Graduate Entry Medicine Program (4 Years)

Credit: The total credits equivalence for the 4-Year Doctor of Medicine Program is 152.

Study Plan

Core Medical Sciences Phase

Year 1

Year 2

*General Education Course; ^Parallel courses in the semester; $Number varies based on the selection of Elective-1 course
CC: Course Continued
# Work-Based Learning: 90 clinical contact hours to be completed during year 2 of the program
Elective-1: Each student opts for only one course, and it’s to be completed during year 2 of the program
Credit Hour calculation: 1 Credit = 1 hour of Lecture/week or 2 hours of Lab or Activity (PBL, VPL, Seminar, etc.)/week or 3-4 hours of clinical posting/week for 15 weeks.

Transition to Practice Phase or Clerkships

Year 3

Year 4

*General Education Course; ^Parallel courses in the semester.
Credit Hour calculation: 1 Credit = 1 hour of Lecture/week or 2 hours of Lab or Activity (PBL, VPL, Seminar, etc.) / week or 3 hours of clinical posting/week for 15 weeks

Summary

Course Descriptions

Core Medical Sciences Phase – GMD Program (Years 1 & 2)

BIS 301 Blood and Immune System

The contents of the Blood and Immune System course form the ‘core knowledge for practice’ in which prevalent and important clinical problems/presentations in the community are identified through a patient-centered approach. This course focuses on the etiology, pathophysiology, investigations, behavioral and ethical aspects, principles of prevention, and management of common disorders of the Blood and Immune system using a multidisciplinary integrated approach. Problem-based Learning and Virtual-Patient Learning using high-fidelity Artificial Intelligence-based simulated patients constitutes the primary strategy of learning and teaching. Students also learn common clinical skills related to the system and interpret the results of investigations in clinical skills sessions to prepare them for the clerkship phase.

RES 301 Respiratory System

The contents of the Respiratory System course form the ‘core knowledge for practice’ in which prevalent and important clinical problems/presentations in the community are identified through a patient-centered approach. This course focuses on the etiology, pathophysiology, investigations, behavioral and ethical aspects, principles of prevention and management of common disorders of the Respiratory System using a multidisciplinary integrated approach. Problem-Based Learning and Virtual-Patient Learning using high-fidelity Artificial Intelligence-based simulated patients constitutes the primary strategy of learning and teaching. Students also learn common clinical skills related to the system and interpret the results of investigations in clinical skills sessions to prepare them for the clerkship phase.

CVS 301 Cardiovascular System

The contents of the Cardiovascular System course form the ‘core knowledge for practice’ in which prevalent and important clinical problems/presentations in the community are identified through a patient-centered approach. This course focuses on the etiology, pathophysiology, investigations, behavioral and ethical aspects, principles of prevention and management of common disorders of the Cardiovascular System using a multidisciplinary integrated approach. Problem-based Learning and Virtual-Patient Learning using high-fidelity Artificial Intelligence-based simulated patients constitute the primary strategy of learning and teaching. Students also learn common clinical skills related to the system and interpret the results of investigations in clinical skills sessions to prepare them for the clerkship phase.

REP 301 Research Project

This course running over 3 semesters provides students the opportunity to conduct quality research under faculty guidance. Students will develop a research proposal in the first year [semester 1], collect and analyze the data in semester 2 of the same year, and present the research findings in second year [semester 3]. This will enable students to integrate the knowledge of Research Methodology and Biostatistics with the clinical knowledge and skills to conduct research in the community or in an institutional setting. The students will develop the needed research competency to collect, analyze, interpret, and present data, taking into consideration all ethical and legal requirements. The course will enable students to apply critical thinking, communication, and analytic skills during various steps of research. An online certificate on ‘Research Ethics and Good Clinical Practice’ must be obtained before starting the study.

