Phase 2 Student Handbook

SCHOOL OF MEDICINE
Bachelor of Medicine, Bachelor of Surgery

(MBBS) Program
PHASE 2
STUDENT HANDBOOK
SOM Phase 2 Student Handbook Year 2013-2014
Taylors University
Page 1
TABLE OF CONTENTS
Page
1. Foreword by Dean
2. Welcome Message by Phase 2 Programme Director
3. Orientation Program
5-6
4. Clinical Training Facilities
5. Accommodation in the Sungai Buloh Area and Maps
7-9
6. Taylors University Staff contact details
10 - 12
7. Hospital Sungai Buloh Heads of Department
13
8. Vision, Mission and Core Values of Taylors University
14
9. Taylors Graduate Capabilities
15
10. MBBS Program Vision, Mission and Program Outcomes
16
11. Curriculum Map
17
12. Overview of Phase ll Clinical Curriculum
18 - 23
13. Clinical Skills in Phase ll
24
14. Integrated Block
25 - 27
15. Community Medicine in Phase ll
28 30
16. Mentor-mentee System
31
17. The Clinical Electives
32 33
18. Library and Learning Resources
34 - 35
19. Reading List
36 - 42
20. Code of Conduct University
43 47
21. Code of Conduct In all Clinical Facilities
48 52
22. Summary of Assessment
53 - 59
DISCLAIMER
This publication contains information which is current as of 1st October 2013.
Changes in circumstances after this date may impact upon the accuracy or timeliness of the information.
The University does its best to ensure that the information contained herein is accurate, but reserves the
right to change any information described in this publication without notice. Do refer to the Taylors
University Online resources for updates.
Taylors University
Page 2
Foreword by Dean
To study the phenomena of disease without books is to sail an uncharted

sea, while to study books without patients is not to go to sea at all.
~ William Osler.
Having acquired the fundamentals of basic medical sciences in the
preclinical years, medical students need to move on to prepare themselves
to be good clinicians. Clinical skills are not acquired overnight. Students need
to make themselves naturally at ease staying close to the patients in the
wards and clinics. This will give them opportunities to see medical
emergencies as well as cold cases and also procedures being done on
patients. Teachers will provide the general principles of respective disciplines.
The students need to see as many clinical cases as possible to be built into
their personal database.
I hope this booklet will be a useful guide for the students to plan their clinical
experience and a useful reference for their revision.
Thank you.
Professor Dr Abd Rahman Noor
Dean
School of Medicine
Taylors University
Page 3
Welcome Message by Phase 2 Program Director
Welcome to the Clinical Phase of your study!

Within the clinical years, your clerkships rotations will be in a variety of clinical
settings from hospitals, clinics and community health care facilities located
both in the Klang Valley and beyond. We know that beginning your clinical
rotations can often be a daunting experience. This is especially true when
you find yourself in surroundings that are quite unfamiliar.
While a certain amount of anxiety is inevitable in such situations, we hope to
be able to alleviate some of the concerns you may have by providing you in
advance with basic information regarding the next phase of study.
This handbook is an introduction to the practical aspects of your next phase
of study at the Taylors University School of Medicine and it provides you with
a source of general information. This is not a comprehensive statement of all
policies and procedures; changes will be provided in updates on the Taylors
University online portal TIMeS. Students are expected to access your
designated email daily, read and/or attend meetings to familiarise yourselves
with requirements and modifications that may impact your program.
Please also know that clinical students are important members of health care
teams, and your contributions to the well-being of the patients will be greatly
valued. As clinical students you must also be aware of the dos and donts
within clinical settings. Useful information will be provided to you during the
orientation program.
Each rotation has a specific Module Information Booklet to guide your
learning; students are to refer to this for details regarding each posting.
However do not hesitate to seek for help when required; you may seek
guidance from your mentor, Senior Nursing Officer and your lecturers both
from the university as well as from the health care facility/ hospital.
All the best!
Assoc. Prof. Dr Nurjahan M. Ibrahim
Phase 2 Coordinator
Clinical School, Taylors School of Medicine
Office : +603-61454333 ext 4952
Email:
nurjahan.ibrahim@taylors.edu.my
Taylors University
Page 4
SCHOOL OF MEDICINE
SEMESTER 5 ORIENTATION PROGRAMME
DAY 1
Time
0800 - 0900
Programme
Registration
0900 - 0915
Introduction to the Clinical Programme

Prof. Dr Abdul Rahman Noor
Dean, School of Medicine, Taylors University
Ethics and Professionalism in Medicine
Prof. Dr Abdul Rahman Noor
Dean, School of Medicine, Taylors University
MBBS Programme: Exam Regulations for Phase 2
Prof. Dr Roland Sirisinghe
Associate Dean, Medical Education
School of Medicine, Taylors University
0915 - 0930
0930 0945
0945 - 1000
1000 - 1030
1030 - 1100
1130 - 1230
1230 - 1400
1400- 1500
1500 - 1700
1700
Venue
Break
(A)MBBS Programme: How to Succeed Academically
(B) Mentors Mentees System
Assoc. Prof. Dr Nurjahan M. Ibrahim
Phase II Programme Director
School of Medicine, Taylors University
Adjusting and adapting to the Clinical School
Assoc. Prof Dr. Xavier V. Pereira
Consultant Psychiatrist and Psychotherapist
And
Ms. Yap Ming Fai
Counselling and Psychological Services Centre (CPSC)
Taylors University
Tour of Hospital Sungai Buloh
Batch 1 Students
Lunch with Mentors
(A) My Experience, Your Lesson: Sharing Session by Batch 1
to Batch 2 Students
(B) Sports, Recreation and Living in Sungai Buloh
Batch 1 Students
Rehearsal White Coat Ceremony
Dewan Ilmiah
HSB
HSB
Auditorium
End
Taylors University
Page 5
DAY 2: Orientation Program (Continued)

Time
0900 1000
1000 - 1100
1100 - 1200
1100 - 1200
Day 2
1400 - 1430
Programme
Sharp Injury / Needle Stick Injury in Hospital
(Dos and Donts When Handling Sharps)
Dr Christine Yeow Siew Lin
Head of Department and Public Health Specialist
Hospital Sungai Buloh
Dos and Donts in Clinical Training
Matron Hajjah Mek Binti Jusoh
Chief Matron, Hospital Sungai Buloh
Library Resources
Ms Stephanie Koh, Librarian, Taylors University
Rehearsal for White Coat Ceremony
Venue
Dewan Ilmiah
HSB Auditorium
WHITE COAT CEREMONY

Arrival of Guests
1430 - 1440
1440 1455
Doa by Batch 1 Medical Student

Welcome address by
Professor Dr Abdul Rahman Noor
Dea Dean, School of Medicine, Taylors University
1455 - 1510
Address by
Y. Bhg. Professor Dato' Dr Hassan Said
Vice Chancellor and President, Taylor's University
1510 -1525
Address by
Y. Bhg. Dr Haji Khalid Ibrahim
Director, Hospital Sungai Buloh
1525 - 1540
Address by
Y. Berusaha Dr Edwin Leo
Chairman, Malaysian Medical Association (Selangor Branch)
1540 - 1640
WHITE COAT CEREMONY
1640 1700
1700 - 1715
1715
Presentation by Students
Souvenir Presentation and Photography Session
Hi Tea
HSB Auditorium
Auditorium
Daycare (VIP)
NOTE:
1. At ALL times in clinical settings, students are required to dress in formal attire and
use your Taylors University School of Medicine white coat and ID.
2. Upon completion of the Orientation Program, students are to follow their
respective Posting Schedules.
Taylors University
Page 6
CLINICAL TRAINING FACILITIES

The initial part of the teaching and learning will take place at Hospital Sungai Buloh.
The other clinical facilities that will be utilised by the TU SoM are Hospital Ipoh and
Hospital Bentong among others.
The Taylors University School of Medicines Clinical Resource Centre is currently
located on the 9th Floor (9D) of the Hospital Sungai Buloh. By the early quarter of
Year 2014, the Sungai Buloh Clinical sub-campus is expected to be completed
which has classrooms, lecture halls, an examination hall, a student lounge, prayer
rooms (Surau), a Clinical Skills Suite as well as a library. Additional information will be
provided once the facility is ready.
HOSPITAL SUNGAI BULOH A BRIEF INTRODUCTION

Hospital Sungai Buloh (HSB) is situated within the Gombak district in Selangor and
approximately 25km from the Kuala Lumpur city center. HSB is located across the
road from the National Leprosy Sungai Buloh Leprosy Settlement which was built in
the 1930.
This 620-bedded hospital constructed in the year 1999, serves the local community
within the Gombak, Petaling and Kuala Selangor districts and beyond. Currently
Hospital Sungai Buloh serves as both a secondary as well as national tertiary referral
center for various conditions. It has been coined as a centre of excellence' for the
following disciplines among others:
Infectious diseases
Emergency and Trauma
Neurosurgery
Maxillo-Facial Surgery
Burns and Plastic Surgery
Orthopaedics and Traumatology
More details regarding HSB can be obtained from its Official Website:
http://hsgbuloh.moh.gov.my
ACCOMMODATION IN SUNGAI BULOH AREA

There are several apartments and residential areas within as well as near the Sungai
Buloh area. Students who require assistance in securing accommodation are
encouraged to approach U Residence Office at Taylors University Lakeside
Campus.
They would be able to introduce you to property agents who can assist you to find
suitable accommodation for rental. You may also contact your lectures and the
senior clinical students who can guide you.
Taylors University
Page 7
VICINITY OF HOSPITAL SUNGAI BULOH
Taylors University
Page 8
GETTING TO HOSPITAL SUNGAI BULOH
Taylors University
Page 9
TAYLORS UNIVERSITY SCHOOL OF MEDICINE STAFF DIRECTORY

Academic Staff
Professor Dato' Dr Hassan Said
Vice-Chancellor
Hassan.Said@taylors.edu.my
Mr Pradeep Kumar Nair
Deputy Vice-Chancellor
Pradeep.Nair@taylors.edu.my
Dean
MB.BCh; D.C.H; M.Med.Sci; FRCP(Glasg)
abdulrahman.noor@taylors.edu.my
Professor Dr Ong King Kok
Deputy Dean Academic Affairs & Student
Experience
B.Sc Hon, Ph.D
KingKok.Ong@taylors.edu.my
Professor Dr. Roland Gamini Sirisinghe
Associate Dean, Medical Education
MBBS, MRCP
RolandGamini.Sirisinghe@taylors.edu.my
Associate Professor Dr Nilesh Kumar Mitra

MBBS, M.S. (Anatomy), M.Ed.
NileshKumar.Mitra@taylors.edu.my
Dr Farzana Rizwan
Senior Lecturer
MBBS ,Mphil Pathology (Haematology Major)
(Punjab)
Farzana.Rizwan@taylors.edu.my
Dr Girish Prabhu
Senior Lecturer
MBBS, MD (Biochemistry)
Girish.Prabhu@taylors.edu.my
Dr Gul Muhammad Baloch
Senior Lecturer
B.A (Philosophy), MBBS, MPH, MA
(Sociology), PhD
Gul.Baloch@taylors.edu.my
Dr Mohit Shahi
Senior Lecturer
MBBS (Manipal), MD Pathology
Mohit.Shahi@taylors.edu.my
Dr Wong Eng Hwa

Associate Dean, Postgraduate, Research &
Innovation
B.Sc. Hons (Microbiology), Ph.D.
EngHwa.Wong@taylors.edu.my
Dr. Nalamolu Koteswara Rao

Senior Lecturer
Pharm, M.Pharm (Pharmacology), PhD
Nalamolu.Rao@taylors.edu.my
Associate Professor Dr Shajan Koshy

Phase I Programme Director
MBBS, MS (Anatomy)
Shajan.Kosgy@taylors.edu.my
Dr Umesh Bindal
Senior Lecturer
Bsc, MBBS, MD
Umesh.bindal@taylors.edu.my
Associate Professor Dr Nurjahan Binti

Ibrahim
Phase II Programme Director
MD, FAFP, FRACGP, AM
Nurjahan.ibrahim@taylors.edu.my
Ms Priya Madhavan
Senior Lecturer
BSc (Hons) in Microbiology, MSc (Biology)
Priya.Madhavan@taylors.edu.my
Dr Narendiran Krishnasamy
Clinical Skills Unit Coordinator
MBBS, PG Diploma in Diabetelogy,
MBA (Hospital Management)
Narendiran.Krisnasamy@taylors.edu.my
Ms Uta Christine Dietrich

