DOCSLIB.ORG

Journal Clubs at a Thai Medical School

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Journal Clubs at a Thai Medical School https://doi.org/10.36570/jduhs.2020.3.992 JDUHS ORIGINAL ARTICLE Comparison of the Educational Environment at a Medical College under Two Different Curricula Ayesha Younas,1 Robina Mushtaq,2 Rafia Minhas,3 Moatter Jahan4 1-2: Department of Medical Education1/Department of Community Medicine2,Wah Medical College, Wah Cantt Punjab, Pakistan. 3: Department of Dental Education, Avicenna Medical College Lahore, Punjab, Pakistan. 4: Fatima Jinnah Dental Hospital & College Karachi, Pakistan. Correspondence to: Dr. Ayesha Younas, Email: [email protected], ORCiD: 0000-0003-1508-1395 ABSTRACT Objective: To compare the perceptions of students regarding the educational environment at a medical college which underwent a curricular change using the Dundee Ready Education Environment Measure (DREEM) at two different points in time. Methods: A comparative cross-sectional study was conducted at Wah Medical College, Punjab, Pakistan. The DREEM instrument was distributed in 2015 to students in all five years of the MBBS program and in 2019 to students in years 1-3 of the MBBS program.The DREEM questionnaire comprised of five categories which included learning, teaching, academic self-perception, atmosphere, and social self-perception. Results: A total 692, participated in the study [400 (57.8%) students in 2015 and 292 (42.2%) in 2019]. The total median DREEM score in 2015 was 122 (134-111) whereas in 2019, the overall median DREEM score slightly increased up to 126 (142-103) (p-value 0.850). The comparison of the two different curricula with categories of DREEM inventory score showed that a significant association of two curricula was observed with students' perception about learning (p-value <0.001), positive perception about course organizers (p-value <0.001), atmosphere (p- value <0.001), and academic self-perception (p-value 0.031). Conclusion: Curricular shift had not made a significant impact on the overall educational environment and the institute was able to maintain a healthy learning environment. Keywords: Educational environment, student perceptions, Undergraduate medical education, curriculum shift, hidden curriculum. This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http:// creative commons. org/licenses/by-nc/4.0) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. 4 INTRODUCTION educational environment they experience. It contribu- tes to their overall wellbeing, satisfaction with their The educational environment refers to the contexts, education and future aspirations of the students. The the cultures and the physical environments that are educational environment is a dynamic entity and is 1-2 unique to an educational institute. Being used as a continuously evolving. It is a measurable element that synonym with learning environment and educational has the potential to improve the quality of education climate, it is a broad concept. Educational or Learning itself. It is recommended that routine assessment of the environments are constructed in particular ways, with educational environment should be a policy of an choices made at institutional and classroom levels institution's educational practice. Diversity in medical about pedagogic measures, assessment and evaluation student's demographics have further strengthened measures, relations between teacher and learner, this need. The improvements that are being made in relations between types of learners, the physical medical curricula also call for a periodic reassessment of infrastructure arrangements and the overall the educational environment. DREEM inventory is a atmosphere of the institute. It comprises of all things validated, widely used tool to assess the learning that surrounds the educational organization and is environment especially in medical field.5 characterized by its policies, its reward and Wah Medical College is a private sector medical college consequence equation, and the pressure students face in Punjab Pakistan. For almost 15 years, the college as a result of their educational experience in the remained affiliated with one of the largest public sector 3 institute. Student learning is greatly affected by the universities of the country. Students, at the college J Dow Univ Health Sci 2020, Vol. 14 (3): 119-125 119 Younas et al. Comparison of the Educational Environment at a Medical College have performed exceptionally well, with various