Course Specification

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Session 3 :

According to NCAAA Template

Medical education department

Dr. Bassem Salama El-deek

Associate prof of

FAMCO / Medical Education

Master medical education JHMPE Co-chairman

of task force committee of Accreditation

KAU college of medicine

Dr.Mohammed Hassanien

Assisstant prof of

biochemistry / Medical Education

Master medical education JHMPE Co-chairman of

Governance & Administration committee

of Accreditation

KAU college of medicine

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ةئيهلا جذومنل 5اًقفو تاررقملا فيصوت مييقتلاو يميداًكلأا داًمتعلال ةينطولا

نينسح دمحأ دمحم د .

[email protected]

كيدلا ملاس مساًب د .

[email protected]

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Definition and rationale of course specification

A document that Says What will be done “

”

When teaching a course

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Course Specification

WHY

?

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If you don’t know where you are going

.…

You might end up

somewhere else

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Course Specifications

Who will use it

?

◦ Teaching Staff

◦ Students

◦ External examiners

◦ Academic reviewers

◦ Professional bodies- Syndicate

◦ Employers

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Course Specifications

The Basis for Course and Program

evaluation

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TEMPLATES FOR COURSE SPECIFICATION

A. Administrative Information

B. Professional Information

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Institution

College/Department

A Course Identification and General Information

1. Course title and code:

2. Credit hours

3. Program(s) in which the course is offered.

(If general elective available in many programs indicate this rather than list programs)

4. Name of faculty member responsible for the course

5. Level/year at which this course is offered 6. Pre-requisites for this course (if any) 7. Co-requisites for this course (if any) 8. Location if not on main campus

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B Objectives

1. Summary of the main learning outcomes for students enrolled in the course.

2. Briefly describe any plans for developing and improving the course that are being

implemented. (e.g. increased use of IT or web based reference material, changes in content as a result of new research in the field)

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Examples of main learning outcome:

- By the end of this courses

^,

the students will be able to demonstrate knowledge of basic concepts in the functions of vertebrate body organs and to apply

this knowledge efficiently under controlled guidance and supervision.

-Understand the processes of human reproduction from the production of gametes, establishment of the embryo through to independent life

by the newborn infant.

-Understand common problems & disorders of the male& female reproductive tract, the mechanisms of contraception and the sexual transmission of diseases.

-Acquire skills & working knowledge & understanding of the principles and concepts applicable to the Reproductive System, in general.

Co mp are

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3- Upon successful completion of this

course

^c,

the graduates

^A

should be able to professionally

^D

and independently

^D

analyze

^B

and interpret

^B

figures and

graphs and apply

^B

the obtained data in diagnosing abnormalities in hormonal production.

Examples of main learning outcome:

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C. Course Description

(Note: General description in the form to be used for the Bulletin or Handbook should be attached)

1 Topics to be Covered

Topic No of

Weeks Contact hours

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2- Contents

Tutorial/Practical Lecture No. of hours Topic

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2 Course components (total contact hours per semester)^:

Important notes

Lecture: Tutorial: Practical/Fieldwork/

Internship:

Other:

3. Additional private study/learning hours expected for students per week

. (

Indicate the amount of time expected of students in

private study, assignment or other work associated

with the course This should be shown as an average

amount of time per week over the semester.

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4. Development of Learning Outcomes in Domains of Learning For each of the domains of learning shown below indicate:

A brief summary of the knowledge or skill the course is intended to develop;

A description of the teaching strategies to be used in the course to develop that knowledge or skill;

The methods of student assessment to be used in the course to evaluate learning outcomes in the domain concerned.

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a. Knowledge

(i) Description of the knowledge to be acquired

(ii) Teaching strategies to be used to develop that knowledge

iii) Methods of assessment of knowledge acquired

b. Cognitive Skills

(i) Cognitive skills to be developed

(ii) Teaching strategies to be used to develop these cognitive skills

iii) Methods of assessment of students cognitive skills

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c. Interpersonal Skills and Responsibility

(i) Description of the interpersonal skills and capacity to carry responsibility to be developed (ii) Teaching strategies to be used to develop these skills and abilities

(iii) Methods of assessment of students interpersonal skills and capacity to carry responsibility d. Communication, Information Technology and Numerical Skills

(i) Description of the skills to be developed in this domain.

(ii) Teaching strategies to be used to develop these skills

(iii) Methods of assessment of students numerical and communication skills

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e. Psychomotor Skills (if applicable)

(i) Description of the psychomotor skills to be developed and the level of performance required (ii) Teaching strategies to be used to develop these skills

(iii) Methods of assessment of students psychomotor skills

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ILOs

-To select -To

differentiate -To integrate -To organize -To describe

Analyze

-Problem-solving sessions -Practical/Clinical sessions -Interactive mini lectures -Seminars

-Tutorials

-

Problem-solving -OSCE; OSPE

-Essay

Instruction Activity

Assessment Type

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5. Schedule of Assessment Tasks for Students During the Semester Assessmen

t Assessment task (e.g.. essay, test, group project,

examination etc.) Week Proportion

of Final Assessment 1

2 3 4 5 6 7 8

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Student Assessment Methods

To assess the skills of analysis and

discussion Oral exam.