Senior Lecturer
B.A. (Hons)equi. ; MSc Education (Health
Education)
Utachristine.dietrich@taylors.edu.my
Taylors University
Page 10
Dr Rekha Prabhu
Lecturer
MBBS, MD Physiology
Rekha.Prabu@taylors.edu.my
Dr Sapna Shridhar Patil

MBBS, M.D. (Public Health)
Senior Lecturer
SapnaShridhar.Patil@taylors.edu.my
Dr Ameya A. Hasamnis
MBBS, M.D. (Pharmacology)
Senior Lecturer
AmeyaAshok.Hasamnis@taylors.edu.my
Dr. Low Bin Seng

BSc (Hons) (Biochemistry), MSc
(Pharmaceutical Chemistry), PhD.
Lecturer
BinSeng.Low@taylors.edu.my
Associate Professor Dr Khin Htwe

Associate Professor in Pediatrics
MBBS, DCH, MMEDSc (Paed), MRCP (UK),
MRCPCH (UK), FRCP (Edin.), Dr MedSc (Paed)
Htwe.Khin@taylors.edu.my
Associate Professor Dr Ihab Elsayed
Mohamed Ali
Associate Professor in Otorhinolaryngology
MBBCH. MS
Ihab.Ali@taylors.edu.my
Associate Professor Dr Xavier Vincent Pereira
Associate Professor in Psychiatry
MBBS, MPsyMed, ACIPT
Xavier.Vincent@taylors.edu.my
Associate Professor Dr Loh Keng Yin
Associate Professor in Family Medicine
B (Med) Sc. MD, MMED (FAMMED) UKM,
Dipl.Counselling (UM), AMM
Kengyin.loh@taylors.edu.my
Dr Mohammad Jaweed
Senior Lecturer in Surgery
MBBS.MD (KMU), MMED (Surg.) (Neuro
Surgeon)
Mohammad.Jaweed@taylors.edu.my
Dr Suresh Ponnusamy
Senior Lecturer in Medicine & General
Physician
MBBS, MD (General Medicine)
Suresh.Ponnusamy@taylors.edu.my
Dr Alireza Mirzasadeghi
Senior Lecturer in Orthopedics
MD, MPH, MS (Ortho)
Alireza.Mirzasadeghi@taylors.edu.my
Dr Shobha Subramanian
Lecturer, Clinical Skills Unit
MBBS (India)
Shobha.Subramanian@taylors.edu.my
Dr Benjamin Samraj Prakash Earnest
Senior Lecturer in Internal Medicine
MBBS, MD
BenjaminSamrajPrakash.Earnest@taylors.edu
.my
Dr Anita Ponnupillai
Senior Lecturer in Obstetrics & Gynecology
MBBS, MD (O & G) (INDIA), MRCOG (UK
Anitha.Ponnupillai@taylors.edu.my
Dr Serene A.Abbas
Senior Lecturer in Family Medicine
M.B. Ch.B. (Baghdad), DFM (Malaysia), MMED
(FAMMED) UM
SereneA.Abbas@taylors.edu.my
Dr Caren Por Hooi Loon
MBBCH BAO, M.D., PHD
Senior Lecturer in Internal Medicine
HooiLoon.Por@taylors.edu.my
Taylors University
Page 11
ACADEMIC SERVICES (LAKESIDE CAMPUS)

Office
Operating hours
Telephone
:
:
:
Block D (Discovery) Level 2

9.00 am 6.00 pm (Mondays till Fridays)
03-5629 5000
Ms Stacey Aw
Manager
Ext: 5437
aw.stacey@taylors.edu.my
Ms Iva Mariam Ahmed Akbar Merican

Administrative Executive
Ext: 5444
Iva.Mariam@taylors.edu.my
Ms Kashi Devi Nachemanil

Administrative Executive/Personal Assistant to the Dean
Ext: 5549
KashiDevi.Nachemanil@taylors.edu.my
ACADEMIC SERVICES (CLINICAL SCHOOL)

Office
Operating hours
Telephone
:
:
:
Level 9D, Hospital Sungai Buloh

8.00 am 5.00 pm (Mondays till Fridays)
03-61454333 ext. 4950
Matron Asmah Osman

Senior Nursing Officer
Asmah.Osman@taylors.edu.my
Ms Roshidah Abdullah
Administrative Officer
Roshidah.Abdullah@taylors.edu.my
Taylors University
Page 12
HOSPITAL SUNGAI BULOH - HEADS OF DEPARTMENT

Dr Hj Khalid bin Ibrahim
Director, Hospital Sungai Buloh
Dr. Saiah Binti Abdullah
Senior Deputy Director
Leprosy Center PKKN
Dr Sobani Bin Din

Head of Otorhinolaryngology
Department
Datuk Dr. Christopher Lee

Head of Medical Department
Dr. Zulkifli Bin Ghaus

Head of Psychiatry Department
Dr Mohammad Shukri Bin Jahit

Head of Surgery Department
Dr. Shamala A/P Retnasabapathy

Head of Ophthalmology Department
Dr Soo Min Hong

Head of Paediatrics Department
Dr. Akmal Hafizah Zamli

Head of Rehabilitation Department
Dr Aza Miranda Abdul Rahman

Head of Obstetrics and Gynaecology
Department
Dr. Christine Yeow Sien Lin

Head of Public Health Department
Dato Dr Zamyn Zuki Bin Mohd Zuki

Head of Orthopedic Department
Dr. Salina Binti Ibrahim

Head of Plastic Surgery Department
Dr. Sabariah Faizah Jamaluddin

Head of Emergency Medicine
Department
Dr. Yun Sii Ing

Head of Diagnostic Imaging
Department
Dr. Lim Wee Leong

Head of Anaesthesia & Critical Care
Department
Dr Zubaidah Abdul Wahab

Head of Pathology Department
Matron Hajjah Mek Jusoh
Chief Matron, Hospital Sungai Buloh
Taylors University
Page 13
Our Purpose
To educate the youth of the world to take their productive place as leaders in the
global community.
Our 5-Year Mission
Top Employers TopChoiceUniversity by 2016
Our Core Values
Core values provide the platform for a spirit of camaraderie, celebrating successes and
promoting friendship as we work together.
We believe in respecting and caring for each other

We will promote an environment where every member is valued and
appreciated; where personal and cultural differences are respected and
members have a safe place for expression. We will encourage our people to
exercise initiative and responsibility and the effort of individuals and teams will
always be recognised.
We believe in being dedicated to a culture of excellence

We desire to be the best that we can be in the realisation of our personal and
organisational aspirations. We will continually look for ways to be better than we
were before, adopting continual learning as the path towards excellence in
every aspect of what we do.
We believe in openness in communication

Openness in communication means we need to be frank and sincere in our
exchanges. Conducted in an amenable and amiable manner, it promotes trust
and understanding.
We believe in acting with integrity

We will be well intentioned and consistent in everything we do. Through
adherence to a code of conduct that reflects honesty, accountability and
ethical practice, we build and sustain a healthy culture of openness and trust
within the organisation and society at large.
We believe in being passionate in what we do

We have a belief that what we do is meaningful and fulfilling. Passion commits us
to our work. Through our commitment and enthusiasm we inspire others.
We believe in creating enjoyable environments

We create environments that are supportive, nurturing and conducive to their
purpose.
Taylors University
Page 14
Taylors University
Page 15
TAYLORS UNIVERSITY SCHOOL OF MEDICINE

MISSION
To be a center of excellence in medical education and eventually to provide the
complete medical education programme that is second to none.
PHILOSOPHY OF THE MBBS PROGRAMME

This programme is designed to produce medical doctors who are competent, highlyskilled and knowledgeable, able to work with others in a team, caring and concerned
about their patients and society, and who will assume a leadership role in health care
as well as participate in continuing medical education and research in the future.
This is achieved through the integration of Basic Medical and Community Sciences with
Clinical Medicine that is strengthened by Information and Communication Technology
(ICT) and evidenced based approaches adopted by the School.
MBBS PROGRAMME LEARNING OUTCOME

At the end of this MBBS programme, our graduates would have acquired the following
outcomes:
1. Sound knowledge in basic as well as clinical medical sciences.
2. Able to demonstrate clinical skills; ranging from history taking, physical
examination and making rational patient management plan.
3. Caring and compassionate individuals with good professional values and
behaviour.
4. Equipped with the essentials of good medical ethics.
5. Become individuals who can apply the principles of moral reasoning and
decision making to conflicts within and between ethical, legal and professional
issues.
6. Recognize the need for continuous self-improvement.
7. Able to emphasize mutual respect of colleagues and other health care
professionals, and in the process foster positive collaborative relationships as a
team leader or player.
8. Able to effectively plan and manage time and available resources costeffectively.
9. Excellence in verbal, listening and written communication skills.
10. Equipped with critical, constructive, research-oriented thinking and a
professional approach to health problems
11. Equipped with skills to search, retrieve and interpret medical information,
Taylors University
Page 16
TAYLORS UNIVERSITY - SCHOOL OF MEDICINE MBBS PROGRAMME CURRICULUM MAP

YEAR
SEMESTER
Clinical Sessions (weekly)

Learning Skills/ICT/Communication Skills & Bioethics/Entrepreneurship
Holidays
Semester 8 (24 weeks)
Clinical Rotations
Medicine (6 weeks) / Surgery (6 weeks)Ophthalmology
(3 weeks) / Anesthesia and Intensive Care (3 weeks)
Clinical Rotations
O&G (6 weeks) / Paediatrics (6 weeks)
Orthopedics (3 weeks) / Emergency Medicine (3 weeks)
*Integrated Lectures / Radiology / Community Medicine
Clinical Rotations
Psychiatry (3 weeks) / Family Medicine(3 weeks) /
/ Anaesthesia and Intensive Care (3 weeks) / Ophthalmology (3 weeks) /
ORL (3 weeks)
Clinical Clerkship
Medicine (4 weeks) / Pediatrics (4 weeks) / Surgery (4 weeks) / O&G (4
weeks) / Emergency Medicine (4 weeks) / Orthopedics (4 weeks)
Note: *Integrated Block / Radiology / Community Medicine time is allocated to these disciplines on selected afternoons every week.
Taylors University
Page 17
Holidays
Clinical
Electives
(6 weeks)
Holidays
Holidays
PROFESSION
AL EXAM 2

Sem Break
Revision
Sem Break
Clinical Rotations
Orthopedics (4 weeks) / Emergency Medicine (4 weeks) / Psychiatry (4 weeks) /
ORL (4 weeks) / Family Medicine (4 weeks)
*Integrated Lectures / Radiology
Assessment
Assessment
(4 weeks)
Nervous
System
Block
(5 weeks)
Revision
(5 weeks)
Haematology
&
Immunology
System Block
Clinical Rotations
Medicine (5 weeks) / Surgery (5 weeks) / Paediatrics (5 weeks) /
O&G (5 weeks)
Community
Medicine
(Community
Placement)
(2 weeks)
Genitourinar
y System
Block
Holidays
PROFESSIONAL EXAM
1
Clinical Sessions (weekly)

Learning Skills/ICT/Communication Skills & Bioethics/Entrepreneurship
Reproductive &
Endocrine
System Block
(5 weeks)
Assessment
Research
Project
(6 weeks)
Assessment
Public Health &

Research
Methodology
Block
(5 weeks)
Assessment
Behavioral
Sciences
Block
(4 weeks)
Sem Break
Special
Study
Modul
e
(SSM)
(2
weeks)
Assessment
Sem Break
YEAR 5
Gastrointestinal
System Block
(5 weeks)
YEAR 4
Respiratory
System Block
(4 weeks)
Introductory Clinical Medicine (weekly)

Learning Skills/ICT/Communication skills & Bioethics/Entrepreneurship
YEAR 3
Assessment
Sem Break
Cardiovascular
System Block
(5 weeks)
Learning Skills/ICT/Communication skills & Bioethics/Entrepreneurship
Assessment
YEAR 2
Foundation Block
-Intro to Health & Dis.
-Human Structure/Function/Biochemistry
(Cell & Excitable Tissues/Anat/Embrol/Molec.Basis of
Med./Phamaco/Genetics/Microbio/Musculoskeletal/Pathology)
Assessment
YEAR 1