scale of 1 to 5. Higher scores for each category are academic achievements to their name and over 1467 demonstrative of the perfect educational environment students have graduated. However, a recent paradigm with a total conceivable score of 200. However, 9 of the shift took place in 2017 when the college changed its 50 items (number 4, 8, 9, 17, 25, 35, 39, 48 and 50) are affiliation and became registered under a new negatively phrased statements and are scored university. Thus, currently we, at WMC are in a unique reversely. McAleer and Roff 7-8 have described a time in our history as we have students in our earlier practical guide for interpreting the overall and subscale years of medical school (year 1 to 3) under an integrated scores, and the number of items in each subscale. This curriculum with a different curricular style and those in guide (Table 1) has also been used for interpretation of their last two years (4 and 5) under an older university scores in this study. with a traditional style of teaching and assessment. This Data analysis was performed using statistical packages study aims to gauge the educational environment at the for social sciences (SPSS) software 21.0. Median and college in this time of our history and identify the inter-quartile ranges were reported for quantitative differences if any (identified by the students). Thus, variable scores after checking normality by Shapiro- trying to determine whether a new university with its Wilk test. Frequencies and percentages were different curriculum, newer teaching & changed computed for categories of five subscales of DREEM assessment strategies, created a difference in our inventory, gender, year of study and number of educational environment. students studying in two different curricula (2015, 2019). Inferential statistics were explored using Chi- METHODS square test. Moreover, Mann-Whitney U test was The study is a comparative cross-sectional study applied to compare the median difference of five conducted at Wah Medical College, Wah Cantonment, subscales of DREEM inventory with two different years Punjab, Pakistan. Ethical approval from the institutional of data. p-values ≤ 0.05 taken as significant. review board of Wah Medical College was obtained prior conduction of the study (WMC/ERC/IRB/005). The RESULTS MBBS program at the college runs over five years. In 2015, the educational environment at the college was A total of 692 students participated in the study. Four assessed using the DREEM questionnaire.6 Data was hundred (57.8%) students in 2015 and 292 (42.2%) collected from students in all five years of the MBBS students in 2019. There were 338 (48.8%) males and 354 program. The college underwent a change in university (51.2%) females. affiliation in 2017 resulting in a change in curriculum The total median DREEM score in 2015 was 122 (134-111) implementation and assessment. Keeping this in mind, whereas in 2019, the overall median DREEM score in 2019, the educational environment was again slightly increased up to 126 (142-103) with a p-value of evaluated and students from year 1 to year 3 who were 0.850 which indicated that the learning environment at studying the new university curriculum were included. the college almost remained the same and no Students from year 4 and 5 were excluded as they were significant difference was observed between 2015 and not affiliated with the new university. All willing 2019 cohorts of MBBS students (Table 2). students who signed the consent form were included in The median difference of five sub scales of DREEM the study. inventory showed statistically significant difference The DREEM inventory questionnaire was used to assess regarding students' perception of course organizers (p- the perception of students regarding the educational value <0.001) and students' perception of atmosphere environment under two different educational curricula. (p-value <0.001) with respect to two different curricula. DREEM is a 50-items, self-administered, closed-ended In particular, there was a higher median score for questionnaire based on students' recognitions of five students' perception of course organizers in 2019 as main aspects related to their educational environment. compared to the students of 2015, i.e. 27 (31-24) and 25 These include learning, teaching, academic self- (28-22) respectively. According to effect size the perception, atmosphere, and social self-perception. difference is higher in students' perception of The 50 items questionnaire includes 12 questions for atmosphere and students' perception of course students' perception about learning, 11 questions about organizers as compare to others (0.388, 0.326). faculty/course organizers, 8 about academic self- However, the median score of students' perceptions perception, 12 about atmosphere, and 7 about social about atmosphere was higher among students' of 2015 self-perception. Students mark answers on a Likert batch as compared to students' of 2019 batch, i.e. 120 J Dow Univ Health Sci 2020, Vol. 14 (3): 119-125 Younas et al. Comparison of
