R. O. Joson's Presentation of Proposed Medical Curriculum of Zamboanga Medical School Foundation, Inc. to the CHED's Technical Panel for Medical Education October 25, 1993 Club FilipinoEAMBQANGA MEDECAL SCHOOL FOUNDATION PRESENTATION OF PROPOSED MEDICAL CURRICULUM REYNALDO ©. JOSON, MD, IA 1. Who are the members of the Zamboanga Medical Schoo! Foundation and” who 1s the designated dean” of the 2. Why eid the Zamboanga Fedical School Foundation Becide to put up'a medical school? lino am 1 and what is ay connection with the Zamboanga Hedicat School Foundation? 4, Does the Zamboanga Medical School Foundation have a faculty training program? PROPOSED MEDICAL CURRECULUM‘CONTENT Appendix 1 4 Who are wanbers af the Zamboanga Hedinet Schoo! Foundation end who is the dessonatnd dean? Appendix 11 z 2 Why dove the Zamboanga Medical: School Foundation wank te Appendix 111 4 ‘ho am T and shot 4s my connection with the Zanbornga Medical School Foundation? Appendix 1 oes the Zamboanga Heescat Scnool Foundation havo = faculty training progran’? Hedicel Education Progran Schedule of sosasane List of feewlty-eorie fppendin v 5 7 Fenentie) characterinties of the Zamboanga Hodicel Schoo! Feundetian appendix YI 1 Phi losophy-Vistan-Hissien-Goat pppenesx VII Buldelines in the design of the medica! currscutum fppendise YEE a The matical curcicutun The instructional abjective 4s Eantere ef learning ane schedute: is Contant te Leerning activities v Evaluation is Append 1 She pedicel curriculum = on overview Appendix x 20 ubsects covered in the medical curricula Appendix x1 a ‘Subjects in the Philippine Bhard of HesicineAppendix X21 List of module: xan 28 Drganézstienal structure Appendix x1 2 ‘Sereening and acceptance of sppliconts appendix xv 2H Trtredustion and arientesion of students appendion fv so ‘Senple ~ Inetructienal design of Hodute Tr the Health Problem Appendix XVII 3s Sampio — Lesson plan oF Session T of Hodule Ez Geneept of Health and Disease Appendsie VEEL 38 Fnmertetional design oF Noduie vile Treuna z pppendixe Xx . a2 ‘Sampln = Instructional design of Community Health T Community Hoalth 25 Anpsnuax 2% 46 How the modules Will facititate sent of bhjectives ef the aedival curriculum and solutions ot the health problems @! the community pppendin XXT cy Eonparinen of the medical curriculum ef the Zenhounga Nedicel Behool Foundation with the Stepcindder eurricu?um Apnendin XXET, Be Zanboongs Medical School FoundetionAPPENDIX 1 WHO ARE THE MEMBERS OF THE ZAMBOANGA MEDICAL SCHOOL FOUNDATION AND WHO TS THE DESIGNATED DEAN? ROARD OFFICERS AND MEHBERE AND DESIGNATED DEAN (Ces of 1991) ANARN NEEICERS: PRESIDENT ~ Witliam He Kreutz, $3 Prosident, Atenca de Zamboanga VICE ~ PRESIDENT = Milagros L. Fernandez, M.D. sRegional Director, Departnent of Health SECRETARY Arsenio L. Gonzales, are CocGhairman Reaional Development Couneit ‘TREASURER ~ fraceli G. Sorta, M.D. BOARD HEMBERS: Antonie He Agustin = Businessman Roberto A. Bemsisl, SJ - Heady Conmerce Division Atenco de Zamboanga Irene P. Cases, M.D. Genera Practitionar Vseonte H. Chan = Presiaent, Filipine-Chinese Chamber of Commerse Fortunato L. Cristobal, M.D. Pediatrician Sone Ma. L. Lucas, M.D’ ~ Past Director Zamboanga Reasonal Training Hospital Ha. Clara L. Lobragat - Gongressvoman of Zamboanga City Rolanda Felieilda, Nao. = Pact Precigant Zamboanga City Medical Society, Inc. Ricorde A. Harmolene - Presidant Zamboanga Chamber of Conmsrse and Industry Foundation, Inc Leoncia Noche, H.D. = Director Zamboanga Regional Training Hospital Grace Rebollos, Ph.D. ~ Dean, Graduate School Wentorn Handanae State University DESIGNATED pRAKL = Fortunate L. Cristobal, HeD., FPPSAPPENDIX. 11 WHY DID THE ZAHBOANGA HEDICAL SCHOOL FOUNDATION DECIDE 10 ESTABLISH A MEDICAL SCHOOL? ASIC REASONS: Region IX or Western Mindanaa has no medical school. The Foundation thinks that by putting up a medical school in. Region IX, the health problems of Region Ix will be solved through the physicians je mill produce. HEALTH PROBLEMS IN REGION Ix Region 1X is said ta have the highest infant mortality rate in the whole Philippines (a of 1909). The highest IMRs are encountered in Sulu and Tawi-Tawi, 73 and 45 por 1,000 livebirths Fespectively. The national IMR is 40 per 1,000 Livebirths. SCARCITY OF PHYSICIANS IN REGION 1X There are 101 municipalities in Region 1X. Of this number, only $4 muniespalitios or 53% are served by a rural health physician.” In Sulu, where there are 10 municipalities, there is fa single rural health physician. There are 320 government physicians and 130 private physselans. Gf the 220 government physicians, 60 (10%) are based In’ municipal health units while 260 (82%) ara in the district, provincsals municipal; and regional hospitals. The overall physician to population ratio is 1:10,000. For hospital based physicians, the ratio is 1:12,000. ‘Fer’ field service physicians, the ratio is 1:52,000. Te narrow the physician to population ratio from 1:12,000 to 1:7}000 “for howpital based physicians and from 1:52,000 to 1:16,000 “for ‘the field service physicians, based on a zero population growth, SO new physicians are needed every yaar for 12 Consecutive years. The above scenario in very unlikely to happen. For one, the population will, surely continue to grow at the average growth Fate of 2.2%. Secend, the incentives for the physicians to practice in the region may not be forthcoming an the forsceable Futures Moreover, graduates from the existing medical schools in the country are not likely te practice in the rural areas of Region IX.The Foundation decided that the “only pragmatic salution to this ‘potential Nealth crisis, therefare, is for Region Ix to both afferdabie and feasible; and to inculcate rcerviee orientation among its citizens.APPENDIX. 