History of International University of Africa (IUA)

History of International University of Africa (IUA)

In 1978 a number of scholars set up the Islamic African Institute with popular effort. The Institute began by accepting African students at the intermediate and secondary levels. But after only two years this project was stopped. Later on the government of the Sudan revived the idea and decided to establish the Centre on wider basis and with greater facilities. It invited a number of Arab countries to contribute to this project. Six countries responded positively. These were: Egypt, Saudi Arabia, Kuwait, Qatar, The United Arab Emirates and Morocco whose representatives formed the Centre's board of trustees and drew a statute that was approved by the Government of Sudan and ratified by the founding states. The Board of Trustees become the highest authority.

The Government of the Sudan granted the centre a big plot of land and gave it diplomatic immunities and privileges which helped it to develop and progress quickly.

Between 1978 and 1986 the establishment of the Islamic African Centre was accomplished and its administration and systems were settled. The Centre could accommodate 800 students and the standard of studies was promoted to second level by setting up two university colleges. The Centre's social and cultural activities which manifested themselves in the form of teacher training courses, youth cultural mission and graduates associations won good reputation. It is to be regretted that as from 1990 the centre suffered a financial crisis because some member states failed to pay their contributions, and the Centre's activity was curtailed because the annual budget was reduced.  In 1992 and due to the great demand of African students for higher education, the Government of the Sudan issued the following decree:

1)      Elevating the Islamic African Centre to a University with the name:

   International University of Africa.

2)      Inviting interested countries and charitable institutions to become members of the Board of Trustees.

3)      Ratifying the official seat agreement between the Government of the Sudan and the University and allowing it to retain the immunities and privileges granted to the Islamic African Centre.

4)      New faculties, institutes and centers were set up and study programmes became diversified including studies at applied sciences and programmes of post-graduate studies were introduced.  The number of students multiplied greatly; and the University's internal and external relations were extended resulting in a unique international African University.

The university runs the College of Education, Zanzibar in 2006 with an enrolment of 466 students.  In 2011, according to Centro de Ciencias Humanasy Socilas, Madrid, the university ranked 10,924 in the world, fifth in Sudan.  In Sudan, it ranked behind the University of Khartoum, Sudan University of Science & Technology, National Ribat University and Karary Universiy.

Officially the chancellor the university is the president of the country.  In effect, the head of the University is the vice-chancellor.  The University is legally independent from the Sudanese state, but the government is the largest financial backer.

The university, working with other organizations, established the Disaster Management and Refugees Studies institute in 1993. The institute was inaugurated in 1994 at a ceremony attended by Salim Ahmed Salim, Secretary General of the Organization of Africa Unity. It undertakes training and development of approaches to disaster management in the Horn of Africa.

Faculties

·         Faculty of Economics and Political Sciences

·         Faculty of Arts

o   Arabic language Institute (it is one of the most powerful institutions in the education of the Arabic language)

o   Research Center

o   Dawah Center

o   Center for Women’s Studies

o   Center for Disaster and Refugee Studies

·         Faculty of Law

·         Faculty of Education

·         Faculty of Pure and Applied Sciences

o   Department of Chemistry

o   Department of Physics

o   Department of Geology

o   Department of Mathematics

·         Faculty of Nursing Sciences

·         Faculty of Medicine

·         Faculty of Pharmacy

·         Faculty of Dentistry

·         Faculty of Engineering

o   Communication Engineering

o   System Engineering and control

o   Electrical Power Engineering

·          Faculty of Shariah

o   Department of Shariah and Law

o   Department of Islamic Studies

o   Media

·         Faculty of Computer Studies

o   Computer Sciences

o   Information System

o   Information Technology

·         Faculty of Medical Laboratory Sciences

The Academic System

The university follows academic semester system and credit hours. The academic degree is awarded for successful completion of the prescribed courses during the academic semesters.

These courses include:

1.      University Requirement: these are the compulsory courses for all University students. They include languages and social subjects.

2.      Faculty Requirement: these are the compulsory courses for all students of particular faculty.

3.      Specialization Requirement: these are the courses prescribed by the faculty for all the students of the same specialization.

The Medium of Instruction: Arabic is the medium of instruction in the faculties of economics, arts, law, education and shariah, and centres of the university on the bachelor degree level. It is also the medium of instruction and dissertation writing for the post-graduate studies. In the faculties of engineering, medicine, pharmacy, dentistry, nursing and faculties of laboratory sciences English is the language of instructions.

The university has

·         University clinic.

·         6 Apartments of students.

·         Football playgrounds, basketball and others.

·         Africa conference hall.

Foreign Relation of the university

The University is a member of:

·         World Association of Universities.

·         International federation for Arabic and Islamic universities.

  • Union of  African Universities AAU
  • Union of Sudanese Universities.

There are also bilateral agreements for scientific and cultural cooperation with the following international universities and academic institutions:

·         King Fasial University N'djamena, Chad.

·         International Islamic University Malaysia.

·         Al-Albeit University Jordan.

·         University of south Africa UNISA.

·         Faculty of Shari a Sarajevo.

·         East Africa University Bosaso-Somalia.

·         Prince of Songkla University-Thailand.

·         University of addis Ababa Ethiopia.

·         Burundi Islamic University Komebo Burundi.

·         Immigrant Student Care Organization.

·         University of Zanzibar.

·         Arabic Reformatory College Sirilanka.

·         Khanan Chinese University for Alternative Traditional Medicine Sciences.

Faculty of Medicine (FM):

The university realized the important basic need for health care and medical professionals throughout Africa. The FM was founded in 1997 with the aim of graduating competent doctors, who are capable of leading and working at various levels of health system. The problem based learning (PBL) and community oriented medical education (COME) was adopted which has been internationally designed to employ innovative approaches in medical education. This enables graduates to appreciate and solve health problems not only at individual level but at family and community setting at large.

The faculty is a modern facility in respect of buildings, equipment and educational tools which create a consider able academic environment for students.

