Fellowship Programs in Medical

Texila American University Georgetown, Guyana, South America

FELLOWSHIP PROGRAMS

2014- 2015

Fellowship Programs Handbook 2014 - 2015

Texila American University (TAU), College of Medicine welcomes the prospective candidates for the Fellowship Program. This hand book provides information on the rules, regulations, policies and procedures pertaining to the award of Fellowships.

The material containing in the hand book is subject to periodical review at least once in a year and the alterations like additions and deletions will be updated and posted on the University website. All enquiries or suggestions should be directed to:-

Texila American University Critchlow, Woolford Avenue

Georgetown, Guyana, South America.

PREFACE


GENERAL INFORMATION ABOUT TEXILA AMERICAN UNIVERSITY AN OVERVIEW INTO THE FELLOWSHIP PROGRAMS REGULATIONS COURSE DELIVERY ACADEMIC PROCESS LEARNING METHODOLOGY PROGRAM REQUIREMENTS PROGRAM FLOW KNOWLEDGE, COMPETENCY AND RESEARCH BASED LEARNING PARADIGM RESEARCH ACTIVITIES ARTICLE REVIEWS, WHAT’S AN “ARTICLE REVIEW?” RESEARCH AND PUBLICATION STUDENT SUPPORT ASSESSMENT INTERNAL ASSESSMENT EXTERNAL ASSESSMENT MARK ALLOCATION ACADEMIC STANDARD COURSE FEE CREDIT HOURS APPENDIX CONTACT DETAILS

CONTENTS


ABOUT TEXILA AMERICAN UNIVERSITY

Texila American University (TAU) is located in Guyana, the only English speaking country in South America. TAU offers Health Science programs with a high level of professionalism, exactness and problem solving skills, upon which the foundations of specialist training and an independent medical practice can be built, which facilitates further education and development of their knowledge throughout their life. The academic program is both accelerated and rigorous, with a focus on preparing students for licensure in the United States, Caribbean and India. TAU CREDENTIALS

• Registered with National Accreditation council of Guyana (which is governed by

Ministry of Education).

• Listed in WHO (World Health Organization) Handbook.

• Member of IADR (International Association for Dental Research).

• Member of GAME (Global Alliance for Medical Education).

• Member of AMEE (International Association for Medical Education).

TAU offers National Accreditation Commission (NAC) registered Programs, full-time programs

in Medicine, Dentistry, Nursing, Pharmacy and other Allied Health Science programs including

Clinical Research. TAU offers Behavioral Science programs such as public health, clinical

psychology, counseling psychology etc into distance learning mode. TAU’s distance learning

program helps the doctors, working professionals and employees to study along with their job

and family commitments.

GENERAL INFORMATION


AN OVERVIEW INTO THE FELLOWSHIP PROGRAMS The Fellowship programs are knowledge enhancement programs. An effective Physician/Surgeon is dedicated to lifelong education and inner growth. Too frequently, traditional training programs have concentrated on high volume and long hours, while “educational care” for the trainee is neglected. In order to encourage and nurture the whole person, of whom the Doctor is but a part, we have designed our Fellowship Education Curriculum with both theoretical and clinical components-dealing with patients-observing and involving themselves in the overall process of learning-applying in the aspect of patient care and treatment.

A highly structured curriculum relating to the biopsychosocial aspects of the trainee‘s development is a significant portion of the one year program. The program and faculty are very committed and a high level of audit and evaluation of performance in this area is continuously maintained.

The program which aims for academic excellence blended across inpatient and outpatient care with comprehensive clinical skills. The clinical sites that we are affiliated with are equipped with state-of-art techniques and instruments that would enable the students to have better exposure to the cutting edge atmosphere and equip them much better.

The program also includes the research component that would help benefit the students in the research platform of the specialty chosen.

In pursuit of such excellence, the program hopes our trainees will learn to become effective and more efficient in the circle of understanding-diagnosis-analysis-treatment and care.


REGULATIONS

FELLOWSHIP PROGRAMS

Title FELLOWSHIP

Duration of the course :

1 year programs, 6 months programs, 5 month programs, 3 month programs, 1 month programs.

Eligibility Criteria : Varies with the specialty chosen Should be registered with the respective medical council

Age : No age bar, Candidates with experience in the field will be given preference

Method of Learning : (i) Didactic theory classes (ii) clinical skills acquired through training in

hospitals and clinics (iii) Review contemporary articles in the

concerned subject and publish in international journals

Requirement : Submission of weekly reports, case study reports,

OSCAR and article reviews* Examination : Continuous Theory and Practical/Clinical Evaluation

2 Article Reviews

Award of Degree : Awarded by UCN with TAU as its Academic Partner

The Program is accredited by American Academy of Continuing Medical Education (AACME)

*article reviews to be submitted only by the students enrolled for 6 months and 1 year programs


FELLOWSHIP PROGRAMS OF 1 YEAR DURATION

Fellowship in Neuroanesthesia

(Eligibility: MD/DNB in Anesthesiology, registered with respective Medical Council)

Surgery and other procedures demand a competent Anesthesiologist. The program

aims to impart theoretical and practical aspects of Neuroanesthesia. The candidate

gets a grab of neurological, neurosurgical diseases and their management, gains skills

to effectively deliver anesthetic and critical care of these patients, and have attitudes

and behavior consistent with highest professional standards and contribute to future

research.

