A Model Pharmacy Curriculum An Egyptian-European Experience
Edited by: Mohamed Zakaria Gad, Cherine Ossama Ali, Margaret Sills, Sigward von Laue
Correspondence to Health Sciences & Practice Subject Centre, 3.12 Waterloo Bridge Wing, Franklin Wilkins Building, King’s College, London, 150 Stamford Street, London, SE1 9NH, UK or Sekem Academy, 3 Belbeis Dessert Road, Heliopolis, Cairo, Egypt
ISBN: 978-0-9556343-0-7 © DOPSE TEMPUS Consortium
Published by the Health Sciences and Practice Subject Centre, Higher Education Academy, UK Printed by Terracotta, London
This project and book is dedicated to all those diligent, hard working professors in Egypt who are working towards a better education system, but especially to Sekem and Ibrahim Abouleish for their contribution as well as to congratulate them on their 30th and 70th birthdays
Disclaimer: The DOPSE-TEMPUS project has received funding from the European Community. Sole responsibility for this publication lies with the authors and the European Commission is not responsible for any use that may be made of the information contained herein.
The content of this publication is copy right of the DOPSE-TEMPUS consortium, if not stated otherwise or referenced in the text. Whilst every effort has been made to ensure the high quality and accuracy of this publication, the DOPSE-TEMPUS consortium makes no warranty, express or implied concerning its content, which is provided "as is". The DOPSE-TEMPUS consortium expressly disclaims all warranties, including but not limited to warranties of fitness for a particular purpose and warranties of merchantability.
Table of Content Part 1
10
Phytopharmacy Today
10
The Concept of Phytopharmacy
13
Concept of Phytopharmaceutical Manufacture, Quality Control and Quality assurance
16
Modern learning - process joins content
21
Reflections On ‘Helping Students Learn’
25
Implementation of academic skills in a pharmacy curriculum
28
ECTS as a tool for student-centred life long learning
31
Making Pharmacy Education in Egypt Fit for the Future
36
Rationale for a Phyto-pharmaceutical Study Programme in Egypt and how the outcomes were reached
42
Part 2
57
The Model Curriculum Structure
57
Curriculum of Faculty of Drug Manufacturing & Biotechnology
58
5th Year: Pharmacy Orientation
60
Practical Service (in One Area of Emphasis)
60
Learning Lines Overview
62
Pharmaceutical Biology (Pharmacognosy / microbiology) courses:
64
General Biology I
65
General Biology II
68
Pharmacognosy I
71
Pharmacognosy II
74
Phytochemistry I
78
Phytochemistry II
83
Herbal Medicine
87
General & Medical Microbiology
91
Microbiology II, Biotechnology, and Bioinformatics
94
Areas of Emphasis of Pharmaceutical Biology line: From herbal drugs to phytomedicines
97 98
Analysis of natural products
101
Plant Biotechnology
104
Complementary & Alternative Medicine
107
Nutrition
110
Advanced Molecular Biology
114
Biotechnological Drug Design and Production
117
Advanced Bioinformatics
120
Industrial Microbiology and Microbiological Quality Control
124
Ethical and Environmental Aspects of Biotechnology
127
Chemistry courses:
130
General Chemistry
131
Organic Chemistry I
134
Organic Chemistry II
138
Analytical Chemistry I
141
Analytical Chemistry II & Instrumental Analysis
144
Pharmaceutical Chemistry I
147
Pharmaceutical Chemistry II
150
Biochemistry / Pharmacology courses:
154
Biochemistry I
155
Biochemistry II
159
Clinical Biochemistry & Genetics
162
Basic Pharmacology
166
Integrated Pharmacology I
169
Integrated Pharmacology II
172
Immunopharmacology
175
Anti-Infective and Antineoplastic Agents
178
Toxicology and Forensics
181
Pharmacy Practice courses:
184
Introduction to Pharmacy Practice
185
Clinical Pharmacy and Applied Therapeutics I
189
Clinical Pharmacy and Applied Therapeutics II
192
Advanced Professional Studies
195
Areas of Emphasis of Biochemistry / Pharmacology line:
198
Hospital Pharmacy
199
Marketing skills & Pharmacoeconomics
202
Clinical Pharmacology
205
Pharmaceutical Policy
208
Drug Information & Evidence Based Medicine
211
First Aid
214
Photos
216
Foreword Imagination is more important than knowledge, for knowledge is limited while imagination embraces the entire world. Albert Einstein It’s a changing world, quite uncertain and unpredictable.
Globalisation and multinational
companies, international travel and trade, satellite TV and the internet, all have a tremendous effect on our lives, and can appear uncontrollable to us. To stay ahead in such a world, to have a job and to have some security, one needs to specialise quickly while remaining flexible and adaptable. If this is not difficult enough in itself, how can one possibly know what specialists are required in 20 years time? Since the purpose of all education is to better prepare the student for future challenges, education has to adapt to this changing world. This means also that all educators have to transform their approach to teaching, since it is not possible to teach skills on how to adapt, except by example and practice. This is indicative of one of the major shifts taking place, that is, from knowledge to skills and abilities. Any cheap computer hard disk can now store more data than any scientist or professor could ever learn, but no computer can yet use and interpret this in any reliable way. Challenges are still only met by creative people who use their imagination to find solutions for the problems encountered. One of these challenges is to evaluate what factual information needs to be included in a degree programme. It is always a judgement call, with no single correct answer. What might work in one setting might not be sufficient in another and too much in a third. Setting preferences and working out sensible compromises are constantly required skills for many tasks, hence should be taught whenever possible. Similarly, any other skills to be learnt need to be prioritised but questions remain on the how and when. It is certain that some information and theoretical content will need to be removed to make time to consider the development of skills, necessitating the teaching of independent learning of information that might be needed at a later date.
And How? In this project we found that reflective learning and teaching practices
certainly can help, but there are as many answers as there are educators in the world. One has to work out by oneself how one can do it best in one’s own context. This independent learning necessarily means that some errors and mistakes are likely to be made. One cannot really learn without taking risks and making mistakes, hence the education should prepare for, and teach how to minimise and learn from mistakes and also how to overcome the associated fear of errors. As a contribution towards these aims, let me close with an Arabic proverb I learned about during this project: He who fears something gives it power over him. Uwe Pfüller
DOPSE-TEMPUS Grant Holder
Part 1
Phytopharmacy Today Michael Heinrich Centre for Pharmacognosy and Phytotherapy, The School of Pharmacy, University of London, 29-39 Brunswick Sq., London WC1N 1AX, UK. Fax: 0044-20-7753-5909, Tel.: 0044-20-77535844 A scenario: Today, a mother in one of the poorer barrios of one of the major urban centres of the world (let’s say Cairo or Karachi) has a sick child and is dissatisfied with the medical attention given to her by mainstream medical practitioners. Or, due to relatively high costs or poor availability of health care services, she may have only limited access to this medicine. She is keen on something natural and, as every parent, she is eager to give her child the best treatment. She has many treatment options available to her including Traditional Arabic Medicine, Traditional Chinese Medicine, Ayurvedic medicine, herbalism based on European traditions, some alternative and complementary forms of therapy as they were developed over the last century (homeopathy, flower remedies, esoteric healing) and may also use some of the elements of ‘rational phytotherapy’. But how is she going to come to a decision? As one can see from the above example, the use of plant-based medicines is a part of every medical tradition. The vast majority of people in African, Arabic, South and Central American as well as many Australasian countries rely on herbal medicines as a core element of their everyday health care. In the middle of the 20th century and due to the success of chemically defined medicines in the treatment of some acute illnesses in many countries most notably on Europe and North America, these traditions had become less popular. Today, more and more people in many countries, especially in Europe, Australia and North America want to cure minor health problems with something natural. The ageing population of these countries has an increasing demand for medicine and food (often as ‘nutraceutical’, e.g. Heinrich et al 2006) which help in combating the symptoms and problems of ageing. This public demand is an enormous challenge for all health professionals with a natural science based background (Heinrich et al 2004). Many plant derived pure compounds (or natural products) are used in modern, conventional medicine Cragg and Newman 2005, Heinrich and Bremner 2006, Heinrich et al 2004); other compounds are potentially useful to humans or are of toxicological relevance. Pharmacognosy (derived from pharmakon, ‘remedy’, and gignosco, ‘knowledge’) is the science of biogenic or nature-derived pharmaceuticals and poisons. It deals with all medicinal plants, including those
10
yielding complex mixtures, which are used in the form of crude herbs or extracts (phytotherapy), pure compounds such as morphine, and foods having an additional health benefits (nutraceuticals). In order to describe an integrative pharmaceutical approach to such nature derived mixtures, the term phytopharmacy has been coined which encompasses approaches from pharmaceutical biology, chemistry and technology, from agricultural sciences, pharmacology as well as from the practice of pharmacy. While the practice of pharmacy generally encompasses patient-oriented aspects, one might as well highlight industrial and agricultural aspects of the practice of pharmacy, i.e. the production, processing, storage and distribution of phytomedicines. The first more widespread use of the term ‘Phytopharmazie’ seems to be in the title of the seventh edition of a German textbook (Hänsel et al 1999). Ethnobotany, the study of the relationship of people and plants, is a line of applied research which in recent years has been recognized to offer considerable potential in the context of phytopharmacy. It addresses broad issues of the human use of plants for food, clothing, ornament, ritual, building materials, and religious uses and in this respect goes well beyond classical pharmaceutical approaches (Balick and Cox 1997) and research in this field has a long tradition which is closely linked with Europe’s exploration of the unknown and the search for new raw materials in the 19th and 20th century. Modern ethnobotanists, who are broadly trained in a variety of disciplines including systematic botany, linguistics, anthropology, pharmacognosy, and natural product biology, live in an area for extended periods to carefully record indigenous knowledge. Ethnobotanists take detailed field notes and collect voucher specimens that allow for precise determination of the plant species. If laboratory results are promising, they also have to be prepared to return to collect bulk samples for further analysis. It is common for ethnobotanists to live with indigenous people, eat village food, honour local customs, and, of course, try in all ways possible to respect the indigenous cultures that host them. They also meet the strictest standards of western science: they publish in peer-reviewed journals, present papers at international conferences, and collaborate with researchers in a variety of other disciplines. In recent years, the study of plant use in migrant populations like Latinos in New York or Sikh in London (Balick et al. 2000, Sandh and Heinrich 2005) have become a central topic. Ethnopharmacology – a closely related discipline - has had a much shorter history. The term was first used in 1967 as the title of a book on hallucinogens ‘Ethnopharmacologic Search for Psychoactive Drugs‘ and is generally more broadly defined as: ‘the observation, identification, description and experimental investigation of the ingredients and the effects of the ingredients and the effects of such indigenous drugs is a truly interdisciplinary field of research which is very important in the study of traditional
11
medicine. Ethnopharmacology is here defined as the interdisciplinary scientific exploration of biologically active agents traditionally employed or observed by man’ Bruhn & Holmstedt (1981: 405- 6). In both cases there is a potential for applying such scientific date – on the one hand it may be used in the search for new chemically defined drugs for the treatment of the diseases (e.g. Heinrich and Bremner 2006) and on the other in the further development of these autochthonous traditions especially as it relates to the products’ safety and quality (Jaeger et al 2005, Heinrich et al 2004). We have accumulated an impressive amount of information about many botanical drugs and the preparations derived from them (e.g.Hänsel et al. 1992 – 1994, Hänsel and Sticher 2006), but the use of this information to improve the phytotherapeutic preparations available to the mother as highlighted in the first paragraph, remains limited. This will be one of the core challenges for phytopharmacy in the future. Balick, M. J., Kronenberg, F., Ososki, A. L., Reiff, M., Fugh-Berman, A., O’Connor, B., Roble, M., Lohr, P., Atha, D., 2000. Medicinal plants used by Latino Healers for Women’s Health Conditions in New York City. Economic Boany. 54: 344-357. Balick, M.J., and P.A Cox (1997) Plants, People and Culture. New York. W.H. Freeman and Co. Scientific American Library Cragg, G. M.; Newman, D. J., (2005) Plants as a Source of Anti-Cancer Agents. Journal of Ethnopharmacology 100 (1-2):72-79 Bruhn, J.G., Holmstedt, B. (1981) Ethnopharmacology: objectives, principles and perspectives. Natural Products as Medicinal Agents. J.L. Beal and E. Reinhard, eds. Stuttgart. Hippokrates Verl. Pp. 405-430. Hänsel, R., Keller, K., Rimpler, H. und Schneider, G. (1992- 1994) Hagers Handbuch der Pharmazeutischen Praxis. Drogen. 3 Bände. Heidelberg. Springer Verlag. Hänsel, R., Sticher, O., Steinegger,E (1999) Pharmakognosie, Phytopharmazie. Berlin. Heidelberg .Springer. 7. Aufl. Hänsel, R., Sticher, O. (2007) Pharmakognosie, Phytopharmazie. Berlin. Heidelberg .Springer. 8 Aufl. Heinrich*, M and P. Bremner (2006) The role of ethnobotany for anti-cancer drug development. Current Drug Targets 7: 239-246 Heinrich, M., J. Barnes, S. Gibbons and E.M. Williamson (2004) Fundamentals of Pharmacognosy and Phytotherapy. London. Churchill Livingston (Elsevier) Edinburgh. Heinrich, M., W. Müller and, C. Galli (guest editors) (2006) Local Mediterranean Food Plants and Nutraceuticals... Forum of Nutrition 59. Karger. Basel, Jaeger, Anna (2005) Is traditional medicine better off 25 years later? Journal of Ethnopharmacology 100: 3-4. Sandhu, Davinder S. and M. Heinrich (2005) The use of health foods, spices and other botanicals with the Sikh community in London. Phytotherapy Research: 19: 633 – 642. DOI:10.1002/ptr.1714
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The Concept of Phytopharmacy Maike Petersen, Institut für Pharmazeutische Biologie, Philipps-Universität Marburg, Deutschhausstr. 17A, D-35037 Marburg, Germany
Phytopharmacy – the word already implies that plants are used for therapeutical purposes, in order to treat or prevent diseases. The use of plants is mankind’s earliest way of health improvement. Even animals have been observed to seek special plants when they are ill. Chimpanzees for example use a variety of plants with proven pharmacological properties for prophylactic and/or therapeutic uses. Such a “pharmaceutical” use of plants is not restricted to primates; starlings for example decorate theirs nests with aromatic plants in order to deter mites and other pests (Hart, 2005). Phytopharmacy can be divided into the traditional use and a more scientifically based rational use of plants or plant preparations. The traditional use is based on a knowledge that is gained empirically by the observation of the healing properties of certain plants and that is transferred from generation to generation. Research directed to the active ingredients of medicinal plants and their biological activities is the base for rational phytotherapy where plant extracts as the active principle are scientifically investigated in a comparable way to chemical preparations (e.g. pharmacological and clinical testing). So-called “rational phytotherapeuticals” are used within a defined indication and have to fulfill the same criteria as chemical therapeutics (Loew et al., 1999). The use of plants, plant parts or plant extracts for the prophylaxis and treatment of diseases is the domain of phytotherapy. Treatment with chemically defined compounds (e.g. digoxin, morphin), even of plant origin, usually is not counted as phytotherapy. Phytopharmaceutical preparations always are a mixture of compounds, either stemming from one plant or several plants. These compounds can interact with each other in multiplicative, additive, neutral or adverse effects (Williamson, 2001). It has often been observed that isolating and purifying the putative active components of an active plant extract and mixing the pure compounds in the “natural” ratios will not give the same effect as the extract. The use of plants and crude plant preparations may thus have an advantage, not only with respect to the costs. The principle in preparing phytopharmaceutics is to extract active components with solvents, mostly water, water alcohol mixtures or more lipophilic solvents. The polarity of the extraction fluid determines which compounds will be extracted and which will remain in the residue. Therefore the composition of the extract from the same herb changes with the use of the solvent or solvent mixture. The composition of an extract of Ginkgo biloba leaves changes substantially with increasing ratios of the acetone/water mixture: the amounts of flavone glycosides and the unwanted ginkgolic acids increase to a much higher extent than the terpene lactones (Lang and
13
Stumpf, 1999). With the choice of the solvent or solvent mixture active natural products may be enriched and unwanted ones reduced. In most cases not the whole plant is consumed and the structural plant material (e.g. cellulose and lignin from the cell walls) is excluded from consumption, although the consumption of whole plants can be observed in “folk medicine”. The simplest way to use a medicinal plant or a mixture of several herbal drugs is to extract the plant material with cold or hot water - the preparation of a cold macerate, infusion or tea - an everyday procedure. This is how “folk medicine” often makes use of plants and this way of using a (medicinal) plant can be found all over the world. The dose of active compounds cannot be controlled easily and thus this way of using a plant for therapeutic purposes is usually only appropriate for less severe diseases and with mostly non-toxic plants. This traditional knowledge about the healing properties of certain plants and how to prepare it is transferred from generation to generation. A more scientifically based way of using medicinal plants is the extraction of plant material with defined solvents and thus controlling which compounds will be extracted. It is therefore extremely important to define the amounts and volumes of drugs and solvents used in order to define the extract. For this reason real generics are rarely possible in phytotherapy. Not in all cases the active compounds of a medicinal plant are known which hampers the production of preparations with an equal quality. The European Pharmacopoiea defines three types of extracts: “standardised extracts”, “quantified extracts” and “other extracts” (Franz, 2002). In standardised extracts the active component(s) is/are known and the extract is adjusted within an acceptable tolerance to a given content of constituents with a known therapeutic activity. Quantified extracts are adjusted to a defined range of constituents which don’t have to be the active ingredients, since these often are not known (as for example for Valeriana officinalis). Other extracts are essentially defined by their production process, e.g. the solvent and the extraction conditions. Natural, often plant-derived remedies are highly acknowledged in the public. Two thirds of the population in Europe would prefer natural to synthetic medicinal preparations – at least for minor diseases. Herbal drugs and plant preparations are widely used in self-medication. However, it must be stressed that herbal preparations may contain toxic or carcinogenic constituents as e.g. the pyrrolizidine alkaloids in some herbs from the families Boraginaceae and Asteraceae. Some of the most toxic known compounds come from plants (e.g. ricin from the seeds of Ricinus communis with an LD50 of 0.0002 mg kg-1 which is equal to the toxicity of the rattlesnake toxin)! “Herbal” thus does not mean “harmless”! The presence of toxic compounds in plants is quite understandable since many natural compounds are synthesized and accumulated by the plants in order to deter pathogens or herbivores. Herbal remedies and phytopharmaceutical preparations also have side effects although they often are less severe than with chemical preparations.
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Why can we use compounds synthesized by plants for healing purposes? Plants as sessile organisms had to develop mechanisms to protect themselves from pathogens and herbivores. For this purpose they have evolved an arsenal of chemical compounds that are toxic or bitter and often have potent biological activities which have been optimized by evolution. These biological activities are exploited by man for medicinal purposes. In summary, phytopharmacy uses the chemical arsenal, the so-called natural products, synthesized and accumulated by plants and extracted from them to treat diseases in man. As with all compounds toxicity and side effects may occur and thus a rational use of phytopharmaceutical preparations is essential. The traditional use of plants and plant parts often is the cheapest and best accessible way to treat a (minor) disease. All the people all over the world thus have developed their own traditional regional plant- (and animal-) based medicinal systems (e.g. Ayurveda, Traditional Chinese Medicine and others). In Western Medicine, the structure and activity of plant compounds is more and more scientifically investigated. Which compounds are present in a plant and which activity they have on the molecular level is an important field of pharmaceutical research. However, the European Pharmacopoeia defines the plant extract, a mixture of compounds defined by the plant material and the solvent used for extraction as well as the extraction process, as the active principle. Plant drugs and their extracts therefore are the basis of phytopharmacy. Since the preparation and manufacturing of such extracts are comparatively simple and plant drugs and/or phytopharmaceutical preparations are more easily accessible and affordable even for poorer people and since we have by far not yet exploited the wealth of plants and their compounds we have on our earth, this field of pharmacy will remain extremely important for the future.
References: Franz G (2002) Typen pflanzlicher Extrakte. Dtsch Apoth Ztg 142: 1771-1775 Hart BL (2005) The evolution of herbal medicine: behavioural aspects. Animal Behaviour 70: 975989 Lang F, Stumpf H (1999) Considerations on future pharmacopoeial monographs for plant extracts. Pharmeuropa 11: 268-275 Loew D, Habs M, Trunzler G, Klimm D (1999) Phytopharmaka (2nd edition). Steinkopff, Darmstadt Williamson EM (2001) Synergy and other interactions in phytomedicine. Phytomedicine 8: 401-409
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Concept of Phytopharmaceutical Manufacture, Quality Control and Quality assurance Peter Hylands#, Sigward von Laue** # Department of Pharmacy, School of Life Sciences, King’s College London, London, UK ** Sekem Development Foundation, Heliopolis, Cairo, Egypt The concept of phytopharmaceutical manufacture, like that of any other pharmaceutical production, is based on the creation of a suitable dosage form to deliver the drug of choice to the desired site of action. On the whole, the dosage forms do not differ significantly between the classes and include oral formulations like tablets, capsules, powders, solutions, and suspensions, parental preparations (injections), topical products generally designed for local use including creams, gels, ointments, liniments, and lotions, inhaled preparations such as aerosols, as well as rectal dosage forms like suppositories and enemas. However, the frequency at which any one dosage form is chosen differs. With phytopharmaceuticals, injections are relatively rare, while infusions are almost exclusive to this class of drugs. Since the dosage forms do not differ very much, the manufacturing procedures do not either, the underlying principles remaining identical.
During the process, it has to be ensured that the active components are not
deactivated or destroyed (for example through extremes of temperature, pressure, light, pH, etc) and that the correct quantities are contained in each unit. It is beyond the scope of this paper to describe the different manufacturing processes in detail (for a review see a variety of standard text books1,2), and the focus will instead be directed on the area, where phytopharmaceutical manufacture differs most significantly. Unlike most synthetic drugs, phytopharmaceuticals are highly complex mixtures, and in many instances the active ingredients are not known or poorly understood. Batch-to-batch variations are therefore a much greater challenge than for conventional pharmaceuticals, and the concept of generic products does not really exist as such, since extraction procedures are sometimes adapted to some extent for different batches of raw materials. Through the choice of raw materials, this variability can be reduced, but this entails more complex quality control and quality assurance procedures. It is very important to understand that the raw material is usually derived in some non-purifying way from a natural (hence biologically and chemically variable) source. It is thus not only the purity, sterility and absence of any counteracting, inhibitory or toxic components in the raw material that determine the safety and efficacy but also the potential inherent variations in the raw material itself. Therefore, quality assurance and quality control procedures have to be implemented right from the planting and cultivation (including, very importantly, the identity of the plant) through to its cultivation and harvest as well as the manufacture of any extracts.
Selection of consistent high quality planting material and
16
adherence to strict cultivation protocols attempts to closely define near optimal conditions, carefully selected to increase the likelihood that the final product will be as consistent as possible, i.e., that the relative amounts of all active constituents will be similar between different batches and from one harvest to the next. The remaining variation is often compensated for by the standardisation of the extract to a single active compound, or, if this is not known, to a designated
marker
compound.
However,
especially
for
the
manufacture
of
phytopharmaceuticals, it is important to understand that the concept of quality assurance and quality control is not just the knowledge of a number of analytical techniques which can be used. Therefore, this concept will be elaborated here a little further. Everybody talks about quality and everybody wants quality, but most people find it hard to give a general description of what quality really is. This is, because quality is not fixed, but a relative concept. Something considered to be of high quality today, might tomorrow not be good enough anymore, as can be demonstrated with many technical apparatus like computers, mobile phones, digital cameras and cars. The same is true for medicinal products and foods but also immaterial things like stories, lessons and concepts - even the concept of quality. How can this be explained however, and how can quality control work in such an ever changing world? One very important consideration to answer this question is how we measure quality and how we communicate to others what we consider as such. This is best explained using an example such as the following: Imagine an anti-hypertension drug that reduces the blood pressure by up to 10%, but never lower than 160/110, and has no side effects. As long as it is the only one available, it is considered to be a high quality drug. The moment a new drug is invented, one that normalises the blood pressure, but also leads to nausea and headaches as side effects, the quality of the first drug is considered low in terms of efficacy, but high in terms of side effects. Once an even newer drug is found that normalises the blood pressure without any major side effects, the first drug can henceforward be considered to be of low quality, even though it has not changed. Similarly, a stabilizer that keeps a preparation stable for one month can be said to be of high quality, as long as there is no stabiliser present that can stabilise for a month or even a year. This shows that quality is very much linked to expectations, and because expectations can change, so can the judgement on what is quality. Over time, this lead to the realisation that quality is relative and generally understood to be synonymous with the fulfilment of expectations. standards and requirements.
These are now commonly expressed as
Therefore, something of quality can be said to meet these
expectations, complies with subjective, objective or even officially set standards or fulfils the set requirements. Any quality control and quality assurance strategy builds on this realisation,
17
by defining these expectations, standards and requirements that need to be met, how this can be achieved, verified and so on. In the following, a few definitions of quality are given. They all have in common the ides that quality is not something fixed, unchangeable, and objective, but quite changeable, based on agreed expectations, which can be defined and described in standards to be compared to the status quo.
For example, R. Winder wrote: "Quality itself has been defined as fundamentally relational: 'Quality is the ongoing process of building and sustaining relationships by assessing, anticipating, and fulfilling stated and implied needs.' Even those quality definitions which are not expressly relational have an implicit relational character. Why do we try to do the right thing right, on time, every time? To build and sustain relationships. Why do we seek zero defects and conformance to requirements (or their modern counterpart)? To build and sustain relationships. Why do we seek to structure features or characteristics of a product or service that bear on their ability to satisfy stated and implied needs? To build and sustain relationships. The focus of continuous improvement is, likewise, the building and sustaining of relationships. It would be difficult to find a realistic definition of quality that did not have, implicit within the definition, a fundamental, express or implied, focus of building and sustaining relationships." (From R. Winder et al., 1996, in an Integrated Five Dimension Quality Model, In ASQC Seventh National Quality Management Conference Transactions. American Society for Quality. [See http://www.ldri.com/articles/96orgorient.html]) For medicinal products and especially drugs, the agreement on expectations and standards is reached by professional bodies, like governmental authorities, scientific councils and national or international health care organisations. These agreements are usually based on descriptions of the drug, the drug’s actions, the manufacturing process and the quality control procedures and necessary tests to be fulfilled. These descriptions are usually in the form of monographs, which can be grouped together in pharmacopoeias. Therefore, vital tools for any quality control or quality assurance for the manufacture of drugs are the different pharmacopoeias, published by different health authorities around the world. Therefore, this paper will conclude with a brief description of monographs and an overview of some of the most important pharmacopoeias. A monograph is a detailed and documented treatise on a particular subject or object. In the fields of medicine and pharmacy, monographs are published on various topics including ingredients such as chemicals, drugs and plants, and methods (usually detailed protocols for the carrying out of particular analytical procedures). If published by an official source, or suitably validated, monographs set an appropriate standard and can be used as the basis for quality control procedures. A pharmacopoeia can be considered to be a collection of (usually quite short) monographs.
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Monographs on herbal products constitute descriptions of different herbal medicinal formulae, which can either be included in a pharmacopoeia or exist separately. Source: WHO monographs on selected medicinal plants, Vol. 1, 1999. Examples of a monographs can be found at: http://www.escop.com/ http://www.emea.europa.eu/htms/human/hmpc/hmpcmonographsadopt.htm http://www.herbal-ahp.org/documents/sample/valerian.pdf http://www.herbalgram.org/default.asp?c=comm_e_samples Pharmacopoeia (literally, the art of the drug compounder), is, in its modern technical sense, a book containing directions for the identification of samples and the preparation of compound medicines, and published by the authority of a government or a medical or pharmaceutical society.
Thus, it sets standards for the identity and quality of drug materials.
The
pharmacopoeia thus sets out the acceptable criteria for identity, potency, quality, purity, packaging, labelling and storage for drugs and excipients, so providing the official standards for the description and quality of drug substances and products. The name has also been applied to similar compendia issued by private individuals. Examples of Pharmacopoeia: The British Pharmacopoeia is the authoritative, legal compendium of standards for UK pharmaceutical or chemical substances, and is produced by the British Pharmacopoeial Commission, under the auspices of the Medicines and Healthcare products Regulatory Agency.http://www.pharmacopoeia.org.uk/ The French Pharmacopoeia, is an analogous legal document, published by the Agence Française de Sécurité Sanitaire des Produits de Santé and intended to be used by health professionals. http://agmed.sante.gouv.fr/htm/pharma/accueil.htm The German Pharmacopoeia (Deutsches Arzneibuch, or DAB) contains monographs on the quality and standards of many herbal drugs, medicinal plant preparations, and natural substances (e.g., essential oils) sold in Germany. http://www.bfarm.de/nn_425512/EN/BfArM/bfarm-node-en.html http://www.bfarm.de/cln_042/nn_943922/DE/Arzneimittel/azBuch/arzneibuch-node.html http://www.herbalgram.org/default.asp?c=comission_e The European Pharmacopoeia is a listing of a wide range of active substances used to prepare pharmaceutical products in Europe. The 2005 edition includes 1,800 specific and general monographs. http://www.pheur.org/
http://www.edqm.eu
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The Japanese Pharmacopoeia is published by the Society of Japanese Pharmacopoeia (SJP). It is the official reference book of the Ministry of Health, Labour and Welfare and provides the official Japanese standard for the description and quality of drug substances and products. http://jpdb.nihs.go.jp/jp14e/
http://www.sjp.jp/index_e.htm
The United States Pharmacopoeia is a compendium of drugs published every year by the United States Pharmacopoeial Convention. It forms the basis of enforcement actions by the U.S. Food and Drug Administration and the US Drug Enforcement Administration and is the official pharmacopoeia of the U.S.A. and several other nations. http://www.usp.org/
http://www.herbal-ahp.org
The International Pharmacopoeia (IntPh) provides a collection of recommended quality specifications and methods of analysis for selected pharmaceutical products, excipients, and dosage forms. Recommended procedures are intended to serve as source material for reference or adaptation by any WHO Member State wishing to establish pharmacopoeial requirements. Tests described in the volume are designed to determine impurities on which attention should be focused, to fix the limits of those that are tolerable to a certain (defined) extent, and to indicate methods for ensuring the absence of those that are undesirable. In most cases, recommended tests rely on simple, classical chemical techniques suitable for use in developing countries. http://www.who.int/medicines/publications/pharmacopoeia/overview/en/index.html This short chapter describes what is essentially similar in the standards and methods of manufacture and quality control and assurance for phytopharmaceuticals substances compared with the conventional pharmaceutical armamentarium – and broadly the goal in both cases is identical: to ensure preparation of reliable, safe and efficacious medicinal products.
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enormous underlying difference between the two classes however cannot be overemphasised – in most cases, medicinal plants do not have one single active ingredient and methods are being sought to try to ensure the consistency of this moving feast. To this end, emerging technologies (metabolite profiling or ‘fingerprinting’ by a variety of techniques, and methods of ‘systems biology’) are being tried to provide a more logical and acceptable solution to the important problem. It is likely that the pharmacopoeias will eventually adopt some of these new methods. Reference: 1
Bennett, Bill; Cole, Graham, (2003) Pharmaceutical Production - An Engineering Guide.
Institution of Chemical Engineers, Institution of Chemical Engineers Online at: http://www.knovel.com/knovel2/Toc.jsp?BookID=1113&VerticalID=0 2
Marshall Sittig (2005) Pharmaceutical Manufacturing Encyclopaedia, 3rd Edition William
Andrew Publishing, New York, USA
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Modern learning - process joins content Margaret Sills Academic Director Health Sciences and Practice Subject Centre of the Higher Education Academy Visiting Teacher Department of Education and Professional Studies, King’s College, London; London, UK For some time there was an assumption that if you knew your subject well then you could teach. The focus was on the transmission of content and knowledge transfer. The students learnt the facts by rote and regurgitated them under exam conditions, either in a pure form or being able to use them to solve a problem. On my first visit to Cairo I observed and listened and was aware that transmitting all the content of any particular branch of Pharmacy was one of the central concerns. However, was learning maximised? Would the students be able to develop and assimilate attitudes, skills, and knowledge in a way that would lead to understanding and the ability to use them in pharmaceutical practices and different life contexts? How can we best help students learn? The way we teach can help or hinder learning so the process of didactics, pedagogy, or learning and teaching is a very influential factor for both teachers and students. If the opportunity for learning is to be maximised both the process of delivery and the curriculum content need to be synthesised. The tutors in the four institutions in Cairo came in four groups to spend four days with us at King’s College, London. Two further follow-up courses were then arranged in Cairo in order to assess progress and plan future developments. Where better to start than by reflecting on how we learn? What helped and hindered our learning? Participants soon revealed different ways and preferences; some were more reflective, others were theorists, some drew on past experiences and were more pragmatic and others actively drew on their current experiences to inform their learning. This demonstrated that we learn in different ways (see Kolb 1984) and that teaching needs to be adapted to both accommodate different learning styles and also to engage the students in active rather than passive learning. The development of critical reflection was seen as a key to personal and professional development. The following questions almost became a mantra as we reflected together about learning:
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1.
What worked well and why?
2.
What didn’t work so well and why?
3.
What would I do differently next time?
A novice practitioner tends to rely on theory based rules to direct decision making whereas the more experienced practitioner draws largely on intuition based on their reflections on past experiences (Benner 1984, Tate 2002). Learning from experience is one of the aims of critical reflection and underpinned much of the initial work in developing the skills of teaching. It is sometimes hard to be a fully functioning professional in a branch of Pharmacy, for example, and then become a novice as a teaching role is undertaken; when we change roles we change in confidence and competence (Gregorc 1973). There is no end to professional development and lifelong learning and this was central to the progress we made together.
The Pharmacy tutors were very much engaged in the discussions and after the initial expectation of being told the answer: ‘the right way to teach’, the participants realized that there is no one way. How you teach depends on the quality and quantity of the students, the subject, the setting or context and the tutor themselves. A long list of teaching methods (adapted from Sills 1994) provided a thought provoking stimulus to discussion. There was general amazement at how many different methods there are within the framework for the three types of teaching: Search, Interaction and Presentation (sometimes referred to as SIP). While practical tips were much sought after, there was a growing understanding of a number of principles deriving from Adult Learning theory and practice. That is, learning happens more effectively, more permanently, and more deeply when:
1.
it has a direct application and relevance to practice,
2.
the learner takes responsibility for their learning
3.
the learner is engaged in interactive processes that enhance active learning,
4.
critical thinking and reflective practice are developed
(see Knowles 1985, 1990 and Schon 1991, Barr 2002). These principles underpinned the course on ‘Helping Students Learn’ that Peter Duncan and I created for the DOPSE TEMPUS project. This brief narrative is written with the theoretical aspects of reflective practice and active, student-centred, learning referenced and integrated with the practical account. This mirrors the way the courses were approached. The aims and intended learning outcomes were established as follows: Aim: To consider and reflect on principles and practices associated with the effective facilitation of student learning.
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Intended learning outcomes: By the end of this course, participants will be able to:
Describe and discuss principles of course design Describe and discuss principles of session planning Plan and deliver an interactive teaching session Critically discuss a range of issues associated with participatory learning and teaching Discuss ways of applying the learning gained through the course in the context of the ARE Pharmacy Curriculum However, the associated theories were introduced as and when they became appropriate to develop the critical analysis and reflection of the participants. Sometimes this took the form of a brief presentation to introduce new ideas and at others the ideas of the participants were expanded and related to theory through discussion with the course facilitators. Socratic dialogue and the notion of teaching as initiating a conversation and coming to new ways of knowing were central to the process. For those with an interest in following up the conceptual and theoretical aspects of the course further reading was suggested; however, many were more focused on dealing with the complexity of the practical tasks confronting them.
Inevitably the question of large student numbers (300-700 in a lecture group) and of fairly mixed abilities was raised frequently. From large numbers being an insurmountable obstacle to interactive teaching and engaging students in active learning and thus for maintaining the status quo the groups generally moved on to a stage where the large numbers were accepted as inevitable, at least for the time being. They were then able to move on to a more innovative and creative approach to developing interactive and more student-centred learning. In any innovative change or development there are early adopters, general adopters and late adopters (Rogers and Shoemaker 1971) and those who engaged with our courses were mainly those who were more open to new ideas (early adopters) and wanting to find new and better ways of helping their students learn. Allocating resources to those ‘early adopters’ who are most likely to succeed is an effective strategy. A Force Field Analysis, derived from the work of Lewin (1951) was carried out in Faculty or Departmental groups. This enabled participants to identify and prioritise factors that were facilitating change and those that were creating barriers, both at personal and institutional levels. Some of these factors are easily changed, others can be changed with careful planning along with the support of colleagues and other factors are impossible to change for the time being. This analysis and subsequent identification of how to minimise barriers and maximise facilitators contributed towards some realistic planning that led to participants being able to implement changes in their teaching both in lectures and laboratory based practical work. These developments were evaluated well and follow up evaluations will contribute to the evidence of
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the effectiveness of the new ways of learning and teaching over time. Not only the students but also the teachers themselves found the new interactive ways stimulating and more rewarding. It was clear that many were ready to take action in developing their teaching but it must be remembered that any change needs to be preceded by considerable thought and planning. Participants were at different stages of readiness to change, some were moving through the early contemplation and preparation stages of change (Prochaska & Di Clemente 1986; Prochaska et al 2004) as the course closed so consolidated action will come later, when they are ready within their context. Others were already well into making changes as we returned for the final course in Cairo. Where there are references given above this indicates the kinds of theories and concepts that were considered and applied in practice to both enhancing learning and also enabling change and development within the teaching context.
References Barr, H. (2005) Interprofessional Education: Today, Yesterday & Tomorrow London: Higher Education Academy Health Sciences and Practice Subject Centre. Occasional Paper 1 Benner, P (1984) From Novice to Expert: Excellence and Power in Clinical Nursing Practice, Addison-Wesley, Menlo Park Gregorc, A.F. (1973). Developing plans for professional growth. NASSP Bulletin, 57, 108 Knowles, M S (1985) Andragogy in action: applying modern principles of adult learning Jossey-Bass, London Knowles, M S (1990) The adult learner: a neglected species 4th Ed Gulf Kolb, D (1984) Experiential Learning: Experience as the source of learning and development. Prentice Hall, NJ
Lewin K. (1951) 'Field Theory in Social Science', Harper and Row, New York Schon, D (1991) The reflective practitioner: how professionals think in action, Avebury, Aldershot Prochaska J O & Di Clemente C C (1986), Towards a comprehensive model of change - in Miller and Heather (Eds) Treating Addictive Behaviours: Processes of change. NY Plenum Prochaska J M et al (2004) A transtheoretical Approach to Changing Organisations J Administration and Policy in mental health Springer Netherlands Rogers, EM & Shoemaker, F F (1971). Communication of Innovations: A Cross-Cultural Approach (2nd ed.). New York: The Free Press. Sills, M (1994) Tutor Trainers’ Manual London, Health Education Authority Tate, S and M Sills (Eds) (2004). The Development of Critical Reflection in the Health Professions. London: Higher Education Academy Health Sciences and Practice Subject Centre. Health Sciences & Practice Subject Centre, Occasional Paper 4
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Reflections On ‘Helping Students Learn’ Peter Duncan Department of Education and Professional Studies, King’s College London, London, UK
In May 2005, my colleague Dr Margaret Sills and I were invited to Cairo to attend a two- day meeting that formed part of the European Union TEMPUS- funded project aiming to re-evaluate the undergraduate pharmacy curriculum in a number of Egyptian universities. In Cairo, I found an energetic mix of pharmacy lecturers and a smaller number of health care professional educators such as myself. We talked a lot about shifting paradigms within professional education; the need, inspired by changes in the wider social world, to engage with students so that they were enabled to develop as independent learners and reflective practitioners (Rolfe, Freshwater and Jasper, 2001; Schon, 1983; 1987). We were all bound by a desire to improve the teaching and learning experience of those involved in the Egyptian pharmacy education process, students and lecturers alike. But even at this early stage of my involvement with the project, it became apparent that there were barriers and difficulties facing those involved. From my own educational perspective, it seemed that some of these were:
How exactly did you support people making the shift to new ways of teaching and learning? How did you encourage independence and participation? How did you balance the required rigour of rational pharmaceutical science and practice with the need for practitioners to become reflective and thus better able to cope with the shifting demands of being a pharmacy professional?
More particularly, how did you do this in the context of University Pharmacy Departments in Egypt coping with very large numbers of students and with limited time and other resources? The general problems were not new (Tate and Sills, 2004) but for Margaret and me the specific context to which they applied was. Our response was to develop a series of workshops exploring the issues and supporting skills development, held at King’s College London and in Egypt. The workshops were sequential and connected by opportunities to consider and practice what had gone on in them back in the participants’ own teaching and learning context. Held between December 2005 and May 2007, the programme involved each participant attending a workshop in London where there was plenty of opportunity to discuss and to put into practice with their peers the theory and techniques of participatory and reflective teaching and learning. Before returning to Egypt, participants were asked to begin preparing for sessions that they would run with their own students in their own universities to be based on the principles and techniques of
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student-centredness, participation and reflection that we had discussed. In November 2006 and May 2007, one or both of Margaret Sills and I travelled to Egypt to work with participants and examine their experience of this enactment and to establish how, through Continuing Professional Development (CPD), it would be possible to develop this kind of learning and teaching further. We loosely called this programme of workshops ‘Helping Students Learn’. My observation is that over the period of two years from May 2005 to May 2007, the workshops and the broader TEMPUS programme led to very tangible shifts in thinking and practice. For me, one of the most telling moments that our work together and our discussions had supported change in all our thinking about teaching and learning came towards the end of a day held at one of the participating Egyptian universities. Those attending the programme had been asked to plan and deliver a CPD session to those of their colleagues who hadn’t so far been involved to open up some of the issues and debate related to participatory teaching and learning. Those who were running this session moved through it in a fluent sequence of group work and other activities in which the strongest voices by far were those of ‘the learners’. In truth, by the end of the session, it seemed to me that nobody in the room was either ‘a teacher’ or ‘a learner’. We were all engaged in a process of both teaching and learning that had removed barriers and supported our reflection on and understanding of the educational enterprise. How and why had this happened? To begin with, all of those involved in the workshop programme (both ourselves as the ‘facilitators’ and the participants) spent considerable time discussing both the limitations and the strengths of the current teaching and learning context. There was general agreement about the difficulties posed by large numbers of students and the consequent reliance on the didactic lecture for much teaching. It seemed that such reliance would limit the possibilities of students becoming independent and reflective learners (and thus reflective and independent practitioners) - the demands that were being made of health care professionals in training by the wider social world. However, this recognition of the limitations of the current context was important for two reasons. First, it allowed participants to reflect both on what they understood and what they felt about their present context. In trying to draw both the cognitive and the affective together in this way, we were working together to expose the importance of a holistic approach to educational problem- solving. This kind of approach is crucial if we are properly to appreciate the nature of ourselves as learners; learning and teaching involves not only knowledge and understanding but also feeling and emotion.
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The second reason why substantial reflection on the current context appeared important was that it also allowed participants to move towards recognition of the experience of learners (students) in the educational process. If teachers (lecturers) thought and felt about the process of education in this way, it was likely that students would share at least some of those thoughts and feelings. In this recognition (at least potentially) of commonality of experience between lecturers and students, it began to seem reasonable to view each other not as separated by a ‘teacher- learner divide’; but instead as participants in the process of teaching and learning. In other words, lecturers and students were always both teachers and learners. Awareness of this led to exploration of what could be done, given limitations of context, to use the experience of all involved as ‘teachers- learners’. We examined a range of methods likely to support participatory and reflective learning, be it in the lecture theatre, the laboratory or through assessments. Our potential ‘toolbox’ of methods (Duncan, 2005) included small group or pairs work, the use of case study, and the development of interactive methods of assessing learning such as poster presentations and discussions. Participants carefully considered both the potential and limitations of all these in their own situations, and returned to their universities to experiment with them. The net result of this discussion and activity was that the divide between student and lecturer seemed to begin to dissolve, at least to a certain extent. A further memorable experience during our last visit to Egypt occurred at another of the CPD sessions referred to earlier. On this occasion, students joined participants on our workshop programme (lecturers) in a session looking at the principles and practice of interactive learning. As we worked through the session content, the dialogue developed so that once again it became hard to distinguish who was the ‘teacher’ and who the ‘learner’. In truth, everybody was both. Recognition of this is a fundamental step in the re-orientation of educational curricula; and an outcome of our involvement in the DOPSE- TEMPUS project that has given us much satisfaction.
References Duncan, P (2005). Helping Students Learn. DOPSE- TEMPUS Workshop, University of Cairo, 7-8 May Rolfe, G, D Freshwater and M Jasper (2001). Critical Reflection for Nursing and the Helping Professions: A User’s Guide. New York: Palgrave Macmillan. Schon, D (1983). The Reflective Practitioner. New York: Basic Books. Schon, D (1987). Educating the Reflective Practitioner. San Francisco: Jossey Bass. Tate, S and M Sills (Eds) (2004). The Development of Critical Reflection in the Health Professions. London: Higher Education Academy Health Sciences and Practice Subject Centre.
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Implementation of academic skills in a pharmacy curriculum Paul Cos and Louis Maes Laboratory for Microbiology, Parasitology and Hygiene (LMPH), University of Antwerp, Groenenborgerlaan 171, B-2020 Antwerp, Belgium; email:
[email protected] ;
[email protected] There are two main target competences to become a qualified pharmacist. First, the pharmacist is a specialist in medicines with the knowledge on the characteristics of medicines and the biological systems they act on. In addition, s/he is an expert in the field of development, analysis, production and preparation of medicines. Second, besides this academic expertise, the pharmacist has acquired a scientific attitude. They are able to perform independent experimental research and report insights and problems to colleagues and people outside their own domain. This is why courses on academic skills need to be introduced in the pharmacy curriculum. The training of the skills is integrated with other courses, stimulating the students’ interest in academic skills. The following objectives of academic skills should be embedded in the pharmacy curriculum:
Objective 1. Finding and citing published information The student is able to consult literature and databases independently and collect information using internet search engines. ISI® Web of Science and Medline are relevant resources for scientific literature. They also allow the student to move forward through the literature from an existing reference. The ability to find scientific information is a skill required for many courses in the curriculum and should therefore be programmed in the first bachelor year. A visit to the library and some individual tasks to find articles benefit the learning outcome of this course.
Objective 2. Critical evaluation of information Checking the reliability of information, assessing the relative value of different ideas and thinking critically are skills essential to the scientific approach. Due to the advances in communication technology, students have now access to an overload of information. The World Wide Web offers mostly fairly “anonymous” information from all over the world. Consequently, the ability to evaluate information has become an extremely important skill.
Objective 3. Writing on a scientific topic A critical aspect of the scientific process is the reporting of new results in scientific journals in order to disseminate that information to other scientists. Students learn to write clearly and concisely a scientific manuscript on a pharmaceutical topic. The outlining of the manuscript
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contains: title, introduction, core text, discussion and list of references. Student documents are evaluated for (a) presentation of manuscript (front page, pagination), (b) lay-out of manuscript (titles, format of document, legends to tables and figures), (c) use of correct language (mistakes in spelling, repetitions, narrative style like “I” or “we”), and (d) correct use of “word” techniques. Students should therefore deliver a hard and soft copy to evaluate the correct use of “word” techniques. Feedback with the lecturers is regularly planned to allow students to revise their draft version.
Objective 4. Oral or poster presentation of a scientific topic Any scientist should be able to communicate his thoughts and ideas effectively using a variety of tools and media, including poster and oral presentations. A poster presentation displays visually the results of an investigation and is mainly used at scientific meetings. These academic skills are developed throughout the different bachelor and master years as students use a variety of presentation skills. It is therefore vital to implement oral and poster presentation skills as early as possible in the curriculum. A clear presentation may starts with making effective PowerPoint slides. A short course on using PowerPoint is certainly helpful for most students. Common mistakes are (a) poorly structured material, (b) information too complex, and (c) too many visual aids. These mistakes can be demonstrated by showing the students some examples of good and bad presentations. Feedback on their PowerPoint slides and oral presentation is also a must.
Objective 5. Leading a group discussion Leading a technical discussion is an important skill for a researcher. Some of the key skills to maximise the success are: (a) delegation/sharing of tasks, (b) effective listening, (c) speaking clearly and concisely, and (d) providing constructive criticism. The three key elements for a successful implementation of academic skills in the pharmacy curriculum are the following:
Integration of academic skills with other pharmaceutical courses.
Introduction of feedback time within the courses.
Providing clear assessment criteria.
A table illustrating the practical implementation of the five academic skills objectives (Pharmacy curriculum at University of Antwerp) is given below.
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Bachelor Pharmacy FIRST YEAR
SECOND YEAR
THIRD YEAR
Contect of Academic Skills Task: "Write a popular scientific article" Linked to: Course of Zoological biology, incl. Parasitology Programme: ° Introduction to academic skills ° Visit to library + search 2 articles (library & medline) ° Presentation Parasitology topics + guidelines article ° Submission of draft version ° Interactive course on "how to improve your article" ° One group and one individual feedback moment ° Final evaluation of their popular scientific article Task: "Poster presentation on medicinal plants" Linked to: Course of Botanical Biology Programme: ° Four interactive sessions on medicinal plants ° Submission of draft version ° Feedback on their article → submit final version of article ° Presentation on "how to use PowerPoint for poster presentation" ° Feedback on their poster → submit final version of poster ° Hints on oral presentation + two examples (a good and a bad) ° Final presentation of their poster for a jury and students ° Overall feedback Task: "Join the real action - 4 days stage in e.g. pharmacy, industry, ... " Linked to: Pharmaceutical courses Programme: ° Presentation of career opportunities by former pharmacy students ° Submit preference of working place (motivate on 2 pages) ° Four days work experience ° One day: oral presentations by students + group discussions
Objectives 1, 2, 3
1, 2, 3, 4
4, 5
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ECTS as a tool for student-centred life long learning Inge Caenen and Piet Van Hove International Relations Office University of Antwerp, Antwerp, Belgium The Tempus-DOPSE project chose, from the very beginning, to use the European Credit Transfer and Accumulation System as a methodological framework for describing its outcomes within its core goals, i.e. curriculum development in the field of (phyto)pharmacy. The assumption was that in order to maximize the potential impact of the newly developed courses, they needed to have a clear structure as a basis for international recognition. The proper use of ECTS could provide the necessary transparency and comparability. This article provides a brief overview of some the concepts related to the European Credit Transfer and Accumulation System (ECTS), its advantages and challenges for the future.
1. Background: ECTS within the Bologna Process
In the years since the Bologna declaration (1999), the Bologna Process has widened its focus from merely wanting to harmonise structures of degree programmes (mainly to promote mobility), to the formation of a true European Higher Education Area (EHEA). Topics such as learning outcomes, quality assurance, student centred teaching, employability, qualification frameworks and lifelong learning gradually came into play. Over the years the Bologna Process became linked to the Lisbon strategy which aims at making the EU the most competitive knowledge society in the world, which obviously requires an efficient and competitive system of higher education. Modernisation and greater competitiveness are now explicit goals of the Bologna process. At the same time greater attention has gone to the so-called external dimension of the Bologna Process, which involves possibilities for better cooperation and partnerships with countries outside the EHEA. None of these developments would be possible without first creating transparency and comparability of national systems of higher education, which is exactly what ECTS was designed to do since its inception in 1989. The need for such a tool was first felt in the late 1980’s in the framework of the new Erasmus student exchanges and the problems of academic recognition which soon arose. Building on the experience gained from using ECTS in the Erasmus framework, the Bologna process adopted ECTS as one of its key tools from the very beginning in 1999.
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The use of ECTS is definitely on the rise. The latest paper in the Trends series (Trends V), published by the European University Association (EUA), shows that 66% of institutions in the EHEA now use ECTS (up from 50% four years ago), while the use of other credit systems has gone down from 22% to 18% over the same period. In order to align to international standards, countries such as Egypt might also consider adopting the American credit hours system. However, the American system has largely yet to make the real shift to the student-centred paradigm, and therefore typically does not (yet) provide proper incentives for alternative forms and methods of learning, however efficient and enriching they might be. American credit hours are indeed still mostly based on the number hours of traditional classroom teaching. The ECTS system on the other hand, as it has developed and been improved over the past 20 years, now allows institutions to fully value and recognise acquired learning outcomes and competences, regardless of the type of teaching and learning experiences that the student went through to obtain them. Non-traditional learning no longer needs to be (implicitly) discouraged. The use of a student-centred credit system in and of itself in no way guarantees improved flexibility in the curriculum or incentives to use the most efficient teaching learning methods to reach the required learning outcomes and competencies, but is a necessary precondition for it. Without a sound credit system, innovative design of degree programmes is impossible. The ECTS system can certainly provide a valuable framework for institutions outside the EHEA as well, stimulating international exchange and cooperation by providing transparency and modularity in degree programmes. Furthermore, by adopting ECTS countries such as Egypt can position themselves much more favourably with regard to the future formation of a Euro-Mediterranean Higher Education Area. Indeed, in the past years within the framework of the overall political, economic and social Euro-Mediterranean partnership as envisaged by the so-called Barcelona Process, several bottom-up initiatives have blossomed in the field of higher education. Within several settings structures have been set up to promote cooperation between universities in the EU and around the Mediterranean Sea, most notably the Euromed Permanent University Forum, based on the principles of the Tarragona Declaration.
2. The concept of ECTS Like other credit systems, ECTS is a tool for describing educational programmes by attaching credits to its components. Being a student-centred credit system (unlike other credit systems, e.g. the American credit system), ECTS credit allocation is not directly linked to contact hours but to the total amount of student workload. It refers to the time required to complete all planned
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learning activities (e.g. attending lectures, seminars, independent and private study, preparation of projects, examinations) and to achieve the objectives of the programme and the acquired competences. ECTS is based on the principle that 60 credits equals the workload of a full-time student during one academic year, comprising 1500-1800 hours per year. (1 credit equals 25 to 30 working hours). The number of 60 was chosen because it easily could be divided by 2, 3, 4, 5 and 6 and makes allocation of credits possible in full year, semester and trimester systems as well as in block systems. The fact that ECTS credits must never reflect the relative ‘importance’ of a certain subject matter or the seniority of the professor teaching it, but only the amount of student workload required, has proven to be a real stumbling block for the correct allocation of credits to courses and modules. The ECTS system (the credit system itself, plus additional tools like the standardised ECTS course catalogue and ECTS documents) was launched in 1989 within the framework of the Socrates Erasmus mobility programme. By providing a common “currency” it enhanced trust and confidence between different partner institutions. The credit system allowed mobile students to take courses at a foreign university during their regular study period and facilitated academic recognition. After its successful introduction and remaining strongly supported over the years by the European Commission, the role and importance of ECTS was transformed from a mobility facilitating instrument for a small number of students to a European-wide credit system used for accumulation purposes in the EHEA. As an important action line of the Bologna declaration, ECTS has now become generally recognised as the European credit system, both used for mobile and non-mobile students. The transformation from a transfer system to accumulation system has changed the nature of the credit from a relative to an absolute value. Credits are no longer entities in themselves, ad hoc allocated to some courses, but they are the building blocks of well structured and well defined degree programmes described in terms of competences and learning outcomes.
3. The advantages of ECTS The advantages of ECTS are manifold. They can be identified at students’ level and institutional level. In the EUA Bologna Handbook, Robert Wagenaar phrases the importance of a credit system based on student workload as follows:
allows for more flexibility and diversity of pathways
emphasises learning opportunities rather than classroom time
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does not disadvantage practical work, projects and other non lecture activities
improves the comparability and compatibility of study programmes
makes study programmes more transparent
makes it easier to construct well-balanced programmes
promotes the feasibility of programmes in terms of student workload
enhances the quality of programmes
facilitates and improves the recognition of periods of studies taken elsewhere successfully
promotes and facilitates life long learning
facilitates the recognition of different types of learning (informal, distance learning,…
helps to encourage wider participation in higher education.
Of course, the introduction of ECTS or an ECTS-like credit system is only a first step towards realising the goal of a high-quality, student-centred system of lifelong learning. In order to assign modules, courses and degree programmes their proper place in a structured qualification framework, one needs to go far beyond the mere quantitative assignment of credits and the use of some standard documents. The essence of modules and degree programmes needs to be described in precise learning outcomes, so that the resulting competences can be given their proper weight.
4. Present and Future challenges
Most members of the Bologna Process seem to have implemented ECTS, but still few link credits and learning outcomes. Difficulties of how to write and define learning outcomes?
Cultural differences in curriculum design – student centred vs staff centred. A different approach.
The accumulation aspect of ECTS and the importance of its use for LLL purposes and the recognition of different forms of learning.
The implementation of ECTS within the EHEA (and beyond) is still very much a work in progress. Even though a large majority of universities report that they use ECTS, there is a lot of work to be done on linking credits and learning outcomes. Drafting of precise and clear learning outcomes, while essential for determining the proper place of degree programmes and modules in formalised qualification frameworks for lifelong learning, has proven to be very difficult.
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Also, such precisely defined learning outcomes are the necessary basis for awarding credits for knowledge and competences acquired outside traditional learning. Proper drafting of learning outcomes for courses and modules on the one hand requires some understanding of the overall picture and principles involved, but on the other hand must necessarily be done on the ‘workfloor’ of higher education institutions. Therefore, there is a need for transformation which goes all the way through the organisation, which is not a simple goal. Many universities may still be using ECTS primarily for mobility and academic recognition, and not yet as an essential tool for structuring and modernising curricula for all students (ECTS as a credit accumulation system). The shift from a traditional (implicitly) staff centred educational paradigm to a real student centred one, is a process which is bound to meet with resistance. It takes time. A generation is probably a close guess. The Tempus-DOPSE curricula and course descriptions presented here are ECTS conform and hence can be used as such or serve as a suitable model for the restructuring of courses and whole curricula especially in the field of pharmacy, but also beyond.
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Making Pharmacy Education in Egypt Fit for the Future Mohamed Zakaria Gad Professor of Biochemistry, Sekem Development Foundation, Cairo, Egypt
Introduction Pharmacy education varies widely in its scope and emphasis throughout the world’s universities, and the differences among the Egyptian universities are no exception. Pharmacy, like every other healthcare profession, is changing rapidly. Almost every aspect of its knowledge and practice base is affected by external change – technological developments; changing patient expectations; new professional governance requirements; developments in other professions; modernising health services and pharmaceutical care; as well as trends in the pharmaceutical industry.
This presents a challenging agenda for all levels of pharmacy
education – from foundation and pre-registration, to post-qualification and continuing professional development. Several fundamental changes have already taken place in pharmacy education in Egypt over the years– notably the extension of undergraduate study from 4 to 5 years, and the introduction of mandatory professional training – but there is an immense need to review the existing curricula and to show evidence on the appropriateness of our pharmacy education for the changing world.
Pharmacy education in modern Egypt: a synopsis The first school of Pharmacy in the modern history of Egypt was founded by the ruler of Egypt Mohamed Ali Pasha, in 1824 AD, as a part of a hospital established in Abu Zaabal, in the province of Cairo. The appointed dean of the school was the eminent French Doctor, Klute Bey, who invited several professors from Europe to join the newly-born schools of medicine and pharmacy. The pharmacy school was later transferred to El-Kalaa (the citadel area), in 1829, then to Kasr El-Aini, 1837, the place of residence of the Faculty of Pharmacy, Cairo University until today. After the establishment of Cairo University in 1908, the first “university” pharmacists graduated in 1929; there were only three. Since that time the number of students in the Faculty of Pharmacy of Cairo University has continuously increased, now reaching about 1800 students per year. Interestingly, the first “female” pharmacists graduated in 1939; only 10 years after the first “male” graduates. In fact, the total number of female graduates from 1939 to
Former Vice Dean for res. and grad. studies, Faculty of Pharmacy, Ain Shams University, Cairo, Egypt Current position: Professor of Biochemistry, Faculty of Pharmacy, The German University, Cairo, Egypt
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1950 was only eight. The real overwhelming presence of females in the pharmacy profession in Egypt began in the late 1960s (1). Following the opening of the second Faculty of Pharmacy in Alexandria in 1948, other governmental Faculties of pharmacy started to open in different provinces; beginning with Assiut, 1961; then El-Azhar (males), 1965; Mansoura, 1970; Tanta, 1973; Zagazig, 1975; Suez Canal, 1993; Beni-Suef, 1994; Helwan, 1995; Ain Shams, 1996; ending up with El-Azhar (females) and El-Minya in the late 90s. This makes the total number of governmental faculties of pharmacy thirteen at the present time. Most of them follow the guidelines and curricula of the “mother” faculty of pharmacy, Cairo University. In 1996, for the first time in Egyptian modern history, four “private” universities started their pharmacy programs after the approval of the ministry of higher education. The four schools were located in the province of Cairo, and like other new schools took their syllabi from Cairo University with minor modifications. Some of them tried to establish connections with external European universities. The four universities, October 6th, Misr for Science and Technology, Misr International, and Modern Science and Arts followed the same regulations as Egyptian governmental Universities with few exceptions – notably student acceptance criteria. Six years later, in 2002, other private pharmacy faculties started to emerge beginning with the German University-Cairo, 2002, then El-Ahram Canadian, followed by 4 Faculties in 2006; Future, Russian, Pharoas, and Sinai. The total number of private faculties is now ten, making the total number of Faculties of Pharmacy currently in Egypt, twenty three.
The distribution of these faculties among provinces is
unbalanced to some extent since Cairo with its suburbs holds thirteen. Of the rest, two are in Alexandria, and one in each of the following provinces; Gharbia, Sharkia, Dakahlia, Ismailia, Beni-Suef, El-Minya, Assiut, and North Sinai. Some provinces totally lack pharmacy schools.
Legal issues in pharmacy education in Egypt According to law 49 issued in 1972 (2), that governs higher education in Egypt, article 168 states that the duration of study in the faculty of pharmacy is five years including one prepharmacy year, and the name of the degree is “Bachelor of Pharmaceutical Sciences” (article 167). No specialisation in the degree is defined. There is flexibility in the law (article 79) that leaves it to pharmacy faculties to select their own system of study i.e. semester, quarter, annual, credit hour, credit point, etc. according to their internal bylaws. It is also left to their boards and departments to select the procedures for students’ assessment (article 70). However, the overall grading system in governmental faculties is based on the following scores: Excellent (over 85%), very good (75-84%), good (65-74%), pass (60-64%), weak (less than 60%), and very weak (less than 30%). Students fail the course if they receive weak or very weak grades. On the other hand, an honorary degree is given to students if they kept their grades in all the years,
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except the pre-pharmacy, at very good or above. Some private faculties have adopted American or European grading systems. The duration of study is 30 weeks per year on average (article 62). The number of accepted students per year in each faculty is defined by the National Supreme Council of Universities that assigns the number of Egyptian students to each university, after taking the suggestions from faculties’ and universities’ boards (article 74).
Current defects in undergraduate pharmacy curricula Critical evaluation of the curricula of almost all faculties of pharmacy in Egypt revealed several drawbacks the have been developed and accumulated over the long history of pharmacy education in Egypt. The following points remain among the top of these drawbacks: 1. No consideration to the work load on students for study. Most Egyptian students in Pharmacy schools are loaded by long contact and study hours that exceed the capacity of an average student. They don’t have any time to do any extracurricular activities or pursue any field of interest of their own. 2. Unbalanced ratio between medical, pharmaceutical and chemistry courses. Some schools don’t teach enough clinical courses such as clinical pharmacy, clinical chemistry, and clinical pharmacology. Others put more weight on chemistry and pharmacognosy courses. Big differences in the knowledge of graduates are anticipated. 3. Unbalanced weight of courses and progression over the study years. In many programs, for example, the third year is very heavy compared to the previous one. In others, the lines of study are not justifiable and clear. 4. No margin for students to contribute in determining their future. None of our schools, so far, have in their programs well-targeted elective courses or areas of emphasis. 5. Very few complementary courses. Most pharmacy programs have quite small spaces that allow the introduction of some non-natural science courses that are important to strengthen the social, cultural, and behavioural aspects of students’ personality at this critical stage of their lives. 6. Inadequate updating of courses and lack of reference to many of the new horizons of pharmaceutical and medical sciences. The large number of courses already present hinders any addition of modern and up to date material. 7. Not enough consideration to non-traditional and modern ways of teaching and especially learning e.g. seminars, research, search on the internet, group study, practical training, free discussions…etc. 8. Presence of some courses with little relevancy to the knowledge and skills that should be developed by pharmacists. Others are too specialised.
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9. Inadequate integration between courses. For example, some parts in carbohydrates are repeated in organic chemistry, phytochemistry, analytical chemistry, and biochemistry due to lack of good communication. 10. Lack of proper orientation of students to the labour market. All students graduate with a large body of pharmaceutical knowledge but have few professional or transferable skills.
Outlines and unique features of the model curriculum The design of the up-to-date model pharmacy curriculum was based on four main criteria:
1. Compliance with the academic reference standards of pharmacy education 2. Consideration of national and international expert opinions in pharmacy education 3. Avoidance of current defects in pharmaceutical Curricula of Egyptian Universities 4. Noble mission of development of pharmacy graduates with adequate knowledge, creativity, culture, confidence, and self-motivation. The curriculum aims to produce pharmacists who have the abilities and skills which are necessary to achieve outcomes related to: Providing pharmaceutical care to patients Developing and managing medication distribution and control systems Managing a pharmacy Promoting public health Providing drug information and education Managing different activities in the pharmaceutical industry Developing and managing different work fields pertinent to pharmaceutical experience such as herbal industry, laboratory medicine, and biotechnology. Some of the unique features distinctive to the presented model curriculum are: 1. The curriculum takes into consideration the total “work load” the student can undertake according to European Credit Transfer System (ECTS) guidelines. ECTS was introduced in 1989, within the European Union and is the only credit system which has been successfully tested and used across Europe. ECTS makes study programmes easy to read and compare for all students, local and foreign. It facilitates mobility and academic recognition, and helps universities to organise and revise their study programmes. It can also be used across a variety of programmes and modes of delivery. ECTS makes higher education more attractive for students from around the world. According to the ECTS the average full-time students’ workload is about 30 credit
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points per semester. Each credit point is 25-30 hours of study. This 30 credit pointswork load calculates for all curricular duties including contact hours, exams, research, home study, and seminars. 2. The curriculum represents a balanced formula between medical, pharmaceutical, chemistry and non-natural science courses. On average the curriculum contains 16.7 % basic sciences, 24.7 % applied pharmaceutical sciences, 17.3 % medical sciences, 4.7 % pharmacy practice, 4.0 % health and environmental sciences, 8.0 % non-natural sciences, 5 % practical services, 9.3 % electives, 2.3 % thesis, and 7.3 % cultural courses. 3. The curriculum guides the student through a gradual educational process from general and basic courses in the first year to advanced and specialised courses in the last year. 4. The curriculum satisfies the essential requirements for a balanced pharmaceutical study in 4 years. The fifth year is devoted to courses in areas of emphasis. Areas of emphasis enable students to identify and then concentrate their independent study efforts in areas that represent unique career opportunities. Advantages of areas of emphasis in the last year can be summarised in the following points: Allow the students to select some areas they like to study in a more advanced way. Thus, the students participate directly in shaping their own future. Prepare the students for the labour market by allowing more training and interactions for students specialised in a particular area of emphasis. Reduces the burden on students which results from studying some irrelevant courses. Add to the graduates a preferred status when they enter the labour market. Cover the major branches of pharmaceutical work.
5. This curriculum is the only one so far, among pharmaceutical curricula in Egypt that provides the students with courses in linguistics, arts, humanities, and social sciences which are important for building a balanced human being with pharmaceutical specialisation rather than a good pharmacist with negligible societal and human behaviour experience. 6. The curriculum considers, in its framework, the practical training and thesis which the student will undertake during the fifth year. This provides added value and emphasis to qualifying student for research and practical work. 7. This modified curriculum allows the teaching of subjects pertinent to pharmacy with more in-depth and up-dating such as pharmaceutical care, biotechnology, molecular biology,
bioinformatics,
environmental
ethics,
nutrition,
pharmacoeconomics,
communication skills, and others.
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8. The curriculum was prepared, organised and harmonised by a number of qualified national and international professors from several Egyptian universities in addition to 5 European universities. 9. The curriculum is dynamic enough to allow future changes according to trends in pharmaceutical education. 10. The curriculum considers and allows adequate time for ways of learning other than theoretical and practical contact hours including projects, tutorials, seminars, group studies, assignments, field studies, student presentations, etc. 11. The curriculum is principally designed with a student-oriented approach rather than the traditional subject or professional approaches.
This complies with the current
perspectives of curriculum design adopted by the Europe union.
Conclusion This book addresses recent trends in pharmacy education and curriculum design that can enable graduates to acquire skills for the professional fulfilment of the labour market needs. The focus is on undergraduate curriculum design, which represents the pillar of pharmacy education. However, other factors can also contribute to upgrade the learning process and consequently the whole profession in Egypt, including improved teaching and learning methodologies and upgraded capabilities and skills of staff through training. Universities should play a bigger role in continuous education; the numbers of students in most pharmacy schools should be reduced to improve quality of education, the consideration of more international collaborations through exchange of professors and student travel. Also, the establishment of general re-qualifying assessments for pharmacists, every 5 years or so, developed and assessed by a national pharmaceutical society in association with pharmacy educators would further improve the situation. The model curriculum presented here integrates several of these points or lays the foundation for their realisation. Considering the factors and suggestions presented here will help to make pharmaceutical education and the pharmacy profession in Egypt fit for the future. References: (1) Chronicling the Scientific Activity in Modern Egypt (Arabic version), Pharmacy section (1990), issued by The National Academy for Scientific Research and Technology, Rose ElYoussef press. (2) Universities’ regulation law (Arabic version) (2006) 23rd edition, Al-Amyria press.
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Rationale for a Phyto-pharmaceutical Study Programme in Egypt and how the outcomes were reached Cherine Ossama Ali and Sigward von Laue SEKEM Academy, SEKEM Development Foundation, Heliopolis, Cairo, Egypt He who fears something gives it power over him Arabic Proverb The end product of education in Egypt still requires considerable development and modernisation President Mubarak He who can not change the very fabric of his thought will never be able to change reality and will never, therefore, make any progress President Sadat The wider picture The level of health care in a country is an important socio-economic indicator of that society. Modern treatments are becoming more and more prohibitively expensive to all but the very wealthy. This is at least partially caused by the exponentially rising research and development cost and other economic and administrative barriers to enter the market, which leaves a kind of monopoly to just a handful of global players. The average cost to bring a drug to the market is now estimated to be between $ 0.5 and $ 1 billion, more than the accumulated annual R&D budget of Egypt. It is therefore quite unlikely that Egyptian industry will be able to afford the development of new drugs, especially the class of drugs needed most by the ever growing population with limited financial resources, called orphan drugs. Until now, this gap between R&D and need could be bridged through the production of generic drugs. These generics contain the same active ingredients but are much cheaper because the producer does not need to calculate development costs and because the sales strategy is predominantly to compete on price. However, the world-wide patenting of drugs and production procedures results in delays of one or more decades, before generics can be produced legally. With Egypt joining GAT and having agreed to uphold international intellectual property rights (IPR) including patents, new drug developments will only become available from one company and therefore at high cost. The other reason why generic production will not be able to bridge the gap described above is, that more and more, biochemical and biological substances will be used as medical treatment, not only for vaccination (where purified or recombinant proteins have been used for a long time), but also in routine treatment (a classic example is diabetes, but the list is growing almost daily).
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However, the high cost involved in medical R&D and the increasingly more enforced IPR laws have not only negative consequences for countries like Egypt. The empty R&D pipelines in major pharmaceutical companies has stimulated increased research into plant compounds of exotic species as lead compounds for new developments, leading to the accusation of biopiracy, as in the case of the Neem tree (Azadirachta indica). Furthermore, it initiated the thinking on new complementary approaches enabling the repositioning of failed drug candidates. An alterative to the development of synthetic drugs can be seen in the use of plant (or natural, organic substance) derived medicines, or phytopharmaceuticals, as they are called here. Since they are derived from natural organisms that cannot be patented, it is very difficult to restrict their use or control research and development in this area. This can explain to some extent, why the international pharmaceutical industry at large has not been actively researching in this area. Another reason is the reputation associated with phytopharmaceuticals, because they are considered to be complementary or alternative medicines (CAM), and CAM is often regarded as not scientific. It would be too much for this publication to discuss the definition of scientific research, and to what extent the actions of one group of medicines are more science based than the other. Also, this is not the space to compare the use of placebo effects (known and unknown) in western, traditional or any other approach to pharmacy and medicine. From a health care provider’s point of view, the overriding concern should only be the welfare of the patient, and hence the safety and efficacy of any treatment in the individual case at hand. However it is clear that quality considerations will play an ever increasing role and hence all preparation will have to become more standardised and conform to clearly laid out quality specifications including GCP, GMP, ISO 17025 and ISO 9001-2000. To become competitive in this area, a country therefore needs to have specialists with the required expertise2, 11 (see also below). In the European and American health systems, the discrepancy between the patient’s needs and expectations and the cost-effective treatments developed through double blind, placebocontrolled trials (RCT) leads quite often to a discrepancy between the use of apparently scientifically validated treatments (that might or might not work in any particular case) and the need of the patient.
This led to the ever increasing popularity of CAM and
phytopharmaceuticals. Concurrently the realisation of the trends described above led to the publication of “Egypt’s Pharmaceutical Sector Survival and Development Strategy Report” in 2006, that clearly mentions medicines of natural (and especially plant) origin (i.e. phytopharmaceuticals) as part of the solution to the challenges facing the industry. There are therefore two different reasons underlying the trends towards the increasing use of CAM. On the one hand, the economic situation of patients in many poorer countries in the world, and on the other hand the demand of wealthier patients in western countries, who are not
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satisfied by the routine treatment. Interestingly, the two countries who have recognised this trend and have adjusted their policies accordingly are China and the USA. China recently announced an increase in R&D spending on Traditional Chinese Medicine (TCM), a subgroup of CAM to over $1 billion in the next few years, and Li Ka-Shing, one of the most successful business men in Hong Kong, and one of the richest men in the world, has recently invested heavily in research in this area and founded the Li Ka Shing Faculty of Medicine at the University of Hong Kong. In 1992, the US founded the Office of Alternative Medicine and funded it with $2million. This support grew almost exponentially to nearly $20 million in 1998, when it was transformed into the National Center for Complementary and Alternative Medicine (NCCAM), which now receives over $ 120 million annually. This strong renewed interest in phytopharmaceuticals is also reflected in the WHO Traditional Medicine Strategy 2002-2005 that states: “In developing countries, broad use of TM is often attributable to its accessibility and affordability” whereas “in many developed countries popular use of CAM is fuelled by concern about the adverse effects of chemical drugs, questioning of the approaches and assumptions of allopathic medicine”. The WHO report also emphasises, however, that there is an enormous lack of education in this area and that every country should educate all involved in healthcare activities from the traditional healer and herbalist to the pharmacist, general practitioner or other specialist on these topics. It states the “need to broaden the knowledge base of CAM and conventional health care practitioners to encompass the full repertoire of safe and effective health care practices truly expanding the horizons of health care” and that “Practices need to be integrated into optimal interdisciplinary treatment plans developed in cooperation with patients”. “These imperatives dictate serious efforts in research, training, education and communication” which underpin the rationale of the development of a phytopharmaceutical study-programme in Egypt.
Education – learning by heart or learning for life Imagination is more important than knowledge, for knowledge is limited while imagination embraces the entire world. Albert Einstein
The challenges described above cannot be tackled without a well educated workforce. However, one would think that any pharmacist should have the required knowledge and skills but there is clear evidence that things could be improved. In Report No: 23332-EGYT written
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by the World Bank in 2002, detailing the decision on an application for a $50 million loan to carry out a Higher Education Enhancement Project (HEEP), the situation was described as follows: Instructional practices contribute significantly to the low quality and relevance of university education. While universities in highly competitive economies are training students to think creatively, solve problems, work collaboratively, and adapt quickly to new technologies and changing work environments, universities in Egypt stress rote learning and memorization of facts. There is an inordinately heavy reliance on the lecture system and, while a mandatory program of pedagogical training for new university faculty exists, its effect is minimal because instructors have a 15 year window within which to undertake training. There is scant encouragement for independent research and analysis; a survey revealed that the typical undergraduate checks out just one university library book per year; and resources to encourage faculty to undertake independent scholarship and research are exceedingly limited. This approach to education is not restricted to universities only and “an ethnographic study of adult literacy classes in Egypt depicted rote recitation, copying, and dictation as forms of ritual that maintain social order. A sequence of framing, modelling, practicing, performing, and evaluating was followed. Focus was on correct performance rather than interpretation, comprehension, or critical evaluation”. It is therefore very encouraging that in the last few years, the current Education Minister, Prof. Dr. Hany Helal has initiated a process to change the higher education system fundamentally.
This process includes the implementation of EU
funded initiatives like TEMPUS and HEEP (Higher Education Enhancement Project; that incorporates the HEEPF and QAAP projects amongst others) but more importantly the discussions on the roles and responsibilities of teaching staff to update their own skills and to improve the quality of education they provide. The appropriateness of automatic promotions and job guarantees for life is currently being re-evaluated and significant progress has been made in this difficult and protracted process. The above makes it quite apparent that any training programme that concentrates only on curriculum content and does not include didactical, pedagogical and andragogical elements is unlikely to tackle present and future challenges. The inclusion of interactive, student-centred learning opportunities and the focus on general and transferable skills that promote creativity, problem solving, and life long learning are therefore of prime importance. In this respect one has to mention that classroom sizes and other conditions are major obstacles that cannot easily be overcome, however, some creativity and openness for innovation, as well as reflective
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learning, teaching and quality assurance practices have been shown to help overcome these obstacles. Critical reflection can be based on the following five simple questions:
What went well?
o and why?
What did not go so well?
o And why?
What would I do differently next time?
The Project Development of a co-operative Phytopharmaceutical study Program in Egypt or DOPSETEMPUS JEP 31028, is an EU funded project submitted by a consortium of four Egyptian partners, including Cairo, Helwan and Zagazig universities as well as five European institutions, comprising of King's College, London, School of Pharmacy – London, and Marburg universities under the leadership of Witten/ Herdecke University as the grant-holder and the SEKEM Development Foundation as project coordinator. The main aim in this project was to show ways of how the pharmacy curriculum could be improved for graduates to meet international standards and to satisfy the labour market requirements. Through the life time of this project we tried to realize the following challenging objectives.
Development of a model Pharmacy curriculum An interesting experience The development of a model phytopharmaceutical curriculum was carried out by over 20 Egyptian and European specialists in their field. Following the model of Antwerp University, five learning lines (Pharmaceutical Biology, Chemistry, Pharmaceutical Technology/ pharmaceutics, Pharmacy Practice and Pharmacology/ biochemistry) were developed independently during several meetings in Egypt and Europe. Yearly learning themes, similar to the interdisciplinary course modules used in King’s College, London, were also developed to enhance the interactivity of the different subjects and the relevance for each other. The results were then combined in meetings in Egypt, attended by representatives of each line. ECTS and Bologna specialists evaluated the implementation of ECTS criteria, and a healthcare education specialist the didactical approaches chosen. The results obtained are presented in detail in the following sections of this publication, and hence will only be summarised here.
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Overall, an ECTS compliant five year curriculum with 57 course descriptions was developed, with the following special features:
Yearly changing learning themes
Inter-departmental cooperation
Area of emphasis in the last year
Emphasis on practical work
Small research project and thesis
Presence of courses in linguistics, art, humanities and sciences
Advanced and up dated pharmaceutical courses
Balance of medical, pharmaceutical, chemistry and non natural science courses
The underlying concept was both to reduce the identified draw backs of current pharmacy curricula (described in: Making Pharmacy Education in Egypt Fit for the Future by M Gad) as well as to include recommendations by industrial and other stakeholders and the rationale outlined above. Furthermore a relatively flexible course structure was chosen to enable changes and modifications that reflect different requirements and necessities as communicated by the prospective employers of the graduates. The combination of these factors necessitated the reduction or deletion of some material, and to some extent a shifting emphasis from basic science to more applied subjects. Furthermore, it entailed the inclusion of student-centred activities to stimulate independent learning, team working, scientific reasoning, critical evaluation, and similar skills. Because of the overwhelming amounts of information in modern healthcare systems, it will not be possible for pharmacy students to study all the available drugs on the market, all regulations and all other knowledge they might need in their future career. It was deemed of vital importance to teach “where to look it up” rather than to know it by heart, although it will still take some time until the Egyptian society will accept that their healthcare provider consults reference materials. During the preparatory phase of the project, it was also envisaged to implement the curriculum in its entirety in the special programmes that were concurrently developed at Cairo, Helwan and Zagazig University as well as Sekem University. Despite encouraging progress initially, the latter did not receive final approval to open a faculty of pharmacy, whereas the former opted to use more or less the standard curriculum for both the normal and the special programmes. Furthermore, the plausibility of the ideas and approaches that were considered for this model curriculum had to be tested in a smaller setting. This was carried out in another main focus of the project, the development of the phytopharmaceutical courses.
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Development of Phytopharmaceutical Courses The first steps The aim to develop a Phytopharmaceutical study programme was tackled in a two step approach. The first was the modernisation of all pharmacognosy related courses, with special focus on teaching methodology and student activities as well as the concurrent adaptation for ECTS compliance. Six courses were worked on in over 30 meetings and another two were newly developed since they were only introduced during the last round of curricular reform that was implemented concurrently with the project. The two new courses were ‘Herbal Medicine’ and ‘Quality Control of Natural Products’. The overall Aim and Intended Learning Outcomes (ILOs) were developed in close cooperation with the activities of the Quality Assurance and Accreditation Project (QAAP). To avoid duplication, the structure of course descriptions that were developed by the newly created quality assurance departments within QAAP was used as far as possible, with only limited modifications to ensure ECTS compliance. Student activities were designed to enhance knowledge and understanding of the course topics as well as intellectual, academic, professional and practical skills but concentrated especially on general and transferable skills, for example: independent learning, team-working, problem solving strategies (an adaptation of problem based learning designed for large classroom situations) basic IT-literacy (computing) and critical scientific thinking. The choice of skills included was based on the feedback from industry representatives and community pharmacists who had identified this particular subset as the key requirements of fresh graduates to be competitive in the job market.
The activities included projects,
presentations, question and answer sessions, posters and quizzes. A second aspect was the consideration of how, and indeed if, the particular skills can be developed, i.e. how the specified aims and goals, and especially the ILOs, are reflected in the planned activities. This led to several rounds of revision before the ILOs could be agreed upon and finalised within each department. This clearly demonstrated the need for individually adapted courses for each institution. All courses were implemented and subsequently reviewed for necessary changes. Whenever possible, these suggestions were considered in a second implementation and review. Student feedback showed that the activities were greatly appreciated, as well as the practical labs with the updated experiments that were made possible through the provision of new equipment through the project, such as a digital image microscope system that allows the demonstrator to show microscopy examples live on a big screen. Other facilities provided, such as equipment for presentations, received a mixed response since the time gained was often not used for more detailed explanations but an increase in data
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presented and hence an increased overload. The implementation of new interactive teaching and learning methodologies and critical reflection on the courses solved this whenever it was attempted. Overall the activity resulted in eight ECTS compliant course descriptions with clear aims and Intended Learning Outcomes and preliminary experience of how to implement them.
ECTS compliance The European Credit Transfer System adaptation The European Credit Transfer System (ECTS) is a student centred system based on the student workload required to achieve the objectives of a programme. It is an integral part of the Bologna Process which currently aims to improve mobility and mutual recognition between universities in Europe and beyond. Since the student was always the main target of the process to develop a new pharmacy curriculum, the ECTS system was introduced during the development of the Egyptian partner universities’ pharmacognosy related courses as well as for all the courses designed for the new curriculum. Since it put into consideration ‘Student workload’, ECTS allowed the introduction of other extracurricular activities such as seminars, independent and private study, the preparation of projects, and the inclusion of a small thesis. Hence, it enhanced the development of the students' transferable skills including team working, IT literacy, critical thinking and independent learning.
Train the trainer: The challenge and beginning of change Modern curricula and modern teaching is based on the realisation that the knowledge of facts and data is becoming less and less important. In times of the internet, knowledge retrieval and evaluation strategies, lateral thinking, problem solving skills and the application of learned information is far more important. As described above, a country cannot develop a competitive workforce without fostering transferable skills and attributes such as inspiration, resourcefulness, imagination and inventiveness. Therefore old teaching methodologies like the lecture as a monologue need to be critically evaluated and replaced by more interactive, studentcentred activities whenever possible. Over 50 Egyptian teaching staff (professors, assistant professors, lecturers and demonstrators) therefore participated in a course about interactive and reflective learning and teaching methods, at the Health Sciences & Practice Subject Centre at King’s College, London. Self-evaluation, using five pointer-questions (what went well and why? what did not go so well and why? what will I do differently next time?) was of prime importance to this process.
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As expected, the new activities in the lecture theatre and the practical classes were generally welcomed by students, although they are initially quite work intensive for teaching staff. Therefore it will need considerable time for them to become well established in the institutions. Most of the methods tried need to be developed, adapted, and to some extent personalised by each member of the teaching staff so cannot be automated or sensibly included in fixed routines. The initiated developments were therefore not expected to be completed by the end of the project. For that reason, the initial sessions in London where followed up by a review meeting in Cairo. Here the participants not only shared their experiences gained during implementation but also discussed how encountered obstacles could be overcome and helping factors maximised. As described by M Sills elsewhere in this publication, the participants were early adopters who faced general and late adopters in their respective institutions during implementation. A further key element of the follow up sessions was therefore to focus on how the participants could share their experiences and work with other members of their department in order to support each others efforts through, for example, discussion and using the force field analysis technique. Overall, the activity resulted in over 50 Egyptian teaching staff being aware of modern, interactive and reflective teaching concepts and having implemented these skills in nearly half of the developed and adapted phytopharmacy related courses.
Interaction with industry the long and winding road The realisation that the taught curricula might not prepare the graduate for the workplace led to the reform process that is currently being implemented in most Pharmacy Schools in Egypt. To bridge the gap and to foster dialogue, industry and community pharmacy representatives, as well as other stakeholders, were regularly invited to curriculum development meetings. Furthermore, 13 workshops were organised where presentations on the current situation and the competitive challenges faced were followed by discussions between all present. A special event on fundraising and possible ways of how universities and industry can cooperate in R&D projects was organised, this was supported by the Industrial Modernisation Centre (IMC). Trips to pharmaceutical companies and a survey of pharmacists and human resource managers who are likely to employ pharmacy graduates were also organised. The survey concentrated on the skills and abilities that potential employers look for when hiring pharmacists. It demonstrated clearly the challenges facing pharmaceutical education in Egypt. Nearly 50% of registered pharmacists have less than 10 years work experience. Of the 209 pharmacists surveyed, the average age was 28.2, and the time since graduation 5.2 years. The
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overwhelming majority select future employees on their general and transferable skills (which overall were adjudged to be lacking) and suggested curricula reform to better prepare students for the workplace. It was also interesting that most employers do not offer further training for pharmacists and that the main sources to keep up to date are books and the internet. Over 50% of respondents stated that they rely on two or less sources and less than 30% read scientific literature or attend conferences. Therefore, internet based projects were included in the student's activities, and emphasis was based on the critical evaluation of sources and how to determine the reliability of the information obtained. To further improve student awareness of future job requirements, the SMILE competition was organised
Students Meet Industry for further Learning and Education or just SMILE As a direct consequence of the insights gained during the project, to disseminate the findings, and to link universities and student pursuits to industrial activities, the project initiated a student competition.
It involved eight pharmaceutical companies and was open for all pharmacy
students in Egypt to participate. The task set was to write a proposal in the fields of: 1) Sales and Marketing, 2) Quality Assurance and Quality Control, 3) Research and Development, and 4) Business Development Plan, like a section manager in the particular area. Nearly 50 entries were received involving over 90 students from 15 universities including Alexandria, Beni-Suef, El Minya, Ain Shams, German University in Cairo, Al Alhram Canadian, Misr International University , Alazhar, October 6th, Suez Canal, Misr for Science and Art, Misr University for Science and Technology, Cairo and Helwan Universities. Each proposal was judged by three independent referees from industrial companies and the best thirteen invited to give a presentation at a job-fair. Another 30 were also invited to present their proposals as a poster. The prizes to be won included a training trip to Germany sponsored by the DAAD, 12 training trips to Sharm-El-Sheih sponsored by Lilly Pharmaceutical Co and 10 training trips to Assiut sponsored by T3A, as well as over LE15.000,- in prize money, sponsored by the industrial companies. The job fair and presentation competition was inaugurated by Prof Rashad Abdel Latif, the Vice-President for Student affairs at Helwan University, and Prof Hatem El Bolok, the Vice President for environmental development and social service at Helwan University. They both expressed their support and wishes to make this an annual event.
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Helwan Medicinal Plants Garden Implementation of modern teaching methodologies in Egypt requires inventive teaching staff with problem solving abilities to cope with the large classroom settings. This can be improved, however, through the provision of suitable equipment too. Initial feedback from students suggested that they were happy with the changes they had experienced but that facilities were lacking, especially for practical sessions. As part of the project, the participating Egyptian Universities received Equipment worth over LE600.000, including beamers and computers, lab equipment and chemicals for the practical sessions, digital imaging microscopes (inaugurated by the National Tempus Office) and an automatic scanner to read multiple choice answer sheets (trialled at Cairo University). To further emphasise the need of applied and practical education, and upon requests by the students of Helwan University, the University President Prof. Dr. Abdelhai Ebaid provided the project with 2 fedan of land on which a medical plant garden and a nursery for specimens to be used in practical classes were established. Fundraising activities to maintain the garden are well underway, with support pledged by various donors. The garden was opened in March 2007 by the Vice President of Helwan University, Prof. Dr. Hatem El Bolok.
Dissemination of project activities During the three years, the project activities were disseminated on several occasions outside the project itself. These events were organised to raise awareness of the project activities with different stakeholders in the society. The start-up meeting in Egypt included an invitation to all interested parties, and was also published in a national newspaper.
It attracted more than 50 attendees representing five
different countries, including the Head of Syndicate of Pharmacists, Head of National Drug Control and Regulation Agency NODCAR, the Deans and several vice Deans of a number of public as well as private Egyptian universities. Representatives from the pharmaceutical industry, National TEMPUS Office, QAAP and the WHO were also present and gave insights and feedback on the proposed activities. A lecture for the students at the Faculty of Pharmacy of Bene Suef University, Egypt was held in October 2005 disseminating the results and encouraging discussion and feedback on the project.
A similar lecture for the Professors and postgraduate students at the Faculty of
Pharmacy of Ain Shams University was held in November 2005. These invitations were a direct result of a presentation at the inaugural meeting of the newly formed Natural Substances special interest group that was organised by the International Pharmaceutical Federation (FIP) during its
52
annual general meeting in Cairo in September 2005. The topic of the presentation was the recent developments and the prospects of phytopharmacy in Egypt. It introduced the aims of the project and the insights gained thus far to an international audience. In February 2006 the project was also invited to present its results at the Egyptian-German partnership day, held under the auspices of the Higher Education Minister of Egypt and the President of Helwan University. It was opened by the First Understate Secretary for Higher Education, the German Ambassador and the host, the president of Helwan University. The area of focus was how to promote and strengthen university industry linkages and cater for the needs of the labour market. In May 2006 the Pharmaceutical Export committee of the Federation of Egyptian Industries invited representatives of the DOPSE-TEMPUS project to disseminate information on the activities and achievements of the project, as well as to generate support for future activities. In June 2006, the pharmaceutical Company Medical Union Pharmaceuticals (MUP) invited the project members and professors for a tour of their facilities, as well as presentations on their R&D, QC, QA and marketing activities, with special emphasis on current developments and suggestions on areas for cooperation. Also in June 2006, the pharmaceutical sector steering committee at the Industrial Modernisation Centre - Egypt (IMC) invited members of the project to present the aims, activities and results achieved thus far. The following discussions concentrated on activities where cooperation is possible, and how these can be linked with activities of the IMC thereby ascertaining their sustainability. In January 2007, the project disseminated its activities to the members of the biochemistry society in their annual meeting and in June 2007, posters, handouts and information material on the project activities were distributed during the DAAD- TEMPUS day in Helwan University.
And finally, since one should not preach and not practice, in summary
What went well
The consortium achieved most of the set goals. A model curriculum was developed and 8 courses were restructured within the limits of the higher education and university systems. General and transferable skills were implemented and equipment was installed that supports more modern lecturing and teaching methods. A botanical garden was established to give students the opportunity to gain hands on experience and links to industry were forged, including several round table discussions on the current situation and needs in Egypt. The SMILE proposal writing competition and training sessions in several pharmaceutical companies were well supported.
53
o and why The main reason for the success of the project was the extraordinary enthusiasm of key individuals in the Egyptian partner institutions and the willingness of the participants to engage in new activities and to consider change.
What did not go so well
Only a proportion of students in the Egyptian universities, and a limited number of teaching staff, were aware of the project and actively participated. Changing the approach to teaching and learning was slower than hoped for by some of the participants and nearly led to some feeling of resignation. Not all ideas could be implemented due to lack of resources and funding, especially for equipment and salaries.
o And why With a target audience of more than 16,000 students and over 550 teaching staff, a project of this size needs to focus on key individuals and a limited number of target groups rather than to try to reach every individual. For members of these focus groups, it can appear that the other colleagues do not adapt as quickly as hoped for, but it is natural that large structures like faculties of pharmacy cannot be transformed over night. The setting of objectives and priorities is always a difficult task but always a good learning opportunity for students and staff alike, and resources are always and everywhere limited.
What would I do differently next time
Hopefully, every participant in the project has an individual answer to this question. Maybe an even stronger focus on teaching and learning methodologies earlier in the project would have been helpful but then again, that time was used for a needs assessment.
Conclusion In summary, the project pursued several objectives concurrently with the aim of contributing to educational reform in Egypt which is fundamental to the sustainable enhancement of international competitiveness and economic prosperity. The objectives included the development of a model ECTS compliant pharmacy curriculum that is linked to industry needs and stakeholder requirements. The insights gained and results obtained are outlined here and other parts of this publication. It is hoped that the description of the rationale underlying the project, and the processes through which it was realised, can explain why the curriculum
54
presented neither resembles the curricula taught in Egypt, nor the ones taught in the UK or Germany, but was tailored to the resources and conditions available and the specific challenges that are generally foreseen by Egyptian stakeholders in the field. The realisation that modern curricula are no longer content driven but require the development of skills, abilities, and attitudes, necessitated the training of the trainer scheme and the development of the pharmacognosy related courses in the Egyptian universities. However all activities had one target "a suitably qualified student".
As one very active consortia member put it in one of the many reports written: “We can only say that all work done is just the beginning and we hope for the reader to find in this an example to learn from and to continue the steps which were initiated by the project”.
55
References: i Strategic
Partnering Quarterly Newsletter (2003) 1(2), 6 (https://www.burrillandco.com/pdfs/partneringNewsletter_0903.pdf and http://akseli.tekes.fi/opencms/opencms/OhjelmaPortaali/ohjelmat/NeoBio/fi/Dokumenttiarkisto/Viestinta_ja _aktivointi/Seminaarit/BB/MikeUllman10282003.pdf); Nick Papadimitriou (2001) ISIS News No 11/12 (http://www.i-sis.org.uk/isisnews/i-sisnews11-22.php). ii Egyptian Competitiveness Report 2005/2006 and 2004/2005 of the Egyptian National Competitiveness Council (ENCC): iii Germain DP, Benistan K. (2007) Development of an orphan drug to treat a genetic disease: the paradigm of agalsidase beta, Presse Med. 36 Spec No 1:1S69-75. iv Kandil O (2004) The pharmaceutical industry in the Arab world: challenges, controversies, and future outlook Drug Discovery Today, 9 (13), 543-545 and Ghanem B (2002)Swallowing a Bitter Pill: The Egyptian Pharmaceutical Industry Prepares for Compliance with WTO Regulations, GAT (http://www.ahkmena.com/GAT_March/Egypt.pdf) v Alayash AI, D'Agnillo F, Buehler PW (2007) First-generation blood substitutes: what have we learned? Biochemical and physiological perspectives, Expert Opin Biol Ther. 7(5):665-75 and Leclerc C. (2007) New technologies for vaccine development, Med Sci (Paris) 23(4):386-90 vi Graul AI, Prous JR. (2007) Overcoming the challenges in the pharma/biotech industry, Drug News Perspect. 20(1):57-68; Maybeck V, Bains W. (2006) Small company mergers--good for whom? Nat Biotechnol. 24(11):1343-8. and Strategic Analysis of the World Combinatorial Chemistry Markets (2004) http://www.chemie.de/news/e/35785/?sort=3 vii Tedlock B. (2006) Indigenous heritage and biopiracy in the age of intellectual property rights, Explore (NY). 2(3):256-9, Tan G, Gyllenhaal C, Soejarto DD. (2006) Biodiversity as a source of anticancer drugs Curr Drug Targets, 7(3):265-77 viii; Kilama WL. (2005) Ethical perspective on malaria research for Africa, Acta Trop. 95(3):276-84; Stenton G, (2003) Biopiracy within the Pharmaceutical Industry: A Stark Illustration of just how Abusive, Manipulative and Perverse the Patenting Process can be towards Countries of the South Hertfordshire Law Journal, 1(2), 30-47 ix Vandana Shiva, The neem tree - a case history of biopiracy (http://www.twnside.org.sg/title/pir-ch.htm) http://en.wikipedia.org/wiki/Biopiracy x Tartaglia LA (2006) Complementary new approaches enable repositioning of failed drug candidates, Expert Opin Investig Drugs. 15(11):1295-8 xi Egypt’s Pharmaceutical Sector Survival and Development Strategy Report http://www.imc-egypt.org/en/studies/study11.asp xii http://www.who.int/medicines/publications/traditionalpolicy/en/index.html xiii Fu Jing (2005) Government backs TCM to improve rural care, China Daily (http://www.chinadaily.com.cn/english/doc/2005-02/01/content_413868.htm) xiv http://nccam.nih.gov/about/appropriations/ xv http://www.who.int/medicines/publications/traditionalpolicy/en/index.html xvi Report No: 23332-EGYT by the World Bank, 2002 (page 9) http://www.heep.edu.eg/download_center/pmu/HEEP%20-%20PAD.pdf xvii Dale, M B (200) Rote Learning in a Performance-based Pedagogy, Australian Journal of Adult Learning, 41(3), 359-73 xviii http www.heep.edu.eg xix Mauch W (2004) World Trends in Adult Education Research, UNESCO Institute for Education Hamburg, Germany (http://www.unesco.org/education/uie/publications/e_pub.shtml); Quamina-Ajyejina L (2000) Educational Quality and the Impact of interventions in Education in the Carabean 1990 – 1999, UNESCO Report 2000 http://unesdoc.unesco.org/images/0013/001363/136398e.pdf xx Phillips G (2005) The Pharmaceutical Journal 275, Supplement (October) http://www.pjonline.com/Editorial/supplement/2005_fip/congress/f32.html
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Part 2
The Model Curriculum Structure
B.Sc. in Pharmaceutical Sciences & Biotechnology
300 ECTS Points
University Requirements 52 ECTS
Specialization Requirements 248 ECTS
or 34 CH
or 147 CH
Semester 1 2 3 4 5 6 7 8 9 10 10 Semesters
CP 30 30 30 30 30 30 30 30 30 30 300 CP
57
Curriculum of Faculty of Drug Manufacturing & Biotechnology Seme ster
Course
1st Year: Introduction to Drug Sciences 1 General Biology I (Lab) General Chemistry (Lab) Introduction to Pharmacy Practice Mathematics and Biostatistics for Pharmacy English Language: Approaches to Report Writing Culture, Art & Music (1) Total 2
Course Number
4 4 2 3 3
8 8 4 4 4
158 158 86 72 72
36 36 18 36 36
12 12 6 -
24 24 -
ART 101
1 17
2 30
26 572
162
30
24 72
PH 111/1 PH 112/2 PH 113/4
3 4 3
5 7 6
102 128 122
24 36 24
4 6 12
20 30 12
PH 114/5 COMP 101 ART 102
3 3 1 17
6 4 2 30
112 72 26 562
24 36 144
22
24 24 110
PH 201/1 PH 202/2 PH 203/2 PH 204/3 PH 205/4 SCI 101 ART 201
3 3 3 2 3 3 1 18
5 5 5 4 5 4 2 30
102 102 90 86 102 72 26 580
24 24 24 24 24 36 156
4 4 6 4 18
20 20 30 20 24 114
Pharmacognosy II (Lab) Analytical Chemistry II and Instrumental Analysis (Lab) Biochemistry I (Lab) Integrated Pharmacology I (Lab) (Cardiovascular, Renal, GIT, Endocrine)
PH 211/1 PH 212/2
3 3
5 5
102 102
24 24
4 4
20 20
PH 213/3 PH 214/3
4 4
7 7
138 138
36 36
12 6
24 30
Integrated Pharmacology II (Lab) (CNS) Culture, Art & Music (4)
PH 215/3
3
4
72
24
12
12
ART 202
1 18
2 30
26 578
144
38
24 142
General Biology II (Lab) Organic Chemistry I (Lab) Physical Pharmacy & Pharmaceutical Calculations (Lab) Human Anatomy & Histology (Lab) Computer & Software Applications Culture, Art & Music (2)
2nd Year: Basic Drug Sciences Pharmacognosy I (Lab) Analytical Chemistry I (Lab) Organic Chemistry II (Lab) Basic Pharmacology Pharmaceutics I & Pharmacy Practice (Lab) Scientific Thinking Culture, Art & Music (3)
Total 4
Total
St- Th/ Tu/ Pr/ AsSe Se Se Pr/Se
PH 101/1 PH 102/2 PH 103/3 MATH 101 ENG 101
Total
3
CH CP
Length: 5 years = 10 semesters study Course Number: PH 301/1 denotes Pharmacy, 3rd year, course (1), organized by depart. (1) Departments: Pharmacognosy/microbiology, Chemistry, Biochemistry/Pharmacology, Pharmaceutics/Drug Technology, Pharmacy Practice CH= Credit hour (American system), CP= Credit Point (ECTS), St= Private study, As=Assignments, Pr=Projects, Th=Theoreticals, Tu=Tutorials, Pr=Practicals, Se=Semester. A semester is calculated as 12 weeks on average.
58
Seme ster
5
Course
3rd Year: Biology and Chemistry of Drug Action Phytochemistry I (Lab) Pharmaceutical Chemistry I (Lab) Immunopharmacology (Lab) (Respiratory, musculoskeletal, bones, skin) Biochemistry II Arabic Language: Arabic Literature Culture, Art & Music (5)
Course Number
Phytochemistry II (Lab) General & Medical Microbiology (Lab) Anti-Infective and Antineoplastic Agents (Lab) Pharmaceutical Chemistry II (Lab) Pharmaceutics II & Pharmacy Practice (Lab) Culture, Art & Music (6)
3 4 3
5 7 6
92 128 114
24 36 24
4 6 8
30 30 16
PH 304/3 ARAB 101 ART 301
3 3 1 17
6 4 2 30
129 72 26 571
30 36 150
6 24
24 100
PH 311/1 PH 312/1 PH 313/3
3 4 3
5 7 5
92 138 102
24 36 24
4 6 4
30 30 20
PH 314/2 PH 315/4
4 3
6 5
120 102
36 24
4 4
20 20
ART 302
1 18
2 30
26 580
144
22
24 144
PH 401/1
4
6
120
36
12
12
PH 402/3 PH 403/3 PH 404/4
4 1 3
6 3 5
120 51 102
36 24
8 4
16 24 20
PH 405/5
4
6
120
36
4
20
ART401 ART412
1 1 18
2 2 30
26 26 565
132
28
24 24 140
PH 411/1 PH 412/3 PH 413/4 PH 414/4
2 3 2 3
4 5 4 5
86 102 86 102
20 24 18 24
4 4 6 16
20 8
PH 415/5
4
6
120
36
4
20
Total
7
4th Year: Clinical Applications Pharmaceutical Microbiology, Biotechnology, and Bioinformatics (Lab) Clinical Biochemistry & Genetics (Lab) First Aid Pharmaceutics III & Pharmacy Practice (Lab) Clinical Pharmacy and Applied Therapeutics I (Lab) Culture, Art & Music (7) Culture, Art & Music (8)
Total 8
Herbal Medicine Toxicology and Forensics (Lab) Advanced Dosage Forms (Lab) Bioavailability, Bioequivalence and Pharmacokinetics Clinical Pharmacy and Applied Therapeutics II (Lab) Global Issues & Problems Culture, Art & Music (9)
Total Sum Total in 4 years
St- Th/ Tu/ Pr/ AsSe Se Se Pr/Se
PH 301/1 PH 302/2 PH 303/3
Total 6
CH CP
SOC 101 ART402
3 4 72 36 1 2 26 24 18 30 594 158 34 72 141 240 4602 119 216 894 0
CH= Credit hour (American system), CP= Credit Point (ECTS), St= Private study, As=Assignments, Pr=Projects, Th=Theoreticals, Tu=Tutorials, Pr=Practicals, Se=Semester. A semester is calculated as 12 weeks on average.
59
Seme ster
Course
Course Number
CH CP
St- Th/ Tu/ Pr/ AsSe Se Se Pr/Se
5th Year: Pharmacy Orientation 9 Practical Service (in One Area of Emphasis) One Free Elective (From Any Area of Emphasis) (Lab) Culture, Art & Music (10)
PH 500
7
8
60
-
-
180
-
3
5
102
24
4
20
ART 413
1
2
26
-
-
24
SELECT ONE AREA OF EMPHASIS Area Phytopharmacy 1 From herbal drugs to phytomedicines (Lab) Analysis of natural products (Lab) Plant biotechnology (Lab) Area Biotechnology 2 Advanced Molecular biology (Lab) Biotechnological Drug Design and Production (Lab) Advanced Bioinformatics (Lab) Area Industrial Pharmacy & Drug Design 3 Pharmaceutical Technology I & GMP (Lab) Cosmetics I (Lab) Advanced Drug Discovery and Design (Lab) Area Pharmaceutical Care & Marketing 4 Hospital Pharmacy (Lab) Marketing skills & Pharmacoeconomics (Lab) Clinical Pharmacology (Lab) Total
PH 501/1 PH 502/1 PH 503/1
3 3 3
5 5 5
102 102 102
24 24 24
4 4 4
20 20 20
PH 511/1 PH 512/1
3 3
5 5
102 102
24 24
4 4
20 20
PH 513/1
3
5
102
24
4
20
PH 521/4 PH 522/4 PH 523/2
3 3 3
5 5 5
102 102 102
24 24 24
4 4 4
20 20 20
PH 531/5 PH 532/5
3 3
5 5
102 102
24 24
4 4
20 20
PH 533/5
3
5
102
24
4
20
20
30
494
96
16
284
60
Seme ster 10
Course
Area Biotechnology 2 Industrial Microbiology and Microbiological Quality Control Ethical and Environmental Aspects of Biotechnology
St- Th/ Tu/ Pr/ AsSe Se Se Pr/Se 27 36 36
9 -
108 144 -
PH 551/1 PH 552/1
2 2
4 4
76 76
20 20
4 4
-
PH 561/1
2
4
76
20
4
-
PH 562/1
2
4
76
20
4
-
PH 571/4 PH 572/4
2 2
4 4
76 76
20 20
4 4
-
PH 581/5 PH 582/5
2 2
4 4
76 76
20 20
4 4
-
Industrial Pharmacy & Drug Design Pharmaceutical Technology II & GMP Cosmetics II
Area 4
CH CP
Thesis (in One Area of Emphasis) PH 540 3 5 42 Practical Service in a Community Pharmacy PH 541 4 5 Advanced Professional Studies PH 542/5 3 4 84 Arab Society and Culture ANTH 101 3 4 72 Cultural Anthropology ANTH 102 3 4 72 CONTINUE ON THE AREA OF EMPHASIS IN SEMESTER 9
Area Phytopharmacy 1 Complementary & Alternative Medicine Nutrition
Area 3
Course Number
Pharmaceutical Care & Marketing Pharmaceutical Policy Drug Information & Evidence Based Medicine
Total Sum Total in 5 years
20 30 422 139 17 252 181 300 5518 142 249 143 5 0
5 years requirements 300 credit points (CP, ECTS). 1 CP = 25-30 hr work or 181 credit hours (CH, American). 1 CH = 1 hr Theoretical/tutorial or 2-3 hr practical Total contact hrs / 5 years = 1425 theoretical + 249 tutorial +1430 practical Length: 5 years = 10 semesters study Course Number: PH 301/1 denotes Pharmacy, 3rd year, course (1), organized by depart. (1) Departments: Pharmacognosy/microbiology, Chemistry, Biochemistry/Pharmacology, Pharmaceutics/Drug Technology, Pharmacy Practice CH= Credit hour (American system), CP= Credit Point (ECTS), St= Private study, As=Assignments, Pr=Projects, Th=Theoreticals, Tu=Tutorials, Pr=Practicals, Se=Semester. A semester is calculated as 12 weeks on average.
61
Learning Lines Overview Index of Courses (Total = 57 courses) Pharmaceutical Biology (Pharmacognosy/microbiology) line: General Biology I General Biology II Pharmacognosy I Pharmacognosy II Phytochemistry I Phytochemistry II Herbal Medicine General & Medical Microbiology Microbiology II, Biotechnology, and Bioinformatics Electives in Phytopharmacy From Herbal Drugs to Phytomedicines Analysis of Natural Products Plant Biotechnology Complementary & Alternative Medicine Nutrition Electives in Biotechnology Advanced Molecular Biology Biotechnological Drug Design and Production Advanced Bioinformatics Industrial Microbiology and Microbiological Quality Control Ethical and Environmental Aspects of Biotechnology Chemistry line: General Chemistry Organic Chemistry I Organic Chemistry II Analytical Chemistry I Analytical Chemistry II & Instrumental Analysis Pharmaceutical Chemistry I Pharmaceutical Chemistry II Electives in Chemistry Advanced Drug Discovery and Design
62
Biochemistry/Pharmacology line: Biochemistry and Basic Nutrition Biochemistry II Clinical Biochemistry & Genetics Human Anatomy & Histology Basic Pharmacology Integrated Pharmacology I Integrated Pharmacology II Immunopharmacology Anti-Infective and Antineoplastic Agents Toxicology and Forensics First Aid Pharmaceutics/Drug Technology line: Physical Pharmacy & Pharmaceutical Calculations Pharmaceutics I & Pharmacy Practice Pharmaceutics II & Pharmacy Practice Pharmaceutics III & Pharmacy Practice Advanced Dosage Forms Bioavailability, Bioequivalence and Pharmacokinetics Electives in Industrial Pharmacy Pharmaceutical Technology I & GMP Cosmetics I Cosmetics II Pharmaceutical Technology II & GMP Pharmacy Practice line: Introduction to Pharmacy Practice Clinical Pharmacy and Applied Therapeutics I Clinical Pharmacy and Applied Therapeutics II Advanced Professional Studies Electives in Pharmaceutical Care & Marketing Hospital Pharmacy Marketing skills & Pharmacoeconomics Clinical Pharmacology Pharmaceutical Policy Drug Information & Evidence Based Medicine
63
Pharmaceutical Biology (Pharmacognosy / microbiology) courses:
64
General Biology I Basic Information Title: General Biology I Code: PH 101/1 Credit Hours: 4/week Lecture: 12 lectures Tutorial: 4 tutorials Practicals: 8 labs Total: ECTS:
3 hrs/week 3 hrs/week 3 hrs/week 8 points
36 hrs total 12 hrs total 24 hrs total
Department offering the course: Pharmacognosy/Microbiology Academic year: 1st Semester: 1 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: --Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Essential Cell Biology, B Alberts et al., 2004, Garland Science. Biology of Humans, J Goodenough, 2004, Pearson Education. Essentials of genetics, WS Klug, 2006, Pearson Education. Trease and Evans Pharmacognosy, WB Saunders Molecular Biology of the Cell, B. Alberts et al., 1989, Garland Science. . Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enables her/ him to gain essential human and plant cell biology knowledge necessary for developing subsequent specialized courses in biochemistry, histology, physiology, pharmacology, and pharmacognosy courses. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- demonstrate and discuss several principles with regard unity and diversity of cells, cell organelles structure and function , membrane transport, types of cell communication and signalling , basic knowledge of cell cycle, inheritance, and programmed cell death , integrated understanding of plant cytology, morphology, anatomy, systematics and taxonomy. b- Intellectual Skills b1- link the essential cell biology knowledge with other sciences. b2- create adequate cell biology knowledge for understanding mechanisms of action of drugs.
65
c- Professional and Practical Skills c1- perform some cell biology techniques. c2- dissect and examine plant tissues. d- General and Transferable Skills d1- Critical thinking d2- Problem solving d3- Team work d5- Independent learning 3- Contents Description of content: Theoretical & Tutorials
Estimated no of hours
Unity and diversity of cells
2
How cells are studied, cell separation, and culture
2
Cell organelles structure and function Membrane transport Types of cell communication and signaling
2 2 4
basic knowledge of cell cycle, and programmed cell death
4
Genetics, meiosis, and the molecular basis of heredity
8
Integrated understanding of plant cytology, morphology, anatomy, systematics and taxonomy
12 Total 36
Activities: assignment; projects; quizzes Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 8 points= 200 – 240 Hrs Theoretical 36 Tutorials 12 Practicals 24 Assignments and projects Total
+ 90 (Revision) hrs + 12 (Revisions) hrs + 24 (Revisions) hrs + 32 hrs
126 hrs Total 24 hrs Total 48 hrs Total 32 hrs Total 230 hrs
66
4– Teaching and Learning Methods
Lectures Tutorials Practical sessions Assignments Projects
5- Student Assessment Methods
Written exams to assess knowledge and understanding, transferable and intellectual skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Practical Projects & course work
50% 20% 30%
67
General Biology II Basic Information Title: General Biology II Code: PH 111/1 Credit Hours: 3/week Lecture: 12 lectures Tutorial: 2 tutorials Practicals: 10 labs Total: ECTS:
2 hrs/week 2 hrs/week 2 hrs/week 5 points
24 hrs total 4 hrs total 20 hrs total
Department offering the course: Pharmacognosy/Microbiology Academic year: 1st Semester: 2 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: --Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Trease and Evans Pharmacognosy, WB Saunders Molecular Biology of the Cell, B. Alberts et al., 1989, Garland Science. Plant Biochemistry and Molecular Biology, P. Lea, 1999, 2nd ed., Wiley Press. Plant Biochemistry, Hans-Walter Heldt, 2004, Academic Press. Plant Physiology, L. Taiz, 2002, Sinauer Associates. Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enables her/ him to describe the basics of plant biochemistry, physiology and development. 2 – Intended Learning Outcomes of Course (ILOs): b- Knowledge and Understanding: a1- demonstrate and discuss several principles with regard to plant growth, development, biochemistry, physiology, and secondary metabolites. b- Intellectual Skills b1- link the essential cell biology knowledge with other sciences. b2- create adequate plant biology knowledge for understanding pharmacognosy and phytochemistry. c- Professional and Practical Skills c1- perform and design some plant biochemistry, physiology, and development experiments. d- General and Transferable Skills d1- Critical thinking d2- Problem solving d3- Team work d5- Independent learning 68
3- Contents Description of content:
Basics of plant biochemistry, physiology and development Interactions between plants and their environment Plant natural products and secondary metabolism
Theoretical & Tutorials
Estimated no of hours
Plant Biochemistry (metabolic pathways in leaf, photosynthesis and ATP formation, nitrate and sulphur assimilation, N2 fixation, glycerolipids
4
are membrane constituents and function as carbon stores, cell cycle regulation) Plant physiology
4
Plant secondary metabolites
4
Growth and development of plant organs Plant genomes Protein biosynthesis at different sites of a cell
4 2 2
Plant-environment interactions
2
Gene technology and alteration of plants to meet requirements of Agriculture, 2 Nutrition and Industry Total 24
Activities: assignment; projects; quizzes Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 5 points= 125 – 150 Hrs Theoretical 24 Tutorials 4 Practicals 20 Assignments and projects Total
+ 48 (Revision) hrs + 4 (Revisions) hrs + 20 (Revisions) hrs + 30 hrs
72 hrs Total 8 hrs Total 40 hrs Total 30 hrs Total 150 hrs
4– Teaching and Learning Methods
Lectures Tutorials Practical sessions Assignments Projects
69
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Practical Projects & course work
50% 20% 30%
70
Pharmacognosy I Basic Information Title: Pharmacognosy I Code: PH 201/1 Credit Hours: 3/week Lecture: 12 lectures Tutorial: 2 tutorials Practical: 10 labs Total: ECTS:
2 hrs/week 2 hrs/week 2 hrs/week 5 points
24 hrs total 4 hrs total 20 hrs total
Department offering the course: Pharmacognosy/microbiology Academic year: 2nd Semester: 3 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: General Biology I & II Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Trease & Evans' Pharmacognosy, 15th edition, An introduction to plant biology, Fundamentals of pharmacognosy and phytotherapy, Encyclopaedia of herbs and their uses, The complete guide to herbal medicine, The healing power of herbs, The ABC clinical guide to herbs, British and Egyptian Pharmacopeia Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enable her/ him to recognize and identify leave, flower, bark, wood, and seed drugs in entire and powdered forms. They also should recognize the principles of quality control of these drugs including microbiological and other contaminations. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- recognise different key elements of leaves, flowers, barks, wood, and seeds. a2- demonstrate the morphological and histological characters of drugs composed of leaves, flowers, barks, woods, and seeds their active constituents, medicinal uses, and chemical tests. a3- explain concepts of quality control of herbal drugs including microbiological and other contaminations.
71
a- Intellectual Skills b1- differentiate between genuine and adulterated drugs made of leaves, flowers, wood, bark, or seeds. b2- transfer intellectual knowledge into practical application by identifying a real unknown powder plant at the lab. b3- plan and conduct a research task.
b- Professional and Practical Skills c1- be able to use microscope and chemical tests to identify drugs of leaves, flowers, bark, wood, and seeds origin c2- describe different morphological and histological features of leaves, flowers, bark, wood, and seeds either in entire or powder form. c- General and Transferable Skills d1- independent learning; d2- team working; d3- presentation skills; d4- basic IT literacy.
3- Contents Description of content: Medicinal leaves & their derived drugs Introduction, classification, morphology, histology, monographs, powder identification, adulteration, chemical tests, active constituents, uses, and pharmaceutical preparations of major leaf- forming drugs e.g. Senna, Belladonna, Digitalis, and Henna. Medicinal flowers & their derived drugs Introduction, classification, morphology, histology, monographs, powder identification, adulteration, chemical tests, active constituents, uses, and pharmaceutical preparations of major flower- forming drugs e.g. Clove, Pyrethrum, Chamomile, and Calendula. Medicinal barks and woods & their derived drugs Introduction, classification, morphology, histology, monographs, powder identification, adulteration, chemical tests, active constituents, uses, and pharmaceutical preparations of major bark- and wood- forming drugs e.g. Cinchona, Cinnamon, Cassia, and, Pomegranate. Quassia, Guiacum, yellow Sandal, and pine wood. Medicinal seeds & their derived drugs Introduction, classification, morphology, histology, monographs, powder identification, adulteration, chemical tests, active constituents, uses, and pharmaceutical preparations of major seed- forming drugs e.g. Cardamom, Nigella, Fenugreek, and Psylium.
72
Theoretical
Estimated no of hours
General principles of botany; morphology and systematics
1
Medicinal plants families
1
Medicinal leaves & their derived drugs
6
Medicinal flowers & their derived drugs
6
Medicinal barks and woods & their derived drugs
4
Medicinal seeds & their derived drugs
6 Total 24
Activities: assignment; projects; quizzes Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 5 points= 125 – 150 Hrs Theoretical 24 Practical: 20 Tutorials 4 Assignments and projects Total
+ 48 (Revision) hrs + 20 (Revision) hrs + 4 (Revisions) hrs + 30 hrs
72 hrs Total 40 hrs Total 8 hrs total 30 hrs Total 150 hrs
4– Teaching and Learning Methods
Lectures. Practical sessions. Tutorials Assignments Projects
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Oral Practical Projects & course work
50% 15% 20% 15% 73
Pharmacognosy II Basic Information Title: Pharmacognosy II Code: PH 211/1 Credit Hours: 3/week Lecture: 12 lectures Tutorial: 2 tutorials Practical: 10 labs Total: ECTS:
2 hrs/week 2 hrs/week 2 hrs/week 5 points
24 hrs total 4 hrs total 20 hrs total
Department offering the course: Pharmacognosy/microbiology Academic year: 2nd Semester: 4 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: General Biology I & II. Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Trease & Evans' Pharmacognosy, 15th edition, An introduction to plant biology, Fundamentals of pharmacognosy and phytotherapy, Encyclopaedia of herbs and their uses, The complete guide to herbal medicine, The healing power of herbs, The ABC clinical guide to herbs, British and Egyptian Pharmacopeia Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enable her/ him to recognize and identify fruits, herbs, subterranean organs, drugs derived from animal origin, and unorganized drugs in entire and powdered forms. They also should recognize the principles of quality control of these drugs including microbiological and other contaminations. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- recognise different key elements of fruits, herbs, subterranean organs, drugs derived from animal origin, and unorganized drugs. a2- demonstrate the morphological and histological characters of drugs composed of fruits, herbs, subterranean organs, animal origin, and unorganized drugs, their active constituents, medicinal uses, and chemical tests. a3- explain concepts of quality control of herbal drugs including microbiological and other contaminations.
74
b- Intellectual Skills b1- differentiate between genuine and adulterated drugs made of fruits, herbs, subterranean organs, drugs derived from animal origin, and unorganized drugs b2- transfer intellectual knowledge into practical application by identifying a real unknown powder plant at the lab. b3- plan and conduct a research task. c- Professional and Practical Skills c1- be able to use microscope and chemical tests to identify drugs of fruits, herbs, subterranean organs, drugs derived from animal origin, and unorganized drugs. c2- describe different morphological and histological features of fruits, herbs, subterranean organs, drugs derived from animal origin, and unorganized drugs either in entire or powder form. d- General and Transferable Skills d1- independent learning; d2- team working; d3- presentation skills; d4- basic IT literacy.
3- Contents Description of content: Medicinal fruits & their derived drugs Introduction, classification, morphology, histology, monographs, powder identification, adulteration, chemical tests, active constituents, uses, and pharmaceutical preparations of major fruit-forming drugs e.g. Anise, Ammi Visnaga, Capsicum, and Cratagus. Medicinal herbs & their derived drugs Introduction, classification, morphology, histology, monographs, powder identification, adulteration, chemical tests, active constituents, uses, and pharmaceutical preparations of major herb-forming drugs e.g. Mentha, Thyme, Lobelia, and Ergot. Medicinal subterranean organs & their derived drugs Introduction, classification, morphology, histology, monographs, powder identification, adulteration, chemical tests, active constituents, uses, and pharmaceutical preparations of major subterranean organs-forming drugs e.g. Squill, Rhubarb, Ginger, and Liquorice. Natural products derived from animals & marine products Introduction, classification, identification, monographs, adulteration, chemical tests, active constituents, uses, and pharmaceutical preparations of major animal & marine-derived drugs e.g. Cod liver oil, Gelatine, Heparin, Insulin.
75
Unorganized organs & their derived drugs Introduction, classification, identification, monographs, adulteration, chemical tests, active constituents, uses, and pharmaceutical preparations of major unorganized organs e.g. Colophony, Myrrh, Asafoetida, and Aloe.
Theoretical
Estimated no of hours
Medicinal fruits & their derived drugs
6
Medicinal herbs & their derived drugs
6
Medicinal subterranean organs & their derived drugs
6
Natural products derived from animals & marine products
4
Unorganized organs & their derived drugs
2 Total 24
Activities: assignment; projects; quizzes . Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 5 points= 125 – 150 Hrs Theoretical 24 Practical: 20 Tutorials 4 Assignments and projects Total
+ 48 (Revision) hrs + 20 (Revision) hrs + 4 (Revisions) hrs + 30 hrs
72 hrs Total 40 hrs Total 8 hrs total 30 hrs Total 150 hrs
4– Teaching and Learning Methods
Lectures. Practical sessions. Tutorials Assignments Projects
76
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Oral Practical Projects & course work
50% 15% 20% 15%
77
Phytochemistry I Basic Information Title: Phytochemistry I Code: PH 301/1 Credit Hours: 3/week Lecture: 12 lectures Tutorial: 2 tutorials Practical: 10 labs Total: ECTS:
2 hrs/week 2 hrs/week 3 hrs/week 5 points
24 hrs total 4 hrs total 30 hrs total
Department offering the course: Pharmacognosy/microbiology Academic year: 3rd Semester: 5 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: Pharmacognosy I & II, Organic Chemistry I & II, Analytical Chemistry I & II Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Balbaa, S.I., Hilal, S.H. and Zaki A.Y.: Medicinal Plant Constituents, 2nd ed. Central agency for university and schoolbooks, Cairo, Egypt 1978. Bruneton, J.: Pharmacognosy, Phytochemistry and Medicinal Plants, 2nd ed., translated by Halton, C.K., TEC and DOC Editors, Intercepted Ltd, London, New York, 1999. Connoly, Z.D. and Hill, R.A.: Dictionary of Terpenoids Vols 1-3.Chapman and Hall, London 1991. Dewick, P.M.: Medicinal Natural Products, A biosynthetic approach, 2nd ed., John Wiley and Sons, Ltd, 2000 Dey, P.M. and Harborne, I.B., eds.: Methods in Plant Biochemistry, Vol. 7: Terpenoids Academic Press Inc., San Diego, 1991. Guenther, E.: The Essential Oils, Vols 1-6, Van Nostrand, LTD. N. Y., 1948-1952. The Merck Index, An Encyclopedia of chemicals, Drugs and Biologicals, 11th ed., Merck and Co., Inc., Rahway, N.I., USA, 1989. Ruzicka, L.: Perspectives of the Biosynthesis and Chemistry of the Terpenes; Pure and Appl. Chem. 6, 493-523, 1963. Teranishi, R., Buttery, R.G, Sigisawa, H., eds: Bioactive Volatile Compounds from Plants, American Chemical Society, Washington, DC, 1993.
78
Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enables her/ him to understand; describe and deal with the chemistry of the biologically active natural products of plant or animal origin.
2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- the biogenetical origin of secondary metabolites. a2- the general methods of isolation and characterization of different types of plant constituents. a3- the distribution, chemical structure, physio-chemical properties, methods of isolation and identification and therapeutic uses of volatile oils, resin and resin combinations, miscellaneous isoprenoids, bitters and carbohydrates. b- Intellectual Skills
0
b1- categorize the different types of secondary metabolites. b2- predict therapeutic and toxic effects based on the chemical structure of the constituents. b3- propose structure modification that yield to the production of more effective and less toxic products. b4- predict the use of natural products for the production of synthetic analogues with similar or more potent physiological activity. b5- predict suitable methods for extraction; isolation of different compounds.
c- Professional and Practical Skills c1- have basic methods for extraction, isolation; purification and identification of natural compounds c2- quantitative analysis of natural compounds d- General and Transferable Skills d1- Critical thinking d2- Problem solving d3- Integration of different fields of knowledge d4- Team work d5- Independent learning
79
3- Contents Description of content: Introduction of phytochemistry and plant constituents Extraction of plant constituents Isolation, Characterization and quantitative evaluation of plant constituents Chromatographic techniques and their applications in Natural Products analysis Introduction & Classification of chromatographic techniques, adsorption chromatography, partition chromatography, thin layer chromatography, gel filtration, gas chromatography, HPLC, affinity chromatography. Volatile oils Introduction, physical properties, methods of preparation, storage, quality control, and chemistry of volatile oils constituents including hydrocarbons, alcohols, phenols, aldehyde, ketone, ester., oxides, peroxides, organo-nitrogen and -sulphur compounds. Carbohydrates Introduction, monosaccharides, disaccharides, trisaccharides, tetrasaccharides, homopolysaccharides, heteropolysaccharides, biologically active carbohydrates, and Sweeteners. Resins and resin combinations
Miscellaneous isoprenoids and Bitters Theoretical
Estimated no of hours
Introduction of phytochemistry and plant constituents, 2 extraction of plant constituents, isolation, characterization and quantitative evaluation of plant constituents Chromatography 6 Secondary plant Metabolites: Volatile oils
6
Resin and resin combinations
2
Carbohydrates
6
Miscellaneous isoprenoids and Bitters
2 Total 24
Activities: assignment; projects; quizzes .
80
Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 5 points= 125 – 150 Hrs Theoretical 24 Practical: 30 Tutorials 4 Assignments and projects Total
+ 48 (Revision) hrs + 15 (Revision) hrs + 4 (Revisions) hrs + 25 hrs
72 hrs Total 45 hrs Total 8 hrs Total 25 hrs Total 150 hrs
81
4– Teaching and Learning Methods
Lectures Practical sessions Tutorials Assignments Projects
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Oral Practical Projects & course work
50% 15% 20% 15%
82
Phytochemistry II Basic Information Title: Phytochemistry II Code: PH 311/1 Credit Hours: 3/week Lecture: 12 lectures Tutorial: 2 tutorials Practical: 10 labs Total: ECTS:
2 hrs/week 2 hrs/week 3 hrs/week 5 points
24 hrs total 4 hrs total 30 hrs total
Department offering the course: Pharmacognosy/microbiology Academic year: 3rd Semester: 6 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: Pharmacognosy I & II, Organic Chemistry I & II, Analytical Chemistry I & II, phytochemistry I Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Balbaa, S.I., Hilal, S.H. and Zaki A.Y.: Medicinal Plant Constituents, 2nd ed. Central agency for university and schoolbooks, Cairo, Egypt 1978. Bruneton, J.: Pharmacognosy, Phytochemistry and Medicinal Plants, 2nd ed., translated by Halton, C.K., TEC and DOC Editors, Intercepted Ltd, London, New York, 1999. Connoly, Z.D. and Hill, R.A.: Dictionary of Terpenoids Vols 1-3.Chapman and Hall, London 1991. Dewick, P.M.: Medicinal Natural Products, A biosynthetic approach, 2nd ed., John Wiley and Sons, Ltd, 2000 Dey, P.M. and Harborne, I.B., eds.: Methods in Plant Biochemistry, Vol. 7: Terpenoids Academic Press Inc., San Diego, 1991. Guenther, E.: The Essential Oils, Vols 1-6, Van Nostrand, LTD. N. Y., 1948-1952. The Merck Index, An Encyclopedia of chemicals, Drugs and Biologicals, 11th ed., Merck and Co., Inc., Rahway, N.I., USA, 1989. Ruzicka, L.: Perspectives of he Biosynthesis and Chemistry of the Terpenes; Pure and Appl. Chem. 6, 493-523, 1963. Teranishi, R., Buttery, R.G, Sigisawa, H., eds: Bioactive Volatile Compounds from Plants, American Chemical Society, Washington, DC, 1993.
83
Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enables her/ him to understand; describe and deal with the chemistry of the biologically active natural products of plant or animal origin. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- the biogenetical origin of secondary metabolites. a2- the general methods of isolation and characterization of different types of plant constituents. a3- the distribution, chemical structure, physio-chemical properties, methods of isolation and identification and therapeutic uses of alkaloids, glycosides, and tannins. b- Intellectual Skills
1
b1- categorize the different types of secondary metabolites. b2- predict therapeutic and toxic effects based on the chemical structure of the constituents. b3- propose structure modification that yield to the production of more effective and less toxic products. b4- predict the use of natural products for the production of synthetic analogues with similar or more potent physiological activity. b5- predict suitable methods for extraction; isolation of different compounds.
2 c- Professional and Practical Skills c1- have basic methods for extraction, isolation; purification and identification of natural compounds c2- quantitative analysis of natural compounds d- General and Transferable Skills d1- Critical thinking d2- Problem solving d3- Integration of different fields of knowledge d4- Team work d5- Independent learning
84
3- Contents Description of content: Alkaloids Introduction, Isolation, characterization and quantitative evaluation, alkaloids with exocyclic nitrogen and of the pyridine group, alkaloids of the pyridine and topane groups, alkaloids of the quinoline and isoquinoline groups, alkaloids of the quinoline and isoquinoline groups, alkaloids the indole group , alkaloids of the carboline, imidazole and purine groups, and steroidal and diterpene alkaloids. Glycosides Introduction, simple phenolic & anthracene glycosides, flavonoid & coumarin Glycosides, cardiac & saponin Glycosides, cyanogenic glycosides & glucosinolates. Tannins Basic understanding of the role of natural products in drug discovery
Theoretical
Estimated no of hours
Alkaloids
11
Glycosides
9
Tannins
2
Basic understanding of the role of natural products in drug 2 discovery Total 24
Activities: assignment; projects; quizzes . Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 5 points= 125 – 150 Hrs Theoretical 24 Practical: 30 Tutorials 4 Assignments and projects Total
+ 48 (Revision) hrs + 15 (Revision) hrs + 4 (Revisions) hrs + 25 hrs
72 hrs Total 45 hrs Total 8 hrs total 25 hrs Total 150 hrs
85
4– Teaching and Learning Methods
Lectures. Practical sessions. Tutorials Assignments Projects
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills.
% of evaluation: Written Oral Practical Projects & course work
50% 15% 20% 15%
86
Herbal Medicine Basic Information Title: Herbal Medicine Code: PH 411/1 Credit Hours: 2/week Lecture: 10 lectures Tutorial: 2 tutorials Total: ECTS:
2 hrs/week 2 hrs/week 4 points
20 hrs total 4 hrs total
Department offering the course: Pharmacognosy/microbiology Academic year: 4th Semester: 8 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: Pharmacognosy I and II, phytochemistry I and II Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Heinrich M., Barnes J., Gibbons S. and Williamson E.M. "Fundamentals of Pharmacognosy and Phytotherapy" London UK, Toronto (2004). Robbers, J.E. and Tyler, V.E. "Tyler's Herbs of Choice. The Therapeutic Use of Phytomedicine" Haworth Herbal Press, Haworth Press, Inc., N.Y. (1999) Pizzorno Jr, K.E., Murray, M.T. "Text book of Natural Medicine" vol. I & II, Churchill Livingstone, London, New York, Philadelphia, Sidney, Toronto (1999). Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enables her/ him to understand; describe and deal with herbal remedies for major diseases. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- be familiar with the history of herbal medicine a2- understand the concepts of natural products manufacture a3- understand the mechanism of action of herbal drugs on human systems a4- Identify risks associated with use of herbal drugs a5- Detailed understanding of preparation and formulation of phytopharmaceuticals a6- Detailed understanding of the needs and requirements for quality control and standardization of herbal drugs.
87
b- Intellectual Skills b1- design a herbal approach for prevention and/or treatment of certain pathological conditions b2- predict herb- drug interactions based on mechanism of action b3- design a pharmaceutical care plan for a person who wishes to use herbal preparations or nutritional supplements for a specific health problem c- Professional and Practical Skills c1- act as information specialist to the public and other members of the health care team on proper use of herbal medicine c2- help the public to select useful and safe herbal products d- General and Transferable Skills d1- Critical thinking d2- Problem solving d3- Integration of different fields of knowledge d4- Team work d5- Independent learning
3- Contents Description of content: Detailed understanding of preparation and formulation of phytopharmaceuticals Detailed understanding of the needs and requirements for quality control and standardization of herbal drugs Legal and professional framework (in Egypt and Europe) for production and dispensing of herbal medicines Critical appraisal of the overall process of developing a botanical drug into a medicine Sound understanding of the importance of pharmaco-vigilance of herbal medicines Management of system disorders using herbal products including cardiovascular, GIT, CNS, skeletal, urinary, respiratory, skin, reproductive, ….etc Herbal Medicine: Physician and industrial perspectives
88
Theoretical & Tutorials
Estimated no of hours
Detailed understanding of preparation and formulation of phytopharma- 2 ceuticals Detailed understanding of the needs and requirements for quality control and 2 standardization of herbal drugs Legal and professional framework (in Egypt and Europe) for production and 2 dispensing of herbal medicines Critical appraisal of the overall process of developing a botanical drug into a medicine
2
Sound understanding of the importance of pharmacovigilance of herbal 2 medicines Management of system disorders using herbal products including 10 cardiovascular, GIT, CNS, skeletal, urinary, respiratory, skin, reproductive, ….etc Herbal Medicine: Physician and industrial perspectives
2 Total 24
Activities: assignment; projects; quizzes . Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 4 points= 100 – 120 Hrs Theoretical 20 Tutorials 4 Assignments and projects Total
+ 40 (Revision) hrs + 4 (Revisions) hrs + 42 hrs
60 hrs Total 8 hrs total 42 hrs Total 110 hrs
4– Teaching and Learning Methods Lectures. Tutorials Assignments Projects
89
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Oral Projects & course work
50% 20% 30%
90
General & Medical Microbiology Basic Information Title: Microbiology I Code: PH 312/1 Credit Hours: 4/week Lecture: 12 lectures Tutorial: 2 tutorials Practicals: 10 labs Total: ECTS:
3 hrs/week 3 hrs/week 3 hrs/week 7 points
36 hrs total 6 hrs total 30 hrs total
Department offering the course: Pharmacognosy/microbiology Academic year: 3rd Semester: 6 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: General Biology I Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Medical Microbiology & Infection At a Glance, S. Gillespie, 2nd ed., Blackwell Pub. Medical Microbiology, F.H. Kayser, Thieme George Thieme Verlag. Pathogenic Fungi in Humans and Animals, D.H. Howard, 2nd ed., Marcell Dekker Inc. Pub..
Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enables her/ him to describe the basic knowledge on microbial kingdom with special emphasis on interactions, applications and impact of microorganisms on the field of pharmacy, health and pharmaceutical industry. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- be familiar with various aspects of microbial world, including types, structures, theories, general concepts, and principles. a2- understand nature of diseases. a3- understand the impact of microorganisms on health and define various approaches of control their deleterious effects. b- Intellectual Skills b1- acquire proper depth in microbiology at the molecular level b2- Integrate microorganisms-diseases relationships
91
c- Professional and Practical Skills c1- be able to use microbial identification schemes. c2- apply general laboratory safety and aseptic techniques' protocols. c3- apply prophylactic measures of different diseases. c4- demonstrate planning of policies for treatment as well as management of crisis. d- General and Transferable Skills d1- Critical thinking d2- Problem solving d3- Integration of different fields of knowledge d4- Team work d5- Independent learning
3- Contents Description of content:
Detailed knowledge of microorganisms, fungi and protozoa as pathogens and producers of medicinal compounds General knowledge of microbial physiology and metabolism General knowledge of diseases caused by microorganisms, fungi, protozoa and viruses and their general therapy Principles of sterility and disinfection
Theoretical & Tutorials
Estimated no of hours
Detailed knowledge of microorganisms, fungi and protozoa as 10 pathogens and producers of medicinal compounds General knowledge of microbial physiology, genetics, and metabolism
6
General knowledge of diseases caused by microorganisms, fungi, 16 protozoa and viruses and their general therapy Principles of sterility and disinfection
4 Total 36
Activities: assignment; projects; quizzes .
92
Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 7 points= 175 – 210 Hrs Theoretical 36 Tutorials 6 Practicals 30 Assignments and projects Total
+ 72 (Revision) hrs + 6 (Revisions) hrs + 30 (Revisions) hrs + 30 hrs
108 hrs Total 12 hrs Total 60 hrs Total 30 hrs Total 210 hrs
4– Teaching and Learning Methods
Lectures Tutorials Practical sessions Assignments Projects
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Oral Practical Projects & course work
50% 15% 20% 15%
93
Microbiology II, Biotechnology, and Bioinformatics Basic Information Title: Microbiology II, Biotechnology and Bioinformatics Code: PH 401/1 Credit Hours: 4/week Lecture: 12 lectures 3 hrs/week 36 hrs total Tutorial: 6 tutorials 2 hrs/week 12 hrs total Practicals: 6 labs 2 hrs/week 12 hrs total Total: ECTS: 6 points Department offering the course: Pharmacognosy/microbiology Academic year: 4th Semester: 7 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: General & Medical Microbiology Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Bioinformatics and Genomes Current Perspectives, Andrade, 2005. Textbook of Microbiology, D.R. Arora, 2nd ed., 2003. Essentials of Microbiology, Bilgrami/Sinha, 2005. Molecular Biotechnology: Principles & Applications of Recombinant DNA, Glick, 2005.
Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enables her/ him to discuss the development of antimicrobial therapy in and the basic principles of biotechnology and bioinformatics. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- be familiar with antimicrobial agents a2- basic techniques and applications of biotechnology a3- basic principles and applications of bioinformatics b- Intellectual Skills b1- Integrate microorganisms-disease-therapy relationships
94
c- Professional and Practical Skills c1- practice and training on microbiological quality control methods. c2- be able to practice pharmaceutical microbiological evaluation assays for antibiotics and non antibiotic antimicrobial agents. c3- properly use light microscope for microbiological identifications. d- General and Transferable Skills d1- Critical thinking d2- Problem solving d3- Integration of different fields of knowledge d4- Team work d5- Independent learning 3- Contents Description of content:
Integrated knowledge of production and activity of antibiotics (including anti-fungal and anti-virals) Detailed appreciation of the role of microbiological products in drug discovery Basic understanding of the role of marine products in drug discovery Basic understanding of the production of medicinal compounds by biotechnological and molecular-biological techniques (fermentation industry, major biotechnological products, genetic engineering) Microbiological quality control of pharmaceuticals (Tutorials) Basic principles and applications of bioinformatics (Tutorials)
Theoretical & Tutorials
Estimated no of hours
Integrated knowledge of production and activity of antibiotics (including anti-fungal and anti-virals)
18
Detailed appreciation of the role of microbiological products in drug discovery
2
Basic understanding of the role of marine products in drug discovery
2
Basic understanding of the production of medicinal compounds by biotechnological and molecular-biological techniques
14 Total 36
Microbiological quality control of pharmaceuticals (Tutorials)
6
Basic principles and applications of bioinformatics (Tutorials)
6
Activities: assignment; projects; quizzes 95
Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 6 points= 150 – 180 Hrs Theoretical 36 Tutorials 12 Practicals 12 Assignments and projects Total
+ 72 (Revision) hrs + 12 (Revisions) hrs + 12 (Revisions) hrs + 24 hrs
108 hrs Total 24 hrs Total 24 hrs Total 24 hrs Total 180 hrs
4– Teaching and Learning Methods
Lectures Tutorials Practical sessions Assignments Projects
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Oral Practical Projects & course work
50% 15% 20% 15%
96
Areas of Emphasis of Pharmaceutical Biology line:
97
From herbal drugs to phytomedicines Basic Information Title: From herbal drugs to phytomedicines Code: PH 501/1 Credit Hours: 3/week Lecture: 12 lectures 2 hrs/week Tutorial: 2 tutorials 2 hrs/week Practical: 10 labs 2 hrs/week Total: ECTS: 5 points
24 hrs total 4 hrs total 20 hrs total
Department offering the course: Pharmacognosy/Microbiology Academic year: 5th Semester: 9 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: all compulsory pharmacognosy courses Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: The medicinal plant industry, R.O.B. Wijesekera, 1991, CRC Press Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enable her / him to describe an overview of the steps of pharmaceutical production of herbal drugs starting from the cultivation of raw plants to finished pharmaceutical products. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- describe different steps in medicinal plant industry . a2- tell legal issues concerning herbal drugs production and registration. a3- describe the difficulties of formulating plant extracts into dosage forms b- Intellectual Skills b1- discuss how to tackle different problems facing medicinal plant industry. b2- integrate course information with previous information gained from pharmacognosy and phytochemistry courses. b3- select proper procedures for herbal drug development and quality control.
98
c- Professional and Practical Skills c1- practical experience in development of herbal drugs industry. d- General and Transferable Skills d1- independent learning d2- team working d3- presentation skills d4- basic IT literacy d5- problem solving
3- Contents Description of content: Theoretical
24 h
Plant-derived medicines and their role in global health Climatic and geographical aspects of medicinal plant constituents Methods for biological assessment of plant medicines Technologies for the processing of medicinal plants QC and instrumental analysis of plant extracts Formulation of plant extracts into dosage forms Scaling up and industrial production of plant medicines
Activities: assignment; projects; quizzes, visits to industrial firms that work in herbal drugs systems, interviews. . Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 5 points= 125 – 150 Hrs Theoretical 24 Tutorials 4 Practical: 20 Assignments and projects Total
+ 48 (Revision) hrs + 4 (Revisions) hrs + 20 (Revision) hrs + 30 hrs
72 hrs Total 8 hrs total 40 hrs Total 30 hrs Total 150 hrs
99
4– Teaching and Learning Methods
Lectures Practical sessions Tutorials Assignments Projects
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills.
% of evaluation: Written Oral Practical Projects & course work
50% 15% 20% 15%
100
Analysis of natural products Basic Information Title: Analysis of natural products Code: PH 502/1 Credit Hours: 3/week Lecture: 12 lectures 2 hrs/week Tutorial: 2 tutorials 2 hrs/week Practical: 10 labs 2 hrs/week Total: ECTS: 5 points
24 hrs total 4 hrs total 20 hrs total
Department offering the course: Pharmacognosy/Microbiology Academic year: 5th Semester: 9 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: all compulsory pharmacognosy courses Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Hand Book of Natural Products Data, 1990, Elsevier. Modern Methods of Plant Analysis, K. Paech and M.V. Tracey, Springer-Verlag, Berlin. Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enable her / him to describe the application of different techniques in natural product analysis. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- describe different spectroscopic and chromatographic techniques of natural products analysis. a2- describe difficulties encountered in natural product analysis. b-Intellectual Skills b1- discuss how to tackle difficulties encountered in natural product analysis. b2- criticize different methods of analysis b3- select proper procedures for natural product analysis. B4- interpret spectra and chromatograms c- Professional and Practical Skills c1- practical experience in analysis of natural products
101
d- General and Transferable Skills d1- independent learning d2- team working d3- presentation skills d4- basic IT literacy d5- problem solving
3- Contents Description of content: Theoretical
24 h
Applications of: the following techniques in natural products analysis: Ultra violet and visible spectroscopy Infrared spectroscopy NMR spectroscopy Mass spectroscopy HPLC HPTLC GLC
Activities: assignment; projects; quizzes, visits to industrial firms that work in herbal drugs systems, interviews.
Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 5 points= 125 – 150 Hrs Theoretical 24 Tutorials 4 Practical: 20 Assignments and projects Total
+ 48 (Revision) hrs + 4 (Revisions) hrs + 20 (Revision) hrs + 30 hrs
72 hrs Total 8 hrs total 40 hrs Total 30 hrs Total 150 hrs
4– Teaching and Learning Methods
Lectures Practical sessions Tutorials Assignments Projects
102
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills.
% of evaluation: Written Oral Practical Projects & course work
50% 15% 20% 15%
103
Plant Biotechnology Basic Information Title: Plant Biotechnology Code: PH 503/1 Credit Hours: 3/week Lecture: 12 lectures Tutorial: 2 tutorials Practical: 10 labs Total: ECTS:
2 hrs/week 2 hrs/week 2 hrs/week 5 points
24 hrs total 4 hrs total 20 hrs total
Department offering the course: Pharmacognosy/Microbiology Academic year: 5th Semester: 9 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: all compulsory pharmacognosy courses Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Introduction to Plant Biotechnology, H.S. Chawla, 2002, Science Pub. Handbook of Plant Biotechnology, P. Christou, 2004, Wiley. Advances in Plant Biotechnology, D.D.Y. Ryu, 1994, Elsevier. Plant Biotechnology Handbook, NIIR Board, 2004, National Institute of Industrial Research. Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enable her / him to understand the development of enabling technology relevant to the production of plant secondary metabolites. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- describe plant tissue culture and gene manipulation. a2- describe production of biological compounds by plant biotechnology a3- illustrate the tools used in plant biotechnology b- Intellectual Skills b1- create ideas for the use of plant biotechnology. b2- criticize the emergence of plant biotechnology as a tool for production. b3- compare between plant growth in tissue culture and in fields. c- Professional and Practical Skills c1- design proper experiments in plant tissue culture
104
d- General and Transferable Skills d1- independent learning d2- team working d3- presentation skills d4- basic IT literacy d5- problem solving
3- Contents Description of content: Theoretical
24 h
Plant Tissue Culture Laboratory organization, nutrition medium, sterilization techniques, types of culture, micropropagation, cell suspension and secondary metabolites, In vitro production of haploids, protoplast isolation and fusion, germplasm storage and cryopreservation.
Gene Expression, Regulation, and Manipulation Gene expression in plant cells, gene regulation in plant cells, T-DNA transfer to plants, protein secretion from plant cell cultures, genetic modification of plant secondary metabolism, genetic engineering of medicinal plants for alkaloid production.
Transgenic plants Herbicide resistant plants, insect resistant plants, virus resistant plants, transgenic plants resistant to fungi and bacteria, transgenic plants with improved storage proteins, enriching the carbohydrate contents, improving the quality of oils and fats, changing the flower colors, stress tolerant plants, cold tolerant plants, drought tolerant plants, plant tolerant to high light intensity, engineering for preservation of fruits, enhancing the photosynthetic efficiency, transgenic Plants as Bioreactors, production of biological compounds e.g. vaccines, interferon, production of pharmaceutical compounds, biodegradable plastics.
Bioreactors and Bioprocesses
Intellectual property rights and plant biotechnology
Activities: assignment; projects; quizzes, visits to industrial firms that work in herbal drugs systems, interviews. . 105
Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 5 points= 125 – 150 Hrs
Theoretical 24 Tutorials 4 Practical: 20 Assignments and projects Total
+ 48 (Revision) hrs + 4 (Revisions) hrs + 20 (Revision) hrs + 30 hrs
72 hrs Total 8 hrs total 40 hrs Total 30 hrs Total 150 hrs
4– Teaching and Learning Methods
Lectures Practical sessions Tutorials Assignments Projects
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Oral Practical Projects & course work
50% 15% 20% 15%
106
Complementary & Alternative Medicine Basic Information Title: Complementary & Alternative Medicine (CAM) Code: PH 551/1 Credit Hours: 2/week Lecture: 10 lectures 2 hrs/week 20 hrs total Tutorial: 2 tutorials 2 hrs/week 4 hrs total Total: ECTS: 4 points Department offering the course: Pharmacognosy/Microbiology Academic year: 5th Semester: 10 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: All compulsory pharmacognosy courses Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: The desktop guide to complementary and alternative medicine, E. Ernst et al., 2006, Mosby Textbook of Complementary and Alternative Medicine, Chun-Su Yuan, 2002, Taylor & Francis. Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enables her/ him to understand non-traditional approaches of disease management. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- List different types of therapy and their applications a2- describe prevalence of CAM use a3- mention Legal and ethical issues regarding evidence-based complementary, alternative, and integrative medical therapies b- Intellectual Skills b1- differentiate between traditional and non-traditional therapies. b2- evaluate safety issues in CAM. b3- criticize improper practice in CAM. c- Professional and Practical Skills c1- practical exposure to some CAM techniques
107
d- General and Transferable Skills d1- Critical thinking d2- Problem solving d3- Integration of different fields of knowledge d4- Team work d5- Independent learning
3- Contents Description of content: Estimated no of hours 2 Prevalence of complementary and alternative medicine use Diagnostic methods 16 Therapies Acupuncture Alexander technique Aromatherapy Autogenic training Flower remedies Biofeedback Chelation therapy Chiropractic Craniosacral therapy Cupping Herbalism Homeopathy Hypnotherapy Massage Meditation Naturopathy Osteopathy Reflexology Relaxation therapy Spiritual healing Tai chi Yoga Cost evaluation of complementary and alternative medicine 2 Safety issues in complementary and alternative medicine Legal and ethical issues regarding evidence-based complementary, alternative, and integrative medical therapies Total 20
Activities: assignment; projects; quizzes, group discussions, field visits 108
Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 4 points= 100 – 120 Hrs
Theoretical 20 Tutorials 4 Assignments and projects Total
+ 40 (Revision) hrs + 4 (Revisions) hrs + 32 hrs
60 hrs Total 8 hrs total 32 hrs Total 100 hrs
4– Teaching and Learning Methods Lectures. Tutorials Assignments Projects Field visits Group discussions
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Projects & course work
50% 50%
109
Nutrition Basic Information Title: Nutrition Code: PH 552/1 Credit Hours: 2/week Lecture: 10 lectures Tutorial: 2 tutorials Total: ECTS:
2 hrs/week 2 hrs/week 4 points
20 hrs total 4 hrs total
Department offering the course: Pharmacognosy/Microbiology Academic year: 5th Semester: 10 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: All compulsory pharmacognosy courses Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Discovering Nutrition, Timothy Carr, 2002, Blackwell Pub. Nutrition for life, Lisa Hark, 2006, Dorling Kindersley Pub. Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enables her/ him to understand the physiologic aspects of nutrition and its relationship to health. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- describe the importance of balanced diet in health condition. a2- illustrate elements of a healthy diet. a3- explain food as medicine b- Intellectual Skills b1- differentiate between healthy and unhealthy diet b2- analyze food components and caloric contents b3- select proper diet in some disorders. c- Professional and Practical Skills c1- perform diet regimens and Choose healthier products.
110
d- General and Transferable Skills d1- Critical thinking d2- Problem solving d3- Integration of different fields of knowledge d4- Team work d5- Independent learning 3- Contents Description of content
20 h Theoretical + 4 Tutorial
Assess Your Health and Lifestyle The elements of good nutrition The nutrition-energy balance Maintaining an active lifestyle Check your physical health Risk factors for heart disease Are you a healthy weight for your height? Are you ready to change your behaviour? How to make changes Food for Life
Calculating energy requirements What is in the food we eat Good fats, bad fats, reducing saturated fat Proteins for growth Carbohydrates for energy Understanding the glycemic index Facts about fiber Phytochemicals Preserving the vitamin content of foods
Elements of a Healthy Diet
Making the best dietary choices Dietary guidelines Wholesome grains Vegetables for health Fruits for health The benefits of dairy Healthy protein sources Fish in a heart-healthy diet The need for fluids Foods to eat sparingly Is a vegetarian diet healthier? Eating away from home
111
The Truth about Weight Control
Why weight control is important Are you controlling your weight? Extra help with weight loss Your personal diet plan Exercise and weight loss Children and weight management When you need to gain weight
Food as Medicine
Improving your health through diet Nutrition for Cardiovascular Disorders Nutrition for Respiratory Disorders Nutrition for Digestive Disorders Nutrition for Bone and Joint Disorders Nutrition for Diabetes Food allergies Cancer Vitamin and mineral deficiencies
Physiologic Aspects of Nutrition:
Body Composition Nutrition-Related Diseases
Social and Economic Aspects of Nutrition
Psychology of Nutrition Use and Misuse of Nutrition Information The Food Industry A Healthy Future
Activities: assignment; projects; quizzes, group discussions, field visits . Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 4 points= 100 – 120 Hrs Theoretical 20 Tutorials 4 Assignments and projects Total
+ 40 (Revision) hrs + 4 (Revisions) hrs + 32 hrs
60 hrs Total 8 hrs total 32 hrs Total 100 hrs
112
4– Teaching and Learning Methods Lectures. Tutorials Assignments Projects Field visits Group discussions
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Projects & course work
50% 50%
113
Advanced Molecular Biology Basic Information Title: Advanced Molecular Biology Code: PH 511/1 Credit Hours: 3/week Lecture: 12 lectures 2 hrs/week Tutorial: 2 tutorials 2 hrs/week Practical: 10 labs 2 hrs/week Total: ECTS: 5 points
24 hrs total 4 hrs total 20 hrs total
Department offering the course: Pharmacognosy/Microbiology Academic year: 5th Semester: 9 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: all compulsory microbiology and biochemistry courses Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Advanced Topics in Molecular Biology, A. Kumar, 2001, Horizon Scientific Press. Advanced Molecular Biology, A Concise Reference, 1999, Springer-Verlag. Chromosome Structural Analysis ¾ A Practical Guide, W. A. Bickmore, 1999, Oxford University Press. Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enable her / him to understand advanced knowledge in molecular biology. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- describe the control of genetic expression in prokaryotes and eukaryotes a2- illustrate mutation and repair mechanisms a3- illustrate several advanced molecular biology techniques and their applications. b- Intellectual Skills b1- create ideas for the use of molecular biology techniques. b2- criticize the application of some molecular biology techniques. b3- integrate molecular biology information with other information in biotechnology courses. c- Professional and Practical Skills c1- design and perform some molecular biology techniques.
114
d- General and Transferable Skills d1- independent learning d2- team working d3- presentation skills d4- basic IT literacy d5- problem solving
3- Contents Description of content: Theoretical
24 h
Organization of DNA in Eukaryotic genome Control of gene expression in prokaryotes Regulation of gene expression in eukaryotes Transposable elements Mutagenesis and DNA repair Mutation and selection Recombination Signal transduction Advanced Molecular Biology techniques: PCR and applications Southern, northern, western blots DNA microarrays RNA silencing SNP genotype Chromosome Structural Analysis
Activities: assignment; projects; quizzes. . Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 5 points= 125 – 150 Hrs Theoretical 24 Tutorials 4 Practical: 20 Assignments and projects Total
+ 48 (Revision) hrs + 4 (Revisions) hrs + 20 (Revision) hrs + 30 hrs
72 hrs Total 8 hrs total 40 hrs Total 30 hrs Total 150 hrs
115
4– Teaching and Learning Methods
Lectures Practical sessions Tutorials Assignments Projects
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills.
% of evaluation: Written Oral Practical Projects & course work
50% 15% 20% 15%
116
Biotechnological Drug Design and Production Basic Information Title: Biotechnological Drug Design and Production Code: PH 512/1 Credit Hours: 3/week Lecture: 12 lectures 2 hrs/week 24 hrs total Tutorial: 2 tutorials 2 hrs/week 4 hrs total Practical: 10 labs 2 hrs/week 20 hrs total Total: ECTS: 5 points Department offering the course: Pharmacognosy/Microbiology Academic year: 5th Semester: 9 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: all compulsory microbiology and biochemistry courses Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Pharmaceutical Biotechnology: Drug Discovery and Clinical Applications, Oliver Kayser , 2004, Wiley-VCH. Biotechnology and Biopharmaceuticals: Transforming Proteins and Genes into Drugs, 2003, Wiley. Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enable her / him to navigate in biotechnology industry and understand the applications of biotechnology in drug discovery and development. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- describe Scientific, technical, and economic aspects of vaccine research and development a2- illustrate the applications of biotechnology in drug discovery and development a3- mention some therapeutics based on biotechnology b- Intellectual Skills b1- evaluate biotechnology industry from the perspective of pharmaceuticals. b2- compare biotechnology products with conventional drug therapy. b3- integrate drug discovery and development with regard the role of genomics. and proteomics. b4- predict future directions of biotechnology drug discovery and development.
117
c- Professional and Practical Skills c1- design and perform some biotechnology processes. d- General and Transferable Skills d1- independent learning d2- team working d3- presentation skills d4- basic IT literacy d5- problem solving
3- Contents Description of content: Theoretical
24 h
Prokaryotic and eukaryotic cells in Biotech production Scientific, technical, and economic aspects of vaccine research and development Biogeneric drugs Pharmacokinetics and pharmacodynamics of Biotech drugs Formulation of Biotech products Application of biotechnology in drug discovery and development Large-scale production of recombinant proteins THERAPEUTICS BASED ON BIOTECHNOLOGY Hormones, enzymes, growth factors, vaccines, antibodies Patents in the pharmaceutical Biotechnology industry Drug approval in EU and USA Gene and cell therapy
Activities: assignment; projects; quizzes. . Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 5 points= 125 – 150 Hrs Theoretical 24 Tutorials 4 Practical: 20 Assignments and projects Total
+ 48 (Revision) hrs + 4 (Revisions) hrs + 20 (Revision) hrs + 30 hrs
72 hrs Total 8 hrs total 40 hrs Total 30 hrs Total 150 hrs
118
4– Teaching and Learning Methods
Lectures Practical sessions Tutorials Assignments Projects
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Oral Practical Projects & course work
50% 15% 20% 15%
119
Advanced Bioinformatics Basic Information Title: Advanced Bioinformatics Code: PH 513/1 Credit Hours: 3/week Lecture: 12 lectures Tutorial: 2 tutorials Practical: 10 labs Total: ECTS:
2 hrs/week 2 hrs/week 2 hrs/week 5 points
24 hrs total 4 hrs total 20 hrs total
Department offering the course: Pharmacognosy/Microbiology Academic year: 5th Semester: 9 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: all compulsory microbiology and biochemistry courses Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Bioinformatics: Sequence and Genome Analysis, DW Mount, 2001, Cold Spring Harbour Laboratory. Bioinformatics: Sequence, Structure and Databanks: A practical Approach, Des Higgins, 2000, Oxford University Press. Bioinformatics: Methods and Protocols, Stephen Misener , 2000, Humana Pr. Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enable her / him to be acquainted with Current bioinformatics tools and databases, and applications of bioinformatics in genomics and molecular biology. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- explain the algorithms, tools, databases, and applications of bioinformatics. b- Intellectual Skills b1- evaluate strengths and weaknesses of different object and data models in bioinformatics b2- interpret data information. b3- select appropriate tools for data analysis. c- Professional and Practical Skills c1- perform some protein modelling and drug design techniques..
120
d- General and Transferable Skills d1- independent learning d2- team working d3- presentation skills d4- basic IT literacy d5- problem solving 3- Contents Description of content: Theoretical
24 h
Introduction 1. Course Overview 2. Introduction 3. Definitions 4. Database Hierarchies 5. Sequence Databases Algorithms 6. Objectives 7. Sequence Processing 8. Sequence Similarity Searching 9. Sequence Alignment 10. Sequence Motifs 11. Sequence Motif Searching 12. Sequence Searching with HMMS 13. Multiple Sequence Alignment 14. Progress Check Tools 15. Objectives 16. Repeatmasker 17. PHRED 18. PHRAP 19. BLAST 20. Prosite/BLOCKS/PFAM 21. CLUSTALW 22. Emotif 23. Progress Check Databases 24. Objectives 25. GenBank 26. Entrez 27. OMIM 28. PDB 121
29. EcoCyc 30. Progress Check
Applications 31. Objectives 32. Hierachical Genome Assembly 33. Shotgun Genome Assembly 34. Genome Annotation Features 35. Genome Annotation Tools 36. Expression Analysis I: Informatics 37. Expression Analysis II: EST Clustering 38. Protein Modeling 39. Protein Design 40. Antibody Engineering 41. Antibody Engineering: Humanization 42. Drug Design I: SARs 43. Drug Design II: Structure-Based 44. Drug Design III: Pharmacophores 45. Progress Check Activities: assignment; projects; quizzes . Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 5 points= 125 – 150 Hrs Theoretical 24 Tutorials 4 Practical: 20 Assignments and projects Total
+ 48 (Revision) hrs + 4 (Revisions) hrs + 20 (Revision) hrs + 30 hrs
72 hrs Total 8 hrs total 40 hrs Total 30 hrs Total 150 hrs
4– Teaching and Learning Methods
Lectures Practical sessions Tutorials Assignments Projects Computer work
122
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Oral Practical Projects & course work
50% 15% 20% 15%
123
Industrial Microbiology and Microbiological Quality Control Basic Information Title: Industrial Microbiology and Microbiological Quality Control Code: PH 561/1 Credit Hours: 2/week Lecture: 10 lectures 2 hrs/week 20 hrs total Tutorial: 2 tutorials 2 hrs/week 4 hrs total Total: ECTS: 4 points Department offering the course: Pharmacognosy/Microbiology Academic year: 5th Semester: 10 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: All compulsory microbiology courses Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Industrial Microbiology, Mike J Waites et al., 2002, Blackwell Pub. Microbial Quality Assurance in Pharmaceuticals, Cosmetics, and Toiletries, R. Baird et al., 1996, CRC. Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enables her/ him to understand the utilization of microorganisms in the production of a wide range of products, including enzymes, foods, beverages, chemical feedstocks, fuels and pharmaceuticals, and clean technologies employed for waste treatment and pollution control. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- describe industrial microorganisms and the technology required for large-scale cultivation and isolation of fermentation products. a2- mention a wide range of established and novel industrial fermentation processes and products. b- Intellectual Skills b1- integrate the study of microbiology with its industrial applications. b2- evaluate microbial contamination and limits of safety.. b3- criticize the use of microorganisms in industry
124
c- Professional and Practical Skills c1- practical experience in microbiological quality control procedures. d- General and Transferable Skills d1- Critical thinking d2- Problem solving d3- Integration of different fields of knowledge d4- Team work d5- Independent learning 3- Contents Description of content: Theoretical 20 h + Tutorial 4 h Bioprocessing Industrial Microorganisms Fermentation Media Fermentation Systems Downstream Processing Product Development, Regulation And Safety Industrial Processes And Products: Microbial Enzymes Fuels And Industrial Chemicals Health Care Products Food And Beverage Fermentations Food Additives Microbial Biomass Production Environmental Biotechnology Microbial Biodeterioration Of Materials And Its Control Animal And Plant Cell Culture Microbiological Quality Control Control of microbial contamination in cosmetics and non-sterile pharmaceuticals Hazards associated with microbial contamination of cosmetics and non-sterile pharmaceuticals Microbial control of raw material Control of microbial contamination during manufacture Preservation Methods and standards of microbiological control
Activities: assignment; projects; quizzes, group discussions, field visits .
125
Total workload:
European Credit Transfer System (ECTS) 1 point =25-30hrs 4 points= 100 – 120 Hrs
Theoretical 20 Tutorials 4 Assignments and projects Total
+ 40 (Revision) hrs + 4 (Revisions) hrs + 32 hrs
60 hrs Total 8 hrs total 32 hrs Total 100 hrs
4– Teaching and Learning Methods Lectures. Tutorials Assignments Projects Field visits Group discussions
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Projects & course work
50% 50%
126
Ethical and Environmental Aspects of Biotechnology Basic Information Title: Ethical and Environmental Aspects of Biotechnology Code: PH 562/1 Credit Hours: 2/week Lecture: 10 lectures 2 hrs/week 20 hrs total Tutorial: 2 tutorials 2 hrs/week 4 hrs total Total: ECTS: 4 points Department offering the course: Pharmacognosy/Microbiology Academic year: 5th Semester: 10 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: All compulsory microbiology courses Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: The New Biology, Law, Ethics, and Biotechnology, by George P. Smith et al., 1989, Springer. Science and Ethics, Bernard E. Rollin, 2006, Cambridge University Press
Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enables her/ him to understand the moral and ethical aspects of biotechnology. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- describe moral and ethical considerations of biotechnology a2- describe the dangers of some new biotechnological techniques on social and environmental safety. b- Intellectual Skills b1- criticize some techniques in biotechnology with regards social and environmental safety. b2- evaluate risk-benefit ratio with regard biotechnology applications c- Professional and Practical Skills c1- design experiments and research according to ethical issues of science
127
d- General and Transferable Skills d1- Critical thinking d2- Problem solving d3- Integration of different fields of knowledge d4- Team work d5- Independent learning
3- Contents Description of content: Theoretical 20 h + Tutorial 4 h Biotechnology: The Challenges and the Opportunities The Process of Alteration Fears and Concerns Manufactured Processes The Genome Project An Innovative Application Scientific Freedoms versus Social Responsibilities Human Rights and the New Technology Law, Science, and the New Biology Altering Human Evolution Encouraging Experimentation Toward a Standard of Reasonableness Medical, Legal, and Ethical Conundrums at the Edge of Life Ethics and Research on Human Beings Biotechnology and Ethics: Is Genetic Engineering Intrinsically Wrong? Biotechnology and Ethics: Rampaging Monsters and Suffering Animals Biotechnology and Ethics: Cloning, Xenotransplantation, and Stem Cells Activities: assignment; projects; quizzes, group discussions . Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 4 points= 100 – 120 Hrs Theoretical 20 Tutorials 4 Assignments and projects Total
+ 40 (Revision) hrs + 4 (Revisions) hrs + 32 hrs
60 hrs Total 8 hrs total 32 hrs Total 100 hrs
128
4– Teaching and Learning Methods Lectures. Tutorials Assignments Projects Group discussions
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Projects & course work
50% 50%
129
Chemistry courses:
130
General Chemistry Basic Information Title: General Chemistry Code: PH 102/2 Credit Hours: 4/week Lecture: 12 lectures Tutorial: 4 tutorials Practicals: 8 labs Total: ECTS:
3 hrs/week 3 hrs/week 3 hrs/week 8 points
36 hrs total 12 hrs total 24 hrs total
Department offering the course: Chemistry Academic year: 1st Semester: 1 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: --Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Basic Concepts of Chemistry, L.J. Malone, 2004, John Wiley Pub. Chemical Principles in the Laboratory, E.J. Slowinski, 2005, Brooks/Cole Pub. Chemistry, S. Zumdahl, 2006, 6th ed., Houghton Mifflin Co. . Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enables her/ him to gain basic chemistry knowledge necessary for developing subsequent specialized courses in analytical, organic, and pharmaceutical chemistry courses. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- demonstrate and discuss several principles with regard quantum theory and the electronic structure of atoms , periodic table, bonding and structure, orbitals, chemical formulas and calculation of equations, thermochemistry, gases, solutions, chemical kinetics, chemical equilibrium, and ionic equilibrium. b- Intellectual Skills b1- select the proper geometrical structures of inorganic and organic compounds c- Professional and Practical Skills c1- acquire the essential safety rules of the chemical lab and handling of chemicals. c2- develop basic principles of chemistry reactions 131
d- General and Transferable Skills d1- Critical thinking d2- Problem solving d3- Team work d5- Independent learning
3- Contents Description of content:
Quantum theory and the electronic structure of Atoms Periodic Table Forces between particles, bonding and orbitals Chemical Formulas , Equations, and stoichiometry Thermochemistry Some topics in physical chemistry including the state of matters, gas, solution and solid states, colloids, acids and bases, reaction rates and equilibrium, sound and light in medicine, diagnostic x-rays.
Theoretical & Tutorials
Estimated no of hours
Quantum theory and the electronic structure of Atoms
3
Periodic Table Forces between particles, bonding and orbitals Chemical Formulas , Equations, and stoichiometry
2 6 6
Thermochemistry
3
Some topics in physical chemistry including the state of matters, gas, solution and solid states, colloids, acids and bases, reaction rates and equilibrium, sound and light in medicine, diagnostic x-rays.
16
Total
36
Activities: assignment; projects; quizzes Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 8 points= 200 – 240 Hrs Theoretical 36 Tutorials 12 Practicals 24 Assignments and projects Total
+ 90 (Revision) hrs + 12 (Revisions) hrs + 24 (Revisions) hrs + 32 hrs
126 hrs Total 24 hrs Total 48 hrs Total 32 hrs Total 230 hrs 132
4– Teaching and Learning Methods
Lectures Tutorials Practical sessions Assignments Projects
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Practical Projects & course work
50% 20% 30%
Points to consider: Use biological examples whenever possible: haemoglobin and gas exchange, chlorophyll, blood buffering system
133
Organic Chemistry I Basic Information Title: Organic Chemistry I Code: PH 112/2 Credit Hours: 4/week Lecture: 12 lectures Tutorial: 2 tutorials Practicals: 10 labs Total: ECTS:
3 hrs/week 3 hrs/week 3 hrs/week 7 points
36 hrs total 6 hrs total 30 hrs total
Department offering the course: Chemistry Academic year: 1st Semester: 2 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: General Chemistry Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Essential Organic Chemistry, P.Y. Bruise, 2006, Pearson Education Limited Organic Chemistry: Structure and Reactivity, Ege, 2004, 5th ed., Houghton Mifflin Co. Organic Chemistry, M.A. Fox, 2004, 3rd ed., Jones and Bartlett Pub. Elementary Practical Organic Chemistry, A.I. Vogel, 2004-2005, vol I-III, 2nd ed. CBS Pub. Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enables her/ him to define basic principles of organic chemistry and the classification of organic compounds. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- describe basics of organic chemistry with regard bonding, polarity, reactivity, nomenclature, and isomerism. a2- mention some reactions that belong to aliphatic compounds b- Intellectual Skills b1- Identify organic compounds from their chemical structures & properties b2- convert one compound to another through systematic approach.
134
c- Professional and Practical Skills c1- acquire the essential safety rules of the chemical lab and handling of chemicals. c2- identify organic compounds from their physical and chemical properties d- General and Transferable Skills d1- Critical thinking d2- Problem solving d3- Integration of different fields of knowledge d4- Team work d5- Independent learning 3- Contents Description of content:
Structure and bonding in organic molecules
Classification and nomenclature of organic compounds Structure and reactivity Isomerism and stereoisomers
Classes of aliphatic compounds
Reactions of alkanes and cycloalkanes Properties and reactions of haloalkanes Alkenes and alkynes Alcohols and ethers
Resonance theory, Benzene and aromaticity, nomenclature, reactions, properties, Chemistry of benzene substituents Alkyl benzenes Phenols Aldehydes, ketones, carboxylic acids and derivatives, enols and enolates: The carbonyl group Amines and their derivatives Aromatic nitro-compounds
Aldehydes, ketones, carboxylic acids and derivatives, enols and enolates: The carbonyl group Amines and their derivatives Aromaticity & aromatic compounds
135
Theoretical & Tutorials
Estimated no of hours
Structure and bonding in organic molecules
2
Classification and nomenclature of organic compounds
2
Structure and reactivity
2
Isomerism and stereoisomers
2
Classes of aliphatic compounds
14
Aromaticity & aromatic compounds
14
Total
36
Activities: assignment; projects; quizzes .
Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 7 points= 175 – 210 Hrs Theoretical 36 Tutorials 6 Practicals 30 Assignments and projects Total
+ 72 (Revision) hrs + 6 (Revisions) hrs + 30 (Revisions) hrs + 20 hrs
108 hrs Total 12 hrs Total 60 hrs Total 20 hrs Total 200 hrs
4– Teaching and Learning Methods
Lectures Tutorials Practical sessions Assignments Projects
136
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Oral Practical Projects & course work
50% 15% 20% 15%
Points to consider: Some biological examples in stereoisomerism Examples from nature in aliphatic and aromatic compounds
137
Organic Chemistry II Basic Information Title: Organic Chemistry II Code: PH 203/2 Credit Hours: 3/week Lecture: 12 lectures Tutorial: 2 tutorials Practicals: 10 labs Total: ECTS:
2 hrs/week 3 hrs/week 3 hrs/week 5 points
24 hrs total 6 hrs total 30 hrs total
Department offering the course: Chemistry Academic year: 2nd Semester: 3 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: General Chemistry, Organic Chemistry I Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Essential Organic Chemistry, P.Y. Bruise, 2006, Pearson Education Limited Organic Chemistry: Structure and Reactivity, Ege, 2004, 5th ed., Houghton Mifflin Co. Organic Chemistry, M.A. Fox, 2004, 3rd ed., Jones and Bartlett Pub. Textbook of Pharmaceutical Organic Chemistry, Bhandari/Singh, 2005, CBS Pub. Elementary Practical Organic Chemistry, A.I. Vogel, 2004-2005, vol I-III, 2nd ed. CBS Pub. Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enables her/ him to define methods of elucidation of chemical structures of organic molecules and illustrate heterocyclic chemistry. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- describe sspatial (three dimensional) arrangement of organic compounds. a2- illustrate isomerism, interconversions and reaction mechanisms. a3- explain features of heterocyclic chemistry b- Intellectual Skills b1- Identify organic compounds from their chemical structures & properties b2- convert one compound to another through systematic approach.
138
c- Professional and Practical Skills c1- acquire the essential safety rules of the chemical lab and handling of chemicals. c2- identify organic compounds from their physical and chemical properties d- General and Transferable Skills d1- Critical thinking d2- Problem solving d3- Integration of different fields of knowledge d4- Team work d5- Independent learning
3- Contents Description of content: Stereochemistry and bioactive organic molecules Spectroscopy and elucidation of chemical structures of organic molecules Heterocycles: Hetroatoms in cyclic organic compounds
Theoretical & Tutorials
Estimated no of hours
Stereochemistry and bioactive organic molecules
8
Spectroscopy and elucidation of chemical structures of organic molecules Heterocycles: Hetroatoms in cyclic organic compounds
8
Total
24
8
Activities: assignment; projects; quizzes . Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 5 points= 125 – 150 Hrs Theoretical 24 Tutorials 6 Practicals 30 Assignments and projects Total
+ 48 (Revision) hrs + 6 (Revisions) hrs + 15 (Revisions) hrs + 21 hrs
72 hrs Total 12 hrs Total 45 hrs Total 21 hrs Total 150 hrs
139
4– Teaching and Learning Methods
Lectures Tutorials Practical sessions Assignments Projects
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills.
% of evaluation: Written Oral Practical Projects & course work
50% 15% 20% 15%
Points to consider: Use biological examples as possible Spectrophotometric assessment of chlorophyll, carotenoids, anthocyanins (pH dependency) Natural compounds as examples of Stereochemistry and bioactive organic molecules
140
Analytical Chemistry I Basic Information Title: Analytical Chemistry I Code: PH 202/2 Credit Hours: 3/week Lecture: 12 lectures Tutorial: 2 tutorials Practicals: 10 labs Total: ECTS:
2 hrs/week 2 hrs/week 2 hrs/week 5 points
24 hrs total 4 hrs total 20 hrs total
Department offering the course: Chemistry Academic year: 2nd Semester: 3 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: General Chemistry Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Fundamentals of Analytical Chemistry, D.A. Skoog, 2004, 8th ed., Brooks/Cole Pub. Undergraduate Instrumental Analysis, JW Robinson,2005, 6th ed., Marcel Dekker Pub. Quantitative Analysis, V. Alexeyev, 2004, CBS Pub. Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enables her/ him to acquire several competencies in qualitative and quantitative analyses that would enable him/her to work upon graduation in related fields of analysis (pharmaceutical companies, research laboratories, forensic chemistry, water analysis, environmental pollution,…..etc). 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- describe different qualitative and quantitative techniques of analyses a2- systematically, explain procedures of identification of anions and cations b- Intellectual Skills b1- choose the suitable scheme for the systematic identification of anions cations either in simple mixtures or in special admixtures producing difficulties. b2- select suitable methods for qualitative and quantitative analysis b3- differentiate between different methods of analysis b4- evaluate the data of analysis
141
c- Professional and Practical Skills c1- Apply the given schemes for identification of anions and cations. c2- design schemes for the analysis of cations and anions d- General and Transferable Skills d1- Critical thinking d2- Problem solving d3- Integration of different fields of knowledge d4- Team work d5- Independent learning
3- Contents Description of content:
All methods used in qualitative chemical analysis, spot tests separation and identification of anions and cations Quantitative analysis; including acid-base titration, buffers, neutralization in aqueous and non-aqueous media, complex formation titrations, preciptimetric titrations, redox titration solvent extraction, spectrophotometric, fluorimetric, gravimetric analyses, and preparation of standard solutions. Analysis utilizing Redox Chemistry
Theoretical & Tutorials
Estimated no of hours
All methods used in qualitative chemical analysis, spot tests separation 8 and identification of anions and cations Quantitative analysis; including acid-base titration, buffers, neutralization 10 in aqueous and non-aqueous media, complex formation titrations, preciptimetric titrations, redox titration solvent extraction, spectrophotometric, fluorimetric, gravimetric analyses, and preparation of standard solutions 6 Analysis utilizing Redox Chemistry Total
24
Activities: assignment; projects; quizzes
142
Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 5 points= 125 – 150 Hrs Theoretical 24 Tutorials 4 Practicals 20 Assignments and projects Total
+ 48 (Revision) hrs + 4 (Revisions) hrs + 20 (Revisions) hrs + 30 hrs
72 hrs Total 8 hrs Total 40 hrs Total 30 hrs Total 150 hrs
4– Teaching and Learning Methods
Lectures Tutorials Practical sessions Assignments Projects
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Oral Practical Projects & course work
50% 15% 20% 15%
Points to consider: Use biological examples whenever possible. Impact pH on flower colour, blood buffering system Acid – base titration: use red cabbage as indicator solvent extraction of essential oils
143
Analytical Chemistry II & Instrumental Analysis Basic Information Title: Analytical Chemistry II & Instrumental Analysis Code: PH 212/2 Credit Hours: 3/week Lecture: 12 lectures 2 hrs/week 24 hrs total Tutorial: 2 tutorials 2 hrs/week 4 hrs total Practicals: 10 labs 2 hrs/week 20 hrs total Total: ECTS: 5 points Department offering the course: Chemistry Academic year: 2nd Semester: 4 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: General Chemistry Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Fundamentals of Analytical Chemistry, D.A. Skoog, 2004, 8th ed., Brooks/Cole Pub. Undergraduate Instrumental Analysis, JW Robinson,2005, 6th ed., Marcel Dekker Pub. Quantitative Analysis, V. Alexeyev, 2004, CBS Pub. Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enables her/ him to describe different methods of instrumental analysis and their application in the quantitative analysis of oil, water and pharmaceutical compounds. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- describe different techniques of instrumental analyses a2- know the details of identification of compounds by different techniques b- Intellectual Skills b1- choose the suitable scheme for the systematic identification of compounds b2- select suitable methods for qualitative and quantitative analysis b3- differentiate between different methods of analysis b4- evaluate the data of analysis
144
c- Professional and Practical Skills c1- develop ability to work with minimum guidance in quality control laboratories of pharmaceutical industries, environmental pollution, water analysis and food chemistry. d- General and Transferable Skills d1- Critical thinking d2- Problem solving d3- Integration of different fields of knowledge d4- Team work d5- Independent learning 3- Contents Description of content:
Different methods of instrumental analysis and their application in the quantitative analysis of oil, water and pharmaceutical compounds. The course includes also the study of spectroscopy of organic compounds, analytical atomic spectrometry, spectrophotometry, spectrofluorometry, flame spectroscopy, atomic absorption, polarography, and different techniques of chromatograph
Theoretical & Tutorials
Estimated no of hours
Different methods of instrumental analysis and their application in the quantitative analysis of oil, water and pharmaceutical compounds. The course includes also the study of spectroscopy of organic compounds, analytical atomic spectrometry, spectrophotometry, spectrofluorometry, flame spectroscopy, atomic absorption, polarography, and different techniques of chromatograph
24
Total
24
Activities: assignment; projects; quizzes
145
Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 5 points= 125 – 150 Hrs Theoretical 24 Tutorials 4 Practicals 20 Assignments and projects Total
+ 48 (Revision) hrs + 4 (Revisions) hrs + 20 (Revisions) hrs + 30 hrs
72 hrs Total 8 hrs Total 40 hrs Total 30 hrs Total 150 hrs
4– Teaching and Learning Methods
Lectures Tutorials Practical sessions Assignments Projects
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Oral Practical Projects & course work
50% 15% 20% 15%
146
Pharmaceutical Chemistry I Basic Information Title: Pharmaceutical Chemistry I Code: PH 302/2 Credit Hours: 4/week Lecture: 12 lectures 3 hrs/week Tutorial: 2 tutorials 3 hrs/week Practicals: 10 labs 3 hrs/week Total: ECTS: 7 points
36 hrs total 6 hrs total 30 hrs total
Department offering the course: Chemistry Academic year: 3rd Semester: 5 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: General Chemistry, Organic Chemistry I & II Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Textbook of Medicinal Chemistry, P. Parimoo, 2005, CBS Pub. Practical Pharmaceutical Chemistry, Siddiqui, 2005, CBS Pub. Experimental Pharmaceutical Chemistry, Siddiqui, 2005, CBS Pub. The Organic Chemistry of Drug Design and Drug Action, Silverman, 2004, 2 nd ed., CBS Pub. Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enables her/ him to understand the relationships between physicochemical properties and activity of different drugs and be able to predict the biological response from a chemical structure of compounds affecting various receptors. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- understand basic principles of drug discovery, design , and metabolism a2- define the relationship between physicochemical properties and activity of various drugs and how to optimize the activity of a given drug. b- Intellectual Skills b1- suggest possible metabolites of different classes of drugs b2- relate activity to chemical structure of drugs
147
c- Professional and Practical Skills c1- acquire the essential safety rules of the chemical lab and handling of chemicals. c2- carry out experiments to relate physicochemical properties with activity and study the different methods of drug analysis c3- test impurities in the studied drugs. d- General and Transferable Skills d1- Critical thinking d2- Problem solving d3- Integration of different fields of knowledge d4- Team work d5- Independent learning 3- Contents Description of content:
Introduction and origin of medicinal chemistry Principles of drug discovery, drug design and development Drug metabolism The structure, synthesis, mechanism of action & pharmacophores, structure-activity relationship of: Antibiotics (β-lactams, tetracyclines, aminoglycosides, chloramphenicol, macrolides. etc} and sulfonamides Antineoplastic, antimalarial, antifungal, antiviral, antiinfective, antiprotozoal, antimycobacterial, antileprosy drugs Antidiabetic drugs Analgesics (steroidal & nonsteroidal) Local anesthetics diagnostic agents and immunostimulants Theoretical & Tutorials
Estimated no of hours
Introduction and origin of medicinal chemistry
2
Principles of drug discovery, drug design and development Drug metabolism
6 3
The structure, synthesis, mechanism of action & pharmacophores, 25 structure-activity relationship of antibiotics, antineoplastic, antimalarial, antifungal, antiviral, anti-infective, antiprotozoal, antimycobacterial, antileprosy, antidiabetic, analgesics, Local anesthetics, diagnostics, and immunostimulants drugs. Total
36
148
Activities: assignment; projects; quizzes Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 7 points= 175 – 210 Hrs Theoretical 36 Tutorials 6 Practicals 30 Assignments and projects Total
+ 72 (Revision) hrs + 6 (Revisions) hrs + 30 (Revisions) hrs + 20 hrs
108 hrs Total 12 hrs Total 60 hrs Total 20 hrs Total 200 hrs
4– Teaching and Learning Methods
Lectures Tutorials Practical sessions Assignments Projects
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Oral Practical Projects & course work
50% 15% 20% 15%
149
Pharmaceutical Chemistry II Basic Information Title: Pharmaceutical Chemistry II Code: PH 314/2 Credit Hours: 4/week Lecture: 12 lectures 3 hrs/week Tutorial: 2 tutorials 2 hrs/week Practicals: 10 labs 2 hrs/week Total: ECTS: 6 points
36 hrs total 4 hrs total 20 hrs total
Department offering the course: Chemistry Academic year: 3rd Semester: 6 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: General Chemistry, Organic Chemistry I & II, Pharmaceutical Chemistry I Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Textbook of Medicinal Chemistry, P. Parimoo, 2005, CBS Pub. Practical Pharmaceutical Chemistry, Siddiqui, 2005, CBS Pub. Experimental Pharmaceutical Chemistry, Siddiqui, 2005, CBS Pub. The Organic Chemistry of Drug Design and Drug Action, Silverman, 2004, 2nd ed., CBS Pub. Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enables her/ him to understand the relationships between physicochemical properties and activity of different drugs and be able to predict the biological response from a chemical structure of compounds affecting various receptors. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- understand basic principles of drug discovery, design , and metabolism a2- define the relationship between physicochemical properties and activity of various drugs and how to optimize the activity of a given drug. b- Intellectual Skills b1- suggest possible metabolites of different classes of drugs b2- relate activity to chemical structure of drugs
150
c- Professional and Practical Skills c1- acquire the essential safety rules of the chemical lab and handling of chemicals. c2- carry out experiments to relate physicochemical properties with activity and study the different methods of drug analysis c3- test impurities in the studied drugs. d- General and Transferable Skills d1- Critical thinking d2- Problem solving d3- Integration of different fields of knowledge d4- Team work d5- Independent learning
3- Contents Description of content: The structure, synthesis, mechanism of action & pharmacophores, structure-activity relationship of: Vitamins (water and fat soluble vitamins) Drugs affecting the hormonal system such as antithyroid, corticosteroids, sex hormones, oral hypoglycemic and peptide hormones) Drugs affecting central nervous system such as CNS depressants & stimulants Cardiovascular drugs Diuretics Antiallergic Antiulcer agents antiaging therapies
151
Theoretical & Tutorials
Estimated no of hours
The structure, synthesis, mechanism of action & pharmacophores, 36 structure-activity relationship of: Vitamins (water and fat soluble vitamins) Drugs affecting the hormonal system such as antithyroid, corticosteroids, sex hormones, oral hypoglycemic and peptide hormones) Drugs affecting central nervous system such as CNS depressants & stimulants Cardiovascular drugs Diuretics Antiallergic Antiulcer agents antiaging therapies Total
36
Activities: assignment; projects; quizzes
Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 6 points= 150 – 180 Hrs Theoretical 36 Tutorials 4 Practicals 20 Assignments and projects Total
+ 72 (Revision) hrs + 4 (Revisions) hrs + 20 (Revisions) hrs + 24 hrs
108 hrs Total 8 hrs Total 40 hrs Total 24 hrs Total 180 hrs
4– Teaching and Learning Methods
Lectures Tutorials Practical sessions Assignments Projects
152
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Oral Practical Projects & course work
50% 15% 20% 15%
153
Biochemistry / Pharmacology courses:
154
Biochemistry I Basic Information Title: Biochemistry I Code: PH 213/3 Credit Hours: 4/week Lecture: 12 lectures
3hrs / week
36 hrs total
Tutorial: 4 tutorials
3hrs/week
12 hrs total
Practical: 8 labs Total: ECTS:
3hrs/week 7 points
24 hrs total
Department offering the course: Biochemistry/Pharmacology Academic year: 2nd Semester: 4 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: Organic chemistry I & II Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Harper's Illustrated Biochemistry, Twenty sixth edition, McGraw-Hill. Lippincott's illustrated reviews: Biochemistry, Third edition, Lippincott-Williams and Wilkins. Biochemistry: The Molecular Basis of Life, Third edition, McKee & McKee.
Professional Information 1 – Overall Aims of Course After completion of the course the student should have the basic knowledge and skills that enable her/ him to illustrate the principal chemical structure of various biological molecules and to relate this knowledge correctly to the major functions elaborated by these molecules. Also, she/he should be able to identify quantitatively and qualitatively a number of constituents of human body fluids like urine and blood and correlate changes in these constituents to a number of pathological conditions in an exemplary fashion.
155
2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- describe different techniques of biochemical analysis (including qualitative analysis of amino acids and proteins, carbohydrates, and lipids, quantitative analysis by titrimetric and photometric experiments, biochemical separation techniques, enzyme assays, nucleic acid analysis) and their applications in addressing issues related to human diseases. a2- illustrate chemical and molecular changes occurring in human body e.g. how protein is synthesized from amino acids, nucleic acids from nucleotides, degradation of purines, synthesis of haemoglobin, conversion of substrates to products in an enzymatic reaction, digestion and absorption of carbohydrates, lipids, and protein ..etc. a3- recognizes the morphology and micro structure of a human cell and its various parts. b- Intellectual Skills b1- find, assess, and link biochemical information quickly to human health and diseases. b2- critically evaluate a possible biochemical basis of diseases. b3- apply biochemical knowledge in the field of medicinal analysis. c- Professional and Practical Skills c1- perform different techniques of biochemical analysis including qualitative and quantitative analyses, and separation techniques. c2- determine rate and factors affecting enzyme activity d- General and Transferable Skills d1- work as a member in a team. d2- proper handling of instruments and samples in a biochemical lab.
3- Contents
Description of content: Amino acids and protein chemistry Classes, titration, and reactions of amino acids, biologically-active peptides, classification, levels of organization, loss of structure, and examples of proteins. Enzymes and enzymology incl. cofactors General characteristics of enzymes, how do enzymes work, specificity of enzyme action, nomenclature and classification of enzymes, requirements, measurement and factors affecting enzyme activity, enzyme inhibition, allosteric enzymes, enzyme regulation, isoenzymes, and principles of clinical enzymology.
156
Porphyrins and bile pigments Occurrence, structure, properties, function, derivatives, and types of haemoglobin, other metalloporphyrines as myoglobin, cytochromes, catalases and peroxidises, and biosynthesis and catabolism of heme. Nucleotides and nucleic acids Structure, nomenclature, metabolic functions of nucleotides, catabolism of purines and gout, nucleic acids structure, function and properties, replication and transcription of DNA, protein synthesis, protein localization in eukaryotes, posttranslational modification of proteins. Enzymology of biotransformation reactions Important enzymes involved in phase I and phase II biotransformation reactions, oxidative stress and reactive oxygen species, endogenous antioxidant systems. Digestion and absorption of carbohydrates, lipids and proteins Digestive secretions, hormonal control of digestion, digestion and absorption of carbohydrate, lipids and protein, bacterial flora in the GIT. Carbohydrate chemistry Monosaccharides, disaccharides, and homo- and heteropolysaccharides.
Theoretical
Estimated no of hours
Amino acids and protein chemistry
7
Enzymes and enzymology incl. cofactors
6
Porphyrins and bile pigments
5
Nucleotides and nucleic acids
8
Enzymology of Biotransformation reactions
3
Digestion and absorption of carbohydrates, lipids and proteins
5
Carbohydrate chemistry
2 Total 36
Activities: assignment; projects; quizzes
157
Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 7 points= 175 – 210 Hrs Theoretical 36 Practical: 24 Tutorials 12 Assignments and projects Total
+ 72 (Revision) hrs + 24 (Revision) hrs + 12 (Revisions) hrs + 30 hrs
108 hrs Total 48 hrs Total 24 hrs total 30 hrs Total 210 hrs
4– Teaching and Learning Methods
Lectures. Practical sessions. Tutorials Assignments Projects
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Oral Practical Projects & course work
50% 15% 20% 15%
158
Biochemistry II Basic Information Title: Biochemistry II Code: PH 304/3 Credit Hours: 3/week Lecture: 10 lectures
3hrs / week
30 hrs total
Tutorial: 2 tutorials Total: ECTS:
3hrs/week 6 points
6 hrs total
Department offering the course: Biochemistry/Pharmacology Academic year: 3rd Semester: 5 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: Organic chemistry I & II, Biochemistry I Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Harper's Illustrated Biochemistry, Twenty sixth edition, McGraw-Hill. Lippincott's illustrated reviews: Biochemistry, Third edition, Lippincott-Williams and Wilkins. Biochemistry: The Molecular Basis of Life, Third edition, McKee & McKee.
Professional Information 1 – Overall Aims of Course After completion of the course the student should have the basic knowledge and skills that enable her/ him to describe the biological reactions that occur in living tissues and be able to integrate, interpret and explain several phenomena related to normal and pathological conditions of human body. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- Illustrate the biochemical reactions involved in the metabolism of carbohydrates, lipids and proteins in the human body. a2- Describe the importance of balanced diet in the maintenance of healthy individuals. a3- Explain how the body reacts to get enough energy for metabolism under different nutritional status.
159
b- Intellectual Skills b1- Integrate the major metabolic processes in mammals described under carbohydrate, lipid, and protein metabolism during the feeding-fasting cycle and the division of labour exerted by different body organs. b2- Distinguish the differences between reactions in animal living tissues from reactions that occur in test tubes (organic chemistry), in plants(pharmacognosy), or in microorganisms(microbiology). b3- Evaluate and correct any deficiency related to nutritional supplements. c- Professional and Practical Skills c1- Design a map for different metabolic pathways of physiological substances such as glucose, fatty acids, amino acids, cholesterol. d- General and Transferable Skills d1- work as a member in a team. d2- Communication skills. d3- Independent learning.
3- Contents Description of content: Carbohydrate metabolism Glycolysis, aerobic metabolism, citrate metabolism, electron transport, oxidative phosphorylation, shuttle mechanisms, glycogen metabolism, gluconeogenesis, other pathways of hexose metabolism, and control of blood glucose level. Lipid metabolism Classification of lipids, fatty acids (biosynthesis, elongation, desaturation, and oxidation), ketone bodies metabolism, triglycerides metabolism, phospholipids metabolism, eicosanoid metabolism, cholesterol metabolism, and lipid transport and metabolism of lipoproteins. Protein metabolism Nitrogen balance, reactions of amino groups, sources and fate of ammonia, synthesis of non-essential amino acids, catabolism of carbon skeleton of amino acids, one-carbon metabolism, and conversion of amino acids to specialized products (catecholamines, thyroid hormones, serotonin, melatonin, niacin, histamine, creatine and creatinine, nitric oxide, polyamines, and GABA). Integration of metabolism Interconversion between carbohydrates, lipids, and proteins, the feeding-fasting cycle, the division of labour and metabolic contributions of different body organs, the hormone cascade system, and classification of hormones according to mechanism of action.
160
Theoretical
Estimated no of hours
Carbohydrate metabolism
11
Lipid metabolism
9
Protein metabolism
8
Integration of metabolism
2 Total 30
Activities: assignments; projects; quizzes, tutorial discussions Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 6 points= 150 – 180 Hrs Theoretical 30 Tutorials: 6 Assignments and projects: Total
+ 90 (Revision) hrs + 9 (Revision) hrs + 30 hrs
120 hrs Total 15 hrs Total 30 hrs Total 165 hrs
4– Teaching and Learning Methods Lectures. Tutorials Assignments Projects
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Oral Projects & course work
50% 20% 30%
Note: Nutrition basics are covered
161
Clinical Biochemistry & Genetics Basic Information Title: Clinical Biochemistry & Genetics Code: PH 402/3 Credit Hours: 4/week Lecture: 12 lectures 3 hrs / week
36 hrs total
Tutorial: 4 tutorials
2 hrs/week
8 hrs total
Practical: 8 labs Total: ECTS:
2 hrs/week 6 points
16 hrs total
Department offering the course: Biochemistry/Pharmacology Academic year: 4th Semester: 7 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: Organic chemistry I & II, Biochemistry I & II Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Clinical Biochemistry, 2004: An Illustrated Colour Text, Third edition, Allan Gaw et al., Churchill Livingstone. Clinical Chemistry, 1996: Theory, Analysis, Correlation, Third edition, Mosby. Saunders Manual of Clinical Laboratory Science, 1998, W.B. Saunders Company. Clinical Chemistry, 2000, Fourth edition, William J Marshall, Harcourt Publishers Limited Biotechnology: Demystifying the Concepts, 2000, Bourgaize. Jewell. Buiser, Addison Wesley Longman, Inc. Professional Information 1 – Overall Aims of Course After completion of the course the student should have the basic knowledge and skills that enable her/ him to illustrate the use of biochemical molecules such as enzymes, proteins, bilirubin, and hormones in the diagnosis of various diseases in liver, heart, kidney, and endocrine organs. The students will also be acquainted with various tools and methods of molecular biology. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- analyze biological fluids such as blood and urine using different laboratory techniques such as colorimetric assays, centrifugation, microscopy, and explain their applications in addressing issues related to human diseases. a2- define the methodology and use of different molecular biology techniques such as polymerase chain reaction, gene cloning, DNA sequencing, southern blotting, site-directed mutagenesis, and transgenic animal models. 162
b- Intellectual Skills b1- evaluate and interpret abnormal blood and urine test results b2- suggest solutions to treat the diseases based on the biochemical data. b3- learn the critical way of thinking to reach final cases diagnosis. b4- integrate clinical chemistry data with other information in clinical pharmacology, clinical pharmacy, and basic biochemistry. c- Professional and Practical Skills c1- Identify qualitatively and quantitatively the contents of human biological fluids such as blood , urine, saliva and bile. c2- Allow student to operate different instruments and recognize several techniques in biochemistry such as spectrophotometry, centrifugation and clinical enzymology. c3- advice the patient about his condition, diet regimen and life style. d- General and Transferable Skills d1- work as a member in a team. d2- proper handling of instruments and samples in a biochemical lab. d3- search the internet for information 3- Contents Description of content: Disorders of carbohydrate metabolism Hyperglycemia and diabetes mellitus (diagnosis, classification, long term complications, acute metabolic complications, and easy guide for control), hypoglycemia, glycogen storage diseases, and other rare genetic disorders. Disorders of lipid metabolism Diagnostic tests, hyperlipidemia, hypolipidemias, easy guide for control of hypercholesterolemia and CAD. Disorders of amino acid and protein metabolism Aminoaciduria, selected disorders of amino acid metabolism, and analysis of proteins of body fluids (quantitation, electrophoreses, and immunochemical methods). Clinical Enzymology Selection of enzyme tests, evaluation of liver function, differential diagnosis of liver diseases, enzyme tests in cardiovascular disease. Evaluation of renal function Role of kidneys, formation of urine, diagnostic tests (serum creatinine, urea, and creatinine clearance) Electrolytes, blood gases and acid-base balance Body water, electrolyte distribution, blood buffers, disturbances of acid-base status, and electrolyte disorders. Disorders of mineral metabolism calcium, magnesium and phosphate metabolism, bone metabolism and tests for bone disorders, iron, copper, and zinc disorders. 163
Endocrine disorders Disorders of thyroid hormones, adrenal cortex and medulla hormones, hypothalamic and pituitary hormones, disorders of gonadal function, disorders of sex differentiation. Cancer and tumour markers Examples and applications in practice Molecular Biology techniques Restriction endonucleases, gene cloning, polymerase chain reaction, DNA sequencing, southern, northern and western blotting, gene mapping, site-directed mutagenesis, transgenic animal models, RNA silencing. General knowledge of genetic diseases other than inborn errors of metabolism. Specialized investigations Malabsorption, therapeutic drug monitoring, alcoholism, coma. Theoretical
Estimated no of hours
Disorders of carbohydrate metabolism
4
Disorders of lipid metabolism
2
Disorders of amino acid and protein metabolism
2
Clinical Enzymology
5
Evaluation of renal function
1
Electrolytes, blood gases and acid-base balance
1
Disorders of mineral metabolism
4
Endocrine disorders
6
Cancer and tumour markers
1
Molecular Biology techniques
6
General knowledge of genetic diseases other than inborn 2 errors of metabolism Specialized investigations
2 Total 36
Tutorials: 1) Biochemistry in the elderly 2) Paediatric Biochemistry 3) Fetal monitoring and prenatal diagnosis 4) Pregnancy Activities: assignment; projects; quizzes 164
Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 6 points= 150 – 180 Hrs Theoretical 36 Practical: 16 Tutorials 8 Assignments and projects Total
+ 72 (Revision) hrs + 16 (Revision) hrs + 8 (Revisions) hrs + 24 hrs
108 hrs Total 32 hrs Total 16 hrs total 24 hrs Total 180 hrs
4– Teaching and Learning Methods
Lectures. Practical sessions. Tutorials Assignments Projects
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written 50% Oral 15% Practical 20% Projects & course work 15%
165
Basic Pharmacology Basic Information Title: Basic Pharmacology Code: PH 204/3 Credit Hours: 2/week Lecture: 12 lectures
2 hrs/week
Practical: --Total:
4 points
ECTS:
24 hrs total
Department offering the course: Pharmacology Academic year: 2nd Semester: 3 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: General Biology I & II Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Goodman & Gillman’s the Pharmacological Basis of Therapeutics, last edition, McGraw Hill Essentials of Pharmacology, Theoharides, 1996, 2nd ed., Little Brown. Dictionary of Pharmacology, Sharma, 2004, UBSPD. Introduction to Pharmacology, Hollinger, 2002, Taylor and Francis.
Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enable her / him to describe the principles of drug action and metabolism in biological systems. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- describe the principles of drug action a2- tell routes of drug absorption, distribution, metabolism, and excretions. a3- explain the effect of drugs on some human systems a4- tell methods of measurement of drug concentration in biological systems b- : Intellectual Skills b1- link the studied pharmacological information to daily life practice of pharmacy b2- suggest proper choice of drugs for particular diseases and disorders. b3- differentiate between drugs according to their pharmacological actions
166
c- Knowledge and Understanding: d- Professional and Practical Skills c1- perform experiments that explain the pharmacological actions of drugs e- General and Transferable Skills d1- independent learning d2- team working d3- presentation skills d4- basic IT literacy d5- communication skills 3- Contents Description of content: Theoretical
Estimated no of hours
Where drugs come from?
1
Drug discovery and safety
1
ADME of drugs
1
Drug-drug interactions
2
Principles of drug action (potency, EC50, concentration
1
Drug actions and receptors (types of receptors, 2nd 2 messengers, Tolerance) Types of antagonism and measurement 1 Measurement of drug concentration (ELISA, bioassay, …)
1
Principles of drug actions on neurotransmitters
1
Drugs affecting neuromuscular transmission (competitive and depolarizing) Drugs affecting parasympathetic system (cholinergic agonist & antagonist) Drugs affecting sympathetic system (adrenergic agonist & antagonist) Local anesthetics
1
Autacoids
4
ENT drugs
1
3 3 1
Total 24 Activities: assignment; projects; quizzes . 167
Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 4 points= 100 – 120 Hrs Theoretical 24 Assignments and projects Total
+ 48 (Revision) hrs + 38 hrs
72 hrs Total 38 hrs Total 110 hrs
4– Teaching and Learning Methods Lectures Assignments Projects Group discussions
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Oral Projects & course work
50% 20% 30%
Points to consider: Use biological examples whenever possible Examples of natural drugs like atropine, nicotine and muscarine Examples of drug- herb and drug- food interactions
Where drugs come from? Penicillin, hyoscine Drug discovery and safety Discovery of penicillin, curare ADME, Muscarine Drug-drug interactions Contraception – hypericum perforatum 168
Integrated Pharmacology I Basic Information Title: Integrated Pharmacology I Code: PH 214/3 Credit Hours: 4/week Lecture: 12 lectures Tutorial: 2 tutorials Practicals: 10 labs Total: ECTS:
3 hrs/week 3 hrs/week 3 hrs/week 7 points
36 hrs total 6 hrs total 30 hrs total
Department offering the course: Pharmacology Academic year: 2nd Semester: 4 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: General Pharmacology Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Goodman & Gillman’s the Pharmacological Basis of Therapeutics, lastest edition, McGraw Hill Essentials of Pharmacology, Theoharides, 1996, 2nd ed., Little Brown. Dictionary of Pharmacology, Sharma, 2004, UBSPD. Lippincott’s Illustrated Review: Pharmacology, Mycek, 2005. Rang, Dali, Ritte and Moore Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enables her/ him to illustrate types and mechanisms of action of drugs treating cardiovascular, renal, GIT, and endocrine disorders. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- describe physiology, pathophysiology, and drugs acting on cardiovascular, renal, GIT, and endocrine systems. a2- Select appropriate therapy to different human disorders. b- Intellectual Skills: b1- Link the mechanism of action of drugs with the pathophysiology of tissues and nature of diseases.
169
c- Professional and Practical Skills: c1- carry out experiments to demonstrate pharmacological action c2- design experiments to identify pharmacological action. c3- identify different pharmacological actions based on molecular structure and mechanism of action. c4- proper interaction with experimental animals d- General and Transferable Skills: d1- Critical thinking d2- Problem solving d3- Integration of different fields of knowledge d4- Team work d5- Independent learning 3- Contents Description of content: Theoretical
h
Physiology of the cardiovascular system Hypertension (definition, pathophysiology, drugs) Atherosclerosis (definition, pathophysiology, drugs) Anticoagulants and thrombolytics (physiology, Pathophysiology, drugs) Anti-platelets (platelet function, pathophysiology, drugs) Anti-angina (pathophysiology, drugs) Heart failure (pathophysiology, drugs) Arrhythmia (pathophysiology, drugs) Anemia (types, drugs) Renal physiology Diuretics Genito-urinary (prostatic, genital, uterus, labor) GIT physiology Antacids, anti-diarrhea and laxatives Anti-ulcers Anti-emetics Inflammatory bowl diseases Mechanisms of hormone release and action Pituitary (physiology, pathophysiology and drugs) Thyroid (physiology, pathophysiology and drugs) Adrenal (physiology, pathophysiology and drugs) Pancreatic (physiology, pathophysiology and drugs) Sex hormones and oral contraceptives Anti-obesity and metabolic syndrome (including diabetes)
2 2 2
Total
2 1 1 2 2 1 1 2 2 1 1 1 1 1 1 1 1 2 2 2 2 -----36 170
Activities: assignment; projects; quizzes
Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 7 points= 175 – 210 Hrs Theoretical 36 Tutorials 6 Practicals 30 Assignments and projects Total
+ 72 (Revision) hrs + 6 (Revisions) hrs + 30 (Revisions) hrs + 30 hrs
108 hrs Total 12 hrs Total 60 hrs Total 30 hrs Total 210 hrs
4– Teaching and Learning Methods
Lectures Tutorials Practical sessions Assignments Projects
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Oral Practical Projects & course work
50% 15% 20% 15%
171
Integrated Pharmacology II Basic Information Title: Integrated Pharmacology II Code: PH 215/3 Credit Hours: 3/week Lecture: 12 lectures 2 hrs/week Tutorial: 6 tutorials 2 hrs/week Practicals: 6 labs 2 hrs/week Total: ECTS: 4 points
24 hrs total 12 hrs total 12 hrs total
Department offering the course: Pharmacology Academic year: 2nd Semester: 4 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: General Pharmacology Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Goodman & Gillman’s the Pharmacological Basis of Therapeutics, last edition, McGraw Hill Essentials of Pharmacology, Theoharides, 1996, 2nd ed., Little Brown. Dictionary of Pharmacology, Sharma, 2004, UBSPD. Lippincott’s Illustrated Review: Pharmacology, Mycek, 2005. Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enables her/ him to illustrate types and mechanisms of action of drugs treating CNS disorders. 2 – Intended Learning Outcomes of Course (ILOs): a-
Knowledge and Understanding: a1- describe physiology, pathophysiology, and drugs acting on CNS system.
b-
Intellectual Skills: b1- Link the mechanism of action of drugs with the pathophysiology of tissues and nature of diseases. b2- Select appropriate therapy to different CNS disorders.
c-
Professional and Practical Skills c1- carry out experiments to demonstrate pharmacological action. c2- design experiments to identify pharmacological action. c3- identify different pharmacological actions based on molecular structure and mechanism of action. c4- proper interaction with experimental animals 172
d- General and Transferable Skills d1- Critical thinking d2- Problem solving d3- Integration of different fields of knowledge d4- Team work d5- Independent learning 3- Contents Description of content: Theoretical
h
3 2 2 3 3 4 2 2 1 2 ------
Neurotransmission and neurotransmitters in CNS Physiology of the CNS Anxiolytics and hypnotics (diseases and drugs) Anti-depressants and mood stabilizers (diseases and drugs) Anti-psychotics (diseases and drugs) Neurodegenerative disorders (Parkinsonism, Alzheimers) Anti-epileptics (diseases and drugs) Physiology of pain, narcotic analgesics Migraine Drug dependence Total
24
Activities: assignment; projects; quizzes . Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 4 points= 100– 120 Hrs Theoretical Tutorials Practicals Total
24 12 12
+ 48 (Revision) hrs + 12 (Revisions) hrs + 12 (Revisions) hrs
72 hrs Total 24 hrs Total 24 hrs Total ---------------120 hrs
173
4– Teaching and Learning Methods Lectures Tutorials Practical sessions
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Practical exams to assess professional and practical skills. Quizzes to assess transferable and intellectual skills. % of evaluation: Written Oral Practical Quizzes
50% 15% 20% 15%
Comment: isn't too much pharmacology for one semester, perhaps should be swapped with another course
174
Immunopharmacology Basic Information Title: Immunopharmacology Code: PH 303/3 Credit Hours: 3/week Lecture: 12 lectures Tutorial: 4 tutorials Practicals: 8 labs Total: ECTS:
2 hrs/week 2 hrs/week 2 hrs/week 6 points
24 hrs total 8 hrs total 16 hrs total
Department offering the course: Pharmacology Academic year: 3rd Semester: 5 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: General Pharmacology Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Goodman & Gillman’s the Pharmacological Basis of Therapeutics, last edition, McGraw Hill Essentials of Pharmacology, Theoharides, 1996, 2nd ed., Little Brown. Dictionary of Pharmacology, Sharma, 2004, UBSPD. Lippincott’s Illustrated Review: Pharmacology, Mycek, 2005. Immunofacts: Vaccines and Immunologic Drugs, JD. Grabenstein, 2006, Lippincott Williams & Wilkins. Concise Medical Immunology, T. Doan, 2005, Lippincott Williams & Wilkins. Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enables her/ him to illustrate types and mechanisms of action of drugs treating respiratory, musculoskeletal, bones, skin disorders, in addition to understand principles of immunology. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- describe physiology, pathophysiology, and drugs acting on respiratory, musculoskeletal, bones, and skin systems. a2- illustrate the immune response.
175
b- Intellectual Skills: b1- link the mechanism of action of drugs with the pathophysiology of tissues and nature of diseases. b2- select appropriate therapy to different human disorders. b3- correlate the immune response to different antigens with drugs affecting immune system. c- Professional and Practical Skills c1- carry out experiments to demonstrate pharmacological action. c2- design experiments to identify pharmacological action. c3- identify different pharmacological actions based on molecular structure. and mechanism of action. c4- proper interaction with experimental animals. c5- perform some immunological tests. d- General and Transferable Skills d1- Critical thinking d2- Problem solving d3- Integration of different fields of knowledge d4- Team work d5- Independent learning
3- Contents Description of content: Theoretical
h
Immunology (vaccines) Pathophysiology of inflammation Anti-inflammatory drugs and immunosuppressants Arthritis and treatment Anti-tussives, rhinitis and Anti-allergic drugs Asthma (diseases and drugs) COPD and treatment Diseases of the bone and treatment Skin diseases and treatment
Total
12 1 2 2 1 2 2 2 -----24
Activities: assignment; projects; quizzes . Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 6 points= 150 – 180 Hrs
176
Theoretical 24 Tutorials 8 Practicals 16 Assignments and projects Total
+ 60 (Revision) hrs + 8 (Revisions) hrs + 16 (Revisions) hrs + 30 hrs
84 hrs Total 16 hrs Total 32 hrs Total 30 hrs Total 162 hrs
4– Teaching and Learning Methods Lectures
Tutorials Practical sessions Assignments Projects
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Oral Practical Projects & course work
50% 15% 20% 15%
177
Anti-Infective and Antineoplastic Agents Basic Information Title: Anti-Infective and Antineoplastic Agents Code: PH 313/3 Credit Hours: 3/week Lecture: 12 lectures 2 hrs/week Tutorial: 2 tutorials 2 hrs/week Practicals: 10 labs 2 hrs/week Total: ECTS: 5 points
24 hrs total 4 hrs total 20 hrs total
Department offering the course: Pharmacology Academic year: 3rd Semester: 6 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: General Pharmacology Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Goodman & Gillman’s the Pharmacological Basis of Therapeutics, last edition, McGraw Hill Essentials of Pharmacology, Theoharides, 1996, 2nd ed., Little Brown. Dictionary of Pharmacology, Sharma, 2004, UBSPD. Lippincott’s Illustrated Review: Pharmacology, Mycek, 2005. Medical Microbiology & Infection at a Glance, S. Gillespie, 2003, Blackwell Pub. Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enables her/ him to illustrate types and mechanisms of action of drugs treating invading pathogens, in addition to understand principles of parasitology. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- describe types of anti-infective and chemotherapeutic agents.. a2- illustrate types of viral, bacterial, fungal, and protozoal infections.