111 WHO 6M AND WHAT IS HY CONNECTION WITH THE ZAMBOANGA MEDICAL ‘SCHOOL. FOUNDATION? 1 am s surgson based in Manila Doctors Hospital. I am a faculty at the U.P. College of Medicine. T amo consultant at the Philippine General Hospital. 1 am tho training officer at the Ospital ng Haynila. 1 om the assistant medical director at the Manila Dostors Hospital. Se, how did I become invalved in the project of the Zamboanga Medical Schaal Foundation to @stablish a madical school? Since 1991, up to the present, I have bean conducting a General Surgery Course at the Zamboanga Medical Center, formerly the Zamboanga Reaional Hospital. The course is for 4 years whose primary goals are to produce competent general surgeons for the Pogional hospital as well as for the entire Region IX. The Second. goal will be achieved by producing trainors in the Fegional” hospital wha will train residents from the various provincial and district hospitals in the Region. Narch of this year, the designated dean, Dr. Fortunato Cristobal, requested ng to help in the training of the faculty as tell as in the formilation of the medical curriculum for | the Proposed medical school. 1 accepted the invitation to be the educational consultant. My only qualification consists of being a candidate for a master degree’ in’ health profession education at the NTTC“HP of UP Maniia. iDOES THE ZAMBOANGA FEDICAL SCHOOL FOUNDATION HAVE A FACULTY MEDICAL EDUCATION, PROGRAM ‘The improvenent in ‘the preparation ef a physician in the tonk "ot “effectively agsistang. medical students acquire professional” competency “in solving’ the health necds of a PROGRAM PHystcran > INpRovED PHVSTCTAR-EDUCATOR neprcal ee ee se | apaecrives At the end of the program, the'graduate should be able tar Ly Participate actively in the development, + implementation, ang evaluation ef @ medical curriculum. . 2, Utilize "properly instructional processes and principles In the Soesan and conduct of a course, a unit. of ifetructiony ar a logening session. 5. Undertare “Spprapriste procedures in the evaluation of Toarners and educational programs: 4, Apmiy organizational and management principles in varsous Capacteise as a) manber or administrator of a medical 9. Conduct researches in medical education. 81 Produce “physicians who can solve tho health problems ofsuBECTS Principles of Learning and Teaching Curricular Development Instructional Design Large Group Learning Srall Group Learning Individualized Learning Clinieal Teaching and Learning Preparation of Visual Aids, Test Construction Evaluation’ Organization and Management Practicum ‘The Medical Currteutum LEARNING ACTIVITIES 1. Indepandent study 21 Solf@snetructsonal Programs $1 Hand-aute 4. Lecturettes 5: Group Discussions &. Projects: 7) Practicum evaLUATION A. Participation in Group Discussions 2! Projects. 5! Practicum 31 urstton examinations REQUIREMENT FOR ADMISSION any certified physician who manifests interest in medical education: MAXIMUM NUMBER OF PARTICIPANTS PER PROGRAM: Fifteen (15)MEDICAL EDUCATION PROGRAM bate SESSION NO. supgecrs May 1-2, 98 1 Curricular Development. Instructional Design Principles of Learning and Teaching Preparation of Visual Aids May 25-24,°95 " Large Group Learning Small Group Learning Individualized Learning ur Clinical Teaching Evaluation Test Construction Suly 29-26,°95 w Organization and Management Practicum Aug 22-25,°95 v Research Methods Practicum Sept 19-20,°95 vr Problem-based Learning Oct 24-25,°95 vir Medical Curriculum Nov 21-22,°95 vant Fedieal Curriculum Ban 25-24,°94 ny Medical Currscutum Feb 27-28,°98 x Medical Curriculum Mar 27-28,°94 xn Medical Curriculum April 24-25,°94 xr Medical Curréeutum iDes Dr. Dee Dre Dr Drs Dre Dee Drs Drs Del Dre Drs Dre bre Dre Dre Dee Dre Drs Dre Drs Dr. Dre Drs Drs Dre Dre MEDICAL EDUCATION FROBRAN ZeMBOANGA MEDICAL SCHOOL FOUNDATION ORIGINAL LIST OF FACULTY Nae Soraya Abubakar Lope Carabana, Jr. Alex Cerillo, Ednin Eajansantos Figel Fernandes Erneste Florenda Me. Gay Gonzales Rosemary dance Joseph Lienade Mark Lienado Anthony Leen Jaine Lu Marieca Lin Btielardo Hacrehon, Jr. Alfonse Hentuna Hyrna_Palahuduin Erlinda Poderanan Niga Tan NICKNAME Sueenie Lope Alex eg Chota Estong bay, Rose doe Mark ony danny aya Hacky, aL Hyrna Linda Nanette PRESENT LIST OF FACULTY Name Soraya Abubakar Lope Carabanay Jr. Alon Gerallo Ernaste Fiorende Ma. Gay Gonzaler Anthony Leon aime bu Farsses Lim Abplarde Hacrohon, 3r- Alfonse Hon tuna Myrna Palahuduin Erlinda Poderanan Nida Tan Bernadette chiong Myrna Cabatu Marie Aresaga ae, 37 38 38 39 52 39 50 35 32 30 38 32 a0 a4 37APPENDIX V ZANBOANGA MEDICAL SCHOOL FOUNDATION ‘The Zamboanga Medical Schaal Foundation is nat a traditions! medical sehoel + ‘The Zamboanga Medical Schoo! Foundation was established to rain people in solving the health prabiens of Wastern Mindanao. Trainees include both the faculty and the students. Although the primary function ef the Zamboanga Medical School Fountation if training, the goal ss the salution of the health prablens of Western Mindanae. Health for all Filipinos in Western” Hindanae or Region 1X by the Year 2000 (HFA/1x/2000) Sill be the fecus of all programs and activities of the Zamboanga Nedical School Foundation starting 1794. The primary health care approach will be used to attain Hrastk/2000.." Both the” faculty and. the students have equal Pesponsibilities in attaining HEA/IX/2000. The curriculum of the Zamboanga Medical School Foundation $s eonuntietiy. 