and management)

Approach to Approach to
poisoning Bacterial
MEDICAL Organophosph endocarditis
UNIT-II orus Approach to pathophysiology
Approach to patient with
Poisoning/ osteoporosis/ , history and
2ND corrosive poisoning
Paracetamol osteomalacia clinical
WEEK
Poisoning/ examination,
Salicylates diagnosis and
Poisoning management

Approach to Approach to patient

3rd WEEK comatose with meningitis
patient /encephaltis
 67

Approach to
patient with
acute febrile
Approach to patient
Approach to illness (short Approach to
with HIV and its
patient with and long patient with
1st week diagnosis,
Dengue & Chicken duration)/ Bleeding
complications and
Guinea approach to Disorders
management
patients with
fever and
unconsciousness
MEDICAL Approach to
UNIT- III patient with Approach to Approach
Electrolyte patient with Renal to patient
Approach to
Imbalance (Hypo Failure and with
patient with
2nd week and Differentiation sexually
anasarca
Hypernatremia between AKI and transmitted
and Hypo and CKD diseases
Hyperkalemia
A Approach to
Approach to patient
patient with liver
3rd week with pyrexia of
abscess/Hydatid
unknown origin
cyst
Approach to patient
Approach to patient
with Diabetes
Diabetes mellitus Approach to
mellitus its
and its complications Approach to patient with
diagnosis,
1st week (acute) patient with hypo and
investigations and
DKA/ HONK/ Diabetes foot hyper
its management
hypoglycemia) and thyroidism
(including oral and
chronic)
insulin)
Approach to Approach
MEDICAL
Approach to patient with to patient
UNIT-IV Approach to elderly
patient with Heat obesity and with hypo
2nd week patient
Stroke metabolic and hyper
syndrome cortisolism

Approach to Approach to
3rd week
Hypogonadism hypoglycemia
 68

UPDATED TIME TABLE FOR FINAL YEAR MBBS

ACADEMIC YEAR 2025
Curriculum: Integrated Modular Curriculum
For: Liaquat University Medical & Health Sciences and its constituent and affiliated colleges
Time Monday Tuesday Wednesday Thursday Friday
alternate week
08.15
Skill lab/
to Interactive Interactive Interactive Interactive
Tutorial on
09.00 Lecture Lecture Lecture Lecture
Approach to
AM
patient
Medical Unit I Medical Unit II Medical Unit III Medical Unit IV
Students with
Students with Students with Students with Students with
09.15 postgraduates
postgraduates postgraduates postgraduates for postgraduates for
to for learning
for learning for learning learning history learning history
10.30 history taking
history taking history taking taking and taking and
AM and physical
and physical and physical physical physical
examination
examination examination examination examination
10.30
Attending ward Attending ward Attending ward Attending ward Attending ward
to
rounds rounds rounds rounds rounds
11.30
11.30 alternate week
AM Tutorial on Tutorial on Tutorial on Tutorial on Skill lab
to Approach to Approach to Approach to Approach to Small Group
12.30 patient patient patient patient Learning
PM Bedside/Topic
12.30
Small Group Small Group Small Group Small Group Small Group
To
Learning Learning Learning Learning Learning
1.30
Bedside/Topic Bedside/Topic Bedside/Topic Bedside/Topic Bedside/Topic
PM
Individual
1.30 Individual
History and Individual History Individual History
PM History and
exam by and exam by and exam by
To exam by
subgroups as subgroups as per subgroups as per Self-Directed
03.00 subgroups as per
per allotted allotted beds allotted beds Learning (SDL)
PM allotted beds
beds supervised by supervised by
supervised by
supervised by postgraduate postgraduate
postgraduate
postgraduate

Note: Allied department will follow similar pattern

Constituent and affiliated colleges follow same pattern and adjust according to feasibility and structure
 69

ASSESSMENT:

Students go through formative and summative assessments in their ward postings.

Summative assessment is done at the end of the clinical posting. The students are assessed on
a) Written examination.
b) Clinical examination
Total =100 marks
a) Written examination consists of 15 BCQs (Total 30 marks)
b) Clinical examination (one long case 40 marks and one short case
20 marks) 05 marks on Histories submission
05 marks on attendance
Students having attendance less than 75 percent will not be allowed to sit in ward test

BOOKS RECOMMENDED

MEDICINE
 Davidson’s Principles and practice of Medicine
 Kumar & Clark Clinical Medicine
 Macleod’s Clinical Examination
 Hutchisons Clinical Methods an Integrated Approach to Clinical Practice 25th Ed
 70

