This block is related to the integumentary system and not to pure dermatology. There is an intention to have horizontal integration within the basic subjects and vertical integration with pathology, pharmacology, and clinical dermatology. It is intended that some common clinical conditions affecting the integumentary system would be used to make students aware of how alterations in normal structure and function lead to disease states and how these changes produce a set of clinical signs and symptoms. Simultaneously, seminars, lab skill sessions, clinical skills sessions lecture etc. shall be used to correlate ‘normal’ with ‘abnormal’. It is also intended that students, in the process, would become able, to understand the mechanisms involved in the disease process, variations, diagnose and manage common problems and help to prevent some of these diseases. It is hoped that a balanced approach to each of these two aspects, the basic and the clinical, would make this block a successful one, and perhaps even an enjoyable one. The study of the musculoskeletal system is important for medical students at this stage because it provides a spectrum of different structures (bones, muscles and joints) which constitute considerable proportion of the body function. The main function of the musculoskeletal system is the mechanical support for movement. In addition to this main function it is as vital to life as any organ system because it plays an essential role in mineral homeostasis, temperature homeostasis and houses hematopoietic elements. Problems of the musculoskeletal system constitute an important part of medical practice. Road traffic accidents are a common cause of traumatic lesions which involve bones, joints, muscles and nerves. It leads to serious complications. Osteomyelitis is a serious disease which needs rapid diagnosis and treatment to avoid its complications. Osteoarthritis is the most common type of joint disease in which a lot of money is spent for its treatment and lost days of work. So, it is very important to study the normal and pathological conditions related to this system.

The course extends longitudinally throughout the curriculum of year 1 and is coordinated with the block/system and the learning problems. It provides clinical skill experience to the students including simple skills. It emphasizes the importance of understanding patient interactions and assessments in a clinical setting

It is believed that pathology is the fundamental cause of disease. Therefore, the “Principles of Diseases; POD” block is essential since it gives the students a solid understanding of the fundamentals of pathology and microbiology, pharmacology, biochemistry, and molecular biology. The POD block must come before the integrated blocks on "systems," to facilitate students’ understanding. To lay the foundation for a more thorough study of the body's organ systems, the block introduces basic concepts of processes such as infections, inflammations, repair, hemodynamic disorders, including thrombosis, embolism, infarction, shock, and neoplasia, all of which contribute to the majority of morbidity and mortality worldwide.

The course "block" is required for all undergraduate 1st year medical students This block aims to introduce students to the human body’s internal environment, the potential hazards of external environment, protective mechanisms, and the body’s responses to keep Homeostasis. The students are expected to be armed with reasonable knowledge about environmental hazards, the potentialities of human adaptability on the cellular, tissue and organ levels to his environment, and the outstanding role of metabolism in homeostasis. The course components include the environmental interactions, both external environment and the internal environment, and the cellular response to the changing environmental stimuli. The role of nervous system in initiating the metabolism, the metabolic reactions and the pathways, and the changes that take place during environmental insults shall be dealt with. compensatory response will be discussed. The other component of the course is

This course aims to help students understand the rationale behind adopting the Problem-Based Learning curriculum with horizontal and vertical integration between all disciplines. This curriculum is not only community-oriented but also teaches students appropriate clinical and professional skills. It also aims to use several problem scenarios so that students actively participate in the tutorial process, which is vital to Problem-Based Learning.

The course is essential for the students for understanding of health and its determinants together with the factors responsible for disease to imbibe the philosophy of holistic care and comprehensive care through primary health care approach. Therefore, an orientation to the health system of Saudi Arabia is important and training in actual health system especially the PHC centers is necessary to translate the theoretical training in the medical college into practice in the PHC system Training in the PHC centers that are based in the actual community setting provide students an opportunity to have an insight to the advantages of having a primary level care facility as well as appreciate the unexploited potentials of the PHC system. In addition, it is important for the students to study the theoretical background of care of the under-five in order to maximize learning in the PHC center. The course is based on theoretical sessions in the College and practical training in the PHC centers. Each activity in the PHC center is structured.

The aim of this block is to facilitate the learning process through which the students will acquire a thorough knowledge about the process of fertilization, embryological development, intrauterine growth and the physiology of pregnancy. They will also acquire knowledge about growth and development during infancy and early childhood with special emphasis on nutrition. It is also an aim of this block to guide students towards the adolescent period and make them learn about physical, psychological and hormonal changes occurring during this phase. An integral part of this block is to make the students realize and gain knowledge about the health needs of the elderly in the society and the provision of health care facilities for them.

