WFME Standards
Standard 1 – Mission Statement

(Conforms to Standards 1.1, 1.2, 1.3, 1.4 & 1.1s)

  1. Avicenna Medical and Dental College is regulated by the Pakistan Medical & Dental Council as constituted under Medical & Dental Council Ordinance 1962. The Council has successfully laid down the minimum standards as per their mission which reads as under:

 

Mission of Pakistan Medical & Dental Council

  1. To safeguard public interest, PM&DC has been given a mission to establish uniform minimum standard of basic & higher qualifications in Medicine & Dentistry throughout Pakistan.

 

  1. The Pakistan Medical & Dental Council is a futuristic organization that besides laying down the minimum standards and exercising vigilance in monitoring of standard of institutions, envisions to development of protocols for Continuous Professional Development (CPD), Continuous Medical Education (CME) while giving valuable contribution in the hosting of National/International Conferences, Symposiums to make it a leading medical regulatory authority.

(Authority PM&DC Webiste www.pmdc.org.pk)

 

VISION

 

Our Values:

  1. The Avicenna Medical and Dental College will live up to the name and reputation of “Abu Ali Sina Balkhi (Latin Name Avicenna)” and be a model of excellence for the quality and innovation of its education programs, clinical services and research. Our medical and dental 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 and Dental College aligns itself to the vision of its Affiliating University, i.e., University of Health Sciences (UHS).

 

Standard 1.1: Alignment of the vision of Avicenna Medical and Dental College with University of Health Sciences (UHS).

 

Vision Statement:

  1. Our vision is to become a medical college that thrives to achieve improvement in healthcare of masses through creative delivery of educational programs, innovative research, commitment to public service and community engagement in a conducive environment that supports diversity, inclusion, creative thinking, life-long learning, social accountability and respect for all.

 

The Avicenna Medical and Dental College motto is “GOODNESS PREVAILS”

 

  1. The institution strives to implement and align with the vision spelled out by the University of Health Sciences (UHS) Lahore, 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 shadows the University of Health Sciences’ high standard of professionalism, ethics, integrity and compassion while encouraging research at all levels as per the University policy.

 

Standard 1.2: Institutional commitment to social accountability, achievement of competencies and attention to health needs of Pakistan.

 

MISSION

  1. The mission of Avicenna Medical and Dental College is to educate and produce competent, research oriented healthcare professionals with professional commitment and passion for life-long learning from a group of motivated students through quality education, research and service delivery for the improvement of health status of the general population.

 

  1. This, we believe is possible by creating conducive environment for students to learn, to observe and to experience quality medical care delivery and ensuring policies and processes for inducing an understanding of the role of doctors in healthcare system thus catering to the healthcare needs of the society, the communities of Pakistan. The Health Professional Education we impart forms the foundation for life-long learning, post-graduation and future career choices for the medical students nationally and internationally.

 

  1. The Medical and Dental College follows a well-designed program for personal development and grooming of students so that they become a useful member of the society and community, maintaining a strong sense of social accountability. The emphasis is on appropriate professional and interpersonal behavior and conduct in a co-education set-up. The display and growth of attributes of dignity, truthfulness, poise and traits of a man and gentle-lady by students receive special attention.

 

  1. The Avicenna Medical and Dental College and Avicenna hospital provide free and affordable healthcare services to a large segment of the community (85 villages) who depend on this institution for their healthcare needs. The institution through Community Healthcare Program runs mobile clinics for the rural population to provide medical and dental care as well as health education to inculcate awareness on various health issues and hygiene amongst the local healthcare providers in the community and the population at large.

 

  1. The Mission of the institution is well aligned with the UHS for qualitative and quantitative revolution in medical education and research through evolution and thereby improve healthcare delivery to the populace. UHS and our institution aim to be innovative global health centers of excellence in learning and research, supporting a community of scholars and professionals committed to serving society, promoting the development of students to reach their true potential in becoming competent, ethical, caring and inquiring health professionals for the benefit of the country and the wider world.

 

Standard 1.3: Participation of stakeholders (faculty members, staff, students, university, health ministry officials) in the development of Vision and Mission of Avicenna Medical and Dental College.

 

  1. The Vision and Mission of Avicenna Medical and Dental College were developed at the time of inception of the institute with discussion, taking opinions and ideas and agreement of all the stakeholders’ i.e the faculty, students and the staff. Formulation of the Vision and Mission of our institution is based on the vision and mission of the Higher Education Commission (HEC), Pakistan Medical and Dental Council (PM&DC), UHS and Ministry of Health.

 

Standard 1.4: Vision and Mission is known to all stakeholders

 

  1. The Vision, Mission and core values of Avicenna Medical and Dental College are communicated through a variety of channels and are known to all the stakeholders. These are inscribed on screens in the medical college, dental college and the hospital  buildings and through the Prospectus, the Website and in Standard Operating Procedure (SOPs) manuals of every department of the institution.

 

QUALITY STANDARDS

 

Standard 1.1s:  The Mission of Avicenna Medical and Dental College is to aim at a Commitment of Professional Development and to Life-Long Learning by its Faculty and Students

 

  1. The administration, faculty, staff and students of Avicenna Medical and Dental College are committed to provide quality health care services conforming to our valued patients’ requirements. This, we believe is possible by:

 

  1. Complying with requirements of Pakistan Medical and Dental Council (PM&DC), Minimum Service Delivery Standards (MSDS), Quality Management System (QMS), thus showing commitment for effective continual improvement processes for patient satisfaction.
  2. The institution maintains a team of skilled and qualified faculty members who are given opportunities of professional development and life-long learning through continuous and on-going Professional Faculty Development Program
  3. Continuous application and acquisition of innovative technology is done in order to provide opportunity to its faculty and student for efficient professional development and life-long learning through multi-lateral means.
  4. All the stake holders/departments set plans, implement, review and improve their quality objectives to meet the college and hospitals overall benchmark.

 

The College vision and mission has been disseminated to all stakeholders via website www.avicennamch.com , is in the prospectus of the college and his been displayed at various locations of the campus

 

Standard 2 – Outcomes

(Conforms to Standards 2.1, 2.2, 2.3, 2.4, 2.5, 2.6 & 2.1s)

 

Introduction

 

  1. The Avicenna Medical College established the standards and requirements for the development of the document on Outcomes soon after its inception in 2009. The outcomes sets out what the newly qualified doctors must know and be able to perform at the end of the MBBS program with the ultimate goal of improvement in healthcare of Pakistan.

 

  1. It guides the institution on the development of the curriculum, a framework for learning and teaching and assessment plans. It also acts as a guide for the medical students on what they need to learn during their stay in the institution and forms the foundation for their practice and life-long learning.

 

  1. The multidisciplinary team involved in formulating the educational outcomes consist of the department of medical education, the basic sciences and clinical faculty, the student body and the administration. This team also takes the responsibility to supervise the implementation of the curricular program and the attainment of the outcomes by the students.

 

  1. The recent need to update the Outcome Document in 2019 occurred because of the induction of the National Accreditation Framework for Medical and Dental Schools in Pakistan – 2019 by the PM&DC and in anticipation of the introduction of the Integrated MBBS Curriculum by the University of Health Sciences (UHS) in the session 2020.

 

Standard 2.1: Outcomes in congruence with the Mission of the Institution and University Vision.

 

MISSION:

  1. Avicenna Medical College strives to achieve its Mission to educate and create outstanding healthcare professionals capable of serving the local community and compete at International Forums. The competent authorities have formulated the institutional vision and mission in congruence with the University of Health Sciences (UHS) vision and mission.

 

  1. To implement the vision and mission, the institution has created a conducive environment for students to learn, observe and experience Quality Medical Education and Healthcare Delivery. The emphaisis is on ensuring policies and processes for inducing an understanding of the role of doctors in healthcare system of Pakistan. The Health Professional Education we impart forms the foundation for life-long learning, post-graduation and future career choices for our students nationally and internationally.

 

  1. The Avicenna Medical College has developed well-defined outcomes for its educational programs (MBBS and BDS) by taking guidance from the National Accreditation Framework for Medical and Dental Schools in Pakistan – 2019 by PM&DC and with collaboration of all the stakeholders. These outcomes are a set of statements, which identifies the expected performance by the students at the end of the program.

 

OUTCOME STATEMENTS:

  1. The outcome statements of Avicenna Medical College affirms the expected performances of the graduates at the end of the MBBS program. The students will be able to:

 

  1. The newly qualified doctors must make the care of patients their first concern, applying their knowledge and skills in a competent, ethical and professional manner and taking responsibility for their own actions in complex and uncertain situations.
  2. Demonstrate a thorough consultation of a patient
  3. Diagnose and manage common, non-critical conditions independently
  4. Assist in the management of critically ill patients
  5. Demonstrate clear and efficient written and verbal communication abilities
  6. Demonstrate professional, ethical and culturally-appropriate behavior
  7. Advocate health promotion and disease prevention
  8. Work effectively as a  healthcare team member in the Healthcare System of Pakistan
  9. Demonstrate capabilities of critical thinking, reflection, research and teamwork
  10. Demonstrate ability for personal and professional development with commitment for life-long learning.

Authority: Pakistan Medical & Dental Council and UHS Guidelines

 

Standard 2.2:  Outcomes incorporate the Knowledge, Skills and Professional Behaviours that the students will demonstrate upon graduation.

 

  1. The outcome statements highlight the competencies to be acquired by the medical graduates in Knowledge, Skill and Attitude (KSA) domains of learning, by focusing on the biomedical basic science, the clinical performance, psychosocial aspects, and ethics.

The Outcome statements according to KSA (Knowledge, Skills & Attitute) domains are attached as Annexure A, B, C.

 

  1. The educational program designed to achieve the outcomes at the end of the MBBS program currently are based on the Subject or Discipline based curriculum in accordance with the guidelines of the University of Health Sciences (UHS), which takes the Annual Professional Examination at the end of each academic year of the 5 years MBBS program.

 

  1. Presently, the UHS is working on the development of an integrated curriculum for the session 2020. Therefore, our institution is also preparing for an educational program for the integrated curriculum and has incorporated new outcomes keeping the rationales of an integrated curriculum in view.

 

KNOWLEDGE:

  1. The Avicenna Medical College has the processes in place for the acquisition of knowledge in the current MBBS program for the subject-based curriculum with the annual examination system of the UHS are as follows and The Outcome statements for the Knowledge domain are attached as Annexure A.

 

  1. The Syllabus, Curricular Contents and Table of Specifications of the University of Health Sciences (UHS) are taken as guidelines for the acquisition of knowledge, skills and attitudes of biomedical basic sciences, the clinical science subjects and the behavioural and social sciences.
  2. This is achieved through learning and teaching statergies such as deliverance of lectures, laboratory work, tutorials, Case-Sased Discussions (CBD), Small Group Discussions (SGD), clinical skills sessions, clinical rotation with bedside teaching in ward rounds, outpatient department, clinical case presentations, community field visits, clinic-pathological conferences (CPC) and seminars.
  3. Students are engaged in self-study with emphasis on reading from the latest editions of the recommended textbooks that are specified for every subject in the syllabus UHS. Every effort is made to refrain the students from making shortcuts by studying praxis notes and guides.
  4. Emphasis is laid on the provision of learning material and lectures in the e-library and learning resource center, which has a dedicated website of Avicenna Medical College to enable the students to develop concepts and clarify their doubts, if they have not been able to do so in the teaching sessions during college hours. These sites can be approached on http://digital.avicennamch.com/. Details for hearing Resource Center are available in the appropriate Standard.
  5. The institution has endeavored to link itself with the digital libraries and e-library of the University of Health Science (UHS) and Higher Education Commission (HEC) to enable the students to benefit from the valuable resource material, lectures and knowledge bank at these sites. The links are available with the HEC http://www.digitallibrary.edu.pk/ and learning management system of UHS http://lms.uhs.edu.pk .
  6. The institution has a host of models, charts, training aids and digital resources available at all basic sciences and clinical sciences departments to enable the students for efficient assimilation and development of concepts of the subject under study. These models, charts and training aids fully meet the requirement specified by the PM&DC and the UHS. Exhaustive lists are with the relevant standards.
  7. An efficient system for formative and summative assessment of knowledge and a system of regular feedback is in place at our institution. The attainment of knowledge is assessed through written tests and theory papers of early, mid, late-session and send-up examinations consisting of multiple choice questions (MCQs), short essay questions (SEQs) and viva voce. These assessment methods are structured and standardized through a system of quality assurance. Details are attached with the Standard 7 – Assessment.
  8. The results these assessments reflect upon students’ performance and are used for the feedback, sharing with the parents and maintenance of internal assessment as required by the UHS. For this purpose, the college shares the results of every written assessment and oral examination through a system of SMS with the parents, preferably the father of the student. Parents are kept in the loop on the students’ progress and all reports are sent to the parents after these have been discussed with the students. This is a regular feature handled by the Department of Medical Education.
  9. The institution follows the regulations for examinations of the UHS in letter and spirit. The students require 80% attendance in all academic sessions and 50% marks in internal assessments and send-up examinations to be eligible for the UHS Professional Examinations.

 

CLINICAL AND PROFESSIONAL SKILLS:

  1. The medical students on graduation must demonstrate professional skills in their clinical practice as doctors. These essential skills are attached as Annexure – B.

 

  1. The institution lays adequate emphaisis on the acquisition of professional skills by undergraduates medical students. The learning and teaching of the professional skills is carried out throughout the 5-year MBBS program by various educational activities including practicals in biomedical basic sciences, laboratory work, clinical skill classes in clinical skills lab, community field visits, bedside teaching, case presentations in wards and outpatient department (OPD), demonstrations on models and mannequins and simulated patient based case presentations.
  2. These professional and clinical skills are made an essential part of curriculum for the medical students and are practiced in real time in the Avicenna Teaching Hospital. Certain skills are taught in the skill labs are provided at the following locations:
    1. College Skill Lab
    2. Nursing Skill Lab
    3. Obstetrics and Gynaecology Department Skill Lab
    4. Obstetrics and Gynaecology procedure rooms
    5. Surgical and Allied procedure room
    6. Medical and Allied procedure room
    7. Paediatrics procedure room
    8. Ophthalmology procedure room
    9. Otorhinolaryngology procedure room
    10. Dermatology Procedure Room
    11. Community outreach clinics
  3. Besides these facilities for hands-on skills under the supervision of the clinical specialists, a dedicated team of trained professionals provides knowledge and skill to the students of MBBS Classes, Nursing Students and Students of Allied Health Sciences on the essential skills as attached as Annexure-D.
  4. The college has developed and hand book of these skills and procedures and every student of the medical college and the nursing college must to have a copy. The students must have a copy of the especially designed logbooks and practical copies for each subject in the respective year of MBBS program. Log Books are maintained and counter-signed.
  5. The institute organizes through its training programs, evening clinical skill classes for students of the 3rd year, 4th year and final year to help inculcate proficiency in practice of professional skills. Clinical classes are held for 5 days a week for three hours every day in the mornings and in the evenings and attendance at these classes is mandatory. The classes are held under the supervision of the clinical specialists of the respective departments. The students are encouraged to interact with the patient, learn the procedures and develop their skills under strict supervision. The Supervisor to Student Ratio is kept at optimum levels for quality learning.
  6. The classes of 3rd, 4th and 5th year are provided with clinical handbooks and logbooks where their clinical training is documented and duly signed by the clinical teachers. These clinical logbooks are marked and made a part of the clinical assessments. These are supplemented with ward cards where the students document their cases in each ward and marks of ward tests are recorded.
  7. The professional skills are tested by multiple assessments methods which include formative and summative assessments. In biomedical basic sciences practical performance examinations, objective structures practical examinations (OSPE) and viva voce are held. In clinical sciences work place based clinical assessments are held these include the bedside ward tests, long cases, short cases, objective structured clinical examinations (OSCE) and viva voce.
  8. The internal summative assessments are the Oral Examinations of the Session Examinations held at the end of each term such as Early Session Exam (ESE), Mid-Session Exam (MSE), Late Session Exam (LSE) and the Send-ups Exam. These contribute toward the internal assessments sent by the institution to the UHS to be included as 10% marks in the Professional examinations.
  9. The University (UHS) take the Oral Examinations at the end of the year as a part of the Professional Examinations. These Oral Examinations are held in the institution and conducted by the Internal Examiner ( HOD of the subject) and the External Examiner nominated by the UHS from some other public or private medical college.

 

PROFESSIONAL BEHAVIOUR:

  1. At Avicenna Medical College, great emphasis is laid on professional and personal values and behaviour of the under-graduates medical students. They must demonstrate appropriate attitudes  towards the medical profession, the teaching and the non-teaching faculty, the staff, their colleagues, patients and their attendants. The institute aims to educate the medical students to ensure the development of personal and professional values and behaviour, which are becoming of a doctor in clinical practice. The outcomes aim to provide ethical guidance for good medical practice and interpersonal relations and are identified in Annexure – C.

 

Professional Behavior:

           

Profession:

  1. Efforts are made at Avicenna Medical College to inculcate a sense of pride in the Under-Graduate Medical Students for becoming a doctor and the respect that it carries in the society. The college has its own policy of ethics, which is widely circulated and the medical students are educated, trained and made to follow the medical ethics and professionalism.
  2. The Pakistan Medical & Dental Council (PM&DC) Code of Ethics duly gazetted by the Ministry of Health wide S.R.O. 80(KE)2011 are followed very strictly and are available in the booklet form and also at the PM&DC website in PDF format at http://www.pmdc.org.pk/LinkClick.aspx?fileticket=v5WmQYMvhz4%3D&tabid=292&mid=845. It is attached as Annexure – E. Various components of the PM&DC policy involving ethics of teaching, patient-physician relationship, standards of professional competence, care and conduct are emphasized. Emphasis is also laid on research, system of punishment and disciplinary action and the adaption of professional attitude in matters related to pharmaceutical industry.
  3. The institution has worked with all the stakeholders, the faculty, administration and the students in the development of the outcomes on professional and personal behaviour as presented in Annexure – C (as mentioned above).

 

 

Standard 2.3:  The Outcomes are contextually appropriate for Healthcare Delivery in Pakistan.

 

  1. It is emphasized to the undergraduate medical students that their major professional consideration should be the well-being of the patients and their healthcare. For this, they are educated to maintain and demonstrate a high standard of professional conduct. The outcomes of knowledge, skills and professional behaviour domains include the study of the healthcare delivery system of Pakistan as well as community based medical education, through community field visits, and medical camps in the nearby villages.

 

  1. The Avicenna Hospital is registered with the Punjab Healthcare Commission (PHC) that has given Minimum Service Delivery Standards (MSDS) to be implemented and these are included to be covered in the MBBS duration by the medical students.

 

Enforcement of Minimum Service Delivery Standards (MSDS):

  1. The medical students are educated to abide by to the laws of regulatory authorities for the healthcare establishments regarding the treatment of the patients. The following standards of Punjab Healthcare Commission (PHC) elaborate the Minimum Service Delivery Standards (MSDS) for medical professionals in healthcare establishments.
  1. MSDS Standard 2.2 Care of Patients
  2. MSDS Standard 2.3 Management of Medication
  3. MSDS Standard 2.4 Patient Rights and Education
  4. MSDS Standard 2.5 Hospital Infection Control
  5. MSDS Standard 2.10 Information Management System

Minimum Service Delivery Standards PHC – October 2012

 

Standard 2.4: The Outcomes have been developed in consultation with all the stakeholders

 

  1. The educational outcomes are set at Avicenna Medical College through consultation with the all the stake holders. The above outcomes are a result of a perusal of the regulations/instructions of the Ministry of Health, the Pakistan Medical & Dental Council (PM&DC), the University of Health Sciences (UHS). An input was received from the administration, faculty and the students of Avicenna Medical College at time of its inception in 2009-2010, through the meetings of the Curriculum Committee, discussions in the Curriculum Management Committee and final approval by the Academic Council. It was decided that the educational outcomes will be subject to review and revisions every three years by the Program Evaluation Committee and monitored by the Curriculum Management Committee.

 

  1. The formulation of the outcomes for medical education incorporates the policy of Pakistan Medical & Dental Council received from time to time and the emphasis made on various aspects of curriculum in terms of clinical skills and knowledge base and appropriate professional behaviour to be inculcated in an undergraduate so as to prepare him/her efficiently enough to do clinical practice as a doctor.

 

Standard 2.5: The Outcomes are known to all the stakeholders

 

  1. The outcomes are communicated through a variety of channels and are known to all the stakeholders. These are inscribed on screens and notice boards in the Medical College, Dental College and the Hospital Buildings, study guides for students and the faculty, the website and in the Standard Operating Procedure (SOPs) manuals of every department of the institution.

 

Standard 2.6: The Outcomes are reviewed and revised in the light of Program Evaluation Process.

 

  1. The Avicenna Medical College, pledges to keep these outcomes up to date with timely revisions to make sure they reflect contemporary medical practice and the guidelines of the PM&DC and the UHS. The educational outcomes are subject to review and revisions on every three years by the Program Evaluation process. Avicenna Medical College has established a Program Evaluation and Review Committee, which carries out constant monitoring of the program and suggests changes in the educational program if required. The Program Evaluation Committee has revised and updated the outcomes twice since the initial formulation in 2009-2010.

 

  1. The University of Health Sciences (UHS) revised the curriculum for the 1st and 2nd Prof in 2013, the new syllabus and its requirements were reviewed and discussed by the institutional Curriculum Committee and the stakeholders were taken on board and the educational outcomes were revisited and revised. Recently, the UHS has informed its affiliated institution of the initiation of the Integrated System Based Curriculum for the session 2020 of MBBS. Avicenna Medical College has opted to be among the pilot institutions to adopt it. Therefore, the outcomes were reviewed and updated for the integrated curriculum by the Program Evaluation Committee in consultation with the stakeholders.

 

 

Quality Standards

 

Standard 2.1s:  The outcomes of the educational program differentiating the Avicenna Medical College from other similar institutions.

 

  1. The outcomes for the educational program of MBBS at Avicenna Medical College are formulated through a well thought of process and special importance is given to the outcomes for the medical graduates, which would distinguish our medical graduates among doctors in clinical practice. These include:

 

  1. Outcomes for the development of the generic professional capabilities and competencies. The Medical Graduates must demonstrate the ability to build on, develop their knowledge and competencies as they move through the stages of medical profession, and have a smooth transition to postgraduate training in the chosen speciality. These generic capabilities include communication skills, critical appraisal, teamwork, self-direction and reflection.
  2. The Avicenna Medical College lays emphaisis on Medical Education that responds continually to changes in the current health issues of the population and healthcare systems. The medical graduate must be able to work effectively as a healthcare team member in the Healthcare System of Pakistan.
  3. The distinguishing outcome includes that the medical graduates in their clinical practice as doctors must keep up with the developments in the technologies used to diagnose, treat and manage illness through evidence-based practices.
  4. There is inclusion of hidden curriculum at Avicenna Medical College with a strong emphasis on discipline for punctuality, dress code, social interactions among students and faculty.
  5. The outcomes are regularly revisited and revised in order to assure that our medical education caters for the needs of society and our doctors are tuned to be appropriately responsive to the needs of patients and the public.

 

Standard 3 – Institutional Autonomy and Academic Freedom

(Conforms to Standards 3.1, 3.2, 3.3 & 3.1s)

 

The Institution:

As an institution, Avicenna Medical College is guided by the vision and mission of the Higher Education Commission (HEC), the regulatory authority i.e., Pakistan Medical & Dental Council (PM&DC) and the University of Health Sciences (UHS). The guidelines issued at various levels are followed while planning and achieving the outcomes of the policies that are made at the college. The regulations of the PM&DC and all the decisions of the council are incorporated in the college policy. The regulations circulars and instructions of the University of Health Sciences are the guiding factor for the formulation of various policies at Avicenna Medical College; it being affiliated with the University of Health Sciences.

 

As an organization, the college operates as a constituent of Abdul Waheed Trust which is a social welfare organization registered under the Societies Act. The trust deed and the memorandum and article of association are considered binding on the trust and its constituent components. The trust deed as well as the memorandum and article of association give more than adequate autonomy and freedom to each institution to plan, execute and monitor all types of activities.

 

Principal as the Chief Executive and Financial Authority:

Abdul Waheed Trust has a board of trustees and some trustees are included in the college board of governors. The board of governors has, for the purpose of smooth running of the college, formed the executive committee from amongst its members for prompt decisions. The board of governors has given adequate autonomy and freedom to its college, its principal, the academic council and to the entire faculty to plan execute and monitor educational activities.

 

The principal of the college is a member of the executive committee and has total authority and control over the college and its teaching hospital, and assumes the role of the chief executive. The principal has financial autonomy and has the freedom to recruit and engage any human resource that may be required for the college. The principal also has the freedom to sanction funds for the purchase of any equipment or stores that may be required. The principal has the autonomy of giving all financial sanctions on any matter that concerns the smooth running of Avicenna Medical College.

 

Besides being the member of the executive committee, the principal is also the chairman of the college academic council. His/her attendance at both the forums result in ensuring that there is no loss of time in decision making. Likewise, the principal has ready access with the university authorities and is the chief executive of the college for all matters pertaining to Pakistan Medical & Dental Council and the University of Health Sciences.

The college as an institution has total autonomy in the use of funds as the principal is the sanctioning authority. His/her presence in the executive committee as well as the academic council and also at various levels with the University of Health Sciences make him the focal person for all decision making for the benefit of quality medical education.

 

Effective College Academic Council:

Avicenna Medical College has a very effective and autonomous academic council. It comprises of the principal as the chairman. All professors and head of departments as members. The academic council has total autonomy to determine the institutional academic policies, curricular delivery techniques and determine clear learning objectives in each discipline. As an autonomous body it exercises the role of supervisory and oversight body.

 

The college academic council meets frequently to monitor the progress of the curriculum and achievement of the standards. All heads of departments give necessary presentations on the curricular cover and the results achieved. Also highlighting the problems of faculty and students and pointing out students who are academically weak.

 

The academic council has freedom to opt for extra evening classes and self-study periods to help the weak students develop the concepts and come up to the level of the rest of the class. The academic council also is the sole authority to decide as to what student need not be referred for the examinations in light and pursuance of the rules of PM&DC and the UHS. 

 

Study Boards and Committees:

Avicenna Medical College has formulated various committees for a focused implementation of the policies made by the academic council. These committees have full freedom to monitor various programs, report progress and suggest reviews and changes if any. Currently the following committees function:

 

  1. Curricular Committee
  2. Assessment Committee
  3. Evaluation Committee
  4. Clinical Skills Committee
  5. Management Review Committee
  6. Medical Privilege Committee
  7. Human Resource Committee
  8. Research Committee

 

Avicenna Medical College believes and understands that academic freedom and institutional autonomy are a must for the progress of the institute and the achievement of the standards set by the PM&DC and the UHS. Whereas the board of trustees and board of governors have taken full responsibility for the availability of funds. They have also vested financial powers in the principal who has total financial autonomy.

