Student’s

Handbook
MBBS Class of 2014-19
Table of contents
No. Content Page
1 Faculty of Medicine: Vision, Mission and Educational Goals 1
2 SEGi Brand Promise & Pillars of Action 2
3 SEGi University Campus 3
4 Location 5
5 Accommodation Services 6
6 Living Around the Campus 6
7 Campus Facilities 7
8 Faculty’s Facilities 7
9 Admission Requirements 8
10 Fees and Charges 10
11 Financial Assistance 10
12 International Students 10
13 Academic Calender (Class of 2014/19) 11
14 The MBBS Programme 12
15 Methods of Instruction 13
16 Certification 13
17 Affiliation 13
18 Curriculum Structure 14
19 Course Description 15
20 Student Activities 20
21 Student Support 21
22 Academic Team 22
23 Problem-Based Learning (PBL) Student’s Guide 27
24 Learning Management System (LMS) Guide 30
25 SEGiSphere 30
26 Phase I Overview 31
27 Teaching & Learning Activities 32
28 Attendance 34
29 Mentor-Mentee System 34
30 Student’s Dossier / Portfolio 34
31 Student Feedback 34
32 Student’s Attributes 35
33 The Hippocratic Oath 36
34 Student’s Pledge 37
35 Dress Code 38
36 Literature Resources & Recommended Literatures 39
A welcome message from the Vice Chancellor
It gives me great pleasure to welcome you to SEGi University.
Enrolling for an MBBS course at SEGi University, will be one of
the most exciting phases of your life. However one might be
asking himself/herself! why should I choose to study at SEGi
University. There are four reasons to justify your choice as follows.

- you will be trained professionally,

- you will have acquired the highest ethical standards,
- you will be life-long learners, and
- you will have acquired knowledge, skills and attitude to be a
safe, ethical and a good doctor.

We, at SEGi University are committed to provide a wide range of

teaching, learning and well equipped teaching facilities to ensure
conducive atmosphere for learning. Being a new medical school,
we have decided to admit a small number of students for your batch in order to ensure quality
medical education. You are privileged to be chosen based on your academic performance and to
be part of the fourth batch of medical students studying in SEGi University.

I fully understand that life as a medical student is a tough one. You have to endure the hardship
by being consistent and industrious in your studies in order to complete the medical programme.
Nevertheless, please try to participate in student activities while you are at the Kota Damansara
Campus whenever time allows you.

Finally, I would like to extend my sincere appreciation to your parents for investing in you to
pursue your dream of being a doctor one day.

Best of Luck!

Emeritus Professor Dr. Muhamad Awang, F.A.Sc.

Vice Chancellor
SEGi University
Foreword by the Dean
First and foremost, welcome on board Faculty of Medicine, SEGi University. From now and five
years onwards you will be undergoing the various phases of medical education that has only one
destination – becoming a good doctor.

In our MBBS programme, the medical curriculum was developed and is constantly being reviewed
according to the recommendations of the World Federation of Medical Education (WFME). The
delivery of the curriculum is being supported by, motivated, dedicated and passionate lecturers as
well as physical facilities that are conducive for effective learning during all the three phases of the
MBBS programme. Overcoming the waves of challenges of going through the hurdles to reach the
above destination largely rely on the students’ effort, passion and motivation. This in turn reflects on
how much the individual student wants to be a doctor, and a good one, too. The assessments
conducted throughout the phases of medical education in the programme somehow will capture that
essence of student’s actual passion of becoming a good doctor.

For a start, I would advise all students to read on the “Good Medical Practice” by the General
Medical Council, UK (http://www.gmc-uk.org/static/documents/content/Good_medical_practice_-
_English_0414.pdf). From the book, you would appreciate the Faculty’s dress code and the attitudes
expected from you as medical student of SEGi University, and later as a medical practitioner. On
and off, the faculty will communicate with your parents or guardians to discuss about your
performance, as we, being parents too, understood the huge investments undertaken by them to put
you through the medical programme. This initiative is also aimed to induce the value of
accountability into every individual student; the first step of being responsible citizens.

On the last note, I believe “all work and no play” will make you a dull person, hence, to ensure that
you ‘grow’ into a balanced person, I strongly encourage your involvement in our Medical Student
Society of SEGi University (MedSSU). The activities organized by the MedSSU go hand-in-hand
with the MBBS Professional and Personal Development (PPD) strand which are aimed to develop
leadership as well as other desirable soft skills in the students.

Have fun in your studies and take care of your own health (physical, spiritual and mental) before you
could “Make the care of your patient your first concern” (excerpts from the “Good Medical Practice”
GMC, UK).

Sincerely,

Prof Dr Samiah Yasmin Abdul Kadir

Dean
Faculty of Medicine
SEGi University
Faculty of Medicine

Vision
The Faculty of Medicine aspires to be the leading medical institution that meets the World
Federation for Medical Education (WFME) standards.

Mission
To empower future medical practitioners with the knowledge and training excellence geared
towards improving the well being of humanity.

Educational Goals
 To nurture medical practitioners who are knowledgeable, technically competent, socially
responsible and adhering to the standards of professional conduct and ethics.

 To empower future medical practitioners with the ability to advance their medical knowledge
towards providing comprehensive patient and community care.

 To promote innovative research and development in the healthcare systems.

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SEGi Brand Promise

Our Pillars of Action

Our Brand Promise is also anchored on a code of behaviour we call our Pillars of Action:

Enabling promising minds Building mutual trust Doing things differently

As enablers, we provide a We are as strong as our weakest We do things differently as we

complete learning experience to link, and our destiny is held together strive to make a difference in the
make the best in you possible as Segians, based on trust lives of others

And the word that underscores everything we stand for at SEGi is Excellence.

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SEGi University Campus
SEGi University, Kota Damansara Campus
The RM200 million full-fledged campus is a
hallmark of private higher education in the
country. Strategically located at a 10-acre site
in Kota Damansara, the purpose-built campus
has academic, research and recreational
facilities that provide a complete learning
experience for up to 12,000 students.
The campus boasts a unique architecture
which is inspired by colonial and Roman
designs. Students studying at the campus will
also enjoy a picturesque view of Lake Cova
located opposite the campus.
Living up to its standards as an e-campus,
SEGi University provides its students with
learning materials online within an Internet and
wireless environment. Students are able to
access the library and tutorials online.
SEGi University also provides industry driven
programmes from the faculties of Business &
Accountancy, Engineering & Built
Environment, Creative Design & Technology,
Hotel & Tourism Management, Pharmacy &
Allied Health Sciences, American Degree
Program, Education, Social & Health Sciences,
Foundation and Graduate School of Business.
SEGi has built strong global connections with
top-notch internationally acclaimed universities
such as The University of Sheffield, University
of Abertay Dundee, University of Teesside,
Liverpool John Moores University and
University of Sunderland, from the United
Kingdom; Upper Iowa University from the
United States of America and University of
Southern Queensland from Australia.
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In campus pool, Kota Damansara Campus

Auditorium A, Kota Damansara Campus

4
Location
SEGi University Group has six campuses located throughout Malaysia. The flagship campus is
located approximately 20 kilometers from the Kuala Lumpur city center, at Kota Damansara with
the global positioning system (GPS) coordinates at N 03.14814 and E 101.57706.

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Accommodation Services
Prospective students who require assistance in hostel or accommodation arrangements may
contact Consortium Support Services Sdn. Bhd., Operations Manager, Ms. Roziah Binti Abu
Bakar (: 03 61452735 ext. 2735,  roziah@segi.edu.my).

Living Around the Campus

Prospective students who are going to reside in the vicinity of the campus will find that amenities
are easily accessible. There are canteens, a convenience store, a book store and laundry
services within the campus. Residents of Cova Suite or Villa may also find many other services
within walking distance, such as laundry services, internet café, photocopying and others, at
Cova Square. hypermarts (Carefour, Giant, Tesco) and shopping complexes (TheCurve, 1Utama,
IKEA, Encorp Strand) are located nearby. For banking facilities, Maybank, Kota Damansara is
located within walking distance from the campus. ATMs from various banks are located within the
campus and at Cova Square. The campus is accessible by public transport, namely, RapidKL
buses (U88 to Pasar Seni; and U89 to Kelana Jaya LRT station; www.myrapid.com.my).

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Campus Facilities
SEGi's flagship campus at Kota Damansara is designated as a prestigious education landmark
in the Klang Valley. It is a purpose-built institution with full-fledged academic, research and
recreational facilities to ensure that students are provided with a balanced lifestyle of education
and co-curricular activities. These facilities include:-

Auditoriums.
Badminton courts (Ground floor).
Computer laboratories (Level 1).
Dental clinic (Level 2).
Eye care clinic (Level 4).
Gymnasium (Ground floor).
Library (Level 3).
SEGi Clinic (Ground floor).
Squash courts (Ground floor).
Student study areas.
Swimming pool.
Tennis courts.
Yoga room.