Liaquat University of Medical

& Health Sciences, Jamshoro

FINAL PROFESSIONAL

MBBS 2020-21

DEPARTMENT OF DEPARTMENT OF
PULMONOLOGY GASTROENTEROLOGY

ACADEMIC SESSION 2024-25

 71

ALLIED MODULES
DEPARTMENT OF PULMONOLOGY (CHEST MEDICNE)
S. No Teaching Faculty
01 Dr Mobin Ahmed Memon INCHARGE
02 Dr Abdul Hafeez Thebo
03 Dr Ghulam Maqtada
 Topics for Interactive Tutorial & Small Group Leaning
Day DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
Approach Approach to patient Approach to Approach to Approach to
patient with with chronic dyspnea patient with patient with patient with
Acute Dyspnea and chronic chough pneumonia & Pleural effusion Pulmonary
Topic for
(Bronchial (Chronic Obstructive Lung Abscess & Tuberculosis
Tutorial-
Asthma, Pulmonary Disease- Pneumothorax
Approach
Pulmonary COPD with
to patient
Edema and complications,
Pulmonary Interstitial Lung
embolism) Disease-ILD)
Chest-X-ray Approach to Approach to Pulmonary Ward-
Small Interpretation of patient with patient with Hypertension/ Leaving
Group normal/ Bronchiectasis & lung tumor Respiratory Test
Discussion Ab normal Cystic fibrosis/ Failure/ARDS
Chest-X-ray Spirometry
 DEPARTMENT OF GASTROENTEROLOGY
S. No Teaching Faculty
01 Dr Muhammad Akram Bajwa (Chairman)
02 Dr Nand lal Seerani
03 Dr Riaz Awan
 Topics for Interactive Tutorial & Small Group Leaning
Day DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
Approach to patient Approach to Approach Approach to Approach to
Topic for
with Dysphagia and patient with to patient patient with patient with
Tutorial-
Dyspepsia- GERD Upper GI Bleed with Lower Jaundice Acute and
Approach
APD (including H. Hematemesis GI Bleed Including Viral Chronic Liver
to patient
pylori) Malena Hepatitis Disease
Common Lab tests to Malabsorption Acute & Approach to Ward-
diagnose GIT & syndromes; Chronic patient with Leaving Test
Small
Hepatobiliary Diseases/ Celiac diseases, pancreatitis Acute &
Group
Interpretation of Abdominal TB, Chronic
Discussion
Liver Function Tests Intestinal Diarrhea
Lymphoma
 72

Liaquat University of Medical

& Health Sciences, Jamshoro

FINAL PROFESSIONAL

MBBS 2020-21

DEPARTMENT OF
PAEDIATRICS
ACADEMIC SESSION 2024-25
 73

PEDIATRIC TEACHING FACULTY:

S.No Name Unit

1. Prof Dr Shazia Memon Unit-1

2. Prof Dr Farzana Shaikh (Chairperson) Unit-2

3. Prof Dr Chetan Das Uint-1 (Incharge PICU)

4. Prof Ghulam Shabbir Laghari Unit 2

5. Dr Abdul Hameed Radhan Associate Professor Unit 2

6. Dr Mushtaque Ali Shah Associate Professor Unit1

7. Dr Fouzia Balouch Associate Professor Unit 2

8. Dr Saroop Chand Assistant Professor Unit 1 (Incharge NICU)

9. Dr Zameer Ahmed Qambrani, Assistant Professor Unit 2

10. Dr Khuda Bux Khoso Assistant Professor Unit 2

11. Dr Shahjahan Fazallani Assistant Professor Unit 1 (Incharge Paeds Gastero)

12. Dr Aenny Razzaque Assistant Professor Unit1

13 Dr Kausar Keerio Assistant Professor Unit1

14. Dr Muhammad Touseef Senior Registrar Unit 1

15. Dr Shahzad Senior Registrar Unit 2

16. Dr Fouzia Shaikh Clinical Demonstrator Unit 1

17. Dr Ayesha Ahmed Clinical Demonstrator Unit 2

 74

MISSION OF UNDERGRADUATE PEDIATRIC TRAINING:

To deliver excellence in teaching and learning and actively engage students to
develop the minimum essential clinical knowledge, psychomotor skills, critical
thinking decision making, and counseling and communication skills regarding the
management of pediatric illnesses to ensure the delivery of safe patient care
keeping in mind the contextual needs of the community and to effectively deal with
global healthcare challenges.

