Standard 5 - Educational Contents

Standard 5 – Educational Content

(Conforms to Standards 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.1s, 5.2s and 5.3s)



The educational contents in the curriculum (Standard 4) have to be in alignment and consonance with the vision of HEC and PM&DC and also the vision of the University of Health Science which have been reflected in the syllabus and guidelines spelled out by UHS.


The availability of the exhaustive guidelines prepared by HEC and PM&DC jointly and the UHS syllabus leaves little room for the colleges to have much choice in the educational contents. In fact HEC / PM&DC have already specified the educational contents of each subject and the allocation of time and resources to it. The University of Health Sciences has specified the subjects in the manner they have to be probed and these three organizations have ensured the logical continuity of the curriculum of medical education for the under-graduate.



Medical Education for its MBBS curriculum and visions the intake of students, the MBBS program, graduation, the house job and post-graduation / continuous medical education phase. To achieve that, all institutions feel that curriculum development ought to remain a dynamic process that seeks to achieve learning under conducive environment and can only be achieved through monitoring, quality assurance and continuous quality improvement.


The curriculum at Avicenna Medical College revolves around educational theory and clinical practice that would ensure the promotion of basic sciences in the clinical context; this has to be in the achievement of the vision that medical graduates should have analytical and critical thinking, life-long learning skills and a desired professional behavior as per our socio-economic conditions.



The Avicenna Medical College will live up to the name and reputation of "Abu Ali Sina Balkhi (Latin Name Avicenna)" and will be a model of excellence for the quality and innovation of its education programs, clinical services and research. The institution will continually strive to exceed the expectations of its patients, students, residents, and local community by constantly improving the services it provides with enthusiasm, teamwork and creativity.


In doing so, Avicenna Medical College aligns itself to the vision of its Affiliating University, i.e., University of Health Sciences and thrives to achieve the advancement in human health through creative delivery of educational programs, innovative research, commitment to public service and community engagement in a culture that supports diversity, inclusion, creative thinking, social accountability and respect for all.



Avicenna Medical College educates to create outstanding Healthcare professionals from a group of motivated students who are ready to face the challenge of serving the local community as well as compete at international forums. This, we believe is possible by creating conducive environment for Students to learn, to experiment, to observe and to experience Quality Medical Care Delivery thus catering to the healthcare needs of the general society and the communities.


The College follows a well thought program for grooming of students so that they become a useful member of the society. Mannerism, conduct, general behavior in a co-education set-up and emphasis on dignity, truth, poise and traits of a gentleman and gentle-lady receive special attention.


The College strives to implement the mission spelled out by the University of Health Sciences which aims to cultivate excellence in academics and research and development of a diverse talented workforce for achievement of standards of Health Sciences. The college also follows very strictly the University of Health Sciences’ high standard of ethics, integrity, professionalism and compassion while encouraging research at all levels as per the University policy.


The educational contents for the undergraduate program for MBBS is aimed and designed keeping in mind the above vision and mission. For this purpose Avicenna Medical College constituted a Curriculum Committee as in Standard 4 – Curriculum Organisation where all the heads of departments and specialists of the subjects were involved to include:





Prof. Dr. Gulfreen Waheed

Chairperson Committee

Principal & ME Expert (MHPE)


Prof. Dr. Rehana Shahid

HOD Anatomy


Prof. Dr. Binyamin Ahmed

HOD Physiology


Prof. Dr. Zubair Ahmed

HOD Biochemistry


Prof. Dr. Rubina Hafeez

HOD Pathology


Prof. Dr. Najma Naz

HOD Pharmacology


Prof. Dr. Zainab Perveen

HOD Forensic Medicine


Prof. Dr. Rana Muhammad Akhtar Khan

HOD Community Medicine


Prof. Dr. Luqman Ahmed

HOD Medicine


Prof. Dr. Mehmood Alam

HOD Surgery


Prof. Dr. Nuzhat Parveen Khwaja

HOD Obs & Gynae


Prof. Dr. Mariam Waheed

HOD Paediatrics


Prof. Dr. M. Ayub Khan



Prof. Dr. Khalid Mehmood

HOD Ophthalmology


Assistant Prof. Dr. Fatima Aslam

HOD Behavioral Sciences / Psychiatry


Other Stakeholders:

Other members of the Faculty are also encouraged to give their feedback and the following members of the Faculty prefer to attend and are a part of the Curriculum Committee.