Assessment
End
OVERVIEW OF CLINICAL CURRICULUM - PHASE 2

The Phase 2 curriculum of the Taylors University School of Medicine (TUSoM) has been
designed to produce graduates equipped with the Taylors University Graduate
Capabilities (TGCs on page 11) as well as the MBBS Programme Outcomes (page 12).
In addition to acquiring the relevant knowledge and skills; the TUSoM graduate should
acquire the professional behaviours and values that will enable them to function upon
graduation as competent as well as a caring doctor.
TU SOM CURRICULUM
The MBBS programme which is fully conducted locally is designed to produce medical
doctors who are competent, highly-skilled and knowledgeable, able to work with
others in a team, caring and concerned about their patients and society, and who will
assume a leadership role in health care as well as participate in continuing medical
education and research in the future
TUSoM curriculum is an Integrated Curriculum, in which its MBBS programme outcome
defines its product. This is achieved through the integration of Basic Medical and
Community Medicine with Clinical Medicine that is strengthened by Information and
Communication Technology (ICT) and Evidence-based approaches adopted by the
School of Medicine.
THE CLINICAL PROGRAMME

The course instruction leading to the MBBS (Taylors University) will extend over three
academic years. The course component is as follows:
Semester 5
Internal Medicine (5), General Surgery (5), Obstetrics and

Gynecology (5) and Paediatrics (5)
Semester 6
Orthopedics (4) / Emergency Medicine (4) / Psychiatry (4) / ORL (4)

/ Family Medicine (4)
Semester 7
Medicine (6) / Surgery (6) Ophthalmology (3) / Anesthesia and

Critical Care (3)
Semester 8
Semester 9
Semester 10 -
O&G (6) / Paediatrics (6) Orthopedics (3) / Emergency Medicine (3)

Clinical Electives (6 weeks)
Psychiatry (3) / Family Medicine (3) / Anaesthesia and Intensive
Care (3) / Ophthalmology (3) / ORL(3)
Clinical Clerkship (Internal Medicine (4) / Pediatrics (4) / Surgery (4)
/ O&G (4) /Emergency Medicine (4) / Orthopedics (4))
Note:
You are to refer to the relevant Module Information Booklets (MIB) and take note of the
details regarding curriculum; the Goal and Learning Outcomes for each posting. The
MIB and course material will be uploaded in TIMeS and you are required to access
these and participate in the relevant online activities.
Taylors University
Page 18
TEACHING-LEARNING STRATEGY:
The bulk of learning in your clinical years is student-centered. The students, having had
acquired basic science in Phase 1, are expected to further advance their knowledge, skills
professional behaviour. Various teaching and learning strategies will be utilized.
DELIVERY METHODS:
1. Ward Rounds: Students take part in ward rounds with either HSB consultants or your
TUSoM lecturer. Students follow the consultant/ Medical officer rounds every day from 8am
to 9 am. Each student has to maintain a log of cases discussed during ward rounds. Every
student must maintain attendance for this session in their logbooks (ward work record) in
this session endorsed by the consultant/specialist/TUSOM lecturer. In the event the
lecturer/ supervisor is unable to sign your log book, enter their name and date in your
logbook.
2. Ward Work: Students clerk (history and examination) patients on their own and observe
diagnostic and therapeutic procedures in the wards / clinical facilities allotted to them from
9 am to 10 am. The beds are allocated to each student on a rotation basis every day. During
ward work student will clerk patient [or care giver if the patient is too ill /unconscious] on
assigned bed and give oral presentation during their rotation for clinical presentation.
Student will follow up patients of respective ward and maintain a attendance for ward
rounds in their log books.
3. Bedside Teaching (BST): Students are required to clerk patients admitted to the various
wards, perform physical examinations and present the cases to the lecturer. Minimum of 2
teachings sessions per week is allocated.
4. Clinical Case Discussion (CCD): Clinical case discussions are interactive sessions where
common clinical conditions are discussed with the whole class. The clinical approach to the
condition and management will be included in the discussion. Ideally the discussion is based
on a patient clerked by a student in the class. However, in order to ensure covering all
common conditions, the lecturer may conduct the discussion based on a simulated case
history. CCD is done for an hour from 12pm 1pm.
5. Lectures (L): These are presented by the lecturers as formal power-point presentations and
last between 40-50 minutes. Students are encouraged to contribute to making lectures
more interactive by asking questions or seek clarifications during or at the end of a lecture.
Lecturers may leave an electronic copy of their presentation for the students to print out.
However, power-point presentations are not meant to contain all material that students are
expected to learn. Typically, power-point slides will contain only an outline of the material
presented by the lecturer and therefore reading a power-point presentation cannot
substitute for attending and actively listening to lectures. Students are advised to
supplement reading by referring to recommended textbooks which are listed within this
MIB.
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6. Case-based Learning (CBL): Clinical cases are formulated based on intended learning
outcomes for each Posting. Case scenarios will be provided to the students ~3 days prior to
the CBL sessions. Each student is expected to study all questions independently before
coming to the session. During first 30-45 minutes of the CBL sessions, students will work in
groups of 4-5 lead by subgroup leaders to prepare the responses the allocated case/s. The
student leader and facilitator attempts to engage all students in the discussion.
During the second 40-60 minutes, the groups will reconvene and each subgroup will share
their answers. Students will be assessed if they understood the underlying mechanisms and
scientific principles. The facilitator will highlight key issues and summarise the key points
based on the model answers. Overall, this is a student-centered activity and serves as a
stimulus to foster ability to think independently with clinical reasoning, solve problems and
learn collaboratively.
7. Seminar (S): Students are expected to present seminars for 1 - 2 hours which is one of the
main features of this module to learn core content. The specific learning objectives and
outcomes are provided to the students around 1-2 weeks before the date of seminar
session. This session is student driven and faculty assisted which is conducted at least once
a week. These seminars are discipline specific and common topics are chosen and given to
different groups in a batch. Each seminar topic is further divided into sub-topics with the
intended learning outcomes to groups of 5-6 students for presentation. All students are
expected to participate actively during each seminar session.
8. Clinical skills sessions (CSS): Common clinical skills and procedures specific to each posting
will be taught in clinical skill sessions. Students are expected to learn and practice these
skills under supervision. Repeated practice is strongly encouraged.
9. Integrated (IL) lectures: There will be a series of lectures each of 1 hour duration conducted
across semesters 6-8 as an integrated block which consisted of clinical therapeutics,
laboratory medicine and radiology in relation to the clinical postings involved. The clinical
therapeutics lectures will be delivered by clinical pharmacologists and/or physicians of
TUSOM, radiology lectures by radiologists from HSB & TUSOM, laboratory medicine lectures
by pathologists, microbiologists from HSB & TUSOM.
10. Integrated seminar (IS): Some clinical problems which have multi-systemic features and can
be managed by multidisciplinary team and involve discussion at interdisciplinary level are
chosen and given to students to present as integrated seminar (IS). Here the student leader
form several groups of 3-4 and allots different topics with the Specific Learning Objectives
(SLO) given by lecturers to different groups to present in each IS session. IS will be
conducted on every 3rd Friday of every month; which will be moderated by TUSOM/HSB
specialists from the clinical disciplines involved in IS.
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11. Self-study (DSL &SDL): Students are provided with adequate time for self-study session;
some of the sessions are directed self-study (DSL) where the learning objectives are given
(e.g. in preparation for seminars, CBL etc and others undertaken with self-derived learning
objectives for self-directed learning (SDL).
12. Community Medicine Sessions: From Semester 6 onwards on every Thursday of a month,
the afternoon session is allotted for Community Medicine teaching which is spread out
across Semester 6, 7 and 8.
ASSESSMENT STRATEGY:
The assessment strategy in Phase 2 comprises both theory and clinical assessment. Formative
assessment will be held during each posting and will be in the form of MCQ, SAQ and clinical
short / long cases. These will be held for each posting within the semester. However some
components assessed during the posting, namely, case reports, log book and professionalism
assessment contribute towards the overall marks for the end of semester (EOS) summative
assessment. The summative assessment at the End of Semester (EOS) consists of MCQ, MEQ
and OSCE covering all postings within each Semester.
Tools of Assessment:
1. Multiple Choice Questions (MCQ)
Multiple Choice Questions (MCQ) in Phase II are the One Best Answer (OBA) Type questions that have
four options within each question. The student is required to identify the best option as the correct
answer. There is no negative marking in OBA.
2. Short Answer Questions (SAQ)

Short Answer questions (SAQ) in Phase II are designed to assess essential knowledge as well as
developing analytical and critical thinking on focused clinical areas.
3. Modified Essay Questions (MEQ)

Modified Essay Questions (MEQ) are designed to assess the ability to retain important information,
evaluate clinical situations and retrieve relevant information in response to a holistic approach to
patient evaluation / management. Each question may have several sub-sections which the students are
required to complete within specific time frames.
4. Objective Structured Clinical Examination (OSCE)

In OSCE, students are assessed on their skills in establishing rapport with patients, communications skills,
ability to obtain relevant medical history, physical examination skills and essential procedures. Real
patients, simulated patients or manikins can be used in OSCE. In addition, the ability to interpret clinical
investigative reports may be tested. OSCE is conducted at the EOS; which covers all postings during the
semester. OSCE is also a component of the Final Professional Examination.
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1. Clinical Short Case

Students may be assessed using short case assessment which tests the clinical as well as critical thinking
skills. It may last 10-15 minutes per case.
2. Long Case Assessments

Students may also be assessed using long case in the last week of the posting which tests the ability to
identify problems, formulate differential diagnoses, and develop investigations and treatment plans in a
given patient that the student is allocated to. This may take 45 -60 minutes per student.
6. Case Write-ups
Students are required to submit clinical case write-up/reports. Refer to the specific MIB for each posting
The components may include the following. .
Patients data with the patient Identification number and name expressed as initials
Chief complaints
History of presenting illness
Past history
Treatment /Drug history
Social/Personal history
Family history
Review of systems
Summary
General examination and Systemic examination
Provisional diagnosis and Differential diagnoses and their clinical relevance
Investigations and their clinical relevance
Management and Discussion/Learning issues
References using Vancouver format
o Journal Publication: Arrami M, Garner H. A tale of two citations. Nature 2008; 451:397-9.
o Textbook: Simons NE, Menzies B, Matthews M. A Short Course in Soil and Rock Slope
Engineering. London: Thomas Telford Publishing; 2001. Pg 110-112
o Online Resource: Department of Health. More help for people with dementia.
http://nds.coi.gov.uk/content/detail.asp?NewsArealD=2&ReleaselD=371217
(accessed 20th June 2013).
Each case write-up is to be word processed using Times New Roman, font size 12 and spacing of 1.5 with
a maximum word limit of 1500 2000.
6. Log book
Students are monitored and assessed throughout the module by the clinical supervisors / posting
coordinator. Your log books are documentary evidence of your learning activities throughout each
posting.
7. Assessment of Professionalism
Professionalism is an important aspect in throughout your medical career. Students will be monitored
regularly by your teachers. Some of the components that will be assessed are: attendance, punctuality ,
being attentive in classes, behaviour (interaction / communication skills with patients, participation in
class, teamwork, etc). The detailed format of assessment of professionalism is found in your Log Book.
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HIGHLIGHTS OF THE CURRICULUM

o
o
o
o
o
o
o
o
o
o
o
o
o
Integrated curriculum
Core curriculum
Self-directed / guided self-learning
Case- based Learning (CBL)
Integrated and discipline specific Seminars
Integrated and discipline specific Lectures
Longitudinal Community Medicine strand
Clinical Skills Sessions (CSS)
Module information Booklet for each Posting
Portfolio & Log book
Clinical clerkships
Clinical Electives
Mentor-mentee system
The student is able to achieve the specified earning goals and outcomes through team work and active
learning both individually as well as in small groups facilitated by the posting coordinator and team.
TIPS FOR ACADEMIC SUCCESS

Take responsibility for your learning
You must be in control of your learning. Read your Student Handbook before the start of a
rotation and understand the outcomes to be achieved from the different learning opportunities,
the general workings of a department you are posted to etc. This will ensure you get the best
out of the different learning opportunities e.g. wards, clinics.
Get the best out of your private study

Have personal objectives/ goals to be achieved and achieve them!
Keep a note pad handy with you at all times in your white coat to jot concerns
or things you do not understand. You can then read up about them later. Study
on a regular basis. Be organised and regularly update your study plan.
Be an independent and self-directed learner.