PURPOSE OF STUDY GUIDE

To facilitate the student’s learning by providing an outline of the modules, teaching
methods, assessment process, and evaluation strategies in context to their themes
and sub themes required to achieve the exit competencies in the field of Paediatrics.
This study guide also contains details of the teaching schedule and assigned faculty
members for each module whom they can contact anytime for guidance or queries.
RULES AND REGULATIONS:
1. Daily timings for pediatric posting is 8.30 to 3.00pm, biometric (digital) and
manual attendance both will be taken into account for this purpose.
2. 75% of class attendance is mandatory to appear in end of rotation test.
3. After 9.00 a.m. Students are considered to be late and three late coming will be
count as one absent.
4. Attendance of all three sessions will be mandatory for attendance of the day
5. Evening calls will be assigned in groups for 3 hours/day either 3-6 pm or 5 to 8
pm as per their residence and availability conveyance facility.
6. Bed allotment of students will be done and all students are supposed to follow
their patients accordingly.
7. Formative assessment in form of end modular test/ TBL and WBA (Mini- Cex)
will be taken multiple times throughout the rotation while summative assessment will
be arranged for last 2-3 days of rotation (clinical examination & OSCE).
8. OPD timing will be strictly followed from 11.30 to 12.30 pm on respected days
Except Friday timings of 11.00 to 12.00pm as per the task of the day whether outdoor
or indoor.

Discipline-Specific Outcomes of Pediatric teaching (undergraduate).

At the end of the Pediatric clerk ship, the students should be able to:
1. Take the appropriate history, of patients taking in to consideration the age,
birth history development, socioeconomic status, family, nutritional, and immunization
aspects.
2. Demonstrate Physical examination skill that reflects consideration of clinical
presentation and comfort according to age and development of child.
3. Formulate problem list of active and chronic issues, including a differential
diagnosis of their pediatric presentations. A safe and patient-centered approach
should be used for the diagnosis of major presenting problems encountered in
pediatrics by using clinical reasoning skills based on the following:
o Relevant basic and clinical science knowledge and Evidence-based medicine.
4. Select the most appropriate investigation relevant to each of the presenting
clinical scenarios with justification for its selection
o Septic screening
 75

o Metabolic workup
o Screening test
o Radiological investigation
5. Develop a management plan for each problem on the problem list, justify it,
interpret data, and learn to identify and manage critical and acute pediatric illnesses.
While presenting a management plan
o Evidence-based recommendations should be considered.
o Basic and clinical science concepts should be applied.
6. Demonstrate proficiency in specific procedural skills.
7. Demonstrate practical communication skills with the patient’s family.
 Establish rapport with children
 Counseling of patients regarding common pediatric presentation
 Communicate the result of pediatric history and physical examination in a
well-organized written and oral report.
8. Demonstrate collaboration with other team members as a part of a
multidisciplinary team in caring for children. Work as a team in solving clinical
problems as in Case Based Learning (CBLs) during the pediatric rotation.
9. Able to demonstrate professionalism. Professional behavior in the form of:
 Punctuality
 Expresses awareness of emotional, personal, family, and
cultural influences on patient well being
 Respectable and professional dressing, including wearing a white coat.
 Demonstration of respect and courtesy towards patients and classmates.
10. Ensure patient safety: The student should be aware of and practice the
principles of patient safety, which include.
 Understanding and learning from errors
 Engaging with patients and caregivers
 Being an effective team player
 Practicing infection control
 Improving medication safety

11. Identify and access information/resources on evidence-based pediatric

practice.
 Demonstrate continuous learning
 Participate in departmental Continuing Medical Education activities to
update their knowledge.
PROGRAM
5th-year MBBS Pediatric clinical posting comprises 8-weeks (4-weeks/ unit) of
clinical rotation in pediatric department. Students go through the pediatric
outpatient clinic, the EPI clinics, pediatric ward, pediatric ICU, and Neonatal ICU.
TEACHING/LEARNING STRATEGY: During rotation, students will learn through
● Case-based learning
● Bedside clinical teaching sessions
● Flipped class rooms
● Seminars
 76

●Role-play/role modeling
●Outpatient-based teaching
●Interactive lectures
●Working as a team with postgraduates and senior colleagues (house officers)
during their evening postings, students also visit Emergency pediatric patients
under the supervision of pediatric residents and then follow the patients from
admission till discharge.
PAEDIATRICS 5th YEAR CLINICAL TEACHING SCHEDULE
TIME ACTIVITY
08:30 to 09:30 am Introduction of the task by lead facilitator And brief
description / demonstration on the topic
09:30 to 10:30 am History Taking/bed side teaching
11:00 to 12.00 pm Case based learning/Interactive lecture
12:00 to 01:30 pm Practical task and clinical examination demonstration by
lead facilitators /OPD/clinical skills
1:45 to 3.00 pm Summarization of the task, feedback and assignment for
next day

