BPRP_SM06.pdf - Pohon @ USM

Bachelor of

HEALTH SCIENCE (Audiology/Biomedicine/

Dietetics/Environmental and

Occupational Health/Exercise

and Sports Science/Medical

Radiation/Nursing/Nutrition/

Speech Pathology)

SCIENCE (Forensic

Science) Diploma in

NURSING

Academic Session

2017/2018

Bachelor of

Health Science (Audiology/Biomedicine/

Dietetics/Environmental and

Occupational Health/Exercise

and Sports Science/Medical

Radiation/Nursing/Nutrition/

Speech Pathology)

Science (Forensic Science) Diploma in

Nursing

Academic Session 2017/2018

i

USM Vision

Transforming Higher Education for a Sustainable Tomorrow

USM Mission

USM is a pioneering, transdisciplinary research intensive university

that empowers future talents and enables the bottom billions

to transform their socio-economic well-being

ii

STUDENT'S PERSONAL INFORMATION

Full Name

Identity Card (IC)/Passport No.

Current Address

Permanent Address

E-mail Address

Telephone No. (Residence)

Mobile Phone No. (if applicable)

School

Programme of Study

iii

CONTENT

PAGE

I.

VISION AND MISSION

i

II.

III.

IV.

V.

VI.

STUDENT'S PERSONAL INFORMATION

CONTENT

ACADEMIC CALENDAR

SCHOOL MAIN ADMINISTRATIVES

SCHOOL STAFF LIST

ii

iii

iv

v

vi - xiii

1.0 INTRODUCTION 1 - 2

2.0 ACADEMIC SYSTEM AND GENERAL INFORMATION 3 - 25

3.0 UNIVERSITY REQUIREMENTS 26 - 36

4.0 COURSES AND PROGRAMMES OFFERED IN SCHOOL

OF HEALTH SCIENCES

37 - 42

5.0 MAJOR PROGRAMMES 43 - 88

5.1. Audiology …………………………………………….. 43 - 47

5.2. Biomedicine …………………………………………….……. 48 - 51

5.3. Dietetics ………………………………………………….. 52 - 55

5.4. Environmental and Occupational Health ……………………. 56 - 60

5.5. Exercise and Sports Science ………………………………. 61 - 64

5.6. Medical Radiation…………….…………………………… 65 - 68

5.7. Nursing………………………………………………… 69 - 73

5.8. Nutrition ………………………………………………. 74 - 77

5.9. Speech Pathology…………………………………………….. 78 - 83

5.10. Forensic Science………………………...….……….... 84 - 88

6.0 COURSES SYNOPSIS 89 - 209

6.1. Foundation Courses (GTU)…………………………….. 89 - 95

6.2. Core Courses Level 100.............……………….……… 96 - 110

6.3. Core Courses Level 200 …………...................………. 111 - 143

6.4. Core Courses Level 300 ………………….................... 144 - 183

6.5. Core Courses Level 400 ……………………………….. 184 - 209

7.0 ELECTIVE COURSES 210 - 222

8.0 FACILITIES 223

9.0 GENERAL INFORMATION 224 - 229

9.1. Career Guidance ………………………………………… 224 - 228

9.2. Prizes, Awards and Dean's List ………….…………….. 229

9.3. Society …………….….………………………………… 229

9.4. Postgraduate Programmes…………………….…………. 229

9.5. Overseas Training Scheme …………………………….. 229

10.0

11.0

12.0

DIPLOMA OF NURSING

INDEX...........................................................................................

STUDENTS’ FEEDBACK...........................................................

230 - 273

274 - 286

287

iv

ACADEMIC CALENDAR - ACADEMIC SESSION 2017/2018

FOR ALL SCHOOLS (EXCEPT THE SCHOOL OF MEDICAL SCIENCES AND SCHOOL OF DENTAL SCIENCES)

*Registration for New Students (3 September 2017) / Orientation Week 3-10 September 2017

SEM WEEK ACTIVITY DATE REMARKS

ON

E

1

Teaching & Learning Period

(T&LP - 5 Weeks)

Sunday, 10.09.2017 - Thursday, 14.09.2017 01 & 02.09.2017, Friday & Saturday - Eid-ul adha

2 Sunday, 17.09.2017 - Thursday, 21.09.2017 09.09.2017, Saturday - Agong’s Birthday

3 Sunday, 24.09.2017 - Thursday, 28.09.2017 16.09.2017, Saturday - Malaysia Day 22.09.2017, Thursday - Maal Hijrah 1439

4 Sunday,, 01.10.2017 - Thursday, 05.10.2017

5 Sunday, 08.10.2017 - Thursday, 1210.2017

6 Mid Semester Break Friday, 13.10.2017 - Saturday, 21.10.2017 18.10.2017, Wednesday - Deepavali**

7


(T&LP - 9 Weeks)

Sunday, 22.10.2017 - Thursday, 26.10.2017

8 Sunday, 29.10.2017 - Thursday, 02.11.2017

9 Sunday, 05.11.2017 - Thursday, 09.11.2017

10 Sunday, 12.11.2017 - Thursday, 16.11.2017

11 Sunday, 19.11.2017 - Thursday, 23.11.2017

12 Sunday, 26.11.2017 - Thursday, 30.11.2017 01.12.2017, Friday - Prophet Muhammad’s Birthday

13 Sunday, 03.12.2017 - Thursday, 07.12.2017

14 Sunday, 10.12.2017 - Thursday, 14.12.2017

15 Sunday, 17.12.2017 - Thursday, 21.12.2017

16 Revision Week Friday, 22.12.2017 - Saturday, 30.12.2017 25.12.2017, Monday - Christmas

17 Examinations

(3 Weeks)

Sunday, 31.12.2017 - Thursday, 04.01.2018 01.01.2018, Monday - New Year 2018 18 Sunday, 07.01.2018 - Thursday, 11.01.2018

19 Sunday, 14.01.2018 - Thursday, 18.01.2018

20 Mid Semester Break

(3 Weeks)

,

21 Friday, 19.01.2018 - Saturday, 10.02.2018 31.01.2018,. Wednesday- Thaipusam**

22 ,

TWO

1/23


(T&LP - 7 Weeks)

Sunday, 11.02.2018 - Thursday, 15.02.2018 16 & 17.02.2018, Friday & Saturday - Chinese New Year 2/24 Sunday, 18.02.2018 - Thursday, 22.02.2018

3/25 Sunday, 25.02.2018 - Thursday, 01.03.2018

4/26 Sunday, 04.03.2018 - Thursday, 08.03.2018

5/27 Sunday, 11.03.2018 - Thursday, 15.03.2018

6/28 Sunday, 18.03.2018 - Thursday, 22.03.2018

7/29 Sunday, 25.03.2018 - Thursday, 29.03.2018

8/30 Mid Semester Break Friday, 30.03.2018 - Saturday, 07.04.2018

9/31


(T&LP – 7 Weeks)

Sunday, 08.04.2018 - Thursday, 12.04.2018

10/32 Sunday, 15.04.2018 - Thursday, 19.04.2018

11/33 Sunday, 22.04.2018 - Thursday, 26.04.2018

12/34 Sunday, 29.04.2018 - Thursday, 03.05.2018 01.05.2018, Tuesday - Labour Day

13/35 Sunday, 06.05.2018 - Thursday, 10.05.2018

14/36 Sunday, 13.05.2018 - Thursday, 17.05.2018

15/37 Sunday, 20.05.2018 - Thursday, 24.05.2018 EXAMINATIONS START ON 23.05.2018 - 13.06.2018

16/38

Examinations (3 Weeks)

29.05.2018, Tuesday - Wesak Day

17/39 Wednesday, 23.05.2018 - Friday, 13.06.2018 02.06.2018, Saturday - Nuzul Al-Quran

18/40 15 & 16.06.2018, Friday & Saturday - Eid-ul fitr**

*KSC

P

19/41 Sunday, 17.06.2018 - Thursday, 21.06.2018

20/42 Sunday, 24.06.2018 - Thursday, 28.06.2018

21/43 Long Vacation/ Industrial Training/ KSCP* (11 Weeks)

Sunday, 01.07.2018 - Thursday, 05.07.2018 07.07.2018, Saturday - Penang Heritage & Penang Governor’s Birthday

22/44 *T&LP

Sunday, 08.07.2018 - Thursday, 12.07.2018

23/45 Sunday, 15.07.2018 - Thursday, 19.07.2018

24/46 *Examination Sunday, 22.07.2018 - Thursday, 26.07.2018

25/47 Sunday, 29.07.2018 - Thursday, 02.08.2018 28.07.2018, Saturday - Agong’s Birthday 26/48 Sunday, 05.08.2018 - Thursday, 09.08.2018

27/49 Sunday, 12.08.2018 - Thursday, 16.08.2018

28/50 Sunday, 19.08.2018 - Thursday, 23.08.2018 22.08.2018, Wednesday-Eid-ul-adha**

29/51 Sunday, 26.08.2018 - Thursday, 30.08.2018 31.08.2018, Friday - National Day

*Courses during the Long Vacation (KSCP) **This Academic Calendar is subject to change

v

SCHOOL MAIN ADMINISTRATIVES

vi

SCHOOL STAFF LIST

Tel: 609-767 7509/7510/7516/7517/7518/7519/7520 Fax: 609-7677515

NO. NAME POSITION EXT. EMAIL

1. Professor Dr. Norazmi

Mohd. Nor

Dean/Lecturer 7500/7784 [email protected]

2. Professor Dr. Wan Rosli

Wan Ishak @ Wan

Ahmad

Deputy Dean

(Academic, Students

Affairs & Alumni)

/Lecturer

7502/7783 [email protected]

3. Associate Professor

Dr. Lim Boon Huat

Deputy Dean

(Postgraduate

Studies, Industry-

Community Network

and International

Affair)/Lecturer



Dr. Rapeah Suppian

Deputy Dean

(Research &

Innovation) /Lecturer


AUDIOLOGY AND SPEECH PATHOLOGY PROGRAMMES


1. Dr. Mohd Normani

Zakaria

Programme

Chairman/Lecturer

7646 [email protected]

2. Dr. Affizal Ahmad Lecturer 7595 [email protected]

3. Dr. Nik Adilah Nik

Othman

Medical Lecturer 7571 [email protected]

4. Dr. Nik Fariza Husna

Nik Hassan


5. Dr. Wan Najibah Wan

Mohamad

Lecturer 7824 wannajibahwanmoham

[email protected]

6. Dr. Zuraida Zainun Medical Lecturer 7559 [email protected]

7. Mr. Khairy Anuar Mohd

Khairuddin

Lecturer 7614 [email protected]

8. Mr. Mahamad Almyzan

Awang


9. Ms. Aimi Syahidah

Zulkipli


10. Ms. Aw Cheu Lih Lecturer 7786 [email protected]

11. Ms. Azlinda Abd. Ghani Lecturer 7592 [email protected]

12. Ms. Maziah Romli Lecturer 7691 [email protected]

BIOMEDICINE PROGRAMME


1. Professor Dr. Shaharum

Shamsuddin

Programme

Chairman /Lecturer


2. Professor Dr. Norazmi

Mohd. Nor

Dean/Lecturer 7500/7784 [email protected]

mailto:[email protected]






vii



3. Professor Dr. Zainul

Fadziruddin Zainuddin

Director Bussiness

and Technopreneur

Development

Division MTDC/

Lecturer

03-21726000

09-7647880

[email protected]


Dr. Rapeah Suppian

Deputy Dean

(Research &

Innovation)/Lecturer



Dr. Lim Boon Huat

Deputy Dean

(Postgraduate

Studies, Industry-

Community Network

and International

Affair)/Lecturer



Dr. Few Ling Ling

Coordinator

(Postgraduate-

Biomedicine Mixed-

mode) /Lecturer



Dr. Farid Che Ghazali



Dr. See Too Wei Cun


9. Dr. Ezzeddin Kamil

Mohamed Hashim


10. Dr. Hermizi Hapidin Lecturer 7634 [email protected]

11. Dr. Idris Long Lecturer 7778 [email protected]

12. Dr. Maryam Azlan Lecturer 7836 [email protected]

13. Dr. Mohd Dasuki Haji

Sul’ain


14. Dr. Nik Norliza Nik

Hassan


15. Dr. Nik Siti Hanifah

Nik Ahmad


16. Dr. Noor Izani Noor

Jamil


17. Dr. Nor Fazila Che Mat Lecturer 7768 [email protected]

18. Dr. Nurhidanatasha Abu

Bakar


19. Dr. Nurul Asma

Abdullah


20. Dr. Rozieyati Mohamed

Saleh


21. Dr. Sabreena Safuan Lecturer 7823 [email protected]

22. Dr. Tan Suat Cheng Lecturer 7776 [email protected]













viii



23. Dr. Tee Get Bee @

Yvonne


24. Dr. Wan Amir Nizam

Wan Ahmad


25. Dr. Wan Ezumi Mohd

Puad @ Mohd Fuad


26. Dr. Wan Nor Azilah @

Wan Nor Amilah Wan

Abdul Wahab


27. Dr. Yusmazura Zakaria Lecturer 7781 [email protected]

28. Dr. Zefarina Zulkafli Lecturer 7799 [email protected]

29. Mr. Nor Azmi Zainal Lecturer 7547 [email protected]

30. Mr. Zamri Ibrahim Lecturer 7543 [email protected]

31. Dr. Noraini Abdul

Ghafar

Lecturer [email protected]

32. Dr. Nur Salwani Bakar Lecturer 7635/7569 [email protected]

33. Dr. Zuraidah Abdullah Lecturer 7556 [email protected]

34. Dr. Nur Syahmina

Rasudin


NUTRITION AND DIETETICS PROGRAMMES



Dr. Hamid Jan Jan

Mohamed

Programme Chairman

/Lecturer


2. Professor Dr. Wan Rosli

Wan Ishak @ Wan

Ahmad

Deputy Dean

(Academic, Students

Affairs & Alumni)

/Lecturer



Dr. Shariza Abdul Razak



Dr. Foo Leng Huat


5. Dr. Soo Kah Leng Lecturer 7631 [email protected]

6. Dr. Norfarizan Hanoon

Noor Azmi


7. Dr. Hafzan Haji Yusoff Lecturer 7822 [email protected]

8. Dr. Marina Abdul Manaf Lecturer 7617 [email protected]

9. Dr. Reena Kumari A/P

Vijayakumaran


10. Dr. Wan Faizah Wan

Yusof


11.