Faculty’s Facilities
The new Faculty of Medicine is equipped with modern audio-visual system to enhance
teaching and learning. These facilities include:-

Anatomy and pathology museum.

Anatomy dissection hall.
Auditoriums.
Communication skills laboratory.
Histology laboratory.
Human simulation laboratory.
Lecture halls.
Locker rooms.
Microbiology laboratory.
Multi-disciplinary laboratory.
Physiology laboratory.
Problem-based learning (PBL) rooms.
Resuscitation lounge.
Seminar rooms.
Simulated hospital wards.
Student Centered Collaborative Learning (SCCL) room.
Tissue culture laboratory.

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Admission Requirements
As of 30th July 2013, the Malaysian Medical Council (MMC) has adopted the following Minimum
Criteria & Qualification for the entry into Medical Programmes in Malaysia.

Academic Requirements

All applicants who enter a matriculation, foundation or pre-medical programme,

except those with a degree qualification in the arts or humanities, shall have passed
and attained a minimum of the following at School Certificate level or its equivalent:

i. Sijil Pelajaran Malaysia (SPM) with 5 Bs each in Biology, Chemistry, Physics,

Mathematics (or Additional Mathematics) and another subject, OR
ii. General Certificate of Education Ordinary “O-Levels” with 5 Bs each in Biology,
Chemistry, Physics, Mathematics (or Additional Mathematics) and another subject.

All applicants with a Unified Examination Certificate (UEC) who enter a

matriculation, foundation or pre-medical programme, except those with a degree
qualification in arts or humanities, shall have passed and attained a minimum of B4
each in 3 subjects

i. Unified Examination Certificate (UEC) with B4 each in 3 subjects in. Biology,

Chemistry, Physics (or Mathematics or Additional Mathematics).

All applicants, except those with a degree qualification in the arts or humanities,
shall have passed and attained a minimum of the following at:

a. Higher School Certificate or its equivalent:

i. Sijil Tinggi Pelajaraan Malaysia (STPM); grades BBB, ABC or AAC in. Biology,
Chemistry, Physics or Mathematics ,OR
ii. GCE A-Levels; grades BBB, ABC or AAC in Biology, Chemistry, Physics or
Mathematics, OR
iii. Matriculation, Foundation in Science, Pre-Medical course; CGPA 3.0 (out of 4) in
3 subjects i.e. Biology, Chemistry, Physics or Mathematics, and provided the course
is not less than 1 year in the same accredited institution and the minimum entry
qualification is 5 Bs each in Biology, Chemistry, Physics, Mathematics (or Additional
Mathematics) and another subject at School Certificate level or its equivalent, OR
iv. United Education Certificate (UEC); B4 each in 5 subjects i.e. Biology, Chemistry,
Physics, Mathematics and Additional Mathematics, OR
v. Monash University Foundation Pre-University Program (MUFY), University of
New South Wales (UNSW) Foundation, Western Australia Curriculum Council,
HSC Sydney Australia, Trinity College Foundation Studies, Australian
Universities Foundation Programmes, South Australian Matriculation (SAM),
Victorian Certificate of Education Australia Year 12, Australian Matriculation
(Ausmat); aggregate or average of 80 % or the equivalent of B in 3 subjects i.e.
Biology, Chemistry, Physics or Mathematics;OR
vi. National Certificate of Educational Achievement (NCEA) Level 3 or New Zealand
Bursary, average of 80 % in any 3 subjects i.e. Biology, Chemistry, Physics or
Mathematics, OR
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vii. Canadian Pre-University (CPU) or Canadian International Matriculation Program
(CIMP/Canadian Grade 12/13) or Ontario Secondary School Diploma Grade 12;
average of 80 % in any 3 subjects i.e. Biology, Chemistry, Physics or Mathematics,
OR
viii. Indian Pre-University; average 70 % in any 3 subjects i.e. Biology, Chemistry,
Physics or Mathematics, OR
ix. International Baccalaureate; 30 points with a minimum of 2 science subjects or
Mathematics at Higher Level (HL) and 1 science subject at Standard Level, and
attained a minimum score of 4 each in Biology, Chemistry, Physics (or Mathematics).

OR

b. Diploma level:

i. Diploma in Health Science; CGPA 3.5 (out of 4), and provided the course is not less
than 5 semesters or 2 ½ years in the same accredited institution and the minimum
entry qualification is 2 Bs each in Biology, Chemistry, Physics, and 3 credits each in
English, Mathematics (or Additional Mathematics) and another subject at School
Certificate level or its equivalent.

OR

c. Degree level:

i. Degree in Health or Pure or Applied Sciences; CGPA 3.0 (out of 4) in a 5-year

medical programme, OR
ii. Degree in Health or Pure or Applied Sciences; CGPA 3.3 (out of 4) in a 4-year
graduate entry medical programme, OR
iii. Degree in the Arts or Humanities, CGPA 3.5 (out of 4) in a 5-year medical
programme, OR
iv. Degree in the Arts or Humanities, CGPA 3.75 (out of 4) in a 4-year graduate entry
medical programme.

Language Requirements
All applicants shall have attained a level of competence in English to enable them to
complete the course successfully. Graduates from a medical programme who seek
employment in the public sector shall attain a credit in Bahasa Malaysia and English at
SPM or its equivalent.

Other Requirements
Applicants may be required to pass an aptitude test and/or an interview and/or a
university entrance examination.

Clarification
In the event that there are any doubts, or there are no provisions in this guideline,
prospective students are encouraged to seek clarification with the Malaysian Medical
Council (MMC), www.mmc.gov.my.

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Fees and Charges
Fees RM

Registration Fee, Laboratory Fee, 5,500.00

Facilities Charges & Security Deposit

Tuition Fee 294,500.00

Total 300,000.00

1. Note: Local students are eligible for PTPTN loan in the

amount of RM 30,000 X 5 = RM 150,000
2. Price is indicated for local and international students

For a detailed breakdown of the fee structure and loan procedures, please do not hesitate to
talk to our counselors or the Bursary Department, Mr. Edward Khoo (: 03 61451777 ext.
2731,  edwardkhoo@segi.edu.my).

Financial Assistance
Students who need financial assistance may discuss this with the Student Affairs Department,
Major Dolly Chee (: 03 61451777 ext. 2799,  dollychee@segi.edu.my) or Ms. Kiranjit Kaur,
Registry Department (: 03 61451777 ext. 2690,  kiranjit@segi.edu.my) on available
scholarships and financial support. Local students who would like to know more about the
PTPTN Loan, may contact Ms. Soh Lai Guat (: 03 61451777 ext. 2662, 
lgsoh@segi.edu.my).

International Students
International Students (i.e. non-Malaysians) who are interested in our Programme may contact
the International Student Marketing Department, Miss Sheryn Khor (: +603 61451777 ext.
2795,  sherynkhor@segi.edu.my) and if they have any queries on other matters (e.g. visa
application) they may contact the International Student Services Department, Miss Chan Yit
Sun (: +603 61451777 ext. 3114,  yschan@segi.edu.my).

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Academic Calendar (Class of 2014/19)
MED1112

Orientation 15.09.14 – 28.09.14 2 Weeks

Block 29.09.14 – 14.12.14 11 Weeks
Examination week 15.12.14 – 21.12.14 1 Week
Break 22.12.14 – 28.12.14 1 Week

MED1212

Block 29.12.14 – 15.03.15 11 Weeks

Examination week 16.03.15 – 22.03.15 1 Week
Break 23.03.15 – 29.03.15 1 Week

MED1312

Block 30.03.15 – 14.06.15 11 Weeks

Examination week 15.06.15 – 21.06.15 1 Week
Break 22.06.15 – 28.06.15 1 Week

MED1412

Block 29.06.15 – 13.09.15 11 Weeks

Examination week 14.09.15 – 20.09.15 1 Week
Break 21.09.15 – 27.09.15 1 Week
End of year break 28.09.15 – 11.10.15 2 Weeks

You are encouraged to access the online calendar at the following URL:-
http://goo.gl/7QYVJ3

QR code:

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The MBBS Programme
The Faculty offers a five-year course leading to the degree of Bachelor of Medicine and
Bachelor of Surgery (MBBS). The programme is divided into three phases. Phase I consists
of the two-year programme which involves integrated teaching and learning of the relevant
basic medical sciences. Phase II (Year 3) and Phase III (Year 4 and Year 5) involve clinical
skills development and subsequently consolidation of clinical clerkship in the various clinical
disciplines.