Fellowship in Neonatology

(Eligibility: Post-graduation in Pediatrics or Diploma in child health, registered with

respective Medical Council)

The Neonatology Fellowship program aims is to provide competency in all the

various fields of medical management of neonates, by obtaining specialized training in

Neonatology Departments with a Neonatal Intensive Care Unit. The candidate will gain

the ability to analyze neonatal health problems and develop preventive strategies to

decrease neonatal morbidity and mortality at hospital and community level.

Fellowship in Pediatric Intensive care

(Eligibility: MD/DNB in Pediatrics, registered with respective Medical Council)

Pediatric critical care is a multi disciplinary field, and optimal care of the critically-

ill pediatric patient necessitates a cooperative, organized approach to evaluation and

treatment. The candidate through the program is able to obtain an appreciation of

FELLOWSHIP PROGRAM SPECIALTIES OFFERED


basic pathophysiologic principles related to critical illness as well as an understanding

of specific disease processes which require critical management, acquire technical

skills which will allow him/her to resuscitate and care for a critically-ill child and

develop an appreciation and level of comfort with the multi disciplinary nature of

pediatric intensive care.

Fellowship in Respiratory Medicine

(Eligibility: Post graduates in medicine registered with respective Medical Council)

To train professionals in a holistic, integrated approach to respiratory medicine

in the fields of community education in medicine and health care. Acquisition and

development of skills: The candidates will acquire the skills to transfer academic

knowledge to areas of health care and public health in respiratory medicine, in the

professional areas of health care or multidisciplinary research in respiratory medicine.

Fellowship in Occupational Health

(Eligibility: MBBS, registered with respective Medical Council)

Occupational safety and health is an area concerned with protecting the safety

health and welfare of people engaged in work or employment. The goals of

occupational safety and health programs include fostering a safe and healthy work

environment. The candidate gets a grab of the work place exposure to hazardous

conditions that can affect mental and physical health of the workers. The main focus

in occupational health is: (i) the maintenance and promotion of workers’ health and

working capacity; (ii) the improvement of working environment and work to become

conducive to safety and health and (iii) development of work organizations and

working cultures in a direction which supports health and safety at work and in doing

so also promotes a positive social climate and smooth operation and may enhance

productivity of the undertakings.


Fellowship in Critical care medicine/ Intensive care medicine


Critical care medicine seeks to provide for the needs of the patients through

immediate and continuous observation and intervention so as to restore health and

prevent complications. A specialist in critical care medicine is a physician or surgeon

who is competent in all aspects of recognizing and managing acutely ill patients with

single or multiple organ system failure requiring ongoing monitoring and support. The

rapidly expanding body of knowledge regarding the treatment of the critically ill, the

continuing introduction of new technology for life support, and more complex societal

issues (legal, moral, ethical) have created a need for specialists trained in the

recognition and management of this patient subset. The program aims to develop

knowledge, skills, and attitudes pertinent to the expected roles and competencies of

the critical care medicine specialist.


FELLOWSHIP PROGRAMS OF 6 MONTHS DURATION

Fellowship in Geriatric Medicine


Increasing elderly population with large burden of disease and disability, pose a

tremendous challenge for the health sector as well as for the social and economic

infrastructure. The need for specialized training in the field of gerontology and geriatric

medicine has been realized in recent years. The program aims to create a cadre of

medical professionals in care of the older people who would have knowledge about the

age related biological changes.

Fellowship in Laproscopy

(Eligibility: Postgraduates in Surgery registered with respective Medical Council)

Medical education can become much more efficient and unrestricted to limits of time

and space through appropriate use of technology. Laparoscopic procedures have

become standard tools for evaluation and treatment of gastrointestinal and female

pelvic organ disorders. Performing Laparoscopy requires skills. Technical skills represent

only one aspect of competency. Other important aspects such as informing the patient,

interpreting the findings, deciding on therapeutic interventions during laparoscopy, and

planning the next steps are very important factors of competence. The course aims in

training the candidates on laparoscopic skills.

Fellowship in Obesity medicine and Bariatric Surgery

(Eligibility: MS general surgery / post graduates in Surgery; registered with respective

Medical Council)

Minimally invasive or laparoscopic bariatric surgery is a rapidly evolving, advanced

discipline that has experienced significant growth and demands since the first

laparoscopic bariatric operations were first introduced in 1993. Currently, few if any


training opportunities exist which bridge the gap between introductory training

courses and actual clinical practice. This Diploma course is intended to bridge the gap

and provide General Surgeons with training to achieve baseline competency (and not

necessarily proficiency) in bariatric surgery in order to begin safe clinical and operative

practice.

Fellowship in General Plastic Surgery

(Eligibility: Postgraduates in Surgery registered with respective Medical Council)

To train professionals in General plastic surgery, not only to deal with Cosmetic

surgeries but also wraps up the special needs in dealing with surgeries with burn and

accident patients. The program aims to the acquisition and development of operating

skills.