Load more

Recommended publications
  • Academic Policy for Under Graduates
    ACADEMIC POLICY FOR UNDER GRADUATES (2017) CONTENTS Chapter Caption 1………………………… Preliminary 2………………………… Undergraduate Academic Programs 3………………………… Admission and Registration. 4…………………………. MBBS 5…………………………. BDS 6…………………………. DVM 7…………………………. BSN Programs 8…………………………. Allied Health Sciences Programs 9………………………... Miscellaneous NUMS ACADEMIC POLICY FOR UNDERGRAUATES, 2017 In exercise of the powers conferred under section 15 of the NUMS Statutes, 2017, the Vice Chancellor of National University of Medical Sciences is after concurrence from the Syndicate of the University pleased to make the following academic policy for the undergraduate programs to be called and cited as “NUMS Academic Policy for Undergraduates, 2017”, namely. – CHAPTER-1 (Preliminary) 1. Use of defined terminology. –There are several such specific words and terms as are mentioned in the table below and used in this policy instrument which have been defined under the NUMS Act, 2015 and the statutes and regulations issued thereunder. These legal instruments are available on the University’s website. The readers are advised to consult and go through their definitions as and when need arises. Academic Program Dean Probation Affiliated College(s) Department Program Candidate Director Academics Registrar Contact Hour Faculty or Faculties Regulatory Authority(ies) Credit Hour Grade Semester Constituent College(s) Grad Point Average (GPA) Transfer of Credit Controller of Examinations Internal Examiner University Cumulative Grade Point Prescribed Vice Chancellor Average (CGPA) 2. Academic year. -- Wherever appearing, the expression “academic year” shall be construed to refer to and cover the period of study including specified practicals/lab work and examinations at the university spread over one calendar year. 3. Referral of academic issues/matters. —All academic issues and matters required to be referred to the Directorate of Academics in the University Secretariat should be routed through the concerned Heads of Department (HoDs) to the Dean/Head of the Institution.
    [Show full text]
  • Evaluation of Learning Environment in First Two Years at Wah Medical College
    Pak J Physiol 2017;13(4) ORIGINAL ARTICLE EVALUATION OF LEARNING ENVIRONMENT IN FIRST TWO YEARS AT WAH MEDICAL COLLEGE Aneeqa Rashid, Sadia Mubarak*, Sumaira Iqbal**, Muhammad Alamgir Khan*** Department of Physiology, HITEC Institute of Medical Sciences, Taxila, *Islamabad Medical and Dental College, Islamabad, **Wah Medical College, Wah Cantt, ***Army Medical College, Rawalpindi, Pakistan Background: The recent trends of assembling student friendly health professional education systems have stirred the need of continuous scientific monitoring of the teaching institutions. Current study was planned to evaluate the perception of learning environment by the medical students of Wah Medical College, Wah Cantt and to assess the effect of gender and academic year on this observation. Methods: It was a cross sectional comparative study carried out at Wah Medical College, Wah Cantt, Pakistan from Jan–Dec 2016. Data collection tool was the ‘Dundee Ready Educational Environment Measure’ (DREEM) questionnaire that was given after consent to 200 students of 1st and 2nd year MBBS. Data was analysed using SPSS, and p≤0.05 was considered significant. Results: Out of total 200 students, 163 retorted (response rate= 81.5%). According to the students the overall DREEM scores were towards positivity (total score 115.28±19.17). When the sub-scores were compared on the basis of gender discrimination we found that all the scores were equal except the ‘students perception of teaching’ which was significantly rated better (p=0.006) by the female students. Among all the sub- scores the students’ perception about the atmosphere of learning at WMC was greatest (31–38/48) which depicts an awesome atmosphere for the fresh medicos.