Programme Learning Outcome

At the end of the Medical Programme, graduates should be able to:-

• Apply scientific knowledge for the safe, effective and efficient practice of medicine

• Practice medicine independently, safely, and effectively with good practical, technical and
clinical skills

• Engage patients and the community in making decisions about their health with emphatic
social skills and social responsibility.

• Apply professional values, attitudes, ethics and legal requirements relevant to the practice
of medicine.

• Communicate effectively with their colleagues, healthcare professionals, patients and the
community, practice effective team working and demonstrate leadership qualities.

• Critically appraise and utilise advances in scientific knowledge and techniques to solve
problems for the benefit of patient and community care.

• Manage information that is meaningful and to engage in continuing professional

development and life-long learning.

 Plan and manage general medical practice and community programmes by applying
appropriate entrepreneurial skills in order to enhance the health status of its citizens.

Our course aims to produce competent doctors who will serve their patients and the
community with care and integrity. They will not only be equipped with scientific, clinical
knowledge and skills to function effectively as medical doctors but also with the vision of
the unity of knowledge together with ethics and moral values. We aim to develop in them a
healthy critical faculty and the desire and skills to continue self-directed learning to keep
abreast with future advances in the disciplines of medicine.

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Methods of Instruction
Throughout the course, active and independent learning of the relevant disciplines will be
encouraged. This will be facilitated by studying the recommended texts complemented by
laboratory practical sessions, small group teaching, tutorials, student seminars, lectures,
interactive museum exhibits, visits and computer-aided learning (E-Learning). Most topics
are taught in a multi-disciplinary approach. Selected topics that are of importance are
discussed as seminars. Besides that, students will be guided throughout the course with
SEGi University’s Mentoring System which is aimed to inseminate the acquisition of soft
skills into the students’ life.

During the clinical years, emphasis is placed on apprenticeship training complemented

partly by didactic teaching. Students will form integral parts of units to which they will be
attached and participate in learning activities as a group. In this phase, our training aims to
further instill team work, good communication skills, and positive attitude.

Certification
A student is certified eligible for the degree of MBBS if he/she passes the Final
Professional Examination and the result is verified by the Senate of SEGi University.

Affiliation
The Faculty of Medicine, at SEGi University is affiliated with Hospital Teluk Intan (HTI),
Perak and Hospital Sibu (HS), Sarawak. Year 3-5 students will be posted to these
hospitals for their clinical rotations and mentorship.

HTI is located at Jalan Changkat Jong, Teluk intan, Perak. The 667 sq. mile (1727 km2)
hospital, houses around 550 beds and is serving the Hilir Perak district with a local
population of approximately 200,000 residents. HTI’s specialist clinics include general
surgery, orthopedics, ophthalmology, anesthesiology, ‘ear, nose and throat’, obstetric and
gynecology, pediatrics, neonatal intensive care unit and medicine.

HS is the second largest hospital in Sarawak. The 534 bed hospital caters as the referral
hospital for the Central Region of Sarawak. It provides a wide range of specializations
including internal medicine, surgery, orthopedics, obstetric and gynecology, oncology,
pediatric cardiology, urology, vascular surgery and neurosurgery.

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Curriculum Structure

Phase I Phase II Phase III

Block 1-4 Block 1-4 Posting Posting Posting

Year 1 Year 2 Year 3 Year 4 Year 5

Integrated Integrated Clinical skills Rotation posting in Rotation posting in

teaching & teaching & development major & special major & special
learning of basic learning of basic disciplines disciplines
medical sciences medical sciences

Normal Cardiovascular Clinical Elective posting Surgery & critical

structure & & respiratory Foundation care
function of the systems
human cell, Primary care
tissue and body Internal medicine Orthopaedics &
systems The alimentary, medicine 1 traumatology
hepatobiliary,
blood & Psychiatry,
Normal haemopoetic General surgery palliative medicine Women’s health &
response & systems & rehabilitation diseases 2
process to
disease state.
Upper & lower Women’s Ear, nose and
The endocrine, health & Internal medicine 2
limbs reproductive & throat (ENT),
musculoskeletal diseases 1 anaesthesiology,
urinary systems
systems forensic,
dermatology, Paediatrics &
General radiology & neonatology
Body reaction The locomotor paediatrics ophthalmology.
to physical, & nervous
chemical & systems
biological
agents

Clinical
methods &
introduction to
community
medicine

Clinical Clinical Junior clerkship Senior clerkship

correlation correlation

Block Exam/Re- Block Exam/Re- Posting Posting Exam/Re- Posting Exam/Re-

Exam Exam Exam/Re-Exam Exam Exam

1st Professional Final Professional

Exam Exam

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Course Description
Normal Structure & Function of the Human Cell, Tissue and Body
MED1112
Systems

This course covers human anatomy & histology, physiology, biochemistry and medical
embryology. It encompasses cell structure and function, composition and distribution of body
fluids, nerve and muscle physiology, physiology of the cardiovascular, respiratory,
gastrointestinal, renal, endocrine and reproductive systems and medical biochemistry covering
macromolecules, intermediary metabolism, and biochemical basis of cellular processes and
some aspects of molecular biology.

Normal Response and Process to Diseased State

MED1212
Upper and Lower Limbs Musculoskeletal Systems

This course covers basic and general concept of deviation from normality leading to diseased
states. Inflammatory and repair processes, principles of cardiovascular and circulatory
disorders, infection, cell growth and differentiation and neoplasm are presented. Generally,
lecture topics will cover all the important aspects of general pathology. In addition, a series of
lectures on basic immunology and psychology (behavioural science) are also incorporated into
this course.

MED1312 Body Reactions to Physical, Chemical and Biological Agents

Basic principles and clinical aspects of medical microbiology, parasitology and medical
entomology are covered in this course. Basic pharmacology, covering pharmacokinetics and
pharmacodynamics of drugs are also introduced here to form the basis of medical therapeutics
in clinical years.

MED1412 Clinical Methods and Introduction to Community Medicine

In this module, students are taught the principles of epidemiology and biostatistics. Students
are also introduced and coached in the understanding of data collection, data entry and basic
statistical analysis using available biological and health data. Primary health care, occupational,
environmental, international and nutritional health will be taught in this module. Besides that,
students are introduced to the basic clinical methods which enable them to acquire
communication skills in history taking, physical examination and making diagnosis.

MED2112 Cardiovascular and Respiratory Systems

This course is based on the basics given in earlier courses, and deals with the cardiovascular
and the respiratory systems in an organ system based approach. Organ systems in health and
in diseased states are presented.

MED2212 The Alimentary, Hepatobiliary Systems, Blood and Haemopoetic

Systems

This course covers the alimentary tract system, the hepatobiliary system, the blood and blood
forming organs. Functional aspects of anatomy and physiology of these organ systems are
recapitulated. Major topics discussed are the diseased states involving the organ systems. The
relevant pharmacological agents are also covered here.

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MED2312 The Endocrine, Reproductive Urinary Systems

The course consists of the endocrine system, the reproductive system and urinary system.
Basic concepts of endocrinology are broadened and taken at more depth to understand the
endocrine dysfunctions and diseased states. Drugs and related preparations that effect or have
a role in endocrine function are presented here. Male and female reproductive systems and the
urinary system are dealt with in greater detail in this course.

MED2412 The Locomotor and Nervous Systems

The course covers the musculoskeletal system and the nervous system. It includes elaboration
of structure and function of the locomotor system, the functional aspects and pathology of the
central and peripheral nervous system and relevant pharmacological aspects.

MED3104 Clinical Foundation

This module provides a solid foundation and hands on practical experience of providing prompt
treatment for a patient in an emergency situation. It emphasizes the principles and practices of
basic life support and first aid. The basic principles include saving lives, stabilizing a critical
condition, preparing patients for transport and medical treatment, and ameliorating pain and
discomfort faced by the patient. The module will also focus on Cardio Pulmonary Resuscitation
(CPR) based on airway, breathing and circulation (ABC and beyond). Aspects of accident
prevention and medico-legal practices will be highlighted. It will also introduce them to
evidence-based medicine (EBM). Students will be guided on different types of scientific articles
and how to critically appraise in its entirety.

MED3210 Internal Medicine 1

As one of the core disciplines during the clinical years, internal medicine shares with other
clinical disciplines the common responsibility of imparting knowledge, teaching the skills and
promoting good attitudes which are basic to the development of a competent general physician.
The module introduces the student to a unique, complex and challenging field of medicine. It
emphasizes those aspects of internal medicine important for all medical students and will
provide a foundation for those students who elect to further their study in any field of medicine.