Mission and objectives :-

The FM mission and objectives were formulated in accordance with recommendations made in a workshop organized for this purpose in 1997. Participants in that workshop were the Sudan Medical Council, two national medical schools, and representatives of ministry of high education. The language of education is English.    HIEF

1.      The school mission is to furnish opportunities of education to produce high quality academics and health professionals, to serve their communities.

2.      The overall goal of FM of IUA is to produce medical graduates with an appropriate foundation for further training in any branch of medicine and expected to be:-

a)  Clinically competent in handling patients at all levels of health – care facilities.

b)  Community-oriented.

c)  Communicators and managers with good leadership qualities.

d)  Problem-solvers and scientific in their approach.

e)  Discrete and considerate in dealing with patients, their families, and the community.

f)  Inquisitive, rational, self evaluators and life-long learners.

3.      To develop health education and training programmes for different health professionals.

4.      To collaborate with appropriate levels of health authorities in order to promote health services and to improve the community health status through conducting health

research and influencing policies and planning of health services.

5.      To equip candidates with the necessary knowledge, skills and attitude needed for professional competency, as standardized by international forums for medical education.

6.      To graduate doctors who can contribute effectively to the delivery and improvement of health services in Sudan as well as regional and international.


 

(2) Organization – The duration of the program is 5 years (10 semesters) and organized to enable the student to:-

·         Interpretate medical problems in relationship to basic sciences, anatomy, physiology, biochemistry and pathology.

·         Be able to diagnose and treat common and endemic diseases with special focus on common nutritional and environmental problems in Africa;

·         Be able to use modern methods of diagnosis and treatment and acquainted with the community problems.

·         Treat medical emergencies.

·         Work anywhere and participate in improving quality of the health service.

·         Mobilize community response in health activities and at times of disaster.

·         Conduct health and health-related researches.

Learning outcomes:-

The following educational outcomes are guided by recommendations of WHO, eastern Mediterranean regional office and originate from those adopted by the World Federation for Medical Education (WFME). They have been adapted to take into account the mission and objectives.

The educational and training outcomes incorporate knowledge, skills and professional

attitudes as described below.

The knowledge domain:-

On completion of the medical education & training program the graduate should have knowledge and understanding of:

1.      The concepts and applications of the scientific methods relevant to basic sciences and medical practice; so as to continue to acquire & incorporate the advances in knowledge throughout one’s career.

2.      The normal structure, function and development of the human body.

3.      The interactions between body and mind at all stages of life and to understand factors that may lead to abnormalities.

4.      The aetiology, pathogenesis, symptoms and signs, natural history, and prognosis of common mental and physical ailments in children, adolescents, adults and the aged.

5.      A more detailed knowledge is required of those conditions that require urgent assessment, intervention and treatment.

6.      The theoretical basis of common diagnostic procedures & laboratory tests, their uses and limitations.

7.      Management of tropical diseases and diseases of childhood.

8.      Normal pregnancy and childbirth, the more common obstetrical emergencies, the principles of antenatal and postnatal care, and medical aspects of family planning.

9.      The principles of epidemiology, biostatistics, primary health care and research methodology.

10.  The concepts & principles of dealing with suffering and disability, rehabilitation, and the care of the dying.

11.  Systems of provision of health care including their advantages and limitations.

12.  Factors affecting human relationships, the psychological well-being of patients and their families, and the interactions between human in multicultural society in relation to their social and physical environment.

13.  The principles of ethics & cultural values in line with IUA mission related to health care and the legal responsibilities of the medical profession.

The skills domain:-

On completion of the medical education & training program, student should have developed the following skills:

1.      Ability to communicate clearly and sensitively with patients and their families, doctors, nurses, other health professional and the general public.

2.      Ability to create a climate of confidence with patients & relatives for taking an accurate, organized and focused medical history.

3.      Ability to perform an accurate physical and mental state examination.

4.      Performing appropriate clinical skills that are effective and practical to apply.

5.      Interpreting, analyzing of history and physical examination findings & reaching an appropriate diagnoses or differential diagnoses.

6.      Selecting appropriate common cost effective diagnostic procedures.

7.      Formulating a management plan.

8.      Ability to recognize serious illness and perform common emergency and life-saving procedures such as caring for the unconscious patients and cardiopulmonary resuscitation

9.      Ability to counsel patients sensitively and effectively and to provide information in a manner that ensures patients and first of kin can be fully informed when consenting to any procedure.

10.  Ability to use information technology as an essential resource for modern medical practice & continuing professional development

11.  Ability to interpret scientific evidence and to use libraries and other information resources to pursue independent learning related to medical problems.

12.  Ability to do research on health problems.

(3)   Curriculum :-

The principles guiding the design of the curriculum:

The FM adopts an integrated, multidisciplinary, problem-based and community-oriented curriculum of medical education. The core of the curriculum observes the international standards of medical education as recommended by the World Health Organization (WHO) and the WFME (World Federation of Medical Education) with the following points:-

1.      The curriculum is designed in a way to produce medical graduates who are competent to practice safely, ethically and effectively under supervision while undergoing further vocational training to become independent practitioners.

2.      It emphasizes the scientific principles underlying medical practice, fundamental practical skills and critical judgment based on evidence and experience than on the acquisition of a detailed knowledge.

3.      It encourages active student participation in the education process through self-directed learning and provides opportunities for early introduction to clinical experience in various settings of health services.

4.      Students are made aware of alternative health practices used by the community including their cultural significance and their dangers.

5.      Attempts are made throughout the program to inculcate ethical principles and to encourage the development of appropriate attitudes and professional conduct in caring for patients.

The types of teaching and learning methods include:-

Instructional methods:-

The instructional methods follow the basic principles of the innovative approach of community-oriented, problem-based medical education. Although, a greater emphasis

is on problem-based and community-oriented learning, equal attention is paid to basic sciences, practical skills and clinical training. A variety of teaching-learning methods are used to deliver the various modules of the curriculum. The preclinical stages of the curriculum are maintained,  in addition to problem solving sessions, seminars, practical classes and tutorials. The clinical stage uses clinical clerkships combined with lectures, demonstrations and case discussion.

