NIAZI MEDICAL AND DENTAL COLLEGE

NEUROSCIENCES - I MODULE

SECOND YEAR MBBS, ACADEMIC SESSION 2023-24

BLOCK: VI (NEUROSCIENCES – I &

INFLAMMATION MODULE)
Academic Year: 2024
Duration: 7 Weeks
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DISCLAIMER

 Developing a study guide is a dynamic process and undergoes iteration according to

the needs and priorities.

 This study guide is subjected to the change and modification over the whole academic
year.

 However, students are advised to use it as a guide for respective modules.

 It is to declare that the learning objectives (general and specific) and the distribution of
assessment tools (both theory and practical) are obtained from university of health
sciences. These can be obtained from: [Link]

 The time tables are for guiding purpose. It is to advise that final timetables are always
displayed over the notice boards of each lecture hall.

 Students are encouraged to provide feedback via module coordinator.

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Table of Contents

S No Content Page No
1. Module Committee 4
2. Introduction to Study Guide 5
3. Integrated Curriculum 5
4. Marks Distribution 6
5. Table of Specification 6
6. Organization of Module 7
7. Integrated Disciplines in Module 8
8. Module Outcomes 9
9. Themes 10
10. Specific Learning Objectives 11
11. Assessment tools 22
12. Professional Examination 23
Criteria
13. Resources 24
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Module Committee

[Link] Name Department Role

Prof. Dr. Haider

1. Principal
Raza
Associate Prof. Dr.
2. DME Director
Nadeem Razaq
Assist. Prof. Dr
3. DME Assistant Director
Sadaf konain

4. Dr. Farheen Zehra DME Senior Demonstrator

Module Team
Professor & HOD
5. Prof. Dr. Humaira Block Coordinator
Physiology

6. Prof. Dr. Rukhsana Professor Anatomy Module Coordinator

7. D. Sadaf Konain Asst Professor DME Module Developer

8. Dr. Farheen Zehra Senior Demonstrator Module Developer

Prof. Dr Javed Professor & HOD

9. Member
Awan Anatomy

10. Prof. Dr. Ashraf Prof. & HOD Biochemistry Member

Prof. Dr. Haider Professor & HOD

11. Member
Raza Pharmacology
Assistent Professor
12. Dr Saima Tabassum Member
Physiology
Assistant Professor
13. Dr. Rabia Rauf Member
Anatomy

14. Dr. Sumra Irum Asst. Prof Pathology Member

Senior Lecturer
15. Dr. G. M. Uttra Member
Community Medicine
Asst. Prof. Psychiatry
16. Dr. Maj. (Rt) Amin Member
(Behavioral Science)
SR Surgery
17. Dr. Madiha Shahid Member
(In charge Skill Lab)
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Introduction to Study Guide

It is an aid to Inform students how student learning program of the module has been organized, to
help students organize and manage their studies throughout the module and guide students on
assessment methods, rules and regulations.

The Study Guide:

 Communicates information on organization and management of the module.
 This will help the student to contact the right person in case of any difficulty.
 Defines the objectives which are expected to be achieved at the end of the module.
 Identifies the learning strategies such as lectures, small group teachings.

Module Outcomes:
 Provides a list of learning resources such as books, computer-assisted learning programs,
web links, and journals, for students to consult in order to maximize their learning.
 Highlights information on the contribution of continuous on the student’s overall performance.
 Includes information on the assessment methods that will be held to determine every
student’s performance.

Achievement of Objectives:
- Focuses on information pertaining to examination policy, rules and regulations.

Students will experience an integrated curriculum.

Integrated Curriculum:
An integrated curriculum is all about making connections, whether to real life or across the
disciplines, about skills or about knowledge. An integrated curriculum fuses subject areas,
experiences, and real-life knowledge together to make a more fulfilling and tangible learning
environment for students. Integrated teaching means that subjects are presented as a meaningful
whole. Students will be able to have better understanding of basic sciences when they repeatedly
learn in relation to clinical examples. Case based discussions, computer-based assignments, early
exposure to clinics, wards, and skills acquisition in skills lab are characteristics of integrated teaching
program.
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Marks Distribution

BLOCK VI
Neurosciences – I & Inflammation Module
OSPE
56 Marks
Part I - MCQs 85 Marks
OSCE 16 Marks

Theory Practical OSVE

Part II- SEQs 35 Marks 48 Marks
Internal Internal
30 Marks 30 Marks
Assessment Assessment
Total 150 Marks Total 150 Marks