 

The college is provided a detailed curriculum by the UHS where in the design, selection, implementation and assessment of the curriculum is entirely based on the standards of the University of Health Sciences. However keeping the learning strategies in mind it is the department of medical education at Avicenna Medical College that has total freedom in the programming, conduct and implementation of the policies set out by the college academic council.

 

Note: Avicenna Medical College has been guided by the regulation of 2012 clauses 19 to 29 in the formulation of the policy providing adequate autonomy and freedom of planning, execution and review to the Principal and all members of the faculty.

 

Standard 4 – Curricular Organisation

(Conforms to Standards 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.1s, 4.2s, 4.3s and 4.4s)

 

General:

Medical Education in Pakistan is well regulated and its aims, conduct and outcomes all are in coordination with the policies of the Higher Education Commission (HEC), the Pakistan Medical & Dental Council (PM&DC) which is the regulating authority and the affiliating university which in the case of Avicenna Medical College is the University of Health Sciences (UHS).

 

As a consequence of this coordination and alignment, Avicenna Medical College has studied and achieved the implementation of the policy of Higher Education Commission (HEC) and also studied in detail the Medical Education Manual issued by the Pakistan Medical & Dental Council. However, the task is made much easier since the University, for the purpose of uniformity of its constituent colleges, has issued syllabus, table of specifications and specified the reading material and has prescribed/recommended the books on the subject. The University has laid adequate emphasis on the objectives, outcomes that are expected from an individual on graduation.

 

The Academic Council

Pakistan Medical & Dental Council accreditation standards in Regulations of 2012 vide clause 21 demands the existence of Academic Council with the primary task to determine Institutional Academic Policies, Curricular delivery techniques with the responsibility to determine and provide scenarios and appropriate patient access with clear learning objectives in each discipline. Academic Council shall function as a supervisory and oversight body. (Authority – The gazette of Pakistan of 26th January, 2012 Page 9)

 

Study Boards and Curriculum

Study boards and Curriculum Committee are required to be formed by the institution to ensure that there are mechanisms for direct Faculty involvement in decisions related to educational programs its delivery and evaluation. (Authority – The Gazette of Pakistan 26th January 2012 – Clause 22)

 

Curriculum Management and Delivery

The curriculum shall be as laid down by the Council. The institution shall be governed by the statutes, regulations, rules framed by the Council from time to time including general scheme of studies , duration of courses, the medium of instructions and’ examinations, detailed syllabi for examinations and the condition under which students shall be admitted to examinations. (Authority – The Gazette of Pakistan 26th January 2012 – Clause 35)

 

Roles and Responsibilities

There is integrated institutional responsibility for the overall management, delivery and evaluation of the- curriculum and quality assurances. The Principal and the faculty shall ensure the effective delivery and implementation of the components of the curriculum and quality assurances. The Principal or Dean shall be provided sufficient resources and authority to fulfill this responsibility. (Authority – The Gazette of Pakistan 26th January 2012 – Clause 36)

 

Confidentiality of Student Record

It is the responsibility of the institution concerned to keep the student records confidential and available only to members of the faculty and administration on a need to know basis. Laws concerning confidentiality of record need to be kept in view. Students are to be allowed to review and challenge their records if there is a valid reason for it (Authority – The Gazette of Pakistan 26th January 2012 – Clause 37)

 

Academic Atmosphere

The program of MBBS and BOS education are to be conducted in an environment that fosters the intellectual Challenge and spirit of inquiry appropriate to a community of scholars. Institutions shall make available sufficient opportunities for MBBS and BDS students and faculty to participate in research and other scholarly activities including continuing medical and dental education and professional development programs .The faculty shall encourage and support student participation in these activities. (Authority – The Gazette of Pakistan 26th January 2012 – Clause 38)

 

The Curriculum Committee:

The curriculum affairs at Avicenna Medical College are managed, controlled, monitored and reviewed by the Curriculum Committee. The Committee consists of all the HODs of the Departments and is headed by the Principal of the College. The Curriculum Committee is composed of:

Sr.

Name

Designation

1

Prof. Dr. Gulfreen Waheed (MHPE)

Chairperson Committee

Principal & ME Expert

2

Prof. Dr. Rehana Shahid

HOD Anatomy

3

Prof. Dr. Binyamin Ahmed

HOD Physiology

4

Prof. Dr. Zubair Ahmed

HOD Biochemistry

5

Prof. Dr. Rubina Hafeez

HOD Pathology

6

Prof. Dr. Najma Naz

HOD Pharmacology

7

Prof. Dr. Zainab Perveen

HOD Forensic Medicine

8

Prof. Dr. Rana Muhammad Akhtar Khan

HOD Community Medicine

9

Prof. Dr. Luqman Ahmed

HOD Medicine

10

Prof. Dr. Mehmood Alam

HOD Surgery

11

Prof. Dr. Nuzhat Parveen Khwaja

HOD Obs & Gynae

12

Prof. Dr. Mariam Waheed

HOD Paediatrics

13

Prof. Dr. M. Ayub Khan

HOD ENT

14

Prof. Dr. Khalid Mehmood

HOD Ophthalmology

15

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.

 

  1.  

Prof. Dr. Abdul Sami Qazi

HOD Radiology

  1.  

Assistant Prof. Dr. Abeer Fahad

HOD Dermatology

  1.  

Prof. Dr. Anayat Araen

HOD Anaesthesia

  1.  

Prof. Dr. Talat Bashir

HOD Orthopaedics

 

Since the curriculum is a set course, involving subject content, teaching & learning methods and assessments and the guidelines of the PM&DC and UHS are explicit so, the contents of the syllabus and curriculum are seldom changed. Therefore keeping itself in alignment with the directives of the PM&DC, Avicenna Medical College has adhered to the directives and has only made changes in the conduct of it in the form of interventions that in fact augment the wishes and desires of the PM&DC as well as UHS.


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.

 

Curriculum Committee Meetings:

Meetings quorum is maintained with 75% attendance of committee members. Curriculum committee meetings are convened as required discussing issues pertaining to planning, implementation, timetable etc. The meetings are held at least once a year or more frequently if needed.

The Student Involvement:

Avicenna medical Colleges encourages the involvement of students especially feedback of students for the purpose of constant review and improvement. The students are involved at the following levels:

  1. Allocation of additional periods on the feedback of students for topics where development of concepts is difficult.
  2. Formulation of annual planner and the timelines for various grand tests and the session examinations.
  3. The timelines for the revision tests in consultation with the very good, the average and the weak students.
  4. The holding of directed self-study classes in the evenings to enable the students to develop their concepts in subjects they find difficult to understand.
  5. The availability of various technical aids, simulators and skills labs to enable the students to remain abreast with the latest developments and research.

Students’ Electives:

Avicenna Medical College, like all other colleges affiliated with the University of Health Sciences is following a traditional curriculum and there is little choice of the students to make any selection from the curriculum document. However, the college has endeavored to give the student latitude and to make a choice of the batch for the rotations for the clinical subjects in the final exams. Avicenna Medical College has already worked and awaits the enforcement of the integrated system which shall give the student an opportunity to select components that would be termed as his electives.

 

Study Guides:

Avicenna Medical College recognizes that sooner or later, it has to shift over to the integrated curriculum.  Study guides have already been formulated for the integrated curriculum. Linked in student section.

 

Standard Operating Procedures for Curriculum Committee:

Avicenna Medical College has developed standard operating procedures for the curriculum committee involving scope, role and TORs of the subject committee. It also outlines the selection and duties & responsibility of the Chair as well as the members and the system of attendance beside specifying the details of conduct of a curriculum committee session. 

 

Review & Information to Stakeholders:

The incorporation of the curriculum committee and other stakeholders and the importance given to the students on student feedback helps review of the curriculum and most importantly the conduct of the curriculum in the meetings.

 

Avicenna Medical College has an informal system of getting the feedback as any student can walk into the office of the Chairman and give his/her feelings about any difficulty without being identified as such. The Chairman ensures that the feedback from the student is passed on to the Principal who makes an assessment of the feedback provided and if need be, the issue is taken up in the Curriculum Committee Meeting for review and necessary action.

 

The Curriculum Committee since its incept has through series of meetings framed the method of conduct of the medical education for each department has been derived from the Curriculum provied by the HEC/PM&DC which can be found on the following link:

http://www.pmdc.org.pk/LinkClick.aspx?fileticket=EKfBIOSDTkE%3D

 

Rationale of Sequence and Concepts:

A perusal of above Syllabi of the First Prof, Second Prof, Third Prof, Forth Prof and Final Prof would show a rationale in the sequence in which the topics are covered and a clear provision of the opportunity for students to link concepts.

 

Systematic & Organized Learning:

A perusal of the table of specifications and allocation of periods as given for each Prof shows an element of integrated learning designed to make to organize the learning entirely systematic for the clinical sciences.

 

It can be seen that various departments are teaching their subject in a manner that it revolves around the same topic. Each department contributing their aspect to the topic under study.

 

Vertical & Horizontal Integration:

The University of Health Sciences have taken care ensure vertical and horizontal integration of each subject. The study of the subjects in first prof is added to and built upon in second prof. The subjects of the third prof, together with the additional element of clinical classes achieve a logical mix for the vertical and horizontal integration. It can also be perused that the advent of two clinical subjects of Eye and ENT in the fourth prof along with the added clinical evening classes achieves a gradual conversion from the study of the basic sciences to that of the clinical sciences.

 

Allocations & Priorities – Basic / Clinical Ratio 50% Each:

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. Nearly 50% of the periods of allocated for clinical study. Avicenna Medical College has gone a step ahead by organization evening clinical classes in the hospital in addition to the allocations made through the University guideline. Thus nearly 55 to 60% of the total number of hours available through programed and evening classes, are allocated to clinical sciences. Avicenna Medical College has been selected one of the colleges to implement the integrated curriculum from session 19-20. The college is in regular communication and coordination with the University of Health Sciences and the probable allocation of hours for each subject are as follows:

  1. Anatomy – 500 hours
  2. Physiology – 500 hours
  3. Biochemistry – 200 hours
  4. Pharmacology – 300 hours
  5. Pathology – 500 hours
  6. Forensic Medicine – 100 hours
  7. Community Medicine – 270 hours including 120 hours for research methodology
  8. ENT – 150 hours
  9. Ophthalmology – 150 hours
  10. Gynaecology & Obs – 300 hours
  11. General Surgery – 600 hours
  12. Anaesthesia – 50 hours
  13. Orthopaedics – 100 hours
  14. Allied Surgical Departments – 150 hours
  15. General Medicine – 550 hours including 50 hours of Family Medicine
  16. Allied Medicine – 200 hours for
    1. Paediatrics Cardiology
    2. Neonatology
    3. Endocrinology
    4. Rheumatology
    5. Stroke Medicine
    6. Medical Oncology
    7. Clinical Haematology
    8. Geriatrics
    9. Acute Medicine
  17. Psychiatry / Behavioral Sciences – 250 hours to include communication skills, medical ethics, professionalism and leadership and management skills
  18. Emergency & Trauma – 50 hours
  19. Dermatology – 50 hours
  20. Cardiology – 50 hours
  21. Pulmonology – 50 hours
  22. Nephrology – 50 hours
  23. Neurology – 50 hours
  24. Gastroenterology – 50 hours
  25. Paediatrics – 200 hours
  26. Islamiyat and Pakistan Studies – 15 + 15 hours
  27. Patient Safety Curriculum – 25 hours
  28. Infection Control – 25 hours
  29. Self-directed learning – 500 hours

The above allocation becomes 6000 credit hours. However besides this the holding of evening study support classes and the classes for the weak students are additional. The hours allocated to the clinical classes and teaching are a little over 50%.

 

Allocations for Traditional Curriculum:

Pakistan Medical & Dental Council has clearly specified the allocation of periods for the traditional curriculum. This has been done subject wise and year wise. The following allocations have been made:

  1. Anatomy                                                                                           500 hrs
  2. Physiology                                                                                         500 hrs
  3. Biochemistry                                                                                     200 hrs
  4. Pharmacology                                                                                   300 hrs
  5. Pathology                                                                                          500 hrs
  6. Forensic Medicine                                                                             100 hrs
  7. Community Medicine                                                                         250 hrs
  8. Medicine & Allied to include Emergency Medicine,                           820 hrs

Medicine Elective, Psychiatry, Dermatology & General

Practice with an element of nuclear medicine

  1. Behavioral Sciences                                                                          25 hrs
  2. Paediatrics                                                                                        150 hrs
  3. Surgery & Allied to include Radiology, Orthopaedics                        840 hrs

Paeds Surgery, Neurosurgery, Surgery Elective, Emergency

Surgery and Anaesthesia

  1. Gynae & Obs                                                                                    300 hrs
  2. Ophthalmology                                                                                 100 hrs
  3. ENT                                                                                                   100 hrs
  4. Clinico-Pathological Conferences                                                      60 hrs
  5. Islamiyat & Pakistan Studies                                                              50 hrs

 

Year Wise Distribution of Hours:

PM&DC directive seeks to have a fine mix of various subjects which progress from basic sciences to clinical sciences and from study of theory to the practical handling of patients with the involvement of technology, training aids, simulators and availability of dedicated teaching / study material available at the college website www.avicennamch.com and digital library digital.avicennamch.com. The year wise distribution of hours as given in Para 20 is as under.

  1. 1st year                                   740 hrs
  2. 2nd year                                 790 hrs
  3. 3rd year                                  1060 hrs
  4. 4th year                                  1265 hrs
  5. 5th year                                  940 hrs

Note: Please note that in the final year, the instructions in the form of lectures etc. are grossly reduced and all the time is made available for clinical hands-on study.

 

Theory & Practical

  1. The HEC and PM&DC co-prepared syllabus and guidelines for MBBS classes. Have distributed the subjects, instructional contents into theory and practical learning. The table is attached with PM&DC document already attached as Annex-V. In that the distribution is as under.

Type of Subject

Theory Content

Practical Skills Content

All Basic Sciences

50%

50%

Pre-Clinical Sciences

(Pharmacology and Therapeutics, Forensic Medicine, Community Medicine, Pathology)

40%

60%

Clinical Sciences

30%

70%

Internship / Housejob

0%

100%

 

Note: The above indicate that 70% of the emphasis is on practical skills and only 30% periods are allocated for theory. Page 119 of curriculum for MBBS issued for PM&DC.

 

Outcome Based Concept – Skills determine confidence at graduation:

The most important element of medical education is that it has to be based on outcomes and the achievement of which should give a fresh graduate the confidence of the skills that he attains at the end of the program. For this purpose, excessive use of technology, training aids, videos are used and skilled classes held in the skills lab of the college and additionally in that of the Obs & Gynae Department to give the confidence in the student in his clinical skills. Thus the knowledgeskills and attitude all combine to give the confidence to a graduate in his ability to handle the patient effectively. List of Skills taught to the students are appended in the college Skills book.

 

Patient Centered:

The curriculum designed by the UHS has ensured that the curriculum is centered around the patient. As per the contents and conduct of the curriculum the patient is given priority over everything else.

 

Avicenna Medical College takes pains in producing ethical doctors who are taught to deal with human beings and not carriers of disease. This helps the doctor to acquire a habit of taking holistic care of the patients.

 

Community, Health & Disease Relevant:

The syllabus and the table of specification design, development and conduct achieve the much cherished requirement of making the curriculum relevant to the community. It also achieves promotion of health and prevention of disease.

 

Innovative Learning Methodology:

The curriculum achieves the much desired self-directive learning, independent learning and learning that heal to connect each prof with the next one. A free use of technology, wifi, internet browsing, simulators, CDs, videos and the availability of Avicenna Medical College digital library at http://digital.avicennamch.com/ which enables the students to have optimum learning due to the multiple use of resources.

 

An exclusive feature of innovative teaching is the system of Pink list that has been innovated at Avicenna medical College alone. The performance of the students is monitored very closely and continued weak performance makes the student liable to becoming a part of Pink list. The students in this list have to attend 2-3 hours of lectures/self-study every evening till such time that they make up for the weaknesses they have suffered from. The system of evening classes has gone a long way in the achievement of good results by the college.

 

Interactive Conduct of Classes:

Avicenna Medical College lays a lot of emphasis on personal and eye contact and has achieved a reasonable mix of the lectures, tutorials and small group discussions. The students are given an opportunity to learn through interactive sessions involving thought provoking scenarios. The students are encouraged to do their own original thinking and interactivity is encouraged.

 

Passage of Information – Prospectus / Website:

Avicenna Medical College prospectus and the website https://www.avicennamch.com are an efficient media in the passage of information about various academic activities held at the college. These include:

  1. The grand tests
  2. Revisions tests
  3. Session examination
  4. Send-up examination
  5. Prof examination

 

The importance of each of the above is made available in the prospectus and at the website to emphasis the importance of each academic activity and the benefit or penalties that the students are likely to face in case adequate focus is not placed on Medical Education.

 

Research Management:

The department of Community Medicine has research on community health problems as a vital component of their education. Students are given complete know-how on how to carry out and manage research projects. This research is carried out in a group of five and students are encouraged to apply their innovations and management skills.

 

Community Visits:

Avicenna Medical College through its department of Community Medicine arranges weekly community visits for the fourth prof students. The class is divided into three groups and three different community healthcare establishments are visited in rotations. These visits, which are supervised by the senior faculty of the department, usually involve community healthcare projects where the students visit any of the following amongst others:

  1. BHU
  2. THQ
  3. DHQ
  4. Family Planning Centers
  5. Immunization Centers
  6. Mother & Child Vaccination Centers
  7. Drug Testing Labs
  8. Pharmaceutical Manufacturing Companies
  9. Clinical Labs
  10. Water Projects
  11. Sewerage Projects
  12. Visit to Blood Transfusion centers

 

Adequate Provision of Equipment:

Avicenna Medical College has not confined itself to the numbers and type of equipment specified in the criteria of 2018 or 2019. In fact the college and the hospital bear far more equipment than recommended. The essence has been that imparting of quality education and provision of quality healthcare should be the basis that decides that how much of equipment the college shall hold. The college as well as the hospital runs with surplus equipment.

 

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)

General:

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.

Curriculum

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.

Vision

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.

Mission

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:

Sr.

Name

Designation

1

Prof. Dr. Gulfreen Waheed

Chairperson Committee

Principal & ME Expert (MHPE)

2

Prof. Dr. Rehana Shahid

HOD Anatomy

3

Prof. Dr. Binyamin Ahmed

HOD Physiology

4

Prof. Dr. Zubair Ahmed

HOD Biochemistry

5

Prof. Dr. Rubina Hafeez

HOD Pathology

6

Prof. Dr. Najma Naz

HOD Pharmacology

7

Prof. Dr. Zainab Perveen

HOD Forensic Medicine

8

Prof. Dr. Rana Muhammad Akhtar Khan

HOD Community Medicine

9

Prof. Dr. Luqman Ahmed

HOD Medicine

10

Prof. Dr. Mehmood Alam

HOD Surgery

11

Prof. Dr. Nuzhat Parveen Khwaja

HOD Obs & Gynae

12

Prof. Dr. Mariam Waheed

HOD Paediatrics

13

Prof. Dr. M. Ayub Khan

HOD ENT

14

Prof. Dr. Khalid Mehmood

HOD Ophthalmology

15

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.

1

Prof. Dr. Abdul Sami Qazi

HOD Radiology

2

Assistant Prof. Dr. Abeer Fahad

HOD Dermatology

3

Prof. Dr. Anayat Araen

HOD Anaesthesia

4

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:

Sr

Name

Designation

1

Professor Dr. Gulfreen Waheed

HOD (OBG)

2

Brig. Dr. Gul-e-Raana

Secretary

3

Professor Dr. Rehana Shahid

HOD (Anatomy)

4

Professor Dr. Binyamin

HOD (Physiology)

5

Associate Prof. Dir Ijlal Zahra

Department of Physiology

6

Prof. Dr. Zubair Ahmed

HOD (Bio-Chemistry)

7

Prof. Dr. Tariq Rana

HOD (Pharmacology)

8

Prof. Dr. Jan Leghari

Department of Pathology

9

Prof. Dr. Muhammad Luqman

HOD (Medicine)

10

Prof. Dr. Zafar Bukhari

HOD (Forensic Medicine)

11

Prof. Dr. Zainab Parveen

Forensic Medicine

12

Prof. Dr. Muhammad Akhtar

HOD (Community Medicine)

13

Prof. Dr. Zahid Akbar

HOD (Surgery)

14

Prof. Dr. Naseem Tarar

Department of Surgery

15

Prof. Dr. Mahmood Alam

Department of Surgery

16

Prof. Dr. Mahmood Iqbal

Department of Paediatrics

17

Prof. Dr. Talat Bashir

Department of Orthopedics

18

Prof. Dr. Khalid Mehmood

Department of Ophthalmology

19

Associate Prof. Dr. Rizwan Bajwa

Department of ENT

20

Prof. Dr. Anayat Ullah Arain

Department of Anesthesia

21

Dr. Anila Zareen

Department of Paediatrics

22

Abdul Waheed Sheikh

Co-Opt Chairman

Avicenna Medical College

23

Ms. Shandana Sheikh

Co-Opt – Co-Chairperson

Avicenna Medical College

24

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

Relate

  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

Anatomy

Cell & Genetics, Growth and Development, Nutrition

 

Physiology

Cell & Genetics, Growth and Development, Nutrition

 

Biochemistry

Cell & Genetics, Growth and Development, Nutrition

 

Pharmacology

Drugs and drug abuse

Pathology

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

Medicine

Family Medicine, Communication skills, Patient safety

Surgery

Infectious diseases and infection control, Communication skills, Patient safety

Gynae & Obstetrics

Family Medicine,  Patient safety

Ophthalmology

Community based treatment

ENT

Community based treatment, Patient safety

Paediatrics

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)

 

 

Modules

Common Diseases

1

Blood Module

Blood groups based on antigens expressed on cells

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

 

2

Cells, tissues, health and disease Module

Abnormal cell divisions

Atrophy and hypertrophy/hyperplasia

Reversible and irreversible cell injury

Agonist, partial agonist and antagonist

Tachyphylaxis

3

Endocrine and Reproduction Module

Development defects of endocrine organs

Ovarian tumors and development of gonads

Abortions

4

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

5

Head & Neck special senses Module

Head and neck squamous cell cancers

Motor neuron lesions of cranial nerves

Neurological and conductive deafness

6

Immunity and Infectious Disease Module

Immunity, hypersensitivity and autoimmunity

Normal and abnormal host responses

Active and passive immunity

7

Inflammation and Neoplasia Module

Acute inflammation

Tumors

Granulomas

Bacterial infections

Abnormalities in the development of fetus

8

Multisystem Module-1

Acidosis

Devein thrombosis

Communicable diseases

Typhoid

9

Multisystem Module-2

Benin and malignant tumors

Sarcomas and carcinomas

Lymphoma and leukemia

10

Muscular Skeletal Module

Fractures, repair,

Bone infections

11

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. http://www.uhs.edu.pk/downloads/behavioural_sciences.pdf

 

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)

 

Standard 6 – Curricular Management

(Conforms to Standards 6.1, 6.2, 6.3, 6.4 & 6.5)

General:

Avicenna Medical College has studied and achieved the implementation of the policy of Higher Education Commission (HEC) and also studied in detail the Medical Education Manual issued by the Pakistan Medical & Dental Council as a consequence of coordination and alignment of HEC, PM&DC and UHS. However, the task is made much easier since the University, for the purpose of uniformity of its constituent colleges, has issued syllabus, table of specifications and specified the reading material and has prescribed/recommended the books on the subject.

 

The Academic Council

Pakistan Medical & Dental Council accreditation standards in Regulations of 2012 vide clause 21 demands the existence of Academic Council with the primary task to determine Institutional Academic Policies, Curricular delivery techniques with the responsibility to determine and provide scenarios and appropriate patient access with clear learning objectives in each discipline. Academic Council shall function as a supervisory and oversight body. (Authority – The gazette of Pakistan of 26th January, 2012 Page 9)

 

Study Boards and Curriculum

Study boards and Curriculum Committee are required to be formed by the institution to ensure that there are mechanisms for direct Faculty involvement in decisions related to educational programs its delivery and evaluation. (Authority – The Gazette of Pakistan 26th January 2012 – Clause 22)

 

Curriculum Management and Delivery

The curriculum shall be as laid down by the Council. The institution shall be governed by the statutes, regulations, rules framed by the Council from time to time including general scheme of studies , duration of courses, the medium of instructions and’ examinations, detailed syllabi for examinations and the condition under which students shall be admitted to examinations. (Authority – The Gazette of Pakistan 26th January 2012 – Clause 35)

 

Roles and Responsibilities

There is integrated institutional responsibility for the overall management, delivery and evaluation of the- curriculum and quality assurances. The Principal and the faculty shall ensure the effective delivery and implementation of the components of the curriculum and quality assurances. The Principal or Dean shall be provided sufficient resources and authority to fulfill this responsibility. (Authority – The Gazette of Pakistan 26th January 2012 – Clause 36)

 

Confidentiality of Student Record

It is the responsibility of the institution concerned to keep the student records confidential and available only to members of the faculty and administration on a need to know basis. Laws concerning confidentiality of record need to be kept in view. Students are to be allowed to review and challenge their records if there is a valid reason for it (Authority – The Gazette of Pakistan 26th January 2012 – Clause 37)

 

Academic Atmosphere

The program of MBBS and BOS education are to be conducted in an environment that fosters the intellectual Challenge and spirit of inquiry appropriate to a community of scholars. Institutions shall make available sufficient opportunities for MBBS and BDS students and faculty to participate in research and other scholarly activities including continuing medical and dental education and professional development programs .The faculty shall encourage and support student participation in these activities. (Authority – The Gazette of Pakistan 26th January 2012 – Clause 38)

Note: The above are the guidelines for HEC and PM&DC regarding the curriculum and its management. These guidelines have been taken as principles and curriculum management at Avicenna Medical College are made to conform to the above.

 

Curriculum Management at Avicenna Medical College

Curriculum Management at Avicenna Medical College is achieved by having an efficient infrastructure that affords the achievement of the objectives of the curriculum.

 

The Curriculum Committee:

The curriculum affairs at Avicenna Medical College are managed, controlled, monitored and reviewed by the Curriculum Committee. The Committee consists of all the HODs of the Departments and is headed by the Principal of the College. The Curriculum Committee is composed of:

Sr.