MED3310 General Surgery

This module in Surgery is the first direct exposure for the students to real life clinical setting in
the surgical ward. This course introduces the student to the basic clinical methods involving
history taking, clinical examination techniques and formulation of diagnosis in surgical patients.
The course will be conducted both in the in-patient and out-patient settings where there will be
direct contact of the students with patients, other health-care professionals and support team
under the supervision of our lecturers. Strategies include bedside-teachings, teaching in the
out-patient clinics, tutorials, ward-rounds, on-calls and sessions in operating theatre. These
teaching-learning methods will provide and strengthen the basic core knowledge and skills.

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MED3410 Women’s Health and Diseases 1

This module is designed to promote education and training of students in the discipline of
Obstetrics and Gynaecology (O&G). Students will gain the basic principles of the theory and
practice of O&G. It will provide them with the initial needs for a sound grasp of the subject
enabling further development as required later. During the stipulated period in this training,
students will be facilitated in the relevant process of knowledge acquisition, developing
practical and procedural competence and attaining the desired attitude required of them. Moral
and ethical perspectives are blended and imbued in consonance with the faculty philosophy
throughout the training and learning. This block is principally an introduction to the subject with
emphasis on history taking, basic examination techniques, making differential diagnosis,
formulating basic investigations and exposure to social obstetrics.

MED3510 General Paediatrics

The Paediatrics module addresses issues unique to childhood and adolescence by focusing on
human developmental biology and by emphasizing the impact of family, community and society
on child health and wellbeing. Additionally, this posting focuses on the impact of disease and
its treatment on the developing human, and emphasises growth and development, principles of
health supervision and recognition of common health problems. It emphasizes those aspects of
general paediatrics important for all medical students and will provide a foundation for those
students who elect further study in the health care of infants, children and adolescents.

MED4106 Elective Postings

Students are given the opportunity of doing elective posting in the discipline of their choice
(local & abroad). This will expose them to a wider range of learning opportunities and broaden
their vision. Elective in a field other than medicine is encouraged. They are expected to write
and submit a report of their experience, and this is counted as part of the assessment.

MED4212 Primary Care Medicine

This is an extension of Community Medicine component in Year 1 (MED 14112). This course
emphasises on the applied aspects of public health in the community and clinical settings. The
principles of epidemiology, basic biostatistics, occupational and environmental health will be
reiterated throughout. It will also put evidence based medicine into practise. Students will be
taught on different types of scientific articles and how to criticize on every aspect of it.

On the other hand, the Family Medicine component exposes the student on the diverse clinical
presentation of patients and that the discipline deals with the patient and his or her own family
as a whole. The posting is aimed to induce students to provide personal, primary,
comprehensive and continuing care to the individuals, their families and community.

MED4312 Psychiatry, Palliative Care & Rehabilitation

The course is designed to expose students to the various common psychiatric disorders and
the principles of management. The course covers concepts of psychiatric disorders as well as
the contributing factors of mental health. It includes the basic psychology, human development,
behavioural sciences, phenomenology, psychiatric disorders, treatment, ethics, legal issues
and rehabilitation.

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MED4412 Ear, Nose and Throat (ENT), Anaesthesiology, Forensics,
Dermatology, Imaging and Ophthalmology

Each of these six modules is of two weeks in duration. It consists of series of lectures and
seminars in related discipline along with the clinical attachment at the respective department in
the hospital. The emphasis is on the common problem seen among patients in the ambulatory
care centre. For each week, students are assigned to the outpatient clinics and the operating
theatre. All students are encouraged to assist during the surgical procedure. In Anaesthesia,
students are introduced to the management of patients undergoing anaesthesia management,
pain management and intensive care patient management. Students are also expected to
acquire knowledge and skills in basic and advanced airway management and resuscitation.
Ethical issues and the perspectives are also incorporated into the course. Students are also
introduced to the basic aspects of Forensic Medicine through a series of lectures and seminars
and will be posted to the Forensic Medicine Department at their respective hospitals.

MED5108 Surgery & Critical Care

This module is the second exposure of the students to the surgical ward. This course re-
emphasizes the basic core knowledge in clinical surgery by strengthening the skills in history-
taking and presentation, further refining the examination techniques and emphasizes critical
thinking concept in formulating diagnosis. In this course students are more involved in the daily
management of the patients including the critically ill. It exposes them to more complex
diseases and problems involving surgical patients.

MED5208 Orthopaedics & Traumatology

This module introduces the students to the basic core knowledge and clinical skills in
Orthopaedics and Traumatology. It covers common clinical orthopaedic problems. The
students are exposed to bed-side teaching, outpatient clinic, operation theatre sessions,
orthopaedic procedures, seminar, clinical pathological conference, radiological conference,
tutorial, on-call, practical sessions in orthopaedics including basic suturing course.

MED5308 Woman’s Health & Diseases 2

This module is an extension of Women’s Health & Diseases in Year 3 where it will provide the
students with a sound grasp of the subject enabling further development as required later.
During the stipulated period in this training, students will be facilitated in the relevant process of
knowledge acquisition, developing practical and procedural competence and attaining the
desired attitude required of them. Thus, eight weeks in Year 5 is mainly a consolidation of the
foundation laid in Year 3, emphasizing more on the aspects of management.

18
MED5408 Internal Medicine 2

The module re-emphasizes basic clinical methods and communication skills in history taking,
physical examination and making diagnosis. This is the second direct exposure for students to
patients in a hospital setting. The course will be conducted in the in-patient and out-patient
hospital set ups, with the latter including an ambulatory care centre where common invasive
medical procedures are carried out. Students will further develop their skills in communication
and acquire deeper understanding of patients’ problems including the diseased states. They
will also be able to work up appropriate action plan for management. Students will also be
exposed to the concept of total patient care where he or she is expected to be directly involved.
This module introduces the students to relevant knowledge of common diseases in clinical
practice, thereby facilitating work as housemen and medical officers in the ward setting. It also
seeks to refine the technique of case taking and presentation. Students will develop
diagnostics skills and competence in overall patient management.

MED5508 Paediatrics & Neonatology

The paediatric posting addresses issues unique to childhood and adolescence by focusing on
human developmental biology, and by emphasising the impact of family, community and
society on child health and wellbeing. Additionally, the posting focuses on the impact of
disease and its treatment on the developing human, and emphasises growth and development,
principles of health supervision and recognition of common health problems. In order to
materialise the module objectives, paediatric curriculum is designed as such that the objectives
will be implemented and applied in each of the posting programmes. Thus, eight weeks in Year
5 is mainly consolidation of the foundation laid in Year 3, emphasizing more in the aspect of
management.

19
Student Activities
At SEGi University, we believe that extra-curricular activities augment the development of the
mind and body. There are numerous societies and clubs available for you to join.

At the Faculty of Medicine (FOM), every student enrolled in the MBBS programme is offered a
membership in the Medical Society of SEGi University (MedSSU). The Society serves as
“the student’s voice” in the Faculty in tandem with the Student’s Representative Council (SRC)
of SEGi University. MedSSU organizes and participates in various extra-curricular activities
which are important in character development.

From sport related activities to social related clubs, we have many to offer. Some of the
established Clubs/Societies are:-

Open Clubs
SEGi International Students Society (SISS)
AIESEC of SEGi UC
Modeling Club
SEGi Otaku (Anime) Club
Music Club
SEGi Debate Club
SEGi Nature Club

Clubs under the Faculties/Schools

Accounting & Finance Club (AFC)
Psychology Club
Engineering Club
SEGi Dental Society (SDS)
SEGi Technology Club
SEGi Pharmacy Student Association (SPSA)
Nursing Student Society
House of Faytte (American Degree)

Religious Clubs
Youth Ablaze (Christian Fellowship)
Youth of Hope (Muslim Society)

Cultural Club
Chinese Cultural Club
Kural Indian Cultural Society

20
Student Support
Mentor-Mentee System
The Faculty of Medicine at SEGi has a mentor-mentee system in place for all students. A
lecturer will be appointed as a mentor to around 7-8 students (mentees). This system is part of
our commitment to you, to ensure that your experience with us is a positive one. The mentor-
mentee group sessions are held at specific periods within a Block/Posting. These sessions are
not only for discussing academic progress but they also provide an opportunity for you to
discuss any other concerns that you may have. Studying to be a doctor requires a lot of
commitment and whilst this can be an exciting time, it can also be a stressful one too. If you
are worried or concerned about your studies or any personal issues, please ensure that you
talk to your mentor who will be happy to discuss any concerns with you.

Counseling Services
There might be an occasion where you feel the need for extra support in the form of
counselling. SEGi offers a confidential counseling service for students who require this support.
The service consists of a team of trained counselors who are located on level 2 of the main
building. If you wish to speak to a counselor, please let your mentor know. This is so that
he/she is aware of the fact that you are seeking extra support. To make an appointment please
contact: Major Dolly, Student Affairs at : +603 61451777 ext. 3166.