2 community-based curriculum. The students will - be Trained ta be community physicians who can manage both the health problems of the individuals ag well as those of the community. Esch student iil spend more than 50% of the 4-yeer course in a rural community Learning. medicine and solving the conminity health problems: Each student is expected to solve at least one health “preblem’ in’ the assigned community at the end of the The training ef the students as well as the faculty for that matter mill utilize the fellowing learning approache: 1, Problem-based Iearning approach 2! Competency-based learning approach 3! Selfsairected Irarning approach Since the graduates will also be Judged by their ability to pasa the Philippine Board of Medicine examination, special preparations will, be made to help the students achieve’ this Epeeific societal requirement. The faculty, to be effective and to be able to serve as role models, will have training in pedagogy; effective, efficient, and fanane medicines sdminsstratson and managements research; primary health “care opproscht and solving the health problens of Region TkThe ultimate parameter by which the school will be Judged to be ‘a! 'succeen or 8 failure 42 whethor it has solved the health problans af Western, Mindanag or not. The 1992 or 1995 (it Svaiiable) report of the Departaent of Health fer Region IX will bo used as the basis for comporative stuuy. 10APPENDIX VI ZOMEOANGA MEDICAL SCHOOL FOUNDATION PHILaSOPHY-VISION-HISS10N-GOALS PHILOSOPHY Wey the Board of Trustees of the’ Zamboanga Medical School Foundation, believe that 1. Man exists not only for himeelt but also for ether people in the community. 2. Society exists for the welfare of men. 5 Health is the fundamantal human raght of every person. 4. There will always be health problems in every person and in every community at one time or another. 8. The medical school aists because of the health .problens thet are prevalent. in every. person and an” every communi ty. 6. The medical school should help solve the health problons of the community through its administrators, its faculty, and its graduates and threugh a primary health care approach. 7. Pil eoulte are capable of learning given the proper ‘guidance and support. fe. Learning to" become’ a competent physician is best schieved through @ problem-based and a competency-based Tearning approach. 9. Learning te Be A conmunity-ordented physician is best behieved through 6 conmunity-based learning approach. 10, Medical education is 1ife-tine learning process. vrsron To produce faculty who 1. Mill solve the health problems of Western Mindanao (Region 1X) = 2. Uhl] serve as role models to the students. Yo produce graduates who 1. Wi2l solve the health probleme of Western Mindanao (Reqion IX) as a priority over other conminities. 2. Con’ solve the health prolems of a community other than that of Western Mindanao (Region IX). 5. Gan pass the Philippine Eoard of Medicine Examination. a, pre competent (effective, efficient, and humane) in’ the practice of their medical profession. aLAre self-directed physicians in their continuing medical educations 6. Can be effective and efficient administrators of a health care unit. 7. Can conduct health researches. 8. Gan be medical teachers. MISSION The Zambeanga Medical School Foundatien will provide training, opportunities, and support for its faculty and students in the solution of the health problems of Western Mindanao. (Region 1x). eaas To dnvelop the faculty's ability tor 1. Solve the health problems of Western Mindanae (Region 1X). 2. Serve as role models for the students. To develap the studantn’ ability to: 1. Solve the health problens of Western Mindanao (Region DO. 2. Become effective, efficient, and humane physicians. Sl fe self-directed physicians in their continuing fedical education. 4, Pans the Philippine Board of Medicine Examination. Sl bean effective and efficient administrator of a heatth care unit. &. Conduct health researches. 7) Bea medical teachersePENDIX VII ZONBOANGA MEDICAL SCHOOL FOUNDATION "THE MEDICAL CURRICULUM - The medical curriculum of the Zamboanga Medical School Foundation 1s designed according to the fallewing guidelines: 10. an Phitosophy-viston-mission-goals ef the Zamboanga Medical Commins ty-based Iearning approach. Teach student” hasan assigned rural community in Region Ix. as his labaratory for learning. He is exposed te his assigned rural community as carly 2 hin first year of medical schooling. 