Fellowship in Pediatric Cardiac Surgery

(Eligibility: M.Ch / DNB (CTVS)/ Pediatric Surgeons -registered with respective Medical

Council)

The goal of this training program is to prepare physicians to function as well-

qualified, independent specialists in pediatric cardiac surgery and promote a broad

understanding of the role of surgery and its interaction with other medical

disciplines such as general medicine, cardiology, and pediatrics.

Fellowship in Magnetic Resonance Imaging (MRI) (Eligibility: MD/DMRD Radiology , registered with respective Medical Council)

MRI is the investigative tool of choice and has a wide range of applications in medical

diagnosis. They do not involve exposure to radiation, so they can be safely used in

people who may be vulnerable to the effects of radiation, such as pregnant women

and babies. They can provide information about how the blood moves through

certain organs and blood vessels, allowing problems with blood circulation, such as

blockages, to be identified. The Magnetic Resonance Imaging Short Program is

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designed to prepare the students with upper hand knowledge and skills in MRI

diagnosis and interpretation.

Fellowship in Computerized Tomography (CT) (Eligibility: MD/DMRD Radiology, registered with respective Medical Council)

Computed Tomography (CT) is a powerful technique for producing 2-D and 3-D cross-

sectional images from flat X-ray images. The professional practice of computed

tomography requires specific knowledge and skills generally not obtained in basic

educational programs in radiography. The core content section represents curriculum

elements that are considered essential in educating technologists In postprimary

practice of computed tomography. The course aims to produce CT radiographers

who will be clinically competent in a range of CT procedures and unprecedented

clinical experience in order to contribute to a sub-specialist group of CT radiographers

with a high level of skills and expertise.

Fellowship in Electrocardiography (ECG)

(Eligibility: MBBS / Post Graduates / General Practitioners)

An ECG is a simple and valuable test that is used to diagnose a heart problem.. This

course provides an opportunity to health care professionals in ECG monitoring and

trace as well as update and enhance their generic skills in ECG and rhythm

interpretation.

Fellowship in Electroencephalography (EEG)

(Eligibility: MBBS/Post Graduates/ General Practitioners)

In clinical contexts, EEG refers to the recording of the brain's spontaneous electrical

activity over a short period of time and is a valuable tool for research and diagnosis,

especially when millisecond-range temporal resolution is required. The program aims

to provide Medical Practitioners to enhance their knowledge and skills in EEG as well

as interpretation of the data and diagnosis.



Fellowship in Endogynaecology

(Eligibility: MS /MD /DNB in OBG , registered with respective Medical Council)

Minimal Access Surgery provides significant benefit to the patients in terms of shorter

recovery periods, less pain, less trauma, shorter hospitalization. Currently there is lack

of well structured and adequate educational programs in endogynaecological surgery,

this program aims to adequately prepare Gynaecologist in the Art of minimal access

surgery and correct the imbalance between the requirements and availability in the

society.

Fellowship in Palliative Medicine

(Eligibility: MBBS; registered with respective Medical Council)

Palliative care is an approach that improves the quality of life of patients and their

families facing the problems associated with life-threatening illness, through the

prevention and relief of suffering by means of early identification and impeccable

assessment and treatment of pain and other problems, physical, psychosocial and

spiritual. Palliative care provides relief from pain and other distressing symptoms. The

proposed curriculum for education in Palliative medicine would help candidates to

improve Palliative Care and management.

Fellowship in Basic Cosmetic Surgery

(Eligibility: MS /MCh General Surgery, Plastic surgery- registered with respective

Medical Council)

Cosmetic surgery aims to improve the aesthetic appearance of a person. The number of

cosmetic procedures performed globally is on a rise. The course aims to expose the

surgeons to the common cosmetic procedures and cutting edge techniques.


Fellowship in Breast Surgery

(Eligibility: MS/MCh General surgery, Plastic surgery-registered with respective Medical

Council)

Globally the cases of breast cancer are on a rise. Surgery is the treatment option in

many cases of cancer. Oncoplastic breast surgery comprises the techniques that are

involved in operating off the tumor and reconstruction of breast. Aesthetic breast

surgery involves Breast augmentation or reduction. This course exposes the Surgeon to

the various techniques and procedures in oncoplastic breast surgery and aesthetic

surgery.

Fellowship in Orthopedic trauma Surgery

(Eligibility: Post graduate Surgeons in Orthopedics. Registered with respective Medical

Council)

Trauma is the sixth leading cause of death worldwide, resulting in five million or 10% of

all deaths annually. It is the fifth leading cause of significant disability. People with

trauma may require specialized care, including surgery and blood transfusion; these

may be successful if they occur as quickly as possible during the golden period. The

programs would enable the candidates to Identify the common mechanism of injury

associated with trauma and develop the skills necessary for rapid assessment and

resuscitation.