Case base learning: Students present the history and examination of a patient the
then differential diagnosis, investigations and management is discussed in detail
Bedside teaching: History taking, clinical examination, and counseling skills are
taught and practiced at the bedside or at OPD as task of the day
Flipped Classroom: Students prepare for the class by going through provided study
material in the form of power point presentations, articles, videos, case history or topic
then they come to the classroom for to solve cases, quizzes, practice problems and
engage in team work.
Seminar: Students present PowerPoint presentations in small groups of 3-4 students
on assigned topics.
EPI/OPD: Students go to OPD and EPI Center in small groups to learn Vaccination and
practice clinical skills, mainly focusing on IMNCI.
Clinical skills: Students master their examination, procedural, and counseling skills.
Interactive lectures: Small group discussions on specific topics, scenarios, or clinical
cases to enhance the active participation of students.
Assignments / Self Studies: Students participate in unsupervised group discussions
where they discuss and research their assigned topics and also take follow-up notes
of pediatric ward patients.
CPC organized by Paediatrics Department:
1. Components of EPI program its success and failure.
2. EENC and KMC when and where.
3. CMAMprogramitsroleinpreventionofmalnutritioninchildrenunder5.
4. Updates in asthma management in children.
Research projects:
1. Toidentifytheriskfactorsforfailureofimmunizationinchildrenunderone year.
2. To evaluate the risk factor formal nutrition in children.
3. Reasonsforlackofexclusivebreastfeedingininfantsunder6months.
4. Association of pneumonia with malnutrition.
 77

ASSESSMENT: Students go through formative and summative assessments in their 8

(4) weeks of clinical rotation.
Formative assessment:
Formative assessment focuses on learning and improvement of students by
giving them specific tasks and providing them constructive feedback.
1. End Modular test: That will be taken after end of each module. Though that will be
formative but we will assign 5% weightage.
2. Structured Bedside Assessment: is a method of formative assessment in which groups
of 4-5 students are observed while they perform clinical skills, followed by structured
feedback. by facilitator and co facilitators.
3. TBL Team based learning: taken after some modules which are cognitively rich. Though
that will be formative because feedback will be given but we will assign 5% weightage
as well.
Summative Assessment: Summative assessment focuses on cumulative evaluation of
the student learning. Its further divided into Continuous assessment and End of rotation
test. 20% of the total marks are carried to the final year university-based assessment at
the end of the course.
Marks assigned on Assessment:
Continuous assessment has 40% weightage, and it has following components

● End module assessment 5X8=40

● TBL 5x2=10
Mandatory requirement to appear in final end rotation assessment:
● Attendance/punctualityduringclinicalpostingincludingEveningposting
● Logbook (history and daily work record)
● Submission of the assignment.
End of rotation test: 50%
 Students should submit a clinical Log book at the end of their rotation in
Pediatrics.
 75%attendanceisrequiredtobeeligiblefortheend-of-rotationtest.
 In summative assessment, students will be examined for
 Short case and long case 20marks
 Ten stations of OSCE (static and interactive)10x3=30

APPENDICES

APPENDIX(A)
Content: We have divide the course contents into 9 modules
 78

Module I Introduction module Module I Neonatology (Unit-I)

 Overview of Pediatric Medicine  ENCC, HBB
 Overview of growth and development  Sick young infant (neonatal Sepsis)
 Pediatric history taking (inpatient)  Neonatal Jaundice
 Pediatric history taking and  Prematurity with complications
examination (outpatient)  Birth Asphyxia with complications
 Physical examination  Breast feeding counseling.
Module II Pediatric Infections (Unit-II) Module III Nutrition (Unit-I)
 EPI Program  Normal Nutrition/IYCF
 EPI Disease  CMAM/SAM
 Non-EPI Diseases
 Micronutrient deficiency
 Wasting/Obesity
Module IV Blood (Unit II) Module V Neuropsychiatry (Unit-I)
 Anemia: Nutritional &  Brief introduction on development
Hemoglobinopathies, Bone marrow  CNS infections with complications
aplasia
 Epilepsy/Cerebral Palsy
 Bleeding: Hemophilia, ITP, Won
 Small/ large Head
Willebrand,
 ADHD/Autism
 Leukemia, Lymphoma
 Blood transfusion Protocols and
reactions
Module VI Cardio/Respiratory Diseases (Unit-II)
 Upper Airway disease: Croup, Epiglottitis, Foreign Body inhalation
 Lower Airway: Asthma, Pneumonia & TB cover in infections module
 X-ray Interpretation
 Poison and Shock will be covered in this session.
 Congenital Heart Disease: Cyanotic and Acyanotic CHD with complications.
 Rheumatic Heart Disease / Congestive cardiac Failure / Myocarditis
 Essential Hypertension
Module VII GIT & Hepatology (Unit-I) Module VIII Renal & Endo (Unit-II)
 Acute diarrhea cover in infections  Nephrotic syndrome
 Chronic Diarrhea, Celiac and cystic  AGN &Renal failure
fibrosis  UTI
 Viral Hepatitis/ CLD and portal  CKD/Short stature
hypertension
 Thyroid Problem Diabetes Mellitus
 79