1. Problem-Based Learning:-

The curriculum relies mainly on problem-based learning which enhances active student participation, problem solving and development of communication skills. It also promotes student-centered learning and stimulates analytical skills and organization of knowledge, and foster life-long learning skills.

2. Community-Based Learning:-

To provide a holistic view of health that leads to perception of health problems from a wider scope than just clinical settings. A period of rural residency and field work is a mandatory component in the educational curriculum employed by FM.  Students spend about 30% of the curriculum time in different community settings.  Longitudinal modules were designed to introduce the students to community-based activities and practical skills of epidemiology, demography, biostatistics, and behavioral sciences.

3. Practical basic skills:-

Formal practical sessions covering the basic knowledge are provided in the faculty

laboratories of basic sciences and skill lab. Students spend a lot of time in learning through use of models, slides and dissected body parts of cadavers in the museum and the dissection room. 

4. Clinical settings:-

Students are introduced to the clinical settings as early as the 2nd semester in their basic

medical education; this provides incentive and motivation for better learning and integration of knowledge.


 

5. Study assignments and student seminars:-

To encourage students to develop self-learning capacity and improve their communication and presentation skills, a portion of the curriculum time is spared for assignments, self-directed study and seminars. A lot of educational material is now available on computers discs in the faculty digital library. Students are continuously encouraged to make use of these resources and the networking technology in self-directed learning.

6. Computer-assisted learning and the electronic library:-

The use of a computer is becoming an integral part of the contemporary medical education and practice. The modern digital technology has improved opportunities for better teaching and learning in many basic sciences and clinical disciplines.

7. Small groups learning:-

Learning in small groups is rather more expensive to deliver than lectures to large groups. However, FM has developed a program that merges small group discussion into a problem-based study to achieve effective utilization of the existing educational resources and expertise.

8. Lectures:-

Compared to innovative educational methods, traditional lecture is passive and teacher-centered method which   is less effective in imparting knowledge and skills to the students. Being aware of these shortcomings, the FM has arranged to reduce the lecture time in its basic educational curriculum.

The parts of the curriculum taught in community settings and their weight in credit hours:-

Longitudinal modules of primary health care are designed to train students at various levels of health care services at community settings. Considerable proportion of the curriculum time is allocated for this training (10% of curriculum time in the first two phases, equivalent to 12 credit hours). Moreover, there is a rural residency module weighing 3 credit hours in the last phase.  

The weight of the basic medical sciences in the curriculum:-

The basic biomedical sciences; anatomy, physiology, biochemistry, microbiology, pathology, pharmacology and immunology represents about 40% of the curriculum time distributed in integrated modules based on the organ systems of the body. Principles underlying health and diseases are introduced to students in the early two phases of curriculum. During this period, the fundamentals of the human morphology, physiology, biochemistry, and the mechanisms of pathogenesis and some basic clinical skills are introduced to students.

Separate modules of the curriculum are allocated for introducing fundamentals of educational psychology and medical ethics.  Longitudinal modules spanning the first two phases are designated to provide students with relevant training in languages, social and behavioral sciences.

Faculty Departments:-

1.      Department of Surgery

2.      Department of Medicine

3.      Department of Pediatrics and Child Health

4.      Department of Obstetrics and Gynecology

5.      Department of Anatomy

6.      Department of Biochemistry

7.      Department of Physiology

8.      Department of Pathology

9.      Department of Community Medicine

10.  Department of Psychiatry

11.  Department of Microbiology

12.  Medical Education Development and Research Center.

Graduation Degrees:-

1.      Bachelor of Medicine and Surgery.

The Curriculum Schedule:-

     The total duration of study is 5 years ــــ 10 semesters divided into 3 phases.Every

semester is 18 weeks long.

Phase one: (Semester one and two)

Study Plan:-

     First semester:-

Code

Course

No of weeks

Credit hrs

Hlth   111

Introduction to the study of medicine

3

3

Mphy. 111

Medical physics

3

3

Cell.   111

Human body composition

4

4

Chem. 111

Chemistry & biochemistry

4

4

Man 111

Man and environment

4

4

Pol  101

Islamic World today

Longitudinal.

1

Arb   101

Language Skills

Longitudinal.

2

Ist   101

Quranic Studies : Recitation

Longitudinal.

2

xx

Foreign language

Longitudinal.

3

Total

26

Second semester:-  

Code

Course

No of weeks

Credit hrs

CSs. 111

Introduction to Computer Science

7

2

Grd. 111

Growth and development

4

1

Hth. 211

Medical Jurisprudence and Ethics

2

2

Nut. 211

Nutrition and its Biochemistry

4

4

EPr. 211

Introduction to Epidemiology

biostatistics and Research Methodology

3

3

Arb. 102

Language Skills

Longitudinal

2

Ist. 103

Introduction to Quranic Science

Longitudinal

1

Ist. 103

Islamic thought and contemporary Concepts

Longitudinal

1

xx

Foreign language

Longitudinal

3

Total

24

 

Field Work:-

Code

Course

No of weeks

Credit hrs

Flt. 111

Field training research and rural development

3

3

xx

Optional – internet use for health information

1

1

Total                                       

4

By the end of this phase, the student should be able to:-

6.      Tell the different meanings and concepts of health and disease.

7.      List the contents of the college programs.

8.      List the differences between chemistry and biochemistry.

9.      List the characteristics of living organisms.

10.  Describe the human cell, its contents, division and Mandel's law of inheritance.

11.  List the parts of the human skeleton.

12.  Describe the different stages of foetal and embryological development.

13.  Enumerate the different parts of the human systems.

14.  Differentiate between the histological appearances of different tissues.

15.   Explain the term homeostasis and internal environment. 

16.   Discuss negative and positive feedback mechanisms.

17.   Enumerate factors control fluid movements between different body compartments.

18.   Relate the clinical conditions resulting from imbalance in fluid distribution e.g. Oedema and dehydration. 

19.   Identify PH, Elecholytes and their distribution. 

20.   Outline buffer systems in the body, disturbances in acid-base balance and their clinical implications.

21.   Discuss diffusion, active transport & co-transport.

22.   Define basal metabolic rate, definition, means of its measurement, factors affecting BMR.

23.   List body temperature regulation, differences between body core temp & the external environment, means of control of body temp & its clinical implications.