The cardiovascular system is designed to provide an overview of the structure and function of the cardiovascular system. Clinical case problems are based on cardiovascular diseases or incidents common in KSA. Through these cases & associated activities, students understand the cardiovascular system's functioning. They explore the hierarchy of the cardiovascular system, from molecules, cells, tissues, and organs to function as a system, and follow the impediments of such normal, function resulting from the impact of various diseases that impair one or more of the system’s components. In addition, students understand the basics of the treatment of these diseases and the basic knowledge of the basic medications list commonly used.

This course is based around eight major biomedical themes or units,(named problems) to be covered one each week. Each of these themes has other related issues that are served during the week by different activities. The themes serve the major topics related to blood and immune systems in an integrated manner.

The course content in Health & Illness in community is intended to build the foundations for research through hands on experience of communityproblems and issues. For writing a research proposal, the student should have basic knowledge of the domains like epidemiology, biostatistics, survey methodology along with practical skills for appraisal of published research articles and scientific writing. Epidemiology is one of the basic tools for scientific, medical research. It helps inidentifying the distribution, determinants and dynamics of disease in humanpopulation, thus enables the health professionals to adopt appropriate interventions for promotive, preventive, curative and rehabilitative care. Thestudents need to understand the basic concepts of epidemiology so that they canapply them in their clinical practice and also in designing small research project as well as in understanding and evaluating medical literature.In addition, an introduction to the basics of the study of demography is essentialfor medical students to understand and interpret the terms used in the study ofpopulations.Furthermore, practice of evidence-based medicine is now regarded essential forquality services. Hands-on experience of designing, conducting, analyzing, andreporting a research study, is thus an important part of the medical curriculum.

This course is based around eight major biomedical themes or units (named problems) to be covered one each week. Each of these themes has other related issues that are served during the week by different activities. The themes serve the major topics related to respiratory systems in an integrated manner. At the start of each week the students are exposed to a new problem related to the basic knowledge of the ontogeny of Respiratory components and pathophysiology of various respiratory disorders. In addition, the basic knowledge of pharmacology in the treatment and management of these problems is discussed. The students get the opportunity to acquire the basic knowledge by lectures, discussion and by seminar presentations. The labs given in this course not only complement. their theoretical knowledge, but also give them an opportunity to learn the pros and cons of clinical tests that are required for the diagnosis and treatment of the common clinical problems. At the end of each week a panel discussion is arranged on the subject matter covered during the week. This forum provides an opportunity for the students to clear any misconceptions on the subject matter and also develop a holistic approach towards the subject

The main aim is to improve the clinical skills of medical students in general and preclinical students in particular before their contact with the patients in hospitals and health units in the clinical phase. The program extends longitudinally throughout the curriculum of year 2 and is coordinated with the block/system and the learning problems.

The course is aimed for students to be able to learn the scientific basis of various hormones secreted from endocrine glands of endocrine and reproductive system, to better provide clinical management of their patients. So, by completion of this course students are expected to be able to identify structure, functions and disorders of endocrine and reproductive systems and the management of their diseases.

The course content in Research is intended to strengthen the knowledge base for research as well as executing a research project. Basic concepts of analytic epidemiology will be explained and understood for answering research questions. Applied biostatistics is essential for analyzing and interpreting data obtained during the research project. The practice of evidence-based medicine is now becoming the norm. Therefore, in order to understand medical literature as well as to collect, organize, analyze and interpret data and use information in a meaningful manner, a basic understanding of biostatistics will be the essence of this course. Conducting a research study will provide students an opportunity to the acquisition of research skills that will be applicable in health care settings and patient care. The students will also acquire the skills of presenting the research findings in front of their peers and skilled audience. This course also lays the foundations of school health services and helps students organize and execute school health education sessions.

The course is required for all undergraduate third year medical students. CSKL4 training focuses on providing students with the knowledge and practical abilities required to perform various clinical procedures and interventions.

The main aim is to improve the clinical skills of medical students in general and preclinical students in particular before their contact with the patients in hospitals and health units in the clinical phase. The program extends longitudinally throughout the curriculum from year 3 to year 4 and is coordinated with the block/system and the learning problems.