APPENDIX (B) List of mandatory Examination Skills

● Measure and interpret height, weight, and head circumference, calculate BMI
and plot these readings on a growth chart.
● Measure and interpret vital signs
● Palpate for fontanels and suture lines
● Elicit primitive reflexes
● Palpate all pulses including femoral
● Assess the lumbosacral spine
● Perform Developmental examination
● Performa thorough general physical examination
● Perform a thorough Systemic examination including Abdominal, respiratory,
central nervous system and cardiovascular system examination.
APPENDIX(C)
PROCEDURES: By the end of the course student should acquire skills in common pediatric
procedures according to the following level of competency
LIST OF PROCEDURES:
LEVEL:1 Able to perform under the direct supervision:
1a; on a mannequin 1b; on simulator
LEVEL:2 Able to perform under indirect supervision
PROCEDURE LEVEL
Instruct patients in the use of devices for in haled medication 2
Prepareandadministerinjectable(intramuscular,subcutaneous,intravenous) drugs 1
Prescribe and administer oxygen 2
Carry out intravenous cannulation 1
Carry out safe and appropriate blood transfusion 1
Carry out male and female urinary catheterization 1
Carry out nasogastric tube placement 1

Text Book

Resource material for final year teaching:

Nelson text book of pediatrics, 21st edition
Nelson Essentials of Pediatrics
Current Diagnosis & Treatment Pediatrics, 23rd edition
Pakistan pediatric association textbook
Illustrated Pediatrics by Tom Lissauer
WHO publications and society guidelines:
WHO publications on IMNCI
GINA Guidelines, Global Strategy for Asthma Management and Prevention. WHO;
Global Database on child growth and Malnutrition
WHO publication on Tuberculosis
Expanded Program on Immunization in Pakistan

Clinical Methods:
Macleod's Clinical Examination Hutchison's
Clinical Methods
 80

Department of Paediatric, LUMHS Teaching Schedule Final Year MBBBS Unit-1

WEEK 1
09:30–11:00 11.30–01:00 01:00-02:00 02:00-03:00
Day 08.30-09.30 am am pm pm pm
Practice on Growth and Practice on
Summarization of
history taking development history taking
Paediatric history today’s task Home
in small groups Assessment with
1. with importance assignment IMNCI
under Practical assessment of
of BIND and an integrated and
supervision of demonstration growth and
systemic inquiry holistic approach
co facilitators on patient. development
Practical
Practice on
demonstration
general
Introduction to by lead Summarization of
History taking physical
IMNCI with facilitator on today’s task
by students in examination in
2. demonstration on general physical Introduction to CRF
groups small groups
wall charts 02 examination on 2month to 5 years
Integration of under
months to patient and CBD (5mainsymtoms )
IMNCI supervision of
59months and feedback on
co facilitators
indoor history
Practice on filling
Practical Practical Practice on Summarization of
of CRF (2month -5
demonstration demonstration filling of CRF today’s task Home
years) Check for
on IMNCI on IMNCI On five main assignment for
3. general danger
strategy strategy symptoms at screen check for
signs
(Preventive (Therapeutic indoor (severe Malnutrition and
And 5 main
components) components) classification) palmar Pallor
symptoms
Summarization of
Practice on filling
today’s task
of CRF
Task for next session
Demonstration and First formative assessment on history general
4. Introduction ENCC
practice on whole physical examination and 2 months to 5 years
Neonatal
process at OPD/ IMNCI
examination J2-J7
indoor
ENC
Practice on Practical
ENC Summarization of
filling of session on
Neonatal history Breastfeeding today’s task
Neonatal feeding
5. and examination assessment Introduction
recording forms problem and
(neonatal recording Feeding IMNCI sick young
And taking breast feeding
form) problems infant module
neonatal history counseling
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WEEK 2
Day 08.30-09.30 am09:30–11:00am 11.30–01:00 pm 01:00-2:00pm 02:00-03:00pm
Summarization of
Demonstration
Brief today’s task
on neonatal
introduction to SGD and CBD on Check for Next day task Neonatal
examination
06 sick young sick young infant HIV, IMNCI jaundice Difference in
Practice on
infants and NNS approach physiological and
filling of CRF
Neonatal sepsis pathological jaundice
0-2 months
CBD
Demonstration
Difference in Practice on Summarization of
on Neonatal
physiological filling of CRF today’s task
Birth Asphyxia, resuscitation
07 and 0-2 months Next day task
Neonatal Seizures And practice
pathological Followed by Approach to small baby
in small
jaundice CBD feed back & KMC
groups
Practical session
Practice on Feeding history
on feeding
Practical filling of CRF and breast
assessment and Summarization of
approach to (0- 2month ) feeding
08 feeding today’s task Revision of
prematurity its Whole case assessment
counseling with module
complication approach at Feeding
role plays by lead
and prevention OPD counseling
facilitator
Nutrition in first1000
days
2nd Formative assessment on case recording form 0 - 2 months
09 Growth velocity charts
IMNCI, and TBL (Neonatology)
Nutritional statistics/
indicators