Table of Specification

Oral / Practical / Clinical Exam

(5 Mark each)
(1 Mark)

Marks
MCQ

SEQ

Theme Subject

Structure
OSPE (08

OSCE (10

(16 Marks
d OSVE

Marks
Marks

Marks
each)

each)

each)
Anatomy &
Normal Structure 24 3 39 3 - 1 40
Applied / Clinical

Physiology &
26 3 41 3 - 1 40
Applied / Clinical
Normal Function
Biochemistry &
09 1 14 1 - 1 24
Applied / Clinical

Community
Medicine Public 04 - 04 - - - -
Disease Burden &
Health
Prevention
Behavioral 03 - 03 - - - -
Sciences

Pathology 12 - 12 - - - -
Pathophysiology &
Pharmaco-
therapeutics Pharmacology 07 - 07 - - - -

CFRC CFRC 1-1 - - - - 1 - 08

PERLS PERLS 1-1 - - - - 1 - 08

7×5 = 08×7 = 2×08 3 × 16=

85 120 120
35 56 = 16 48
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Organization of Module
INTRODUCTION

The second year MBBS students will have a detailed understanding of the anatomy, physiology,
and clinical aspects of the human brain and spinal cord. The neurosciences module is crucial as
understanding the brain and nervous system is essential for diagnosing and treating a wide range
of neurological and psychiatric conditions. This includes conditions such as Alzheimer's disease,
Parkinson's disease, epilepsy, migraines, traumatic brain injuries, depression, schizophrenia, and
autism. By studying neurosciences, medical students will gain the knowledge and skills necessary
to accurately diagnose and effectively treat these conditions.

Teaching and learning strategies:

The following teaching / learning methods are used to promote better understanding:
1. Interactive Lectures
2. Hospital / Clinic visits
3. Small Group Discussion
4. Practical
5. Skills session in skill labs
6. Case-Based Learning (tutorials)
7. Directed Self-Learning

 Interactive lectures:
An interactive lecture is an easy way for instructors to intellectually engage and involve students
as active participants in a lecture - based class of any size.

 Hospital / Clinic visits:

In small groups, students observe patients with signs and symptoms in hospital or clinical
settings. This helps students to relate knowledge of basic and clinical sciences of the relevant
module.

 Small group discussion (SGD):

Students learn from each other. Everyone gets more practice at expressing their ideas. A two-
way discussion is almost always more creative than individual thoughts. Social skills are
practiced in a 'safe' environment e.g. tolerance, cooperation.

 Skills session:
Skills relevant to respective module are observed and practiced where applicable in skills
laboratory or Laboratories of various departments.

 Case Based Learning (CBL):

A small group discussion format where learning is focused on a series of questions based on
a clinical scenario. Students discuss and answer the questions by applying relevant knowledge
gained previously in clinical and basic health sciences during the module and construct new
knowledge. The CBD will be provided by the concerned department. It is an active learning &
teaching strategy which promotes application of foundational knowledge in relevant clinical
NEUROSCIENCES – I MODULE Page |8

scenarios.

 Directed Self-learning (DSL):

Directed Self-learning, which involves studying with indirect supervision in a classroom/Library,
is a valuable way to learn and is quickly growing in popularity among parents and students.
Students’ assume responsibilities of their own learning through individual study, sharing and
discussing with peers, seeking information from Learning Resource Centre, teachers and
resource persons within and outside the college. Students can utilize the time within the college
scheduled hours of self-study.

INTEGRATING DISCIPLINES OF NEUROSCIENCES- I MODULE

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Module Outcomes

By the end of Neurosciences -1 module, students of 2nd year MBBS will be able to

 Describe the neuroanatomy, histology and embryology of the central nervous

system.
 Discuss the physiology of Autonomic Nervous System (ANS), motor and sensory
system.
 Explain the pathophysiology of common diseases pertaining to the nervous system.
 Explain a basic management and prevention plan for common neurological
disorders.
 Appreciate the burden of neuroscience disorders and their psychosocial impact.
Illustrate awareness of the impact on overall health and well-being, the importance
of preventing and early detection of related disorders.
 Develop the ability to communicate effectively with patients and their families,
including explaining diagnosis and treatment options, and providing emotional
support.
 Practice the attitude to work in a multidisciplinary team, collaborating with other
healthcare Professionals to provide comprehensive care for patients.
 Equip themselves with the ability to appreciate the significance of lifelong learning
and professional development to keep up with latest advances in the clinical field.
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Themes of Head & Neck, Special Senses- I Module