Retention and understanding of knowledge gained by active learning is far
superior.
When in doubt always seek for guidance

When in doubt you must seek advice from your lecturers and course
co-ordinator. Refer also to your Posting Handbook regularly.
A positive attitude and good work habits are the keys to success
Work smart - you must learn how to use your time effectively to get your work
done well and on time!
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CLINICAL SKILLS
CLINICAL SKILLS SESSIONS PHASE II
The clinical skills sessions during phase ll are designed to train medical students with
the desired core competencies that the students should learn prior to starting their
house job (housemanship) in a safe, stress-free simulated environment.
The purpose of this training is to provide a coherent and broadly applicable model
for pre-clerkship clinical skills learning and performance standards that will
contribute to enhanced preparation of medical students for the clerkship
experience. This type of training in the clinical skills suite bridges the gap between
the pre-clinical and clinical exposure and helps the students to make an easy
transition to move from learning in a university environment to learning in the clinical
environment and later upon graduation to practice confidently in the real world.
GOALS OF THE TRAINING

During Phase 2, the goals of training of the medical students are intended to
achieve the following:
To engage and interact with patients effectively to build communication skills
To develop an ability to take a clinical history from the patient that is more
focused and comprehensive
To demonstrate the ability to perform a through general and specific
examination of all organ based system
To show the capability to understand and perform a variety of clinical
procedures
To demonstrate the skill to select, justify and interpret selected clinical tests
and imaging
A comprehensive list of core clinical skills and procedures have been identified that
incorporates the core graduate capabilities of the undergraduate medical student
based on recommendation from national and international undergraduate
curriculum. (Detailed information is uploaded into TIMeS). The acquisition of these
core clinical skills and procedures is distributed within the different clinical
specialties/ postings and be covered during the Semesters 5 to 10.
In Phase 2, three hours has been dedicated each week towards skills training that
amounts to 9 15 hours of skills training in each clinical specialty during a semester.
During the clinical skills sessions, the students are trained via a holistic range of
teaching-learning methods, such as real patient, simulated or standardized patient,
simple or basic task trainer and high fidelity simulators, etc. (Refer to TIMeS, for
detailed information regarding the clinical skills sessions for each clinical speciality;
this is provided for the different semesters).
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INTEGRATED BLOCK
INTEGRATED BLOCK IN PHASE II
In the phase 2 clinical years, there is an integrated block which comprises the
general concept lectures, concept seminars, radiology lecture, laboratory science
lectures and clinical pharmacology concept lecture. This block aims to integrate
basic medical sciences and clinical sciences into various clinical postings so that
the students are able to appreciate the clinical application of the basic sciences.
The integrated block runs across semester 5 to 8, scheduled every Friday 3.00 pm to
5.00 pm. Usually 1 to 2 topics will be delivered. The topics are selected based on its
clinical significance and they carry important concepts which the clinical students
are expected to know.
One a month, a topic will be selected as an integrated seminar session which will
be conducted by the students. A group of 5 to 8 students will present a complete
clinical case followed by evidence based discussion on pathogenesis of the
disease, prevention and management by applying basic sciences and current
information on therapeutics.
INTEGRATED BLOCK IN PHASE II : TOPICS FOR SEMESTER 5-6

Laboratory medicine
Overview of laboratory medicine
Interpretation of blood peripheral smear & abnormal CSF analysis
Lab tests in pregnancy
Interpretation of serum electrolytes and renal parameters in children
Lab tests in Subfertility
Tumour markers
Radiology
Overview of radiology
Chest infection & Chest masses
Role of imaging in obstetrics
Role of imaging in gynaecology
Neuro Trauma
Child with breathlessness
Child with abdominal distension
Clinical pharmacology
Introduction to clinical therapeutics
Rationale of prescribing drugs
Drug therapy in pregnancy and lactation
Asthma therapy and anticonvulsant therapy in children
Managing infections in children
Hormonal contraceptives
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Continued
Internal medicine
Lung tumours
Chronic Kidney Disease
General Surgery
Nutrition and Surgery
Blood transfusion
Paediatrics
Genetic Disorders in children
INTEGRATED SEMINAR TOPIC
Head injury
Infections in Obstetrics
Tuberculosis - pulmonary & extrapulmonary TB
Stroke
Diabetes mellitus
Hypertension
Obesity
***Note: For detail Learning Outcomes (LOs) of each of the above topics, please
refer to the Integrated Block document uploaded onto TIMeS. The LOs will be
uploaded ONE (1) week before the commencement of the session.
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INTEGRATED BLOCK IN PHASE II : TOPICS FOR SEMESTER 7-8

Clinical therapeutics
Prescribing in elderly patients including drug to drug interactions
Drug resistance and antibiotics policy
Antibiotic treatment of TB, Leprosy
Ovulation induction agent
Hormonal Replacement Therapy
Laboratory medicine
Liver function test & hepatitis B marker
Investigation for infections: Blood C&S, Urine C&S, Sputum for AFB & C&S
Investigation for autoimmune disease: Auto-antibody test
Radiology
Imaging for Kidney disease: Ultrasound KUB, IVP, MCU
Imaging for Brain: CT/MRI for Infarct & hemorrhage
Imaging for Hepatobiliary system: USG, CT/MRI, ERCP
Imaging in Peadiatrics orthopedics
Ophthalmology
Common eye diseases
Ocular manifestation of systemic diseases
O&G
Prenatal diagnosis
Maternal mortality and morbidity
ENT
Facial nerve palsy

Maxillo-Facio- injury (Le Fort Fracture & Nasal fracture)
Family Medicine
Travel medicine
Childhood parasitic worms infestation
INTEGRATED SEMINAR TOPIC
Diabetic retinopathy
Hypertensive retinopathy
Geriatrics care
Stress & Stress management (interactive session)
EQ and the medical doctor (1)---Self-awareness (interactive session)
EQ and the medical doctor (2) ---Interpersonal relating & communicating
(interactive session)
***Note: For detail Learning Outcomes (LOs) of each of the above topics, please
refer to the Integrated Block document uploaded onto TIMeS. The LOs will be
uploaded ONE (1) week before the commencement of the session.
Taylors University
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COMMUNITY MEDICINE
SUMMARY: COMMUNITY MEDICINE PROGRAM IN PHASE 2
1. Overview
Community Medicine curriculum is spread over three semesters during the clinical
years; from Semester 6 (Year 3), Semester 7 and Semester 8 (Year 4). It is not a separate
block, but integrated throughout all the clinical postings for the above mentioned one
and half years time period as per the following schedule:
Once a week on every Thursday afternoon from 2.00 pm to 5.00 pm.

The session will be conducted in the Seminar/Lecture room at Level 9D, HSB.
It will be class room teaching, assignments, project planning, field activities, visits
to district health office and places of public health importance and health
education activities in the community and on-campus health awareness events.
Apart from this, there will be a 2-week long community placement. The aim of this
community placement is to expose medical undergraduates to real life situations and
working with a community. The activities during this placement will be health education
of the community, health assessment plans, and health screening activities. During the
placement, the student will be travelling to the location of the identified community.
The timing may vary according to the nature of the assignment and the convenience
of that particular community. This placement will be during Semester 7 of year 4.
2. Overall objectives for the discipline of Community Medicine

The exposure of medical undergraduates in Phase II to relevant areas of Public
Health/Community Medicine allows them to re-visit the theoretical concepts and
applied aspects in the population.
1. Basic and Applied Epidemiology, Biostatistics, Demography, Environmental and
Occupational Health, Sociology, Family Health, Health Promotion, Health
Education, Community Engagements, Evidence-based Medicine and Health
Research
2. Competencies in gender issues, violence and injury prevention, adolescent
health, substance abuse, rational use of drugs, ethics and behavioural sciences
3. Understanding of health systems, basics of health project / intervention
management; health planning, leadership, district health systems, Disaster
Management and Public Health Laws
4. Priority health issues and diseases of public health importance in Malaysia.
Learning Objectives:
1. To ensure that the medical graduate has acquired broad public health
competencies needed to solve health problems of the community with
emphasis on health promotion, disease prevention, cost-effective interventions
and follow up.
2. Apply the basic epidemiological principles to investigation of diseases, outbreaks,
health promotion and disease prevention;
3. Contribute to health systems performance as a member of the health team in
the generation and efficient utilization of human and logistic resources;
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Page 28
4. Foster healthy lifestyles in the individual and the community level to prevent
environmental degradation and to promote social harmony;
5. Identify the health needs of populations and population subgroups through
planning, intervention, monitoring and evaluation.
6. Provide patient-centred comprehensive primary health care including referral,
continuing care and follow-up.
LEARNING METHODS / ACTIVITIES AND ASSESSMENT FOR COMMUNITY MEDICINE
1. A variety of learning opportunities will be offered. These include field work, selfdirected learning, project work, community education and training, observation;
tutorials and lectures or presentations.
2. Continuous Assessment (CA) tests, seminars, group projects, and learning
portfolios with assessment relevant to the types of learning will be employed.
SEMESTER 6 (YEAR 3)
MAJOR DOMAINS
Society, Health and
Medicine
CORE TOPICS
Social patterning of health and disease
(health and illness across time and place and different social groups)
Poverty, socio-economic status and health
Gender and Health
Psychological factors and Health
Family and sick role
Sick individual at home: managing a psychiatric patient and a
patient with chronic illness
Family and end-of-life decisions and care
Counseling and the role of the family
Medical Ethics and

Evidence-based
Medicine
Seeking healthcare and medical pluralism

clinical iceberg
social triggers
medical pluralism
stigma and labeling
Hierarchy of resort
Evidence-based medicine
What is it?, phrasing PICO questions
Searching and evaluating evidence, drawing conclusions
Environmental Health
Good medical practice and ethical issues
Working with the community
Field challenges to investigators, informed consent and refusal
to treatment
Rules of good medical practice
Beneficence
and non-maleficence to individual and
community
MMC Code of Medical Ethics, Code of Professional Conduct
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Health Promotion in
Community
Planning a Health Intervention

10th Malaysia Health Plan; Health Promotion Board; Malaysian
Non-communicable Disease Plan
Planning a Community Health Intervention: planning,
implementation, evaluation, dissemination
Planning a Community Health Intervention presentation
Community placement preparations
Health intervention trainings
Volunteer training workshops
SEMESTER 7 (YEAR 4)
MAJOR DOMAINS
CORE TOPICS
Health System
Working
community
with
District Health System (DHO)

Health programs at national, state and district levels
Activities at District Health Office in different sections
Field visits to public health facilities like:
Water purification plant
Sewage treatment plant/oxidation pond
Food quality control laboratory
Health assessment / screening activities in community
Planning/facilitating/evaluating
a
health
education
program in community
Community-based research
SEMESTER 8 (YEAR 4)
MAJOR DOMAINS
CORE TOPICS
Field visits
Field visits to special health care facilities like:

Home for elderly
Home for mentally challenged
Dropout centers for drug users
Methadone clinics
On-campus health awareness campaigns
Community based health awareness campaigns
Observing UN celebrated designated days for health issues
(e.g. World AIDS Day).
Health awareness
campaigns
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Page 30
THE MENTOR-MENTEE SYSTEM

INTRODUCTION
The term Mentor describes someone who imparts wisdom to and shares knowledge
with a less experienced colleague (or student).
Each medical student will be assigned a mentor from among the academic staff in
Taylors University School of Medicine (TUSoM). The mentor in Phase 1 will hand over the
mentorship to a new mentor at the Clinical School.
The mentor will continue to guide the student as he/she develops knowledge, skills,
attitudes and behavior that befit a good and safe doctor. The assigned mentor will
journey with the student until the student graduates from TUSOM. A successful mentormentee relationship requires the active participation of both parties.
Mentor-Mentee Program of TUSoM
The purpose of the program is to establish a meaningful mentee-mentor relationship
providing both support and encouragement to TUSoM medical students.
Mentor Roles
Encourage and support mentees in non-academic and academic matters
throughout the clinical years
Guide mentees through the application process for their clinical electives as well
as act as their internal supervisor for the electives.
Provide career guidance
Mentee Roles
Gain important insights about clinical school and a doctors life.
Work hard and aspire to be successful in both medical school and life
MEETINGS WITH YOUR MENTOR
You are encouraged to meet with your mentor regularly.
During your Orientation period, you will be introduced to your new mentor. Following
this, each student is expected to meet with their mentor at least once during each
clinical posting and at the end of each Semester.
Additional meetings are encouraged as and when required; students are to contact
(email/ SMS / call) their mentor to make an appointment so that adequate time can be
set aside for the meeting.
Students are encouraged to meet with their mentor to obtain their results and seek
guidance towards continuous improvement in their studies as well as professional
behaviour suitable for a career in medicine.
References
1. Mentorship Manual for Medical students
http://www.medschool.vcu.edu/wims/documents/MentorshipManual.pdf
2. Frei E et al Mentoring programs for medical students - a review of the PubMed
literature 2000 2008 BMC Medical Education 2010, 10:32
http://www.biomedcentral.com/1472-6920/10/32
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CLINICAL ELECTIVES
The Clinical Elective (CE) is a program made available to the medical students of
TUSoM to compliment the clinical posting experiences in Hospital Sungai Buloh (HSB).
The student is encouraged to gain placements in clinical settings that may not be
available in HSB. These clinical settings may be situated in Malaysia or outside the
country. The student is also encouraged to undertake electives in disciplines that they
would like to explore as an option to specialize in or discipline/s that they wish to
improve further.
Students are required to find their preferred choice by surfing the website for respective
choice/s of elective placements abroad, for information and for application
procedures.
The clinical elective is a 6-week program and students are encouraged to undertake a
medical-based and/or surgical-based elective during this period.
The Clinical Elective is scheduled at the end of Semester 8 program i.e. just before you
begin your final year. You are to discuss the details of your electives (discipline /
duration / site etc.) with your mentor at the beginning of your Semester 6 i.e. at least 14
months ahead of your CE.
The Clinical Electives Placement Checklist (pg. 33) serves as a guide for both the
students and academic staff.
References
1. Balandin S et al (2007) 'Twelve tips for effective international clinical placements',
Medical Teacher, 29:9, 872 877
2. Medical electives in developing countries Toolkit
http://bma.org.uk/developing-your-career/studying-medicine/medicalelectives-in-developing-countries
3. Going on medical elective: a guide for students by Mike Broad 2010
http://www.hospitaldr.co.uk/guidance/going-on-medical-elective-a-guide-forstudents
4. Medical Electives - a guide to planning it right!
http://www.youtube.com/watch?v=izHzVotYaYs
5. Funding your electives http://student.bmj.com/student/viewarticle.html?id=sbmj.d5851
6. Ethical aspects http://www.ghjournal.org/jgh-print/spring-2011-issue/ethicaldilemmas-in-global-clinical-electives/
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CLINICAL ELECTIVES PLACEMENT CHECKLIST