    [Show full text]
  • College Inspection Report
    PAKISTAN MEDICAL COMMISSION LAST RECOGNIZED INSPECTION GRADES OF PRIVATE MEDICAL COLLEGES Sr. Date of Previous Name of Institute City Grade No. Inspection 1. Abbottabad International Medical College Abbottabad. 17-12-2019 A 2. Abwa Medical College Faisalabad 20-11-2018 B 3. Aga Khan University Medical College Karachi. 05-08-2019 A+ 4. Akhtar Saeed Medical & Dental College Lahore. 26-08-2019 A 5. Al Aleem Medical College Lahore 29-08-2019 B 6. Al-Nafees Medical College Islamabad. 30-12-2015 C 7. Al-Tibri Medical College Karachi. 08-11-2013 B 8. Amna Inayat Medical College Lahore. 28-09-2017 C 9. Avicenna Medical College Lahore. 28-08-2019 A 10. Aziz Fatimah Medical & Dental College Faisalabad. 21-03-2018 C 11. Azra Naheed Medical College Lahore. 30-04-2015 B 12. Bahria University Medical College Karachi. 07-08-2019 B 13. Bakhtawar Amin Medical & Dental College Multan 20-02-2016 A 14. Baqai Medical College Karachi. 19-12-2018 F 15. Central Parks Medical College Lahore. 10-02-2015 C 16. CMH Institute of Medical Sciences Bahawalpur Bahawalpur 22-08-2019 C 17. CMH Kharian Medical College Kharian Cantt. 31-07-2019 B 18. CMH Lahore Medical College Lahore Cantt. 30-08-2019 A+ 19. CMH Multan Institute of Medical Sciences CIMS Multan Cantt 20-08-2019 A 20. Continental Medical College Lahore. 16-10-2018 C GRADING CRITERIA: 92.5% or above = A+, 85% or above = A, 77.5% or above = B, 70% or above = C, 69.9% or lower = F Sr. Date of Previous Name of Institute City Grade No.
    [Show full text]
  • Curriculum Vitae Lt Col (Retd) Prof Dr Bushra Ayaz, Ti
    CURRICULUM VITAE LT COL (RETD) PROF DR BUSHRA AYAZ, TI (M) MBBS DCP FCPS (HISTOPATHOLOGY) PROFESSOR OF PATHOLOGY (HISTOPATHOLOGY) 1 CURRICULUM VITAE NAME : Lt Col (Retd) Prof Dr Bushra Ayaz, TI (M) DATE OF BIRTH : 13 January CONTACT NUMBERS : 92-51-5736231 (Res) E MAIL ID : [email protected] NATIONALITY : Pakistani MARITAL STATUS : MARRIED QUALIFICATIONS : MBBS 1978, Nishtar Medical College Multan, University of Punjab Diploma in Clinical Pathology (DCP), 1982 (Nishtar Medical College), Bahauddin Zakariya University, Multan Fellow College of Physicians & Surgeons (FCPS) (Histopathology) 2000, College of Physicians & Surgeons Pakistan, Karachi MILITARY AWARDS : Awarded Tamgha-e-Imtiaz (Military) on an excellent record of service and professionalism of a high order 2 ACADEMIC DISTINCTIONS 1. Awarded Merit Certificate and Medal for securing Third position in Matriculation Examination, Board of Intermediate and Secondary Education Multan, 1970. 2. Awarded Malik Ghulam Ali Bhutta Gold Medal for standing First in Physiology (First Professional MBBS Examination), Nishtar Medical College Multan, 1974. 3. Awarded Silver Medal for securing First position in Physiology (First Professional MBBS Examination), Nishtar Medical College Multan, 1974. 4. Obtained Distinction in Diploma in Clinical Pathology, Bahauddin Zakriya University Multan, 1982. APPOINTMENTS HELD 26 Feb 16 – 13 Dec18 Professor of Pathology, Yusra Medical and Dental College, Islamabad. 21 Apr 14 – 25 Feb 16 Associate Professor Pathology, Yusra Medical and Dental College, Islamabad. 25 Jul 11 – 20 Apr 14 Associate Professor Pathology,Wah Medical College, teaching undergraduate students. 13Aug09 -19Dec 2010 Consultant Histopathologist, Assistant Professor Pathology, AFIP Rawalpindi Cantt. Sep 02 - Jul 09 Consultant Histopathologist and Head of Histopathology Department, Pakistan Naval Hospital PNS SHIFA, Karachi Cantt, a 600 Bedded Tertiary Care Hospital Jan 01 – Aug 02 Consultant Histopathologist Pakistan Naval Hospital PNS SHIFA, Karachi Cantt.