S. No Theme Duration

1. Nerve fibers & receptors 1 week

2. Spinal cord & tracts 1 week

3. Brain Stem 1 week

4. Cerebellum 1 week

5. Cerebrum 1 week

6. Diencephalon 1 week

7. Autonomic Nervous System 1 week

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Specific Learning Objectives

ANATOMY
GROSS ANATOMY
Teaching Levels
Topic Specific Learning Objectives Assessment
strategy C/P/A
Describe the basic organization of LGIS C1 MCQs, SEQs,
Nervous system nervous system OSVE, OSPE
Identify and describe the components of C1
the Nervous system and their function
Trace the origin, exit from vertebral canal, SGD C2
branches & distribution of typical spinal (Dissection
Spinal Nerves
nerve. Hall &
Museum)
Identify the location, extent, coverings LGIS C2 / P2 MCQs, SEQs,
and blood supply of spinal cord on model. OSVE, OSPE
Discuss in a tabulated form nuclear SGD C2
organization at different levels of spinal (Dissection
cord. Hall &
Describe the transverse section of spinal Museum) C2
cord at mid cervical level showing
Spinal Cord & ascending & descending tracts.
Clinical Tabulate the sensory nerve endings, and LGIS C2
Correlates anatomical sites of first, second, third
order neurons of ascending tracts.
Tabulate first, second, third order neurons LGIS C2
of descending tracts.
Elaborate on the cross-sectional details of C2
white and gray matter of cervical, thoracic SGD
and lumbar segments of spinal cord for
localization of site of lesion.
Differentiate clearly between upper and SGD C2 MCQs, SEQs,
lower motor neuron lesions. (Dissection OSVE, OSPE
Describe the external features of medulla, Hall & C2
pons midbrain along with their location, Museum)
relations and blood supply.
Explain the cross-sectional details of C2
Brain Stem
white and grey matter of brain stem (mid
brain, pons, medulla).
Correlate clinically anatomical C3
abnormalities in Medial and lateral
medullary syndrome, Weber syndrome, LGIS
Benedikt syndrome
Explain location, relations, functional SGD C2 MCQs, SEQs,
classification & blood supply along with (Dissection OSVE, OSPE
major connections of cerebellum. Hall &
(cerebellar peduncles) Museum)
Cerebellum Describe internal structure of cerebellum. C2
LGIS
Describe important clinical correlates. C2
Clinically correlate features of cerebellar C3
syndrome with anatomical locations.
Cerebrum Identify the lobes, sulci & gyri, cortical SGD C2 MCQs, SEQs,
areas of cerebrum. (Dissection OSVE, OSPE
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Describe Venous drainage and arterial Hall &

supply of each lobe. Museum)/
Describe functional areas of cerebrum.
LGIS
Draw a labelled diagram of Homunculus. C2
Define important clinical correlates of C1
cerebrum.
Describe internal structure of cerebral C2
hemisphere;
1. White matter
2. Basal ganglia
3. Lateral ventricle
Clinically correlate features of disorders C3
of cerebrum with anatomical location. LGIS
Limbic system, Describe components & functions of LGIS C2 MCQs, SEQs,
Reticular limbic system. OSVE, OSPE
formation Describe components & functions of C2
reticular formation.
Explain the origin, exit from the brain and LGIS C2 MCQs, SEQs,
intracranial course of cranial nerves. OSVE, OSPE
Cranial Nerves
Describe the functional components and C2
specific functions of each cranial nerve.
Identify the Location and sub division of SGD C2 /P2 MCQs, SEQs,
Diencephalon Diencephalon on model. (Dissection OSVE, OSPE
Hall &
Museum)
Discuss the location, relations, blood SGD C2 MCQs, SEQs,
supply, nuclei and major connections of (Dissection OSVE, OSPE
thalamus, hypothalamus, epithalamus, Hall &
subthalamus, metathamalus. Museum)
Describe and illustrate the hypothalamic C2
and pituitary gland nuclei with their
functions, location afferents.
Thalamus &
Describe the hypothalamo-hypophyseal C2
hypothalamus
portal system.
Describe the functions of hypothalamus. C2