1.
2.
3.
4
5.
6.
Activity
Preparation
Immunization Records
Verification Letter from
Dean
(a) Fill up the Taylors University
Clinical Electives (CE) Application
Form
(b) Derive Learning Objective (LO)
and discuss with Mentor
Medicine-based LO
Surgery-based LO
Mentor to provide feedback
Complete your TUSoM Clinical
Electives Application Form
For approval by Mentor/
Endorsed by Program Director /
Dean
Students keen to apply International
placement for their CE
7.
Students keen local placement
8.
Confirmation of approvals:
International CE
Local CE
Final CE LIST
( name list with placement details)
9.
8.
9.
10.
11.
12.
CE Package given to student:

1. MIB for CE
2. Internal Supervisor Form (Mentor)
3. External Supervisor Form
(Hospital/ Clinical supervisor)
Submission of Clinical Elective
Report to Internal Supervisor for
marking
Internal Supervisor to mark the CE
Report
Marked CE Report
A soft copy to the SOM Library
repository
Release of Grade to students
Deadline
- Checked at Phase 1
in Year 1
- 14 months ahead of
Clinical Elective (CE)
Action
Deans Office
- Puan Iva / Ms
Dewi
14 months ahead of
Clinical Elective
Student
13 months ahead of CE
Mentor
Student
Mentor
Dean / PD
To apply online
independently 12
months ahead of CE
with CC to PD
To apply via SOM 10
months ahead of CE
To follow set protocol for
local public and private
hospitals
Student
Minimum SIX (6) months

prior
THREE (3) months prior
to CE
Student to liaise
with AP Dr Xavier
/ Matron
Student to send
to: Ms Roshidah/
Matron
AP Dr Xavier /
PD
THREE (3) months ahead
AP Dr Xavier /
PD / Matron
TWO (2) weeks after

completion of CE
Student
Within TWO (2) weeks
Mentor
One (1) month after

submission of CE
One (1) month after
submission of CE
Taylors University
PD / Matron /
Ms. Stephanie
PD
Page 33
LIBRARY RESOURCES
You are to refer to the Library information Pack- Clinical School Library on enquiries on
the library resources. The online resources for Medicine are as listed below:
TYPE OF SOURCE
LISTING OF RESOURCES
General
Ebrary
E-Books
Specialty
British Pharmacopoeia 2013
General
Academic Source Complete @ EBSCO
Oxford Journals
JSTOR
Scopus
ScienceDirect Freedom Collection
Library Press Display (online newspaper)*
Food Science Source
Springer Protocols
Online Databases
ProQuest Dissertation & Theses
Specialty
BMJ Best Practice **
BMJ.com
BMJ Journals Collection
BMJ onExamination *
British National Formulary (BNF)
British National Formulary for Children
ClinicalKey
OVID MD
Comprehensive Toxicology
Encyclopedia of Human Nutrition
Encyclopaedias
Encyclopedia of Behavioural Neuroscience
Encyclopedia of Neuroscience
Encyclopedia of Virology
The New England Journal of Medicine (NEJM)
Electronic journals
Journal of Clinical Pharmacy and Therapeutics
Journal of Pharmacy and Pharmacology
Updated as at 23rd Sept 2013
You can download mobile apps for the following online databases:
* Available in App Store and Play Store
Library Press Display PressReader
BMJ onExamination - oE Revision (please refer to your My Account for the
Voucher code) ** Available in App Store only
BMJ Best Practice - Best Practice decision support
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Page 34
You also have access to the following e-books from the TUSoM library. You can access
the book that you require from the following website using the username and password
as provided below:
No.
Website
Username and password
www.studentconsult.com
Username: tusomphase2
@gmail.com
List of books
1. Davidsons principles
and practice of medicine
21st Edition
Password: onlinelibrary
2. Kumar and clarks
clinical medicine
8th Edition
3. Principles and
practice of surgery
6th edition (Garden et al)
4. Essential
orthopaedics and trauma
5th edition
5. Hutchinsons clinical
methods 23rd edition
6. Talley & OConnor
clinical examination
6th edition
2
www.expertconsult.com
Username: tusomphase2 7. Adams Emergency
@gmail.com
medicine, 2nd edition
8. Canale Campbells
Password: onlinelibrary
operative orthopaedics,
12th edition
9. Flint Cummings
otolaryngology Head
and Neck surgery,
5th edition
10. James High risk
pregnancy, 4th edition
11. Kliegman, Nelson
Textbook of Paediatrics,
19th edition
12. Rakel, Textbook of
Family medicine,
8th edition
13. Tallia Swansons
Family medicine review,
7th edition
Note: * Access is restricted for TUSoM clinical students and faculty.
Taylors University
Page 35
READING LIST
INTERNAL MEDICINE
Core
1. Colledge NR, Walker BR, Ralston SH. Davidsons Principles and Practice of
Medicine, 21st ed. London: Churchill Livingstone Elsevier; 2010.
2. Kumar PJ and Clarke M. Kumar and Clarkes Clinical Medicine, 8th ed. Elsevier
Saunders; 2012.
Reference
1. Longo DL, Fauci AS, Kasper DL, Hauser SL, Jameson JL, Loscalzo J. Harrisons
Principles of Internal Medicine, 18th ed. McGraw Hill; 2012.
2. Alagappan. R, Manual of Practical Medicine, 4th ed. Jaypee Digital; 2012.
3. Longmore M, Wilkinson I, Davidson EH, Foulkes A, Mafi AR. Oxford handbook of
clinical medicine, 8th edition. New York: Oxford University Press, 2010.
4. Hampton JR. The ECG Made Easy, 7th ed. London: Churchill Livingstone Elsevier;
2008.
5. Clarke C, Dux A. X-rays for Medical Students, 1st ed. Wiley Blackwell; 2011.
6. Godara H, Hirbe A, Nassif M, Otepka H, Rosenstock A. The Washington Manual
of Medical Therapeutics, 34th ed. Lippincott Manual Series; 2013.
GENERAL SURGERY
Core
Lawrence P., Bell R. et al. Essentials of General Surgery, Lippincott Williams &
Wilkins 4th Edition
2. Williams N. et al. Bailey & Love's Short Practice of Surgery. 26th International
Student Edition, CRC Press
3. Cuschieri A. et al Essential Surgical Practice. Hodder Arnold. 4th edition.
4. McLatchie G.R. Oxford Handbook of Clinical Surgery. Oxford University Press. 3rd
Edition.
1.
Reference
1. Cuschieri A. et al. Clinical Surgery. Wiley, John & Sons
2. Andrew N. Kingsnorth, Aljafri A. Majid. Fundamentals of Surgical Practice 2nd
Edition.
3. Andrew N. Kingsnorth, Aljafri A. Majid Principle of Surgical Practice. Cambridge
University Press
4. Aljafri A. Majid, Andrew N. Kingsnorth .Advance Surgical Practice. Cambridge
University Press
Taylors University
Page 36
OBSTETRIC & GYNAECOLOGY

Core
1. Baker PN, Kenny L. Obstetrics by Ten Teachers, 19th ed. Florida: Taylors & Francis
Group, LLC; 2011.

2. Monga A, Dobbs S. Gynaecology by Ten Teachers, 19th ed. London: Hodder &
Arnold; 2011.
3. Collins S, Arulkumaran S, Hayes K, Jackson S, Impey L. Oxford Handbook of
Obstetrics and Gynaecology, 3rd ed. Oxford University Press; 2013.

Reference
1. Hanretty KP. Obstetrics Illustrated 7th ed. Edinburgh: Churchill Livingstone Elsevier;
2.
3.
4.
5.
2010.
Bain C, Burton K, McGavigan J. Gynaecology Illustrated, 6th ed. Churchill
Livingstone Elsevier; 2011.
Oats J, Abraham S, Jones L. Fundamentals of Obstetrics and Gynaecology, 9th
ed. Edinburgh: Mosby Elsevier; 2010.
Cunningham FG, Leveno KJ, Bloom S, Hauth JC, Rouse DJ, Spong CY. Williams
Obstetrics, 23rd ed. New York: McGraw Hill; 2010.
Hoffman BL, Schorge JO, Schaffer JI, Halvorson LM, Bradshaw KD, Cunningham
FG. Williams Gynecology, 2nd ed. McGraw Hill; 2012.
Online Resources for O&G