21
Academic Team
Full Time
Dr. Samiah Yasmin Abdul Kadir
MD (UKM); MMed (UKM)
Professor (Family Medicine)
Dean
Head of Curriculum Development
 samiahyasmin@segi.edu.my

Dr. Vinothini Appalanaidu

MBBS (UM); MMed Family Med. (UM)
Associate Professor (Family Medicine)
Deputy Dean
 vinothini@segi.edu.my

Dr. Wong Ah Chin

MBBS (Singapore); FRCS (Glasgow)
Associate Professor (Surgery)
Associate Dean (Teluk Intan Hospital Sub-campus, Perak)
 acwong@segi.edu.my

Dr. Raili Suhaili

MBBS (UM), MPH (UM), Pg Dip (Teaching & Learning) (UNIMAS)
Professor (Public Health)
Associate Dean (Sibu Hospital Sub-campus, Sarawak)
 railisuhaili@segi.edu.my

Dr. Viswanathan K. Neelakantan

MBBS (Madras); DNB (MED); FACTM (USA); FACP; FRCP (London); FRCP (Glasgow);
FIACM
Professor (Medicine)
Head of Clinical Sciences
 viswanathan@segi.edu.my

Dr. Chai Jen Wai

BSc (UM); PhD (UM)
Lecturer (Biochemistry)
Head of Basic Medical Sciences
 jwchai@segi.edu.my

Dr. Karim A. Mohamed Al-Jashamy

DVM&S (Baghdad); MSc (Baghdad);PhD (UPM)
Professor (Pathology)
 karim@segi.edu.my

Dr. Nadankutty Jeyaseelan

MSc Medical (Madras);PhD (BHU,India)
Professor (Anatomy)
 njeyaseelan@segi.edu.my

22
Dr. Nyan Htain Linn
MBBS (Yangon); D Path (Yangon); MMedSc (Yangon);
PhD (Yangon); FACTM (Australia)
Professor (Pathology)
 hlnyan@segi.edu.my

Dr. Hafiza Arzuman

MBBS (Bangladesh), MPH(Bangladesh), GrDipHPEdu (UNSW, Australia),
GrDipME (Dundee, UK), Certificate Instructional Design Process (Dundee, UK)
Associate Professor (Medical Education & Community Medicine)
 hafiza@segi.edu.my

Dr. Khin Thant Zin

MBBS (Mandalay), MMedSc Anatomy (Israel)
Associate Professor (Anatomy)
 tzkhin@segi.edu.my

Dr. Mohamed Magdi El Sersi

M.B.Ch.B (Alexandria, Egypt); Ph.D. Medical Sciences (Tsukuba, Japan)
Associate Professor (Physiology)
 magdi@segi.edu.my

Dr. Naw Lay Paw

MBBS (Yangon); MMedSc Obstetrics & Gynaecology (Yangon);
DrMedSc Reproductive Health (Yangon)
Associate Professor (Obstetrics & Gynaecology)
 lpnaw@segi.edu.my

Rohaini Mohamad
BSc (Malaya); MSc (Glasgow)
Associate Professor (Pharmacology)
 rohaini@segi.edu.my

Dr. Vimala Thambypillai

MBBS (Agra, India); MPH (UM)
Associate Professor (Community Medicine)
 vimala@segi.edu.my

Dr. Kay Thi Myint

MBBS (Yangon); MMedSc (Opthalmology)
Associate Professor (Ophtalmology)
 kaythimyint@segi.edu.my

Dr. Chowdhury Md. Ikramul Latif

MBBS (Chittagong); MCPS; FCPS (Psychiatry)
Associate Professor (Psychiatry)
 chowdhuryselim@segi.edu.my

Dr. Anita Devi K. Ravindran

MBBS (Trivandrum); MD (Rajiv Gandhi)
Senior Lecturer (Medical Microbiology and Parasitology)
 anitadevi@segi.edu.my

23
Dr. Rebecca Wong Shin Yee
MBBS (Malaya); MSc (IMU)
Senior Lecturer (Physiology)
 rebecca@segi.edu.my

Dr. Ma Han Ni
MBBS (Yangon); MMedSc Internal Medicine (Yangon);
MRCP (UK); MRCPS (Glasglow)
Senior Lecturer (Internal Medicine)
 hanni@segi.edu.my

Dr. Moses Augustine Dass

MBBS (Madras & Vellore, India); FACS (USA)
Senior Lecturer (Surgery)
 moses@segi.edu.my

Dr. Munira Bhuiyan

MBBS (Dhaka, Bangladesh); PhD (Tohoku, Japan)
Senior Lecturer (Public Health)
 munira@segi.edu.my

Dr. Negar Shafiei Sabet

BSc (Delhi University), MSc (MAHE, Manipal), PhD (UM)
Senior Lecturer (Microbiology)
 negar@segi.edu.my

Dr. Saeid Reza Doust Jalali

BSc (Delhi University); MMedSc (Kasturbah, Manipal); PhD (UM)
Senior Lecturer (Biochemistry)
 saeid@segi.edu.my

Dr. Saw Ai Yong

MBBS (Yangon); M.Med.Sc (Yangon); PhD (Mandalay)
Dip.Med.Ed (Yangon); Dip.E.P(Yangon); M.P.A (Yangon)
Senior Lecturer (Anatomy)
 sawaiyong@segi.edu.my

Dr. Marlar Myint

MBBS (Yangon); M.Med.Sc.(Pharmacology);
DipMedEd; PhD (Pharmacology)
Senior Lecturer (Pharmacology)
 marlarmyint@segi.edu.my

Dr. Mallem Dinakar

MBBS (India); MBA; Doctor Medicine in Forensic
Senior Lecturer (Forensic Medicine)
 mallemdinakar@segi.edu.my

Dr. Nay Lwin

MBBS (Yangon); M.Med. Sc.(Public Health)
Senior Lecturer (Forensic Medicine)
 naylwin@segi.edu.my

24
 Sharon L. How
BSc Hons Psychology (Staffordshire); MSc Health Psychology (Staffordshire) United
Kingdom; Pgrad. Cert. in Higher Education Professional Practice (Coventry). United
Kingdom.
Senior Lecturer (Psychology & Health Psychology)
 sharonlillian@segi.edu.my

Dr. Htet Htet @ Norah

MBBS (Yangon) ; MMedSc Pharmacology (Yangon)
Lecturer (Pharmacology)
 htet@segi.edu.my

Dr. Khin Hla Hla Thein

MBBS (UM1, Yangon), MMedSc Paediatrics (UM1, Yangon)
Lecturer (Paediatrics)
 hhtkhin@segi.edu.my

Dr .Wai Mar Linn

MBBS (Yangon); DTM&H(Liverpool);
MSc Clinical Microbiology(Nottingham), MACTM
Lecturer (Medical Microbiology)
 mlwai@segi.edu.my

Harmiza Bt. Harun

BSc Biochemistry (UPM); MSc (UPM)
Lecturer (Biochemistry)
 harmiza@segi.edu.my

Dr. Ahmad Yusuf

MD (Ukraine)
Tutor (Anatomy)
 ahmadyusuf@segi.edu.my

Adjuct Lecturer
Dr. Aida Azlin Puteri Bt. Salleh Hudin
MD (USM); MMed Obstetrics and Gynaecology
Adjunct Lecturer (Obstetrics and Gynaecology)

Dr. Aruna A/P Karthigayan

MBBS (IMU)
Adjunct Lecturer (Medicine)

Dr. Ling Shih Gang

MBBS (UM); MMed Paediatrics (UM)
Adjunct Lecturer (Paediatrics)

Dr. Lin Hang Sung

MBBS; MMed Family Med
Adjunct Lecturer (Family Medicine)

Dr. Wong Siong Lung

MD (UKM), MMed Radiology (UKM) Pg. Dip. Teaching and Learning (UNIMAS)
Adjunct Lecturer (Radiology)

25
 Dr. Muhamad Rais Abdullah
MD (UKM), MPH (Malaya)
Adjunct Lecturer (Community Medicine)

Dr. Wong Chya Wei

Adjunct Lecturer (Orthopaedics)

Dr. Lee Siew Ching

Adjunct Lecturer (ENT)

Dr. Patrick Ling Ing Sieng

Adjunct Lecturer (Ob & Gyn)

Dr. Razjeh Robert

Adjunct Lecturer (Psychiatry)

Dr. Thomas Law Ngo Hieng

Adjunct Lecturer (Opthalmology)

Dr. Toh Teck Hock

Adjunct Lecturer (Paediatrics & Rehab Med)

Dr. Yek Kiung Wei

Adjunct Lecturer (Anesthesiology)

Dr. Yiu Sii Ming

Adjunct Lecturer (Surgery)

Part Time
Dr. Gogillan Sevaratnam
MBBS (Banglore); MPH (Malaya); LFOM (Ireland); MPOM (Ireland)
Lecturer (Occupational Health)

Dr. Saw Moo K’Baw

MBBS (Yangon); MMedSc Obstetrics and Gynecology (Yangon);
Dr MMedSc Reproductive Health (Yangon)
Associate Professor (Obstetrics and Gynecology)
 mksaw@segi.edu.my

26
Problem-Based Learning (PBL) Student’s Guide
Introduction
Problem-based learning (PBL) is widely used in many medical universities around the world. It
is a method whereby students do their own self - directed learning whereby they solve
problems collaboratively and reflect on their experiences.