Justify the anatomical basis for the C3

thalamic cauterization, thalamic pain,
thalamic hand and hypothalamic
disorders.
Intracranial Explain the gross anatomy of Intracranial SGD C2 MCQs, SEQs,
Fossa fossae with intracranial foramina. (Dissection OSVE, OSPE
Explain the attachments, blood supply Hall & C2
Meninges and nerve supply of the meninges of the Museum)
brain.
Discuss the Origin, tributaries & area of SGD C2 MCQs, SEQs,
drainage, termination of Dural venous (Dissection OSVE, OSPE
Dural Sinuses
sinuses. Hall &
Museum)
Explain the Formation, circulation and LGIS C2
absorption into venous system of CSF
CSF (Cerebrospinal fluid).
Describe ventricular system, Lateral, 3rd C2
& 4th ventricles.
Blood Supply Discuss the origin, course, branches and SGD C2 MCQs, SEQs,
NEUROSCIENCES – I MODULE P a g e | 13

distribution of internal carotid artery, (Dissection OSVE, OSPE

vertebral artery formation, location, Hall &
branches and area of supply of Circle of Museum)
Willis.
Explain the major subdivision of ANS into LGIS C2
Autonomic
sympathetic and parasympathetic
Nervous System
nervous system with comparison of
(ANS)
anatomical differences.
Describe the location, connections and SGD C2
Autonomic functions of autonomic ganglion. (Dissection
Ganglia Hall &
Museum)
Explain the origin, termination and SGD C2 MCQs, SEQs,
Sympathetic branches of the sympathetic chain (Dissection OSVE, OSPE
Chain Localize spinal cord lesions on given Hall & C3
clinical scenarios. Museum)

Clinical Discuss clinical correlates of cerebrum C2

Anatomy and cerebellum.

EMBRYOLOGY & POST- NATAL DEVELOPMENT

Teaching Levels
Topic Specific Learning objectives Assessment
strategy C/P/A
Explain the development of neural tube LGIS MCQs, SEQs,
Neural tube C2
and brain vesicles. OSVE, OSPE
development Discuss related clinical anomalies. C2
Spinal cord Describe the development of the spinal LGIS C2 MCQs, SEQs,
development cord and related clinical anomalies. OSVE, OSPE
Describe development of Pituitary gland. LGIS C2
Pituitary gland

MICROSCOPIC ANATOMY (HISTOLOGY)

Teaching Levels
Topic Specific Learning Objectives Assessment
strategy C/P/A
Describe the histological structure of LGIS C2 MCQs, SEQs,
Nervous tissue, Neuron, Nerve Fiber, OSVE, OSPE
Nervous Tissue
Sensory & motor nerve endings,
Neuroglia, Blood brain barrier, ganglia.
Describe the histological structure of the LGIS C2
Spinal Cord
spinal cord.
Describe the histological structure of LGIS C2
Cerebrum
Cerebrum.
Describe the histological structure of LGIS C2
Cerebellum
Cerebellum.
MICROSCOPIC ANATOMY (HISTOLOGY) PRACTICAL
Teaching Levels
Topic Specific Learning Objectives Assessment
strategy C/P/A
Identify light microscopic structure of Practical C2 / P2 Integrated
Peripheral nerve sensory ganglia, OSPE
autonomic ganglia.
CNS
Draw a labelled diagram of light C2
microscopic structure of Peripheral nerve
sensory ganglia, autonomic ganglia.
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Identify light microscopic structure of Practical C2 / P2

spinal cord.
Spinal Cord Draw a labelled diagram of light C2
microscopic structure of spinal cord.
Identify light microscopic structure of Practical C2 / P2
cerebrum.
Cerebrum
Draw a labelled diagram of light C2
microscopic structure of cerebrum.
Identify light microscopic structure of Practical C2/P2 Integrated
cerebellum. OSPE
Cerebellum
Draw a labelled diagram of light
microscopic structure of cerebellum.