ALS 301 Alimentary System

The contents of the Alimentary System course form the ‘core knowledge for practice’ in which prevalent and important clinical problems/presentations in the community are identified through a patient-centered approach. This course focuses on the etiology, pathophysiology, investigations, behavioral and ethical aspects, principles of prevention, and management of common disorders of the Alimentary System using a multidisciplinary integrated approach. Problem-based Learning and Virtual-Patient Learning using high-fidelity Artificial Intelligence-based simulated patients constitutes the primary strategy of learning and teaching. Students also learn common clinical skills related to the system and interpret the results of investigations in clinical skills sessions to prepare them for the clerkship phase.

URS 301 Urinary System

The contents of the Urinary System course form the ‘core knowledge for practice’ in which prevalent and important clinical problems/presentations in the community are identified through a patient-centered approach. This course focuses on the etiology, pathophysiology, investigations, behavioral and ethical aspects, principles of prevention, and management of common disorders of the Urinary System using a multidisciplinary integrated approach. Problem-based Learning and Virtual-Patient Learning using high-fidelity Artificial Intelligence-based simulated patients constitute the primary strategy of learning and teaching. Students also learn common clinical skills related to the system and interpret the results of investigations in clinical skills sessions to prepare them for the clerkship phase.

EDB 301 Endocrine System and Breasts

The contents of the Endocrine System and Breasts course form the ‘core knowledge for practice’ in which prevalent and important clinical problems/presentations in the community are identified through a patient-centered approach. This course focuses on the etiology, pathophysiology, investigations, behavioral and ethical aspects, principles of prevention and management of common disorders of the Endocrine System and Breasts using a multidisciplinary integrated approach. Problem-based Learning and Virtual-Patient Learning using high-fidelity Artificial Intelligence-based simulated patients constitute the primary strategy of learning and teaching. Students also learn common clinical skills related to the system and interpret the results of investigations in clinical skills sessions to prepare them for the clerkship phase.

RPS 301 Reproductive System

The contents of the Reproductive System course form the ‘core knowledge for practice’ in which prevalent and important clinical problems/presentations in the community are identified through a patient-centered approach. This course focuses on the etiology, pathophysiology, investigations, behavioral and ethical aspects, principles of prevention and management of common disorders of the Reproductive System using a multidisciplinary integrated approach. Problem-based Learning and Virtual-Patient Learning using high-fidelity Artificial Intelligence-based simulated patients constitute the primary strategy of learning and teaching. Students also learn common clinical skills related to the system and interpret the results of investigations in clinical skills sessions to prepare them for the clerkship phase.

MSS 301 Musculoskeletal System and Skin

The contents of the Musculoskeletal System and Skin course form the ‘core knowledge for practice’ in which prevalent and important clinical problems/presentations in the community are identified through a patient-centered approach. This course focuses on the etiology, pathophysiology, investigations, behavioral and ethical aspects, and principles of prevention and management of common disorders of the Musculoskeletal System and Skin using a multidisciplinary integrated approach. Problem-based Learning and Virtual-Patient Learning using high-fidelity Artificial Intelligence-based simulated patients constitute the primary strategy of learning and teaching. Students also learn common clinical skills related to the system and interpret the results of investigations in clinical skills sessions to prepare them for the clerkship phase.

NES 301 Nervous System

The contents of the Nervous System course form the ‘core knowledge for practice’ in which prevalent and important clinical problems/presentations in the community are identified through a patient-centered approach. This course focuses on the etiology, pathophysiology, investigations, behavioral and ethical aspects, principles of prevention, and management of common disorders of the Nervous system using a multidisciplinary integrated approach. Problem-based Learning and Virtual-Patient Learning using high-fidelity Artificial Intelligence-based simulated patients constitute the primary strategy of learning and teaching. Students also learn common clinical skills related to the system and interpret the results of investigations in clinical skills sessions to prepare them for the clerkship phase.

IMS 301 Integrated Multisystem Course

The contents of the Integrated Multisystem course form the ‘core knowledge for practice’ in which prevalent and important clinical problems / presentations in the community are identified through a patient-centered approach. The integrated multisystem course offers opportunities to integrate between and beyond the organ systems. The course will be structured around a series of cases which are multisystem in nature using Virtual-Patient Learning and Problem-Based Learning. The students will learn how to present case studies by following an evidence-based approach, helping them to acquire critical thinking and problem-solving skills. It will also offer opportunities to review and reinforce concepts learnt in individual organ-systems to prepare them for the Core Medical Sciences Phase exit examination and to be engaged in “Transition to Practice Phase”.