    [Show full text]
  • Wah Medical College, Wah Cantt
    Wah Medical College, Wah Cantt Candidate S# Name CNIC/NICOP/Passport Father Name Aggregate Category of Candidate ID 1 400199 Hamzah Naushad Siddiqui 421015-976630-1 Naushad Abid 95 Foreign Applicant 2 400181 Mohammad Ammar Ur Rahman 352012-881540-7 Mobasher Rahman Malik 95 Foreign Applicant 3 302699 Muhammad Ali Abbasi 61101-3951219-1 Iftikhar Ahmed Abbasi 93.75 Local Applicant 4 400049 Ahmad Ittefaq AB1483082 Muhammad Ittefaq 93.54545455 Foreign Applicant 5 400206 Syed Ryan Faraz 422017-006267-9 Syed Muhammad Faraz Zia 93.45454545 Foreign Applicant 6 400060 Heba Mukhtar AS0347292 Mukhtar Ahmad 93.27556818 Foreign Applicant 7 300772 Manahil Tabassum 35404-3945568-6 Tabassum Habib 93.06818182 Local Applicant 8 400261 Syed Fakhar Ul Hasnain 611017-764632-7 Syed Hasnain Ali Johar 93.05113636 Foreign Applicant 9 400210 Muhammad Taaib Imran 374061-932935-3 Imran Ashraf Bhatti 92.82670455 Foreign Applicant 10 400119 Unaiza Ijaz 154023-376796-6 Ijaz Akhtar 92.66761364 Foreign Applicant 11 400344 Huzaifa Ahmad Abbasi 313023-241242-3 Niaz Hussain Abbasi 92.34943182 Foreign Applicant 12 400218 Amal Fatima 362016-247810-6 Mohammad Saleem 92.29545455 Foreign Applicant 13 400266 Ayesha Khadim Hussain 323038-212415-6 Khadim Hussain 92.1875 Foreign Applicant 14 400038 Huzaifa taleim.com312029-865960-9 Anwar Ul Haq 92.01988636 Foreign Applicant 15 400290 Obaid Ur Rehman 346040-425455-9 Rana Sarfraz Ahmed 91.79545455 Foreign Applicant 16 400037 Nawal Habib 544007-020391-6 Habib Ur Rehman 91.77272727 Foreign Applicant 17 400175 Haniya Bano 365014-649382-0
    [Show full text]
  • PIMA Newsletter Matters Pages
    MARCH 2012 ACTIVITIES A Vision – A Mission A Goal to Gain! Allah, the Almighty is the only creator Meeting of Central Shura PIMA and ruler of this universe and Hazrat Muhammad (PBUH) is His last Prophet. Prophet’s preaching is based on the golden principles of the Holly Quran, a complete code of life. Islam is not just for a particular group of the human beings, it is a perfect and eternal guidance for everyone. As a philosophy rooted in the principles of humanity, Islam takes a doctor as a selfless soul, driven by the passion to heal the wounds of woe-stricken people. Inspired by this humanitarian thought, PIMA came into being in 1979 with the strength of fifty doctors. Today PIMA have 80 local units in all major districts across the country. Today PIMA’s has Two days Meeting of PIMA Central Shura was held on 26 & 27 approximately 4 thousand doctors as November at PIMA house Lahore. Dr. Muhammad Sahfqat Javed its members encompassing many (President of PIMA) presided over the meeting. Elected members Lady Doctors and medical students. It of the Shura, Directors of different projects, previous central offers several programs of guidance president and some special invited persons were also part of the and training such as explanation of meeting. During the meeting, Dawat -o-Tarbiat, PIMA Relief, Medical Education, Female Branch, Medical and Tibbi Fiqhi medical & Islamic laws, establishment Board, PIMA Publications, Consortium of Islamic Medical of Quran houses, training workshops, Colleges, Doctors Issues, International FIMA Affairs, Finance, research seminars, CME and Media Cell, POB, Website, Mega Pharmaceutical, PIMA awareness of latest medical research.