Ms. Nur-Fazimah Sahran Lecturer 7637 nfazimah_sahran@

usm.my













ix

NUTRITION AND DIETETICS PROGRAMME


12. Ms. Juliana Shamsudin Lecturer 7632 [email protected]

EXERCISE AND SPORT SCIENCES PROGRAMME



Dr. Hairul Anuar

Hashim

Programme

Chairman/Lecturer



Dr. Mohamed Saat

Ismail

Lecturer 7602

[email protected]


Dr. Chen Chee Keong



Dr. Oleksandr

Krasilshchikov



Dr. Ooi Foong Kiew


6. Dr. Mohd Nidzam Mat

Jawis

Coordinator

(Postgraduate-Taught

Course)/Lecturer


7. Dr. Vina Tan Phei

Sean


8. Dr. Ang Boon Suen Lecturer 6157 [email protected]

9. Dr. Garry Kuan Pei Ern Lecturer 7622 [email protected]

10. Mr. Erie Zuraidee

Zulkifli


11. Dr. Shazlin Shaharudin Lecturer 7852 [email protected]

12. Dr. Ayu Suzailiana

Muhamad

Lecturer 7578 ayu_suzailiana@usm.

my

13. Dr. Mohd Zulkifli Abd.

Rahim


14. Dr. Rosniwati Ghafar Lecturer 7816 [email protected]

15. Dr. Marilyn Ong Li Yin Lecturer 7679 [email protected]

16. Ms. Aminah Haji

Hasbullah


17. Mr. Nurul Azuar

Hamzah (Study Leave)


FORENSIC SCIENCE PROGRAMME


1. Dr. Ahmad Fahmi Lim

Abdullah

Programme

Chairman/Lecturer



Dr. Zafarina Zainuddin


3. Dr. Nurasmat Mohd

Shukri









x

FORENSIC SCIENCE PROGRAMME


4. Dr. Nik Fakhuruddin

Nik Hassan

Coordinator

(Postgraduate-Forensics

Science Mixed-mode)

/Lecturer


5. Dr. Noor Zuhartini Md

Muslim


6. Dr. Geshina Ayu Mat

Saat


7. Dr. Dzulkiflee Ismail Lecturer 7820 [email protected]

8. Dr. Wan Nur Syuhaila

Mat Desa


9. Dr. Nur Haslindawaty

Abd Rashid


10. Dr. Helmi Mohd Hadi

Pritam


11. Dr. Edinur Hisham

Atan


12. Dr. Chang Kah Haw Lecturer 7624 [email protected]

MEDICAL RADIATION PROGRAMME


1. Ms. Chen Suk Chiang Programme

Chairman/Lecturer


2. Professor Dr. Ahmad

Hj Zakaria


3. Dr. Wan Nordiana

W. Abd. Rahman


4. Dr. Muhammad Nur

Salihin Yusoff


5. Dr. Norazlina Mat Nawi Lecturer 7819 [email protected]

6. Dr. Marianie Musarudin Lecturer 7991 [email protected]

7. Mr. Mohd Fahmi

Mohd Yusof


8. Ms. Siti Aishah Abdul

Aziz


OCCUPATIONAL HEALTH & SAFETY PROGRAMME



Dr. Hasmah Abdullah

Programme Chairman

/Lecturer


2. Dr. Hj. Mohd Nazhari

Hj. Mohd Nawi


3. Dr. Maliki Hapani Lecturer 7625 [email protected]

4. Mr. Mohd Nasrom Hj.

Mohd Nawi










xi

OCCUPATIONAL HEALTH & SAFETY PROGRAMME


5. Ms. Faridah Naim (on study leave)


6. Dr. Nurulilyana

Sansuddin


7. Dr. Siti Marwanis Anua Lecturer 7827 [email protected]

8. Pn. Nor Haslina Mohd Lecturer 7828 [email protected]

9. Dr. Nurul Ainun

Hamzah


10. Dr. Nur Fatien

Muhamad Salleh

Lecturer 7549 nurfatiensalleh@usm.

my

TEACHING STAFF OF NURSING PROGRAMME


1. Dr. Dariah Mohd

Yusoff

Programme Chairman

/Lecturer


2. Dr. Kasmah Wati Pardi Lecturer 7533 [email protected]

3. Dr. Azlina Yusuf Lecturer 7567 [email protected]

4. Dr. Che Rabiaah

Mohamed


5. Ms. Intan Idiana

Hassan (on study leave)


6. Ms. Jayah K. Pubalan Lecturer 7550 [email protected]

7. Ms. Norazliah Hj.

Samsudin


8. Dr. Noor Aini Hussain Lecturer 7531 [email protected]

9. Ms. Radziah Mohd

Fauzi


10. Ms. Rosmawati

Mohamed


11. Ms. Sabarisah Hashim Lecturer 7551 [email protected]

12. Dr. Soon Lean Keng Lecturer 7546 [email protected]

13. Dr. Zakira Mamat

@ Mohamed


14. Ms. Intan Baiduri Badri Lecturer 7587 [email protected]

15. Ms. Anisah Mat Desa Tutor 7744 [email protected]

16. Ms. Azlida Abd Kadir Tutor 7733 [email protected]

17. Ms. Fazdillah Husin Tutor 7743 [email protected]

18. Ms. Hartini Muhamad (on study leave)

Tutor 7812 [email protected]

19. Ms. Hasni Embong Tutor 7741 [email protected]

20. Ms. Low Kim Lian Tutor 7747 [email protected]

21. Ms. Mas Nor Saloni

Ibrahim


22. Ms. Nik Asiah Nik Lah Tutor





















xii

TEACHING STAFF OF NURSING PROGRAMME


23. Ms. Nik Nor Azlina

Abd. Kadir (on study

leave)

Tutor 7738

[email protected]

24. Ms. Nor Rahan

Mohamad


25. Ms. Norizam

Muhammad Yusof


26. Ms. Norliza Hussin Tutor 7745 [email protected]

27. Ms. Noor Jasmani

Hassan


28. Ms. Nurhayati

Muhamad Nor


29. Ms. Salwismawati

Badrin


30. Ms. Siti Aishah Hj.

Ghazali (on study leave)


31. Ms.Tuan Ruasmani

Tuan Daud


32. Ms. Zahniyah Che

Ishak


33. Ms. Zaihan Ab.

Rahman


34. Ms. Zuraida Yusoff Tutor 7748 [email protected]

35. Ms. Chu Be Lai Clinical Instructor 6672 [email protected]

36. Ms. Halizan Yusoff Clinical Instructor 6672 [email protected]

37. Ms. Masturah Hamzah Clinical Instructor 6672 [email protected]

38. Ms. Norizan Che

Mohd Yusoff

Clinical Instructor 6672 [email protected]

39. Ms. Zaharah

Muhammad


INTERDISIPLINARY HEALTH UNIT PROGRAMME


1. Dr. Rohani Ismail Coordinator/Lecturer 7789 [email protected]

2. Dr. Mujahid Bakar Lecturer 7788 [email protected]

3. Professor Dato’

Dr. Rashidah Shuib


4. Dr. Rehanah Mohd.

Zain


5. Dr. Rosminah

Mohamed

Lecturer 7586 rosminah_mohamed@

usm.my

6. Dr. David Joseph

Pereira













xiii

The School of Health Sciences is also supported by academic staff from the School of Medical

Sciences, School of Dental Sciences, School of Physics, School of Mathematics, School of

Distance Education and external lecturers from Universiti Kebangsaan Malaysia, Universiti Putra

Malaysia, the Royal Malaysia Police, Department of Chemistry Malaysia and the Fire and Rescue

Department of Malaysia.

ADMINISTRATION


1. Mr. Md. Lukmi Ismail Senior Chief Science

Officer (Science

Laboratory

Management Unit)


2. Ms. Wan Suriati

Wan Nik

Senior Science Officer

(Research Unit)


3. Mr. Khairul Ithma

Mahdi

Senior Assistant

Registrar

(Administration)/

(Postgraduate Studies

Unit)


4. Ms. Hasuaniza Hassan Senior Assistant

Registrar (Academic)




1

1.0 INTRODUCTION

Background

The treatment and prevention of diseases have long been the foundation of conventional

thoughts in matters of health. These thoughts have undergone changes, albeit slowly,

towards the concept of a more holistic management of health, based not only on the biology

of diseases but also incorporating aspects of sociological sciences, behaviour and the

environment. This concept of health gives cognizance not only to patients but to the healthy

individual as well.

Rapid advancement in technology has helped to hasten these changes in concepts,

methodologies and the way health services are disbursed. These facts are taken into account

during the development of programmes at the School of Health Sciences with the expressed

intention of producing graduates who would be able to compete in the job market both

locally and at the international level.

With these principles as its foundations, the School of Health Sciences USM was

established at the Health Campus in Kelantan on the 1st of November 1999. The School's

main objective is to holistically expand the Health Sciences disciplines. Within the ambit

of Health Sciences are included areas of specialties like Biomedicine, Dietetics, Nursing, Forensic Science, Medical Radiation, Exercise and Sports Science, Audiology, Speech

Pathology, Nutrition and Environmental and Occupational Health. In addition, several

other potential health related subjects will also be offered in due course. Thus, the

establishment of the School of Health Sciences is a direct effort by USM to help fulfill the

national requirement for manpower in the areas of health and paramedical disciplines

which is currently experiencing a severe shortage of trained personnels.

The 2017/2018 academic session is the eighteenth for the School. Since the academic

session 2002/2003, thirteen batches of students have graduated from various programmes.

In the academic session 2007/2008, the School of Health Sciences saw another milestone

with the reintroduction of Diploma in Nursing which was previously offered under the

School of Medical Sciences.

All programmes offered at the School of Health Sciences will be of four (4) years duration

(eight semesters). At the end of the programmes, graduates will be conferred the Bachelor

of Health Science (Honours) (BHSc) (Ijazah Sarjana Muda Sains Kesihatan dengan

kepujian) for their respective disciplines with the exception of the Forensic Science

programme which will be conferred the Bachelor of Science (Honours) (Forensic Science)

[Ijazah Sarjana Muda Sains dengan kepujian (Sains Forensik)] degree. Meanwhile,

graduates from the Diploma in Nursing Programme will be conferred a Diploma in

Nursing.

2

Philosophy

School of Health Sciences holds on to a philosophy that education drives the progress and

development of humankind. The school is committed to fulfil the aspiration by providing

holistic education to produce graduates with integrity as well as the capability to pursue

their own goals and directions in life, in addition to contributing to the development and

progress of Malaysia as an industralised and civilised nation.

Mission

To achieve and maintain excellence in health sciences by:

Producing graduates with a high level of intellectual inquiry and professionalism.

Developing graduates with a strong sense of ethics and commitment to humanity.

Transforming knowledge into an instrument for sustainable development and

wellness of society.

Vision

We are committed to be a centre of excellence in health sciences towards the wellness of

society through intellectual inquiry, creativity, innovation and dissemination of knowledge.

3

2.0 ACADEMIC SYSTEM AND GENERAL INFORMATION

2.1 Course Registration

Registration of courses is an important activity during the period of study at the

university. It is the first step for the students to sit for the examination at the end

of each semester. Signing up for the right courses each semester will help to

facilitate the graduation of each student from the first semester till the final

semester.

2.1.1 Course Registration Secretariat for the Bachelor Degree and

University’s Diploma Students

Student Data and Records Section (SDRP)

Academic Management Division

Registry

(Level 1, Chancellory Building)

Tel. No. : 04-653 2925/2924/2923

Fax No. : 04-657 4641

E-Mail : [email protected]

Website : http://registry.usm.my/updr

The SDRP office is the Secretariat/Coordinator of course registration for

the Bachelor Degree and Diploma Programme of the University.

Further inquiries regarding course registration activities for the first

degree and diploma can be made at the office of the Student Data and

Records Section. Please refer to the contact number above.

2.1.2 Course Registration Platform

(i) E-Daftar (E-Registration)

E-Daftar is a platform for on-line course registration. The

registration is done directly through the Campus Online portal

(https://campusonline.usm.my).