Fellowship in Clinical Embryology

(Eligibility MS/DNB /DGO/ Post graduates in OBG registered with respective Medical

Council)

Clinical embryology is a relatively young branch of reproductive science that has

undergone enormous expansion over the last twenty years. This program will prepare

students with the clinical embryology/Assisted Reproductive Techniques skills in

reproductive science.

Fellowship course in Regional Anaesthesia

(Eligibility: Postgraduates in Anaesthesia registered with respective Medical Council)

This Clinical Certificate program is designed to provide the candidate with the

opportunity to gain skills and confidence with clinical regional anaesthesia. Achieving

knowledge and observing the performance of regional anesthetic techniques for the

management of the patient undergoing several types of surgical procedures including

orthopedic, general surgery, gynecology, and urology is the cornerstone of the

program.

Fellowship in Advanced Infertility and Assisted Reproductive Techniques

(Eligibility: MS/DNB /DGO/ Post graduates in OBG registered with respective Medical

Council)

Achieving knowledge and clinical embryology/ART skills is the cornerstone of the

program. To provide the students with intensive practical training in laboratory skills

and ART-particularly gamete micromanipulation, intra-cytoplasmic sperm injection

(ICSI) and pre- implantation genetic diagnosis (PGD).


Fellowship in Burns Management

(Eligibility: Post graduate Surgeons (MS/MCh General Surgery /Plastic Surgery )

registered with respective Medical Council)

The patient with burns presents a difficult challenge to most health care personnel.

Apart from the serious nature of the injury, there is the patient’s discomfort, the

distress of the patient and their relatives, the loss of income and the compromise of

their employment future, and their uncertainty about the future. In addition to these

factors, the well-known surgical maxim that the trauma patient who is seen, assessed

and treated early by skilled personnel heals more quickly than the patient whose

treatment is delayed, is as true for the burn victim as it is for any other trauma patient.

This course is based on the principle that timely emergency assessment, resuscitation

and transfer provide the best chance of recovery in our patients with burns.

Fellowship in Pediatric Orthopedics

(Eligibility: Post graduate Surgeons in Orthopedics registered with respective Medical

Council)

Pediatric Orthopedics is the study and treatment of growing bones, joints and muscles. The course involves the management and treatment of orthopedic injuries in children.

Fellowship in Magnetic Resonance Imaging (MRI)

(Eligibility: MD/DMRD Radiology, registered with respective Medical Council)

MRI is the investigative tool of choice and has a wide range of applications in medical

diagnosis. They do not involve exposure to radiation, so they can be safely used in

people who may be vulnerable to the effects of radiation, such as pregnant women

and babies. They can provide information about how the blood moves through

certain organs and blood vessels, allowing problems with blood circulation, such as

blockages, to be identified. The MRI short program is designed to prepare the

students with upper hand knowledge and skills in MRI diagnosis and interpretation.


Fellowship in Computerized Tomography (CT) (Eligibility: MD/DMRD Radiology, registered with respective Medical Council)

Computed Tomography (CT) is a powerful technique for producing 2-D and 3-D cross-

sectional images from flat X-ray images. The professional practice of computed

tomography requires specific knowledge and skills generally not obtained in basic

educational programs in radiography. The core content section represents curriculum

elements that are considered essential in educating technologists In post primary

practice of computed tomography. The course aims to produce CT radiographers

who will be clinically competent in a range of CT procedures and unprecedented

clinical experience in order to contribute to a sub-specialist group of CT radiographers

with a high level of skills and expertise.

Fellowship in Electrocardiography (ECG)

(Eligibility: MBBS / Post Graduates / General Practitioners)

An ECG is a simple and valuable test that is used to diagnose a heart problem. This

course provides an opportunity to health care professionals in ECG monitoring and

trace as well as update and enhance their generic skills in ECG and rhythm

interpretation.

Fellowship in Electroencephalography (EEG)

(Eligibility: MBBS/Post Graduates/ General Practitioners)

In clinical contexts, EEG refers to the recording of the brain's spontaneous electrical

activity over a short period of time and is a valuable tool for research and diagnosis,

especially when millisecond-range temporal resolution is required. The program aims

to provide Medical Practitioners to enhance their knowledge and skills in EEG as well

as interpretation of the data and diagnosis.


FELLOWSHIP PROGRAMS OF 1 MONTH DURATION

Fellowship in GI Endoscopy

(Eligibility: Post graduates in Surgery/Gastroenterology registered with respective

Medical Council)

Endoscopic procedures have become standard tools for evaluation and treatment of

gastrointestinal disorders. Performing an endoscopy requires skills. Technical skills

represent only one aspect of competency. Other important aspects such as informing

the patient, interpreting the findings, deciding on therapeutic interventions during

endoscopy, and planning the next steps are very important factors of competence. The

course aims in training the candidates on endoscopic skills.

Fellowship in Hysteroscopy

(Eligibility: MS General Surgery, Postgraduates, Practicing Gynecologists,

Gynae- endoscopic surgeons, registered with respective Medical Council)

Medical education, like any education that deals with operating skills and can become

much more efficient and unrestricted to limits of time and space through appropriate

use of technology. The course aims to improve the technical aspect of the candidates in

performing Hysteroscopy.

