Medical education department

Session 3:
Course Specification According
to NCAAA Template

Dr.Mohammed Hassanien Dr. Bassem Salama El-deek

Assisstant prof of Associate prof of
biochemistry / Medical Education FAMCO / Medical Education

Master medical education JHMPE Master medical education JHMPE

Co-chairman of Co-chairman
Governance & Administration of task force committee
committee of Accreditation
of Accreditation KAU college of medicine
KAU college of medicine


.
mohammedhassanien700@yahoo.com
.
basem_eldeek@yahoo.com
Definition and rationale of
course specification

A document that Says

What will be done
When teaching a course

5
Course Specification

WHY ?

6
If you dont know where you
are going .

You might
end up
somewhere else

7
Course Specifications

Who will use it?

Teaching Staff
Students
External examiners
Academic reviewers
Professional bodies- Syndicate
Employers

8
Course Specifications

The Basis for Course and

Program evaluation

9
TEMPLATES FOR COURSE
SPECIFICATION

A. Administrative Information

B. Professional Information

11
Institution

College/Department

A Course Identification and General Information

1. Course title and code:
2. Credit hours
3. Program(s) in which the course is offered.
(If general elective available in many programs indicate this rather than list programs)

4. Name of faculty member responsible for the course

5. Level/year at which this course is offered

6. Pre-requisites for this course (if any)
7. Co-requisites for this course (if any)
8. Location if not on main campus
B Objectives

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

2. Briefly describe any plans for developing and improving the course that are being
implemented. (e.g. increased use of IT or web based reference material, changes in content as
a result of new research in the field)
 Examples of main learning outcome:

-By the end of this courses the students will be able to demonstrate
,

knowledge of basic concepts in the functions of vertebrate body

organs and to apply this knowledge efficiently under controlled
guidance and supervision.

-Understand the processes of human reproduction from the production of

gametes, establishment of the embryo through to independent life
by the newborn infant.

-Understand common problems & disorders of the male& female

reproductive tract, the mechanisms of contraception and the sexual
transmission of diseases.

-Acquire skills & working knowledge & understanding of the principles

and concepts applicable to the Reproductive System, in general.
14
Examples of main learning outcome:

3- Upon successful completion of this

course c, the graduatesA should be able
to professionallyD and independentlyD
analyzeB and interpretB figures and
graphs and applyB the obtained data in
diagnosing abnormalities in hormonal
production.

15
C. Course Description (Note: General description in the form to be used for the Bulletin or Handbook should be attached)

1 Topics to be Covered
Topic No of Contact
Weeks hours
 2- Contents

Topic No. of hours Lecture Tutorial/Practical

17
 2 Course components (total contact hours per semester):

Important notes
Lecture: Tutorial: Practical/Fieldwork/In Other:
ternship:

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

week. (

Indicate the amount of time expected of students in private

study, assignment or other work associated with the course
This should be shown as an average amount of time per
week over the semester.
4. Development of Learning Outcomes in Domains of Learning
For each of the domains of learning shown below indicate:

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

A description of the teaching strategies to be used in the course to develop

that knowledge or skill;

The methods of student assessment to be used in the course to evaluate

learning outcomes in the domain concerned.
a. Knowledge

(i) Description of the knowledge to be acquired

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

iii) Methods of assessment of knowledge acquired

b. Cognitive Skills

(i) Cognitive skills to be developed

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

iii) Methods of assessment of students cognitive skills

c. Interpersonal Skills and Responsibility

(i) Description of the interpersonal skills and capacity to carry responsibility to be developed

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

(iii) Methods of assessment of students interpersonal skills and capacity to carry responsibility

d. Communication, Information Technology and Numerical Skills

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

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

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

e. Psychomotor Skills (if applicable)

(i) Description of the psychomotor skills to be developed and the level of performance required

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

(iii) Methods of assessment of students psychomotor skills

 Analyze

Instruction Activity Assessment Type

-To select
-To -Problem-solving sessions
-Problem-solving
differentiate -Practical/Clinical sessions
ILOs -Interactive mini lectures
-OSCE; OSPE
-To integrate -Essay
-To organize -Seminars
-To describe -Tutorials
5. Schedule of Assessment Tasks for Students During the Semester

Assessmen Assessment task (e.g.. essay, test, group project, Week Proportion
t examination etc.) of Final
Assessment
1

3
4
5
6
7
8
Student Assessment Methods
Oral exam. To assess the skills of analysis and
discussion
Written exam. To assess the ability to remember
To assess the understanding of the
scientific background
Case study To assess the skills of:solving
problems, Present data and discussion
Practical exam To assess the professional skills

Assignments To assess the ability to work in group

 5- Assessment Schedule

Assessment 1 .Week.
Assessment 2 .Week .
Assessment 3 .Week .