Registration under E-Daftar for Semester 1 usually starts 1-2 days

after the release of 'Official' examination results of Semester 2 of

the previous academic year. The system closes a day before

Semester 1 begins (in September). E-Daftar registration for

Semester 2 usually starts 1-2 days after the Semester 1 ‘Provisional’ examination results are released until a day before Semester 2

begins (in February).

4

The actual timing of registration under E-Daftar will be announced

by the Student Data and Records Section during the Revision Week

of every semester and will be displayed on the respective

Schools/Centres/Hostels’ bulletin boards and in the USM’s official

website.

Under E-Daftar, students can register for any courses offered by

USM, except co-curriculum courses. Registration of co-curriculum

courses is still placed under the administration of the Director of the

Centre for Co-Curriculum Programme at the Main Campus or the

Coordinator of the Co-Curriculum Programme at the Engineering

Campus and the Coordinator of the Co-Curriculum Programme at

the Health Campus.

Co-Curriculum courses will be included in the students’ course

registration account prior to the E-Daftar activity, if their pre-

registration application is successful.

(ii) Access to E-Daftar System

a. E-Daftar System can be accessed through the Campus Online

portal (https://campusonline.usm.my).

b. Students need to use the E-Mail ID and password to access their

profile page, which includes the E-Daftar menu.

c. Students need to click on the E-Daftar menu to access and

register for the relevant courses.

d. Students are advised to print the course registration

confirmation slip upon completion of the registration process or

after updating the course registration list (add/ drop) within the

E-Daftar period.

e. The E-Daftar system can only be accessed for a certain period

of time.

f. Guidelines to register/gain access to the E-Daftar portal are

available at the Campus Online portal’s main page.

(iii) Online Course Registration (OCR) in Schools/Centres

OCR activities are conducted in the Schools/Centres and are

applicable to students who are academically active and under

Probation (P1/P2) status. Students who face difficulties registering

their courses during the E-Daftar period can register their courses

during the official period of OCR alternatively. Each school is

responsible for scheduling this activity.

5

The official period for OCR normally starts on the first day of the

semester (without the penalty charge of RM50.00). After this

official date, the registration will be considered late (a penalty of

RM50.00 will be imposed if no reasonable excuse is given).

During the non-penalty period, OCR will be conducted at each

School. After Week Six, all registration, including adding and

dropping of courses will be administered by the Examination and

Graduation Section Office (Academic Management Division,

Registry).

2.1.3 The Frequency of Course Registration in One Academic Session

(i) Normal Study Semester

- 2 times per year (beginning of Semester 1 & Semester 2)

(ii) Long semester break (about one month after the final examination of

Semester 2)

- Once per year

2.1.4 General Guidelines before Students Register for Courses

(i) Matters/Information/Documents required to be noted/considered/

referred to by students before course registration:

- Refer to the respective School’s website to get updated

information for courses offered or course registration.

- Decide on courses to be registered according to the semester as

stipulated in the Study Programme Guide Book.

- List of courses to be registered and number of units (unit value)

for each course.

- Provide Cumulative Statement of Grades (Cangred).

- Construct Teaching and Learning Timetable for the registered

courses (to avoid overlapping in timetable).

- Read and comprehend the reminders regarding policies/general

requirements for the course registration.

(ii) The number of maximum and minimum units that can be registered

in every semester is stated below:

Academic Status Minimum Units Maximum

Units

Active 9 21

P1 9 12

P2 9 10

6

Determination of academic status in a semester is based on the

students’ academic performance in the previous semester (Grade

Point Average, GPA):

* GPA 2.00 & above = Active Academic Status

* GPA 1.99 & below = Probation Academic Status (P1/P2)

- Students who meet the minimum period of residency (6 semesters

for a 3 year programme, 7 semesters for a 3.5 year programme or

8 semesters for a 4 year programme) are allowed to register

courses with a total of less than 9 units. The semester in which the

student is on leave is not considered for the residency period. -

(iii) Type of course codes during registration:

T = Core courses Grade and number of units

E = Elective courses obtained from these courses

M = Minor courses are considered for graduation

U = University courses

Two (2) other course codes are:

Y = audit courses

Z = prerequisite courses

Grade and number of units obtained from these courses are not

considered for graduation.

(iv) Advice and approval of the Academic Advisor

- Approval from the Academic Advisor is required for students

under Probation status before they are allowed to register during

the OCR period. Probation students cannot access E-Daftar for

registration. - Approval from the Academic Advisor is not required for students

under Active Status to register courses through E-Daftar.

(v) Students are not allowed to register and repeat any course for which

they have achieved a grade 'C' and above.

2.1.5 Information/Document Given To All Students through Campus

Online Portal (https://campusonline.usm.my)

(i) The information of Academic Advisor.

(ii) Academic information such as academic status, GPA value, CGPA

value and year of study.

(iii) Cangred and Course Registration Form.

7

(iv) List of courses offered by all Schools/Centres.

(v) Teaching and Learning Timetable for all Schools/Centres/Units

from the three campuses.

(vi) List of pre-registered courses which have been added into the

students’ course registration record (if any).

(vii) Reminders about the University course registration policies/general

requisites.

2.1.6 Registration of Language and Co-Curriculum Courses

(a) Registration of Language courses through E-Daftar is allowed.

However, if any problem arises, registration for language

courses can still be carried out/updated during the official period

of OCR at the office of the School of Languages, Literacies and

Translation.

All approval/registration/dropping/adding of language courses

is under the responsibility and administration of the School of

Languages, Literacies and Translation.

Any problems related to the registration of language courses can

be referred to the School of Languages, Literacies and

Translation. The contact details are as follows:

General Office : 04-653 4542/

5243/ 5248 for Main

Malay Language Programme Chairperson : 04-6533974 Campus

English Language Programme Chairperson : 04-6533406 students

Foreign Language Programme Chairperson : 04-6533396

Engineering Campus Programme : 04-5995407

Chairperson 04-5996385

Health Campus Programme Chairperson : 09-7671252

(b) Registration for co-curricular courses through E-Daftar is not

allowed.

Registration for co-curricular courses is either done through pre-

registration before the semester begins or during the first/second

week of the semester. Co-curricular courses will be included in

the students’ course registration account prior to the E-Daftar

activity, if their pre-registration application is successful.

8

All approval/registration/dropping/adding of co-curricular

courses is under the responsibility and administration of:

Director of the Centre for Co-Curricular Programme, Main

Campus (04-653 5242/5243/5248)

Coordinator of the Centre for Co-Curricular Programme,

Engineering Campus (04-599 5097/6385)

Coordinator of the Centre for Co-Curricular Programme, Health

Campus (09-767 7547)

(c) Dropping of Language and Co-Curriculum courses, if

necessary, must be made within the first week. After the first

week, a fine of RM50.00 will be imposed.

2.1.7 Registration of ‘Audit’ Courses (Y code)

Registration for the ‘Audit’ course (Y code) is not allowed in the

E-Daftar. It can only be done during the official period of OCR in the

School or Centre involved. Students who are interested must complete

the course registration form which can be printed from the Campus Online Portal or obtained directly from the School. Approval from the

lecturers of the courses to be audited and the Dean/ Deputy Dean

(Academic) (signed and stamped) in the course registration form is

required.

Registration of ‘Audit’ courses (Y code) is not included in the calculation

of the total registered workload units. Grades obtained from ‘Audit’

course are not considered in the calculation of CGPA and total units for

graduation.

2.1.8 Registration of Prerequisite Courses (Z code)

Registration of Prerequisite courses (Z code) is included in the total

registered workload (units). Grades obtained from the Prerequisite

courses are not considered in the calculation of CGPA and units for

graduation.

9

2.1.9 Late Course Registration/Late Course Addition

Late course registration or addition is not allowed after the official period

of the OCR ends unless with valid reasons. General information on this

matter is as follows:

(i) Late course registration and addition are only allowed in the first

to the third week with the approval of the Dean. Students will be

fined RM50.00 if the reasons given are not acceptable.

(ii) Application to add a course after the third week will not be

considered, except for special cases approved by the University.

2.1.10 Dropping of Courses

Dropping of courses is allowed until the end of the sixth week.

For this purpose, students must meet the requirements set by the

University as follows:

(i) Dropping Course Form must be completed by the student and signed by the lecturer of the course involved and the Dean/Deputy

Dean of their respective Schools and submitted to the general office

of the School/Centre which is responsible for offering the courses

involved.

(ii) Students who wish to drop a language course must obtain the

signature and stamp of the Dean of the School of Languages,

Literacies and Translation, as well as the signature and stamp of the

Dean of their respective schools.

(iii) Students who wish to drop the Co-Curriculum courses must obtain

the approval of the Centre for Co-Curriculum Programme and the

signature and stamp of the Dean of their respective schools.

(iv) The option for dropping courses cannot be misused. Lecturers have

the right not to certify the course that the student wishes to drop if

the student is not serious, such as poor attendance record at lectures,

tutorials and practical, as well as poor performance in coursework.

The student will be barred from sitting for the examination and will be given grade 'X' and is not allowed to repeat the course during the

Courses during the Long Vacation (KSCP) period.

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2.1.11 Course Registration Confirmation Slip

The course registration confirmation slip that has been printed/ obtained

after registering the course should be checked carefully to ensure there

are no errors, especially the code type of the registered courses. Any data

errors for course registration must be corrected immediately whether

during the period of E-Daftar (for students with active status only) or

during the period of OCR at the Schools.

2.1.12 Revising and Updating Data/Information/Students’ Personal and

Academic Records

Personal and academic information for each student can be checked

through the Campus Online portal (https://campusonline.usm.my).

Students are advised to always check all the information displayed on

this website.

- The office of the Student Data and Records Section must be notified

of any application/notification for correction/updating of personal

data such as the spelling of names (names must be spelled as shown

on the Identification Card), Identification Card number and address

(permanent address and correspondence address).

- The office of the Student Data and Records Section must be notified

of any application/ notification for correction of academic data such

as information on Major, Minor, MUET result and the course code.

- The office of the Examination and Graduation Section must be

notified of any application/notification for correction of the

examination/results data.

2.1.13 Academic Advisor

Each School will appoint an Academic Advisor for each student.

Academic Advisors comprise academic staff (lecturers) of the school.

Normally, the appointment of Academic Advisors will be made known

to every student during the first semester in the first year of their studies.

Academic Advisors will advise their students under their responsibility

on academic-related matters. Important advice for the students

includes the registration planning for certain courses in each

semester during the study period. Before registering the course,

students are advised to consult and discuss with their Academic Advisors

to determine the courses to be registered in a semester.

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2.2 Interpretation of Unit/Credit/Course

2.2.1 Unit

Each course is given a value, which is called a UNIT. The unit is

determined by the scope of its syllabus and the workload for the students.

In general, a unit is defined as follows:

Type of Course Definition of Unit

Theory 1 unit is equivalent to 1 contact hour per

week for 13 – 14 weeks in one semester

Practical/Laboratory/

Language Proficiency

1 unit is equivalent to 1.5 contact hours per week for 13 – 14 hours in one

semester

Industrial Training/

Teaching Practice

1 unit is equivalent to 2 weeks of

training

Based on the requirements of Malaysian Qualifications Framework

(MQF):

One unit is equivalent to 40 hours of student learning time [1 unit = 40 hours of Student Learning Time (SLT)]

2.2.2 Accumulated Credit Unit

Units registered and passed are known as credits. To graduate, students

must accumulate the total number of credits stipulated for the programme

concerned.

2.3 Examination System

Examinations are held at the end of every semester. Students have to sit for the

examination of the courses they have registered for. Students are required to settle

all due fees and fulfil the standing requirements for lectures/tutorials/practical

and other requirements before being allowed to sit for the examination of the

courses they have registered for. Course evaluation will be based on the two

components of coursework and final examinations. Coursework evaluation

includes tests, essays, projects, assignments and participation in tutorials.

2.3.1 Duration of Examination

Evaluated Courses Examination Duration

2 units 1 hour for coursework of more than 40%

2 units 2 hours for coursework of 40% and below

3 units or more 2 hours for coursework of more than 40%

3 units or more 3 hours for coursework of 40% and below

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2.3.2 Barring from Examination

Students will be barred from sitting for the final examination if they do

not fulfil the course requirements, such as absence from lectures and

tutorials of at least 70%, and have not completed/fulfilled the required

components of coursework. Students will also be barred from sitting for

the final examination if they have not settled the academic fees. A grade

'X' would be awarded for a course for which a student is barred. Students

will not be allowed to repeat the course during the Courses during the

Long Vacation (KSCP) period.

2.3.3 Grade Point Average System

Students’ academic achievement for registered courses will be graded as

follows:

Alphabetic

Grade A A- B+ B B- C+ C C- D+ D D- F

Grade

Points 4.00 3.67 3.33 3.00 2.67 2.33 2.00 1.67 1.33 1.00 0.67 0

Students awarded with a grade 'C-' and below for a particular course

would be given a chance to improve their grades by repeating the course during the KSCP (see below) or normal semester. Students awarded

with a grade 'C' and above for a particular course will not be allowed to

repeat the course whether during KSCP or normal semester.

The achievement of students in any semester is based on Grade Point

Average (GPA) achieved from all the registered courses in a particular

semester. GPA is the indicator to determine the academic performance of

students in any semester.