Practical
Nutrition in first
demonstration
1000 days
Practice on on patient by Practice on Summarization of
Growth velocity
history taking lead facilitator IMNCI CRF today’s task
10 charts
in small groups On Check for Introduction to CMAM
Nutritional
Nutritional anthropometry malnutrition with four components
statistics/
history Height, weight,
indicators
MUAC
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WEEK 3
Day 08.30-09.30 am 09:30–11:00 am 11.30–01:00 pm 01:00-02:00 pm 02:00-03:00 pm
Practical Practice on GPE in
demonstration small groups
Summarization
Practice on by lead under supervision
of today’s
Introduction Screening by facilitator GPE of co facilitators
11 task10 step
CMAM MUAC and on patient SAM Practice on
management of
Anthropometry child filling of CCP
SAM
(Macro & form and daily
micronutrients) care form
Indoor visit of
NSC Short case
evaluation in Summarization of
10 step
NSC essential today’s task
management Case based
Outdoor visit of task to be BFHI / IYCF key
of SAM discussion on
12 OTP assesses on each messages
Demonstration SAM with
OPT protocol student Responsive
on filling of complication
nutritional feeding and its
CCP form
assessment and importance
GPE on SAM
child ( Mini CEX)
BFHI/IYCF key Approach to a
messages Practical session 2ndformativeassessment child with CNS
13. Responsive on Nutritional SBQ , TBL and short assay on nutrition infections,
feeding and its counseling with module febrile
importance role plays convulsions
Introduction
to CNS Practice on IMNCI
Practice on Practical Summarization
infections CRF Check for
history taking in demonstration of today’s work
Approach to a Neck stiffness
small groups for on patient by Next day task
14. child with General danger
CNS infections, lead facilitator for tutorial on
CNS signs
Febrile CNS childhood
infections, And motor system
convulsions examination epilepsy
febrile examination
convulsions
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Practice on
Introduction to Summarization
history taking Practice on CNS
epilepsy, of today’s task.
and CNS
Approach to a Presentation on examination in
examination Next day
15. child with AFP by lead small groups
Able to session tutorial
unprovoked facilitator CBD under supervision
differentiate on cerebral
convulsions with of co facilitators
b/w UMNL/ Palsy
case scenarios
LMNL

WEEK 4
Day 08.30-09.30 am 09:30–11:00 am 11.30–01:00 pm 01:00-02:00 pm 02:00-03:00 pm
Visit to
Rehabilitation
History taking
center with Summarization of
Introduction to and examination Approach to a
Demonstration today’s task
Cerebral Palsy, of a child with child with
of clinical signs Next day
16. etiology, cerebral palsy Behavioral
on Patient by session tutorial
presentation and and disorders (ADHD
lead Facilitator, on
Management developmental and ASD)
And ADHS & ASD
assessment
Developmental
Assessment
Short case
Case based Examination
Discussion and motor system
SBQ, TBL and short essay on Neuropsychiatric
17. video Developmental
Module
demonstration on assessment
ASD SOMI/gait
assessment
Practice on Practical Practice on
Acute watery history taking in demonstration on filling of CRF of
Summarization
diarrhea and small groups patient by lead IMNCI 02 of today’s task
dysentery Hydration Status facilitator On month to 05
18. Next day session
classification of and its hydration Status years age and
chronic diarrhea
dehydration and management and Shock and counseling to tutorial (CBD)
it’s management according to Plan C patients with
IMNCI Management diarrhea
 84

Mini Cex on GIT

GPE, and Short case Summarization
Chronic diarrhea Clinical approach demonstration of
examination of today’s task
Causes and to a child with Signs of macro (abdominal Next day session
19. management case chronic diarrhea. and micronutrients
examination with tutorial on viral
scenarios followed Celiac disease deficiency on visceromegaly) Hepatitis and
by CBD and other malnourished Case of CLD or CLD(CBD)
child (SAM Celiac disease
Clinical Long
Acute viral Approach to a case
hepatitis child with CLD assessment on
SBQ, TBL and short essay on
20. (A, B, C E) case Case based SAM child or
GIT, Hepatobiliary
scenarios discussion on CLD child
followed by CBD CLD and its followed by
complications feedback
 85