24.   Enumerate the basics of epidemiology and research methodology.

25.   Explain the positive impact of healthy nutrition.       

Phase Two: 4 semesters (3-6):-

Mainly designed to acquire necessary knowledge and skills to the anatomical and physiological structure of the human body in health and disease with introduction to basic principles of pharmacology and therapeutics.

General objectives of the second phase:

The student should be able to understand and explain basic medical information about:

1.      Anatomical structure and functions of different human body functions.

2.      Family and community structure and their role in human health.

3.      Mechanisms of biochemical and molecular changes and function.

4.      Relating human normal physiology with the organic and psychological disturbances as signs of disease.

5.      Interpretation of such information to identify health problems of individuals, families and the community.

6.      Acquisition of necessary skills to identify effect of disease on human body and psyche.

7.      Acquisition of the principles of medical ethics and the doctor - doctor and doctor – patients relationships.

8.      Acquisition of basic knowledge and mechanisms governing drugs actions and

9.      interactions.

Third Semester:-  

Code

Course

No of weeks

Credit hrs

lntsd. 311

Introduction to the study disease

8

8

Ims. 311

Locomotor system and its problems

10

8

Fdu. 101

Introduction to Education and psychology

Longitudinal

1

Arb. 103

Specialized Arabic Language

Longitudinal

2

xx

Foreign language

Longitudinal

3

Shr. 101

Introduction to Worship Jurisprudence (ibadat)

Longitudinal

2

Shr. 103

Introduction to Transactions Jurisprudence

 (Muaa’malat)

Longitudinal

1

Total

27

 

Forth Semester:-  

Code

Course

No of weeks

Credit hrs

Rep. 411

Respiratory system

6

6

Cvs. 412

Cardiovascular system

8

8

Blood 311

Blood diseases

4

4

Bsk. 411

Basic skills

Longitudinal

3

Halth. 412

Attachment to primary health care centers

and family medicine

Longitudinal

3

His. 101

History of Islamic Civilization

Longitudinal

2

Shr. 102

Introduction to Islamic Low (Shari’a)

Longitudinal

2

Total

28

 

    Field training (2):-

Code

Course

No of weeks

Credit hrs

Flt 411

Field training and rural development

4

4

 

Fifth Semester:-  

Code

Course

No of weeks

Credit hrs

Git  511

Digestive system -1

6

6

Git  512

Digestive system -2

6

6

End  511

Endocrine and metabolism

6

6

Hlth  515

Attachment to PHC Centers and family medicine

Longitudinal

3

Hlth  516

Oral and dental health

Longitudinal

2

Ist  105

Islamic call (Da’wa)

Longitudinal

2

Ist  106

Faith (Ageeda)

Longitudinal

2

Total

27

 

Sixth Semester:-  

Code

Course

No of weeks

Credit hrs

Rug. 511

Reproductive and urinary system

7

8

Cnp. 511

Nervous system and its problems

8

8

Hlth. 517

Attachment to PHC Centers and family medicine

Longitudinal

3

For. 311

Forensic medicine

3

3

Ist . 102

Quranic Studies : memorization

Longitudinal

2

 

Endemic diseases

Longitudinal

2

611

Basic pharmacology

Longitudinal

2

Total

28

Field training:-

Code

Course

No of weeks

Credit hrs

Flt. 511

Field training research and rural development

4

4

Phase three: 4 semesters (7 – 10):-

 By the end of this phase the student should be able to:

1.      Take the medical history of patients competently.

2.      Do clinical examination and identify abnormal signs properly and correctly in the disciplines of medicine, surgery, obs/gyn. and pediatrics.  

3.      Formulate a differential diagnosis.

4.      Request needed investigations.

5.      Plan lines of treatment, prevention and rehabilitation.

6.      Acquire theory and practice of life support and basic cardio-pulmonary resuscitation.

Semester 7, 8,9,10 (Rotation):-  

Code

Course

No of weeks

Credit hrs

Flt. 511

Pediatrics & child health

14

14

Oph. 

Ophthalmology

2

2

Car. 411

Practicing primary care administration

 & international health

2

2

2. Surgery Group:

Code

Course

No of weeks

Credit hrs

Surg.411

General Surgery

(E.N.T, Orthopedics, Anesthetics)

18

18

3. Medicine Group:

Code

Course

No of weeks

Credit hrs

Med 411

Medicine

16

16

Med 413

Dermatology

2

2

4. Obstetrics & Gynecology Group:

Code

Course

No of weeks

Credit hrs

Obs.  411

Obstetrics & Gynecology

12

12

Med. 414

Radiology & Nuclear medicine 

2

2

Med. 412

Psychiatry

4

4

Courses description:-

Phase one and two:-

Introduction to the study of Medicine:

This is the first course to be studied in the faculty.

It aims at orienting the student about the content and objectives of the faculty and university, evaluation system and important of solving community health problems. It directs student also to the principles of learning and education specially the one to be followed in the faculty (problem based learning, community – oriented education) and on how to use audio – visual aids, how to work in teams and on effective communication.

 Medical physics:-

Principle of physics pertaining to medical applications understanding medicine and medical applications in diagnosis and treatment.

 Cell and the Human body:-

Describe the cell and the human body with emphasis on the principle of gross anatomy and histology.

  Chemistry and Biochemistry:-

Acquisition of knowledge of general chemistry and its relevant aspects of Biochemistry, Biomolecules; Carbohydrate, Lipids, Proteins, Nucleic Acids. Enzymes; classification, structure and function.

 Introduction to the Disease Study:

The student should know well how disease develops and how it influences the person and in the development of symptoms and signs.