PHYSIOLOGY
Teaching Levels
Topic Specific Learning Objectives Assessment
strategy C/P/A
Describe the general organization of LGIS / C1 MCQs, SEQs,
nervous system. SGD OSVE, OSPE
Classify synapses. C1
Explain physiological anatomy of C1
synapses.
Describe the properties of synaptic C2
Organization of
transmission.
nervous system
Classify the substances that act as LGIS C2
neurotransmitters.
Classify all sensory receptors in the body. C2
Enumerate the properties of receptors. C2
Explain the mechanism of adaptation of
receptors.
Enlist the rapid adapting mechanism of SGD C2 MCQs, SEQs,
receptors. OSVE
Explain the properties of receptors. C2
Explain the general classification of nerve C2
Neurons & fibers.
synapses and
nerve fibers Explain the numerical classification of LGIS C2
nerve fibers. MCQs, SEQs,
Explain Gasser classification of nerve C2 OSVE
fibers.
Explain summation and its types. C2
Describe the sensory areas of brain. C1
Enlist Brodmann number of sensory LGIS C2
Sensory areas of
areas.
brain
Describe the effects produced by damage C2
to each sensory area of brain
Describe the pathophysiology and C2 MCQs, SEQs,
features of personal neglect syndrome. OSVE
Classify somatic sensations. C2
Somatic
Sensations Explain somatic sensations. C2
Ascending Enumerate the ascending tracts / C1
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Tracts Pathways
Name the sensations carried by dorsal C2
column medial leminiscus system
(DCMLS).
Trace the pathway of DCMLS C2
Classify pain. LGIS C1 MCQs, SEQs,
OSVE
Differentiate between slow pain and fast C2
pain.
Pain Describe the analgesia system in brain C2
and spinal cord.
Describe the cause and features of Brown C1
Sequard Syndrome.
Spinal Cord Describe the physiological anatomy of SGD C2
spinal cord
Name the anterior motor neurons and C1
their location.
Explain the Renshaw cells feedback. LGIS / C1 MCQs, SEQs,
SGD OSVE, OSPE
Classify the spinal cord reflexes C1
according to number of synapses.
Muscle spindle
Describe the structure & functions of C1
& stretch reflex
Muscle spindle.
Trace the reflex arc of stretch reflex. C2
Discuss the clinical significance of stretch C2
reflex.
Define tone. C1
Discuss how it is maintained C2
Tone Trace the reflex arc of golgi tendon organ, C2
golgi tendon reflex
Explain the importance of Golgi tendon C2
reflex
Name the motor areas of brain. LGIS / C2 MCQs, SEQs,
SGD OSVE
Enlist Brodmann number of motor areas C2
Motor Areas of
of brain.
Brain
Explain the features produced due to
damage to the motor areas.
Name the motor areas of brain. C1

Brain Stem Enlist the functions of brain stem C1

Enumerate the descending tracts C1
Descending Describe the functions of Pyramidal tract C2
Tracts
Describe the effect of lesions in motor LGIS C2
cortex of brain or pyramidal tract
Discuss the location of upper and lower C1
motor neuron.
Explain the features of upper motor LGIS C2
Motor Neurons neuron lesion.
Explain the features of lower motor C2
neuron lesions.
Spinal Shock Define spinal shock C2 MCQs, SEQs,
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Enumerate and explain the stages of C1 OSVE, OSPE

spinal shock
Describe the features of hemi section of C2
spinal cord
(at the level, above the level, below the
level)
Name the functional parts of cerebellum. LGIS C2 MCQs, SEQs,
OSVE
Explain the functions of spinocerebellum. C2
Describe the functions of cerebro C2
Cerebellum cerebellum.
Discuss the functions of vestibule LGIS C2 MCQs, SEQs,
cerebellum. OSVE, OSPE
Explain the clinical features of cerebellar C2
disease.
Name the components of Basal ganglia. C2
Explain the putamen and caudate circuits. LGIS C2 MCQs, SEQs,
OSVE, OSPE
Enlist the neurotransmitters in basal C1
ganglia.
Enlist the functions of basal ganglia. C1
Explain the clinical abnormalities of C2
Basal Ganglia putamen circuit.
Explain the pathophysiology and C2
features of Huntington’s disease.
Explain the types of rigidity. C2
Differentiate spasticity and rigidity. C2
Define decerebrate rigidity. C1
Enumerate the components of vestibular LGIS C1 MCQs, SEQs,
apparatus. OSVE, OSPE
Name the sensory organs of vestibular C1
Vestibular
apparatus.
Apparatus
Describe the role of vestibular Apparatus LGIS C2 MCQs, SEQs,
in maintenance of linear and angular OSVE, OSPE
equilibrium.
Enlist the components of limbic system. C1
Describe the functions of amygdala. C2
Explain the effects of bilateral ablation of C2
the amygdala — The Klüver-Bucy
Syndrome.
Limbic System
Explain the functions of hippocampus SGD C2 MCQs, SEQs,
OSVE, OSPE
Explain the functions of Hypothalamus C2
Explain Functions of Thalamus C2
Discuss the Thalamic syndrome. C2
Define brain stem reticular formation C2
(BRF).
Reticular
Name the neurotransmitters of BRF. C1
Formation
Enlist functions of BRF. C1
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Differentiate between the functions of C1

