STUDY GUIDE

OF
DEPARTMENT OF BEHAVIORAL SCIENCES
Table of Contents

1. Introduction…………………………………………………………...3
2. Faculty of Behavioural Sciences………………………………………5
3. Curriculum ………………………………………………………… ...7
4. Significance of Behavioural Sciences…………………………………8
5. Scope of Behavioural Sciences……………………………………….11
6. Aims and Objectives of Behavioural Sciences……………………….13
7. Learning activities/ Modes of teaching……………………………….18
8. Modules of learning for Behavioural Sciences……………………….19
9. Syllabus……………………………………………………………….21
10. Table of Specification………………………………………………...25
11. Lecture program……………………………………………………....27
12. Evaluation strategies……………………………………………….. 28
13. Marks distribution………………………………………………….....29
14. Reading list…………………………………………………………....30
15. Library facilities……………………………………………………….31
16. Publications…………………………………………………………...32
17. Counselling cell……………………………………………………….35

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 Department of Behavioral Sciences

Introduction

About Us

The Department of Behavioral Sciences was established under the instructions of

University of Health Sciences (UHS), since the inception of this college in 2006. Since
then this department is headed by Prof. Maqbool Ahmad Khan.

This department is taking lectures/demonstrations of MBBS, BDS, and Nursing cadets

under the umbrella of National University of Medical Sciences (NUMS). Our students
achieved maximum distinctions in the subject of Behavioral Sciences from the University
of Health Sciences (UHS).

In addition to that this department is imparting FCPS training in Psychiatry. Faculty,

Administration, Medical, Dental & Nursing Cadets are provided free of cost psychiatric
& counseling services. Department of Behavioral Sciences is regularly publishing
different articles of interest in the indexed Medical Journals. At the moment department
has started four research projects in different domains.

1. Academic activities
a. Delivering lectures to MBBS, BDS and Nursing Cadets.
b. Training for FCPS Part II.
c. Conduct of examinations for MBBS, BDS and Nursing Cadets.
d. Conducting special short courses for nursing.
2. Conduct of Seminars/ workshops along with date/ no of participants and subject
covered.
a. Faculty regularly attend all workshops conducted by Medical Education.
b. Conducted seminar on different aspects like drug addiction.
3. Achievements either by faculty members or students.
a. Result was 100% for MBBS and Nursing classes
b. Many research projects are under process.
4. Comparative results of University exams/ distinctions etc.
a. 100% result in Nursing 2nd year
b. 100% result in Nursing 3rd year
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5. Extracurricular activities arranged by department.
a. Department fully participate in all the extracurricular activities conducted by the
college
6. Any other activities not covered under above heads.
a. Counselling cell is regulated by our department. We counsel the students, faculty and
staff for their psychological needs.
b. Department provide treatment and therapy for students, faculty and staff if needed.
c. Any queries regarding Behavioural Sciences from NUMS university is replied
promptly.
d. Paper setting and paper markings were done at UHS and NUMS by Department.
e. Paper setting and paper marking were done at CPSP by HOD.
f. Department is looking after affairs of college library.
g. Department is working in its full capacity with good results and up to the satisfaction
of students and Chief Executive.
h. HOD takes part in CPSP workshops.
7. Self-analysis and recommendations.
a. Department has keen interest in training of under graduates and now looking after
Post graduate training for FCPS part II.
b. Department intends to start M Phil and PhD program under the umbrella of NUMS.

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 Faculty of Department of Behavioral Sciences

Professor Maqbool Ahmad Khan

He is serving as the Head of the Department (HOD) of Behavioral Sciences. He is qualified

versatile Professor and Consultant Psychiatrist, who has got more than 12 years teaching

experience. He is also working as supervisor of Psychiatry at College of Physicians and

Surgeons Pakistan (CPSP), since 1st Jan 2016. He is also member of faculty of Psychiatry at

CPSP, Pakistan. He had served for more than 24 years in the field of Medicine and Psychiatry in

Pakistan Army, Pakistan Air Force and relevant services. He was awarded Tamgha-e-Imtiaz

Military for his meritorious services. In addition he is also performing the duties of officer in

charge of Library CMH Lahore Medical College & Institute of dentistry since its inception. He

has got nine publications to his credit. He has experience in team work as team leader, in tutoring

and looking after the outdoor and admitted cases in Psychiatry.

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Dr Iram Mansoor

She is PhD in Clinical Psychology, teaching as Associate Professor to MBBS, BDS and Nursing

Cadets in CMH Lahore Medical College and Institute of Dentistry from 2014. Her areas of

interest are Adult Psychopathology and Child Psychology. She has ten national and international

publications on her credit and one book publication on international level. She is also offering

counseling services to students, faculty members and administrative staff.

