This new university college is not so much meant to be another higher education institution as it is meant to contribute more substantially to the promotion, modernization and advancement of higher education values.

Our strategy is to modernize the curriculum content and curriculum structures in a way that would highlight the uniqueness of our institution and adopted the most modern quality standards according to the most sophisticated global systems.

Mission Statement

The mission of Zamzam university program of medicine- is to participate in the development and promotion of its community through high quality and cost-effective education, health service, and research

Vision statement

Zamzam University College (ZUC) MBBS program of medicine will be one of the leading Sudanese medical programs with an international reputation for its undergraduate, postgraduate and continuing professional development (CPD) program. We hope that this program will be seen as a key partner by the Federal Ministry of Health Services, Government, Charitable and private organizations for the development of new and innovative national training program for staff from the entire healthcare and associated professions.

We aim to be widely regarded as an example for engagement and effective joint working to the benefit of the public, patients and development of staff. We will encourage research and knowledge transfer

 

Objectives of the MBBS Program of Zamzam

General Objectives:

Core Competencies of Graduating Physician

Our general objective is to train and graduate doctors who can work in the different fields of Medicine to be:

1. Good Health Manager and Leader
2. Personal and Professional Developer
3. Good Communicator
4. Able to work in the different fields of Medicine
5. Able to conduct scientific research to solve community health problems
6. Equipped with professional ethics, communication skills and the necessary professional skills, to serve his/her patients and community.
7. Able to establish an effective partnership with the different stakeholders to implement the reviewed and updated curriculum that serves the community and helps in solving community health problems.

Specific Objectives:

By the time of graduation, the graduate is expected to acquire the following competencies and characteristics: being able to:

1. Be fully committed to the medical profession.
2. Take a proper history to be able to diagnose a health problem.
3. Conduct a proper physical and mental state examination to be able to assess the patient and diagnose his health problem.
4. To interpret clinical findings in the history and examination to formulate a provisional diagnosis.
5. Diagnose medical problems and disorders making use of the different available investigations; laboratory investigations, radiological investigations etc
6. Prescribe and conduct proper treatment approaches to manage medical problems and disorders.
7. Use a scientific knowledge in diagnosis and management of health problems, according to known methods of problem solving and integration, and explain the scientific structural (anatomical), functional (physiological, biochemical), morbid (microbiological, pathological), and therapeutic (pharmacological) background related to the problem.       
8. Manage emergencies e.g., road traffic accident, burns, toxins etc… and decide and act properly on cases needing referrals to specialized centres or personnel.
9. Write a medical report about the referred cases.
10. Deliver health promotion, preventive and rehabilitative activities to all members of communities.
11. Observe in his/her practice, the health professional ethics which agree with the nations values, believes and norms (as stated by the Sudan Medical Council), and maintain good and honest relations with his/her patients, their families and his/her colleagues across all sectors involved in health.
12. Respect patients’ rights and confidentiality.      
13. Acquire the skills of appropriate ethical counselling and advice in breaking news to the patients or their relatives in the different critical cases or conditions.
14. Communicate with individuals and groups in health education and sessions.
15. Adhere to (health team) approach, acting as efficient member, capable of its leadership, dividing labour and responsibilities among the members, and ensuring both effectiveness and homogeneity among the members.
16. Communicate and collaborate with members of the health team in a way that helps to achieve the objectives of the health care for individuals and the communities.
17. Encourage community participation and act in recruiting various sectors in defining heath and health related problems, planning and providing suitable solutions, recognizing the community believes, ethics and traditional practices.
18. Administer a health “unit” or “centre” efficiently according to scientific, medical, statistical, economic and legal bases.
19. Continue to consider elements of efficiently, costing and economic implications in his/her diagnostic and therapeutic choices.
20. Acquire the skills of teaching, learning and communication efficiently to carry out his/her duties in health education and in winning the confidence of patients and their families and societies.
21. Acquire the skills of independent learning, and contribute to availing opportunities for planning and implementing continuous education activities to upgrade his/her own abilities (specialize, lifelong learner) and those of his/her colleagues in the health team.
22. Carry health or health-related research, alone or with a health team, using scientific methods known in such activities.
23. Observe the research ethics.
24. Use computer in word processing, statistics and graphics to achieve success in other objectives of his/her career.
25. Continue, recognizing the needs of the society for certain specialties, particularly general practice and family medicine.
26. Have the skills of writing and/or appraising a scientific article.
27. Manage and contribute in the management of disasters
28. The Zamzam college administration shall conduct continuous evaluation for all components of the teaching-learning process including evaluation of the academic programs, the teachers and student’s performance

