Doctor of Medicine (MD)
ACADEMIC STRUCTURE FOR THE ACADEMIC SESSION 2016/2017
TERM STRUCTURE OF PHASE I (YEAR 1 & YEAR 2) ACADEMIC SESSION 2016/2017
TERM STRUCTURE OF PHASE II (YEAR 3) NEW CURRICULUM AND PHASE III (YEAR 4 & 5) OLD CURRICULUM
DOCTOR OF MEDICINE DEGREE (M.D.) PROGRAMME
In general, the course is based by a multi‐disciplinary learning system. One of the uniqueness of the School of Medical Sciences is an integrated‐based teaching and learning system with an emphasis on problem‐based learning. This curriculum emphasizes the patient as a human being in the context of family and community. It aims to raise awareness about medical responsibility to the community in a broader context, as well as leadership roles in the health care and continuing medical education.
Phase II consists of Year 3, 4 and 5 of the Medical Doctor course in USM. It has been structured to enable the graduate to do the following:-
1. Understand the scientific basis of medicine and its application to patient care.
2. Acquire a satisfactory standard of clinical competency relating to the following:
3. Understand and appreciate the socio-cultural background of patients and their environment in formulating plan of management, including long term management and follow-ups.
4. Understand the broader role, responsibilities and professionalism of a doctor in society and play the leading role in the health care of community.
5. Utilise the knowledge acquired to pursue continuing medical education.
6. Appreciate the importance of ethics in medical practice and in culcate good habits in daily practice.
7. Brace to the knowledge and skills in order to become a competent houseman upon completing the course.
The concept of a competent medical practitioner envisaged by the School of Medical Sciences is a doctor who is at the time of graduation is equipped with a spectrum of medical knowledge and skills, which can be used in solving the problems of individuals and society. Graduates should particularly be able to:
(a) Understand the basic medical sciences and their application in patient care
(b) Obtain a satisfactory level of clinical competency in relation to the following aspects:
(c) Understand and appreciate the cultural background and the environment of the patient during the planning and implementation of patient care, including long‐term care and follow‐up care.
(d) Understand the role and responsibility of a wide range of medical and community leadership roles in health care and community.
(e) Utilize the knowledge gained to pursue further medical knowledge as part of lifelong learning.
Medical Doctor Degree program takes five years. The curriculum is of integrated system and is based on problem solving and community oriented. The program is divided into two phases:
• Phase I ‐ First and Second Year
• Phase II ‐ Third, Fourth and Fifth Year
The two phases are structured based on spiral concept in order to ensure a close relationship between Phase I and Phase II. Teaching and learning activities during Phase I, which is the first level of the spiral, will be enhanced and reinforced during Phase II. The spiral concept enables the school to execute the philosophy of vertical and horizontal integration. This innovative curriculum has been planned based on the in‐depth research on the problems which exist in other medical schools in the world as well as the development in the world of medical sciences. The basic education strategy practised in the School of Medical Sciences can be summarized as “SPICES”. The “SPICES” curriculum model in this context means:
S ‐ Student‐Oriented
P ‐ Problem‐Based
I ‐ Integrated
C ‐ Community‐Oriented
E ‐ Electives
S ‐ Spiral & Systematic