CGPA is the Cumulative Grade Point Average accumulated by a student

from one semester to another during the years of study.

The formula to compute GPA and CGPA is as follows:

n

∑ Ui Mi

Grade Point Average = i=1

__________

n

∑ Ui

i=1

where:

n = Number of courses taken

Ui = Course units for course i

Mi = Grade point for course i

13

Example of calculation for GPA and CGPA:

Course Unit Grade Point

(GP)

Grade

(G ) Total GP

Semester I ABC XX1 4 3.00 B 12.00

ABC XX2 4 2.33 C+ 9.32

BCD XX3 3 1.67 C- 5.01

CDE XX4 4 2.00 C 8.00

EFG XX5 3 1.33 D+ 3.99

EFG XX6 2 2.67 B- 5.34

20 43.66

GPA = 43.66 = 2.18

20


(GP) Grade (G ) Total GP

Semester II ABC XX7 3 1.00 D 3.00

ABB XX8 4 2.33 C+ 9.32

BBC XX9 4 2.00 C 8.00

BCB X10 4 2.67 B- 10.68

XYZ XX1 3 3.33 B+ 9.99

18 40.99

GPA = 40.99 = 2.28

18

CGPA = Total Accumulated GP = 43.66 + 40.99 = 84.65 = 2.23

Total Accumulated Unit 20 + 18 38

From the above examples, the CGPA is calculated as the total grade

point accumulated for all the registered courses and divided by the total

number of the registered units.

2.3.4 Courses During the Long Vacation (Kursus Semasa Cuti Panjang)

(KSCP)

KSCP is offered to students who have taken a course earlier and

obtained a grade of 'C-', 'D+', 'D', 'D-', 'F' and 'DK' only. Students who

have obtained a grade 'X' or 'F*' are not allowed to take the course during

KSCP.

14

The purpose of KSCP is to:

(i) Give an opportunity to students who are facing time constraints for

graduation.

(ii) Assist students who need to accumulate a few more credits for

graduation.

(iii) Assist "probationary" students to enhance their academic status.

(iv) Assist students who need to repeat a prerequisite course, which

is not offered in the following semester.

However, this opportunity is only given to students who are taking courses

that they have attempted before and achieved a grade as stipulated above,

provided that the course is being offered. Priority is given to final year

students. Usually, formal lectures are not held, and teaching is via

tutorials.

The duration of KSCP is 3 weeks, i.e. 2 weeks of tutorial and 1 week of

examination, all held during the long vacation. The KSCP schedule is

available in the University's Academic Calendar.

The Implementation of KSCP

(i) Students are allowed to register for a maximum of 3 courses

and the total number of units registered must not exceed 10.

(ii) Marks/grades for coursework are taken from the highest marks/the

best grades obtained in a particular course in the normal semester

before KSCP. The final overall grade is determined as follows:

Final Grade = The best coursework marks or grade +

Marks or grade for KSCP examination

(iii) GPA calculation involves the LATEST grades (obtained in KSCP)

and also involves courses taken in the second semester and those

repeated in KSCP. If the GPA during KSCP as calculated above is

2.00 or better, the academic status will be active, even though the

academic status for the second semester was probation status.

However, if the GPA for KSCP (as calculated above) is 1.99 or

below, the academic status will remain as probation status for the

second semester.

(iv) Graduating students (those who have fulfilled the graduation requirements) in the second semester are not allowed to register for

KSCP.

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2.3.5 Academic Status

Active Status: Any student who achieves a GPA of 2.00 and above for

any examination in a semester will be recognised as ACTIVE and be

allowed to pursue his/her studies for the following semester.

Probation Status: A probation status is given to any student who achieves

a GPA of 1.99 and below. A student who is under probation status for

three consecutive semesters (P1, P2, FO) will not be allowed to pursue

his/her studies at the university. On the other hand, if the CGPA is 2.00

and above, the student concerned will be allowed to pursue his/her

studies and will remain at P2 status.

2.3.6 Termination of Candidature

Without any prejudice to the above regulations, the University

Examination Council has the absolute right to terminate any

student's studies if his/her academic achievement does not satisfy

and fulfil the accumulated minimum credits.

The University Examination Council has the right to terminate any

student's studies due to certain reasons (a student who has not registered

for the courses, has not attended the examination without valid reasons),

as well as medical reasons can be disqualified from pursuing his/her

studies.

2.3.7 Examination Results

A provisional result (pass/fail) through the Campus Online portal

(campusonline.usm.my) and short message service (SMS) will usually

be released and announced after the School Examination Council

meeting and approximately one month after the final examination.

Enquiries regarding full results (grade) can be made through the Campus

Online portal and short message service (SMS). The results will be

released and announced after the University Examination Council

meeting and is usually two weeks after the provisional results are

released.

Students can print their official semester results document namely

‘SEMGRED’ through the portal “Campus Online”

(campusonline.usm.my) during the second week of the following

semester.

16

2.4 Unit Exemption

2.4.1 Unit Exemption

Unit exemption is defined as the total number of units given to students

who are pursuing their studies in USM that are exempted from the

graduation requirements. Students only need to accumulate the

remaining units for graduation purposes. Only passes or course grades

accumulated or acquired in USM will be included in the calculation of

the Cumulative Grade Point Average (CGPA) for graduation purposes.

2.4.2 Regulations and Implementation of Unit Exemption

Diploma holders from recognised Public and Private Institutions of

Higher Learning:

i) Unit exemption can only be given to courses taken at diploma level.

ii) Courses for unit exemption may be combined (in two or more

combinations) in order to obtain exemption of one course at degree

level. However if the School would like to approve only one course

at the diploma level for unit exemption of one course at degree

level, the course at diploma level must be equivalent to the degree

course and have the same number of or more units.

iii) Courses taken during employment (in service) for diploma holders

cannot be considered for unit exemption.

iv) The minimum achievement at diploma level that can be considered

for unit exemption is a minimum grade 'C' or 2.0 or equivalent.

v) The total number of semesters exempted should not exceed two

semesters.

vi) In order to obtain unit exemption for industrial training, a

student must have continuous work experience for at least two

years in the area. If a student has undergone industrial training

during the period of diploma level study, the student must have

work experience for at least one year. The students are also required

to produce a report on the level and type of work performed.

Industrial training unit exemption cannot be considered for

semester exemption as the industrial training is carried out during

the long vacation in USM.

vii) Unit exemption for university and option courses can only be given

for courses such as Bahasa Malaysia (LKM400), English

Language, Islamic and Asian Civilisations and as well as co-

curriculum.

17

IPTS (Private Institution of Higher Learning) USM Supervised/ External

Diploma Graduates:

Students who are IPTS USM supervised/external diploma

graduates are given unit exemption as stipulated by the specific

programme of study. Normally, unit exemption in this category

is given as a block according to the agreement between USM

(through the School that offers the programme) with the IPTS.

Students from recognised local or foreign IPTA (Public Institutions of

Higher Learning)/IPTS who are studying at the Bachelor’s Degree level

may apply to study in this university and if successful, may be considered

for unit exemption, subject to the following conditions:

(i) Courses taken in the previous IPT are equivalent (at least 50% of

the course must be the same) to the courses offered in USM.

(ii) Students taking courses at Advanced Diploma level in IPT that are

recognised to be equivalent to the Bachelor’s Degree course in

USM may be considered for unit exemption as in Section 2.5.

(iii) The total maximum unit exemption allowed should not exceed one

third of the total unit requirement for graduation.

2.4.3 Total Number of Exempted Semesters

Semester exemption is based on the total units exempted as below:

Total Units Exempted Total Semesters Exempted

8 and below None

9 – 32 1

33 to 1/3 of the

total units for graduation

2

2.4.4 Application Procedure for Unit Exemption

Any student who would like to apply for unit exemption is required to

complete the Unit Exemption Application Form which can be obtained

from the Examination and Graduation Section or the respective Schools.

The form must be approved by the Dean of the School prior to

submission to the Examination and Graduation Section for consideration

and approval.

18

2.5 Credit Transfer

Credit transfer is defined as the recognition of the total number of credits

obtained by USM students taking courses in other IPTAs (Public Institution of

Higher Learning) within the period of study at USM, and is combined with

credits obtained at USM to fulfil the unit requirements for his/her programme of

study. The transferred examination results or grades obtained in courses taken

at other IPTAs will be taken into consideration in the Cumulative Grade Point

Average (CGPA) calculation.

(a) Category of Students Who Can Be Considered for Credit Transfer

USM full-time Bachelor Degree level students who would like to attend

specific Bachelor Degree level courses at other IPTAs.

USM full-time diploma level students who would like to attend specific

diploma level courses at other IPTAs.

(b) Specific Conditions

(i) Basic and Core Courses

Credit transfer can only be considered for credits obtained from other

courses in other IPTAs that are equivalent (at least 80% of the content

is the same) with the courses offered by the programme.

Courses that can be transferred are only courses that have the same

number of units or more. For equivalent courses but with less number

of units, credit transfers can be approved by combining a few courses.

Credits transferred are the same as the course units offered in USM.

Average grade of the combined courses will be taken into account in

the CGPA calculation.

(ii) Elective or Option Courses

Students may take any appropriate courses in other IPTAs subject to

permission from the School as well as the approval of the IPTAs.

The transferred credits are credits obtained from courses at other IPTAs.

No course equivalence condition is required.

(iii) Minor Courses

For credit transfer of minor courses, the School should adhere to either

conditions (i) or (ii), and take into account the programme requirement.

19

(c) General Conditions

1) The total maximum units transferred should not exceed one third of the

total number of units for the programme.

2) Credit exemption from other IPTAs can be considered only once for

each IPTA.

3) The examination results obtained by a student who has taken courses at

other IPTAs will be taken into account for graduation purposes. Grades

obtained for each course will be combined with the grades obtained at

USM for CGPA calculation.

4) Students who have applied and are approved for credit transfer are not

allowed to cancel the approval after the examination result is obtained.

5) Students are required to register for courses at other IPTAs with not less

than the total minimum units as well as not exceeding the maximum

units as stipulated in their programme of study. However, for specific

cases (e.g. students on an extended semester and only require a few

units for graduation), the Dean may allow such students to register less than the minimum units and the semester will not be considered for the

residential requirement. In this case, the CGPA calculation will be

similar to that requirement of the KSCP.

6) USM students attending courses at other IPTAs who have failed in any

courses will be allowed to re-sit the examinations of the courses if there

is such a provision in that IPTA.

7) If the method of calculation of examination marks in the other IPTAs is

not the same as in USM, grade conversions will be carried out according

to the existing scales.

8) USM students who have registered for courses at other IPTAs but have

decided to return to study in USM must adhere to the existing course

registration conditions of USM.

2.5.1 Application Procedure for Attending Courses/Credit Transfer

USM students who would like to apply to attend courses/credit transfer

at other IPTAs should apply using the Credit Transfer Application Form.

The application form should be submitted for the Dean's approval for the

programme of study at least three months before the application is

submitted to other IPTAs for consideration.

20

2.6 Academic Integrity

“Integrity without knowledge is weak and useless. Knowledge without integrity

is dangerous and dreadful.” - Samuel Johnson

Academic honesty in academic is important because it is the main pillar in

ensuring that manners and ethics with regards to high academic integrity are

preserved.

Universiti Sains Malaysia encourages its students to be respectful of and to

ensure that any matter relating to academic integrity will be well-preserved.

Universiti Sains Malaysia always encourages its students to ensure that manners,

ethics and integrity would be essential in academics while focusing on their

studies in Universiti Sains Malaysia.

These are practices or acts that are considered as conducts which lack integrity

in academics:

(a) Cheating

Cheating in the context of academics include copying in examinations,

unauthorized use of information or other aids in any academic exercise

without authorization or in a non-sincere manner. There are numerous

ways and methods of cheating which include:

Copying answers from others during a test or an exam.

Any suspicious action that can be described as cheating or an attempt to

cheat in an exam.

Using unauthorized materials or devices without authorization (calculator, PDA, mobile phones, pager, or any smart device, and other

unauthorized devices) during a test or an exam.

Asking or allowing another student to take a test or an exam on behalf

and vice-versa.

Sharing answers or programmes for an assignments or projects.

Purposely tampering with marked/graded after it has been returned, and then re-submitting it for remarking/regrading.

Give command, to force, persuade, deceive or blackmail others to

conduct research, do writing, programming or any task for personal gain.

Submitting any identical or similar work in more than one course without

consulting or prior permission from the lecturers concerned.

(b) Plagiarism

The reputation of an academic institution depends on the ability to achieve and sustain academic excellence through the exercise of academic

integrity. Academic integrity is based on honesty, trust, fairness, respect,

and responsibility, which form the basis of academic work.

21

One aspect of the loss of academic integrity is due to plagiarism, which is

the act of presenting published and unpublished ideas, writings, works or

inventions of others in written or other medium, as one’s own original

intellectual endeavours without any clear acknowledgement of or reference

to the author of the source.

A substantial portion of academic work and research are in the written form

and the university is committed in the deterrence of plagiarism.

POLICY ON PLAGIARISM OF UNIVERSITI SAINS MALAYSIA

The University Policy on Plagiarism describes USM’s strong commitment

to uphold academic integrity in relation to plagiarism. It will come into

effect when there is an infringement of academic conduct relating to

plagiarism.