 Growth and Development:

Is concerned about introducing the student to the sciences of human reproduction and embryology, how the faetus develops and how the new born grows and develops after birth and develops after and till old age and what are the important factors that affect growth and development in different stages of life. 

Nutritional and Nutritional Biochemistry:-

The student should learn about the biochemistry of the human body and its normal needs also biochemical changes following the disease or deficiency of a certain nutrient. Nutritional problems are one of the important health problems in Africa and Sudan.

Field training, Scientific Research and Rural Development:-

The students at an early stage are sent to the filed and the community to practice scientific research and data collection methods and skills of field and team working, this 3 stages Course [Health Problems identification and formation, implementation (intervention) and evaluation] is one of the basic methodologies to link Faculty with communities and to tackle community – orientation and problem – solving issues.

Medical Ethics and Doctors jurisprudence:-

Aims at introducing concepts of duties and responsibilities of the medical profession courses, medical ethics, and Islamic views of points concerning a number of contemporary medical practices.

Blood Diseases and Related Problems:-

Provides students with the necessary information, knowledge and skills concerning the blood system in health and disease.

Locomotor System and Related Problems:-

Provides basic and complete picture of the locomotor and muscular constitution and system of the human body in health and disease.

Respiratory system and Related Problems:-  

Relates Physiology, Anatomy and Biochemistry to pulmonary functions. These functions are directly related to human behavior and lifestyle like smoking, alcohol use besides biological, microbiological and environmental factors.

(Basic Epidemiology, Medical Statistics and Research Methodology:- 

Aims at providing students with information about disease causation and mode of transmission and how to prevent and control disease.  This requires statistical knowledge and skills as well as scientific ways of collecting data and conducting research and how to interpret data and deduce conclusions about distribution and aetiology of disease.   

Cardiovascular System and Related Problems:-

This aims at understanding the relationship between physiology, anatomy, biochemistry, pathology and the cardiovascular disease and problems.  Behavioral and lifestyle aspects are important components of this course.

Basic skills:-

Students learn basic and nursing skills of clinical practice from an early stage of education.

Forensic Legal Medcine:-

Criminal acts directed towards human beings are to be known to medical students, their types, and impacts, so that students should be able to diagnose and treat such conditions, and also should be able to suspect and describe such injuries.  

Attachment to Primary Health care centers and family medicine:-

Students should have thorough knowledge and skills about primary health care principles, elements and programmes and also about family sciences and health.

Digestive System (gastro-intestinal):-

Students should know physiology, anatomy of G.I.T. and the diseases related to it.

Reproductive and Genito-Urinary system:-

Students should know physiology and anatomy of reproduction and genito-urinary organs as well as derangements in disease. This course provides students with a basic foundation to present HIV/AIDS and other sexually transmitted diseases which are one of the major public health challenges in the world.       

Drugs and therapeutics:-

This course comes by the end of phase 2 (semester 6) aiming at introducing principles of drugs and therapeutics, pharmaco-dynamics and drugs actions and interactions.

Dental and Oral Health:- 

This is a new course not usually taught in medical schools in Sudan.  It aims at focusing the attention of students on the factors and aspects of oral and dental health, how to promote oral health and present its disease. 

The Nervous system:-  

By the end of the course the student should be able to describe the basic anatomical, physiological and biochemical characters of the nervous system, outline the common pathological and clinical problems and identify somemajor neurological problems in hospitals.

Endemic Diseases:-  

By the end of the course the student should be knowledgeable with the treatment and prevention of the endemic diseases and the programmes of preventive measures and research in this area.

(Description of phase three Courses:-

Rural residency:-

Students stay in a rural hospital to practice in the different sections of the hospital, learn administrative work, mechanism of implementing PHC system and identify community health problems.

 Medicine:-  

The student acquires theoretical knowledge and practical skills for practicing internal medicine. This includes skills of history taking, analysis of symptoms, and then developing clinical sense and skills for differentially diagnosing diseases, selecting proper investigations for finally reaching a diagnosis, it is also important to deal with emergency medicine and students are trained in life support programs and basic cardio pulmonary resuscitation.

Surgery:-

Again it is important to acquire theoretical knowledge and practical skills in the field of surgical practice, like history taking eliciting signs, reaching differential and final diagnosis, it is also important to know about management of surgical emergencies.

Obstetrics and Gynecology:-

This aims at introducing the student to maternity care during pregnancy and delivery and primary care for pregnant women is of utmost importance in

a country like Sudan with one of the highest maternal mortality and morbidity.

  Pediatrics:-

Children are important sector in all communities; still the morbidity in Sudan is among the highest. A student should develop skills to care and manage common children diseases and health problems and also their families and to be able to diagnose and trace those problems including emergency care.

Other clinical Subspecialties included in phase three Programmes:

* Psychiatry                                           * Dermatology

* Anaethesia and intensive car              * Ophthalmology

             * Radiology                                            * Ear nose and throat surgery

(4).Clinical oversight:-

The program is designed from semester 3 to semester 10 to ensure gradual prevailing of clinical conditions that enable the student to learn and acquire clinical experience to diagnose and suggest the treatment of a diseased person.

Monitoring and evaluation of the curriculum:-

Is done by the Education Development and Research Centre (EDRC) within the faculty.

The main role of the EDRC is:-

1.      Fostering Research Process Role In order to be successful, the values, mission and

vision of any department should be in alignment with those of the faculty and the mother institution (IUA). Creating a culture of research is considered a top priority for IUA/FM.

2.      Acting as a source for faculty members to keep them abreast of the medical education literature and draw their attention to articles particularly relevant to their own context or to problems that they are currently facing in their own departments.

3.      To address the linkages between medical education and healthcare outcomes.

4.      Helping faculty members in aspects of teaching and learning; advising on the development of the curriculum in accordance with best evidence medical education; providing expertise in student assessment and curriculum evaluation; and offering support in the development of instructional materials and student study guides.