Fellowship in Ultrasound in Obstetrics & Gynaecology

(Eligibility: MS/DNB /DGO/ Post graduates in OBG Postgraduates in Radiology /Practicing

Radiologits - registered with respective Medical Council)

The primary aim of this program is to enable practitioners to formalize and develop

their understanding of the relevant ultrasound principles in obstetrics and gynaecology

and related subjects, develop their evaluative, problem solving and critical thinking

skills to enable them to apply this knowledge and deliver a high quality service to their

patients.


Fellowship in Immediate trauma and Life support

(Eligibility: Post graduate in Medicine / Practitioners involved in ICU/Emergency ward -

registered with respective Medical Council)

In a field defined by the "Golden Hour,” it is a need to be aware of the critical

importance of time and responding to trauma. Wasted seconds can spell the difference

between a patient's life and death. The course aims to train the Professionals to act

wisely and effectively and equip them with skills needed at “the hour”.

Fellowship in Effective Management of Anaesthesia crisis

(Eligibility: Post graduates in Anaesthesia -registered with respective Medical Council )

Effective Management of Anaesthesia crisis focuses on the role of the anesthetist as the

leader of this team during an anaesthetic crisis and the interaction with the staff around

the anaesthetist to use their skills and resources effectively.


COURSE DELIVERY

ACADEMIC PROCESS

• After enrolling in the University, student will pursue his/her course from dedicated Clinical site.

• The Fellowship Program Advisor will provide online support to the students throughout the course to acquire theoretical knowledge.

• The Fellowship Clinical Advisor at the clinical site will assist the students to acquire clinical skills.

• Students would be required to submit periodical reports through the Learning Management System (LMS) to the University PG coordination office.

• The students enrolled under 6 months and 1 year programs would be required to review the latest research articles in his subject and publish it in international journals. These articles would be peer reviewed before publication.

• At the end of each term the students would have to take up theory examinations. • At the end of the course student will appear for the clinical examination.

LEARNING METHODOLOGY

• The main thrust of the program is to gain knowledge and competencies through blended learning which is acquired through an appropriate interplay of course work, clinical work and research.

• Students are expected to do course work as prescribed in the curriculum. • The student would have to acquire necessary clinical skills. It would be mandatory on

the part of the students to report the acquisition of skills on weekly basis to the PG coordination office.

• Article Review and Publications: To understand the contemporary innovation and research in the concerned specialty by doing article reviews (only for students enrolled under 6 months and 1 year programs).


PROGRAM REQUIREMENTS

Students have to accomplish the following during the course:-

Reports Number of reports to be submitted

1 year 6 months 5 months 3 months 1 month

Weekly Reports 46 24 20 12 4

Assignments 10 6 5 3 1

Case Study 20 12 6 4 2

OSCAR 20 12 6 4 2

Conferences 1

CME 1

Article Review 2 1

Weekly reports*- The student should submit a report on the consolidated acquisition of clinical skills during the particular week in the University prescribed format. Assignments* – To assess the theoretical knowledge, the students would have to work on and submit assignments from the topics chosen by the Program Advisor from the theory module curriculum. Case study reports* – Students would have to submit a reports on analysis of cases. Objective Structured Clinical Assessment Report (OSCAR)* – Students clinical skills are assessed by the Clinical Advisor and are presented as the OSCAR reports. Article reviews- To ensure that the student has had a good exposure of the recent advances in research pertaining to their specialty chosen, the students would have to submit 2 original article reviews (only for Students enrolled under 6 months and 1 year programs)

(* - All the reports would have to be submitted in the University prescribed formats) Conference Participation certificate – Students enrolled under 1 year programs would have to submit 1 Conference Participation Certificate pertaining to their Specialization chosen/ Allied field . CME certificates -Students enrolled under 1 year programs are required to participate in a CME program and earn credits.


FLOW OF THE PROGRAM KNOWLEDGE, COMPETENCY AND RESEARCH BASED

LEARNING PARADIGM

Student entry into the Program

The Fellowship Program Advisor would assist studens in learning the theory

Fellowship Clinical Advisor at the clinical site would guide and help to acquire the clinical skills

To ensure adquate theoritical learning a student is made to write assignments over the course of study

To ensure appropriate clinical learning, students are expected to fulfill the OSCAR

To ensure adquate leaning of the clinical skills a student is made to write case reports and also provide atleast 2 reference related to the case from the

recent research publication

To understand the recent advances and also to pave way to conduct research on contemprory topics, a student is made to review TWO articles

(only for 6 months and 1 year Programs)

The main thrust of the program is to gain knowledge, skill and research competencies through blended learning which is acquired through an appropriate interplay of course work, clinical work and research. The knowledge acquired is periodically

evaluated through Examinations


RESEARCH ACTIVITIES Research and Publication: TAU is a research oriented University and firmly believes in promoting the research capability of its students and also assists students to publish their articles in the International journals. Accordingly, the students should have the following number of articles published as shown below:- At least 2 article reviews should be done before the final examination. Article reviews will be published in International referral and indexed journals. ARTICLE REVIEWS Writing Article Review is an essential component of higher learning which will-

• Enhance students understanding in to the subject. • Orient students to the contemporary development in the field. • Help students to contextualize his learning skills.