Name

Designation

1

Prof. Dr. Gulfreen Waheed (MHPE)

Chairperson Committee

Principal & ME Expert

2

Prof. Dr. Rehana Shahid

HOD Anatomy

3

Prof. Dr. Binyamin Ahmed

HOD Physiology

4

Prof. Dr. Zubair Ahmed

HOD Biochemistry

5

Prof. Dr. Rubina Hafeez

HOD Pathology

6

Prof. Dr. Najma Naz

HOD Pharmacology

7

Prof. Dr. Zainab Perveen

HOD Forensic Medicine

8

Prof. Dr. Rana Muhammad Akhtar Khan

HOD Community Medicine

9

Prof. Dr. Luqman Ahmed

HOD Medicine

10

Prof. Dr. Mehmood Alam

HOD Surgery

11

Prof. Dr. Nuzhat Parveen Khwaja

HOD Obs & Gynae

12

Prof. Dr. Mariam Waheed

HOD Paediatrics

13

Prof. Dr. M. Ayub Khan

HOD ENT

14

Prof. Dr. Khalid Mehmood

HOD Ophthalmology

15

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

 

1

Prof. Dr. Abdul Sami Qazi

HOD Radiology

2

Assistant Prof. Dr. Abeer Fahad

HOD Dermatology

3

Prof. Dr. Anayat Araen

HOD Anaesthesia

4

Prof. Dr. Talat Bashir

HOD Orthopaedics

 

Organogram

The above Curriculum Committee is specified in Standard 4 – Curriculum Organization. The curriculum is controlled by the Curriculum Committee and it works under the Academic Council which is responsible to take all Academic Decisions at Avicenna Medical College. Organogram of the Academic setup is attached as Annexure-A.

 

Since the curriculum is a set course, involving subject content, teaching & learning methods and assessments and the guidelines of the PM&DC and UHS are explicit so, the contents of the syllabus and curriculum are seldom changed. Therefore keeping itself in alignment with the directives of the PM&DC, Avicenna Medical College has adhered to the directives and has only made changes in the conduct of it in the form of interventions that in fact augment the wishes and desires of the PM&DC as well as UHS.

 

A perusal of the institutional organogram (Attached as Annexure-B) shows that the Board of Governors is the decision making body, the Executive Committee implements the decision of the Board of Governors. However, at the institutional level, the Academic Council is the decision making body for all academic matters. The Academic Council duties, responsibilities are available in Standard 4 – Curriculum Organization as well as Standard 10 – Governance. Handling of academic issues is mainly done by the Curriculum Committee (details in Standard 4 – Curriculum Organization). The Curriculum Committee in fact is assisted by the following committees:

  1. Assessment Committee
  2. Program Evaluation & Review Committee
  3. Curricular Management Committee

 

TORs of Curriculum Committee:

Section 1:  Regular Meetings – The Curriculum Committee meets on the second Tuesday of every month at 11:30 AM-1:00 PM. Additional meetings and workshops are scheduled as necessary.

 

Section 2:  Quorum – A quorum is 2/3rd of the voting committee.  The Curriculum Committee may meet without a quorum for the purposes of discussion.

 

Section 3:  Discussion – In the interest of time and efficient decision-making, discussion of agenda items is restricted to members of the committee and the presenting parties.  Visiting members of the college community may not participate in discussion of agenda items, unless invited by the Chair.

Section 5:  Voting Procedure – Decisions are made by majority vote, after establishing a quorum.  Voting is conducted by a show of hands, voice vote or by ballot as requested.

Section 6:  Order of Business

  • Roll Call
  • Approval of minutes of previous meeting
  • Review of the agenda
  • Review of Status Report
  • Public Comments
  • Unfinished tasks
  • New decisions and recommendations
  • Announcements
  • Adjournment

 

The Curriculum Committee uses Standard Operating Procedures, as needed, to facilitate the compliance to recommendations and to maintain cooperation and collegiality. Standard Operating Procedures, authorities, TORs, responsibilities of Curriculum Committee are attached as Annexure-C.

 

Section 1:  Agendas – Agendas are set and published one day before the committee meeting.  Items are submitted in writing to the Committee Chair seven days before the committee meeting.  The Committee Chair reviews all agenda items and determines if they are within the scope of the committee’s authority.  If the item is not to be included on the committee agenda, the Committee Chair returns the request to the originator with the reason for not including the item.

 

Section 2:  Minutes and the Duties of the Recorder – The recorder for the Curriculum Committee is the Assistant and supporting staff to the Director DME, is not a member of the committee and may not participate in discussion of agenda and performs duties as:

  • Receives items and prepares the agenda in consultation with the chair
  • Prepares and distributes agenda prior to the meeting
  • Records the minutes during the meeting, prepares and distributes the minutes
  • Distributes the paperwork, planners, time tables and approved curriculum changes for course and program changes to the members and the relevant departments.
  • Maintain record keeping of the committee’s printed documents in appropriate folders
  • Prepares and distributes academic year end reports of the committee’s activities

 

Section 3:  Reports – The Curriculum Committee maintains an ongoing record of its meetings, which remain on file, both in electronic and hard copy form, in the DME Office.  The Committee prepares and distributes a year-to-date report twice annually.

 

Section 4:  Communication – The Curriculum Committee utilizes varied and appropriate forms of communication to keep the college community informed of their work.  The Committee keeps an up-to-date binder of committee documents in the office of Department of Medical Education.  Committee meeting minutes and year-to-date reports are posted in the Public Folders.  The Chair gives Committee updates at the Academic Council Meetings and Executive Committee Meetings.

 

The Curriculum Committee as shown in the organogram is assisted by the Assessment Committee for the purpose of Assessment and the Program Evaluation Committee to Monitor the program and suggest changes.

 

Assessment Committee

Assessment Committee is a subcommittee of the Curricular Committee approved by the Principal. The composition of assessment committee as is under:

  1. Prof. Dr. Gulfreen Waheed                     (MHPE) Chairperson Committee
  2. Prof. Dr. Rehana Shahid                         HOD Anatomy
  3. Prof. Dr. Zubair Ahmed                          HOD Biochemistry
  4. Prof. Dr. Rubina Hafeez                          HOD Pathology
  5. Prof. Dr. Luqman Ahmed                                   HOD Medicine
  6. Prof. Dr. Mehmood Alam                                   HOD Surgery
  7. Prof. Dr. Nuzhat Parveen Khwaja         HOD Obs & Gynae

 

Terms of Reference of Assessment Committee

Background and Purpose

Avicenna Medical College has a duty to ensure that our medical graduate have achieved a safe and satisfactory standard of performance in all the elements of medical practice. The institute is affiliated with UHS and follows the curricula provided by UHS according to standards set by the PM&DC and HEC. According to the UHS curriculum the medical studies of MBBS are spread over five years to ensure that basic sciences knowledge, skill and attitudes are mastered in the first three years before moving on to more advanced clinical sciences topics in the last two years. Assessments are designed as Annual Professional Examinations conducted by the UHS in its premises. Since medicine is not simply a theoretical subject, teaching and learning covers knowledge, skills and attitudes so assessment must therefore do the same and Oral Examination with weightage equal to the theory exams are included in the prof exams and conducted at the institute.

 

Correspondingly, the internal assessments at Avicenna Medical College are built throughout the academic year of each professional year of MBBS course, this process is efficiently conducted by the Assessment Unit of the Department of Medical Education under the management of the Director Medical Education and its standard setting and performance is overseen by the Assessment Committee.

 

The Purpose of Assessment Committee is to develop and implement an overarching strategic and systematic approach to assessment of the students throughout the academic year that fits with the rest of the curriculum and is aligned with the learning outcomes. The Assessment Committee works to promote an integrated culture of assessment consistent with the mission of Avicenna Medical College to produce medical practitioners possessing passable knowledge, skills and attitudes of a safe doctor.

 

Scope of Assessment Committee

The Assessment Committee provides leadership for the development, standard setting, implementation review of the assessment of student learning at Avicenna Medical College in line with the guidelines provided by the HEC, PM&DC and UHS. The committee carries out a focused effort on improving the quality and scope of assessment of student learning at Avicenna for the courses. In developing standard setting, implementation and reviewing the assessment methods. The Assessment Committee consider validity, reliability, generalizabitly, feasibility, fairness, educational impact, cost effectiveness, acceptability and defensibility of the internal assessment system which includes both formative and summative assessments.

 

The Assessment Committee is designed to foster communication between the basic sciences / clinical department and DME to facilitate its access to student learning. The committee is charged to coordinate assessment at the institutional level for all the courses being conducted at Avicenna Medical College including MBBS, FCPS/MCPS, BSc (generic) Nursing, Certified Nursing Assistances and the Allied Health Sciences courses. The Assessment Committee represent all the academic and co-curricular areas in articulating and Integrated assessment program and provide feedback and assistance to the faculty conducting the academic program to enhance the DME support for the internal formative and summative assessment.

 

Role and Responsibilities of Assessment Committee

The Assessment Committee has the authority and responsibility of oversight of the educational curriculum in collaboration of the Curriculum Committee both working under the umbrella of the DME to align the assessment of student learning outcomes in the curriculum for each topic, session and course. Assessment Committee is responsible for the overall design, management integration, standard setting, evaluation and review of the formative and summative internal assessment and submission of the internal assessment of the entire academic year of each session and course to the UHS to be included as 10% in annual prof exam result of both the theory and oral exams. The following items are the responsibility of the Assessment Committee:

  1. Assist various basic sciences and clinical science departments to develop assessment strategies, policies, procedures and guidelines for the formative and summative assessments to be conducted over the academic year.
  2. In consultation with the faculty, develop assessment programs, plan and organize in accordance with the academic calendar at the beginning of each academic year and determine timeline for discussion and approval of the new and revised assessment strategies.
  3. Manage the development, designing and standard setting of MCQs and SEQs question bank with answer keys for marking in collaboration with the faculty of the respective department
  4. Develop, maintain and review the OSCE bank with collaboration of the faculty of respective department.
  5. Perform item analysis and provide feedback to the concerned faculty on the quality of items.
  6. Plan, organize and manage the conductance and invigilation of all examinations conducted in the examination halls of Avicenna Medical College.
  7. Plan and organizer and manage the printing and marking of the assessment question papers and answer sheets in the secure area of Assessment unit of the DME.
  8. Perform tabulation, scanning and reporting of all kinds of examination results.
  9. Maintain and archive records of previous exams as per the policy of the institution.
  10. Plan, organize and manage formative feedback sessions for the students with the faculty and discussions on the individual student’s progress.
  11. Plan, organize and design workshops for faculty training on development of assessment methods such as MCQs, SEQs, OSPE and workplace based assessment (WPBA).

The standard operating procedures of the Assessment Committee are attached as Annexure-C.

 

Program Evaluation Committee

Avicenna Medical College has formulated a program evaluation and review committee which carries out constant monitoring of the program and suggests changes if any in any of the categories as under:

  1. Changes in the conduct of instructions of any subject.
  2. Changes in allocation of hours.
  3. Changes in time duration.
  4. Changes in mode of instructions – theory, practical, tutorial and on-patient training
  5. Changes in program in terms of location or postponements 
  6. Holding of special study classes for the development of concepts where required.

 

Organization of Program Evaluation Committee

Academic decisions at Avicenna Medical College are taken by Academic Council. The Academic Council also monitors and oversees the functions of the Curriculum Committee, Assessment Committee as well as the Program Evaluation and Review Committee. This Committee works on a two tire function and consists of the following:

  1. Prof. Dr. Rehana Shahid                         HOD Anatomy
  2. Prof. Dr. Binyamin Ahmed                     HOD Physiology
  3. Prof. Dr. Zubair Ahmed                          HOD Biochemistry
  4. Prof. Dr. Rubina Hafeez                          HOD Pathology
  5. Prof. Dr. Najma Naz                               HOD Pharmacology
  6. Prof. Dr. Zainab Perveen                                    HOD Forensic Medicine
  7. Prof. Dr. Rana M Akhtar Khan              HOD Community Medicine
  8. Prof. Dr. Luqman Ahmed                                   HOD Medicine
  9. Prof. Dr. Mehmood Alam                                   HOD Surgery
  10. Prof. Dr. Nuzhat Parveen Khwaja         HOD Obs & Gynae
  11. Prof. Dr. Mariam Waheed                       HOD Paediatrics
  12. Prof. Dr. M. Ayub Khan                          HOD ENT
  13. Prof. Dr. Khalid Mehmood                     HOD Ophthalmology
  14. Assistant Prof. Dr. Fatima Aslam                       HOD Behavioral Sciences / Psychiatry
  15. Student Members

The class representatives from all classes (three from each class) attend the program evaluation and review sessions for the items that pertains to their class. The list of CRs is as follows:

  1. 1st Year: Laibah Zakariya, Asim Dildar
  2. 2nd Year: Uswah, Abdullah Altaf
  3. 3rd Year: Ali, Fatima
  4. 4th Year: Fatima Zahid, Salman Masood
  5. 5th Year: Sameer, Ayesha

 

Every HOD has an appropriate assistant who helps and does the main monitoring, receives and processes all review requests for consideration by the program evaluation committee.

 

The Program Evaluation Committee maintains and oversight of the conduct of the Curriculum being a Committee composed of HODs and their assistants as well as the student CRs of each class, the role of the program evaluation committee is the affect the expression and delivery of the curriculum in every aspect.

 

The Program Evaluation Committee is responsible for the regular evaluation of the curriculum as put up by their assistants and the CRs of every class.

 

Curriculum Management Committee

The Curriculum Management Committee works under the Curriculum Committee and consists of the following members:

Prof. Dr. Rehana Shahid                         HOD Anatomy and Incharge Basic Sciences

Dr. Nabila Habib                                     Focal Person Anatomy

Dr. Afsheen                                              Focal Person Physiology

Dr. Yasir Ali                                             Focal Person Biochemistry

Dr. Majid Rauf                                         Focal Person Pathology

Dr. Mehwish                                            Focal Person Pharma

Dr. Sabtain Fazli                                      Focal Person Forensic Med

Dr. Tabassum Masood                             Focal Person Community Medicine

Dr. Luqman Ahmed                                HOD Medicine & Incharge Clinical Sciences

Dr. Usman Amir                                      Focal Person Medicine

Dr. Yasmin                                               Focal Person Surgery

Dr. Amna                                                 Focal Person Obs & Gynae

Dr. Aneela Zarin                                      Focal Paediatrics

Dr. Nighat                                                Focal Person ENT

Dr. Tariq Parvez Khan                            Focal Person Ophthalmology

Assistant Prof. Dr. Fatima Aslam                       HOD Behavioral Sciences / Psychiatry

 

The perusal of the above would indicate that the program management committee consist of one HOD each from the basic and the clinical sciences along with a focal person from each department. The focal person are all of the status of Assistant Professors and are responsible for coordination between their department and DME besides others.

 

Functioning

The Curriculum Management Committee is expected to achieve the aims and objectives of the Curriculum Committee

 

Avicenna Medical College has developed standard operating procedures for the curriculum committee involving scope, role and TORs of the subject committee. It also outlines the selection and duties & responsibility of the Chair as well as the members and the system of attendance beside specifying the details of conduct of a curriculum committee session. 

 

Review & Information to Stakeholders:

The incorporation of the curriculum committee and other stakeholders and the importance given to the students on student feedback helps review of the curriculum and most importantly the conduct of the curriculum in the meetings.

 

Avicenna Medical College has an informal system of getting the feedback as any student can walk into the office of the Chairman and give his/her feelings about any difficulty without being identified as such. The Chairman ensures that the feedback from the student is passed on to the Principal who makes an assessment of the feedback provided and if need be, the issue is taken up in the Curriculum Committee Meeting for review and necessary action.

 

The Curriculum Committee since its incept has through series of meetings framed the method of conduct of the medical education for each department as given in the link below:

http://www.pmdc.org.pk/LinkClick.aspx?fileticket=EKfBIOSDTkE%3D

 

Terms of Reference Curriculum Management Committee

The Curriculum Management Committee coordinates all efforts with various echelons for the smooth running of the program which has been formulated and agreed to and approved by the Curriculum Committee. The availability of the focal persons from each department ensures that the departmental point of view is considered valid in all aspects of the management of the program. The areas of operation and coordination of the curriculum management by the committee is with the following:

  1. The Department of Medical Education: Coordination with this department is in terms of:
    1. The printing of the program of the current and the next week along with the tasking of the faculty.
    2. Tasking of the faculty for various instructional commitments
    3. Printing and display on the display boards the details of subject and the references to the prescribed book and chapters.
    4. Coordinate the allocation of spaces with the faculty. In terms of the following commitments:
  1. The formation of batches in each class for the purpose of practicals, clinical classes, evening classes and emergency room classes.
  2. Tests and examinations
  3. Key discussions
  4. Lectures
  5. Tutorial classes
  6. Practicals
  7. Clinical “on-patient training” classes
  8. Evening Emergency classes
  9. Conduct of Evening education support classes
  10. Formation of the pink (weak) and red (very weak) list and their schedule for the evening
    1. Receipt of test/exam papers form DME and its issuance to the concerned faculty for conduct and invigilation.

Note: Avicenna Medical College has adequate infrastructure for the management of the curriculum and for this purpose it has the following facilities maps of which have been attached as shown:

  1. Examination halls                                         3
  2. Lecture halls                                                 5
  3. Tutorial Rooms (basic sciences)                   10
  4. Tutorial Rooms (clinical sciences)                12
  5. Skill labs                                                        2
  6. eLibrary and digital library facility
  7. Coordination with the Curriculum Committee: The Curriculum Management Committee monitors in coordination with the DME and ensures that the program is as per the policy laid down by the Curriculum Committee. For this they coordinate with each department being a group of focal persons representing all departments.
  8. Coordination with the Faculty: The following coordination is carried out with the respective faculty through the institution of the focal person:
    1. The marking of the test/exam papers
    2. The contents and conduct of practicals and practical examinations
    3. The conduct of tutorial and the tasking of the relevant faculty
    4. The formulation of the OSPE by each department and ensuring the laying of the OSPE and its conduct.
    5. The formulation of the OSCE by each department and ensuring the laying of the OSCE and its conduct.
    6. The holding of key discussions and advise to students on the mistakes that they have made and how to avoid them.
    7. The receipt of the feedback forms / review forms from the faculty and students getting them processed from the Principal for action by the concerned department.
  9. Coordination with the Hospital Administration: This coordination entails:
    1. The availability of the tutorial rooms for small group discussion and their allocation to the department concerned.
    2. The availability of the OSPE halls and allocation to the department concerned.
    3. The Organization of the teaching areas in the out-patient department and ensuring their optimum use.
    4. The holding of evening classes for “on-patient training” classes
    5. The allocation of emergency duty to batches
    6. The coordination for exposure to the students of the following areas
      1. Operation Theatre
      2. Labor Room
      3. Out-patient Department
      4. Intensive Care Unit (medical & Surgical)/Cardiac Care Unit

 

Study Guides:

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. Avicenna Medical College recognizes that sooner or later, it has to shift over to the integrated curriculum.  Study guides have already been formulated for the integrated curriculum. The study guides are also available on eLibrary of Avicenna Medical College at http://digital.avicennamch.com. These are also available at the college bookshop.

Copy/Log book

Copies for the practicals are made in the basic sciences as a record of the practical performed by the student. The log books and the skills log books are for the clinical sciences. Each department has specified a logbook where all the clinical work is entered and authenticated. The clinical skills copy are for fourth and the fifth year and these have the details of the clinical skills conducted and acquired by the students.

 

Laboratory / Practical Rotation:

The average intake of the course is 150. Except for the central lectures and discussions, all other discussions are done in batches as follows:

  1. Anatomy, Physiology & Biochemistry – Course is divided into 3 batches of 50 each for the practicals (Lab & Dissection Hall) and the rotation is done within the week as 3 lab/practical commitments are planned for each week. 
  2. Pharmacology, Pathology, Forensic Medicine & Behavioral Sciences – Course is divided into 4 batches of 35-40 each for the practicals (Lab) and the rotation is done within the week as 3 lab/practical commitments are planned for each week. 
  3. Eye, ENT, Community Medicine & Special Pathology – Course is divided into 4 batches of 35-40 each for the practicals/clinical and the rotation is done within the week as 3 lab/practical/clinical commitments are planned for each week.
  4. Medicine, Surgery, Gynae & Paeds – Course is divided into 6 batches of 25 each for the clinical training. The rotation is done every six weeks and there are two batches for Medicine & Surgery and 1 batch each for Gynae/Obs & Paeds. Each batch gets a concentrated dose of the subject involved and rotation is done every six weeks.

The final year clinical training in the hospital runs for 36 weeks (rotation every 6 weeks)

 

Standard 7 – Assessment

(Conforms to Standards 7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 7.7, 7.9 & 7.1s)

General

Abdul Waheed Trust is running Avicenna Medical College as well as Avicenna Dental College and thus training graduates in MBBS as well as BDS curriculums. Both the colleges are working on the PM&DC guidelines as conformed by University of Health Sciences who has issued requisites syllabus and table of specification for the framing of the curriculum in medical and dental fields.

 

It is important for Avicenna Medical College and Avicenna Dental College to align itself with the vision of University of Health Science in framing out their mission and conformity with the standards and instructions desired by the University.

 

Vision and Mission of University of Health Sciences

Qualitative and Quantitative Revolution in Medical Education and Research through Evolution and thereby improve Health Care delivery to Populace.

UHS shall be innovative global centre of excellence in learning and research, supporting a community of scholars and professionals committed to serving society, promoting the development of students to reach their true potential in becoming competent, ethical, caring and inquiring health professionals for the benefit of the country and the wider world.

 

Vision

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.

 

Mission

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.

 

Pakistan Medical & Dental Council Regulation Jan 2012:

In order keep at self-alignment with the guidelines of PM&DC, Avicenna Medical College and Avicenna Dental College have followed their guidelines in letter and spirit. The PM&DC guidelines are appended below.

 

Evaluation of Examinations and Quality Assurances:

“(1) All programs shall be evaluated by examinations and the process shall be objective and without bias shall judge the knowledge of the student equitably. The institution shall provide schedules of all examinations to Council three months in advance. Any and all examinations shall be inspected by the Council and no formal invitation to inspect examination is required to be extended to Council.

(2) The university shall not declare result of the examination unless cleared by Council and shall withhold result of an examination declared substandard by the Council and arrange a re-examination it told to do so by the Council office.

(3) A system for the evaluation of student achievement shall be in place throughout college life including assessment of theoretical knowledge problem solving, clinical reasoning and communication skills.

(4) The faculty of each discipline shall set the standards of achievement in these disciplines. The directors of all courses are to design and implement a system of formative (forty per cent) and summative (sixty per cent) evaluation of student achievement in each course. Each student shall be evaluated early enough during a unit of study to allow time for remediation.

(5) In assessing program quality, institutions are, to consider evaluation by students of their courses and teachers, in addition to other measures.

(6) Narrative descriptions of student performance and number of cognitive, achievement shall be included as part of evaluations in all required courses where teacher-student interaction permits this form of assessment.

(7) After graduation, to judge student achievement, the institution shall collect and use a variety of outcome data, including national’ norms of accomplishment, to demonstrate the extent to which its educational program objectives have been successful and how many students succeeded in joining jobs, postgraduate courses and then achieving post-graduation and how many students appeared and cleared international examinations and programs.” (Authority PM&DC Regulations of 2012 26th January, 2012 – Clause 41)

 

HEC/PM&DC Curriculum Guidelines:

Assessments and Examinations

Minimum attendance and satisfactory completion of the log book is required for a student to be eligible for Module / Clerkship and Certifying Examination(s).

The assessment techniques / tools used must be appropriate for the objectives, the level of the learner and the domains tested.

Formative and Summative Assessment: The same tools may be used for formative or summative assessment. Formative Assessments will be used only for feedback to develop the learners, while Summative Assessments will be used to make pass/fail or progress decisions). Any assessment where the results contribute to a final score, which leads to a decision of the progress of the student, must be considered summative.

Feedback to the students should be provided after both formative and summative assessments.

Summative Assessment consists of the sum of the Continuous Assessment score (Internal assessment based on assessment of student performance during the module or clerkship) and end of year University Examination.

Students who pass all modules can sit in the University Examination.

Remediation and Re-sit Examinations. There should be opportunities for remediation and re-sit examinations for the summative component of continuous assessment and end-of-year assessments.

University Examinations will be held at the end of each academic year.

 

Assessment at Avicenna Medical College – Standard Operating Procedures:

These standard operating procedures apply to Avicenna Medical College examinations and assessments which follow regulations set by University of Health Sciences.

 

Assessment is an integrated process involving variety of procedures to obtain information about student learning and development. Assessment is necessarily ingrained term in the curriculum. Assessment when properly planned and carried out has a powerful steering effect on learning and curriculum. In medical education its importance cannot be overstated as the stakes are very high.

Responsibility

All faculty and staff involved in issuing and/or supervising examinations and assessments are responsible for:

  1. Ensuring these procedures are followed
  2. Ensuring that examinations and assessments are conducted under standard conditions that are consistent and fair to students.

Assessment Committee is a subcommittee of the Curricular Committee approved by the Principal.

Prof. Dr. Gulfreen Waheed                           (MHPE) Chairperson Committee

Prof. Dr. Rehana Shahid                               HOD Anatomy

Prof. Dr. Zubair Ahmed                                HOD Biochemistry

Prof. Dr. Rubina Hafeez                                HOD Pathology

Prof. Dr. Luqman Ahmed                             HOD Medicine

Prof. Dr. Mehmood Alam                             HOD Surgery

Prof. Dr. Nuzhat Parveen Khwaja               HOD Obs & Gynae

 

Standard Operating Procedures

The above committee is responsible for monitoring the assessment system to ensure that the HEC/PM&DC and the University of Health Sciences guidelines are strictly followed. Standard operating procedures for the Assessment Committee have been formulated and are attached as Annexure-A.

 

Principles of Assessment

Assessment is not an individual task to be implemented but it requires a programmatic approach for assessing competence as a whole. A programmatic approach with presupposed criteria to help design comprehensive assessment programs with quality assurance is shown in Table 1.

 

Assessment is a quest for improvement, which follows certain principles which are summarized below:

  1. Purpose of assessment.
  2. Determine content to be assessed.
  3. Select relevant assessment procedures.
  4. Incorporate variety in assessment procedures.
  5. Beware of limitation of assessment procedures.
  6. Modify instructional plan according to feedback.
  7. Assessment is a means to an end, and not an end in itself.

 

Assessment Policy at Avicenna Medical College:

With our college following traditional discipline based curriculum guidelines given by Pakistan Medical & Dental Council, University of Health Sciences, following assessment standard operating procedures have been formulated.

  1. Criterion Referenced Assessment (50% pass).
  2. Assessments will be at end of each term as well as end of year.
  3. The frequency, timing and weightage of assessments will be feasible, valid and reliable.4
  4. Assessment criteria will be clear and available to students in a timely manner.
  5. Appropriate feedback from students and teachers after each term (formative as well as summative assessments) will be carried out.
  6. Assessment schedule once approved will not be changed without approval by the Assessment Committee and Academic Council.