Pontine and medullary reticular
Formation.
Enumerate different types of epilepsy. LGIS C1 MCQs, SEQs,
OSVE, OSPE
Epilepsy Explain the features and physiological C2
basis and EEG waves in different types of
epilepsy.
Explain the types of sleep. C2
Discuss the stages of slow wave sleep. SGD C2
Explain the changes in EEG during sleep C1
Sleep wake cycle.
Enumerate the areas and C1
hormones/ neurotransmitters involved in
sleep.
Define memory. LGIS C1 MCQs, SEQs,
OSVE, OSPE
Classify memory on the basis of duration C2
and information stored.
Explain the molecular mechanism of C2
Intermediate memory.
Enumerate the structural changes of long- C1
term memory.
Memory Explain the higher intellectual functions of C2
prefrontal association cortex.
Explain the mechanism of consolidation LGIS C2
of memory.
Explain retrograde and anterograde C2
amnesia.
Explain the physiological basis and C2
features of Alzheimer’s disease.
Enlist the areas of speech. LGIS / C2 MCQs, SEQs,
SGD OSVE, OSPE
Explain the functions of motor and C2
sensory areas of speech.
Trace and explain the pathway of written C2
and heard speech.
Speech Enlist the abnormalities of speech. C1
Explain the features of motor aphasia. SGD C2
Elaborate the features of sensory C2
aphasia.
Define dyslexia, alexia, agraphia. C1
Discuss Components of Autonomic LGIS C2 MCQs, SEQs,
nervous system. OSVE, OSPE
Explain the physiological anatomy of C2
sympathetic and parasympathetic
Autonomic nervous system.
Nervous System
Describe the types of adrenergic and C2
cholinergic receptors.
Explain the effects of C2
sympathetic and parasympathetic on
NEUROSCIENCES – I MODULE P a g e | 18

various organs/ system of body.

PRACTICAL
Teaching Levels
Topic Specific Learning Objectives Assessment
strategy C/P/A
Sensory System Examine the sensory system. Lab C2 /P2 OSCE
Examination
Examine the superficial reflexes. C2 /P2
Reflexes
Examine the deep reflexes. C2 /P2
Cerebellar Demonstrate cerebellar function test. C2 /P2
Functions
Demonstrate the testing of Cranial Nerve C2 /P2
(CN) VII.
Cranial Nerves
Demonstrate the testing of Cranial Nerves C2 /P2
(CN) IX & X.
Motor System Examine the motor system. C2 /P2
Examination

BIOCHEMISTRY
Teaching Levels
Topic Specific Learning Objectives Assessment
strategy C/P/A
Explain the digestion and absorption of LGIS C2 MCQs, SEQs,
Digestion and
lipids with enzymes involved in it. OSVE
Absorption of
Discuss role of bile acids and salts in C2
Lipids
lipid digestion and absorption
Explain the concept of lipid transport LGIS C2
Lipid Transport
and storage.
Discuss the reactions of beta-oxidation, LGIS C2 MCQs, SEQs,
alpha and omega oxidation of OSVE
Sphingolipids unsaturated and saturated fatty acids.
Calculate energy yield from palmitate in C2
oxidation.
Carnitine Shuttle Discuss role of carnitine shuttle. LGIS C2
Discuss the role of citrate shuttle in fatty LGIS C2
Citrate Shuttle
acid synthesis.
Explain the pathway of fatty acid LGIS C2 MCQs, SEQs,
Fatty Acid synthesis and its regulation. OSVE
Synthesis Explain the steps of the reactions of C2
hepatic ketogenesis and regulation.
Describe utilization of ketone bodies by LGIS C2 MCQs, SEQs,
extrahepatic tissue. OSVE
Metabolism of
Describe the Synthesis and degradation C2
Sphgino &
of phospholipids and sphingolipids.
Phospholipids
Interpret the disorders related to C3
enzyme deficiencies.
Discuss the metabolism of glycolipids LGIS C2 MCQs, SEQs,
Glycolipid
interpret the disorders related to OSVE
Metabolism
enzyme deficiencies.
Explain fast feed cycle with reference to LGIS C2 MCQs, SEQs,
pathways activated and suppressed in OSVE
Fast feed cycle each tissue in starved and fed state.
Discuss integration of metabolism. C3
NEUROSCIENCES – I MODULE P a g e | 19

