Curriculum and Assessment

The curricular philosophy revolves around principles of adult learning, emphasizing academic excellence through contextual learning and building on prior experiences. Teamwork, good communication skills, research, critical thinking, and clinical problem-solving skills are emphasized. Ethical practices and self-directed learning are promoted, and students are encouraged to reflect on their experiences for self-assessment and lifelong learning. In alignment with the Sustainable Development Goals, the curriculum fosters social responsibility, community engagement, and a commitment to advancing equitable, quality healthcare.

Shifa College of Medicine has always set high standards and has been determined to excel in the field of medical education through research and innovation. Recognizing the need of the hour and inspired by global changes in medical education, it was decided by our Dean (late) Dr. Muhammad Amin to switch from traditional curriculum to a system-based integrated modular curriculum.

A task force was constituted under the chairmanship of Professor Dr. Khawaja Abbas, which included senior faculty members from both basic and clinical sciences who developed spirally integrated modules. The integrated modular curriculum was implemented in 2008 and is successfully being followed since then. The curriculum is regularly reviewed for improvement by the faculty, and required amendments are made after input from concerned stakeholders.

The curriculum works towards achieving its mission by focusing on key roles of a physician:“Medical Expert, Communicator, Collaborator, Manager, Health Advocate, Scholar and Professional” identified in the CanMEDS framework. These roles have been clarified and defined by key competencies, which have been further outlined into multiple enabling competencies. The enabling competencies specify the behaviours, skills, and attitudes that must be displayed by the learner.

The implementation of our integrated curriculum involves innovative teaching methodologies and a dynamic learning environment to ensure our students acquire the skills and knowledge necessary for success in the ever-evolving field of healthcare.

Shifa College of Medicine follows a spiral curriculum that is system based with integrated modules in the first three years. This has been followed by clinical clerkships during the last two years.

The curriculum at Shifa College of Medicine is structurally aligned with PM&DC guidelines and follows CanMEDS competencies. It works towards achieving its mission by focusing on the key roles of a physician such as “Medical Expert, Communicator, Collaborator, Leader, Health Advocate, Scholar and Professional” as identified in the CanMEDS. These roles have been clarified and defined by key competencies. Each key competency has further been outlined into multiple enabling competencies. The enabling competencies specify the behaviors, skills and attitudes that must be displayed by the learner.

During the five-year MBBS program the curriculum is organized in three spirals which are delivered in a system based modular format.  Spirals 1 & 2 span over a period of three calendar years with focus on “basis of medicine.”  Last two years constitute spiral 3 and focus on “Practice of Medicine”.

In first 3 years the curriculum is divided into modules. Three –four modules make a block. Study guide for each module is provided to the students as a learning resource and for their guidance. Clinical cases are used as triggers for learning in modules. Year 1 and 2 deal mainly with the normal structure, function and biochemical aspects of human body which are taught with relevance to the clinical context. Pathology, Pharmacology, Forensic and Community Medicine are also integrated where appropriate.           

Year 3 mainly deals with abnormal structure and function, pharmacological aspects of therapeutics, community medicine and medico-legal aspects which are delivered in a clinical context. Moreover, the students get clinical exposure through clinical rotations.

Year 4 and 5 comprise of junior and senior clerkship respectively which are hospital based and provide the students with comprehensive clinical experience.  Elective rotation of 9 weeks duration is mandatory in year 5, which allows students to gain experience in their respective field of interest either nationally or internationally.

Research, behavioral sciences including ethics, communication skills, professionalism and evidence-based medicine are addressed in an integrated manner throughout the curriculum as longitudinal theme. The curriculum also incorporates Islamic and Pakistan Studies, along with substantial components of the arts and humanities, computer literacy, and academic English writing. Records of students’ performance during each module or clerkship is maintained in logbooks/portfolios that contribute towards the continuous/internal assessment. The curriculum is reviewed after every 2-3 years. The modular teams which include multidisciplinary faculty reviews the curriculum and makes modifications as and where required.

Learning strategies

 Large group interactive sessions (LGIS)

These sessions are used to introduce the clinical theme and to discuss concepts in an

  interactive   manner utilizing audio visual aids.

 

Small group discussions (SGD)

Small group discussion is one of the main learning strategies. Specific learning objectives are discussed in small groups of 8-12 students. These sessions involve teachers/instructors who facilitate the process. The discussions are conducted in a sequence starting with reading the Case scenario by students followed by brainstorming within the group about the application of the learnt knowledge, and clarification of concepts by facilitator

Problem based learning sessions (PBL)

PBL is utilized as one of the learning strategies for some objectives. Three sessions for one problem are conducted with an interval of 1-2 days. A case scenario pertaining to the relevant theme is given to the students. In the first session students identify objectives related to that particular case, followed by self-assigned tasks and discussions in the subsequent sessions.

Integrated practical sessions

Students are divided into groups that perform relevant practical activities in basic sciences and clinical skill laboratories. Knowledge learnt in theoretical sessions is related to and reinforced in these practical sessions.

 Self-directed learning (SDL)

We aim to produce self-directed and life-long learners. Therefore, sufficient time is allocated in our curriculum for self-directed learning. Students are encouraged to utilize this time effectively employing the most appropriate learning strategies.

 Community-based site visits:

Community-based site visits offer students experiences beyond classrooms, fostering understanding of our    social and cultural determinants in healthcare contexts.

Case-based discussions (CBDs)

The Case-based discussions take place between students and their preceptors about a particular clinical scenario related to a particular topic. Students are taught about important themes differential diagnosis and diseases. It includes discussions about symptoms and signs, diagnosis, management and complications.

Bedside teaching: In-patient setting (IPD)/Emergency Room (ER)

Bedside teaching is used as an effective strategy to teach clinical and communication skills. Special emphasis is placed on history taking physical examination and interpretation of findings.

In addition, ethical practices and professionalism are taught as an integral component of practice during bedside teaching sessions.

  Outpatient teaching

Teaching and one to one interaction with OPD patients is another very effective modality where students learn outpatient management and charting out investigation plans based upon clinical presentations.

 Operation room learning

Common surgical procedures being performed are observed and assisted by medical students. This focuses upon the application of surgical anatomy.

  Morning reports

Morning reports include case-presentations by the students followed by detailed discussion between the students and the faculty/preceptor. Diagnostics reasoning and clinical decision making are judged and scored.

 Case write-ups

PICO (Population, intervention, control and outcomes) framework is employed as evidence based-practice for cases. Students are required to bring a related research article with appraisal.

Clinical methods/Skills

Conducted on real patients/mannequins and techniques like suturing, applying skin tractions or POP casts etc. are taught.

 Others

In addition to these, our array of innovative teaching strategies includes methodologies such as Team-Based Learning (TBL), the flipped classroom approach, and the dynamic engagement facilitated by activities like the Journal Club etc.

Both formative and summative assessments are used to assess the performance of the students. Constructive feedback is given for reflection and clarification of the concepts.  Summative theory exam is conducted at the end of each module/clerkship. Skills are assessed in integrated practical examination (IPE) and Objective structured clinical examination (OSCE) which are carried out at the end of each block and clerkship respectively. Continuous assessment which comprises end of module theory and log book marks contribute 40% marks towards theory of final professional examination. Similarly end of block IPE, end of clerkship OSCE and log book for practical/clinical sessions contribute 40% marks towards practical of final professional examination. Annual/professional examinations carry 60% marks both for theory and practical component.