    [Show full text]
  • 2 0 2 0 Annual Report
    2 0 2 0 ANNUAL REPORT www.wahmedicalcollege.edu.pk The Mall, Wah Cantt, 47040, Pakistan WMC Wah Medical College Qauid Avenue The Mall POF Wah Cantt. Web Site: www.wahmedicalcollege.edu.pk email: [email protected] Ph: 051-9094000, 105, 111 Fax: 051-9314373 Annual report -2020 CONTENTS Message by the Principal……………………………………………………………………………….….1 Message by the Dean……………………………………………………………………………………….2 Vision & Mission……………………………………………………………………………………….…..3 Introduction to the College…………………………………………………………………………………4 Achievements & Accomplishments………………………………………………………………………...5 Facilities Available…………………………………………………………………………………………7 Organogram………………………………………………………………………………………………...9 Programs Offered………………………………………………………………………………………….10 White Coat Ceremony……………………………………………………………………………………..12 Online Teaching During Pandemic Covid-19……………………………………………………………..13 POF Hospital and Covid Data……………………………………………………………………………..15 Community Awareness Program—2020………………………………………………………………….16 Seminar About Novel Coronavirus (COVID-19) ………………………………………………………...17 Academic Council Members—2020………………………………………………………………………21 Academic Council Meetings—2020………………………………………………………………………22 Publications 2020………………………………………………………………………………………….23 Chairman POF, Visits Wah Medical College, Wah Cantt………………………………………………...29 Miscellaneous Activities………………………………………………………………………………..…30 0 Annual report -2020 MESSAGE BY MESSAGE BY THE PRINCIPAL Though 2020 was a different year due to Covid-19 Pandemic, yet Wah Medical College continued to shine. Wah Medical College has completed
    [Show full text]
  • Wah Medical College, Wah Cantt
    Wah Medical College, Wah Cantt S# Candidate ID Name CNIC/NICOP/Passport Father Name Aggregate Category of Candidate 1 400199 Hamzah Naushad Siddiqui 421015-976630-1 Naushad Abid 95 Foreign Applicant 2 400181 Mohammad Ammar Ur Rahman 352012-881540-7 Mobasher Rahman Malik 95 Foreign Applicant 3 302699 Muhammad Ali Abbasi 61101-3951219-1 Iftikhar Ahmed Abbasi 93.75 Local Applicant 4 400049 Ahmad Ittefaq AB1483082 Muhammad Ittefaq 93.54545455 Foreign Applicant 5 400206 Syed Ryan Faraz 422017-006267-9 Syed Muhammad Faraz Zia 93.45454545 Foreign Applicant 6 400060 Heba Mukhtar AS0347292 Mukhtar Ahmad 93.27556818 Foreign Applicant 7 300772 Manahil Tabassum 35404-3945568-6 Tabassum Habib 93.06818182 Local Applicant 8 400261 Syed Fakhar Ul Hasnain 611017-764632-7 Syed Hasnain Ali Johar 93.05113636 Foreign Applicant 9 400210 Muhammad Taaib Imran 374061-932935-3 Imran Ashraf Bhatti 92.82670455 Foreign Applicant 10 400119 Unaiza Ijaz 154023-376796-6 Ijaz Akhtar 92.66761364 Foreign Applicant 11 400344 Huzaifa Ahmad Abbasi 313023-241242-3 Niaz Hussain Abbasi 92.34943182 Foreign Applicant 12 400218 Amal Fatima 362016-247810-6 Mohammad Saleem 92.29545455 Foreign Applicant 13 400266 Ayesha Khadim Hussain 323038-212415-6 Khadim Hussain 92.1875 Foreign Applicant 14 400038 Huzaifa 312029-865960-9 Anwar Ul Haq 92.01988636 Foreign Applicant 15 400290 Obaid Ur Rehman 346040-425455-9 Rana Sarfraz Ahmed 91.79545455 Foreign Applicant 16 400037 Nawal Habib 544007-020391-6 Habib Ur Rehman 91.77272727 Foreign Applicant 17 400175 Haniya Bano 365014-649382-0 Rizwan
    [Show full text]
  • No. Name of Medical College Enrollment University