What’s an “Article Review?” An “Article review” is an attempt by one or more writers to sum up the current state of the research on a particular topic. Ideally, the writer searches for everything relevant to the topic and then sorts it all out into a coherent view of the “state of the art” as it now stands. Article Review will teach about:

• The main people working in a field. • Recent major advances and discoveries. • Significant gaps in the research. • Current debates. • Ideas of where research might go next.

Article Reviews are virtual gold mines if you want to find out what the key articles are for a given topic. Unlike research articles, review articles are good places to get a basic idea about a topic. Note: All article reviews submitted to the University will be subjected to review and later published in an International journal. (Reviewers Guideline is given in the Appendix)


STUDENTS SUPPORT Fellowship Program Advisor

The Fellowship Program Advisor will be the official Head of the Program who will guide the students throughout the course.

Fellowship Clinical Advisor

The Faculty at the clinical site will be the Clinical Advisor will assist the student to accomplish the clinical skills as per the curriculum requirements.

Academic/Student Coordinators

The Academic and the Student Coordinators of TAU would support and guide the students through the course of the program.


ASSESSMENT INTERNAL ASSESSMENT

THEORY

The assignments submitted by the students would be taken for assessment.

CLINICAL Clinicals are assessed by case reports and weekly reports submitted by the students.

EXTERNAL ASSESSMENT

END OF TERM THEORY EXAMINATION

At the end of every term the students will give online examinations in theory, which will be evaluated by the Fellowship Program Advisor.

CLINICAL ASSESSMENT

The Fellowship Clinical Advisor will evaluate the students continuously throughout the course.

He will send periodical feedback to the University through Objective Structured Clinical Assessment Report [OSCAR]

Students should have submitted the following before the final examinations to receive the Fellowship

• Case studies

• Conferences Reports

• CME programs participation acknowledgment

• Article Reviews

• Proof of publication

END OF PROGRAM FINAL CLINICAL EXAMINATION

• The final examination on assessment of clinical skills will be conducted.


Term split up and Mark Allocation-

1 year program comprise of 4 modules 6 months program 3 modules 5 , 3 and 1 month programs comprise of single modules each.

TERM

Theory Marks Clinical Marks

Internal

External

Internal

External

Module 1

Assignment

(max 50 marks)

End of term Exam

(max 50 marks)

Case study report Weekly report (max 50 marks)

OSCAR report (max 50 marks)

Module 2

Assignment

(max 50 marks)

End of term Exam

(max 50 marks)



Module 3

Assignment

(max 50 marks)

End of term Exam

(max 50 marks)



Module 4

Assignment

(max 50 marks)

End of term Exam

(max 50 marks)



Clinical Research Article Review-1 Article Review-2

25 marks 25 marks

Clinical Case Presentation

50*marks

50 marks

* average marks of the case study, weekly reports and OSCAR reports

Note: Internal assessment will be finally tabulated for 50% and external assessment will be for 50%

AWARD OF DEGREE

• After successful completion of the program and passing the examination, the students will receive the transcripts and Fellowship in the particular specialty.


ACADEMIC STANDARD The Fellowship Program Advisor will monitor the standard of the course delivery; he will be

supported by the Fellowship Clinical Advisor.

The University Postgraduate Program Dean and the Director –External Program will oversee the

modalities of the course delivery and its effectiveness in achieving the mission of the University.

COURSE FEE For information please contact the admission office.


APPENDIX- 1

COURSE CREDITS

Credits for 6 months and 1 year programs TAU offers 40 Credits for the Fellowship program for 1 year duration

• The course is divided into 4 terms; each term is of 3 months duration. TAU offers 20 Credits for the Fellowship program for 6 months duration

• The course is divided into 3 terms; each term is of 2 months duration.

Credits for 5 month programs TAU offers 14 Credits for the 5 month programs

• The course is of 5 month duration (single term ) .

Credits for 3 month programs TAU offers 9 Credits for the 3 month programs

• The course is of 3 month duration (single term)

Credits for 1 month programs TAU offers 4 Credits for the 1 month program

• The course is of 1 month duration (single term)


THEORY MODULE ASSESSMENT – ONLINE EXAMINATION

The course tutor of TAU will conduct proctored online theory assessment at the end of every theory module for 50 marks (50 MCQ questions). He will send the results to the PG coordination office after completion of every module.

CLINICAL SKILLS

CLINICAL ASSESSMENT After completion of every clinical module, the Faculty at the clinical site will evaluate the students based on the clinical skills obtained and send the assessment tool/report [OSCAR] to the PG coordination office, TAU. This could be qualitative and in case if the student does not have certain skills then he/she will have to redo it.