5.      Monitor the programme activities to ensure that, the outcome matches with the objectives of the faculty. The tools used for monitoring involve:-

1.      Student's questionnaire.

2.      Staff feedback comments.

3.      Analysis of examination results in individual modules.

The assessment of student's performance:-

Theassessment methods employed by FM are explicit and made known to students at the outset of the course component. Graduates are licensed after satisfying rigorous evaluation which insures that the candidate has acquired the appropriate learning and developed clinical skills with professional attitudes. FM employs assessment procedures that enable comprehensive evaluation of student performance by an examination committee which reports to the faculty board. The examination committee in collaboration with the specific departments and the EDRC are responsible for preparing the general assessment policies and guidelines and to ensure that all evaluation processes are valid, reliable and consistent with the university academic regulations. It is also responsible for preparing the examination documents and schedules.Modules coordinators are responsible for preparing test material; calculate the minimum pass level for every component in the test. The module committee aided by examination committee is responsible for ensuring the relevance, objectivity, practicability, and validity of the assessment tools.

The examination committee is responsible to for analyzing the student's scores in the different modules.

(5).Professionalism:-

At the end of the medical program, students should demonstrate the following professional attitudes that are fundamental to medical practice

1.      Recognition of doctor's primary professional responsibilities is needed for the patients and the community

2.      Respect for community values, including appreciation of background and cultural diversity.

3.      Respect for every human being, including respect of sexual boundaries.

4.      Commitment to ease pain and suffering.

5.      Appreciation of the ethical issues related to human life and death.

6.      Appreciation of the need to communicate with patients and their close family members, and to involve them fully in the management plan.

7.      Taking prompt action in emergency situations and appreciation of the need to refer the patient for attention of others when a clinical problem is beyond  his capacity to deal with it safely and efficiently.

8.      Committment to the responsibility of maintaining standards of medical practice at the highest possible level in health care institutions.

9.      Appreciation of the importance of research & the responsibility to contribute to the education of junior colleagues & other members of the health team.

10.  Appreciation of the systems approach to health care safety and the need to adopt and practice health care that maximizes patient safety.

11.  Commitment to achieve equitable & optimal patient care , an awareness of the need for cost-effectiveness in the allocation of scarce resources for maximum benefit .

12.  Awareness of the contribution of professional health care management systems to the efficient use of resources, transparency, accountability and sustainability.

13.  Willingness to work effectively in a team with other health care professionals.

(6) Governance:-

FM, being part of the IUA, enjoys sufficient academic independence and has the necessary resources to run a medical education program that allow the faculty to accomplish its mission and objectives. There is a clear and direct line of responsibility and command for the academic and administrative decision.

The faculty board (members are senior staff, modules coordinators and the registrar ) is the supreme governing body of the faculty.

The dean faculty, as the chief academic manager has the authority to exercise sufficient control over the academic and administrative performance to achieve the specific educational goals of the faculty.

(7) Faculty staff:-

The faculty had sufficient qualified staff, most of them with British qualifications. Few had local M.Ds. The names of the members of the staff with their qualifications are shown in the following list.

Full time staff (year 2014)

 

No.

Name

Qualifications

1

Kamal Mohammed Kheir

 

M.B.B.S, M.Sc in Paediatrics

M.Sc in Mother &Child health

THE DEAN

2

Mabyou’ Mustafa Abdul- wahab

M.B.B.S, M.Sc in Paediatrics&Child health

M.Sc. In Mother Health, MNCMS

3

Abu-Zaid Atta- Al-Manan

M.B.B.S, FRCS Edinburgh, Orthopaedics

4

Basheer Hamad

M.B.B.S, Ph.D in Community Medicine

5

Ahmed Mohammed Makeen

M.B.B.S,FRCP, ph.D in Physiology

6

Yahya Qwn-Allah Yunus

M.B.B.S, ,Ph.D in Psychology

7

Mohammed Mustafa Kardash

M.B.B.S, ,Ph.D in Physiology-Diploma in Cardiology

8

Khalid Al-Toum Ali

M.B.B.S, Ph.D in Biochemistry

9

Al-Ameen Mohammad Usman

MRC Path,M.B.B.S, Ph.D in Clinical Haematology

10

Ahmed Mohammed Fadl-Allah

M.B.B.S, Ph.D in Physiology

11

Mohammed Al- Hassan  Ahmed Babiker

M.B.B.S, M.Sc in Obstetrics &Gynaecology

12

Ahmed Ibrahim Shamo

M.B.B.S, Diploma of Clinical Pathology

13

Ibtisam Ahmed Ali

M.B.B.S,MRCP,Ph.D in Cardioligy

14

Mu’tasim Hassan Al-feel

M.B.B.S, M.Sc in Obs.&Gyn.

15

Abdul-Majeed Usman Moosa

M.B.B.S, Ph.D in Community Medicine

16

Abdl- Rahman Ahmed Abu- Doom

M.B.B.S, Ph.D in Neurology & Psychiatry

17

Mohammed Khalil Ali

M.B.B.S, MRC in Paediatrics

18

Al-Bagir Hassan Abdullah Al-feel

M.B.B.S,MRCP,Ph.D in Chest Medicine

19

Al-Wathiq Jubara Gasm- Allah

M.B.B.S,MRCS Ireland

20

Taj- Al-Sir Ahmed Abdullah

M.B.B.S,MACP

21

Basheer Abdul - Raheem

M.B.B.S,MRCOG

22

Omar Al- Hanan

M.B.B.S, Ph.D in Orthopaedics

23

Waleed Mu’awia

M.B.B.S,MRCP

24

Mohammed Ilyas Suliman

M.B.B.S, Ph.D in Obs. & Gyn

25

Jah- Allah Omar Al-Tahir

M.B.B.S,MRCS

26

Hassan Salman Ali

M.B.B.S, Ph.D in Internal Medicine

27

Al- Waleed Mudathir

M.B.B.S, Ph.D in Obs. & Gyn

28

Mohammed Ahmed Al-shareef

M.B.B.S, Ph.D in Community Medicine

29

Mona Hassan Mustafa

Ph.D in Community Medicine

30

Fatima Al- Samani  Al- sheikh

Ph.D in Biochemistry

31

Omer Al-Adil Abdullah Hamid

M.B.B.S, Ph.D in Internal Medicine

MSC (master in clinical neurology)