 

Knowledge, Skills & Attitude

The vision of the University and the mission of Avicenna Medical College clearly reflect that the assessment covers knowledge, skills and attitude. Theoretical knowledge is assessed by means of MCQs, SEQs and Viva. Skills are assessed through OSPE, OSCE, Practical Exams and Long and Short Cases. The details of each are to be discussed in the later paragraphs.

 

In order to instill the will to learn and the will to acquire skills, Avicenna Medical College engages the students to achieve student motivation, identify student difficulties, measure improvements that have taken place in the students’ education over time and encourage students to acquire high standards of knowledge and skills.

 

The development of attitude is achieved through identification and sympathy with student difficulty and taking improvement measures and encouraging the students to attain a better level of knowledge. Avicenna Medical College makes use of the following tools for the development of a positive Attitude.

  1. Leadership and Management lectures in association with teaching of Behavioral Sciences.
  2. Psychosocial Analysis Assessment marked as a part of the Curriculum.
  3. OSPE/OSCE marked as part of Summative Assessment.
  4. Long case / Short case marked as a part of Summative Assessment.

Note: Students’ attitude is monitored by his punctuality, discipline and conduct at the campus. Carefully noted are the students’ arrival for tests/exams and the number of un-answered MCQs and SEQs. Students are not allowed to enter the examination hall late and they are not allowed to handover their solved papers till the last minute.    

Assessment Procedures

The simplified instructional model summarizes the basic steps to be followed in the instructional process and illustrates the interrelated nature of teaching, learning and assessment.

 

Instructional Goal

Regarding the MBBS program our specific instructional goal is a competent physician that is the product. This will be the foundation of the assessment plan.

Assessment Practices:

  1. Instructional Methods: The methods of instructions at Avicenna Medical College are compatible with the guidelines of the University of Health Sciences. The following methods are commonly used:
    1. Lectures – For the development of concepts
    2. Tutorials – For small group discussion on the topic already introduced. Normally the tutorial precedes the Grand Test. So that all doubts are clarified. This is a formative exercise to prepare the students to do well in the Grand Test.
    3.  Practical – The practicals are held as specified in the syllabus of UHS. These relate to the practicalities of the subject in study. The practicals are suited to the undergraduate level.
    4. Discussions – Most notable are the key discussions which give the student an opportunity to assess themselves on their performance. This also enables them to seek review if they are not satisfied with the result declared.
    5. Viva – The policy of UHS to have an internal and external system of examiners is followed in letter and spirit. The examiners divide the questions for a fair assessment for the atisfaction of the students.
    6. OSPE/OSCE – This is arranged in the number of stations which are visited by the student and he/she has to answer the questions within the specified time. The OSPE/OSCE is introduced in the session examinations and is a summative assessment.
    7. Long/Short Cases – These are introduced again in the session exam and the prof exams and are usually scenario based in a clinical setting. These are high difficulty index and are thought provoking.
    8. Research – Conducted in the department of Medicine and Community Medicine is aimed at the methodology of research and this acts as a written assignment and is marked.
    9. Copy/Log book – Copies for the practicals are made in the basic sciences as a record of the practical performed by the student. The log books and the skills log books are for the clinical sciences. Each department has specified a logbook where all the clinical work is entered and authenticated. The clinical skills copy are for fourth and the fifth year and these have the details of the clinical skills conducted and acquired by the students.
  2. Educational Outcomes: The above instructional methods are designed to achieve the educational outcomes as given in Standard 2 where:

“It is expected that the MBBS graduates, by the end of their program, will be able to:

  1. Manage common, non-critical conditions independently
  2. Assist in the management of critically ill patients
  3. Demonstrate professional, ethical and culturally-appropriate behavior
  4. Advocate health promotion and disease prevention
  5. Work effectively in a health care team
  6. Demonstrate clear and efficient written and verbal communication abilities”

 

  1. As already mentioned in Standard 2 (Outcomes), the graduate is supposed to acquire sufficient knowledge skill and have an optimum attitude for the profession. Knowledge is achieved by the development of concepts and guiding the student to study the prescribed book. However, Avicenna Medical College has linked itself with the libraries of HEC and UHS online vide the links http://www.digitallibrary.edu.pk/ and http://lms.uhs.edu.pk.

 

The availability of models, charts, training aids, electronic gadgetry in excess to the requirement as required by PM&DC and UHS ensures further acquisition of knowledge. This along with an efficient system of feedback helps in monitoring the student’s performance to achieve the standards set by the UHS. The sharing of the results and reports with parents motivates the students for better acquisition of knowledge.

 

The college has made available multiple area for the development of skills and these are as under:

  1. College Skill Lab
  2. Nursing Skill Lab
  3. Gynae Department Skill Lab
  4. Surgical Skill Lab
  5. Medical Skill Lab

Note: Skills expected to be acquired by the students are available to all students in the form of a handbook already attached as Annexure-A of Standard-2.

 

Clinical Skills

Skills are facilitated for acquisition because of clinical skills classes in the evening for upto 5 days a week. These classes are supervised and the students are encouraged to handle patients under strict supervision.

 

Professional Behavior

Emphasis is laid on professional behavior of the under-graduates towards the profession, patients, attendants and enforcement of minimum service delivery standards.

 

Types of Assessment Procedures

Performance of students will be assessed as following:

  1. Continuous Assessment During Academic Year

It will incorporate both formative and summative assessment for all academic years.

  1. Formative: Conducted throughout each term. Though low stake examinations but with feedback will improve student learning, leading to better performance in summative assessment. At Avicenna Medical College the formative assessment is in the form of Grand Tests, Revision Tests, Research, Tutorials, Assignments, Long Cases and Short Cases etc. These are aimed at preparing the student in terms of knowledge skills and attitude so that the student is ready for summative assessments and prof exams.
  2. Summative: Conducted at end of each term, consisting of Session Examinations which are conducted on the pattern of UHS annual Prof Exams. These consist of MCQs where the multiple choices are based on One best choice of high difficulty index and are scenario based cluster MCQs with extended matching questions. Together with the MCQs, the SEQs of high difficulty index involving clinical and scenario based, highly thought provoking and based on concepts are the part of the summative assessment at UHS standards. The summative assessment involves all the ingredients of the Summative Assessment Policy of the University of Health Sciences.

 

  1. End of Term Assessment

This will be summative carried out at end of each academic year.

Assessment Tools

  1. Various tools selected are as follows according to UHS guidelines.
  1. Written Assessment

 

Multiple Choice Question

When included in the Formative Assessment throughout each term. Though low stake examinations but with feedback will improve student learning, leading to better performance in summative assessment. At Avicenna Medical College the formative assessment is in the form of Grand Tests, Revision Tests, Research, Tutorials, Assignments, Long Cases and Short Cases etc. These are aimed at preparing the student in terms of knowledge skills and attitude so that the student is ready for summative assessments and prof exams.

 

When included in the Summative Assessment at end of each term, consisting of Session Examinations which are conducted on the pattern of UHS annual Prof Exams. These consist of MCQs where the multiple choices are based on One best choice of high difficulty index and are scenario based cluster MCQs with extended matching questions.  The summative assessment involves all the ingredients of the Summative Assessment Policy of the University of Health Sciences.

 

Short Essay Question

Written assessment formats are the most well-known and most widely used assessment methods in medical education. Learning outcomes which are mainly based on cognitive domains can be assessed by written tools. The SEQs in the formative assessment are of a mid-level difficulty index. However, when used in the summative assessment these are of high difficulty index, thought provoking and scenario based where the clinical tangent is involved. 

 

  1. Assignments

Every month in various departments topics concerned with the term will be given for assignment. These will be a part of formative assessment. As well as Clinico- Basic and Pathologic Conferences are held for preclinical and clinical years, respectively.

 

  1. Practical/Clinical Assessment

 

Objective Structured Practical Exam (OSPE)

A formative OSPE will be held during terms and summative at the end of year. It will consist of laboratory-based and practical questions related to the learning objectives covered in the course. The students will be given feedback after formative assessment.

Objective Structured Clinical Exam (OSCE):

A formative OSCE will be held during the term and summative at the end of year. It will consist of clinical and practical questions related to the learning objectives covered in the course. The students will be given feedback after formative assessment.

Long Case

At the end of fourth and final year each subject will be assessed by a long case. Daily encountered problems will be the case scenarios for which students will be trained during formative assessment in clinics.

Structured Viva

At the end of examination an integrated viva will be taken in which relevant specialists will sit and ask questions. There will be guidelines for examiners to follow.

Log Books

In case of log books required entries will be countersigned by observer. It will be criterion referenced whereas the students will have to fulfill following criteria: for example assignments, case presentations in wards, departmental log books.

Observation

  1. Internal Assessment

The progress report from teachers will have separate column about behavior and attitude of students in each term in addition to academic record with minimum pass of 50%.

Notification of Results

  • The Assessment Committee will display result on notice board as well as the results are sent through SMS the father of the student.
  •  

Results as hard copy and will also be sent to parents of each term.

 

Conducting Examinations and Assessments

Conducting Examinations and Assessments According to University of Health Sciences Guidelines. In all examinations and assessments, the conditions underpinning the examination or assessment shall be displayed on concerned department notice boards to students prior to the examination or assessment taking place.

Note: Any requests for special assistance example reader/writer are to be made prior to the examination or assessment.

Examinations and Assessments conducted under ‘Examination Conditions’

  1. Students may only enter the examination room under the instruction of the supervisor.
  1. Students must display their College Student ID card on their desk throughout the examination.  In the event that a student forgets their ID card, the supervisor may, at his/her discretion, allows the student to provide some other form of identification such as a CNIC.
  2. All bags and personal possessions must be left clear of the seating area, near the entrance/exit of the examination room.
  3. Hats, caps and earplugs are not to be worn in the examination room and watch alarms must be turned off.
  4. Cell phones are to be switched off and left with bags/personal possessions near the entrance/exit of the examination room. No other forms of electronic listening and/or receiving devices or digital/mobile technologies are permitted in the examination room. 
  5. Students may bring only the following equipment to the examination; pens, pencils, eraser, ruler.  Pencil cases, wallets and purses are not permitted on desks.

Nothing edible may be brought into the examination room.  Students may bring a clear, plastic water drink bottle.  

Dictionaries, printed or electronic, are not permitted and other materials will be permitted as specified on the examination cover sheet.

  1. Paper or answer booklets will be supplied.  Any rough working notes are to be handed to the supervisor at the end of the examination.
  2. Reading time may be specified in the ‘Instructions to Candidates’ and this will be conducted in silence prior to commencement of the examination. 

During the reading time, students must not write in their answer books or make notes; the supervisor will announce when they may commence writing.

  1. Students will be instructed to:
  1. Write their name clearly on each sheet of writing paper used or on the answer sheet provided.
  2. Number each answer and each page of that answer.
  3. Answer all questions legibly in pen/ink. 
  4. Clearly cross out errors (white-out should not be used).
  5. Read special instructions with care, and follow them.
  1. A student may not enter the examination room after the first fifteen minutes.
  2. A student may not leave the examination room in the first thirty minutes of the examination or during the last fifteen minutes.
  3. If a student wishes to go to the toilet or becomes ill during an examination, they must raise their hand and will be escorted out by a supervisor.  Students must not leave the room unaccompanied to go to the toilet.
  4. The supervisor will tell students when there are thirty minutes remaining before the end of the examination and again when there are fifteen minutes remaining.
  5. Students will not continue writing or add anything to their answers after the supervisor has announced the end of the examination.
  6. Students shall not communicate with each other in the examination room or copy from another’s answers.
  7. In the event of suspected cheating, the student(s) will be cautioned by the supervisor, any equipment found in the student(s)’ possession will be confiscated, and the circumstance will be noted and reported to the lecturer.
  8. If a fire alarm sounds during an examination, the supervisor will make a note of the time the examination stopped, and:
  1. Instruct students to stop writing and turn their examination papers over;
  2. Remind students that examination conditions still apply and that they must not talk with each other about the examination;
  3. Ask the students to calmly and quickly evacuate the building;
  4. Once permission has been given to re-enter the building the students will be seated and asked to draw a line under their work to indicate what was done before and after the disruption;
  5. The examination will be restarted when everyone is settled; an additional 10 minutes grace period will be allowed in addition to the time lost during the disruption.

In the event of the examination being abandoned, a new examination will be prepared and an alternative date and time will be scheduled. 

Practical Assessments

The regulations for the preparation and conduct of practical assessments vary between subject areas. Where regulations have not been specified they have to be put up to the Academic Committee.

Clinical Assessment

The clinical assessment is carried out in the following forms:

  1. Scenario based Clinical Oriented MCQs
  2. Scenario/Clinical based SEQs/SAQs
  3. On-Patient training viva
  4. Ward tests
  5. OSPE
  6. OSCE
  7. Introducing students to the system of simulated and standardized patients

Assignments

Different departments are autonomous to carryout according to their subject content and context.

 

Implementation of Assessment System

Avicenna Medical College cares to follow the assessment system for the subject based learning (UHS Guidelines). The college will switch over to a modified system whenever it has to in view of the impending possibility of the system based curriculum (integrated curriculum) being followed from session 2019-2020.

 

Assessment Framework

The framework for assessment involves the University guideline of:

  1. Pass marks 50%
  2. Equal marks for theory and for practical
  3. Internal Assessment 10% to be awarded by the college
  4. Allocation of marks as under

 

Sr.

Subject

Marks Theory

Marks Practical / OSPE / OSCE

Remarks

1

Anatomy

100

100

Internal assessment 10%

2

Physiology

100

100

Internal assessment 10%

3

Biochemistry

100

100

Internal assessment 10%

4

Islamiyat & Pak Studies

100

 

5

Pathology

150

150

Internal assessment 10%

6

Pharmacology

150

150

Internal assessment 10%

7

Forensic Medicine

100

100

Internal assessment 10%

8

Community Medicine

150

150

Internal assessment 10%

9

Special Pathology

150

150

Internal assessment 10%

10

ENT

100

100

Internal assessment 10%

11

Ophthalmology

100

100

Internal assessment 10%

12

Medicine

200

300

Internal assessment 10%

13

Surgery

250

250

Internal assessment 10%

14

Gynae

150

150

Internal assessment 10%

15

Paeds

100

100

Internal assessment 10%

16

Behavioral Sciences

100

100

Internal assessment 10%

 

Avicenna Medical College endeavors to implement the assessment system of the UHS subject based curriculum as it is in vogue at present by implementing the curriculum with the basic ingredients of assessment implementation as follows:

  1. Grand Test
  2. Revision Test
  3. Session Examinations
  4. OSPE
  5. OSCE
  6. Viva
  7. Log books / Copies
  8. Assignments
  9. Research work
  10. Tutorials
  11. Long case
  12. Short case

 

The college has a prepared exhaustive table of specifications, annual planner, schedule of tests and examinations and other details to achieve optimum academic results. These inputs in the curriculum are strictly according to HEC, PM&DC and UHS rules and syllabus. The conduct of the assessment tools as given in Para 32 above.

 

The question papers are prepared in secrecy and approved by the Principal. The department then gets sufficient copies made in secrecy and submits the same to the directorate of Medical Education 24 hours before the scheduled test / exam. On the day of the examinations these papers along with the answer sheets are collected from the DME and taken straight to the examination hall where they are opened and are distributed to the students for attempting the question.

 

After the papers have been solved, the MCQs are marked immediately and the SEQs marked and submitted within two days (except for revision tests where the results have to be submitted within 24 hours) from here, the assessment system as envisaged in the earlier paragraphs is applied.

 

Every test / examination is supported by keys both for MCQs and SEQs. Adequate time is air marked for key discussion in which the member of the faculty explains to the class the how in fact they should have attempted the MCQs and SEQs. This gives an opportunity to the class to make the assessment of how they have attempted the paper and what mistakes they have made and how not to repeat them in future.

 

Grand Test: The syllabus of each subject for which the table of specification has been formulated in detail is divided into various topics and grand tests are held after the topic has been covered in theory, practical and in tutorial classes. The grand test is the first exposure of the student towards assessment of his/her knowledge and skills and is held once only for each topic covered as the syllabus goes along. The grand test has the following ingredients:

  1. MCQs                               45% marks
  2. SEQs                                 45% marks
  3. Viva / Copy                     10% marks

Note: The DME maintains a record of all grand tests along with the keys to the MCQs and SEQs and the results. These results are used for the calculation and assessment of each student in terms of their acquisition of knowledge and skills.

 

Revision Test: The revision tests are designed to precede every session exam and they are aimed at breaking up the syllabus and covering the same in small bits so that the students can have exhaustive study of the portion of the syllabus to be tested upon. The schedule of revision test is decided jointly by the Assessment Committee and the students’ class representatives so that the student input is brought into consideration. In this case the students’ representatives include the weak students, the average ones and good students. And this mix ensures that adequate time is provided to weak students to do exhaustive studies.

 

  • Depending upon the syllabus covered. 8 to 10 revision tests are held in preparation for the session exams. The contents of the revision tests are:
    1. MCQs (30)                                    30 marks
    2. SEQs (6)                            30 marks
  • : The DME maintains a record of all grand tests along with the keys to the MCQs and SEQs and the results. These results are used for the calculation and assessment of each student in terms of their acquisition of knowledge and skills. Four sets of revision tests are held annually. One each before the early session, mid-session, late session and/or send-up examination.

 

Session Examination: As per the annual planner and schedule, three session exams are held every year and these are generally held in March, June and August each year. The late session examination is held in August and as an extra opportunity for the students to qualify the send-ups for the border line cases is only held one month before the prof exam. The following session exams are held:

  1. Early Session Examination                      50% of syllabus
  2. Mid-Session Examination                                    85% syllabus
  3. Late Session Examination                                    100% syllabus
  4. Send-up Examination                              For the very weak

 

  • The details of the session examination are as under
    1. Theory – 50% marks divided as under
      1. MCQs                               45% of theory marks
      2. SEQs                                 45% of theory marks
      3. Log book / copy               10% of theory marks
    2. OSPE/OSCE/Viva – 50% marks                       
  • : The DME maintains a record of all session exams along with the keys to the MCQs and SEQs and the results. These results are used for the calculation and assessment of each student in terms of their acquisition of knowledge and skills. Four sessions examinations are held annually.

 

OSPE (Objective Structured Practical Examination): This depicts the scenario based clinical setting and various stations are arranged. The student has to go from one station to the other to answer the question or to display his practical skill. This is aimed at assessing both the knowledge and skills of the student. The format and the standard of the scenario based problems/questions are in line with the standards prescribed by the University of Health Sciences.

Note: The DME maintains a record of all OSPEs along with the keys to the OSPE and the results. These results are used for the calculation and assessment of each student in terms of their acquisition of knowledge and skills. Sample OSPE paper is attached as Annexure-B. Since OSPE is a part of session exams therefore four sessions of OSPE are held each year.

OSCE (Objective Structured Clinical Examination): This depicts the scenario based clinical setting and various stations are arranged. The student has to go from one station to the other to answer the question or to display his clinical skill. This is aimed at assessing both the knowledge and skills of the student. The format and the standard of the scenario based problems/questions are in line with the standards prescribed by the University of Health Sciences.

Note: The DME maintains a record of all OSCEs along with the keys to the OSCE and the results. These results are used for the calculation and assessment of each student in terms of their acquisition of knowledge and skills. Sample OSCE paper is attached as Annexure-C. Since OSCE is a part of session exams therefore four sessions of OSCE are held each year.

 

Viva: This is an oral examination to which the student is subject to be examined by two members of the Faculty one acting as the internal examiner and the other acting as the external examiner. The student is grilled in these oral questioning sessions. The student is asked on various clinical aspects to ascertain his knowledge.

Note: The DME maintains a record of all Viva and the results. These results are used for the calculation and assessment of each student in terms of their acquisition of knowledge and skills. Since Viva is a part of session exams therefore four sessions are held each year.

 

Copies and Log Books: Whereas copies are maintained in 1st 2nd and 3rd year of the basic sciences, the log books are maintained for the 4th year and the final year for the clinical subjects. The completion of the copies and the log books is mandatory and these have to be produced before the internal and the external examiner on all session examinations and annual Prof exam. Copies and log books carry 10 marks and are a valid record for the purpose of assessment besides being a record of the students’ clinical exposure.

 

Assignments: These are normally generated by the Community Medicine and the Department of Medicine in which the departments give assignments for the students to be completed in their own time. Assignments are included as a part of practical assessment and left to the discretion of the Head of Department.

 

Research work: The Department of Community Medicine as a part of its Curriculum train the students in carrying out research. These research projects are covered in Standard 12 – Research & Scholarship and research records are available in the Department of Community Medicine. Research works are included as a part of practical assessment and left to the discretion of the Head of Department.

 

Tutorials: These are held before every grand test to clear the concepts of the students on the subject. The performance of the students in the tutorials is included in the viva assessment. 

 

Long Case and Short Case: This system of OSPE and OSCE is to ascertain the clinical acumen of the student. These are held with the session examinations and form of a part of the practical/clinical assessment. 

 

As noted above, all papers have their keys and key discussion is an important aspect of the curriculum at Avicenna Medical College. The Department of Medical Education keeps a record of all tests and exams, keys and results. The papers, their keys and results for each session and archieved Department of Medical Education.

The above is being carried out since incept of the college in 2009 and records are available for perusal.

 

Response to Parents:

Parents are kept informed about the result of each student. The results are dispatched as follows:

  1. Grand Test:                                   by SMS
  2. Revision Test:                               by SMS
  3. Session Examinations:                 as a report containing the results of all grand tests

                                                      of all subjects for that class. Three session exam

reports are sent. Reports of each session for each class are attached as Annexure-I.

  1. OSPE                                             Included in the session result
  2. OSCE                                            Included in the session result
  3. Viva                                              Included in the session result
  4. Log books / Copies                      Included in the session result
  5. Assignments                                 Included in the session result
  6. Research work                             Included in the session result
  7. Tutorials                                       Included in the session result
  8. Long case                                      Included in the ward test / clinical test
  9. Short case                                     Included in the ward test / clinical test

Note: Reports to the parents are sent within 24 hours by SMS through a dedicated services provider (Branded SMS). It is ensured it is sent on the Cell Phone of students’ father. 

 

Quality Assurance

  1. At Avicenna Medical College the assessment committee works under the supervision of the Academic Council which takes all Academic decisions and measure decisions at the college. The Department of Medical Education works hand in glove with the Academic Council and Assessment Committee. Since the members of the curriculum committee also have the membership of the Academic Council so most of the HODs are having three hated responsibility. This ensures quality assurance. The quality assurance measures taken at Avicenna Medical College include:
    1. Annual Planner and Schedule of Examination: Formulation of the Annual Planner and the schedule of Tests and Examinations. The yearly planner is distributed to all concern and through a process of discussion and with the input of all factors from stakeholders; the schedule for the tests and examinations is finalized. It is ensured that no change in the schedule is made unless absolutely necessary and for reasons beyond control. The annual planner and the schedule for tests and examination for each class; is attached as Annexure-K. The planner and schedule of tests are distributed to all students and are also available at the book shop and the website (https://www.avicennamch.com)
    2. Written Assignments: The academic responsibility of assignments given to students is that of the HOD of the respective departments. The HODs ensure that the deadline to the students is followed and in case of any default the information is sent to the Chairman of Avicenna Medical College for necessary action; who controls the conduct and discipline of the college. The parameters of the assignments are carefully formulated and form the basis for adequate mastery of syllabus of meeting the academic objective.
    3. The Internal & External Examiner: The University of Heath Sciences has a system of internal and external examiners. Whereas all theory and lectures are held at Avicenna Medical College examination halls under the supervision of the university invigilation staff, the practical examination are held at the premises of each college and the student is examined by a combination of internal and external examiners. The OSPE/OSCE is prepared by the institution’s internal examiner in total secrecy and sealed. The same is opened on the day of OSPE/OSCE or before the conduct of the Long/Short Cases and it is left to the discretion of the external examiner (Nominee of University of Health Sciences) to select the cases or portions on which he would like to exam the students. The involvement of the external examiner is a mean to have the element of fairness in the examinations. It is for this reason that even for the session exams, the constitution of the internal and external examiner is adopted. The external examiner is totally independent and conducts the examination strictly according to the UHS guidelines. Details of the conduct of examination by practical examination is given in the succeeding paragraph. The copy of notification that contains the nomination of internal and external examiners and correspondence with UHS is attached as Annexure-L.
    4. Conduct of Written Exam:  Avicenna Medical College has a policy of holding frequent tests and examinations and for this purpose the college has a number of examination halls each with a student capacity of 150. The tests and examinations are held in an examination like condition which is already covered in Standard 8 and Standard 6. The following are the ingredients:
      1. Test/examinations start on time and late comers are penalized.
      2. Departmental invigilation is effective
      3. Department of Medical Education provides the helping hand
      4. Students are not allowed to look around, whisper or talk.
      5. Mobile phones or any other electronic gadgetry is not allowed in the examination hall.
      6. In order to ensure that the student has all the time to attend the paper and revise it. The students are not allowed to end their paper till the last moment.
  2. Conduct of Oral Examination: Oral examinations are normally in the form of a Viva. The extent of syllabus which is specified by the department and students are expected to be prepared for the oral examination. The oral examination is held in an exam-like condition and students who have appeared in the oral viva are not allowed to mix with those who are waiting to be examined. The oral examination is taken on the pattern of the UHS design where two members of the Faculty act as an internal and external examiner and abide by the same rules as are prevalent on the UHS examination rules.
  3. Exam Results: Exam results are submitted to the DME as per schedule given in the Para 63 and the faculty is motivated not to delay the exam results. The results are then put up to the Principal for perusal.
  4. Evening Supervised Study Classes: The Principal in consultation with the class representatives formulate the list of students who are not performing according to requirement. These students are advised to attend the evening self-study classes to enable them to study under supervised conditions. The evening classes are supervised by member of the Faculty and could involve self-study, lectures, peer learning or special attention group learning so that every student gets the requisite attention and opportunity to improve his studies.
    • Inclusion or deletion of students in the evening self-study classes, the classes for the weak (Pink List) and the classes for the very weak (Red List) is decided upon by the Principal consequent to the perusal of results. The lists of the evening classes as Annexure-M, Pink lists as Annexure-N and Red lists as Annexure-O.

 

Tabulation and Record of Results

The results are compiled by the Department and submitted to the Department of Medical Education. After perusal of the Principal the results are declared and displayed on notice board. All results are communicate to the parents SMS or in the form of report as per the procedure mentioned in Para 65. 

 

Accountability of Results

As mentioned in Para 49 above, the students attend a class on key discussion where the key to the MCQs and SEQs are shown to the students. This enables the students to make an assessment for themselves as on the performance in the particular test/exam.