1. www.rcog.org.uk/
2. www.clinicalexam.com/pda/o_obs_antenatal_history_exam.htm
PAEDIATRICS
Core
1. Lissauer T, Clayden G. 2012. Illustrated Texbook of Paediatrics. 4th Ed. Edinburgh:
Mosby/Elsevier
2. Marcdante KJ, Kliegman RM, Jenson HB, Beherman RE. 2011. Nelson Essentials of
Pediatrics. 6th Ed. Canada: Sounders/Elsevier
1. Hussain Iman Hj Muhammad Ismail, Ng Hoong Phak, Terrence Thomas. 2012.
Paediatric Protocols for Malaysia Hospitals. 3rd Ed. Putra Jaya: Malaysia Paediatric
Association
Taylors University
Page 37
Clinical Examination
2. Gill D, O'Brien N. 2007. Paediatric Clinical Examination Made Easy. 5th Ed. Churchill
Livingstone
3. Glynn M, Drake W. 2012 Hutchisons Clinical Methods, 23rd ed. Elsevier Saunders;.
Reference
4. Hull D, Johnston DI 2010. Essential Paediatrics. 4th Ed. Churchill Livingstone
5. Illingworth RS, Nair MKC, Russell PSS 2012. Illingworths The Development of the Infant
and Young Child Normal and Abnormal. 10th Ed. Elsevier
6. Kliegman RM, Stanton, St. Geme J, Schor N, and Behrman RE. 2011.Nelson Textbook
of Pediatrics. 19th Ed. Philadelphia: Elsevier/Saunders
7. Rudolph M, Levene M, Lee T. 2011. Paediatrics and child health. 3rd Ed. WileyBlackwell
8. Stephenson T, Wallace H, Thomson A. 2002. Clinical Paediatrics for Postgraduate
Examinations. 3rd Ed. Churchill Livingstone
9. Harris W 2011. Examination Paediatrics. 4th Ed. Churchill Livingstone: Elsevier
10. Rennie JM 2012. Rennie & Robertons Textbook of Neonatology. 5th Ed. Churchill
Livingstone
EMERGENCY MEDICINE
Core
1. Brown, Anthony FT, Cardogan, Michael D. 2011. Emergency and Acute Medicine:
Diagnosis and Management. 6th Ed. London: CRC Press
2. Adams, James G. 2012. Emergency Medicine: Clinical Essentials. 2nd Ed.
Philadelphia: Elsevier/Churchill Livingstone
3. Begg, James D. 2004. Accident and emergency X-rays made easy. Edinburgh :
Churchill Livingstone/Elsevier
References
1. Whiteley, Simon M., Bodenham, A., Bellamy, Mark C. 2010. Churchill's Pocketbook of
Intensive Care. 3rd Ed. Edinburgh : Churchill Livingstone/Elsevier
2. Avidan,M., Barnett,Kara M., Hill, Laureen L. 2008. Intensive Care: An Illustrated
Colour Text. Edinburgh : Elsevier/Churchill Livingstone
3. Yentis, Steven M., Hirsch, Nicholas P., Smith, Gary B. 2009. Anaesthesia and Intensive
Care A-Z: An Encyclopedia of Principles and Practice. 4th Ed. China:
Elsevier/Churchill Livingstone
4. Silvers, Christine T., Filbin, Michael R., Caughey, Aaron B. 2006. Blueprints Clinical
Cases in Emergency Medicine. 2nd Ed. Massachusetts: Lippincott Williams & Wilkins
5. Fulde, Gordian WO. 2009. Emergency Medicine: The Principles of Practice. 5th Ed.
New South Wales: Elsevier/Churchill Livingstone
Taylors University
Page 38
6. Gupta, P. 2011. Oxford Assess and Progress Emergency Medicine. Oxford: Oxford
University Press
7. Zane, Richard D., Kosowsky, Joshua M. 2011. Pocket Emergency Medicine. 2ndEd.
Philadelphia: Lippincott Williams & Wilkins
PSYCHIATRY
Core
1. POCKET HANDBOOK of CLINICAL PSYCHIATRY (5th Edition) by Benjamin J. Sadock,
Virginia A. Sadock.
2. OXFORD HANDBOOK of PSYCHIATRY. By David Semple, Roger Smyth, Jonathan Burns.
3. SHORTER OXFORD TEXTBOOK of PSYCHIATRY. By Philip Cowen, Paul Harrison and Tom
Burns.
Reference
1. Kaplan and Sadocks SYNOPSIS of PSYCHIATRY (11th Edition) by Benjamin J. Sadock,
Virginia A. Sadock.
2. NEW OXFORD TEXTBOOK of PSYCHIATRY (2nd Edition) Edited by Michael Gelder,
Nancy Andreasen, Juan Lopez-Ibor and John Geddes.
FAMILY MEDICINE
Core
1. Rakel RE. Essential Family Medicine: Fundamentals and Cases with STUDENT
CONSULT Access. WB Saunders.
2. Murtagh J. General Practice, McGraw Hill. (The Companion Handbook is
available as well)
Reference:
1.
2.
3.
Sloane, Slatt & Baker. Essentials of Family Medicine, Williams & Wilkins.
Rakel RE. Textbook of Family Practice, WB Saunders.
Mead M, Patterson HR. Tutorials in General Practice,Churchill Livingstone.
Online references:
1. American Family Physician (Am Fam Physician) http://www.aafp.org/afp

2. Australian Family Physician ( Aust Fam Physician)
http://www.racgp.org.au/publications/
3. British Journal of General Practice (Br J Gen Pract) http://www.rcgp.org.uk/
Taylors University
Page 39
ORTHOPEDICS
Core
1. Solomon L., Warwick D, Nayagam S., Apley's Concise System of Orthopaedics

and Fractures, Third Edition
2. McRae R, Clinical Orthopaedic Examination, 6th Edition
Reference
1. Solomon L., Warwick D, Nayagam S., Apley's System of Orthopaedics and
Fractures, 9th edition, 2010
2. Canale T, Beaty J. B., Campbell's operative orthopaedics. - 11th ed
3. Bucholz R.W., Rockwood and Green's Fractures in Adults
Online resources
1.
2.
3.
4.
5.
http://www.orthobullets.com
http://www.ortho.hyperguides.com
http://www.wheeless.com
http://www.boneschool.com/
http://emedicine.medscape.com/orthopedic_surgery
OTORHINOLARYNGOLOGY
Core
1. Logan Turner's Diseases of the Ear, Nose and Throat
2. Williams N. et al. Bailey & Love's Short Practice of Surgery 26th International Student
Edition, CRC Press
Reference
1. Scott and Browns Otolaryngology Head & Neck Surgery , 7th edition
2. Charles W. Cummings Otolaryngology Head & Neck Surgery 4th Edition
Taylors University
Page 40
ANAESTHESIOLOGY AND CRITICAL CARE

Core
1. JN Lunn Lecture Notes on Anaesthesia, 2nd Edition Blackwell Scientific
2. Delilkan A.E., The critical care team: the anaesthesiologist, the surgeon, the
physician : caring for the unconscious, Lexis Nexis Butterworths, 2003
3. Kumar PJ and Clarke M. Kumar and Clarkes Clinical Medicine, Elsevier Saunders
4. Ostlere G, Bryce-Smith R Anaesthesia for Medical Students 9th Edition Churchill
Livingstone
References
1. Miller R.D, Pardo M, Basics of Anaesthesia, 6th edition, Philadelphia, PA:
Elsevier/Saunders, 2011
2. Oh TE Intensive Care Manual (4th edition) Butterworth Heinemann
3. Delilkan A.E. Critical Care, Teaching and Medical Ethics: caring for the unconscious
and the critically ill. UiTM press. 2012
4. Delilkan A.E. Medical Dilemmas in the Evolution of Critical Care. Unipress 2009
5. Davie N.J.H, Cashman J.N. Lees Synopsis of Anaesthesia 13th Elsevier Butterworths
2006 ( E-book)
6. D. Campbell D, Spence AA Norris and Campbell's Anaesthesia Resuscitation and
Intensive Care. Churchill Livingstone
7. Aitkenhead AR, Smith G et al Textbook of Anaesthesia, 5th edition, Churchill
Livingston, 2006
8. Longo L, Fauci A et al Harrisons Principles of Internal Medicine, McGraw Hill.
OPHTHALMOLOGY
Core
1) James B, Bron A; Ophthalmology Lecture Notes, 11th edition, Wiley Blackwell, 2012
2) Batterbury M et al Ophthalmology: An Illustrated Colour Atlas, 3rd ed, Churchill
Livingstone, 2009
References
1) Bask S. Essentials of Ophthalmology. Kolkata (India), Current International
2) Kanski JJ et al Clinical Ophthalmology. A Systematic Approach. 7th edition. 2011
Taylors University
Page 41
CLINICAL METHODS
1. Glynn M, Drake W. Hutchisons Clinical Methods, 23rd ed. Elsevier Saunders; 2012.
2. Douglas G, Nicol F, Robertson C. Macleods Clinical Examination, 13th ed. Elsevier;
2013.
ONLINE RESOURCES GENERAL

1.
2.
3.
4.
TAYLORS UNIVERSITY LIBRARY RESOURCES FOR STUDENTS

Clinical key: www.clinicalkey.com
BMJ
www.bmj.com
www.learning.bmj.com
www.bestpractice.bmj.com
www.onexamination.com
MEDSCAPE & EMEDICINE
www.emedicine.medscape.com
ONLINE REFERENCE FOR MEDICAL STUDENTS
http://www.medicalstudent.com/#MedicalTextbooks
Taylors University
Page 42
CODE OF CONDUCT UNIVERSITY

A student attending the classes at the Taylors University School of Medicine (TUSoM) is
expected at all times to conduct himself/herself in a manner that is unlikely to cause
offence to members of the general public. Especially so when learning at clinical
facilities (hospital / community clinics), all students are expected to be dressed in a
professional manner, maintain patient confidentiality and at all times be courteous to
the patients as well as their care givers.
Attendance
All students are required to follow the academic programme of the TUSoM, fulfill the
requirements of attendance at the various teaching and learning (T&L) sessions and
achieve suitable standards in the assessments as determined by the regulations. Poor
attendance may result in the student not qualifying to sit the relevant examination/s
required to progress in the MBBS course.
The School of Medicine expects that its students recognize that they have entered a
profession in which commitment to full participation in the learning environment is an
essential component of what will become a style of life-long learning. It also is built
upon the belief that each individual has something to contribute to the groups
learning, and is an integral part of the medical professions team approach of sharing
knowledge and problem-solving together. Thus, attendance is expected in all
educational activities. It is required for small group sessions and class sessions in which
a patient is present. In clinical coursework or clerkships, attendance is required as
students are considered to be part of the clinical team.
Learning to work effectively in a small group is an important skill. Each session offers an
opportunity for students to learn, to share, and to teach one another. Each student
owns part of the responsibility to foster a productive learning environment.
If a candidate has not attended classes to the satisfaction of the Examination
Regulation, he/she may be barred to sit the examinations covering that part/whole
course. A student may be barred from attending classes or taking examinations, if
he/she has breached the code of conduct of the TUSoM, or has been consistently
absent from class, or has not submitted their written work/ portfolio/ logbook on time,
or has shown poor performance in examinations as scheduled in the examination
regulation of the university.
Students must fulfil an overall attendance of at least 80% for all teaching sessions
including clinical teaching sessions, posting to community clinics, on-call duty,
electives and other assigned clinical duties and responsibilities.
Students shall mark their attendance in the morning, afternoon and on-call session on
the prescribed attendance form. The Group Representative will take responsibility to
handover the filled attendance form to the Senior Nurse Officer at the end of each
week as well as to collect the new form for the following week.
Taylors University
Page 43
ACADEMIC HONESTY
All students pledge to conduct themselves honorably, professionally, and respectfully in
all aspects of medical education and patient care.
The student pledges that he or she neither gives nor receives unauthorized aid
nor leaves unreported any knowledge of such aid given or received by any
other student.
Unauthorized aid includes the use of any examinations that have NOT been preapproved by the Dean/ Program Director and made readily available to all
other students taking the course.
This pledge applies to all coursework/ assignments, examinations, presentations,
or any other activities required during the course of study
This pledge encompasses maintenance of confidentiality of all clinical work
involving patient care and representations of patient care information.
Academic honesty is crucial to a students credibility and self-esteem. A student may
work together with one or a group of students to discuss assignment content.
Academic inquiry is not limited to the views and opinions of one individual, but it is built
by forming opinion based on past and present work experiences. It is legitimate to
synthesise the work of others, provided such work is clearly and accurately referenced.
Plagiarism is copying anothers work and submitting this as your own work for
assessment. Examples of this are:
Copying from another student.
Directly reproducing text or tables published in a scientific paper, abstract, book
or on the internet.
Copying from published texts is by no means allowed. If an official or recognized
definition is used then quotation marks should be used and the source must be
acknowledged. Results and data from scientific papers should be summarized in your
own words. The source of these data should be referenced to ensure that the author
(owner) of that material is given credit for their work and you are not claiming the work
as yours.
Results from group work may be shared but the manipulation and interpretation of
these data should be undertaken independently; all graphs and figures should be
constructed independently. The person who copies and the one who allowed the
copying will BOTH be penalised.
How plagiarism is detected?
Your teachers can detect plagiarism in many ways.
identify a passage that they recognize seeing elsewhere;
Style of writing which is not consistent;
using specialised academic plagiarism detection software such as Turnitin (see

turnitin.com)
Taylors University
Page 44
Cheating is more likely to occur during examinations and involves either copying from
other students, and/or having authorized mobile devices /notes etc. in the examination
room. All incidents of cheating detected in an examination or subsequently during the
monitoring of the scripts will be dealt with in accordance with the Universitys
Regulations on student discipline.
Consequence of being caught committing plagiarism or cheating
University guidelines allow flexibility in the imposed penalty for plagiarism or cheating.
The possible penalties include:
all subsequent submissions, including exam papers, will be scrutinized
re-submission of course work
recording a mark of zero for the assessment
referring the case to the Universitys Disciplinary Board
delay in graduation
expulsion from the University