With PBL, the teacher presents the students with a problem, instead of lectures or assignments
or exercises. Since the students are not handed the "content", learning becomes active in the
sense that they discover and work with the content that they determine to be necessary to
solve the problem.

In PBL, students are encouraged to take responsibility for their groups and to be organised as
well as being able to direct the learning process with support from a facilitator. PBLs help
students to enhance content knowledge and develop skills in communication, problem-solving
and self-directed learning.

PBL puts students in simulated situations which involve policy, process, and ethical problems
that are required to be understood and resolved. By working through a number of learning
strategies to discover the nature of a problem, understanding the constraints and options in
order to solve it, defining and understanding the factors and the viewpoints involved, students
learn to negotiate the complex nature of the problem at hand.

Objectives
Problem-Based Learning (PBL) is a learning process in which the problem drives the learning.
PBL is introduced into the 5-year medical curriculum of the Faculty of Medicine (FOM), SEGi
University to allow active participation by the students in their own education, thus encouraging
independent learning skills. PBL therefore provides better motivation for students to learn and
recall relevant knowledge. It also aims to produce doctors who are skilled in solving problems
related to medical practice, through independent and life-long learning.

The desired outcomes are to:

a) Integrate the biological, behavioural and population aspects of each health problem in
understanding the case (Phase I) or managing the case (Phase II and III).

b) Integrate the physical, emotional and social aspects of health problems which will aid in
its wholesome management.

c) Generate skills in communication, leadership and teamwork.

d) Develop into self-directed and life-long learners.

e) Develop resourcefulness in the quest for knowledge.

f) Develop effective reasoning processes for problem solving, including hypothesis

generation, critical appraisal of available information, data analysis and decision
making.

g) Identify relevant health problems that need further discussion or self-study within the
context of a clinical scenario presented as a “patient’s problem”.

27
The PBL Process
The facilitator introduces the case to the students, which is followed by brain-storming. The
students will have to gather information and learn new concepts, principles, or skills as they
engage in the problem-solving process. Each case requires two sessions of discussion with the
group members facilitated by a facilitator/lecturer.

Each student group typically consists of ten students. For the first session, the group will meet
for two hours to discuss, brain-storm, identify and prioritise the learning issues presented by
the case provided.

Students are expected to spend about twelve hours to gather information / knowledge
independently. During the second session, they will share the gathered knowledge or
information and discuss within their group. Important issues and learning objectives may be
further identified and discussed.

The processes involved in problem-based learning are:

a) Discussing the problem by listing or identifying unfamiliar words or terms.

b) Exploring the issues by initial analysis, discussion of the problem and activation of prior
knowledge. Students are also expected to identify key learning issues.

c) Discussing the potential impact(s) of the problem(s) on the patient’s health, lifestyle,
family, community and work environment.

d) Students are encouraged to consider or note everyone's input, no matter how strange it
may appear.

e) Consideration of one or more ‘hypotheses’. Students are to identify methods or ways to

support the hypothesis and test them.

f) Ranking of the learning issues should be done in order of importance or relevance.

g) Discuss the possible resources i.e. experts, books, web sites, journals, clinics, wards,
laboratories, etc.

h) Assign and schedule research tasks. Students are not supposed to divide tasks in
researching the learning issues as this will hamper the process of further discussion.

i) Present and discuss the information obtained and bring materials for reference, if
applicable.

j) Evaluate and reflect on the students’ experience of PBL itself, or anything pertaining to
its conduct, the learning issues covered, and group / personal performance of the
students as well as that of the facilitator. Worksheets for these evaluations will be
provided and it is hoped that this exercise will increase rapport and mutual respect
between the students and the facilitator.

28
The Roles of the Facilitator
He/she does not provide facts for the problem solving but should ensure that all students
participate and to ensure that the students stay focused on the PBL.

The facilitator must provide a comfortable environment (in which students feel free to discuss
difficulties encountered, to question, add to or challenge information given by other members,
and acknowledge ignorance if need be). He/she should be informed of the possible learning
objectives of the case presented, and provide time for feedback and evaluation exercises.

The Roles of the Students

All students need to participate actively and develop team spirit by sharing knowledge and
expertise among themselves. They must also be appreciative of the contributions of other
group members.

PBL Assessment
Assessments on students’ performances in both sessions are carried out with two main aims:-

• To encourage and acknowledge students’ participation;

• To provide feedback on the students’ performance and general effectiveness of the PBL
itself, so that improvements can be made

Scores gathered from the PBL activity sessions will contribute towards the formative
assessment marks, as well as the affective domain marks. Students are encouraged to
perform as best as they can, in the areas of skills mentioned below.

The students will be assessed on the following areas of skills:

a) Session 1
Areas of assessment includes participation and identification of learning issues.

b) Session 2
Areas of assessment includes content, clarity and class interactions.

c) Report
Students are required to submit a report at the end of the case detailing the learning
issues/objectives, collated information and references.

d) Attendance
Marks will be deducted for absenteeism and tardiness.

e) Continuous and formative assessments

The major learning objectives will be assessed in the multiple choice question and as
problem based questions (either in the Weekly Assessment or the End of Block/Posting
Examinations).

29
Learning Management System (LMS) Guide
The Learning Management System (LMS) is a multimedia learning platform designed to
enhance the teaching-learning experience at SEGi. Students may access lecture notes/slides,
online resources, e-books and tutorial questions on LMS.

SEGiSphere (http://mysegi.my)
SEGiSphere is a consolidated log-in platform for all e-related services available in SEGi
University. Registered and active students are provided with a username and password upon
registration. SEGiSphere is accessible via URL: mysegi.my. Via this platform, among others,
students may (i) access the LMS, (ii) perform online fees payment, (iii) access the E-library, (iv)
access the “marketplace” (i.e. an online store) and (v) access recorded public lectures, among
others.

30
Phase I Overview
During the first two years, your lecturers from the Faculty of Medicine will lay the foundation of
your undergraduate course. Throughout Phase I you will be given insights into the clinical
training that you will get in the clinical years.

Apart from interactive lectures, we emphasize self study and group work. This is achieved with
study strategies such as problem-based learning (PBL), student seminars, practical classes,
cadaver dissection and other group presentations and E-Learning. Students are also
encouraged to form congenial study groups other than PBL and practical groupings.

Lecturers from the Faculty and others will deliver the teaching-learning activities in disciplines
such as Anatomy, Biochemistry, Biostatistics, Epidemiology, Microbiology, Immunology,
Parasitology, Pathology, Pharmacology, Physiology and Psychology. Clinical relevance is
introduced throughout the 2 years in Phase 1. We have excellent lecturers with strong
academic qualifications in their respective disciplines. To assist students who may need closer
guidance, a performance monitoring system, the mentor / mentee system, is in place. Students
can communicate and meet up with their mentors and seek advice on academic and social
matters. The library has reading materials and newspapers in English for students who would
like to further improve their language skills.

Students are strongly urged to study diligently from the onset of the course and revise regularly.
Punctuality and attendance is of primary importance. It is important to manage your time well if
you wish to keep abreast with your studies and to also be involved in the extra-curricular
activities in the SEGi University’s Campus.

The Phase I introduces students to the Basic Medical Sciences (Anatomy, Histology,
Biochemistry, Physiology, Pathology, Microbiology, Immunology, Parasitology, Haematology
and Pharmacology) in addition to Psychology , Clinical Methodology and Community Medicine.

The Phase I of the programme provides students with a sound foundation in the basic medical
sciences prior to progressing to the clinical Phase II and III (Year 3-5).