 

Soon after the result is declared, the student has the right to seek to re-address and the right to appeal on the result if he/she is not satisfied with the number of marks or if he/she feels that the performance was better and did not warrant the result declared. In such an event the student fills up a form for the review of result and the form is submitted directly to the Principal or the Chairman who send the form through the fastest channels to the Head of the Department for compliance.

 

The student is shown his/her paper, both MCQs and SEQs and briefed on the mistakes made. However if there has been an error in the marking, the same is corrected and the result amended. The satisfaction of the student towards fairness and the feeling that he or she would not be wronged is ensured at Avicenna Medical College.

 

All students have a right to appeal for review for result and can apply for rechecking and remarking of the paper. Review applications are attached as Annexure-P.

 

External Evaluation in Assessment

Whereas the Formative Assessment does not have any external evaluation component, the Summative Assessment has the external examiners being involved in the assessment of the students for the practical examinations. Avicenna Medical College believes in fairness therefore this scheme of external examination and external evaluation is followed in the internal session exams at the college as given in Para 66(e) above, two member of the faculty conduct all the vivas, one acting as an internal examiner and other as the external. In conducting the examination, the rules for the conduct for the external examination of UHS are followed in the letter and spirit.

 

Standard 8 – Student

(Conforms to Standards 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, 8.10, 8.11, 8.12, 8.13, 8.1s & 8.2s)

General:

The importance of a student in the framework of a medical college cannot be over emphasized. It is taken as a precious commodity and the entire college functioning in terms of the conduct of medical education and its effectiveness revolve around the student. For this purpose the college is guided by clauses 30 to 33 of PM&DC Regulation of 2012 besides a number of circulars and notifications issued by UHS from time to time.

 

The ingredients of the policy regarding the students cover from the time the student has applied for admission or is referred for admission by the UHS, his/her stay at Avicenna Medical College and till the time that the student graduates and rendered as a contribution in the community of doctors in various healthcare establishments. Thus the salient features of the policy regarding student covers:

  1. Admission in Conformity with rules and regulations in vogue.
  2. Application of students support program as envisioned by the PM&DC.
  3. Counseling of the students to include, psychological, academic and career needs during their stay at the college.
  4. Transparency in sharing students’ performance and results yet maintaining confidentiality.
  5. Confidentiality of the students’ health and medical records.
  6. Students’ representation and participation in various committees to include education committees. The establishment system of the class representatives and channels of communications with the students.
  7. Student feedback on attainment of knowledge base and an efficient system of discrepancy reporting, review and correction.
  8. An efficient policy of funding and facilitating curricular opportunities for students.
  9. Incorporation of students in committees in formulation of educational programs.
  10. Provision of healthcare facilities to all students and sharing of information with the parent/guardian.
  11. A transparent system of tests and examinations and constant sharing process with the student and the guardian of the students’ performance.
  12. Conduct expected of a student as an undergraduate.
  13. Policy on the restrictions placed by the PM&DC in the first two years of Medical Education and transfer policy as defined in the PM&DC Regulations.
  14. Element of student welfare and the creation of suitable infrastructure for disabled.
  15. Abdul Waheed Trust policies of scholarships and finically assisted education to the extent desired by the PM&DC.

 

Admissions in Conformity with Rules & Regulations (Standard 8.1)

Admissions & Studentship

Admissions shall be on open merit and as per PM&DC’s regulations on the subject. All prescribed quotas shall be adjusted strictly within the seats allocated by PM&DC for annual admission and shall meet PM&DC’s admission standards. Screening for infectious communicable diseases shall be done before admission and persons having such diseases will be put on immediate treatment. In the admissions process and throughout study in the institution, there shall be no discrimination on the basis of gender, regional orientation, age, race, creed or national origin. Migration and student exchange policy shall be as laid down in the Pakistan Registration of Medical and Dental Practitioner Regulations, 2008. All students shall display their PM&DC’s student registration cards while in the institution. (Authority – The Gazette of Pakistan 26th January 2012 – Clause 30)

 

Admissions are held from 01 November each year according to schedules published by the University of Health Sciences. Candidates interested in applying for admissions in medical studies at Avicenna Medical College must apply via the University of Health Sciences (UHS), Lahore. As per the Central Induction Policy (CIP), all admissions are conducted by the UHS and therefore, Avicenna Medical College will NOT be taking any application from candidates. Candidates may give their reference for Avicenna Medical College on the UHS Application Form.

 

The following additional information will be helpful:

  1. Candidates are required to submit applications of prescribed Application Form only which can be downloaded from the UHS website: www.uhs.edu.pk
  2. The instructions on the form are to be read carefully by the students before filling the Application Form. In case a student has any doubt, a student can consult a knowledgeable elder. Candidates are advised to go through the Pakistan Medical & Dental Council (PM&DC) admissions, House Job and Internship Regulations 2018 before applying for the admission into private sector Medical / Dental Colleges.
  3. Application form is not to be altered, torn or part any page from the application, even if it is not relevant to the student.
  4. The form must be filled-in by the candidate in his/her own handwriting in BLOCK letters using Blue ink only.
  5. All fields are to be filled-in. Where information sought is not relevant to the student he/she can write N/A.
  6. Cutting /erasing / overwriting is not allowed. Application Forms with cutting/erasing/ overwriting are liable to be rejected by the UHS.
  7. The candidates are required to declare their choices for the particular Private Sector Medical / Dental Colleges affiliated with the UHS, in order of preference, in a space provided for that purpose on the Application Form. Candidates are strongly advised to think carefully before declaring their preferences. Preference once given shall be final and cannot be changed once the form has been submitted. They must write down full names of the college, as per their choice. Abbreviations are not to be used. Students will be considered for those colleges for which they will show their preferences.
  8. The applicant will never be considered for a college which he/she has not written down in the list of choices. The University shall not assign a college by itself if the alternate choices are not indicated.
  9. The applicant is required to opt for medical colleges offering MBBS and dental colleges offering BDS on the same form. He/she cannot submit separate forms for MBBS and BDS.
  10. There are 30 fields in the application form for the applicant to enter his/her choices for the colleges. He/she can therefore, can enter choices as specified by the UHS. However, the applicants are advised not to opt for those colleges where they do not wish to get admission.
  11. Candidates are required to submit single application form for both MBBS and BDS. A candidate cannot submit more than one application form.
  12. Incomplete or unsigned application forms will be rejected by the UHS.
  13. Candidates shall submit their application forms by hand at the University of Health Sciences. Application form received by post shall not be entertained.
  14. The candidates shall submit duly filled application form, according to the notified schedule, at the University of Health Sciences, Lahore.
  15. Three attested copies of matriculation (SSC) result card/certificate. Candidate having foreign qualifications shall provide the attested copies of equivalence certificate issued by IBCC along with the transcripts issued by the examination body.
  16. Three attested copies of HSSC / FSc Premedical result card / certificate/ candidate having foreign qualification shall provide the attested copies of equivalence certificate issued by IBCC along with the transcripts issued by the examination body
  17. Three copies (not to be attested) of provincial/regional admission test result card. The candidates applying for foreign/overseas seats can also provide the attested copies of SAT II / MCAT scores in lieu of provincial / regional admission test scores.
  18. Three attested copies of the domicile of the candidate. Candidates applying for foreign/overseas seats shall provide the attested copies of their valid Foreign and/or Pakistani passport respectively. Dual nationality holders can also provide the copies of NIC/NICOP/POC in lieu of their Pakistani passport.
  19. Four recent color photographs of the candidate (4.5cm high x 3.5cm wide)/ one to be attested on the front the other three on the back.
  20. The candidates whose date of birth is not mentioned on their matriculation or equivalent certificate, shall have to provide their Birth Certificate issued by a relevant authority.
  21. The documents attached with the application form must be attested by a government officer in BS-17 or above.
  22. A photocopy of the filled application form should be kept for future reference.
  23. Applications must ensure that:
    1. The photocopies of attached certificates and documents are taken on A4 size paper only.
    2. The print is clear and legible only.
    3. Both sides are photocopied and attested if the original document is printed on both sides.

 

Processing at UHS:

All applications are processed at the University of Health Sciences and an order of merit made. The University then takes the student preferences and makes list for various colleges. And permits then to contact the students and offer them admissions according to the list sent to them. This process is repeated a number of times as there are a fair percentage of candidates who cannot afford to get admission or who would like to improve their aggregate to secure an admission in a Public Medical College.

 

College Admission Committee:

The process of contacting each student according to the list sent by UHS to a college and sifting from sitting those who are interested from those who are not is done by the College Admission Committee which comprises of the Vice Principal and two Professors from the Faculty.

Once a particular list has been exhausted, the college reports back to the UHS of those who have been admitted. The UHS then replenishes the list for those who may have been upgraded to any other college and those who have declined to take admission for any reason.

 

Admission:

On admission, all candidates are required to pay fees. Avicenna Medical College abides by the PM&DC and UHS regulations in entirety. The following fees are charged:

 

Tuition fee                                                                  Presently Rs. 9,50,000

Admission fee                                                             Presently Rs. 50,000

 

Transport fee & other miscellaneous fees (7 no.s)    Presently Rs. 60,000

 

PM&DC Registration                                                 Presently Rs. 15,000

University registration                                               Presently Rs. 15,000

University dues                                                          Presently Rs. 52,250 (5.5% of tuition fee)

Withholding tax                                                         Presently Rs. 47,500 (5% of tuition fee)

Verification fees                                                         Rs. 3,000

 

Fees can be paid through bank draft, pay order or may be deposited online. A student is considered to have been admitted only after the fees have been received.

 

The level of fees at the time of admission remain unaltered throughout the students’ stay at the college.

 

Detained Students:

Students who for any reason get detained are expected to pay the fees again. However those students who may have been detained for failure and have passed in any of the subjects only pay the percentage of fees for the subject for which he/she has failed. E.g. if a students has failed in all the subjects, he/she will pay full fees and charges again. If a student has passed one out of three subjects he/she will pay 66% of the tuition fee. Where four subjects are involved 25% tuition fee is allocated for each subject failed. All other charges are received in full.

 

Subsequent Fees:

As per the on-going schedule most examinations are held in the month of September/October of each year with the senior classes (4th & 5th year) spilling in to November/December. The college expects all fees to be cleared before the send-up exams and a plausible time frame is 31st July each year.

 

Examination Fees & Others:

Students are expected to pay other fees to UHS and which may include amongst other the following:

  1. Examination Fee: As per rates specified by the UHS (Presently Rs5,750)
  2. Verification Fee: Rs 3000. This is charged by UHS for verification of all certificates are submitted for fresh admission.
  3. Processing Charges: Up to Rs. 2000 if and when demanded by the UHS.
  4. Registration Fees: For the fresh admissions only. UHS would specify each year. Currently its Rs. 15,000.
  5. Photograph Fee: The college has its dedicated photographer. A number of photographs are used every year on various forms for UHS, PMDC and Exam Forms. An expense of Rs.3,000 is expected every year. This would include charges for Student’s College ID Card.

 

Clearances:

The college expects all students to get clearances at the following occasions on the clearance forms especially designed for this purpose.

  1. Every year before being offered for the annual exam
  2. At the time of leaving the college permanently for any reason.
  3. Whenever desired by the college administration

 

Refund:

Refund policy is followed strictly as per PM&DC Regulations which specify the following:

  1. Fresh admissions:
    1. Students who withdraw before commencement or leave within 3 weeks of commencement of classes Full refund except Admission Fee
    2. Students leaving within one month of joining or commencement of classes 50% refund of tuition fee
    3. Students leaving after two months of commencement of classes. No Refund tuition fee for one year only & if Regulation on Migration of PM&DC and the UHS.
    4. Migration/Expulsion etc. no refund of any fees.
    5. Detainees will get a 25% waiver of tuition fee for one year only and if further detained a full yearly fee.

Escalations:

Fee escalations are only possible when sanctioned by the PM&DC. However, the college reserves the right to change other fees to include transport, utilities, breakages and hostel fees etc. without notice in view of rules and regulations.

 

Student Support Program – Application as Envisioned by PM&DC Standard 8.2

PM&DC Regulation demands that up to the extent of 5% students with a total of 25% reduction in their fees be utilized for scholarships for the patients. Avicenna Medical College follows this in letter and spirit. Abdul Waheed Trust; the parent organization that runs Avicenna Medical College and other institutions at the campus, has a standing policy for the free education of the following:

  1. 3 students in every class who are wards of the Shaheeds (Their parent given life for the defense of our beloved country) to be educated free of charge. The nominations are received directly from Welfare and Habilitation Directorate GHQ (W&R Dte GHQ) in every class.
  2. 2 students in every class to be educated free of charge, from amongst the mustahqeen.

By educating 5 students per class free of charge it amounts to giving 20% students up to 25% discount to satisfy the Regulation of the PM&DC.

           

  1. Endowment Fund

Avicenna Medical College also maintains an Endowment Fund where over 10million has been deposited and is being maintained for the benefit of the students. This Endowment Fund is being topped-up on regular basis. This fund is being used for the welfare of the students and the Principal of the college is empowered to take all decisions in this behalf as it has been placed on the disposal of the Principal.

  1. Loans

Minor loans for day to day expenses are given to students who are expected to return the loan within the ongoing session. A maximum of Rs. 3000 can be obtained by any student in a given month.

  1. Discounts

The students have been given a discount of 2% if the fees are paid in time. 

  1. Concessions

Where ever the students are having problems in the payment of dues, the college gives concession in terms of payment period. No penalties are levied on such cases.

 

Student Counseling – Standard 8.3

Academic & Career Counseling

The system of academic advice to students shall integrate with the efforts of Faculty member, course directors, and student affairs officers and the institution’s counseling and tutorial services. There shall be a system in place to assist students in career choice and entry to post-graduate programs. (Authority – The Gazette of Pakistan 26th January 2012 – Clause 31)

 

Background and Purpose of Student Counseling Center

The mission of Avicenna Medical & Dental College Counseling Services is to provide a professional and confidential setting for the psychological, emotional, and developmental support of students as they pursue academic goals and explore personal growth, and act as a resource for faculty and staff to assist with their interactions with students. When this mission is fulfilled, the quality of students’ experience at Avicenna medical & dental college is enhanced, and they are more likely to achieve academic and personal success.

 

Goals derived from Counseling Services’ mission statement:

  1. Promote the psychological and emotional wellbeing of students.
  2. Enhance students’ academic and personal functioning.

 

Scope of Student’s Counseling Centre:

Avicenna Medical & Dental College Counseling Services provides short-term/brief supportive individual counseling free of charge for currently enrolled undergraduate students of the college and students in the Graduate Programs in Education. Group counseling may also be provided according to students’ needs. These services are provided by licensed mental health professionals and supervised graduate student interns. Services are designed to assist students with a number of concerns and to enhance their ability to be more effective and successful in their academic and personal lives. Due to limited resources, a model of brief, goals-oriented counseling is used by Counseling Services. If a student’s needs extensive evaluation then he will be referred to psychiatry department or in emergency room, depending on need, Referrals will be made with students’ needs in mind, after the approval of counselor, who will follow up with students to assure that a good referral was made.

 

Role and Responsibilities of Student’s Counseling Centre:

  1. Counseling Services provides the following:
  2. Crisis intervention.
  3. Short-term counseling for such matters as: anxiety, depression, loneliness, identity, stress management, time management, disordered eating concerns, alcohol/drug use/abuse, relationship concerns, grief and loss, family stress, sexual orientation, homesickness, college-related transition, developmental issues, and personal growth and development.
  4. Assistance for students who have been diagnosed with one or more long-term psychiatric conditions for referrals to on-campus resources, work on time-limited focused goals, and crisis.
  5. Skills development for academic success, such as coping skills, self-esteem work, stress management, time management, motivational skills, and reduction of performance-related anxiety (such as test anxiety).
  6. Support and brief counseling for students recovering from sexual violence and/or interpersonal violence.
  7. Assessments and referrals to other campus resources i.e. referral to Psychiatry department.
  8. Mental health consultation, education, and outreach programs for students, faculty, and staff.

 

Organization of Student’s Counseling Centre

  1. Director Counseling center
  2. Dean of Basic Sciences
  3. Dean of Clinical Sciences
  4. Counselors

 

Standard Operating Procedures:

Policy on Ethical Standards and Confidentiality

  1. Counseling Services’ professional staff adhere to the ethical standards of their respective professions: National Association of Social Workers (NASW) and the American Counseling Association (ACA). 
  2. Of critical importance to Counseling Services’ mission is maintaining ethical standards relating to the confidentiality of our counseling services. The standard from NASW’s (1999) Code of Ethics relating to “Privacy and Confidentiality” (Ethical Standards 1.07) serves as a general standard for all Counseling Services’ professional staff and interns.

 

Policy on Counseling Services’ Hours of Operation

  1. Generally, Counseling Services is open Monday through Friday from 9:00 AM to 2:00 PM from the arrival of students in new academic session until the end of academic session. Appointments are recommended for all counseling sessions to be sure a counselor is available.
  2. Counseling appointments are made in one-hour increments. The actual length of time for a counseling appointment is 45 minutes.

 

Policy on Eligibility for Services

  1. Currently enrolled Avicenna medical & dental college undergraduate students are eligible to receive services at counseling center.
  2. Although the families and partners of Avicenna medical & dental college undergraduate students may attend occasional consultations together with student who is in counseling at Counseling Services, no ongoing counseling services are available to non-college students.
  3. Counseling Services does not offer court-mandated or forensically oriented services to Avicenna medical & dental college students.
  4. Should a college student require counseling or psychological services beyond those offered by Counseling Services, counselors will work with the student to identify community resources to meet their needs. Examples of services beyond those offered at the center include long-term counseling requiring multiple sessions each week or long-term weekly counseling; counseling for students with active eating disorders that require intensive medical, psychiatric, and/or nutritional services; drug and alcohol assessment and treatment; and other similarly complex services as determined by the director of Counseling Services.

 

Communication between Counseling Services’ staff and the Avicenna Medical & Dental College Deans about Students Participating in Evaluation Sessions

  1. Counseling Services’ staff only provides information relating to student’s sessions to the Avicenna Medical & Dental college deans when students provide their written consent. The only exception occurs when a student presents a clear and imminent danger to self or others—then Counseling Services’ staff actively work with the deans to address the potential danger. Students who decline to provide Counseling Services’ staff with permission to provide the college deans with information relating to their participation in mandated evaluation sessions may face potential consequences from the deans.
  2. When students give written consent to Counseling Services’ staff to relay to the Avicenna Medical & Dental College dean’s information about their mandated sessions, the only information the deans insist on receiving relates to (1) students’ actual attendance for the assessment session(s) and (2) information that has a bearing on students’ danger to themselves or others.
  3. Any communication between Counseling Services’ staff and the Avicenna Medical & Dental college deans about students’ mandated evaluation sessions will also involve the student in question. Thus, for example, the communication may take place during a face-to-face meeting with a dean that also includes the student or may take the form of a telephone call made in the student’s presence by means of a “speaker telephone,” or may take the form of a memorandum reviewed in advance by the student and/or copied to the student.

 

Policy on Services to Imminently Dangerous Students

  1. In managing cases where imminent danger to a student or someone else is at issue, Counseling Services’ staff will act to minimize the danger in consultation with their professional colleagues. Should center colleagues be unavailable, staff will seek professional consultation with other colleagues.
  2. In keeping with professional ethics codes and legal requirements, maintaining the safety of students and others takes precedence over maintaining the confidentiality of clients. Even so, in the event of a necessary disclosure of confidential information, only information vital to contributing to safety will be disclosed, and then only to persons in a position to make appropriate use of the information.
  3. In most circumstances, families of significantly suicidal or dangerous students will be notified of the situation so that they can provide support and help in making decisions about the student. The rationale for notifying or not notifying the deans and families in these circumstances will be carefully documented in students’ files.
  4. Careful and prompt documentation will be made of consultations secured and steps taken to minimize danger.

 

Policy on Documentation of Services and Clinical Files

  1. All counseling services provided to undergraduate students will be documented in student counseling files. “Hard” paper copies of such documentation will be placed in the student files as soon as such documentation is available. There are no electronic files kept by Counseling Services.
  2. All “hard copy” documentation of services and other confidential information will be kept in filing cabinets in a locked room in Counseling Services. No student files will be removed from the premises, unless required by a court order or some other extraordinary circumstance.
  3. Students will complete the New Client Information Sheet at the time of their first session each academic year.
  4. Students will read the Consent for Services form and if in agreement, will sign and date the form at the time of their first session.
  5. Progress notes will be completed within 24 hours of services. Progress notes will include subjective and objective observations, assessment of need, and a plan for future services.
  6. Missed, canceled, or rescheduled appointments require a brief note by the counselor indicating what occurred. If a counselor sends a student a letter or e-mail relating to the appointment, a copy of the correspondence may substitute for the note documenting the missed, canceled, or rescheduled appointment.
  7. Documentation of emergency or other services provided after regular working hours (including any services or consultations accessed by means of the emergency cell phone) will be completed as soon as practically possible, using the “Progress Note” form. The original form will be kept in the student’s counseling file (if applicable).
  8. Documentation of any student’s permission to release confidential information will be made using Counseling Services’ release form. The original will be kept in the student’s counseling file.
  9. Copies of any correspondence (including e-mail messages) with or about clients will be included in student counseling files.
  10. All documentation of services completed by counselors will include a signature block with the documenting counselor’s name, degree, and professional licensure (if any).
  11. Clinical files will be organized in chronological order such that the most current documents will appear “on top.”

 

Procedures for Evaluation of Services

  1. Students attending counseling sessions at Counseling Services will be invited paper-and-pencil Student Satisfaction Survey
  2. The paper-and-pencil survey will be available in Counseling Services’ waiting room.

 

Procedures for Referrals to Health Services for Psychotropic Meds

  1. All referrals from Counseling Services to Health Services for psychotropic medications will be facilitated using the “Medication Referral Form” (see sample in the “Forms” section of this manual). A copy of these completed forms will be kept in students’ counseling files and may serve as an ongoing means of communication between counselors and Health Services providers.
  2. As a rule, evaluations for psychotropic medications will be scheduled with Health Services’ consulting physician. The physician’s appointments typically are 10 minutes in length and are not appropriate for a thorough psychiatric evaluation. The most common counseling referrals to the Health Services’ physician are for medications for depression and/or anxiety.
  3. If a student requires a more thorough evaluation for psychotropic medication, the student will be referred to either a psychiatry practice in the community She may recommend further testing to be completed off-campus for the student. The psychiatric practitioner on campus can be seen at no cost. The student will be responsible for their prescribed medication.
  4. Urgent or emergency evaluations for psychotropic medications that cannot be accommodated using the procedures just described will be referred to the local hospital emergency room.

 

  1. Privacy & Confidentiality of Health Records – Standard 8.4.1:

Avicenna Medical College is guided by the desire of PM&DC and UHS for the maintenance of the privacy and confidentiality of the affairs of the students. For this purpose the college is guided by NASW Code of Ethics. The same are attached as Annexure B to this document. Related forms and handouts are attached as Annexure B. All students are expected to study these in detail.

 

Financial Counseling and Resources

An institution has to provide students with effective financial aid and debt management counseling. The institution shall have mechanisms in place to minimize the impact of direct educational expenses on student indebtedness. Institution shall follow PM&DC’s policy for the refund of tuition fees, and other allowable payments if such an eventuality arises. In case of any dispute regarding refund of fee, the case shall be final and binding on both parties. To a minimum of 5% students in a private college, the institution shall provide scholarship or reduction in fee or free education to selected deserving student with good academic record as determined by scholarship Awarding Committee of the PM&DC which shall co-opt a member from the concerned institution while deciding its cases. (Authority – The Gazette of Pakistan 26th January 2012 – Clause 32)

 

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)

 

Co-Curricular Activities:

The institution shall promote the extra-curricular and recreational activities of the students and shall provide and arrange indoor and outdoor sports facilities. (Authority – The Gazette of Pakistan 26th January 2012 – Clause 40)

 

The co-curricular activities at the college campus caters for the following

  1. Masjid affairs
  2. Canteen affairs
  3. Dignitary reception affairs
  4. Events management
  5. College sponsored excursions
  6. Hostel affairs
  7. Debating club
  8. Literary club
  9. Sports
    1. Athletics Club
    2. Badminton Club
    3. Cricket Club
    4. Football Club
    5. Table Tennis Club
  10. Student conduct affairs
  11. Arts and publication
  12. Girls gymnasium
  13. Boys gymnasium

 

Avicenna Medical College conducts supervised excursions and trips for the grooming of the students these include:

  1. Evening trips to include dinners for every class in every session
  2. 1 day excursions in Lahore or within 100kms of Lahore
  3. 5-6 day trip for up to 150 – 200 students to the Northern Areas of Pakistan

 

All trips are supervised by the Class Representatives and are accompanied by the Chairman and the Principal of Avicenna Medical College. Except for the 5-6 day trip, all activities are sponsored and paid for by the college.

 

Student Committees – Standard 8.5:

Each student committee incorporates a number of students who volunteer to run the affairs of the particular co-curricular activity. The committee memberships are updated every year and include representatives from all classes. The following is the list of committees and details are attached as Annexure-C

 

  1. Canteen Committee
  2. Debating Club
  3. Event Management Committee
  4. Excursion Committee
  5. Hostel Committee
  6. Literary Club Committee
  7. Masjid Committee
  8. Publication & Arts Committee
  9. Reception Committee
  10. Sports Committee    
  11. Student Conduct Committee
    1. Athletics Club
    2. Badminton Club
    3. Cricket Club
    4. Football Club
    5. Table Tennis Club
  12. Student Conduct Committee

 

Funding & Technical Support:

Avicenna Medical College bears all the expense of all co-curricular activities, the following amongst others are the areas normally covered by the college:

  1. Provision of transport for all activities
  2. Provision of funds
  3. Provision of technical support in terms of coach/expert
  4. Provision of equipment and maintenance
  5. Transparency in programming and upkeep

 

Student Health Programs

From amongst the proceeds of transport and miscellaneous fees, the college affords free medical treatment both in the outdoor as well as well in the indoor to include all operative procedures. Full cover of medicine is provided to all students. Day scholars and hostelites are treated alike and they enjoy full medical cover. The following are the guidelines for those who are unwell:

  1. The margin of 25% of absence in theoretical, lectures, practical classes and demonstrations and in hospital practice is intended to cover absence only on account of sickness, special emergency or participation in research electives considered justifiable by the head of the institution. A written application should be sent to the head of the institution by the student or his/her parent of guardian on the morning of the days of absence, reporting his/her illness or cause of absence. Medical certificate from a professor status clinician should be attached. The students shall also be required to report sick at the Avicenna Hospital.
  2. Any student, day scholar or hostelite can report sick at any time with the permission of any HOD, COO or the Chairman’s Office. On reporting sick the students will:
    1. If admitted in the hospital, remains admitted till recovery.
    2. If given OPD treatment, get the prescription slip signed from the COO or the Office of the Chairman and get medicine issued. The students shall have to re-seek permission to report sick for the second consultation.
    3. Medicines/stores both for indoor cases and OPD will be provided by the collge. No cosmetics, sprays or inhalers shall be prescribed / issued.
    4. No student shall be sent home or hostel for rest. The college follows a very clear policy – i.e. the student remains admitted in the hospital for the rest period.
    5. Referral for the consultant is made on a specified form available in the admin office.
    6. Day scholars getting rest / prescription from a consultant other that from Avicenna Hospital will have to get the same approved from the clinical faculty at Avicenna Hospital.