32

Hind Mamoon Behairi

M.Sc.in Physioligy

33

Rehab Seddeeg Al-Zaki

M.Sc.in Anatomy

34

Sarah Mirghani Muzamil

M.Sc.in Micro-biology

35

Abdul-Rahman Sa’ad Abdullah

M.B.B.S,M.Sc.& Ph.D. in Anatomy

36

Sami Fathi Abdullah Bilal

M.Sc.in Physioligy

37

Tarig Al- Haboob Orabi

M.Sc.in Anatomy

38

Ahmad Usman Zarooq

M.B.B.S, M.S.C. internal medicine

39

Mohammed Omar Sedeeg

M.S.C.  in Micro-Biology

40

Taghreed Fathi

M.S.C. in Anatomy

41

Mohammed Al-Zain Mohammed Hamid

M.S.C.  in Anatomy

42

Amna Abdullah Babiker

M.S.C.  in Biochemistry

 

Part time staff (year 2014)

 

No.

Name

Qualifications

1.       

Mohammed Yusuf Sukkar

M.B.B.S,MRCP,M,D in Physiology

2.       

Tagwa Alsheikh Mohammed

B.Sc.in Physiology

3.       

Afaf Habani Khalifa

M.D in Obs. And Gyn

4.       

Abdul-Munim Basheer

M.D in Obs. And Gyn

5.       

Feryal Omer

M.D in Obs. And Gyn

6.       

Gamaa Omer

FRCP

7.       

Osman Gendeel

M.D in Internal Medicine

8.       

Salim Abdul-Majeed

M.D in Internal Medicine

9.       

Samia Khidr

M.D in Internal Medicine

10.   

Jalal Mohammed Noor

M.D in Internal Medicine

11.   

Mo’men Omer

M.D in Internal Medicine

12.   

Adil Al-Agib

M.D in Internal Medicine

13.   

Ibtisam Abdul-Rahman

M.D in Internal Medicine

14.   

Yaseen Abdul-Hai

M.Din Internal Medicine, Diploma of Cardiology

15.   

Sedeeg Adam

M.D in Internal Medicine

16.   

Sofia Mohammed Hassan

M.Sc. in Paediatrics and Child Health

17.   

Omer Mohammed Ahmed

MRCP

18.   

Hamid Zain Al-Abdeen

MACP

19.   

Sirag Mohammed Kheir

MSc in Paediatrics and Child Health

20.   

Sumia Ibrahim

M.D in Paediatrics

21.   

I’tidal Abdul-Mutalib

MSCP

22.   

Fath-Al-Rahman Mohammed

M.D in Paediatrics

23.   

Isam Hamza

M.S.C. in Paediatrics

24.   

Eman Modawi

M.D in Paediatrics

25.   

Eman Bakri Ali

MSCP

26.   

Siham Mohammed Salih

M.D in Paediatrics

27.   

Sana’a  Al-Tayeb Al-Agra’

MRCP

28.   

Rabab Abbas

M.D in Paediatrics

29.   

Hind Merghani

M.S.C. in Paediatrics

30.   

Abdul-Munim Hamid

MRCP

31.   

Muna Al-Musbah

M.D in Paediatrics

32.   

Mohammed Usman Mohammed

M.D in Surgery

33.   

Imad Bakheet

M.D in Surgery, FRCS

34.   

Mohammed Usman Awad-Allah

FRCS

35.   

Adil Ahmed

FRCS

36.   

Mohammed Al-Amin

M.D in Surgery, Plastic Surgery

37.   

Yusuf Malik

M.D in Surgery

38.   

Mohammed Al-Hassan Habeeb Alla

M.D in Surgery, FRCS,

39.   

Ahmed Saeed

M.D in Surgery

40.   

Abdul-Munim Abu-Shoora

M.D in Surgery

41.   

Ayida Hussein

M.D in Surgery

42.   

Abdul-Azeem Hussein

M.D in Urology

43.   

Amir Abo

M.D in Urology

44.   

Saif Ahmed

M.D in Urology

45.   

Ameer Abdul-Raheem

M.D in Urology

46.   

Sami Al-Arbab

M.D in Urology

47.   

Tarig Hassan

M.D in Urology

48.   

Muntasir Abdul-Sakhi

M.D in Aneasthesia

49.   

Ameer Mohammadain

FRCS, M.D in Paediatric Surgery

50.   

Abdul-Rahman Jmeel

M.D in Aneasthesia

51.   

Mohammed Sedeeg

M.D in Ear, Nose and Throat

52.   

Aymen Suliman

M.D in Orthopaedics

53.   

Mohammed Karam-Allah

M.D in Orthopaedics

54.   

Mohammed Mamoun

M.D in Orthopaedics

55.   

Al-Rufai Suliman

M.D in Orthopaedics

56.   

Ashraf Al-Sir

M.D in Orthopaedics

57.   

Abbas Ahmed

M.D in Orthopaedics

M.D. in Sudan is equivalent to PhD Degree

8- Admission and Promotion standards:-

Admission to FM requires certified completion of secondary school with a grade of at least very good, or the equivalent of 75% score of Sudanese secondary school certificate.

Student selection for admission to the FM takes place through the university admission committee. Students are selected on the basis of free competition based on academic qualification and ability to pay the tuition fees. Students apply directly to IUA for acceptance.   

Candidates who are granted scholarships are directly admitted through the university admission committee.

Supplementary courses in Arabic and English language and some specific courses, like Sudanese studies may be delivered to students who completed their secondary education outside Sudan or in non Arab-speaking country. 

Candidates should have an interview and medical check before final approval of admission and enrolment.

9- Financial resources:-

The FM prepares and submits the annual budget plans to the university administration. The budget is discussed in the presence of the dean before final approval. The university allocates sufficient resources to meet the faculty needs. Study in the FM is not free. The student pays annual fees of 5400 us dollars. The total number of students in the FM is 680 and only 20% are given scholarships.