This policy acts as a guideline that both educates and prevents and can be

used as the basis if anyone that is part of the university violates any rules

and laws of the University.

The policy applies to all students, former students, staff and former staff which include fellows, post-doctorates, visiting scholars, as well as

academic, non-academic, research, contract and temporary staff who

study, serving or having served, or have graduated from the University.

Plagiarism is defined as the act of presenting, quoting, copying,

paraphrasing or passing off ideas, images, processes, works, data, personal

words or those of other people or sources without any proper

acknowledgement, reference to or quotation of the original source(s). The

acts of plagiarism include, but are not limited to, the following:

Quoting verbatim (word-for-word replication of) works of other people.

Paraphrasing another person’s work by changing some of the words, or

the order of the words, without due acknowledgement of the source(s).

Submitting another person’s work in whole or in part as one’s own.

Auto-plagiarising or self-plagiarism (one’s own work or previous work)

that has already been submitted previously for assessment, or for any

other academic award and admitting it as newly-produced without citing

the original content.

Insufficient or misleading referencing of the source(s) that would enable

the reader to check whether any particular work has indeed been cited

accurately and/or fairly and thus to identify the original writer’s particular contribution in the work submitted.

22

The University will take action of every report and offences relating to

plagiarism and if the student is found guilty, the student can be charged by

the university according to the Students Disciplinary Rules.

(c) Fabrication

Fabrication refers to a process of invention, adaptation or copying with the

intention of cheating. This is an act of deceiving other people. Fabrication

is somewhat related to matters which have been ‘created’ or altered.

Invention or task outcome or academic work without acknowledgement,

alteration, falsification or misleading use of data, information or citation in

any academic work constitutes fabrication. Fabricated information neither

represent the student's own effort nor the truth concerning a particular

investigation or study, and thus violating the principle of truth in

knowledge. Some examples are:

Creating or exchanging data or results, or using someone else’s results,

in an experiment, assignment or research.

Citing sources that are not actually used or referred to.

Listing with intent, incorrect or fictitious references.

Forging signatures of authorization in any academic record or other

university documents.

Developing a set of false data.

(d) Collusion

Collusion refers to the cooperation in committing or to commit or to do

work with negative intentions. Some examples of collusion include:

Paying, bribing or allowing someone else to do an assignment, test/exam,

project or research for you.

Doing or assisting others in an assignment, test/exam, project or research

for something in return.

Permitting your work to be submitted as the work of others.

Providing material, information or sources to others knowing that such

aids could be used in any dishonest act.

(e) Other violations relating to academic integrity

Arriving late to lecture, tutorial, class or other forms of teaching relating

to their courses.

Sending or submitting any overdue assignment relating to their courses.

Hire someone else to do the assignment or thesis.

Carrying out business by providing service to write assignment or thesis

of the students.

Any other violations that USM considers as violating academic integrity.

23

2.6.1 Consequences of Violating Academic Integrity

Students are responsible in protecting and upholding academic integrity

in USM.

If in any specific event a student or students would encounter any

incident that denotes academic dishonesty, the student(s) need to submit

a report to the relevant lecturer. The lecturer is then responsible to

investigate and substantiate the violation and report the matter to the

Dean of the School.

(i) If any violation of academic integrity is considered as not of a serious

nature, the Dean of the School can take administrative action on the

students.

(ii) However, if the violation is deemed serious by the School, this

matter will be brought to the attention of the University Disciplinary

Committee for appropriate measures to be taken.

(iii) If a student is caught copying or cheating in an examination, the

Investigation Committee on Copying/Cheating in Examinations

will pursue the matter according to the university’s procedures. If

the investigation found that there is a case, the student(s) will be

brought to the Secretariat of University Student Disciplinary

Committee (Academic Cases) at Legal Office, Level 2, Building

E42, Chancellory II, Universiti Sains Malaysia. Regarding this

matter, the Universiti Sains Malaysia (Discipline of Students) Rules

will be enforced.

(iv) Measure 48 Measure Universiti Sains Malaysia (Discipline of

Students) Rules provides that a student who had committed an

inappropriate conduct and is found guilty could be sentenced with

either or a combination of or other suitable penalty as listed:

(a) a warning ;

(b) a fine not exceeding two hundred ringgit;

(c) exclusion from any specific part or parts of the University for a

specified period;

(d) suspension from being a student of the University for a specified period;

(e) expulsion from the University.

(v) Any student(s) found guilty and is to be suspended from their

studies within a given duration by the University Disciplinary

Committee (Academic Matters) or the University Disciplinary

Committee (General Matters), the maximum suspension period will

not be accounted for them in the completion of their studies and

while waiting for the verdict to be read.

24

2.7 USM Mentor Programme

The Mentor Programme acts as a support-aid that involves staff undergoing

special training as consultants and guides to the USM community who would

like to share their feelings and any psychosocial issues that could affect their

social activities. This programme helps individuals to manage psychosocial

issues in a more effective manner, which will eventually improve their well-

being in order to achieve a better quality of life.

Objectives

(a) To serve as a co-operation and mutual assistance mechanism for dealing

with stress, psychosocial problems and many more in order to ensure the

well-being of the USM community.

(b) To inculcate the spirit of unity and the concept of helping one another by

appointing a well-trained mentor as a social agent who promotes a caring

society for USM.

(c) To produce more volunteers to assist those who need help.

(d) To prevent damage in any psychosocial aspect before they reach a critical

stage.

2.8 Student Exchange Programme

2.8.1 Study Abroad Scheme

The student exchange programme is an opportunity for USM students

to study for one or two semesters abroad at any USM partner

institutions. Ideally, students are encouraged to participate in the

exchange programme within their third to fifth semester (3 year degree

programme) and within the third to seventh semester (4 year degree

programme).

USM students who wish to follow the SBLN programme must discuss

their academic plans with the Dean or Deputy Dean of their respective

Schools and also with the International Mobility & Collaboration

Centre (IMCC) (to ensure that credits obtained from the external higher

education institution can be transferred as part of the credit

accumulation for graduation).

Any student that follows the SBLN programme and violates any

disciplinary act in the external higher education institution, can be

penalised in accordance with the University (Discipline of Students)

Rules if the matter is referred to USM.

25

For further information, please visit www.imcc.usm.my or contact the

International Mobility and Collaboration Centre (IMCC) at +604 – 653

2777/2774.

2.8.2 Student Exchange Programme in Local Higher Education

Institutions (RPPIPT)

This is a programme that allows students of Higher Learning Institutions

to do an exchange programme for a semester among the higher institutions

themselves. Students can choose any relevant courses and apply for credit

transfers.

USM students who want to participate in RPPIPT have to discuss their

academic plans with the Dean or Deputy Dean of their respective

Schools as well with the Academic Collaboration Unit, Division of

Academic and International (to ensure that credits obtained from the

higher education institution in Malaysia can be transferred as part of the

credit accumulation for graduation).

Any student who participates in RPPIPT and violates any of the

institution’s displinary rules can be penalised according to the University (Discipline of Students) Rules if the matter is referred to

USM.

For further information, please visit

http://bheaa.usm.my/index.php/programmes/inter-university-exchange

or contact the Academic Collaboration Unit of the Academic and

International Division at +604 – 653 2451.

2.9 Ownership of Students’ Dissertation/Research Project/Theses and

University’s Intellectual Property

2.9.1 Ownership of Students’ Dissertation/Research Project/Theses and

University’s Intellectual Property

The copyright of a dissertation/research project/thesis belongs to the

student. However, as a condition for the conferment of a degree, the

student gives this right unconditionally, directly but not exclusively, and

free of royalties to the university to use the contents of the work/thesis

for teaching, research and promotion purposes. In addition, the student

gives non-exclusive rights to the University to keep, use, reproduce,

display and distribute copies of the original thesis with the rights to publish for future research and the archives.

http://www.imcc.usm.my/

http://bheaa.usm.my/index.php/programmes/inter-university-exchange

26

3.0 UNIVERSITY REQUIREMENTS

3.1 Summary of University Requirements

Students are required to take 15 - 22 units of the following University/Option

courses for University requirements:

University Requirements Units

1 Bahasa Malaysia 2

2 English Language 4

3 Local Students

• Islamic and Asian Civilisations (TITAS) (2 Units)

• Ethnic Relations (2 Units)

• Core Entrepreneurship* (2 Units)

International Students

• Malaysian Studies (4 Units)

• Option/ Bahasa Malaysia/ English Language (2 Units)

6

4 Co-curricular /Skills Courses/Foreign Language

Courses/Options

Students have to choose one of the following:

• Co-curricular** (1-10 Units)

• Skills Courses/ Foreign Language Courses/Options

3 – 12

Total 15 – 22

* Students from Schools which have a similar course as this are exempted from taking this course. The units should be replaced with an option course.

** Students from the School of Educational Studies are required to choose a

uniformed body co-curricular package. Registration for co-curricular courses

is compulsory for students from the School of Dental Sciences (SDS). The

number of co-curricular units that need to be collected is three (3) units. The

breakdown is as follows: (i) 2nd year students must register for one (1) unit of

the co-curricular course in semester 1. (ii) 3rd year students must register for

one (1) unit of co-curricular course in semester 1 AND one (1) unit in

semester 2 (further information can be obtained from the SDS Academic

Office). Registration for co-curricular courses is compulsory for 1st year

students from the School of Medical Sciences (SMS). The number of units

that need to be collected for co-curricular courses is two (2) units. The

breakdown is as follows: 1st year students must register for one (1) unit of a

co-curricular course in semester 1 AND one (1) unit in semester 2 (further

information can be obtained from the SMS Academic Office).

Details of the University requirements are given in the following sections.

27

3.2 Bahasa Malaysia

(a) Local Students

The requirements are as follows:

• LKM400/2 - Bahasa Malaysia IV

All Malaysian students must take LKM400 and pass with the minimum of

Grade C in order to graduate.

Entry requirements for Bahasa Malaysia are as follows:

Note: To obtain credit units for Bahasa Malaysia courses, a minimum grade

of C is required. Students may obtain advice from the School of Languages,

Literacies and Translation if they have different Bahasa Malaysia

qualifications from the above.

(b) International Students

International students pursuing Bachelor’s degrees in Science,

Accounting, Arts (ELLS), Education (TESL), Housing, Building and

Planning and English for Professionals.

All international students in this category are required to take the following

courses:

Code Type Units

LKM100 U 2

International students (non-Indonesian) pursuing Bachelor’s degrees in

Arts.

All international students in this category are required to take the following

courses:

Code Type Units

LKM 100 Z 2

LKM 200 U 2

LKM 300 U 2

No Qualification Grade Level of

Entry Type Units Status

1

(a) SPM/ MCE/ SC

(or equivalent qualification)

(b) STPM/ HSC

(or equivalent qualification)

1 - 6

P/ S

LKM400 U 2 Graduation

requirement

28

International students (Indonesian) pursuing Bachelor degrees in Arts.

The Bahasa Malaysia graduation requirement for this category of

students is as follows:

Code Type Units

LKM200 U 2

LKM300 U 2

Note: Students must pass with a minimum grade C for type U courses.

3.3 English Language

All Bachelor degree students must take 4 units of English Language courses to

fulfil the University requirement for graduation.

(a) Entry Requirements for English Language Courses

No. English Language

Qualification

Grade Level of

Entry

Status

1 *MUET

LSP401/402/403/404

† Discretion of Dean

Band 6

A - C

LHP

451/452/453/454/455/

456/457/458/459

Compulsory/

Option/Type U

(2 Units)

2 *MUET

LSP300


Band 5

A - C

LSP

401/402/403/404

Compulsory/

Type U

(2 Units)

3 *MUET

LMT100


Band 4

A - C

LSP300 Compulsory/

Type U

(2 Units)

4 *MUET


Band 3/2/1

(Score 0 - 179)

LMT100/

Re-sit MUET

Prerequisite/

Type Z

(2 Units)

* MUET: Malaysian University English Test.

† Students may obtain advice from the School of Languages, Literacies and

Translation if they have different English Language qualifications from the

above.

Note:

• Students are required to accumulate four (4) units of English for graduation.

• In order to obtain units in English Language courses, students have to pass

with a minimum grade ‘C’. • Students with a Score of 260 – 300 (Band 6) in MUET must accumulate the

4 units of English from the courses in the post-advanced level

(LHP451/452/453/454/455/456/457/ 458/459*). They can also take foreign

language courses to replace their English language units but they must first

obtain written consent from the Dean of the School of Languages, Literacies

and Translation. (Please use the form that can be obtained from the School of

Languages, Literacies and Translation).

29

[*The number of units for LHP457 is 4 and for LHP451, 452, 453, 454, 455,

456, 458 and 459 is 2].

• Students with a score of 179 and below in MUET are required to re-sit MUET

to improve their score to Band 4 or take LMT100 and pass with a minimum

grade ‘C’.