 

Confidentiality of Student Record

  1. It is the responsibility of the institution concerned to keep the student records confidential and available only to members of the faculty and administration on a need to know basis. Laws concerning confidentiality of record need to be kept in view. Students are to be allowed to review and challenge their records if there is a valid reason for it (Authority – The Gazette of Pakistan 26th January 2012 – Clause 37)

 

Confidentiality of Student Health Record

            All students are put through a baseline medical examination involving the following:

  1. Medical Examination
  2. Diagnostics to include
    1. Hepatitis B
    2. Hepatitis C
    3. Liver Function Test
    4. Renal Function Test
    5. Complete Blood Count
    6. Urine Routine Examination
    7. ECG
    8. X-Rays

Student record is kept totally confidential and it is not shared at any level. During the stay of the student at Avicenna Medical College, periodic tests are conducted to update the students’ record. Parents/guardians are kept informed about the students’ health.

           

Discipline – Standard 8.8, 8.10:

UHS Statues and Regulations on Enforcement of Discipline:

The University of Health Sciences has promulgated a regulation for the enforcement of disciplines vide their regulation UHS/Reg-16/1052 of 6th April 2016. The following offences have been identified.

  1. Attempt to disrupt teaching exam or administration.
  2. Cheating
  3. Damaging and defacing property
  4. Ragging
  5. Defecting of library books
  6. Unauthorized entry / occupation of hostel
  7. Immorality and harassment
  8. Any act prejudice to the good order and college discipline
  9. Being disrespectful to a member of the faculty

Punishments could include:

  1. Written warning
  2. Summoning of parents to the college
  3. Fines as determined by the discipline committee
  4. Turning students out of class
  5. Suspension for 4 weeks
  6. Monitoring of conduct – if no improvement then expulsion or rustication
  7. Withdrawal/expulsion/rustication for 2 years through the disciplinary committee

 

Offenses & Punishments:

  1. Avicenna Medical College has a conservative setup and atmosphere where the regime is preventive/corrective and not punitive. Cheating, stealing and telling lies are taken to be most serious of the crimes and could be severely punished. For this purpose, the College has its Honour Council which is composed of 7 student judges and is headed by the chief student judge. Offences committed would be referred to the Honour Council and any punishment awarded would be acknowledged by the administration and action is taken.
  2. Additionally, for all such offenses that occur in the institution, attached hospitals and hostels premises, head of the institution may at his discretion refer the case to the disciplinary committee of the institution, which shall be appointed by the Academic Council from time to time. This Disciplinary Committee shall have the power to interview any student or students or any member of the staff or any member of public and is empowered to send its recommendations to the head of the institution who may or may not seek the ratification of these recommendations by the Academic Council.
  3. After considering the recommendations of the disciplinary committee, disciplinary action by the head of the institution against the students committing an offence might take one or more of the following forms depending upon severity of the offence.
    1. The student may be asked to tender an apology, verbal or written. This shall be placed on the student’s record.
    2. A student may be placed on probation for a period up to three months. If during the period of probation, he/she fails to improve his/her conduct, he/she may be expelled from the institution.
    3. A student may be fined up to Rs. 50,000
    4. Scholarship may be suspended or stopped (this action shall surpass all agreements).
    5. A student may be suspended from the institution roll for a period determined by the Head of the Institution.
    6. The student may be expelled from the institution for a period determined by the head of the institution on the recommendation of the disciplinary committee.
    7. The student may be forcibly migrated to another medical/dental institution of the province.

 

Punishments:

The following punishments may be awarded:

  1. Coming late to class: Rs. 500
  2. Absence without leave: Rs. 1000
  3. Two days absence without leave: Rs. 2000
  4. Consecutive 3 days absence: Rs.3000 and temporary suspension
  5. Bunking a period: Rs. 1000
  6. Bunking a day: Rs. 2000
  7. Minor case of indiscipline Rs. 5000
  8. Moderate case of indiscipline: Rs. 10000
  9. Major case of indiscipline: Rs. 50000
  10. Very major case of indiscipline: suspension / expulsion from the college.

Note: above penalties are in addition to the negative marking the student shall be subjected to in case of the following:

  1. Missing a grand test/pre-test/revision test
  2. Not depositing the assignment on time
  3. Bunking /missing morning/evening ward class

 

Minor Punishments:

The following minor punishments could be awarded.

  1. Extra coaching class – 1 to 2 hours.
  2. Inclusion of name in white/pink list.
  3. Bar on visiting city.

 

Regulations Relating to Expulsion:

Expulsion whenever imposed on a student shall mean the loss of a specific duration of studies as determined by the head of the institution and will mean his/her being debarred from the University Examination during the period of his/her expulsion. Examination period shall be taken as absence. Expulsion involves:

  1. A student expelled form an institution shall not be readmitted.
  2. Cases of expulsion shall be reported to the University by the head of the institution concerned for registration and notification.

 

Student Code of Conduct – Standard 8.11:

Behavior and Discipline (1) The institution shall ensure that the learning environment promotes the development of explicit and appropriate professional attributes (attitudes, behaviors, and identity) in the students.

(2) The institution shall lay down and publicize to all faculty and students its standards and procedures for the evaluation, advancement, and gradation of its students and for disciplinary action. There has to be a fair and formal process for taking any action that adversely affects the status of a student.

(3) No political activity, in any form is to be undertaken by a student or a faculty member. PM&DC shall take serious action against perpetrators including debarring him from medical and dental education anywhere in Pakistan. (Authority – The Gazette of Pakistan 26th January 2012 – Clause 39)

 

Conduct of Classes: the conduct of students in the class has to be of a very high standard. The college lays a lot of emphasis on classroom conduct where the following is expected from the student.

  1. Extend a high level of courtesy to all faculty members
  2. Do not leave the class without permission from teacher or during the period.
  3. After assembly, the roll call sheet will be circulated and verbal call will be made. Be nice and courteous in one’s response. Mark your biometric attendance on the revolving biometric machines and do no delay the process.
  4. Sign against your name. make sure you do not make any signs anywhere since that will amount to breach of discipline.
  5. Attendance sheet is an accountable document which is archived as a record. Tempering of sheet, proxy, making signs, writing messages is strictly prohibited and is punishable.
  6. Do not remain in the lecture hall after the period has finished.
  7. Do not take any eatable, water, drinks, gums etc. to the class. This is punishable with a fine of Rs. 500 per occurrence.
  8. Throwing paper, refuge/garbage, wrappers is an offence. The student would usually be asked to remove such a trash in person and be fined.
  9. Student will not leave their bags, books or belongings in the class. There is no concept of fixed seats. Students shall keep their stuff in their respective lockers. The administration shall not be responsible for any thefts etc. taking place from unattended bags.
  10. All students will start occupying the seats from the front, and vacant seats, if any shall be left in the rear.
  11. Mobile phone jammers shall be switched on before the lecture and switched off after the lecture.
  12. Students shall not visit the washroom during lecture timings. Students are expected to adopt acceptable social habits.
  13. Doors of the lecture theatre will remain locked when not in use. Lecture theatre attendant is responsible for locking of all doors when all students have moved out.

 

Conduct in Hospital:

Students attending the hospital are expected to abide by certain established norms of discipline. While at the Hospital, all students come under the respective HOD on the clinical side, who shall be responsible for the maintenance of discipline and good behavior. The HODs are empowered to use all means available at their disposal for the same and could;

  1. Debar the student from attending one or all departments of the hospital for a period of 7 days. For these days the student shall carry out Extra Coaching Class for the period plus two hours extra for a period of 6 days.
  2. Impose fine of up to Rs. 5000
  3. Refer the matter to Discipline Committee
  4. Refer the case to the college administration for psychological evaluation/psychiatric evaluation of the student.
  5. Award extra coaching class for a period of 7 days for 1 to 2 hours depending on the severity of offence.
  6. The students shall be properly dressed with white overalls(coats). They shall carry necessary diagnostic sets as may be required by the relevant department.
  7. High moral character us expected 24 hours while at the hospital for duty learning. The administration shall not tolerate and breach of discipline in any form or manner.
  8. Students are expected to be courteous with the patients and attendants. Do not get ‘pally’ with the attendants as this would be detrimental to the interest of student.
  9. Students shall not wear any dress which could be termed as attractive.

 

Hostel Discipline:

The following rules govern the hostel discipline:

  1. The warden is responsible for maintenance of proper discipline in the hostel.
  2. No gathering or celebration of boarders shall be allowed in the hostel premises without prior permission from the warden and administration at one day’s notice.
  3. Every part of the hostel premises shall be open for inspection to the hostel and college authorities.
  4. Furniture must not be shifted from one room to another.
  5. All damages shall be repaired at the expense of the boarders responsible for the same.
  6. No religious ceremony likely to injure the feelings of other boarders shall be performed in the hostel.
  7. No boarder shall indulge in any amusement which disturbs other boarders.
  8. Every boarder shall be in his room by 10:00pm (except who are on night duty in hospital. The assistant warden will inspect the hostel at 09:30pm. Any boarder, who wishes to stay out after this time, shall take prior permission from the warden. Latecomers after the roll call will first report the assistant warden of their hostels before going to their rooms. Infringement to this rule will be considered as a serious offence.
  9. Any boarder found guilty of persistent violation of rules shall be expelled from the hostel by the warden. No boarder shall stay out for a night or spend the weekend without prior permission of the warden.
  10. Spitting in public or private room, in verandas or on the stairs is strictly prohibited.
  11. All waste papers and refuse must be placed in the dust bin, baskets etc. likewise, students are not allowed to take wrappers, bottles, eatables and the like inside any class, lab, lecture theaters, library or any other location. Violation of this rule shall entail a fine of Rs. 500 per occurrence.
  12. Defacing walls and fixtures are strictly prohibited.
  13. All cases of sickness must be reported to the assistant warden at once for necessary action, who may intimate the fact to the warden.
  14. Boarders are warned against interfering electric fittings.
  15. The use of liquor and other drugs of addiction in the hostel premises is strictly prohibited.
  16. Any kind of weapons are strictly prohibited; defaulters shall be rusticated.
  17. Any student who is absent from hostel without permission will automatically forfeit his allotment in hostel. Warden will open his room; store the belonging in the store room after making an inventory.
  18. If a student is unable to occupy his allotted seat in the hostel by the notified date, his allotment will be cancelled.
  19. No student is allowed to have any political affiliation; any student involved in such activities is liable to be expelled from the hostel. No political gathering in the form of welcoming parties to new first year classes in hostel is allowed. Like-wise the college rules do not allow ragging or subjecting the first year to torturous behavior.

 

Special Rules for Female Students:

The following are some rules specific for girls:

  • Parents or guardians are required to send a signed list of relatives who may visit their daughter.
  • Students may receive authorized visitors on specified timings on designated days. At other times, visitors may be received only with the written permissions of warden. The visitors will be seated in the reception room and will not be taken to living rooms.
  • All applications for leave must be submitted to the warden, 24 hours before the date of leave. No students shall leave the hostel unless application is sanctioned.
  • All students are required to take meals in the dining rooms. Cooking or eating food inside the room is not allowed. No dishes belonging to the mess will be carried to the room.

 

Academics & Examinations – Standard 8.4.2:

 

Class Examination:

  1. Avicenna Medical College has an elaborate exam and test schedule in-line with its aim of making students meet success thereby protecting the parental funding.
  2. Exams/tests are of the following categories:
    1. Early session exam; conducted after 25% of the curriculum has been covered.
    2. Mid-session exam; conducted after 25% of the curriculum has been covered.
    3. End session exam; conducted after the complete syllabus is covered.
    4. Send-ups; as a prelude to the professional exam.
    5. Grand tests; these are designed to be held on completion of each topic or sub-topic and are aimed at building of concepts and revisions of the topics. These are a logical follow up of a lecture, practical, tutorial class and pre-test.
  3. All exams and grand tests form the basis of internal assessment.
  4. Supplementary to each of the exams could be held depending on the performance of the students as per decisions of Academic Council.
  5. Revision tests are designed to enable exhaustive study and are mandatory.

 

Conduct of Exams/Tests:

  1. Conduct of all exams/tests is strictly as per UHS standards. MCQs, BCQs, SEQs, OSPE and Practicals are held for all subject.
  2. Generally, there are two grand tests every week and held at any time during the week as per the scheduled date. Over a period of time tests have been held on Mondays – Fridays – however there are no fixed days.
  3. Tests are held in Exam Halls. The following should be noted in particular:
    1. Late comers are barred from appearing in the paper. (they may be given 25% time for MCQs)
    2. Attempt to look around and cheat attracts disciplinary action and fine.
    3. Students are expected to be properly dressed. Any student violating the dress-code is not allowed to appear in the exam/test.
    4. Students are required to bring their pencil/pen sets and all other stationary items.
    5. Students should not carry notes, books, and scrap papers to the Hall or Lab during exam. Any student found in possession of cheating material shall be proceeded against with disciplinary action.

 

UHS Academic Criteria:

  1. UHS demands at least 50% pass marks in all tests/exams. The college prepares its students for this criterion and follows a pattern of Grand Tests and Examinations, the results of which are used to determine whether or not a particular students meet the UHS criteria.
  2. The requirement is to pass in 50% of all tests and 50% of all exams with at least 50% marks. The UHS system also demands that every student has to pass separately in theory and practical.

 

UHS Attendance Criteria:

  1. UHS demands minimum 75% attendance and that only in very deserving circumstances will a student be given leave for sickness etc.
  2. Any student not having 75% attendance shall be suspended from the college and will not be offered for the annual prof. exams.
  3. The University of Health Sciences in their syndicate meetings of 2019 have specified the following attendance and performance criteria in addition to the above:
    1. Attendance to be 80% and above. Colleges not to refer cases of short attendance for the annual and supplementary examination.
    2. Students must pass the sendup examination of a particular subject with at least 50% marks
    3. Students to get clearance on the payment of fees and other charges before they are referred for the examinations.
    4. Detained students to attend the college for the subject/subjects in which they have failed to the extent as mentioned above. The concept of preparatory leave is not allowed

 

Self-Study Classes:

  1. Avicenna Medical College follows a dedicated self-study program which is based on the formulation of lists depending on the performance of students. Generally, the system as follows.
    1. Passing in more than 75% tests / exams – name is included in Green list.
    2. Passing in more than 50 but less 75% – name is put in the White list.
    3. Passing in less than 50% of tests /exams – name is put in pre-designated areas. Pink List.
  2. Attendance to self-study classes which start in the evening and is compulsory for all. Students who are on the green list, study on their own in their rooms. The white list will study for 2 – 2 ½ hours in pre designated areas. Pink list students will study for additional 3 hours – as it is proportionate to their weakness in academics.
  3. Exemption form the self-study program can be given to day scholars only against an undertaking from the parents that they shall be responsible for the performance of the student and that the college shall have the right to withhold the name of student from the annual exam in case the student fails to meet the UHS criteria given above.

 

Reference to Prof. Examination:

  1. The college follows an exhaustive system of assessment that is aimed at filtering out the unsuitable candidates from those suitable to appear in the annual prof exam. The following tests / exams form a part of assessment.
    1. Tests
  1. Grand test
  2. Revision test
  3. Stages
  4. Sub-stages
  5. Practicals
  6. Notebooks, copies and ward books.

All Students are expected to pass in 50% of the above with at least 50% marks to quality.

Examinations

  1. Early session exam
  2. Mid-session exam
  3. Late session exam (if held)
  4. Send-up exams
  1. The college completes studies almost 90% curriculum by the mid-session exam. These are held in July each year and by virtue of the timings and examination schedule, the college assessment of mid-session exam is valid for the reference for annual prof. exams with at least 50% marks to quality for the prof. exams.
    1. Examination forms of students who have secured UHS/PM&DC criteria shall be sent after the mid-session exam. Meeting the UHS/PM&DC criteria entails achievement of a result in which the students have passed at least 50% tests and examinations with at least 50% marks.
    2. Delayed forms of students who have failed to qualify will be withheld till they have passed the send-up or the late session (if held). Those who have not been able to secure the criteria will not be allowed to appear in the annual prof exam.
    3. All results are shared with the students and the copies of the results are sent to parents. The college maintains that it is the students’ responsibility to liaise with the parents on the result issue, even if the college has sent the result to the parents by mail.
    4. Students who are not likely to achieve the criteria shall be produced before the academic council, who shall discuss each case and decide whether the students be allowed to appear in the prof exam or otherwise. The council may make committee to reach to a decision. The decision of the academic council shall be final.

 

Books:

  1. The college allows only the prescribed books to be studied, augmentation if any shall only be done if approved by the Academic Council.
  2. Books are available at eh college book shop. Students are not allowed to consult guides, summaries, notes or any other non-prescribed material. UHS syllabus/curriculum bears a list of recommended reading material – this is a guide of what books you should have.
  3. The students of first year (on induction) could by packs of books prepared for their convenience. These books are at the normal market rates. Students are however at liberty to buy books from any other source aswell.
  4. All students are advised to buy the latest edition since periodic research is incorporated in fresh editions.
  5. The college discourages students from studying notes, pirated versions and guess books. And concise editions. The UHS prof papers are set from the prescribed books only. Students who study notes, concise editions usually end up in failure especially in MCQs/BCQs.

 

Confidentiality of Academic Record:

Avicenna Medical College prepares and maintains complete academic and academic performance record of all students. Various tests and examinations that are held include:

  1. Grand test
  2. Revision test
  3. Stages
  4. Sub-stages
  5. Practicals
  6. Early session exams
  7. Mid-session exams
  8. Late session exams
  9. End-session exams
  10. Send-up exams
  11. Notebooks, copies and ward books.
  1. The college maintains complete record of the result sheets of the above tests and exams and these are totally confidential and are not shared with any other or unconcerned department. The results are however sent to the parents in the following forms.
  1. Dedicated SMS to the parent or guardian
  2. In the form of session report for all session exams
  3. As a special report for the weak students

 

Appearance Before the Academic Council

  1. Since the academic council meetings are held in every session, it’s the college directive to all departments that a presentation be given on the performance of the student in the tests enumerated above.
  2. These successions are held for each class and the departments are required to give the progress of accusation of knowledge and skills for the class in comparison with the previous classes. The departments are also expected to highlight the students who are weak and also those who are very weak and not likely to improve. All the weak and very weak students are kept at hand during the Academic Council session and they are produced before the Academic Council so that they could be questioned by the council members. The students are allowed to voice whatever reasons they may have to include if they are not satisfied with the system of instructions or any other problem they may have. However such students are those who have been warned over a period of time besides being made to sit and study in the evening in the Evening Classes and Study Support Classes.
  3. The students are questioned as to the reasons of their poor performance. The faculty present at the Academic Council then advises them of the importance of focus on studies. The academic council then in a close meeting decides on the disposal of each case and sanctions the contact with the parents about the student’s performance.
  4. Parents are sent the results of all the tests and session reports along with a warning letter regarding the student’s performance and the likelihood of his/her not being referred for the annual examination. The documents are shown to the student before they are sent to the parents and acknowledgement of the process documented in the form of students’ signature for having “Received and Understood” the contents of the documents being sent to their parents.

 

Confidentiality:

  1. All answer sheets of MCQs and SEQs, OSPI sheets and other mark bearing activities are stored in security rooms for a period of 1 year and are only disposed-off after the annual examinations and the final disposal of the student based on his performance.
  2. All results for every examination are collated and converted into books and stored in the college archives for a period of 3 years.

 

Review and Redress:

The college has an efficient system of review and redress wherein any student can fill up a readily available form (attached as Annexure-D) and get sanctioned for the review for the examination or any of the test that he/she has appeared in within 7 days of the declaration of the result. The student is then sent to the concerned department where a member of the faculty allows the student to watch the details of marking and briefs the student on the mistake he/she has made and how best these could be avoided in the future. This review and redress is in addition to the “key discussion” which is held after each test so that the students are given feedback or they can see themselves the mistakes they had made.

 

Student Feedback and Review – Standard 8.8:

At Avicenna Medical College, the student is given the maximum importance since any feedback from the students helps to review the policies, curriculum, system of assessment and scheduling to achieve total student satisfaction. For this purpose the student body which consists of the following student representative is involved at various levels for their vital input. Avicenna Medical College has a policy and system of Class Representatives and there are four representatives from each class as follows:

  1. Class Representative – Boys
  2. Class Representative – Girls
  3. Class Representative – Day Scholar Boys
  4. Class Representative – Day Scholar Girls

 

The class representatives are involved at the following levels for their input:

  1. Formulation of results
  2. Framing out the classes for the weak (Pink List)
  3. Formulating the list of weak students for the evening support classes
  4. Help to the students for the transparent conduct and marking of various tests and examination answer sheets
  5. Arranging answer sheet examinations for the students who are not satisfied with their marks/score.

 

Formulation of Results:

After the papers have been marked, the results are deposited by the concerned department to the Department of Medical Education. The class representatives are responsible to take copies of the results after the result has been made public by the Chairman of the Institute, and inform the students about their results while placing copy on the class notice board.

 

Pink List:

Avicenna Medical College since its incept follows a policy of support to the weak students. The list of students who have to attend the evening classes is normally dubbed as Pink List. This pink list is framed by the students and only those students are habitual failures and do not improve are made to study for 2 to 3 hours. This is usually done by the students body who keep all the results before them and put the names of students who have failed in more than half the number of tests and examinations conducted.

 

Evening Support Classes

Avicenna Medical College holds evening support classes for the first 5 months of the every session. Thus the classes start some times in the month of December and continue till end May in the session. The aim of the evening support classes is to revise the lecture etc. that has been delivered the same day so as to enable the students to develop their concepts. These support classes are conducted by dedicated lecturers or bright senior students who have achieved distinction in the subject from the UHS. Evening support classes are mandatory for the entire class and are discontinued only when it  has been ascertained that the students have been able to develop the concepts of a particular subject.

 

Marking of Test and Transparency

Students are free to voice any concern on the quality of marking of the answer sheets pertaining to the tests and examinations. Any student who feels aggrieved has to fill up the Review Form in which he just mentions the subject and desires review. The form is attached as Annexure-D. Request for examination of the answer sheets are promptly approved by the Principal or the Chairman of Avicenna Medical College.

 

Faculty Performance

It is not uncommon for the Chairman or the Principal to consult and encourage the students to speak up their mind about any dissatisfaction they may have because of any compromised faculty performance. The faculty gives feedback on class discipline and conduct on a form attached as Annexure E to this document. The Chairman as well as the Principal take immediate action and ensure the immediate student satisfaction. This is besides a routine evaluation of the faculty by a team who keep the Principal informed as per details given in Annexure-F.

 

Programs and Scheduling:

Purely from the point of view of convenience and to avoid frequent changing in the programs, the test schedules, examinations schedules and the quantum of the syllabus in a particular test/exam is made in consultation with students. For such a program 5 weak and 5 top students come with the class representatives to give their input for better performance of the students. Inputs normally are received in terms of a quantum of syllabus, topics and timings. Since these are made in consultation, there are little or no changes subsequently.

 

Migration / Transfers – Standard 8.12:

Migrations are dictated by Rules and Regulations on Migration of PM&DC and the UHS. Whereas no refunds are made, the decision to allow migration is the prerogative of the college authorities. However, any student can claim his/her right to migrate if he/she pays the tuition fees of the remaining years thus avoiding loss of revenue to the college.

 

Special (Disabled) Students:

Over a period of time, Avicenna Medical College has encountered students who require special facilities at the college because their ailments. The college has a standing procedure for the medical checkup of all students who get admitted, however certain ailments are noticed after the student has given indications thereof during his/her stay at the college. The college has set about to make arrangements to facilitate students who may be suffering from ailments discussed as under:

  1. Physical handicap / body deformities
    1. Ramps have been provided in all the buildings to facilitate the use of wheelchair.
    2. Lifts are available in the hospital for all floors. The lift in the hospital is used for the college as both are connected through a bridge.
    3. Hand railings are provided on all stairs and ramps.  
  2. Weak/defective eye sights

Front row chairs are reserved for students who may have eye defects or eye sight problems.

  1. Psychotic / schizophrenic behavior

The Department of Psychiatry and Behavioral Sciences is kept in the loop and all odd students’ behavior are reported to them for investigation and advice. Parents are contacted and the issue discussed and documented. The entire proceeding is kept confidential and no third person is allowed access to the information.

Avicenna Medical College has all the equipment and expertise to treat cases mentioned above. All treatment is provided free of charge, however parents are at liberty to get their student treated from anywhere that satisfies them.

 

Scholarship Criteria – Standard 8.2s:

PM&DC Regulation demands that up to the extent of 5% students with a total of 25% reduction in their fees be utilized for scholarships for the patients. Avicenna Medical College follows this in letter and spirit. Abdul Waheed Trust; the parent organization that runs Avicenna Medical College and other institutions at the campus, has a standing policy for the free education of the following:

  1. 3 students in every class who are wards of the Shaheeds (Their parent given life for the defense of our beloved country) to be educated free of charge. The nominations are received directly from Welfare and Habilitation Directorate GHQ (W&R Dte GHQ) in every class.
  2. 2 students in every class to be educated free of charge, from amongst the mustahqeen.

By educating 5 students per class free of charge it amounts to giving 20% students up to 25% discount to satisfy the Regulation of the PM&DC.

 

Standard 9 – Faculty

(Conforms to Standards 9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 9.7, 9.8, 9.1s, 9.2s, 9.3s & 9.4s)

General:

Avicenna Medical College has a host of faculty as required vide Criteria for Recognition and Regulation of 2012 of PM&DC. Whereas the number and type of faculty specified is available in the said regulation as Para 25 to 29. These are mandatory clauses and are reproduced below for perusal. Also connected with this is Para 20 which gives the requisites of the Principal or the Dean of the institution.