Prof. Dr. Abdul Sami Qazi

HOD Radiology


Assistant Prof. Dr. Abeer Fahad

HOD Dermatology


Prof. Dr. Anayat Araen

HOD Anaesthesia


Prof. Dr. Talat Bashir

HOD Orthopaedics


The General Practitioners’ Forum

The HEC and PM&DC guidelines vide their Clause-III lay emphasis on population health and health systems. The curriculum caters for informal learning that takes place through day-to-day interactions of the students with peers, teachers, colleagues, other health care providers and their patients and their families.


Avicenna Medical College being located at the artery of 65 villages has to receive, treat and refer medical emergencies. In most cases these emergencies are received from other healthcare providers in the area. Therefore, a liaison has to be maintained with these health services providers who are in all cases general practitioners.


The General Practitioners and especially those of affiliated clinics are associated with the formulations of the curriculum and the decisions on the educational contents. Three General Practitioners remain in the loop for consultation and are called to attend the Curriculum sessions as and when required. They are

  1. Dr. Zafar Wasi                                  Wasi Muhammad Hospital
  2. Dr. Faiza Rabbani Jawad                 Heir Surgical Poly Clinic
  3. Dr. Kamran Ahmed Butt                 Kamran Clinin - Lidher


The input by the general practitioners help to take into consideration issues of equality, equity and diversity. They are particularly helpful in enabling the curriculum committee to take decisions for healthcare using demography, biostatistics and epidemiology and they help in focusing the members of the faculty on matters most concerned to the area.


Academic Council Approval:

The educational contents of the MBBS curriculum are dictated by the HEC / PM&DC guidelines. The University of Health Sciences take due cognizance of the contents of the curriculum and issues its syllabus and guidelines. At Avicenna Medical College the highest forum academic decisions is the Academic Council which must approve all academic changes/reviews. The Academic Council is composed of the HOD’s etc. as follows:






Professor Dr. Gulfreen Waheed



Brig. Dr. Gul-e-Raana



Professor Dr. Rehana Shahid

HOD (Anatomy)


Professor Dr. Binyamin

HOD (Physiology)


Associate Prof. Dir Ijlal Zahra

Department of Physiology


Prof. Dr. Zubair Ahmed

HOD (Bio-Chemistry)


Prof. Dr. Tariq Rana

HOD (Pharmacology)


Prof. Dr. Jan Leghari

Department of Pathology


Prof. Dr. Muhammad Luqman

HOD (Medicine)


Prof. Dr. Zafar Bukhari

HOD (Forensic Medicine)


Prof. Dr. Zainab Parveen

Forensic Medicine


Prof. Dr. Muhammad Akhtar

HOD (Community Medicine)


Prof. Dr. Zahid Akbar

HOD (Surgery)


Prof. Dr. Naseem Tarar

Department of Surgery


Prof. Dr. Mahmood Alam

Department of Surgery


Prof. Dr. Mahmood Iqbal

Department of Paediatrics


Prof. Dr. Talat Bashir

Department of Orthopedics


Prof. Dr. Khalid Mehmood

Department of Ophthalmology


Associate Prof. Dr. Rizwan Bajwa

Department of ENT


Prof. Dr. Anayat Ullah Arain

Department of Anesthesia


Dr. Anila Zareen

Department of Paediatrics


Abdul Waheed Sheikh

Co-Opt Chairman

Avicenna Medical College


Ms. Shandana Sheikh

Co-Opt – Co-Chairperson

Avicenna Medical College


Ms. Fazilda Sheikh

Co-Opt – Co-Chairperson

Avicenna Medical College


From above it can be seen that the HODs have a three hatted appointment. Each HOD is the HOD of the concerned department, is a member of the Curriculum Committee to give his valued Curriculum input for the purpose of curriculum and program review and is also the member of the Academic Council which has a global vision and gives the approval for all academic activities of Avicenna Medical College


The above committee also undertook to decide on the factors that would dictate the inclusion of any education content. The Committee perused and concluded that the following are vital in deciding the educational contents in the curriculum run at Avicenna Medical College.