Dr Khadijah Tul Kubra

She is working as demonstrator. She is teaching MBBS and BDS students. She is BDS and

M Phil Scholar in the subject of Behavioral Sciences.

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Behavioral Sciences in Undergraduate

Medical and Dental Studies

Curriculum for MBBS/BDS 2018

NUMS University

7
What are Behavioral Sciences?

Significance of Behavioral Sciences

The undergraduate medical curriculum is extremely full and so some justification is necessary
for introducing another subject, Behavioral Sciences, to add to the enormous amount that has to
be learned. Because of the wholly appropriate emphasis in medical education on scientific and
technological advances in diagnosis and in treatment, it has become necessary to redress the
balance and to teach more about human behavior, its variability and how it manifests itself in
social groupings. The intention of Behavioral Sciences is to reinforce the idea in a number of
different ways that human beings, patients, are whole people and need to be treated as such.
They are also members of families, citizens, and representatives of other distinctive groupings. It
is important not to lose sight of the fact that human illness occurs in a wider context than just the
doctor's surgery.

Behavioral Sciences are concerned with the scientific study of human behavior. They provide a
useful framework of the appreciation of how a sick person behaves in a medical setting, in a
similar way to the application of principles biochemistry, physiology and pathology. The
difficulty for human behavior is that its scientific study is less advanced than for example,
physics, although we intuitively 'know' more about behavior before we begin scientific
investigation. In physics, we are satisfied, if for example, we can predict what all the atoms of a
particular kind are likely to do; we are not concerned with the behavior of individual atoms. With
human beings, however, individual variation is all important, and science has to progress to a
more refined level than simply predicting the behavior that is common to all.

Behavioral Sciences are concerned with the observation and explanation of human behavior,
either in single individuals or in groups. The academic subjects of psychology and sociology are
the most important Behavioral Sciences for consideration in medical training. Psychology is the
study of the nature, functions and phenomena of human behavior.

Sociology and social anthropology are the study of the origins, history, mechanisms and
constitution of human cultures. Behavioral sciences are also significantly linked with human
ecology, that is, the branch of knowledge which deals with the relations of human beings to their
environment and the quantification of this relationship; and to a lesser extend epidemiology,
which is the study of illnesses in defined populations.

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Relevance to Health Care

The relevance of Behavioral Sciences to medicine is demonstrated in etiology; in the

presentation of illnesses; in the delivery of health care; and in aspects of psychological and social
treatment. Both psychological and social factors are relevant in causing illness. As examples of
such causation, emotional disturbances and problems with personal relationships can cause both
overeating and also, on occasions, a refusal to eat (anorexia nervosa). Whatever the
psychological causes that may or may not be important, cigarette smoking is undoubtedly human
behavior, and it is a form of behavior that is associated with morbidity and mortality. Links
between occupation, social class or race and certain illnesses may be seen as social factors
etiology.

Behavioral and emotional aspects should be taken into consideration when decisions are made as
to whether treatment should be in hospital or at home for various conditions such as coronary
thrombosis, terminal malignant disease or mild dementia. It is valuable for the doctor to improve
his interviewing skills, and also to establish a relationship in which his patients trust him. It is
also useful for him to gain some knowledge of how the relationship with a patient may be
therapeutic in reducing unhelpful illness behavior and encouraging healthy attitudes. Changing
the patient's environment may be valuable for the improvement of both mental and physical
symptoms. The doctor may be in a position to facilitate social change if he is sufficiently
interested and knowledgeable about the social factors relevant to his patient to help in this way.
The importance of considering cultural and ethnic factors in both the presentation of disease and
its treatment should be stressed.

Diagnosis

Every profession must conceptualize the problems it is called upon to solve in such a way that
the skills of that profession may be made most effective. Diagnosis is just that; the patient's
problem described in terms which allow the doctor to carry out appropriate action. Diagnosis is
therefore dependent on accurate observation, and it carries important implications for both
management and prognosis.

When diagnosis is put in its social and psychological context it should not be a single word, for
example, 'tuberculosis', but much more a diagnostic formulation that describes a problem in
biochemical, pathological, psychological and social terms, for example: 'bacteriologically-proven

9
tuberculosis in a man with cirrhosis of the liver secondary to chronic alcoholism associated with
destitution, and living in lodging houses over the last several years'.

Diagnosis is equally essential as an element of medical practice whether it be in acute medicine

or surgery, general practice or psychiatry. Rational treatment with the expectation of benefit to
the patient is quite impossible without rational diagnosis.