2.2 In his sesioned rural coneunity, under the guidance of a faculty; he will serve. as a community physician who will manage the health preblens of Unuividuare. In his assigned rural community, under the guidance of 3 faculty, he will” serve as a community physician who’ will “solve the community health problers. "Hs ‘is expected to solve at’ least one Eonmunity health problem during his medical Schooling. "This 4s"ane ef major requirenents for passing the course or fer graduations Froblem-based learning approach. Competency-based learning. approach The selection of content wili be on the basis of Importance ("must know") ond relevance to being a physician and te being 3 solver ef the health problens of fhe connunsty- The organization af the content will be structure Gel From general to spocific. 2 From simple to complex. 6.5 From basic to advanced. G18 Based on prioritization of importance and 6.5 Based on rational coquence. Integrated approach #= early as the first year of medical senool ing with ne medical Subspecialty Gepartmantalization of subject matter and no separation Gf basic and clinical sciences. Seif-directed learning will” be promoted through 9 problem-based learning appreach, self-instructional Programs, and indepandent study. Avoidance “of lectures an a primary mode of teaching end Yearning: Emphasis” on group discussions, direct patient and community contacts, practicum, and projects as modes of fenching ang learning. Freparatien of “students for the Philippine Foard of Medicine examination»APPENDIX VIII ZAMBOANGA MEDICAL SCHOOL FOUNDATION THE MEDICAL CURRICULUM INSTRUCTIONAL OBJECTIVES at ‘the end of the course, the graduate should be able tor coonrrive i Solve the health problems of Western Hindanse (Region 1X) Fass the Philippine Board of Hedscine Examinations Diagnose in an effective, efficient, and humane manner the health problems of a patient and a community. Conduct” diagnostic procedures in an effective, efficient, and humane manner in the investigations of 2 patient and 3 onmuns ty. Treat Gftectively, efficiently, and humanely the health problons of a pationt and a community. 6. Educate’ properly patients and the community regarding recognition, causation, treatment, prevention, and Fehabilitation of diseases and health problems. 7. Conduct health restarches. 8. Manage effectively and effiesentiy a health care unit. BL Teach effective, efficient, and humane medicine to future medical students. i 10. Do proper medical recording. PSycHoNaTOR Ls Perform gentle, safe and acciirate physical examinations of patients. 2, Perform accurately basic 1ife support procedures. 5] Perform properly invasive disgnostic procedures. 4. Perform properly life-saving surgical procedures. 51 Administer parenteral medications. 61 Write proper and legible preseraptions. 71 Pertorm properly an obstetrical vaginal delivery. BL Conminicate properly with patients, community leaders, and colleaques. 9. Present properiy in medical conferences. 10: Construct proper audio-visual aids. 44AFFECTIVE ENTE: Year Somes: wonth 5 al 5 6 4. Assume responsibility for the solution of the health problems in'a community where he resides. 2. Initiate projects” that will help solve the health problems in the community where ha resides. S. Utilize effectively and efficiently whatever scarce Fesources that are available to solve the health problems of the communs ty. 4, Utilize primary health core approaches in the solution of the health problems in ‘the community. . Accept his limitations in the practice of the medical profosason. 6. Continually strive fer excellence in medical education, research, and service. 7. Set example of an effective, efficient y and humane Physicians a physician-administrater; "a physician~ researchers and a physician~educator. 8. Show respect for the human life and the human being (patient) + 9. Shon respect to colleagues in the medical profession. 0. Show respect to authority. FRG OF LEARNING AND SCHEDULE ZO ~ ZAMBOANGA CITY (Ateneo de Zamboanga University, Zamboanga Medical Center, and ether teaching facilities in the city) R- A rural community in Region Ix where there is a physician faculty tEach student is assigned a conmunity, which he will Use as his learning laboratery and whose health Problems he will selve during his entire aadical Behoolang. Levelt Petr 1 iat wv ter ca ea a) fee) cen ores (de) Zola) Rack 3 om mm 2 z OR ROR Bierce ae ee ce, ze OR Reet R R R R ROR ROR ROR _ Beara 45content Orientation and antraductien Health and disease in a person/ family/ community Practice of medicine in the Philippines/ in Region 1X Health care delivery system and preblems in Regien 1X Basie pathology in a patients family/ community Diagnosis in a pacient/ family/ communsty Fravention and treatment in 2 patient/ family/ community Medical recording and medical presentation Medical resedreh Clinscal and community researchs biostatistics Nanagenent principles (Timmy resources, ete-) + Pedagogy ' (Patient education; hew to study; how to teach) Problem-based Learning Problen-based learning in @ pationt By organ-system Connon diseases in Region 1X and in the Philippines Problem-based learning in a commun: ty Hisaith probiens in the community Energoney medicine Disaster control Maternal and child health Peyehiatry Hedical ethics, economics, jurisprudence, and legal medicine Basic surgical procedures: Basic anesthesia fll Philippine Board of Medicine Examination