  1. Clinical cognitive and patient care skills to cater for the following:
    1. Taking focused history to identify patient’s risk and bio, psycho, social considerations
    2. Perform physical and mental state examinations
    3. Formulate and provisional diagnosis with justification
    4. Order appropriate investigations and interpret their report
    5. Perform procedures involved in patient management
    6. Discuss and consider contra-indications/complications
    7. Formulate a management plan for the treatment of the patient
  1. Diagnosing and managing common health problems
  2. Using cost-effective patient safe approaches
  3. Recognizing alternate health as an option
  4. Incorporating patient’s concerns, expectations and understanding in decision making
  5. Recognizing and stabilizing emergency cases in terms of their referral, transportation and medico-legal aspects
  6. Being readily accessible to all
  7. Being helpful in eliminating pain and distress
  8. Working within limits assigned.
    1. Giving accurate advice to the patient and the relatives
    2. Educating patient and relatives on choices available in treatment
    3. Hold equality, equity and diversity in principle and inform patient about the reasons for the success or failure truthfully
    4. Managing time and priority task
    5. Ensuring patient safety

Scientific Knowledge for good medical practice aimed at attainment of basic medical and clinical knowledge to include.

  1. Ability to differentiate
    1. Between normal and abnormal structures and functions of the body
    2. Between normal and abnormal molecular, cellular, biochemical, physiological and pathological processes
    3. Between normal and abnormal human behavior
    4. Between effects of growth, development and aging
    5. Between biological and social detriments and risk factors of disease
    6. Between various etiological causes and causative agents
    7. Between available therapeutic options and their appropriateness
    8. Between other relevant bio-chemical, pharmacological, surgical, psychological and social interventions


  1. The effects and interactions of physical, emotional and social environments
  2. History of acute and chronic and communicable – noncommunicable disease
  3. Apply evidence based medicine concepts to provide best possible cost-effective care.
  4. Ensure compliance with legal system, regulations and guidelines
  5. Knowledge of Community Health and Health Systems to be able to
    1. Understand their role and organization
    2. Understand community health problems
    3. Have ability to take appropriate action when treating infectious, non-communicable diseases and injury
    4. Evaluate national global trend in morbidity and mortality
    5. Work as an effective member of the healthcare team
    6. Adapting a multi-disciplinary in health treatment / intervention
    7. Application of procedures of health systems and policies
    8. Have equitable approach
    9. Visualizing demography biostatus and epidemiology while taking health decisions
  6. Critical Thinking – Being a problem solver. On graduation the doctor should:
    1. Use information obtained from various sources
    2. Evaluate critical data
    3. Deal effectively in situations of complexity and uncertainty
    4. Have reflection on own practice viz-a-viz standards of medical practice
    5. Initiating, participating or adapting changes when required
    6. Having a flexible and a problem-solving approach
    7. Be committed to quality assurance
    8. Raising concerns about public risk and safety
  7. Professional Attributes – Behavioral Sciences and Professionalism: Graduates have to be a role model by the conduct. Professionalism and values both on and off duty. Their behavior must enhance public trust in the profession.
  8. Life-long and Self-directed learner: As a doctor one must continue to acquire new scientific knowledge and skills to maintain one’s competence and thus remain engaged in continuous medical education to achieve
    1. Accurate documentation
    2. To retrieve patient specific information
    3. To collect, collate and peruse evidence of diagnosis
    4. Have the ability to co-relate patient’s problem with literature evidence
  9. Attitude: The following desired
    1. Have appropriate demeanor dress code
    2. Be responsible, honest, compassionate and have integrity
    3. Have tolerance for diversity
    4. Caring attitude towards patients
    5. Having “patients first” in preference
    6. Have patient’s safety paramount
    7. Be sensitive to culture and social values
    8. Be sensitive to the needs of under-privileged
  10. Ethical Qualities to ensure
    1. Not to discriminate on any issue in any aspect
    2. Strive to improve health delivery systems
    3. Respect the views and interest of the patient
    4. Uphold principles of confidentiality
    5. Use moral visioning in decision making
    6. Be accountable to the profession
  11. Being Member of a Team: The graduate should be trained to
    1. Cooperate
    2. Share information
    3. Participate
    4. Have a problem solving approach
  12. Communication Skills: The under-graduate should be trained in verbal and non-verbal communications skills and also be given an exposure with electronic communication skills. These skills should bear the element of confidentiality and genuine dissemination.
  13. Researcher: The undergraduate as a researcher should be able to engage his research and review literature critically and while doing so, he should be able to collect, analyze and evaluate data according to medical ethics.
  14. Leader and Role Model: The undergraduate should be able to
    1. Advance patient and health care
    2. Continue to do research and remain associated with medical education
    3. Value scientific evidence and approaches
    4. Be a role model at work and away from work
    5. Accept and provide leadership according to the situation


The Traditional Program - Subject Based

Whereas the Committee have taken guidance from the HEC and PM&DC as well as the University of Health Sciences. It has followed the program to be organized for 5 years besides 1 year for the house job. The guiding principles have been


  1. Academic weeks                   36
  2. Professionals                         5
    1. Prof-1                          
    2. Prof-2
    3. Prof-3
    4. Prof-4
    5. Prof-5 Final Prof

Note: each prof is to be held annual basis – yearly.