    All Pakistan Medical Institutions List Punjab / Public No. Name of medical College Funding Established Enrollment University City Province Apply Date Apply 1 King Edward Medical University Public 1860 302 KEMU Lahore Punjab Higher Education 1974 2 Rawalpindi Medical University Public 330 Commission, PMDC Rawalpindi Punjab 3 Fatima Jinnah Medical College Public 1948 300 UoP Lahore Punjab 4 Sargodha Medical College Public 2007 100 UHS Sargodha Punjab 5 Allama Iqbal Medical College Public 1975 301 UHS Lahore Lahore 6 Faisalabad Medical University Public 1973 250 UHS Faisalabad Punjab 7 Quaid-e-Azam Medical College Public 1970 300 UHS Bahawalpur Punjab 8 Nishtar Medical College Public 1951 290 NMU Multan Punjab 9 Services Institute of Medical Sciences Public 2003 200 UHS Lahore Punjab 10 Army Medical College Public 1977 200 Rawalpindi Punjab 11 Nawaz Sharif Medical College Public 2008 100 UHS Gujrat Punjab Shaikh Khalifa Bin Zayed Al-Nahyan Medical and 12 Public 2009 100 UHS Lahore Punjab Dental College 13 Federal Medical and Dental College Public 2012 100 SZAMBU Islamabad Capital 14 Ameer-ud-Din Medical College Public 2011 100 UHS Lahore Punjab 15 Khawaja Muhammad Safdar Medical College Public 2010 100 UHS Sialkot Punjab 16 Gujranwala Medical College Public 2010 100 UHS Gujranwala Punjab 17 Sahiwal Medical College Public 2010 100 UHS Sahiwal Punjab 18 Ghazi Khan Medical College Public 2010 100 UHS Dera Ghazi Khan Punjab 19 Sheikh Zayed Medical College Public 2003 150 UHS Rahim Yar Khan Punjab Punjab/Private No. Name of medical College Funding
    [Show full text]
  • Wah Medical College Academic Policies For
    WAH MEDICAL COLLEGE ACADEMIC POLICIES FOR WMC 1 Contents Sr. No Name Page No 01 Policy for Board of Studies 01 02 Policy for Anti-Harassment Cell 04 03 Policy for Co-Curricular Activities 09 04 Policy for Electives 14 05 Policy for Admission 18 06 Policy for Faculty Support 19 07 Policy for Health Coverage of Faculty, Staff and Students 21 08 Policy for Remedial Classes 24 09 Policy for Hostels 26 10 Policy for Student Excursion and Shopping Trips 32 11 Policy for Grievance Redressal 34 12 Policy for Code of Conduct 40 13 Policy for Psychological Counseling 44 14 Policy for Academic Counseling 46 15 Policy for Career Counseling 50 16 Policy for Learning Resource Center 52 17 Policy for Uniform Code 57 18 Policy for Student Attendance 60 19 Policy for Safe Custody and Confidentiality of Student Records 63 20 Policy for Migration of Students 66 21 Policy for Students Discipline 68 22 Policy for Insurance of Students 72 23 Policy for Academic Assessment 74 2 POLICY FOR BOARD OF STUDIES A. Introduction: Board of Studies is the governing, representative body of the Wah Medical College (WMC) which carries out general management of the college and allied teaching hospitals in the light of instructions issued by Pakistan Medical Commission (PMC) and Affiliating University, National University of Medical Sciences (NUMS) Rawalpindi. B. Objectives: The objectives of Board of Studies are to: 1. Determine institutional academic policies, curricular delivery techniques and provide scenarios and appropriate patient access with clear learning objectives in each discipline keeping in view the approved curriculum of PMC and the affiliating university so as to produce competent medical graduates with sound knowledge and ethical/ moral values imbued in them.