subjects See also GENERAL CONTENT 1 ‘SUBJECTS GOVERED IN THE MEDICAL CURRICULUM See also GENERAL CONTENT 11 LIST OF PHILIPPINE BOARD OF MEDICINE SUBJECTS See also GENERAL CONTENT 111 IST OF MODULES OBJECTIVES-REFERENCED COMMUNI TY-OR TENTED CONPETENCY-BASED PROBLEN-PASED SELF-DIRECTED APPROACHED 1SCHEME OF INTEGRATION AND PROBLEN-BASED LEARNING APPROACH HEAD AND NECK PROBLEM CHEST PROBLEM EXTREMITY PROBLER LEARNING ACTIVITIES INDEPENDENT ¢TUDY SELF-INSTRUCTIONAL PROGRAR HaND-DUTS. LecTURETTES GrOUP DISCUSSION DIRECT PATIENT CONTACT DIRECT COMMUNITY CONTACT PROBLEM-SOLVING PROJECTS ROLE PLAYING CASE STUDIES EASE SIMULATIONS DEMONSTRATIONS AND RETURN PEDIATRIC/ ADULT/ PREGNANT ANATONY, : PHystocosy BIOCHENISTRY PARASITOLOGY MICROBIGLOSY DIAGNaSTIC PROCEDURES HISTORY PHYSICAL EXAMINATION LAapoRATORY RADIOLOGY. TREATHENT NONSURGICAL SURGICAL, REHABILITATION PREVENTION ns DEMONSTRATIONSEvaLuATION ACHIEVEMENT OF OBJECTIVES GRADING SYSTEH EXCELLENT 4 Gutstanding achievement of a11 obsectives. FASS 2 Achievement of ail objectives. INCOMPLETE 4 Incomplete achievement of objectives FarL, 3. Non-achievenent of any objective, ASSESSMENT TOOLS: PRACTICAL EXAMINATION DORAL EXAHINAT ION WRITTEN EXAMENAT LON DUTCOVE OF PROJECTS 10APPENDIX TX ZAMBOANGA MEDICAL SCHOOL, FOUNDATION THE MEDICAL CURRICULUM ~ AN OVERVIEW GOALS/VISIONS/ ‘OBJECTIVES 1. SOLVER OF HEALTH BOARD PASSER MDs 4. SELF DIRECTED AONINESTRATOR 6. RESEARCHER 7. MEDICAL conrent Heaith problens ef Region IX Froblen=solving Community medicine Subsects 4a the Board Diagnosis ‘Treatment Connon eieeases Frablen-hased learning Management Respareh Pedagony STRATEBIES Projects in connunity Connund ty=bases Yearning Reviewers Review class ‘teaching learning conpetency= ‘bases Problem-based Project, Prosoct, Prosect EVALUATION Projects criteria oF Practical Wed teen checki tat Raving pneedactal ecards Prosoct: ot criteria orpPrENDIN. x ZANBOANGA MEDICAL SCHOOL FOUNDATION MEDICAL CURRICULUM GENERAL CONTENT £ SUBJECTS COVERED IN THE MEDICAL CURRICULUM YEAR LeveL. 1 ia ur w SeHESTER 12 negate ez tsi supsEcTs ROSS ANATOMY HISTOLOGY NEUROANATONY BrocHENtSTRY PHYSIOLOGY. brostatrrics PHARNACOLOGY NicRoBroLoGy GYNECoLOSy opsrerrics HEDICINE PeDiaTRics. Psvonrarey REUROLOSY RaproLosy ORTHOPEDICS MANAGEMENT RESEARCH COMMUNITY HeorcINe BTORHINOLARYNGOLOGY PHTHALeIGLOGY PRESTHESIA PUBLIC HEALTH REHADILITATION MEDICINE LEGAL MEDICINE, BIOETHICS, NEDICAL JURISPRUDENCE | ~-=o=-—APPENDIX XI ZANBOANGA MEDICAL SCHOOL FOUNDATION MEDICAL. CURRICULUM GENERAL CONTENT 11 PHILIPPINE BOARD OF MEDICINE procHenrerRY anaronY ano HISTOLOSY MICROBIOLOGY AND PARASITOLOSY pHystoLogy LEGAL MEDICINE, ETHICS, AND MEDICAL JURISPRUDENCE parHoLogy PHARMACULOBY AND THERAPEUTICS SURGERY, OPHTHALMOLOGY, AND ENT MEDICINE on-evn PEDIATRICS AND NUTRITION PREVENTIVE HEDICING AND PUBLIC HEALTHAPPENDIX XE ZAMBOANGA MEDICAL SCHUCL FOUNDATION THE MEDICAL CURRICULUM GENERAL CONTENT 111 LIST OF mopuLes YEAR LEVEL I (int Semester ~ 4 months) Orsentation and Introduction oe fosce The Health Prablen 2 ze HL, Basic Roles of a Conmunsty Physician ‘The Basie Gosmunsty Physician 2 2 IIT. The Physi¢ian-Learner-Teachor 2 ze 1V. The Physieian-Researcher 2 ze The Physician-Hanager 2 ze Emergency Hedical Heasures 2 ze UIT. Comeunity Health 1 4 R YEAR LEVEL 1 (2nd Semester ~ 4 months) Weeks Place VIET. Trauma 4 z IX, Intections/ Infestations 4 ze Xe Maternal and Chita Health . 2 X¥. Community Health 11 4 Rxin. YEAR UU xvi. xx wort. EVEL If (1st Semester ~ 4 months) cancer Nutrstien and Endocrine Prosiens cardsevascular Problems Respiratory Probleas Community Health TIT EVEL TI (2nd Semester ~ 4 months) Abdahinal Praplens Nervous System Problems Hind Problems Ear, Nase, and Throst Prabiens Community Health 1V Weeks weeks: Place w ze Place zwYEAR LEVEL IIT (ist Semester ~ 4 months) Weeks Place XXIT. Renal and Urinary Tract Problem: 2 ze WTI. Skin Probleme 2 we XXIV. Musculoskeletal Prablom 2 ze 2xV. Homatopaci tse and Inminologse Problems 2 we XAVI. Problems of Sexuality 2 1 WAIT, Splt-directed and Problem-based Learning 2 ze XXVIII. Gomaunity Health V 4 R YEAR LEVEL 131 (2nd Semester — 4 monthe> CORMUNTTY-BASED LEARNING — SELF-DIRECTED LEARNING PROBLEN-PASED LEARNING DISTANCE-LEARWING ON TOPICS AND SUBJECTS AND SKILLS NEEDED EY THE STUDENTS: TO COMPLETELY ACHIEVE PUL THE OBJECTIVES OF THE MEDICAL CURRICULUM OF ZAMBOANGA MEDICAL SCHOOL FOUNDATION NGUIDANCE WILL RE PROVIDED BY THE COMMUNITY PRECEPTORS AND THe Cry FACULTY. SSSUBIECTS MAY INCLUDE THOSE NOT COVERED IN| THE PREVIOUS SEXPREPARATIONS FOR THE PHILIPPINE BOARD OF MEDICINE EXAMINATION SESSETUDENTS MAY RETURN TO ZANBOANGA CITY ON THE ATH WONT oF THIS SEMESTER FOR ONE MONTH FOR ANY TRAINING THAT THEY HAY NEED.YEAR LEVEL IV (12 months) COMMUNITY-BASED LEARNING ~ SELF-DIRECTED LEARNING PRODLEM-BASED LEARNING DISTANCE-LEARNING ON TOPICS AND SUBJECTS AND SKILLS NEEDED. BY. THE STUDENTS ‘TO COMPLETELY ACHIEVE ALL THE OBJECTIVES OF THE MEDICAL CURRICULUM, DF ZAMBOANGA MEDICAL SCHOOL FOUNDATION SGUIDANCE WILL BE PROVIDED BY THE COMMUNITY PRECEFTORS AND THE GITY FACULTY. BAGUBJECTS HAY INCLUDE THOSE NOT COVERED IN THE PREVIOUS SEMESTERS. S#2PREPARATIONS FOR THE PHILIPPINE BOARD OF MEDICINE EXAMINATION May BE DONE. HEXXSTUDENTS MAY RETURN TO ZAMEDANGA CITY FOR ANY TRAINING THAT THEY HAY NEED