Avicenna Medical College in conformity with the University guidelines and syllabus has organized the medical education exactly as above.


The Integrated Curriculum

This is based on the modular system where each is module is based upon organ systems of the body and the basic and clinical science are taught and learned in the integrated fashion. This involves in organization of the program in modules for the first two years and having an integrated modular system of studies in the 3rd and 4th year while the final year is exclusively devoted to rotations and clerk-ship.


Theoretical and Practical Learning:

Approximate allocation of time for theoretical and Practical Learning is based on the ration of contact hours (theory: practice)

  1. Basic Sciences                                   50:50
  2. Clinical Sciences                               30:70
  3. House job (year 6)                            15-20:80


Contents & Delivery

The Curriculum Committee has endeavored to provide the outline as well as the details of each subject to be taught in both the subject based as well as the system based criteria. 


Subject Based Curriculum

A perusal of the subject based curriculum and the details of each subject would show that the contents of the subject  and its delivery as outlined in the curriculum committee are aligned with the competencies and outcomes that have been specified under Standard 2 and expected by the HEC, PM&DC and UHS.


System Based Curriculum

The University of Health Sciences has yet to introduce the system based curriculum. Avicenna Medical College had envisioned that in conformity with the international trends and developments the University would at an appropriate time replace the subject base learning with the integrated curriculum learning. For this reason, the college had prepared itself in terms of infrastructure, and has been working on the development of integrated based curriculum.


The University of Health Sciences has in 2019 called upon a few colleges including Avicenna Medical College to be a part of a pilot plan for system based learning as is in vogue internationally. The University of Health Sciences has yet to formulate and finalize the system based learning. However Avicenna Medical College has prepared the outline of the system based learning and attached the same Annexure-B. In this annexure are the details of all the modules for the 5 years including rotation and clerkship. These details can be perused and on perusal it would be found that these are in conformity with the vision and mission of HEC, PM&DC and UHS.


 Avicenna Medical College has also prepared study guides for this subject based (integrated curriculum) these study guides are for each module and are appended in the Curriculum Organization in Standard-4 as well as with the Curriculum Management in  Standard 6.


Current Curriculum at Avicenna Medical College

The current curriculum being followed and practiced at Avicenna Medical College (till change over to the system based curriculum) is of subject based curriculum, normally known as Traditional based curriculum. Whereas the contents of both the subject based and system based curriculum have been attached with this document. The Curriculum Organization bears full details of the subject based curriculum.


It has been ensured that impart of medical education at Avicenna Medical College is logical and in continuity. The details of the Standard 4 – Curricular Organization bears full details of the syllabus of the University of Health Sciences along with the following details:

  1. Annual planner for each class
  2. Schedule of various tests and examinations
  3. Schedule of annual prof exam
  4. Table of specification to include
    1. Details of each subject and time duration assigned to it
    2. Allocation of periods to each subject
    3. Allocation of time to practicals
    4. Allocation of time to tutorials
    5. Allocation of time to clinical sciences studies
    6. Allocation of responsibilities to the faculty as per rank and status


Sequencing of Contents:

The details of Standard 5 – Educational Contents to include the subject based curriculum and the system based curriculum are available in the guidelines and the revised curriculum 2011 issued by HEC and PM&DC. The course content, extent and sequencing of both the subject based curriculum and system based curriculum is achieved as follows:

Subject Based Curriculum (Traditional Curriculum) –

(Table of specification are attached as Annexure-C)

The curriculum may be subject based but in fact the teaching is done in such a way every year that, various subjects are concurrently dealing with the same system. This is done for building of concepts. In fact in practice, the elements of system based curriculum are incorporated in the study of the subject based curriculum.

System Based Curriculum – Modular System

Avicenna Medical College is practicing the subject based system. The college has been selected amongst the few colleges that have been chosen to adapt the system based curriculum from the year 2019-2020. The college has therefore developed the framework of the system based curriculum and has prepared study guides which are attached as Annexure-D.