WBL 301 Work Based Learning

The module is offered as 90 contact hours of clinical postings at designated clinical posting sites. The Work-based Learning course provides excellent opportunities for students to apply and perform skills like history taking and physical examination learned in the simulated setting (during the skills sessions in each organ-system course) on real patients under supervision and observe the clinicians interact with the patients in the ambulatory care and inpatient settings. They will also appreciate the role of teamwork in providing care for the patient and introduction to the different healthcare systems. This course prepares the students for a smooth transition to the clinical years.

CLT 301 Clinical Training (Elective-1)

Elective clinical posting serves to promote the application of professional skills in the practice of medicine in different healthcare systems, develop confidence, maturity, responsibility and interpersonal skills in novel settings, and demonstrate a greater understanding of ethical, confidential and sensitive issues when exposed to patients with different beliefs, values and culture. The students can opt for any specialty at any recognized site (teaching hospital) either within or outside the country. GMU has collaboration with several national and international universities and teaching hospitals to facilitate placement of students.

CAR 301 Cancer Research (Elective-1)

The course will focus on research that addresses important problems related to cancer. From molecular pathways to the experience of cancer survivors, this course offers a comprehensive exploration of advancements in cancer research. Through individual or collaborative projects, students will develop a profound understanding of the various research methodologies employed in cancer studies. The students will collect, analyze, and interpret data related to cancer under faculty supervision. The data can be epidemiological, clinical, social, behavioral, molecular, or educational. The students will communicate research results in written and verbal forms. The students have to provide a certificate for completing one of three online courses offered by Coursera on principles of cancer biology and diseases.

HPS 301 Health Psychology (Elective-1)

Health Psychology is a specialized area within the broader field of Psychology that investigates the influence of psychological and social elements on health and illness. This discipline encompasses the study and clinical management of the interconnected roles of cognition, behavior, emotions, and biological processes in relation to health. The objective of this course is to familiarize students with the principles of health psychology, covering fundamental biology, the interplay between biological and psychosocial factors, health-related matters, and psychological interventions aimed at influencing health outcomes. In essence, health psychology signifies a contemporary perspective in the realm of mind-body medicine.

HUM 301 Humanities in Medicine (Elective-1)

The course provides medical students with basic knowledge of how humanities in medicine are represented through the arts, philosophy, history, anthropology, psychology, and sociology. Students will understand the human response to disease, improve their empathetic abilities, and influence the way in which they practice medicine, manage their own emotions, and communicate with patients. By engaging students in creative work on medical themes, including activities like acting, drawing, writing poetry, and watching and discussing films, the course aims to hone students’ critical thinking skills, creative aptitudes, and emotional intelligence.

CLN 301 Clinical Nutrition (Elective-1)

This multidisciplinary elective course provides medical students with insights into the influence of nutritional status on the immune system and food-borne illnesses and the management of chronic diseases like diabetes mellitus, heart, liver, and kidney diseases, and cancer. It also focuses on the concept of food allergy, nutrigenomics, and nutrient interaction with drugs and medications in the body. It also helps in understanding the unique pediatric nutritional needs as well as the challenges and interventions relevant to nutrition in the elderly and critically ill patients. Students will also gain an understanding of sports nutrition, weight management, and the complex interplay between psychological factors and dietary behaviors.

HSS 101 Health Systems

The Health Systems Science course examines global healthcare delivery systems, emphasizing organizational dynamics to optimize patient care and efficiency. It integrates health systems science with clinical practice, focusing on entrepreneurship, innovation, and sustainability in healthcare management. Students develop leadership skills, address global health challenges, and explore health economics principles. The course encourages applying systems thinking to design, evaluate, and implement health interventions and policies, promoting health equity and improving outcomes. Through hands-on exercises, students learn to develop sustainable solutions and craft effective business plans for modern healthcare challenges.