 

Section 1: Educational Approach

Outline of the Curriculum

The proposed curriculum follows an outcome-based prescriptive model, but instead of the spiral design, it utilizes a layered approach to the acquisition of medical knowledge. Despite being detailed by disciplines, it employs horizontal integration via collaborative and coordinated instruction between disciplines within each layer/phase. A degree of vertical integration is included in the form of generally highlighting and occasionally elaborating on the clinical relevancies of basic medical sciences in early phases, and re-discussing the fundamental concepts underlying clinical medicine and practice in the clerkship phase.

Some elements of the curriculum are dispersed and placed where relevant to the prior knowledge of students or according to need, while others run longitudinally across phases as they serve the acquisition of competencies and qualities that are central to the education of future physicians, mainly related to ethics and professionalism, critical thinking, scientific method and research, community medicine, and practical skills.

1.1 Structure and organization

The curriculum will be delivered in five academic years divided into 10 semesters.  It is organized into the following four phases:

Phase I: Foundation for Medical Practice

preparatory courses delivered in semester one to ensure that students have the essential background of general sciences and the required proficiency level in English language necessary for attending medical school.

Phase II: Foundation of Basic Sciences:

This phase extends over the period of three semesters (2-4). The second phase deals with pathophysiology & the mechanism of disease. In addition, other courses develop clinical skills and address the psycho-social aspects of medicine. It has a number of subjects and modules including the basic medical sciences. In addition to university required subjects, the goal of this phase is to provide the opportunity to learn basic science in depth and to learn introductory aspects of clinical medicine.

It is organized around a series of organ system-based courses, each presented by a multidisciplinary team of faculty members. Within each course, normal physiology, anatomy, biochemistry of the system is presented in conjunction with the pathology, microbiology of common diseases, and medical and pharmacologic approaches to diagnosis and treatment.  Each course uses a variety of formats, including case presentations, lectures, small group discussions, laboratory sessions, computer-aided instruction, and independent study.

Phase III: Clinical preparation- pre-clerkship:

delivered in semester 5 and 6. The third pre-clerkship phase covers the basic clinical skills, forensic medicine & public health. It prepares the students for clinical rotations and the residency program.  During this course, students are assigned to a clinic to reinforce history and physical examination skills learned in the college.

Phase IV Phase III: Clinical Clerkship

designed to ensure adequate exposure to various clinical disciplines and proper clinical training and participation in patient care. For the remaining 4 semesters, students receive instruction about essential clinical topics and disease conditions, supported by clinical training in hospitals, clinical skills and simulation labs, community clinics and primary health centres; as well as fulfilling a residency attachment period in preparation for the postgraduate foundation program/ internship.

In addition to the mandatory core courses provided each semester, a number of elective courses and clinical residencies (both credit & non-credit ones) will be designed and offered for our students to select from, thus allowing them to take charge of the range of expertise and skills they could explore and acquire in preparation for their postgraduate training and career of choice.

1.2 Teaching and learning

As there is a wide variety of learning methods and styles in medical education, the curriculum should reflect the diversity and allow the reinforcement of the learning experience of students by presenting learning materials through different methods of instruction and educational support:

• Lectures
• Labs
• Small group activities
• Presentations and seminars
• Case-based/Problem based learning (PBL)
• Team based learning (TBL)
• Simulation and clinical skills practice
• Computer-assisted learning (virtual/simulation applications, online materials, etc)
• Clinical rounds

Emphasis on guiding our students to develop self-directed learning behaviour and practices should direct the instruction and the design of learning situations.