This course aims to enable students to understand the scientific structure and functions of the urinary system, as well as the pathologic conditions of this system that affect individuals and communities. This knowledge will enhance their ability to provide effective clinical management for their patients.

This block deals with the structural and topographic organization of the gastrointestinal tract and related accessory organs like Liver, pancreas etc, the functional organization and related mechanisms of action effective in the gastrointestinal tract and related accessory organs, understand the common dysfunctional and morbid changes of the gastrointestinal tract and related accessory organs, be aware of prevalence and preventive measures of the common gastrointestinal tract and related accessory organs and be familiar with the common clinical and laboratory methods of diagnosis and general lines of management of the common disorders of the gastrointestinal tract and related accessory organs.

The nervous system is the master controlling system of the body. It is responsible for all behaviors - indeed every thought, action, and emotion reflects its activity. When homeostatic regulatory mechanisms breakdown; under the stress of genetic or environmental factors, infection or trauma, symptoms of neurological disorders appear. Psychological, psychosocial and behavioral problems on the other hand, are also hazardous for the community. They need to be managed and dealt with cautiously. Meningitis is a great hazard during Hajj season. There are also systemic diseases which affect the nervous system, like diabetes and hypertension etc. It is therefore very crucial to know the structure, function, biochemistry and malfunction of the nervous system and be able to deal with its disorders. Most of the doctors in general practice come across patients with eye diseases & diseases of the ear, nose and throat (ENT). Similarly, the psychological and behavioral disorders are also not uncommon. Blindness and hearing impairment are the topics of the day. Therefore, the training of students from the beginning includes relevant material from these specialties with major emphasis on the prevalent problems of Saudi Arabia.

This course is intended to consolidate the knowledge and skills gained in previous individual organ system blocks/courses in an integrated and holistic approach to the human body. Although the main emphasis in this block is still to consider basic sciences in some depth, clinical problems are also emphasized. A good deal is also given to the different laboratory tests to enable the students to judge the lab results and integrate them with the patient problem. During this block a chance is given to students to access hospital for real patients to integrate the previously acquired clinical skills in the skill lab with those of hospital work i.e. a good bridge is established between basic science studies in previous blocks and the real clinical work in the hospital in a smooth and natural fashion. In addition to selected relevant topics for seminars to reflect self-learning and team work, clinical presentations for real-patient problems obtained from the hospital are also provided to enable students to be familiar with clinical work. During this block clinical therapeutics for different problems are emphasized. The problems selected for the study during this course emphasize multi-system disorders and most of the chronic diseases such as diabetes mellitus and hypertension.

The basic aim of health care is that patients, irrespective of all their gender, age, color, religion, socioeconomic background etc. deserve the physician's kind care and full attention, hope to be treated humanely, with due respect to their dignity. The surgeon should have the required, skills and professionalism, to carry out his/her duties to help them. Modern educational philosophies assume that a medical student is an active learner, and emphasize independent learning and teamwork.

Quality management is an essential curriculum for students of all health professions. It is as applicable to those who manage the delivery of healthcare services as it is to clinicians who perform the diagnostic and treatment services. Managers and clinicians alike must understand the attributes of quality in the context of healthcare, in particular the attributes that influence patients’/consumers’ perception of the quality of their service encounters.

The general goal of this course is to prepare the students in pre-clinical and clinical phases for the common & recent radiological & imaging techniques utilized for the diagnosis of common diseases in an illustrative and evidence-based approach.