 

Principal or Dean or Vice chancellor

The chief official of the institution shall usually holds the title “Dean,” or “Principal” or “Vice chancellor” and shall be appointed as per Council’s eligibility criteria. He shall have financial autonomy, as decided by the governing body. He may have authority and control over the attached teaching hospital and may function as its chief executive also. He shall have ready access to the university authorities and the governing body and other officials as are necessary to fulfill the responsibilities of the dean’s or Principal’s office. There shall be clear understanding of the authority and responsibility for institution’s matters along its hierarchy. He shall be responsible for discipline in the colleges and shall take steps to prevent harassment of faculty and students and ensure that there is no ragging. He shall ensure that the faculty and students get opportunities and time for research. He shall ensure development of faculty by making available appropriate opportunities. He shall be responsible for ensuring compliance of all Council’s regulations and for the supply of correct information as and when required by Council. Any default in his duties, once reported by Council to the governing body shall make him un-suitable to hold office. The governing body shall then appoint a new “Dean,” or “Principal” or ” Vice chancellor” as the case may be, after due process. (Authority PM&DC Regulation 2012 – Clause 20)

 

PART VII – FACULTY

Faculty Registration

The faculty shall be as defined in the Pakistan Registration of Medical and Dental Practitioners Regulations, 2008 and appointed in accordance with the regulations of the Council. The faculty shall be registered with Council and only that registered faculty shall be acceptable as faculty. The faculty shall display his valid faculty registration card on his person and copy of his Council registration certificate at his place of duty. (Authority PM&DC Regulation 2012 – Clause 25)

 

Faculty Objectives

  1. The Institution’s faculty shall understand and deliver the objectives ‘of the educational program according to the curriculum laid down by the Council. The objectives are to serve as guide for delivery of the Curriculum content and provide the basis for evaluating the effectiveness of the educational program in order to achieve the defined competencies of the graduates as laid down by the Council.
  2. The objectives of the educational program are to be stated in outcome-based terms that allow assessment of student progress in developing the competencies that the Council and the public expects out of a’ registered practitioner. The academic council shall exercise oversight to assure that the faculty defines the types of patients and clinical conditions that students have to encounter, the appropriate clinical setting for the educational experiences and the expected level of student responsibility. The faculty has to monitor student experience and modify it as necessary to ensure that the objectives of the clinical education program are met. The objectives of the educational program have to be made known to all MBBS and BDS students, the faculty and others with direct responsibilities for MBBS and BOS student education.

(Authority PM&DC Regulation 2012 – Clause 26)

 

Service Policies and Career Planning and Progression

  1. In the private sector no faculty shall be over the age of seventy years unless granted status of Professor Emeritus by the affiliating University. There shall be clear policies and terms and conditions of service for faculty appointment, renewal of appointment, promotion and progress, granting of tenure, and dismissal. These policies shall be clearly communicated to the faculty at the time of appointment. On regular intervals, faculty members are to receive written information about their responsibilities, lines of communication, privileges and benefits, if relevant, and the policy on institutional practice earnings. An institution shall have policies that deal with circumstances in which the private interests of faculty members or staff may be in conflict with their official responsibilities.
  2. The institution shall provide the faculty regular feedback on its academic performance and their progress toward promotion. Feedback shall be based on information provided by students, departmental leadership or, if relevant, other institutional leadership. Opportunities for professional development are to be provided by the institution to enhance faculty members’ capacity and skills and leadership abilities in education and research. The institution and University shall ensure registration of its faculty with the Council and submit to the Council the details of available teaching staff with documentary evidence and their appointment, income tax deduction certificate and place of previous appointment and resignation (in case he has been in any other institution previously). Female faculty shall have flexible timings, which shall be communicated to the administration from time to time
  3. Health insurance is to be made available to all faculty by the institution, and the faculty shall have access to disabi1ity and communicable disease insurance benefits if the same is picked up during employment. Institution shall have policies addressing to prevent faculty exposure to infectious and environmental hazards. Institutions shall follow accepted guidelines in determining appropriate immunizations for faculty.

(Authority PM&DC Regulation 2012 – Clause 27)

 

Number, Qualifications, and Functions of the Faculty

The recruitment and development of an institution’s faculty shall take into account its mission, the diversity of its student body and the population that it serves. The number of faculty members and ancillary staff in the subjects of basic sciences and in the clinical disciplines, to meet the needs of the educational program and the other missions of the medical institution, shall be as set out Appendix-VII. In determining the number of faculty needed for the educational program, institutions shall consider that faculty may have service responsibilities other than its academic program as in the clinical sciences, the number and kind of faculty appointed shall also relate to the amount of patient care activities required to conduct meaningful clinical teaching across the continuum of medical and dental education. Persons appointed to a faculty position have to demonstrate achievements commensurate with their academic rank. A faculty member or consultant who attends duty or call after midnight shall not be required on duty next day before midday.

(Authority PM&DC Regulation 2012 – Clause 28)

 

Effective Teaching

Effective teaching requires knowledge of the discipline and an understanding of curriculum design and development, evaluation, and methods of instruction, Faculty members involved in teaching, course planning and curricular evaluation shall possess or acquire expertise in teaching methods, curriculum development, program evaluation, and student evaluation. Such expertise may be supplied by a department of medical and dental education or by faculty or staff members with backgrounds in educational science. Faculty involved in the development and implementation of a course shall be able to design the learning activities and corresponding evaluation methods (student and program) in a manner consistent with the institution’s stated educational objectives and sound educational principles. Community physicians aiding the faculty shall serve as role models for students, and provide insight into contemporary practical methods of providing patient-care. Faculty members shall have a commitment to continuing scholarly productivity characteristic of an institution of learning. To ensure adherence to the standards of the Council, the following amongst others, shall be the parameters, namely:

  1. Documented participation of the faculty in professional development activities related specifically to teaching and evaluation; and
  2. Evidence that faculty members knowledge of their discipline is current.

(Authority PM&DC Regulation 2012 – Clause 29)

 

Behavior and Discipline (3) No political activity, in any form is to be undertaken by a student or a faculty member. PM&DC shall take serious action against perpetrators including debarring him from medical and dental education anywhere in Pakistan. (Authority – The Gazette of Pakistan 26th January 2012 – Clause 39)

 

Faculty Qualifications:

The qualification of the faculty have been revised from time-to-time. The 2012 Regulation was revised in 2017 then again in Sep 2018 and these bear the qualifications for each post and the conditions affecting their promotion and retention. A list of the qualification, experience, training and the quantum of research work required for faculty at Avicenna Medical College is attached as Job Specification List Annexure-A.

 

The details of the requirements for faculty were received from PM&DC vide letter No. PF.1.G-2017/(RC)/PMDC Regs-2018/1234 and are attached as Annexure-B.

 

Job Descriptions

The PM&DC Regulation 2012 gives exhaustive details on the duties responsibilities and powers of the Principal. Clause 20 of the subject regulation have already been reproduced above for perusal. This clause bears full details of the institution of the Principal. Likewise, the job description of all other carders i.e., Dean, Head of Department, Professor etc. down to the medical officer / demonstrator have been formulated by Avicenna Medical College  and are as follows:

  1. Job description of the Principal                                   
  2. Job description of the Dean
  3. Job description of the HOD
  4. Job description of the Professor
  5. Job description of the Associate Professor
  6. Job description of the Assistant Professor
  7. Job description of Senior Registrar / Senior Lecturer
  8. Job description of Medical Officer / Demonstrator

 

Recruitment of Faculty

Advertisement

The recruitment of faculty through established means and procedures and only the person qualified is given the job. The advertisement is placed on the print and social media and applications invited. The advertisement clearly mentions the qualifications of the faculty the numbers required and last date of applications together with the date of interview. 

 

Receipt of Applications

All applications are handled in confidentiality and put up to the Principal for perusal. The Principal then marks the applications to the basic sciences or clinical sciences, faculty recruitment sub-committees which are as follows:

  1. Basic Sciences recruitment sub-committee – This consists of the HOD of the concerned department plus two HODs from the basic sciences.
  2. Clinical Sciences recruitment sub-committee – This consists of the HODs of the concerned department and two HODs from the clinical sciences.
  3. The Recruitment Committee – All recruitments are done by the concerned sub-committee together with the Principal and Director HR.

Note: After the applications have been perused by the basic and clinical sub-committees the recruitment committee meets on the day of the interviews.

 

Selection

The recruitment committee interviews all concerns who ascertain their suitability for employment at Avicenna Medical College. The salary structure, perks and benefits are discussed with each candidate in an open-minded manner. The terms and conditions of employment and clarifications that may be required by any candidate are also spelled out in a friendly manner. Once the employer and the employed have agreed on various terms and conditions the following documentation is issued to the incoming prospective faculty:

  1. Letter of Appointment
  2. Contract Details
  3. Joining Letter

Note: Those desirous of joining Avicenna Medical College are also provided a copy of the leave policy and the job description for which they have been recruited. 

 

Promotion

  1. Avicenna Medical College follows the terms and conditions and procedure for promotion and retention of the faculty as provided in the PM&DC Regulations of 2018. In order to facilitate the faculty, Avicenna Medical College promotes research work and as a liberal policy on faculty development by encouraging faculty attendance at various workshops, seminars, study periods, symposiums while holding and sponsoring such academic activities at Avicenna Medical College.
  2. The college ensures that promotions are not denied to the faculty and these are granted without waiting for the vacancy to occur. It is for this reason that there is element of permanency in the faculty serving at Avicenna Medical College.
  3. All promotions are applied for in the shortest possible time after recognition of experience has been received from Pakistan Medical & Dental Council.

 

Retention of Faculty

  1.  All faculty recruitment is done on permanent basis and no faculty is told to go without any valid reason, the sanction of which must come from the Executive Committee. In urgent cases, such communication takes place through informal means.
  2. All efforts are made to retain the faculty since availability of the faculty can be a big problem. Faculty at Avicenna Medical College is of permanent nature and there is no concept of part time faculty. Pakistan Medical & Dental Council guidelines as provided in the regulation of 2012 are followed in letter and spirit.

 

Quantum of Faculty

Avicenna Medical College follows the policy of maintaining nearly 100% faculty strength for the purpose of effective and efficient imparting of instructions and achievement of aims and goals of the curriculum. The faculty is expected to abide by a system in which their punctuality, commitment to the deliverance on medical education and commitment to doing research are highlighted.  The Faculty currently employed at Avicenna Medical College is as shown in Annexure-F attached.

Note: A perusal of the faculty list of the basic sciences and clinical sciences would indicate the near permanency of faculty of Assistant Professors and above. However the carders of Demonstrators, Lecturers, Medical Officers etc. remain volatile due to their training and professional commitments.

 

Roles of Faculty

  1. Besides the imparting of instructions for the purpose of achievement of the aims and objectives of the curriculum specified by the HEC, PM&DC and UHS, the faculty is involved in various academic related and extra-curricular activities related activities. These include the following:
    1. Being member of the Academic Council as an HOD/Professor etc. with responsibilities as given in Standard 4 – Curriculum Organization and Standard 11 – Governance, Service and Resources
    2. Being a member of the Curriculum Committee within the framework of Curriculum Organization with the role as envisaged in Standard 4 – Curriculum Organization.
    3. Being members of the Assessment Committee within the framework of Curriculum Organization and with the duties and responsibilities as envisaged in Standard 7 – Assessment.
    4. Being member of the Program Evaluation Committee within the framework of Curriculum Organization and as envisaged in Standard 10 – Program Evaluation and Continuous Renewal.
    5. Fulfilling the important task of curriculum management by being a member of Curriculum Management Committee within the framework of the Curriculum Organization as envisaged in Standard 6 – Curriculum Management.
    6. Focusing on research for the benefit of his/her own career for attainment of necessary qualifications and also sharing knowledge and experience with the undergraduates on research work.
    7. Being supervisor of extra-curricular activities, excursions and recreations and also literary activities like debating, drama and declination contests.
    8. Being an important member of faculty at Avicenna Medical College for the enhancement of medical education and augmenting the aim and objectives of the vision and mission of the college within the guidance of PM&DC and UHS.

 

Faculty Development Program

  1. Faculty development is given importance at Avicenna Medical College as faculty development programs help to enhance the knowledge, skills and ability of the teachers besides improving the quality of higher education. Training and development are linked to individual and organizational performance as these enhance skills and abilities of the teachers which in term result in better results and outcome. It is therefore important that in order to remain abreast with the development of continuous professional developments of the human resource. The organizational performance largely depends upon the inculcation of knowledge, skills and desired attitudes.
  2. The HEC and PM&DC emphasizes on faculty development and issues quality assurance guidelines. The Pakistan Medical & Dental Council through its regulation on the promotion and retention of faculty sets standards that motivate the faculty to remain abreast with the latest developments and engage themselves in research work. Research papers are mandatory for promotion from one level to the other.
  3. At Avicenna Medical College faculty development is a constantly on-going process. A number of seminars, symposiums and workshops are held to enable the faculty to participate and get qualified in order to fulfill the requirements of promotion and retention of faculty. The following are an example of some of the activities under taken at Avicenna Medical College:
    1. Orientation workshop on medical education
    2. Emerging trends in curriculum development 
    3. Redefining role of teachers in medical education

 

Encouragement to Attend Professional Development Opportunities

In order to encourage the faculty to attend faculty development opportunities, Avicenna Medical College encourages its faculty to attend all possible workshops, seminars and symposiums. The faculty is given paid leave for the following commitments:

  1. Seminars
  2. Symposiums
  3. Workshops
  4. Study periods
  5. Conferences – local and international
  6. Assignment as external examiner
  7. Assignment as examiners (Paper setters)

Note: All the above commitments are kept over and above the authorized leaves and the faculty is given paid leave and encouragement.

 

Personal Development

  1. The personality of a faculty member is a strong motivating factor for the students. The teacher’s training about personal grooming has direct effect on the learning attitude of the students as inspirational personality of a teacher evokes the students. It is for this reason that Avicenna Medical College motivates the faculty to have a good outlook and display good grooming.
  2. The members of the faculty are encouraged to become the heads of various students’ committees and also give their presence at various functions so that the faculty can have personal development.

 

Professional Development

  1. The task of teaching at Avicenna Medical College is quite daunting and demanding. Here the teachers realize the importance of faculty training programs in enhancing skills and knowledge so that they are fully aware of their job responsibilities. Thus, the faculty remains involved in the faculty development aspects as a continuous process.
  2. It has been found in the early years of this college that the faculty is not equipped to organize to new programs and curriculum management. Instead the faculty was limiting itself to the role of a teacher in their specific subject. Avicenna Medical College involves the faculty in multi-faceted aspects to include:
    1. Preparation of MCQs, Cluster MCQs and high difficulty index MCQs
    2. Preparation of SEQs / SAQs in a scenario based and clinical setting
    3. Becoming part of various committees to include the Academic Council, Curriculum Committee, Assessment Committee, Program Evaluation and Review Committee and Curriculum Management Committee.
    4. Performing tasks of invigilation
    5. Holding interactive sessions of key discussion
    6. Preparation and conduct of practical examinations
    7. Preparation and conduct of OSPE
    8. Preparation and conduct of OSCE
    9. Holding of tutorial classes for a small group
    10. Interacting with the students for all academic commitments
    11. Preparing and conduct of all ward classes
    12. Preparation and conduct of “on-patient training”
    13. Simulated patient training and standard patient training
    14. Setting personal example of punctuality and conduct

 

Organizational Development

Professional development at the personal level could result in a tunnel vision and narrow spectrum on knowledge that mars effective decision making. However grooming and growth within an organization develops tolerance, interpersonal relations and inculcates effective decision making ability. At Avicenna Medical College, all faculty members are engaged in brother-like interpersonal relations, they care for each-others’ needs and the informal culture encouraged by the Chairman of the institute results in comfort and ease. Avicenna Medical College enjoys the reputation of having friendly atmosphere where the faculty gives their maximum output in an environment of mutual respect and understanding.

 

National/International CME and CPD Activities

Faculty at Avicenna Medical College is provided full opportunity and are encouraged to attend national and international CME and CPD activities. Faculty is given paid leaves for all study periods of up to 8 days per annum. Further leave is also available as the priority goes to professional development. The college in order to encourage its faculty has set aside funds in the budget for the purpose of research at Rs. 25000 per faculty for co-curricular activities and equivalent to US $ 25,000 for international professional development

 

Policy for Partaking in Political Activity

Avicenna Medical College strongly discourages its faculty members to have any political affiliation; any faculty member involved in such activities is liable for disciplinary action. No political gatherings, rallies or any welcoming parties to any political personality is allowed.

 

Faculty Welfare

The ratio of male and female faculty at Avicenna Medical College is nearly 50% each. Avicenna Medical College takes its guidelines from Pakistan Medical & Dental Council in looking after the faculty in a most conducive manner. Some of the measures taken are:

  1. Having a liberal leave policy to address the needs of both the male and female faculty. The details of leave policy have already been attached is Annexure-E.
  2. Having well equipped and well-staffed day care center where mothers can leave their siblings with confidence.
  3. Having prompt salary payment policy where the faculty is sure of the date and time when the payment is ready (faculty paid on the 5th of each month)
  4. Having funds to help the faculty who may have financial crisis and receiving the amount in convenient installments
  5. Knowing the needs of the female faculty especially those with infants and giving space to set female members of the faculty in time relaxation at arrival and pack-up
  6. Involving the faculty at all tiers of decision making
  7. Providing dedicated medical health services to the faculty in need
  8. Having a system of prompt promotions based on the rules and regulations laid down by PM&DC
  9. Having clear job descriptions for all carders of the faculty

 

Training the Trainers

The institution through its department of medical education, in collaboration with the University of Health Sciences runs an effective program for training the faculty of medical education to conduct workshops. The University of Health Sciences conducts training workshops for qualified medical educationists at its premises to run programs such as Certificate in Medical Teaching (CMT), Finance Management, Leadership and Research Methodology. These faculty members are then encouraged to conduct workshops for the entire basic sciences and clinical faculty in their own institutions.  

 

Innovations in Faculty Development

The importance of Faculty development and it being a continuous process cannot be over emphasized. This is exactly the policy that is being followed at Avicenna Medical College. Whereas the arenas in which the faculty is involved to achieve faculty development, new ways, means and innovations are arranged to arouse the faculty interest. The faculty is free to express their opinion and come up with innovations that can help expand the center of teaching and learning services. Some of the measures used include:

  1. Provision of strong administrative support
  2. Encouraging the faculty to have their hands-on possibilities of new approaches
  3. Giving enough time to the faculty for their own self-learning and;
  4. Monetary support to those who invest their time in their personal and professional development.

 

The college also provides access to sophistication of learning technologies, ascendance of assessment, making faculty a part of internal and external audits and giving additional responsibilities against monetary benefits. The traditional approach of faculty development has to be interjected with fresh ideas to keep the interest of the faculty alive.

 

Various faculty innovative ideas have been put into practice at Avicenna Medical College. The involvement of faculty in the evening support classes improve the results, the availability of the e-Library, the availability of the digital library and the college link up with the HEC and UHS libraries have all come out as innovative suggestions from the faculty and adapted by the college.

 

Faculty Appraisal

Faculty development is given importance at Avicenna Medical College as faculty development programs help to enhance the knowledge, skills and ability of the teachers besides improving the quality of higher education. It is also important that along with professional developments of the human resource, promotions and performance appraisals be given to them. The college ensures that promotions are not denied to the faculty and these are granted without waiting for the vacancy to occur. It is for this reason that there is element of permanency in the faculty serving at Avicenna Medical College. All promotions are applied for in the shortest possible time after recognition of experience has been received from Pakistan Medical & Dental Council. The college also has its internal procedure of performance evaluation of the faculty. This practice has to be done annually by the Head of the concerned department which is also a requirement of the Minimum Service Delivery Standards of Punjab Healthcare Commission and International Standards Organization. The HOD gives after assessment, a performance evaluation and appraisal recommendation on a performance evaluation form to the Human Resource Department.

 

Standard 10 – Program Evaluation and Continuous Renewal

(Conforms to Standards 10.1, 10.2, 10.3, 10.4, 10.5, 10.6 & 10.7)

General:

Avicenna Medical College in compliance with HEC/PMDC guidelines and the syllabus and instruction issued by University of Health Science works on the subject base curriculum. However, the college has been air marked for the pilot session of 2019-2020 where some college are being assigned the task of running the pilot session on the system based curriculum.

 

Program Objectives

The following are the objectives;

  1. Patient Care: Appropriate histories and performance skillful, comprehensive and accurate patient examinations. To develop appropriate differential diagnosis and patient care management plan. The students select perform and interpret lab test and clinical procedure while taking patient care decision and providing patient care.
  2. Medical Knowledge:  Application of problem solving and critical thinking skills to problem in both the basic and clinical sciences. Demonstration of knowledge on basic sciences and application of these to patient care while involving investigations and analytical approaches.
  3. Practice Based Learning & Improvement: Practice of medicine using evidence based approaches, demonstrating efficiency in retrieval and appraisal of medical literature leading to desired patient care. The will to remain current and apply self-knowledge while treating patients.
  4. Interpersonal & Communication Skills: These are essential for effective communication to the patient and relative and helping patient/relative counseling.
  5. Professionalism: Commitment to carry professional responsibilities ethically while being sensitive to diverse patient population. Having a truestic approach with integrity honesty and patient privacy, knowing weaknesses and limitations and seeking improvement in knowledge and skills. 
  6. Mode of Curriculum: Whether it is the subject based learning or system based learning the object is to provide optimal care to the patient both has individual as well as member of the society. Take in to account risk assessment, illness and making treatment plans while considering public health implications.

 

Program Structure

Subject Based Curriculum

Currently the curriculum being implemented is subject based curriculum. The MBBS curriculum runs over 5 years as follows:

  1. 1st Year: Anatomy, Physiology and Biochemistry
  2. 2nd Year: Anatomy, Physiology, Biochemistry, Islamiyat & Pakistan Studies.
  3. 3rd Year: Pharmacology, Pathology, Forensic Medicine, Behavioral Sciences
  4. 4th Year: Eye, ENT, Community Medicine and Special Pathology
  5. 5th Year: Medicine, Surgery, Gynae, Paeds

 

The first two years are mainly devoted to theoretical instructions with a sprinkle of clinical sciences however, from the 3rd year onwards there is an increase in emphasis on the clinical sciences and this increases goes up many folds in the 4th year where two clinical subjects are studied in detail as they are the part of the prof exam. The 5th year is devoted maily to rotations, clerkship and clinical on-patient training.

 

System Based Curriculum

Avicenna Medical College has been made a part of the pilot session (2019-2020) for the pilot system based learning curriculum. For this reason the college has developed the modules and the study guides for the system based learning which envisages the following:

 

 

Modules

Relevant Common Diseases

1

Blood Module

Blood groups based on antigens expressed on cells

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

 

2

Cells, tissues, health and disease Module

Abnormal cell divisions

Atrophy and hypertrophy/hyperplasia

Reversible and irreversible cell injury

Agonist, partial agonist and antagonist

Tachyphylaxis

3

Endocrine and Reproduction Module

Development defects of endocrine organs

Ovarian tumors and development of gonads

Abortions

4

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

5

Head & Neck special senses Module

Head and neck squamous cell cancers

Motor neuron lesions of cranial nerves

Neurological and conductive deafness

6

Immunity and Infectious Disease Module

Immunity, hypersensitivity and autoimmunity

Normal and abnormal host responses

Active and passive immunity

7

Inflammation and Neoplasia Module

Acute inflammation

Tumors

Granulomas

Bacterial infections

Abnormalities in the development of fetus

8

Multisystem Module-1

Acidosis

Devein thrombosis

Communicable diseases

Typhoid

9

Multisystem Module-2

Benin and malignant tumors

Sarcomas and carcinomas

Lymphoma and leukemia

10

Muscular Skeletal Module

Fractures, repair,

Bone infections

11

Neurosciences Module

 

 

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. The details of subject based curriculum and the criteria based curriculum are attached as Annexure-A and B.

 

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 attached with the Curriculum Organization in Standard-4 as well as with the Curriculum Management in  Standard 6.

 

Current Curriculum at Avicenna Medical College

  1. 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.
  2. 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) –

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. 

 

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

Anatomy

Cell & Genetics, Growth and Development, Nutrition

 

Physiology

Cell & Genetics, Growth and Development, Nutrition

 

Biochemistry

Cell & Genetics, Growth and Development, Nutrition

 

Pharmacology

Drugs and drug abuse

Pathology

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

Medicine

Family Medicine, Communication skills, Patient safety

Surgery

Infectious diseases and infection control, Communication skills, Patient safety

Gynae & Obstetrics

Family Medicine,  Patient safety

Ophthalmology

Community based treatment

ENT

Community based treatment, Patient safety

Paediatrics

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.

 

Practical Learning on Patient – (Planned Contact with Patients)

  1. 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
  2. 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.
  3. 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

The details of 5th year on-patient training are attached as Annexure-H.

 

The Academic Council

Pakistan Medical & Dental Council accreditation standards in Regulations of 2012 vide clause 21 demands the existence of Academic Council with the primary task to determine Institutional Academic Policies, Curricular delivery techniques with the responsibility to determine and provide scenarios and appropriate patient access with clear learning objectives in each discipline. Academic Council shall function as a supervisory and oversight body. (Authority – The gazette of Pakistan of 26th January, 2012 Page 9)

 

Study Boards and Curriculum

Study boards and Curriculum Committee are required to be formed by the institution to ensure that there are mechanisms for direct Faculty involvement in decisions related to educational programs its delivery and evaluation. (Authority – The Gazette of Pakistan 26th January 2012 – Clause 22)

 

Effective Teaching

Effective teaching requires knowledge of the discipline and an understanding of curriculum design and development, evaluation, and methods of instruction. Faculty members involved in teaching, course planning and curricular evaluation shall possess or acquire expertise in teaching methods, curriculum development, program evaluation and student evaluation. Such expertise may be supplied by a department of medical and dental education or by Faculty or staff members with backgrounds in educational science. Faculty involved in the development and implementation of a course shall be able to design the learning activities and corresponding evaluation methods (student and program) in a manner consistent with the institution’s stated educational objectives and sound educational principles. Community physicians aiding the Faculty shall serve as role models for students and provide insight into contemporary practical methods of providing patient care. Faculty members shall have a commitment to continuing scholarly productivity characteristic of an institution of learning. To ensure adherence to the standards of the PM&DC, the following amongst shall be parameters namely:

  1. Documented participation of the Faculty in professional development activities related specifically to teaching and evaluation
  2. Evidence that Faculty members’ knowledge of their discipline is current.

(Authority – The Gazette of Pakistan 26th January 2012 – Clause 29)

 

Program Evaluation Committee

Avicenna Medical College has formulated a program evaluation and review committee which carries out constant monitoring of the program and suggests changes if any in any of the categories as under:

  1. Changes in the conduct of instructions of any subject.
  2. Changes in allocation of hours.
  3. Changes in time duration.
  4. Changes in mode of instructions – theory, practical, tutorial and on-patient training
  5. Changes in program in terms of location or postponements 
  6. Holding of special study classes for the development of concepts where required.