Objectives Specific Clinical Assessment Report (OSCAR) SAMPLE Student Report Clinical Module Skills to be learnt How will you perform Anthropometric Assessment Task How will you perform anthropometric assessment?, write in detail

the process conducted on your patient, the method, evaluation and your interpretation

Hands on learning Number of balanced diet developed

Mentors Assessment Report (FORMAT) Kindly give your rating based on the competency of clinical skills achieved by the student on the above

Ratings O=Outstanding A= Excellent B=Good C=Adequate D= Inadequate* Additional Remarks if any

*If the competency achieved is inadequate then the student is expected to repeat the exercise


APPENDIX- 2

ARTICLE REVIEWER GUIDELINES

How to Review a Journal Article: Suggestions for First-Time Reviewers and Reminders for Seasoned Experts- Guidelines for Reviewing Here are nine things you should consider as you examine the manuscript and write your review: Look for the "intellectual plot-line" of the article. You can do this from first skimming through the manuscript and then giving it a once-over read. As you do this, ask the five major questions that are central to the research review process: What do the researchers want to find out? Why is that important to investigate or understand? How are the researchers investigating this? Are their research methods appropriate and adequate to the task? What do they claim to have found out? Are the findings clearly stated? How does this advance knowledge in the field? How well do the researchers place their findings within the context of ongoing scholarly inquiry about this topic? Look at the organization of the article. Can you find answers to the above questions quickly and easily? Can you trace the logic of investigation consistently from the opening paragraphs to the conclusion? Then go back to the opening paragraphs of the article. Are the research questions specifically stated? Is it clear what the authors want to find out? Do they make the case that this is an important area for research inquiry? The next section is usually a review of the existing research literature on this topic. Do the authors present a convincing line of argument here--or does it appear that they are just name-dropping (citing sources that may be important, without a clear underlying logic for how they may be important)? Do the authors focus on ideas, or merely on discrete facts or findings? Have they given sufficient attention to theory--the cumulative attempts at prior explanations for the questions they are investigating? Are the research questions or hypotheses clearly derivative of the theory and the literature review? In short: How well do the authors set the stage for the research problem they are reporting? The methods and procedures section is usually next; and this is where neophyte reviewers often start (unwisely) to sharpen their knives. The selection of methods by which the researchers collect data


always involve compromises, and there are few studies that cannot be criticized for errors of commission or omission in terms of textbook criteria for research design and data collection procedures. You could focus on three questions here: Do the authors clearly describe their research strategies? Do they present sufficient detail about the sample from which they have collected data; the operationalization of measures they have attempted to employ; and the adequacy of these measures in terms of external and internal validity? In addition, there should be no surprises here: The measures should be clearly matched to the research questions or the hypotheses. Are their choices of methods adequate to find out what they want to find out in this study? Would other methods provide a substantial improvement; if so, would employing these methods be feasible or practical? Do they provide some justification for the methods they have chosen? Does this appear to be adequate? The section presenting research results is surely the heart of the article--though not its soul (which the reader should find in the opening paragraphs and in the discussion section). Reviewers might consider four questions here: Does the results section tell a story--taking the reader from the research questions posed earlier to their answers in the data? Is the logic clear? Are the tables and figures clear and succinct? Can they be "read" easily for major findings by themselves, or should there be additional information provided? Are the authors' tables consistent with the format of currently accepted norms regarding data presentation? Do the authors present too many tables or figures in the form of undigested findings? Are all of them necessary in order to tell the story of this research inquiry; or can some be combined? Remember that tables and figures are very expensive (from the standpoint of the journal) and that undigested data obscure rather than advance the cumulative development of knowledge in a field. Are the results presented both statistically and substantively meaningful? Have the authors stayed within the bounds of the results their data will support? The discussion section is where the authors can give flight to their findings, so that they soar into the heights of cumulative knowledge development about this topic--or crash into the depths of their CV's, with few other scholars ever citing their findings. Of course few research reports will ever be cited as cornerstones to the development of knowledge about any topic; but your review should encourage authors to aspire to these heights. Consider the following as you evaluate their discussion section: Do the authors present here a concise and accurate summary of their major findings? Does their interpretation fairly represent the data as presented earlier in the article? Do they attempt to integrate these findings in the context of a broader scholarly debate about these issues? Specifically: Do they integrate their findings with the research literature they presented earlier in their article--do they bring the findings back to the previous literature reviewed?