Concepts of Illness and Health

Health and disease, being healthy or having an illness, affects the psychological state of the
individual and his social status and role. Illness is not seen as being a neutral event but it is given
the value judgment of being definitely bad. Illness can be used to explain circumstances. For a
person to be described as 'ill'denotes a lack of personal responsibility, and may be used as an
excuse for defaulting in areas of life which are in fact unconnected: “How could I be expected to
have written that essay, I had 'flu.'' Illness also denotes a social role. An ill person takes a
dependent position in society and this is legitimized by the presence of illness. In a sociological
sense, the whole paraphernalia of medicine and its ancillary professions may be seen as a means
of establishing those who are ill in such a role of sickness.

Health has proved extremely difficult to define. Many doctors have a working definition that it is
the absence of disease. Disease is either seen as the presence of organic, histological, morbid
pathological or biochemical disorder or, alternatively, the presence of biological disadvantage as
shown by increased mortality or decreased fertility. At a more elevated level, is the definition
given by the World Health Organization that 'health is a state of complete physical, mental and
social well-being and not merely the absence of disease or infirmity'.

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Scope of Behavioral Sciences

Information has accumulated over the last few years about how the individual develops
psychosocially; that is, how people learn to behave the way they do. Human learning and
development can be studied both from the individual and from the cultural standpoint.

The single most fundamental difference between Behavioral Sciences and the basic or natural
sciences like chemistry or physics, is the element of individual variation. As long as the vast
majority of atoms behave in a certain way in a chemical reaction we do not usually enquire
whether there are any deviants among the atomic population. However, in the Behavioral
Sciences, the very opposite is true; it is often study of the deviant which gives us most useful
information about the confirming majority. Human beings differ in the functioning of their brains
as much as in the shape of their faces, perception, intelligence, memory, consciousness, emotion,
and personality, all show marked individual variation which require study. It is almost
inconceivable that a doctor in training, who receives detailed information about the structure,
composition and functioning of the human body, should not also be taught about these aspects of
mankind; however, until quite recently this was the situation in fact.

Implicit within the differences between individuals is the effect human beings have upon each
other and the way other's expectations affect the individual. Social differences, in terms of
manifestation of social behavior, are clearly important. These differences reveal themselves
especially in the way different families function, and also in sex and gender role.

It is the aim of study of Behavioral Sciences to demonstrate how this emphasis upon the study of
the individual and his interaction with society is relevant in medicine. The individual and social
background to illness covers the effects of stress and personality upon the presentation of illness;
how behavior and social circumstances may result in illness, what is meant by illness and illness
behavior; the special circumstances of old age, the relationship between work and ill health, and
the variation of individual response to pain.

Knowledge of Behavioral Sciences has implications for health care. This is true both in
considering study of the relationships between the individual patients, significant others,
relatives and doctor. So it helps the doctors in looking at institutions, such as hospitals and the

11
National Health Service, how they can most efficiently and humanely be therapeutic during their
daily routines and at times of disasters. For health education to be effective, a grasp of
psychological and social principles is essential. The psychological sequelae of physical illness
are important for the doctor to take into account, and this is particularly so for the special
circumstances of chronic illness and handicap, acute loss and bereavement.

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 Aims and Objectives

Aims of Introducing Behavioral Sciences in the Course

 To ensure the training of medical/dental students in BIO-PSYCHOSOCIAL MODEL of

health care

 To equip the medical/dental student in the use of behavioural sciences principles to enhance
his learning skills and help him become an active learner

 To train the medical/dental student in the art and science of effective communication with
patients and their families

 To create a sensitivity, empathy and understanding of the psychosocial aspects of health

 To inculcate highest standards of medical/dental ethics and character building drawing from
the rich medical/dental, cultural and religious heritage

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General Learning Objectives

At the end of training in Behavioral Sciences the medical/dental student is able to:

1. Use BIO-PSYCHO-SOCIAL MODEL in his clinical work

2. Integrate knowledge of Behavioural sciences with medical/dental sciences in his clinical
training and future practice
3. Use principles of Behavioural sciences in his own learning and in his/her communication
with the patients and their families
4. Use principles of Behavioural sciences to enhance his own learning skills
5. Exhibit highest standards of medical/dental ethics and character in his interaction with
teachers, colleagues, patients, their families and society at large
6. Use of their knowledge of Behaviouralsciences for coping up their own and patient’s
stress during routine working and at the time of crisis
7. Use the principle medical ethics in maintain morality and professionalism amongst
doctors

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Specific Learning Objectives:

(A) Cognitive Domain

At the end of the training in Behavioral Sciences a medical/dental student will be able to:

1. Identify the disciplines that constitute Behavioural Sciences

2. Define the evolution and scope of the bio-psycho-social model of health care
3. Enlist the attributes/characteristics of a good doctor
4. Identify the essential tenets of medical/dental ethics
5. Enlist the rights of patients and doctors envisaged in law, constitution and religion
6. Use cognitive and Behavioural theories of learning in identification of learning styles and
strategies
7. Link the cognitive and Behavioural models of perception, learning, memory, motivation
etc. to enhance his/her own learning and clinical skills
8. Compare the various types of intelligence and their application in enhancing his own
functioning and those of his fellows
9. Enlist the influence of socio-cultural factors such as gender, race, social class, family and
occupations on health and disease
10. Identify the stages of normal personality development (cognitive, psychomotor,
psychodynamic)
11. Identify the normal psychological needs of human beings
12. Correlate the interaction of psychological and social factors with the biological factors in
common physiological states (Sleep, Consciousness, Sex, Appetite, Pain etc.)
13. Enlist the life events/stressors influencing human physiology
14. Identify the psycho-physiological mechanism by which stressors lead to psychosomatic
diseases
15. Identify the psychosocial correlates of common clinical conditions (Diabetes mellitus,
Coronary Artery Disease, Depression, Malignancies, Endocrine conditions, Reproductive
Health conditions, AIDS etc.)
16. Identify the psychosocial correlates of important clinical settings (Hospitalization,
Emergency, ICU, Cancer Wards, Operating theatres etc.)
17. Identify the social and anthropological factors that influence detection, management,
compliance and clinical outcome (stigma, myths and misconceptions, cultural taboos,
sick-role, Somatization etc.)
18. Define the common psychological defence mechanisms employed by human beings to
cope with stresses (loss, grief, bad news, death and dying, physical and psychological
trauma, behaviour of difficult patients etc.)
19. Choose the appropriate stress coping strategies in various personal, professional and
clinical challenges
20. Enlist the Do's and Don'ts of counselling, communication, crisis intervention and
informational care
21. Enlist various sexual disorders, sexual preferences and paraphilia

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 22. Identify gender dysphoria and gender identity disorders. Identify management techniques
used for treatment of sexuality issues
23. Define sexual identity, gender identity, sexual behaviour, sexual orientation and gender
differences in sexual behaviour
24. Identify psychosocial aspects of aging, death and dying, psychotrauma and psychosocial
aspects of terrorism
25. Identifying psychosocial aspects of drug addictions
26. Identify motives and enlist methods of enhancing motivational drives in healthcare
setting

(B) Psychomotor Domain

By the end of training the medical/dental student should be able to:

1. Carry out different types of interviews (diagnostic, informative etc.) with a patient or
his/her relative using principles of Bio-psycho-social model.
2. Assimilate the information gathered in the interview in a scientific format.
3. Take a comprehensive medical/dental history using bio-psycho-social model, principles
of active listening and interviewing skills.
4. Demonstrate communication skills in different clinical scenarios like breaking bad news,
handling death and terminally ill patients, carry out effective crisis intervention and
resolve conflicts using principles of bio-psycho-social model.
5. Demonstrate provision of Informational care to the patients and their relatives regarding
disease, its prognosis, treatment options, preventive measures and life style changes.
6. Demonstrate use of stress management skills towards self, patients and colleagues.

(C) Affective Domain

During and after completion of training the medical/dental student should be able to:

1. Demonstrate confidentiality and privacy of their patients' information in their clinical

practice, interaction with colleagues and medical/dental and other authorities.
2. Undertake an informed consent from the patient.
3. Demonstrate honesty with his colleagues, benevolence towards all patients and
colleagues so as to maintain the honourable tradition by which the physician is regarded
as the friend of all persons, without respect to race, creed or social position.
4. Demonstrate a clear understanding of the meaning of Illegal gratification, abuse of
professional knowledge, skills and privileges, abuse of doctor-patient relationship,
professional negligence of responsibilities towards patients, abuse of financial
opportunities afforded by the medical/dental practice, advertising for the sake of

16
 enhancing private practice, professional immoralities like false pretences, forgery, fraud,
theft and indecent behaviour.
5. Demonstrate principles of these medical/dental ethics in their interaction with patients,
their relatives, colleagues, pharmaceutical industry and medical/dental and other
authorities.

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Learning Activities and Experiences/ Modes of Teaching

Cognitive Domain:

 Hand-outs
 Interactive lectures, integrated lectures, small group discussions, tutorials, debates,
presentations, assignments

Psychomotor Domain:

 Demonstrations
 Videos
 Role play
 Case scenarios
 Hands on training

Affective Domain:

 Demonstrations
 Supervised bed side teaching
 Interactive sessions, lectures by professionals with outstanding human and ethical values,
electives in social sciences, creative arts, philosophy Lectures by role models, icons,
scholars, senior teachers from the medical/dental profession.
 Role plays, assignments.
 Exposure to clinical situations.
 Integrated lectures.
 Film shows, videos.