1.3 Assessment

Range of Assessments used in University College of Zamzam

Evaluation of students

• Assessment: Examinations on all domains of learning are conducted throughout the year employing both formative & summative assessment types. Although the Formative types are meant for diagnosis & feedback, a percentage not exceeding 20% of the final mark can be calculated from these tests and considered as a form of continuous assessment.
• Assessment Tools: used for both types of formative & Summative types of assessment are:

1. Written
   1. MCQs: As single best answer or single correct answer.
   2. SAQs short answer questions (As structured as possible). Applied where appropriate
   3. CCSs: Clinical case scenarios (in the form of modified essay questions as far as possible).
2. OSPE/ Spotters: Where appropriate.
3. OSCE: Where appropriate.
4. CLINICAL: Workplace-based assessment utilizing the Mini CLEX.

1.4 Quality management

To ensure the quality of evaluation, the process will be managed by an assessment committee. The roles of the committee are:

• Set the guidelines for quality assurance of all the steps of the evaluation process (measurement-evaluation-interpretation-decisions).
• Follow the steps of evaluation to ensure that they are conducted in accordance with the guidelines & regulations.
• Supervise the process of checking assessment tools for their validity, reliability & quality before they are used.
• Supervise the process of results & exam analysis to detect faults & abnormalities.
• Supervise the process of correction & normalization of exam results when faults & abnormalities are detected.
• Develops tools & forms for pre-test quality assurance & post-test analysis.
• Organize assessment & evaluation training programs for faculty in collaboration with the Educational Development Unit.
• Calculation of grades: Grades are going to be calculated based on a pre-set scale provided that examinations are adjusted in a way that guarantees that a minimally competent student pass all tests & that the interpretation of results are therefore criterion-referenced.

 

1.5 Grading scale:

The five-point grading scale according to the following table is applied:

 

المعدل التراكمي	التقدير
أكبر من أو يساوي 80%	ممتاز
أكبر من أو يساوي 70% واقل من 80%	جيد جدا
أكبر من أو يساوي 60% واقل من 70%	جيد
أكبر من أو يساوي 50% واقل من 60%	مقبول

 

Student’s Promotion:

For a student to be promoted from one year to the next he/she must fulfil the following criteria:

• Pass at least 2/3 of the educational units covered during the year (two semesters).
• Clear ALL the failed major educational units in the supplementary exams (major educational units are the units which are completed during the year & are not part of a longitudinal course, subject or discipline).
• Pass ALL the longitudinal educational units which finish during the particular year.

1.6. Implementation and Evaluation Strategies

To bring our proposed curriculum into being, a specific curriculum implementation process is being developed, entailing the creation of a curriculum management/ steering committee designated by the Dean, and chaired by the program director. This committee will oversee the application of the implementation timetable and the creation of focus teams for implementing each element of the curricular plan, as well as establishing a curricular revision and evaluation process.

An evaluation process will be running along with all stages of implementation. An established system of evaluation will employ students’ academic performance (formative assessment and exams grades), students’ and faculty satisfaction surveys (about specific courses and the whole curriculum), performance of graduates on licensing exams and other standardized exams, postgraduate training track records of graduates, as well as tracking the impact of the curriculum on the health service sector and the community

 

 

SECTION 2: CURRICULUM STRUCTURE

Curriculum Plan

First Year:

Phase	year & Semester	Educational Unit	Code	Total
Phase I: Foundation for Medical Practice	First Year Semester I	Islamic culture I	ISL111	2	1
		Arabic language I	ARB112	2	1
		English Language I	ENG113	2	1
		Sudanese Studies	SDS114	2	0
		Human Biology	HBL115	2	2
		Mathematics & Medical Physics	MMP116	2	2
		Chemistry	CHM117	2	2
		Total Credit Hours		13	7

 

 

Phase	year & Semester	Educational Unit	Code	Total
Phase II: Foundation of Basic Sciences	First Year Semester 2	Islamic culture II	ISL121	2	0
		Arabic language II	ARB122	2	0
		English Language II	ENG123	2	1
		Introductory Biochemistry	BIO124	2	1
		Introductory Gross Anatomy (Embryology)	EMB125	2	1
		Man & his environment	MEV126	2	1
		Basic Histology	HIS127	1	1
		Total Credit Hours		13	5
				18

 

 

 

 

Second Year:

Phase	year & Semester	Educational Unit	Code	Total
Phase II: Foundation of Basic Sciences	Second Year Semester 3	Respiratory System	RES211	2	2
		Cardiovascular System	CVS212	3	2
		Introduction to Microbiology	MIC213	3	1
		Introduction to Pathology	PAT214	3	1
		Introduction to Pharmacology I	PHR215	2	0
		Total Credit Hours		13	6
				19

 

Phase	Year & Semester	Educational Unit	Code	Total
Phase II: Foundation of Basic Sciences	Second Year Semester 4	Blood & Immune	BLI221	4	1
		Gastro Intestinal System	GIT222	3	2
		Endocrine & Metabolism	END223	3	1
		Urogenital System	URG224	2	1
		Medical Informatics	MIF225	1	1
		Principles of Research	RSH226	1	1
		Total Credit Hours		14	7
				21

 

Third Year:

Phase	year & Semester	Educational Unit	Code	Total
Phase III Clinical Preparation	Third Year Semester 5	Community Medicine I (Epidemiology)	EPD311	2	0
		Musculoskeletal system	MSC312	3	2
		Head & Neck	HDN313	2	3
		Forensic Medicine	FRN314	2	1
		Applied Medical Science	AMD315	1	1
		Total Credit Hours		10	7
				17

 

 

Phase	year & Semester	Educational Unit	Code	Total
Phase III Clinical Preparation	Third Year Semester 6	Central Nervous System	CNS321	4	3
		Evidence-based healthcare	EBH 322	2	2
		Basic clinical skills	BCS323	1	3
		Clinical Pharmacology II (Therapeutics)	THP324	3	0
		Medical Professionalism	MDP325	2	0
		Total Credit Hours		12	8
				20

 

Fourth Year:

		Educational Unit	Code	Total
Phase IV	Year four Semester 7	Community medicine II (Primary Health Care)	PHC411	3	1
		Internal Medicine I	MED412	3	3
		Medical Professionalism II (Applied Ethics)	ETH413	3	1
		Surgery I	SUR414	2	2
		Total Credit Hours		11	7
				18

 

 

Phase	year & Semester	Educational Unit	Code	Total
Phase IV Clinical Clerkship	Fourth Year Semester 8	Ophthalmology.	OPT421	2	3
		Paediatrics I	PED422	4	3
		Obstetrics & Gynaecology I	OBG423	2	2
		Dermatology	DRM424	1	1
		Psychiatry	PSY425	2	1
		Total Credit Hours		11	10
				21

Fifth Year:

Phase	Year & Semester	Educational Unit	Code	Total
Phase IV Clinical Clerkship	Fifth Year Semester 9	Surgery II	SRG511	2	3
		Internal Medicine II	MED512	2	2
		Obstetrics & Gynaecology II	OBG513	1	2
		Pediatrics II	PED514	1	2
		Otolaryngology (ENT)	ENT515	1	1
		Anaesthesia & Intensive Care	ANES516	2	1
		Total Credit Hours		9	11
				20

Phase	year & Semester	Educational Unit	Code	Total
		Medical Imaging	MMG521	1	1
Phase IV Clinical Clerkship	Fifth Year Semester 10	Surgery III	SRG522	0	6
		Internal Medicine III	MED523	0	6
		Paediatrics III	PED524	0	4
		Obstetrics & Gynaecology III	OBS525	0	4
		Total Credit Hours		1	20
				21

 

• Total Credit Hours= 197 (103 + 94)

 

First Year:

Semester 1

 

Phase 1 – Foundation for Medical Practice

Introduction

Phase 1 is a one semester educational unit giving an introduction to the basic principles underlying the practice of medicine. These basic principles are Anatomical Principles, Biomedical Principles,

Aims

The aims of this phase are to:

• introduce students to basic scientific principles, languages & cultural issues as a foundation for professional practice
• develop in the student an understanding of the basic principles of normal structure & function of the human body
• introduce students to approaches to study and learning including the understanding of their learning style, the use of self-directed learning, problem solving and the use of new technologies and e-learning
• prepare students for entry to Phase 2 of the curriculum

 

Islamic Culture I الثقافة الإسلامية

Islamic Culture I
Course Number & Code: ISL111	Course Name:  Islamic Culture I	Year: First Semester: One
Credit hour: 2 hrs. (2+0)	Duration: 16 Weeks	Mode: Longitudinal
Coordinators: