Anesthesia Final Curriulum - Oct2022

October, 2022
National harmonized
competency-based
curriculum for
generic bachelor of
science in Anesthesia
Aligned with the National

Qualification Standard (NQS)
Ministry of Education
Addis Ababa, Ethiopia
EXECUTIVE SUMMARY
Title of qualification
The title for this qualification will be ‘Bachelor Science degree in Anesthesia’ in English or ‘የሳይንስ
ባችለር ዲግሪ በአንስቴዝያ’ in አማርኛ.
Volume (ECTS)
320 ECTS
Level of Qualification
According to the Ethiopian National Qualification Framework (ENQF), the level designated for this
qualification will be LEVEL SIX.
Training duration
4.5 Years
Program competencies
After a critical review of local and international benchmarks, the 11 competencies expected of the
level VI qualifiers are summarized in the below competency network diagram.
Figure 1: Figure 1: List of the 11 competencies networked with each other to demonstrate the interconnection among
the Level VI qualification competencies
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CONTENTS
Executive Summary ................................................................................................................... 1
Background and Rationale ......................................................................................................... 5
Acronym & Abbreviation ............................................................................................................. 6
Mission and Objectives of the Program ...................................................................................... 7
Graduate Competencies ............................................................................................................ 7
Graduation Profile .....................................................................................................................11
Professional Profile ...................................................................................................................12
Curricular model, approach, and delivery strategy ....................................................................13
Teaching and Learning Methods ...........................................................................................14
Assessment Methods ............................................................................................................15
Module distribution/ catalog ...................................................................................................18
Rules, Regulations and Requirements ......................................................................................22
Admission Requirement ........................................................................................................22
Criteria for Promotion ............................................................................................................22
Graduation requirement ........................................................................................................22
Grading system .....................................................................................................................23
Degree Nomenclature ...........................................................................................................23
Quality Improvement, Monitoring, and Evaluation .................................................................23
Module syllabi ...........................................................................................................................25
Communicative English Skills................................................................................................25
General Biology.....................................................................................................................39
General Psychology ..............................................................................................................40
Mathematics for natural science ............................................................................................41
Critical thinking ......................................................................................................................42
General Physics ....................................................................................................................43
Physical fitness .....................................................................................................................44
Geography of Ethiopia and the horn ......................................................................................45
Basic Writing Skills ................................................................................................................47
Introduction to Anesthesia I ...................................................................................................54
Global trends.........................................................................................................................63
Social Anthropology ..............................................................................................................64
Moral and Civics....................................................................................................................65
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Entrepreneurship...................................................................................................................66
Economics ............................................................................................................................67
History of Ethiopia and the Horn............................................................................................68
Introduction to Anesthesia II ..................................................................................................69
Inclusiveness ........................................................................................................................75
Basics of biomedical sciences, body fluids and homeostasis ................................................76
Basics of Infection, Immunity and Neoplasia .........................................................................82
Cardiovascular and Lymphatic System .................................................................................87
Respiratory System ...............................................................................................................94
Genitourinary System ..........................................................................................................100
Gastrointestinal System ......................................................................................................106
Musculoskeletal and integumentary system ........................................................................111
Nervous System ..................................................................................................................116
Endocrine System ...............................................................................................................124
Physical Diagnosis ..............................................................................................................131
Diagnostic modalities ..........................................................................................................134
Internal Medicine .................................................................................................................140
Surgery and Orthopedics ....................................................................................................146
Measurement of health and disease....................................................................................152
Basics of Anesthesia ...........................................................................................................159
Pediatrics and child health ..................................................................................................169
Gynecology and Obstetrics .................................................................................................175
Preoperative and postoperative assessment and care ........................................................181
Airway management ...........................................................................................................191
Pharmacology for Anesthetists ............................................................................................202
General surgery & thoracic emergency anesthesia .............................................................213
Regional anesthesia and pain management........................................................................226
Anesthesia for obstetric and gynecologic surgeries .............................................................240
Health promotion, education and disease prevention ..........................................................250
Anesthesia for Neonatal and Pediatric surgeries .................................................................258
Anesthesia for trauma, burn, and orthopedic surgeries .......................................................273
Day-care and Remote anesthesia .......................................................................................287
Anesthesia for patients with Coexisting diseases ................................................................301
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ENT, Maxillofacial, and Ophthalmic Anesthesia ..................................................................311
Research methods, evidence-based medicine & clinical audit.............................................321
Emerging Technologies.......................................................................................................327
Neurosurgery Anesthesia ....................................................................................................328
Geriatrics Anesthesia ..........................................................................................................337
Emergency and Critical care ...............................................................................................347
Leadership and management ..............................................................................................359
Team training program ........................................................................................................364
Research Project.................................................................................................................368
Qualification Examination ....................................................................................................370
Obstetrics and gynecology anesthesia internship ................................................................373
General surgery and urology anesthesia internship.............................................................378
Trauma and orthopedic anesthesia internship .....................................................................382
Pediatrics anesthesia internship ..........................................................................................387
Emergency and critical care internship ................................................................................392
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BACKGROUND AND RATIONALE
A
nesthesiology as a branch of medical practice represents a unique, exciting,
specialized, and challenging art and science that deals with perioperative and ICU
management of a surgical and/or medical patient. Moreover, it also plays a role in
promotional and curative services at the community level. As a young and dynamic profession, it
requires keeping abreast of evolving changes. The recent innovations in educational techniques,
frequent changes, and new developments in anesthesia on the wide spectrum of services require
professional graduates to be more task-oriented.
Anesthesia training for non-physicians in Ethiopia started in the mid-1970s in Addis Ababa in the
previous Duke of Harar Memorial Hospital currently Tikur Anbessa Specialized Hospital. Since
then, anesthesia training has gradually developed from advanced diploma level to baccalaureate
and master’s levels. Initially, the BSc in Anesthesia enrolled practicing diploma nurses and more
recently, a ‘generic’ BSc in anesthesia has been developed to train anesthesia practitioners
straight from leaving school, without the requirement of previous clinical experience. This ‘generic’
BSc in anesthesia was first started at the University of Gondar in 2003 and is taught by dozens
of governmental Universities since 2004.
Currently, in Ethiopia, anesthesia is predominantly provided by non-physician anesthetists. As

stated in HSTP II, there is a significant unmet need for qualified anesthesia professionals,
especially considering the long lead time and limited private sector involvement in training these
professionals. Moreover, the lack of retention mechanisms for anesthesia professionals worsened
the task force crisis. Although it’s known that most institutions launch generic anesthesia training
to solve these problems, all have been using nearly the same curricula with a slightly different
approach to award similar BSc degrees.
Cognizant of this, the federal ministry of health took the initiative to produce a nationally
harmonized competency-based, integrated, and modular curriculum at the baccalaureate degree
level to train anesthetists through the generic anesthesia program in 2019. The whole endeavor
is directed towards examining if the program's objectives are attainable, clear, and appropriate to
the modules offered and capable of producing the desired type and level of competencies. This
curriculum review is also aimed at assuring that the anesthesia service needs of the country are
satisfied through the production of qualified anesthetists who can manage new techniques for all
general and specialty surgeries encompassed under the scope of these professionals. In addition,
this review aimed at integrating the newly recommended modules by the nation's education
roadmap (2018-2030).
Generic anesthesia education has the study of general education courses followed by biomedical
sciences, social and population health, clinical and anesthesia specialty modules. Through
extensive skill lab and hospital clinical attachments, anesthesia specialty courses aid in the
development of professional perioperative competencies. The goal of this program is to provide
a foundation for an undergraduate education program that will prepare competent baccalaureate
anesthesia professionals.
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ACRONYM & ABBREVIATION
ACLS: Advanced Cardiac Life Support
BLS: Basic Life Support
CBD: Case-based Discussion
CGPA: Cumulative Grade Point Average
DOPS: Direct Observation of Procedural Skills
ECTS: European Credit Transfer System
ER: Emergency Room
ETCO2: End Tidal Carbon Dioxide
FMOH: Federal Ministry of Health
HIV: Human Immunodeficiency Virus
HSTP: Health Sector Transformation Plan
ICU: Intensive Care Unit (ICU)
IPD: Inpatient Department
MV: Mechanical Ventilator/ Ventilation
OPD: Outpatient Department
OR: Operation Room
OSCE: Objectively Structured Clinical Examination
PACU: Post Anesthesia Care Unit
PCE: Practical Clinical Evaluation
RR: Recovery Room
SDL: Skill Development Lab
SPH: Social and Public Health
TTP: Team Training Program
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MISSION AND OBJECTIVES OF THE PROGRAM
Mission
To produce competent anesthesia professionals who will provide the full scope of anesthesia
service, as defined by the professional scope of practice, with good knowledge, clinical skills,
attitude, and critical thinking abilities.
Objectives
 To equip anesthesia professionals with solid knowledge of biomedical science, clinical
and public health practice
 Prepare anesthesia students to assess and optimize patients with co-morbidity for
surgery and anesthesia
 Prepare anesthesia students in providing individualized anesthesia clinical care using an
individualized anesthesia management plan.
 Equip anesthesia students on the management of patients with multiple Co-existing
diseases using the existing scientific knowledge
 Enable anesthesia students to practice professionally on all levels of anesthesia clinical
care setting
 Train anesthesia students in developing professional communication skills in dealing
with patients, patient families, and other health professionals
 Prepare the anesthesia students to participate in conducting and utilizing relevant
research findings
 Train anesthesia students to apply evidence-based Anesthesia clinical care practice
 Train the anesthesia student in practical skills based on a theoretical foundation
 Equip the anesthesia students with leadership and management skills
 Equip anesthesia students with critical thinking and decision-making skills which lead to
reflective and responsible practice
 Equip anesthesia students with knowledge and skill in emergency and critical care which
help them to handle critically ill patients
 Prepare anesthesia students for post-graduate studies
GRADUATE COMPETENCIES
After a critical review of the existing national qualification standard (NQS) and international
evidence on qualification standards, the competencies expected of the baccalaureate graduate
anesthesia professionals are defined. Hence, the exit level expected 11 competencies for the
bachelor of anesthesia qualification are stated as follows. The competency network picture
indicated in the executive summary section also shows the interaction between these
competencies (figure 1). Altogether, the competency framework includes 11 competencies, 56
sub-competencies
1. Assess, optimize and prepare patients for surgery and anesthesia
2. Utilize anesthesia machine, equipment, supply, and monitoring devices properly
3. Manage patients’ airways using different modalities
4. Provide safe intraoperative anesthetic management for patients
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5. Provide safe postoperative anesthetic care
6. Manage pain for different patient groups
7. Engage in pre-hospital, emergency, and critical care services
8. Perform cardiopulmonary resuscitation (CPR) effectively
9. Apply ethical and legal principles in anesthesia practice
10. Participate in scientific evidence generation and utilization
11. Manage anesthesia service in a health facility
1. Assess, optimize and prepare patients for surgery and anesthesia

Competency Description: This competency encompasses the knowledge, skill, and attitude
required to take a comprehensive history, perform a relevant physical examination, order and
interpret basic laboratory and diagnostic modalities, stratify risk based on these findings, obtain
informed consent, and optimize and prepare patients. Attainment of this competency will be
confirmed when graduates demonstrated the following sub-competencies.
1. Take comprehensive pre-anesthetic history
2. Perform a relevant physical examination
3. Order and interpret relevant laboratory and diagnostic investigations
4. Determine the clinical status of a patient
5. Obtain informed consent
6. Prepare patients for surgery and anesthesia
7. Optimize unstable patients for anesthesia and surgery
2. Utilize anesthesia machine, equipment, supply, and monitoring devices

properly
Competency Description: This competency describes the knowledge, skills, and attitude
required to manage medical gas sources, prepare and utilize anesthesia machines, apply and
utilize standard patient monitoring devices across the care continuum, prepare and/ or utilize
airway equipment, utilize anesthetic and ancillary equipment, and apply safety measures to
manage perioperative hazards. Attainment of this competency will be confirmed when graduates
demonstrated the following sub-competencies.
1. Manage medical gas sources/ supplies according to acceptable practice standards and
protocols
2. Prepare and utilize anesthesia machines safely
3. Apply and utilize standard patient monitoring
4. Prepare and/ or utilize airway equipment
5. Utilize ancillary anesthetic equipment & materials safely
6. Apply standard safety measures to manage perioperative hazards
3. Manage patients’ airways using different modalities

required to asses & manage patients’ airways using different modalities. Attainment of this
competency will be confirmed when graduates demonstrated the following sub-competencies.
1. Assess patients’ airways using different techniques
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2. Manage patient airways using different modalities
4. Provide safe intraoperative anesthetic management for patients

Competency Description: This competency encompasses the knowledge, skills, and attitude
required for the intraoperative anesthesia management of general surgery, obstetrics,
gynecologic, trauma, orthopedic, pediatrics and neonatal, thoracic emergencies, geriatrics,
daycare, neurologic, ophthalmic, ENT, and maxillofacial surgeries. Attainment of this competency
will be confirmed when graduates demonstrated the following sub-competencies.
1. Manage anesthesia for different general and urologic surgical procedures
2. Manage anesthesia for obstetrics and gynecologic surgeries
3. Manage anesthesia for trauma and orthopedic surgeries
4. Manage anesthesia for geriatric patients undergoing surgeries
5. Manage anesthesia for pediatric and neonatal surgeries
6. Manage anesthesia for emergency thoracic surgeries
7. Manage anesthesia for ophthalmic surgeries
8. Manage anesthesia for maxillofacial and ENT surgeries
9. Manage anesthesia for neurosurgeries
10. Manage remote anesthesia
5. Provide safe postoperative anesthetic care

required to engage in postoperative care of a surgical patient, hand over patients to a respective
unit, monitor the clinical status of a patient, manage common postoperative complications and
determine the patient’s discharge from PACU. Attainment of this competency will be confirmed
when graduates demonstrated the following sub-competencies.
1. Provide postoperative care to a surgical patient
2. Handover patient to respective unit postoperatively
3. Monitor the clinical status of a patient
4. Manage common postoperative complications
5. Engage in the patient discharge process from PACU
6. Manage pain for different patient groups

required to assess and manage pain. Attainment of this competency will be confirmed when
graduates demonstrated the following sub-competencies.
1. Assess acute and chronic pain
2. Manage acute pain
3. Participate in the management of chronic and cancer pain
4. Apply different regional blocks for pain management service
7. Engage in pre-hospital, emergency, and critical care services

Competency Description: This competency encompasses the role of anesthetists in the
assessment and management of emergency and critically ill patients in the prehospital,
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emergency department, and critical care settings. Attainment of this competency will be confirmed
when graduates demonstrated the following sub-competencies.
1. Engage in the initial assessment and stabilization of critically ill patients during out-of-
hospital care and transport
2. Engage in the clinical management of patients during intra-/ inter-hospital transfer
3. Assess emergency and critically ill patients who need immediate attention
4. Engage in the management of emergency patients who need immediate attention
5. Engage in the management of critically ill patients (who are admitted to the ICU)
8. Perform cardiopulmonary resuscitation (CPR) effectively

Competency Description: This competency encompasses the knowledge, skill, and personal
competence required to recognize peri-arrest patients, perform basic and advanced life support,
and provide post-resuscitation care. Attainment of this competency will be confirmed when
graduates demonstrated the following sub-competencies.
1. Recognize critically ill patients early before cardiac arrest happens
2. Perform effective Basic Life Support
3. Perform effective Advanced Life Support
4. Provide post-resuscitation care for patients who achieve ROSC
9. Apply ethical and legal principles in anesthesia practice

required to apply and monitor compliance with legal and ethical principles relevant to the practice
of anesthesia and critical care. Attainment of this competency will be confirmed when graduates
demonstrated the following sub-competencies.
1. Apply the legal framework to anesthesia practice
2. Apply ethical principles to patient care
3. Perform within the scope of Anesthesia practice
4. Support the rights, interests, and needs of patients and their family
10. Participate in scientific evidence generation and utilization

required to participate in scientific evidence generation and utilization relevant to anesthesia.
Attainment of this competency will be confirmed when graduates demonstrated the following sub-
competencies.
1. Engage in the conduct of research relevant to surgical services
2. Apply the principles of evidence-based practice
3. Conduct a clinical audit and need assessment
11. Manage anesthesia service in a health facility

required to effectively lead and manage anesthesia service in a facility. Attainment of this
competency will be confirmed when graduates demonstrated the following sub-competencies.
1. Check equipment functionality and conduct routine maintenance
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2. Maintain adequate stock levels of consumable anesthesia items
3. Implement planned maintenance
4. Provide orientations and training to multidisciplinary team members on relevant topics
5. Develop, implement and monitor the overall anesthesia service plan in a facility
6. Adapt and implement a quality improvement and assurance framework for quality
anesthesia service delivery
Resource Profile
1. Human resource:
1.1. A teaching staff with relevant qualifications and academic mix (30% Doctor of
Philosophy, 50% Master’s degree, and 20% first degree or less)
1.2. A ratio of academic staff to students of 1:20 for classroom teaching and 1:5 for
clinical practice
1.3. Trained and licensed clinical preceptors/ trainers with at least a bachelor of degree
in Anesthesia and with a minimum of 2 years of service in the clinical area
1.1. Technical/ laboratory assistants that are properly trained to handle simulated
teachings in a skills lab
1.2. Supportive staff to facilitate the learning-teaching process
1.3. Academic staffs shall have qualifications of: BSc in anesthesia, MSc in
anesthesia, MD+ (internist, surgeon, pediatrician, gynecologist/ obstetrician,
pathologist), anatomist (MSc), physiologist (MSc), pharmacologist (MSc),
biochemist (MSc), laboratory technologist (MSc), and public health specialist (MPh
in Biostatistics, Epidemiology, and general MPh).
2. Skills lab - adequate space, equipment, materials, and tools necessary to teach the
core professional competencies, including biomedical experiments, airway management,
regional and general anesthesia, pain management, basic and advanced cardiac life
support (child and adult), and patient monitoring.
3. Clinical teaching - A dedicated practical teaching health facility with adequate client
caseload and case mix as per the core competencies. Besides, a range of clinical
practice sites (primary, secondary, and tertiary levels) should be prepared.
4. Community teaching - A designated community catchment area for community-based
teaching along with supportive leadership at different levels.
GRADUATION PROFILE
Upon completion of the training, the graduates will be able to:
1. Perform comprehensive pre-anesthetic patient assessment by taking relevant history
and performing a physical examination
2. Order and interpret relevant laboratory and diagnostic investigations
3. Determine the clinical status of a patient
4. Prepare and optimize patients for surgery and anesthesia
5. Manage medical gas sources/ supplies according to acceptable practice standards and
protocols
6. Prepare and utilize anesthesia machines, airway, and other ancillary equipment safely
7. Apply and utilize standard patient monitoring
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8. Apply standard safety measures to manage perioperative hazards
9. Manage patient airways using different modalities
10. Manage anesthesia for different general and urologic surgical procedures
11. Manage anesthesia for obstetrics and gynecologic surgeries
12. Manage anesthesia for trauma and orthopedic surgeries
13. Manage anesthesia for geriatric patients undergoing surgeries
14. Manage anesthesia for pediatric and neonatal surgeries
15. Manage anesthesia for emergency thoracic surgeries
16. Manage anesthesia for ophthalmic surgeries
17. Manage anesthesia for maxillofacial and ENT surgeries
18. Manage anesthesia for neurosurgeries
19. Manage remote anesthesia
20. Provide postoperative care to a surgical patient
21. Engage in the patient discharge process from PACU
22. Assess and manage acute pain
23. Participate in the management of chronic and cancer pain
24. Perform different regional blocks for pain management service
25. Engage in the initial assessment and stabilization of critically ill patients
26. Engage in the clinical management of patients during intra-/ inter-hospital transfer
27. Assess emergency and critically ill patients who need immediate attention
28. Engage in the management of emergency and critically ill patients
29. Perform effective Basic and Advanced Life Support (BLS and ALS)
30. Demonstrate professionalism in anesthesia practice
31. Engage in the conduct of research relevant to surgical services
32. Apply the principles of evidence-based practice
33. Conduct a clinical audit and need assessment
34. Maintain adequate stock levels of consumable anesthesia items
35. Provide orientations and training to multidisciplinary team members on relevant topics
36. Develop, implement and monitor the overall anesthesia service plan in a facility
37. Adapt and implement a quality improvement and assurance framework for quality
anesthesia service delivery.
PROFESSIONAL PROFILE
1. Develops an epidemiological profile concerning the incidence, prevalence, morbidity and
mortality of life-threatening conditions
2. Prepare and optimize patients for anesthesia and surgery
3. Operate and provide care for anesthetic machine, monitoring devices and other related
medical equipment
4. Select, prescribe and administer narcotics, psychotropic and other adjuvant medications
5. Manage surgical patients in recovery, post-anesthesia and intensive care units
6. Manage patient airway, breathing and circulatory problems in emergency setup
7. Provide comprehensive obstetric anesthesia care
8. Manage patients with regional anesthesia
9. Provide anesthesia for patients with ENT & Maxillofacial surgery
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10. Administer anesthesia for neurosurgical patients
11. Manage anesthesia for pediatric and neonatal emergency patients
12. Manage anesthesia for trauma and orthopedic patients
13. Assess and manage pain of surgical patients
14. Manage anesthesia for general and urological surgical patients
15. Communicate with multidisciplinary team members and patients in health care settings
16. Lead and manage perioperative setting
17. Engage in research and professional development activities
18. Manage intraoperative and postoperative anesthesia complications
19. Prevent, Identify, manage anesthesia hazards, injuries, pollutions and explosions.
20. Participate, promote and advocate in the education of patients and the community about
anesthesia
CURRICULAR MODEL, APPROACH, AND DELIVERY STRATEGY

The design and development of this curriculum is competency (outcomes)-based and followed
the Following key steps.
First. Formulation of core competencies/ graduate profiles that are directly linked to the
national qualification standard and are networked to demonstrate their interactions.
Second. Elaborating competencies: the core competencies were elaborated in terms of a
description of the competency and the outcome of the behavior that requires the
competency (i.e. sub-competencies).
Third. Key knowledge, skill, and attitude areas linked to the core competencies and sub-
competencies were listed in form of learning outcomes and objectives.
Fourth. Essential contents required to address learning outcomes were carefully identified.
Contents were integrated based on their nature of relationships to form a structured
unified learning unit (Module) that offers independent and blended knowledge, skills,
and attitudes that are transferable into practical work life.
Fifth. Horizontal and vertical integrations were maintained. Integration is accomplished
through the use of a hybrid model, which includes system-based and core problem-
based models in the first two years of study and life cycle and thematic integration
models in subsequent study years. Body systems were used as content integration
models in the early study years, along with vertically intertwined problems that
maximize content integration through a problem-based model. Later-year contents,
on the other hand, primarily used lifecycle (e.g., pediatrics, geriatrics, and so on) and
thematic (e.g., using anesthesia specialty areas) integration models. To enhance
content integration, clinical and community exposures start in year one with
progressive increase in intensity, complexity and student responsibility over the
years. The clinical attachments for every module will be delivered following &
together with the theoretical (classroom) and skill lab-based sessions. Social and
population health modules are organized around competency functions and run as
a longitudinal thread throughout the curriculum.
61 modules were crafted and incorporated as part of this
Within this framework, a total of
program curriculum. These modules can be grouped into 5 categories as follows:
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1. Generic modules: A total of 17 modules are included in this category and accounted
for 22.8% of the total program load. These modules were designed to help
anesthesia graduates develop the generic competencies required of any higher
education graduate.
2. Pre-clinical (PC) modules: A total of 11 modules are grouped in this category and
accounted for 10.5% of the total program load. These module groups aimed to
build anesthesia students' knowledge, skills, and attitudes on biomedical sciences,
laying the groundwork for clinical and anesthesia specialty modules.
3. Clinical modules: A total of 4 modules are grouped in this category, accounting or
13.6% of the total program load. This group of modules aimed to build anesthesia
students' knowledge, skill, and attitude on the four core clinical modules that serve as
the foundation for anesthesia specialty modules.
4. Anesthesia specialty modules: A total of 24 modules are grouped in this category,
accounting for 46.0% of the total program load. These core modules are designed to
help anesthesia students build their perioperative anesthetic management skills.
5. Social and population health modules: A total of 5 modules are grouped in this
category and accounted for 7.1% of the total program load. This group of modules
aimed at building the community-oriented competencies of students.
Accordingly, module codes are assigned based on this category and the module's relevance
to professional competencies. In line with the 2013 revised national modularization guideline
for higher education institutions, the following module coding principles have been agreed
upon.
 Coding will begin with four alphabets indicating the program/department to which the
module belongs. For example, 'ANST' stands for the anesthesia department's
modules.
 The numbers are four digits long, with the first indicating the year of study, the
second and third indicating module sequence (a two-digit code beginning with 01,
02...etc.), and the last number indicating module category (1-generic module, 2-
basic, 3-core/professional).
Teaching and Learning Methods

When relevant and purposeful learning activities are used, learning will be enhanced. The major
teaching and learning methods recommended for use in this curriculum are listed below.
1. Interactive lecture: Interactive lecture is an efficient way to integrate and present information
from multiple sources on complex topics. It gives students a chance to follow and model the way
an expert think, reasons, and asks questions. The interactive lecture is used across all modules
along with relevant group learning activities.
2. Roleplay: Roleplay promotes learning through behavior modeling, observation, feedback,

analysis, and conceptualization. They are also frequently useful for exploring, discussing, and
influencing behaviors, and as such, they are used in this curriculum to assist students in
developing skills such as history-taking, physical examination, and counseling.
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3. Case study: Case studies present realistic scenarios/situations that focus on a specific issue
or problem, which may be related to the diagnosis or treatment of patients, interpersonal skills, or
any of a wide range of managerial or organizational problems. Case studies are used in this
curriculum to teach higher-order thinking.
4. Simulated practice (clinical skills lab): Simulations are used to develop psychomotor,
procedural, and clinical decision-making skills. The clinical simulation also aids the development
of communication and teamwork skills as well as the ability to respond to medical emergencies
systematically. The clinical skills lab is suggested to be used for the whole year of this curriculum.
5. Clinical practicum: Clinical teaching uses a variety of techniques including observation,

demonstration, role-modeling, practice, coaching, feedback, discussion, and reflection. Clinical
learning opportunities include placements at a variety of settings for outpatient emergency care,
resuscitation service (outpatient and inpatient), preoperative assessment & optimization,
intraoperative anesthetic management, postoperative care (RR or PACU or ICU), and pain
management services. Clinical teaching will run concurrently with classroom-based teaching for
each professional module and will progress throughout the curriculum, increasing in complexity,
level of involvement, and responsibility.
6. Community-based learning: Community-based education refers to learning activities that

take place outside the academic hospital and in the community setting. Students in this program
will participate in a team training program for four weeks, during which they will be assigned to
various community-learning sites based on student numbers and logistics.
7. Portfolio-based learning: A portfolio is a collection of products collected by the student that

provides evidence of learning and achievements related to a learning plan. In this curriculum, a
portfolio will be used as a teaching and assessment method.
8. Whole group session: During training years, all students and faculty will meet on Friday
afternoon for a whole group session. The purpose of the session is to consolidate and reflect on
the different learning activities covered during the week. The session is a student-centered
discussion that will be facilitated by one or more faculty.
Assessment Methods
Assessment plays a central role in the education process. The purposes of assessment are to
motivate students to learn, create learning opportunities, give feedback to students and teachers,
grade, and quality assurance. The major assessment methods recommended in this curriculum
are discussed below.
1. Direct observation of Procedural Skills (DOPS)

The purpose of DOPs is to assess clinical skills while a student interacts with patients in different
settings. Typically, it takes 15-20 minutes and the assessor follows the student with a checklist
and gives feedback at the end. The DOPS offer students immediate and ongoing feedback about
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their performance. This method will be used in all anesthesia specialty modules and there will be
at least FOUR DOPS to be performed by a student in each module.
2. Anesthesia Clinical Evaluation Exercise (A-CEX)

The A-CEX tool also known as practical clinical evaluation (PCE) or mini-clinical evaluation
exercise (Mini-CEX) looks at the trainee’s performance in a case rather than focusing on a specific
procedure thereby enabling the evaluator to see the complete picture of the student’s ability in
addressing the challenges. This method will be used in all anesthesia specialty modules and there
will be at least FOUR A-CEX to be performed by a student in each module.
3. Case-Based Discussion (CBD)

The CBD is a type of workplace-based assessment where the students should bring case notes
and/or anesthetic records of a case that they wish to discuss in retrospect. A ‘virtual’ CBD can
also be undertaken. The conduct and management of the case as well as the standards of
documentation and follow up should be discussed. This method will be used in all anesthesia
specialty modules and there will be at least FOUR CBD to be performed by a student in each
module.
4. Anesthesia List Management Tool (ALMAT)

When undertaking an ALMAT, a student is given responsibility for the running of the operating
room list according to case priorities. This method will be particularly used to assess interns and
allows the assessment of both technical and non-technical skills. There will be at least TWO
ALMAT to be performed by an intern in each internship module.
5. Objective structured examination (OSCE)

OSCE is a performance-based exam in which students are evaluated as they progress through
at least eight stations. The OSCE will be part of the summative assessment and will be used
throughout the program's training years. During years 3-4.5, one OSCE will be held per semester,
with cases drawn from the modules offered that semester. Modules that contribute skills to the
OSCE will use student scores on their skills to calculate their total module scores.
6. Standardized oral exam

The standardized oral examination is a type of performance assessment using realistic patient
cases for questioning the examinee. Efficiently designed exams take three to five minutes each
for case scenarios. One or two faculty serve as examiners and students can be tested on several
different clinical cases. The oral exam will be part of the summative assessment across
anesthesia internship modules and qualification examinations.
7. Written exam
Written assessment methods will help to evaluate knowledge and understanding of basic, clinical,
public health, and psychosocial sciences and professionalism and ethics. An important point to
remember is to ensure written exams assess higher-order knowledge in addition to recall and
comprehension. Written assessments would be parts of both formative and summative
assessments in all years of this program.
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8. Logbook
Logbook serves as evidence of the scope of patient care and community experience to meet
program requirements. Regular review of the logbook will be used to help the student track what
procedures or experiences must be sought to meet requirements. Logbook will be part of the
formative assessment throughout the BSc anesthesia curriculum.
9. Portfolio
A portfolio is a collection of papers and other forms of evidence that learning has taken place. It
will be part of the formative assessment throughout the duration of the BSc anesthesia training
and can be used as a summative assessment during the internship modules.
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Module distribution/ catalog
YEAR ONE
Year I Modules (Week 1-20)

Module Module
Code Module Name ECTS Weeks Delivery
FLEn 1011 Communicative English Skills 5 16 Parallel
Biol-1011 General Biology 5 16 Parallel
Psch 1011 General Psychology 5 16 Parallel
Math 1011 Mathematics for Natural Sciences 5 16 Parallel
LoCT 1011 Critical Thinking 5 16 Parallel
Phys 1011 General Physics 5 16 Parallel
SpSc 1011 Physical Fitness P/F 16 Parallel
GeES 1011 Geography of Ethiopia and the Horn 5 16 Parallel
Total 35
Break - 2 weeks
Year I Modules (Week 21-40)
Module Module
Code Module Name ECTS Weeks Delivery
FLEn 1012 Basic Writing Skills 5 20 Parallel
AnstM-1103 Introduction to Anesthesia I 5 20 Parallel
GlTr 1012 Global Trends 4 20 Parallel
Anth1012 Social Anthropology 5 20 Parallel
MCiE 1012 Moral and Civics 5 20 Parallel
MGMT 1012 Entrepreneurship 5 20 Parallel
ECON 1103 Economics 5 20 Parallel
Hist 1012 History of Ethiopia and the Horn 5 20 Parallel
Total 39
Year I Totals 74
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YEAR TWO
Year II Modules (Week 1-20)

Module
Module Code Module Name ECTS Weeks Delivery
AnstM-2173 Introduction to Anesthesia II 4 20 Parallel
SINE 1012 Inclusiveness 5 20 Parallel
Basics of biomedical sciences, body fluids &
BioMM-2192 homeostasis 2 2 Block
BioMM-2202 Basis of infection, immunity and neoplasia 2 2 Block
BioMM-2212 Cardiovascular & Lymphatic System 4 3 Block
BioMM-2222 Respiratory system 4 3 Block
BioMM-2232 Genitourinary 3 2 Block
BioMM-2242 Gastrointestinal system 3 2 Block
BioMM-2252 Musculoskeletal and integumentary system 3 2 Block
BioMM-2262 Nervous system 3 3 Block
BioMM-2272 Endocrine system 3 2 Block
Total 36
Break – 2 weeks
Year II Modules (Week 21-40)
Module
MedM-2282 Physical Diagnosis 3 2 Block
DiMoM-2292 Diagnostic Modalities 4 2 Block
IMedM-2302 Internal medicine 11 8 Block
SurgM-2312 Surgery and Orthopedics 11 8 Block
SPHM-2322 Measurement of Health and Disease 5 20 Parallel
AnstM-2333 Basics of Anesthesia 5 4 Block
Total 39
Year II Totals 75
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YEAR THREE
Year III Modules (Week 1-20)

Module
PediM-3342 Pediatrics 11 8 Block
ObGyM-3352 Gynecology & Obstetrics 11 8 Block
Preoperative and postoperative assessment
AnstM-3363 and care 4 4 Parallel
AnstM-3373 Airway management 4 20 Block
AnstM-3383 Pharmacology for Anesthetists 5 20 Parallel
Total 35
Break – 2 Weeks
Year III Modules (Week 21-40)

Module
General Surgery & Thoracic Emergency
AnstM-3393 Anesthesia 11 20 Parallel
AnstM-3403 Regional Anesthesia and Pain Management 9 20 Parallel
AnstM-3413 Obstetrics and Gynecologic Anesthesia 10 20 Parallel
SPHM-3422 Health Promotion and Disease Prevention 6 20 Parallel
Total 36
Year III Totals 71
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Year FOUR
Year IV Modules (Week 1-20)

Module
AnstM-4433 Neonatal and Pediatric Anesthesia 9 20 Parallel
AnstM-4443 Trauma, burn and Orthopedic Anesthesia 7 20 Parallel
AnstM-4453 Day Care and Remote Anesthesia 5 20 Parallel
Anesthesia for patients with coexisting
AnstM-4463 diseases 7 20 Parallel
AnstM-4473 EENT and Maxillofacial Anesthesia 6 20 Parallel
Research methods, evidence-based medicine
SPHM-4482 and clinical audit 4 20 Parallel
Total 38
Break – 2 Weeks
Year IV Modules (Week 21-40)
Module
MGMT 1012 Emerging technologies 5 14 Parallel
AnstM-4503 Neurosurgery Anesthesia 7 14 Parallel
AnstM-4513 Geriatrics Anesthesia 5 14 Parallel
AnstM-4523 Emergency and Critical Care 6 14 Parallel
SPHM-4532 Leadership and Management 4 14 Parallel
SPHM-4542 Team Training Program (TTP) 4 4 Block
AnstM-4553 Research Project 4 1 Block
AnstM-4563 Qualification Examination P/F 1 Block
Total 35
Year IV Totals 73
INTERNSHIP
Year V Modules (Week 1-20) - Internship

Module
AnstM-5573 Obstetrics and Gynecology Anesthesia 10 6 Block
AnstM-5583 General surgery and urology Anesthesia 10 6 Block
AnstM-5593 Trauma and Orthopedics Anesthesia 7 4 Block
AnstM-5603 Pediatrics Anesthesia 4 2 Block
AnstM-5613 Emergency and critical care 4 2 Block
Total 35
Year V Total 35
Program total ECTSs 328
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RULES, REGULATIONS AND REQUIREMENTS
Admission Requirement
1. Meet the criteria set by the ministry of education for degree students.
2. Have a background in natural sciences.
3. Preferably those who choose to enter the profession.
4. Applicant must be physically and mentally fit.
Criteria for Promotion
 Promotion will be conducted at the end of each year

 Pass mark for any pre-clinical, clinical, social, and population health and anesthesia
specialty module will be at least a C grade
 If a student fails one anesthesia specialty module (with module ECTS less than 5), he or
she may retake the assessment while progressing to the next module
 If a student fails more than one module or a module worth more than or equal to 5 ECTS,
remedial exams are not permitted, and the student must repeat the failed module(s) in the
following year.
 Any student who fails a remedial exam will be required to retake the modules.
 A student who fails the qualification exam must engage in practical attachments for three
months on anesthesia specialty areas as recommended by external examiners before
retaking the exam.
 Present complete, signed, and approved assessment tools (CBD, DOP, PCE, ALMAT,
and continuous assessment) at the end of each Module.
 A student who failed to score a pass mark on any of the internship modules shall repeat
the respective internship module within the prescribed module duration.
Graduation requirement
Graduation requirements will be according to each university’s rules and regulations. However, a
student enrolled in the BSc anesthesia program is eligible for graduation if and only if he/she has
taken all the required modules for the program and obtained a minimum CGPA of 2. Students
should be able to pass the qualification exam of the school (both theory and practice) and
complete all the internship rotations before graduation.
 Has not scored ‘F’ grade in any module, and should not score ‘D’ grade in any professional
(core) module.
 Has carried out a student research project on a selected and agreed topic of research
problem and scored a minimum of ‘C’ grade in his/her thesis report.
 Present approved and signed log/performance book with a minimum of 250 cases of which
the graduate:
o Performs pre-anesthetic assessment for 250 clients
o Performs 200 major general anesthesia procedures with tracheal intubations
o Performs of 20 LMA insertions
o Delivers Anesthesia for 50 Obstetrics clients
o Handles 30 emergency cases requiring Anesthesia
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o Attended 15 pediatrics &/ or neonatal anesthesia
o Provided sedation (analgesia) without intubation for 20 cases
o Performs a minimum of 50 regional blocks (caudal, spinal, abdominal field blocks
and peripheral nerve blocks, etc.)
o Performs 50 intravenous cannulation
 Produce thesis
Grading system
Letter grades shall be given based on the points earned out of 100. The letter grading system has
a fixed scale as described in the table below
Raw mark interval Corresponding fixed Corresponding Status

(100%) number grade letter grade description
[90, 100] 4.00 A+ Outstanding
[85, 90) 4.00 A Excellent
[80, 85) 3.75 A- Excellent
[75, 80) 3.50 B+ Very good
[70, 75) 3.00 B Good
[65, 70) 2.50 C+ Satisfactory
[60, 65) 2.00 C Fair
[50, 60) 1.00 D Unsatisfactory
<50 0 F Fail
The weights of different assessment methods in each respective module and attachment are
described in the syllabi.
Degree Nomenclature
Upon completion of the five years program, the graduate will be awarded the degree of ‘Bachelor
of Science in Anesthesia’ and in Amharic ‘የሳይንስ ባችለር ዲግሪ በአንስቴዝያ’
Quality Improvement, Monitoring, and Evaluation

 Teaching Institution running the anesthesia program at bachelor’s degree must meet all
HERQA basic standards for the qualification.
 Teaching institutions running the anesthesia program at the bachelor’s degree level
must establish an internal quality assurance and improvement system. In this regard,
HEIs delivering this program shall establish a health sciences education development
center (HSEDC) to lead and coordinate quality assurance and program monitoring and
evaluation. Quality assurance will be guided by anesthesia program-level educational
standards defined by the then Higher Education Relevance and Quality Agency
(HERQA); the current Education and Training Authority (ETA).
 Self-review of the educational inputs, processes, and outputs (including human
resources physical infrastructure, teaching/learning in the classroom, skills lab, clinical
and community settings, student assessment, management and governance, and
student performance results) should be conducted annually.
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 The teaching institution running the anesthesia program must be accredited. This will be
coordinated by the quality assurance committee or team.
 The ongoing quality of the BSc Anesthesia education must be monitored and ensured
through the establishment of a curriculum committee under the HSEDC to oversee the
implementation of the curriculum, develop standard guidelines for teaching and
assessment and make necessary adjustments along the way.
 Organizing regular faculty development and support programs on instructional methods,
technical updates, research, leadership, etc. This will be coordinated by the faculty
development committee or team.
 Establishment of an assessment committee or team under the HSEDC to develop and
maintain exam banks and coordinate, review, and administer student assessment
practices
 Evaluation of teaching effectiveness by systematic collection of feedback from students
at the end of each module or attachment and use it for program improvement.
 Peer and module/rotation evaluation by instructors at the end of module delivery
 Annual assessment of the program by the teaching staff
 Exit interviews at graduation and for all those who drop out for any reason
 Monitoring students’ pass rate in national qualification (licensure) exams and comparing
it with other Anesthesia schools
 Establishing alumni of graduates as a mechanism to assess their career choice and
development
 Evaluation of graduates’ performance including obtaining feedback from employers and
society and using the information for program improvement
 In-school exit exams shall be applied to determine graduates’ fitness to practice
 Review of the curriculum every five years to be led by the curriculum committee under
the HSEDC
 Licensure examination: Authorized institutions delegated by the industry must follow all
competencies, but in particular, the critical component of the profession must be
included to develop licensure exams.
Page 24 of 397
MODULE SYLLABI
Communicative English Skills
Module Title: Communicative English Skills

Module Code: FLEn1011
Module ECTS: 5 ECTS
Module Duration: 16 weeks
Module objectives
At the end of this course, students will be able to:
 Express themselves in social and academic events in English--Use
English intelligibly with reasonable level of curacy and fluency
 Listen and comprehend to talks related to social and academic events given in English
 Read and understand texts written in English –texts on academic and social matters
 Write in English as academically and socially desirable.
 Learn and develop their English on their own—learning to learn: the language and the
skills
1. Course Description
Communicative English Skills is a course designed to enable students to
communicate in English intelligibly with acceptable accuracy, fluency and ability to
use English appropriately in different contexts. The course exposes students to
English language learning activities designed to help students use English for their
academic and social needs. Students would be engaged in language learning
development activities through doing and reflection on action. This includes
grammar and vocabulary as used in communicative events and all skills and their
sub-kills: speaking, listening, reading and writing. The language and skills are
integrated where one becomes a resource to the other. There are six units covering
topics related to the life world of students as well as of societal relevance.
Prerequisite: None
1. Course Contents
Study Hours Units Sections/Sub- Role of Students and Teachers Expected Learning
sections Outcomes
Unite 1: Introducing - Students listen and take notes; - Using English to
Oneself Section 1: use notes for class discussion. introduce oneself
Listening - Teacher introduces himself/herself. - Taking notes in
Activity one - Teacher facilitates that all students English from the
3 Hours - Introducing oneself introduce themselves and engages introductions
(who you are, where students in group discussion listened to
you came from, where where they ask more questions to - interacting in
you finished your their friends using the notes they English by asking
primary and secondary took (speaking). more questions
school), what you -Teacher gives more input on using the notes
intend to study and why introductions—use of language and already taken
style of introducing oneself. He/
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She explains the grammar and
vocabulary used in introductions
mainly the simple present and
simple past (Grammar), and lexical
items that express actions can be
given focus.
Section 2: Reading -Teacher introduces the story and

Activity one arouses students’ interest. He/She
-Reading a short asks pre-reading questions and -reading and
biography written in pre-teaches key vocabulary. understanding texts
simple English: using -Students answer pre-reading of simple stories
background knowledge, questions and discuss their -learning the
readi answers. structu
ng with -Teacher instructs students to read re of
comprehension, making the text in detail and answer composing a
notes while reading, comprehension questions. biography
guessing meanings, -Students read the story, write -learning the
attending to reference notes as they read; guess language used in
words & discussing meanings of new words, attend to writing biography
notes, reference words (e.g. pronouns), -guessing meanings
5 Hours discuss notes & answer a few from context
comprehension questions. - taking notes while
Activity two reading
-Reading a short -Teacher introduces the essay and -reading with
deductive essay: taking asks students to read it quickly. comprehension
notes while reading, -Students read the essay, notice -
discussing notes, words written in bold, write notes as identifying text
guessing meaning while they read and discuss their notes. relationships while
reading, identifying -Teacher, after a brief lecture reading
descriptive words,using ondescriptive words, instructs -interacting in
descriptive words in students to focus identify the English using the
sentence writing descriptive words written in bold in notes made while
the essay. reading
-Students read specific parts in the
essay;notice descriptive
words;learn what the words are -learning descriptive
used to describe (physical vocabulary
appearance, personal values, -using notes to
interact in
English
-writing short
descri
ptive sentences
-exchanging
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fee
dback
an
d correcting
sentences
-interacting in
English while
comparing own
sentences.
etc).
-Teacher, after giving example
sentences, encourages students to
write short sentences describing a
person/an object/a place, etc using
selected words; discuss their
sentences and correct them.
-Students write sentences & discuss
them.
Unit 2: Study Skills
Section 1: Listening -Teacher introduces the activity
Activity one &encourages students to reflect on -interacting in English
-listening to a talk on their own study skills. while
habits of successful -Students talk about their study skills reflecting on one’s
students: reflecting on in small groups. study skills
one’s study skills, taking -Teacher reads out a short expository -taking notes while
notes while listening, text on habits of successful students. listening
discussingnotes, -Students listen to the teacher and -interacting in English
answering listening take notes; discuss their notes. using notes taken
comprehension questions, -Teacher reads out the text again to while listening and
discussing answers facilitate comprehension; instructs answers to listening
students to answer comprehension comp. questions
questions & discuss their answers.
Teacher finally discusses answers to
the questions with students.
2:30 Hours -noticing grammar
pattern (the language
Activity two -Teacher reads out the text on habits of giving advice)
of successful students once more &
-Giving advice using tips -attending to form,
encourages students to improve the
from the listening text: function and meaning
notes they made in Activity one.
using the language of of grammar (the
-Students listen to the teacher again
giving advice language of giving
and improve their notes.
advice)
-Teacher writes example sentences,
-improving notes and
which give advice through ‘should’,
using them to interact
‘had better’ and ‘ought to’ using tips
in English
from students notes; draws students’
attention to the language of giving - giving advice in
English
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advice in the
example sentences.
-Students notice the language of
giving advice in the example
sentences.
-Teacher gives brief a lecture on the
language of the language of giving
advice.
-Students listen to the lecture and take
notes at the same time; discuss their
notes.
-Teacher engages students in
interaction by asking for and giving
advice (orally) on personal issues.
-Students ask for and give advice
about personal
issues.
Section 2: Reading -Teacher introduces the activity; pre- -using prior knowledge
Activity one teaches vocabulary and asks a few in text comprehension
pre-reading questions. -skimming for main
-Reading an expository -Students the text quickly and answer ideas and scanning for
essay on study skills: pre-reading questions; discuss their specific facts
reading with answers. -reading for
comprehension, attending -Teacher asks skimming and scanning detaile
to new vocabulary, writing questions. d comprehension
notes while reading, writing -Students skim-read and scan the text -
brief summaries from notes to answer the questions. guessing meaning
-Teacher encourages students to of words
read the text in detail, guessing based on context
meanings of new words (written in -writing notes while
4:30 Hours bold) and making notes while reading. reading
-Teacher discusses meanings of -interacting in English
some new words as they are used in using notes and
the text, and order them to do answers to reading
comprehensions questions. comprehension
-Students answer comprehension questions.
questions; then discuss their answers -Writing short one-
in small groups before they receive paragraph summaries
feedback from the teacher. based on notes made
-Teacher encourages students to while reading
improve their notes (by referring to -learning from peer
the text), discuss them and write feedback
summaries based on them.
-Students develop their notes into
one-paragraph summaries; discuss
and improve them.
Activity two -Teacher asks students to list the main -noticing grammar
things done pattern (the
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-Studying the present in activity one. present perfect and
perfect tense and the past -Students list what have been done the past perfect
perfect tense: form, use and quickly discuss them. tenses)
and meaning of -Teacher asks individual students to -attending to form,
conditionals tell their answers and writes function and meaning
sentences in the present perfect of grammar (the
tense (e.g. We have done…) based present perfect and
on the responses. the past perfect
-Students notice the form of the tenses)
present perfect tense in the example -using the present
sentences. perfect tense and the
-Teacher gives a short lecture on the past perfect tense
simple present tense and the past correctly especially in
perfect tense. writing
-Students listen to the lecture and
write down notes; then discuss the
notes.
-Teacher gives context-based
exercise which students do as home-
take assignment.
Unit 3: Sports
and Health -Teacher introduces the activity, pre- talking about a famous
Section 1: teaches vocabulary (e.g. professional person
Listening career) and asks few pre-listening -understanding the
Activity one questions. structure of a story
-Listening about Zinedine -Students answer pre-listening -interacting in
Zidan (who he is, his questions. English
childhood, his professional -Teacher reads out a brief story about using
career): using prior Zinedine Zidan. notes and answers to
knowledge (talking about a -Students listen to the story, write exercise
3 Hours famous football player), notes as they listen and complete a -presenting oral
predicting what comes table (exercise) as they listen. summary
next and checking -Teacher encourages students to -asking and
prediction, taking notes interact in English using their notes answering
while listening, discussing and answers to the exercise. Wh-
notes, presenting oral -Students discuss their notes and questions
summary), asking and answers; present oral summary of the
answering Wh-questions story about Zinedine Zidan.
-Teacher engages students in
conversation-asking and answering
Wh-questions about Zinnedine
Zidan (e.g. When was Zinedine Zidane
born?).
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-Teacher redirects students to the txt
Activity two about Zinedine Zidan; asks them to tell -learning the forms,
-Studying conditionals what they will do if they meet Zinedine uses and meanings
(form, use and meaning) Zidan (using the clue: If I meet of conditional Types I,
Zinedine Zidan, I will…). II and II
-Students follow the clue and write - using conditionals
complete sentences. correctly especially in
-Teacher asks students to discuss writing
answers, and later on, feedbacks -interacting in English
on their answers. using notes and
-Students discuss their answers. answers to exercise
-Teacher gives a brief lecture on
conditionals.
-Students listen to the lecture and
take notes as they listen; discuss their
answers.
-Teacher gives a short context-based
exercise.
-Students do the exercise in writing
and then discuss answers in groups.
Section 2: Reading -Teacher asks pre-reading question:
Activity one How do sports help you to improve
your health?
-Reading a short -Students discuss their answers to the -discussing a
expository passage on question. familiar issue in
sports and health: -Teacher instructs students to read the English
discussing how sports passage for main idea, making notes -reading a text to
improve health, reading for as they read. grasp main ideas
4 Hours main ideas, making notes -Students discuss their notes of the -writing notes while
while reading, developing main ideas of paragraphs. reading
notes into short -Teacher encourages students to -developing
summaries, comparing discuss their notes and develop their notes into short
summaries notes into short summaries. summaries
-Students write summaries; discuss the -interacting in
summaries. English while
comparing
summaries
-Teacher instructs students to work out
Activity two meanings of words written in bold in
-Working on vocabulary: the passage on sports and health
using word (using context and word formation
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formation clues).
-Students notice the words and work -using prefixes and
out their meanings; discuss their suffixes to workout
answers in groups and then with the meanings of new
teacher. words.
-After a brief lecture, teacher gives
exercise that involves working out
meanings of words using prefixes and
suffixes.
-Students do the exercise; discuss
their answers in pairs and then with the
teacher.
Unit 4: Cultural Values -Teacher introduces the activity and -interacting in English
Section 1: Listening asks pre- listening question: How can based on background
culture attract tourists? knowledge
Activity one -Students discuss the question and -interacting in English
write agreed- upon answers which using written answers
-Listening about cultural they will share to the whole class, -listening with
tourism: discussing how orally. comprehension
culture attracts tourists, -Teacher reads out the text. -taking notes while
listening -Students listen to the teacher and listening & discussing
with take notes as they listen; then discuss notes in English
3:30 Hours comprehension, taking the notes. -writing short
notes while listening, -Teacher draws the students’ attention summaries from notes
discussing notes, to comprehension questions (Students taken while listening
developing notes into one- answer the questions and discuss their -learning from peer
paragraph summaries answers). feedback
-Teacher encourages students to
develop their notes into one-paragraph
summaries.
-Students write summaries and then
exchange them for peer feedback.
Section 2: Reading
Activity one -Teacher introduces the activity and -interacting in
asks few pre- reading questions. Englis
-Reading an expository h by
text on answering pre-
culturalvalues: reading questions
reading
with
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comprehension, writing -Students skim-read & scan the text -reading a
notes while reading, and answer the questions orally. leveled-
answering comprehension -Teacher orders students to read the text for
questions, summarizing text for detailed comprehension, detailed
the text based on notes writing notes as they read, guessing comprehension
made while reading, meanings of new words based on -working out meanings
discussing summaries context and identifying reference- of words from context
referent relationships. -identifying
5:30 Hours -Students read the text in detail and refere
answer comprehension questions. nce-referent
-Teacher encourages students to relationships in a text
discuss the notes they made while -writing notes while
listening. listening
-Students discuss the notes in small -interacting in English
groups using notes made
-Teacher encourages students to while listening
summarize the text using their notes. -
-Students summarize the text & summarizing text
Activity 2 discuss their notes based on
-Revision simple present, notes
simple past, present -Teacher selects few sentences from -learning from peer
perfect and past perfect the text on cultural values and feedback
tenses: revising form, use changes the verbs into different
and meanings of these tenses. -learning how to use
tenses, writing short -Students read the sentences and simple present,
meaningful sentences revise verb forms and tense simple past, present
using simple present, meanings. perfect and past
simple past, present -Teacher selects more sentences perfect tenses
perfect and past perfect from the passage and asks students -writing sentences
forms of verbs to change the verbs into different using simple present,
tenses. simple past, present
-Students do the exercise in writing perfect and past
and discuss their answers. perfect forms of
-Teacher gives students few verbs verbs.
and asks them to construct short -discussing answers in
meaningful sentences using the English
tenses in focus. -learning
-Students do the exercise individually
and discuss their answers in small grammar
groups before they show them to the independently
teacher.
-Finally, teacher assigns self-study and
portfolio
compilation task on present, past and
perfect tenses.
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Unit 5: Tourism and -Teacher introduces the activity, pre- -interacting in
Wildlife Section 1: teaches few words and asks few pre- English using
Listening listening questions. background
-Listening about human- -Students discuss the questions and knowledge
3 Hours wildlife conflict then answer them orally. -listening with
(argumentative text): using -Teacher reads out the text. comprehension
prior knowledge, listening -Students listen to the teacher and -writing notes while
with comprehension, take notes as they listen. listening
making notes while -Teacher discusses answers to -developing
reading, writing summaries comprehension questions and orders notes into
using the notes, students to develop their notes into paragraph-level
discussing the summaries one-paragraph summaries. summaries
-Students write one-paragraph -discussing
summaries using the notes they made summaries in
while listening. English
-Teacher encourages students to -learning from peer
discuss their summaries in English, feedback
talking about errors and correcting
them together.
Section 2: Reading -Teacher introduces the activity and
Activity one distributes copies of a map.
-Reading a text on -Students study the map in groups.
tourism and wildlife: using -Teacher discusses the map with -interacting in English
visual, reading with students and instructs students to while interpreting map
comprehension, guessing read the text for detailed information. -reading with
meanings of words based -Students read the text silently, comprehension
on context, writing brief guessing meanings of words and -working out meanings
notes while reading, writing notes as they read; answer of words from context
discussing notes and comp. questions. -discussing notes and
developing them into -Teacher encourages students to answers to exercise in
summaries, discussing compare answers and interact in English
summaries English in doing so. -writing notes while
reading
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-Teacher discusses students’ answers; -developing notes into
encourages students to discuss their paragraph summaries
notes and develop them into short -learning from peer
summaries. feedback
-Students discuss their notes and
develop them into two-paragraph
summaries.
-Teacher encourages students to give
feedback on their partners’ summaries.
-Students give feedback. -taking and discussing
6 Hours Activity two notes while learning
-Working on denotative -Teacher draws students ‘attention to vocabulary
and connotative meanings some words written in bold in the text
on tourism and wildlife. -attending to
-Students notice the words. connotative and
-Teacher writes a few sentences denotative meanings
showing denotative and connotative while studying
meanings; explains denotative and vocabulary.
connotative meanings of the words as
used in the example sentences.
-Students read the example sentences
and write brief notes from the teacher’s
explanation; then discuss the notes
Activity three quickly.
-Revising conditionals: -Teacher encourages students to learn
constructing meaningful denotative and connotative meanings -interacting in English
sentences based on of few words from dictionaries. using pictures.
pictures -interacting in English
-Teacher introduces the activity and while learning
gives out pictures of tourist sites with grammar
their resources (e.g. the Walia Ibex at
the Semen Mountains) in Ethiopia. -using
-Students discuss the pictures.
-Teacher constructs sentences (e.g. If I grammar
go to the Semen Mountains, I will see Communicatively.
the Walia Ibex,) based on the pictures.
-Students discuss the grammar in the -learning
sentence.
-Teacher asks students to construct grammar
similar sentences based on the rest of independently
the pictures.
-Students write short sentences and
discuss them
before they show them to the teacher.
-Teacher finally assigns self-study and
portfolio compilation task on conditional
sentences.
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Unit 6: Population -Teacher introduces the activity and -learning vocabulary
Section 1: Listening pre-teaches vocabulary: population, while listening to a
Activity one density, population density. talk.
-Listening about -Students write and discuss meanings -listening with
population density: of the words. comprehension.
3 Hours learning the meanings of -Teacher reads out a short text on -interacting in English
‘population’, ‘density’ and population density. using notes and
‘population density’, -Students listen to the teacher, take answers to the
predicting what comes in notes as they listen & answer questions.
the talk and checking comprehensions questions. -developing notes into
prediction, listening with -Teacher encourages students to summaries;
comprehension, taking discuss their notes and answers.
notes while listening, -Students discuss their notes and discussing summaries
discussing notes, writing answers. -learning from peer
short paragraphs using the feedback
notes and discussing them
Section 2: Reading -Teacher distributes copies of a table,
Activity one a graph and a pie chart that display the
-Reading a text on 5 most populated cities in the world.
population pyramid: -Students write short paragraphs -writing interpretative
interpreting tables, graphs interpreting the table, the graph and paragraphs
and pie charts, reading the pie chart (based a model provided -interacting in
with comprehension, by the teacher). English
making notes while -Teacher encourages students to while
reading, discussing notes, discuss their paragraphs, and improve reading
developing notes into them later on. -reading with
paragraphs, discussing -Teacher orders students to read the comprehension
and improving paragraphs text on population pyramid make notes -writing improved
as they read, discuss notes and versions
answer questions; then discuss them. of
-Students read the text silently, make paragraphs based on
notes while reading, discuss their peer feedback
Activity two notes, answer comprehension
-Studying collocation: questions and discuss them
learning the definition of -Teacher encourages students to write -learning the
collocation, identifying paragraphs based on their notes, meaning
7 Hours words that collocate with discuss the paragraphs and improve of
‘population’, doing them. ‘collocation’
exercise on collection, -using collocation in
using collection in -Teacher writes the word ‘population’ vocabulary study
vocabulary study in a circle with lines branching out from
the border.
-Students view the word in the circle.
-Teacher writes words that collocate
with ‘population’ at the endings of two
lines (e.g. population density).
-Students notice the examples and
discuss them in pairs.
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-Teacher asks students to find, from
their dictionaries, words that collocate
with ‘population’ and complete the
exercise (based on the circle).
-Students use dictionaries to identify
Activity three words that go in company with
-Working on active and ‘population’, and complete the
passive constructions exercise.
(form, use, meaning): -Teacher makes students discuss their
noticing grammar pattern answers.
in example sentences, -Students discuss their answers.
listening to a brief lecture,
writing lectures notes, -Teacher writes one active and one -attending to form, use
discussing notes, passive sentence taken from the and meaning in
identifying active and passage on population density. studying active and
passive constructions, -Students notice the grammar patterns constructions.
in the example sentences. -discussing notes and
completing contextualized -Teacher gives a short lecture on answers to questions
exercise, reading active and passive constructions in English
independently and (taking examples from the text on -learning grammar
compiling portfolio on population density. independently
passive constructions -Students listen to the teacher and take
notes.
-Teacher encourages students to
discuss their notes and answer context-
based exercise.
-Students discuss their notes, do
exercise and discuss in answers.
-Teacher finally assigns self-study and
portfolio compilation task.
6. Independent Work
 Self-Study and portfolio compilation on:
• present tenses
• perfect tenses
• conditionals
• active and passive constructions
7. Teaching Methods
o Short lectures
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o Pair and group work
o Discussions
o Presentations
o Independent learning (e.g. independent reading)
8. Assessment
• Active Participation =5%
• Individual Assignment (portfolio)= 10%
• Group Assignment = 15%
• Written test = 10%
• Oral presentation = 10%
• Final Examination = 50%
9. Grading
10. Course Policy
 Regular attendance
 Punctuality
 Active participation
 Feedback provision
 Support and cooperation
 Fair judgment
 Transparency
 Mutual respect
 Tolerance
11. References
1. Alfassi, M. 2004. Reading to learn: Effects of combined strategy instruction on
high school students. Journal of Educational Research, 97(4):171- 184.
2. Anderson, N. 1999. Exploring second language reading: Issues and strategies. Toronto:
Heinle & Heinle Publisher.
3. Bade, M. 2008. Grammar and good language learners. In C. Griffiths (Eds.). Lessons from
good language learners (pp. 174-184). Cambridge University Press.
https//doi.org/10.107/CBO9780511497667.016
4. Bouchard, M. 2005. Reading comprehension strategies for English language learners:

30research-based reading strategies that help students read, understand and really
learncontent from their textbooks and other nonfiction materials. New York: Scholastic.
5. Cameron, L. 2001. Teaching languages to young learners. Cambridge: Cambridge
University Press.
6. Chamot, A.U. 1987. The learning strategies of ESL students. In A. Wenden & J. Rubin
(Eds.). Learner strategies in language learning (PP 71-85). Prentice-Hall: Hemel
Hempstead.
7. Gairns, R. & Redman, S. 1986. Working with words: A guide to teaching and learning
vocabulary. Cambridge University Press.
8. Department of Foreign Language and Literature. 1996. College English (Volume I and
Page 37 of 397
Volume II). Addis Ababa University Press. McNamara, D.S. (Ed.). 2007. Reading
comprehension strategies: Theories, interventions, andtechnologies. New York: Erlbaum.
9. Tilfarlioğlu, Y. 2005. An Analysis of the relationshipbetweenthe use of grammar learning
strategiesandstudent achievement at English preparatory classes.Journal of Language and
Linguistic Studies 1: 155-169.
10. Murphy R. (?). Essentials of English grammar in use: A self-study reference and practice book
for intermediate students of English (2nd Ed.). Cambridge University Press.
11. Murphy R. 2004. English grammar in use: A self-study reference and practice
book for intermediate students of English (3rd Ed.). Cambridge University Press.
12. Zhang, L. J. 2008.Constructivist pedagogy in strategic reading instruction:Exploring
pathways tolearnerdevelopment in the English as a second language (ESL) classroom.
Instructional Science, 36(2): 89-116.https://doi.org/10.1007/s11251-
Page 38 of 397
General Biology
Module Title: General Biology

Module Code: Biol 1011
Module ECTS: 5 ECTS
Module Duration: 16 Weeks
Module Description: ….
Learning Objectives
After completing the introduction to economics, students will be able to:
 Explain the scope of biology and molecular basis of life
 Describe life activities from the cellular point of view
 Manipulate basic biological tool, record data and draw conclusions
 Develop scientific attitude, skill and conduct biological experiments using scientific
procedures
 Outline basic processes of energy transduction and synthesis of intermediate or final
products in living cells
 Understand the basic concepts of genetics and inheritance
 Understand the concepts of infection and immunity
 Classify organisms based on their cellular organization and complexity
 Explain components, processes and interrelationships within a given ecosystem
 Know the general features of invertebrate and vertebrate animals
 Appreciate the practical uses of biological knowledge and its application in the wider
society
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General Psychology
Module Title: General Psychology

Module Code: Psyc 1011
Module ECTS: 5 ECTS
Module Description: This introductory course will provide students with an overview of the
current body of knowledge and the science of psychology. This course examines the role of
environmental factors and the interaction of nature and nurture in determining behaviors and
mental processes. Areas to be discussed will include; the essence psychology, human
development, theories of learning, memory and forgetting, motivation and emotion, psychological
disorder and treatments. The course will also focus on how to develop life skills based on the
theories and principles of psychology where self-development, academic and social skills shall
be given due attention.
Learning Objectives
 Describe basic psychological concepts.
 Compare and contrast the major theoretical perspectives in psychology.
 Discuss different aspects of human development
 Compare and contrast different learning theories
 Summarize motivational and emotional processes
 Demonstrate social and interpersonal skills in everyday life.
 Set an adaptive goal and plan for future.
 Apply knowledge of psychology to one’s own life & to develop life skills.
 Explain ways how self-confidence, self-esteem, self-efficacy, assertiveness, responsible
behaviors, interpersonal skills will be strengthened.
 Apply different stress coping mechanisms.
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Mathematics for natural science
Module Title: Mathematics for natural science

Module Code: Math 1011
Module ECTS: 5 ECTS
Module Description: The course intends to prepare natural science students with the basic
concepts and materials from mathematics that necessitate a good foundation to treat fundamental
mathematical tools in science. This course rigorously discusses the basic concepts of logic and
set theory, the real and complex number systems, mathematical induction, least upper bound and
greatest lower bound, functions and types of functions, polynomial and rational functions,
logarithmic and exponential functions, trigonometric functions, hyperbolic functions and their
graphs and analytic geometry.
Learning Objectives
 Apply propositional logic in reasoning,
 Use quantifiers in open propositions in mathematical logic
 Understand concepts of sets and set operations,
 Understand the fundamental properties of real numbers
 Use mathematical induction in proofs,
 Analyze least upper bound and greatest lower bound,
 Understand the fundamental properties of complex numbers
 Express complex numbers in polar representation
 Explain different types of functions, their inverses and their graphs
 Evaluate zeros of polynomials
 Understand basic properties of logarithmic, exponential, hyperbolic, and trigonometric
functions
 Understand basic concept of analytic geometry
 Derive equations of conic sections
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Critical thinking
Module Title: Critical thinking

Module Code: LoCT 1011
Module ECTS: 5 ECTS
Module Description: ….
Learning Objectives
 Understand the basic essence and areas of philosophy, and the necessity of learning it;
 Recognize the components and types of arguments;
 Develop the skill to construct and evaluate arguments;
 Understand the relationship between logic and language;
 Recognize the forms of meanings of words and terms;
 Comprehend the types, purposes and techniques of definitions;
 Understand the concept, principles, and criteria of critical thinking;
 Cultivate the habits of critical thinking and develop sensitivity to clear and accurate
usage of language;
 Recognize the various forms of formal and informal fallacies; and
 Understand the components, attributes and representations of categorical propositions.
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General Physics
Module Title: General Physics

Module Code: Phys 1011
Module ECTS: 5 ECTS
Module Description: This algebra-based course provides science students with the basic
concepts of physics that enable them to understand describe and explain natural phenomena.
Emphasis is laid on general principles and fundamental concepts in measurements, mechanical
and thermal interactions, fluid mechanics, electromagnetism, oscillations and waves with
applications of physics in various fields of science.
The course is organized into 7 chapters. The chapters on mechanics introduce the principles and
laws governing the motion of objects and the interaction between them as well as conservation
laws. The chapter on heat and temperature discusses the interaction between systems through
energy transfer and describes some basic thermal properties of such systems. The chapters on
oscillations, waves, and optics provide basic concepts of periodic motions, how waves transfer
energy from one place to the other and use the concepts of light rays to explain image formation
by mirrors and lenses. Electromagnetism and electronics introduce the basic electric and
magnetic phenomena using the concept of field and treats elementary concepts of
semiconductors. Cross-cutting applications of physics explain the roles of physics in Agriculture,
Industries, Medicine, Archeology, Power Generation, Earth and Space Sciences.
Learning Objectives
 Develop knowledge and skills in basic measurement and uncertainty.
 Understand the basic concepts of physics and the relations between them (Laws).
 Describe and explain natural phenomena using the basic concepts and laws.
 Apply the basic concepts and laws to practical situations.
 Develop the algebraic skills needed to solve theoretical and practical problems.
 Appreciate the applicability of physics to a wide range of disciplines.
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Physical fitness
Module Title: Physical fitness

Module Code: SpSc 1011
Module ECTS: 5 ECTS
Module Description: Since the beginning of time, survival has been a daily struggle. Simply
staying alive was physically demanding. Yet, humans in industrialized societies over the last 150
years have come spoiled. We live in our minds so much of the time that we have almost forgotten
that we have a body many people work in offices who make their living by reading, writing,
speaking, and thinking, but seldom by physical labor. Regular physical exercise does the body
good. Physical exercise empowers natural health advocates to take active measures to combat
disuse atrophy. Physical fitness has a vital role in the life of men from time immemorial. The
progress of the nation lies in the hands of people, who are healthy and physically fit. Every
individual should develop physical fitness for a happy and effective living. Physical fitness is the
ability to live a full and balanced life. The totally fit person has a healthy and happy outlook towards
life. Fitness is the young man‘s absolute necessity. It breads breeds self-reliance and keeps man
mentally alert. Physical fitness is essential for human beings to adjust well with his environment
as his mind and body are in complete harmony. In order to get physical fitness one has to involve
in a regular physical exercise program. Our bodies demand to be used. Failure to use them results
in your muscles deteriorating, at a steady and progressive rate. Thus, everyone should develop
sensible habits of exercise that they can stick to for the rest of their lives.
To help you understand about physical fitness and related issues, this module provides you all
the necessary information regarding what physical fitness is, the various components of physical
fitness, means by which physical fitness is developed, methods of assessing physical fitness and
the health benefits of physical exercise.
Learning Objectives
 Define physical fitness, physical activity, physical exercise and sport
 Understand the benefits of physical fitness
 Realize general principles of fitness training
 Make behavior modifications to stay fit
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Geography of Ethiopia and the horn
Module Title: Geography of Ethiopia and the horn

Module Code: GeES 1011
Module ECTS: 5 ECTS
Module Description: This course attempts to familiarize students with the basic geographic
concepts particularly in relation to Ethiopia and the Horn of Africa. It is also intended to provide
students a sense of place and time (geographic literacy) that are pivotal in producing
knowledgeable and competent citizens that are able to comprehend and analyze problems and
contribute to their solutions. The course consists of four parts. The first part provides a brief
description on the location, shape and size of Ethiopia as well as basic skills of reading maps.
Part two introduces the physical background and natural resource endowment of Ethiopia and
the Horn which includes its geology and mineral resources, topography, climate, drainage and
water resources, soil, fauna and flora. The third part of the course focuses on the demographic
characteristics of the country and its implications on economic development. The fourth
component of the course offers treatment of the various economic activities of Ethiopia and the
Horn which include agriculture, manufacturing and service sectors. Moreover, Ethiopia in a
globalizing world is treated in the perspectives of the pros and cons of globalization on its natural
resources, population and socio-
economic conditions.
Learning Objectives
 Describe the location, shape and size of Ethiopia and the Horn
 Explain the implications of location, shape and size of Ethiopia and the Horn on the
physical environment, socioeconomic and political aspects.
 Elaborate the major geological events; the resultant landforms and mineral resources of
Ethiopia and the Horn.
 Identify the major drainage systems and water resources of Ethiopia and their
implications for regional development and integration.
 Develop an understanding of the climate of Ethiopia, its dynamics and implications on
the livelihoods of its inhabitants.
 Examine the spatio-temporal distribution and abundance of natural vegetation, wildlife
and Soil resources of Ethiopia.
 Discuss the demographic attributes and dynamics as well as the ethnic diversity of
Ethiopia.
 Read maps as well as compute basic demographic and climatic rates
 Appreciate the biophysical and socio-cultural diversities in Ethiopia and the Horn
 Explicate the major types of economic activities in Ethiopia; discern their spatiotemporal
distributions and their contributions to the overall development of the country.
 Comprehend the effects of globalization on the socioeconomic development of Ethiopian
and the Horn.
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Learning Outcomes
 Acquire basic knowledge on the geographic attributes of Ethiopia and Horn
 Develop a sense of appreciation and tolerance of cultural diversities and their
interactions
 Acquire general understanding of physical geographic processes, and human-
environment relationships
 Develop ethical aptitudes and dispositions necessary to live in harmony with the natural
environment
 Develop an understanding of national population distributional patterns and dynamics
 Conceptualize the comparative advantages of economic regimes; and understand the
impacts of globalization.
 Understand their country’s overall geographic conditions and opportunities; and be
proud of the natural endowments and cultural richdom that help them develop a sense of
being an Ethiopian.
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Basic Writing Skills
Module Name: Basic Writing Skills

Module Code: Elen 1012
Module ECTS: 5
Module Description: Sentence level writing: sentence structure, sentence types, functional and
structural category, common sentence errors (fragments, comma splices, run-on sentences,
dangling modifiers and agreement errors); Paragraph level writing: paragraph, topic sentence and
supporting details, structure, essentials of a paragraph, basic types of paragraphs (expository,
narrative, descriptive and argumentative ) and techniques of paragraph development; essay level
writing: structure of an essay, thesis statement and supporting paragraphs, types of essays and
techniques of essay development.
Learning Outcomes:
At the end of this course, students will be able to:
• Construct meaningful sentences in English;
• Learn to compose a paragraph that has a clearly stated topic sentence and details ;
• Use appropriate coordination and subordination skills to relate ideas;
• Identify and correct common sentence problems: fragments, comma splices, and run-on
sentences, dangling modifiers and agreement errors.
• Compose paragraphs that have clearly stated topic sentences and supporting details.
• Write a well-structured essay of different types ( descriptive, narrative, expository and
argumentative)
Temporary schedule
Tentative Schedule
We Study Topics and Sub Topics Student Roles and Required Texts
ek Hours activities
General introduction
1 Lecture: about the course, and Main worksheet 1
3hrs setting ground rules Activities: Identifying subject page 1-2
Home St: and predicate- Writer’s
4hrs Unit One: Writing Choice:pp452-454 ( Practical English
Ass’nt: Effective Sentences: exercise 1-6), A concise Handbook page 15-
2hrs overview of writing Guide to composition 17,26-28 Writer’s Choice
effective sentences - page:124;expanding subject :451-457,512 A Guide to
sentence definition, and predicate- Writer’s Better Writing pp261-
Identifying sentence Choice 269; Writer’s Choice501-
parts (subject and pp455(exercise7and9),Func 505;A concise Guide to
predicate), writing tional category- A concise composition pp119-122
complete sentences; Guide to composition Main worksheet 1
sentence types: page:125 page 2-5
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functional category
(declarative, A concise Guide to
interrogative, imperative Activities: structural composition
1& and exclamatory classification-A Guide to page:Pp129-140 A
2 sentences) Better Writing pp270-71, concise Guide to
Writer’s Choice pp502- composition
Lecture: Writing Effective 504(exercise 4-8) page:Pp129-140
3hrs Sentences (continued---- Writer’s Choice513-517
Home St: ) Main worksheet 1
4hrs Identifying sentence Activities: correcting faulty page 5-7
Ass’nt: types: structural sentences- A concise
2hrs Category ( simple, Guide to composition
compound, complex and page:174-177;Writer’s
compound complex); Choice pp513-515(Ex 21- Practical English
Joining ideas 23),College English Writing; Handbook pp 125-171
2& :coordination, pp418-443 Writer’s Choice pp 675-
3 subordination, correlation
and using relative Activities: correcting faulty Main worksheet 2
Lecture: pronouns sentences- A concise page 1-2
3hrs Guide to composition Effective Academic
Home St: page:174-177 Writing 2 pp 1-8
4hrs Writing Effective From Paragraph to
Ass’nt: Sentences (continued---- Activities on using Essay pp 3-15
2hrs ) punctuation marks A Guide to Better Writing
Identifying and correcting Practical English Handbook 83-150
faulty sentences pp 125,128,131,136
:fragments, run-ons, 137,139,144,
3 comma splices, 145,149,15,157(Ex 1- Main worksheet 2
Lecture: 11)Writer’s Choice page -6
3hrs pp675,676,677,679,
Home St: Writing Effective 681,683,686(Ex1-8) Effective Academic
4hrs Sentences (continued---- Writing 2 pp9-15
Ass’nt: ) A concise Guide to
2hrs Identifying and correcting composition pp28-32
faulty sentences:
dandling modifiers and
4 Lecture: agreement errors; A Guide to Better Writing
3hrs 83-150
Home St: Writing Effective Activities: Identifying topic Effective Academic
4hrs Sentences (continued---- sentences and supporting Writing 1 pp 30-142;
Ass’nt: ) details Effective Academic Effective Academic
2hrs Using punctuation(a Writing pp 3-8(Ex1-8) Writing3 pp88-109
period, comma, semi- From Paragraph to Essay A concise Guide to
pp 8-9,11,12 composition pp32-39
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colon, colon, quotation
mark) and capitalization
Main worksheet 2
4& page 7-8
5 Unit Two: Writing Activities: achieving
Effective Paragraphs; coherence and unity in a Main worksheet 3
Lecture: overview of writing paragraph Effective page 1-2
3hrs effective Paragraphs- Academic Writing 2 pp9-14 Effective Academic
Home St: paragraph definition, A concise Guide to Writing2 pp16-26
4hrs nature of a paragraph, composition pp40-42 Effective Academic
Ass’nt: Identifying topic Writing3pp 2-30
4 2hrs sentence and supporting College Writing Skills;
details, writing topic pp 135-145
sentences( with topics
and controlling idea), Activities: types and
Lecture: nature and position of methods of paragraph Main worksheet 3
3hrs topic sentences in development page 3-4 Effective
Home St: paragraphs, narrowing a Effective Academic Writing1 Academic Writing2 pp16-
4& 4hrs title pp35-37(Ex 4-6),pp56- 26Effective Academic
5 Ass’nt: 60(Ex3-5),pp81-83(3-5); A Writing3pp 2-30 College
2hrs Writing Effective Guide to Better Writing pp Writing Skills; pp 135-
Paragraphs 86-87,89-90,94-95,97- 145
(continued…) 98,102,104-105,110; A
structure of a paragraph, concise Guide to
essentials of a composition pp42-43
5& paragraph: unity, Main worksheet 3
6 Lecture: coherence(ways of page 3-4 Effective
3hrs achieving coherence: Academic Writing2 pp16-
Home St: using transitional 26
4hrs devices, pronouns, key Effective Academic
Ass’nt: words and synonyms) Activities on free and Writing3pp 2-30
6 2hrs and adequate guided writing College Writing Skills;
development; Main worksheet 2 page 7-8 pp 135-145
Lecture: organization: space, time
3hrs and order of importance
Home St:
7 4hrs Writing Effective
Ass’nt: Paragraphs A Guide to Better Writing
2hrs (continued…) 165-225
Writing basic types Activities on nature and College Writing Skills; pp
7& paragraphs: expository, structure of an essay 161-319
8 descriptive, narrative Effective Academic Writing2 Effective Academic
and argumentative; pp17-18,19,25 Effective Writing2pp28-74
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Lecture: Academic Writing3 pp3- Effective Academic
3hrs Techniques of paragraph 7,10-11 Writing3pp88-109
8 Home St: development: definition, A Guide to Better Writing
4hrs exemplification/illustratio pp170-173,188 Main
Ass’nt: n, classification, cause worksheet 3 page 1-2
2hrs and effect, comparison,
9 Lecture: contrast, description( Activities on nature and
3hrs process, objective and structure of an essay, how t
Home St: impressionistic), and o write the introduction part
4hrs listing/enumeration Effective Academic Writing3
9& Ass’nt: pp12-19 College Writing
10 2hrs Writing Effective Skills; pp138-145 Main
Lecture: Paragraphs worksheet 3 page 3-4
3hrs (continued…)
Home St: Developing a paragraph:
4hrs guided and free writing
Ass’nt: guided writing-arranging
2hrs given sentences in a
Lecture: logical order, writing a Activities on how to write
3hrs paragraph by developing the body and the conclusion
10 Home St: topic sentence and and steps on essay writing
4hrs specific details using Activity Effective Academic
Ass’nt: given points of a title Writing3 pp10,11
2hrs Free writing –writing a College Writing Skills;
Lecture: paragraph on a given pp25,27,28,31-32,35-37,38-
3hrs title or on your own title 47
Home St:
4hrs Activities on writing different
Ass’nt: Unit Three Essay types of essays
2hr Writing Effective Academic Writing2
Lecture: Stimulating idea on pp28-31,34-36,37-38,55-
3hrs features of an essay 63,76-78 Effective
Home St: Definition of an essay, Academic Writing3pp93-97
4hrsAss’ structure of an essay: College Writing Skills;
nt: 2hrs introduction, body and pp189,203-4,220-226
conclusion; reviewing
paragraph structure vs Activities on writing different
essay structure types of essays
Identifying thesis Effective Academic Writing2
statement and pp28-31,34-36,37-38,55-
supporting paragraphs, 63,76-78
elements of the thesis Effective Academic
statement: topic and Writing3pp93-97
controlling idea
Page 50 of 397
Activities on writing different
types of essays
Essay Writing Effective Academic Writing2
(continued…) pp28-31,34-36,37-38,55-
Achieving unity and 63,76-78
coherence within an Effective Academic
essay Writing3pp93-97
Writing the introduction (
writing the hook, the
background and the
thesis statement)
Essay Writing
(continued…)
Writing the body and the
concussion
Steps in writing an
essay:
Planning(questioning,
making list, clustering,
preparing outline),
drafting, revising, and
editing
Essay Writing
(continued…)
Writing the basic types of
essays ( expository,
descriptive, narrative and
argumentative)by
employing the different
techniques
Essay Writing
(continued…)
argumentative)by
techniques
Essay Writing
(continued…)
Page 51 of 397
argumentative)by
techniques
First Semester final
Exam Week
Teaching and learning methods Classroom contact/Lecture, group work, interactive tutorial
sessions (group and pair work/discussions and individual work (independent learning).
Assessment Continuous assessment Competence to be assessed
Students are most 1 quiz and two individual writing Skill and knowledge of:
frequently evaluated assignments 50 % identifying components of a
through their written Quiz: Sentence level writing (10%) week sentence, completing a
assignments (30%) and 3; sentence with appropriate
classroom quiz (10%). components, identifying
There is also final exam Assignment 1 and 2 Paragraph writing types of sentence, identifying
(50%) (20%) week 8; elements of a paragraph,
Writing a topic sentence and
Assignment 3 Essay writing (10%) week supporting details and a
12 concluding sentence
identifying and writing a
thesis statement, hook,
background writing an
introductory paragraph, body
and conclusion of an essay.
of an essay
writing descriptive,
Two group writing assignments 20% expository, narrative and
Assignment 1 paragraph level writing argumentative paragraph
(10%) week 10 Assignment 2 Essay writing an essay (outlining,
level writing (10%) week13 drafting, revising, editing)
Three Quizzes (15%) identifying and correcting
Quiz 1 on sentence writing 5% week 4; common sentence errors
Quiz 2 on paragraph writing 5% week 6 identifying types of a
Quiz 3 on essay writing 5% week 14 paragraphs and methods of
developing a paragraph
organizing paragraphs to
make a complete essay(
unity and coherence)
Final exam 50 week 16
Page 52 of 397
Course Expectation Preparedness: you must come to class prepared by bringing with you the
appropriate materials like the worksheet, text books and completed
assignments. Complete the reading assignments and other activities on
time. You must plan your own learning. Since the course is a writing
course, it is demanding, and you are expected to work much individually
to meet the requirement of the course. You have to use your time for
group work and home study effectively.
Participation: make active participation during discussions (you must
participate in class). You are not participating if you are talking to a
neighbour, doing homework, daydreaming, or not doing what the rest of
the class is doing. If you are working in a group or with a partner, you
must talk to your group members or partner and be a part of the group.
You cannot learn English by being silent. Always be ready and willing to
give constructive feedback to partners/group members and to listen to
their comments on your work.
Medium: use only English during group and pair work, in the class room and
out of class room discussions.
Course Policy Attendance: It is compulsory to come to class on time and every time. If
you are going tomiss more than three classes during the term, you should
not take this course.
Assignments: you must do your assignment on time. No late assignment
will be accepted.
Tests/Quizzes: you will have short quizzes and tests almost every week. If
you miss the class or, are late to class, you will miss the quiz or test. No
makeup tests or quizzes will be given. You are expected to observe the
rules and the regulations of the University as well.
Cheating/plagiarism: you must do your own work and not copy and get
answers from someone else. The only way to learn English is to do the
work yourself.
Also, please do not chew gum, eat, listen to recorders or CD players, wear
sunglasses, or talk about personal problems. Please be sure to turn off
pagers and cell phonesbefore class and exam sessions
Reference Rorabacher ,LA Concise Guide to Composition (3rd Ed). London Harper
and Row publishers(1976)
A Guided Writing to Composition
Langan,JCollege Writing Skills. sixth Edition. Boston: Mcgraw-Hill (2005).
Savage, A.and M. Shafiei,EffectiveAcademic Writing 1. Oxford: Oxford
University Press. (2007)
Savage, A.and P. Mayer Effective Academic Writing 2 Mcgraw-Hill (2005).
Oxford University Press. (2005)
Davis,J and R,Liss Effective Academic Writing 3 The Essay. Oxford
University Press. (2005)
Page 53 of 397
Introduction to Anesthesia I
Module Title: Introduction to Anesthesia I

Module Code: AnstM-1103
Module ECTS: 5
Module Description: This module is designed for B.Sc. in anesthesia students to equip them
with the required knowledge, skill, and attitude by giving emphasis on professionalism, healthcare
ethics, compassionate and respectful care, the history of the profession, and the scope of
practice.
Module Objective:
At the end of this module, the Anesthesia student will be able to: understand the history of their
profession, and the ethical principles required from them to provide compassionate and respectful
care within their scope of practice.
Module Competencies
 Recognize legal and ethical principles and frameworks governing anesthesia practice
 Apply principles of professionalism
Learning Outcomes
In order to achieve core competencies, students at the end of this Module will be able to:
 Evaluate the ability of health care provider in establishing rapport with client/family
 Establish and maintain a positive, respectful collaborative working relationship with
colleagues and teams
 Identify features of compassionate and respectful care
 Explain ways to provide care in a compassionate and respectful manner in a simulated
environment
 Evaluate health care professional’s sympathy and empathic responses for the client and
family
 Analyze attributes of professionalism
 Explain the key process in establishing trust with a client
 Explain the ways of building a good rapport
 Explain ways of healthcare disclosure to the patient and his/her family
 Define anesthesia
 Describe anesthesia history
 Describe the role of an anesthetist in the emergency unit, OR, PACU, and ICU
 Differentiate the specific scopes of anesthetists at different levels
 Explain basic principles of ethics
Teaching-Learning Methods
 Interactive lecture and discussion
 Facilitated discussion
 Case study
 Video show
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 Demonstration (at skills lab)
 Guided clinical practice
 Story telling (experience sharing)
Teaching-Learning Materials and resources

 Checklists: Compassionate care checklist, etc
 Case studies
 Writing board
 Posters
 LCD Projector and PPTs
 Whiteboard, marker
 Laptop and Videotapes: ample Video of a compassionate service/help
 Role play stories from EFMOH’s compassionate and respectful care training manual for
the health workforce, 2017
Learning Assessment methods

Formative Assessment
 Written cognitive knowledge test (MCQ/essay)
 360-degree professionalism appraisal
 Review of works (assignments, ….) completed by students
 Case study- Students analyze unprofessional behaviors and produce a written reflection
on the situations described in the case.
 Peer assessment of professional behaviors
 Structured Oral Examination
 Punctuality
 Attendance
 Work being submitted on time
 Students’ Participation in any voluntary service
 Review of students’ reflective portfolio
Summative assessment
 Case-study (assignment = 20%)
 Written exam = 30%
 Continuous (Progressive) assessment -10%
 Structured Oral Examination - 10%
 Objectively Structured Clinical Examination (OSCE) - 30%
Reference Books and Other Resources

1. Barash Clinical Anaesthesia (2017), 8thEdition. Paul G. Barash.
2. Hines RI and Marschall KE. Stoelting’s Anaesthesia and co-existing disease, 7h Edition,
2017.
3. Miller’s anaesthesia volume 1 and 2, 6th Edition. Ronald D. Miller.
4. EFHMACA regulations for health professionals EFMHCA Regulation 299/213 and
EFMHCA Regulation 661/2009 (http://www.fmhaca.gov.et/)
5. Ethiopian and Global Existing Code of conduct for anaesthetists
6. World manual of Medical Ethics
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7. Richard E. Ashcroft. Principles of health care ethics, 2nd Edn, 2007
8. Gwen Van Servellen. Communication skill for the Health Care Professional: Concepts,
Practice. Jones and Bartlett Publisher. 2009
9. Competency-based professionalism in anaesthesiology: Continuing Professional
Development (DOI 10.1007/s12630-012-9747-z)
11. RaananGillon. Principles of health care ethics, 1994
12. EFMOH compassionate and respectful care training manual for health work force, 2017
13. Interview guide questions for health professionals on threats and its solution
Required
Week Learning Activity
Assignment
Overview of the module: 30 min
 Structure and design
 Education strategies
 Core competencies
 Teaching and learning methods
Week 1  Assessment methods
Introduction to anesthesia [ 1 ½ hr]

 Definition of anesthesia
 Classification of Anesthesia
 Common terminologies in anesthesia
Hospital Visit (2 Hrs.
 Observation of the Hospital environment
Interactive lecture & discussion on the history of Anesthesia [2 Hrs.]

 Early use of ether, chloroform and nitrous oxide
 Recent inhalational agents
Week 2  IV anesthetics
 Local anesthetics
 Muscle relaxant
Hospital Visit (2 Hrs.)
 Observation of the Hospital environment
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Required
Assignment
Interactive lecture and discussion on the scope of anesthesia (1 hr)

 Definition of Anesthesia as a discipline and profession
 Roles of anesthetists in the perioperative and critical care
 Scope of anesthesia practice on different qualification levels
(levels, B.Sc, MSC, anesthesiologist )
Week 3 Interactive lecture and discussion on CRC: Confidence (1 Hrs.):

 Definition of confidence
 Level of confidence
 Function of communicating confidence
 Too much confidence
 Influence of confidence on decision quality
 Observation of the operation theater -Anesthesia side
Interactive lecture and discussion on CRC: Introduction to Medical

Professionalism (2 Hrs.)
 Defining medical professionalism:
 Attributes of professionalism:
o Altruism
Week 4 o Accountability
o Excellence
o Humanism
 Observation of the operation theater-anesthesia side
Interactive lecture and discussion on CRC: Advisement (1 Hr)

 The proper placement of advisement
 Definition of advisement
 The miss uses of advisement and option giving
 Principles behind the therapeutic use of advisement
 Communication responses related to emotional states
Week 5 Discussion and reflection on: (1hr)

 Anesthetist as a professional
 Anesthesia profession in the international context
 Anesthesia professional in a national context
 Future of anesthesia practice
 Anesthetist’s code of conduct in Ethiopia
 Challenges of anesthesia practice in Ethiopia
 Rationale for professionalism and common unprofessional acts
seen
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Required
Assignment
 Observation of the operation theater -Anesthesia service
Interactive lecture & discussion on ethical practice in healthcare (2

Hrs.)
 Definition of health care ethics
Week 6
 History and development of medical ethics
 Observation of the operation theater –
 Observe on the applications of health care ethics in Anesthesia
Theories of health care ethics[1hr]

 Consequentialism
 deontology
Interactive lecture & discussion on CRC: Compassionate care (1 Hr]

Week 7  Compassionate care
 Qualities of compassionate care
 Elements of compassionate care
 Principles of compassionate care
 Observe on the applications of health care ethics in Anesthesia
Interactive lecture & discussion on ethical practice in healthcare (2

hrs.)
 Principles of healthcare ethics
o Autonomy
o Beneficence
o Non-maleficence
o Justice
Week 8 Rules of health care ethics [30 min.]

 Veracity
 Privacy
 Confidentiality
 Fidelity –
 Observe on the applications of health care ethical principles in
Anesthesia services
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Required
Assignment
Interactive Lecture and discussion on CRC: Respectful Care ( 1hr)

 Definition of respectful care
 Principles of respectful care
 Characteristics of disrespectful care
Week 9 Dilemmas in health care Ethics [1 hr]

 Models to approach ethical dilemma
 Observation of the operation theater
 Observe on the applications of health care ethical rules in
Anesthesia services
Interactive lecture & discussion on legal aspects in health care

practice (2 Hrs.)
 Code of medical ethics
 Law and ethics intertwine
Week 10  Overview on health professional negligence
 Health professional-patient relationship
Hospital Visit (2 Hrs.)
 Observe on the applications of health care ethical principles
medical lows in Anesthesia services
Interactive lecture & discussion on basic communication skills (1

Hrs.)
 Basic communication skills
 Therapeutic communication
 Therapeutic use of silence and pauses
 Interactive Lecture, Discussion and Activity
Interactive Lecture and discussion on:[ 1hr]

Week  Non-verbal communication (Definition, Types, Characteristics)
11  Identifying appropriate use of non-verbal communication
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Required
Assignment
 Observe the applications of teamwork on anesthesia services
Interactive lecture & discussion on team building [1hr]

 Effective team building
 Team building leadership styles
 Type of team
 Stages of team development
Week12 Interactive lecture and presentation: [1 hr.]

 Team management
 The importance of delegation
 Motivating team
 Developing team
 Managing discipline
Interactive lecture & discussion on CRC in leadership (1 Hr.)

 Compassionate leadership
 Benefits of compassionate leadership in healthcare system
Week 13
Group discussion [1 hr.]
 Team building assignment
Interactive lecture & discussion on self-assessment and Self-

management (2hrs)
 Positivity,
 Responsibility,
Week 14
 Self-awareness,
 Time management,
 Observe the applications of self-assessment and self-
management on anesthesia services
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Required
Assignment
Interactive lecture & discussion on self-assessment and Self-

management (2hrs)
 Stress management,
 Problem-solving,
 Physical appearance,
Week 15
 Temper management
 Individual activity- to identify self-improvement areas and develop
action plan
 Observe the applications of self-assessment and self-
management in Anesthesia services
Interactive lecture & discussion on establishing rapport (2 Hrs.)
Principles of client-provider interaction

 Establishing rapport
 Trust (trust-based relationships, the process of establishing trust
Week 16  Self-disclosure
o Definition,
o Type
o Impact and limitation
 Observe the applications of lifelong learning in Anesthesia
services
Interactive lecture & discussion on life-long learning (LLL) (2 Hr.)

 Lifelong learning, what does it mean? Why do you do it? And
how do you do it?
 Benefits of LLL
 Qualities of LLL
Week 17
 Factors to help you Succeed in LLL
 Finding resources
 Personal LLL plan development
 Observe on the applications of life Long learning in anesthesia
services
Interactive lecture and discussion ( 2hrs)

Week 18
Individual assignment: [1 Hrs.]
 Identifying individual learning needs.
Page 61 of 397
Required
Assignment
 Set your own learning goals and draw up an action plan indicating
where and how will gap filled
Carrier development [1hrs]

 Observe the applications of life Long learning in anesthesia
services
Interactive lecture and Presentation: (2 hrs.)
 Career planning and Development
 Overview
 Stages in the health care workers careers
 Why career planning and Development important
Week 19
 The career planning model
Hospital Visit (2 Hrs)
 Observe on the implementation of career planning and
development in anesthesia services
Exam week
Week 20
 Hospital visit on rapport building
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Global trends
Module Title: Global trends

Module Code: GlTr 1012
Module ECTS: 5 ECTS
Module Description: This module is basically designed for the course, Global Affairs. The course
is designed to equip students with the basics of international relations so that they will be exposed
to global challenges and perspectives. The course is very comprehensive, broad, and
multidisciplinary in its nature. Perhaps you may find it an ice-breaking course since it touches
upon a wide range of issues, concepts, theories, approaches, and debates that are helpful in
understanding contemporary international relations. Concepts, such as national interest, foreign
policy, actors, globalization, the balance of power, the cold war, multi-polar systems, international
law, and other relevant concepts are being introduced. Different debates and approaches to the
study of international relations including realism, and liberalism are also given due emphasis.
Due to the vastness of the course, its contents are organized into six chapters. The first chapter
lays the foundation of the course by introducing major concepts, such as the nature, scope,
evolution, actors, levels of analysis, structure as well as theories of international relations. In the
second chapter topics such as; national interest, foreign policy, diplomacy, and Ethiopian foreign
policy under successive regimes are discussed at some length. Chapter three brings out the
contending issues of international political economy with an emphasis on global institutions of
governance. Last chapter the debates between regionalism and globalization with contemporary
global issues that affect international relations.
Learning Objectives
 Understand nations, nationalism, and states
 Explain the nature and historical development of international relations
 Examine the extent and degree of influence of state and non-state actors in the
international system
 Gain basic knowledge of the major theories of International Relations and develop the
ability to critically evaluate and apply such theories
 Elucidate national interest, foreign policy, and diplomacy
 Assess the overriding foreign policy guidelines of Ethiopia in the past and present
 Explicate the nature and elements of international political economy
 Examine the roles major international and regional institutions play in world politics
 Explore Ethiopia‘s role in regional, continental and global institutions and affairs
 Critically evaluate the major contemporary global issues
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Social Anthropology
Module Title: Social Anthropology

Module Code: Anth1012
Module ECTS: 5 ECTS
Module Description: This course is designed to introduce the anthropology of Ethiopian societies
and cultures to first-year students of Higher Learning Institutions (HLIs). It covers basic concepts
of anthropology such as culture, society, and humanity. It also discusses themes including unity
and diversity; kinship, marriage, and family; indigenous knowledge systems and local
governance, identity, multiculturalism, conflict, conflict resolution, and peacemaking system; intra
and inter-ethnic relations of Ethiopian peoples. In addition, the course explores cultural areas of
Ethiopia such as plow culture, enset culture, and pastoralism. The course further covers
marginalized minorities and vulnerable groups in terms of age, gender, occupation, and ethnicity
by taking ethnographic case studies into account and discussing ways of inclusive growth.
Learning Objectives
 Develop an understanding of the nature of anthropology and its broader scope in making
sense of humanity from a global perspective;
 Understand the cultural and biological diversity of humanity and unity in diversity across
the world and in Ethiopia;
 Analyze the problems of ethnocentrism against the backdrop of cultural relativism;
 Realize the socially constructed nature of identities & social categories such as gender,
ethnicity, race, and sexuality;
 Explore the various peoples and cultures of Ethiopia;
 Understand the social, cultural, political, religious& economic life of ethnolinguistic &
cultural groups of Ethiopia;
 Understand different forms of marginalization and develop skills in inclusiveness;
 Appreciate the customary systems of governance and conflict resolution institutions of
the various peoples of Ethiopia;
 Know about values, norms, and cultural practices that maintain society together;
 Recognize the cultural area of the peoples of Ethiopia and the forms of interaction
developed over time among themselves; and
 Develop broader views and skills to deal with people from a wide variety of socio-
economic and cultural backgrounds.
Page 64 of 397
Moral and Civics
Module Title: Moral and Civics

Module Code: MCiE 1012
Module ECTS: 5 ECTS
Module Description: This course is designed for undergraduate students with the aim of
producing good citizens. It emphasizes on equipping learners with the necessary civic
competence and active participation in public life. It will also help them to exercise their democratic
rights and discharge their responsibilities effectively by familiarizing them with the necessary civic
knowledge and skills. In countries such as ours, where the process of cultivating modern
constitutional and democratic values in the minds of citizens is experiencing serious challenges,
largely because the country had no established civic culture and partly because these values and
principles are not yet well-institutionalized, civics and ethical education remain to be imperative.
To this end, the course introduces learners to the basics of civics and ethics, citizenship, morality,
and the goals of studying civics and ethics. It exposes students to the meanings, foundations,
approaches, values, and principles of ethics and civic virtue that learners must be equipped with
both as citizens and professionals in their encounters with real-life situations to be morally mature
and responsible while making decisions and acting. The course also elucidates the nature,
purpose, and forms of state and government, constitution, democracy, and human rights, the
nature of democratic citizenship, and modes of cultivating civic virtues in our citizens mainly within
the context of Ethiopia.
Learning Objectives
 Understand the subject matter of Civics and Ethics;
 Cultivate certain moral values and civic virtues that enable them to be morally mature
and competent in their professional and citizenry lives by practically exposing them to
moral and civic debates/discussions and engagements.
 Develop such values/ virtues as recognition, appreciation, and tolerance towards
diversity and also a build culture of peace
 Gain knowledge about the theoretical discourses and practices of the state, government,
and citizenship, and their mutual interplay, especially in the context of Ethiopia;
 Develop individual and/or collective potential of becoming self-confident citizens who can
effectively participate in their legal-political, socio-economic, and cultural lives;
 Understand the essences of such values and principles as democracy and human rights,
multiculturalism and constitution and constitutionalism with special reference to Ethiopia;
 Develop the analytical and reflective skill of identifying global or national level
development, democracy/governance, and peace-related issues of civics and ethics and
then be able to produce or evaluate policies and practices in a civically and ethically
responsible manner.
Page 65 of 397
Entrepreneurship
Module Title: Entrepreneurship

Module Code: MGMT-1012
Module ECTS: 5 ECTS
Module Description: This interdisciplinary course is designed to introduce students to the
meaning and concept of entrepreneurship, creativity, innovation, and their manageable processes
that can be applied across careers and work settings. It focuses on building entrepreneurial
attitudes and behavior that will lead to creative solutions within the community and organizational
environments. The Course topics include the history of entrepreneurship, the role of
entrepreneurs in the globalized economy, and the identification of entrepreneurial opportunities.
The development of business ideas, products, and services, marketing and developing new
ventures, the examination of feasibility studies, and the social and ethical implications of
entrepreneurship are incorporated. Besides, issues related to starting and financing a new
venture are included. Finally, managing the growth, transition, and sustainability of the venture is
considered. And forms of business organizations and legal and regulatory frameworks governing
the whole system are also encompassed in the course syllabus.
Module competence
As the intention of the course entrepreneurship is to prepare University students for self-
employment, the curriculum is designed to focus on changing the behavior of students. It is
designed in such a way that graduates will be more “job creators than job seekers”. Much should
be done on the behavioral aspects than the technical aspects of entrepreneurship. Students are
expected to develop the basic competencies that successful entrepreneurs should possess.:
Learning Outcomes
 Define entrepreneurship within the context of society
 Identify business opportunities
 Prepare a business plan
 Distinguish forms of business ownership
 Comprehend intellectual property rights in business practices
 Define basic marketing concepts
 Formulate context-based marketing strategies
 Identify and evaluate sources of financing new ventures
 Manage business growth and transition
 Practice ethical business with all stakeholders.
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Economics
Module Title: Economics

Module Code: ECON-1103
Module ECTS: 5 ECTS
Module Description: This course provides a general introduction to economics combining
elements of micro and macro fundamentals. The first part of the course focuses on theories of
consumers’ and producers’ behavior. Besides the course will also cover the neoclassical theory
of product and/or service pricing for perfectly competitive market and provide brief introduction to
monopoly, monopolistic competition, and oligopoly market structures. The second major part of
the course will discuss elements of macroeconomics such as macroeconomic goals, national
income account and its measurement, macroeconomic problems and policy instruments. In
offering the course, the real contexts Ethiopia will be thoroughly considered.
Module objective
The course will introduce students to the fundamental economic concepts and principles.
Learning Outcomes
 Describe the major economic agents and their corresponding roles and objectives;
 Understand the concepts of demand and supply and their interactions;
 Explain the objective functions of consumers’ and producers’ behavior in the short run.
 Differentiate the various types of market structures,
 Understand the fundamental macroeconomic concepts, problems, and policy
instruments in the context of Ethiopia.
Specific objectives
This course is aimed at:
 Describing the major economic agents and their respective roles and objectives,
 Introducing the concepts of demand and supply and their interactions.
 Introducing students to the neoclassical theory of consumer preferences and utility
maximization approaches,
 Discuss the short-run behavior of production and the related cost structure,
 Introduce the different market structures real-world applications, and
 Equipping students with macroeconomic goals, national income accounting, economic
problems, and policy instruments in the light of the Ethiopian context.
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History of Ethiopia and the Horn
Module Title: History of Ethiopia and the Horn

Module Code: Hist 1012
Module ECTS: 5 ECTS
Module Description: This course ..
Module objective
The course will introduce students to the …
Learning Outcomes
After completing the history of Ethiopia and the horn, students will be able to:
 .
 .
 .
 .
Specific objectives
This course is aimed at:
 .
 .
 .
 .
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Introduction to Anesthesia II
Module Title: Introduction to Anesthesia II

Module ECTS: 4 ECTS
Module Description: This module is designed for baccalaureate in anesthesia students to equip
them with the required knowledge, skill and attitude by giving emphasis on perioperative
anesthesia care, operation room techniques, infection prevention, basic clinical skills and patient
safety.
Module Objective:
At the end of this module, the Anesthesia student will be able to: explain how preoperative,
intraoperative and post operative anesthesia care is provided for the patient with standard IPC
and safety principles.
Module Competencies
 Apply infection prevention and control (IPC) measures
 Perform basic clinical skills
 Implement patient safety principles in the perioperative setting
Learning Outcomes
 Describe general anesthesia, regional anesthesia and local anesthesia
 Describe preoperative assessment, induction of anesthesia, ways of securing an airway,
maintenance of anesthesia, and post operative care.
 Describe commonly used anesthetic agents
 Describe the anesthesia machine, airway equipments and oxygen delivery methods
 Apply perioperative infection prevention strategies (hand hygiene, gloving, gowning…)
 Describe the principles of sterilization and disinfection
 Perform basic clinical skills (securing intravenous line, catheterization, NGT insertion…)
 Explain how electrical safety can be maintained in perioperative environment
 Explain the harm caused by health-care errors and system failures;
 Explain the difference between system failures, violations and errors;
 Explain patient safety thinking in all professional activities.
 Facilitated discussion
 Case study
 Video show
 Story telling (experience sharing)
Page 69 of 397
Prerequisite: None
Teaching-Learning Materials and resources

 Checklists: Compassionate care checklist, etc
 Case studies
 Writing board
 Posters
 LCD Projector and PPTs
 White board, marker
 Laptop and Videotapes
o Sample Video of a compassionate service/help
 Role play stories from EFMOH compassionate and respectful care training manual for
health work force, 2017
Learning Assessment methods
 Written cognitive knowledge test (MCQ/essay)
 360-degree professionalism appraisal
 Review of works (assignments, ….) completed by students
 Case study- student analysis case on unprofessional behaviors and produce a written
reflection on the situations described in case.
 Peer assessment of professional behaviors
 Structured Oral Examination
 Punctuality
 Attendance
 Work being submitted on time
 Students Participation in any voluntary service
 Review of students’ reflective portfolio
 Cognitive 40%
o Written exam 30%
o Structured oral examination 10%
 Skill 60%
o OSCE 20%
o A minimum of FOUR DOPS - 10%
- IV cannulation,
- NGT insertion,
- Catheterization,
- Machine checking
o A minimum of FOUR CBDs - 10%
- Infection prevention practice in the OR,
- Preoperative assessment,
- Patient positioning,
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- Airway management
o A minimum of FOUR PCEs - 10%
- Patient preparation,
- Preoperative assessment,
- Sterile technique, machine and
- Equipment preparation
o Continuous assessment 10%
Reference Books and Other Resources

1. Barash Clinical Anaesthesia (2017), 8thEdition. Paul G. Barash.
2. Hines RI and Marschall KE. Stoelting’s Anaesthesia and co-existing disease, 7h Edition,
2017.
3. Miller’s anaesthesia volume 1 and 2, 6th Edition. Ronald D. Miller.
4. EFHMACA regulations for health professionals EFMHCA Regulation 299/213 and
EFMHCA Regulation 661/2009 (http://www.fmhaca.gov.et/)
5. Ethiopian and Global Existing Code of conduct for anaesthetists
6. World manual of Medical Ethics
8. Gwen Van Servellen. Communication skill for the Health Care Professional: Concepts,
9. Competency-based professionalism in anaesthesiology: Continuing Professional
Development (DOI 10.1007/s12630-012-9747-z)
12. EFMOH compassionate and respectful care training manual for health work force, 2017
13. Interview guide questions for health professionals on threats and its solution
Page 71 of 397
Required
Weeks Learning Activity
Reading
Week 1 Overview of the module 30 min Reading
A. Perioperative anesthesia care assignment:
1. Interactive lectures on preoperative care (2hrs) airway
o Preoperative assessment (history, physical examination, lab anatomy(1hr)
investigation)
o Premedication and optimization
o Taking informed consent
o Preparation of anesthesia workstation (machine and airway
equipment, oxygen delivery methods and devices)
Hospital visit: Observe anesthetist when performing preoperative
assessment (2 Hr)
Week 2 Skill lab: airway equipments (2 hrs)
OR visit: anesthesia machine and airway equipments (2 hrs)
Week 3 2. Interactive lectures on intraoperative care (2hrs)
o Induction of anesthesia (RSI, routine.)
Reading
o Airway management
o Maintenance assignment: pain
o Emergence and extubation pathway (2hrs)
OR visit: Airway management observation (2 hrs)
Week 4 Skill lab: airway management maneuvers (2 hrs)
OR visit: intraoperative anesthetic management observation (2 hrs)
Week 5 3. Interactive lectures on postoperative anesthesia care (1hr)
o Patient handover
o Common postoperative complications and their management
PACU: observation (2 hrs)
Week 6 Skill lab: airway management (intubation and LMA) (2hr)
OR: airway management (2 hrs)
Week 7 4. Interactive lectures on common anesthetic drugs (2hrs)
o IV induction agents Reading
o Inhalational agents assignment on
o Muscle relaxants and reversal agents anesthesia
o Analgesics adjuvant drugs
OR visit: drug preparation and administration (2 hrs)
Week 8 Skill lab: drug preparation
OR visit: Intraoperative maintenance focusing on drugs used for
maintenance (2 hrs)
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Required
Reading
Week 9 5. Interactive lectures on types of anesthesia (2hrs)
o General anesthesia (GA with ETT, MAC, TIVA, Sedation)
o Regional anesthesia
o Local anesthesia
OR visit: types of anesthesia (2 hrs)
Week 10 6. Common perioperative anesthetic complications (1hrs) (hypoxia, Reading
hypotension, bradycardia, tachycardia, airway obstruction) assignment on
OR visit: on perioperative incidents (2 hrs) postoperative
nausea and
Week 11 Skill lab: spinal anesthesia (2 hrs)
vomiting
OR visit spinal anesthesia (2 hrs)
Week 12 7. Operation room techniques and infection prevention
o Interactive Lecture and discussion on ORT & IPC: (2 Hrs and
30 min)
- Definition of operating room technique (ORT) (30 Min.)
- Physical and personal organization of OR (30 Min.)
- Operating room equipment and furniture (30min)
- Attire, surgical scrub, gowning and gloving (30min)
- Sterilization and disinfection of equipment(30min)
Hospital visit: OR and CSR (2 hrs)
A. Basic clinical Skills

o Interactive Lecture on basic nursing skills: (2 hrs)
- Nasogastric tube insertion (30 min.)
Week 13 - IV cannulation (15 min.)
- Receiving and positioning of surgical patients (30 min.)
- Enema for patient with altered bowel function (30 min.)
- Urinary catheterization (15 min.)
Hospital visit (ward, OPD): IV cannulation catheterization, NGT insertion
observation (2 hrs)
Week 14 Skill lab: IV cannulation, NGT insertion and catheterization
Hospital visit (ward, OPD): performing IV cannulation catheterization,
NGT insertion (2 hrs)
Week 15 A. Basic clinical Skills
o Interactive Lecture on basic nursing skills: (1 hr and 30 min)
- The different types of surgical instruments (30 min.)
- Care of wound and dressing (30 min.)
- Collection of specimen and tests (15 min)
- Application of cold and heat (15 minutes)
Hospital visit(ward): wound care observation (2 hrs)
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Required
Reading
Week 16 Skill lab wound care and surgical instruments…. (2hr)
Hospital visit(ward): performing wound care (2 hrs)
Week 17 Anesthetic hazards and patient safety 
o Interactive lecture and discussion on: Anesthetic Hazards (2hr)
- Introduction 15min
- Electrical safety, 15min
- Medication error and safety 1 hr
- Biomedical safety 30 min
Hospital visit (2 hrs)
Week 18 Anesthetic hazards and patient safety
o Interactive Lecture and discussion on: Anesthetic Hazards
- Learning from errors to prevent hazards 30min
- Patient safety and invasive procedures 30min
o Case study, discussion and reflection on (1 hr.)
- Socioeconomic and other consequences/ harms of a given
unsafe healthcare case scenario
Week 19 ‘Patient Safety’:
o Interactive lecture and discussion on ‘Patient Safety’: 1 hr
- The harm caused by health-care errors and system failures
(30min)
- A model of patient safety (Swiss cheese model: steps and
factors associated with adverse events...) (15min)
- How to apply patient safety principles in all health-care
activities (15min)
• Developing relationships with patients
• The multiple factors involved in system failures
• The role of patient safety in the delivery of safe
health care
o Group activity on: (1 hr)
- Discussion and reflection of a blamed anesthetist case
Week 20 Examination week
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Inclusiveness
Module Title: Inclusiveness

Module Code: SINE-1012
Module ECTS: 5 ECTS
Module Description: Special needs education refers to people with diverse disabilities, gifted
and talented, and diverse populations being at risk of education and development. As per the
institutional reform that is focusing on enhancing development for all populations, the field of
inclusive education is taking center stage in institutional planning and improvement. This course
introduces the process of achieving inclusion with all appropriate accessibility and established
support systems at an institutional level.
In this course, higher education students will learn how to assess, understand and address the
needs of persons with disabilities and provide relevant support or seek extra support from experts.
He/she also learns how to adapt and implement services for an inclusive environment that aimed
to develop holistic development such as affective, cognitive, and psychosocial skills of the
population with disabilities. Identification and removal/management of environmental barriers
would find a crucial place in the course. The students learn how to give more attention and support
to students with; hearing impairments, visual impairment, deaf-Blind, autism, physical and health
impairments, intellectually challenged, emotional and behavior disorders, learning difficulty,
communication disorders, gifted and talented students, and those at risk due to different reason
(population who are environmentally and culturally deprived, abused, torched, abandoned, and
orphaned and vulnerable, etc.). All University students will be given the chance to study the
specific developmental characteristics of each group of students with disabilities and come up
with appropriate intervention strategies in inclusive settings of their respective professional
environment and any development settings where all citizens are equally benefited.
Learning Outcomes
 Aware of the needs of people with special needs, and their potential and include all
aspects of developmental needs
 Identify population with special needs, their potentials and the learning and working
styles of all population with special needs in their environment.
 Demonstrate desirable attitude towards all population with special needs in their
learning, working and living environment
 Apply various assessment strategies for evidence-based planning to meet their needs
 Attempt to adapt environments they are working and living in according to the need and
potential of the population with special needs
 Develop an accommodative and inclusive attitude help to think for the wellbeing and
development of population with special needs.
 Identify and select appropriate support and services method that addresses the life
needs of population with special needs individually and on group bases.
 Collaborate with experts and relevant others for the life success of all persons with
disabilities in all environments.
 Create and maintain successful inclusive environment
Page 75 of 397
Basics of biomedical sciences, body fluids and homeostasis
Module Title: Basics of biomedical sciences, body fluids and homeostasis

Module Code: BioMM-2192
Module ECTS: 2 ECTS
Module Description: This module is intended to equip students with profound knowledge of basic
concepts, terminologies, and principles of Anatomy, Biochemistry, Physiology, Pathology, and
Pharmacology, and the development of early clinical skills relevant to the understanding of body
fluids, blood cells, and Homeostasis. This module will be delivered through interactive lectures,
simulations, and hospital visits.
Module Objective
By the end of this module, students will be able to apply knowledge of basic sciences for
understanding and analyzing disorders of body fluids, blood cells, and homeostasis.
Supporting Objectives
 Explain the basic concepts, terminologies, and principles of Anatomy, Biochemistry,
Physiology, Pathology and Pharmacology.
 Apply knowledge of normal and abnormal structures and functions of blood cells, body
fluids and homeostasis in analyzing clinical problems in a simulated setting (K3)
 Identify the human life cycle and effects of growth, development, and ageing on blood
cells, body fluids and homeostasis including developmental anomalies in a simulated
setting (K3)
 Analyze important determinants and risk factors of common blood cells, body fluids and
homeostasis disorders (K3)
 Apply knowledge of principles of drug pharmacokinetics and pharmacodynamics that are
used for the treatment of blood cells, body fluids and homeostasis disorders in a
simulated setting (K3)
 Make an initial assessment of a simulated patient presenting with blood cells, body fluids
and homeostasis disorder (K4 & S4)
 Formulate a plan of investigation for a simulated patient with blood cells, body fluids and
homeostasis disorder in partnership with the patient, obtaining informed consent as an
essential part of this process (K3, S3& A3)
 Interpret the results of basic investigations for common blood cells, body fluids and
homeostasis disorders in a simulated setting (K3)
 Demonstrate clinical judgments and decisions, based on the available evidence in a
simulated patient with blood cells, body fluids and homeostasis disorder (K4, S3)
 Demonstrate the ability to apply the basic principles of control of communicable diseases
related to blood cells, body fluids and homeostasis disorders in hospital and community
settings (S3)
 Outline actions for prevention of blood cells, body fluids and homeostasis disorders and
promotion and maintenance of health (K3)
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 Demonstrate clear, sensitive and effective communication skills in interacting with a
simulated patient with blood cells, body fluids and homeostasis disorder and attendants
by listening, sharing and responding (S3, A3)
 Show that s/he prioritizes patients’ needs and safety in a simulated setting (A3)
 Demonstrate professional values in approaching patients with blood cells, body fluids
and homeostasis disorder under simulated conditions (A3)
 Demonstrate mutual understanding and relationship with a patient presenting with blood
cells, body fluids and homeostasis disorder and the family in a simulated setting (A3)
 Demonstrate the ability to effectively plan and efficiently manage one's own time and
activities to cope with uncertainty, and the ability to adapt to change (A3)
 Demonstrate the ability to use personal judgments for analytical and critical problem
solving and seek out information rather than to wait for it to be given to them (S3)
 Demonstrate one’s recognition of the roles of complexity, uncertainty and probability in
decisions in care of patient with blood cells, body fluids and homeostasis disorders
under a simulated setting (S3)
 Demonstrate a habit of self-reflection, responsiveness to feedback and an on-going
development of new skills, knowledge and attitude (S3)
 Show the willingness to work with students of other professions to maintain a climate of
mutual respect and shared values (S3)
 Identify the role of anesthetists and those of other professions to appropriately assess
and address the healthcare needs of patients and populations with blood cells, body
fluids and homeostasis disorders (K2)
Methods of assessment
Formative
 PBL progressive assessment
 Direct observation of clinical skills
 Logbook
 Global rating of performance
 Portfolio
 Personal research and reflection exercise
Summative
 PBL progressive assessment (20 %)
 Written exam (Progressive assessment) (30 %)
 Written exam (End of module assessment) (40 %)
 OSPE/OSCE (10 %)
Pre-requisite: None
Teaching and learning methods

 Interactive lecture
 Case study
 Video show
 Demonstration
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 Roleplay
 Observation in a clinical setting
 Basic sciences lab
 Clinical skills lab
 Reflection exercise
 Portfolio
 Whole group session
Teaching and learning materials

 Videos of patient examination
 Imaging studies of different blood cell disorders
 Mannequins for procedures
References
1. Keith L. Moore, Arthur F. Dally, Anne M.R. Agur. Clinically oriented anatomy. 7th edition.
2014.
2. Snell, Richard S. Clinical anatomy by regions. 9th edition. 2012
3. Keith L. Moore, T.V.N. Persaud and Mark G Turchia. The developing human. Clinically
oriented embryology (9th edition). 2013.
4. Junqueira’s basic histology: text and atlas. 13th edition. 2013
5. Guyton and Hall. Textbook of medical physiology. 13th edition.
6. Ashis Banerjee. Clinical physiology. An examination primer. 2005.
7. Vander: A text book of Medical Physiology, 6th edition.
8. John Baynes and Marek Dominiczak. Medical biochemistry. 4th edition. 2014
9. Michael A Lieberman, Allan Marks; Marks’ Basic medical Biochemistry: A clinical
approach. 4th edition, 2013
10. Alan Gaw. Clinical biochemistry 5th edition. 2013
11. Eric Arthur Newsholme and Tony R. Leech. Functional biochemistry in health and disease.
2010.
12. Stephen Goldber. Clinical biochemistry made ridiculously simple. 1999.
13. Richard N Mitchell, Ramzi S. Cotran. Robbins basic pathology. 8th edition. 2007.
14. David A Levison, Robin Reid, Alistair D Burt, David J Harrison and Stewart Fleming.
Muir's Textbook of Pathology, 14th Edition.
15. Jawetz, Melnick, &Adelberg's. Medical Microbiology, 24th Ed, 2007
16. Kayser Medical Microbiology, basic principles (2005)
17. Neal R. Cahmberlain; Medical Microbiology: The big Picture, 7th edition 2016.
18. Kuby, Goldsby. Immunology. 5thed, 2007.
19. Abhay R. Satoskar et al. Medical parasitology. 2009
20. Color atlas of parasitology.
21. Katzung B.G.: Basic and Clinical Pharmacology: 16th or latter edition (Text Book)
22. Goodmand and Gilman’s: The Pharmacological Basis of Therapeutics; 12th or later
edition.
23. Rang H.P. and Dale M.M.: Pharmacology; 5th edition
24. Mycek M.J. Harvey R.A. Lipincott’s Illustrated Reviews: Pharmacology; 4nd and later
edition
Page 78 of 397
25. Lynn S. Bickley, Peter G. Szilagyi. Bates’ guide to physical examination and history taking.
— 10th ed. 2009
26. Michael Swash and Michael Glynn. Hutschison’s clinical methods. An integrated approach
to clinical practice. 22nd edition. 2007
27. Goldman. Cecil Medicine. 23rd edition. 2007
28. Courtney M. Townsend Jr. [et al.]. Sabiston textbook of surgery: the biological basis of
modern surgical practice. 19th edition 2012
Module schedule
Required
assignment
Week 1 Interactive lecture (18hrs)
Day 1 (6hrs)
• Approaches to studying anatomy (Regional, Systemic and Clinical)
• Anatomico-medical terminologies (Anatomical Position, Plane, terms of
relationship, terms of movement)
• Anatomical Variations
• Organization of human body
• Cellular organization
• Basic Chemistry of Biomolecules
Day 2 (6hrs)
• General Principles of Physiology
• Systems of the body (Functions, mechanisms and regulation)
• Transport through cell membrane
• Basic mechanisms of diseases
Day 3 (6hrs)
• Introduction: Definition, Scope and Branches of Pharmacology, Drug
(Definition, Sources and Nomenclature)
• Pharmacokinetics (Drug transport, Dosage forms, Routes of drug
administration, Drug absorption, Drug distribution, Drug
biotransformation, Excretion of drugs, Pharmacokinetic variables (Vd,
half – life, clearance, steady state, maintenance dose, loading dose,
dosing intervals)
• Pharmacodynamics (Receptors and General Mechanisms of Drug
Action, Drug Receptor Interaction, Dose-Response Relationships
(concepts: affinity, intrinsic activity, agonist, partial agonist/antagonist,
agonist – antagonist interactions)
• Receptor – effector coupling (signaling mechanisms, second
messengers)
• Drug Interactions (Classification and Mechanisms)
• Adverse Drug Reactions, Describing Drug Toxicity (Drug allergy,
genetic abnormalities, idiosyncrasy, LD50 and Therapeutic Index
Basic Science Lab (2hrs)

Introduction to Microscopy and tissue processing techniques
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Required
assignment
Whole Group Discussion (2hrs)
Faculty facilitated discussion and reflection on the week’s learning activities
Week 2 Interactive lecture (10hr) Reflective portfolio
Day 1 (3hrs)
• Anatomy of lymphoid tissues (thymus, Spleen)
• Hematopoiesis
• Embryological development of the hematopoietic organs
• Microscopic structure and functions of the red blood cell
Day 2 (4 hrs)
• Basic principles of homeostasis
• Biochemistry of blood cells
• PH and Biological buffers
• Disorders of the red blood cells (anemia and polycythemia)
• Drugs used in anemia, hematopoietic growth factor
Day 3 (3hrs)
• Microscopic structure and functions of white blood cell (cells of the immune
system)
• Disorder of white blood cells ( non-neoplastic proliferation of WBC and
neoplastic proliferation of WBC)
Day 4 (4hrs)
• Drugs used to treat leukemia and lymphoma
Day 5 (2hrs)
• Microscopic structure and functions of platelet
• Hemostasis, thrombosis and fibrinolytic system
Day 5 (3hrs)
• Bleeding disorder (DIC, thrombocytopenia, coagulation disorder)
• Drugs used to treat coagulation disorders
Plasma protein and their clinical application
Problem-based learning [4 Hrs.]

• A case of easy fatigability
Basic science lab[2 Hrs.]

• Hemoglobin/ hematocrit determination
• Blood smear to identify normal and abnormal blood cell
• Blood grouping
• White blood cell count and differential
• Platelet count
• Determination of blood coagulation time
Clinical skills lab [2 Hrs.]

Simulated practice:
• Approach to a patient with generalized weakness (history taking and
physical examination)
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Required
assignment
• Computer simulation showing hematopoiesis, gas exchange
Hospital visit [2 Hrs.]

• General OPD, Medical OPD, Pediatrics OPD, surgical OPD and pre-
anesthesia clinic
Final examination
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Basics of Infection, Immunity and Neoplasia
Module Title: Basics of Infection, Immunity, and Neoplasia

Module ECTS: 2 ECTS
Module Description: This module is intended to enable undergraduate Anesthesia to consolidate
and synthesize knowledge of basic microbiology and immunology in order to comprehend
concepts of infection and immunity in the various system-based modules using common
infectious diseases in Ethiopia as an integrating framework.
Module Objective
By the end of this module, students will be able to apply knowledge of microbiology and
immunology for understanding of disease infectious disease pathophysiology and alterations in
the human body using infectious diseases as an integrating framework.
 Understand the classification of bacteria, viruses, fungi, and parasites
 Interpret the germ theory of diseases
 Describe the various types of important microorganisms that can cause disease in
humans.
 Explain the importance of microorganisms to nature in general and to the human
population in particular.
 Discuss the mechanism of transmission of disease caused by microorganisms.
 Explain the cellular structure & classification of microorganisms.
 Describe the clinical feature of disease caused by various types of pathogenic
microorganisms.
 Explain the immunological response to pathogenic microorganisms.
 Explain the sign and symptoms of disease due to various microbes.
 Describe the Laboratory technique used to diagnose infections caused by pathogenic
microorganisms.
 Explain the type of treatment available to control infectious diseases.
 Disease the various methods of prevention and control of disease due to pathogenic
Microorganisms.
 Describe the functional role of immune cells in host defense and inflammation
 Describe the basis of derangement in the immune system
 Explain the basic principles of neoplasia
 Apply the knowledge of lymphocytes to understand the mechanism of immune
deficiency disorders
 Apply knowledge of normal and abnormal structures and functions of the human body
system in analyzing infectious diseases in a simulated setting (K3)
 Apply knowledge of the various causes of infectious diseases and their pathogenesis in
analyzing clinical problems in a simulated setting (K3)
 Analyze important determinants and risk factors of common infectious diseases (K3)
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 Interpret the results of basic investigations for common infectious diseases in a
for common infectious diseases in hospital and community settings (S3)
 Outline actions for the prevention of infectious diseases and promotion and maintenance
of health (K3)
 Demonstrate that s/he recognizes his/her limitations in knowledge and clinical skills as
related to infectious diseases, and commit to continuously improving one’s knowledge
and ability (A3)
Prerequisites: No

 PBL
 Case study
 Demonstration
 Portfolio

 Anatomical charts and mannequins
 Imaging studies of different infectious conditions
 Computer-based simulations
Summative
Pre-requisite: none

 Video show
 Demonstration
 Portfolio
Page 83 of 397
References
1. Jawetz, Melnick, &Adelberg's. Medical Microbiology, 24th edition, 2007
2. Warren Levinson: Review of Medical Microbiology & Immunology, 10th edition.2008
3. Kayser Medical Microbiology, basic principles (Kayser, Thieme 2005)
Page 84 of 397
Module schedule
Date Learning Activity Required
Assignment
1
Week 1 Interactive lecture (12hrs) Reflective
Day 1(4hrs) portfolio
Basics of infectious diseases
• Classification of microorganisms (bacteria, viruses and
fungi)
• Morphology and cellular structure of bacteria, viruses and
fungi
• Germ theory of disease
• Host-pathogen interaction
• Molecular mechanisms of pathogenesis
• Medically important parasites
• Malaria, leishmania and schistosomiasis
• General Principles of Chemotherapy
• Drugs for malaria, leshmaniasis and schistosomiasis
Day 2 (4hrs)
• Growth, nutrition and multiplication of bacteria
• Diagnostic techniques
• Disinfection and sterilization and antisepsis
• Management and disposal of infectious waste
Day 3 (4hrs)
Community and hospital acquired infections (UTIs)
• Common etiologies, risk factors and epidemiology
• Pathogenesis and clinical presentations
• Laboratory diagnosis
• Biological basis of prevention and control method
• Antimicrobial resistance and stewardship
• Drugs for UTIs
Problem-based learning tutorial (4hrs)
A case of hospital acquired infection
Basic science lab (2hrs)
• Gram stain and, stool microscopy and culture
Whole group session (1 Hr.)
Faculty facilitated discussion and reflection on the week’s learning
activities
Week 2 Interactive lecture (10 hrs) Reflective
Day 1 (4hrs) portfolio
• Innate and acquired immunity
• Antigens and MHC (Definition, types, factors of antigenicity)
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Assignment
• Antibody: structure and property of immunoglobulins
• Lymphocytes and immune deficiency disorders
• HIV and AIDS
• Antiretroviral drugs and drugs for opportunistic infections
Day 2 (3 hrs)
• Hypersensitivity, allergy and inflammation
• Autoimmunity
• Blood types and transfusion
Day 3 (3 hrs)
• Cytokines
• The complement system
• Immunity to infections
• Immunotherapy and Vaccines
Day 4 (5 hrs)
Alterations in cell function and growth
• Cell injury: - reversible; irreversible (necrosis and apoptosis)
• Adaptive disorders (hypertrophy, hyperplasia, Atrophy,
metaplasia, Dysplasia)
• Neoplasia (nomenclature, classifications, basic mechanism)
Day 5 (5 hrs)
Alterations in body defense
• Inflammation (Acute and Chronic)
• Wound healing
• Fracture healing
• Defects in immune response
• Hypersensitivity reactions
Anticancer chemotherapy
Problem-based learning tutorial (4hrs)
• A case of lymphadenopathy/ A case of hypersensitive reaction
Basic science lab
• Elisa test
Module final assessment
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Cardiovascular and Lymphatic System
Module Title: Cardiovascular and Lymphatic System

Module Code: BioMM2212
Module ECTS: 4 ECTS
Module Description: This system-based module is intended to equip anesthesia students with
profound knowledge of basic sciences and the development of early clinical skills relevant to the
understanding of the cardiovascular and lymphatic systems and related clinical problems. This
module will be addressed through interactive lectures, simulation, PBL, and hospital visits.
Module Objective
understanding the cardiovascular and lymphatic systems and analyzing cardiovascular and
lymphatic disorders.
 Apply knowledge of normal and abnormal structures and functions of the cardiovascular
and lymphatic system in analyzing clinical problems in a simulated setting (K3)
 Apply knowledge of physiological mechanisms and processes of the cardiovascular and
lymphatic systems in analyzing clinical problems in a simulated setting (K3)
 Analyze important determinants and risk factors of common cardiovascular and
lymphatic disorders (K3)
 Explain the principles of drug pharmacokinetics and pharmacodynamics that are used
for the treatment of cardiovascular and lymphatic disorders
 Demonstrate the ability to take history and physical examination from a patient with the
cardiovascular and lymphatic disorder in a simulated setting (S3)
 Assess a simulated patient presenting with the cardiovascular and lymphatic disorder
(K3 & S3)
 Formulate a plan of investigation for a simulated patient with a cardiovascular and
lymphatic disorder in partnership with the patient, obtaining informed consent as an
essential part of this process (K3SA3)
 Interpret the results of basic investigations for common cardiovascular and lymphatic
disorders in a simulated setting (K3)
 Formulate a likely diagnosis in a simulated patient with the cardiovascular and lymphatic
disorder (K3, S3)
 Formulate a plan for the management of a simulated patient with cardiovascular and
lymphatic disorder according to established principles and best evidence, in partnership
with the patient and other health care teams (K3, S3)
 Demonstrate one’s recognition of the obligation to promote, protect and enhance the
essential elements of the anesthesia profession in interaction with patients with
cardiovascular and lymphatic disorders under a simulated setting (A3)
 Demonstrate professional values in approaching cardiovascular and lymphatic patients
under simulated conditions (A3)
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 Identify learning needs to better understand cardiovascular and lymphatic disorders (K2)
 Demonstrate the ability to communicate with patients, families, communities and other
health professionals in a responsive and responsible manner that supports a team
approach to the maintenance of health and treatment of cardiovascular and lymphatic
disorders (S3, A3)
Formative
 Logbook
Summative
Pre-requisite: none

 PBL
 Case study
 Video show
 Demonstration
 Roleplay
 Observation in clinical settings

 Color atlas of anatomy, embryology, histology, pathology, microbiology and parasitology
 Imaging studies of different cardiovascular and lymphatic conditions
References
2014.
Page 88 of 397
2010.
edition.
edition
— 10th ed. 2009
Page 89 of 397
Module schedule
Assignment
Day 1(4hrs)
• The position, arrangement and parts of the cardiovascular and
lymphatic system
• Gross and microscopic structures of the heart, heart muscle and
heart valves
• Blood supply, lymphatic drainage, nerve supply of the heart
• Development of the heart and congenital anomalies
Day 2 (3hrs)
• Mechanical activity of the heart: The heart as a pump and function
of heart valves
• Lipid metabolism and energy metabolism of the heart
Day 3 (4hrs)
• Rhythmical excitation of the heart
• The normal electrocardiogram
• Pathophysiology of common diseases of the heart (heart failure,
congenital heart disease, hypertensive heart disease,
cardiomyopathies, cardiac tumors)
• A case of congestive heart failure.
Basic science lab [2 Hrs.]
• Anatomical charts and models
• Observe Dissected heart
• Computer-simulations of the heart as a pump
• Demonstration of properties of cardiac muscle in a lab animal
• Exercise stress test/heart function test
• ECG measurement and interpretation
• Cardiac biomarkers of injury, AST, CK, LDH, Troponin, Myoglobin
Clinical skills lab[2 Hrs.]
• Simulated practice: Approach to a patient with heart disease
(history taking and physical examination of the CVS)
• Audio recordings of normal heart sounds
• Chest x-ray of the normal heart
• Chest x-rays or computer simulations of abnormal heart conditions
Whole group session (2hrs)
• Faculty facilitated discussion and reflection on the week’s learning
activities
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Assignment
Day 1 (5hrs)
• Pharmacology of drugs used for treatment of heart failure
• Pharmacology of drugs used for treatment of ischemic heart disease
• Pharmacology of anti-arrhythmic drugs
Day 2 (3hrs)
• Microbes affecting the heart and the pericardium (Valvular heart
disease, infective endocarditis, pericarditis)
• Pharmacology of drugs used for treatment of infective endocarditis
and pericarditis
• Gross and microscopic structures and functions of blood vessels
Day 3 (4hrs)
• Overview of blood circulation: Medical physics of pressure, flow and
resistance
• Vascular distensibility and functions of the arterial and venous
system
• The microcirculation and the lymphatic system
• A case of circulatory shock
• Audio recordings or computer simulations of the dynamics of heart
valves and sounds in valvular and congenital heart diseases
• Computer-simulations of drug actions on the heart
• Dissection of blood vessels
Clinical skills lab (2hrs)
• Chest x-rays or computer simulations of abnormal heart conditions
• Measuring blood pressure and pulse
• General OPD, Medical OPD, Pediatrics OPD, Surgical OPD
activities
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Assignment
Day 1 (4hrs)
• The local humoral control of blood flow
• Nervous regulation of the circulation and rapid control of arterial
pressure
• Role of kidney in long-term regulation of blood pressure;integration
of renal mechanisms for the control of blood volume and
extracellular fluid volume
Day 2 (4hrs)
• Pathophysiology of hypertensive vascular disease
• Sepsis and septic shock
Day 3 (3hrs)
• Pharmacology of drugs used for treatment of hypertension,
hypotension and Shock
Day 4 (3hrs)
• Lipoproteins: structure, function, metabolic fate, and diagnostic
importance
• Mechanism of atherosclerosis (LDL/HDL)
• Dyslipidemia (Familial hypercholesterolemia, Severe
hypertriglyceridemia)
Day 5 (4hrs)
• Pathophysiology of venous disorders (varicose vein,
thrombophlebitis)
• Pharmacology of agents used in dyslipidemia
• Gross and microscopic structures and functions of the lymphatic

system
• Infectious disorders of the lymphatic system, spleen and thymus
• Non-infectious disorders of the lymphatic system, spleen and
thymus
• A case of hypertension/ A case of atherosclerosis
• Computer simulations of blood pressure control
• Computer simulations of pathogenesis of hypertensive vascular
disease
• Pathology tissue slides and specimen
• Computer simulations of effect of anti-hypertensive agents on blood
pressure
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Assignment
• Computer simulations of atherosclerosis and microcirculation and
lymphatic drainage
• Lipid profile tests
• Measuring blood pressure in different positions and after exercise
• Measuring arterial pulse after exercise, temporary arterial occlusion
and applying temperature
• Simulated practice: Examination of the vascular system and
lymphatic system
Final module assessment
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Respiratory System
Module Title: Respiratory System

Module ECTS: 4 ECTS
understanding of the respiratory system and related clinical problems. This module is delivered
through instructive lectures, basic sciences labs, and hospital visits.
Module Objective
understanding the respiratory system and analyzing respiratory disorders.
 Apply knowledge of normal and abnormal structures and functions of the respiratory
system in analyzing clinical problems in a simulated setting (K3).
 Apply knowledge of normal and abnormal development of structures of the respiratory
system in analyzing clinical problems in a simulated setting (K3)
 Apply knowledge of physiological mechanisms and processes of the respiratory system
in analyzing clinical problems in a simulated setting (K3)
 Analyze important determinants and risk factors of common respiratory disorders (K3)
 Explain drug pharmacokinetics and pharmacodynamics that are used for the treatment
of respiratory disorders in a simulated setting (K3)
 Demonstrate the ability to take history and physical examination from a patient with
respiratory disorder in a simulated setting (S3)
 Assess a simulated patient presenting with respiratory disorder (K3 & S3)
 Formulate a plan of investigation for a simulated patient with respiratory disorder in
partnership with the patient, obtaining informed consent as an essential part of this
process (K3SA3)
 Interpret the results of basic investigations for common respiratory disorders in a
 Formulate a likely diagnosis in a simulated patient with respiratory disorder (K3, S3)
 Formulate a plan for management of a simulated patient with respiratory disorder
according to established principles and best evidence, in partnership with the patient and
other health care teams (K3, S3
for common respiratory disorders in hospital and community settings (S3)
respiratory disorder under a simulated setting (A3)
 Demonstrate professional values in approaching respiratory patients under simulated
conditions (A3)
Page 94 of 397
 Identify learning needs to better understand respiratory disorders (K2)
approach to the maintenance of health and treatment of respiratory disorders (S3, A3)
Prerequisites: none
 PBL
 Case study
 Video show
 Demonstration
 Role play
 Observation in clinical setting
 Community visit
 Portfolio
 Computer lab practice

 Imaging studies of different respiratory conditions
Formative
 Logbook
 Portfolio
Summative
Page 95 of 397
References
2014.
2010.
edition.
edition
— 10th ed. 2009
Page 96 of 397
Module schedule
Date Learning activities Required

Reading
2
Week 1 Interactive lecture [11 Hrs.] Reflective
• Gross and microscopic structures of the thoracic wall,
and diaphragm, blood supply, lymphatic drainage, nerve
supply
• Movements of the thoracic wall and diaphragm during
breathing
• Pathophysiology of common disorders of the thoracic wall
and diaphragm
Day 2 (3hrs)
• Gross and microscopic structures and functions of the
respiratory tract, blood supply, lymphatic drainage, nerve
supply
• Pathophysiology of common diseases of the respiratory
tract
Day 3 (4hrs)
• Infections of upper respiratory tract (Sinusitis, Pharnigitis,
Common cold)
• Infections of airways (Bronchitis, whooping cough)
Pharmacology of drugs used for treatment of common
diseases of the respiratory tract (Antitussives,
Expetorants, nasal decongestants, drugs for asthma,
drugs for COPD, drugs for upper respiratory infections)
• A case of chest injury
• A case of cough
• Demonstration on Dissected thorax and respiratory tract
• Computer-simulations of chest movement during breathing
and clearance of mucus and cilia movement
• Simulated practice: Approach to a patient with chest pain
and cough (history taking and physical examination)
• Interpretation of basic results of investigations
Page 97 of 397
Reading
Faculty facilitated discussion and reflection on the week’s
learning activities
Hospital visit (2hrs)
Faculty facilitated discussion and reflection on the week’s
learning activities
Week 2 Interactive lecture (10) Reflective
Day 1 (2hrs) portfolio
• Gross and microscopic structures and function of the lung
and pleura, blood supply, lymphatic drainage, nerve supply
Day 2 (3hrs)
• Functions of the respiratory system (Pulmonary ventilation,
pulmonary circulation, physical principles of gas exchange,
transport of oxygen and carbon dioxide, regulation of
respiration)
Day 3 (5hrs)
• Pathophysiology of common diseases of the lungs
and pleura
• Microbes affecting the lung and pleura (Pneumonia)
• Tuberclosis
• Pharmacology of drugs used for treatment of
common diseases of the lungs and pleura (drugs for
pneumonia, anti TB drugs)
• A case of shortness of breath
• Dissection of the pleura and lungs
• Computer-simulations of pulmonary ventilation, pulmonary
circulation, gas exchange, transport of oxygen and carbon
dioxide, regulation of respiration
• Simulated practice: Approach to a patient with shortness of
breath (history taking and physical examination focusing on
percussion and auscultation to pick abnormalities)
• Interpretation of chest x-rays of different chest pathologies
Page 98 of 397
Reading
Week 3 Monday
Review of the respiratory system (2hrs)
• Discussion
Tuesday and Wednesday: Study break for exam

Thursday: Written exam
Friday: OSCE
Page 99 of 397
Genitourinary System
Module Title: Genitourinary System

Module ECTS: 3 ECTS
sciences and the development of early clinical skills relevant to the understanding of the renal
system. This module will be delivered through interactive lectures, basic science labs, and
hospital visits.
Module Objective
understanding and analyzing disorders of the renal system.
 Apply knowledge of normal and abnormal structures and functions of the renal and
reproductive systems in analyzing clinical problems in a simulated setting (K3)
 Apply knowledge of physiological mechanisms and processes of the renal and
reproductive systems in analyzing clinical problems in a simulated setting (K3)
 Analyze important determinants and risk factors of common renal and reproductive
disorders (K3)
of renal and reproductive disorders in a simulated setting (K3)
 Demonstrate the ability to take history and physical examination from patients with renal
and reproductive disorders in a simulated setting (S3)
 Assess a simulated patient presenting with the renal and reproductive disorder (K3 &
S3)
 Formulate a plan of investigation for simulated patients with renal and reproductive
disorders in partnership with the patient, obtaining informed consent as an essential part
of this process (K3SA3)
 Interpret the results of basic investigations for common renal and reproductive disorders
in a simulated setting (K3)
 Formulate a likely diagnosis in simulated patients with the renal and reproductive
disorders (K3, S3)
 Formulate a plan for the management of simulated patients with renal and reproductive
disorders according to established principles and best evidence, in partnership with the
patient and other healthcare teams (K3, S3)
for common renal and reproductive disorders in hospital and community settings (S3)
essential elements of the anesthesia profession in interaction with patients with renal
and reproductive disorders under a simulated setting (A3)
Page 100 of 397

 Demonstrate professional values in approaching renal and reproductive patients under
simulated conditions (A3)
 Identify learning needs to better understand renal and reproductive disorders (K2)
approach to the maintenance of health and treatment of renal and reproductive disorders
(S3, A3)
Formative
 Logbook
 Portfolio
Summative
Prerequisites: None

 PBL
 Case study
 Video show
 Demonstration
 Roleplay
 Observation in clinical settings
 Community visit
 Portfolio

 Imaging studies of different renal health issues
Page 101 of 397

References
2014.
7. Vander: A textbook of Medical Physiology, 6th edition.
2010.
edition.
edition
— 10th ed. 2009
Page 102 of 397

Module schedule
assignment
• Gross and microscopic structure and functions of the renal
system
• Embryology of the renal system
• Urine formation by kidney – glomerular filtration, renal blood
flow, tubular processing of glomerular filtrate
Day 2 (3hrs)
• Role of kidney in regulating extracellular fluid osmolarity and
electrolyte concentration;
• Regulation of acid-base balance
Day 3 (3 hrs)
• Pathophysiology of common kidney diseases (renal failure,
glomerular diseases, diseases affecting the tubules and
interstitium), diseases of the blood vessels, cystic diseases of
the kidney and tumors
• Pathophysiology of urinary outflow obstruction
Day 4 (4 hrs)
• Common microbes affecting renal system (Urinary tract
infection)
• Pharmacology of drugs used for treatment of renal and urinary
tract infections
Pharmacology of diuretic agents and drugs for renal failure
• A case of generalized body swelling/ A case of glomerulonephritis
• Atlas (anatomy, histology) or charts showing gross and
microscopic structure of the renal and urinary system
• Observe Dissected kidney, ureter and bladder
• Video showing micturition cycle (filling phase and storage phase,
initiation phase and voiding phases) and urodynamic assessment
• Computer simulation of urine formation
• Renal function test
• Simulated practice: Approach to a patient with renal failure and
patients with renal/Ureteric colic (history taking and physical
examination)
• General OPD, Medical OPD, Pediatrics OPD, surgical OPD, pre-
anesthesia clinic
Page 103 of 397

assignment
Whole group discussion (1hrs)
activities
Week 2 Interactive lecture [15 Hrs.]
Day 1 (5hrs)
• Embryology of reproductive system
• Gross and microscopic structures and functions of the
reproductive organs
• Physiology of male reproductive system: Testes,
Spermatogenesis, male sexual act and male sex hormones
Day 2 (5hrs)
• Physiology of female reproductive system: Ovary, oogenesis,
Female hormonal system, monthly ovarian cycle, functions of
the ovarian hormones regulation of female monthly rhythm and
female sexual act
• Pathophysiology of common problems of the sexual and
reproductive system
• Pharmacology of androgens and other anabolic steroids
Day 3 (5hrs)
• Vaginal Infections (Vaginosis, mycotic vulvo vaginosis,
trochoviasis)
• Sexual transmitted infections (Microbes causing genital ulcer,
urethritis, cervicitis, HSVII, pelvic inflammatory diseases and
HPV)
• Pharmacology of agents used for treatment of sexual
transmitted infections (antimicrobials drugs for STI, Antiviral
drugs; herpes simplex, CMV, HPV) and reproductive tract
infections
Day 1 (4hrs)
• Physiology of pregnancy, childbirth and lactation
• Pathophysiology of common pregnancy, childbirth and lactation
problems
• Pharmacology of uterotonics, abortifacients, uterine relaxants,
teratogens and drugs affecting milk production
Pharmacology of contraceptives
• Vaginal bleeding/ A case of vaginal discharge
• Atlas (anatomy, histology) or charts showing gross and
microscopic structure of the male reproductive organ
• Gram staining and KOH of vaginal/urethral discharge
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assignment
• Computer simulations/video showing spermatogenesis, congenital
anomalies of male genital tract
• Simulated practice: Approach to a patient with uterine/vaginal
bleeding (history taking and physical examination)
• Simulated practice: Approach to a client who has vaginal
discharge (history taking and physical examination)
Hospital visit (2hrs)
• General OPD, Medical OPD, Pediatrics OPD, surgical OPD and
pre-anesthesia.
activities
Day 5
Final Examination
Page 105 of 397

Gastrointestinal System
Module Title: Gastrointestinal System

Module ECTS: 2 ECTS
understanding of the gastrointestinal system and related clinical problems. This module will be
addressed through interactive lectures, basic science labs, and hospital visits.
Module Objective
understanding the gastrointestinal system and analyzing gastrointestinal disorders.
 Identify normal and abnormal structures and functions of the GI system in analyzing
clinical problems in a simulated setting (K2)
 Apply knowledge of normal and abnormal structures and functions of the GI system in
 Apply knowledge of physiological mechanisms and processes of the GI system in
 Analyze important determinants and risk factors of common GI disorders (K3)
of GI disorders in a simulated setting (K3)
 Demonstrate the ability to take history andphysical examination from a patient with GI
disorder in a simulated setting (S3)
 Assess a simulated patient presenting with GI disorder (K3 & S3)
 Formulate a plan of investigation for a simulated patient with GI disorder in partnership
with the patient, obtaining informed consent as an essential part of this process (K3SA3)
 Interpret the results of basic investigations for common GI disorders in a simulated
setting (K3)
 Formulate a likely diagnosis in a simulated patient with GI disorder (K3, S3)
 Formulate a plan for management of a simulated patient with GI disorder according to
established principles and best evidence, in partnership with the patient and other health
care teams (K3, S3)
for common GI disorders in hospital and community settings (S3)
essential elements of the anesthesia profession in interaction with patients with GI
disorder under a simulated setting (A3)
 Demonstrate professional values in approaching GI patients under simulated conditions
(A3)
 Identify learning needs to better understand gastro-intestinal disorders (K2)
Page 106 of 397

approach to the maintenance of health and treatment of GI disorders (S3, A3)
Formative
o Global rating of performance
o Reflection exercise
o portfolio
o PBL
Summative
o PBL progressive assessment (20 %)
o Written exam (Progressive assessment) (30 %)
o Written exam (End of module assessment) (40 %)
o OSPE/OSCE (10 %)
Pre-requisite: none

 PBL
 Case study
 Video show
 Demonstration
 Role play
 Community visit
 Portfolio
References
2014.
Page 107 of 397

2010.
edition.
edition
— 10th ed. 2009
• Computer-based simulations
Page 108 of 397

Module schedule
Date Learning Activity Required Reading/
Week 1 Interactive lecture (18hrs) Reflective portfolio
Day 1 (6hrs)
• The position, arrangement and parts of the GI tract
• Gross and microscopic structure and functions of the oral cavity,
esophagus, stomach and intestine
• Digestion and absorption of food
• Digestive enzymes
• Role of liver in digestion
Day 2 (6hrs)
• Regulation of GI function
• Metabolism of bilirubin and macro nutrients (Carbohydrate,
protein and nucleotide metabolism)
• Pathophysiology of common diseases of the oral cavity,
esophagus, stomach and intestine
Day 3 (6hrs)
• Microbes causing GI diseases (bacteria, viruses, fungi, and
parasites)
• Infections of the mouth tongue, esophagus and Stomach
(Esophagitis, Gastritis)
• Infections of the intestine (food poisoning, gastroenteritis,
dysentery)
• Pharmacology of drugs used for treatment of common diseases
of the GI system (Drugs for Peptic Ulcer, Drugs for GERD,
Laxatives and Chataratics, anti-diarrheal drugs, anti-emetics)
• Anti-helmentic drugs, drugs for amebiasis, giardiasis and other
parasitic infections

• A case of jaundice
• Anatomical charts and models of GI system and accessory organs
• Demonstration of dissected GI system
• Computer-simulations of mastication and deglutition process
• Computer-simulations of liver metabolism
• Simulated practice: Examination of the oral and GI system (history
taking and physical examination)
Whole group session (1hr)
Page 109 of 397

Date Learning Activity Required Reading/
• Faculty facilitated discussion and reflection on the week’s
learning activities
Week 2 Interactive lecture (12hrs) Reflective portfolio
Day 1 (6hrs)
• Gross and microscopic structures and functions of accessory GI
organs (Pancreas, liver and hepatobiliary system)
• Metabolism of micro nutrients and xenobiotics
Day 2 [6 Hrs.]
• Pathophysiology of common diseases of the liver and
hepatobiliary system
• Microbes and parasites affecting the liver and hepatobiliary
system (Hepatitis, Schistosomiasis)
• Pharmacology of drugs used for treatment of common diseases
of the liver and hepatobiliary system (Drugs for Hepatitis, liver
cirrhosis, Portal Hypertension)
Basic Science Lab (2hrs)
Liver function tests
Clinical Skill Lab (2hrs)
Simulated practice: Approach to a patient with jaundice (history taking
and physical examination)
Hospital Visit (2hrs)
General OPD, Medical OPD, Pediatrics OPD, Surgical OPD
Whole group discussion (1hrs)
activities
• Faculty facilitated discussion and reflection on the module
learning activities
Review of the gastrointestinal system (2hrs)
Discussion
Thursday and Wednesday: Study break for exam
Friday: Written exam and OSCE
Page 110 of 397

Musculoskeletal and integumentary system
Module Title: Musculoskeletal and integumentary system

Module ECTS: 2 ECTS
understanding of the musculoskeletal and Integumentary system and related clinical problems.
This module will be addressed through interactive lectures, simulations and hospital visits.
Module Objective
understanding the musculoskeletal and integumentary system and analyzing disorders of the
musculoskeletal and integumentary system
 Apply knowledge of normal and abnormal structures and functions of the musculoskeletal
and integumentary system in analyzing clinical problems in a simulated setting (K3)
 Apply knowledge of physiological mechanisms and processes of the musculoskeletal and
integumentary system in analyzing clinical problems in a simulated setting (K3)
 Analyze important determinants and risk factors of common musculoskeletal and
integumentary disorders (K3)
 Explain drug pharmacokinetics and pharmacodynamics that are used for the treatment of
musculoskeletal and Integumentary disorders in a simulated setting (K3)
 Demonstrate the ability to take history and physical examination from a patient with
musculoskeletal and Integumentary disorder in a simulated setting (S3)
 Assess a simulated patient presenting with musculoskeletal and Integumentary disorder
(K3 & S3)
 Formulate a plan of investigation for a simulated patient with musculoskeletal and
Integumentary disorder in partnership with the patient, obtaining informed consent as an
essential part of this process (K3SA3)
 Interpret the results of basic investigations for common musculoskeletal and
integumentary disorders in a simulated setting (K3)
 Formulate a likely diagnosis in a simulated patient with musculoskeletal and
Integumentary disorder (K3, S3)
 Formulate a plan for management of a simulated patient with musculoskeletal and
integumentary disorder according to established principles and best evidence, in
partnership with the patient and other health care teams (K3, S3)
for common musculoskeletal and integumentary disorders in hospital and community
settings (S3)
Page 111 of 397

musculoskeletal and integumentary disorder under a simulated setting (A3)
 Demonstrate professional values in approaching musculoskeletal and integumentary
patients under simulated conditions (A3)
 Identify learning needs to better understand musculoskeletal and integumentary disorders
(K2)
approach to the maintenance of health and treatment of musculoskeletal and
integumentary disorders (S3, A3)
Formative
 Logbook
 Portfolio
Summative
Pre-requisite: none

 PBL
 Case study
 Video show
 Demonstration
 Roleplay
 Observation in a clinical setting
 Community visit
 Portfolio
Page 112 of 397

References
2014.
2010.
edition.
edition
— 10th ed. 2009

 Imaging studies of different musculoskeletal conditions
Page 113 of 397

Module schedule
Reading
Day 1 [6 Hrs.] portfolio
• Gross and microscopic structure and functions of the skin and skeletal
muscle
• Physiological function of skin and its accessory structures
• Physiology of muscle (muscle excitation-contraction, regulation of
muscle contraction)
• Muscle metabolism
Day 2 [6 Hrs.]
• Pathology of the skin (inflammatory dermatoses, infectious
dermatoses) and muscle (muscle atrophy, dystrophy, myopathy,
disease of the neuromuscular junction, skeletal muscle tumor)
• Common microbes and parasites causing the skin infections (Rashes,
plaques and lesions)
• Leishmaniasis, Leprosy
• Pharmacology of agents acting at the neuromuscular junction
(neuromuscular blockers)
• Dermatologic pharmacology (disinfectants, anti-infectives, antifungal
drugs, drugs for skin disorders, drugs for leishmaniasis, anti-lepresoy
drugs)
A case of myasthenia gravis
• Anatomy and Anatomic atlas showing skin and muscle structure
• Demonstration of Dissected skin and muscle
• Simulated practice: Examination of the integumentary and
musculoskeletal system (history taking and physical examination)
• Approach to a patient with muscle wasting (history taking and
physical examination)
• Computer simulation to study muscles origin, insertion and action
• General OPD, Medical OPD, Pediatrics OPD, surgical OPD,
Dermatology clinic
activities
Day 1 [5Hrs.] portfolio
Page 114 of 397

• Gross and microscopic structure and functions of bone and joint
supporting structure
• Bone development (endochondral and membranous ossification
• Chemical composition and metabolism of bone
• Pathology of common diseases of the bone ( congenital diseases of
bone, acquired diseases of bone development, fracture, bone tumor)
and joints (arthritis, joint tumor)
Day 2 [4 Hr.]
• Common microbes affecting joints
• Common microbes causing osteomyelitis
• Pharmacology of agents affecting the bone (osteoporosis, osteomalesia)
• Pharmacology of agents used for the treatment of common joint
problems (Drugs for rheumatoid arthritis, gouty arthritis, oseo-arthritis
• Rheumatoid Arthritis
• Anatomical charts and models of bones and joints
• Simulated practice: Approach to a patient with disease of bone and
joints (history taking and physical examination)
activities
Exam week
Page 115 of 397

Nervous System
Module Title: Nervous System

Module Code: BioMM2092
Module ECTS: 3 ECTS
sciences and development of early clinical skills relevant to understanding of nervous system
systems (endocrine and nervous system). This module will be addressed through interactive
lecture, PBL, simulation and hospital visits.
Module Objective
understanding and analysing disorders of the nervous system.
 Apply knowledge of normal and abnormal structures and functions of the nervous
systems in analyzing clinical problems in a simulated setting (K3)
 Apply knowledge of the human life cycle and effects of growth, development and ageing
on the nervous systems including developmental anomalies in a simulated setting (K3)
 Apply knowledge of physiological mechanisms and processes of the nervous systems in
 Apply knowledge of the various causes (genetic, developmental, metabolic, toxic,
infectious, autoimmune, neoplastic, degenerative and traumatic) of diseases of the
nervous systems and their pathogenesis in analyzing clinical problems in a simulated
setting (K3)
 Analyze important determinants and risk factors of common nervous systems disorders
(K3)
used for the treatment of disorders of the nervous in a simulated setting (K3)
 Demonstrate the ability to take history skills from a patient with disorder of the nervous
systems in a simulated setting (S3)
 Demonstrate the ability to do physical examination of a nervous system in a simulated
setting (S3)
 Make an initial assessment of a simulated patient presenting with nervous systems
disorder (K4 & S4)
 Formulate a plan of investigation for a simulated patient with nervous systems disorder
in partnership with the patient, obtaining informed consent as an essential part of this
process (K4, S4 & A3)
 Formulate a likely diagnosis in a simulated patient with nervous systems disorder (K4,
S4)
simulated patient with nervous systems disorder (K4, S3)
Page 116 of 397

 Formulate a plan for the management of a simulated patient with nervous systems
disorder according to established principles and best evidence, in partnership with the
patient (K4, S4)
 Discuss important lifestyle, genetic, demographic, environmental, health system, social,
economic, psychological and cultural determinants of nervous and diseases (K2)
 Analyze global and national trends in morbidity and mortality of nervous systems
disorders of public health significance (K4)
 Outline actions for prevention of nervous systems disorders and promotion and
maintenance of health (K3)
 Demonstrate clear, sensitive, and effective communication skills in interacting with a
simulated patient with a nervous and endocrine systems problem and attendants by
listening, sharing and responding (S3, A3)
 Demonstrate professional values in approaching patients with nervous system problems
related to the nervous systems, and commit to continuously improve one’s knowledge
and ability (A3)
 Identify learning needs to better understand nervous systems disorders (K2)
 Demonstrate one’s ability to teach other students on the nervous systems (S3)
 Demonstrate one’s willingness to adhere to infection prevention principles in dealing with
a patient with nervous and endocrine systems disorder under a simulated setting (A3)
 Demonstrate the ability to maintain accurate, legible and complete records of clinical and
community activities in the nervous systems (S3)
 Demonstrate the ability to search, collect, organize and interpret health and biomedical
information from different databases and other sources for understanding the sciences
underlying nervous systems problems including health promotion (S3)
 Demonstrate one’s recognition of the power and limitations of the scientific thinking
based on information obtained from different sources in establishing the causation and
prevention of nervous systems diseases (S3)
solving and seek out information rather than to wait for it to be given (S3)
 Identify and formulate simulated nervous systems problems using scientific thinking and
based on information obtained and correlated from medical and scientific literature (S3)
 Identify the role of anesthetist and those of other professions to appropriately assess
and address the healthcare needs of patients and populations with nervous and
disorders (K2)
Page 117 of 397

approach to the maintenance of health and treatment of nervous systems disorders (S3,
A3)
Formative
 Logbook
Summative
Pre-requisite: none
 PBL
 Case study
 Video show
 Demonstration
 Community visit
 Anatomy atlas and charts
 Imaging studies of different GI conditions
 Mannequins
References
2014.
Page 118 of 397

2010.
edition.
edition
— 10th ed. 2009
Page 119 of 397

Module schedule
Reading
Day 1 (5 hrs) portfolio
• Embryologic development of the nervous system
• Gross and microscopic structure and functions of the brain and
spinal cord
• Gross and microscopic structure and functions of peripheral
nerves
Day 2 (5 hrs)
• Cells of nervous system (Neurons and neuroglial cells)
• Electrical conduction (Ion channel, resting memberane
potential, action potential…)
• Synapse and neurotransmitters
• Cerebral blood flow, cerebrospinal fluid
• Brain metabolism
• Motor functions of the central nervous system
• Neurochemistry
Day 3 (5 hrs)
• Pathophysiology of common brain disorders (e.g., Cerebro-
vascular disease, CNS trauma, tumor, primary disease of the
myelin, acquired metabolic and toxic disturbance, degenerative
disease and dementia)
• Nervous system infection and blood brain barrier (BBB)
• Common infections of the nervous system (Menigitis,
encephalitis, poliomyelitis, tetanus, toxoplasmosis)
• Pharmacology of drugs used for treatment of common CNS
infections (Drugs for toxoplasmosis, menigitis) and brain
tumors
• Pharmacology of drugs used for Parkinsonism, Alzheimer’s
disease
• A case of head and spinal cord injury, case of unconscious patient
• Anatomical charts and models of the CNS
• Demonstration of Dissected of the brain, spinal cord and
peripheral nerves
• Computer-simulations of the CNS
• Computer simulations of neurotransmission
• Tissue and pathology slides and specimens
• CSF analysis
Page 120 of 397

Reading
• Simulated practice: Examination of the nervous system (history
• Simulated practice: Approach to a patient with loss of
consciousness (history taking and physical examination)
Whole group session [1 Hr.]
activities
• Common brain function disturbance (sleep disorder, psychiatric
diseases and depression)
• Pharmacology of general and local anesthetics
• Pharmacology of sedative/hypnotics (Alcohol, Baribiturates,
Benzodiazepines, non-benzodiazepines)
• Anti-epileptic drugs
• Pharmacology of antipsychotic and antidepressants
• Pharmacology of pain medication (NSAIDs and Opioid analgesics)
• CNS stimulants and drug abuse
Day 2 (4 hrs)
• Gross and microscopic structure and function of the autonomic
nervous system
• Sympathetic and parasympathetic systems functions
• Autonomic reflexes
• Stimulation of organs by the sympathetic and parasympathetic
systems
Day 3 (5 hrs)
• Introduction to pharmacology of autonomic drugs
• Pharmacology of cholinergic agonists (Direct acting and
anticholinesterases)
• Pharmacology of Cholinergic antagonists (Antimuscarnics,
neuromuscular blockers, ganglionic blockers)
• Pharmacology of adrenoceptor agonists
• Pharmacology of adrenoceptor antagonists
• A case of pain
• Computer simulation of autonomic nervous system
• Autonomic function testing: Valsava manoeuver
Page 121 of 397

Reading
• Demonstration on Dissected spinal cord
• Tissue slides, pathology slides and specimens
• Computer-simulations of spinal cord transection
• Simulated practice: Approach to a patient with poisoning (history
• Simulated practice: Approach to a patient with pain (history taking
learning activities
The special senses: the eye, the sense of hearing
• Gross and microscopic structure and function of the eye
• Optics of vision
• Receptor and neural function of retina
• Neurophysiology of vision
• Pathologies of the eye
• Infections of the eye (Conjunctivitis, keratitis, Trachoma)
• Ocular pharmacology (Drugs for eye infection, Drugs for
Glaucoma, Mydriatics)
Day 2 (4 hrs)
• Gross and microscopic structure and function of the ear
• Tympanic membrane and ossicular system
• Cochlea
• Central auditory mechanisms
• Ear infections (otitis externa, Otitis media)
• Hearing abnormalities
• Chemical senses (The sense of taste, taste loss, The sense of
smell, Anosemia)
Day 3 (2 hrs)
Review of the nervous system (2hrs)
• Discussion
Problem-based learning tutorial [4 Hrs.]
• A case of hearing difficulty
Page 122 of 397

Reading
• Anatomical charts and models of ear and eye ball
• Computer-simulations of seeing, hearing, tasting and smelling
functions
• Histological slide for taste bud, ear and eye
• Simulated practice: Visual acuity testing
• Simulated practice: Hearing testing
Whole group session (1hr)
activities
Final Module Examination
Page 123 of 397

Endocrine System
Module Title: Endocrine System
Module ECTS: 3 ECTS
Module Description: This module is designed to equip students with profound knowledge of
basic sciences and development of early clinical skills relevant to understanding of endocrine
systems (endocrine and nervous system). This module will be addressed through interactive
lecture, PBL, simulation and hospital visits.
Module Objective
understanding and analyzing disorder of the endocrine system.
 Apply knowledge of normal and abnormal structures and functions of the endocrine
systems in analyzing clinical problems in a simulated setting (K3)
 Apply knowledge of the human life cycle and effects of growth, development and ageing
on the endocrine systems including developmental anomalies in a simulated setting (K3)
 Apply knowledge of physiological mechanisms and processes of the endocrine systems
in analyzing clinical problems in a simulated setting (K3)
 Apply knowledge of the various causes (genetic, developmental, metabolic, toxic,
infectious, autoimmune, neoplastic, degenerative and traumatic) of diseases of the
endocrine systems and their pathogenesis in analyzing clinical problems in a simulated
setting (K3)
 Analyze important determinants and risk factors of common endocrinesystems disorders
(K3)
used for the treatment of disorders of the endocrine in a simulated setting (K3)
 Demonstrate the ability to take history skills from a patient with disorder of the endocrine
systems in a simulated setting (S3)
 Demonstrate the ability to do physical examination of a endocrine systems in a
simulated setting (S3)
 Make an initial assessment of a simulated patient presenting with endocrine systems
disorder (K4 & S4)
 Formulate a plan of investigation for a simulated patient with endocrine systems disorder
in partnership with the patient, obtaining informed consent as an essential part of this
process (K4, S4 & A3)
 Formulate a likely diagnosis in a simulated patient with endocrine systems disorder (K4,
S4)
simulated patient with endocrine systems disorder (K4, S3)
Page 124 of 397

 Formulate a plan for management of a simulated patient with endocrine systems
disorder according to established principles and best evidence, in partnership with the
patient (K4, S4)
 Discuss important life-style, genetic, demographic, environmental, health system, social,
economic, psychological and cultural determinants of endocrine systems diseases (K2)
 Analyze global and national trends in morbidity and mortality of endocrine systems
disorders of public health significance (K4)
 Outline actions for prevention of endocrine systems disorders and promotion and
maintenance of health (K3)
 Demonstrate clear, sensitive and effective communication skills in interacting with a
simulated patient with endocrine systems problem and attendants by listening, sharing
and responding (S3, A3)
 Demonstrate professional values in approaching patients with endocrine system problem
related to the endocrine systems, and commit to continuously improve one’s knowledge
and ability (A3)
 Identify learning needs to better understand endocrine systems disorders (K2)
 Demonstrate one’s ability to teach other students on the endocrine systems (S3)
 Demonstrate one’s willingness to adhere to infection prevention principles in dealing with
a patient with endocrine systems disorder under a simulated setting (A3)
 Demonstrate the ability to maintain accurate, legible and complete records of clinical and
community activities in the endocrine systems (S3)
 Demonstrate the ability to search, collect, organize and interpret health and biomedical
information from different databases and other sources for understanding the sciences
underlying endocrine systems problems including health promotion (S3)
 Demonstrate one’s recognition of the power and limitations of the scientific thinking
based on information obtained from different sources in establishing the causation and
prevention of endocrine systems diseases (S3)
solving and seek out information rather than to wait for it to be given (S3)
 Identify and formulate simulated endocrine systems problems using scientific thinking
and based on information obtained and correlated from medical and scientific literature
(S3)
 Identify the role of anesthetist and those of other professions to appropriately assess
and address the healthcare needs of patients and populations with endocrine systems
disorders (K2)
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approach to the maintenance of health and treatment of endocrine systems disorders
(S3, A3)
Formative
 Logbook
Summative
Pre-requisite: none
 PBL
 Case study
 Video show
 Demonstration
 Community visit
 Anatomy atlas and charts
 Imaging studies of different GI conditions
 Mannequins
References
2014.
Page 126 of 397

2010.
14. David A Levison, Robin Reid, Alistair D Burt, David J Harrison and Stewart Fleming. Muir's
Textbook of Pathology, 14th Edition.
edition.
edition
— 10th ed. 2009
Module
Page 127 of 397

schedule
Reading
Day 1 (5hrs)
• Hormones (biochemical classification, mechanism of action,
metabolic regulation)
• Embryology of the anterior and posterior pituitary gland
• Gross and microscopic structure and functions of the pituitary
gland
• Pituitary hormones and their control by the hypothalamus
• Common diseases of the pituitary gland (hyperpituitarism,
hypopituitarism and posterior pituitary syndrome)
• Pharmacology of gonadotropins, GnRH receptor antagonist,
prolactin, Vasopressin and Oxytocin drugs
Day 2 (5 hrs)
• Embryology of the thyroid and parathyroid gland
• Gross and microscopic structure and functions of the thyroid and
parathyroid gland
• Thyroid metabolic hormones and their regulation
• Role of Parathyroid hormone, calcitonin and vitamin D
• Pathophysiology of the common diseases of the thyroid and
parathyroid glands
• Pharmacology of thyroid and anti-thyroid drugs (Drugs for
hypothyroidism and hyperthyroidism)
Drugs affecting mineral ion homeostasis

Day 3 (5hrs)
• Embryology of adrenal gland
• Gross and microscopic structure and functions of the adrenal
gland
• Adrenocortical hormones (ACTH, glucocorticoids and
aldosterone) and cathecolamines
• Pathophysiology of the common diseases of the adrenal gland
(hyperfunction, insufficiency and neoplasm)
• Pharmacology of drugs affecting adrenal cortex
(Adrenocorticosteroids, synthetic corticosteroids,
mineralocorticoids
Problem-based learning tutorial [4 Hrs.]
A case of goiter
• Anatomical atlas or charts showing gross structure of the anterior
and posterior pituitary glands
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Reading
• Computer simulation of the pituitary axis
• Anatomical charts and models of the thyroid, parathyroid and
adrenal glands
• Demonstration of tissue dissection of thyroid, parathyroid and
adrenal glands
• Hormone assay: T3 and T4 determination, serum calcium
cortisol, catecholamine
Simulated practice: Approach to a patient with goiter (history taking
Simulated practice: Approach to a patient with Cushing syndrome or
pheocromocytoma (history taking and physical examination)
General OPD, Medical OPD, Pediatrics OPD, surgical OPD
activities
Day 1 (5hrs)
• Role of hormones in integration of metabolism
• Insulin, glucagon and blood glucose regulation
• Pathophysiology of diabetes mellitus
• Metabolic derangements in diabetes mellitus
Day 2 (2hrs)
• Pharmacology of insulin and oral hypoglycemic agents
Day 3 (2hrs)
• Review of the endocrine system
• Discussion
• A case of diabetes mellitus
• Computer simulations of blood glucose homeostasis
• Testing blood glucose
• Microscopic slides of pancreas
• Simulated practice: Approach to a patient with diabetes
mellitus (history taking and physical examination)
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Reading
learning activities
Final Examination
Page 130 of 397

Physical Diagnosis
Module Title: Physical Diagnosis

Module Code: MedM-2282
Module ECTS: 3 ECTS
Module Description: This module is designed for second-year baccalaureate anesthesia
students to enable them to apply basic concepts and principles underlying the assessment of the
health status of individuals, presented with emphasis placed on interviewing skills, health
histories, and the physical and psychosocial findings. Communication and assessment skills are
developed. Students obtain health histories, perform physical and psychosocial assessments,
establish a database, and formulate initial nursing plans using the nursing process.
Module Objective
At the end of this module, the Anesthesia Professional student will be able to: Take patient history
and perform a systematic physical examination to diagnose health problems and to distinguish
between normal and abnormal physical, mental, medical and surgical findings.
Module competency
 Take pertinent history of the patient
 Perform physical examination systematically
 Differentiate normal and abnormal assessment findings.
Learning Outcome:
 Identify principles of history taking in the assessment process of individuals.
 Conduct a health history, including environmental exposure and a family history that
recognizes genetic risks, to identify current and future health problems.
 Demonstrate beginning level skill in the techniques of physical exam: inspection,
palpation, percussion, and auscultation
 Demonstrate physical examination skills including focused physical, behavioral,
psychological, socioeconomic, and environmental assessments of health and illness
parameters in patients, using developmentally and culturally appropriate approaches
and according to established criteria.
 Document problems and needs in individuals from data discovered during the health
history and physical examination.
 Differentiate between normal and abnormal assessment findings.
 Apply relevant anatomy and physiology to the health assessment process.
 Integrate health assessment into the Anesthesia practice.
 Describe how cultural/ethnic differences influence the findings in a health assessment.
 Explain how assessment techniques vary across the lifespan
 Small group learning activities: assignment, exercise, case study
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 Individual reading
 Role play in Skill lab
 Student presentation
 Reflective portfolio and mentoring
 Clinical practice
Teaching-Learning Materials
 Learning guides and checklists
 Textbooks
 Reference manual
 Writing board
 LCD Projector
 Laptop
 Handouts of lecture materials
 Logbooks for entry of community experience
Assessment Methods
Formative assessment
 Exercise and assignment
 Logbook and portfolio
 360-degree evaluation
 Written exam (50 %)
 Quiz=10% and test =15%
 Attendance and class participation=5%
 Assignment and student presentation (20 %)
Prerequisite: completion of biomedical modules
Reference Books
1. Bate's guide to physical examination
2. Principles & practice of anesthesiology, 2nd edition, Mark C.Rogers
3. Clinical anesthesia, 3rd edition, Paul Barash, et,e.
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Module schedule
Weeks Learning activities Required
Reading
Week 1 Classroom based Teaching (lecture, + seminars + group
discussion) [4hrs.]
Introduction to clinical medicine
 Introduction to the module
 Introduction to clinical medicine and the ward set up
 Introduction to comprehensive assessment
 History taking
 Techniques of physical examination
 introduction to documentation and communication
 Assessment of vital signs, pain and symptom assessment
 Respiratory system
 Cardiovascular system
 Abdomen and genitourinary system
Clinical service visit (4hrs.)

 Visit Clinical medicine, OPD, and wards
 Visit Clinical medicine, OPD, and wards
Skill lab development (6hrs)

 Practice Respiratory assessment in skill lab.
 Practice cardio Vascular, Abdomen and genitourinary
assessment in skill lab.
Week 2 Classroom based Teaching (lecture, + seminars + group

discussion) [6hrs.]
 Assessment on
o Central nervous system
o Assessment on
o Breast and lymphatic
o Musculoskeletal system
o HEENT
Skill lab development (10 hrs.)

 Practice Central nervous system assessment in skill lab.
 Demonstrate on Musculoskeletal, Breast and lymphatic
system in skill lab.
 Demonstrate on HEENT in skill lab.
 Demonstrate on Musculoskeletal system and HEENT in skill
lab.
Examination (8 Hrs.)
Page 133 of 397

Diagnostic modalities
Module Title: Diagnostic modalities

Module Code: DiMoM2292
Module ECTS: 9 ECTS
students to equip them with the necessary knowledge, skill, and attitude of clinical laboratory
methods and radiological interpretation that enable students to reach on an interpretation of
findings in the application of anesthesia practices.
Module competency
 Select and order appropriate laboratory tests
 Interpret basic laboratory investigation
 Interpret radiological findings.
Module objective
By the end of this module, students will be able to interpret clinical diagnostic and radiologic
findings with the underlying KSA of clinical lab methods and radiologic interpretation courses.
Learning outcome
 Aware the structural organization of medical laboratory
 Identify different laboratory equipment and glass/plastic wares
 Describe and practice sample collection techniques,
 Handle different laboratory specimens
 Dispose laboratory specimens safely
 Select appropriate lab tests
 Interpret different laboratory tests
 Interpret various & common radiological images (x-ray)
 Select appropriate radiologic imaging modalities
 Explain the working principles of CT, MRI and ultrasound

 Interactive lecture & discussions
 Seminar presentations
 Video demonstrations/ show
 Case based discussions (CBD)
 Small group discussions
 Morning meeting/ grand round
 Inter-professional learning experience in different specialty departments
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 Text books
 Writing board
 Posters/ pictures
 Anatomic models & simulators
 LCD Projector
 Laptop
Page 135 of 397

Student assessment
Formative
 Continuous clinical assessment
 Contributions to discussions on seminars and Interactive lectures
 Submission of assignments
Summative
 Final Written exam (50 %)
 Progressive exam - 30%
 OSCE (clinical lab) – 20%
Prerequisite: completion of biomedical modules
Reference/text books
1. Linne Jean Jergenson, Basic techniques of medical laboratory 4th ed. 2000
2. WHO, Manual of basic techniques for a health laboratory 2000
3. Chees brough M.District Laboratory manual for tropical countries, 2000 (Vol I).
4. Chees brough M.District Laboratory manual for tropical courtiers, 2000 (Vol II)
5. Seyoum B. Introduction to medical laboratory technology students lecture note series
2002.
6. Millers anesthesia volume 1 and 2 6th edition Ronald d miller
7. G. Edward Morgan clinical anesthesiology 4th edition.
8. Radiology for Anaesthesia and Intensive Care; Second Edition. Richard Hopkins, Carol
Peden and Sanjay Gandhi
Page 136 of 397

Module schedule
Day Learning activities Required
reading
Day 1 Classroom-based teaching: Introduction (1hr.)
 Definition and organization of Medical Laboratory
 Role of Clinical laboratory
 Selection, evaluation and interpretation of laboratory
tests
Classroom-based teaching: Laboratory equipment
And Wares (1hr.)
 Microscope
 Laboratory centrifuges
 Glass wares
Hospital practice (2hr)
 Hospital visit of a typical laboratory setup
 Observation of lab samples using microscope
Day 2 Classroom based Teaching: Basic Hematological Tests
(2 hr.)
 Blood collection
 Complete blood count
 Erythrocyte sedimentation rate
 Blood film preparation and staining
 Hemostasis
 Hematological disorders (anemia, leukemia)
 Blood sample collection, film preparation and staining
 Interpretation of CBC lab results
Day 3 Classroom-based teaching: Basic Clinical Chemistry &
serological Tests
Basic clinical chemistry (2 hr.)
 Liver Function Test
 Renal function test
 Plasma protein
 Body fluid analysis
Basic Serological Tests (1 hr.)
 Introduction to serology
 Serology of Syphilis
 Pregnancy test
 Serological tests for febrile diseases
 HIV tests
Hospital Practice (1hr)
 Blood sample collection for chemistry & serological
tests
 Interpretation of clinical chemistry results
 o Interpretation serological tests
Day 4 Classroom based Teaching:
Page 137 of 397

reading
 Immuno-hematological (1 hr.)
o Blood grouping
o Cross match
o Laboratory tests of blood transfusion reaction
 Basic Microbiological Test (2hr.)
o Specimen Collection And Handling
o Examination method
o Wet mount examination
o Staining
o Culture and biochemical
o Molecular and serological methods
o Blood sample collection for immune-hematological
tests
o Interpretation of results of hematological tests
Classroom-based teaching: Urinalysis (1hr.)
 Specimen collection
 Examination methods
 Physical
 Chemical
 Microscopic
Classroom-based teaching: Parasitological tests (1
hr.)
 Types of parasitological specimen and their collection
method
 Diagnostic method
 Macroscopic examination
 Microscopic examination
 Wet mount
 Concentration techniques
 Staining
Hospital practice/lab practice (1hr)
 Microscopic examination practice
Day 5 Examination week
Day 6 Classroom-based teaching: Basic imaging (2hr.)
 Introduction to basic imaging modalities
o X-ray
o Ultrasound
o CT
o MRI
o Nature and source of Radiation
o Use of Radiation for medical diagnosis
Page 138 of 397

reading
Classroom-based teaching: Basic working principles
imaging modalities (2hr)
 X-ray
 Ultrasound
 CT
 MRI
Day 7 Classroom-based teaching: Indications for imaging
modalities (2hr.)
 X-ray
 Ultrasound
 CT
 MRI
Hospital Practice (1hr)
 Hospital visit of a radiology suit
 Basic x-ray –(2hrs)
 Formation of image on film
 Characteristic appearance of different tissues on
plain film
Day 8 Classroom-based teaching: Basic x-ray – (4hrs) Reading
 Image interpretation assignment
 Common plain x-ray interpretation with emphasis on Anatomy of the
the respiratory system thorax
 Hospital practice (2hr)
 Ward round with for interpretation of different CXR
interpretation
 Video tape of different CXR
Day 9 Hospital practice and self-study
Day 10 Exam week
Page 139 of 397

Internal Medicine
Module Title: Internal Medicine

Module Code: IMedM-2302
Module ECTS: 11 ECTS
students to enable them to develop their clinical knowledge, skills and attitude required for the
assessment, diagnosis, and management of medical disorders with emphasis given to common
life-saving procedures and interventions. During this module, students will have opportunities to
review and relate knowledge of biomedical sciences for the diagnosis and management of patient
problems they encounter in clinical settings.
Module Competencies:
 Assess a medical patient (take a relevant history, perform physical cal examination and
order relevant investigations)
 Formulate differential diagnoses and reach to appropriate diagnosis of common medical
disorders
 Develop an appropriate management plan for common medical disorders
 Engage in the management of common medical disorders
Module objective
By the end of this module, students will be able to assess, diagnose and manage patients with
common medical disorders.
Learning outcomes
 Describe normal and abnormal structures and functions of the human body system in
medical conditions (K3)
 Analyze the various causes of medical conditions and their pathogenesis. (K3)
 Analyze important determinants and risk factors of medical conditions (K4)
 Demonstrate proper history-taking skills from a patient with a medical disorder (S3)
 Demonstrate proper physical examination skills of a patient with a medical disorder (S3)
 Demonstrate skills to identify abnormal physical findings in a patient with medical
disorders (S3)
 Demonstrate the skill required to make an initial assessment of a patient presenting with
signs and symptoms of a medical disorder (K3 & S3)
 Propose a plan of investigation for a patient with a medical disorder in partnership with
the patient, obtaining informed consent as an essential part of this process (K3, S3& A3)
 Interpret the results of commonly used investigations in medicals (K3, S3)
 Demonstrate the ability to formulate a likely diagnosis in a patient with a medicaldisorder
(K3, S3)
 Demonstrate clinical judgments and decisions, based on the available evidence in
analyzing problems of a medicalpatient (K3, S3)
Page 140 of 397

 Outline a plan for management of a patient with medicaldisorder according to
established principles and best evidence (K3, S3)
 Demonstrate the ability to perform basic therapeutic procedures for common medical
conditions
 Analyze global and national trends in morbidity and mortality due to medical conditions
of public health significance in Ethiopia (K4)
 Demonstrate clear, sensitive and effective communication skills using different methods
in interacting with medical patients, care givers, peers and preceptors (S3, A3)
 Comply with professional values in approaching patients with medicaldisorder (A2)
 Demonstrate the adherence to infection prevention principles in approaching patients
with medical disorders (A3)
 Demonstrate the ability to maintain accurate, legible and complete records of medical
patients and clinical learning activities (S3)
Teaching /Learning Methods:

The following teaching Methods will be used during the attachment:
Interactive lecture • Personal research and reflection
• Video show exercise
• Demonstration • Inter-professional learning experience in
• Case study the skills lab, clinic, community
• Simulated (clinical skills lab) practice • Morning report, conference
• OPD teaching • Seminars series
• Teaching round • Hospital ward attachment
• Bedside teaching • Self-directed learning (SDL)
• Portfolio • E-Learning
• Journal club
Assessment
A. Formative Assessment
• Direct observation of clinical skills
• Global rating of performance or 360-degree evaluation
• Portfolio
B. Summative Assessment
• Progressive (continuous) assessment (Quizzes, DOP, PCE, CBD) - 30%
• End of attachment practical exam (long, short, viva,OSCE) - 40%
• Written exam - 30%
Module Prerequisite: Integrated (System-based) Biomedical modules
Reference
1. Keith L. Moor, Arthur F. Dally, Anne M.R. Agur. Clinically oriented anatomy.6th edition. 2010
4. Alan Gaw (et al). Clinical biochemistry. An illustrated color text.2nd edition. 1999.
5. Richard N Mitchell, Ramzi S. Cotran. Robbins basic pathology.8th edition. 2007.
Page 141 of 397

8. Bertram G. Katzung. Basic and clinical pharmacology.12th edition. 2011
9. Lynn S. Bickley, Peter G. Szilagyi. Bates‘ guide to physical examination and history taking -
10thed. 2009
10. Michael Swash and Michael Glynn.Hutchison‘s clinical methods.An integrated approach to
clinical practice.22nd edition. 2007
11. Edemariam. Handbook of history taking and physical examination
13. Harrison‘s text book of medicine, 18th edition
14. Kumar and Clark, Clinical Medicine 8th edition
15. Davidson‘s Principles and Practice of Medicine, 21st edition
Module schedule
Week Learning Activity Required Reading/ Assignment Required

Reading/
Assignment
Week 1 Interactive Lecture and Discussion [8 Hrs.] Reflective
 Introduction to the module portfolio
 Cardinal manifestations and presentations of
diseases
 Infectious diseases: Viral infections (including rabies
and HIV/AIDS)
2 Clinical Practicum (6 Hrs.)

 Student placement at outpatient and inpatient
departments (medical OPD and medical ward) to
observe patients with HIV
Bedside3 (4 Hrs.)
 Taking a case of HIV/AIDS and other viral infections

 Bacterial infections (streptococcal, staphylococcal, portfolio
meningococcal, salmonella, tetanus, salmonella,
brucella, bacillary dysentery, anthrax, mycoplasma,
chlamydia)
 Mycobacterial infection (TB, Leprosy)
 Spirochetes (relapsing fever, syphilis), rickettsia, fungi
(aspergillosis, cryptococcosis, candida)
 Protozoa(malaria, leischmaniasis, toxoplasmosis,
amoebiasis, giardiasis, trypanosomiasis) a
 Helminthes (schistosomiasis, hydatid cyst,
strongyloidosis, ascariasis, hook worm, filariasis)
Page 142 of 397

Clinical practicum (6 Hrs.)
departments (medical OPD, TB and leprosy clinic,
medical ward)
Bedside (4 Hrs.)
 Case with systemic bacterial infection, TB, leprosy
 Case: acute febrile illness

 Congestive heart failure (pathophysiology and portfolio
management), cardiogenic shock
 Disease of the myocardium and endocardium:
infective endocarditis, rheumatic heart disease
 Pericardial disease
 Arrhythmia, ischemic heart disease, atherosclerosis,
pulmonary hypertension
 Hypertension

departments (medical OPD, medical ward)
Bedside (4 Hrs.)
 Case: congestive heart failure, and other cardiac
pathologies
 Case: Hypertension and its complications

 Respiratory diseases: Bronchial asthma, chronic portfolio
obstructive lung disease, disease of the pleura

Bedside (4 Hrs.)
 Case: COPD, bronchial asthma

Gastrointestinal diseases: portfolio
 Acid peptic disease
 Diseases of the liver – viral hepatitis, chronic
hepatitis, cirrhosis
 Diseases of the biliary tract- cholecystitis
 Pancreatitis
 Diseases of rectum and anus
Page 143 of 397

 Acute renal failure, chronic renal failure

Bedside (4 Hrs.)
 Cases related to gastrointestinal diseases

 Glomerular disease – nephric disease and nephrotic portfolio
syndrome
 Acid base and electrolyte disorder, collagen vascular
disease

Bedside (4 Hrs.)
 Case: nephric disease, nephrotic syndrome and
electrolyte disorder
Interactive Lecture and Discussion [8 Hrs.] Reflective

 Disorder of metabolism-CHO, lipid and protein portfolio
Week 7  Endocrine disorder- diseases of the hypothalamus,
pituitary, thyroid gland, parathyroid and adrenal gland
 Poisoning and drug overdose

Bedside (4 Hrs.)
 Case: diabetes mellitus
 Case: thyrotoxicosis, Cushing disease, or adrenal
insufficiency
Page 144 of 397

Week 8 Interactive Lecture and Discussion [8 Hrs.]
 Introduction and classification of Psychiatric
disorders
 Major categories of psychiatric disorders; diagnosis
of organic disorders
 Clinical decision-making in psychiatry and principles
of psychotherapeutic management and
psychopharmacology
 Schizophrenia
 Bipolar disorder
 Depression, anxiety neurosis, phobia and Obsessive
Compulsive Disorder
 Somatoform disorders

 Student placement to the psychiatry clinic. Discussion
on common cases
Bedside (4 Hrs.)
 Cases related to common psychiatric disorders

 Personality disorders portfolio
 Drug and Alcohol dependence
 Psychiatric disorders of childhood and adolescence
 Psychiatric emergencies
 Stress disorders
 Psychoanalysis
 Suicide
 Counseling and psychological therapies
 Psychological testing in psychiatry

 Student placement to the psychiatry clinic.
Discussion on common cases
 Final examination
Page 145 of 397

Surgery and Orthopedics
Module Title: Surgery and Orthopedics

Module Code: Surg-2312
students to enable them to develop their clinical knowledge, skills and attitude required for the
understanding, assessment, diagnosis and management of surgical and orthopedic disorders
with emphasis given to common life-saving procedures and interventions. During this clinical
module, students will have opportunities to review and relate knowledge of biomedical sciences
for the diagnosis and management of patient problems they encounter in clinical settings.
Module Objectives
By the end of this module, students will be able to assess, diagnose and set management plan
for patients with common surgical and orthopedic disorders.
 Assess a surgical and orthopedic patient (take history, perform physical examination and
order relevant investigation in the clinical setting)
 Formulate differential diagnosis and reach to appropriate diagnosis of common surgical
and orthopedic disorders
 Develop appropriate management plan for common surgical and orthopedic disorders.
 Engage in the management of common surgical and orthopedic disorders
Learning outcome
 Apply knowledge of normal and abnormal structures and functions of the human body
system in analyzing surgical and orthopedic conditions (K3)
 Apply knowledge of physiological mechanisms and processes of the human body
system in analyzing surgical and orthopedic conditions (K3)
 Analyze various causes of surgical and orthopedic conditions and their pathogenesis.
(K3)
 Analyze important determinants and risk factors of surgical and orthopedic conditions
(K4)
 Demonstrate proper history taking skills from a patient with a surgical and orthopedic
disorder (S3)
 Demonstrate proper physical examination skills of a patient with a surgical and
orthopedic disorder (S3)
 Demonstrate skills to identify abnormal physical findings in a patient with surgical and
orthopedic disorders (S3)
 Demonstrate skill required to make an initial assessment of a patient presenting with
signs and symptoms of a surgical and orthopedic disorder (K3 & S3)
Page 146 of 397

 Propose a plan of investigation for a patient with a surgical and orthopedic disorder in
process (K3, S3& A3)
 Interpret the results of commonly used investigations in surgical and orthopedics (K3,
S3)
 Demonstrate the ability to formulate a likely diagnosis in a patient with a surgical and
orthopedic disorder (K3, S3)
analyzing problems of a surgical and orthopedic patient (K3, S3)
 Outline a plan for management of a patient with surgical and orthopedic disorder
according to established principles and best evidence (K3, S3)
 Construct appropriate pre-operative and postoperative plan
 Analyze global and national trends in morbidity and mortality due to surgical and
orthopedic conditions of public health significance in Ethiopia (K4)
in interacting with surgical and orthopedic patients, care givers, peers and preceptors
(S3, A3)
 Comply with professional values in approaching patients with surgical and orthopedic
disorder (A2)
 Demonstrate a willingness to adhere to infection prevention principles in approaching
patients with surgical disorders (A3)
 Demonstrate the ability to maintain accurate, legible and complete records of surgical

 Video show
 Demonstration
 Role play
 Case study
 Simulated (clinical skills lab) practice
 OPD teaching
 Teaching round
 Bedside teaching
 Portfolio
 Morning report, conference
 Seminars series
 Hospital ward attachment
 Self-directed learning (SDL)
 E-Learning
 Journal club
Page 147 of 397

Assessment
 Formative Assessment
o Direct observation of clinical skills
o Logbook
o Global rating of performance or 360-degree evaluation
o Portfolio
o Personal research and reflection exercise
 Summative Assessment
o Progressive (continuous) assessment (Quizzes, DOP, PCE, CBD) - 30%
o End of attachment practical exam (long, short, viva,OSCE) - 40%
o Written exam - 30%
Module Prerequisite: Integrated (System-based) biomedical modules
Reference
1. Norman J Williams, Christopher J.K. Bulstrode, P Ronnan O‘Connell. Bailey and Love‘s
Short
2. Practice of Surgery. 25th ed. 2008
modern surgical practice, 19thed. 2012
4. Schwartz, Principles of Surgery. 9th edition. 2010
6. Keith L. Moor, Arthur F. Dally, Anne M.R. Agur. Clinically oriented anatomy. 6th edition.
2010
7. Eric Arthur Newsholme and Tony R. Leech. Functional biochemistry in health and
disease. 2010.
10. Bertram G. Katzung. Basic and clinical pharmacology. 12th edition. 2011
Page 148 of 397

Module schedule
Week Learning activity Required

Reading
 Introduction to the module
 History of surgery
 Basic principles of surgery
 Metabolic response to injury
 Shock with its calcification, electrolytes and fluid
management of a surgical patient
 Types of wounds
 Wound healing and principles of wound care
 Surgical infections and use of antibiotics in surgery
Clinical Practicum (6 Hrs.)

 Student placement at surgical outpatient and inpatient
departments
Bedside (4 Hrs.)
 Cases related to shock, surgical infection, and
electrolyte imbalance
 Trauma portfolio
 Treatment priorities in a trauma victim
o Head injury
o Spinal injuries
o Abdominal injuries
 Blunt
 Penetrating
departments
Bedside (4 Hrs.)
 Case related to Trauma

 Burn portfolio
 Common surgical conditions of the head and neck
(cleft lip and palate, diseases of salivary glands)
 Perianal diseases (Perianal abscess, Fistula-in-anol,
Anal fissure And Haemorrhoids)
departments
Page 149 of 397

Reading
Bedside (4 Hrs.)
 Case related to burn
 Case related to Perianal diseases
 Surgical diseases of the thyroid and parathyroid glands portfolio
(goiter, disorders of thyroid metabolism)
 Surgical diseases of the breast (benign and malignant
tumors, breast anomalies)
departments
Bedside (4 Hrs.)
 Case related to thyroid
 Case related to breast lump
 Surgical diseases of chest, lungs and heart (injuries, portfolio
hemoptysis, lung pathologies, diseases of the pleura
and pericardium, …)
 Surgical diseases of the esophagus (injuries,
achalasia, etc)
departments
Bedside (4 Hrs.)
 Case related to surgical diseases of the thorax
 Case related to Case related to surgical diseases of
the esophagus

 Acute abdomen portfolio
 Surgical diseases of the stomach, small intestine,
spleen, pancreas
 Surgical diseases of the liver, biliary tract and gall
bladder
 Surgical diseases of the colon, rectum and anal canal
 Student placement at surgical outpatient, inpatient and
operation theatre
Bedside (4 Hrs.)
 Case related to acute abdomen
 Case related to liver, biliary tract and gall bladder
Page 150 of 397

Reading
 Surgical disorders of the genito-urinary system portfolio
(presenting symptoms, injury, obstruction, urinary
retention)
 Hernias: Types, Pathophysiology, Complications,
Management
 Abdominal wall and hernias
departments
Bedside (4 Hrs.)
 Case related to urinary obstruction/BPH
 Case related to Hernia
 Diagnosis and treatment of common limb problems portfolio
 Amputation and indication
 Common problems affecting hip and knee
 Inflammation and infection of the bone
 Common conditions affecting foot and ankle
 Osteomyelitis
 Arthritis
Clinical practicum (6 hrs.)
 Student placement at Orthopedic outpatient and
inpatient departments
Bedside (4 Hrs.)
 Case related to common limb injuries, Osteomyelitis,
Arthritis
 Musculoskeletal and other types of Tumors portfolio
 Soft tissue infections
 Pyomyositis
 Gas gangrene
 Cellulites and erysipelas
Clinical practicum (6 hrs.)
 Student placement at Orthopedic outpatient and
inpatient
department
 Final examination
Page 151 of 397

Measurement of health and disease
Module Title: Measurement of health and disease

Module Code: SPHM-2322
Module ECTS: 5 ECTS
Module Description: This module is designed to equip second-year baccalaureate anesthesia

students with the knowledge, skills, and attitude needed to measure disease and other health
conditions in the community for public health action in general, and the anesthesia profession in
particular. The module will be delivered through interactive lectures, seminar presentations, and
community visits.
Module Objective
At the end of this module, students will be able to apply public health methods for the
measurement of health and disease at the population and clinical levels.
Module Competencies
 Participate in the assessment and diagnosis of community health problems
 Participate in planning, intervention, and evaluating community interventions
Learning Outcomes
 Explain the concept of health and disease from scientific and layman’s perspectives (K2)
 Describe the history, evolution, and functions of public health and its relevance to the
practice of anesthesia (K2)
 Describe the epidemiological approach to disease causation with emphasis on infectious
diseases (K2)
 Describe levels of disease prevention at different levels (K2)
 Describe types of epidemiologic studies including their use and limitations (K2)
 Calculate and interpret measures of morbidity and mortality including from existing data
sources (K3)
 Apply different methods of data collection in the community and clinical settings (KAS3)
 Apply basic biostatistics and epidemiologic concepts, tools, and methods (K3)
 Describe criteria for establishing and evaluating screening programs and factors that
affect the validity and reliability of screening tests (K2)
 Describe the processes, uses, and evaluation of public health surveillance (K2)
 Apply the steps of an outbreak investigation and management (K3)
 Discuss the epidemiology of diseases of public health significance in Ethiopia and locally
(K2)
 Demonstrate clear, sensitive, and effective communication skills in interactions with
individuals, families, communities, PHCU staff, local health department staff, peers, and
faculty (S3, A3)
 Suggest health promotion and disease prevention methods for major public
health problems (K2)
Page 152 of 397

 Demonstrate professional values and behavior in interaction with individuals, families,
and communities consistent with customer value (A3)
 Demonstrate key public health values, attitudes, and behaviors such as commitment to
equity and social justice, recognition of the importance of the health of the community as
well as the individual, and respect for diversity, self-determination, empowerment, and
community participation (A3)
 Show respect for colleagues and other healthcare professionals and the ability to foster
a positive collaborative relationship with them (A3)
 Analyze community practice experience and perform practice-based improvement
activities using a systematic methodology (KAS4)
 Use information technology to manage information, access online medical information,
and support one’s own education (KAS3).
 Demonstrate a habit of self-reflection, responsiveness to feedback, and ongoing
development of new behavior AS3).
 Search, collect, organize and interpret health and health-related information from
different sources (S3)
 Use information and communication technology to assist in health promotion and
disease prevention measures for individuals, families, and communities at large (S3).
Prerequisite: None
 Interactive lectures and classroom discussions
 Individual reading assignment
 Community-based learning and study trip: home visit, discussion with individuals and
families to identify and solve problems, observation, PHCU visit, Zonal and District
Health Department Visit, and field visit.
 Use of computer applications and access to the internet
 Student Seminar Presentations
 Personal or group mini-research activities
 Handouts of lecture materials, textbooks, and reference manual
 AV aids (LCD and computer or Overhead projector and transparencies, writing board
and marker or chalk)
 Computers with appropriate statistical software like EPI info and SPSS
 Functional wireless or broadband internet access
 Logbooks for entry of community experience/report
Methods of Assessment
 Formative
o Drills, essay exams, quizzes, tests
o Structured feedback report
o Oral exam with reflection
Page 153 of 397

Logbook
o
o Portfolio
 Summative
o Progressive/Continuous assessment (50 %)
o Reflective portfolio (10 %)
o Mini project (15%)
o Global rating of community experience (15 %)
Module Policy
 Attendance: It is compulsory to attend both class and community practice on time and
every time. If students are going to miss more than three classes/ community attachment
days, they will not be allowed to final assessment unless otherwise proven by evidence
per legislation requirement.
 Assignments: Students must complete module assignments on time. Uncompleted
assessments and assignments will result in Incomplete (I) grade submissions to the
registrar. Further consecutive procedures will be handled in line with institutional senate
legislation.
References
1. Fletcher. Principles of Epidemiology
2. Charles H Hennekens and Julie E Buring. Epidemiology in Medicine
3. Rothman, Kenneth J.; Greenland, Sander; Lash, Timothy L. Modern epidemiology. 3rd
edition. 2008
4. David G. Kleinbaum, Kevin M. Sullivan. A pocket guide to epidemiology. 2007
5. Yemane Berhane, Damen Hailemariam and Helmut K loos. Epidemiology and ecology
of health and disease in Ethiopia. 2006
6. Daniel. Biostatistics: a foundation for analysis in health sciences.
7. Pagano. Principles of Biostatistics
8. Colton. Statistics in Medicine
9. Bland. An introduction to Medical Statistics.
Page 154 of 397

Module Schedule
Duration: 20 Weeks (Hospital Practice will be Parallel to Classroom-based teaching)
Required
Week Learning Activity Reading
(Assignment)
Reading
Interactive Lecture and Discussion [6 Hrs.] Assignment on:
Introduction to public health o
 Health and disease: concepts, definitions and perspectives
Week 1  Public health: definition, philosophy, history, development,
core functions and services
 Public health sciences, their scope and use in the practice
of anesthesia
Reading
Whole Group Session [1 Hr.] Assignment on:
 Students will discuss on the importance of public health 
concepts in the practice of anesthesia in the presence of
Week 2 their instructors.
Interactive Lecture and Discussion [5 Hrs.]

Epidemiological concepts of disease causation
 Concepts of disease causation
 Epidemiological models in disease causation
(epidemiological triangle, web of causation, wheel model)
 Factors in causation
 Time, Place and Person concept in disease causation
Interactive Lecture and Discussion [1 Hr.]

 Establishing causation
 Natural history of diseases (communicable and non-
communicable)
 Levels of prevention

 Levels of prevention (continued)
Whole Group Session [1 Hr.]

Week 4  Students will discuss on the relevance of health promotion
and dieses prevention to anesthesia practice in the
presence of their instructors.

Screening in the epidemiological studies
Page 155 of 397

Required
(Assignment)
 Definition of screening
 Types of screening
 Criteria for screening
 Factors affecting validity and reliability of screening tests
Interactive Lecture and Discussion [6Hrs.]

Public health surveillance [3Hrs.]
 Principles of public health surveillance
 Integrated disease surveillance and response
Week 5  Timely warning and intervention
Outbreak investigation and management methods [3Hrs.]
 Patterns of occurrence of diseases
 Disease outbreaks
 Steps of investigation of an outbreak
 Management and control of an outbreak or epidemic
Primary Health Care or Community Visit [3 Hrs.]

 Student will work with others and develop personal mini
research project (TTP, CBTP)
Week 6
 Exercise way of communication in the community by
respecting the values, cultures and so.
 Apply concepts of epidemiology, using anesthesia
profession, to the community.

Epidemiological design [6Hrs.]
Week 7
 Types of epidemiologic studies, their use and limitations
 Observational
 Experimental

Measuring disease frequency [6Hrs.]
 Measuring disease frequency (incidence, prevalence)
Week 8
 Death rates, morbidity and disability measures
 Comparing disease occurrence
Group activity [4 Hrs.]

Week 9
 How to calculate and interpret measure of disease
occurrence
Page 156 of 397

Required
(Assignment)
 Morbidity and mortality associated with anesthesia
profession
Individual reading [2 Hrs.]

 Interventional study design

Week 10  Concepts of biostatistics
 Type of data
 Scale of measurement

Week 11
 Method of data collection
 Presenting and summarizing data

Week 12
 Interpreting and communicating results -2hrs
 Probability and probability distribution - 4hrs

Week 13
 Sample size determination and sampling techniques-4
 Inferential statistics -2hrs.

Week 14  Measures of association
 Point and interval Estimation
 Hypothesis testing

Week 15  Comparison of means
 Correlation and regression
 Use of computer and access internet

 Introduction of selected statistical software
Week 16
Small group assignment [2 Hrs.]
 How to search, collect, organize and interpret health and
health-related information from different sources
Small group assignment [4 Hrs.]
Week 17  How to search, collect, organize and interpret health and
health-related information from different sources
Page 157 of 397

Required
(Assignment)
Individual reading and assignment [2 Hrs.]

Individual reading/assignment – 6hrs
 Survival analysis
Week 18 Individual reading and assignment [4 Hrs.]

 Correlated data
 Finalization of assignment
Week 19
Week 20 Examination Week
Page 158 of 397

Basics of Anesthesia
Module Title: Basics of Anesthesia

Module ECTS: 5 ECTS
Module Duration: 4 Weeks (20 days)
Module Description: This module is designed for baccalaureate anesthesia students to enable
them to achieve the required knowledge, attitude, and skill on: fluid/electrolytes, acid-base
balance, blood transfusion practices, monitoring, and equipment practices that enable students
to apply basic anesthesia care.
Module Objective
At the end of this module, students will be able to manage fluid, electrolytes, acid-base imbalance,
and blood transfusion in a compassionate, respectful, and caring manner and utilize anesthetic
equipment and monitors.
Module Competencies
 Manage fluid/electrolytes and acid-base imbalance and blood transfusion
 Select, assemble and utilize anesthesia equipment and basic intraoperative patient
monitoring devices
Learning Outcomes
In order to achieve core competencies, students at the end of this module will be able to:
 Describe body fluid composition.
 Explain body fluid compartments.
 Discuss total body water.
 Discuss the distribution of water and electrolytes
 Explain the movement of water.
 Explain tonicity.
 Explain osmolarity.
 Diagnose body fluid abnormalities
 Identify the electrolyte compartments
 Diagnose electrolyte abnormalities
 Categorize intravenous fluids
 Describe acid-base balance and its causes
 Explain the major buffering systems
 Diagnose acid-base disturbances and compensatory responses
 Discussion about Blood physiology
 Identify blood components
 Explain the indication of blood transfusion
 Apply blood transfusion
 Manage blood transfusion complications
 Assemble different airway equipment to utilize in airway management
 Collect ancillary airway equipment
Page 159 of 397

 Describe medical gas sources
 Discuss cylinder parts, Pipeline & O2 Concentrators
 Apply safely handles and stores of gas cylinders.
 Describe the purpose and features of an anesthetic machine
 Solve routine anesthesia machine malfunction
 Perform routine anesthesia machine functionality test
 Discuss the working mechanisms and indications of fiberoptic scope.
 Discuss the working mechanisms and indications of a defibrillator.
 Explain the scavenging system and its rationale for use.
 Explain the working mechanism and features of different anesthetic breathing systems.
 Discuss the working mechanism and features of an anesthetic machine ventilator.
 Discuss the working mechanism and features of a mechanical ventilator
 Explain the requirement for a manual resuscitator (AMBU-bag) with the machine at all
times
 Explain the physiologic significance and working mechanisms of humidification devices.
 Discuss the importance of a suction machine in anesthesia practice.
 Explain latex allergy and its significance in the use of anesthetic equipment.
 Discuss the process for cleaning, disinfecting, and sterilizing anesthetic and ancillary
equipment.
 Explain standards of patient monitoring
 Identify features of a monitoring system.
 Explain the importance of physics in monitoring practice.
 Explain Cardiovascular System Monitoring (Electrocardiogram)
 Describe noninvasive & Invasive BP monitoring and CVP measurement
 Discuss pulseoximetry.
 Discuss Capnography.
 Describe the importance of Arterial blood gas analysis
 Discuss methods of Airway pressure measurement.
 Explain Nervous System Monitoring (EEG, monitoring depth of anesthesia, Monitoring
ICP, Additional monitoring)
 Discuss neuromuscular Monitoring (peripheral nerve stimulator)
 Discuss renal System Monitoring (UOP monitoring)
 Discuss temperature monitoring
 Monitor cardiovascular, CNS, respiratory physiologic & neuromuscular blocking using
clinical parameters.
 Read and interpret variables detected by that standard monitoring equipment.
 Monitor patients in the absence of monitoring instruments.
 Describe the purposes of an anesthetic record
Prerequisite: None
 Small group discussion
 Case study
Page 160 of 397

 Portfolio
 Clinical simulation
 Demonstration (at skills lab and basic sciences lab)
 PBL cases
 Inter-professional learning experience in the clinics, and community practice
 Seminar Presentations
 Video shows
 Role play
 Field visit
 Story telling
 Reflection and feedback
 Text books
 Writing board
 Posters
 Anatomic models
 LCD Projector
 Formative
o Drills, essay exams, quizzes, and practical test (direct observation of skills)
o Oral exam
o Logbook
o Portfolio
o And other assessment methods
 Summative
o Cognitive Assessment:(50%)
- Written Examination-40%
- Structured Oral examination-10%
o Skill Assessment (50%)
- OSCE (20%)
Suggested areas for OSCE:
• Anesthesia machine functionality check
• Personal Protective Equipment (PPE) application
• Intravenous (IV) line securing and administration of fluid
Page 161 of 397

• Fluid requirements determination for a surgical patient
• Interpretation of ECG
• Interpretation of Capnography
• Obtaining informed consent from surgical patient
• Producing complete anesthetic record sheet (Filling intraoperative
• Anesthetic record sheet)
• Pediatrics breathing systems differentiation
• Sterilization and processing of anesthetic equipment
- A minimum of 6 DOPs - (10%)
Suggested areas for DOPS
• Securing Intravenous line and administering fluid
• Fluid Calculation
• Blood Transfusion
• Management of fluid disturbance
• Management of Electrolyte disturbance
• Anesthesia machine functionality check
• Apply standards of patient monitoring devices
• Interpreting of anesthesia Monitoring readings
- A minimum of 3 PCEs - (5%)
Suggested areas for PCEs
• Prepare and administer appropriate fluid type
• Fluid management of patients in PACU and OR
• Management of patients with electrolyte disturbance
• Management of patients with fluid disturbance
• Management of patients with acid base disturbance
• Management of patients with blood transfusion complications
- A minimum of 3 CBDs - (5%)
Suggested areas for CBDs
• Utilizations of standards of patient monitoring
• Measures to reduce Operation Room pollution
• Fluid and Electrolyte management
• Management of acid base disturbance
• Management of blood transfusion complications
- Continuing Assessment (10%)
Module Policy
 Attendance: It is compulsory to attend both SDL and Hospital clinical practice on
time and every time. If students are going to miss classes/ hospital attachment
days during the attachment. They will not be allowed to final assessment and next
semester unless otherwise proven by evidence per legislation requirement.
 Assignments: Students must complete module assignments and work based
assessments on time. Uncompleted work-based assessments and assignments
Page 162 of 397

will result in Incomplete (I) grade submissions to registrar. Further consecutive
procedures will be handled in line with institutional senate legislation.
Reference Books
1. Paul G Barash: Handbook of Clinical Anesthesia (6th edition). Lippincott Williams &
Wilkins publications, 2009.
2. Paul G Barash: Clinical Anesthesia (6th edition). Lippincott Williams & Wilkins
publications, 2006.
3. Ronald D. Miller: Millers Anesthesia (7th edition). Churchill Livingstone publication, An
Imprint of Elsevier, 2009.
4. Ronald D. Miller: Basics of Anesthesia (6th edition). Saunders, an imprint of Elsevier,
2011.
5. Fleisher: Anesthesia and Uncommon Diseases, (5th edition). Elsevier Saunders, 2005
6. Harold Ellis: Anatomy for Anaesthetists (8th edition). Blackwell Science Ltd, 2004...
7. Paul G Brash: Clinical Anaesthesia (7th edition). Lippincott Williams &Wilkins publications,
Inc., 2014.
8. Ronald D. Miller: Millers Anaesthesia (8th edition). Churchill Livingstone publication, An
9. G. Edward Morgan: Clinical Anaesthesiology (5th edition). McGraw-Hill Companies, Inc.,
2006
10. Ronald D. Miller: Basics of Anaesthesia (7th edition). Saunders, an imprint of Elsevier Inc.
2011.
11. James C. Duke: Duke’s Anaesthesia Secretes (5th edition). Saunders, an imprint of
Elsevier Inc. 2016.
12. EFMOH compassionate and respectful care training manual for health work force, 2017.
15. Continuing Professional Development (CPD) Guideline for Health Professionals in
Ethiopia.
http://www.emacpd.org/sites/default/files/resource_center/CPD_Accreditation_Guide_Fi
nal_March_20131.pdf
16. Gwen Van Servellen. Communication skill for the Health Care Professional: Concepts
17. World Medical Association Medical Ethics Manual, 3rd edition, 2015
Page 163 of 397

Module Schedule (lecture hours = 49.5 hrs, Seminar=5 hrs, Group Discussion=2 hrs, skill Lab.
= 8hrs, Video = 0.5hr, Hospital clinical practice = 40 Hrs, Exam=4hrs, total hrs= 109 Hrs)
Required
Day Learning Activity Reading
(Assignment)

 Interactive lecture on body fluid composition (1hr)
 Presentation and group discussion about total body water and
Day 1 distribution of water and electrolytes (30 minutes)
 Distribution and movement of water (30 minutes)
 Interactive lecture and small group discussion on tonicity and
osmolarity (1hr)

 Electrolyte compartments and body fluid abnormalities (1hr)
 Electrolyte abnormalities (1hr)
 Group work on body fluid and electrolyte abnormalities (1 Hrs.)
Day 2
Skill lab demonstration on (2hrs)
 Fluid selection, preparation, and administration of fluid including
cannulation

 Perioperative fluid types and calculation (1:30 Hrs.)
 Individual class work on case scenario about fluid calculation (30
min)
 Introduction to acid-base disturbance(1hr)
Day 3
Hospital Practice/ Visit [5 Hrs.]
 Diagnose body fluid abnormalities
 Diagnose acid-base disturbances
 Blood transfusion
 Manage blood transfusion complication

Small group discussion with a presentation
Day 4
 Causes of acid-base balance (1hr)
Interactive Lecture
 Acid-base disturbance (acidosis) (2 hrs)
Page 164 of 397

Required
(Assignment)

 Acid-base disturbances (Alkalosis) and management of all acid-
 Blood
base disturbances physiology
and
components
Day 5  Diagnose body fluid abnormalities
 Indication of
blood
 Diagnose acid-base disturbances
transfusion
 Blood transfusion
 Manage blood transfusion complications
 Conduct self-assessment for stress and fatigue using a checklist
Seminar (3hrs)
 Blood physiology and components (2hr)
 indication of blood transfusion (1hr)
Day 6 Whole Group Session [2 Hrs.]
 Students will discuss on the progress of the week’s teaching-
learning process in the presence of their instructors and
coordinators including the department head.

Day 7  Presentation on the management of blood transfusion
complications(1hr)
 Introduction to anesthesia monitoring (1 hr)
 The importance of physics in monitoring practice (1hr)

 Medical gas sources
 Cylinder parts, Pipeline & O2 Concentrators
Day 8  Anesthesia machine
 Scavenging system
Clinical Skill Development Lab [2Hrs]

 Demonstration of anesthesia machine with its accessories
Interactive Lecture [3 Hrs.]

Day 9  Different anesthetic breathing systems (including different
Mapleson circuits (1 hr)
 Working mechanism and features of anesthetic machine ventilator
(1hr)
Page 165 of 397

Required
(Assignment)
 Types and functions of mechanical ventilators (30 minutes)
 Airway equipment (Ambu-bag) (30 minutes)

 Hospital-guided practice on anesthesia monitoring
 Hospital-guided practice on the anesthesia machine
 Hospital-guided practice on a mechanical ventilator
 Hospital-guided practice on a manual resuscitator
Interactive Lecture [3Hrs.]

 Physiologic significance and working mechanisms of
humidification devices30 Minutes)
 Suction equipment in anesthesia practice (30 minutes)
 Airway equipment (ETT, facemask, LMA, Laryngoscope) (1hr)
 How to utilize fiberoptic scope (30 minutes)
Day 10
Video [0.5 Hrs.]
 Different parts of fiberoptic

 Hospital-guided practice on anesthesia monitoring
 Hospital-guided practice on an anesthesia machine
 Hospital-guided practice on a mechanical ventilator
 Hospital-guided practice on Mapleson circuits
 Hospital-guided practice on anesthesia equipment

 Introduction to cardiovascular system monitoring (1hr)
 The invasive and non-invasive blood pressure (2 hrs)
Day 11 Whole Group Session [2 Hrs.]

Interactive Lecture [3 Hrs.] Application of

Day 12
 Basic principles of ECG ECG
Seminar presentation [2 Hrs.]

 ECG changes for the electrolyte disturbance
Day 13
Interactive Lecture [1 Hr.]
Page 166 of 397

Required
(Assignment)
 Advanced application of ECG part one (1hr)

 Hospital-based practice on the application of different types of
anesthetic equipment monitoring
 Hospital-based practice on the application of cardiovascular
monitoring
Interactive lecture [3 Hrs.]
Day 14  Advanced application of ECG part two (3hrs)
Interactive lecture [ 3 Hrs.]

 Importance and interpretation of echocardiogram (Echo) (2hrs)
 Basic principles of central venous pressure (1hr)
Day 15 Hospital Practice/ Visit [5 Hrs.]

anesthetic equipment monitoring
 Hospital-based practice on the application of cardiovascular
monitoring
Interactive lecture and Discussion [3 Hrs.]
Interactive lecture (2hrs)
 Clinical application of central venous pressure ( 1hr)
 Application of pulmonary artery catheter (1hr)
Day 16 Group discussion [1Hrs]
 Clinical application of invasive blood pressure
Clinical Skill Development Lab [3 Hrs.]

Selecting and preparing standard patient monitoring (2 Hrs.)

 Pulse oximetry

Day 17 anesthetic monitoring
 Hospital-based practice on the application of respiratory
monitoring
 Hospital-based practice on the application of neurologic
monitoring
Page 167 of 397

Required
(Assignment)
Interactive lecture (3 hrs)

 Capnography and its clinical Application
anesthetic equipment
Day 18
 Hospital-based practice on the application of respiratory
monitoring
 Hospital-based practice on the application of neurologic
monitoring
 Hospital-based practice on the application of neuromuscular
monitoring

 Basic concept and clinical application of EEG(1hr)
 Nerve stimulator (1hr)
 Renal monitoring(1hr)

Day 19
 Demonstrations on clinical application of nerve stimulator (2 Hrs.)
Whole Group Session [1 Hrs.]

 Students will discuss on the progress of teaching learning process
in the presence of their instructors and coordinators including the
department head.
Day 20
Exam (4 hrs.)
Page 168 of 397

Pediatrics and child health
Module Title: Pediatrics and child health

Module Code: PediM-3342
Module Description: This module is designed for third-year baccalaureate anesthesia students
to enable them to develop their clinical knowledge, skills and attitude required for the
understanding, assessment, diagnosis and management of pediatrics and childhood disorders
with emphasis given to common life-saving procedures and interventions. During this clinical
module, students will have opportunities to review and relate knowledge of biomedical sciences
for the diagnosis and management of patient problems they encounter in clinical settings.
Module Competencies
 Assess a pediatrics patient (take history, perform physical examination and order
relevant investigation in the clinical setting)
 Formulate differential diagnosis and reach to appropriate diagnosis of common
Pediatrics and Child Health disorders
 Develop appropriate management plan for common Pediatrics and Child Health
disorders.
 Engage in the management of common Pediatrics and Child Health disorders
Learning outcomes
pediatrics and child health conditions (K3)
 Explain physiological mechanisms and processes of the human body system in
pediatrics and child health conditions (K3)
 Discuss various causes of pediatrics and child health conditions and their pathogenesis
in analyzing patient problems (K3)
 Analyze important determinants and risk factors of pediatrics and child health conditions
(K4)
 Demonstrate proper history-taking skills from a pediatric patient (S3)
 Demonstrate proper physical examination skills of a pediatric patient with a medical
disorder (S3)
 Demonstrate skills to identify abnormal physical findings in a pediatric patient with
medical disorders (S3)
 Demonstrate skill required to make an initial assessment of a pediatric patient presenting
with signs and symptoms of a medical disorder (K3 & S3)
 Propose a plan of investigation for a pediatrics patient with a medical disorder in
 Interpret the results of commonly used investigations in pediatrics and child health (K3,
S3)
 Demonstrate the ability to formulate a likely diagnosis in a pediatrics patient (K3, S3)
Page 169 of 397

analyzing problems of a pediatrics patient (K3, S3)
 Outline a plan for management of a pediatrics patient according to established principles
and best evidence (K3, S3)
 Demonstrate the ability to perform basic therapeutic procedures for common pediatrics
and child health conditions
 Analyze global and national trends in morbidity and mortality due to pediatrics and child
health conditions of public health significance in Ethiopia (K4)
in interacting with pediatrics patients, care givers, peers and preceptors (S3, A3)
 Comply with professional values in approaching patients with medicaldisorder (A2)
 Demonstrate the adherence to infection prevention principles in approaching pediatrics
patients (A3)
 Demonstrate the ability to maintain accurate, legible and complete records of pediatrics

Interactive lecture
 Video show
 Demonstration
 Case study
 OPD teaching
 Teaching round
 Portfolio
 Inter-professional learning experience in the skills lab, clinic, community
 Seminars series
 E-Learning
 Journal club
Page 170 of 397

Assessment
o Portfolio
Module Prerequisite: Integrated (System-based) biomedical modules
Reference
1. Karen J. Marcdante, Nelson Essentials of pediatrics, 6th edition
2. Current Pediatrics, 6th edition
3. Nelson‘s Text book of Pediatrics, 19th edition
4. Rudolph‘s Pediatrics, 20th edition
5. AssayeKasie Manual for Neonatology
6. Feigin and Cherry, Pediatrics Infectious disease
7. IMNCI Chart booklet
8. Lynn S. Bickley, Bate‘s guide to physical examination and history taking, 10th edition
2010
2010.
Page 171 of 397

Module schedule
Schedule Learning activities Required
Reading
Week 1 Interactive Lecture (10 hrs) Reflective
 Diarrheal disease portfolio
 Common pediatrics infectious diseases (Syphilis, Poliomyelitis,
Measles, Tetanus, Pertussis)
 Tuberculosis, Upper respiratory tract infection, Lower
Respiratory Tract Infections
 Meningitis (beyond neonatal age), Septic arthritis and
osteomyelitis,
Clinical practicum (6hrs) Reflective

 Student placement to pediatric outpatient and inpatient portfolio
departments
Bedside Teaching (4hrs)

 Taking a case of severe dehydration
 Case with meningitis, TB

 Common pediatrics infectious diseases - UTI, Malaria portfolio
 Common pediatrics infectious diseases -HIV/AIDS in pediatrics
Clinical practicum (6hrs)

 Student placement pediatric outpatient and inpatient
departments Bedside teaching (4 Hrs.)
 Case: HIV/AIDS and malaria
Week 3 Interactive Lecture (10 Hrs.) Reflective

 Nutritional requirements, Feeding practices portfolio
 Nutritional deficiencies, protein energy malnutrition
 Neuromuscular disorders, Growth & Development
 Childhood seizure disorder
Clinical practicum (6 hrs)

 Student placement to pediatric outpatient and inpatient
departments
Bedside teaching (4hrs)

 Case: protein energy malnutrition
 Case: neuromuscular disorder or childhood seizure

 Pediatric Cardiology - Congenital heart disease portfolio
 Pediatric Cardiology - Acquired heart diseases
Page 172 of 397

Reading
departments
Bed side teaching (4 hrs)

 Case: congenital, acquired heart disease

 Renal Diseases (Glomerulonephritis, Acute renal failure, portfolio
Nephrotic syndrome)
 Collagen vascular diseases (SLE, JRA)

departments
Bedside teaching (4 hrs)

 Case: acute renal failure, nephritic disease, nephrotic
syndrome

 Immunization – EPI program portfolio
 Approach to respiratory distress in infancy and children
 Approach to a bleeding neonate, infant and children
 Accidental injuries and acute poisoning

 Student placement to under five clinic and inpatient
departments
Bedside teaching (4 hrs)

 Case: a child with respiratory distress
 Case: a child with bleeding disorder or poisoning or injuries

 Fluid and electrolyte management in pediatrics portfolio
 Fluid and electrolyte disturbance

 Student placement to under five clinic and in patient

 Case: fluid and electrolyte disturbance
Weak 8 Interactive lecture (10 hrs)
 Cerebral palsy
 Mental retardation
Page 173 of 397

Reading
 Micro and macrocephaly


 Case related to cerebral palsy, Mental retardation , Micro and
macrocephaly
Weak 9 Interactive lecture (10 hrs)

 Attention deficit disorder
 Depression
 Eating disorder

o Final examination
Page 174 of 397

Gynecology and Obstetrics
Module Title: Gynecology and Obstetrics

Module Code: ObGyM--3352
to enable them to develop their clinical knowledge, skills and attitude required for the assessment,
diagnosis and management of obstetrics and gynecologic conditions with emphasis given to
common life-saving procedures and interventions. During this clinical module, students will have
opportunities to review and relate knowledge of biomedical sciences for the diagnosis and
management of patient problems they encounter in clinical settings.
 Assess obstetrics and gynecology clients (take history, perform physical examination
and order relevant investigation in the clinical setting)
 Formulate differential diagnosis and reach to appropriate diagnosis of common
obstetrics and gynecologic conditions
 Develop appropriate management plan for common obstetrics and gynecologic
conditions.
 Engage in the management of common obstetrics and gynecologic conditions
Module objective
By the end of this module, students will be able to assess, diagnose and manage patients with
common obstetrics and gynecologic conditions.
Learning outcome
obstetrics and gynecology conditions (K3)
 Explain physiological mechanisms and processes of the human body system in
obstetrics and gynecology conditions (K3)
 Discuss the various causes of obstetrics and gynecology conditions and their
pathogenesis (K3)
 Analyze important determinants and risk factors of obstetrics and gynecology conditions
(K4)
 Demonstrate proper history taking skills from obstetrics and gynecology clients (S3)
 Demonstrate proper physical examination skills of a client with obstetrics and
gynecology condition (S3)
 Demonstrate skills to identify abnormal physical findings in a client with obstetrics and
gynecologic conditions (S3)
 Demonstrate skill required to make an initial assessment of a client presenting with signs
and symptoms of obstetrics and gynecology condition (K3 & S3)
Page 175 of 397

 Propose a plan of investigation for a client with obstetrics and gynecology condition in
partnership with the client, obtaining informed consent as an essential part of this
 Interpret the results of commonly used investigations in obstetrics and gynecology (K3,
S3)
 Demonstrate the ability to formulate a likely diagnosis in a client with obstetrics and
gynecology condition (K3, S3)
analyzing problems of obstetrics and gynecology clients (K3, S3)
 Outline a plan for management of a patient with obstetrics and gynecology condition
according to established principles and best evidence (K3, S3)
 Demonstrate the ability to perform basic therapeutic procedures for common obstetrics
and gynecology conditions
 Construct appropriate pre-operative and postoperative plan
 Analyze global and national trends in morbidity and mortality due to obstetrics and
gynecology conditions of public health significance in Ethiopia (K4)
in interacting with obstetrics and gynecology clients, care givers, peers and preceptors
(S3, A3)
 Comply with professional values in approaching clients with obstetrics and gynecology
condition (A2)
 Demonstrate the adherence to infection prevention principles in approaching obstetric
and gynecologic clients (A3)
 Demonstrate the ability to maintain accurate, legible and complete records of obstetric
and gynecologic clients and clinical learning activities (S3)

Interactive lecture
 Video show
 Demonstration
 Case study
 OPD teaching
 Teaching round
 Portfolio
 Seminars series
 E-Learning
Page 176 of 397

 Journal club
Assessment
o Logbook
o Portfolio
Module Prerequisite: Integrated (System-based) Biomedical modules
Reference
1. Cunningham (et al). Williams Obstetrics. 23rd edition. 2010.
2. Danforth, Gynecology and Obstetrics. 10th edition .2008
3. Gabbe, Obstetrics. Normal and Problem pregnancies. 6th edition. 2012
4. Current Diagnosis & Treatment Obstetrics & Gynecology, Tenth Edition. 2007
5. Berek, Jonathan S. Berek & Novak's Gynecology, 14th Edition. 2007
6. Hillard, Paula J. Adams. 5-Minute Obstetrics & Gynecology Consult. The 1st Edition. 2008
2010
2010.
Page 177 of 397

Module schedule
Date Learning Activity Reading
assignment
Week 1 Interactive lecture (10 Hrs.) Reflective
 Fertilization, development of embryo and placenta portfolio
 Antenatal care
 physiologic changes of pregnancy

departments (family planning, antenatal, labor,
maternity, gynecology)
Bedside teaching (4 Hrs.)

 Case related to the antennal care and infertility

 Antepartum & intrapartum fetal surveillance portfolio
 Normal labor and delivery
 Labor abnormalities
Bedside teaching (4 Hrs.)-

 Case related to Antepartum & intrapartum fetal
surveillance
 Case related to normal and abnormal labor

 Medications during pregnancy portfolio
 Antepartum hemorrhage
 Operative deliveries

 Case related to Antepartum hemorrhage
 Case related to Operative deliveries

 Premature rupture of membrane and preterm labor portfolio
 Post-term pregnancy
 IUGR and IUFD
Page 178 of 397

assignment
 Case related to Premature rupture of membrane and
preterm labor
 Post-term pregnancy, IUGR and IUFD
 Induction, augmentation portfolio
 Postpartum care
 Postpartum hemorrhage
Bedside teaching (4Hrs.)-

 Case related to the Postpartum care
Week 6 Interactive Lecture Reflective

 RH isoimmunization portfolio
 Obstetrics fistula
 GTD

Bedside teaching (4 Hrs.)-

 Case related to RH iso immunization and Obstetrics
fistula
 Abortion, Ectopic pregnancy portfolio
 Gestational trophoblastic disease


 Case related to the topics in the week
Page 179 of 397

assignment
Weak 8  High risk pregnancy
o hypertensive disorders in pregnancy
o DM
o Cardiac diseases in pregnancy
departments (obstetric ward)

 Case related to pre-eclampsia and eclapsia
 Cases related to gestational DM
Weak 9 Gynecologic pathologies

 AUB
 UVP
 Myoma
 Fistula
 PID

departments (gyni ward, OPD)
Final exam
 Case on myoma
 Cases on UVP
Page 180 of 397

Preoperative and postoperative assessment and care
Module Title: Preoperative and postoperative assessment and care
Module ECTS: 4 ECTS
Module Duration: 4 Weeks (blocked)
to enable them to achieve the required knowledge, attitude, and skill in preoperative assessment,
optimization of patients, and post-anesthesia care.
Module competency
 Perform preoperative assessment and optimization of a patient before Anesthesia
 Provide Post anesthesia care.
Module objective:
By the end of this module, students will be able to perform a comprehensive preoperative
assessment, optimize patients before anesthesia and provide post-anesthesia care.
Learning outcome:
 Recognize components of pre-anesthetic history

 Identify symptoms of common comorbidities
 Perform body system review through history taking
 Perform chart review for relevant surgical and anesthetic history
 Apply principles of effective communication
 Recognize the normal structure and function of body systems
 Identify components of physical examination
 Perform body system-based physical examination
 Recognize relevant systemic findings
 Maintain patient autonomy during an examination
 Perform relevant physical examination
 Review laboratory data preoperatively
 Identify relevant laboratory and diagnostic investigations as per patient indication
 Demonstrate compassion in avoiding unnecessary investigations
 Order basic laboratory and diagnostic modalities
 Interpret common laboratory and diagnostic investigations
 Recognize different risk scoring and stratification methods
 Reach relevant pre-anesthetic diagnosis
 Demonstrate clinical reasoning skills in stratifying the risk of patients based on assessment
findings
Page 181 of 397

 Determine the clinical status of a patient using the American Society of Anesthesiologists (ASA)
clinical status classification
 Identify patients at risk of perioperative complications
 Formulate an anesthetic management plan based on pre-anesthetic assessment findings
 Provide adequate information to patients and patient families regarding clinical status (as
applied)
 Obtain informed consent
 Prepare patients for surgery and anesthesia
 Optimize unstable patients for anesthesia and surgery
 Recognize the effects of routine medications on a body system
 Identify drugs with potential interaction with anesthetic drugs
 Plan strategies to manage patients who are on medical treatment of coexisting diseases
 Determine preoperative principles in administering premedication to patients
 Apply principles of handover to postoperative patients.
 Describe the required equipment and monitoring in the PACU.
 Explore patient follow-up strategies in the PACU.
 Identify common postoperative complications in PACU.
 Discussed adverse outcomes of untreated postoperative complications
 Describes the causes and management of postoperative complications
 Identify conditions that need a higher level of postoperative care.
 Explain discharge criteria (Modified Aldrete Criteria )from PACU (in-hospital or home)
 Identify organizational and structural requirements of the PACU
 Identify common critical incidents (Cardiorespiratory arrest) in the PACU and early warning
assessment methods
 Arrange the organization and requirements of safe PACU

 Case study
 Portfolio
 PBL cases
 Video shows
 Roleplay
 Field visit
Page 182 of 397

 Storytelling

 Textbooks
 Writing board
 Posters
 Anatomic models
 LCD Projector
 Whiteboardrd, marker
Formative
 Drills, essay exams, quizzes, and practical test (direct observation of skills)
 Structured feedback report
 Oral exam
 Logbook
 Portfolio
 And other assessment methods
Summative Assessment
 Cognitive assessment= 40%

o Written exam =30%
o Structured oral exam =10%
 Skill assessment =60%
o OSCE= 20%
o Minimum of 4 DOPS=10%
o Minimum of 4 PCEs =10%
o Minimum of 4 CBDs =10%
o Continuous progressive assessment =10%
Suggested areas of work-based assessments

DOP assessment on:
 History taking
 Airway assessment
 Preoperative assessment documentation
 Patient handover to PACU
Page 183 of 397

CBD assessment on:
 ASA physical status classification

 Chart review for relevant surgical with selected comorbidity
 PONV
 PACU causes of hypoxia
PCE assessment on:
 Preoperative optimization
 Post op pain management
 Informed Consent taking
Module Policy
 Attendance: It is compulsory to attend interactive lectures, SDL, and hospital clinical
practice on time and every time. If students missed more than three classes/ hospital
attachment days during this semester, they will not be allowed to take the final assessment
and progress to the next semester unless otherwise proven by evidence, per the university
legislation.
 Assignments: Students must complete module assignments and workplace-based
assessments on time. Uncompleted workplace-based assessments and assignments will
result in Incomplete (I) grade submissions to the registrar. Further consecutive procedures
will be handled in line with institutional senate legislation.
Reference Books
Wilkins publications, 2009.
publications, 2006.
4. Ronald D. Miller: Basics of Anesthesia (6th edition). Saunders, an imprint of Elsevier,
2011.
7. Paul G Brash: Clinical Anaesthesia (7th edition). Lippincott Williams &Wilkins publications,
Inc., 2014.
8. Ronald D. Miller: Millers Anaesthesia (8th edition). Churchill Livingstone publication, An
9. G. Edward Morgan: Clinical Anaesthesiology (5th edition). McGraw-Hill Companies, Inc.,
2006
10. Ronald D. Miller: Basics of Anaesthesia (7th edition). Saunders, an imprint of Elsevier Inc.
2011.
11. James C. Duke: Duke’s Anaesthesia Secretes (5th edition). Saunders, an imprint of
Elsevier Inc. 2016.
Page 184 of 397

15. Continuing Professional Development (CPD) Guideline for Health Professionals in
Ethiopia.
http://www.emacpd.org/sites/default/files/resource_center/CPD_Accreditation_Guide_Fi
nal_March_20131.pdf
16. Gwen Van Servellen. Communication skill for the Health Care Professional: Concepts
Page 185 of 397

Module time schedule:
Required
(Assignment)
Week -1 Interactive Lecture and /or Discussion on preoperative assessment [2hr]
Overview of the Module including (1Hr)

 Assessment methods
Introduction
 Components of pre-anesthetic history: Body system-based assessment
Role-play --- [1hr]

 Taking history:
Interactive Lecture and/ or Discussion on preoperative assessment [2hr]
 Body system-based symptoms of common comorbidities

o Respiratory: Asthma, COPD, URTI
o Cardiovascular: HTN, arrhythmias, CHF, valvar heart disease
o Renal: Acute renal failure
o Endocrine: Diabetes mellitus, thyroid disorders, electrolyte
disturbances,
Small group discussion— [1 hour]
 Chart review for relevant surgical and anesthetic history

Interactive Lecture and /or Discussion on preoperative assessment [2 hr]
 Normal structure and function of body systems examination

 System-based physical examination
Clinical skill Development lab ---[2 hours]
 Physical examination
 Observation of hospitals’ pre-anesthetic clinics and post-anesthesia care

 Observation of anesthetists’ interaction with clients
 Guided history-taking under senior supervision
Assessment---- 1hr
Week-2 Seminar: [2hour]
 Airway status assessment parameters/ techniques
Page 186 of 397

Required
(Assignment)
Role play: [1hr]

• Mallampati classification
Interactive Lecture and/or Discussion on preoperative assessment [2 hr]
 Preoperative laboratory and diagnostic investigations and interpretation

 Electrolyte profile
 CBC
 ECG and Echocardiography
 Blood glucose levels
 Coagulation profiles
 Organ function tests and
 X-ray
Case-based discussion: [1 hour]
 Laboratory result interpretation and indication
Seminar presentation -- [2 hour]
 Risk scoring and stratification of the patient for anesthesia and surgery
 American Society of Anesthesiologists (ASA) physical status classification
 Revised cardiac risk index
 Exercise tolerance (metabolic equivalent of tasks/ MET)
 Model for End-stage Liver Disease (MELD)
 Modified Child Turcotte Pugh Score
 RIFLE and AKIN score
Case-based discussion: --[1hour]

 Exercise tolerance
Small group discussion--[1 hour]
 Risk scoring
Interactive Lecture and / or Discussion on preoperative assessment [2 hr]
 Anesthesia management plan

 Informed consent and anesthesia documentation
 Preanesthetic preparation of patients for surgery and anesthesia
Page 187 of 397

Required
(Assignment)
 Observation of hospitals pre-anesthetic clinics and post-anesthesia care

Whole Group Session [ 2 Hr.]
 Students will discuss the progress of the week’s teaching-learning

process in the presence of their instructors and coordinators including
the department head.
Week-3 Seminar presentation – [1hrs]
 Premedication
Small group discussion – [1 hour]
 NPO guideline
Interactive Lecture and/or Discussion on preoperative assessment [2 hr]
 Routine medications for existing comorbidities and anesthesia

interaction
 Anticoagulants
 HAART medications
 Prophylactic Antibiotics
 Anti-epileptics
 Anti-hypertensives
 Hypoglycemic agents
 Anti-thyroid
 Chemotherapy
Interactive Lecture on Post anesthesia care Unit (PACU) (3 Hr.)
 Organization, staffing, and safety of PACU

 Admission and discharge criteria to PACU
 Transportation handover and positioning
 Equipment and monitoring required in the PACU
 Physiology, assessment, and management of postoperative acute pain
Cases-based study -- [1Hr]
 Airway challenges and management in the PACU
Interactive Lecture and/ or Discussion Post anesthesia care --(2 Hr.)
 Management of common hemodynamic complications in the PACU

 Mechanisms, impacts, factors, prevention and management of PONV
Page 188 of 397

Required
(Assignment)
 Causes of hypoxia and hypoventilation, oxygen therapy
Seminar: --- [ 2hr]
 Identification prevention and management of other common

postoperative complications (atelectasis, tachycardia, bradycardia,
arrhythmias, bleeding, hypotension, hypertension, hypothermia,
confusion, and cognitive deterioration)
 Observation of hospitals’ pre-anesthetic clinics and post-anesthesia care

Whole Group Session --[2 Hrs.]

Week-4 Clinical Skill Development Lab [2Hrs.]
 Managing airway obstruction and oxygen therapy in the PACU
Interactive Lecture and/ or Discussion Post anesthesia care ( 2Hr.)
 Discharge criteria and organizational arrangement

 Prevention, assessment and management of pain in the PACU
Case studies on [1hr]
 Identifying conditions that need a higher level of the recovery area
Role play on[1hr]
 Assessment of PONV and management of bleeding and resuscitation
Interactive Lecture and/ or Discussion Post anesthesia care (2 Hr.)
 Assessment and management of Post anesthesia cognition and

confusion
 Assessment for discharge from PACU (in-hospital and home)
Page 189 of 397

Required
(Assignment)
 Reassuring and helping patients in a CRC manner and developing
interdepartmental communication and collaboration
Clinical Skill Development Lab [2 Hrs]
 Early warning score managing critical incidents (cardiopulmonary arrest)
 Observation of hospitals pre-anesthetic clinics and post-anesthesia care

 Students will discuss on the progress of the week’s teaching learning

Assessment---2
Page 190 of 397

Airway management
Module Title: Airway management
Module ECTS: 4 ECTS
Module Description: This module is designed for third-year baccalaureate in anesthesia

students to equip them with the required knowledge, attitude, and skill in airway assessment, and
airway management modalities. This module will be addressed in the real hospital setup and SDL
including the Operation room, Recovery room/ PACU.
Module competency
 Manage airway during anesthesia for different surgical patients
Module objective:
By the end of this module, students will be able to perform airway assessment, utilize airway
equipment, and identify and manage a difficult airway.
Learning outcome:
 Explain the normal anatomy and physiology of the airway
 Predict features of the airway using different airway assessment methods
 Identify different modalities of airway management (simple airway maneuvers, BMV, Gudel
airways, SGD, laryngoscopy, endotracheal intubation)
 Distinguish features of anticipated difficult airway
 Recognize different modalities for managing difficult airway (unanticipated and anticipated,
difficult mask ventilation, difficult intubation, can’t intubate, can ventilate and can’t intubate,
can’t ventilate conditions)
 Demonstrate other alternative techniques of airway management (Video-assisted intubation,
retrograde wire intubation, sub-mental intubation)
 Explain different equipment utilized in airway management.
 Recognize complications of different airway management modalities.
 Explain extubation criteria
 Describe complications of extubation
 Outline the management of potential airway threats such as external compressions, blood clots,
foreign bodies
 Explain techniques of cricothyrotomy
 Explain the indications of tracheostomy
 Outline the anesthetic principles of tracheostomy procedures.
 Explain the management of complications of tracheostomy
 Recognize techniques of fiberoptic intubation (awake and after induction)
Page 191 of 397

 Explain techniques of jet-ventilation
 Perform airway assessment with different techniques
 Interpret airway assessment parameters
 Prepare an airway management plan according to parameters.
 Assemble different airway equipment to utilize in airway management
 Collect ancillary airway equipment
 Apply simple airway maneuvers (jaw trust, head tilt, chin lift…)
 Perform bag, mask, and valve ventilation
 Utilize airways (nasopharyngeal or oro-tracheal)
 Demonstrate use of supraglottic devices (SGDs) LMAs, ILMA…
 Prevent and manage complications associated with SGD
 Demonstrate endotracheal intubation (nasal and oral)
 Confirm proper placement of endotracheal intubation
 Prevent and manage complications of endotracheal intubation.
 Perform extubation based on extubation criteria
 Prevent and manage complications of extubation
 Manage patients with unanticipated difficult airway according to acceptable guidelines (difficult
mask ventilation, difficult laryngoscopy, difficult intubation, can’t intubate, can ventilate and
can’t intubate, can’t ventilate conditions)
 Perform cricothyrotomy
 Prevent and manage complications of cricothyrotomy
 Prepare patients with anticipated difficult airway
 Manage anticipated difficult airway according to acceptable guidelines
 Practice tracheostomy care

 Case study
 Portfolio
 PBL cases
 Video shows
 Roleplay
 Field visit
 Storytelling
Page 192 of 397


 Textbooks
 Writing board
 Posters
 Anatomic models
 LCD Projector
Methods of summative assessment
Formative
 Drills, essay exams, quizzes, and practical test (direct observation of skills)
 Oral exam
 Logbook
 Portfolio

o Written exam =30%
o OSCE = 20%
o A minimum of four DOPS = 10% (areas of assessment can include Bag-Mask ventilation,
Direct Laryngoscope guided ETT insertion, LMA insertion, and extubation,)
o A minimum of four Mini-CEX = 10% (areas of assessment can include Airway equipment and
material preparation, Airway Parameter determination,)
o A minimum of four CBDs = 10%
o Continuous Assessment – 10%
Module Policy

legislation.
Page 193 of 397

Page 194 of 397

Module schedule
Required
Reading
Interactive Lecture and/or Discussion on Airway management [1 Hrs.] Reading

Assignment on:
 Anatomy of the airway

 Tour of the hospital and introduction to staff.
 Observe and identify airway anatomy on anatomic models

 Assemble airway devices
Week 1

Interactive Lecture and/or Discussion on Airway management [1 Hrs.]
 Introduction to airway management devices
 Guided clinical practice under senior supervision.
Week 2 Clinical Skill Development Lab [1 Hrs.]
 Identify different parts of airway devices
 Students will discuss on the progress of the week’s teaching-learning

Interactive Lecture and/ or Discussion Airway management [1Hrs.]
 Clinical Airway management modalities

Hospital clinical practice [2 Hr.]
Week 3  Difficult airway management
Page 195 of 397

Required
Reading
 Difficult airway management

Interactive Lecture and/ or Discussion Airway management [1Hrs.]
 Difficult Airway Management

Seminar on: [1hr]
Week 4
 Features of a difficult airway (unanticipated or anticipated)
Hospital clinical practice [2 Hr.]

Interactive Lecture and/ or Discussion Airway management [1/2 Hrs.]
 Complications of different airway management modalities
Clinical Skill Development Lab [1&1/2 Hrs.]
 Preparing airway and ancillary equipment

 BMV ventilation Assignment and
Week 5 home studies on
Hospital Practice/ Visit [ 2 Hr.] equipment
utilized in airway
 Guided clinical practice under senior supervision
management

Interactive Lecture
Small group discussion -- [1hr]
 Alternative techniques for intubation
Week 6 Clinical Skill Development Lab [1 Hrs.]
 Performing endotracheal intubation
Hospital Practice/ Visit [ 2 Hr.]
Week 7 Interactive Lecture and Discussion on Airway management (1/2 Hrs.) Reading
assignment on
 Video-assisted lecture on Cricothyrotomy
Page 196 of 397

Required
Reading
ASA and DAS

Clinical skill lab Demonstration -- [1/12 Hrs.] guidelines
 Intubation and cricothyrotomy on mannequins

Interactive Lecture and Discussion on Airway management (1/2 Hrs.)
 Potential threats to the airway
Clinical skill lab Demonstration -- [1&1/2 Hrs.]
 Simulated practice on difficult airway management

Week 8

Interactive Lecture and/or Discussion Airway management [1 Hrs.]
 Interactive lecture + video demonstration + on awake fibre-optic

intubation

Week 9
 Endotracheal intubation simple airway maneuvers
 Use of supraglottic devices (SGDs)
 Perform Extubation on tracheostomy
Page 197 of 397

Required
Reading

Interactive Lecture
Small group discussion: [1hr]
 Complications of tracheostomy and tracheostomy care
 Predicting and preparing patients with anticipated difficult airway

 Video assisted intubation, retrograde wire intubation and sub-mental
Week 10
intubation

Interactive Lecture and Discussion Airway management (1 Hr.)
 Managing anticipated and unanticipated difficult airway (difficult mask

Week 11 ventilation, difficult laryngoscopy, difficult intubation, can’t intubate,
can ventilate and can’t intubate, can’t ventilate conditions)
 Managing unanticipated difficult airway (difficult mask ventilation,

difficult laryngoscopy, difficult intubation, can’t intubate, can ventilate
and can’t intubate, can’t ventilate conditions)
 Video presentation + SLD
o Difficult airway management
Page 198 of 397

Required
Reading

Interactive Lecture and Discussion Airway management (1/2 Hr.)
 Managing anticipated and unanticipated difficult airway (difficult

mask ventilation, difficult laryngoscopy, difficult intubation)
Case-based discussion--- [1/2hour]
 Difficult airway management plan

Week 12 difficult laryngoscopy, difficult intubation)


difficult laryngoscopy, difficult intubation)
Video presentation + SLD

Week 13

Difficult airway management
Page 199 of 397

Required
Reading

 Managing anticipated and unanticipated difficult airway (can’t

intubate, can ventilate and can’t intubate, can’t ventilate conditions)
Clinical Skill Development Lab [1/2 Hrs.]

Week 14

Interactive Lecture and Discussion Airway management (1/2 Hr.)
 Managing anticipated and unanticipated difficult airway (can’t

intubate, can ventilate and can’t intubate, can’t ventilate conditions)
Week 15
 Managing unanticipated difficult airway (can’t intubate, can ventilate

Page 200 of 397

Required
Reading

o Can’t intubate, can ventilate, and can’t intubate, can’t
ventilate conditions

Case-based discussion--- [1 hour]
 Managing unanticipated difficult airway (can’t intubate, can ventilate

Week 16
 Students will discuss on the progress of the week’s teaching learning

Page 201 of 397

Pharmacology for Anesthetists
Module Title: Pharmacology for Anesthetists
Module ECTS: 5 ECTS
Module Description: This module is designed for third-year baccalaureate in anesthesia

students to enable them to achieve the required knowledge, attitude, and skill in anesthetic
pharmacology and airway management to apply basic anesthesia care.
Module Objective
At the end of this module, students will be able to select and administer appropriate anesthetic
drugs; adjuvants, and other classes of drugs used in anesthesia practices.
Module Competencies
 Select and administer appropriate anesthetic drugs, adjuvants, and other classes of drugs used
in anesthesia practices
Learning Outcomes
 Describe the principles of pharmacodynamics, pharmacokinetics, teratogenicity, and toxicity of
anesthetics drugs and adjuvants.
 Explain the indications, contraindications & adverse effects of commonly used IVAA
 Recognize the right dose, route & concentration of commonly used IVAA
 State the different systemic effects of commonly used IAA
 Describe the indications, contraindications & adverse effects of commonly used IAA
 Explain the mechanism of action of local anesthetics along with peripheral nerve anatomy
 Outline the indications, contraindications & adverse effects of commonly used LA
 Recognize and Manage local anesthetic toxicity
 Describe the neuromuscular anatomy physiology & mechanism of action of (muscle relaxants)
 State the different systemic effects right dose and route of commonly used muscle relaxants
 List the indications, contraindications & adverse effects of commonly used MRs
 Describe the principles & purpose of antagonism of neuromuscular blockade
 Describe the mechanism of action for different types of NSAIDs including Paracetamol
 Describe the role of NSAIDs in the WHO analgesic ladder for the management of perioperative
pain
 Differentiate the indications, contraindications, and side effects of NSAIDs
 State the systemic effects of opioids
 Describe indications contraindications and adverse effects of opioids
 Explain the safe usage including the rate and dangers of addiction to commonly used opioids
Page 202 of 397

 Recognize the use of opioids antagonists along with their mechanism of action
 List the different types of cholinergic and anticholinergic drugs along with their mechanism of
action
 Differentiate the indications, contraindications, and systemic adverse effects of cholinergic and
anticholinergic.
 Describe the use of different classes of BDZs and their clinical use
 State the systemic effects of BDZs
 Describe the adverse effects of BDZs
 Rationalize the use of BDZs antagonists
 List classifications of Adrenergic agonist drugs
 Describe the mechanism of action of Adrenergic agonist drugs
 Differentiate the indications, contraindications, and systemic adverse effects of Adrenergic
agonist
 State the systemic effects of anti-emetics
 Explain the indication contraindication of anti-emetics
Prerequisite: System-based modules

 DOP, PCE, CBD
 Case study
 PBL cases

 Textbooks
 Writing board
 Posters
 LCD Projector
 Laptop and Videotape
Formative
 Essay exams, quizzes, and practical test (direct observation of skills)

Page 203 of 397

 OSCE
 WPBAs (DOP, PCE, CBD)

o Written exam =40%
o OSCE = 10%
o A minimum of 2 Direct Observed Procedures (DOP) - 10%
o A minimum of 5 Case Base Discussions (CBD) - 10%
o A minimum of 5 Practical Clinical Evaluations - 10%
Possible Summative assessment areas for:
 Direct Observed Procedure (DOP)

o Prepare the right drug with the appropriate concentration
o Adjust drug dose depending on the patient’s status
o Choose appropriate drugs for a specific patient
 Case Based Discussion (CBD)
o Managing Side effects of anesthetic drugs
o Appropriate selection of drugs for patient
o Allergic reaction management
o Drug interaction
 Objectively Structured Clinical Examinations (OSCE)
o Write-up station presenting a case scenario that will facilitate decision-making regarding
the right choice of drug, dose, and management.
Module Policy

legislation.
Reference Books
Page 204 of 397

1. Paul G Barash: Handbook of Clinical Anesthesia (6th edition). Lippincott Williams & Wilkins
publications, 2009.
2. Paul G Barash: Clinical Anesthesia (6th edition). Lippincott Williams & Wilkins publications, 2006.
3. Ronald D. Miller: Millers Anesthesia (7th edition). Churchill Livingstone publication, An Imprint of
Elsevier, 2009.
4. Ronald D. Miller: Basics of Anesthesia (6th edition). Saunders, an imprint of Elsevier, 2011.
7. Paul G Brash: Clinical Anaesthesia (7th edition). Lippincott Williams &Wilkins publications, Inc.,
2014.
8. Ronald D. Miller: Millers Anaesthesia (8th edition). Churchill Livingstone publication, An Imprint of
Elsevier, 2015.
9. G. Edward Morgan: Clinical Anaesthesiology (5th edition). McGraw-Hill Companies, Inc., 2006
10. Ronald D. Miller: Basics of Anaesthesia (7th edition). Saunders, an imprint of Elsevier Inc. 2011.
11. James C. Duke: Duke’s Anaesthesia Secretes (5th edition). Saunders, an imprint of Elsevier Inc.
2016.
15. Continuing Professional Development (CPD) Guideline for Health Professionals in Ethiopia.
http://www.emacpd.org/sites/default/files/resource_center/CPD_Accreditation_Guide_Final_Ma
rch
16. _20131.pdf
17. Gwen Van Servellen. Communication skill for the Health Care Professional: Concepts Practice.
Jones and Bartlett Publisher. 2018
Page 205 of 397

Module Schedule (lecture hours = 38hrs, group discussion=6.5 hrs, Seminar = 4hr, Case studies
= 2 hrs, Skill Lab. =3 hrs; Hospital clinical practice=38 hrs, total hrs= 78hrs)
Week Learning Activity Required

Reading
Reading
Overview of the Module including (0.5Hr) Assignment
 Structure and design on:
 Education strategies  Pharmacok
 Core competencies inetics and
 Teaching and learning methods pharmacod
 Assessment methods ynamics
WEEK 1
Interactive lecture and discussion (1.5 Hrs.)
 Principles of pharmacology
 Pharmacokinetics and pharmacodynamics of IVAA
 Ideal properties of IVAA
Skill lab on [2 Hrs.]:
 IVAA preparation, titration, labeling and dose adjustment (2 hr)
Interactive Lecture and Discussion on: [2 Hrs.]
 Systemic effects of commonly used IVAA [0.5]
Group discussion & presentation on:
 Indication contraindication and adverse effects of IVAA (1 HR)

WEEK 2
Case study:
 Right dose, route & concentration of commonly used IVAA (0.5 HR)
Hospital Practice/ Visit [2hrs]: Supervised practice on:
 Anesthetic drug preparation, and labeling

 Anesthetic drug dose adjustment
Page 206 of 397

Interactive Lecture and Discussion on: [5.5 Hrs.]
 Pharmacokinetics and pharmacodynamics of different IAA [2 hr]

WEEK 3
Hospital Practice/ Visit [2hrs]
 Anesthetic drug preparation and labeling

 Anesthetic drug dose adjustment
Interactive Lecture and Discussion on:
 MAC of commonly used IAA and ideal properties [1 hr]

WEEK 4
 Factors affecting MAC [1 hr]
 Observe effects of commonly used IAA on patient hemodynamic status

 Practice drug preparation, IV cannulation
Reading
Group discussion & presentation on: Assignment
 Indications, contraindications & adverse effects of commonly used IAA Dose & on:
concentration of commonly used IAA = [1 Hrs.]  Neuromusc
ular
WEEK 5
Case study: anatomy

 Right choice and concentration of commonly used IAA [0.5hrs] physiology
 Observe the effects of commonly used IAA on hemodynamic status

 Neuromuscular anatomy physiology and mechanism of action and structure-

activity relationships of LAs with peripheral nerve anatomy [1Hr.]
WEEK 5
 Different classes LA with their anesthetic implications = [1 Hr.]
 Observe effect of commonly used AA on patient hemodynamic status

Page 207 of 397

 Adverse effects and importance of local anesthetic additives of commonly used
LAs=[1Hrs.]

WEEK 6
 Identification and management of LAs toxicity= [1Hrs.]

 Practice drug preparation
 Indications, contraindications of LA [0.5 Hr.]
Case study:
 Identification and management of LAs toxicity= [0.5Hrs.]

WEEK 7
Interactive Lecture and Discussion [6.5 Hrs.]
 Neuromuscular anatomy physiology & MOA of muscle relaxants=[1Hr.]
 Observe the effect of commonly used AA on patient hemodynamic status

 Pharmacokinetics, the pharmacodynamics of different classes of muscle relaxants

WEEK 8
= [1.5 Hrs.]
Hospital Practice/ Visit [2hrs]: Supervised practice

Page 208 of 397

Interactive Lecture and Discussion [2 Hrs]
 Different classifications of NMBDs and Systemic effects of commonly used muscle

WEEK 9
relaxants with dose and routes = [2Hrs.]

 Indications, contraindications & adverse effects of commonly used Muscle

Relaxants = [1Hr.]’
 Principles & purpose of antagonism of neuromuscular blockade = [0.5Hrs.]
WEEK 10
Case study:
 On complication related to a selected muscle relaxant [0.5Hrs.]

Seminar presentation and Discussion on: [2 Hrs.]
 Mechanism of action for different types NSAIDs including Paracetamol =[0.5Hr.]

 Indications, contraindications and side effects of NSAIDs = [0.5Hrs.]
 Systemic effects of different types of NSAIDs = [0.5Hrs.]
WEEK 11
 WHO analgesic ladder = [0.5Hrs.]
Hospital Practice/ Visit [2hrs]: Supervised and practice on:

 Assessment and monitoring of acute surgical and non-surgical pain
 Monitoring side effects of medication
Page 209 of 397

Interactive Lecture and Discussion [3.5Hrs.]
 Distribution of opioid receptors in the body along with MOA of opioids [1Hr.]
 Pharmacokinetics & pharmacodynamics of different opioid analgesic agents=
[1Hrs.]
WEEK 12

 Indications contraindications and adverse effects of opioids[1hrs]

 Opioid antagonists along with MOA = [0.5Hrs.]
Skill lab on:

WEEK 13
 Muscle relaxant drugs preparation, titration, labeling and dose adjustment

[0.5Hrs.]

Interactive Lecture and Discussion [4hrs]
 Pharmacokinetics and pharmacodynamics of different classes of cholinergic and

anticholinergic drugs = [1Hrs.]
 Different types of cholinergic and anticholinergic drugs along with their
WEEK 14
mechanism of action and systemic effects = [1Hrs.]

Page 210 of 397

 Indications, contraindications, and systemic adverse effects of Cholinergic and

anti-cholinergic = [1 Hrs.]
Group discussion and presentation on:

WEEK 15
 Dangers of addiction related to opioid tolerance & drug dependence [1Hr.]

 Pharmacokinetics & dynamics and MOAs of different classes of commonly used

BDZs =[1 Hr]
 Use and side effects of BDZs = [0.5 Hrs.]
WEEK 16
 Antagonizing BDZs overdose = [0.5 Hrs.]’

Interactive Lecture and Discussion [5.5 hrs]
 Pharmacokinetics and pharmacodynamics of different classes of commonly used

adrenergic agonist agents = [1.5 Hrs.]
WEEK 17

Page 211 of 397

Group discussion and presentation on [2 hrs]
 Classifications of Adrenergic agonist drugs and their MOA[1hr]

 Indications, contraindications and systemic adverse effects of Adrenergic agonist
[1hr]
WEEK 18

Seminar presentation and Discussion on: [2Hrs.]
 Pharmacokinetics, pharmacodynamics of anti-emetics and their MOA[1HR]

 Indication contraindication of anti-emetics [1HR]
WEEK 19
 Practice drug preparation,

Skill lab on:
 Adrenergic agonist preparation, titration, labeling & dose adjustment [0.5Hrs.]

WEEK 20
Hospital Practice/ Visit [2hrs]: Supervised practice on

Final Exam: out 0f 40%
Page 212 of 397

General surgery & thoracic emergency anesthesia
Module Title: General surgery & thoracic emergency anesthesia

to enable them to provide anesthesia for gastrointestinal, genitourinary, hepato-biliary, endocrine,
oncologic, and thoracic emergency surgeries. This Module will be addressed through Interactive
lectures, seminar presentations, group discussion, problem-based learning (PBL), Case Based
Learning (CBL), Skill Development Lab (SDL) demonstration, and supervised practice in a
simulated environment and real hospital setting.
Module Objective
At the end of this module, students will be able to provide anesthesia for different general surgical
procedures and thoracic emergency surgeries
Module Competencies
 Provide anesthesia for different general surgeries
 Provide Anesthesia for thoracic emergency Surgeries
Learning Outcomes
 Describe the anatomy of the GI system
 Discuss the physiology of the GI system
 Describe the common pathophysiology of GI disorders
 Perform preoperative anesthetic evaluation for GI surgery
 Interpret common investigation results of GI disorders
 Explain the effect of different drugs on the GI system
 Optimize patients for GI procedures
 Discuss the anesthesia considerations for GI surgeries
 Manage intraoperative anesthesia for thoracic emergency surgeries
 Manage intraoperative complications during GI surgeries
 Manage postoperative pain for GI surgeries
 Manage postoperative complications associated with GI procedures
 Describe the anatomy of GUS
 Explain the physiology of GUS
 Explain the effect of different drugs on GU function
 Describe the common pathophysiology of GU disorders
 Perform preoperative anesthetic evaluation for GU surgery
 Interpret common investigation results of GU disorders
 Optimize patients for GU procedures
 Discuss anesthesia considerations for GU surgeries
 Manage intraoperative anesthesia for GU surgeries
Page 213 of 397

 Manage intraoperative complications of GU surgeries
 Manage postoperative pain for GU surgeries
 Manage postoperative complications associated with GU procedures
 Describe the anatomy of the liver and biliary ducts
 Discuss the physiology of liver and biliary ducts
 Describe the common pathophysiology of hepatobiliary disease
 Discuss the function of the liver on drug metabolism
 Explain the effect of different drugs on hepatic function
 Interpret common investigation results of hepatobiliary diseases
 Analyze the effect of anesthesia and surgery on Hepatic function
 Perform preoperative anesthetic evaluation for hepatobiliary surgery
 Explain Anesthetic considerations for laparoscopic surgery
 Optimize patients for hepatobiliary surgery
 Discuss the anesthetic considerations for hepatobiliary surgery
 Manage intraoperative anesthesia for hepato-biliary surgeries
 Manage anesthesia-related complications during hepatobiliary surgeries
 Manage postoperative pain for hepatobiliary surgeries
 Manage postoperative complications associated with hepatobiliary procedures
 Describe the physiology of the endocrine system
 Describe the common pathophysiology of endocrine disorder
 Explain the effect of different drugs on endocrine function
 Interpret common investigation results of endocrine disorders.
 Perform preoperative anesthetic evaluation for endocrine surgery.
 Optimize patients for endocrine surgery
 Discuss the anesthesia considerations during endocrine surgeries
 Manage intraoperative anesthesia for endocrine surgeries
 Discuss complications related to endocrine surgeries
 Manage postoperative pain for endocrine surgeries
 Manage postoperative complications associated with endocrine procedures.
 Describe the anatomy of the thorax relevant to thoracic surgery
 Discuss the physiology of the thorax relevant to thoracic surgery
 Explain the effect of different drugs on the respiratory and cardiovascular system
 Describe the common pathophysiology of thoracic emergencies
 Perform preoperative anesthetic evaluation for thoracic emergency surgery
 Interpret common investigations and imaging modality results of thoracic emergency
 Discuss the effects of positioning, relaxation, and anesthesia on respiratory mechanics
 Optimize patients for thoracic emergency surgery
 Perform DLI for thoracic emergency surgeries
 Manage one-lung ventilation during thoracic emergency surgeries
 Manage intraoperative anesthesia for thoracic emergency surgeries
 Manage postoperative pain for thoracic emergency surgeries
 Manage postoperative complications associated with thoracic emergency procedures
 Participate in the management of anesthesia for elective thoracic surgical procedures
 Describe pathophysiology of cancer on different system
Page 214 of 397

 Identify effect of chemo/radio therapy on different system
 Describe the pharmacologic consideration of cancer patients
 Interpret common investigation results for oncologic surgery
 Perform preoperative anesthetic evaluation for oncology surgery
 Optimize oncology patients for surgery
 Discuss the anesthesia consideration of patients with cancer
 Manage intraoperative anesthesia for oncologic surgeries
 Manage postoperative pain for oncologic surgeries
 Manage postoperative complications associated with oncologic procedures
 Maintain motivation, compassion, and respect throughout the management of patients
 Maintain proper perioperative anesthesia documentation for all surgeries
 Group discussion
 PBL
 Case-based learning
 Morning discussions
 Roleplay
 Case study
 OR teaching
 Portfolio
 Clinical simulation/ demonstration at skills lab
 Video show
 Inter-professional learning experience in the hospital
 Textbooks
 Writing board
 Posters
 Anatomic models
 LCD Projector
 Cases/problems for CBL/PBL
Formative
 Essay exams, quizzes, and practical tests (direct observation of skills)
 Portfolio
Page 215 of 397

 Logbook
 OSCE
o Written exam =30%
 Skill assessment = 60%
o Objectively Structured Clinical Examination (OSCE) = 20%
o Minimum 5 DOPS = 10%
o Minimum 6 PCEs = 10%
o Minimum 5 CBD = 10%
o Continuing Assessment = 10%
Suggested skill assessment areas
 OSCE = History taking, P/E, IV cannulation, NGT insertion, Blood transfusion, RSI,
intubation, LMA, Spinal Anesthesia, Lung isolation (DLT/single lumen tube with/without
bronchial blocker)
 DOPS = RSI, intubation, LMA, SA, Hx taking, P/E, IV cannulation, NGT insertion, Blood
transfusion, Lung isolation (DLT/single lumen tube with/without bronchial blocker), TAP,
caudal, rectus sheath block, inguinal block
 PCE: holistic performance of a student on the perioperative patient management,
communication skills, teamwork, equipment preparation and handling, patient handover
and pain management regarding general, urologic, hepatobiliary, thoracic emergency
and oncologic surgeries.
 CBD: at least one case from each surgical procedure under this module that is
performed with the involvement of the student. Cases for CBD will be selected by the
student with the consultation of the tutor.
Module Policy
 Attendance: It is compulsory to attend both theoretical and practical teaching on time and
every time. If a student misses more than three classes and/or one practical attachment
day during this module delivery time, s/he will not be allowed to seat on the final
assessment unless otherwise proven by evidence per legislation requirement.
assessments on time. Uncompleted work-based assessments and assignments will result
in Incomplete (I) grade submissions to the registrar. Further consecutive procedures will
be handled in line with institutional senate legislation.
Reference Books
1. Clinical anesthesiology, 5th Edition. G. Edward Morgan
2. Principles and procedures in anesthesiology, Philip L. Liu.
3. Text book of anesthesia, Smith and Aithenheas’s, 3rd Edition
4. Basic Sciences in Anesthesia books 2018
Page 216 of 397

5. Miller’s Anesthesia, RonaldD. Miller 8th edition, 2015
6. Clinical Anesthesia, PaulG. Barash, 8thedition,2017
7. Stoelting’s Anesthesia and Co-Existing Disease 7th edition,2018
8. Anesthesia for urologic surgery Daneil M. Gainsburg, 2014
9. Basic Physiology for Anesthetist, David Chambers
10. Liver anesthesiology and critical care medicine 2nd edition 2018
Page 217 of 397

Module Schedule (Lecture = 34Hrs, Skill lab = 2 Hrs, PBL/CBL=27 Hrs, Seminars = 11Hrs,
Group Discussion = 6Hrs, Clinical practice = 180hrs, Self-study=37hrs; Total=297hrs)
Required
Reading
Seminar on the Gastrointestinal system [2Hrs]
 Pathophysiology of the gastrointestinal system
 Pharmacologic consideration of the GI system
Interactive lecture on perioperative Anesthetic management of GI

disorders [2 Hrs.]
o Anatomy and
 Hiatal hernia physiology of the
 Achalasia gastrointestinal
 APR system
 Appendectomy
Week 1
o Pathophysiology
Hospital Practice [9 Hrs.]: Supervised practice on: and investigation
 Preoperative patient assessment, optimization, preparation modalities of
 Observation of anesthesia management for patients common GI
undergoing general & urologic surgery in: disorders
o Pre-anesthesia clinic
o Morning sessions
o Operation theatre
o PACU/recovery room
o Wards
Week 2 Interactive Lecture on perioperative management of GI disorders
[2Hrs]
 PUD and Gastric ulcer
 Acute appendicitis
 Acute pancreatitis
 Peritonitis
o Pathophysiology
 Rectal Ca of GI disorders
 Anal stenosis/ imperforated anus o Acute
Cholecystitis
PBL/CBL (2Hrs.)
o Hernia
 A case of bowel obstruction/abdominal distension o Sepsis
Hospital Practice [9 Hrs.]: Guided practice on: o Colonic cancer
o Gastric outlet
 Preoperative patient assessment, optimization, preparation
obstruction
 Observation of anesthesia management for patients
undergoing general & urologic surgery in:
o Pre-anesthesia clinic
o Morning sessions
o Operation theatre
o PACU/recovery room
Page 218 of 397

Required
Reading
o Wards
Week 3 Group discussion [2Hrs.]
o Patient optimization for appendectomy and acute
pancreatitis (fluid management, drug consideration)
PBL/CBL (2Hrs.)
o A case of bowel obstruction/abdominal distension; cont’d o Anesthesia
management for
Hospital Practice [9 Hrs.]: Supervised and guided practice on: abdominal
o Preoperative assessment trauma
o Morning session
o Intraoperative management
o Postoperative management or patients undergoing general

& urologic surgery
Week 4 Interactive lecture on the perioperative anesthetic management of
GI disorders [2 Hrs.]
 Fistulectomy
 Esophageal diverticulum
 Laparotomy o Management of
 GJ +TV Postoperative
complications
PBL/CBL [2Hrs.]: a case of rectal bleeding associated with
emergency
Hospital Practice [9 Hrs.]: Supervised and guided practice on: laparotomy and
 Preoperative assessment GJ +TV
 Morning session
 Intraoperative management
 Postoperative management or patients undergoing general &
urologic surgery
Week 5
Interactive lecture on perioperative management of Genitourinary o Anatomy and
system disorders [3Hrs.] physiology of
 Acute renal failure genitourinary
 Chronic renal failure system
 Nephrolithiasis o Pharmacological
 Pharmacologic considerations in renal diseases consideration of
the genitourinary
PBL/CBL [1Hrs.]: a case of rectal bleeding; Cont’d… disorders
o Types and
Hospital Practice [9 Hrs.]: Supervised and guided practice on: purpose of
 Preoperative assessment dialysis
 Morning session o procedures
Page 219 of 397

Required
Reading
 Postoperative management or patients undergoing general & o Renal failure and
urologic surgery fluid electrolyte
disturbance
Week 6
Interactive lecture on perioperative management of Genitourinary
disorders [3Hrs]
 Glomerulonephritis
 Pyelonephritis
 Nephritic syndrome
 Hydronephrosis o Pathophysiology
PBL/CBL (1Hrs.): a case of difficulty in urination of genitourinary
disorders
Hospital Practice [9 Hrs.]: Supervised and guided practice on:
 Preoperative assessment
 Morning session
urologic surgery
Week 7
PBL/CBL (2Hrs.): a case of difficulty of urination; Cont’d
o Effect of different
Group discussion (2Hrs) on: surgical
 Assessment, optimization, and preparation of patients with positioning on
anesthesia
renal diseases
management of
urologic surgery
o Electrolyte
 Preoperative assessment imbalance and
 Morning session acid-base
 Intraoperative management disturbance
urologic surgery
Interactive Lecture on the perioperative anesthetic management
of GU disorders [2Hrs.]
 Approaches of Prostatectomy
 Lithotripsy
 Post-operative complications of prostate surgery and
Week 8 anesthesia
PBL/CBL [1Hrs.]: a case of generalized body swelling

Page 220 of 397

Required
Reading
 Morning session
urologic surgery
PBL/CBL [1Hrs.]: a case of generalized body swelling; Cont’d ….
Seminar presentation [2Hrs.] o Anatomy of the

 Anesthetic management of renal tumors hepatobiliary
system
PBL/CBL (2Hrs): a case of yellowish discoloration of the eyes o Effect of different
drugs on hepatic
Week 9 Hospital Practice [9 Hrs.]: Supervised and guided practice on: function and
 Preoperative assessment effect of the liver
 Morning session on the
 Intraoperative management metabolism of
 Postoperative management or patients undergoing general & the different
drugs
urologic surgery
PBL/CBL (1Hrs): a case of yellowish discoloration of the eyes; cont’d

o Pathophysiology
Seminar on: and investigation
 Common chronic liver diseases and anesthesia considerations modalities of
(3Hrs.) Hepatobiliary
Week 10 disorders
Hospital Practice [9 Hrs.]: Supervised and guided practice on: o Hepatitis
 Preoperative assessment o Liver cirrhosis
 Morning session o Hepatomegaly
 Intraoperative management o Cholelithiasis
 Postoperative management or patients undergoing endocrine,
hepatobiliary, general & urologic
Interactive lecture on the perioperative anesthetic management of
hepatobiliary surgery[2Hrs]
 Exploration
 Cholecystectomy
o Liver
Group discussion [2Hrs] transplantation
Week 11
 Pancreatic surgery (Whipple’s procedure) o Liver trauma

 Morning session
Page 221 of 397

Required
Reading
Interactive lecture on the perioperative anesthetic management of
hepato-biliary surgery [2Hrs]
 Liver resection
 Liver failure
PBL/CBL [2Hrs.]: a case of abnormal coagulation profile

o Hepatocellular
Week 12
carcinoma
 Morning session
Interactive Lecture on introduction to anesthesia for endocrine

surgery [3Hrs.]
 Physiology of thyroid, parathyroid, suprarenal gland
 Effect of different drugs on endocrine function
o Anatomy of the
 Anti-thyroid drug and anesthesia
endocrine
system
Week 13 PBL/CBL [1Hrs.]: a case of abnormal coagulation profile; Cont’d…
o Investigations of
the endocrine
system
 Morning session
Page 222 of 397

Required
Reading
PBL/CBL (2Hrs.): a case of anterior neck swelling/abnormal TFT
Seminar presentation on [2Hrs]

 Anesthesia management of toxic goiter o Hypo/hyperparat
hyroidism
Hospital Practice [9 Hrs.]: Supervised and guided practice on: o Hypo/hyperaldos
tronism
Week 14 o Pheochromocyto
 Morning session
ma
 Intraoperative management o Conn’s disease
 Postoperative management or patients undergoing endocrine, o Cushing
hepatobiliary, general & urologic surgeries syndrome
PBL/CBL (1Hrs.): a case of anterior neck swelling cont’d …
Interactive lecture on the perioperative Anesthetic management

of common endocrine surgery [3Hrs]
 Thyroidectomy
 Tymectomy
 Resection of adrenal tumors
 Parathyroidectomy
Week 15  Mastectomy

 Morning session
hepatobiliary, general & urologic surgeries
Interactive Lecture on:

Introduction to anesthesia for thoracic emergency surgery [3Hrs]
 Anatomy
 Physiology
 Pharmacologic consideration of thoracic emergency
o Effect of
Week 16
positioning on
PBL/CBL [1Hrs.]: a case of chest trauma
lung mechanics

 Morning session
Page 223 of 397

Required
Reading
hepatobiliary, general & urologic surgeries
PBL/CBL [2Hrs.]: a case of chest trauma; Cont’d…

Interactive Lecture on pathophysiology and investigation
modalities of thoracic emergency [2Hrs.] o Basic x-ray,
 Perioperative Anesthesia management of common thoracic ECG
interpretation
emergency surgeries
o Pneumothorax
Week 17  Lung isolation (indications and techniques)
o Hemothorax
o Pulmonary
contusions
 Preoperative assessment o Cardiac
 Morning session tamponade
 Postoperative management or patients undergoing emergency
thoracic, endocrine, hepatobiliary, general & urologic surgeries
Seminar presentation [2Hrs] on:

 Anesthetic consideration for lung resection
o Video
Demonstration [2Hrs] o Double-lumen
 Double lumen tube insertion tube insertion
 DLT o Chest x-ray and
ECG
Week 18  Bronchial blockers
interpretation
o Anesthetic
management for
cardiac
 Morning session emergencies
Interactive Lecture on introduction to anesthesia for oncologic
surgery [2Hrs.]
o Effect of
 Pathophysiology
chemo/radiother
 Pharmacology
apy on different
Week 19 body system
PBL/CBL [2Hrs.] a case of gastric cancer
o Relevant
investigation
modalities for
 Preoperative assessment cancer patients
 Morning session
Page 224 of 397

Required
Reading
Interactive lecture on perioperative anesthesia management of

Oncologic disorders [3hrs]
 Breast cancer
 Colonic cancer
 Renal cell carcinoma
Week 20
 Thyroid cancer
PBL/CBL [1Hrs.] a case of gastric cancer; Cont’d …
Exam (4Hrs)
Page 225 of 397

Regional anesthesia and pain management
Module Title: Regional anesthesia and pain management

Module ECTS: 9 ECTS
to enable them to manage regional anesthesia and pain in both inpatient and outpatient settings.
They will be equipped to become an effective member of a multidisciplinary team in providing
regional anesthesia and pain medicine services with an in-depth understanding of the importance
of managing pain in a timely manner.
Module Objective
At the end of this module, students will be able to provide regional anesthesia and acute pain
management for surgical and non-surgical patients in a compassionate, respectful, and caring
manner.
Module Competencies
 Provide regional anesthesia
 Manage pain in surgical and non-surgical patients
Learning Outcomes
 Explain the different types of regional anesthesia
 Identify the distinctive features of regional anesthesia from GA
 Describe clinically relevant anatomy for performing regional anesthesia
 Describe pain pathways and dermatomes
 Explain the pharmacology of local anesthetics for regional anesthesia
 Identify ways to improve the intensity and duration of local anesthetic agents
 Describe the concerns of anticoagulation in performing regional anesthesia
 Perform preoperative evaluation
 Prepare relevant equipment and drugs for regional anesthesia
 Identify indications & contraindications of regional anesthesia
 Identify the optimum position for specific regional anesthesia
 Monitor patients with regional anesthesia intraoperatively
 Perform spinal block
 Assist on caudal block
 Perform ankle and digital blocks
 Perform abdominal field block
 Manage patients who already had epidurals
 Explain different peripheral nerve blocks using the loss of resistance technique
 Manage complications of regional blocks
 Describe discharge criteria from PACU
 Monitor patients with regional anesthesia postoperatively
Page 226 of 397

 Manage pain effectively in different settings using national and WHO guideline
 Discuss the anatomy and physiology of pain including nociceptive, visceral, and
neuropathic pain.
 Discuss the different classifications of pain.
 Describe drugs used to manage pain and their pharmacology
 Describe the assessment methods of pain and management of surgical and non-surgical
pain.
 Describe a basic understanding of acute and chronic pain in adults.
 Explain the importance of the psychosocial aspects of pain.
 Describe the organization and objectives of an acute pain service.
 Describe the requirement for the multidisciplinary management of chronic pain.
 Demonstrate the assessment and perioperative management of pain in opioid-
dependent patients
 Demonstrate the ability to assess and manage acute pain for special groups which
include children, infants, elders, the cognitively impaired, those with communication
difficulties, and the unconscious and critically ill patients.
 Demonstrate the ability to undertake a significant role in a pain management service.
 Demonstrate the importance of regular ongoing monitoring of pain management/follow-
up.
 Engage in a multidisciplinary approach in the management of pain
 Roleplay
 Case report/study
 Portfolio
 Video show
 Demonstration (at skills lab and Basic Sciences lab)
 Textbooks
 Writing board
 Posters
 Anatomic models
 LCD Projector
Page 227 of 397

Formative
 OSCE
 Cognitive assessment = 40%
o Written exam = 30%
o OSCE = 20%
o A minimum of five Direct Observed Procedures (DOPS) - 10%
o A minimum of four Case Base Discussions (CBDs) - 10%
o A minimum of five Practical Clinical Evaluations (PCEs) - 10%
o Continuing assessment – 10%
o Lumbar puncture
o TAP
o Rectus sheath block
o Ankle block
o Caudal block
o Regional anesthesia for patients with bleeding disorders
o Regional analgesia for abdominal surgery,
o Perioperative pain management for patients with a history of chronic pain,
o Regional analgesia for anterior neck surgery….
 Practical Clinical Evaluation (PCE)
o Spinal anesthesia for C/S
o Regional anesthesia for gynecological surgery
o Spinal anesthesia for a geriatric patient
o Regional anesthesia for orthopedic surgery
Module Policy
legislation.
Page 228 of 397

Reference Books
1. Harold Ellis: Anatomy for Anesthetists (8th edition). Blackwell Science Ltd, 2004.
Wilkins publications, Inc., 2009.
publications, Inc., 2017.
4. Ronald D. Miller: Miller’s Anesthesia (8th edition). Churchill Livingstone publication, An
Imprint
6. G. Edward Morgan: Clinical Anesthesiology (6th edition). Mcgraw-Hill Companies, Inc.,
2018
2022
8. Ronald D. Miller: Basics of Anesthesia (7th edition). Saunders, an imprint of Elsevier Inc.
2011.
9. Fleisher: Anesthesia and Uncommon Diseases, (5th edition). Elsevier Saunders Inc., 2005
10. James C. Duke: Duke’s Anesthesia Secretes (5th edition). Saunders, an imprint of
Elsevier Inc.2016.
11. Timothy E. Miller: Anesthetic Care for Abdominal Surgery. Elsevier Saunders Inc., 2015.
12. Professional Code of Ethics and Conduct for Midwives Working in Ethiopia. August 2011.
Addis Ababa, Ethiopia.
Page 229 of 397

Module Schedule
Duration: 20 Weeks (Hospital Practice will be parallel to Classroom-based teaching)
Required
Reading
Reading
Module Overview Assignment on:
 Structure and design 
Lecture and Discussion on [2.5 Hrs.]

 Definition of Pain
 Anatomy and Physiology of pain [Surgical stress response,
Pain Processing (Pain pathway), Physiologic effects of pain]
Week 1  Classification and types of Pain
Video Demonstration
Hospital Practice [8 Hrs.]

Supervised practice in the surgical and non-surgical units on:
 Observation of patient-staff encounters at PACU, wards
 Role of anesthetists in different setups/ units
 Work as a team in acute pain management services
Reading
Interactive Lecture and Discussion on [3 Hrs.] Assignment on:
 Assessment and management of acute surgical and non- 
surgical pain
 Assessment and perioperative management of pain in the
opioid-dependent patient

 Assessment and monitoring of acute surgical and non-
Week 2
surgical pain and side effects of medication.
 Assessment of pain in the opioid-dependent patient.
 Effective Communication skills with patients, relatives, and
caregivers including advantages, disadvantages, and side
effects of pain management.
 Application of pain assessment scales
Page 230 of 397

Required
Reading

 Application of pain assessment scales and WHO analgesic
ladder
 Chronic pain in adults
Seminar presentation (1 hr.)
 On pain pathways

 Assessment and monitoring of acute surgical and non-
surgical pain and side effects of medication.
Week 3
 Assessment of pain in the opioid-dependent patient.
 Effective Communication skills with patients, relatives, and
caregivers including advantages, disadvantages, and side
effects of pain management
 Start to complete the module workplace assessment tools:
DOP, PCE, Case reports
Whole Group Session [2Hrs.]

 Students will discuss the progress of the week’s teaching-

 Psychosocial aspects of pain
 Use of opioids in the management of chronic non-malignant
pain
Small group discussion & presentation [1Hr.]
 Objective assessment of acute pain

Week 4
Supervised practice in the surgical and non-surgical units
 Undertake a significant role in acute pain management
services.
 Safe use of equipment used to manage pain including
equipment used for PCA and epidurals.
 Continue to complete the module workplace assessment
tools: DOP, PCE, Case reports
Seminar on [2 Hrs.]
Week 5
 Chronic pain syndrome
Page 231 of 397

Required
Reading

services.
 Assess [thorough history, physical examination, and
interpretation of investigations] chronic pain in adults.
 Monitor pain management
 Continuity of care & communication in the management of
pain.
 Exercise teamwork in the multi-professional management of
pain.
Interactive Lecture and Discussion on [3 Hr.]
 Organization and objectives of pain management services

services.
 Safe use of equipment used to manage pain including
equipment used for PCA and epidurals.
 Observation on assessment of [structured Hx, PE, and
Week 6 interpretation of investigations] and carry out basic
management of chronic pain in adults
 Visit an oncology center
 Assess [structured Hx, PE, and interpretation of
investigations] cancer pain patients.

Week 7  Multidisciplinary management of chronic pain
Group discussion [2 Hrs.]
 Discussion on the role of a multidisciplinary team
Page 232 of 397

Required
Reading

 Assess and manage pain
services.
interpretation of investigations] and carry out basic
 Observation on assessment of {structured Hx, PE, and
management of cancer pain patients.

 Options for perioperative pain management.
 Opioid analgesics
 NSAID
Week 8 Hospital Practice/ Visit [8 Hrs.]

 Become an effective member of a multi-professional pain
medicine services
tools: DOP, PCE, Case reports,
Interactive Lecture and Discussion [3hr]

Regional anesthesia
 Lecture on types/ classifications of regional anesthesia
 General principles and equipment for regional anesthesia
Group discussion on
 Regional vs general anesthesia
Week 9
services.
Page 233 of 397

Required
Reading
management of cancer pain patients.
tools: DOP, PCE, and Case report.
Interactive lecture and discussion on regional anesthesia [2

Hrs.]
 Lecture presentation on relevant anatomy (head and neck)
Skill development lab[1hr]

 General principles and equipment preparation of regional
anesthesia

Week  Observation and guided practice: emergency department,
10 surgical ward, and OPD
 Observe commonly practicing regional anesthesia in OR
 Practicing patient preparation for regional Anesthesia
 Prepare equipment for General anesthesia
 Observe and apply aseptic techniques in Regional
Anesthesia


Regional anesthesia
 Lecture presentation on relevant anatomy (Spine, Upper
extremity, trunk, &lower extremity)
Week
11 Hospital Practice/ Visit [8 Hrs.]
 Observe commonly practicing regional anesthesia in OR
 Practicing patient preparation for regional Anesthesia
 Prepare equipment for General anesthesia
 Observe and apply aseptic techniques in Regional
Anesthesia
Page 234 of 397

Required
Reading
Regional anesthesia
 Lecture revision on the pharmacology of local anesthetics
 Lecture revision on additives and adjuvants for local
anesthesia
Group discussion [1Hr.]
 Group discussion on improving the intensity and duration of
local anesthetics
 Group discussion on bleeding disorders and anticoagulant
Week treatment with RA
12
 Demonstration on positioning related to specific blocks

 Observation and guided practice: emergency department,
surgical ward, and OPD
 Observe the application and usage of local anesthetics
 Observe the application & usage of additives and adjuvants
for LA

Regional anesthesia
 Lecture presentation on Indications and contraindications for
Regional Anesthesia
 Lecture on factors affecting the effectiveness of regional
Anesthesia
Group discussion [1Hr]
 On monitoring patients during regional anesthesia

Week
 Demonstration of monitoring patients during regional
13
anesthesia

 Observe and prepare patients for regional anesthesia
 Use and apply monitoring devices and monitor patients
during regional anesthesia

Page 235 of 397

Required
Reading
coordinators including the department head

Regional anesthesia
 Lecture presentation on Neuraxial blocks (spinal and epidural
anesthesia)

 SDL Demonstration on equipment preparation for Neuraxial
Week
blocks
14
 SDL Demonstration on spinal anesthesia

 Observe equipment preparation for Neuraxial blocks
 Observe spinal anesthesia Techniques
 Observe epidural anesthesia
 Prepare necessary equipment for Neuraxial blocks.
 Perform spinal anesthesia

Regional anesthesia
 Lecture presentation on upper extremity blocks (Brachial
plexus block, wrist, and digital blocks)
 Lecture presentation on the loss of resistance blocks or
abdominal field blocks (TAP block, ilioinguinal block, Rectus
sheaths block…)
 Video show on upper extremity block
 Video show on abdominal field block (TAP block, Rectus
Sheaths block…)
Week
15
 SDL demonstration on patient preparation for Upper and
lower extremity blocks
 SDL demonstration on upper extremity and lower extremity
blocks
 SDL demonstration on the loss of resistance blocks

 Clinical observation on upper extremity blocks (Brachial
plexus block, wrist, and digital blocks)
 Clinical observation on loss of resistance blocks or abdominal
Page 236 of 397

Required
Reading
field block (TAP block, Rectus sheaths block…)
 Clinical observation on cervical plexus blocks
 Clinical observation on intercostal, paravertebral, and erector
spine block
 Perform upper extremity blocks (Wrist and digital blocks)
 Perform loss of resistance blocks (TAP block, Rectus
sheaths block…)


 Lecture presentation on cervical plexus blocks
 Lecture presentation on truncal blocks
 Video show on cervical plexus and truncal blocks

 SDL demonstration on patient preparation for Lower extremity
blocks
 SDL demonstration on Lower extremity blocks
 SDL demonstration on caudal anesthesia
Week
16 Hospital Practice/ Visit [8 Hrs.]
 Clinical observation on lower extremity blocks
 Clinical observation on performance of caudal
 Perform ankle block
 Perform Wrist and digital blocks
 Perform loss of resistance blocks or abdominal field blocks
(TAP block, Rectus sheaths block…)


Week Regional anesthesia
17  Lecture presentation on Lower extremity blocks
 Lecture presentation on the performance of caudal
 Video show on the caudal block
Page 237 of 397

Required
Reading
 Video show on lower extremity block

 Identify the Complications Of regional anesthesia
 Practice prevention and managing complications related to
regional anesthesia
 Case report presentations on possible regional anesthesia
complications


 Complications Of regional anesthesia
 Group discussion and/or seminar presentation on prevention
and managing complications related to regional anesthesia
Week
18
 Practice on postoperative complications of regional blocks
 Apply discharge criteria from PACU
 Apply the principles of PACU monitoring of regional
anesthesia patients
Seminar presentation and Discussion [3 Hrs.]

Regional anesthesia
 Seminar presentation on postoperative complications of
regional blocks
 Seminar presentations on discharge from PACU
 Seminar on PACU monitoring of regional anesthesia patients
Week Hospital Practice/ Visit [8 Hrs.]
19  Observation and guided practice: emergency department,
surgical ward and OPD
 Practice on postoperative complications of regional blocks
 Apply the discharge criteria from PACU
 Apply the principles of PACU monitoring of regional
anesthesia patients
Page 238 of 397

Required
Reading
 Students will discuss on the progress of the week’s teaching
Examination Week [4 Hrs.]
Week
20
Page 239 of 397

Anesthesia for obstetric and gynecologic surgeries
Module Title: Anesthesia for obstetric and gynecologic surgeries

Module Description: This module is designed for the third-year baccalaureate in anesthesia
students to enable them to develop their clinical knowledge, skills, and attitude required for the
perioperative anesthetic management of obstetrics and gynecologic surgeries with emphasis
given to common life-saving procedures and interventions. In this module, students will have
opportunities to review and relate knowledge of biomedical sciences for the diagnosis and
management of patient problems they encounter in clinical settings.
Module Competencies
 Provide perioperative anesthetic care for obstetrics surgical clients
 Provide perioperative anesthetic care for gynecologic surgical patients
 Perform neonatal resuscitation
Module objective
At the end of this module, students will be able to manage perioperative anesthetic care for
common obstetrics and gynecologic surgeries.
Prerequisite: None
Learning outcome
 Describe maternal anatomic, physiologic, and pharmacological changes with its
anesthesia implication during pregnancy (K3)
 Describe uteroplacental and fetal circulation (K3)
 Describe the neonatal physiologic transition period and fetal circulation (K3)
 Explain the risk of anesthesia drugs for pregnant mothers (K3)
 Describe techniques used in labor analgesia (K3)
 Monitor laboring mothers with epidural analgesia (K3, S3)
 Identify fluid and electrolyte management in pregnant patients (K3)
 Describe anesthetic considerations for high-risk parturients undergoing obstetrics
surgeries (K3)
 Provide General anesthesia for elective and emergency cesarean section (K3, S3)
 Provide spinal anesthesia for elective and emergency cesarean section (K3, S3)
 Administer anesthesia for pregnant women undergoing non-obstetric surgery (S3)
 Predict difficult airway in obstetrics (K4)
 Manage difficult Airway in obstetrics (S3)
 Perform pre-operative evaluation for gynecologic clients (K3, S3)
 Optimize patients presenting for pelvic gynecologic surgeries (DVT, neuropathy) (K3)
 Provide safe anesthesia for common gynecologic surgeries/ procedures (K3, S3)
 Perform pre-operative evaluation for common gynecologic malignancies (K3, S3)
Page 240 of 397

 Provide anesthesia for common gynecologic malignancies (S3)
 Provide anesthesia for gynecological laparoscopic procedures (K3, S3)
 Perform obstetric CPR (K4, S3)
 Assemble necessary neonatal resuscitation equipment (K3, S2)
 Perform neonatal resuscitation (S3)

 Video show
 Demonstration
 Case study
 OPD teaching
 Teaching round
 Portfolio
 PBL cases
 Seminars series
 E-Learning
 Journal Club
Assessment Methods:
Formative
 OSCE
o OSCE = 20%
o A minimum of four Direct Observed Procedures (DOPS) - 10%
o A minimum of four Practical Clinical Evaluations (PCEs) - 10%
Page 241 of 397

o Spinal anesthesia
o Intubation
o Neonatal resuscitation
o RSI (rapid sequence induction)
 Case Base Discussions (CBD)
o Preeclampsia and eclampsia
o Gestational DM
o Obstetric hemorrhage
o obstetric with cardiac diseases
 4 Practical Clinical Evaluations (PCE)
o Obstetrics patient assessment and optimization
o Assemble all necessary equipment and perform general anesthesia
o Assemble all necessary equipment and perform spinal anesthesia
o Obstetrics patient handover to PACU
Module Policy

attachment days during this semester, they will not be allowed to take the final
assessment and progress to the next semester unless otherwise proven by evidence, per
the university legislation.
result in Incomplete (I) grade submissions to the registrar. Further consecutive
Reference
1. Curtis Baysinger: Practical approach to obstetric anesthesia(2nd edition); 2016
2. Alpeshahdhi: Principles of critical care in obstetrics volume II; Spinger 2016
3. Vicki Clark: oxford textbook of obstetric anesthesia; oxford 2016
8. G. Edward Morgan: Clinical Anesthesiology (5th edition). McGraw-Hill Companies, Inc.,
2013.
2011.
Page 242 of 397

11. James C. Duke: Duke‘s Anesthesia Secretes (5th edition). Saunders, an imprint of
Elsevier Inc.2016.
12. Timothy E. Miller: Anesthetic Care for Abdominal Surgery. Elsevier Saunders Inc., 2015
Page 243 of 397

Duration: 20 weeks (Hospital Practice will be Parallel to Classroom-based teaching)
Required
Reading
Interactive lecture [3HR]
Physiological changes of a pregnant mother with [3HR]

 Airway
 Respiratory
 Cardiovascular
 GI
 Hematologic
 Renal and liver
 CNS
Hospital practice [9 Hrs.]

Week 1  Observe anesthesia management of obstetric mothers

 Fetal circulation[11/2HR]
 Uteroplacental blood flow[11/2HR]
Week 2 Group discussion for [1/2HR]

 Prevention of fetal exposure to anesthesia drugs

 Hospital-based practice on preoperative evaluation for
obstetric and gynecological patients
Seminar presentation on [2HR]

 On factors affecting placental drug transfer and fetal exposure
to anesthesia drugs [1HR]
Week 3  Amniotic fluid embolism and pulmonary edema in obstetrics
anesthesia [1HR]

 Hospital-based practice on preoperative evaluation for
Interactive lecture [3 HR]
 Preoperative evaluation in obstetric clients [1 1/2HR]
 Difficult airway management in obstetrics surgery [1 HR] Diagnosis and
Video show of [1/2 HR] management of
aspiration
 Management of difficult airway in obstetrics patients
Pneumonitis
 How and why to apply cricoid pressure
Group discussion [1/2HR]
Page 244 of 397

Required
Reading
 Rapid sequence induction for obstetrics patients
Week 4  Preoperative evaluation for obstetrics and gynecology patients
 Airway examination for obstetrics and gynecology patients
 General anesthesia for patients coming for Caesarian section
Interactive lecture for [3HR]

 Anesthesia consideration for obstetric hemorrhage: [2HR]
o APH and PPH
Small group discussions [1HR]

 How to resuscitate a patient with a massive obstetric
Week 5 hemorrhage Uterotonic agents
Skill Development Lab (SDL) [2HR]
 Fluid resuscitation of a patient in shock.
 Preoperative evaluation for obstetric and gynecological
patients
 Fluid and electrolyte management in obstetric patients
continued [1 HR]
 Anesthetic consideration for high-risk pregnancy:
o Preeclampsia
Week 6 Peri-mortum C/S
o Eclampsia
 Selection and administration of drugs for GA
 Administering anesthesia for high-risk parturient
 Evaluate and report findings for high-risk parturient
Interactive lecture
 Anesthetic consideration for high-risk pregnancy continued [1
HR]
Seminar [1 HR]
Week 7
 Cardiopulmonary resuscitation for obstetrics parturient
 Performing cardiopulmonary resuscitation for obstetrics

parturient
Page 245 of 397

Required
Reading
 Hospital-based practice on Cardiopulmonary resuscitation for
obstetrics parturients for patients coming for a caesarian
section
Interactive lecture of [3HR]
 Anesthetic management for obstetrics

o General anesthesia for C/S [1/2 HR]
o Neuraxial anesthesia for C/S [1/2 HR]
o Monitor laboring mothers with epidural analgesia [1
HR]
Video-show [1/2HR]
 How to do spinal anesthesia
Small group discussion of [1/2HR] Epidural

 Complications of Neuraxial anesthesia for C/S patients anesthesia
Week 8
 Management of the complications of spinal anesthesia
Hospital practice on [9 Hrs.]

 General anesthesia for patients coming for a caesarian section
 General and Spinal anesthesia for obstetrics and gynecology
patients
 Labor analgesia
 Preoperative evaluation for obstetric and gynecological
patients
Interactive lecture
 Anesthetic management for obstetrics continued [1HR]
Interactive lecture of [2HR]
Common obstetric comorbidities

 Valvular heart disease[1HR] Pregnant mothers
 Congestive heart failure[1HR] with URTI came
Week 9 Skill Development Lab (SDL) demonstration [2HR] for obstetrics
surgery
 Cardiopulmonary resuscitation for obstetrics parturient
 Anesthesia considerations for patients coming for the
caesarian section with comorbidities
 preoperative evaluation for obstetric patients with
comorbidities
Page 246 of 397

Required
Reading
 Common obstetric comorbidities continued [3HR]
 Ischemic heart disease[1HR]
 Diabetes mellitus during pregnancy and its
management[1/2HR]
 Hypertension[1/2HR]
 Anemia [1/2HR]
 Obesity[1/2HR]

Neonatal
Week 10  Neonatal resuscitation [2HR]
adaptation at birth
 general anesthesia for patients coming for Caesarian section
unit
 Performing anesthesia for parturient coming for non-obstetric
surgery
 general anesthesia for patients coming for Caesarian section
 labor analgesia
 preoperative evaluation for obstetric and gynecological
patients
Interactive lecture of [3 HR]
 Newborn resuscitation[2HR]
Video show [1/2 HR]

 Neonatal resuscitation [1/2 HR]
Week 11
Group discussion [1/2HR]
 Case on neonatal resuscitation

 newborn or neonatal resuscitation at obstetrics operation
theatre, delivery ward, or neonatal intensive care
PBL [3HR]

Pregnant mother
with emergency
Week 12  Obstetric difficult airway
surgical
 General anesthesia for patients coming for caesarian section
procedure
 Labor analgesia
 preoperative evaluation for obstetric and gynecological
patients
Page 247 of 397

Required
Reading

 Safe anesthesia for parturients coming for non-obstetric
surgery[2HR]
Group Discussion[1HR]
 Techniques of anesthesia for parturients coming for non-
Week 13 obstetric surgery

 Performing airway evaluation for non-obstetric surgery

 Performing preoperative evaluation on non-obstetric surgery
 practice with a patient coming for non-obstetric surgery
 Anesthetic consideration for obstetric clients with Substance

abuse continued [1 HR]:

 Preoperative evaluation in gynecological surgery[2HR]
Small group discussion [1/2HR]

Week 14
 Optimization and preparation of patients for gynecological
surgery

 Anesthesia Management of obstetrics clients with substance
abuse
 Anesthesia Management of common gynecological surgeries
 Performing preoperative evaluation on gynecological surgery
 Practice with a patient coming for gynecological procedures
PBL [2 HR]
Week 15 Hospital practice [10 Hrs.]
Page 248 of 397

Required
Reading

 Anesthetic consideration for common gynecologic
malignancies [2HR]
o Ovarian tumor Diagnostic
o Cervical cancer imaging for
Week 16
o Vulvar cancer gynecologic
 Anesthesia for gynecological laparoscopic surgery[1HR] malignancies

 Anesthesia Management of gynecologic laparoscopic surgery
 Optimizing patients presenting for pelvic gynecologic surgery

[1 HR]

 Anemia
 DVT
Week 17 Maternal mortality
 Neuropathy

 Choice of anesthesia for laparoscopic surgery

PBL [2 HR]
Week 18 Hospital practice [10 Hrs.]

PBL [2 HR]
Week 19  Anesthesia optimization for gynecologic malignancies
 Anesthesia Management for gynecologic malignancies
Exam week
Week 20
Page 249 of 397

Health promotion, education and disease prevention
Module Title: Health promotion and disease prevention

Module ECTS: 6 ECTS
Module Description: This module is designed for third-year baccalaureate anesthesia to equip
them with the knowledge, skills, and attitude needed to promote health and prevent disease in
individuals, families, and populations. It creates a learning opportunity on health promotion, health
communication, sexual and reproductive health right, principles of nutrition, environmental health,
and communicable disease. This module also introduces basic concepts, principles of teaching,
learning, assessment, and teaching methods.
Module Objective
At the end of this module, students will be able to apply principles and methods of health
promotion to improve the health of the population.
Module Competencies
 Plan, conduct, and evaluate health education in different health settings
 Apply basic communicable disease control principles
 Evaluate determinants of health and disease
Learning outcome
 Describe the relationship between health education, health promotion, and public health
 Discuss the concepts and models of disease prevention and health promotion
 Identify priority action areas for health promotion in Ethiopia
 Apply methods of nutritional assessment and interpret results
 Describe strategies to improve the nutrition of individuals and the population
 Describe common national nutritional strategies
 Describe health promotion programs in Ethiopia
 Identify communication /counseling techniques to enhance health/disease prevention
 Demonstrate appropriate communication and listening skills
 Apply health communication to enhance health and prevent diseases
 Apply human rights principle, sexual and reproductive health and their effects on health
of individuals
 Apply basic principles of communicable disease control
 Describe the general principles and concept of education, teaching, and learning
 Discuss the characteristics of a good teacher
 Apply different teaching methods
 Develop a lesson plan
 Describe the principles of curriculum development and implementation
 Describe the curriculum change and evaluations
Page 250 of 397

 Analyze environmental determinants of health and disease at individual, family and
community level.
 Analyze ecological determinants of health and disease at individual, family, and
community level.
Prerequisite: None
 Individual reading
 Visiting health care facilities.
 Mini-personal research and reflection exercise (PRRE)
 Reflective portfolio and mentoring
 Seminar Presentations on:
a. Sexual and reproductive health rights

b. Assessment of common nutritional problems
 References
 AV aids (LCD or computer or Overhead projector and transparencies, writing board and
marker/chalk)
 Handout of lecture materials
 Logbooks for entry of community experiences
 Exercise and assignment
 360 degree evaluation - client, care givers, peers, self and students
 Written exam (50-40%) – based on different legislation AAU
 Mini-personal research and reflection exercise (PRRE) (15%)
 Reflective portfolio (15%)
 Assignment and student presentation (15%)
Module Policy
Attendance: Class attendance is 100% compulsory.
Assignments: The students are expected to submit their assignments/projects before the set
deadlines.
Tests/Quizzes: Tests/quizzes are given almost every week. However if students miss due to
social, psychological or medical reasons, he/she should immediately report to the department and
should have been tangible evidences.
Page 251 of 397
Reference Books
1. Carl Fertman and Diane Allensworth. Health promotion programs: from theory to practice.
2010
2. Lawrence Green, Marshall Kreuter. Health program planning: an educational and ecological
approach. Volumes 1-2. 2005
3. Jackie Green, Tones. Health promotion: planning and strategies. 2010.
4. Mark Edberg. Essentials of health behavior: social and behavioral theory in public health.
2007
5. Richard D. Semba and Martin W. Bloem. Nutrition and health in developing countries. Human
Press. 2008
6. Goeffrey P Webb. Nutrition. A health promotion approach. 3rd edition.
7. Michael J. Gibney , Prof. Susan A. Lanham , Aedin Cassidy , Hester H. Vorster. Introduction
to human nutrition. 2nd edition. 2009
8. Denis M Medeiros, Robert E.C. Wildman . Advanced human nutrition. 2nd edition. 2011
9. Judith E. Brown. Nutrition through the life cycle. 4th edition. 2010.
10. Rosalind S. Gibson. Principles of nutritional assessment. 2nd edition. 2005
11. Michael Gibney, HESTER H VORSTER. Clinical nutrition. 2005
12. Berhane Y, Haile Mariam D, Kloos H. The epidemiology and ecology of health and disease in
Ethiopia. Addis Ababa; Shama Books, 2006.
13. FMOH. National reproductive health strategy
14. FMOH. National nutrition strategy
15. Salem, R.M., Bernstein, J., Sullivan, T.M., and Lande, R. “Communication for Better Health,”
Population Reports, Series J, No. 56. Baltimore, INFO Project, Johns Hopkins Bloomberg
School of Public Health, January 2008.Available online: http://www.populationreports.org/j56/
16. Salem, R.M., Bernstein, J., and Sullivan, T.M. “Tools for Behavior Change Communication.”
INFO Reports, No. 16. Baltimore, INFO Project, Johns Hopkins Bloomberg School of Public
Health, January 2008. Available online at: http://www.infoforhealth.org/inforeports/
17. deFossard, E., and Lande, R.“Entertainment-Education for Better Health,” INFO Reports, No.
17. Baltimore, INFO Project, Johns Hopkins Bloomberg School of Public Health, January
2008. Available online at: http://www.infoforhealth.org/inforeports/
18. IOM (Institute of Medicine).Promoting Cardiovascular Health in the Developing World: A
Critical Challenge to Achieve Global Health. Washington DC: The National Academies
Press.2010
19. Lancet series on maternal and child nutrition
20. Lancet series on maternal health
21. Lancet series on newborn health
22. Lancet series on child health
23. Lancet series on reproductive health
24. Guilbert JJ. (1998). Educational Handbook for Health Professionals, WHO, Jeneva.
25. Matiru, B., G. Schlette, R. (1995). Teach Your Best. A handbook, for University
26. Lecturers, Geramn, DeutcheStifung for Internationale, Entwicklung, (DSE)
27. Davis, B.G. (2009). Tools for Teaching. 2nd Edition, San Francisco: Jossey Bass.
28. Berhane G., Asrat D. (2005). The Principles and Methods of Teaching for Health
Page 252 of 397

Module Schedule (19 weeks, no need of weekly based community engagement- since it will be
addressed with CBTP/TPP)
Week Contents
Week 1 Classroom based Teaching (lecture, + seminars + group discussion) [6 hrs.]
Introduction to health education [3 Hrs.]

 History and evolution of health promotion and disease prevention
 Health education in PHC
 Health education in Ethiopia
 Basic principles of health education
 Aims of health education
 Contribution of social sciences to health promotion
Application of health education theories and models in behavior change [3

Hrs.]
 Health and human behavior (Smoking, Physical activity, Eating behavior,
Alcohol and drug use, Sexual health and behavior)
 Health education theories and models (Health belief model, social learning
theory, stage of change, diffusion of theory, theory of planned behavior)
Week 2 Classroom based Teaching (lecture, + seminars + group discussion) (6 hrs.)
Health communication (3 Hrs.)
 Concepts and principles of health communication

 Communication model and process
 Individual and group communication strategies
 Effective communication skills
 Barriers of communication
Planning, implementing and evaluating health education [3 Hrs.]
 Methods and materials of health education

 Adult learning theories
 Health education in different settings – Peer, patient, prison and school
education
 Conducting health education
 Evaluating health education
Health promotion principles

 Health perspective and choice of strategies to address health issues
 Models and theories of health promotions (PRECEDE, PROCEED model)
 Principles of advocacy
 Principle of social marketing
 Principles of social/community mobilization
Page 253 of 397

 Community diagnosis
Methods used in health education, teaching and learning process

 Definitions of instructional media/aids
 Importance of instructional media/aids
 Characteristics of instructional media/aids
 Types of instructional media/aids
- Interactive lecture method, demonstration method

- Brain storm, project methods
- Role play, discussion methods
- Jigsaw methods, Field trip, Questioning, Hot set teaching…..
Principle of e d u c a t i o n , teaching and learning (3 hrs.)

 Types of education
 Teaching and learning principles
 Functions of education
 Aims of education
 Purpose of teaching
 Teaching approaches
 Characteristics of a good teacher
Instructional objective (3hrs)

 Definition, objectives (specific, general, intermediate)
 Criteria used for writing
 Domains of objectives/Blooms taxonomy
 Cognitive domain
 Psycho motor domain
 Affective domain

Reproductive and maternal health
 History, concepts, definitions, components of RH
 History and development of MCH/RH in Ethiopia
 Family planning
• Origins and Rationale of Family Planning

• Family Planning methods
• Counseling in Family Planning
• Family Planning Delivery Strategies
• Fertility Trends and Contraceptive Use
• Trends in Contraceptive Use in Ethiopia
• Reasons for Not Using Contraceptive
Page 254 of 397

Maternal and child health
 Safe Motherhood
 Essential Services for Safe Motherhood
 Magnitude of maternal health problems
 Causes of Maternal Mortality and Morbidity
 Risk Factors for Maternal Health
 Maternal Health interventions; ANC, Delivery, PNC, Essential Newborn
Care
 Maternal Nutrition

Adolescent and youth reproductive health HIV/AIDS
 Characteristics of the Adolescence Period
 Major adolescent SRH problems
 Reproductive Health Risks and consequences for adolescents
 Reproductive health services for Adolescents
 Youth friendly RH services
 Epidemiology of MTCT of HIV
 Modes of Transmission of HIV
Self-study: Common RH problems in Ethiopia

HIV/AIDS Epidemiology, prevention strategies, policies
Sexual Health and STIs
 Classification of STIs
 Assessing STI Risk
 Syndrome Management and counseling of STIs
 Prevention and control of STIs
Unwanted pregnancy and Abortion

 Unwanted pregnancy and abortion
 Legal status of abortion
 Incidence and prevalence
Week 10 Classroom-based Teaching (lecture, + seminars + group discussion) [6 hrs.]

Introduction to Human Nutrition (2hrs)
 Definition, origin & development of Nutrition
 Significance of Nutrition in general
 Mechanism and principles underlying nutritional health and malnutrition
 Nutritional requirement as different stage of lifecycle
 Epidemiology and consequence of malnutrition in Ethiopia
Nutrients: Macro-nutriments, micronutrients & water (3hrs)

 Chemical and physical properties and classification
Page 255 of 397

 Food sources, digestion, absorption, metabolism & utilization (function)
Week 11-12 Classroom based Teaching (lecture, + seminars + group discussion) [12 hrs.]
 Nutritional Assessment (Anthropometry, Dietary assessment, Clinical
assessment, Laboratory assessment, Indirect methods of nutritional
assessment)
 Nutritional Deficiency states (Protein-energy malnutrition, Iodine deficiency
disorders, Vitamin A deficiency disease, Nutritional anemia , Zinc
deficiency)
 Treatment & prevention of nutritional deficiencies
 Nutritional Requirement (Recommended intake & dietary
recommendations)
 Definitions & concepts of nutrient reference levels

 Developing nutrient reference levels
 Applications of nutrient reference levels
 Nutritional requirement during critical periods
 Nutrient-based vs. food-based dietary guidelines
 Energy balance, obesity & associated health problems
Nutritional Surveillance (3hrs)
 Definition, objectives, and types of nutrition surveillance
 Basic steps in carrying out nutritional surveillance
 Indicators for nutrition monitoring and sources of data
 Food & nutrition security
 Early warning signs
Food safety and quality (3hrs)

 Food borne diseases (food infection & intoxication/poisoning)
 Methods of food preservation
 Food additives and preservatives & health implications
Nutrition Intervention (4hrs)

 Overview of direct nutrition interventions & other interventions with
close/immediate impact on nutrition
 The National Nutrition Strategy
 The National Guideline of Infant & Young Child Feeding
 The National Guideline for Control & Prevention of Micronutrient
Deficiencies
 Essential Nutrition Actions
Introduction to communicable diseases
 Definition of common terms (important terms)
 Communicable disease/ (infectious disease)
 Specific feature of communicable disease
Page 256 of 397

 Classification of communicable disease
 Chain of disease transmission (diseases transmission dynamics)
 Determinants of disease and defense mechanism of hosts
 Factor determine the degree of infectivity, Pathogenicity and virulence
 Source of infection
 Carriers and Infected individuals
 Host parasite interactions (measuring of infectiousness)
 Spectrum of infectious disease/ gradient of infection/
 Natural history of disease
Major epidemic disease in Ethiopia
Disease transmission, diagnosis and management
 Water born disease
o Typhoid fever, Bacillary dysentery, Amoebic dysentery, Giardiasis,
Cholera, Poliomyelitis, Infectious hepatitis, Ascariasis, Enterobiasis,
Hookworm, Strongloidiasis, Trichuriasis, Tapeworm,
Schistosomiasis, Gina worm
 Airborne disease
 Vector born disease
 Food borne diseases
 Zoonotic disease
Ecology and environmental determinants of health (3hrs)
 Introduction to ecology and environmental health
 Human ecology
 Human – environment interaction
 Biosphere and pollution
 Ecology of health and disease
Components of environmental health (12hrs)

 Housing and institutional sanitation
 Water sanitation
 Food sanitation: food Hygiene: food –borne diseases, milk and meat
hygiene, food processing and food preservation method, establishment
healthy eating and drinking habits
 Waste management
 Vector control - Control of Arthropods and rodent of public health
importance
Week 20 Exam
Page 257 of 397

Anesthesia for Neonatal and Pediatric surgeries
Module Title: Anesthesia for Neonatal and Pediatric surgeries
Module ECTS: 9 ECTS
Module Description: This module is designed for fourth-year baccalaureate anesthesia students
in order to prepare them to provide safe anesthesia for pediatrics and neonates by reviewing
basic principles of pediatric anesthesia in relation to physiologic, anatomic, pharmacologic, and
psychological differences. This module also covers basic and advanced cardiac life support for
children.
Module Objective: By the end of this module, students will be able to provide perioperative
anesthetic care for pediatrics and life-threatening neonatal emergencies.
Module Competencies
 Manage perioperative anesthesia for pediatrics and newborns
 Perform pediatric basic and advanced cardiac life support Life
Learning Outcomes
 Define neonate, infant, and children

 Describe the principles of pediatric anesthesia
 Explain anatomical differences between pediatric and adult patients
 Explain physiological differences between pediatric and adult patients
 Explain the psychological considerations of pediatric patients.
 Communicate with children and their caregivers
 Explain the pharmacological considerations of pediatric patients.
 Describe the thermoregulation mechanism of pediatric patients
 Explain the adverse effects of starvation and hypoglycemia in neonates and children
 Formulate Fluid and electrolyte management of neonate and pediatric patients.
 Perform preoperative evaluation for pediatric patients
 Describe premedication in pediatrics
 Prepare relevant equipment and drugs for pediatric anesthesia
 Identify pediatric patients who are at risk of aspiration and techniques to avoid it.
 Identify investigation modalities with the existing diagnosis
 Prepare pediatric patient for surgery and anesthesia
 Formulate anesthesia management options for pediatric patients
 Perform endotracheal intubation for a pediatric patient
 Monitor pediatric patients perioperatively
Page 258 of 397

 Manage perioperative complications occurring during anesthesia for pediatrics
 Demonstrate Neonatal and pediatrics IV access (intraosseous cannulation)
 Monitor fluid and electrolyte status of pediatric patients
 Formulate extubation criteria
 Describe the anesthetic management for neonatal congenital heart diseases
 Discuss the Anesthetic management for neonatal Neurosurgeries (Hydrocephalus and
Meningomyelocele, scoliosis)
 Discuss the perioperative anesthetic consideration for Neonatal Hypertrophic Pyloric
Stenosis (Olive Tumors)
 Discuss the perioperative anesthetic consideration for neonatal Tracheoesophageal
Fistula and esophageal Atresia
 Discuss the perioperative anesthetic considerations for neonatal Anal atresia.
(Imperforated Anus)
 Discuss the perioperative anesthetic consideration for neonatal Abdominal wall defects
(Gastroschisis & Omphalocele)
 Discuss the perioperative anesthetic consideration for neonatal congenital
Diaphragmatic Hernia
 Discuss the anesthetic management of a child with a common cold and murmurs.
 Describe discharge criteria for pediatric patients from PACU.
 Formulate postoperative pain management options for pediatric patients.
 Perform Pediatric Basic and advanced cardiac life support
 Interactive lecture and discussion.

 Roleplay
 Bedside teaching and teaching in the operating room
 Video show
 Case scenario and case-based discussion

 Textbooks
 Writing board
 Posters
 Anatomic models
 LCD Projector
Page 259 of 397

Formative

 OSCE

o OSCE = 20%
o A minimum of three Direct Observed Procedures (DOPS) - 10%

o Endotracheal intubation for a pediatric patient
o Extubation
o Intravenous cannulation for pediatric
o Manage intraoperative complications of pediatric patients
o Perform pediatrics basic and advanced cardiac life support
o Pharmacological consideration of pediatric patient
o Adverse effects of hypoglycemia in neonates and children
o Risk of aspiration in pediatrics and its management
o Induction and management options for pediatric patients
o Management of problems occurring during perioperative anesthesia for pediatrics
o Anesthesia management for neonatal congenital heart diseases
o Anesthesia management for neonatal neurosurgeries (hydrocephalus and
meningomyelocele
o Perioperative anesthetic consideration for Neonatal Hypertrophic Pyloric Stenosis.
o Perioperative anesthetic consideration for neonatal anal atresia (imperforated
anus)
o Perioperative anesthetic consideration for congenital diaphragmatic hernia.
o Preoperative evaluation for pediatric patients
o Perioperative management for pediatric patients
Page 260 of 397

o Fluid and electrolyte management of pediatric patients
o Managing extubation for pediatric patients
o Anesthesia management for neonatal congenital heart diseases
o Anesthesia management for neonatal neurosurgeries
o Perioperative anesthetic care of Neonatal Hypertrophic Pyloric Stenosis
o Perioperative care of neonatal tracheoesophageal fistula and esophageal atresia
o Perioperative care for neonatal anal atresia/ imperforated anus
o Perioperative care of neonatal congenital diaphragmatic hernia
o Management of common intraoperative complications (laryngospasm.
bronchospasm, desaturation, etc.) in pediatric patients
 Objectively Structured Clinical Examination (OSCE)
o Preoperative evaluation for pediatric patients
o Preparation of drugs for a pediatric patient
o Selection and preparation of equipment for pediatric anesthesia
o Endotracheal intubation of pediatrics and newborns
o Management of fluid and electrolyte status of pediatric patients
o Pediatrics basic and advanced cardiac life support
Module Policy

attachment days during this semester, they will not be allowed to take the final
assessment and progress to the next semester unless otherwise proven by evidence, per
the university legislation.
result in Incomplete (I) grade submissions to the registrar. Further consecutive
Reference Books
1. Barash, Paul G.; Cullen, Bruce F.; Stoelting, Robert K Clinical Anesthesia, 8th Edition.
2017, USA
2. Miller’s Anesthesia, 8th ed by Ronald D. Miller, 2010, 2015 ;USA
3. Rebecca Jacob, Understanding Pediatrics Anesthesia 2nd ed ,2014,India
4. Lucille Bartholomeusz and Jean Lees, Safe anesthesia –third edition, 2014
5. Ronald D Miller and Manuel C Pardo, Jr Basics of anesthesia, Sixth edition, 2015
6. G. Edward Morgan, Jr., Maged S. Mikhail, Michael J. Murray, Clinical Anesthesiology,
5th Edition,
7. WHO Guidelines for Safe surgery:2009
8. K.G .Allman, Iain H. Wilson) Oxford hand book of anesthesia 2nd ed. 2011
9. Dr. K. Rupp Dr. J. HolzkiDr. T. Fischer Dr. C. Keller Pediatrics Anesthesia ,Drager
medical, 5th edition 2016
Page 261 of 397

Module Schedule
Required
Reading
Overview of the Module [0.5 Hr.]
 Structure and design Reading

 Education strategies Assignment
 Core competencies on:
Interactive lecture on introduction to pediatrics anesthesia [2.5 Hrs.]
Week 1  Define neonate, infant, and children

 Describe the principles of pediatric Anesthesia
Hospital Practice/ Visit: 8Hrs.
 Observe the environment and practice of pediatrics ORT

 Observe the Utility room for anesthesia equipment and drug store
 Create Familiarity with the staff in hospitals
 Observation of patient- anesthetist encounter at OPDs /ward and the
role of Anesthetists in different setups/ units
 Observe pediatrics and neonatal Anesthesia in the pre-anesthetics
room
Whole Group Session (1 Hr.)
 In the presence of their instructors and coordinators, including the

department head, students will discuss the progress of the week's
teaching-learning process.
Week 2 Seminar presentation: 3 hours
 Anatomic differences between children and adults and the

anesthetics implication
 Physiologic, differences between children and adults
 Pharmacological consideration of pediatric patient
Page 262 of 397

Required
Reading
Hospital Practice/ Visit: 8hrs
 Observe the environment and practice of ORT

 Observe the Utility room for Anesthesia equipment and drug store
 Create familiarity with the staff in hospitals
 Observation of patient-anesthetist encounters at OPDs/wards and the
role of anesthetists in different setups/ units
 Observe and practice fluid and electrolyte management of neonate
and pediatric patients
 Premedication for pediatrics

Interactive Lecture and Discussion: 2 hours
 Psychological consideration of pediatric patients

 Thermoregulation mechanisms of pediatrics age group
Seminar presentation: 1hr
 Adverse effects of hypoglycemia in neonates and children
 Practice communication skills with their caregivers and consultation

 Observe the environment and practice of ORT
Week 3
 Observe the Utility room for Anesthesia equipment and drug store
 Create Familiarity with the staff in hospitals
 Observation of patient-anesthetist encounters and role of anesthetists
in different setups/ units
 Observe and practice fluid and electrolyte management of neonate
and pediatric patients
 Practice on premedication for pediatrics

Page 263 of 397

Required
Reading
 Prepare patient for anesthesia

 Premedication in pediatrics.
 Identification of investigation modalities with the existing diagnosis.
Week 4  Preparation of relevant anesthetics equipment and drugs for pediatric

anesthesia
 Identification of investigation modalities with the existing diagnosis
 Selection and preparation of drugs for induction and maintenance

Interactive Lecture and Discussion: 2 Hrs.
 Formulate induction and management options for pediatric patients.

 Endotracheal intubation for pediatric patients
Clinical Skill Development Lab: 1 Hr.
 Demonstrate Neonatal and pediatrics IV access (intraosseous

cannulation)
 Video show
 Demonstration in skill lab on extubation criteria
Week 5
 Preparation of pediatric patient for anesthesia

 Observation and guided practice on communicating with clients
 Observation and guided practice: ORT and pre-anesthetic clinic

Page 264 of 397

Required
Reading
Interactive Lecture and Discussion: 2hrs
 Monitor pediatric patients intraoperative

 Management of perioperative problems in anesthesia for pediatrics
Group work activity: 1hr
 Complication of hypothermia
 Management of intraoperative complications of pediatric patients.

 Observation and guided practice: operation theater
Week 6

Interactive Lecture and Discussion on anesthetics and neonatal

congenital Malformations: 3hrs
 Introduction to congenital Anomalies

 Classification of Congenital Anomalies
 Cause and risk factors for congenital Anomalies
 Extubation criteria
Reading
Hospital Practice/ Visit: 8hrs assignment
Week 7
on blood
 Perioperative monitor fluid and electrolyte status of pediatric patients. transfusion
 Extubation criteria
 Post-operative management for congenital anomalies

Group activity/ seminar: 2hours

Week 8  Working in groups and presenting using Jigsaw method on
anesthesia management for neonatal congenital heart diseases
 Neonatal and pediatrics IV access (Intraosseous cannulation)
Page 265 of 397

Required
Reading
Clinical Skill Development Lab: 1 hr.
 Management of problems occurring perioperatively
 Preoperative care for a child with congenital heart diseases

 Intraoperative care for a child with congenital heart diseases
 Postoperative care for a child with congenital heart diseases
 Preoperative care for a child with hydrocephalus and spinal Bifida
 Intraoperative care for a child with hydrocephalus and spinal bifida
 Postoperative care for a child with hydrocephalus and spinal bifida.
 Documentation, admission and discharge of patient process

Seminar presentation: 2hrs
 Monitor the fluid and electrolyte status of pediatric patients

 Intraoperative complications of pediatric patients
Group activity: 1 hr.
 Identification of risk of aspiration and its management in pediatric
Hospital Practice/ Visit: 8Hrs
Week 9  Preoperative anesthetics care for a child with congenital heart

diseases
 Intraoperative anesthetics care for a child with congenital heart
diseases
 Postoperative anesthetic care for a child with congenital heart
diseases
 Preoperative anesthetic care for a child with hydrocephalus and
spinal bifida
 Intraoperative anesthetic care for a child with hydrocephalus and
spinal bifida
 Postoperative anesthetic care for a child with Hydrocephalus and
spinal bifida.
Page 266 of 397

Required
Reading
Interactive lecture and discussion: 3 hours
Anesthetics management for neonatal with congenital heart disease
 Cause, risk factor, and classification of congenital heart diseases.

 Pathophysiology of congenital heart diseases.
 Preoperative anesthetics consideration for a child with congenital
heart diseases
 Intraoperative anesthetics consideration for a child with congenital
heart diseases
 Postoperative anesthetics consideration for a child with congenital
heart diseases
Week 10 Hospital Practice/ Visit: 8hrs
 Preoperative anesthetic care for a child with Hydrocephalus and

spinal bifida
 Intraoperative anesthetic care for a child with Hydrocephalus and
spinal bifida
 Postoperative anesthetic care for a child with Hydrocephalus and
spinal bifida.
 Documentation, admission, and discharge of patient process

Interactive Lecture and Discussion: 1.5 hours
Anesthetic Management for Infantile Hypertrophic Pyloric Stenosis

(IHPS)
Reading
 Introduction to neonatal IHPS assignment
Week 11
 Cause and risk factors for IHPS on neonatal
 Pathophysiology for IHPS jaundice
 Perioperative anesthetic management of IHPS
Clinical Skill Development Lab: 1.5hrs
Page 267 of 397

Required
Reading
 Monitoring of pediatric patients intraoperatively
Video show
Hospital Practice/ Visit :8 hrs
 Preoperative anesthetic care for a child with IHPS

 Intraoperative anesthetic care for a child with IHPS
 Postoperative anesthetic care for a child with IHPS

Anesthetic management for neonatal Tracheoesophageal Fistula (TEF)

and esophageal Atresia (EA)
 Introduction to TEF & EA

 Cause risk factors and Classification of TEF & EA
 Pathophysiology for TEF & EA
 Perioperative anesthetic management for TEF & EA
Group work Activity: 1hr
 Group work and presentation with jigsaw method on perioperative

Week 12 Anesthetic consideration of Tracheoesophageal Fistula and
esophageal atresia
 Preoperative anesthetic care for a child with TEF & EA

 Intraoperative anesthetic care for a child with TEF & EA
 Postoperative anesthetic care for a child with TEF & EA.
 Documentation, admission, and discharge of patient process

Page 268 of 397

Required
Reading
 Perioperative anesthetic consideration anal atresia (imperforated

anus)
 Anesthetic consideration for abdominal wall defects
 Anesthetic consideration for congenital Diaphragmatic Hernia
 Perioperative anesthetic consideration for abdominal wall defects

 Perioperative anesthetic consideration for congenital diaphragmatic
hernia
Week 13
 Perioperative anesthetic consideration anal atresia

 Perioperative anesthetic consideration for abdominal wall defects
 Perioperative anesthetic consideration for congenital diaphragmatic
hernia

 Anesthetic management of a child with a common cold & murmur

Week 14  Anesthetic management of a child with common cold & a murmur

Page 269 of 397

Required
Reading
Anesthetics management for neonatal neurosurgeries
 Cause, risk factor, and classification of hydrocephalus and spinal

bifida
 Pathophysiology of hydrocephalus and spinal bifida
 Preoperative anesthetics consideration for a child with hydrocephalus
and spinal bifida
 Intraoperative anesthetics consideration for a child with
hydrocephalus and spinal bifida
 Postoperative anesthetics consideration for a child with
hydrocephalus and spinal bifida.
Role Play: 1hr

Week 15
 Communication with the child and their caregivers.
Video demonstration on communication: 0.5hr
 Communication with the child and their care givers
Hospital Practice/ Visit: 8 Hrs.
 Observe and practice on Anesthetic management of child with

common cold & child with murmur

Seminar presentation: 1hr
 Postoperative complication of anesthesia for pediatrics

 Seminar presentation on discharge criteria for pediatric patients
Week 16 from PACU I
 Monitor pediatric patients postoperatively

 Postoperative pain management option for pediatric patients
Page 270 of 397

Required
Reading
 Monitor pediatric patients postoperatively

 Manage pain postoperatively

Clinical Skill Development Lab: 3 Hrs.
 Role play on preoperative evaluation of pediatric patients

 Preparation of relevant equipment and drugs
 Selection and preparation of drugs for induction and maintenance
Week 17 Hospital practice

 Pediatrics resuscitation
 What is cardiac arrest in children?
 Causes of cardiac arrest in children
 Pediatrics basic and advanced cardiac life support
 Principles and qualities of the management of cardiac arrest in
children
Week 18
Hospital Practice/ Visit: 8 Hrs.
 Pediatrics basic and advanced cardiac life support

Page 271 of 397

Required
Reading
Clinical Skill Development Lab: 3hrs
 Monitor pediatrics patients postoperatively

 Pediatrics basic and advanced cardiac life support in skill lab
 Video show on pediatrics basic and advanced cardiac life support.
Week 19

Week 20 Exam week
Page 272 of 397

Anesthesia for trauma, burn, and orthopedic surgeries
Module Title: Anesthesia for trauma, burn, and orthopedic surgeries
Module ECTS: 7 ECTS
to equip them with adequate knowledge, skill, and attitude on perioperative anesthetic care of
patients with trauma, burn, and orthopedic surgeries. This Module will be addressed through
interactive lectures, seminar presentations, Skill Development Lab (SDL) demonstration, and
supervised feedback in a simulated environment and real hospital setting.
Module Objective
At the end of this module, students will be able to provide effective anesthetic management of
patients with trauma, burn, shocked, and orthopedic Surgeries in professional manner.
Module Competencies
 Provide anesthesia for Trauma, burn, and shocked patient
 Provide anesthesia for orthopedic surgery
 Deliver immediate care for trauma and burn patients
Learning Outcomes
In order to achieve core competencies, at the end of this module students will be able to:
 Describe concepts of trauma care
 Describe the epidemiology of trauma
 Describe the pathophysiology of trauma
 Identify trauma patients
 prioritize trauma patients
 Assess multiple trauma patients
 Identify clinical manifestation of shock
 Describe types of shock and their management
 Identify life-threatening conditions of trauma & shock
 Manage life-threatening conditions of trauma &shock
 Apply Massive Transfusion Protocols in Trauma Care
 Perform Primary Survey including pediatrics and obstetrics
 Perform Secondary Surveys including for pediatrics, and obstetrics
 Perform Tertiary Surveys including pediatrics and obstetrics
 Pre-anesthetic management for Head and Spinal cord injury patients.
 Provide anesthesia for chest, abdominal, and extremity trauma
 Provide safe anesthesia for pregnant mothers with trauma
 Describe concepts and epidemiology of orthopedic surgeries
 Manage anesthesia for different orthopedic surgeries
 Identify complications related to orthopedic surgery (VTE)
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 Describe the epidemiology of burn injury
 Describe the classification of burn based on the degree, size, and site of injury.
 Identify anesthesia implication of burn based on the degree, size, and site of injury
 Describe the pathophysiology of burn, and burn shock
 Apply fluid management principle for burned patients
 Provide anesthesia for burn patients
Prerequisite: None
 Roleplay
 Case study
 Portfolio
 Video show
 PBL cases
 Textbooks
 Writing board
 Posters
 Anatomic models
 LCD Projector
 Laptop and videotapes
Formative
 OSCE
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o OSCE = 20%
o Perform Primary Survey for traumatized patient
o Provide Basic Life Support (BLS)
o Provide Advanced Cardiac Life Support (ACLS) for trauma patients
o Apply manual inline stabilization
o Perform Peripheral nerve blocks for trauma patients (Axillary, wrist, ankle blocks)
o Perioperative management of orthopedic surgery
o Perioperative management of shocked patients
o Perioperative management of trauma complications
o Perioperative anesthetic management of orthopedic surgery
o Perioperative anesthetic management of trauma patient
o Perioperative anesthetic management of burn patient
 OSCE
o Perform a primary survey for traumatized patient assessment
o Provide Basic Life Support (BLS)
o Provide Advanced Cardiac Life Support (ACLS)
o Apply manual inline stabilization
o Manage perioperative complications associated with trauma
o Perform peripheral nerve blocks (axillary and wrist blocks)
o Supportive management embolism
o Manage pneumothorax
o Perform Secondary and tertiary surveys of a trauma patient
o Log roll
Module Policy
legislation.
Page 275 of 397

Reference Books
1. Harold Ellis: Anatomy for Anaesthetists (8th edition). Blackwell Science Ltd, 2004.
2. Paul G Barash: Handbook of Clinical Anesthesia (8th edition). Lippincott Williams & Wilkins
3. Paul G Barash: Clinical Anesthesia (6th edition). Lippincott Williams & Wilkins publications,
Inc., 2006.
4. Ronald D. Miller: Millers Anesthesia (9th edition). Churchill Livingstone publication, An 157
Imprint of Elsevier, 2009.158
5. Robert K Stoelting: Stoelting‘s anesthesia and co-existing disease (5th edition). Churchill
Livingstone, an Imprint of Elsevier, 2002.
6. Alan R Aitkenhead: Textbook of Anaesthesia (6th edition). Churchill Livingstone
publication, an Imprint of Elsevier, 2001.
2006
2011.
10. James C. Duke: Duke‘s Anesthesia Secretes (5th edition). Saunders, an imprint of Elsevier
Inc. 2016.
12. Tim Smith: Fundamentals of Anaesthesia (3rd edition). Cambridge University Press, 2009.
13. Fun-Sun F: Yao: Yao and Artusio's Anesthesiology: Problem-Oriented Patient Management
(6th edition). Lippincott Williams & Wilkins publications, Inc., 2010.
14. Richard A. Jaffe: Anesthesiologist's Manual of Surgical Procedures (5th edition). Lippincott
Williams & Wilkins publications, Inc., 2009.
15. David E. Longnecker: Anesthesiology (1st edition). The McGraw-Hill Companies, Inc.,
2008.
16. Ronald D. Miller: Basics of Anesthesia (6th edition). Elsevier Saunders Inc., 2011.
17. Stoelting, Robert K: Pharmacology and Physiology in Anesthetic Practice (2nd edition).
Lippincott Williams & Wilkins publications, Inc., 2006.
18. Philip L. Liu: Principles and procedures in anesthesiology (4th Edition). Lippincott Williams
and Wilkins publications, Inc., 1992.
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reading
Reading
Interactive Lecture and Discussion [0.5 Hrs.] Assignment on:
 Introduction to trauma  Trauma in
 Concepts of trauma care and trauma scoring Ethiopia
 Epidemiology of trauma andAfrica
 Mechanisms of trauma injury
Week 1
Hospital Clinical Practice (emergency department, operation
theatre) [6 Hrs.]
Supervised and guided practice on:
 Assessment and immediate management of trauma patient
 Stabilize C-spine, Secure airway, Establish IV access
 Resuscitation based on BTLS, ATLS
 Log roll
 Patient triage
 Teamwork in the resuscitation of a patient with multiple trauma
Week 2
Interactive lecture 1 hrs.
Initial assessment and management principles (ATLS)

 Initial assessment and triage of traumatized patient
 Primary survey
 Secondary survey
 Tertiary survey
SDL-Demonstration on ATLS (2 Hrs.)



theatre) [6 Hrs.]
 Log roll
 Patient triage
 Teamwork in the resuscitation of a patient with multiple
trauma
Week 3
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reading
 Resuscitation of a trauma patient
 Mechanism of Coagulopathy in trauma patients
 Massive transfusion protocol for trauma patients
SDL-Demonstration on ATLS (2 Hrs.)

theatre) [6Hrs.]
 Pre-anesthetic evaluation of trauma patient
 Optimization of trauma patients for surgery
Week 4
 Damage control surgery
 Anesthetic induction and maintenance for damage control
surgery
Clinical Skill Development Lab [1Hrs.]

 Demonstration on the establishment of intraosseous vascular
access for resuscitations

theatre) [6 Hrs.]
Supervised practice on:
 Pre-anesthetic evaluation and preparation
 Unstable cervical spine and airway management
 Preparation of an anesthesia management plan for trauma
surgery
 Anesthesia induction and airway management
 Perform intra-operative monitoring for patient
 Manage Intra-operative complications associated with trauma
surgery
Reading
Assignment on:
 Traumatic brain injury
 Epidemiology  Basic
 Mechanism of injury Neurophysiology
 Approach to TBI
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reading
 Intraoperative Anesthesia management
 Indications for
 Postoperative care Intra-
Hospital Clinical Practice (emergency department, operation  Cranial pressure

theatre) [6 Hrs.] monitoring
Supervised practice on:  Barbiturate coma

Week 5
 Pre-anesthetic evaluation and preparation of head injury  Investigative
patient modalities for
 Unstable cervical spine and airway management brain injury
 Preparation of an anesthesia management plan for an
emergency craniotomy
 Anesthesia induction and airway management for an
 Perform intra-operative monitoring for trauma surgery
 Manage Intra-operative complications associated with
 Provide post-operative management for an emergency
craniotomy

Interactive Lecture and Discussion [2 Hrs.]  Assessment of

total burn area
 Spinal cord injury
(rule of nine)
 Epidemiology
 Mechanism of injury
 Approach to Spinal cord injury
 Postoperative care
Week 6 Hospital Clinical Practice (emergency department, operation

theatre) [6 Hrs.]
 Pre-anesthetic evaluation and preparation of patient with
Spinal cord injury
 Preparation of an anesthesia management plan for a surgical
patient with a spinal cord injury
 Anesthesia induction and airway management for surgical
patients with Spinal cord injury
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reading
 Perform intra-operative monitoring for a surgical patient with
Spinal cord injury
 Manage Intra-operative of complications associated with
trauma surgery
 Provide post-operative management for a trauma patient
Video [1 Hr.]
 C -spine stabilization (1hr)
Week 7
Interactive Lecture and Discussion [3 Hrs.]  Carbon monoxide
poisoning
Anesthesia for specific organ injury (epidemiology, mechanism of
injury, approach to patient, perioperative anesthetic management)
 Chest and cardiac injury
 Abdominal trauma
Hospital clinical practice (Emergency department, burn unit,

operation theatre) [6 Hrs.]
burn injury
patient with burn
 Anesthesia induction and airway management for a surgical
patient with burn
burn
 Manage intra-operative complications associated with trauma
surgery
Week 8
Interactive Lecture and Discussion [3 Hrs.]  Tension
pneumothorax
 Orthopedic trauma
 Pediatric trauma
 Obstetric trauma

burn injury
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reading
patient with burn
patient with burn
burn
surgery
Week 9
Problem Based Learning (PBL) – 2 Hrs. 
 Cases on Assessment and management of multiple trauma
patients

burn injury
patient with burn
patient with burn
burn
surgery
Week 10
Interactive lecture – (1 hrs.) 
 Introduction to Shock
 Types of shock
Seminar [2 Hrs.]
 Neurogenic shock (2 hrs)

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reading
burn injury
patient with burn
patient with burn
burn
surgery
Week 11
Interactive Lecture and Discussion [3 Hrs.] 
 Management of shock

burn injury
patient with burn
patient with burn
burn
surgery
Week 12
Interactive Lecture and Discussion [3 Hrs.] 
Anesthesia for orthopedic surgery:

 Peri-operative anesthetic considerations in orthopedic
surgery (bone cement, tourniquet, fat embolism syndrome,
deep venous thrombosis and thromboembolism)

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reading

burn injury
patient with burn
patient with burn
burn
surgery
 Provide post-operative management for a trauma and burn
patient
Week 13
Interactive lecture 3 hrs.  Pneumatic
tourniquet
 Anesthesia for a burn patient
o Definition
o Relevant Anatomy and physiology of the skin

 Pre-anesthetic evaluation and preparation of the orthopedic
surgical patient
 Preparation of an anesthesia management plan for the
orthopedic surgical patient
 Anesthesia induction and airway management for the
 Perform intra-operative monitoring for an orthopedic surgical
patient
 Manage intra-operative complications associated with
 Provide post-operative management for the orthopedic
surgical patient
Week 14
Interactive lecture 3 hrs. 
 Types of burn (based on degree & Cause
 Resuscitation and management burn
 Complications associated with burn
 Surgical interventions of burn
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reading

 Pre-anesthetic evaluation and preparation of the orthopedic
surgical patient
 Preparation of an anesthesia management plan for the
 Anesthesia induction and airway management for the
 Perform intra-operative monitoring for orthopedic surgical
patient
 Manage intra-operative complications associated orthopedic
surgical patient
 Provide post-operative management for orthopedic surgical
patient
Week 15
Interactive Lecture and Discussion [3 Hrs.]  Closed
reduction of
 Anesthesia for hip surgery and fracture of the hip
hip dislocation
o Pre-anesthetic consideration for hip surgery
o Intra-operation management for hip surgery  Hip
o Post-operative management Arthroscopy
Hospital Clinical Practice (Emergency Department, Operation

Theatre) [6 Hrs.]
 Pre-anesthetic evaluation and preparation of orthopedic
surgery
 Preparation of an anesthesia management plan for
orthopedic surgery
 Anesthesia induction and airway management for orthopedic
surgery
patient
orthopedic surgery
surgical patient
Week 16
Interactive lecture 3 hrs. 
 Total hip Arthroplasty
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reading
o Pre-anesthetic consideration
o Intra-operation management
o Post-operative management

Theatre) [6 Hrs.]
surgery
orthopedic surgery
surgery
patient
orthopedic surgery
surgical patient
Week 17
Interactive lecture 3 Hrs. 
 Anesthesia for knee surgery
 Knee arthroplasty
 Pre-operative considerations
 Intra-operative and post-operative management
 Total knee replacement

Theatre) [6 Hrs.]
surgery
orthopedic surgery
surgery
patient
orthopedic surgery
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reading
surgical patient
Week 18
Seminar [3 Hrs.]:  Analgesia for
shoulder surgery
 Bone cement syndrome (3 Hrs.)
and Surgery of
upper extremity
Theatre) [6 Hrs.] 
surgery
orthopedic surgery
surgery
patient
orthopedic surgery
surgical patient
Week 19
Interactive lecture 3 Hrs. 
 Congenital orthopedic disorders

Theatre) [6 Hrs.]
surgery
orthopedic surgery
surgery
patient
orthopedic surgery
surgical patient
Week 20
Final examination week 
Page 286 of 397

Day-care and Remote anesthesia
Module Title: Day-care and Remote anesthesia

Module ECTS: 5 ECTS
to create a learning opportunity on day-care and remote anesthesia and equip them with basic
principles of day-care anesthesia and procedural sedation. This Module will be addressed through
Interactive lectures, Seminar presentations/ discussions, Skill Development Lab (SDL)
demonstrations, and supervised feedback in simulated environments and real hospital setting.
Module Objective
At the end of this module, students will be able to provide day-care anesthesia and procedural
sedation techniques for different procedures.
Module Competencies
 Provide procedural sedation for different surgical procedures in a compassionate
respectful and caring manner
 Provide Anesthesia for day-care surgical patients in a compassionate respectful and
caring manner
Learning Outcomes
 Describe the principles and considerations of Anesthesia for day-care surgery
 Describe basic considerations for office-based anesthesia and procedure outside the
operating room
 Describe the pharmacologic and non-pharmacologic optimization strategies of day-care
surgical patients
 Assess and optimize Day-care surgical patients in a compassionate respectful and
caring manner
 Order and interpret appropriate diagnosing investigation for day-care anesthesia and
surgery and provide intraoperative anesthesia care for various types of Day-care surgery
 Manage pain using multimodal analgesia technique for day-care surgical patients
 Provide post-anesthetic care for day-care surgical patients
 apply discharging criteria for day-care anesthesia
 Define procedural sedation
 Describe indications for procedural sedation
 Identify what equipment, staffing, and the venue are required before proceeding with the
procedural sedation
 Discuss the advantages and risks of procedural sedation
 Perform preoperative evaluation for patients who require procedural sedation
 Apply those procedural sedation guidelines/sedation scales appropriately
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 manage complications related to procedural sedation
 Administer sedation agents safely
 Demonstrate how to avoid and respond to adverse events of procedural sedation
 apply the principles of discharging criteria after procedural sedation
 Work in a collaborative way with the other team members
 Apply principles of Enhanced recovery after surgery (ERAS)
Prerequisite: None

 Roleplay
 Case study
 Portfolio
 PBL cases
 Seminar Presentations/ Discussion
 Textbooks
 Writing board
 Posters
 Anatomic models
 LCD Projector
Formative
 OSCE
Page 288 of 397


o OSCE = 20%
o A minimum of five Direct Observed Procedures (DOPS) - 10%
o A minimum of three Practical Clinical Evaluations (PCEs) - 10%
o Bag mask ventilation
o Different regional anesthesia techniques for day-case surgery
 Case-based discussion (CBD)
o Anesthesia management of day case and remote surgeries
 Practical clinical examination (PCE)
o Perioperative care of day case and remote surgical patients
 OSCE-10%
o Outpatient discharge from PACU
o Bag mask ventilation
Module Policy
legislation.
Reference Books
1. Miller’s anesthesia volume 1 and 2, 8th Edition. Ronald D. Miller.
2. Understanding Anesthesia Equipment, Jerry A. Dorsch, Fifth Edition
3. Clinical anesthesia, 8th Edition. Paul G. Barash.
4. Anesthesia and co-existing disease, 6th Edition. Robert K. Stoelting
5. Clinical anesthesiology, 6th Edition. G. Edward Morgan
Page 289 of 397

Module Schedule Llecture = 15hrs; group discussion=6hrs, PBL=8hrs, Seminar=3hrs, SDL
=2hrs, Case studies= 4hrs; self-study=17hrs; Hospital practice=80 Hrs.; total Hrs.= 135 Hrs.)
Week Learning Activity Required Reading

 Introduction to anesthesia for day-care surgery [1/2HR]
 Basic consideration for day-care anesthesia service [1 1/2HR]

 Observation Hospital based anesthesia practice on day-care
patients
 Observation and guided practice: Ordering and interpreting
appropriate diagnosing investigation for day-care anesthesia
and surgery
Interactive lecture (2 Hrs.)

 Preoperative evaluation for day-care patients [1HR]
 Pharmacologic and non-pharmacologic optimization
strategies[1Hrs.]
Week 2 Hospital Practice/ [4 Hrs.]

 Perform preoperative assessment for day-care surgical
patients
and surgery
Group discussion [2HR]

 Anesthetic challenges of day-care surgical patients
Hospital Practice/ 4 Hrs.]

Week 3
patients
and surgery
 Identify challenges related to day-care anesthesia
Interactive Lecture and Discussion [ 2 Hrs.]

Week 4
 Anesthesia management for day-care surgical patients [1
1/2Hrs.]
Page 290 of 397

 Discharging criteria for day-care anesthesia [1/2Hrs.]

patients
 Ordering and interpreting appropriate diagnosing investigation
for day-care anesthesia and surgery
 Assess and optimize day-care surgical patients
 Order and interpret appropriate diagnosing investigation for
day-care anesthesia and surgery
 provide intraoperative anesthesia care for various types of
Day-care surgery
 Manage pain using multimodal analgesia technique for day-
care surgical patients
 Provide post-anesthetic care for Day-care surgical patients

 Postoperative complication of day-care surgery [1Hrs.]
Seminar [1 Hrs.]
 Anesthetic challenges of day-care surgery [1 Hrs.]

patients
Week 5 for day-care anesthesia and surgery
 Assess and optimize Day-care surgical patients
Day-care surgery
Week 6 Interactive Lecture and Discussion(2Hrs)
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 principles of Enhanced recovery after surgery (ERAS)

patients
for day-care anesthesia and surgery
 Assess and optimize Day-care surgical patients i
Day-care surgery
Interactive Lecture [2 Hrs.] on 

 Definition
 Advantages and disadvantages of procedural sedation

 Assess risks for procedural sedation:
Week 7  Significant risk of delayed gastric emptying or vomiting
 Significant respiratory disease
 Significant cardiovascular impairment
 Abnormal conscious status/risk of raised ICP
 Significant liver disease/liver failure
 Infection Prevention
 Perform patient evaluation for those who require procedural
sedation

Week 8 Interactive Lecture on definition and indication of procedural
sedation [2 Hrs.]
 Urinary Catheterization
 Lumbar puncture
 Radiography suite (CT, MRI and interventional radiology)
 Joint aspiration
 Sexual assault examinations
 Eye examinations
 biopsy
Page 292 of 397

 Vascular access
 Burn dressings
 Extensive wound care
 Elective cardioversion
 ECT
o Extracorporeal shock wave lithotripsy (ESWL)
o Dental surgery
o Discussion on staffing, venue, equipment own safety for
procedural sedation

 Assess risks for procedural sedation
sedation
 Identify the resources and documentation required for a
procedural sedation
 Demonstrate how to interpret key life-threatening from the
monitoring and how to respond during procedural sedation
 Plan, prepare, and Safely administer oral, intravenous/and
intramuscular, and inhaled sedation agents
 Demonstrate basic and advanced airway management
 Demonstrate how to avoid and respond to adverse events of
procedural sedation
 Apply those procedural sedation guidelines/sedation scales
appropriately
 Safely administration of accredited listed sedation agents
PBL [2Hrs.] on
 cases of day-care or remote anesthesia

Week 9 sedation
procedural sedation
Page 293 of 397


procedural sedation
appropriately
Seminar on the pharmacology of sedative drugs (2 Hrs.)

sedation
procedural sedation
Week 10  Demonstrate how to interpret key life-threatening from the
procedural sedation
appropriately
Case studies on patient risk assessment for procedural sedation

(2 Hr.)
 Significant risk of delayed gastric emptying or vomiting
Week 11  Significant liver disease/liver failure
 Acute systemic infection
 Other comorbidities (Immunosuppression, Cancer, DM…)

sedation
Page 294 of 397


procedural sedation
 Demonstrate how to interpret key life threatening from the
 Plan, prepare and Safely administer oral, intravenous/and
intramuscular and inhaled sedation agents
procedural sedation
appropriately
 Consider the discharge criteria is met, provided other medical
factors permit

 Procedural sedation guidelines and sedation scale

sedation
procedural sedation
Week 12 monitoring and how to respond during procedural sedation
procedural sedation
appropriately
factors permit
Page 295 of 397

Group discussion on pre-procedural risk assessment (1 Hr.)

 Significant risk of delayed gastric emptying or vomiting
 Immunosuppression
 Significant liver disease/liver failure
 Acute systemic infection
sedation
Discussion on
 Staffing, venue, equipment own safety for procedural sedation
(1 Hr.)

Week 13
sedation
procedural sedation
procedural sedation
appropriately
factors permit
Skill lab demonstration on

Week 14
 Identifying and preparing resources/equipment and drugs for
sedation (1Hr)
Page 296 of 397

 Posters of monitoring findings demonstration (1 Hr.)

sedation
procedural sedation
procedural sedation
appropriately
 Consider the discharge criteria are met, provided other
medical factors permit
PBL (2 Hrs.)
 Cases on remote anesthesia
Hospital Practice/ Visit 4 Hrs.]

sedation
Week 15 procedural sedation
procedural sedation
appropriately
Page 297 of 397


factors permit
Case studies on [2 Hrs.]

 Planning and preparing the drugs for procedural sedation

sedation
procedural sedation
Week 16 monitoring and how to respond during procedural sedation
procedural sedation
appropriately
PBL (2 Hrs.)
 Cases of remote anesthesia/day-care surgeries

Week 17  Perform patient evaluation for those who require procedural
sedation
procedural sedation
Page 298 of 397


procedural sedation
appropriately
PBL 2 Hr on cases related to day-careor remote anesthesia

sedation
procedural sedation
Week 18  Plan, prepare, and Safely administer oral, intravenous/and
procedural sedation
appropriately
Discussion on
 Adverse events of procedural sedation (2 Hr.)

sedation
procedural sedation
Page 299 of 397


procedural sedation
appropriately

sedation
procedural sedation
Week 20  Demonstrate basic and advanced airway management
procedural sedation
appropriately
Final examination week
Page 300 of 397

Anesthesia for patients with Coexisting diseases
Module Title: Anesthesia for patients with Coexisting diseases

Module ECTS: 7 ECTS
to enable them to apply anesthetic considerations for patients with coexisting diseases and
psychiatric illnesses. The Module will be addressed through Interactive lectures, seminar
presentations, group discussions, problem-based learning (PBL), and supervised practice.
Module Objective
At the end of this module, students will be able to provide safe anesthesia for patients with
coexisting diseases and psychiatric illnesses.
Module Competencies
 Provide safe Anesthesia for patients with coexisting diseases
 Provide Safe Anesthesia for patients with Psychiatric illness.
Learning Outcomes
 Optimize cardiac patients presented for non-cardiac surgery
 Provide safe anesthesia for cardiac patients presented for non-cardiac surgery
 Optimize patients coming for surgery with hematologic disorders (anemia, coagulopathy)
 Provide perioperative anesthesia management for hypertensive patients
 Optimize glucose level of diabetic patients for anesthesia and surgery
 Provide safe anesthesia for diabetic patients.
 Perform preoperative anesthetic evaluation for patients with neuromuscular disorders
(Guillain-Barre syndrome, muscle dystrophy, and myasthenia gravis)
 Provide safe anesthesia for patients with neuromuscular disorders (Guillain-Barre
syndrome, muscle dystrophy, and myasthenia gravis).
 Discuss perioperative anesthetic management of patients with Parkinson’s disease
 Provide safe anesthesia for patients with obstructive lung disease.
 Provide safe anesthesia for patients with restrictive lung diseases.
 Provide safe anesthesia for patients with HIV
 Provide safe anesthesia for cancer patients coming for surgery
 Provide safe anesthesia for patients with malnutrition coming for surgery
 Perform preoperative anesthetic evaluation for patients infected by malaria
 Provide safe anesthesia for patients with PTB
 Optimize patients with adrenal gland disorders (Pheochromocytoma, Cushing’s
Syndrome, Conn’s Syndrome, hypoaldosteronism, Addison’s disease) for anesthesia
and surgery
 Provide safe anesthesia for patients with thyroid gland disorders
 Provide safe anesthesia for patients with parathyroid gland disorders
Page 301 of 397

 Provide safe anesthesia for patients with malaria
 Explain mental health
 Explain common anxiety disorders
 Describe Alcohol and other substance-related disorders
 Discuss Personality disorders
 Describe the causes, clinical features and treatment of delirium and dementia
 List Explain commonly used antidepressants, antipsychotics drugs, and their anesthetic
Discuss clinical features, DDX, and treatments for schizophrenia
 Explain anesthetic considerations for schizophrenia,
 Describe Mood disorder and their types
 Explain the pathophysiology and type of seizures
 discuss anesthetic implications for patients with epilepsy
 Explain anticonvulsants and their interactions with anesthesia
 Provide safe anesthesia for a psychiatric patient.
 Provide safe anesthesia for electroconvulsive therapy
Prerequisite: None
 Roleplay
 Case study
 Portfolio
 Textbooks
 Writing board
 Posters
 LCD Projector
 Laptop
Formative
 OSCE
Page 302 of 397

o OSCE = 20%
o A minimum of two Direct Observed Procedures (DOPS) - 10%
o A minimum of six Case Base Discussions (CBDs) - 10%
o Determine blood glucose level using a glucometer
o Intraoperative blood glucose control
o Interpretation of coagulation profile findings
 Case-based Discussion (CBD)
o Anesthesia management of patients with hypertension
o Anesthesia management of patients with IHD for non-cardiac surgery
o Anesthesia management of patients with VHD for non-cardiac surgery
o Anesthesia management for patients with DM
o Anesthesia management for patients with PTB
o Anesthesia management for patients with RVI
o Anesthesia management of patients with thyroid gland disorders
o Anesthesia management of patients with pulmonary disease
o Coagulations disorders
o Anesthesia management for patients with mood disorders
o Anesthesia management for patients with seizures disorders
o Anesthesia management for Electroconvulsive therapy
o Anesthesia management of patients with hypertension
o Anesthesia management for patients with DM
o Anesthesia management for patients with RVI
o Anesthesia management for patients with seizures disorders
 OSCE
o A diabetic patient, then glycemic control strategies will be written down by the
examinee
o A hypertensive patient case, perioperative optimization for anesthesia and surgery
Module Policy
legislation.
Page 303 of 397

Reference Books
1. Anesthesia and co-existing disease (8th edition). Robert L.Hines Churchill, Katherine
E.Marschall, 2022
Imprint of Elsevier, 2020
publication, AnImprintof Elsevier, 2001.
6. Morgan and Mikhil’s Clinical Anesthesiology (7th edition). McGraw-Hill educations, Inc.,
2021
2011
9. James C. Duke: Duke’s Anesthesia Secretes (5th edition). Saunders, an imprint of
ElsevierInc.2016.
10. Timothy E. Miller: Anesthetic Care for Abdominal Surgery. Elsevier Saunders Inc.,
2015.133
11. Tim Smith: Fundamentals of Anaesthesia (3rd edition). Cambridge University Press, 2009
12. Fun-Sun F: Yao: Yao and Artusio's Anesthesiology: Problem-Oriented Patient
Management (6thedition). Lippincott Williams & Wilkins publications, Inc., 2010.
13. Richard A. Jaffe: Anesthesiologist's Manual of Surgical Procedures (5th edition).
Page 304 of 397

Module Schedule
Lecture: 76 Hrs.; Skill Lab: 4 Hrs.; Hospital Practice: 100 Hrs.; Self-study = 36 Hrs.; Total = 216 Hrs.
Week Learning Activity Required reading
Interactive Lecture [3 Hrs.] - Perioperative

 Cardiac anatomy and physiology management of
Week 1  Introduction to Common cardiac diseases (CHF, IHD, MI) cardiovascular
drugs
Group discussion = [1 Hr.]
 Pathophysiology of Valvular heart disease
Hospital Clinical Practice [5 Hrs.]

 Anesthetic management of patients with cardiac disease
 Valvular heart disease
Interactive Lecture [3.5 hrs.]

 Preoperative evaluation & optimization of patients with valvular
heart disease, IHD, and CHF
Week 2  Anesthetic considerations for the management of patients with
cardiac diseases (CHF, IHD, MI) coming for non-cardiac surgery
Group discussion= [30 mins]

 Preoperative considerations & preparation of patients with
regurgitant VHD

 Anesthetic management of patients with VHD
 Patients with hypertension
- Reading
Interactive Lecture (3 Hrs.) assignment on
 Pathophysiology of hypertension complications of
 Types of hypertensions: hypertension
Week 3  Different classes of anti-hypertensive agents used for the
treatment of hypertension
Group discussion (1hr)

 Anesthetic considerations for the management of hypertensive
drugs in the perioperative period

 Anesthetic management of hypertensive patient
 Anesthetic management of ischemic heart disease
Interactive Lecture[2hrs]
 Anesthetic Implications of DM - Oral antidiabetic
Week 4  Evaluation of diabetic patient agents
Seminar presentation [1 hr]
Page 305 of 397

 Interpretation of lab investigations of diabetic patients
Group discussion[1hr]
 Intraoperative complication in a Patient with DM
 Postoperative considerations for Patients with DM.

 Anesthetic management for diabetic patients
Interactive Lecture [1-2 Hrs.]

 Anesthetic management of diabetic patients
Week 5
 Anesthetic considerations for patients with thyroid gland disorders
(hyper/hypothyroidism)
 Anesthetic considerations for patients with parathyroid gland
disorders (hypo/ hyperparathyroidism)

 Anesthesia management of patients with endocrine disorders

Week 6  Anesthetic considerations for patients with adrenal gland disorders
coming for non-endocrine surgery (Pheochromocytoma, Cushing’s
Syndrome, Conn’s Syndrome, hypoaldosteronism, Addison’s
disease)

 Anesthesia management of patients with adrenal gland disorders
Interactive lecture[2hrs]
Week 7  Pathophysiology of GBS, MHT, MDs, and MG

 Clinical presentation of neuromuscular disorders (GBS, MHT, MDS,
MG)

 Anesthetic management for diabetic patients
Interactive lecture (1.5 Hrs.) - Management of

 Intraoperative anesthetic consideration for patients with anesthesia for
neuromuscular disorders: multiple
Week 8  Anesthetics management for a patient with Parkinson’s disease sclerosis
Group discussion= 30 mins

 Pre-Op Optimization for Patients with neuromuscular Disease
Seminar presentation 2 Hrs.
Page 306 of 397

 preoperative assessment for patients with neuromuscular disorders

(GBS, MHT, MDS, MG)

 Anesthetic management of a patient with neuromuscular disease
Interactive lecture 2 Hrs.

 Pathophysiology of obstructive and restrictive pulmonary disease
Week 9  Clinical presentation of obstructive and restrictive pulmonary
disease
Seminar Presentation (2 Hrs.)

 Anesthetic consideration for asthmatic patient
 Anesthetic consideration for a patient with COPD

 Anesthetic management of a patient with obstructive and restrictive
pulmonary disease
Group discussion (1 Hr.)

 Anesthetic consideration for patients with extrinsic restrictive lung
disease
Week 10  Anesthetic consideration for patients with intrinsic restrictive lung
disease

 Pathophysiology of HIV/AIDS
 Anesthetics consideration for a patient with HIV /AIDS
Group Discussion (1 Hr.)

 Anesthetic drug interaction with ART drugs

 Anesthetic management of patients with neuromuscular disease
- Common
Interactive Lecture [4 Hrs.] cancers
 Pathophysiology of cancer encountered in
Week 11  Local effects of cancer & metastasis clinical practice
 Paraneoplastic syndrome (functioning tumor) - Lung cancer
 Cancer treatment - Colorectal
 Anesthetic considerations for patients with cancer cancer
- Ovarian cancer
Hospital Clinical Practice (5 Hrs.) - Breast cancer
 Oncology surgery
Page 307 of 397

Group discussion (1hr)

 Effects of cancer therapy (chemotherapy & radiotherapy) on
anesthetic management
Week 12
Interactive lecture (2.5 Hrs.)
 Pathophysiology of PTB
 Preop evaluation and optimization of patients with PTB
 Anesthetic considerations for pulmonary tuberculosis (PTB)
Group discussion (30 mins)

 ASA guideline for operative care of patients with PTB

 Anesthetic management of a patient with obstructive and restrictive
pulmonary disease
- Coagulation
Interactive lecture [2 Hrs.] profile
 Anesthetic considerations for a patient with Malaria investigations
interpretation
Week 13 Seminar presentation (2 Hr.)
 Hematologic disorders (anemia, types of anemia, anemia
treatments, coagulation disorders)

 Anesthetic management of patient for patients with ART
- Anticoagulant
Interactive lecture (1.5 Hr.) and
 Coagulation disorders (pathophysiology, cause, symptom, and antifibrinolytic
Week 14 treatment) medications
- Anesthesia
Interactive lecture (2hrs) concerns for
 Concepts of obesity
malnourished
 Peri-operative anesthetic consideration for obese patients
patients.
- Preoperative
Group discussion on [30 mins]
 Anesthetic consideration for patients with OSA screening test
of patients with
Hospital Clinical Practice [5 Hrs.] OSA
 Anesthetic management of a patient on ART drug
- Postpartum
Interactive lecture [ 3hrs] depression
 Definition of mental health
 Common psychiatric disorders: psychoses, bipolar disorders,
Week 15 depressive disorders,
 Common causes of mental disorder
 Signs and symptoms (psychopathology) of mental illness
Seminar (1 Hr.)
 Antidepressants and anesthetic implication
Page 308 of 397


 Anesthetic management for obese patients
 Anesthetic management for patients with HIV
Interactive lecture on [4 Hrs.]
Common anxiety disorders:

 Panic disorder
Week 16  Phobias
 Specific phobia and Social phobia
 Obsessive-compulsive disorder (OCD)
 Post-traumatic stress disorder (PTSD)
 Generalized anxiety disorder (GAD)
 Alcohol and other substance related disorder such as abuse,
dependence and class of substances of abuse
Hospital Clinical practice [ 5 Hrs.]

 Optimize patients coming for surgery with psychiatric disease.
 Provide postoperative Anesthetic care for psychiatric patients

 Definition of personality disorder
Week 17  Personality disorder, clinical features, and treatment
 Definition, Causes, Clinical features, and Treatment of Delirium and
Dementia
 Anesthesia and psychiatric drugs: antidepressants, anxiolytics,
antipsychotics, mood stabilizers,

 Optimize patients coming for surgery with psychiatric disease.

 Anesthesia for patients with schizophrenia and its clinical features
DDx and treatment.
Week 18  Bipolar disorder, depressive disorders, anxiety disorders,
substance-related disorders
 Types of seizures disorders
 Treatment of seizure disorders
 Epilepsy and anesthesia
Hospital clinical Practice [5 Hrs.]

 History taking technique in psychiatry patient
 Identify drug interaction b/n anti-psychotic drugs and anesthetics.
Skill lab [4 Hrs.]

Week 19  Techniques of Mental state examination
Page 309 of 397


 Perioperative Anesthetic care for psychiatric patients
 Electroconvulsive therapy
Exam Week
Week 20 Assessment (4 hrs.)
Page 310 of 397

ENT, Maxillofacial, and Ophthalmic Anesthesia
Module Title: ENT, Maxillofacial, and Ophthalmic Anesthesia

Module ECTS: 6 ECTS
to create a learning opportunity on ENT, maxillofacial, and ophthalmic surgical procedures that
enable students to equip with the necessary knowledge, skill, and attitude on anesthesia
management to all age groups.
Module Objective
At the end of this module, students will be able to provide Anesthesia for various types of ENT,
maxillofacial, and ophthalmic surgery.
Module Competencies
 Provide anesthesia for ENT and maxillofacial surgical patients in a compassionate,
respectful, and caring manner.
 Provide Anesthesia for Ophthalmic surgical patients in a compassionate, respectful, and
caring manner.
Learning Outcomes
 Discuss the anatomy and physiology of the Ear, Nose, and Throat.
 Explain the coagulation status of the ENT patient
 Describe Leo fort’s classification and its implication for anesthesia management
 Describe the concerns of nitrous oxide and other gas during ear and ophthalmic surgery
 Discuss postoperative complications of ENT and maxillofacial surgery and anesthesia
 Discuss Ludwig’s angina
 Describe the equipment used and the technique of jet ventilation
 Discuss laser surgery anesthesia and its biological effect.
 Perform preoperative evaluation for ENT and maxillofacial surgical patients
 Order and interpret appropriate investigation for ENT and maxillofacial procedures
 Prepare different airway equipment and drugs for ENT and maxillofacial surgery and
anesthesia
 Perform nasal and awake intubation (except awake FOI)
 Manage difficult airways using an alternative technique
 Discuss techniques of anesthesia for various types of throat surgical procedures
 Provide anesthesia for various types of throat surgical procedures
 Discuss the anatomy and physiology of the eye
 Discuss IOP and OCR and their effect on anesthetic management
 Describe the challenges of open eye injury and full stomach in anesthetic management
 Describe the effects of ophthalmic drugs on anesthesia management
 Assess and optimize Ophthalmic surgical patients
Page 311 of 397

 Perform regional anesthesia (retro bulbar, per bulbar/ Fisher nerve blocks) block for
various types of eye procedure
 Provide and manage anesthesia for various types of Ophthalmic surgical patients
Prerequisite: None

 Roleplay
 Case study
 Portfolio
 Video show
 PBL cases
 Textbooks
 Writing board
 Posters
 Anatomic models
 LCD Projector
Formative
 OSCE
Page 312 of 397

o OSCE = 20%
o A
o Prepare different airway equipment and drugs for ENT and maxillofacial surgery and
anesthesia
o Perform facial nerve block for ophthalmic surgery
o Perform blind nasal intubation /awake intubation techniques
o Provide anesthesia for various types of pediatric airway emergency (foreign body
aspiration, epiglottises, broncos copy, and vocal cord disorder) surgical patients
o Perform regional anesthesia (retro bulbar, per bulbar) block for various types of eye
procedure
o Manage anesthesia for open-eye injury
o Postoperative complication of ENT and maxillofacial surgery and anesthesia
o Failed airway using alternative technique
o Anesthesia Management for tonsillectomy (OSA) patients
o Anesthesia for ear canal and tympanic membrane disorder
o Postoperative complication of ENT and maxillofacial surgeries
o Post tonsillectomy bleeding
o Factors influencing intraocular pressure
o Anesthetic considerations for Strabismus surgery
o Anesthetic considerations for retina al detachment
o Anesthesia Management for tonsillectomy (OSA) patients
o Anesthesia for ear canal and tympanic membrane disorder
o A Manage anesthesia for Ophthalmic surgical patients (with an emphasis on
intraocular pressure (glaucoma), oculocardiac reflex, and anesthetic implications of
ophthalmic drugs)
o Provide post-anesthetic care for Ophthalmic surgical patients
 OSCE
o Preoperative evaluation for tonsillectomy patients
o Investigation for ENT and maxillofacial procedures
o Difficult airway equipment for ENT surgery and anesthesia
o Difficult airway equipment for maxillofacial surgery and anesthesia
o Nasal & awake intubation
o Failed airway using alternative technique
o Airway evaluation for ophthalmic patients
o Regional block for ophthalmic patients
o Percentage allocation:
Page 313 of 397

Module Policy
 Attendance: It is compulsory to attend both theoretical and practical teaching on time and
every time. If students are going to miss more than two classes and one practical
attachment day during this semester, they will not be allowed to seat on the final
assessment unless otherwise proven by evidence per legislation requirement.
in Incomplete (I) grade submissions to the registrar. Further consecutive procedures will
be handled in line with institutional senate legislation.
Reference Books
Imprint of Elsevier, 2009
2. Robert K Stoelting: Stoelting’s anesthesia and co-existing disease (5th edition). Churchill
Livingstone, anIm print of Elsevier, 2002.
5. G. Edward Morgan clinical anesthesiology 4th edition.
6. Lucille Bartholomeus Safe anesthesia 3rd edition
7. Pathophysiology review hurt,
publication, An Imprint of Elsevier, 2001
9. Guyton’s physiology, 15th edition
10. Harold Ellis: Anatomy for Anaesthetists (8th edition). Blackwell Science Ltd, 2004
Page 314 of 397

Module Schedule
Required
reading
 Anatomy,
Interactive Lecture [3Hr.] physiology,
Week 1  Overview of the Module [1Hr.] and
 Introduction to anesthesia for ENT surgical patients [1/2HR] innervations
 Preoperative evaluation for tonsillectomy patients [1/2HR] of the Ear,
nose, and
 Anesthesia management for tonsillectomy (OSA),
throat
Week 2 Interactive Lecture [2 1/2Hr.]

 Adenoidectomy and Quincy [2 1/2HR]
Group discussion [1/2Hrs.]

 Anesthesia management for OSA patients
Clinical Skill Development Lab [1:30Hr.]

 Demonstration of ENT anatomy

 Assessment and optimization of ENT patients
 Applying infection prevention principles and patient safety for
ENT patients
 Perform endotracheal intubation for ENT (adenotonsillectomy
patients) under the direct supervision
 Definition,
Week 3 Interactive Lecture [3 Hrs.] classification
 Managements of post-tonsillectomy complications [1HR] cause, and
 Coagulation disorder of ENT patient [1/2HR] medical
 Preoperative evaluation for Ear Surgery patients [1/2HR] management
of patients
 Anesthesia management for Ear surgery [1HR]
with
coagulation
Week 4 Interactive Lecture [2 Hrs.]
disorders
 Anesthesia management of ear surgery [1HR]
 Anesthesia management of nose surgery [1HR]
Group discussion [1HR]
 Investigation modalities for tonsillectomy patients
Page 315 of 397

Required
reading
Video show in Skill Development Lab [1/2 Hr.]

 Anatomy of ENT
 Physiologic anatomy of the EAR

 Role play on preoperative assessment of ENT patient
 Role play on compassionate, respectful, and care

 Management of Postoperative complications of ear and nose
Week 5 surgery [2HR]
 Anesthesia management for cleft lip and palate surgery (1hr)

 Order and interpret appropriate investigation for ENT
 Manage nasal intubation
 Manage failed airway using an alternative technique
 Practice on tonsillectomy patients
 Perform preoperative evaluation for ear and nose surgery
patients

 Anesthesia management for craniofacial anomaly surgery
(1hr)
 Anesthesia management for upper airway obstruction
(epiglottitis, tracheolarngobronchitis, FBA and) (1hr)
 Anesthesia management for laryngeal surgery (overview) (1hr
Week 6 Hospital Practice [10 Hrs.]

 Hospital practice on anesthesia management for cleft lip and
palate surgery
 Hospital practice on Anesthesia management for craniofacial
anomaly surgery
 Hospital practice on Anesthesia management for upper airway
obstruction (epiglottitis, tracheolarngobronchitis, and FBA)
 Hospital practice on Anesthesia management for laryngeal
surgery (overview)
Page 316 of 397

Required
reading
Interactive Lecture [3 ½ Hrs.]
 Introduction to maxillofacial surgery [1HR]
 Demonstration of airway examination anatomic model -1hr
 Role play on airway examination - 1hr
Week 7
 Manage anesthesia for various types of the throat (adino-
tonsilar hypertrophy patients
 Manage anesthesia for different kinds of ear and nasal
surgery

 Airway assessment for patients presented with Ludwig angina
[1HR]
Week 8 Seminar presentation [1 Hrs.]

 Common postoperative complications of ENT
 Type,
Group Discussion [1 Hrs.] classification,
 Procedures Concerns of Nitrous oxide and other gas for ENT and medical
(ear) surgery) management
of
Interactive Lecture [3 Hrs.] maxillofacial
 Anesthesia management of patients with Ludwig angina [1HR] fracture
 Lefort classification [1/2HR] patients
 Techniques of awake fiberoptic intubation [1 1/2HR]
Week 9
 Perform airway assessment for maxillofacial patients
 Prepare patients for maxillofacial surgery
 Perform nasal intubation for maxillofacial surgical patients
 Perform anesthesia for maxillofacial surgical patients
 Definition,
Group discussion [1HR] cause, and
 Difficult Airway management (case of Ludwig angina) medical
management
Week 10 Interactive Lecture [ 1 1/2 Hrs.] of adeno-
 laser surgery anesthesia and biological effect of laser surgery tonsillar
(1hr) hypertrophy,
 Jet ventilation [1/2Hrs.] pediatric
Page 317 of 397

Required
reading
obstructive
Clinical Skill Development Lab [2 Hr.] sleep apnea
 Demonstration of nasal & awake intubation for maxillofacial syndrome
surgery and adeno-
tonsillectomy)
Hospital Practice [10 Hrs.] patients
 Manage anesthesia for different kinds of maxillofacial surgical
patients
 Manage postoperative complications of maxillofacial surgery
Seminar presentation [3Hrs.]

 Postoperative complications of maxillofacial surgeries [1.5
Week 11 HRs]
 Introduction to ophthalmic anesthesia [1½ HRs]

 Manage anesthesia for different kinds of maxillofacial surgical
patients
 Manage postoperative complications of maxillofacial surgical
patients
Interactive Lecture [3Hrs.]

Week 12
 Revision on ocular anatomy and physiology [2HR]
 Effect ophthalmic drugs on anesthesia management [1HR]

 Role play on assessing and optimizing ophthalmic surgical
patients
Week 13 Interactive Lecture and Discussion [2Hrs.]

 Preoperative evaluation for ophthalmic surgical patients [2HR]

 Anesthesia management of ophthalmic patients

 Oculo- cardiac reflex (OCR) and anesthesia [2HR]
 Preparation on different airway equipment and drugs for
ophthalmic surgery and anesthesia
 Hospital based practice on ophthalmic procedures
Page 318 of 397

Required
reading

 Regional anesthesia for ophthalmic surgical patients [2 Hrs.]

 Demonstration of an anatomic model on airway examination  Infection
for anesthesia ophthalmic procedures prevention
 Anatomical charts and atlas principles
Week 15 and hand
 Computer-assisted simulations and video shows
washing
procedures
Hospital practice on [10 Hrs.]
 Guided practice on regional anesthesia (retrobulbar and
peribulbar and facial nerve) block for various types of eye
procedure
 Anesthesia management for ophthalmic procedures

 Challenges of open eye injury and full stomach in anesthetic
management including anesthesia for Ophthalmic surgical
patients (General anesthesia, Sedation technique)- [2 Hrs.]

 Role play on airway examination for ophthalmic patient
Week 16
 Guided practice: post-anesthetic care for Ophthalmic surgical
patients
 Guided practice on regional anesthesia (retro bulbar and per
bulbar and facial nerve) block for various types of eye
procedure
 Practice on ophthalmic procedures

 Anesthesia management for retinal detachment surgery -1HR
 Anesthesia management for exentrations, enoculations,
Week 17
eviscerations, corneal tear repair surgery- 1 HR
 Anesthesia management for glaucoma (trabeluectomy)
surgery- 1HR
Page 319 of 397

Required
reading

 Practice on anesthesia management for strabismus surgery
(strabotomy)
 Practice on anesthesia management for retinal detachment
surgery
 Practice on anesthesia management for exenteration,
inoculations, eviscerations, corneal tear repair surgery
Seminar presentation [1HR]

 Anesthetic challenges of ophthalmic procedures
Week 18
 IOP and OCR, Factors affecting IOP and postoperative ocular
complications [1 Hrs.]
Seminar
 Postoperative anesthetic complication of ophthalmic
procedures [1HR]
Week 19
 Anesthesia management and considerations for strabismus
surgery (strabotomy)- 1Hr
Week 20 EXAM WEEK
Page 320 of 397

Research methods, evidence-based medicine & clinical audit
Module Title: Research methods, evidence-based medicine & clinical audit

Module ECTS: 4 ECTS
to assist them to understand the basic principles of research, evidence-based medicine (EBM),
and clinical audit. The module will also enable them to develop research proposals, undertake
health research projects, review, utilize critically appraised literature, and implement evidence-
based practice.
Module Objective
At the end of this module, students will be able to develop a research proposal, undertake a health
research project, review, utilize critically appraised literature, and implement evidence-based
practice.
Module Competencies
 Develop a research proposal
 Critically appraise and utilize literature
 Conduct a clinical audit and need assessment
Learning Outcomes
 Define research in general and health systems research in particular
 List the essential features of health systems research
 Explain the roles of research in a development
 Describe the importance of a literature review
 Describe topic selection criteria
 Identify and prioritize research problems
 Define study area and period
 Differentiate inclusion and exclusion criteria
 Discuss the different techniques of data collection
 Develop research objectives of different forms
 Write a literature review in a specific area
 Demonstrate different approaches to literature review
 Apply different ways of acknowledging scientific papers and referencing
 Utilize commonly used electronic databases/ journals
 Construct conceptual framework analysis of the study
 Analyze the circumstances for appropriate use of the different study designs
 Develop an open- and close-ended questionnaire
 Apply the principle of hypothesis testing in your study
 Determine the sample size and sampling techniques appropriate for your study
 Formulate a study question
Page 321 of 397

 Evaluate proper citation of used references from other researchers
 Explain ethical principles governing research
 Define evidence-based practice
 Critically appraise a published article
 Identify appropriate online resources for finding information
 Recognize the tools for critical appraisal
 Describe the differences between books and journals as sources of information
 Value the importance of information
 Exhibit reflective practice
 Identify the best practice principles of clinical audit
 Undertake a clinical audit
 Identify appropriate audit topics
 Choose appropriate audit standards and methodologies
 Review their own clinical practice and improve patient care
 Undertake need assessment
 Transfer learning to other colleagues
 To be a clinical champion for clinical audit and motivate others
Prerequisite: None

 Case study
 Portfolio
 Video show
 Textbooks
 Writing board
 Posters
 LCD Projector
 Formative
o Drills, essay exams, quizzes
Page 322 of 397

Oral exam
o
o Portfolio
 Summative
Progressive/ Continuous assessment:

o Quiz 5%
o Reflective portfolio (15 %)
o Tests 15%
o Assignment and/or student presentation (15 %)
o Final Written exam (50 %)
Module Policy
 Attendance: It is compulsory to attend class and seminar section. If students are going to
miss more than three classes/ hospital attachment days during this semester, they will not
be allowed to final assessment and next semester unless otherwise proven by evidence
per legislation requirement.
 Assignments: Students must complete module assignments and work based
in Incomplete (I) grade submissions to registrar. Further consecutive procedures will be
handled in line with institutional senate legislation.
Reference Books
1. Bowling A. Research Methods in Health. Investigating Health and Health Services. Open
University Press, 2000
2. John W. Creswell. Research Design. Qualitative, Quantitative, and Mixed Method
Approaches (third edn). SAGE Publications, Inc., 2009
3. Last JM. A dictionary of Epidemiology (4th edn). New York: Oxford University Press, 2001
4. Davies M. Brett. Doing a successful research project. Using Qualitative or Quantitative
Methods. Palgrave macmillan, 2007
5. Hennekens CH and Buring JE. Epidemiology in Medicine. Philadelphia: Lippincott
Williams & Wilkins, 1987
6. Frank E Harrell, Jr. Regression Modelling Strategies with applications to linear models,
logistic regression and survival analysis.
7. Evidence based medicine; How to practice and teach it, 4th edition 2010, Sharon E. straus
w scott Richardson.
8. How to read paper, the basics of Evidence based medicine 5th edition, Trisha Greenhailgh
9. Evidence based practice across the health professionals 3rd edition, 2017 Tammy hofman
and sally bennet
10. Achieving EBP a handbook for practitioner 2nd edition,2005 Susan hamer
11. New principles of best practice in clinical audit 1st edition, robin burgers
12. Clinical audit for doctors and health care professionals 2nd revised edition by Bhoresh
Dhamija.
13. Clinical trials audit preparation A guide for good clinical practice (GCP) inspections 1st
edition, vera mihajlouic medzareuic
14. The audit hand book, Improving health care through clinical audit, I.K. crombie
Total lecture hours = 72hrs
Page 323 of 397

Module Schedule
Duration: 20 Weeks (Classroom-based teaching)
Required
Reading

Overview of the Module [1 Hrs.]
Introduction to research [3 Hrs.]
 Definition of research
 Rationale for research
 Types of research
Week 1  Features of health system research
 The research process format
 Identify and prioritize research topic
Week 2 Interactive Lecture and Discussion [4 hrs.]
 Problem statement
 Literature review
 Conceptual frameworks
Week 3  Research hypothesis/questions
 Formulation of research objectives
 Citation and Referencing styles
Skill Development Lab [16 hrs.]
 Basic computer skill for application of research
week 4-6  research software’s Endnote application
 Review a literature
Interactive Lecture and Discussion [4 hrs.]
Research Methodology
 Qualitative and quantitative studies design
o Descriptive studies
o Analytic studies design
Week 7  Source population and study population
 Sample size and sampling methods
 Variables
 Validity and Reliability of measurements of tools
 Data collection techniques
Page 324 of 397

Required
Reading
Skill Development Lab [4 Hrs.]
 Basic computer skill for the application of research
Week 8
 Research software’s Endnote application
 Review a literature
Week 9  Plan for data collection and organization
 Plan for data processing and analysis
Interactive lecture and discussion [2hrs.]
 Plan for data processing and analysis (continue)
 Pre-testing the methodology
Week 10 Ethical considerations (3 Hrs)
 Plagiarism
 Ethical concerns pertaining study subjects
 Ethical issues in selected health researches
Ethical principles
 Confidentiality
 Autonomy
Week 11  Veracity
 Beneficence
 Non-malfeasance
 Justice
 Informed consent
Week 12  Work Plan
 Budget Plan
Skill Development Lab [8 hrs.]
Week 13-14  Methods of data processing and analysis (Epi Info, SPSS )
endnote
 The concepts of scientific evidence and evidence-based
practice
o Definition of evidence-based practice (EBP)
Week 15
o Components of evidence-based practice (EBP)
o Steps of evidence-based practice (EBP)
 Application of evidence to practice
o Critical appraisal of literature and utilization of evidence
Interactive lecture, discussion, seminar [4Hrs.]
Day 16-19  Search query for online resources [1]
 Evaluating search results [3]
Page 325 of 397

Required
Reading
‒ Critically appraising searched journal
General principles of clinical audit (4 Hrs)
‒ What is clinical audit? Stages of the audit cycle? [1]

‒ Difference between Clinical Audit and Research [1]
‒ Choosing an audit topic [1]
‒ Sources of clinical audit standards [1]
Choosing an audit topic [5hr]
‒ Sources of clinical audit standards [1hr]

‒ Background information for audit [1hr]
‒ Setting your aims and objectives [1hr]
‒ Identifying your audit standards [1hr]
‒ Identifying who needs to be involved [1hr]
Cleaning / Validating Audit Data [2hrs]
 Analysis (1hr)
 Demonstration of using Excel to analyze your clinical audit data
[1hr]
Week 20 Final Examination Week
Page 326 of 397

Emerging Technologies
Module Title: Emerging Technologies

Module Code: MGMT 1012
Module ECTS: 5 ECTS
Module Description: This resource module is designed and developed in support of the
Introduction to Emerging Technology Curriculum. It provides learning resources and teaching
ideas.
Dear students, in chapter one you studied the evolution of technologies, the role of data for
emerging technologies, programmable devices, human-to-machine interaction, and future
trends in emerging technologies within weeks 1-2.
In chapter two, data science and Big data have been studied, as how we collect, analyzed,
store, and use. The advantages and disadvantages of big data analysis are also studied within
weeks 3-4.
In chapter three, you have studied about introduction to Artificial Intelligence; its history; different
types of AI; its application in health, education, agriculture, and business. Finally, different tools
and platforms used for AI and sample AI examples were studied within weeks 5-7.
Chapter four is the overview of the Internet of Things; its history; its pros and cons, its
architecture, its application in the smart home, smart city, smart grid, and smart farming. In the
end, all IoT tools and platforms, as well as the sample applications, are well studied within
weeks 8-10.
Chapter five is about augmented reality (AR), its difference and similarity from virtual reality and
mixed reality, how it works, its architecture, and applications were studied within weeks 11-12.
Chapter six is all about the connection of emerging technologies with professional ethics,
privacy, accountability, and trust. Finally, the threats and challenges of the technologies have
been discussed within week 13.
In chapter seven, other emerging technologies that are not covered in detail are discussed.
Nanotechnology, Biotechnology, Blockchain technology, Cloud and quantum computing,
Autonomic computing, Computer vision, Embedded systems, Cybersecurity, and Additive
Manufacturing (3D Printing) were studied within weeks 14-15.
Learning Objectives
 .
Page 327 of 397

Neurosurgery Anesthesia
Module Title: Regional anesthesia and pain management

Module ECTS: 7 ECTS
to equip them with anatomy, physiology, and anesthetic techniques used in neurosurgery. The
learner must demonstrate the ability to manage anesthesia for emergency neurosurgical cases.
Learners are also expected to demonstrate effective communication with patients in order to
alleviate anxiety.
Module Objective
At the end of this module, students should be able to provide anesthesia for neurosurgical
patients.
Module Competencies
 Provide Anesthesia for neurosurgery
Learning Outcomes
In order to achieve core competencies, at the end of this module students will be able to:
 Explain clinically relevant anatomy and physiology of the central nervous system
 Discuss cerebral physiology in relation to anesthesia.
 Explain the physiology of intracranial pressure.
 Discuss the effects of anesthetic agents on cerebral physiology.
 Describe adjuvant Pharmacology as it relates to neuro-anesthesia.
 Identify neuro-anesthesia cerebral protection strategies
 Participate in the preoperative evaluation of a neurosurgery patient.
 Participate in interpreting findings of invasive monitoring during neurosurgery
 Discuss the effect of different neurosurgical positioning in anesthetic management
 Describe the management of intracranial hypertension.
 Participate in the management of anesthesia for supratentorial.
 Participate in the management of anesthesia for posterior fossa surgery.
 Participate in the anesthesia management of pituitary gland surgery.
 Discuss anesthetic management for spine and spinal cord surgery.
 Participate in the anesthetic management of awake craniotomy.
 Manage intraoperative anesthesia for patients undergoing emergency neurosurgery
 Manage intraoperative anesthesia for patients with a head injury.
 Provide post-operative anesthetic care for neurosurgery.
 Maintain compassion and respect throughout the management of patients undergoing
neurosurgery.
 Maintain proper documentation
Prerequisite: None
Page 328 of 397

 Case study
 Video show
 PBL cases
 Hospital-based practice
 Textbooks
 Writing board
 Posters
 Anatomic models
 LCD Projector
Formative
 OSCE
o OSCE = 20%
o Intracranial hypertension management.
Page 329 of 397

o Anesthesia management for emergency neuro-surgery.
o Intraoperative management of raised ICP
o Anesthetic management of patients on antipsychotic medications
o Anesthetic management for craniotomy patient
o Perioperative management of patients undergoing spinal cord surgery
o Deliberate hypotension consideration in neurosurgical patients
o Anesthetic Management of pituitary gland surgery.
o Perioperative anesthetic management of neurosurgical patient
o Anesthetic management for an emergency craniotomy
 OSCE
o Preoperative assessment for neurosurgery patient
o Preparing equipment and drugs for neurosurgery
o Intubating a patient with head injury patient
o Intubating a patient with a cervical spine injury
o Intubating a patient with a suspected cervical spine injury
Module Policy
legislation.
Reference Books
1. Ronald D. Miller, Basics of Anesthesia, 7th Edition, 2018
2. Hines & Marschall: Stoelting's Anesthesia and Co-Existing Disease, 7th Edition, 2018
3. Carl Gwinnutt, Clinical Anaesthesia Lecture Notes, 5th Edition, 2017
4. George W. Williams, Basic Anesthesiology Examination Review, 1st Edition, 2016
5. Jaffe, Richard A, Anesthesiologist's Manual of Surgical Procedures, 5th Edition, 2014
6. Ronald D. Miller, Millers Anesthesia, 8th Edition, 2014
7. Alan R Aitkenhead, Textbook of Anaesthesia, 6th Edition, 2013
8. Barash, Paul G. Clinical Anesthesia 7th Edition, 2013
9. Tim Smith, Fundamentals of Anaesthesia, 3rd Edition, 2013
10. Morgan & Mikhail’s Clinical Anesthesiology, 5th Edition, 2013
11. David E. Longnecker, Anesthesiology, 2nd Edition, 2012
12. McQuillan, Oxford American Handbook of Anesthesiology, 1st Edition, 2008
13. Jeffrey H, Geriatric Anesthesiology, 3rd Edition, 2018
14. Newfield, Handbook of Neuroanesthesia, 5th Edition, 2012
Page 330 of 397

Module Schedule
Required
Reading
Overview of the Module [1Hr.]

Interactive lecture neuroanatomy (2 Hrs.)
 Review of important anatomical structures of the brain
 Frontal surface of the brain
 Lateral surface of the brain
 Medial surface of the brain
 Cerebral lobes
 Brain stem structure
Interactive lecture neurophysiology (1hr)
 Cerebral Metabolism
 Cerebral oxygen consumption
Week 1
Hospital Practice (9hrs)
 Observe Anesthetic management of neurosurgical patients
 Observe and participate on equipment, drug, and setup
preparation for neurosurgery in the theater
Interactive neurophysiology (1hr)

 Cerebral Perfusion Pressure
 Cerebral Blood Flow (CBF)
Interactive Lecture Regulation of cerebral blood flow(1hr)

 Cerebral autoregulation How to
Week 2  Cerebral perfusion pressure measure CBF
 Intrinsic factors controlling CBF and ICP
Seminar (2 Hrs.) on:
 Extrinsic factor that affects cerebral regulation
Hospital Practice (9 Hrs.)

 Observe and participate in equipment, drug, and setup
preparation for neurosurgery
Page 331 of 397

Required
Reading
Group discussion and presentation [1 Hr.]

 Cerebral fluid dynamics and physiology
Seminar presentation on intracranial pressure (1hr)
 Definition of ICP
 ICP range in each age group
 Factor that increases ICP
Interactive Lecture on the effect of anesthetic agents on cerebral
physiology (2 Hrs.)
Week 3
 Inhalational anesthetic agent
 Intravenous anesthetic agent
 Neuromuscular blocking agent

 Practice the utilization of Inhalational, intravenous, and
neuromuscular blocking drugs in neurosurgery.
Group discussion and presentation [1 Hr.]

 The effect of benzodiazepines, opioids, Anticholinergic, and
cholinergic in relation to neurosurgery
Interactive lecture on adjuvant pharmacology and fluid
management (2 Hrs.)
 Vasopressors
 Vasodilators
Week 4  Diuretics
 Corticosteroids
 Anticonvulsants
 Fluid management
Seminar presentation [1 Hr.]
 Induced hypotension

 Utilize adjuvant pharmacology on Neurosurgery.
 Practice on fluid management relevant to neurosurgery
Page 332 of 397

Required
Reading

 On the interpretation of investigation and monitoring in neuro
anesthesia
Case study investigation [1 Hr.]
 Patient for neurosurgery
Interactive lecture on preoperative assessment of patients (1hr)
 History and physical examination
Week 5  Investigation
 Preoperative order
 Informed consent

 Interpret of investigations and monitoring in neuro Anesthesia.
 Preanesthetic evaluation for a patient scheduled for
neurosurgery patients.
SDL [2 Hrs.]
 Roleplay on taking history and performing a physical examination
of a neurosurgical patient
Interactive lecture [1 Hr.]
 Cerebral protection
Group discussion and presentation on positioning and its effect
(1hr)
Week 6
 Principle of positioning
 Surgical approach of craniotomies
 Positioning: supine, prone, sitting
 Effect of positioning on neurosurgery and consideration

 Preanesthetic evaluation for a patient scheduled for
neurosurgery.
 Practice positioning patients with neurosurgery.
Video [1 Hr.] on:

 Neurosurgery patient positioning
Week 7 Interactive lecture on management of intracranial hypertension
(2hrs.)
 Clinical indicator of an increase in ICP
 Factor aggravating intracranial hypertension
 Treatment of Intracranial Hypertension
Page 333 of 397

Required
Reading
 Tight brain checklist
Interactive lecturer on anesthesia for supratentorial surgeries (1hr.)
 Classification
 Patho physiology and clinical relation

 Manage Anesthetic considerations for intracranial hypertension
 Participate in anesthesia management for supra-tentorial
Interactive lecture on anesthesia for supratentorial surgeries (1hr.)

 Premedication
 Induction
 Maintenance
 Emergence
Interactive lecture posterior fossa surgery (2Hrs.)
 Clinical presentation
 Preoperative preparation patient for posterior fossa surgery
 Special consideration for posterior fossa surgery
Week 8  Postoperative management
Interactive lecturer on anesthesia consideration pituitary surgery
(1Hr.)
 Approach of pituitary surgery
 Anesthetic management
 complication

 Participate in anesthetics management for supra-tentorial
 Participate in anesthetics management for posterior fossa
surgery
 Participate in anesthetics management for pituitary surgery.
Interactive lecture on anesthesia for pituitary surgery (1hr)

 Anesthetic management
 Complications
Group discussion and presentation (1 hr.) on:
Week 9  Intraoperative complications during neuro-anesthesia (air
embolism)
Seminar presentation on anesthesia consideration of awake
craniotomy (2 Hrs.)
 Indication of awake craniotomy
 Drug selection
Page 334 of 397

Required
Reading
 premedication
 Induction
 Maintenance

 Manage intraoperative complications during neuro-anesthesia
 Manage anesthesia for awake craniotomy
Interactive lecture on anesthesia for neuro emergency (4 Hrs.)

 General principle of head injury and anesthesia Reading
assignment
 GCS assessment
 Subdural hematoma Pediatric neuro-
 Epidural hematoma emergency
Week 10  Basilar skull fracture
Hydrocephalus
Hospital Practice (9 Hrs.) Spinal Bifida

 Anesthetic management for neuro emergency (head injury)
Menigo-myocelle
(Perioperative Care)
o Preoperative anesthetic considerations Shunt
o Intraoperative anesthetics management
o Post-operative anesthetic management
Interactive lecture on anesthesia consideration for spine and spinal

cord surgery (2Hrs.)
 Common spine disorder
 Types of spine surgery
 Positioning for spine surgery Reading
 Anesthetic management assignment
Group discussion and presentation on types of monitoring surgery Anesthesia for
Week 11 (2Hrs.) stereo-static
 Motor evoked potential surgery
 Somatosensory evoked potential
 Visual evoked potential

 Anesthetic management for neuro-emergency
 Anesthesia consideration for spine and spinal cord surgery
Week 12 PBL [4 Hrs.]

 Postoperative Hemiplegia
Page 335 of 397

Required
Reading

 Perioperative anesthetic care for spine and spinal cord surgery
 Perioperative anesthetic care for TBI (Traumatic Brain Injury)
Interactive lecture (4hrs) on

 Perioperative anesthetic care for intracranial aneurysms &
arteriovenous malformations
 Perioperative anesthetic care for cerebral aneurism and ischemic
stroke Criteria for Brain
Week 13
death
 Anesthesia for intracranial aneurysms & arteriovenous
malformation.
 Anesthetic considerations for cerebral aneurism and ischemic
stroke
Exam week (4 Hrs.)

 Final exam
Week 14
Clinical Practice (9 Hrs.)
 Preoperative assessment for neurosurgery patient
 Interpret investigations and monitoring for neuro surgery.
 Preparing equipment’s and drugs for neurosurgery
 Intubating a patient with head injury patient
 Intubating a patient with suspected cervical spine injury
Page 336 of 397

Geriatrics Anesthesia
Module Title: Geriatrics anesthesia

Module ECTS: 5 ECTS
to equip them with deep knowledge, skills & attitude on perioperative anesthesia management of
geriatric patients. This Module will be addressed through interactive lectures, seminar
presentations, skill development lab (SDL) demonstrations, and supervised practice in real
hospital settings.
Module Objective
At the end of this module, students will be able to provide perioperative anesthesia care for
geriatric patients.
Module Competencies
 Provide anesthesia for geriatric patients.
Learning Outcomes
 Discuss anatomic & physiological changes related to aging
 Discuss pharmacokinetic and dynamic changes of drugs in geriatric patients
 Perform comprehensive pre-operative history taking & interpret the charts of the patient
 Perform a thorough physical examination for geriatric patients
 Request relevant investigation of geriatric patients
 Interpret relevant investigation of geriatric patients
 Optimize geriatric patients before surgery
 Manage geriatric patients who undergo surgery
 Explain special challenges of anesthetic management of geriatric patients
 Lists the contents of frailty criteria to assess the vulnerability of geriatric patients
 List post-operative complications of geriatric patients
 Manage post-operative complications of geriatric patients
 provide post-operative care for geriatric patients
 Discuss the commonest comorbid disease related to aging
 Explain the contents of the informed consent & left the decision for patients, families, or
caregivers
 Discuss the psychosocial aspects of geriatric patients
 Describe causes, Clinical features, and treatment of delirium and dementia
Prerequisite: None
Page 337 of 397

 Roleplay
 Case study
 Portfolio
 Video show
 PBL cases
 Textbooks
 Writing board
 Posters
 Anatomic models
 LCD Projector
Formative
 OSCE
o OSCE = 10%
o A minimum of two Direct Observed Procedures (DOPS) - 15%
o A minimum of five Case Base Discussions (CBDs) - 10%
o Geriatric patient positioning,
Page 338 of 397

o Spinal anesthesia for geriatric
o Intubating geriatric patients
o Anesthesia management of geriatric patients with different co-existing diseases
o Perioperative care of geriatric patients with different co-existing disease
 OSCE
o Cardiovascular system examination
o Identification and management of arrhythmia
o Postoperative emergency delirium
Module Policy
legislation.
Reference Books
1. Ronald D. Miller, Basics of Anesthesia, 7th Edition, 2018
2. Hines & Marschall: Stoelting's Anesthesia and Co-Existing Disease, 7th Edition, 2018
3. Carl Gwinnutt, Clinical Anaesthesia Lecture Notes, 5th Edition, 2017
4. George W. Williams, Basic Anesthesiology Examination Review, 1st Edition, 2016
5. Jaffe, Richard A, Anesthesiologist's Manual of Surgical Procedures, 5th Edition, 2014
6. Ronald D. Miller, Millers Anesthesia, 8th Edition, 2014
7. Alan R Aitkenhead, Textbook of Anaesthesia, 6th Edition, 2013
8. Barash, Paul G. Clinical Anesthesia 7th Edition, 2013
9. Tim Smith, Fundamentals of Anaesthesia, 3rd Edition, 2013
10. Morgan & Mikhail’s Clinical Anesthesiology, 5th Edition, 2013
11. David E. Longnecker, Anesthesiology, 2nd Edition, 2012
12. McQuillan, Oxford American Handbook of Anesthesiology, 1st Edition, 2008
Page 339 of 397

Module Schedule
Required
Reading
Overview of the Module [1Hrs.]

Introduction to Anatomic changes with aging [2 Hr.]
 Theories and mechanisms of aging
 Anatomic change of different organs
Week 1
 Visiting geriatrics patients within the hospital Facility
Whole Group Session [0.5 Hr.]

Interactive Lecture and Discussion [1Hr.]

 Physiologic changes of aging
 Pharmacokinetic and pharmacodynamics changes of drugs on
geriatric patients
Group discussions &presentation [2 Hrs.]
 physiologic changes of CNS, hepatic & renal change
Week 2
 Observation of geriatric patients in different wards
 Observation of geriatric patient interaction with staff & other clients


 Preoperative evaluation and comprehensive geriatric assessments
Page 340 of 397

Required
Reading
 Purpose of pre-operative geriatrics patient assessment
 Interactive lecturer on physical examination peculiar for geriatric
Week 3 patients
Hospital Practice/ Visit [6Hrs.]

 Observation of patient-anesthetist encounters at the preoperative
clinic and the role of the anesthetist in the units
 History taking and comprehensive geriatric assessment in
preanesthetic clinic and wards


 Cardio-respiratory and neuro risk stratification and optimization in
geriatric patients

 Audio video presentation on physical examination
Week 4 Hospital Practice/ Visit [6Hrs.]

 Performing physical examinations on geriatric patients
 Performing risk stratification in geriatric patients

Interactive lecture on [1 Hr.]

 Pertinent investigation modalities and Discussion
 Specific patient investigations

 Order specific investigation for geriatric patients
Week 5
 Discuss the investigation results of the patients

Page 341 of 397

Required
Reading
Interactive lecture (1Hrs.)

 Concepts of frailty and prehabilitation in geriatrics surgical patients
 Geriatrics patient optimization
Activity of daily
living, mobility
Hospital Practice/ Visit [6Hrs.]
and fall tests,
 Observe specific adjuvant drug that is used for patient optimization
nutritional
Week 6  Performing frailty tests status
 Performing different assessments peculiar to geriatrics (activity of assessment,
daily living, mobility and fall tests, nutritional status, medication medication
review) review

Interactive Lecture on intraoperative geriatrics management [3 Hrs.]

 The special consideration of induction drugs for geriatric
 Special care when using a neuromuscular drug
 Other major intraoperative concerns

 Make complete perioperative documentation.


 Group discussion on intraoperative complications while managing
geriatric patient
Week 8  Respiratory system complication/ cardiovascular system
complication
PBL [2 Hrs.]
 On cases of geriatrics
Page 342 of 397

Required
Reading

 Manage geriatric patients who came for surgery
 Anesthesia record documentation
 Anesthesia machine check-up
 Preparing drugs for GA & for spinal anesthesia

Interactive Lecture and Discussion on special challenges while

managing geriatric patients [2 Hrs.]
 Airway management challenges in the geriatric
 Challenge of position for spinal anesthesia
 Challenges of IV cannulation
 Choices of anesthesia (Spinal vs. general anesthesia)
 Major postoperative considerations and complications among
geriatrics patients

Week 9
 Manage geriatric patients who came for surgery
 Prepare airway management equipment
 Anesthesia machine check-up
 Checkup monitoring equipment & set alarm calibration
 Intubate the patient if it is general anesthesia
 Perform spinal anesthesia
 Monitor vital sign

PBL [1hr]
Week 10 Group discussion &presentation on anesthetic consideration of

geriatrics comorbidity [2 Hrs.]
 Dementia
 Parkinson’s disease
Page 343 of 397

Required
Reading
 Delirium
 Postoperative concerns among geriatric patients

 Pertinent history taking from geriatric patients
 Performing pertinent physical examinations of geriatric patients
 Performing selected assessments peculiar to geriatrics (activity of
daily living, mobility and fall tests, nutritional status, medication
review)
 Preoperative geriatric patient optimization
 Taking informed consent from the patient, patient family, or
caregivers
 Manage intraoperative accordingly
 Postoperative pain management for geriatric patients
 Apply infection prevention principles
 Observe/ Assist CPR (if any)

PBL [1 Hr.]
 Cases of geriatrics

review)
caregivers
Week 11  Postoperative pain management for geriatric patients
Seminar presentation [2 Hrs.]:
 Ethical aspects of geriatric patients
Week 12 PBL [3 Hrs.]