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Modules of Learning for Behavioral Sciences

First Year:

Module 1:

 Introductory Module

 What constitutes Behavioural Sciences, its relevance, scope and utility for a
medical/dental student?

 What is Bio-psycho-social model, its background, evolution and application in health and
disease?

Module 2:

 Use of Behavioural Sciences principles in enhancing a medical/dental students learning,

memory and motivation

Module 3:

 Ethics

Second Year and Third Year

Module 4:

 Psychological, Social and Anthropological factors influencing human behaviour in health

and disease

Module 5:

 Use of Behavioural Sciences in clinical situations and settings

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Module 6:

 BEHAVIOURAL SCIENCES INTERVENTIONS: Non-pharmacological Interventions,

Preventive, Promote, Therapeutic

 CLINICAL ROTATION for TWO WEEKS: Department of Behavioural Sciences

 LIAISON TRAINING during rotations in Medicine, Surgery, Gynae & Obs, Paediatrics
and all other relevant subjects

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Syllabus

Sr. # Topic Content

Introduction to Bio-Psycho-Social Model of Health Care and

1 Behavioural sciences and the Systems Approach
its importance in Normality vs Abnormality
Link of Health with Behavioural Sciences
health. (Psychology, Sociology, Anthropology)
Importance of behavioural sciences in health
Correlation of brain, mind and Behavioural
Sciences
Roles of a doctor
Desirable Attitudes in Health Professionals
Understanding Behaviour Describe sensation, sense organs/special
2  Sensation and sense organs organs
 Perception Define perception, what factors affecting
 Attention and concentration perception
 Memory Define attention and concentration. What
 Thinking factors
 Communication affecting them
Define memory and describe its stages, types
and methods to improving it
Define thinking; describe its types and
theories
What is cognition and levels of cognition?
Discuss problem solving and decision making
strategies
Define communication. What are types,
modes and factors affecting it. Describe ways
to recognize nonverbal
cues. Characteristics of a good communicator
Individual differences What are the stages and characteristics of
3  Personality psychological growth and development?
 Intelligence. Define personality. What are cognitive and
psychodynamic theories of personality?
What factors affect personality development?
How personality can be assessed? Influence of
personality in determining reactions during
health, disease, hospitalization, stress
Define intelligence and the various types of
intelligence. Relevance of IQ and EQ in the
life of a
doctor.
Methods of enhancing EQ and effectively
using IQ
21
 What factors affect it and how it can be
assessed?
-
 Emotions Define emotions. What are the various types
4  Motivation/need/drive of emotions?
Emotional Quotient (EQ)- concept & utility,
Emotional Literacy
Define motivation and what are the types of
motivation?
Use of motivational theory in improving
learning, treatment adherence
Learning Define learning, Principles of learning,
5 modern
methods and styles of learning, types of
learners,
cognitive theory of learning and its use in
enhancing
learning
Strategies to improve learning skills
Stress and stressors Define and classify stress and stressors
6 Stress management Relationship of stress and stressors with
illness
Life events Concept of life events and their relationship
7 with
stress and illness
Stress management What are coping skills?
8 What is psychological defence mechanism?
What is conflict and frustration?
What is concept of adjustment and
maladjustment?
Interviewing / Collecting data on psychosocial factors in
9 Psychosocial History Medicine/Surgery/Reproductive Health /
Taking Paediatrics
and other general health conditions
Define, types of interview and listening
Skills of interviewing and listening
Doctor-Patient Discuss the doctor-patient relationship.
10 Relationship What is the concept of boundaries and
psychological?
reactions in doctor patient relationship (such
as
transference and counter transference)
Medical/dental Ethics Hippocratic oath- Do’s and Don’ts
11 What is the concept of medical/dental ethics?
Common ethical dilemmas in doctor-patient
relations, interaction with families, teachers,

22
 colleagues, pharmaceutical industry
Rights of patients and doctors (in international
law,
constitution of Pakistan, PM&DC, Islam )
Culture and Concept of group, its dynamics
12 medical/dental Attitude, value, belief, myths, social class,
practice stigma, sick
role and illness, health belief models
Psychological Grief and bereavement, Family and illness,
13 Reactions Dealing with
difficult patients
Symptoms presentation and culture.
Illness and Behaviour (sick-roles, stigma,
Somatization),
Treatment Adherence (Compliance)
What are the psychosocial aspects of illness?
hospitalization, rape, torture, terminal illness,
death and
dying?
Breaking bad news Introduction, Models, Methods, Death of the
14 patient,
abnormal baby, intractable illness
Psychosocial aspects Psychosocial correlates of hospitalization,
15 of Health and Diseases illness
behaviour, sick-roles
Psychosocial issues in Emergency
Departments,
Intensive Care and Coronary Care Units,
Operating
Theatres, Cancer wards, Transplant Units,
Anaesthesia
Pain, Sleep, Concept of pain.
16 Consciousness Physiology of pain, Psychosocial assessment
and
management of chronic/intractable pain.
Stages of Sleep,
Physiology of consciousness, Altered states of
consciousness. Psychological influences on
sleep and
consciousness, Non-pharmacological methods
of
inducing sleep, changes in consciousness
Communication skills, Principles of effective communication, active
17 Counselling, Crisis listening,
Intervention, Conflict the art of questioning, the art of listening.
Resolution Good and bad listener. Counselling: Scope,

23
 Informational Care Indications
and Contraindications, Steps, Do’s and
Don’ts, How to
deal with real life crisis and conflict situations
in health
settings
Informational Care: A practical method of
communication between the doctor and
patient on
about diseases, drugs, prognosis etc.
Psychosexual aspects of gender and Sexual identity, gender identity, sexual
18 sexuality behaviour
Gender differences in sexual behaviour
Sexual orientation
Sexual disorders, sexual dysfunctions,
disorders of sexual preference and paraphilia
Gender dysphoria and gender identity disorder
Management of gender and sexuality issues
Psychosocial aspects of aging, death and Various issues related to aging
19 dying Process of bereavement
Need and issues of a dying patient
Management and active role of doctor in
during problems of aging, death and dying
Psychosocial aspects of psychotrauma Process of psychotrauma
20 and terrorism Causes and problems related to psychosocial
health of patient of psychotrauma
Effects of terrorism on society
Profile of suicide bomber
Psychosocial profile from terrorists

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 Table of Specifications

Contents C1 C2 C3 P A %age

Biopsychosocial model: application

of 1 1 1 2 5
Behavioural sciences in medical/dental

Practice

Psychological growth and

development of personality, 1 1 3 5
functions of learning, perception,
memory, thinking, emotions
Communication skills:
3 1 1 5

Counselling:
Breaking bad news 1 3 1 5
Dealing with death and dying in
clinical
Settings
Crisis Intervention/Conflict
Resolution
Provision of Informational care and
Improving compliance 2 2 1 5

Psychological Reactions in Health

Settings 1 2 2 5

Role of psychosocial factors in

health care 1 1 3 5

How to make psychosocial

assessment? 2 1 2 5

Effects of Psychosocial factors and

stress while dealing with 2 3 15 5 25
Common Medical/dental,
Paediatric, Surgical and
Reproductive Health Conditions,
Chronic Pain
Stress coping techniques: non
pharmacological interventions 2 3 5

25
Ethics and character building
5 9 15

Role of mental health in clinical

Practice 1 1 3 5

Enhancing Learning Skills

5 2 3 10

100%

26
 BEHAVIORAL SCIENCES IN MBBS and BDS

TEACHING

Lecture program

Behavioral Sciences will be taught by specially hired Behavioral sciences faculty:-

Class MBBS (Lectures) BDS (Lecture) Clinical rotation

1st year 25 lectures 50 lectures No rotations

2nd year 25 lectures 40 lectures 10 days clinical
rotation in batches for
clinical skills and
psychosocial
assessment training of
2nd year BDS

No rotations for
MBBS
3rd year 40 lectures 10 days clinical
rotation in batches for
clinical skills and
psychosocial
assessment training in
3rd year MBBS
4th year
5th year

27
Evaluation Strategies

Cognitive Domain:

 MCQs
 SAQs
 OSCE
 Assignments
 Quiz

Psychomotor Skills:

 Summative assessment at the end of term/ year

 5 OSCE Stations
 Psychosocial Assessment

Affective Domain:

 Formative and internal assessment by the HOD

 MCQs of Clinical Case Scenarios highlighting the ethical dilemmas, conflicts and
problem situations requiring decision making.

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 Marks Distribution

3rd Year MBBS/Second Year BDS Examination

Marks Distribution:

Internal Assessment = 40

Written Exam;

40 MCQ = 40 Marks (1Mark/MCQs)

5 SEQs = 40 Marks (8 Marks/SEQ)

Total Time Allowed = 60 Mins for MCQs + 120 Mins for SEQs

Pass marks for aggregate of MCQs and SEQs = 40

Total = 80 Marks

Practical Exam

5 OSCE Stations = 40 Marks (8 Marks/station)

Psychosocial Assessment = 40 Marks

Time Allowed for each OSCE Station = 5 Mins

Time Allowed for Psychosocial Assessment = 20 mins

Pass Marks for Psychosocial Assessment (Separate Passing is mandatory)=20

Pass Marks for OSCE + Psychosocial Assessment (mandatory) = 40 Marks

Total = 80 Marks

Total Marks = 200

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 Reading List for Behavioral Sciences

1. Rana, M.H., Rana, R.Z., Mustafa, M., Handbook of Behavioural Sciences. Allied Book
Company, 2016.
2. Sadock, Benjamin J., and Virginia A. Sadock. and Sadock’s synopsis of psychiatry:
Behavioral sciences/clinical psychiatry. Lippincott Willaims & Wilkins, 2014.
3. Fadem, Barbara. High-yield behavioral sciencs. Lippincott Williams & Wilkins, 2013.
4. Gelder, Michael, Paul Harrison, and Philip Cowen. Shorter Oxford textbook of
psychiatry. Oxford: Oxford University Press, 2006, 2006.
5. Sahler, Olle J., et al., eds. The behavioral sciences and health care. Hogrefe Publishing,
2012.
6. Evan G Pattishall. Behavioral sciences: PreTest self-assessment and review. McGraw-
Hill, 1986.
7. Tony Hope. Medical Ethics & Law: The Core Curriculum. Churchill Livingstone,2003.
8. Stevens, Vivian M., Redwood, Susan K., Neel DO, Jack. Rapid Review Behavioral
Science: With STUDENT CONSULT Online Access. Mosby, 2006.
9. Barbara Fadem. BRS Behavioral Science (Board Review Series). LWW, 2016.
10. Barbara Fadem. Behavioral Science in Medicine. LWW, 2012.
11. Mitchell Feldman. Behavioral Medicine a Guide for Clinical Practice. McGraw-Hill
Education 2014.
12. Robyn E. Holliday, Tammy A. Marche. Child Forensic Psychology: Victim and
Eyewitness Memory. Macmillan Education UK, 2012.
13. Christopher Dowrick. Medicine in Society: Behavioural Sciences for Medical Students.
CRC Press, 2001.
14. Robert Allan, Stephen S. Scheidt, Heart & Mind: The Practice of Cardiac Psychology.
American Psychological Association, 1996.
15. Mark Edberg, Essentials of Health Behavior: Social and Behavioral Theory in Public
Health. Jones & Bartlett Learning, 2007.

30
Library Facilities

CMH College Library has variety of latest books related to the CMH academic program. The
Collection of books on Behavioral Sciences, Psychiatry, Clinical Psychology, and
Psychopathology. The library has been subscribing different national and international journals
in print. The current issues are displayed on special shelves in the sections.

The CMH LMC Library holds more than 8,000 volumes, subscribes to 30 current
International journal titles and houses over 110 local biomedical journal titles.

Library Timings

Monday-Thursday

8:00 AM to 9:30 PM

Friday Timing

8:00 AM to 9:30 PM

Jumma Prayer Break

1:00 PM to 3:00 PM

(Library is closed during Jumma Prayer break)

Library Closed

Saturday-Sunday/Public Holidays

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 PUBLIICATIONS

Publications by Dr Maqbool Ahmad Khan

1. Khan MA, Ahmad M, Mir S. Insomnia in patients of chronic renal failure on

hemodialysis. Ann. Pak. Inst. Med. Sci. 2011;7(4):165-8

2. Khan MA. Frequency of symptomatology in patients on hemodialysis: a single center

experience. Rawal Medical Journal. 2012;37(1);24-6

3. Khan. MA. Ahmad M. Anxiety. Depression and cognitive changes in patients on

hemodialysis. Pakistan Armed Forces Medical Journal. 2012 Jun 30(2).

4. Khan. MA, Haider Z, Khokhaer M. Anxiety and depression in 3rd MBBS students of
CMH Lahore Medical College, Lahore, Pakistan. Rawal Medical Journal. 2015;40(1):21-
3.

5. Khan MA, Ahmad M, Mir S, Iftikhar F, Fahad, M, Khalid M. Anxiety and depression in
patients of dengue fever. Rawal Medical Journal. 2012, 37(3):239-42.

6. Khan MA, Mansoor I. Emotional Intelligence and Resilience in Medical Students of

CMH Lahore Medical College. Journal of CMH Lahore Medical College and Institute of
Dentistry. 2017;01(01):28-31

7. Khan MA, Mansoor, I & Taimur, Anxiety and depression in patients attending Institute
of Dentistry CMH Lahore Medical College. Annals of Pakistan Institute of Medical
Sciences (PIMS), Vol ll(1), Jan-Mar,2015.