Immunisation
All medical students are required to be vaccinated against Hepatitis B. The cost of the
vaccination will be borne by the student. Hepatitis B: THREE doses of vaccine AND a
positive Hepatitis B surface antibody titre meets the requirement. Other documentation
(such as laboratory evidence of history of disease) may also be accepted.
Food and Beverages
These are to be consumed only in the Cafeteria / Student Lounge.
No eating or drinking is permitted in the classroom and ALL clinical settings (wards /
clinics).
Student Behaviour
a. A student of the TUSoM is expected at all times to conduct himself/herself in an
appropriate manner that is unlikely to cause offence to members of the general
public. In particular while attending a hospital or community clinic, all students
must be dressed in a professional manner, maintain clinical confidence
absolutely, and at all times be courteous to every patient they meet.
b. Each student is expected to obey all the Laws of Malaysia and to conform to
the expected norms of good conduct and behaviour of Malaysia, during
transport to and from and during the course of clinical teaching sessions in
Ministry of Health (MoH) hospitals and health centres.
c. The students are expected to treat the buildings, library books, apparatus and
other facilities provided by the UNIVERSITY and the MoH with care and respect.
Any student who damages or breaks UNIVERSITY or MoH property will be
required to pay for its repair or replacement.
d. Because it is detrimental to health, smoking of tobacco is prohibited in the
premises of the UNIVERSITY, the hospitals, clinics and health centres.
Taylors University
Page 45
continued
e. The students attending the teaching sessions in MoH hospitals, clinics and health
centres should at all times be in proper attire and wear the UNIVERSITY name
tag.
f.
On entering a ward or clinic, students must report their presence to the nursing
staff on duty.
g. Students should identify themselves as medical students to patients and must

not claim to be doctors. They must ask the patient for permission to perform a
physical examination and under no circumstances should any technical
procedure be carried out on the patient. Under special circumstances and
under supervision of a medically qualified member of staff a technical
procedure may be carried out on a patient and the member of staff supervising
will be legally responsible for that procedure.
h. All students shall abide by all the rules, regulations and procedures of the MoH
hospitals and health centres.
i.
All students of the UNIVERSITY shall handle all patient records in strict confidence
and shall not divulge any information to unauthorised personnel.
j.
The students shall follow the prescribed rules for infection control in the wards
and clinics.
k. Students are prohibited from using hand phones within the wards, clinics, theatre
complexes, laboratories, procedure room and the radiology departments.
Offences
1. The following list (or examples) of breaches of discipline is demonstrative only
and in no way prevents the university or any disciplinary committee thereof from
considering and adjudicating upon any other conduct or action which is prima
facie thought to constitute a breach of discipline.
2. A student may be deemed to be in breach of discipline who:
a. Will fully or negligently defaces, injures or harms the property of the
university or of an institution attended as part of a University course.
b. is convicted by a civil court of an offence of a scandalous, immoral,
disgraceful or criminal nature.
c. disregards any regulation for the conduct of students or disobeys any
member of the university authorized to check disorderly conduct.
d. uses offensive or improper language or behaves in an offensive or
improper way.
Taylors University
Page 46
continued
e. during an examination or other test copies from or communicates with
another person or is found in possession of books or any printed or written
papers or any other material containing information relevant to the
subject of the examination other than those allowed in the examination,
or uses any other unfair means.
f.
falsifies or seriously misuses university records including degrees, diplomas

or certificates.
g. Falsifies case reports and summaries in the portfolio.

h. engages in riotous or disorderly conduct in a manner contrary to the best
interests of the university or seriously affects good order in or out with the
university.
i.
disregards any regulation governing the conduct or obligations of

students in or to the University Libraries, the Halls of Residence or the
Students Association.
Penalties
1.
A student who is deemed to be in breach of discipline may be liable to one or

more of the penalties.
(a)
(b)
(c)
(d)
(e)
(f)
(g)
an admonition
a reprimand
a fine
disqualification from examinations, or, in the case of abuse of any of the
University services or facilities, from using these services or facilities for a
stipulated period.
requirement to make good to the satisfaction of the University any
damage or injury caused to the property of the University or an institution
attended as part of a University course.
suspension from attendance at the University for a stipulated period.
expulsion from the University.
Taylors University
Page 47
CODE OF CONDUCT IN ALL CLINICAL SETTINGS

1. Student Identification
a. Student ID
Students should wear their Identity Tags at all times within the University and in all
clinical settings especially when seeing patients in the clinics /wards or involved
in clinical work.
b. Student ID : Name Tags and TU SOM clinical year lapel pin
Students should always wear their name tags and Lapel Pin along with their
Identity Tags.
c. It is important that you do not lose your ID Name Tag. If it does become lost or
stolen, please contact Ms Roshidah (+61454333 ext 4950) /Ms Iva Mariam (+603 56295444) for replacement information.
2. Dress Code
a. Students should at all times be dressed decently to reflect their status as trainees
who are going to be responsible and competent professionals.
b. They are required to follow the Dress Code as stipulated in the TU SoM Clinical
Skills Logbook
c. Clothes should be clean, well pressed and suitable.
d. Male students should wear a tie with a sober shirt, fully buttoned and appropriate
slacks/trousers with well-kept shoes. Jeans, shorts, sports shoes and sandals are
not allowed.
e. The hair length for men should not reach below the top of the collar. Abnormal
hairstyles are not allowed.
f. Female students should wear appropriate clothes that cover them well and does
not interfere with their daily routine in examining patients. High-heeled shoes are
not appropriate. If the head or hair is covered, it should not interfere with use of
stethoscope. Long hair should be neatly tied so that it does not obstruct the
examination of patients. No abnormal hairstyles/hair colouring is allowed. They
should wear minimum jewellery if at all.
g. Students should avoid perfume, bright or gaudy coloured clothing that can be
distracting.
h. They should wear clean and pressed white coats at all times, with ID and
nametags.
i. In the Operating Theatres / Labour Rooms /ICU, students should wear the
overalls/ coats provided.
3. Student Behaviour
a. You should practice at all times a high standard of behaviour, befitting the status
of future doctors. Wherever they are, in hospital, clinics or outside, you should
uphold the dignity of health care professionals, with patience, humility and a
caring attitude.
b. You should be responsible and answerable to those in charge of the ward, clinic
or health centre. You should report to the respective staff in charge of the ward
or clinic.
c. You should follow the procedures laid down in clinics and wards, for control and
prevention of infections.
Taylors University
Page 48
d. You should handle all properties of clinics, wards and health centres with care
and should report to the staff if they accidentally damage any of them.
e. You should address all staff by their titles with respect and courtesy.
4. When you are with your Patient
a. You should at all times learn to appreciate and respect the importance of
confidentiality in all contacts with the patient. You should never talk or discuss a
patients problem in the presence of other patients. All information obtained
during history taking and physical examination should be considered strictly
confidential.
b. You should first introduce yourself to the patient before any physical
examination.
c. You should get the permission from the patient before any examination and
explain the reasons for the particular examination.
d. You should ensure the privacy of the patient by drawing the curtains or closing
the doors before carrying out a physical examination.
e. Chaperones: Male students should have a female chaperone (fellow female or
nurse) when they examine female patients and likewise, female students should
have a male chaperone (student or staff) when they examine male patients.
f. During physical examination, unnecessary exposure of the patient should be
avoided. Use the cover / uncover techniques during your examination.
g. Conversation: Students should avoid unnecessary conversation/gossiping of any
kind in the wards and clinics, and elsewhere. They should not talk in wards as this
may disturb patients.
h. You should avoid sitting on the patients bed, as this invades the patients
privacy and creates a poor impression.
i. You should treat all patients and their relatives with respect and humility.
j. You should always be ready to help the staff in taking care of the patient when
called upon to do so.
5. In the ward and clinic: Donts
a. Do not eat in the open ward.
b. Do not consume alcohol while at work or on call.
c. Do not mislead the patient into thinking you are a doctor.
d. Do not take it for granted that a patient knows what you are going to do on him
or her. Always explain what you are about to do,
e. Do not examine a patient without washing your hands first. Do not fail to wash
you hands afterwards.
f. Do not help yourself to any medications in the ward.
g. Do not use hand phones within the patient care areas..
6. In Public
a. The TUSoM medical students represent the University and should always uphold
its name and dignity in your behaviour in public areas.
b. Students should always be seen in public to be willing to help people in need.
c. Smoking and abuse of alcohol is prohibited.
Taylors University
Page 49
UNIVERSAL PRECAUTIONS
All students enrolled in the School of Medicine must attend the class on universal
precautions. The purpose of these classes is to ensure that you have been informed of
the appropriate handling of blood, tissues, and body fluids during medical school. This
is included as part of your required Orientation Program:
1. Sharps Injury/ Needle Stick Injury in Clinical Settings: Dos and Donts When
Handling Sharps by Dr. Christine Yeow Siew Lin, Head of Department and Public
Health Specialist, Hospital Sungai Buloh
2. Dos and Donts in Clinical Training including Universal Precautions by
Matron Hajjah Mek Binti Jusoh, Hospital Sungai Buloh
As part of your professional development, you will be responsible for incorporating
these into your routine practice while in patient care situations and for being certain
that you understand what is available at each hospital as you rotate from one clerkship
rotation to another.
As you begin interacting with patients it is time to establish common sense habits to
protect yourself and your patients from the spread of infectious agents. The commonly
used term for the methods used is Universal Precautions universal in that one uses
these precautions with all patients, not just those with known or suspected infectious
disease. The agents associated with many infectious diseases are transmitted by
superficial physical contact; others require intimate contact with blood or other body
substances (hepatitis B and C, HIV).
The following precautions are to safeguard both you and your patients and are
appropriate to use for the level of patient contact you will have in your clinical years:
Immunizations: Hepatitis B
Routine hand washing: Hand washing is performed frequently to protect both
patients and health care workers. Hands are washed before touching patients,
performing invasive procedures, and eating; hands are also washed after glove use,
working with body substances, and using the toilet. Skin is a natural barrier to infectious
agents, and products that protect and promote skin integrity can be used. Establish the
habit now of washing your hands when you enter a patients room, before touching the
patient, when you leave, and before eating.
Taylors University
Page 50
OTHER PRECAUTIONS
Other precautions that may be required in specific clinical settings include:
Barrier Protection:
1. Gloves are worn for anticipated contact with all body substances and are changed
between patients and sometimes between contacts with different sites on the same
patient.
2. Gowns and/or plastic aprons are used to cover areas of the skin or clothing that are
likely to become soiled with body substances.
3. Facial barriers, including masks, glasses/goggles and face shields are worn whenever
splashing or splatter of body substances into the mouth, nose, or eyes is likely to occur.
Specialized masks are also used for certain airborne diseases such as tuberculosis.
4. Other barriers such as hair covers, shoe covers, and boots may be used when
extensive exposure to body fluids may occur. (e.g., cystoscopy, vaginal delivery,
multiple trauma).
5. Sharps management: Sharps management refers to safe use of sharp agents such as
needles, scalpel blades, etc. Dispose of them in appropriate rigid, watertight
containers, and learn to handle them safely.
Reduce Your Risk of Needle Stick Injuries
The most frequent cause of blood-borne infections in healthcare settings is a needle
stick or sharps injury with a needle or other sharp devices. Any healthcare worker
handling sharp devices is at risk of occupational exposure to blood-borne pathogens.
But studies show that medical officers, nurses and medical students were among the
highest to sustain these injuries.
The consequences of occupational exposure to blood-borne pathogens are not only
as an infections but each year, thousands of healthcare workers are affected by
psychological trauma during months of waiting for notification of the serological results.
Precautions to be taken when handling sharps:
All healthcare workers should take precautions to prevent injuries caused by any sharp
instrument (needle, scalpel) or devices:
during any procedure/s
during disposal of used needles / sharps
when handling sharp instruments after procedures and
When cleaning used instruments
Taylors University
Page 51
To prevent needle stick injuries, the needle should
NOT be manipulated by hand.
NOT be recapped by hand
NOT be purposely bent or broken by hand and
NOT be removed from disposable syringes
SAFE SHARP DISPOSAL

Many studies also show that as many as one-third of all sharps injuries have been
reported to be related to the disposal process. After they are used, disposal syringes
and needles, scalpel blades and other sharps items should be placed in puncture
resistant biohazard bins for disposal. The puncture resistant containers should be
located as close as practical to the area where the sharp items are used.
In addition to learning the principles and techniques of universal precautions, you
should give serious consideration to making sure you have adequate health care
coverage. You should also know what to do in case of a body substance exposure.
You must follow the instructions on how to proceed and get prophylactic treatment in
the event you come into contact with blood, tissue, or body fluids.
RESOURCES
1. How to Prevent Needle stick Injuries : Answers to Some Important Questions
htt://www.osha-slc.gov/Publications/osha3161.pdf
The above Website looks at safer needle devices and how they can help
employer create a safer workplace environment
Taylors University
Page 52
SUMMARY OF ASSESSMENT
[For full details please refer to MBBS Study Guide]
ASSESSMENT OF EDUCATIONAL OUTCOMES