Study Guides

The perusal of the study guides show that there is a logical progress and vertical & horizontal continuity in the study of the systems. The study guides act as guidance for the students as to the sequence in which they have to study each subject and their fine mix and progress for optimum development of concepts and it can also be seen that in the 1st and 2nd year, the emphasis on theory and teaching is done in a modular form while in the 3rd and 4th year there is an optimum mix of studies in clinical sciences and clinical practice while the 5th and the final year is dedicated to rotations and clerkship.


Study guides are available in the Standards 4 – Curriculum Organization and are also attached Annexure-D to this document.

Curricular Map

This pictorial, vertical and horizontal presentation of the course content and extent shows the sequence in which various systems are to be covered. Curricular map to cover all the subjects and modules and the time allocated to study of the systems can be viewed on our website.


Allied Subjects

The HEC and PM&DC curriculum lays emphasis on a number of traits expected from a graduate. These traits include Communication skills and ethics besides teaching the under graduate allied subjects and procedures. The allied subjects are covered along with the following subjects as shown in the Subject Based Learning curriculum:


Main Subjects

Allied Subjects


Cell & Genetics, Growth and Development, Nutrition



Cell & Genetics, Growth and Development, Nutrition



Cell & Genetics, Growth and Development, Nutrition



Drugs and drug abuse


Inflammations and Infectious Diseases

Forensic Medicine & Toxicology

Community based treatment, Medico-legal matters, Crime

Community Medicine

Organizations of Health Department, Family Medicine, Information Technology, Research


Family Medicine, Communication skills, Patient safety


Infectious diseases and infection control, Communication skills, Patient safety

Gynae & Obstetrics

Family Medicine,  Patient safety


Community based treatment


Community based treatment, Patient safety


Community Paediatrics, Family Medicine, Patient safety

Behavioral Sciences

Professionalism, Medical & Islamic Ethics, Phsychiatry, Communication Skills

Islamiyat & Pak Studies



The allied subjects, along with the subjects in the System Based Learning are covered in its inherent design as specified in the system based curriculum guidelines issued by the HEC and PM&DC as 5.21.2 the essence of which is:

  1. Clinical methods are interspersed with other modules and/or rotations and clerkships, as necessary.
  2. Sessions on Islamiyat and Pakistan Studies are included in Years 1 and 2.
  3. Clinical skills, nutrition, medical ethics, professionalism, communication skills. Radiology, behavioral sciences and evidence-based practice are re-enforced in all clinical rotations/clerkship.

Details of amalgamation are attached with Annexure-B.


Practical Learning on Patient – (Planned Contact with Patients)

The curriculum by HEC and PM&DC and its compliance with the University of Health Sciences has appropriate allocation for time for Theoretical and Practical learning and is based on the ratio of contact hours as follows (theory : practical)

  1. Basic Sciences                       50 theory : 50 practical
  2. Clinical Sciences                   30 theory : 70 practical


Besides this the curriculum of UHS as adapted by Avicenna Medical College incorporates greater emphasis on patient contact learning and the clinical classes where students have “own patient learning” start from the 3rd year and there is a visible increase in the 4th year, whereas the 5th year is mostly clinical rotations and clerkship.


Avicenna Medical College has implemented the “on-patient training” to its entirety for the 3rd year, 4th year and 5th year classes. Salient features are:

  1. 3rd year – The yearly planner spelled out all the details of the clinical classes. The class is divided into 6 batches and these rotate throughout the year for 6 different subjects of medicine, medicine sub-specialty, surgery, surgery sub-specialty, eye and ENT. For the 3rd year these are restricted to history taking and examination and the entire study is supervised. The details of 3rd year clinical classes involving on-patient training are attached as Annexure-F.
  2. 4th Year – As in the case of 3rd year, the class of 4th year is divided into 6 batches to be rotated for on-patient training in the departments of Medicine, Surgery, Gynae, Paeds, Eye and ENT. The details of 4th year rotation in clinical classes and their progression is attached as Annexure-G. However with Eye and ENT being the major subjects, the curriculum caters for additional classes for Eye and ENT alone as the students are to appear for their annual prof exam on Eye and ENT in the 4th prof (4th Year).
  3. Final Year – At Avicenna Medical College, the 5th and the Final year is mostly “on-patient training” and the curriculum caters for a total planning of the clinical classes and their assessment. The class is divided into 6 batches and besides major rotations in the following:
    1. Medicine
    2. Surgery
    3. Gynae
    4. Peads
    5. The above are covered in rotations of 6 weeks as follows:
      1. Rotation 1:
        1. Neurology
        2. Pulmonology
        3. Nephrology and acid based disorders
        4. Rheumatology
        5. Psychiatry
      2. Rotation 2:
        1. Cardivascular systems
        2. Endocrinology & Metabolic diseases
        3. Haematology & Oncology
        4. Dermatology, GIT and Liver
      3. Rotation 3:
        1. Skin, Head and Neck endocrines
        2. Breast, Cardiothorasic and vascular
        3. Abdominal surgery
        4. Abdominal surgery
        5. Genito-urinary systems
      4. Rotation 4:
        1. Basic principles of medicine
        2. Basic principles, investigations and diagnosis
        3. Peri-operative care
        4. Trauma
        5. Elective orthopaedics extremity trauma
      5. Rotation 5:
        1. Obstetrics
        2. Obstetrics
        3. Obstetrics
        4. Gynae
        5. Gynae
      6. Rotation 6:
        1. History taking and examination
        2. Pelvic Inflammatory Disease, scrubbing, gloving, gowning, painting and dripping of patients, system of sterilization and disinfection
        3. Miscarriage / GTD (molar pregnancy), suction and evacuation, ectopic pregnancy and laparoscopy