Specify the date for each assessment in the

semester / year span

26
5-Assessment Schedule

- First assignment (4th week)

- Mid-term exam. (6th week)
- Presentation of case study (8th week)
- Second assignment (10th week)
- Practical exam. (12th week)
- Oral exam. (13th week)
- Final exam. (14th week)

27
 6- Weighing of Assessments
Mid-term Examination %
Final-term Examination %
Oral Examination. %
Practical Examination %
Semester Work %
Other types of assessment %
Total 100%

28
 6-Weighting of Assessments
Assignments 10%
Mid-term Exam. 5%
Case study 10 %
Oral Exam. 5%
Practical Exam. 20%
Final Exam. 50%
Total 100 %
4- Student Assessment:
Write down the assessment methods
used, such as written examinations (mid-
term, regular, at the end of term), class
activities (reports, discussions, practicals
etc).
Match the methods used with the course
ILOs.

30
Example from Course X
Assessment
Formative:

This form of assessment is designed to give you feedback to help you to identify areas for
improvement. It includes a mixture of MCQs, short answer-questions (SAQs), extended
matching questions (EMQs), problems-solving exercises and independent learning
activities in all subjects.

Summative

This type of assessment is used for judgment or decisions to be made about your
performance. It serves as:
Verification of achievement for the student satisfying requirement.
Motivation of the student to maintain or improve performance.
Certification of performance.
Grades.

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

:
Continuous Assessment 20 Marks
Assignment + Attendance 20 Marks
Final End of Semester Exam (Two Hours) 40 Marks
Final OSPE (Practical) 20 Marks
D. Student Support
1. Arrangements for availability of faculty for individual student consultations
and academic advice. (include amount of time faculty are available each
week)

D. Student Support

1. Availability of Describe the arrangements to be made for individual student

teaching staff for counseling and advice. This should include the time
consultations and allocation and schedule for teaching staff to meet with
advice. students.
 E Learning
Resources

1. Required List any required texts.

Texts
1.Essential List reference material regarded as essential for
References teaching the course.
3. Attach list of material that should be available for
Recommended reference by students undertaking the course.
Books and
Reference
Material
4. Electronic List requirements for access to electronic
Materials materials, data bases etc.
5. Other List any other learning materials that are required
Materials for the course
F. Facilities Required

F. Facilities Required

1. Accommodation Specify accommodation requirements for delivery of

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

2. Computing Specify requirements for computer access.

resources
3. Other Resources Specify any other requirements for the course
including specialized equipment. Attach list if
necessary.
8- Facilities Required for Teaching and
Learning:
The facilities include: appropriate
teaching accommodation, including
teaching aids, laboratories, laboratory
equipment, computers etc., facilities
for field work, site visits etc., which are
necessary for teaching the course.
35
 G Course Evaluation and Improvement Processes

G. Course Evaluation and Improvement Processes

1. Strategies for Describe strategies. Eg. confidential completion of standard

Obtaining Student course evaluation questionnaire. Focus group discussion with
Feedback on Quality of small groups of students.
Teaching

2. Other Strategies for Describe any other strategies for evaluation of teaching. Eg.
Evaluation of Teaching observations and assistance from colleagues, independent
assessment of standards achieved by students, independent
advice on assignment tasks, etc.

3. Processes for Describe processes for improvement of teaching. Eg.

Improvement of Workshops on teaching methods, review of recommended
Teaching teaching strategies.
4. Processes for Describe methods used to compare standards of achievement
Verifying Standards of with standards achieved elsewhere. Eg. check marking of a
Student Achievement sample of examination papers or assignment tasks,

5. Action Planning for Describe process for reviewing feedback on the quality of the
Improvement course and planning for improvement
 Course coordinator:
Name
Signature Date
Head of Department of
Name
Signature
Date

37
Course Specifications

Is it team individual or work ?

Is it the role of seniors or juniors ?

Is it the same as the first part of the

study guide ?
 :