AIH 101 Artificial Intelligence for Healthcare Professionals

Artificial Intelligence for Healthcare Professions is an intermediate level course which falls under the Technology Sciences domain for healthcare professionals. The course examines the evolution of AI, the conceptual development of AI techniques, such as machine learning, deep learning, data sciences, and comprehensively covers data security, privacy, as well as the social and legal implications of AI in healthcare. The learner will explore the benefits of AI’s application in healthcare – which will prepare future health practitioners to successfully collaborate with AI and data science experts in an immersive AI-based healthcare environment.

Transition to Practice Phase – GMD Program (Years 3 & 4)

Year 3

MED 401 Medicine 1

The clerkship in Medicine 1 in Year 3 is designed to give the student broad exposure to common medical conditions in clinical practice. The student will learn to take a relevant history, perform a general and focused systemic examination, formulate differential diagnoses, and develop a plan to manage common acute and chronic medical disorders in ambulatory and inpatient settings. This clerkship lays the foundation for the Medicine 2 clerkship in Year 4.

SUR 401 Surgery 1      

The clerkship in Surgery 1 in Year 3 is designed to give the student broad exposure to the principles of diagnosis and management of common surgical problems, including surgical emergencies. It provides the students with adequate clinical encounters in ambulatory, bedside and OR settings. During the rotation, the student will be expected to focus on basic principles of peri-operative, operative, and postoperative management of the patient with a surgical problem. This clerkship lays the foundation for the Surgery 2 clerkship in year 4.

OBG 401 Obstetrics and Gynecology

The clerkship in Obstetrics and Gynecology is designed to give the student broad exposure to the principles of diagnosis and management of common gynecologic and obstetric conditions in ambulatory care, delivery rooms, operation rooms, and inpatient settings. Procedural skills like delivering a baby, taking a PAP smear, and pelvic assessment are also learned and practiced in the safe environment of the simulation lab.

PED 401 Pediatrics

The clerkship in Pediatrics is designed to give the student broad exposure to common pediatric conditions in ambulatory care, intensive care, and inpatient settings. During this clerkship, the student will assess the normal growth and development of a child, learn to obtain clinical history in an age-appropriate and sensitive manner from a child and or the accompanying adult, conduct a physical examination appropriate to the condition, and interpret the clinical findings. The student will be able to interpret lab results to suggest a diagnosis and discuss the management of the disease in the pediatric age group.

EYE 401 Ophthalmology

The clerkship in Ophthalmology is designed to give the student broad exposure to common ophthalmology conditions in ambulatory care, operative, and inpatient settings and indications for referring cases to ophthalmologists. The student will learn to take an ophthalmic history and perform a basic eye examination to detect common eye abnormalities, interpret clinical findings, arrive at a diagnosis, and discuss the management plan. The students will also observe ophthalmic investigative procedures and surgeries performed by the faculty.

ENT 401 Otorhinolaryngology

The clerkship in Otorhinolaryngology is designed to give the student broad exposure to common conditions in ambulatory care and operative and inpatient settings related to ear, nose, and throat diseases. The student will obtain a history and perform a basic head and neck examination with appropriate equipment. The students will discuss the clinical findings, diagnose common ENT problems, and design a treatment plan. The students will also observe common ENT surgeries performed by the faculty.

Year 4

MED 402 Medicine 2

Medicine 2 clerkship is built upon the knowledge and competencies gained in Medicine 1 clerkship in year 3. The students are rotated in medical sub-specialties like neurology, nephrology, dermatology, and cardiology. This clerkship is designed for medical students to gain additional experience in clinical presentation and management of medical conditions. This clerkship emphasizes integrated patient care, teamwork, and preparing the student for internship and professional practice.