IN SOLVING THE HEALTH PROBLENS OF THEIR COMMUNITY. "THERE MUST BE PRIOR APPROVAL BY THE COMMUNITY PRECEPTOR AS WELL AS THE CITY FACULTY. S4OTHEY MUST RE ABLE TO COMPLETE ALL THE REQUIREMENTS OF THE MEDICAL. GURRECULUN BY THE END OF THE 12TH MONTH. FOREMOST ARE THE “SOLUTION DF. 61, LEAST ONE WEALTH PROBLEM IN THE COMMUNITY. AND COMPLETION OF A COMMUNITY RESEARCH EROIECT BER STUDENTAPPENDIX X11 ZANBOANGA MEDICAL SCHOOL. FOUNDATION : ORGANEZATIONAL STRUCTURE BOARD OF TRUSTEES ‘TASK FORCE HRA/Ix/2000 ASSISTANT DEAN —_——|_____, ‘ACADEMIC sTupent FACULTY LEARNING PHIL. ‘BOARD AFFAIRS AFFAIRS AFFAIRS RESOURCES OF NEDICINE COMMITTEE COMMITTEE COMMITTEE COMMITTEE COMMITTEE ADHESs10NS SUBCORMITTEE cURRTCULUK . SURCOMMETTEE 26APPENDIX XIV ZAMBOANGA HEDICAL SCHOOL FOUNDATION SCREENING AND ACCEPTANCE OF APELICANTS TO ZNSE PREMISES: vant TO BECOME APPLICANTS <=—-====—=—— MUST HAVE THE POTENTIALS TO BECOME APPLICANTS Soe FAHILY-SUPPORTED (QUALIFICATIONS: 1. B.S. Graduates 2. NnaT 3. B.5./H.S. Grades 4. Community-oriented 5. Legible handwriting PHYSICIAN (1.0.3 PHYSICIAN (11.0.3 AS ENVISIONED BY anise COMMUNITY H.D.3 @. Fluent in communication (English and local dielect) 7. Healthy (physical, mental, and social) 61 Have potentials to become M.D. as envisioned by ZHSF 8.1 Communi ty-physieian 8:2 Physieian-researcher 8.5 Physician-adminustrator 814 Physician—teacher 85 Community leader 816 Role model METHODS OF SCREENING 1. Examination ~ Written, practical, psychological 2) Interview $i Others — records, grades from other schools, ete.APPENDIX. xv ZONBOANGA MEDICAL SCHOOL FOUNDATION INTRODUCTION AND ORTENTATION OBJECTIVES 1. To introduce thé auminictraters and the faculty to the students end vice vers: 2. To orient the students to the . 2.1 Zamboanga Medical School Foundation 212 Madieal curriculum 21S School's rules and regulations 214 Year Level I program af instructions SCHEDULE: DAY 1, YEAR LEVEL I TIE ALLOTED FOR SCHEDULED INTERAGTION: 2 HOURS . CONTENT Names of Board of Trustees, Dean, Assistant Deon, Chairmen of Committees and Task Forces, and rest of faculty Names of students Zamboanga Hedical School Foundation Beneral Descrsption Phi losaphy-Vision-Missien~Goals The Hegieal Curriculum The traditional medical curriculum Guidelines used in the design of the ZHSF medical curriculum The ZMSF medical curriculum Objectives Content Sehodule Learning activities Evaluation Criterion-referenced systen The school’s rules and regulations Uniforms Conduct and discipline Grading System No fraternity/eorarity 28INTRODUETION AND ORIENTATION (cont'n) Year Level I program of instructions Grouping and accignment of students 17,35 students, 7 groups ofS students per group Each proup will have the sae S-4 faculty taciiitators Throughout the year. Philippine Hoard of Nedicine Subjects LEARNING STRATEGIES , Hand-outs or handbooks (te be given before the session) Oral presentation with transparencies Continuous observation one snquiry ‘cooRDENaTor CHATRAN, ACADEMIC AFFAIRS COMMITTEEAPPENDIX. XE 7 MODULE 1: THE HEALTH PROBLEM SESSION T. CONCEPT OF HEALTH AND DISEASE SESSION IT; FACTORS PROMOTING HEALTH AND DISEASE SEGSION 111. THE ROLE OF A PHYSICIAN TN A COMMUNITY AND THE HEALTH SECTOR SESSION IV. SOLVING THE HEALTH PROBLEMS OF THE COMMUNITY SESSION 'V. SOLVING THE HEALTH PROBLEMS OF A FAKILY SESSION VI GOLVING THE HEALTH PROBLEMS OF AN INDIVIDUAL At the ond of the module, the student must be able ter A. Identity individuals whe ore healthy and who have heal th problem. 2. Identity. families which are healthy and which have heat th prablem. 3. Identify communities whieh are healthy and which have health problem. 4, Utitize the @lenental diagnostic processes of looking, interview, and. evamination in determining the health status of individuals, families, and communities. 5. Identify factars which promote health and disease in, individual; @ family, and a community. 6, Provide recommendations for the promation of haatth prevention of disease for a particular, individual, family, and communs ey. i 7. Determine the rales’ @ physician should play ih communi ty- fe. Enumerate the wstial academic and trasnine requirements in becoming a certified physician in the Philippines. @. Compare. the medical” curriculum of Zamboanga’ Medical School Foundation and those ef the other medical schools in the Philippines: 10, Describe the health care delivery system sn Philippines and in Western Mindanao. AL, Prepare proper overhead transparencies. 12! Perfore a situational analysis of the health status of Eemmunsty. 13. Discune the primary health care in terms ef philosophy, structure, and service. 44, Formita ko solve tho health problems ef a conmunity. 18, Perform a situational analysis of the health status of family. 16, Discuss the strategies that are effective in solving health probloms of a fomily. S'pian using the primary health care appreach the22. 23. 