There are also University Compulsory Subjects (Mata Pelajaran Umum – MPU) integrated into
this Phase, which are:-
1. Malaysian Studies
2. National Language (Bahasa Malaysia)
3. Islamic and Asia Civilizations (Tamadun Islam dan Tamadun Asia, TITAS)
4. Ethnic Relations (Hubungan etnik)
5. Effective Listening
6. Entrepreneurship
7. Management of extra-curricular (Pengurusan ko-kurikulum)

Note: Item 1 & 2 (for International Students); Item 3 to 7 (for Local Students)

31
Teaching & Learning Activities
Lectures
Interactive sessions for Year 1 are conducted in designated lecture halls (refer to the Lessons
Schedules for each block). Lecture topics mainly focus on basic medical sciences which are
taught in an integrated approach.

Student-Centered Collaborative Learning (SCCL)

SCCL is an alternative method to traditional didactic lecturing or teacher-centered learning
(TCL) in the teaching and learning process. SCCL involves active participation and team
cooperation of students in knowledge acquisition and not simply as passive learners or note-
takers. In SCCL, lecturers act as facilitators in the process of learning, by preparing and
implementing creative learning mechanisms that guide students to seek, understand, analyze,
apply, synthesize and evaluate information about a particular topic, independently and in
groups. Students are assessed cognitively based on the stated learning outcomes and is
affectively based on team dynamics and individual efforts. This will lead to deep learning and
promotion of life-long learners. It is evident that SCCL provides students with excellent
opportunities to be properly trained in the cognitive, psychomotor and affective domains in
order to pass as holistic graduates, in tandem with the aspiration of SEGi Universty.

Practical Sessions
Practical sessions are conducted to complement and supplement lectures. There are fully
equipped multidisciplinary laboratories located next to the Faculty’s Office on Level 3, SEGi
University, Kota Damansara Campus. Students are divided into groups to facilitate conduct of
experiments and procedures. These activities are facilitated by lecturers from the respective
disciplines and medical laboratory technologists. The use of laboratory white coats are
compulsory during practical sessions and students are required to comply with all the safety
precautions in the laboratory. At the end of each practical session, students may be required to
write practical reports. Laboratory activities include cadaver dissection (for anatomy),
experiments (for Physiology, Biochemistry, Haematology, Pharmacology, Immunology,
Microbiology and Parasitology), specimen display (for Histopathology, Haematology,
Microbiology and Parasitology) and microscopy teaching (for Histology, Histopathology,
Haematology and Parasitology).

Tutorials
Tutorials are held on regular basis covering the main topics of disciplines covered in lectures. A
short quiz / test may be held to facilitate discussions.

Mini research
In block MED1412, students are required to apply some of the skills (e.g. literature search,
experiment methodologies, statistical analysis, and referencing) they have acquired to conduct
a mini research.

Clinical Lectures / Clinical Correlation Classes

Some clinical correlation classes are held to show relevance of important clinical states. These
classes will be conducted in simulated wards.

32
Visits
Students are occasionally taken to visit various departments in the selected hospitals,
government departments or public/private facilities which may complement with the teaching
and learning experience specific to each block.

Problem-Based Learning (PBL)

PBL is a form of student-centered learning through problem case approach. PBL sessions are
organized for every block in a small group consisting of 10-12 students. It is carried out once a
week. Normally 4 PBL topics will be discussed in a block and each PBL topic will be discussed
in 2 sessions (2 hours per session). During each session, students will have to appoint a
chairperson to conduct the discussion and a scribe to write down salient points. Lecturers act
as facilitators and they will observe and guide the discussion. It is compulsory for every student
to participate in the discussion. In session I, students are given 3-4 triggers of cases of medical
condition related to the subject of the current running block. At the end of the discussion,
students will have to arrive at a final diagnosis and conclusion. Each student will be assigned a
task to be discussed in the next session. In session 2, student will present their assignment
reports and continue the discussion of the case. Students will be assessed by the lecturer
individually and also as a group based on their communication skills, participation in discussion,
leadership skills and attitude. Students are encouraged to participate actively

General Discussion
Case discussion is also a form of student-centered learning, just like PBL but simpler. In case
discussion, students are given a case in advance before their discussion session with lecturers.
Students are required to discuss the case and answer the questions given in their respective
group and to present their findings during the session with lecturers.

Self-Directed Learning (SDL)

Some important topics in each discipline will be selected for SDL. In each session, students
are guided to find the information on their own using the available resources such as books,
internet, journals etc.

SEGi University has adopted the i-Station platform to facilitate the delivery of learning using the
electronic media. Students will be guided in their learning and they can self-evaluate their level
of knowledge. This platform will also serve as an evaluation tool in formative assessment as
well as a medium for the mentoring activity of the students.

Seminar
In Phase I, each student has to work in a group to produce an interesting and good
presentation. Students are divided into groups of 4-5 and a topic of current medical relevance
(e.g. alternative medicine, history of medicine, molecular techniques, etc) is assigned to them.
Topics are given early in the block in order to give sufficient time to prepare. Students can also
suggest topics for consideration of the Faculty. A supervisor-cum-advisor is assigned to each
group. Students are required to search for materials on their own from libraries, from local
bodies and experts outside the Faculty. Each student is to present a part of the topic in a
formal manner. Techniques of good presentation are stressed. Lecturers will evaluate student
presentation on content, skills of presentation and clarity of the facts.

33
Attendance
Attendance of lectures, practicals, PBLs, student seminars and other academic activities are
compulsory. Students with poor a attendance (< 90%) record may be called up to explain their
lack of attendance and in some cases this may result in the student being barred from the
examinations. The Deanery reserves the right to review the above conditions on a case-by-
case basis.

Attendance is closely monitored by lecturers. Students who are sick must submit their medical
leave certificate to the Faculty’s office. Medical leave certificates from government hospitals or
clinics and private clinics are acceptable but they must be endorsed by the Deputy Dean.

Mentor-Mentee System
In this system, a lecturer is appointed as a mentor to 7-8 students (mentees), with whom
students can meet to discuss their academic or social problems. All examination results will be
distributed to students through the mentor. Mentors will offer invaluable advice on coping with
life on campus. Students may also meet any other lecturer to ask for assistance. Students are
advised to seek advice quickly if they are facing any problems.

Student’s Dossier / Portfolio

Students are required to keep a designated file for portfolio that has to be kept until the final
year. The portfolio is a collection of the student’s work, which provides evidence of
achievement of knowledge, skills, attitude, understanding and professional growth through a
process of self reflection on learning over period of time. The content of the portfolio includes
reflection on learning experiences (in any academic activities such as in PBLs, practicals,
tutorials etc), identification on further learning needs by the students themselves, group
seminar presentation material, peer assessment or written assessment, published work or
research projects and evidence of other achievement such as participation in quizzes, sports
and debates. Every student has to keep his/her own updated file and lecturers/mentors would
have access into the students’ file as a form of monitoring their progress in the Medical
Programme.

Student Feedback
At the end of a PBL case, a block or any activities, students are invited to give feedback
regarding the delivery of the programme. This is to ensure that the Faculty is able to improve
in areas where necessary.

34
Student’s Attributes
Attributes of a SEGi University Medical Graduate

GA1 Has scientific knowledge and is able to apply them for the safe, effective and efficient
practice of medicine

GA2 Practice medicine independently, safely, and effectively with good practical, technical
and clinical skills

GA 3 Demonstrates the ability to engage patients and the community in making decisions
about their health with emphatic social skills and social responsibility.

GA 4 Has the ability to apply professional values, attitudes, ethics and legal requirements
relevant to the practice of medicine.

GA 5 Is an effective communicator particularly with their colleagues, healthcare professionals,

their patients and the community and practice effective team working and demonstrate
leadership qualities.

GA 6 Has the skills to critically appraise and utilise advances in scientific knowledge and
techniques to solve problems for the benefit of patient and community care.

GA 7 Is able to manage information into meaningful whole, engage in continuing professional

development and life-long learning.

GA 8 Has the ability to plan and manage general medical practice and community
programmes by applying appropriate entrepreneurial skills in order to enhance the
health status of its citizens

35
The Hippocratic Oath
I swear to fulfill, to the best of my ability and judgment, this covenant:

I will respect the hard-won scientific gains of those physicians in whose steps I walk, and
gladly share such knowledge as is mine with those who are to follow.

I will apply, for the benefit of the sick, all measures [that] are required, avoiding those twin
traps of overtreatment and therapeutic nihilism.

I will remember that there is art to medicine as well as science, and that warmth, sympathy,
and understanding may outweigh the surgeon's knife or the chemist's drug.

I will not be ashamed to say "I know not," nor will I fail to call in my colleagues when the
skills of another are needed for a patient's recovery.

I will respect the privacy of my patients, for their problems are not disclosed to me that the
world may know. Most especially must I tread with care in matters of life and death. If it is
given me to save a life, all thanks. But it may also be within my power to take a life; this
awesome responsibility must be faced with great humbleness and awareness of my own
frailty. Above all, I must not play God.