Philosophy of Assessment
Assessment in the MBBS program is geared towards ensuring the competence of the
graduating student in the practice of Medicine in the aspects of knowledge skills and
professionalism. While all aspects are assessed throughout the program, there is an
increasing emphasis on skills and professionalism as students progress through the five
years. Professional examinations are conducted at the end of Year 2 (Phase I) to and
end of Year 5 (Phase II) to assess the overall competence of the undergraduate at the
point of beginning of clinical training and at graduation respectively. At professional
examinations students will be assessed on all learning outcomes in the program, until
the time of the professional examination. However, to place emphasis on continuous
development of competence throughout each phase, continuous assessments are
carried out throughout the program. Continuous assessment includes formative and
summative assessments and evaluates the achievements of the students in piecemeal
fashion during a specified part of the program.
The main objectives for conducting assessments are as follows:
Monitor students progress in the Programme
Identify students who are not performing satisfactorily early in the course
Take remedial action for weak students
Provide guidance and motivate students in their studies
Identify any deficiency or short-comings in the course
Reward high-achieving students
Gauge a students performance and to ensure that he/she has attained a
certain standard before being allowed to proceed to the next phase of a
Programme.
There are several ways of assessing a student, each having inherent limitations and
possible shortcomings. It is desirable to use the most appropriate forms of assessment to
achieve the above objectives.
Examination Components
There are two major sets of examinations (Professional Examinations). The first set
covers the Pre-Clinical phase of years 1 and 2, and the second set covers the
Clinical phase of years 3 to 5.
Pre-Clinical Phase:
Professional Examination I - Year 1 and Year 2
Clinical Phase:
Professional Examination II - Year 3, Year 4 and Year 5
Taylors University
Page 53
PHASE I (YEARS 1 AND 2)

Phase I of the Programme comprises two years of pre-clinical studies, which is from
Semester 1 to Semester 4. The teaching and learning of basic medical sciences are
emphasized in this Phase. Please refer to the MBBS Study Guide for details of
Assessments in Phase 1.
PHASE 2 (YEARS 3, 4 AND 5)

Assessment in Phase ll consists of regular formative and summative continuous
assessment during Years 3, 4 and 5 and the Final Phase II Examination (Professional
Examination) at the end of Year 5.
The contributions from CA and Final Phase II Examination to the overall Phase II marks
which determine the grade of the student in Phase II are:
Continuous assessments
Year 3 10%
Year 4 10%
Year 5 10%
Final Phase II Examination
Total
30%
70%
100%
CRITERIA FOR PROGRESSION FROM YEAR 3 TO YEAR 4 AND YEAR 4 TO YEAR 5

A student must obtain a minimum of 30% marks in the summative continuous
assessments for the respective year to be eligible to progress to the following year.
A student failing to obtain the minimum CA mark shall repeat the whole of the
respective year. If the student fails to achieve the minimum CA mark after repeating
the year he/she will be required to leave the course.
In addition students are required to satisfactorily complete all postings of the year to be
eligible to progress to the following year of study.
SATISFACTORY COMPLETION OF POSTINGS:
Students will be evaluated in each posting based on the log book, care reports and
professionalism. Their attendance will also be monitored. A minimum mark of 50% in the
Posting Evaluation PLUS attendance of at least 80% will be considered as satisfactory
completion of the Posting.
Any student failing to complete a posting satisfactorily will be required to undergo
remedial activities based on the deficiency of the student, before the student is
permitted to progress to the following academic year.
However any student failing to satisfactorily complete more than 3 postings in any year
will be required to repeat the whole year.
Taylors University
Page 54
CONTINUOUS ASSESSMENT IN PHASE II

Continuous assessment in Phase II comprises formative assessments during all postings
on the Phase and summative assessments at the end of each semester.
Assessment of case reports, log book and professionalism conducted during the
postings will also contribute to the summative CA marks. The requirements of these
components vary from posting to posting and will be set out in the respective log books.
Formative assessment This will take the form of theory and clinical assessment
conducted towards the end of each posting. Theory examination will consist of MCQ
and/or MEQ or short essay. Clinical examination will be long case/miniCEX.
The examinations will be graded but marks will be used for the purpose of providing
feedback to students and will not contribute to CA marks
Summative Assessment Summative continuous assessment will be conducted at the
end of each semester and will be based on all postings during the semester. There will
be a theory and a clinical component.
The theory component will take the form of MCQ and MEQ while the clinical
component will be assessed using OSCE.
Marks derived from the assessment of case reports, log book and professionalism in
each of the postings will be added to the theory and clinical marks to give the overall
CA mark for the semester.
The relative contribution from the different components to the overall semester CA
marks for the semester is as follows:
MEQ + MCQs
: 50%
OSCE
: 30%
Case reports + log book + professionalism : 20%
In Semester 10, continuous assessment marks will be derived from clinical portfolios of
each posting.
Taylors University
Page 55
Continued
SUMMATIVE CA
Summative CA over the three years of Phase II will contribute 30% to overall Phase II
marks
Scheme for summative Continuous Assessment in Phase II Semesters 5 to 9:
Component
Marks
Theory
50
MCQ 30
SAQ/MEQ 20
Clinical
50
OSCE
Logbook
Case Reports
Professionalism
Total
Contribution to aggregate
mark for Phase II
30
5
5
10
100
5
In Semester 10 continuous assessment will be in the form of evaluation of clinical

portfolios.
Final Phase II Examination
The final Phase II Examination will be held at the end of Year 5 and contribute
70% to the overall Phase II marks.
The Final Examination will cover all the topics taught in Years 3 to 5; however,
students are expected to apply knowledge gained from topics in Years 1 and 2.
The Examination will consist of two components - Clinical and Theory.
Criteria for Eligibility to sit for the Final Phase II Examination
i.
Attendance Students should have a minimum 80% attendance
throughout Phase II.
ii.
Year 5 CA students should obtain a minimum of 30% in continuous
assessment in Year 5
iii.
Completion of postings students should have completed all postings in
Phase II
iv.
Satisfactory general attitude Students who demonstrate unsatisfactory
conduct and attitude throughout may not be allowed to appear in the
final professional examination
v.
Paid all fees due to the University
Taylors University
Page 56
Continued
Components of the Final Phase II Examination
The Examination will consist of two components - Clinical and Theory.
The Clinical component will consist of combination of a combination of the following:
OSCE
Short Cases
Long Case
The Theory Component will consist of the following:
MCQs
Short answer questions (SAQs) / Modified essay questions (MEQs)
The relative contributions from the different components of the Final Professional
examination will be as follows:
Theory
50%
MCQ 30%
SAQ /MEQ
20%
Clinical
50%
Long Case
Short cases
OSCE 15%
20%
15%
Calculation of aggregate mark for Phase II:

Contribution
from
Semester 5
Semester 6
Semester 7
Semester 8
Semester 9
Semester 10
Final Professional
Examination
Distribution of Marks
Distribution shown in table above
Portfolios
Theory 50%
MCQ (30%)
Essay (20%)
Clinical 50%
Long case (20%)
Short cases (15%)
OSCE (15%)
100
Aggregate
Taylors University
Contribution to
Aggregate
5
5
5
5
5
5
60
100
Page 57
Continued
Criteria for passing The Final Phase II Examination:
PASS
BORDERLINE
FAIL
AGGREGATE
(Final Exam + Continuous
Assessment)
50%
and
45% to 49.9%
and /OR
< 45%
And/OR
THEORY (Professional Exam)
50%
and
45% to 49.9%
and /OR
< 45%
and/or
CLINICAL(Professional exam)
50%
45% to 49.9 %
< 45%
Viva-Voce for Phase II

Borderline viva
A student who is in the borderline category may be redeemed to a pass grade
upon a satisfactory performance in a viva-voce and upgraded to grade C.
Distinction viva
Candidates who score 75% and above would be called to a distinction vivavoce. Successful candidates are awarded grade A with distinction.
Supplementary Examination for Phase II
A student who has failed either in the main examination or after viva-voce will be
allowed to sit the Supplementary Examination, which will be similar to the Final
Phase Il Examination in format and relative contributions from the different
components.
In the Supplementary Examination, the marks from the Continuous Assessments
will not be considered.
The student must obtain 50% in the Supplementary Examination to qualify to pass
this examination.
Upon passing the Examination, he/she will be awarded a C grade.
Repeat Examination for Phase II
A student who has failed in the Supplementary Examination is required to repeat
year 5 and re-sit the Phase II Professional examination.
In the re-sit Examination, the Continuous Assessment marks will not be considered.
Upon passing the re-sit examination, he/she will be awarded a pass with grade
C, and awarded the MBBS degree by Taylor's University.
He will be awarded a grade of C upon passing the Examination.
Taylors University
Page 58
Continued
Appeals
Appeals with regards to examination results can be made in writing, to the
Examinations Committee, within a week after the results are announced.
The Examinations Committee will confirm the final result and announce it within
10 working days after the appeal process is initiated.
All appeals regarding examinations or related issues must be forwarded to the
Examinations Committee.
Termination of Study
Students who have failed in the re-sit of the Professional Final Phase II
Examination after repeating Year 5 will have to leave the course.
The Grading System
The grading system below is used for all assessments in the MBBS program. The
minimum pass grade is C.
Marks %
0 39
40 - 43
44 - 46
47 - 49
50 - 54
55 - 59
60 - 64
65 - 69
70 - 74
75 - 79
80 -100
Grade
F
DD
D+
C
C+
BB
B+
AA
Taylors University
Page 59
REFERENCES
1
MBBS Taylors School of Medicine Study Guide and Curriculum
Taylors Graduate Capabilities.
Taylors University website http://www.taylors.edu.my
Edited by:
Assoc. Prof Dr Nurjahan M Ibrahim
Phase 2 Program Director
Taylors Clinical School
School of Medicine
Approved by:
Dean
School of Medicine
Taylors University
25th September 2013
Taylors University
Page 60

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SCHOOL OF MEDICINE

Bachelor of Medicine, Bachelor of Surgery

SOM Phase 2 Student Handbook Year 2013-2014

2. Welcome Message by Phase 2 Programme Director

4. Clinical Training Facilities

5. Accommodation in the Sungai Buloh Area and Maps

6. Taylors University Staff contact details

7. Hospital Sungai Buloh Heads of Department

8. Vision, Mission and Core Values of Taylors University

9. Taylors Graduate Capabilities

10. MBBS Program Vision, Mission and Program Outcomes

11. Curriculum Map

12. Overview of Phase ll Clinical Curriculum

13. Clinical Skills in Phase ll

14. Integrated Block

15. Community Medicine in Phase ll

16. Mentor-mentee System

17. The Clinical Electives

18. Library and Learning Resources

19. Reading List

20. Code of Conduct University

21. Code of Conduct In all Clinical Facilities

22. Summary of Assessment

SOM Phase 2 Student Handbook Year 2013-2014

To study the phenomena of disease without books is to sail an uncharted

SOM Phase 2 Student Handbook Year 2013-2014

Welcome Message by Phase 2 Program Director

Welcome to the Clinical Phase of your study!

SOM Phase 2 Student Handbook Year 2013-2014

Introduction to the Clinical Programme

SOM Phase 2 Student Handbook Year 2013-2014

DAY 2: Orientation Program (Continued)

WHITE COAT CEREMONY

Doa by Batch 1 Medical Student

SOM Phase 2 Student Handbook Year 2013-2014

CLINICAL TRAINING FACILITIES

HOSPITAL SUNGAI BULOH A BRIEF INTRODUCTION

ACCOMMODATION IN SUNGAI BULOH AREA

SOM Phase 2 Student Handbook Year 2013-2014

VICINITY OF HOSPITAL SUNGAI BULOH

SOM Phase 2 Student Handbook Year 2013-2014

GETTING TO HOSPITAL SUNGAI BULOH

SOM Phase 2 Student Handbook Year 2013-2014

TAYLORS UNIVERSITY SCHOOL OF MEDICINE STAFF DIRECTORY

Associate Professor Dr Nilesh Kumar Mitra

Dr Wong Eng Hwa

Dr. Nalamolu Koteswara Rao

Associate Professor Dr Shajan Koshy

Associate Professor Dr Nurjahan Binti

SOM Phase 2 Student Handbook Year 2013-2014

Ms Uta Christine Dietrich

Dr Sapna Shridhar Patil

Dr. Low Bin Seng

Associate Professor Dr Khin Htwe

SOM Phase 2 Student Handbook Year 2013-2014

ACADEMIC SERVICES (LAKESIDE CAMPUS)

Block D (Discovery) Level 2

Ms Iva Mariam Ahmed Akbar Merican

Ms Kashi Devi Nachemanil

ACADEMIC SERVICES (CLINICAL SCHOOL)

Level 9D, Hospital Sungai Buloh

Matron Asmah Osman

SOM Phase 2 Student Handbook Year 2013-2014

HOSPITAL SUNGAI BULOH - HEADS OF DEPARTMENT