(b) English Language Courses (Compulsory English Language Units)

The English Language courses offered as University courses are as follows:

No Code/Unit Course Title School (If Applicable)

1 LMT100/2 Preparatory English Students from all Schools

2 LSP300/2 Academic English Students from all Schools

3 LSP401/2 General English Students from:

School of Educational Studies

(Arts)

School of The Arts

School of Humanities

School of Social Sciences

School of Languages, Literacies

and Translation

4 LSP402/2 Scientific and Medical

English

Students from:

School of Biological Sciences

School of Physics

School of Chemical Sciences

School of Mathematical Sciences

School of Industrial Technology

School of Educational Studies

(Science)

School of Medical Sciences

School of Health and Dental

Sciences

School of Pharmaceutical

Sciences

5 LSP403/2 Business and

Communication

English

Students from:

School of Management

School of Communication

6 LSP404/2 Technical and

Engineering English

Students from:

School of Computer Sciences

School of Housing, Building and

Planning

School of Engineering

7 LDN 101/2 English For Nursing I Students from the School of

Health Sciences

8 LDN 201/2 English For Nursing II Students from the School of

Health Sciences

30

3.4 Local Students - Islamic and Asian Civilisations/Ethnic Relations/Core

Entrepreneurship

(a) Islamic and Asian Civilisations (The course is conducted in Bahasa

Malaysia)

It is compulsory to pass the following course (with a minimum grade ‘C’):

HTU 223 – Islamic and Asian Civilisations (TITAS) (2 units)

This course aims to increase students’ knowledge on history, principles,

values, main aspects of Malay civilization, Islamic civilization and its

culture. With academic exposure to cultural issues and civilization in

Malaysia, it is hoped that students will be more aware of issues that can

contribute to the cultivation of the culture of respect and harmony among

the plural society of Malaysia. Among the topics in this course are

Interaction among Various Civilizations, Islamic Civilization, Malay

Civilization, Contemporary Challenges faced by the Islamic and Asian

Civilizations and Islamic Hadhari Principles.

(b) Ethnic Relations (The course is conducted in Bahasa Malaysia)


SHE 101 – Ethnic Relations (2 units)

This course is an introduction to ethnic relations in Malaysia. This course

is designed with 3 main objectives: (1) to introduce students to the basic

concepts and the practices of social accord in Malaysia, (2) to reinforce

basic understanding of challenges and problems in a multi-ethnic society, and (3) to provide an understanding and awareness in managing the

complexity of ethnic relations in Malaysia. At the end of this course, it is

hoped that students will be able to identify and apply the skills to issues

associated with ethnic relations in Malaysia.

(c) Core Entrepreneurship (The course is conducted in Bahasa Malaysia)


WUS 101 – Core Entrepreneurship (2 units)

This course aims to provide basic exposure to students in the field of

entrepreneurship and business, with emphasis on the implementation of the learning aspects while experiencing the process of executing business

projects in campus. The mode of teaching is through interactive lectures,

practical, business plan proposals, execution of entrepreneurial projects

and report presentations. Practical experiences through hands-on

31

participation of students in business project management will generate

interest and provide a clearer picture of the world of entrepreneurship. The

main learning outcome is the assimilation of culture and entrepreneurship

work ethics in their everyday life. This initiative is made to open the minds

and arouse the spirit of entrepreneurship among target groups that possess

the potential to become successful entrepreneurs. By exposing all students

to entrepreneurial knowledge, it is hoped that it will accelerate the effort to

increase the number of middle-class entrepreneurs in the country.

For more information, please refer to the Co-curriculum Programme Reference Book.

3.5 International Students - Malaysian Studies/Option

(a) Malaysian Studies

It is compulsory for all international students to pass the following course

(with a minimum grade ‘C’):

SEA205E - Malaysian Studies (4 Units)

This course investigates the structure of the Malaysian system of

government and the major contemporary trends in Malaysia. Emphasis will

be given to the current issues in Malaysian politics and the historical and

economic developments and trends of the country. The discussion begins

with a review of the independence process. This is followed by an analysis

of the formation and workings of the major institutions of government –

parliament, judiciary, bureaucracy, and the electoral and party systems.

The scope and extent of Malaysian democracy will be considered,

especially in the light of the current changes and developments in

Malaysian politics. The second part of the course focuses on specific

issues: ethnic relations, national unity and the national ideology;

development and political change; federal-state relations; the role of

religion in Malaysian politics; politics and business; Malaysia in the

modern world system; civil society; law, justice and order; and directions

for the future.

(b) Option/Bahasa Malaysia/English Language (2 Units)

International students need to fulfil another 2 units of an option course or

an additional Bahasa Malaysia/English Language course.

32

3.6 Co-Curriculum/Skills Courses/Foreign Language Courses/Options

Students have to choose one of the following (A/B):

(A) Uniformed/Seni Silat Cekak/Jazz Band Co-curricular Package

(6 – 10 Units)

Students who choose to take packaged co-curricular courses are required

to complete all levels of the package. It is compulsory for students from

the School of Education to choose a uniformed body co-curricular package

from the list below (excluding Seni Silat Cekak). The

co-curricular packages offered are as follows:

• Palapes (Reserve Officers’ Training Corps) Co-curricular Package

(10 Units) (3 years)

Palapes

Army

Palapes

Navy

Palapes

Air Force

WTD103/3 WTL103/3 WTU103/3

WTD203/3 WTL203/3 WTU203/3

WTD304/4 WTL304/4 WTU304/4

Co-curricular Package (6 Units) (3 years)

Suksis

(Students’ Police

Volunteers)

Seni Silat

Cekak Malaysia Jazz Band

WPD101/2 WCC123/2 WCC108/2

WPD201/2 WCC223/2 WCC208/2

WPD301/2 WCC323/2 WCC308/2

Kelanasiswa

(Rovers)

Bulan Sabit Merah

(Red Crescent)

Ambulans St. John

(St. John

Ambulance)

SISPA

(Civil Defence)

WLK102/2 WBM102/2 WJA102/2 WPA103/2

WLK202/2 WBM202/2 WJA202/2 WPA203/2

WLK302/2 WBM302/2 WJA302/2 WPA303/2

33

(B) Co-curricular/Skills Courses/Options (1 – 6 Units)

All students are encouraged to follow the co-curricular courses and are

given a maximum of 6 units for Community Service, Culture, Sports,

Innovation and Initiatives and Leadership (Students from the School of

Medical Sciences and School of Dental Sciences are required to register

for a specific number of co-curriculum units and at specific times during

their academic year (Please refer to subject 3.1 Summary of University

Requirements). Students from the School of Education must take the

uniformed co-curricular package [excluding Seni Silat Cekak]. Students

who do not enrol for any co-curricular courses or who enrol for only a

portion of the 3 units need to replace these units with skills/option courses.

The co-curricular, skills and option courses offered are as follows:

(i) Community Service, Culture, Sports, Innovation and Initiatives and

Leadership Co-curricular Courses

Packaged

(Students are required to complete all levels)

Community Service

(2 Years)

Jazz Band

(3 Years)

Karate

(3 Semesters)

Taekwondo

(3 Semesters)

WKM101/2 WCC108/2 WSC108/1 WSC115/1

WKM201/2 WCC208/2 WSC208/1 WSC215/1

WCC308/2 WSC308/1 WSC315/1

Non-Packaged (1 Semester)

Culture Sports

WCC103/1 - Catan (Painting) WSC105/1 - Bola Tampar

(Volley Ball)

WCC105/1 - Gamelan WSC106/1 - Golf

WCC107/1 - Guitar WSC110/1 - Memanah (Archery)

WCC109/1 - Koir (Choir) WSC111/1 - Ping Pong

(Table Tennis)

WCC110/1 - Kraftangan (Handcrafting) WSC112/1 - Renang (Swimming)

WCC115/1 - Tarian Moden

(Modern Dance) WSC113/1 - Aerobik (Aerobics)

WCC116/1 - Tarian Tradisional

(Traditional Dance) WSC114/1 - Skuasy (Squash)

WCC117/1 - Teater Moden

(Modern Theatre) WSC116/1 - Tenis (Tennis)

WCC118/1 - Wayang Kulit Melayu

(Malay Shadow Play) WSC119/1 - Badminton

WCC119/1 - Senaman Qigong Asas

(Basic Qigong Exercise)

34

Non-Packaged (1 Semester)

WCC219/1 - Senaman Qigong Pertengahan

(Intermediate Qigong Exercise) WCC124/1 - Sepak Takraw

WCC124/1 - Kompang Berlagu WSC 125/1 - Futsal

WCC122/1 - Seni Memasak (Culinary Arts) WSC 126/1 - Bola Jaring (Netball)

WCC127/1 - Kesenian Muzik Nasyid (Nasyid Musical Arts)

WSC 128/1 – Petanque

WSC 129/1 - Boling Padang

(Lawn Bowl)

Innovation & Initiative WSC 130/1 - Orienteering

WCC103/1 - Catan (Painting) Leadership (Kepimpinan)

WCC110/1 - Kraftangan (Handcrafting) WSC 127/1 - Pengurusan Acara 1

(Event Management 1)

WCC120/1 - Canting Batik (Batik Painting) WSC 227/1 - Pengurusan Acara 2

(Event Management 2)

WCC121/1 - Seni Khat (Calligraphic Art) Public Speaking

WCC122/1 - Seni Memasak (Culinary Arts) WEC 101/1 – Pengucapan Awam

WCC125/1 - Seni Wau Tradisional

(Traditional Kite Art)

WEC 101E/1 – Public Speaking

WCC127/1 - Kesenian Muzik Nasyid

(Art of Nasheed Music)

WCC 129 – Latin Dance

(Cha Cha)

WCC128/1 - Seni Sulaman & Manik Labuci

(Embroidery & Beads Sequins Art)

WCC 130/1 - Seni Fotografi SLR Digital

(Digital SLR Photography Art)

WCC/131/1 - Seni Suntingan Fotografi

(Editing Photography Art)

WCC132/1 – Seni Seramik

(The Art of Ceramics)

(ii) WSU 101/2 - Sustainability: Issues, Challenges & Prospect (2 units)

Course Synopsis

This course introduces and exposes students to the concepts of

sustainable development. The course is aimed at ensuring that the

ability of the next generation to fulfil their needs in the future will not

35

be jeopardized, especially in an era of globalization that is filled with

challenges and rapid advances in information technology. Sustainable

development by definition, involves efforts to maintain the balance

among the three important aspects, i.e. competitive economy, balanced

ecosystem and social integration. For the economic aspect, it touches

on the issues of development, economic growth, economic challenges

of population, agriculture and industrial sector contributions, finance

sector, and also information and technology. Environmental

sustainability, on the other hand, focuses on forest and environmental

management, marine resource management, eco-tourism,

environmental degradation, natural phenomena, global warming, and

also ethics in natural resource management. The social integration

aspect emphasizes the role of the communities in practising

sustainable development in daily life with health management,

security (climate change, epidemics, crime and terrorism) and socio-

economic network. Sustainable development models and case studies

will be discussed too.

(iii) HTV201/2 - Teknik Berfikir (Thinking Techniques)

(iv) Other options/ skills courses as recommended or required by the respective Schools (if any)

(v) English Language Courses

The following courses may be taken as university courses to fulfil the

compulsory English Language requirements (for Band 5 and Band 6

in MUET) or as skills/option courses:

No Code/Unit Course Title

1. LHP451/2 Effective Reading

2. LHP452/2 Business Writing

3. LHP453/2 Creative Writing

4. LHP454/2 Academic Writing

No Code/Unit Course Title

5. LHP455/2 English Pronunciation Skills

6. LHP456/2 Spoken English

7. LHP457/4 Speech Writing and Public Speaking

8. LHP458/2 English for Translation

(Offered only in Semester II)

9. LHP459/2 English for Interpretation

(Offered only in Semester I)

36

(vi) Foreign Language Courses

The foreign language courses offered by the School of Languages,

Literacies and Translation can be taken by students as an option or

compulsory courses to fulfil the number of units required for

graduation. Students are not allowed to register for more than one

foreign language course per semester. They must complete at least two

levels of a foreign language course before they are allowed to register

for another foreign language course. However, students are not

required to complete all four levels of one particular foreign language

course. The foreign language courses offered are as follows:

Arabic Chinese Japanese German Spanish

LAA100/2 LAC100/2 LAJ100/2 LAG100/2 LAE100/2




French Thai Tamil Korean

LAP100/2 LAS100/2 LAT100/2 LAK100/2

LAP200/2 LAS200/2 LAT200/2 LAK200/2

LAP300/2 LAS300/2 LAT300/2 LAK300/2

LAP400/2 LAS400/2

37

4.0 COURSES AND PROGRAMMES OFFERED IN SCHOOL OF HEALTH

SCIENCES

4.1 Foundation Courses

Foundation courses are compulsory for all students pursuing the health

science bachelor degrees in School of Health Sciences. These courses

cover the basic knowledge and skills essential for various health related

disciplines and are intended to prepare the students to undertake more

advance courses later on. The total number of units required for

graduation varies according to the respective programmes. Generally, each student is required to take between 16-25 units. Below is the

summary of the Foundation Courses:

No. Course

Code

Course Title Course Offered

Year Semester

1. GTU101/3 Structure and Function of Humans I 1 I

2. GTU103/3 Fundamental of Health Informatics 1 I & II

3. GTU104/3 Structure and Function of Humans II 1 II

4. GTU105/3 Psychology and Behavioural Science 1 I & II

5. GTU106/3 Biochemistry and Basic Genetic 1 I

6. GTU202/3 Health and Society 3 I & II

7. GTU301/3 Ethics and Law for the Health

Professionals

3 I & II

8. GTU302/3 Biostatistics 3 I & II

9. GTU304/3 Research Methodology 3 I & II

4.2 Core Courses

The core courses are the major component of the programme of studies

and reflect the specialisation and expertise of each programme. Please

refer to the list of core courses of the respective programme.