Explain fast. LGIS C2 MCQs, SEQs,

OSVE
Discuss the structure, biochemical C2
function and metabolism, dopamine,
Neurotransmitters serotonin, histamine, GABA.
Correlate the biochemical functions of LGIS C2 MCQs, SEQs,
these neurotransmitters with their OSVE
deficiency diseases.
Explain proto-oncogene and oncogene LGIS C2
Oncogenes
concept.
Discuss tumor markers and their C2 MCQs, SEQs,
Tumor Markers
significance. OSVE
Explain the role of genetics in cancers LGIS C2 MCQs, SEQs,
Genetics especially breast, ovary, lung and colon. OSVE

Xenobiotics Discuss the concept of xenobiotics. LGIS C2

PRACTICAL BIOCHEMISTRY

Teaching Levels
Topic Specific Learning Objectives Assessment
strategy C/P/A
Data Interpret the lysosomal storage Lab C4 OSPE
Interpretation diseases on given data Neiman pick
disease, Gaucher’s disease etc.
Triglyceride Perform the estimation of triglycerides C2 / P
Estimation by kit method.

COMMUNITY MEDICINE
Teaching Levels
Topic Specific Learning Objectives Assessment
strategy C/P/A
Community Identify general approach to prevent LGIS C2 MCQs
Based mental illnesses at community level.
Interventions
Describe the depth of problem in LGIS C2
Epidemiology
context of mental illnesses.

BEHAVIORAL SCIENCE
Teaching Levels
Topic Specific Learning Objectives Assessment
strategy C/P/A
Explain the theoretical basis of classic LGIS C2 MCQs
conditioning, operant conditioning and
observational learning with examples
Learning &
in medical practice
Behavior
Discuss strategies to incorporate C2
learning principles to help prepare
people for medical interventions
Outline the structure of memory. LGIS C1
Explain the distinction between short- C2
Memory and long-term memory.
Describe memory improvement C2
techniques .
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PHARMACOLOGY
Teaching Levels
Topic Specific Learning Objectives Assessment
strategy C/P/A
Classify various opioid receptors. LGIS C2 MCQs
Learning & Describe Mechanism of Action C2
Opioids (MOA), pharmacological actions,
Agonists & clinical uses and adverse effects of
Antagonists opioid agonist, mixed agonist -
antagonist and antagonist.
Classify various CNS stimulants and LGIS C2
depressants.
CNS Stimulants Describe MOA, pharmacological C2
& Depressants actions, clinical uses and adverse
effects of CNS stimulant and
depressants.

MEDICINE
Teaching Levels
Topic Specific Learning Objectives Assessment
strategy C/P/A
Identify various types of CVA LGIS C2 MCQs
(cerebrovascular accident).
CVA Describe various symptoms and signs. C2
Outline management strategies C1
Define Epilepsy. LGIS C1
Enlist various types of epilepsy. C1
Epilepsy
Identify various symptoms and signs C2
Outline management strategies C1
Enlist various types of meningitis. LGIS C1 MCQs

Meningitis Describe symptoms and signs. C2

Outline management strategies C1
AGING (MEDICINE)
Teaching Levels
Topic Specific Learning Objectives Assessment
strategy C/P/A
Define dementia. LGIS C1 MCQs
Discuss various causes for dementia. C2
Dementia
Discuss various risks for dementia. C2
Outline management strategies. C1

PEDIATRICS
Teaching Levels
Topic Specific Learning Objectives Assessment
strategy C/P/A
Describe the clinical features of LGIS C2 -
Cerebral Palsy
Cerebral Palsy.
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PATHOLOGY
Teaching Levels
Topic Specific Learning Objectives Assessment
strategy C/P/A
Define cerebral vascular accident LGIS C1 MCQs
(CVA).
CVA Discuss the etiology and C2
morphological changes of
Cerebrovascular accidents
Define Meningitis. LGIS C1
Meningitis
Classify types of meningitis. C2

NEUROSURGERY
Teaching Levels
Topic Specific Learning Objectives Assessment
strategy C/P/A
Surgical Discuss the role of surgery in stroke. LGIS C2 MCQs
Management of
Stroke
Categorize the various types of LGIS C2
Hematomas
hematomas.
Trauma Discuss triage in emergency room. LGIS C2

PERLS (PROFESSIONALISM, ETHICS, RESEARCH, LEADERSHIP SKILLS)

Teaching Levels
Topic Specific Learning Objectives Assessment
strategy C/P/A
Write a literature review of about LGIS C2 OSCE
Research
2000 words on selected topic.
Differentiate between reflection and LGIS C2 OSCE
feedback.
Leadership Discuss techniques of receiving C2
(Self-directed feedback.
Learner) Write a reflection on any feedback C3
received on any specific
educational area.
Written report on patient encounter LGIS C3 OSCE
Resilience highlighting important steps of
communication.
Demonstrate non-verbal, verbal LGIS C2/P2 OSCE
Communication communication skills with stable
patients.