Common Diseases in Basic Sciences (Applied Aspect)




Common Diseases


Blood Module

Blood groups based on antigens expressed on cells

Various types of anemia on the basis of their pathogenesis and morphology



Cells, tissues, health and disease Module

Abnormal cell divisions

Atrophy and hypertrophy/hyperplasia

Reversible and irreversible cell injury

Agonist, partial agonist and antagonist



Endocrine and Reproduction Module

Development defects of endocrine organs

Ovarian tumors and development of gonads



GIT, Nutrition and Metabolism Module

Abnormal secretion of acid pepsin

Abnormal absorption of nutrients from gut

Diseases of liver, gall bladder and pancreas

Anginal hernia

Hernia associative with interior abdominal wall

Common infectious diseases


Head & Neck special senses Module

Head and neck squamous cell cancers

Motor neuron lesions of cranial nerves

Neurological and conductive deafness


Immunity and Infectious Disease Module

Immunity, hypersensitivity and autoimmunity

Normal and abnormal host responses

Active and passive immunity


Inflammation and Neoplasia Module

Acute inflammation



Bacterial infections

Abnormalities in the development of fetus


Multisystem Module-1


Devein thrombosis

Communicable diseases



Multisystem Module-2

Benin and malignant tumors

Sarcomas and carcinomas

Lymphoma and leukemia


Muscular Skeletal Module

Fractures, repair,

Bone infections


Neurosciences Module



Incorporation of Social Sciences

The University of Health Sciences has included Behavioral Sciences as a subject for the undergraduates and its affiliated medical/dental colleges are teaching this subject as a mandatory requirement. This subject carries 300 marks and failing in this subject bars the student for qualifying for graduation. This requirement has been made mandatory in order to integrate the teaching of biological and medical/dental sciences with the knowledge of Psychology, Sociology and Anthropology and thus help the future doctors in having a holistic and humanistic approach towards their patients. It is also aimed that augmenting the training of medical and dental students in the areas of medical/dental ethics and character building.


The University of Health Sciences has formulated a booklet bearing the syllabus and the method of instructions for behavioral sciences that includes Sociology, Psychology and Anthropology.


Avicenna Medical College has taken care to abide by the allocation of priorities and periods to topics as specified by the University of Health Sciences in the table of specifications. 250 hours allocated to Psychiatry / Behavioral Sciences include communication skills, medical ethics, professionalism, leadership and management skills. The Booklet of Behavioral Sciences provided by the UHS has been appended in the above link.


Patient and Student Safety

Student Complaints, Health Services and Personal Counseling:

Each institution shall have an effective system of personal counseling for its students that includes programs to promote the well-being of students, redress of their grievances, complaints and facilitation of their adjustment to the physical and emotional demands of institution. All complaints by students shall be put up to the Principal or Dean for disposal. MBBS and BDS students shall have access to preventive and therapeutic health services. The health professionals who provide  psychiatric or psychological counseling or other sensitive health services to MBBS and BDS students shall have no involvement in the academic evaluation made available to all students by the institution and all students shall have access to disability and communicable disease insurance benefits if the same is picked up during student ship. Institution shall have policies addressing to prevent students exposure to infections and environmental hazards. Institutions shall follow accepted guidelines in determining appropriate immunizations for MBBS and BDS students. (Authority – The Gazette of Pakistan 26th January 2012 – Clause 33)