Department of Pediatrics LUMHS Teaching Schedule Final Year MBBS Unit-II

WEEK 1
Day 08.30-09.30 am 09:30–11:00 am 11.30–01:00 pm 01:00-02:00 pm 02:00-03:00 pm

Practice on Growth and Summarization of

Paediatrics development Practice on
history taking in today’s task
history with Assessment history taking
small groups Home assignment
01 importance of Practical with assessment IMNCI an integrated
under
BIND and demonstration of growth and
supervision of co and holistic
systemic inquiry on patient by development
facilitators approach
lead facilitator
Practical
demonstration
Practice on
Introduction to by lead
History taking by general physical Summarization of
IMNCI with facilitator on
students in examination in today’s task
demonstration general physical
02 groups small groups Introduction to CRF
on wall charts examination on
Integration of under 2 month to 5 years
02 months to 59 patient and
IMNCI supervision of co (5 main symptoms )
months CBD and
facilitators
feedback on
indoor history
Practice on filling
of CRF (2month - Practical Practical Summarization of
Practice on filling
5 years) demonstration demonstration of CRF On five today’s task Home
03 Check for general on IMNCI on IMNCI assignment for
main symptoms
danger signs strategy strategy screen check for
at indoor(severe
And 5 main (Preventive (Therapeutic Malnutrition and
classification)
symptoms components) components) palmar Pallor

Practice on filling Summarization of

of CRF today’s task.
First formative assessment on history general
Demonstration Task for next session
04 physical examination and 2months to 5 years
and practice on Introduction
IMNCI
whole process at Infectious disease in
OPD/ indoor children

Approach to child
Interactive Fever IMNCI
CBL (vaccines and with fever and body
lecture on Malaria Check
05 Immunization side effects) rashes
Immunization for
Schedule Measles/Chicken
(EPI Centre) Immunization pox/Dengue/Rubella
 86

WEEK 2 (Unit-II)

08.30- 11.30 am- 12.30-02.00 02.00-2.30

Day Theme 9.30-11.00 am
9.30am 12.30 pm pm pm
Interactive
lecture on
Fever Short case on CBL CBD on
Approach to Summarization
with GPE and Chest (Pneumonia Diagnosis of TB
cough and assignment
06 cough examination and Pertussis) in children
Tuberculosis
and HIV
Summarization
Fever Approach Practice patients CBL and assignment
Long case
with with throat CRF (Diphtheria Malaria &
assessment
07 focus and Ear on filling and Mumps Typhoid
guideline
Approach
and Practice on Rabies with Summarization
Fever Tetanus
Malaria Patients, history pre and post and assignment
without treatment and
and taking and exposure
08 focus prevention For next module
Typhoid Examination vaccination
CBL

Assessment of whole module (Mini-CEX(short cases, SBQs.

09

Data
Interactive Practice on Summarization
interpretation
lecture on patient by history and assignment
Case
Approach to taking and CBC
presentation On Blood
child with focused interpretation,
by students Transfusion in
Anemia examination (GPE Hb
and children:
(Nutritional & Electrophoresis
10 Pallor discussion Indications
Anemia & Hepatosplenom
PBL in small &complications
Thalassemia) egaly)
groups
 87

WEEK3 (Unit-II)
08:30 am to 09:30 am to 11:30 am- 12:30 pm to 02:00 pm-
Day Theme 9:30 am 11:00 am 1230 pm 02:00 pm 02:30 pm
Interactive lecture
on Approach to Practice on
Hands on Summarization
child with Bleeding patients: CBL, data
Bleeding demonstration and assignment
disorders in history interpretation
disorder in on transfusion On common
children. taking and and discussion
children procedure and hematological
Hemophilia, ITP, rashes on Q&A
discussion malignancies
11 Von willebrand body.
disease
Group
discussion on
pediatric Approach to
malignancies child with Summarization
Case based Fever, pallor of whole
Assessment of whole module (Mini-CEX(short
discussion on and module and
cases, Long case SBQs.
12 Fever, Pallor Lymphadenop feedback
and athy
lymphadeno
pathy
Interactive CBD on
lecture on patient with
History taking and Practical Summarization
Common respiratory
examination on and
Cough & Respiratory emergencies: demonstratio
patients with n on patients assignment
Difficult conditions Anaphylaxis,
Bronchiolitis, with use of Oxygen
Breathing Upper Foreign Body
Asthma or cystic nebulizer therapy in
13 and Lower Air Inhalation,
fibrosis &Inhaler Children
way Epiglottitis and
Obstruction Croup
Practice on
Live session Patient by
Interactive session Summarization
on oxygen Interactive history
on X-ray chest and
Difficult therapy in discussion on taking and
interpretation& assignment on
breathing children case Approach to precordial
correlation with Rheumatic
14 based child with CCF examination
clinical findings fever and RHD
Discussion in small
groups
Summarizatio
Case based n of module
Approach to discussion on and feedback
Short case
Recurrent Assignment
child with diagnosis and & OSCE
Difficult on common
congenital management of assessment and
Breathing poisons in
Heart disease cyanotic and module test children and
15
Acyanotic Heart management.
disease (SDL)
 88