4.3 Electives Courses

The purpose of offering elective courses is to ensure that students are

presented with knowledge which not only complement the core courses

but also will enhance and broaden their foundation of knowledge. The

school encourages students to freely select any of the courses offered.

All students of the School of Health Sciences are required to register a

total of 6-39 units of elective courses. The units from electives courses

will contribute to the total number of units for graduation. Students are

reminded to ONLY select courses indicated by the school and to avoid

selecting courses from own programme or any programmes unless

permitted and approved by the School Board. Students are strongly

encouraged to select electives courses offered within their respective

academic year level. They may choose courses from one level lower or

higher than their academic year, though this practice should be guided

closely by academic advisor. The Elective Courses offered by School of

38

Health Sciences are managed by the Interdisciplinary Health Sciences

Unit and are listed as below.

Courses offered as Elective Courses

Semester 1 Semester II

Course

Code

Title of Course Unit Course

Code

Title of Course Unit

GTF101/3 Basic Chemistry 3 GTJ108/2 Health Communication &

Education

2

GEG103/3 Fitness and Health 3 GEG109/2 History of Health Sciences 2

GTX101/3 Introduction to Medical

Radiation

3 GEG114/2

Oral Health

2

GTB224/3 Immunology I 3 GTX103/3 Medical Radiation Physics I 3

GTS202/2 *First Aid and

Cardiopulmonary

Resuscitation (CPR)

2 GTB225/3 Epidemiology 3

GEG204/3 Gender Perspectives in

Health

3 GTS202/2 *First Aid and

Cardiopulmonary

Resuscitation (CPR)

2

GEG208/2 Human Resource

Management in Healthcare

Organizations

2 GTS207/3 Principles and Training in

Individual and Team Sports

3

GEG213/3 Stress Management 3 GEG201/2

Women’s Health 2

GEG218/3 Community Development

in Health Promotion

3 GEG208/2 Human Resource

Management in Healthcare

Organizations

2

GEG219/3 Healthcare Management 3 GEG216/3 Development of Health

Services in Malaysia

3

GEG220/2 Occupation Therapy for

People with Disabilities

2 GEG219/3 Healthcare Management 3

GTJ317/2 Principles of Health

Management

2 GTS307/3 Physical Activity, Growth

and Development

3

GEG304/2 Communication & Self

Development

2 GEG302/3 Violence & Society 3

GEG315/3 Fiqh of Health 3 GEG304/2 Communication & Self

Development

2

GTB404/3 Toxicology 3 GEG305/2 Forensic Science 2

GTS407/3 Therapeutic Exercise 3 GEG309/2 Principles of Forensic

Dentistry

2

LAA100/2 Arabic Language I 2 GEG311/2 Botany and Health 2

LAJ100/2 Japanese Language I 2 GEG313/2 Health Economics 2

LAA200/2 Arabic Language II 2 GEG315/3 Fiqh of Health 3

LAJ200/2 Japanese Language II 2 LAA100/2 Arabic Language I 2

LAA200/2 Arabic Language II 2

LAJ100/2 Japanese Language I 2

LAJ200/2 Japanese Language II 2

* GEGxxx/x= Courses are offered only as Elective Course and are subjected to changes.

* GTS202/2 1st semester is only open to Sport Science’s Students; 2nd semester will be opened to all students

39

4.4 Programmes Offered

4.4.1 Status of Students and Level of Study

Students are designated as equivalent to first, second, third or fourth year

according to the total units accumulated as follows:-

Course of Study

Year Equivalent Based on Cumulative

Unit Acquired

(Total Unit

Required for

Graduation)

First Second Third Fourth

Biomedicine

(140 Units)

0 - 36 37 - 76 77 - 113 ≥ 114

Dietetics

(140 Units)

0 - 35 36 - 74 75 - 112 ≥ 113

Nursing

(140 Units)

0 - 36 37 - 75 76 - 114 ≥ 115

Medical Radiation

(140 Units)

0 - 36 37 - 71 72 - 108 ≥ 109

Forensic Science

(145 Units)

0 - 41 42 - 79 80 - 116 ≥ 117

Audiology

(147 Units)

0 - 40 41 - 85 86 - 121 ≥ 122

Speech Pathology

(147 Units)

0 - 38 39 - 76 77 - 116 ≥ 116

Exercise and Sports

Science

(140 Units)

0 - 38 39 - 75 76 - 112 ≥ 113

Nutrition

(140 Units)

0 - 36 37 - 73 74 - 111 ≥ 112

Environmental and Occupational Health

(140 Units)

0 - 40 41 - 79 80 - 113 ≥ 114

4.4.2 Biomedicine Programme

This is a 4-year programme. The total unit required for graduation is 140, which includes core (109 units), elective (16 units) and

university (15 units) courses.

4.4.3 Nursing Programme

This is a 4-year programme requiring a total of 140 units for

graduation. The programme consists of core courses (115 units),

elective courses (10 units) and university courses (15 units).

40

The nursing programme was developed by taking into account the

following criteria:

(i) Fulfilled the requirement of the Malaysian Nursing Board

(MNA) to have sufficient component of clinical practice for

registration. Students who are Registered nurses do not need to

adhere to this requirement.

(ii) The clinical practice components is compulsory for students

who enrolled with matriculation, ‘Sijil Tinggi Pelajaran

Malaysia’ or equivalent to it and other diploma qualifications.

The nursing programme is structured as follows:

Semester 1-6: Courses in Semester 1-6 must be taken by all students.

Registered nurses can be awarded the Bachelor of Health Science

(Nursing) upon completion of 120 units (95 units for core courses, 15

units for university courses and 10 units for elective courses). Registered

nurses may be given unit exemptions of not more than 1/3 of the total

unit requirement for graduation.

Semester 7-8: Students other than registered nurses are required to

undergo clinical practice components over a period of one year in order

to fulfill the MNA registration. These students will then be eligible to be

awarded the Bachelor of Health Science (Nursing) upon completion of

140 units.

4.4.4 Forensic Science Programme

This is a 4-year programme requiring a total of 145 units for graduation.

This consists of core courses (124 units), elective courses (6 units) and

university courses (15 units).

4.4.5 Dietetics Programme

This is a 4-year programme requiring 140 units for graduation. It

consists of core courses (113 units), elective courses (12 units) and


4.4.6 Medical Radiation Programme

This is a 4-year programme. It requires a total of 140 units for

graduation. It consists of core courses (111 units), elective courses (14

units) and university courses (15 units).

4.4.7 Audiology Programme




41

4.4.8 Speech Pathology Programme




4.4.9 Exercise and Sports Science Programme




4.4.10 Nutrition Programme

This is a 4-year programme. It requires a total of 140 units for graduation.

It consists of core courses (107 units), elective courses (18 units) and


4.4.11 Environmental and Occupational Health Programme

This is a 4-year programme. It requires a total of 140 units for graduation.

It consists of core courses (106 units), elective courses (19 units) and


Below is the summary of the unit requirement of all programmes offered

in School of Health Sciences:

Unit Requirements for Graduation

Programme Core

Courses

Elective

Courses

University

Courses

Total

Biomedicine

109 16 15 140

Nursing

115 10 15 140

Forensic Science

124 6 15 145

Dietetics

113 12 15 140

Medical Radiation

111 14 15 140

Audiology 122 10 15 147

Speech Pathology 122 10 15 147

Exercise and Sports

Science

80 39 21 140

Nutrition

107 18 15 140

Environmental and

Occupational Health

106 19 15 140

42

4.5 Graduation Requirements

In order to graduate, student must fulfil both the minimum residence and

the academic requirement such as:-

(a) Satisfy all credit requirements for the Academic Programme i.e

total credits and the required number of credits for each

component in the programme [Core, Elective, University and

Optional (if appropriate) courses].

(b) Obtain a minimum grade points of 2.00 (Grade C) and above

for all Core courses.

(c) Obtain a final CGPA of 2.00 and above for the whole

programme.

(d) Obtain a minimum grade C or grade point 2.00 for the language

courses (Bahasa Malaysia and English), Ethnics Relation and

the TITAS courses.

Audiology Programme

School of Health Sciences

43

5.0 MAJOR PROGRAMMES

5.1 AUDIOLOGY

Introduction

This programme aims to produce audiologists who are knowledgeable and able to practise

in the field of audiology to fulfill the needs of public and private sectors. Graduates will be

awarded the Bachelor of Health Science (Audiology). This 4-year (8 semesters)

programme includes the theoretical and practical (clinical) learning experience through our

Core University and Elective courses to equip the students to be competent practicing

audiologists. Thus, students will acquire the necessary academic qualification and clinical

skills to become a professional audiologist and play their role as part of the health care

team.

List of Courses of the Audiology Programme

No. Course Code Title of Core Courses in the Audiology Programme Unit

1. GTU101/3 Structure and Function of Human I 3

2. GTP100/3 Basic Linguistics 3

3. GTP107/3 Language Development 3

4. GTA105/2 Acoustics for Hearing and Speech 2

5. GTA106/2 Anatomy and Physiology for Hearing and Speech I 2

6. GTU104/3 Structure and Function of Human II 3

7. GTP104/3 Developmental Psychology for Speech and Hearing 3

8. GTP108/2 Clinical Bases for Audiology and Speech Pathology 2

9. GTA107/2 Psychoacoustics 2

10. GTA108/2 Basic Audiology Techniques 2

11. GTA109/2 Anatomy and Physiology for Hearing and Speech II 2

12. GTP202/3 Introduction to Speech and Language Disorders 3

13. GTP209/2 Phonetics and Phonology 2

14. GTP211/3 Pediatric for Hearing and Speech 3

15. GTP212/2 Abnormal Psychology 2

16. GTA201/2 Audiological Instrumentation 2

17. GTA203/3 Advanced Audiology Techniques 3

18. GTA205/2 Neurology for Hearing and Speech 2

19. GTA208/4 Pediatric Audiology 4

20. GTA209/3 Audiology Clinic I 3

21. GTA210/3 Otology 3

22. GTA211/2 Hearing Screening 2

23. GTA212/3 Basic Hearing Amplification Technology 3

24. GTA213/3 Electrophysiological Tests 3

25. GTP311/3 Counseling for Communication Disorders 3

26. GTA305/3 Advanced Hearing Amplification Technology 3

27. GTA307/3 Audiology Clinic II 3

28. GTA308/2 Evaluation of Balance System 2

Audiology Programme


44

No. Course Code Title of Core Courses in the Audiology Programme Unit

29. GTU302/3 Biostatistics 3

30. GTU304/3 Research Methodology 3

31. GTP316/3 Learning Disabilities 3

32. GTA309/4 Audiology Clinic III 4

33. GTA310/2

Basic Medical Management for Audiologist and Speech

Pathologist

2

34. GTA311/4 Audiological Rehabilitation 4

35. GTA401/6 Research Project 6

36. GTA406/2 Noise and Hearing 2

37. GTA407/5 Audiology Clinic IV 5

38. GTA408/6 Audiology Clinical Placement 6

39. GTA409/2 Audiology Seminar 2

40. GTA410/2 Ethics and Professionalism in Audiology 2

41. GTA411/5 Audiology Clinic V 5

42. GTA412/2 Practice Management for Audiologist and Speech Pathologist 2

Total Unit of Core Courses 122

Programme Learning Outcome:

At the completion of the programme, graduates will be able to:

PO1: Demonstrate fundamental and advanced theoretically and clinically knowledge

in the field of audiological sciences.

PO2: Demonstrate technical and practical skills in diagnosis and re/habilitative

audiology.

PO3: Display critical and scientific thinking in integrating the audiological knowledge

in assessment, interpretation, management, and re/habilitation aspects of

hearing, balance and related disorders.

PO4: Demonstrate communication skills in dealing with patients, family members and

health-related professionals and other related working environments.

PO5: Participate effectively in multi-disciplinary teams in managing patients with

hearing and balance disorders.

PO6: Adhere to professional codes of conducts and ethical standards and demonstrate

sensitivity to the differences in culture and religion.

PO7: Apply lifelong education and ICT skills to enhance clinical services and research

in audiology.

PO8: Display entrepreneurship skills in audiology-related fields and practice systemic

management in clinical audiology.

P09 : Demonstrate and apply leadership skills through active involvement in patient

management and health-related professions.