CLINICAL SKILLS (CSIM)

Teaching Levels
Topic Specific Learning Objectives Assessment
strategy C/P/A
GCS Assess Glasgow Coma Scale. Skill Lab C2 / P OSCE

Radiology Interpret normal CT brain C2 /C3

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Time Tables:

The timetables for the module will be shared via WhatsApp groups and the notice boards in advance.

Assessment Tools

Theoretical knowledge is tested by a written examination system constituted by multiple choice

questions (MCQ) and SEQs. The assessment of practical knowledge involves oral, spot, or objective
structured practical examinations (OSPE).
Multiple Choice Questions (MCQ/SEQs):

Multiple choice questions (MCQ/SEQs) are a form of assessment for which students are asked to
select the best choice from a list of answers.
MCQ/SEQ consists of a stem and a set of options. The stem is usually the first part of the
assessment that presents the question as a problem to be solved; the question can be an incomplete
statement which requires to be completed and can include a graph, a picture or any other relevant
information. The options are the possible answers that the student can choose from, with the correct
answer called the key and the incorrect answers called distractors.
Correct answer carries one mark, and incorrect ‘zero mark’. There is NO negative marking.

Students mark their responses on specified computer-based sheet designed for the college.
The block exam will comprise of 85 MCQ/ 7 SEQs each of 5 marks and will be compiled according
to the shared blueprint.

Short Essay Questions (SEQ)

Short Essay questions generally ask for brief, text-based responses. They can be used to assess
students' understanding of and ability to think with subject matter content, discourage guessing of
answers, in-depth knowledge of concepts, and formulation of an answer.

Objective Structured Practical or Clinical Examination (OSCE / OSPE)

 The content may assess application of knowledge, or practical skills.
 Student will complete task in define time at one given station.
 All the students are assessed on the same content by the same examiner in the same
allocated time.
 A structured examination will have observed, interactive and rest stations.
 Observed and interactive stations will be assessed by internal or external examiners.
 Rest station is a station where there is no task given, and in this time student can organize
his/her thoughts.
 The Block OSPE / OSCE will be comprise of 12 examined stations. The stations will be
assigned according to the shared blueprint.

Internal Evaluation:
Internal evaluation is a process of quality review undertaken within an institution for its own ends.
Internal evaluation criteria will be shared with faculty and 10 % on internal assessment will be
observed in each module.
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Attendance Requirement:
A minimum of 85% attendance is mandatory to sit for the examinations.

Professional Examination:
Criteria for appearing in Professional examination are according to rules and regulations shared by
UHS which are available on their website. The criteria is;
 At least 85 % cumulative attendance in all blocks.
 An average 50 % minimum score in all blocks
 Certificate of good conduct from college
 Certificate of having appeared in all block exams conducted by the college
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Learning Resources for Students

Anatomy
 Snell Clinical Anatomy 10th ed
 B.D Churasia
 Nelter Atlas
 Langman Embryology (12th Edi)
 Laiq Hassain Basic Histology (8th Ed)
 Difore Atlas Histology

Physiology
 Guyton and Hall physiology (14th Ed)
 Essentials of Medical Physiology by Mushtaq Ahmed

Biochemistry
 Harpers Illustrated Biochemistry (32nd Ed)
 Lippincott’s Biochemistry
 Essentials of Medical Biochemistry vol 1&2 by Mushtaq Ahmed.

Community Medicine:
 Parks Textbook of Preventive and Social Medicine. K. Park (Editor)

Pathology:
 Vinary Kumar, Abdul K. Abbas and Nelson Fausto Robbins and Cotran, Pathologic basis of
disease. WB Saunders.

Pharmacology:
 Basic and Clinical Pharmacology by Katzung, McGraw-Hill.

Behavioral Sciences:
 Handbook of Behavioral Sciences by Prof. Mowaddat [Link], 3rd Edition

Apart from these resource learning, students can consult books available in library or recommended
by the specialty experts.