To assess the ability to remember To assess the understanding of the scientific background

Written exam.

To assess the skills of:solving

problems, Present data and discussion Case study

To assess the professional skills Practical exam

To assess the ability to work in group Assignments

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5- Assessment Schedule

Assessment 1………. Week ……….

Assessment 2 ……….Week ……….

Assessment 3 ……….Week ……….

Specify the date for each assessment in the

semester / year span

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5 - Assessment Schedule

- First assignment (4

^th

week)

- Mid-term exam. (6

^th

week)

- Presentation of case study (8

^th

week)

- Second assignment (10

^th

week)

- Practical exam. (12

^th

week)

- Oral exam. (13

^th

week)

-

Final exam. (14

^th

week)

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 6- Weighing of Assessments

 Mid-term Examination %

 Final-term Examination %

 Oral Examination. %

 Practical Examination %

 Semester Work %

 Other types of assessment %

 Total 100%

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6 Weighting of Assessments -

10% Assignments

5 % Mid-term Exam.

10 % Case study 5 % Oral Exam.

20% Practical Exam.

50% Final Exam.

100 % Total

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4- Student Assessment:

Write down the assessment methods used, such as written examinations (mid- term, regular, at the end of term), class activities (reports, discussions, practicals

…etc).

Match the methods used with the course

ILOs.

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Example from Course X

 Assessment

 Formative:

 This form of assessment is designed to give you feedback to help you to identify areas for improvement. It includes a mixture of MCQs, short

answer-questions (SAQs), extended matching questions (EMQs),

problems-solving exercises and independent learning activities in all subjects.

 Summative

 This type of assessment is used for judgment or decisions to be made about your performance. It serves as:

 Verification of achievement for the student satisfying requirement.

 Motivation of the student to maintain or improve performance.

 Certification of performance.

 Grades.

 In this Course your performance will be assessed according to the following

 :

 Continuous Assessment 20 Marks

 Assignment + Attendance 20 Marks

 Final End of Semester Exam (Two Hours) 40 Marks

 Final OSPE (Practical) 20 Marks

Wh at are yo ur co mm en ts ?

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D. Student Support

1. Arrangements for availability of faculty for individual student consultations and academic advice. (include amount of time faculty are available each

week)

D. Student Support

1. Availability of teaching staff for consultations and advice.

Describe the arrangements to be made for individual student counseling and advice. This should include the time

allocation and schedule for teaching staff to meet with students.

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E Learning Resources

1. Required

Texts List any required texts.

1.Essential

References List reference material regarded as essential for teaching the course.

3.

Recommended Books and

Reference Material

Attach list of material that should be available for reference by students undertaking the course.

4. Electronic

Materials List requirements for access to electronic materials, data bases etc.

5. Other

Materials List any other learning materials that are required

for the course

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F. Facilities Required

1. Accommodation Specify accommodation requirements for delivery of the course indicating the type of facility (eg lecture rooms, laboratories etc. the amount of time needed, any special requirements for scheduling, and the number of students to be accommodated.

2. Computing

resources Specify requirements for computer access.

3. Other Resources Specify any other requirements for the course

including specialized equipment. Attach list if

necessary.

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8- Facilities Required for Teaching and Learning:

The facilities include: appropriate teaching accommodation, including

teaching aids, laboratories, laboratory equipment, computers etc., facilities

for field work, site visits etc., which are

necessary for teaching the course.

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G Course Evaluation and Improvement Processes

G. Course Evaluation and Improvement Processes 1. Strategies for

Obtaining Student

Feedback on Quality of Teaching

Describe strategies. Eg. confidential completion of standard course evaluation questionnaire. Focus group discussion with small groups of students.

2. Other Strategies for

Evaluation of Teaching Describe any other strategies for evaluation of teaching. Eg.

observations and assistance from colleagues, independent assessment of standards achieved by students, independent advice on assignment tasks, etc.

3. Processes for Improvement of Teaching

Describe processes for improvement of teaching. Eg.

Workshops on teaching methods, review of recommended teaching strategies.

4. Processes for

Verifying Standards of Student Achievement

Describe methods used to compare standards of achievement with standards achieved elsewhere. Eg. check marking of a sample of examination papers or assignment tasks,

5. Action Planning for

Improvement Describe process for reviewing feedback on the quality of the course and planning for improvement

Cour se evalu ation by

Stud ents

Cou rse eval uatio n by

staff

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 Course coordinator:

 Name

 Signature Date

 Head of Department of

 Name

 Signature

 Date

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Course Specifications

Is it team individual or work ? Is it the role of seniors or

juniors ?

Is it the same as the first part of

the study guide ?

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يناًث كسفن ربتخا ماًتخلا عم :

ة

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