    [Show full text]
  • Conference Committees
    Conference Committees Executive Committee Prof. Dr. Ghulamqadir Kazi Prof. Dr. Mehmet Karatas Prof. Dr. Umar Ali Khan Dr. Muhammad Aasim Dr. Zahid Iqbal Organizing Committee Prof. Dr. Umar Ali Khan Prof. Dr. lshtiaq Ahmed Dr. Zahid Iqbal Prof. Dr. Ghulam Mustafa Lodhi Mr. Mustafa Minhas Mr. Aafaq Ahmed Technical Committee Prof. Dr. Mehmet Karatas - Turkey Prof. Dr. Raheel Qamar - Pakistan Prof. Dr. lshtiaq Ahmed - Pakistan Prof. Dr. Aamir Ali Khan - Pakistan Prof. Dr. ljaz Javed Hasan - Pakistan Prof. Dr. Zafar Iqbal- Pakistan Dr. Muhammad Aasim - Turkey Dr. Munir Ahmad-Pakistan Dr. Muhammad Asif Aziz - Pakistan Dr. Awais Rasheed-China Dr. Riaz Hussain - Pakistan Dr. Muhammad Aamer Mehmood, Pakistan Dr. Naeem Asghar - Pakistan Dr. Faqir Muhammad- USA Dr. Khalid F. Salamat - UK Dr. Mazhar ul Haq - Pakistan Dr. Mansur Abdullah - Pakistan Dr. Muhammad Kashif Saleemi - Pakistan Dr. Zahid Iqbal-Pakistan Designing & Publication Mr. Muhammad Imran Mr. Muhammad Laiq Khan Asian J Agri Biol, Special Issue-2015 ANTIFUNGAL POTENTIAL OF PLANT EXTRACTS FOR THE MANAGEMENT OF ANTHRACNOSE OF CHILI CAUSED BY COLLETOTRICHUM CAPSICI Muhammad Nasir Subhani1*, Muhammad Bilal Chattha1 and Waseem Abbas2 1Institute of Agricultural Sciences, University of the Punjab, Lahore, Pakistan 2Arid Zone Research Institute, Bhakar, Pakistan ABSTRACT Chili anthracnose damages chili fruits extensively at pre- and postharvest stages causing anthracnose lesions. Even very small lesion of anthracnose on fruits of chili reduces the market value of chili crop. Fungitoxic effects of methanolic plant extracts were tested in vitrothrough poisoned food technique. There was a significant decrease in mycellial growth of the fungus with an increase in methanolic plant extracts concentration in all the tested methanolic plant extracts over the control.
    [Show full text]
  • Governor Punjab
    Governor Punjab Chaudhry Muhammad Sarwar Chancellor of Rawalpindi Medical University 1 Messages Prof. Dr. Yasmin Rashid Health Minister Punjab I am extremely pleased to hear about 4th RMU International Scientific Conference. It is endeavor of Government to ensure equitable health facilities for every part of society. Holding such events will help to upgrade existing facilities and bring new knowledge regarding patient management. It is indeed a noble gesture of the health community working nationally and abroad to come forward and help their countrymen. I extend my full cooperation to Prof. Muhammad Umar and Organizing Committee, on behalf of Government of Punjab, in holding such an important event and wish RMU faculty every Success. Prof. Muhammad Umar Vice Chancellor RMU It is my immense pleasure to invite you and accompany us at 4 th International Scientific Conference going to be held from 20th-23rd March 2019. Being the Rawalian graduate and now proudly first Rawalian VC, this was may ambition to hold such an endeavor of international standard which aimed to apprise, nurture and globalize mastery technological innovation, knowledge and research of medicine which help the young Rawalians to make an early debut on international stage. I hope this conference will be the landmark to implement our mission as university. I wish great success to conference. Prof. Muhammad Ajmal Chairperson It is indeed an occasion of great pride and pleasure for the organizing committee to host 4th International Rawalpindi Medical University conference on 21st to 23rd March2019. The theme of this conference is” From Excellence to Revolution in Medical Education.” Rawalpindi Medical University has always taken a lead to play a pivotal role in this regard.
    [Show full text]