2a, CONTENT Formulate a plan to solve the health problems of a family. Assess the health status of an individual. Discuss the strategies that are effective in solving the health problems of an individual. Formulate a plan to solve the health problems of an ind3vidwa. + Demonstrate proper attitude and practices toward pronation of health and pravention of disease for his own selfs Dencnstrate proper attitude and practices toward pramotian of health and prevention of disease for his ovn famidy Demonstrate. proper attitude and practices toward pronation af health and prevention of disease for his awn Eonmunity. Demonstrate self-directional study practices. AND LEARNING RESOURCES: Case studies on Concept of health and disease Factors promoting health and disease Roles of a physician in a community Health problems of 2 community Health problens of a family Health problems of an individual Hand-outs, references, reading materials on Parageters of health and disease in an individual, family, and community WHO definition of healtit Definitions ef health indices in a family and community Definition of diseas Elemental diagnostic processes for parameters of health ‘and disease ~ laoking, interviewing, and examining Factors promoting health and disease in an individual, family, and community General physiology of health Generai pathophysiology of disease Strategies to promote health Strategics to prevent diseases Roles of physician in a community Academic and training requirements for certification to be a physician in the Philippines Medical curriculum of Zamboanga Medical School Foundation and other medical scheols in the Philippines: Hoalth care delivery system in the Philippines and in Western Mindanae Health problem-solving techniques in a community Health status repart of the Philippines BtHealth status report of Western Hindanso Primary health care National Health Code Planning a health care progran in @ community Health problem-solving techniques in a family Fomily health care program Health prables-solving techniques in an individual Individual health care program Art of preparing overhead transparencies Agencies and people to interview and visit Department. of Health Community physicians Health facilities in the community LEARNING STRATEGIES AND ACTIVITIES Independent study Frobiem-sol ving Group discussions Hand-outs Projects Evacuarran Achievement of objectives in Hodule T Denanstration of proper attitude and practices (objectives 21, 22, 25, and 24) Gradina system: Excel Lent 1 Outstanding achievement of all objectives Pass: 2 ” pchievenent of all objectives Incomptete 4 Incomplete achievenent of ‘ail objectives, Non-achievement of any objective Fail SCHEDULE: WEEK 1 TO 2, YEAR LEVEL I, FIRST SEMESTERAPPENDIX. XVEE MODULE I. THE HEALTH PROBLEM SESSION T, CONCEPT OF HEALTH AND* DISEASE opaectives: At the end of the session, the student must be able tor 1. Identify individuals wha are healthy and who have a health problem. 2. Identity families who ore healthy and who have a health are healthy and which have a minorttn(aisoncresSlerteessee rll ectnas and suamining. conTENT a Parameters of Haalthy individuals Individuals who have @ health problem Healthy fanilies Families which have a health problew Heal thy communities Conmunitins which have a health problem World Health Organization's definition of health Definitions of some health indices in a family and ‘comaunsty Infant mortality rate Maternal mortality rate Marbidity rate Mortality rate Definition of disease Elemental diagnostic processes for parameters of health and disease - leoking, interviewing, and examining LEARNING STRATEGIES AND AGTIVITIES 1. No preclags assignments 2. Case studies with group discussion to bring out students Eoncept on Parameters for Healthy individuals Individuals who have a health problem 7 Healthy families Farilies which have a health problem Healthy conmunitios Communities which have a health problem 5. Synthesis of No, 2 and information=giving using hand-outs Porameters for health and disease in individuals, families, and communi tios WHO definition of healthDefinition of health indices for a family and community Definition of disease 4, Problen-selving cates with group discussion 4.1 To apply what was learned in No. S STe'determine the health status of an individual, family, and community. To being out the elemental diagnostic processes Tookings intervicuing, and exanining. S. Application ta students” personal settings (Take home project) Sul Determine the health status of SELF ONE"S FAMILY ONE’S COMMUNITY (pravince or city) = may consult Department of Health Regional Office 8.2 Submit project on the next session. ae EVALUATION Achievement of absectives as evidenced in Learning Activities Nos. # and 3. Grading System: GRADE BASIS Excellent (E} 1 Outstanding achievement of all objectives Pass (F) 2 Achievement of all objectives Incomplete (1) 4 Incomplete achievement of objectives Fail (F) 5S Non-achiavement of any obsective SCHEDULE: First day of class after the “Drientation and Introdue tien" TINE ALLOTHENT: 2 hours chAIN To SESSION IT OF NODULE 1: FACTORS PROMOTING HEALTH AND DISEASE Before Session 11, students to research on 1. Factors promoting health and disease in an individual, famaly, and community General physiology of health General pathophysicleay ef direase General strategies to promote health and disease TINE LLOTHENT: 2 daysAPPENDIX XVIII MODULE VIIZ. TRAUMA SESSIONS SESSION 1 TRAUMA AS A HEALTH PROBLEH SESSION 11, APPROACH IN THE HANAGEMENT OF A TRAUMA PATIENT SESSION 11], CRANIOCEREERAL TRAUMA SESSION IV. FACIAL TRAUMA SESSION —V. EYE TRAUMA. SESSION VI. NECK TRAUMA SESSION VII. CHEST TRAUMA SESSION VIII. ABDOMINAL TRAUMA SESSION IX. TRAUMA TO THE EXTREMITY - SKIN AND SOFT TISSUE SESSION 1 TRAUMA TO THE EXTREMITY — BONE SESSION XT; BURNS SESSION X11. TRAUMA TO SFINE AND PELVIS SESSION X11]. HUMAN POTSONING SESSION XIV. NEDICOLEGAL TSSUES IN TRAUMA SESSION "XV. DISASTER CONTROL SESSION XVI. PRACTICUM opgeerivEs Ae the end of the session, the student must be able to: L. Discuss the significance of trauma as a health problem in an individual, in 2 family, end in @ community. 