WEEK 4 (Unit-II)
09:30-11:00 11:30am-
Day 08:30-9:30am 12:30-02:00pm 02:00-02:30pm
am 12.30 pm
Interpretation Practical
Practice on
Approach to child of Labs/CBD demonstration on
Patients for Summarization &
with Proteinuria & On AGN, catheterization, fluid Assignment on
16 history taking
hematuria Nephrotic balance and
& examination Urinary Tract
interactive lecture syndrome management
Case base
Discussion on
Approach to Practice on Practice on labs
pyelonephritis
child with Patient for and management Summarization
Cystitis
Renal failure history taking Case based & Assignment
Practical
Acute and and discussion in on Obesity
17 demonstration
chronic examination small group
on collection of
urine culture
Practical
Practice on demonstration Approach to child
Approach to patient for on with Summarization
short stature history taking anthropometry hypothyroidism Hyperthyroidism
Interactive and and plot on interactive session in children
18 session examination centiles and with discussion
labs in OPD
Demonstration
Practice on Insulin types and
Interactive Summarization &
Case based patient techniques.
lecture on Assignment on
Discussion on history taking Discussion on
Diabetes Obesity in
Hyperthyroidism and complications and
19 Mellitus in children
in Children examination counseling of
children
in OPD Nutrition

Case based
Summarization
discussion on Assessment SBQs OSCE and Modular test
& Feed back
20 Obesity

In the every rotation student will conduct the CPC and present research project.
Participation in research projects and CPCs is mandatory.
 89

Liaquat University of Medical

& Health Sciences, Jamshoro

FINAL PROFESSIONAL

MBBS 2020-21

DEPARTMENT OF DEPARTMENT OF
NUCLEAR MEDICINE FAMILY MEDICINE
AND ONCOLOGY (NIMRA)

ACADEMIC SESSION 2024-25

 90

DEPARTMENT OF NUCLEAR MEDICINE AND ONCOLOGY (NIMRA)

S No Teaching Faculty
01 DIRECTOR /CONSULTANT NUCLEAR PHYSICIAN: Dr. Syed Shahid Iqbal
CONSULTANTS
02. Dr. Muhammad Ameen Abbasi
03. Dr. Fayaz Hussain Mangi
04. Dr. Naseema
05. Dr. Ameeran
06. Dr. Moin-uddin- Shah
07. Dr. Badar-ul-Din Memon
08. Dr. Hanifan
S no Topic
Introduction to Neoplasm
Brief definition of oncology, types of tumors: benign versus malignant
1.
Etiology and risk factors of various tumors
Symptomatology, diagnosis and overall treatment cancer
Head and Neck Cancers
Introduction of head and neck cancer
2. Sub sites, Etiology and risk factors, Head and neck cancer
Staging and management and role of chemotherapy and radiation therapy of,
Head and Neck cancer
Carcinoma of Cervix
Introduction of carcinoma cervix
3.
Etiology and risk factors, screening carcinoma
Staging and Management of carcinoma Cervix
Carcinoma and Breast
4. Risk factors of Breast cancer
Management of Breast cancer
Rectal Cancer
Introduction to Rectal Carcinoma
5.
Etiology and risk factors, Rectal carcinoma
Diagnosis and management of rectal carcinoma
Role of Nuclear Medicine in Urinary Tract
Anatomy of Urinary tract
6. Split renal functions
ACEI Technique and role Diuretic
Evaluation of renal & Extra renal Obstruction
Skeletal Scintigraphy
Introduction to Nuclear Medicine
7. Routinely performed Nuclear Medicine Scan
Bone scan 3 phase and delayed scan and radiopharmaceutical used
Different between metastatic versus metabolic Bone scan (super Scan)
 91

DEPARTMENT OF FAMILY MEDICINE

S. No Teaching Faculty

01 ASSISTANT PROFESSOR AND INCHARGE: : Dr. Zaheer Ali

S. No Topics

1. Interlocution & Importance of Family Medicine

2. Focused History & Clinical Exam

3. Cost – effective & Biopsychosocial aspects of Primary care

4. Approach to Diabetes in Primary care

5. Approach to Hypertension in Primary Care

6. Primary Care Approach to headache

* * * THE END * * *