Have they gone beyond presenting facts--data--and made an effort to present explanations--understanding? Have they responded to the conceptual or theoretical problems that were raised in the introduction? This is how theory is developed. Do the authors thoughtfully address the limitations of their study? The writing style is important. Consider the three guidelines for successful communication--to be clear, concise, and correct---and whether the authors have achieved it: Is the writing clear? Do the authors communicate their ideas using direct, straightforward, and unambiguous words and phrases? Have they avoided jargon (statistical or conceptual) that would interfere with the communication of their procedures or ideas? Is the writing concise? Are too many words or paragraphs or sections used to present what could be communicated more simply? Is the writing correct? Too many promising scientists have only a rudimentary grasp of grammar and punctuation that result in meandering commas, clauses in complex sentences that are struggling to find their verbs and adjectives or even nouns that remain quite ambiguous about their antecedents in the sentence. These are not merely technical issues of grammar to be somehow dealt with by a copy-editor down the line. Rather they involve the successful communication of a set of ideas to an audience; and this is the basis of scholarship today. Your evaluation to the editor: Should this paper be (a) rejected for this journal? (b) or does it show sufficient promise for revision, in ways that you have clearly demonstrated in your review, to encourage the authors to invest weeks and months in revision for this journal? Your bottom-line advice to the editor is crucial. Make a decision; state it clearly (in your confidential remarks to the editor on the page provided). Remember that only a few of the articles submitted to a journal will result in publication. Rates vary from 5% to 25% of initial submissions. Some reasons to reject a manuscript: (a) The research questions have already been addressed in prior studies; (b) The data have been collected in such a way as to preclude useful investigation; (c) The manuscript is not ready for publication--incomplete, improper format, or error-ridden. Good Reviews and Bad Reviews A good review is supportive, constructive, thoughtful, and fair. It identifies both strengths and weaknesses, and offers concrete suggestions for improvements. It acknowledges the reviewer's biases where appropriate, and justifies the reviewer's conclusions. A bad review is superficial, nasty, petty, self-serving, or arrogant. It indulges the reviewer's biases with no justification. It focuses exclusively on weaknesses and offers no specific suggestions for improvement.


APPENDIX- 3

GUIDELINES TO WRITE AN ARTICLE REVIEW Review Article Specification:

• Maximum 6500 words, including up to 50 references • Structured abstract of up to 250 words • Up to six key words • Introduction • Critical review of the published literature in the area, examining the validity of

conclusions, conflicting observations and interpretations, and not simply a summary of published papers.

• Conclusions Your review paper should have the following sections: A. Title: As for a research paper, this should be short and inform your reader of the major ideas that will be discussed. B. Abstract: Again this should be written last and should summarize the major points made within the body of your paper. C. Introduction: Your introduction should be short and concise and is not given a separate heading from the body of the paper. The purpose of the introduction is to introduce your reader to the ideas that you will be addressing in the body of your paper. In your introduction you should be trying to bring readers from different backgrounds up to speed with the "thesis" or objective of your paper and explain to them why it is that this issue is important. It is not a review of the field... that is what the body of the paper is for! It is generally written after the body of the paper is completed (so that you know where you've "gone" intellectually in the paper and thus can effectively communicate to your reader what to expect). D. Body: In this portion of your paper you will outline the background for your idea and begin to synthesize ideas from the papers you've read in order to build a coherent "thesis". Before you write this section, figure out what your perspective is going to be (what are you trying to show?). Having done this, try to present your ideas in such a way that they build your discussion logically towards your goal. Outlines will be a big help to you at this stage. Frequently using headings (e.g. History of the idea, Specific conflicts etc.) can help you to systematically address each important point that you wish to make, as well as helping your reader to follow your arguments. Once you've developed your headings you can then go back and place topic sentences for each paragraphs of information you wish to convey under the appropriate heading. Each paragraph should have clear, well thought out points, and should contain only


the information needed to make or support that point. Fill in each paragraph with more details until you have a coherent argument building towards your final, concluding statement. E. Conclusion: Like the introduction, the conclusion section is not usually separated from the body of the paper, although it can be if it is really long. In this section you should restate the objective(s) of your paper and point out how you have satisfied these goals. It should also reiterate what the major conclusions (ideas) of your study are. F. Acknowledgements: Again this should include only people who made considerable impact on your research... people with whom you had fruitful discussions, a librarian who spent hours with you trying to track down an elusive publication that was key to your research etc. G. Literature Cited. Should follow the standard format outlined by the journal in which you will publish.


APPENDIX- 4

GUIDELINES TO WRITE A CASE STUDY General Instructions This set of guidelines provides both instructions and a template for the writing of case reports for submission to TAU and publication. While the guidelines and template contain much detail, your finished case study should be only 500 to 1,500 words in length. Therefore, you will need to write efficiently and avoid unnecessarily flowery language. These guidelines for the writing of case studies are designed to be consistent with the “Uniform Requirements for Manuscripts Submitted to Biomedical Journals” After this brief introduction, the guidelines below will follow the headings of our template. Hence, it is possible to work section by section through the template to quickly produce a first draft of your study. To begin with, however, you must have a clear sense of the value of the study which you wish to describe. Therefore, before beginning to write the study itself, you should gather all of the materials relevant to the case – clinical notes, lab reports, x-rays etc. – and form a clear picture of the story that you wish to share with your profession. At the most superficial level, you may want to ask yourself “What is interesting about this case?” Keep your answer in mind as your write, because sometimes we become lost in our writing and forget the message that we want to convey. Another important general rule for writing case studies is to stick to the facts. A case study should be a fairly modest description of what actually happened. Speculation about underlying mechanisms of the disease process or treatment should be restrained. Field practitioners and students are seldom well-prepared to discuss physiology or pathology. This is best left to experts in those fields. The thing of greatest value that you can provide to your colleagues is an honest record of clinical events. A case study is primarily a chronicle of a patient’s progress, not a story about chiropractic. Editorial or promotional remarks do not belong in a case study, no matter how great our enthusiasm. It is best to simply tell the story and let the outcome speak for itself. In addition, patient consent to publish the case report is also required.


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