8. Khan MA, Mansoor I, Rabbani W, Zahid S. Personality and Specialty Preference in

Medicine. Rawal Med Journal. Vol 44 (1), Jan-Mar 2019.

9. Khan MA, Mansoor I, Rabbani W, Zahid S. Relationship between Personality and

Burnout among Medical Students and House Officers. Annals of Pakistan Medical
Institute of Medical Sciences (PIMS). Vol 15 (1), Jan-March 2019.

10. Khan MA & Mansoor I. Emotional Intelligence and Resilience in Medical Students of
CMH Lahore Medical College. Journal of Lahore Medical College and Institute of
Dentistry (JCMHLMC). Vol 01(1), March 2017.

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Publications of Dr Iram Mansoor

1. Research paper on “Relationship between Personality and Burnout among Medical

Students and House Officers” is published in Annals of Pakistan medical Institute of
Medical Sciences (PIMS), Vol 15 (1), Jan-March 2019.

2. Research paper on “Personality and Specialty Preference in Medicine” is published in

Rawal Medical Journal, Vol 44 (1), Jan-March 2019.

3. Research paper “Emotional Intelligence and Resilience in Medical Students of CMH

Lahore Medical College” was published in Journal of CMH Lahore Medical College and
Institute of Dentistry (JCMHLMC), Vol 01(1), Jan-March 2017.

4. Research paper on “Emotional Intelligence: predictor to Empathy in Medical

Students” was published by the “Rawal Medical Journal”, Vol 41 (1), Jan-March 2016.
5. Research paper Anxiety and Depression in Patients Attending Institute of Dentistry
CMH Lahore, was published by Annals of Pakistan Institute of Medical Sciences
(PIMS), Volume 11(1), (Jan-Mar, 2015).
6. Research paper “Anxiety among students: comparisons across age, gender, and socio-
economic status” was published by the “Pakistan Journal of Psychology” Vol 13(2),
July 2014.
7. Book named “Morbidity of Anxiety in Children and Adolescents” had been published in
2013 by scholar-press Germany.

8. Research paper published in The International Journal of Educational and

Psychological Assessment August 2011, Vol 8(1) , “What I Feel and Think:
Translation and Adaptation of Revised Children’s Manifest Anxiety Scale, Second
Edition (RCMAS-2) and its Reliability Assessment”.

9. Research “Reliability Assessment of the short form of Revised Children’s Manifest

Anxiety Scale (RCMAS-2) in Pakistan” is published in Pakistan Journal of Psychology
(June 2010).The article is also available online by Gale Inc.

10. Research “A study of perceived parental acceptance-rejection in male and female

33
 adolescents” was published in “Pakistan Journal of Psychology” (June & December
2003)”.

11. Research paper on “Burnout: Comparative Study between House Officers and Final
Year Medical Students across Gender and Sector” is submitted in Journal of CMH
Lahore Medical College and Institute of Dentistry (JCMHLMC) (Evaluated and
plagiarism checked)

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 Counseling Cell

(Working under the umbrella of

Department of Behavioral Sciences)

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 Basic Domains of Counseling Cell
CMH LMC & IOD

Counselor support students directly in their academic life to foster, promote, and increase
interpersonal competencies and academic achievement. The Counseling cell believes that sound
education involves the development of the whole student. This includes the social, emotional,
intellectual, and physical aspects of students’ lives. Counseling services are accessible to all
students and their families.
Counseling cell also facilitate the faculty or other employees of CMH Medical college as per
their requirement.
Domains

The college counselor is working in these domains: academic, career and social/emotional
development. These domains promote mindsets and behaviors that enhance the learning process
and create a culture of college and career readiness for all students. The definitions of each
domain are as follows:

Academic Development – Implement strategies and activities to support and maximize each
student’s ability to learn. We help students to

 enhance their memory by different techniques

 how to handle academic stress

 Test anxiety during modules etc

Career Development – help students in the area of choice of specialty or other issues relevant to
their career.

Social/Emotional Development – help students manage emotions and learn and apply
interpersonal skills.

Other Areas Relevant to these Basic Domains

 Interpersonal relationship issues relevant to parents

 Interpersonal relationship issues relevant to peers/colleagues

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  Help them to enhance self-esteem

 Counsel them in anger management

 Help them to overcome anxiety and depression (referred to Psychiatrist if they need
medication)

 Provide them psychological assessment (by reliable and valid measurement tools)

 Provide help in addiction issues

 Help them in dealing with panic attacks (during exams or in clinical rotations)

 Parental counseling is also provided as required, depending on the problem of the

student.

(From the last two years nearly 200 sessions had been conducted, timing for each session
comprises of 45-60 minutes)

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