178
b-Intellectual Skills: b1- link the mechanism of action of drugs with the pathogenesis of infections and cancer. b2- select appropriate therapy to different pathological infections and cancer. b3- differentiate between normal and malignant cells. c- Professional and Practical Skills c1- carry out experiments to demonstrate pharmacological action. c2- design experiments to identify pharmacological action. c3- identify different pharmacological actions based on molecular structure. and mechanism of action. c4- proper interaction with experimental animals. c5- identify different types of pathogens. d- General and Transferable Skills d1- Critical thinking d2- Problem solving d3- Integration of different fields of knowledge d4- Team work d5- Independent learning 3- Contents Description of content: Theoretical
h
Parasitology Anthelminthic drugs Antibacterial drugs Antiviral drugs Antifungal drugs Antiprotozoal drugs Cancer chemotherapy
12 2 4 1 1 1 3
-----Total
24
Activities: assignment; projects; quizzes .
179
Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 5 points= 125 – 150 Hrs Theoretical 24 Tutorials 4 Practicals 20 Assignments and projects Total
+ 48 (Revision) hrs + 4 (Revisions) hrs + 20 (Revisions) hrs + 30 hrs
72 hrs Total 8 hrs Total 40 hrs Total 30 hrs Total 150 hrs
4– Teaching and Learning Methods
Lectures Tutorials Practical sessions Assignments Projects
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Oral Practical Projects & course work
50% 15% 20% 15%
180
Toxicology and Forensics Basic Information Title: Toxicology and Forensics Code: PH 412/3 Credit Hours: 3/week Lecture: 12 lectures Tutorial: 2 tutorials Practicals: 10 labs Total: ECTS:
2 hrs/week 2 hrs/week 2 hrs/week 5 points
24 hrs total 4 hrs total 20 hrs total
Department offering the course: Pharmacology Academic year: 4th Semester: 8 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: General Pharmacology, Clinical Biochemistry Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Forensic Chemistry, S. Bell, 2006, Prentice Hall. Food and Nutritional Toxicology, ST Omaye, 2004, CRC Press. Manual of Overdoses and Poisoning, CH Linden, 2006, Lippincott Williams & Wilkins. Textbook of Forensic Medicine and Toxicology: Principles and Practice, K Vij, 2005, Elsevier Pub. Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enables her/ him to be acquainted with principles of toxicology and forensic medicine. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- describe the meaning of the terms mutagenicity, carcinogenicity, and teratogenecity a2- illustrate the principles of systemic, environmental, and analytical toxicology. a3- define toxic risk assessment b-Intellectual Skills: b1- assess environmental health and pollution.. b2- analyze toxic risk assessment. b3- differentiate between drug action and poisoning.
181
c- Professional and Practical Skills:
d-General and Transferable Skills: d1- Critical thinking d2- Problem solving d3- Integration of different fields of knowledge d4- Team work d5- Independent learning 3- Contents Description of content: Theoretical
h
2
Introduction Types of toxicants Mechanisms of cellular damage Routes of exposure Management of poisoning
Systemic toxicology o Nephro o Hepato o Neuro o Dermal o Respiratory o GIT
10
Mutagenicity and carcinogenicity Teratogenecity and developmental toxicology Environmental toxicology Toxic risk assessment Forensic and analytical toxicology
2 2 4 1 3 -----Total
24
182
Activities: assignment; projects; quizzes . Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 5 points= 125 – 150 Hrs Theoretical 24 Tutorials 4 Practicals 20 Assignments and projects Total
+ 48 (Revision) hrs + 4 (Revisions) hrs + 20 (Revisions) hrs + 30 hrs
72 hrs Total 8 hrs Total 40 hrs Total 30 hrs Total 150 hrs
4– Teaching and Learning Methods
Lectures Tutorials Practical sessions Assignments Projects
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Oral Practical Projects & course work
50% 15% 20% 15%
183
Pharmacy Practice courses:
184
Introduction to Pharmacy Practice Basic Information Title: Introduction to Pharmacy Practice Code: PH 103/3 Credit Hours: 2/week Lecture: 9 lectures 2 hrs/week 18 hrs total Tutorial: 3 tutorials 2 hrs/week 6 hrs total Practical: -half a day in a community pharmacy and reflect on their experience (assignment on a consultation between patient an pharmacist) Total: ECTS: 4 points Department offering the course: Pharmacy Practice Academic year: 1st Semester: 1 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: --Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: History of Pharmacy and the Pharmaceutical Industry, Boussel et al, 1982, Asklepios Press. Health Education & Community Pharmacy, N.K. Jain, 2005, CBS Pub. Drug Facts and Comparisons; Pocket Version, 2006, Lippincott. Drugs from Discovery to Approval, R. NG, 2004, John Wiley. Pharmacy Practice and the Law, Abood, 2005, Jones and Bartlett Pub. A behavioral Approach to Pharmacy Practice, Gard, 2000, Blackwell SC.
Pharmacy, WN Kelly, 2002, CRC Press. – أ اديمية ا بحث ا علمي – مطابع روز ا يوسف1990 تاريخ ا حركة ا علمية في مصر ا حديثة – ا صيد ة – مايو
Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enable her / him to describe the role of pharmacists in the health care profession, to define the ethical framework within which pharmacists operate, and to illustrate the history of pharmacy globally and in Egypt.
185
2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- describe the social and psychological influences on patient’ health and their behaviour in relation to illness a2- tell the succeful story of development of pharmaceutical industry in Egypt in the 20th century a3- define the international health agencies and NGOs related to pharmacy profession. a4- illustrate epidemiology of diseases, influence of genetics and environmental conditions b- Intellectual Skills: b1- correlate patients and pharmacists interviews with the role of pharmacists in health care. b2- conclude the nature of disease from its terminology. b3- criticize pharmacy practice in Egypt related to optimum status.
c- Professional and Practical Skills: c1- perform interviews with patients and community pharmacists d- General and Transferable Skills: d1- independent learning d2- team working d3- presentation skills d4- basic IT literacy d5- communication skills
186
3- Contents Description of content: Theoretical
Estimated no of hours
History of Pharmacy
2
Branches of pharmacy
1
Modern development of pharmacy in Egypt
1
Health care system in Egypt
1
International health agencies and NGOs
1
Drugs From lab or plant to patient
1
Nature of illness, severity, self referral
2
Role of pharmacists
1
Epidemiology of diseases, influence of genetics and environmental conditions Human behavior with regard health and disease
2
Developing communication skills
3
3
Tutorials on Group discussions about pharmacist and 6 patient interviewing Total 24 Assignments: Medical terminology, patient interview: written reflective account: what happened and how you respond, interview with the pharmacists in community pharmacy: written reflective account: what happened and how you respond, communication skills Activities: assignment; projects; quizzes, interviews, group discussions . Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 4 points= 100 – 120 Hrs
Theoretical 18 Tutorials 6 Assignments and projects Total
+ 36 (Revision) hrs + 6 (Revisions) hrs + 44 hrs
54 hrs Total 12 hrs total 44 hrs Total 110 hrs
187
4– Teaching and Learning Methods Lectures Tutorials Assignments Projects Group discussions Interviews
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Projects & course work
50% 50%
Points to consider Refer to Egyptian folk medicine in self referral and Human behavior with regard health and disease
188
Clinical Pharmacy and Applied Therapeutics I Basic Information Title: Clinical Pharmacy and Applied Therapeutics I Code: PH 405/5 Credit Hours: 4/week Lecture: 12 lectures 3 hrs/week 36 hrs total Tutorial: 2 tutorials 2 hrs/week 4 hrs total Practicals: 10 labs 2 hrs/week 24 hrs total Total: ECTS: 6 points Department offering the course: Pharmacy Practice Academic year: 4th Semester: 7 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: Integrated Pharmacology I Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Disease management, MD Randall, 2003, Pharmaceutical Press. Pharmacy Practicals, NK Khanna, 2004, CBS Pub. Symptoms Diagnosis and Treatment, P Rutter, 2005, Elsevier. BNF52, 2006 Clinical Pharmacy Pocket Companion, A Gray, 2006, Pharmaceutical Press. Pharmacy Practice, P. Stone, 2002, Pharmaceutical Press. Pathology and therapeutics, Green and Harris, Pharmaceutical Press Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enables her/ him to practice pharmacy properly in clinical settings. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- describe proper treatment of human disorders with regard: choice of therapy, dosage regimens, management of concomitant disease, managing drug interactions, monitoring, adverse drug reactions, disease prevention, risk factors, and patient counseling b- Intellectual Skills: b1- evaluate therapeutic strategies for management of diseases. b2- correlate theoretical information to pharmacy practice. b3- create patient counselling dialogues.
189
c- Professional and Practical Skills: c1- perform patient counseling. c2- identify health problems and their therapeutic regimens. c3- design therapeutic strategy for management of diseases. d- General and Transferable Skills d1- Critical thinking d2- Problem solving d3- Integration of different fields of knowledge d4- Team work d5- Independent learning d6- communication skills 3- Contents Description of content: Theoretical
h
Treatment of the following conditions (choice of therapy, dosage regimens, management of concomitant disease, managing drug interactions, monitoring, adverse drug reactions, disease prevention, risk factors, and patient counseling) Cardiovascular system: 12 (Hypertension, atherosclerosis, anticoagulants and thrombolytics, antiplatelets, anti-angina, heart failure, arrhythmia, and anemia) Renal system (Diuretics)
2
Genito-urinary (prostatic, genital, uterus, labor)
2
Endocrine system
10
(Pituitary, thyroid, adrenal, pancreatic, sex hormones contraceptives, anti-obesity and metabolic syndrome
and
oral
Central nervous system
10
(Anxiolytics and hypnotics, anti-depressants and mood stabilizers, antipsychotics, anti- neurodegenerative disorders & Alzheimer, anti-epileptics, narcotic analgesics, migraine) Total 36 Activities: assignment; projects; quizzes, patient counselling, interviews
190
Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 6 points= 150 – 180 Hrs Theoretical 36 Tutorials 4 Practicals 24 Assignments and projects Total
+ 72 (Revision) hrs + 4 (Revisions) hrs + 24 (Revisions) hrs + 16 hrs
108 hrs Total 8 hrs Total 48 hrs Total 16 hrs Total 180 hrs
4– Teaching and Learning Methods
Lectures Tutorials Practical sessions Assignments Projects
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Oral Practical Projects & course work
50% 15% 20% 15%
191
Clinical Pharmacy and Applied Therapeutics II Basic Information Title: Clinical Pharmacy and Applied Therapeutics II Code: PH 415/5 Credit Hours: 4/week Lecture: 12 lectures 3 hrs/week 36 hrs total Tutorial: 2 tutorials 2 hrs/week 4 hrs total Practicals: 10 labs 2 hrs/week 20 hrs total Total: ECTS: 6 points Department offering the course: Pharmacy Practice Academic year: 4th Semester: 8 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: Integrated Pharmacology II Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Disease management, MD Randall, 2003, Pharmaceutical Press. Pharmacy Practicals, NK Khanna, 2004, CBS Pub. Symptoms Diagnosis and Treatment, P Rutter, 2005, Elsevier. BNF52, 2006 Clinical Pharmacy Pocket Companion, A Gray, 2006, Pharmaceutical Press. Pharmacy Practice, P. Stone, 2002, Pharmaceutical Press. Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enables her/ him to practice pharmacy properly in clinical settings. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- describe proper treatment of human disorders with regard: choice of therapy, dosage regimens, management of concomitant disease, managing drug interactions, monitoring, adverse drug reactions, disease prevention, risk factors, and patient counseling b- Intellectual Skills: b1- evaluate therapeutic strategies for management of diseases. b2- correlate theoretical information to pharmacy practice. b3- create patient counselling dialogues.
192
c- Professional and Practical Skills: c1- perform patient counseling. c2- identify health problems and their therapeutic regimens. c3- design therapeutic strategy for management of diseases. d- General and Transferable Skills d1- Critical thinking d2- Problem solving d3- Integration of different fields of knowledge d4- Team work d5- Independent learning d6- communication skills 3- Contents Description of content:
Theoretical
h
Treatment of the following conditions (choice of therapy, dosage regimens, management of concomitant disease, managing drug interactions, monitoring, adverse drug reactions, disease prevention, risk factors, and patient counseling) Anti-inflammatory drugs and immunosuppressants 4 GIT system (Antacids, anti-diarrhea and laxatives inflammatory bowl diseases)
4 ,
anti-ulcers,
anti-emetics,
Anti-tussives, rhinitis and Anti-allergic drugs
2
Asthma (diseases and drugs) COPD
2
Diseases of the bone
2
Skin diseases and treatment
2
Anthelmenthic, antibacterial, antiviral, antifungal, anti-protozoal
14
Cancer chemotherapy
4
Hepatic diseases
2 Total 36
Activities: assignment; projects; quizzes, patient counselling, interviews
193
Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 6 points= 150 – 180 Hrs Theoretical 36 Tutorials 4 Practicals 20 Assignments and projects Total
+ 72 (Revision) hrs + 4 (Revisions) hrs + 20 (Revisions) hrs + 24 hrs
108 hrs Total 8 hrs Total 40 hrs Total 24 hrs Total 180 hrs
4– Teaching and Learning Methods
Lectures Tutorials Practical sessions Assignments Projects
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Oral Practical Projects & course work
50% 15% 20% 15%
194
Advanced Professional Studies Basic Information Title: Advanced Professional Studies Code: PH 542/5 Credit Hours: 3/week Lecture: 9 lectures 3 hrs/week Tutorial: 3 tutorials 3 hrs/week Practical: --Total: ECTS: 4 points
27 hrs total 9 hrs total
Department offering the course: Pharmacy Practice Academic year: 5th Semester: 10 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: --Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Health Education & Community Pharmacy, N.K. Jain, 2005, CBS Pub. Drug Facts and Comparisons; Pocket Version, 2006, Lippincott. Pharmacy Practice and the Law, Abood, 2005, Jones and Bartlett Pub. A Behavioral Approach to Pharmacy Practice, Gard, 2000, Blackwell SC. Hand Book of Pharmacy Health Education, R.J. Harman, 2001, Pharmaceutical Press.
Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enable her / him to understand major concepts of pharmaceutical care services offered in community pharmacy settings, and basic skills in pharmacy practice and responding to symptoms in community settings. The course also informs the students with the Egyptian pharmacy legislation. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- describe the concepts of community pharmacy and pharmaceutical care. a2- define and the concepts of pharmacy practice and patient compliance a3- mention different pharmacy laws and ethics b- Knowledge and Understanding Intellectual Skills: b1- effectively respond to symptoms reported by the patients in the community pharmacy. b2- design and manage patient medication records. b3- criticize pharmacy practice in Egypt related to optimum status.
195
c- Professional and Practical Skills: c1- collect data regarding patient and drugs administered c2- implement the different communication skills in the different situation. C3- improve patient compliance C4- improve pharmaceutical care services provided in community pharmacy
d- General and Transferable Skills: d1- independent learning d2- team working d3- presentation skills d4- basic IT literacy d5- communication skills 3- Contents Description of content: Theoretical
Estimated no of hours
Delivering pharmaceutical care
1
Responding to symptoms: GIT, ache and pain, skin, cough 6 and cold, eye and ear. Health promotion and disease promotion 1 Pharmacy law , ethics and professional responsibilities
2
Communication skills
6
OTC medicines: supply and consumption, interaction with 2 prescription drugs. Drug misuse 1 Medicine use review
1
Patient compliance
1
Special Care Groups: geriatrics, paediatrics, pregnancy & 6 lactation Tutorials: Journal Club 9 Total 36 Activities: assignment; projects; quizzes, interviews, group discussions, presentations .
196
Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 4 points= 100 – 120 Hrs Theoretical 27 Tutorials 9 Assignments and projects Total
+ 27 (Revision) hrs + 9 (Revisions) hrs + 48 hrs
54 hrs Total 18 hrs total 48 hrs Total 120 hrs
4– Teaching and Learning Methods Lectures Tutorials Assignments Projects Group discussions Interviews
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Projects & course work
50% 50%
197
Areas of Emphasis of Biochemistry / Pharmacology line:
198
Hospital Pharmacy Basic Information Title: Hospital Pharmacy Code: PH 531/5 Credit Hours: 3/week Lecture: 12 lectures Tutorial: 2 tutorials Practical: 10 labs Total: ECTS:
2 hrs/week 2 hrs/week 2 hrs/week 5 points
24 hrs total 4 hrs total 20 hrs total
Department offering the course: Pharmacy Practice Academic year: 5th Semester: 9 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: all compulsory pharmacy practice courses Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Handbook of Pharmacy Healthcare, R.J. Harman, 2002, Pharmaceutical Press. Hospital Pharmacy, M. Stephens, 2003, Pharmaceutical Press. Information Technology for Pharmacists, R. Fisher, 2005, Pharmaceutical Press. Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enable her / him to understand the role of pharmacists in hospitals and organization of pharmacy services in hospitals. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- describe role of pharmacist in inpatient and outpatient services a2- explain patient medication profiles a3- Define therapeutic drug monitoring and its importance and applications. b- Intellectual Skills: b1- correlate studied information with the role of pharmacists in hospitals b2- interpret laboratory information b3- create new roles of pharmacists in hospitals b4- criticize the interaction of pharmacists with other health team professionals and with patients.
199
c- Professional and Practical Skills: c1- prepare patient medication profiles c2- collect laboratory data c3- design therapeutic drug monitoring study for a drug d- General and Transferable Skills: d1- independent learning d2- team working d3- presentation skills d4- basic IT literacy d5- problem solving 3- Contents Description of content:
Theoretical
Estimated no of hours
Different distribution system in hospitals
2
Hospital structure
2
TPN
4
IV admixture
4
Role of pharmacists in inpatient and outpatient services
4
Patient medication profiles
2
Therapeutic drug monitoring
4
Laboratory interpretation
2 Total 24
Activities: assignment; projects; quizzes, visits to hospitals, interviews. . Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 5 points= 125 – 150 Hrs Theoretical 24 Tutorials 4 Practical: 20 Assignments and projects Total
+ 48 (Revision) hrs + 4 (Revisions) hrs + 20 (Revision) hrs + 30 hrs
72 hrs Total 8 hrs total 40 hrs Total 30 hrs Total 150 hrs
200
4– Teaching and Learning Methods
Lectures Practical sessions Tutorials Assignments Projects
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Oral Practical Projects & course work
50% 15% 20% 15%
201
Marketing skills & Pharmacoeconomics Basic Information Title: Marketing skills & Pharmacoeconomics Code: PH 532/5 Credit Hours: 3/week Lecture: 12 lectures 2 hrs/week Tutorial: 2 tutorials 2 hrs/week Practical: 10 labs 2 hrs/week Total: ECTS: 5 points
24 hrs total 4 hrs total 20 hrs total
Department offering the course: Pharmacy Practice Academic year: 5th Semester: 9 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: all compulsory pharmacy practice courses Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Principles of Pharmacoeconomics, J. Lyle Bootman et al., 1996, Harvey Whitney Books Company. Pharmacoeconomics, T. Walley, 2003, Churchill Livingstone. Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enable her / him to understand the basics of pharmacoeconomics and economics of health care systems. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- describe role of pharmacist in pharmacoeconomics. a2- explain the industry perspective of pharmacoeconomics. a3- define several terms pertinent to pharmacoeconomics b- Intellectual Skills: b1- correlate studied information with the role of pharmacists in pharmacoeconomics b2- design pharmacoeconomics analysis b3- criticize disease management approaches and health care economics of current status
202
c- Professional and Practical Skills: c1- Apply studied information on professional practice and practical examples
d- General and Transferable Skills: d1- independent learning d2- team working d3- presentation skills d4- basic IT literacy d5- problem solving
3- Contents Description of content: Theoretical
24 h
Basics of economics Health economics and pharmacoeconomics The policy context for pharmacoeconomics The economics of health care and health care systems Pharmacoeconomics: an industry perspective, Disease management and programme budgeting and marginal analysis Cost of illness studies Approach to pharmacoeconomic analysis Pharmacoeconomics and clinical trials Modeling in health economics Quality assurance in pharmacoeconomic analyses
Activities: assignment; projects; quizzes, visits to health care systems, interviews. . Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 5 points= 125 – 150 Hrs Theoretical 24 Tutorials 4 Practical: 20 Assignments and projects Total
+ 48 (Revision) hrs + 4 (Revisions) hrs + 20 (Revision) hrs + 30 hrs
72 hrs Total 8 hrs total 40 hrs Total 30 hrs Total 150 hrs
203
4– Teaching and Learning Methods
Lectures Practical sessions Tutorials Assignments Projects
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Oral Practical Projects & course work
50% 15% 20% 15%
204
Clinical Pharmacology Basic Information Title: Clinical pharmacology Code: PH 533/5 Credit Hours: 3/week Lecture: 12 lectures Tutorial: 2 tutorials Practical: 10 labs Total: ECTS:
2 hrs/week 2 hrs/week 2 hrs/week 5 points
24 hrs total 4 hrs total 20 hrs total
Department offering the course: Pharmacy Practice/Pharmacology Academic year: 5th Semester: 9 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: all compulsory pharmacy practice courses Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Principles of Clinical Pharmacology, A. Atkinson et al., 2001, Academic Press.. Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enable her / him to describe the fundamentals that underlie the clinical use and contemporary development of pharmaceuticals. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- describe principles of pharmacokinetics a2- explain biochemical basis of drug interaction and drug toxicity. a3- tell steps of drug discovery and development b- Intellectual Skills: b1- assess drug effects b2- optimize and evaluate drug therapy b3- project management c- Professional and Practical Skills: c1- design pharmacokinetic analysis for drugs.
205
d- General and Transferable Skills: d1- independent learning d2- team working d3- presentation skills d4- basic IT literacy d5- problem solving
3- Contents Description of content: Theoretical
24 h
PHARMACOKINETICS Clinical pharmacokinetics. Compartmental analysis of drug distribution. Drug absorption and bioavailability. Effects of renal disease on pharmacokinetics. Kinetics of haemodialysis and hemofiltration. Effects of liver disease on pharmacokinetics. Noncompartmental vs. compartmental approaches to pharmacokinetic analysis. Distributed models of drug kinetics. Population pharmacokinetics. DRUG METABOLISM AND TRANSPORT Chemical assay of drugs and drug metabolites. Pharmacogenetics. Drug interactions. Biochemical mechanisms of drug toxicity. ASSESSMENT OF DRUG EFFECTS Physiological and laboratory markers of drug effect. Dose response and concentration response analysis. Kinetics of pharmacologic effect. Disease progression models. OPTIMIZING AND EVALUATING DRUG THERAPY Sex differences in pharmacokinetics and pharmacodynamics. Drug therapy in pregnant and nursing women. Drug therapy in neonates and paediatric patients. Drug therapy in the elderly. Clinical analysis of adverse drug reactions. Quality assessment of drug therapy. DRUG DISCOVERY AND DEVELOPMENT Project management. Drug discovery. Pre-clinical development. Animal scale up. Phase I studies. PK and PD considerations in the development of biotechnology products and large molecules. Design of clinical development programs. Activities: assignment; projects; quizzes, visits to health care systems, interviews. .
206
Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 5 points= 125 – 150 Hrs Theoretical 24 Tutorials 4 Practical: 20 Assignments and projects Total
+ 48 (Revision) hrs + 4 (Revisions) hrs + 20 (Revision) hrs + 30 hrs
72 hrs Total 8 hrs total 40 hrs Total 30 hrs Total 150 hrs
4– Teaching and Learning Methods
Lectures Practical sessions Tutorials Assignments Projects
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Oral exams to assess knowledge and understanding and communication skills. Practical exams to assess professional and practical skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Oral Practical Projects & course work
50% 15% 20% 15%
207
Pharmaceutical Policy Basic Information Title: Pharmaceutical Policy Code: PH 581/5 Credit Hours: 2/week Lecture: 10 lectures Tutorial: 2 tutorials Total: ECTS:
2 hrs/week 2 hrs/week 4 points
20 hrs total 4 hrs total
Department offering the course: Pharmacy Practice Academic year: 5th Semester: 10 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: All compulsory pharmacy practice courses Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: WHO Drug Information World Drug Report, published by United Nations International, European, US, British, and Egyptian Pharmacopoeias Physicians’ Desk Reference (PDR) (medicines, herbals, nutraceuticals) Inside the FDA: The business and politics behind the drugs we take, Hawthorn, 2005, John Wiley. New Drug Approval Process Accelerating Global Registration, R.A. Guarino, 2004, Marcel Dekker Inc. New Drug Development: Regulatory Paradigms for Clinical Pharm. & Biopharm., C.G. Sahajwalla, 2004, Marcel Dekker Inc. Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enables her/ him to understand the policies that govern use, registration, and marketing of medicines. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- illustrate regulations about use of medicines a2- mention essential drug list a3- explain the effects of GATT and Trips on drug policies and patents.
208
b- Intellectual Skills: b1- differentiate between regulations that govern synthetic drugs, nutraceutical, and herbals marketing and administration. b2- link ethics to marketing and sales c- Professional and Practical Skills: c1- perform a patency file d- General and Transferable Skills: d1- Critical thinking d2- Problem solving d3- Integration of different fields of knowledge d4- Team work d5- Independent learning
3- Contents Description of content: Estimated no of hours
Health policy objectives
2
Regulations about use of medicines
2
Differences between synthetic drugs, nutraceuticals, and herbals with 4 regard regulations 2 Essential drug lists GATT and Trips
4
Patents
4
Ethics about marketing policies
2
Tutorials
4 Total 24
Activities: assignment; projects; quizzes, group discussions, field visits
209
Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 4 points= 100 – 120 Hrs Theoretical 20 Tutorials 4 Assignments and projects Total
+ 40 (Revision) hrs + 4 (Revisions) hrs + 32 hrs
60 hrs Total 8 hrs total 32 hrs Total 100 hrs
4– Teaching and Learning Methods Lectures. Tutorials Assignments Projects Field visits Group discussions
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Projects & course work
50% 50%
210
Drug Information & Evidence Based Medicine Basic Information Title: Drug Information & Evidence Based Medicine Code: PH 582/5 Credit Hours: 2/week Lecture: 10 lectures 2 hrs/week 20 hrs total Tutorial: 2 tutorials 2 hrs/week 4 hrs total Total: ECTS: 4 points Department offering the course: Pharmacy Practice Academic year: 5th Semester: 9 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: all compulsory pharmacy practice courses Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: WHO Drug Information World Drug Report, published by United Nations International, European, US, British, and Egyptian Pharmacopoeias BNF 52, 2006 Evidence Based Pharmacy, C. Bond, 2000, Pharmaceutical Press. Martindale: The Complete Drug Reference, K. Parfitti, 2005, 34 ed., Pharmaceutical Press. Physicians’ Desk Reference (PDR) (medicines, herbals, nutraceuticals) Information Technology for Pharmacists, R. Fisher, 2006, Pharmaceutical Press.
Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enable her / him to be acquainted with sources of health data base and drug information services. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- describe the different levels of drug information resources. a2- explain legal and ethical issues relevant to drug information. a3- define electronic information management.
211
b- Intellectual Skills b1- evaluate different levels of drug information required in hospitals and community pharmacy. b2- integrate theory with professional practice b3- design a simulation session for drug information practice. b4- differentiate between evidence-based medicine and other medicines. b5- differentiate between different types of data analyses. c- Professional and Practical Skills c1- carry out appropriate simulations to practice drug information guidelines. c2- search data information c3- collect data information c4- store data information d- General and Transferable Skills d1- independent learning d2- team working d3- presentation skills d4- basic IT literacy d5- problem solving
3- Contents Description of content: Theoretical + Tutorial
Estimated no of hours
Data bases
2
Meta-analysis
2
Critical analysis
2
Systematic review
2
Information sources; Cochrane, NICE
2
Drug information services
2
On line services
2
Electronic information Search
2
Ethical aspects of drug information practice.
2
Use of drug information in different health settings
2
DIPEX (database on pharmacy practice)
2 Total 24 212
Activities: assignment; projects; quizzes, search information . Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 4 points= 100 – 120 Hrs Theoretical 20 Tutorials 4 Assignments and projects Total
+ 40 (Revision) hrs + 4 (Revisions) hrs + 32 hrs
60 hrs Total 8 hrs total 32 hrs Total 100 hrs
4– Teaching and Learning Methods Tutorials Assignments Projects
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Projects & course work
50% 50%
213
First Aid Basic Information Title: First Aid Code: PH 403/3 Credit Hours: 1/week Lecture: --Practical: 12 labs Total: ECTS:
2hrs/week 3 points
24 hrs total
Department offering the course: Pharmacology Academic year: 4th Semester: 7 Type of the course: undergraduate Level of the course: Pharmacy BSc Prerequisites: ----Name of the lecturer: (to be announced by each institution individually) Language of instruction: English Recommended reading: Survivor First Aid, Adrian Cohen, Xlibris pub. First Aid for the USMLE Step 3 (First Aid), Tao le et al., 2004 McGraw-Hill Medical.
Professional Information 1 – Overall Aims of Course After completion of the course the student should have the knowledge and skills that enable her / him to describe basic techniques to handle common medical emergencies. 2 – Intended Learning Outcomes of Course (ILOs): a- Knowledge and Understanding: a1- describe different disorders that need medical emergency a2- tell different management procedures for emergency a3- explain first aid duties and responsibilities b- Intellectual Skills b1- link the studied first aid information to daily life situations. b2- suggest proper choice for medical emergencies based on the case. b3- differentiate between disorders that require emergency and other medical care requirements. c- Professional and Practical Skills c1- perform practically some of the emergency techniques.
214
d- General and Transferable Skills d1- reasonable thinking d2- team working d3- presentation skills d5- communication skills 3- Contents Description of content: This course covers the first aid procedures and basic techniques to handle common medical emergencies including obstructed airways, heart attacks, bleeding, shock, trauma, burns, eye injuries, nose injuries, animals & insect bites, fractures, sprains & strains, poisoning, diabetic emergencies, stroke, seizures, heat emergencies, cold emergencies in addition to order of treatment priority, legal & ethical considerations, and your first aid kit. Activities: assignment; projects; case studies, role plays. . Total workload: European Credit Transfer System (ECTS) 1 point =25-30hrs 3 points= 75 – 100 Hrs Practical 24 + 24 (Revision) hrs Assignments and projects + 27 hrs Total
48 hrs Total 27 hrs Total 75 hrs
4– Teaching and Learning Methods
Case studies Role plays Lectures Assignments Projects Group discussions
5- Student Assessment Methods Written exams to assess knowledge and understanding, transferable and intellectual skills. Evaluation of projects and quizzes to assess transferable and intellectual skills. % of evaluation: Written Practical, projects & course work
50% 50%
Points to consider: Use biological examples whenever possible. Examples of natural drugs like atropine; Examples of drug-herbs and drug-food interactions 215
Photos
216