I will remember that I do not treat a fever chart, a cancerous growth, but a sick human being,
whose illness may affect the person's family and economic stability. My responsibility
includes these related problems, if I am to care adequately for the sick.

I will prevent disease whenever I can, for prevention is preferable to cure.

I will remember that I remain a member of society, with special obligations to all my fellow
human beings, those sound of mind and body as well as the infirm.

If I do not violate this oath, may I enjoy life and art, respected while I live and remembered
with affection thereafter. May I always act so as to preserve the finest traditions of my calling
and may I long experience the joy of healing those who seek my help.

Written in 1964 by Louis Lasagna, Academic Dean of the School of Medicine at Tufts
University, and used in many medical schools today.

36
Student’s Pledge
As medical student of Faculty of Medicine, SEGi University, I hereby pledge that,-

P 1 It is my responsibility to participate in the teaching-learning activities of the faculty in the

quest for scientific knowledge so as to enable me to apply them for the safe, effective and
efficient practice of medicine

P 2 I will strive to acquire good practical, technical and clinical skills to practice medicine
independently, safely, and effectively

P 3 I will develop within me, the emphatic social skills and social responsibility to engage
patients and the community in making decisions about their health.

P4 I will uphold professional values, attitudes, ethics and legal requirements relevant to the
practice of medicine.

P 5 It is my aspiration to communicate effectively with fellow colleagues, healthcare

professionals, patients and the community and practice effective team working and
demonstrate leadership qualities.

P 6 I will develop within me, the appropriate skills to critically appraise and utilise advances in
scientific knowledge and techniques to solve problems for the benefit of the patient and
community care.

P 7 I will manage information into meaningful whole, engage in continuing professional

development and life-long learning.

P 8 I will acquire the appropriate entrepreneurial skills and apply them to plan and manage
general medical practice and community programmes in order to enhance the health
status of my country’s citizens.

37
Dress Code
As a Medical Student, you are expected to dress in a manner that reflects your respect for the
profession and the people you work with.

• Students of the Faculty of Medicine are expected to be neatly groomed and decently
dressed at all times.

• Your attire projects your professional image and it should not be too loud, overly tight or
revealing.

• Corduroys, denims and canvas are not acceptable during the teaching-learning activities
in the campus.

• Male medical students are expected to be attired in dark coloured tailored pants with
sleeved shirts and tie.

• Stripes and light patterns are acceptable. Loud and/or luminous colours are not
acceptable.

• Leather is not acceptable except in shoes, bags and belts. These should be black or dark
brown and socks should hold up above the ankles.

• While female medical students may appear to have a wider choice of attire, they should
maintain the sense of decorum required at the campus and avoid loud colours with busy
prints and attire that bare their shoulders and back.

• Micro-mini shirts and skirts, and leather jackets are not acceptable.

• Wear the SEGi University T-shirt when you are asked to do so for certain occasions such
as when attending in-house physical training or when required to report for activities on a
weekend.

• Generally, loafers, sneakers, mules and slippers are not acceptable in the medical faculty.

• Hair colour should not be screaming for attention and accessories should not be
excessive.

• A well-coordinated suit helps medical students to project a polished and professional

image.

38
Literature Resources & Recommended Literatures
Medical students may access textbooks and hardcopy journals at the centralized library on
Level 3 or the Resource Room at the Faculty. Students may also check the availability of a
specific volume or other online resources via the Library’s website. The Library subscribes to
several medical-related online resources such as MEDLINE (EbscoHost), ScienceDirect, MD
Consult, ClinicalKey and SpringerLink. Students may access these online resources within
the campus or remotely (prior registration at the Library or within the campus is required). For
any enquiries regarding Library resources, please contact either, Mr. Wong Thian Ming (:
+603 61451777 ext. 2650,  tmwong@segi.edu.my) or Ms. Shalom Chong (: +603
61451777 ext. 3071,  shalomchong@segi.edu.my)

Subject Suggested textbook

Snell, R.S., 2007. Clinical anatomy for medical students (7th Ed.).
Lippincott Williams & Wilkins.
Anatomy
Moore, K.L., & Dalley, A.F. Clinically oriented anatomy (7th ed.).
Lippincott Williams & Wilkins.
Ferrier, DR 2013. Lippincott’s Illustrated Reviews of Biochemistry,
(6th Ed.) LWW.
Harper RK, Granner DK, Mayes, PA, & Rodwell, VW 2012.
Biochemistry
Harper’s Illustrated Biochemistry (29th Ed). McGraw-Hill.
Vasudevan, D.M. & Sreekumari, S., 2013. Textbook on
Biochemistry (for Medical Students). Jaypee Brothers Pub.
Daniel. Biostatistics: Basic Concepts and Methodology for the
Biostatistics
Health Sciences (9th Ed.). Wiley International
Swash, M. & Glynn, M., 2007. Hutchinson’s: Clinical methods.
Clinical methods
Saunders.
Jekel, J., Katz, D., Elmore, J. & Wild, D., 2007. Epidemiology,
biostatistics and preventive medicine. Elsevier Science.
Community Park K., Bhanot B. Park's Textbook of Preventive & Social
medicine Medicine (22nd ed.)
Mahajan and Gupta Text book of Preventive and Social Medicine,
(4th ed). Jaypee Brothers Pub.
Sadler T.W., 2006. Langman’s Medical Embryology (10th Ed)
Embryology
Lippincott Williams & Wilkins.
Stevens, Alan, Lowe & James, S., 2005. Human Histology.
Elsevier Science.
Histology
Inderbir Singh, 2011. Textbook of Human Histology. Jaypee
Brothers Pub.
Coico, R. & Sunshine, G., 2009. Immunology: A short course (6 th
Immunology
Ed.). Wiley-Blackwell.
Brooks, G.F., 2007. Jawetz, Melnick & Adelberg;s Medical
Microbiology
Microbiology: Medical Microbiology. Mc. Graw-Hill.
Nutrition Brown, 2008. Nutrition Now, 5th Ed. Thomson Wadsworth
John, D. T. & Petri, W. A. 2006. Markell and Voge’s Medical
Parasitology, 9th Ed. Missouri: Elsevier.
Parasitology
Murray, P. R., Rosenthal, K. S. & Pfaller, M. A. 2013. Medical
Microbiology, 7th Ed. Philadelphia: Elsevier

39
 Subject Suggested textbook

Rubin, R. & Strayer, D.S., 2007. Rubin’s Pathology. Lippincott,

Williams & Wilkins.
Kumar V., Abbas A.K., Fausto N., Aster J. C. Robbins and Cotran
Pathology
Pathologic Basis of Disease by (8th Ed.). Saunders Elsevier.
Hoffbrand A. V., Moss P. A. H. Essential Haematology (6th Ed.)
Wiley – Blackwell.
Rang, Dale, Ritter & Flower, 2011. Rang and Dale’s
Pharmacology (7th Ed.). Churchill Livingstone.
Pharmacology
Trevor A.J., Katzung B.G., Kruidering-hall M., Masters S.B., 2012.
Basic and Clinical Pharmacology (12th Ed.). Mc Graw Hill. Lange.
Guyton, H., 2012. Textbook of medical physiology. (12th Ed.)
Physiology Sunders.
Berne & Levy, 2010. Physiology (6th Ed.). Mosby-Elsevier
Gross, R., 2010. Psychology – The science of mind and
behaviour 6th Ed. Hodder Education.
Psychology
Ayers S & de Visser R (2011). Psychology for Medicine 1st
edition. Sage

40
Students’ Handbook Feedback
We hope that the content provided in this handbook helped you to know more about the MBBS
programme at SEGi University. To gauge the quality of this handbook, we would like to seek your
opinion and suggestion to improve it. Please spend a few minutes to answer the following
questions and submit it to the Faculty’s office. Thank you.

1. This handbook helped me.  Yes  No

2. The information provided in this handbook is accurate.
 Yes  No
If no, please indicate the page number and the inaccurate information.

3. The information provided in this handbook is easy to understand.  Yes  No

4. Do you think that the content provided in this handbook is sufficient?
If no, please suggest additional content which should be included
 Yes  No

FOM/SH/V5

41
42
Disclaimer
This document does not constitute a contract, whether expressed or implied, between the Faculty
of Medicine (SEGi University) and any person. It was prepared on the basis of the best
information available at the time of publication. All information is subject to change without prior
notice or obligation.

Faculty of Medicine
SEGi University
No. 9, Jalan Teknologi
Taman Sains Selangor
Kota Damansara PJU 5
47810 Petaling Jaya
Selangor Darul Ehsan

 : 603 – 6145 3160

 : 603 – 6145 2649
 : medicinekd@segi.edu.my

FOM/SH/V5