Health-care outcomes have significantly improved with the scientific discoveries of modern medicine. However, studies from a multitude of countries show that with these benefits come significant risks to patient safety. We have learnt that hospitalized patients are at risk of suffering an adverse event, and patients on medication have the risk of medication errors and adverse reactions. A major consequence of this knowledge has been the development of patient safety as a specialized discipline to assist health-care professionals, managers, health-care organizations, governments (worldwide) and consumers who must become familiar with patient safety concepts and principles. Everyone is affected. The tasks ahead of health care are immense and require all those involved in care to understand the extent of harm to patients and why health care must move to adopt a safety culture. Patient safety education and training is only beginning to occur at all levels. Health-care students, as future providers of health care and health-care leaders, must prepare themselves to practise safe care. Though the curricula of the different health-care professions are continually changing to accommodate the latest discoveries and new knowledge, patient safety knowledge is different because it applies to all areas of practice and to all professions. Health-care students will need to know how systems impact on the quality and safety of health care, how poor communication can lead to adverse events and much more. Students need to learn how to manage these challenges. Patient safety is not a traditional stand-alone discipline; rather, it is one that integrates into all areas of health care. The World Health Organization’s (WHO) Patient Safety programme. Patient safety is everyone’s business and ranges from patients to politicians. As health-care students are among the future leaders in health care, it is vital that they are knowledgeable and skillful in their application of patient safety principles and concepts. Building students’ patient safety knowledge needs to occur throughout the entire education and training of health-care students. Patient safety skills and behaviours should begin as soon as a student enters a hospital, clinic or health service. By getting students to focus on each individual patient, having them treat each patient as a unique human being, and using their knowledge and skills carefully, students themselves can be role models for others in the health-care system. Most health-care students have high aspirations when they enter into their chosen field, but the reality of health-care systems sometimes deflates their optimism. We want students to be able to maintain their optimism and believe that they can make a difference, both to the individual lives of patients and the health-care system. Patient safety course focus on effective student learning about patient safety. It highlights the key risks of health care and how to manage them, shows how to recognize adverse events and hazards, report and analyses them. It teaches about team-work and the importance of clear communication across all levels of health care, whilst emphasizing the importance of engaging with patients and careers to build and sustain a culture of patient safety. Course will inspire the future generation of health-care professionals to embark on a lifelong quest to provide their patients with the best quality and safest care they deserve.

Internal medicine concerned with the study and clinical management of patients and the control of diseases. This course designed to give students the scope and extent of bedside clinical teaching with gain of various knowledge according to the conditions of patients. Case presentation to make them experts in managing diseases. They will gain knowledge how to diagnose, investigate and management of common and emergency cases as well as build up their behavior towards the patients and develop inner strength and confidence level.

This course covers emergency medicine, building upon general behavioral objectives aligned with those of internal medicine and surgery courses. It also includes specific goals that address multidisciplinary issues, integrating basic sciences with clinical sciences and emphasizing essential diagnostic and management skills. Topics include fainting, trauma, cerebral shock, hemorrhage, convulsions, epilepsy, chest pain, acute abdominal pain, renal colic, septicemia, asthma, laryngitis, food poisoning, and intestinal obstruction. While these topics vary in theoretical and practical importance for general practitioners, it is crucial that physicians are prepared to perform initial life-saving and pain-relieving interventions.

The philosophy of the department is to fulfill its mission of teaching and training medical students, providing postgraduate training for residents specializing in obstetrics and gynecology, providing excellent medical care for women's reproductive and health care needs, and conducting research into women's health.

Studying pediatrics is essential because management and prevention of childhood diseases decrease the rates of morbidity and mortality in children, which are important indicators of development and quality of life. In pediatrics, primary care is exceptionally important, because most of the origin or consequences of childhood diseases are in the community. Therefore, the study of pediatrics requires the student to adopt holistic approach to patient problems, looking at other members of the family, school and community at large. The subspecialties within the medical clerkship (neonatology, cardiology, pulmonology, gastroenterology, neurology, clinical nutrition, infectious diseases, nephrology, etc.) are as well important in pediatrics.

Medical Ethics in Islam course incorporating the practice of medicine before Islam, and the contribution of Muslims medical scientists in the medicine, medical research, behavior, and landmarks of medical education in the era of Islamic renaissance and the jurisprudence of the disease and the patient, and the legal provisions on the treatment and worship the patient and contains the legal opinion in the medical and gynecology, surgery, medical and emerging issues such as artificial insemination, organ transplants, and brain death , reproduction, and genetic engineering. There is a close relationship between the Shari'a and the ethics of the profession. The doctor practices the profession after performing the oath in which he is committed to observing God in his profession. He investigates the rule of God in his practices and transactions

Forensic medicine course is to build the competencies of the undergraduate medical student to manage the medico-legal problems and situations that they will face during medical practice and to manage cases of poisoning that will face them after graduation during the medical general practice. By the end of the course, the student shows a responsible behavior in dealing with forensic – related lesions, recognize the basic medical knowledge needed in forensic medicine and acquire the needed skills for identification of different medico-legal problems. Forensic medicine course is taught as a longitudinal course all over the first term in 5th year.