SUR 402 Surgery 2

Surgery 2 clerkship is built upon the knowledge and competencies gained in Surgery 1 clerkship in year 3. The students are rotated in surgical subspecialties of Trauma and Acute care, Orthopedics and Urology. This clerkship is designed for medical students to acquire additional knowledge and skills to provide appropriate levels of care under supervision for commonly encountered surgical diseases. This clerkship emphasizes integrated patient care, teamwork, and preparing the student for internship and professional practice.

FAM 401 Family Medicine    

This clerkship provides the learners with an insight into the continuing and comprehensive medical care for individuals and their families. It differs from other specialties because it encompasses all ages, genders, organ-systems, and every disease entity. The heart of this clerkship is the patient-physician relationship viewed in the context of the patient’s family. The students will spend most of their time in the primary care settings, where they will clerk patients and their families under the supervision of faculty.

EMR 401 Emergency Medicine

The emergency room rotation offers a special environment and an opportunity to practice fundamental skills of decision-making in an acute care setting. The aim of the posting is for the learner to develop critical thinking and multi-tasking skills in a busy ER facility, understand the concept of acute care and patient transfer, and develop good communication skills and professional interaction with patients, relatives, and other medical personnel

CCA 401 Critical Care and Anesthesia

The posting in the critical care areas of ICU and CCU is designed to provide the students with practical knowledge about the management of critically ill patients. Students get opportunities to improve their bedside clinical skills, including focused history taking, clinical examination, relevant investigations, and appropriate treatment relevant to the acute critically ill patient, master the essential emergency life support and resuscitation skills, and develop the habit of good communication skills and professional interaction with the patients and other medical personnel including breaking bad news. The anesthesia clerkship will expose the students to the basic principles of anesthesia induction, maintenance, recovery, and postoperative care. This will also support the basic life support skills of the student.

PSY 401 Psychiatry

This clerkship will provide the medical student with experience in evaluating and treating patients with various mental illnesses. Students will be exposed to all age groups, including children, adolescents, adults, families, and geriatric patients, with an emphasis on understanding cultural issues in mental health. The clerkship will also stimulate a holistic thinking process in the medical student, initiating awareness of the biopsychosocial model of diseases in patients. The overall aim of the rotation is to give students a broad view of the spectrum of mental health problems.

ELE 401 Elective–2

Elective 2 posting in year 4 serves to promote the application of professional skills in the practice of medicine in different healthcare systems prior to graduation, develop confidence, maturity, responsibility, and interpersonal skills in novel settings, and demonstrate a greater understanding of ethical, confidential, and sensitive issues when exposed to patients with different beliefs, values, and culture. The student is encouraged to pursue the electives either in the country or abroad in any medical specialty, including research or healthcare management. GMU has collaboration with several national and international universities and teaching hospitals to facilitate placement of students.

QHC 401 Quality in Healthcare

This course prepares students to become strong advocates for quality care and patient safety in healthcare settings. It provides foundational knowledge of essential quality concepts necessary for healthcare professionals, focusing on recognizing patient safety goals, identifying risk management priorities, and understanding core quality improvement strategies.

The course integrates quality assurance, patient safety, accreditation, and clinical audits to meet an emerging demand for professionals with quality and patient safety knowledge who have the capacity and competence to grow and sustain a culture of continuous improvement at all levels of the healthcare delivery system. This course encourages a hands-on approach and completing a clinical audit or a quality improvement project as an expected outcome at the end of this course.

HIS 101 Health Information System

This course prepares the student to utilize informatics and healthcare technologies in the healthcare of individuals for the enhancement of patient outcomes as well as to gain an appreciation of the proficiencies required of an expert knowledge worker and apply these competencies to routine practice as a Healthcare professional.

The course focuses on advanced topics such as data analytics and cybersecurity in healthcare. This final phase prepares students to manage and utilize complex health data, a critical skill in today’s data-driven healthcare environment.

The course is enriched with technology and data science and has an objective to substantially raise the clinical acumen of its graduates, equipping them with the digital literacy imperative in the contemporary realm of medical practice. The course objective is to close a significant educational gap, aligning medical training with the technological exigencies of today’s healthcare landscape.