 Cases of geriatrics
Page 344 of 397

Required
Reading

review)
caregivers

PBL [3 Hrs.]

review)
Week 13
caregivers

Week 14 Group discussion on [1 Hr.]:

 Ways of effective communication with patients, patient’s family or
Page 345 of 397

Required
Reading
caregivers by applying CRC manner

 Provide basic life support, ABC,
 Suctioning, oxygenation
 Respiratory emergencies, different types of positioning used during
artificial respiration, artificial respiration and safety measures
during swimming and boating cardiopulmonary resuscitation (CPR)

review)
caregivers
Page 346 of 397

Emergency and Critical care
Module Title: Emergency and critical care

Module ECTS: 6 ECTS
to prepare them competent enough in the assessment and management of critically ill patients
presenting with various pathologies in an emergency setting and the intensive care unit. This
module will also enable them to utilize mechanical ventilators effectively and perform quality CPR.
This module will emphasize the optimization and resuscitation of critically ill patients. The module
will be addressed through interactive lectures, seminar presentations, skill development lab (SDL)
demonstrations, and supervised practice in a hospital setting.
Module Objective
At the end of this module, students will be able to participate in the assessment and management
of critically ill patients in the intensive care unit and emergency department.
Module Competencies
 Participate in the management of critical care illness
 Provide basic and advanced cardiac life support in the ICU and emergency department
Learning Outcomes
 Recognize organization, structure, and staffing of ICU
 Recognize the organization, structure, and staffing of the emergency department
 Provide comprehensive assessment and triage of emergency patients
 Provide quick stabilization of intravenous access and blood/fluid administration
 Participate in the management of patients with poisoning
 Identify admission criteria for the critical care unit
 Recognize critically ill patients/ the use of early warning signs scores
 Apply the principle of daily FASTHUG (feeding, analgesia, sedation, thrombo-embolism
prophylaxis, position (head up), ulcer prevention, glycemic control) in the critical care
unit
 Apply the principles of oxygen therapy for critically ill patients
 Participate in ventilatory support (invasive and non-invasive ventilation) for critical
patients
 Monitor patients on a mechanical ventilator
 Apply the principles of weaning to relieve patients from mechanical ventilators
 Identify critically illness in emergency and critical care settings
 Participate in the management of critically ill patients with various pathologies
 Provide Basic and advanced cardiac life support for t critical ill patients
 Participate in nutritional support for critically ill patients
Page 347 of 397

 Handle ethical concerns related to the management of critically ill patients
 Participate in the development and implementation of a local protocol for the
management of life-threatening illnesses.
Prerequisite: None
 Roleplay
 Case study
 Portfolio
 Video show
 PBL case
 Textbooks
 Writing board
 Posters
 Anatomic models
 LCD Projector
 Whiteboardrd, marker
 Manikin, Triage Boxes: Disposable gloves, I/V Fluids: Ringers/ Saline, Venipuncture
equipment/ IV Cannula/ Intraosseous needles, dressing bandages/ scissors, catheters,
nasogastric tubes, Drugs which are likely needed, standard, documentation charts and
patient folders with a unique number, each folder should include a triage admission card,
lab & X-ray request form.
Formative
 OSCE
Page 348 of 397

o OSCE = 20%
o A minimum of three Direct Observed Procedures (DOPS) - 10%
o A minimum of five Case Base Discussions (CBDs) - 10%
 Direct Observed Procedural Skills (DOPS)
o NGT insertion for ICU feeding
o mechanical ventilator setting
o Neurologic examination
o provide appropriate oxygen therapy using non-invasive techniques
o Endotracheal intubation for critical patients with respiratory failure in the critical
care/Emergency department
o Apply advanced airway management modalities during life-threatening airway
obstructions
o Apply synchronized chest compression and ventilation for patients with cardiac
arrest
o Emergency patients approach and management of life-threatening cases
o Principles of FAST-HUG in daily patient care for (septic shock patients,
neurosurgery…)
o Assess metabolic and renal function including acid – base physiology, serum,
urine, electrolytes and other investigation modalities
o Utilize different ventilator setting for patients with different pathologies
o respiratory care for ICU patients (COPD, Asthmatic patients etc. )
o Use results of invasive monitoring modalities to optimize patients in circulatory
crisis
o post-resuscitation care of ICU patients
o Management of patients with status asthmatics
o management of patients with Status epileptics
o management of patients with Gullian Barrie syndrome
o Management patients with tetanus
o Management of critically ill patients with fluid & electrolyte imbalance
o Management of patients with aspiration pneumonitis
o pain management principles in emergency and critical care setting.
o triage and prioritization of multiple emergency patients
o Apply comprehensive patient evaluation & consultation for ICU patients
o Assess pain using different modalities in ICU
Page 349 of 397

o Manage pain in ICU
o Apply different non-invasive monitors and interpret invasive monitoring data for
critically ill patient
o Mange patients with respiratory failure including artificial ventilation
o Utilize different ventilator setting for patients different with comorbidities
o Provide daily respiratory care for ICU patients
o Evaluate and manage patients for ventilator associated complications
o Assess and manage critically patients with ABCDE approach
o Apply advanced airway management modalities during life threatening airway
obstructions
o Identify and treat peri-arrest arrhythmias
o Treat reversible causes of cardiac arrest
o Manage patients with shock (cardiogenic, neurogenic, and anaphylactic)
 OSCE
o Interpretation of basic CXR
o Interpretation of basic 12 Lead ECG
o Setting and checking mechanical ventilator
o Assessment of critically ill patient (ABC)
o Perform needle Cricothyrotomy
o Basic Life Support (BLS)
o Perform Advanced Cardiac Life Support (ACLS) and Defibrillation
o Provide Continuous Positive Airway Pressure (CPAP) administration
o Sedation score
o Perform Neurological examination
o Troubleshoot mechanical ventilator alarms
o Manage reversible causes of cardiac arrest
o CVP and Arterial pressure monitoring & interpretations
Module Policy
legislation.
References
1. Judith E. Tintinalli, Tintinalli’s Emergency Medicine: A Comprehensive Study Guide, 8th
Edition, 2016
2. Jesse B. Hall, Principles of Critical Care, 4th Edition, 2015
3. Peter Rosen, Rosen’s Emergency Medicine Concepts and Clinical Practice, 8th Edition,
2014
4. Paul L. Marino, The ICU Book, 4th Edition, 2014
Page 350 of 397

5. Daniel Aston, Equipment in Anaesthesia and Critical Care, 1st Edition, 2014
6. J.M. Cairo, PILBEAM’S Mechanical Ventilation Physiological and Clinical Applications, 5th
Edition, 2012
7. BMJ Clinical review: Emergency medicine, perioperative and critical care 1st Edition,
2015David A. Farcy, Critical Care Emergency Medicine, 2011
Page 351 of 397

Module schedule (Lecture= 35 hrs. Group Discussion: 2 Hrs. Seminar = 5 Hrs. Practical = 112 Hrs
and self-study = 10 Hrs.]
Week Lecture activities Required reading

 The roles of critical care units
 Different types of critical care units (general, Pediatrics, Medical,
Surgical, Toxicology, cardiac, etc.)
 Admission and discharge policy Common causes of admission to
critical care units
 The approach to the management of critically ill patients
 Recognition of patients requiring intensive input pre-, intra- or
post-operatively
Interactive lecture [1 hr.]
 Structure, setting, and staffing of the emergency department in a
hospital
 The role of an emergency department in the hospital setting
Week 1
 Observe emergency department and ICU setting
 Observe management, triaging, and resuscitation of common
emergency patients at an emergency department
 Observe assisting in patient position, record keeping, and airway
protection
 Observe tracheostomy care in the ICU
 Observe different ways of oxygen therapy
 Observe oxygen administration to critically ill patients
 Assist in administering appropriate analgesia
 Assist in providing general critical care
 Observe demonstration for the setting of mechanical ventilatory
settings
 Observe applying non-invasive ventilatory modalities for patients
Self-study – 2 hrs.
Interactive lecture [1.5 Hrs.]
 Criteria for admission and discharge to and from ICU Pathophysiology
of VTE, GI ulcer
 FAST HUG (Feeding, Analgesia, Sedation, position, Ulcer
and glucose
prophylaxis, Glucose control in ICU) imbalance in ICU
 Nutritional support in ICU patients
Group discussion [0.5 Hrs.]
Week 2  Group of patients not appropriate for ICU admission Pathophysiology
and resuscitation
Interactive lecture [1 Hr.]
 Triaging and prioritization of multiple acute patients in an approach for
emergency setting abdominal
emergency
patients,
 Observe emergency OPD and ICU setting
Administration of
 Observe management, triaging, and resuscitation of common
Page 352 of 397

emergency patients at the emergency department fluid and blood for
 Observe/ assist in patient position, record keeping, and airway acutely ill patients
protection
 Observe/give tracheostomy care in the ICU
 Observe nutritional support and management in critical patients Continue to
 Demonstrate different ways of oxygen therapy document the
 Assist/Administering appropriate analgesia progress of a
 Keeping adequate & regular record selected patient
case
 Communicating effectively with the patient, family, and surgical
team
 Demonstrate setting of mechanical ventilatory settings
 Demonstrate different ways of weaning from ventilator support in
a simulated environment
Interactive lecture on respiratory failure [1.5 Hrs.]:

 Definition, causes, pathophysiology, types, clinical features, Self-study – 2 hrs.
prediction of risky patients, and their management Restrictive and
Group discussion [0.5 Hr.] obstructive lung
 Approach of patients with impending respiratory failure disease
Interactive lecture on common emergency cases 1 hr. Acute asthmatic

 HTN, Trauma, Poisoning, DKA, Asthma, acute abdomen……) attach
Week 3  Observe emergency OPD and ICU setting
 Participating management, triaging, and resuscitation of common Continue to
document
emergency patients at an emergency department
progress of
 Observe/ assist in patient position, record keeping, and airway selected patient
protection case
 Observe/involve in the nutritional management of critically ill
patients
 Demonstrate different ways of oxygen therapy
 Observe /administer oxygen to critically ill patients
 Assist/Administering appropriate analgesia
 Keeping adequate & regular record
team
Interactive lecture on pulmonary edema [2 Hrs.]
 Definition, causes, pathophysiology, types, clinical features, Lung volumes and
capacities
prediction of risky patients, and their management
Seminar presentation [1 Hr.]
 Fluid management in ICU patients
Week 4  Observe emergency OPD and ICU setting Continue to
document
 Participating management, triaging, and resuscitation of common
progress of
emergency patients at the emergency department selected patient
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 Observe/ assist in patient position, record keeping, and airway case- review/refer
protection to literature and
 Observe/give tracheostomy care in the ICU books to follow
weather treatment
is being given as
 Observe /administer oxygen to critically ill patients per the standard
team
 Demonstrate different ways of weaning from ventilator support in
a simulated environment
Interactive lecture on ARDS [2 Hrs.]

 Definition, causes, pathophysiology, types, clinical features,
prediction of risky patients, and their management
Interactive lecture on asthma and COPD [1 hr.]
 Review of pathophysiology, critical care management of risky
Week 5 patients
Hospital/Lab practice [8 Hrs.]
emergency patients at the emergency department
 Observe/ assist in patient position, record keeping, and airway
protection
 Administer oxygen to critically ill patients
team
 Follow and monitor patients on mechanical ventilators
Interactive lecture [2.5 Hrs.]
 Oxygen therapy Lung Spirometry
 Types and purpose of oxygen delivery devices in ED, HDU & ICU
Group discussion and demonstration [0.5 Hr.]
 Clinical application of various oxygen delivery devices
Week 6 Hospital Practice [8 Hrs.]
 Observe/ assist in patient position, record keeping, and airway
protection
 Observe /administer oxygen to critically ill patients
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 Providing appropriate post-operative instructions
 Following-up patients post-operatively in ICU
team
Interactive Lecture on mechanical ventilation [2 Hrs.]
 Definition Physiology of
breathing,
 Purpose of mechanical ventilation
mechanism of
 Indications for mechanical ventilation artificial ventilation
 Types of mechanical ventilation
Week 7  Modes of mechanical ventilation
Seminar presentation [1 hr.] Continue to
 Status asthmaticus, Airway obstruction (common causes and document
management) progress of
selected patient
Hospital/Lab practice [8 hrs.] case- review/refer
 Participating management, triaging, and resuscitation of common to literature and
emergency patients at the emergency department books to follow
 Demonstrate setting of mechanical ventilatory settings weather treatment
 Demonstrate different ways of weaning from ventilator support in is being given as
a simulated environment per the standard
 assist in patient position, record keeping, and airway protection
 administer oxygen to critically ill patients
 Administering appropriate analgesia
 Following-up patients on mechanical ventilators
team
Interactive lecture on mechanical ventilation cont… [2 Hrs.]

 Setting mechanical ventilator
 Complications of MV
 Troubleshooting mechanical ventilator alarms
 Weaning from a mechanical ventilator
Week 8 Seminar presentation [1 hr.]
 Gillian Barrie syndrome, Tetanus,
Hospital/Lab practice 8 hrs.
team
Page 355 of 397

Interactive lecture on non-invasive ventilation 2 hrs.
 Indication for NIV Types of sleeping
masks
 Patient selection for NIV
 Care of tracheostomy and ETT in the ICU Delirium in ICU
Interactive lecture on fluid, electrolyte, and acid-base balance in ICU Continue to
Week 9 [1 hr.] document
 Input-output in ICU patients progress of
 Common electrolyte disturbances and their management selected patient
 Simple acid–base imbalances and their management case- review/refer
to literature and
books to follow
weather treatment
emergency patients at the emergency department is being given as
 assist in patient position, record keeping, and airway protection per the standard
team
Interactive lecture on cardiac failure (CHF) [2.5 Hrs.]

 Definition, causes, pathophysiology, types, clinical features, Self-study – 1 hrs.
prediction of risky patients, and their management Hypertensive
 Inotropic support for patients with shock crisis in ICU
Group discussion [0.5 hrs.] Continue to
 Approaches of acute cardiac patients document the
Week 10 Hospital/Lab practice 8 hrs. progress of
 Participating management, triaging, and resuscitation of common selected patient
emergency patients at the emergency department cases-
review/refer to
literature and
 Demonstrate different ways of oxygen therapy books to follow
 administer oxygen to critically ill patients whether treatment
 Administering appropriate analgesia is being given as
 Keeping adequate & regular record per the standard
team
Interactive lecture on renal and liver failures [3 Hrs.]
 Definition, causes, pathophysiology, types, clinical features, Liver cirrhosis
prediction of risky patients, and their management Continue to
Hospital/Lab practice [8 Hrs.] document
 Participating management, triaging, and resuscitation of common progress of
selected patient
Week 11 emergency patients at the emergency department
case- review/refer
 assist in patient position, record keeping, and airway protection to literature and
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 Demonstrate different ways of oxygen therapy books to follow
 administer oxygen to critically ill patients weather treatment
 Administering appropriate analgesia is being given as
per the standard
team
Epilepsy &
Interactive lecture [1 Hr.] epileptic seizure
 Poisoning – clinical features, common causes, management
Less common
approaches
electrolyte
Seminar presentation [2 Hrs.] imbalances in ICU
 Sepsis and Shock
Hospital/Lab practice 8 hrs.
Week 12  Participating management, triaging, and resuscitation of common Continue to
emergency patients at the emergency department document the
 assist in patient position, record keeping, and airway protection progress of
selected patient
cases-
 administer oxygen to critically ill patients review/refer to
 Administering appropriate analgesia literature and
 Keeping adequate & regular record books to follow
 Following-up patients on mechanical ventilators whether treatment
 Communicating effectively with the patient, family, and surgical is being given as
per the standard
team
Interactive lecture on resuscitation [2 Hrs.]

 Causes of cardio-respiratory arrest Pediatric ACLS
 BLS for adults Stroke
 ACLS for adults
 Defibrillation and cardioversion during cardiac arrest Less frequent
arrhythmias and
 Post-resuscitation care
their management
Interactive lecture on peri-arrest arrhythmias [1 Hr.]
Week 13  Common types of peri-arrest arrhythmias Finalize progress
report of selected
 Management approach of peri-arrest arrhythmias
case
 Synchronized cardioversion
emergency patients at emergency department
 assist in patient position, record keeping and airway protection
team
Page 357 of 397

Final examination [3 Hrs.]

 Participating management, triaging and resuscitation of common
emergency patients at emergency department
 assist in patient position, record keeping and airway protection
Week 14
 Communicating effectively with the patient, family and surgical
team
Page 358 of 397

Leadership and management
Module Title: Leadership and management

Module ECTS: 4 ECTS
to equip them with the knowledge, skill, and attitude needed to apply the principles of health
policy, management, and leadership with the full participation of the community and other
stakeholders. This module includes contents related to health service management, health
economics, and health informatics and will be addressed through interactive lectures, seminars,
and community attachments.
Module Objective
At the end of this module, the students will be able to apply principles of management and
leadership for the effective and efficient management of the Ethiopian healthcare system.
Module Competencies
 Run organizational structure by applying the management functions effectively.
 Solve working environment disputes in a professional manner
 Utilize resources efficiently and effectively.
Learning Outcomes
 Describe the Ethiopian health system including historical development, organization,
structure, approaches, policy, strategy, regulations and programs (K2)
 Apply principles and functions of management as well as leadership in the health sector
(K3)
 Describe the principles and components of the national health management information
system (K2)
 Analyze the concepts of health care coverage, utilization and quality with focus in the
Ethiopian health system (K4)
 Demonstrate skills for effective communication with individuals, families, communities,
health sector staff, local leadership and development partners with sensitivity to personal
and cultural factors for the promotion of health and prevention of diseases (S3, A3)
 Advise individuals and families to promote health and prevent illness (S3)
 Demonstrate professional values and behavior in interaction with individuals, families
and communities consistent with the future role of anesthetist (A3)
 Demonstrate key public health values, attitudes and behaviors such as commitment to
equity and social justice, recognition of the importance of the health of the community as
well as the individual, and respect for diversity, self-determination, empowerment, and
community participation (A3)
 Show respect for peers and other healthcare professionals and the ability to foster a
positive collaborative relationship with them (A3)
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 Analyze community practice experience and perform practice-based improvement
activities using a systematic methodology (K4)
 Demonstrate a habit of self-reflection, responsiveness to feedback, and an ongoing
development of new skills (A3, S3)
 Manage and resolve organizational disputes using conflict management principles
Prerequisite: None
 Case study
 Text books
 Writing board
 Posters
 LCD Projector
 Formative
o Drills, essay exams, and quizzes
o And other assessment methods
 Summative
o Progressive/ Continuous assessment:
o Written exam
Module Policy
 Attendance: It is compulsory to attend all class and discussions every time. If students
are going to miss more than three classes, they will not be allowed to final assessment
unless otherwise proven by evidence per legislation requirement.
 Assignments: Students must complete module assignments and work-based
assessments on time. Uncompleted work-based assessments and assignments will
result in Incomplete (I) grade submissions to registrar. Further consecutive procedures
Reference Books
1. Management Sciences for Health (MSH). Managers who lead. MSH, 2005.
2. Wagstaff A, Van Doorslaer E. Equity in the finance and delivery of health care. 1995.
Page 360 of 397

3. Shaw RP, Griffin CC. Financing health care in Sub-
Saharan Africa through user fees and insurance. The World Bank, 1995.4.
4. Drumond MF, Stoddart CL, Torrance GW. Methods for the economic evaluation of health c
are programs.1993: 39 - 54.
5. Jira C. Health planning for health science students. Carter Center; 2003.
6. Jira C, Feleke A, Mitike G. Health services management for health science students. Carter
Center; 2003.
7. Walt G, Vaughan P. An Introduction to the Primary Health Care Approach in Developing C
ountries: A
Review with Selected Annotated References. Ross Institute of Tropical Hygiene: London S
chool of Hygiene and Tropical Medicine; 1981.
8. Berhane Y, Haile Mariam D, Kloos H. The epidemiology and ecology of health and disease
in Ethiopia. Addis Ababa; Shama Books, 2006.
9. Pankhurst R. An introduction to medical history of Ethiopia, with a postscript by Asrat Wold
eyes. Trenton,New Jersey; 1990.
10. Haile Mariam D. Exploring Alternatives for Financing Health Care In Ethiopia: An Introducto
ry Review
11. Article. Ethiop J Health Dev 2001;15(3):153-163.
Page 361 of 397

Module schedule: total lecture hours = 80hrs
Required
(Assignment)
Reading
Interactive lecture and discussion Assignment
Development and organization of the health system {6 Hrs.] on:
Week 1  Global typologies for health systems o
 Development and organization of the health system in
Ethiopia (indigenous/modern, public/private)
Interactive lecture and discussion

Week 2 Development and organization of the health system {6 Hrs.]
 Approaches in organization and delivery during various periods
Health system
(modern health services, basic health services, PHC, SWAP);
structure,
policy, care,
Interactive lecture and discussion service
Week 3 Development and organization of the health system [4 Hrs.]
 Initiatives in health development (including MDGs, PASDEP)
 Policies, strategies and programs during various periods
Interactive Lecture and Discussion
Management and leadership in the health sector [6 hr.]

 Health management with focus to the Ethiopian health system
Week 4
(planning, organizing implementation, monitoring and
evaluation)
 Management of finance, HRH, time and material resource
Interactive Lecture and Discussion on
Management and leadership in the health sector [3hrs]

 Concepts and principles of leadership in the health sector
 Compassionate, respectful and caring leadership
Week 5  Leadership models and features of leadership
Small group discussion and reflection [3 Hrs.]: on

 strength and limitation of three leadership models (1.5hrs)
 Demonstrate skills for effective communication with individuals,
families, communities, health care sector staff (1.5 hrs)
Page 362 of 397

Required
(Assignment)
Health services coverage, utilization and quality[6 hrs]

Week 6
 The concept of coverage and patterns of health care utilization
(including organization and use of the referral system)
 Quality of health care
Economics and financing in the health sector [16 Hrs.]

 Economics and financing in the health sector (2hr)
 Principles and types of healthcare financing (2hr)
Weeks  Healthcare financing in Ethiopia (3hr)
7-10  Application of economics to the health sector (1hr)
 Demand and supply in the health sector (2hr)
 Issues of equity in the health (3hr)
 Sector
Methods of economic evaluation and costing of health care
Programs (3hr)
Interactive Lecture and Discussion on conflict management [18

Hrs.]
 Characteristics of conflict (2hr)
 Label and types of conflict (2hr)
 Styles of Approaching Conflict (2hr)
Week
 Conflict resolution theory (2hr)
11-13
 Styles of Approaching Conflict (2hr)
 Conflict Resolution theory (2hr)
 Apply the fundamental concept of conflict management in your
setting (3hr)
Role play on conflict management [2hr)

Week 14
Final examination and portfolio submission [4hr]
Page 363 of 397

Team training program
Module Title: Team Training Program (TTP)

Module ECTS: 4 ECTS
to provide them with experiential learning opportunities while providing primary healthcare
services by teaming up with other health professionals. This supervised practice will cover both
clinical and public health tasks.
Attachment Objective
At the end of this module, anesthesia students will be able to provide essential clinical and public
health services in a healthcare setting through effective teamwork with other healthcare students.
 Recognize immediate life-threatening conditions, institute appropriate first-line treatment,
and arrange a referral for those who require a higher level of care
 Provide basic trauma care available at the PHCU level
 Administer anesthesia for surgical and obstetric procedures
 Order and interpret basic laboratory tests
 Identify priority community health problems and hazards and their determinants
 Design and implement effective and feasible health promotion and disease prevention
interventions
 Design and implement health education sessions on priority health issues
 Interact with other healthcare professionals through effective teamwork
 Lead and manage healthcare team and health services
 Mobilize community partnerships and action to identify and solve community health
problems
 Evaluate effectiveness, efficiency, accessibility, equitability, and quality of health
services
 Communicate effectively with individuals, families, communities, PHCU staff, local health
department staff, peers, and faculty
 Interact with individuals and families with sensitivity to personal and cultural factors
 Advise individuals and families to promote health and prevent illness
 Demonstrate professional values and behavior in interaction with individuals, families,
and communities consistent with the future role of a physician
 Demonstrate key public health values, attitudes, and behaviors
 Use information technology to manage information, access online medical information,
and support one’s own education
 Demonstrate a habit of self-reflection, responsiveness to feedback and an ongoing
development of new skills
 Search, collect, organize and interpret health and health-related information from
different sources
Page 364 of 397

 Use information and communication technology to assist in health promotion and
disease prevention measures for individuals and families
Duration: 4 weeks
Pre-requisite: All clinical, anesthesia specialty and SPH Modules
 Community survey
 Mini-project
 Supervised clinical practice
 Supervised community practice
 Portfolio
1. Dan L Long (et al.) Harrison’s principles of medicine. 18th edition. 2012
3. Bailey and Love’s Short Practice of Surgery. 25th ed. [edited by] Norman J Williams,
Christopher J.K. Bulstrode, P Ronnan O’Connell. 2008
modern surgical practice. —19th ed. 2012
5. Schwartz, Principles of Surgery. 9th edition.2010
6. WHO. District hospital essential surgical skills manual.
7. Eddleston, Michael; Davidson, Robert; Brent, Andrew; Wilkinson, Robert. Oxford
Handbook of Tropical Medicine, 3rd Edition. 2008
8. Jira C, Feleke A, Mitike G. Health services management for health science students.
Carter Center; 2003.
9. Berhane Y, Haile Mariam D, Kloos H. The epidemiology and ecology of health and disease
in Ethiopia. Addis Ababa; Shama Books, 2006.
10. Rothman. Modern epidemiology
11. Daniel: Biostatistics: A foundation for analysis in health sciences.
12. Pagano: Principles of Biostatistics
13. Management Sciences for Health (MSH). Managers who lead. MSH, 2005.
14. Mark Edberg. Essentials of health behavior: social and behavioral theory in public health.
2007
15. Richard D. Semba and Martin W. Bloem. Nutrition and health in developing countries.
Human Press. 2008
16. Goeffrey P Webb. Nutrition. A health promotion approach. 3rd edition.
17. Rosalind S. Gibson. Principles of nutritional assessment. 2nd edition. 2005
18. Robert H Friis. Essentials of environmental health (2nd edition). The essential public
health series. 2012.
19. Kathryn Hilgenkamp. Environmental Health: Ecological Perspectives. 2006
20. Herman Koren and Michael Bisesi. Handbook of environmental health. 2002
Page 365 of 397

Teaching materials
 AV aids (LCD and computer or Overhead projector and transparencies, writing board
and marker or chalk)
 Computers with internet and data analysis software
 Logbooks for entry of community experience
 Stationeries for community survey
 Drugs, equipment, tools and materials for clinical and public health interventions
Assessment Methods
 Global rating midway during TTP
 Weekly activity report and Seminar
 360-degree evaluation (30%)
 Reflective portfolio (20%)
 Community diagnosis (25%)
 Mini-project (25%)
Attachment Schedule
Week Activity
Week  Discussion with local administration, health office, PHCU staff and community
1 representatives about attachment objectives and roles and responsibilities of
all parties
 Community diagnosis: survey, analysis of results, action plan and
presentation and discussion
Week Plan and implement PHCU and local health office activities in coordination with them
2-3
 Clinical service at OPD, clinic, wards and outreach sites throughout the week
including duty
 Public health interventions: Health education, school health, prison health,
EPI, epidemic investigation and management, primary health care evaluation
including clinical services, environmental health activities (inspection of water
sources, food hygiene in public restaurants, public sanitation facilities, waste
disposal, health facilities supervision, workplace safety), mini-project to solve
priority community health problems
 Home visit on Fridays for half day
 Weekly activity report and seminar on Friday afternoons
Week Evaluate the effectiveness and efficiency of the service rendered and the community
4 learning experience
 Overall reporting and discussion
Typical Weekly Schedule of Week 3-4
Page 366 of 397

Monday Tuesday Wednesday Thursday Friday
AM Group I: OR/ ER/ Group I: OR/ ER/ Group I: Public Group I: Public Home
ICU service at ICU service at health health visit
PHCUs including PHCUs including interventions interventions
duty duty
Group II: OR/ Group II: OR/

Group II: Public Group II: Public ER/ ICU service ER/ ICU service
health health at PHCUs at PHCUs
interventions interventions including duty including duty
PM Group I: OR/ ER/ Group I: OR/ ER/ Group I: Public Group I: Public Weekly
ICU service at ICU service at health health activity
PHCUs including PHCUs including interventions interventions report
duty duty
Seminar
Group II: OR/ Group II: OR/

Group II: Public Group II: Public ER/ ICU service ER/ ICU service
health health at PHCUs at PHCUs
interventions interventions including duty including duty
Page 367 of 397

Research Project
Module Title: Research Project

Module ECTS: 5 ECTS
Module Duration: 1 Week (blocked for writeup)
to provide a learning opportunity in developing an ethically sound research proposal relevant to
the practice of anesthesia using basic scientific writing skills, as well as conducting, defending,
and disseminating basic research. This Module will be addressed through individualized
supervised practice and feedback on proposal writing, data collection, analysis, and writeup.
Module Objective
At the end of this module, students will be able to conduct, defend and disseminate basic research
relevant to the practice of anesthesia.
Module Competencies
 Develop a research proposal through the application of basic scientific writing skills
 Conduct, defend, and disseminate research findings
Learning Outcomes
 Formulate a research question relevant to the field of anesthesia
 Develop a research proposal to answer research questions
 Collect research data
 Clean, encode and enter quantitative data into statistical software
 Analyze the quantitative data using an appropriate statistical analysis method
 Interpret and report research data
 Produce research report
 Defend research finding
 Disseminate research findings through different media and platforms
 Apply principles of research ethics during the conduct of research
Prerequisite: Research method and EBM module
Teaching-Learning Methods 3
 Case studies
 Individual presentations to advisors
 Individual discussions with advisors
 Small group discussions
3
While taking the research methods and EBM modules in semester one, students will begin working on their
proposal (Y4S1). During that time, the department will assign advisors to students to help them finish their
proposal and defend it before the end of the first semester. They will collect research data while taking other
modules during the second semester. The final week is set aside for them to analyze their research data and
finalize their research output. Dates for research defense will be set based on the department's schedule, but
before the qualification examination.
Page 368 of 397

 Supervised practice
 Independent practice
 Textbooks
 Reference manuals
 Laptop
 Formative
o Progressive/ continuous assessment
 Summative
o Research proposal and defense – 30%
o Final research report – 40%
o Oral presentation, defense, and dissemination – 30%
N.B. programs are strongly advised to use checklists to evaluate the quality of work
and presentations.
Module Policy
 Attendance: It is compulsory for students to submit all required deliverables to respective
advisors on time following the department schedule. If students failed to submit comments
in a timely, they will not be allowed to defend their research and forced to repeat it.
 Assignments: Students must complete their research projects on time and score pass
marks following the above-mentioned assessments. An uncompleted research proposal
or defense will result in Incomplete (I) grade submissions to the registrar.
Reference Books
1. Bowling A. Research Methods in Health. Investigating Health and Health Services. Open
University Press, 2000
2. John W. Creswell. Research Design. Qualitative, Quantitative, and Mixed Method
Approaches (third edn). SAGE Publications, Inc., 2009
3. Last JM. A dictionary of Epidemiology (4th edn). New York: Oxford University Press, 2001
4. Davies M. Brett. Doing a successful research project. Using Qualitative or Quantitative
Methods. Palgrave macmillan, 2007
5. Hennekens CH and Buring JE. Epidemiology in Medicine. Philadelphia: Lippincott Williams
& Wilkins, 1987
6. Frank E Harrell, Jr. Regression Modelling Strategies with applications to linear models,
logistic regression and survival analysis.
7. Hosmer D.W., Lemeshow S. Applied Logistic Regression. John Wiley & Sons, New
York,1989. - Kleinbaum D, Kupper L, Muller K. Applied regression analysis and other
multivariable methods
Page 369 of 397

Qualification Examination
Module Title: Qualification Examination

Module Code: ANSTM-4563
Module ECTS: Pass/ Fail
Module Duration: 1 Week
Module Description: This module is intended for fourth-year baccalaureate anesthesia students
to assess their fitness to join anesthesia internships through standardized exams that assess the
application of taught concepts. This examination will use a variety of contemporary assessment
methods to assess the three learning domains comprehensively.
Module Objective
At the end of this module, students will be able to demonstrate their readiness for independent
internship practice.
Module Competencies
 Demonstrate fitness to internship practice
Module Prerequisite:
 Completed all program modules except internship
 Pass marks achieved on all clinical and anesthesia specialty modules
 Exam components
o Clinical contents (surgery, medicine, pediatrics and gynecology, and
obstetrics)
o Anesthesia specialty contents (selecting the most important and frequently
practiced specialty areas)
o Social and population health contents (e.g. biostatistics, epidemiology,
research methods, and leadership and management).
 Formats
o Written examination – 30%
o Structured oral examination – 30%
o Practical examination – 40%
 Methods
o Context-based MCQs
o Structured essays
o Structured oral examination
o Objective Structured Clinical Examination (OSCE)
N.B:
 Examination preparations must begin at least two months before the examination week.
The actual exam administration and scoring activity will be conducted using the one-
week assigned time.
Page 370 of 397

 A panel/ board of assessors comprised of internal and external experts should design
and administer the examination.
 The chair of the examination panel should be chaired by one of the external experts.
 The panel of experts shall include relevant experts including anesthetists, public health
experts, and physician specialists in surgery, internal medicine, pediatrics, gynecology
and obstetrics, and Anesthesiology.
 A standard examination blueprint should be developed and utilized to guide exam
components, compositions, and emphasis. Conclusions made on student performance
without such blueprints are less valid.
 A group of internal experts can prepare a pool of written examinations, while the final list
of questions to be used for the written examination should be decided in consultation with
external experts. There must be at least 180 items in the written examination.
 External examiners should exclusively design structured oral and performance
assessments.
 The OSCE must have at least ten stations, and oral examinations must be held in at least
five syndicate rooms (one for social and population health and the rest for integrated
clinical and anesthesia specialty areas).
 A panel of experts shall set the pass marks using recommended standard setting method
(e.g. modified Angoff). In cases where scientifically established pass marks are
challenging to set, a cumulative score of 50% can be considered a pass mark. In addition,
in order to pass the module, students must achieve at least 50% in each of the three
components (written, oral and practical).
 It is strongly recommended that programs conduct basic item analysis prior to exam
scoring in order to identify and remove faulty items.
 A student who fails the qualification exam must engage in practical attachments for three
months on anesthesia specialty areas as recommended by external examiners before
retaking the exam.
Module Schedule (sample)

Day Activity
One  Administration of written examinations
 Discussion between the department head and external examiners/
experts
 A panel of experts gets to know each other and designs structured
oral and practical exams
Two  Preparations of skill development labs for OSCE
 Printing and preparation of materials required for structured oral
and practical examination
 Discussions between external and selected internal experts
 Student orientation on examination approach
 Scoring the written examination
Three  Administration of oral examination
 Finalization of student scores on oral examination
Four  Administration of OSCE
Page 371 of 397

 Finalization of student scores on OSCE
Five  Result compilation (adding scores from the three components)
 Result notification
 Handlining exam appeal
 Finalization and submission of results to the program head by the
panel of experts
Page 372 of 397

Obstetrics and gynecology anesthesia internship
Module Title: Obstetrics and Gynecology anesthesia internship

Module Description: This module is designed to enable anesthesia interns to perioperatively
manage obstetric and gynecological surgical patients while providing clinical service with minimal
or distant supervision. The practice will be tailored per the context-sensitive obstetric and
gynecological anesthesia service provided in the attachment place. This module will be addressed
in real hospital setups including preoperative anesthetic clinic, labor, and gynecological ward,
operation room, recovery room/ PACU, and wards.
Module Objective
By the end of this internship module, Anesthesia interns will be able to manage anesthesia for
gynecology and obstetrics patients in the hospital services.
Module Competencies
 Provide perioperative anesthesia management for obstetric & gynecological surgical
patients
 Perform neonatal resuscitation
Learning outcomes
To meet the above module objective and competency the anesthesia interns will be able to:
 Assess obstetrics & gynecologic patients
 Optimize obstetrics & gynecologic patients
 Perform lumbar puncture under a sterile technique
 Determine the level of spinal block
 Manage spinal anesthesia for obstetric surgical patients
 Manage anesthesia for healthy pregnant mother undergoing cesarean delivery
 Administer General Anesthesia (GA) for obstetric surgical patients
 Perform Rapid Sequence Induction (RSI)
 Manage pulmonary aspiration
 Manage difficult airways in obstetrics
 Manage anesthesia for high-risk pregnancy
 Manage anesthesia for hypertensive disorders during pregnancy
 Manage anesthesia for obstetric clients undergoing non-obstetric surgery
 Manage anesthesia for gynecologic surgery
 Provide post-anesthetic care for obstetric and gynecologic surgical patients
 Recognize a neonate requiring support
 Prepare neonatal resuscitation equipment and drugs
 Maintain adequate tissue oxygenation through proper ventilation
 Produce and maintain a complete and neat anesthetic record
 Recognize limitations and consult seniors timely
Page 373 of 397

 Demonstrate professionalism in practice
Prerequisites: Gynecology and Obstetrics Anesthesia
 Morning session
 Supervised clinical practice
 Multidisciplinary round
 Portfolio
 Mortality & Morbidity meeting
 Weekly clinical audit meeting
 Evidence-based protocol/ guideline/ SOP
 Textbooks
 Posters /Protocol
 LCD Projector
 Whiteboard, marker, Laptop
During their internship in the obstetrics and gynecology anesthesia internship module, interns
should be assessed for their teamwork ability, communication skill, professional behaviors,
management skills, and decision-making by providing supervised feedback on their performance.
 Workplace-based assessments
 Structured feedback report - Checklist Based
 Case Report - One case report on each module
 Logbook - Adequate case numbers with the right mix
 Portfolio and other assessment methods
 Continuing assessment – 10%
 Minimum of two Anesthesia List Management Tools (ALMAT) – 10%
 Workplace-based assessment = 10%
o A minimum of five case-based discussions (CBD)
 Multi-source feedback (MSF) - 30% (patient, colleague, self, and staff)
o Minimum of two anesthetists = 4%
o Minimum of three patients = 9%
o Minimum of two gynecologists = 8%
o Minimum of three nurses and other professionals = 9%
 Clinical audit - 10%
Page 374 of 397

 Morbidity and Mortality meeting participation - 10%
 Evidence-based protocol/ SOP/ guideline development - 10%
 Portfolio – 10%
Module policy
 Attendance: It is compulsory to attend all hospital clinical practice assignments on time
and every time. If interns missed more than three hospital attachment days during this
module, they will not be allowed to get a final module grade unless otherwise proven by
evidence, per the university legislation.
 Assignments: Interns must complete all mandatory module assignments and workplace-
based assessments on time. Uncompleted workplace-based assessments and
assignments will result in Incomplete (I) grade submissions to the registrar. Further
consecutive procedures will be handled in line with institutional senate legislation.
References
Livingstone, an Imprint of Elsevier, 2002
publication, An Imprint of Elsevier, 2001
2006
2011.
10. James C. Duke: Duke’s Anesthesia Secretes (5th Edition). Saunders, an imprint of
Elsevier Inc. 2016
11. Tim Smith: Fundamentals of Anaesthesia (3rd Edition). Cambridge University Press,
2009.
Management (6th edition). Lippincott Williams & Wilkins publications, Inc., 2010.
2008.
Page 375 of 397

Weeks Learning activities (in rotations)
Week 1 Preoperative anesthesia clinic (40 Hrs.)

 Pre-operative obstetrics and gynecology patient assessment
 Request and interpret relevant investigation modalities.
 Perform anesthesia-related physical examination
 Optimize obstetrics and gynecology patients for surgery
 Present morning session
 Start completing module assessments and projects
Week 2 Obstetrics labor ward (40 Hrs.)

 Optimize obstetrics surgical patients for surgery
 Assess obstetrics patients for emergency Cesarean section
 Neonatal resuscitation
Week 3 & 4 Manage obstetrics patients intraoperatively (80 Hrs.)

 Assess and optimize obstetrics patients for surgery
 Prepare patients for spinal anesthesia
 Provide premeditations for emergency Obstetrics surgical patients
 Prepare drugs required for the provision of Spinal Anesthesia
 Prepare necessary equipment for spinal Anesthesia
 Perform lumbar puncture under a sterile technique
 Determine the level of spinal block
 Provide antepartum and postpartum obstetrics anesthesia care
 Manage Spinal Anesthesia perioperatively including its complications
 Manage anesthesia for hypertensive disorders during pregnancy
 Manage intraoperative anesthesia for healthy pregnant mothers undergoing
cesarean delivery
 Manage intraoperative anesthesia for an obstetric client undergoing non-
obstetric surgery
 Manage intraoperative anesthesia for high-risk pregnancy
 Manage intraoperative anesthesia for gynecologic surgical patients
 Obtain informed consent from a surgical patient
 Produce a complete anesthetic record sheet
 Compile patient data and recording safely
 Document continuum of care plan on anesthetic record
 Demonstrate appropriate respect to patients' bill of rights
Page 376 of 397

Week 4 Manage Anesthesia for Gynecology surgical patients (40 Hrs)

 Manage anesthesia for gynecologic surgery
 Manage intraoperative anesthesia for gynecologic surgical patients
 Obtain informed consent from Gynecologic surgical patient
 Compile complete patient data and recording safely
 Document continuum of care plan on anesthetic record
 Demonstrate appropriate respect to patients' bill of rights
Week 6 Post-operative obstetrics and gynecology surgical patient management (40

Hrs.)
 Manage postoperative pain appropriately
 Provide post-anesthetic care for obstetric and gynecologic surgical patients
 Manage postoperative nausea and vomiting
Page 377 of 397

General surgery and urology anesthesia internship
Module Title: General surgery and urology anesthesia internship

Module Description: This module is designed to enable anesthesia interns to perioperatively
manage anesthesia for general surgery and urology surgeries. Furthermore, interns will have the
opportunity to develop skills in decision-making and independent communication with patients
and families, as well as improve their attitude through experience and feedback from patients,
families, and staff.
Module Objective
By the end of this internship module, anesthesia interns will be able to assess, diagnose, optimize
and manage patients requiring anesthesia services for general and urologic surgeries
perioperatively with little consultation from senior experts.
Module competency:
 Manage anesthesia for general and urology surgical patients
Learning outcome:
 Assess general and urologic surgery patients preoperatively
 Determine and stratify anesthesia risk
 Order and interpret important investigations
 Optimize general and urologic surgery patients with comorbidities (DM, HTN, heart
disease, and hematologic disorders)
 Communicate effectively with patients, patient families, and the health care team.
 Formulate perioperative anesthesia management plans for various types of surgeries
 Prepare anesthetic drugs, adjuvants & equipment for general and urologic surgery
patients
 Apply and interpret standard patient monitoring (Pulseoxymetery, ETCO2, ECG, and
Temperature)
 Manage intraoperative anesthesia based on the surgical requirement, comorbidity, and
patient needs (GA, RA, sedation)
 Perform advanced airway management using DAS algorism
 Performing Rapid Sequence Induction (RSI)
 Apply infection prevention and control principles
 Perform cardiorespiratory resuscitation
 Determine fluid and blood requirements of a surgical patient
 Apply principles of smooth recovery for patients with comorbid disease
 Provide perioperative acute pain management
 Provide need-based postoperative care
Page 378 of 397

 Manage common post-operative complications (PONV, bleeding and airway
obstruction)
 Facilitate the learning of health science students
 Recognize the roles of other health care teams and patient family
Prerequisites: General surgery anesthesia module

 Morning session
 Minimally supervised clinical practice
 Portfolio
 Whole Group Session
During their internship in the General surgery and urology anesthesia internship module, interns
should be assessed for their teamwork ability, communication skill, professional behaviors,
management skills, and decision-making by providing supervised feedback on their performance.
Page 379 of 397

Module Policy
Reference Books
4. Ronald D. Miller: Miller's Anesthesia (8th edition). Churchill Livingstone publication, An
2013
2011.
7. Fleisher: Anesthesia and Uncommon Diseases, (5th edition). Elsevier Saunders Inc.,
2005
8. James C. Duke: Duke’s Anesthesia Secrets (5th edition). Saunders, an imprint of
Elsevier Inc.2016.
Page 380 of 397

Week 1 Pre-anesthetic clinic [40 Hrs.]

 Assess general and urologic surgery patients preoperatively
 Analyze important determinants during anesthesia risk stratification
 Optimize general and urologic surgery patients with comorbidities (DM, HTN,
heart disease, and hematologic disorders)
 Communicate effectively with patients, patient families, and team.
 Formulate perioperative anesthesia management plans for various types of
surgeries
Weeks 2-4 Manage general and urology surgical patients intraoperatively [120 Hrs.]
 Formulate perioperative anesthesia management plans for various types of
surgeries
 Prepare anesthetic drugs, adjuvants & equipment for general and urologic
surgery patients
 Apply and interpret standard patient monitoring
 Manage intraoperative anesthesia based on the surgical requirement,
comorbidity, and patient needs (GA, RA, sedation)
 Perform cardiorespiratory resuscitation
Week 5 & 6 Post-anesthesia care unit [80 Hrs.]

 Provide need-based postoperative care
 Manage common post-operative complications
Page 381 of 397

Trauma and orthopedic anesthesia internship
Module Title: Trauma and orthopedic anesthesia internship

Module Description: This module is designed to equip anesthesia interns with the basic skills
required for the perioperative management of trauma and orthopedic surgical patients. The
module will build interns’ skills through deliberately designed practice opportunities at pre-hospital
trauma care units, preoperative anesthetic clinics, operation rooms, recovery rooms/ PACU, and
wards with minimal supervision and consultation.
Module Objective
By the end of this internship module, anesthesia interns will be able to assess and manage trauma
and orthopedic surgical patients in the preoperative anesthetic clinic, operation room, recovery
room/ PACU, and Wards
Module Competency
 Provide Advanced Trauma Life Support (ATLS)
 Provide perioperative anesthetic care for trauma and orthopedic surgical patients
 Manage critical incidents
Learning Outcomes
In order to achieve core competencies, students at the end of their internship will be able to:
 Assess trauma and orthopedic surgical patients preoperatively
 Optimize trauma and Orthopedic surgical patients for surgery and anesthesia
 Perform a primary survey for traumatized patient assessment
 Provide Advanced Trauma Life Support (ATLS)
 Provide post-resuscitation care
 Manage head-injured patients
 Manage perioperative complications associated with trauma
 Manage anesthesia for orthopedic surgery
 Manage embolism
 Mange anesthesia for systemic trauma patients
 Manage pneumothorax including needle thoracentesis
 Assess the severity of pain using different methods
 Apply principles of pain management in the perioperative care of trauma patients
 Perform peripheral nerve blocks
 Provide post-anesthetic care for trauma and orthopedic patients
Page 382 of 397

Prerequisites: Trauma and Orthopedic Anesthesia
 Morning session
 Remote supervised clinical practice
 Portfolio
 Textbooks
 Writing board
 LCD Projector
 Whiteboard, marker, and Laptop
During their internship in the trauma and orthopedic anesthesia internship module, interns should
be assessed for their teamwork ability, communication skill, professional behaviors, management
skills, and decision-making by providing supervised feedback on their performance.
Page 383 of 397

Module Policy
Reference Books
4. Ronald D. Miller: Millers Anesthesia (8th edition). Churchill Livingstone publication,
An Imprint of Elsevier, 2009.
publication, An Imprint of Elsevier, 2001.
2006
2011.
9. Fleisher: Anesthesia and Uncommon Diseases, (5th edition). Elsevier Saunders Inc.,
2005
Elsevier Inc. 2016.
2009.
2008.
Page 384 of 397

18. Philip L. Liu: Principles and procedures in anesthesiology (4th Edition). Lippincott
Williams and Wilkins publications, Inc., 1992.
Module Schedule
Week 1 Preoperative anesthesia clinic [40 Hrs.]

 Attend and manage daily morning session
 Assess trauma and orthopedic surgical patient
 Optimize trauma and orthopedic surgical patients
 Document continuum of care plan or anesthesia record
Week 2 Emergency department [40 Hrs.]

 Perform primary survey
 Provide BLS
 Provide ACLS
 Manage critical incidents (pneumothorax)
 Apply manual inline stabilization
Week 3 Manage trauma and orthopedic patients intraoperatively [40 Hrs.]

 Manage anesthesia for orthopedic procedures
 Post anesthesia care for orthopedic surgery
 Apply the principles of pain management for orthopedic surgical patients
 Provide post-resuscitation care for orthopedic surgical patients
 Perform peripheral nerve blocks for orthopedic surgery
Week 4 Postoperative care/PACU [40 Hrs.]

 Provide perioperative anesthetic care for multiple trauma patients in the
operation room and PACU
 Perioperative management of head-injured patients
 Perioperative management of burn patients
 Provide analgesia for multiple trauma, burn, and head injured patients
 Apply post anesthesia care for trauma patients
Page 385 of 397

Sample internship rotation schedule
Group Wk 1 Wk 2 Wk 3 Wk 4
Group I Operation room Preoperative Operation room, Emergency

(Ortho), Recovery Anesthetic clinic Recovery room/ Department
room/ PACU PACU
Group II Preoperative Operation room Emergency Operation room,

Anesthetic clinic (Ortho), Recovery Department Recovery room/
room/ PACU PACU
Group III Operation room, Emergency Operation room Preoperative

Recovery room/ Department (Ortho), Recovery Anesthetic clinic
PACU room/ PACU
Group IV Emergency Operation room, Preoperative Operation room

Department Recovery room/ Anesthetic clinic (Ortho), Recovery
PACU room/ PACU
Page 386 of 397

Pediatrics anesthesia internship
Module Title: Pediatrics anesthesia internship

Module Description: This module is designed to enable anesthesia interns to provide anesthesia
for pediatric surgeries by considering the basic principles of pediatric anesthesia. This module
also deals with pediatric basic and advanced cardiac life support (pediatrics resuscitation). The
module will build interns’ skills through deliberately designed practice opportunities at
preoperative anesthetic clinics, operation rooms, recovery rooms/ PACU, and wards with minimal
supervision and consultation.
Module Objective
By the end of this internship module, anesthesia interns will be able to assess and manage trauma
and orthopedic surgical patients in the preoperative anesthetic clinic, operation room, recovery
room/ PACU, and Wards
Module Competencies
 Provide perioperative anesthesia care for pediatric surgical patients
 Perform pediatrics resuscitation
Learning Outcomes
In order to achieve core competencies, at the end of this module internship will be able to:
 Assess pediatric emergency surgical patients
 Optimize general and urologic surgery patients with comorbidities (congenital
comorbidity, malnutrition, starvation and hypoglycemia, and hematologic disorders)
 Communicate effectively with patients, patient families, and the health care team.
 Formulate perioperative anesthesia management plans for various pediatric emergency
surgical patients
 Prepare anesthetic drugs, adjuvants & equipment for pediatric emergency surgical
patients, including breathing systems
 Apply and interpret standard patient monitoring (Pulseoxymetery, ETCO2, ECG, and
Temperature)
 Manage intraoperative anesthesia based on the surgical requirement, comorbidity, and
patient needs (GA, RA, sedation)
 Perform pediatric cardiorespiratory resuscitation using proper guideline
Page 387 of 397

 Provide need-based postoperative care, including oxygen therapy for patients with
croup, bronchospasm, laryngospasm, and hypoxia,
 Manage common post-operative complications (PONV, bleeding, and airway
obstruction)
Prerequisites: Pediatrics Anesthesia
 Morning session
 Portfolio
 Textbooks
 Writing board
 LCD Projector
During their internship in the trauma and orthopedic anesthesia internship module, interns should
be assessed for their teamwork ability, communication skill, professional behaviors, management
Page 388 of 397

Module Policy
Reference Books
1. Barash, Paul G.; Cullen, Bruce F.; Stoelting, Robert K Clinical Anesthesia, 8th Edition.
2017, USA
2. Miller’s Anesthesia, 8th ed by Ronald D. Miller, 2010, 2015; USA
3. Rebecca Jacob, Understanding Pediatrics Anesthesia 2nd ed ,2014, India
4. Lucille Bartholomeusz and Jean Lees, Safe anesthesia –third edition, 2014
5. Ronald D Miller and Manuel C Pardo, Jr Basics of anesthesia, Sixth edition, 2015
6. G. Edward Morgan, Jr., Maged S. Mikhail, Michael J. Murray, Clinical Anesthesiology,
5th Edition,
7. WHO Guidelines for Safe surgery: 2009
8. K.G. Allman, Iain H. Wilson) Oxford handbook of anesthesia 2nd ed. 2011
9. Dr. K. Rupp Dr. J. HolzkiDr. T. Fischer Dr. C. Keller Pediatrics Anesthesia, Drager medical,
5th edition 2016
Page 389 of 397

Module schedule:
Days 1-3 Preoperative anesthesia clinic

 Assess pediatric emergency surgical patients
 Optimize general and urologic surgery patients with comorbidities (congenital
comorbidity, malnutrition, starvation and hypoglycemia, and hematologic
disorders)
 Communicate effectively with patients, patient families, and the health care
team.
 Formulate perioperative anesthesia management plans for various pediatric
emergency surgical patients
 Prepare anesthetic drugs, adjuvants & equipment for pediatric emergency
surgical patients, including breathing systems
Days 4-10 Manage pediatric patients intraoperatively

 Apply and interpret standard patient monitoring (Pulseoxymetery, ETCO2,
ECG, and Temperature)
 Manage intraoperative anesthesia based on the surgical requirement,
comorbidity, and patient needs (GA, RA, sedation)
 Perform pediatric cardiorespiratory resuscitation using the proper guideline
Days 11-14 Recovery room/ PACU

 Provide need-based postoperative care, including oxygen therapy for
patients with croup, bronchospasm, laryngospasm, and hypoxia,
 Manage common post-operative complications (PONV, bleeding, and airway
obstruction)
Page 390 of 397


Page 391 of 397

Emergency and critical care internship
Module Title: Emergency and critical care internship

Module Description: This module is designed to enable anesthesia interns to identify, plan, and
provide individual patient care in critical care settings and emergency departments. The module
will build interns’ skills through deliberately designed practice opportunities in ICUs (medical and
surgical), ER, and other critical care settings with minimal supervision and consultation.
Module Objective
By the end of this internship module, anesthesia interns will be able to assess and manage
critically ill patients requiring intensive and emergency care, including airway management and
respiratory support.
Module Competency
 Perform the initial assessment and stabilization of critically ill patients during out-of-
hospital care and transport
 Perform the initial assessment and monitoring of emergency and critically ill patients in in
the intensive care unit and emergency room
 Decide patient admission to ICU during the postoperative period
 Manage airway and ventilation of surgical patients admitted to adult ICU
 Provide basic and advanced life support
Learning Outcomes
To meet the above module objective and competency the anesthesia interns will be able to:
 Perform triage of critically ill patients
 Apply principles of FAST-HUG (Feeding, Analgesia, sedation, Thromboprophylaxis,
position (head up), ulcer prophylaxis, and glucose monitoring) in critically ill patients
 Perform comprehensive patient assessment
 Perform comprehensive neurologic examination
 Apply different non-invasive monitors & interpret invasive monitoring data
 Assess metabolic and renal functions, including acid-base physiology, serum, urine,
electrolytes, and other investigation modalities
 Participate in the management of patients with respiratory failure including artificial
ventilation
 Apply invasive and non-invasive modes to support ventilation
 Utilize different ventilator setting for patients different with comorbidities
 Assess and manage critically patients with ABCDE approach
 Apply advanced airway management modalities
 Identify and treat peri-arrest arrhythmias
 Apply synchronized chest compression and ventilation for patients with cardiac arrest
 Deliver shock for patients with shockable cardiac arrest rhythm
Page 392 of 397

 Treat reversible causes of cardiac arrest
 Manage patients with status asthmaticus
 Manage patients with tetanus
 Manage patients with shock (cardiogenic, neurogenic, and anaphylactic)
 Manage critically ill patients with fluid & electrolyte imbalance
 Manage patients with aspiration pneumonitis
 Monitor critically ill patients in ICU and ER
 Provide analgesia and sedation for critically ill patients
 Apply basic principles of oxygen therapy for critical patients in ICU and ER
Prerequisites: Emergency and critical care module
 Morning session
 Portfolio
 Textbooks
 Writing board
 LCD Projector
During their internship in the emergency and critical care internship module, interns should be
assessed for their teamwork ability, communication skill, professional behaviors, management
Page 393 of 397

o Minimum of two physician specialists at ICU = 10%
o Minimum of three ICU/ ER nurses and other professionals = 15%
 Case report writing - 10%
Module Policy
Reference books
publication, An Imprint of Elsevier, 2001.
2006
2011.
Elsevier Inc. 2016.
Page 394 of 397

2009.
2008.
19. Andrew D. Bersten, MB, BS, MD, FCICM Oh’s Intensive Care Manual Seventh Edition,
2015
20. Valentin A, Ferdinande P: Recommendations on basic requirements for intensive care
units: structural and organisational aspects. Intensive Care Med. 37:1575-1587 2011
21918847
21. College of Intensive Care Medicine of Australia and New Zealand: IC-01 Minimum
Standards For Intensive Care Units 2011. Online. Available http://www.cicm.org.au
22. Haupt MT, Bekes CE, Brilli RJ, et al.: Guidelines on critical care services and personnel:
Recommendations based on a system of categorisation of three levels of care. Crit Care
Med. 31:2677- 2683 2003 14605541
23. Brilli RJ, Spevetz A, Branson RD, et al.: Critical care delivery in the intensive care unit:
defining clinical roles and the best practice model. Crit Care Med. 29:2007-2019 2001
11588472
24. College of Intensive Care Medicine of Australia and New Zealand: IC-13
Recommendations on standards for high dependency units for training in intensive care
medicine 2010. Online. Available http://www.cicm.org.au
25. Olofsson K, Alling C, Lundberg D, et al.: Abolished circadian rhythm of melatonin secretion
in sedated and artificially ventilated intensive care patients. Acta Anaesthesiol Scand.
48:679-684 2004 15196098
26. College of Intensive Care Medicine of Australia and New Zealand: IC-07 Administrative
Services to Intensive Care Units 2010. Online. Available http://www.cicm.org.au
27. Knaus WA, Draper EA, Wagner DP, et al.: An evaluation of outcome from intensive care
in major medical centers. Ann Intern Med. 104:410-418 1986 3946981
28. Reader TW, Flin R, Cuthbertson BH: Team leadership in the intensive care unit: the
perspective of specialists. Crit Care Med. 39:1683-1691 2011 21460708
Page 395 of 397

Module schedule
Week Learning activities (with rotations)
Week 1
General ICU and ER
 Perform FAST HUG for every patient each morning
 Assess critically ill patients in ICU
 Assess metabolic and renal functions
 Perform neurologic examination
 Manage pain in ICU
Surgical ICU
 Interpret different invasive and non-invasive monitoring
 Providing daily respiratory care in intensive care unit
 Manage patients with respiratory failure including artificial ventilation
 Manage ventilator associated problems (troubleshooting)
 Apply weaning criteria in intensive care unit
Week 2
Medical ICU
 Manage status asthmatics, status epilepticus, tetanus, aspiration
pneumonitis, shock
 Manage reversible causes of cardiac arrest
 Demonstrate professionalism in working environment
 Utilize anesthetic resources efficiently
Emergency Department
 Manage hemodynamically unstable critically ill patients
 Apply advanced airway management modalities
 Manage peri-arrest arrhythmias
 Apply basic and advanced life support
Page 396 of 397

Page 397 of 397

Anesthesia Final Curriulum - Oct2022

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October, 2022

Aligned with the National

Currently, in Ethiopia, anesthesia is predominantly provided by non-physician anesthetists. As

1. Assess, optimize and prepare patients for surgery and anesthesia

2. Utilize anesthesia machine, equipment, supply, and monitoring devices

3. Manage patients’ airways using different modalities

4. Provide safe intraoperative anesthetic management for patients

5. Provide safe postoperative anesthetic care

6. Manage pain for different patient groups

7. Engage in pre-hospital, emergency, and critical care services

8. Perform cardiopulmonary resuscitation (CPR) effectively

9. Apply ethical and legal principles in anesthesia practice

10. Participate in scientific evidence generation and utilization

11. Manage anesthesia service in a health facility

CURRICULAR MODEL, APPROACH, AND DELIVERY STRATEGY

program curriculum. These modules can be grouped into 5 categories as follows:

Teaching and Learning Methods

2. Roleplay: Roleplay promotes learning through behavior modeling, observation, feedback,

5. Clinical practicum: Clinical teaching uses a variety of techniques including observation,

6. Community-based learning: Community-based education refers to learning activities that

7. Portfolio-based learning: A portfolio is a collection of products collected by the student that

1. Direct observation of Procedural Skills (DOPS)

2. Anesthesia Clinical Evaluation Exercise (A-CEX)

3. Case-Based Discussion (CBD)

4. Anesthesia List Management Tool (ALMAT)

5. Objective structured examination (OSCE)

6. Standardized oral exam

Year I Modules (Week 1-20)

Year II Modules (Week 1-20)

Year III Modules (Week 1-20)

Year III Modules (Week 21-40)

Year III Totals 71

Year IV Modules (Week 1-20)

Year V Modules (Week 1-20) - Internship

Program total ECTSs 328

Criteria for Promotion

 Promotion will be conducted at the end of each year

Raw mark interval Corresponding fixed Corresponding Status

Quality Improvement, Monitoring, and Evaluation

Module Title: Communicative English Skills

Section 2: Reading -Teacher introduces the story and

4. Bouchard, M. 2005. Reading comprehension strategies for English language learners:

Module Title: General Biology

Module Title: General Psychology

Module Title: Mathematics for natural science

Module Title: Critical thinking

Module Title: General Physics

Module Title: Physical fitness

Module Title: Geography of Ethiopia and the horn

Module Name: Basic Writing Skills

Module Title: Introduction to Anesthesia I

Teaching-Learning Materials and resources

Learning Assessment methods

Reference Books and Other Resources

Introduction to anesthesia [ 1 ½ hr]

Interactive lecture & discussion on the history of Anesthesia [2 Hrs.]

Interactive lecture and discussion on the scope of anesthesia (1 hr)

Week 3 Interactive lecture and discussion on CRC: Confidence (1 Hrs.):

Interactive lecture and discussion on CRC: Introduction to Medical