2. Identify the different’ causes of trauma’ and their 3. Tdentity trauma prevention measures in an individual, in a family, and in'a community. 4. Identity’ trauma prevention measures for himself or herselt and for his or her family. ‘ 5. Discuss the basic approach in the management of a trauma patient with a single unjury. &. Diseuss the basic approach in the management of a trauma patient with muitiple injuries. 7. Apply the general principles in the management of a trauma patient. 4. Discuss the gross anatomy of the head (scalp, skull, and brain) 9. Discuss the pathpphysiology of craniccersbral trauma. 101 Perform physical” examination an patients. with Eranioverebral trauinas 11. Diagnose the different types of craniocerebral trauma. ig] Indicate faraclinical diagnostic procedures needed’ by patients with eraniocerebral trauma 15. Manage patients with craniocerebral trauma. soDiscuss the gross anatony of the face. Discuss the pathephysiolegy of facial trauma. Perform physical’ examination’ on pa’ Facial traumas 17. Diagnose the different types of facial trauma. 18. Indicate 'paraclinical diagnostic precedures noaded by patients with facial trauma. Manage pationts with facial trauma. Discuss the gross anatomy of the eyo. Discuss the pathophysiology of eye trauma. Perform physical” examination on. patients with eye trauma. 23. Diagnose the different types of eye trauma. Dal Indicate paraclinical Slagnostic procedures needed by patients with eye trauma. 28. Manage patients with eya trauma. 26. Discuss the gross anatomy of the neck. 27: Discuss the pathophysiology of neck trauma: 26! Perform physical examination on patients with neck traumas 29. Dingnose the different types of neck traumas 50, Indicate paraciinical diagnostic procedures needed by patients with neck trauma. Sk. Manage patients with peck trauma. 52: Discuss’ the grass anatomy of the chest. 55. Discuss the pathophysiology of chest trauma. 5a! Perform physical: exemination on patients with cheat trauma. Diagnose the different types of chest trauma. Indicate paraciinical diagnastic procedures necded by patients with chest traum: 57 Manage patients with chest trauma. 56. Discuss the gross anatomy of the abdomen. 59. Discuss the pathophysiology of abdominal trauma. 40, Perform physical examination on patients with abdominal traumas 41, Dingnone the different types of abdominal trauma. 42. Indicate paraclinical diagnostic procedures needed by patients with abdominal trauma, 45. Manage patients with abdominal’ trauma. 4a, Discuss the gross anatony of the extremity. 45. Discuss tha pathophysiology of extremity trauma. 46, Perform physical examination on’ patients with extremity trauma. 47. Diagnose the different types ef non-osseous extremity ‘erauina = a. Indicate pargelinical diagnostic procedures needed by patients with non-ossnous extremity trauma. 49. fanage patients with non-osseous extremity trauma. nts with50. Discuss the gross anatomy of the extremity bones. Sil Discuss the pathophysiology of extremity bone trauma. 52: Perform physical, examination on” patients with extremity bone trauma. DS. Diagnose’ the different types of extremity bene trauma. 5S, Indicate paraclinical diagnostic procedures neaded” by patients with extremity bone. trauma 89. Manage patients mith extrenity bone traumas 56. Diseuins the pathophysielagy of burns. 57. Perform physical examination en patients with burns + 6. Diagnose the different types of burns. 59. Indicate paraclinical diagnostic precedures eeded by patients with Burne. i 40. Manage patients with burns. 61. Discuss the gross anatomy of the spine and pelvis. 62. Discuss the pathophysiology of spine and pelvic trauma. 65. Perform physical” examination on paticnts. with spine and pelvic. traumas 6a. Diagnose the different types of epine and pelvic trauma. @3: Indicate paraclinical diagnostic procedures» neaded by patients with spine and pelvse traumas 46. Manage pationte with spine and palvic trauma. 47. Identity the different binds of husen poisoning. 48. Discuss the pathophysielogy of human poisoning 69. Perform physical” examination en patients with, human poisoning. 70. Diagnose the different types of human poisoning. 71. Indicate paraclinical diagnostic procedures neaded by patients with human poisoning. 72. Manage patients with human poisoning. 75. Identity the medicolegal issues in trauma. 74. Issue a madical certificate to patients with trauma. 791 Perform autopsy an trauma patients. 76. Testity in court. 77. Identity the different types of disaster. 78. Discuss the pathophysiology of disasters and measures for their prevention. 79. Diagnose disaster. 60: Manage a disaster: G1. Formulate 9 disaster preparedness plan in a health care unit. 2. Diagnose and manage any trauma patient. 5. Diagnose and manage any disaster in a community.