 

Organization of Program Evaluation Committee

Academic decisions at Avicenna Medical College are taken by Academic Council. The Academic Council also monitors and oversees the functions of the Curriculum Committee, Assessment Committee as well as the Program Evaluation and Review Committee. This Committee works on a two tire function and consists of the following:

  1. Prof. Dr. Rehana Shahid                  HOD Anatomy
  2. Prof. Dr. Binyamin Ahmed             HOD Physiology
  3. Prof. Dr. Zubair Ahmed                  HOD Biochemistry
  4. Prof. Dr. Rubina Hafeez                  HOD Pathology
  5. Prof. Dr. Najma Naz                                   HOD Pharmacology
  6. Prof. Dr. Zainab Perveen                 HOD Forensic Medicine
  7. Prof. Dr. Rana M Akhtar Khan       HOD Community Medicine
  8. Prof. Dr. Luqman Ahmed                HOD Medicine
  9. Prof. Dr. Mehmood Alam                HOD Surgery
  10. Prof. Dr. Nuzhat Parveen Khwaja HOD Obs & Gynae
  11. Prof. Dr. Mariam Waheed               HOD Paediatrics
  12. Prof. Dr. M. Ayub Khan                  HOD ENT
  13. Prof. Dr. Khalid Mehmood              HOD Ophthalmology
  14. Assistant Prof. Dr. Fatima Aslam    HOD Behavioral Sciences / Psychiatry
  15. Student Members

The class representatives from all classes (three from each class) attend the program evaluation and review sessions for the items that pertains to their class. The list of CRs is as follows:

  1. 1st Year: Laibah Zakariya, Asim Dildar
  2. 2nd Year: Uswah, Abdullah Altaf
  3. 3rd Year: Ali, Fatima
  4. 4th Year: Fatima Zahid, Salman Masood
  5. 5th Year: Sameer, Ayesha

 

Every HOD has an appropriate assistant who helps and does the main monitoring, receives and processes all review requests for consideration by the program evaluation committee.

The Program Evaluation Committee maintains and oversight of the conduct of the Curriculum being a Committee composed of HODs and their assistants as well as the student CRs of each class, the role of the program evaluation committee is the affect the expression and delivery of the curriculum in every aspect.

The Program Evaluation Committee is responsible for the regular evaluation of the curriculum as put up by their assistants and the CRs of every class.

 

Evaluation Approach

Standards

The curriculum evaluation by the Program Evaluation Committee is guided by the standards as communicated by the HEC and PM&DC. The following:

  1. Utility: The evaluation will serve the information needs of the intended users.
  2. Feasibility: The evaluation will be realistic, prudent, diplomatic and frugal
  3. Propriety: The evaluation will be conducted legally, ethically and with due regard to those in the evaluation as well as those affected by its results.
  4. Accuracy: The evaluation will convey technically adequate information about the features that determine worth or merit.

 

Rationale

The faculty of the college engages in curriculum revision and program evaluation activities to ensure that the medical education program quality is maintained and enhanced and that the medical students achieve all medical education program objectives and participate in required clinical experience and setting. For this, the Program Evaluation Committee encompasses in its membership, the HOD, the Junior Faculty as well as the students’ participation. The outcome is achieved throughout the program till its completion by the participation of the instructors and the students.

 

Technique

The evaluation of the curriculum uses a blended approach of the utilization technique and context, input, process and product technique. Both these aspects are implemented in the process of evaluation and mean:

  1. Utilization Technique: In this case the content of the curriculum program is governed by the Academic Council and is in conformance with the UHS guidelines. The Program Evaluation Committee has the authority to make recommendations and changes to the conduct of curriculum within the limitation imposed by the University of Health Sciences. Also the HODs use the evaluation data to make decisions in the process and implementation in the teaching of their respective subjects. The departments use evaluation data as a guide in formulating educational priorities. Thus, these actors represent the intended uses of evaluation. This model provides guidance to establish an evaluation process that focuses on the end use of the data being collected, analyzed and presented. It also helps to prioritize the data in its usefulness for the intended users.
  2. The Context Input Process and Product Technique: This scheme can be briefly explained as evaluation process of delineating, obtaining, providing and applying descriptive and judgmental information about the merit and worth of some object’s goals, design, implementation and outcomes to guide improvement decisions, provide accountability reports, inform institutionalization/dissemination decisions, and improve understanding of the involved phenomenon.

 

Standard Operating Procedure – Program Evaluation Committee

Avicenna Medical College has devised Standard Operating Procedure for the Program Evaluation Committee. 

 

Goals to Implement

The Program Evaluation Committee has a goal to gather information to provide timely and accurate feedback on the performance of the curriculum to support decision making at the program review. This also achieves the evaluation of the Curriculum and adherence to fresh curriculums / criteria which is a key requirement of accreditation. The Faculty of Avicenna Medical College engages in Curriculum revision through program evaluation activities to ensure that the medical education program quality is maintained and enhanced and that medical students achieve all the medical education and curricular standards and objectives and participate in required clinical experiences and setting.

 

Data Sources

 The following data sources are available for consideration by the Program Evaluation Committee:

  1. Program Evaluation Feedback Form – this is to be filled on occurrence but definitely well before the Program Evaluation Committee meets by all the departments and HODs. 
  2. Class Discipline & Conduct Form – this is to be filled up by all members of the Faculty as their comments on every lecture or instructional event. 
  3. The Student Change Request Form – this is to be filled up whenever any student feels that he/she can contribute towards any change in the program. Such forms are routed through the Class Representative. 
  4. Faculty Change Request Form – this form is initiated by any member of the Faculty who wants any change in the program or any repetition in the program or wants additional emphasis and thus the allocation of time to a particular subject. 
  5. Review Request Form – this form is available to all students who may feel aggrieved about their result and request for examination of his papers along with the key as answers to the questions. Such a request is sanctioned at the point and time and collected by the directorate of medical education for perusal by the Program Evaluation Committee at its next meeting.

 

Standard 11 – Governance, Service & Resources

(Conforms to Standards 11.1, 11.2, 11.3, 11.4, 11.5, 11.6, 11.7, 11.8, 11.9, 11.10, 11.11, 11.12, 11.13, 11.14, 11.1s & 11.2s)

General:

Avicenna Medical College was established in the year 2009 after recognition by the Pakistan Medical & Dental Council and gazette notification by the Ministry of NHSR&C. Avicenna Medical College and Avicenna Dental College run under the umbrella of Abdul Waheed Trust which is a non-profit social welfare organization and registered under the Societies Act with the Registrar of Societies as per the Law. The Trust is legalized through a Trust Deed that bears necessary rectifications. The Trust Deed is further supported by its Memorandum and Article of Association which authorizes the establishment and operation of Medical College, Dental College, Nursing College, Allied Health Sciences College and other activities in the healthcare sector. The memorandum and Article of Association also authorizes the establishment of Hospitals and MOUs / Affiliations with other Healthcare Institutions for the provision of health to the public at Large. Avicenna Medical College, Aadil Hospital and Avicenna Hospital are self-owned by the Trustees of Abdul Waheed Trust. Avicenna Hospital and Aadil Hospital are recognized for house job and are registered with the Punjab Healthcare Commission (PHC). Both the hospitals have achieved the ISO 9001:2015 standard. 

Financial Standing

Abdul Waheed Trust enjoys financial autonomy and comfort. Finances are contributed by the Trustee who do not draw any benefit from the Trust. Both the Colleges have independent working capitals and endowment funds as under:

  1. Avicenna Medical College Working capital (equivalent to 1 month fee of all students)
  2. Avicenna Dental College Working capital (equivalent to 1 month fee of all students)
  3. Avicenna Medical College Endowment fund (Equivalent to 1% of all fees)
  4. Avicenna Dental College Endowment fund             (Equivalent to 1% of all fees)

Both Avicenna Medical College and Dental College enjoy financial stability and are subject to annual audits by:

Tayyib Shahid & Company

Chartered Consultants

Hafeez Plaza, Gulberg-III

 

Financial Compliance

  1. Avicenna Medical College and Avicenna Dental College have as per the regulations provided the following guarantees:
    1. Avicenna Medical College (30 Million Bank Guarantee)
    2. Avicenna Dental College (30 Million Bank Guarantee)
    3. Avicenna Hospital (20 Million Bank Guarantee)
    4. Avicenna Hospital (20 Million Bank Guarantee)

 

Budget

The Principals of Avicenna Medical College and Avicenna Dental College enjoy full autonomy and their input is valued in the preparation of the Budget. The budget besides taking care of all financial requirements and transactions, also caters for the following:

  1. Rs. 10,000 per student for co-curricular activities
  2. Rs. 25,000 per faculty for co-curricular activities
  3. Equivalent to US$ 25,000 for international research work by faculty

 

Governance Structure:

Abdul Waheed Trust has formulated a governing structure to have a smooth functioning of all the institutions organized by the Trust for the provision of quality healthcare services for the general public. The relationship of the Trust and its components are as per the defined Organogram. The Trust has organized the Board of Governors, the Executive Committee, the Academic Council and other Committees required for the functioning of a Medical and Dental College.

 

Board of Governors:

Abdul Waheed Trust has a Board of Governors where prominent personalities from various walks of life are present as members. 

 

Executive Committee:

The Board of Governors in consultation with the board of trustees have for the purpose of smooth running of the institutions formed an Executive Committee that takes speedy decisions and creates a linkage between the Trustees, the Board of Governor and the Faculty. The Vice Chairman of Board of Governors is the Chairman of the Executive Committee which also bears four other members from the Board of Governors. It has the Principal and the Dean as a member and also represented on the Executive Committee are the Co-Chairpersons from the Trust as co-opted members. Thus resulting in an organization that takes speedy decisions and ensures smooth running. The duties and responsibilities of the Executive Committee are attached as Appx-28.

 

Academic Council

The Executive Committee of the Avicenna Medical & Dental College has authorized the formation and received approval for the formation of Academic Council which oversees and monitors all the academic activity in Avicenna Medical College and Avicenna Dental College. The Academic Council has its own roles and is the decision making body for all academic activity. The duties and responsibilities of the Academic Council for Avicenna Medical College is attached as Appx-29 and for Avicenna Dental College is attached as Appx-30. The Academic Council meets regularly and minutes recorded. The minutes of Academic Council meetings are available for perusal.

 

Besides the Academic Council, the Executive Committee has sanctioned the formation of the following committees which appear in their respective standards. These are:

  1. Department of Medical Education
  2. Curriculum Committee
  3. Assessment Committee
  4. Program Evaluation Committee
  5. Education Research Committee
  6. Assessment Unit
  7. Institution Review Board / Ethical Committee

Note: The domain and duties of each committee, the SOPs and policies are formulated and can be perused.

 

Disciplinary Committee

The Executive Committee has formed a Disciplinary Committee for enforcement of discipline on the campus of Avicenna Medical College, Dental College and hostel residential area. Being an important aspect of running of the college, the details of how to deal with a discipline case have been formulated and approved by the Executive Committee as well as the Board of Governors.

 

System of Dissemination of Policies:

The leadership of College ensures that all personnel have access to up-to-date policies, procedures and any circulars that are issued by the Office of the Chairman, Office of the Principal / Dean, HODs and Medical Superintendent of the Hospital. System for dissemination of such policies and procedures is as follows:

  1. Policies can be created at the campus-wide HR or Admin level.
  2. Campus-wide human resource policies are developed and revised by the Office of Chairman in conjunction with the Chairman, Co-Chairpersons and Directors. Campus-wide policies / circulars and revisions are then reviewed and modified by the Human Resource Committee and approved by the Chairman.
  3. Policies specific to the UHS and PM&DC, such as those covering regulatory policies, are developed and approved by the Chairman.
  4. The Departments are also responsible for developing and maintaining their own guidance documents and standard operating procedures that reflect procedures specific to that office. These documents are only disseminated after the approval of the Chairman.
  5. The Office of Chairman is responsible for assuring campus-wide human resource policies and related documentation are and remain consistent with applicable ethical principles, local, state and federal laws, federal guidance and University practices and are accessible to the entire related personnel.
  6. Periodic commination and dissemination of policies related to the course/fee of students are circulated via students themselves, via post and via SMS to the parents of the students.
  7. Dissemination of information / office orders / circulars from the office of the Chairman is disseminated to the concerns through defined lists which are:
    1. List A – Consists of HODs of all departments. Disseminate 14 copies for Medical College and 18 copies for Dental College. 
    2. List B – Consists of all Faculty members. Disseminate copies down to each faculty member, including demonstrators, registrars and medical officers. 
    3. List C – Faculty and its reporting line at hospital. List A plus hierarchy of Avicenna Hospital and Aadil Hospital. 
    4. List D – General Notices / Circulars / Office orders for staff or students to be floated horizontally and vertically. Copies to List A, B, C & all students, CRs and notice boards. 
    5. List E – Electronic dissemination for staff / students / general public / advertisements through Website / Prospectus / Digital Library / Newspaper / Social Media to include Avicenna Medical College official Facebook, Whatsapp groups information of which to go to
  1. HR Coordinator for Dissemination to
    1. Dental Senior Faculty
    2. Dental Demonstrators
    3. Dental 18 – (Student Group)
    4. HR Information
    5. HR Notification
    6. Dentists working in Medical College
    7. Dental IT Group
    8. Dental HODs
    9. Dental Dedicated Faculty
  2. Patient Welfare Officer
    1. Mobile Dispensary Unit
  3. Department of Medical Education
    1. Avicenna Basic Medical Sciences (1st Year & 2nd Year)
    2. Avicenna Preclinical (3rd Year)
    3. Avicenna Focal (4th Year)
    4. Clinical Academics (5th Year)
    5. Dental Academics
    6. CRs and Principals
  4. Department Groups – Several other groups are created and managed by each department for dissemination of information to all members of the respective department.

 

Governance Structure Compliance

 Avicenna Medical College and Avicenna Dental College complies with the PM&DC Regulation of 2012 as follows:

  1. Part VI – Governance, Clause 19 and TORs – Governance 
  2. Part VI – Governance, Clause 20 and TORs – Role of Principal / Dean
  3. Part VI – Governance, Clause 21 and TORs – Academic Council
  4. Part VI – Governance, Clause 22-23 and TORs – Study Boards and Faculty

 

  1. HOD
  2. Professor
  3. Assistant Professor
  4. Associate Professor
  5. Senior Registrar/ Senior Lecturer
  6. Demonstrator
  7. Medical Officer
  8. House Officer

The Executive Committee and Academic Council has formed various committees to take care of each segment of education at Avicenna Medical and Dental College. Various SOPs have been formulated and policies made. These SOPs and policies form a part of this document and appear below where relevant.

 

Infrastructure:

Avicenna Medical and Dental Colleges are located in urban and urban/rural setup which is accessible by public transport. It is a 22 acre campus located at the edge of the rural area and on a major communication artery that links 65 villages with the city. The building infrastructure consisting of 525,246 sqft is as follows:

  1. Avicenna Medical College 111,000 sqft (required 91,000sqft)
  2. Avicenna Dental College 100,685 sqft (required 45,000sqft)
  3. Avicenna Hospital 142,732 sqft
  4. Boys Hostel 29,565 sqft (required 15000sqft)
  5. Male HO Hostel 24,792sqft (required 5000sqft)
  6. Girls Hostel-A 37,068 (required 15000sqft)
  7. Girls Hostel-B 24,852
  8. Girls Hostel-C 24,852
  9. Female HO Hostel 15000sqft (required 5000sqft)
  10. Ancillary buildings 14,700 sqft

The entire campus is self-owned on the name of the Trust. The land, the maps as well as the construction is on the name of the Trust. CAD drawings of the campus and each building map are available in the Admin Records.

 

Design and Spacing

  1. The buildings have been designed and spaces allocated as per the regulation of 2012 and Table A – Infrastructure (Page 28).
  2. The Medical College, the Dental College and the Hospital are located in separate buildings as per regulations and details of these appear in the relevant standard and segment. All plans are approved by the relevant authority and the buildings and super structure are declared safe by competent surveyors as per building and structure by laws. Building & structure compliance to law certificate is also filed along with the records at admin.

 

Library & Learning Resource Center

 This has a covered area of 9600 sqft and has a seating capacity of 250 students. This is adequate for 20% of Medical and Dental College students as required by the criteria of PM&DC. Located in the vicinity is the E-Library, the IT department and the Conference Room. The E-Library is equipped with computers equivalent to 30% of seating capacity of the library and these, located in the Wifi environment are capable of communicating and benefiting from HEC and UHS Libraries online.

 

Outreach Program

Avicenna Medical College and Avicenna Dental College run a patient outreach program as follows:

  1. Community Medical Camps

Avicenna Medical College and Hospital has four dedicated ambulance for daily Community Medical Camps. These ambulances each visit two villages daily and are programmed to visit the same specific village on a specific day. The Ambulance carries two medical officers, one dental officer and allied paramedical staff besides carrying prescription medicines and emergency medicines. This is a new project and has commenced two months ago (April 2019). The details, program and data of these village camps is attached as Appx-37.

  1. Rural Clinics Affiliation

Abdul Waheed Trust in its quest of the provision of healthcare facility to the under privileged has extended a hand of cooperation to the rural clinics so that any medical emergency found beyond the capability and capacity of the rural clinic can be shifted to Avicenna Hospital immediately. Avicenna Hospital is having such a cooperation with the following clinics.

  1. Wasi Hospital
  2. Barki Hospital
  3. Haire Surgical Clinic

Note: Memorandums of understanding of the above have been attached as Appx-38.

The hospital is also providing daily free medical camps to Abbas Police Lines and Elite Force’s Training Center located at Bedian Road.

 

Department of Medical Education

  1. The impart of Medical Education is the primary purpose of Avicenna Medical College and Avicenna Dental College. Avicenna Medical College and Avicenna Dental College have a near full protocol of Faculty which is essentially required for imparting medical education at the institutions.
  2. The department of Medical Education works hand in glove with the Faculty at both the Avicenna Medical College and Avicenna Dental College. The Clinical Faculty provides its services for the treatment of the general public and no charges are levied for treatment at Avicenna Hospital. The total capacity of Faculty as per the regulation helps Abdul Waheed Trust to fulfill its aim of provision of health services at no profit basis. Faculty is registered with the Pakistan Medical & Dental Council as per the authorizations and list is attached as Appx-39. Appointments and promotions are guided by the PM&DC regulations. Faculty records are available for perusal.
  3. The department of Medical Education is headed by the Principal who is qualified in Masters in Health Professional Education. This department is structured to monitor the progress of the curriculum. The details of department of Medical Education are attached as Appx-40.

 

Health, Fitness & Cafeteria Facilities

Various health, fitness and non-academic services are available at the college. These services have been organized and out under a system of committees where the students under the guidance of a member of faculty are encouraged to take decisions for the running of such services. The details of such services along with the various committees assigned with the task of monitoring them are attached as Appx-41 and include the following:

  1. Canteen Committee
  2. Debating Club
  3. Event Management Committee
  4. Excursion Committee
  5. Hostel Committee
  6. Literary Club Committee
  7. Masjid Committee
  8. Photography,  Publication & Arts Committee
  9. Reception Committee
  10. Sports Committee    
    1. Athletics Club
    2. Badminton Club
    3. Cricket Club
    4. Football Club
    5. Table Tennis Club
    6. Basket Ball Club
  11. Indoor Sports Committee
    1. Table Tennis
    2. Gymnasium (Boys)
    3. Gymnasium (Girls)
    4. Billiard
  12. Student Conduct Committee

 

Facilitation on Training Materials on Studentship:

Avicenna Medical College and Avicenna Dental College follows a standardized policy of not burdening the student for any training material or resources that may be involved in any clinical work or procedures. There are no clinical charges at all. The emoluments of fees etc. are only collected once a year and no other charges are levied. 

 

Compliance of PM&DC Instructions

  1. Avicenna Medical College and Avicenna Dental College are compliant institutions. The institutions have complied with the Regulation of 2012 and instructions of PM&DC regarding the establishment of following within the time-frame specified:
    1. Nursing College – Gulfreen Nursing College running successfully for the last 5 years.
    2. Abdul Waheed Institute of Allied Health Sciences – established and running successfully from the last 4 years.

 

Passage of Information

Avicenna Medical College and Avicenna Dental College have complied with all instructions regarding the provision of information to the PM&DC as and when asked for.

 

Compliance to Admission Regulations

The admission and house job regulations of 2018 clearly specify that the colleges shall not admit any student against any drop out to maintain its authorized strength. Avicenna Medical College and Avicenna Dental College are compliant in this aspect also.

 

Standard 12 - Research & Scholarship

Conforms to standards (12.1, 12.2, 12.3, 12.1s, 12.2s & 12.3s)

General:

Avicenna Medical College has emphasized on the element of research and considers it as a mandatory part of the curriculum. The guidelines given by the Higher Education Commission (HEC) and the Pakistan Medical & Dental Council (PM&DC) in its curriculum guide specify the importance of research in the field of Medical Education. Clause VI on Page 19 outlines the importance of creativity and research oriented attitude beside other traits that need to be incorporated in an undergraduate and reads as follows:

 

VI – Researcher:

Medical and dental graduates are expected to demonstrate constructive criticism, a spirit of enquiry, creativity and a research oriented attitude. They graduates should be able to:

  1. Identify a researchable problem and critically review literature;
  2. Phrase succinct research questions and formulate hypotheses;
  3. Identify the appropriate research design(s) in Epidemiology and analytical tests in Biostatistics to answer the research question;
  4. Collect, analyze and evaluate data, and present results where possible;
  5. Demonstrate ethics in conducting research and in ownership of intellectual property.

 

As specified in the guidelines for community medicine course content para 4 on page 89, students at Avicenna Medical College are provided training in research methodology and given the opportunity to do research as a part of the curriculum. This research is included in assessment as well.

 

Avicenna Medical College has set aside funds for the purpose of research for the faculty as well as the students. The faculty is encouraged in overseas conferences, symposiums and study assignments. Salient features reflected in the budget are:

  1. Rs. 10,000 per student who engages in research work.
  2. Rs. 25,000 for any member of the faculty who may require financial assistance for research.
  3. USD 25,000 (or equivalent) for any member of the faculty who engages in PhD research at the international forum.

 

  1. Research at Avicenna Medical College is controlled by an Institutional Research Committee which works as a board and is headed by the Principal. The prime responsibility of IRC is to overlook the requirements of proper scientific conduct of research study through potential ethical problems with proposals being reviewed can be raised by the members in the meeting of IRC in their reports.

 

Terms of Appointment or Institutional Research Committee:

  • The Principal of Avicenna Medical College proposes members from the faculty to serve on the Research Committee and Academic Council approves it.
  • The duration of appointment is at discretion of Principal.
  • Re-appointment of members maybe for as many terms as deemed by the Principal.
  • A member can be replaced in case of resignation or on leaving the college faculty.
  • Disqualification of any member is communicated in writing by the Chairperson (Principal).
  • Membership of the Research Committee is a position of responsibility and not a paid position.

 

Current Research Committee:

 

Chairperson

Scientific Research Committee

Ethical Research Committee

Prof. Rana Akhtar CM

Prof. Luqman Medicine

Prof. Mehmood Alam General Surgery

Prof. Faisal Nazeer Hussain (Secretary)

Prof. Khalid Mehmood Eye

Prof. Rehana Shahid Community Med

Dr. Usman Amin (Secretary)

Lawyer & Religious Scholar 

Mr. Imran Shahid (Biostatistician)

 

 

The Executive Committee on the recommendation of the Principal who is the head of the Institutional Research Committee has sanctioned the formation of Scientific Review Committee who is to study each research from the scientific, technical and ethical aspects and ensure that no conflict of interest has taken place.

 

The Scientific Review Committee is organized as follows and consists of the Principal who is the Chairperson and Professors from 2 other departments

 

The terms of reference of Scientific Review Committee & scholarship Guideline are attached Separately

 

  1. The Institutional Research Committee shall ensure the following:
    1. All work must be made public
    2. The work must be available for peer review and critique according to the accepted standards as outlined by the HEC and PM&DC for research work
    3. The work must be able to be reproduced and built-on by other scholars. These could include any of the following:
  1. Original papers
  2. Systematic reviews
  3. Scoping review
  4. Meta-analysis
  5. Literature review
  6. Conceptual and innovative papers
  7. Publications of short communications
  8. Publications involving teaching innovations
  9. Online curriculum documents
  10. Presentation of teaching materials for peer review

 

Research Parameters

Research activity is not limited to Avicenna Medical College alone but can be undertaken elsewhere in any scientific field. And these would involve multi-disciplinary research beyond health sciences. However, it must seek national bioethical committee approval if required.

 

Research Curriculum at Avicenna Medical College:

Avicenna Medical College instruction in research methodology for the under-graduates. The HEC and PM&DC guidelines indicate research methodology being taught in the Community Medicine Department. The Head of Community Medicine Department in an integral part of the Institutional Research Committee.

 

The students in the 4th Year are divided in to batches of 4 or 5 students and assigned research responsibilities in the field of medical sciences. The students are given full support and are encouraged to prepare an innovative research which is made a part of the assessment of the MBBS curriculum. These research works besides being assessed during the year are also placed before the internal and external examiners in the annual prof exam of the subject of community medicine. Typical research work done in 2016-2017, 2017-2018 and 2018-2019 are attached as Annex-B research work done by the students are archived for record purposes and the research done by the Faculty is attached as Annex-C.

 

The Research Cell

The importance to research work cannot be over-emphasized. Research work operates under the Chairpersonship of the Principal and the HOD of Community Medicine and Department of Medicine are its members. This cell has the powers to take quick decisions that can speed up the research work including making availability of the funds required for the research. The research cell works with open doors and any student or faculty member desirous of doing research work can approach the research cell which is responsible to provide adequate support staff and guidance to faculty and students involved in research work.

 

Continuity of Research:

  1. Avicenna Medical College not only encourages the student in acquiring the research methodology skills but also provides financial, material and equipment support to the members of its faculty. This support helps the faculty in a big way to achieve the criteria of research that is vital for their promotion up the ladder from senior registrar to the post of a professor.
  2. The college has held seminars, symposiums and workshops on research. These have been widely attended by the college faculty and such activities have been open to the faculty from the other colleges as well.
  3. Principal shall be head of SRC/ERC till further orders.
  4. Liaison: 

SRC/ERC will liaise with National Bio Ethic Committee and PMDC regulations.

18.1. All research conducted beyond the confines of the institutions may be referred to NBC in the prescribed manner after permission is granted by SRC/ERC-AVMC

  1. Present ERC will continue to work in its revised signed form as notified earlier.
  2.  The following will be research tutor for _________ investigations.
  3. Prof. Gulfreen Waheed – Gynae
  4. Prof. Khalid Mehmood – Eye
  5. Prof. Fawad Nazar Hussian – Orthopedic
  6. Dr. Usman Aamin – Medicine
  7. Associate Prof. Dr. Maqbool – Community Medicine.

 

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