10-Facilities and Educational Resources:-

Within the faculty there are adequate facilities for the educational objectives like auditoriums, tutorial rooms, laboratories and medical information centre equipped with computers and audiovisual equipments.

1. Teaching rooms:

Three large halls (200 seats each), one hall of 120 seats and two of 60 seats and six small rooms (30 seats) for tutorial and seminars.

2. The medical information resources centre (MIRC):

The book library, the museum, the digital library and the audiovisual section.

3. The library:

The book library contains a collection of reference materials adequate to meet the curriculum and research needs of the students and the faculty staff.

4. The digital library:

Access to computer-based reference systems is available in the digital library, specially designed supplements of learning material and other electronic educational resources are available in this library. Students are allowed free access to internet, and they are trained and encouraged to search websites for useful medical information.

5. The museum:

Contains simulated structures and conserved pathological specimens.

6.      The dissection rooms:

Three spacious rooms for dissection and study of anatomical structures in simulated and real body structure and specimens.

7. There are 6 Laboratories within the faculty.

Clinical training:-

Facilities available for clinical training are hospitals, community clinics, and primary health care settings.

The faculty has its main clinical centre in Ibrahim Malik Hospital, which contains sufficient accommodation to allow students to stay overnight and witness acute presentation of disease and emergency management. Additionally, there are available national medical specialized centres located in Khartoum. Other teaching centres include the community centres in the villages around Khartoum as well as several primary health centres in Khartoum and north of Gazeera state.

Clinical training sites:-

Hospitals:

1. DR GAFFAR IBN AUF PEDIATRIC SPECIALIZED HOSPITAL

2. IBRAHIM MALIK TEACHING HOSPITAL

3. KHARTOUM TEACHING HOSPITAL (KTH)

4. KHARTOUM EYE HOSPITAL

Rural residency:-

Rational / justification:- 

Doctors in the Sudan work in rural hospitals to:

a. satisfy a community health need.

b. satisfy the ministry of health requirements.

No doctor in Africa can isolate himself from the special needs of community medicine any more than he can isolate himself from Africa as a whole. These needs are very real and obvious in determining the outline of medical care of problems of under- doctored countries.

The majority of the population in the Sudan lives in rural areas and they are now adequately covered by health services. The Sudan being a developing country is facing shortage of trained personnel, inadequate health care facilities and lack of equipments.

The selected hospitals for rural residency program are:

1.      JIAD RURAL HOSPITAL

2. ALTY RURAL HOSPITAL

3. EL TIKAINA RURAL HOSPITAL

4. EL KAMLIN RURAL HOSPITAL

5. ABU USHAR RURAL HOSPITAL

6. ELHASAHESA RURAL HOSPITAL

7. RUFAA RURAL HOSPITAL

8. UMDAWAN BAN RURAL HOSPITAL

Field training:

Starts after semester 2 and between the semesters (2 & 3, 4 & 5, 6& 7).

The main purpose of the training is to orient student in epidemiology, research methodology and biostatistics. The students work in a group of 10, collecting data, identify health problems and select the priorities according to given criteria

The whole course of the training consists of 3 phases:

1. Phase one: identifying health problems of a specific community, selecting the priorities and plan to help in solving them.

2. Phase two: implementing the plans.

3. Phase three: evaluation of the effectiveness and efficiency of the activities.

11-Quality assurance system:-

The FM is member of the quality assurance committee of the IUA and within the FM there is an assurance committee under the supervision of the EDRC.

12- Records:-

Records of the students are kept for indefinite time.

13- Evaluation of Program Effectiveness:

The overall evaluation process is comprehensive, employing various tools of assessment of the student performance in the different domains relating to specific educational objectives.

1.             Assessment comprises summative and formative assessment which include written examinations, oral assessments, projects, documentation of the performance of practical procedures (such as log books) and clinical case examinations.

2.             Clinical examinations on real or simulated patients, form a significant component of the overall process of assessment of the clinical disciplines. 

3.             To provide a more valid basis for the assessment of practical and clinical competence, FM uses OSPE and OSCE assessment to test specific skills.

4.             The final clinical examinations assess the student’s ability to take a complete history, conduct a full clinical examination, interpret the findings and suggest a management plan. This examination is observed by a board of examiners including an external examiner and representative of the Sudan Medical Council (SMC).

The individual student parameters monitored in relation to performance during the course include:-

1.              Examination results.

2.              Participation in community field work.

3.              Problem solving.

4.              Clinical skills and clinical case management

5.              Communication skills.

6.              Seminar presentation.

7.              Report writing assignments.

8.              Attitudes.

14- Accreditation:-

1- FM is recognized, registered and accredited by the Sudan Medical Council as certificate below.

2- FM is recognized & registered with the world health organization (WHO) in the list of world directory of medical faculties.

3- FM is recognized by federal ministry of health (FMOH).

4- FM is a member of the union of the Arab medical faculties.

5- FM is a member of the union of the Sudan medical faculties.

6-FM is registered with the foundation for advancement of international medical education and research (FAIMER) which is a non-profit organization dedicated to support programmes and research that improve medical education and health care worldwide.

7- FM has active collaboration with Sudanese medical faculties including University of Khartoum, University of Gezira, University of Nilein and many others. Collaboration with these faculties involves staff exchange, provision of external examiners and evaluators, staff development and training.

The Sudanese graduates of medical faculties are employed by the ministry of health to work the internship year in hospitals in Khartoum state. After finishing the one year internship all the house officers graduated from Sudan medical faculties sit for a licensing and qualification exam held by the Sudan medical Council (SMC). Graduates from FM. IUA were scoring a high standard of success in the Sudan medical Council licensing exam. During the period may 2009 – may 2013 the success rate of the graduates of FM- IUA in the Licensing exam of the Sudan Medical Council was 86.4%.

 8- IUA graduates are eligible to practice medicine in Sudan.

      Sample of certificate & Transcript (Here)  

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