Audiology Programme


45

Recommended Registration Guidelines for the Courses of the Audiology Programme

Code Courses Unit Code Courses Unit

Year 1 Semester 1

Year 1 Semester 2

LKM400/2

LSP300/2

WSCxxx/1

GTU101/3

GTP100/3 GTP107/3

GTA105/2

GTA106/2

GTU105/3

Bahasa Malaysia

Academic English

Co-Curriculum

Structure and Function of Human I

Basic Linguistics Language Development

Acoustics for Hearing and Speech

Anatomy and Physiology for Hearing and

Speech I

Behavioural Science and Psychology

2

2

1

3

3 3

2

2

3

WUS101/2

WSCxxx/1

GTU104/3

GTP104/3

GTP108/2

GTA107/2

GTA108/2

GTA109/2

GTU103/3

Entrepreneurship

Co-Curriculum

Structure and Function of Human II

Developmental Psychology for Speech and

Hearing Clinical Bases for Audiology and Speech

Pathology

Psychoacoustics

Basic Audiology Techniques

Anatomy and Physiology for Hearing and

Speech II

Fundamental of Health Informatics

2

1

3

3

2

2

2

2

3

21 20

Audiology Programme


46



HTU223/2

SHE101/2

GTP202/3

GTP209/2 GTP211/3

GTP212/2

GTA201/2

GTA203/3

GTA205/2

Year 2 Semester 1

TITAS

Ethnic Relations

Introduction to Speech and Language

Disorders

Phonetics and Phonology Pediatric for Hearing and Speech

Abnormal Psychology

Audiological Instrumentation

Advanced Audiology Techniques

Neurology for Hearing and Speech

2

2

3

2 3

2

2

3

2

LSP402/2

Wxxxxx/1

GTA208/4

GTA209/3

GTA210/3 GTA211/2

GTA212/3

GTA213/2

Year 2 Semester 2

Scientific and Medical English

Co-Curriculum

Pediatric Audiology

Audiology Clinic I

Otology Hearing Screening

Basic Hearing Amplification Technology

Electrophysiological Tests

2

1

4

3

3 2

3

3

21 21

Audiology Programme


47



Year 3 Semester 1

Year 3 Semester 2

GTA308/2

GTP311/3

GTA305/3

GTA307/3

GTU301/3

GEG304/2

Evaluation of Balance System

Counselling for Communication Disorders

Advanced Hearing

Amplification Technology

Audiology Clinic II

Ethics and Law for the Health Professionals

Communication and Self-Development

2

3

3

3

3

2

GTU302/3

GTU304/3

GTP316/3

GTA309/4

GTA310/2

GTA311/4

Biostatistics

Research Methodology

Learning Disabilites

Audiology Clinic III

Basic Medical Management for

Audiologist and Speech Pathologist

Audiological Rehabilitation

3

3

3

4

2

4

16 19


Year 4 Semester 1 Year 4 Semester 2

GTA401/6

GTA406/2

GTA407/5

Research Project

Noise and Hearing

Audiology Clinic IV

3

2

5

GTA401/6

GTA410/2

GTA411/5

Research Project

Ethics and Professionalism in Audiology

Audiology Clinic V

3

2

5

GTA408/6

GTA409/2

Audiology Clinical Placement

Audiology Seminar

6

2

GTA412/2 Practice Management for Audiologist and

Speech Pathologist

2

18 12

Biomedicine Programme


48

5.2 BIOMEDICINE

Introduction

The Biomedicine programme is a 4 years or 8 semesters full time programme. At the end

of the programme, graduates are awarded the Bachelor of Health Science (Biomedicine).

The programme is multidisciplinary in nature and allows students to explore the latest

information and technology in the fields of Biomedical Sciences. It encompasses all aspects of laboratory diagnosis, disease prevention and research in the fields of Biomedical

Sciences. Industrial training, Biomedical Practicum and Research Project are introduced in

the final stage of the studies to equip the students with the knowledge and skills in the

diagnostic and clinical laboratory, disease prevention and research fields.

This programme is carefully designed to cater for the manpower requirements of both the

private and public sectors of the nation. The curriculum takes cognizance of the need to be

proactive in its approach, whereby curricula of institutions from the US, Europe and

Australia were used as benchmarks. This is to ensure that the curriculum is of quality and

of high standards capable of producing graduates who are competent and globally

competitive.

List of Core Courses in the Biomedicine Programme

No. Course Code Title of Core Courses in the Biomedicine Programme Unit

1. GTU101/3 Structure and Function of Humans I 3

2. GTU103/3 Fundamentals of Health Informatics 3

3. GTU104/3 Structure and Function of Humans II 3

4. GTU106/3 Biochemistry and Basic Genetics 3

5. GTB105/3 Human Biochemistry 3

6. GTB106/3 Laboratory Science 3

7. GTB109/3 Cell Biology Techniques 3

8. GTB204/3 Molecular Biology Techniques 3

9. GTB212/3 Basic Microbiology 3

10. GTB218/3 Immunology II 3

11. GTB219/3 Pharmacology I 3

12. GTB221/3 Basic Haematology 3

13. GTB222/4 Pathology 4

14. GTB224/3 Immunology I 3

15. GTB225/3 Epidemiology 3

16. GTU301/3 Ethics and Law for the Health Professionals 3



19. GTB307/3 Medical Parasitology 3

20. GTB310/3 Clinical Biochemistry 3



49

No. Course Code Title of Core Courses in the Biomedicine Programme Unit

21. GTB316/3 Transfusion Science and Blood Banking 3

22. GTB317/3 Clinical and Laboratory Haematology 3

23. GTB318/3 Pharmacology II 3

24. GTB319/3 Toxicology 3

25. GTB320/3 Medical Virology and Mycology 3

26. GTB321/3 Clinical Diagnostic Laboratory Management 3

27. GTB322/3 Medical Bacteriology 3

28. GTB408/9 Biomedical Practicum 9

29. GTB411/8 Research Project 8

30. GTB412/10 Industrial Training 10

Total Credit Unit of Core Courses 109

At the completion of the programme, graduates will be able to: PO1: Apply core knowledge in biomedical sciences and display theoretical and

practical skills in diagnosis and research.

PO2: Perform laboratory diagnostic tests based on standard protocols; manage

diagnostic and/or research laboratories; perform research projects under

supervision; and utilise up-to-date information and communication technologies.

PO3: Demonstrate and apply critical and creative thinking skills in solving problems

and making decisions in diagnostic laboratories.

PO4: Apply communication skills at working environment in a diagnostic laboratory,

medical and research institutions.

PO5: Work in groups to solve health-related problems and participate as a team player

in community healthcare and services.

PO6: Demonstrate ethics and professional values in performing diagnostic and solving

problems in laboratory investigations.

PO7: Apply lifelong education and ICT skills to enhance laboratory services and

research in biomedical sciences.

PO8: Apply management skills and display entrepreneurship skills in biomedical fields

and relevant professions.

PO9: Demonstrate and apply leadership skills through active involvement in activities related to teaching, service and research in biomedical sciences.



50

Recommended Registration Guidelines for the Core Courses of the Biomedicine Programme

Code Core Courses Unit Code Core Course Unit

Year 1 Semester 1

Year 1 Semester II

GTU101/3 Structure and Function of Humans I 3 GTU104/3 Structure and Function of Humans II 3

GTU106/3 Biochemistry and Basic Genetics 3 GTB105/3 Human Biochemistry 3

GTU103/3

GTB106/3

Fundamentals of Health Informatics

Laboratory Science

3

3

GTB109/3 Cell Biology Techniques 3

12 9


Year 2 Semester 1

Year 2 Semester II

GTB204/3

GTB221/3

GTB224/3

Molecular Biology Techniques

Basic Haematology

Immunology I

3

3

3

GTB212/3

GTB218/3

GTB219/3

GTB225/3

Basic Microbiology

Immunology II

Pharmacology I

Epidemiology

3

3

3

3

GTB222/4

Pathology

4

9 16



51

Recommended Registration Guidelines for the Core Courses of the Biomedicine Programme


Year 3 Semester 1

Year 3 Semester II

GTU301/3

GTB317/3

GTB318/3

GTB319/3

GTB321/3 GTB322/3


Clinical and Laboratory Haematology

Pharmacology II

Toxicology

Clinical Diagnostic Laboratory Management Medical Bacteriology

3

3

3

3

3 3

GTU302/3

GTU304/3

GTB307/3

GTB310/3

GTB316/3

GTB320/3

Biostatistics


Medical Parasitology

Clinical Biochemistry

Transfusion Science and Blood Banking

Medical Virology and Mycology

3

3

3

3

3

3

18 18


Year 4 Semester 1

Year 4 Semester II

GTB408/9

GTB411/8

Biomedical Practicum

Research Project

9

4

GTB411/8

GTB412/10

Research Project

Industrial Training

4

10

13 14

Dietetics Programme


52

5.3 DIETETICS

Introduction

The Dietetics programme is a full time programme offered over 4 years or 8 semesters.

Graduates will be awarded the Bachelor of Health Science (Dietetics). The programme will

help to fullfil the needs for dieticians in Malaysia. Students will be exposed to all aspects

of food care and nutritional requirements for patients especially those requiring special

diets as well as knowledge of community nutritional requirements. The graduates are expected to be able to function as dietitians as well as consultants in related fields and in

the field of nutrition as therapeutic food.

Core Courses in the Dietetics Programme

No. Course

Code Title of Core Courses in the Dietetics Programme Unit


2. GTU103/3 Fundamental of Health Informatics 3


4. GTU105/3 Psychology and Behavioural Sciences 3

5. GTU202/3 Health and Society 3




9. GTN102/4 Food Science 4

10. GTN202/3 Principles of Food Preparation 3

11. GTN208/3 Nutritional Biochemistry 3

12. GTN213/4 Principles of Nutrition 4

13. GTN214/4 Nutrition in a Life Cycle 4

14. GTN215/3 Nutrition for Health and Fitness 3

15. GTN216/4 Food Analysis 4

16. GTN217/4 Assessment of Nutritional Status 4

17. GTN309/3 Nutrition and Diseases 3

18. GTN311/3 Food Service Management 3

19. GTN315/4 Community Nutrition and Dietetics Services Practicum 4

20. GTN316/3 Food and Nutritional Toxicology 3

21. GTN317/4 Food Microbiology 4

22. GTN407/3 Nutrition and Dietetics Seminar 3

23. GTN408/4 Food Service and Industry Practicum 4

24. GTD212/3 Dietetics Skills and Communication 3

25. GTD311/3 Principles of Medical Nutrition Therapy I 3

26. GTD321/3 Therapeutic Diet Preparation 3

27. GTD323/3 Principles of Medical Nutrition Therapy II 3

Dietetics Programme


53

No. Course

Code Title of Core Courses in the Dietetics Programme Unit

28. GTD324/3 Outpatient Dietetics Practicum I 3

29. GTD325/3 Dietetics Practicum in the Ward I 3

30. GTD326/3 Dietetics Practicum in Special Unit I 3

31. GTD406/3 Outpatient Dietetics Practicum II 3

32. GTD407/3 Dietetics Practicum in the Ward II 3

33. GTD408/3 Dietetics Practicum in Special Unit II 3

34. GTD410/6 Research Projects in Dietetics 6

Total Unit 113

Programme Learning Outcome

At the end of the programme, the graduates will be able to:

PO1: Apply knowledge in nutrition and dietetics for problem identification, formulation

and solution.

PO2: Apply in-depth dietetics knowledge to analyse, interpret, evaluate and improve

nutritional status of patients in hospital and community in general.

PO3: Demonstrate critical thinking and scientific knowledge in dietetics.

PO4: Communicate effectively as an individual and in groups.

PO5: Demonstrate the ability to work as a team in healthcare settings.

PO6: Demonstrate professional ethics and moral values in their profession.

PO7: Undertake professional development and engage in life-long learning.

PO8: Integrate knowledge in nutrition and dietetics in entrepreneurship.

PO9: Demonstrate the ability to be a leader among the healthcare professionals.

Dietetics Programme


54

Recommended Registration Guidelines for the Core Courses of the Dietetics Programme

Code Core Course Unit Code Core Course Unit

Year 1 Semester 1

Year 1 Semester II


GTU103/3 Fundamental of Health Informatics 3 GTU105/3 Psychology and Behavioural Sciences 3

GTN102/4 Food Science 4 GTU202/3 Health and Society 3

GTN213/4 Principles of Nutrition 4

10 13


Year 2 Semester 1

Year 2 Semester II

GTN202/3

GTN208/3

Principles of Food Preparation

Nutritional Biochemistry

3

3

GTN216/4

GTN217/4

Food Analysis

Assessment of Nutritional Status

4

4

GTN214/4 Nutrition in a Life Cycle 4 GTD212/3 Dietetics Skills and Communication 3

GTN215/3 Nutrition for Health and Fitness 3 GTU301/3 Ethics and Law for the Health

Professionals

3

13 14

Dietetics Programme


55

Recommended Registration Guidelines for the Core Courses of the Dietetics Programme


Year 3 Semester 1

Year 3 Semester II

GTN315/4 Community Nutrition and Dietetics

Services Practicum

4 GTD324/3

GTN311/3

Outpatient Dietetics Practicum I

Food Service Management

3

3

GTN309/3

GTD311/3

GTN316/3

GTU302/3

Nutrition and Disease

Principles of Medical Nutrition Therapy I

Food and Nutritional Toxicology

Biostatistics

3

3

3

3

GTD323/3

GTD321/3

GTN317/4

GTU304/3

Principles of Medical Nutrition

Therapy II

Therapeutic Diet Preparation

Food Microbiology


3

3

4

3

16 19


Year 4 Semester 1

Year 4 Semester II

GTD325/3 Dietetics Practicum in the Ward I 3 GTD407/3 Dietetics Practicum in the Ward II 3

GTN408/4 Food Service and Industry Practicum 4 GTD408/3 Dietetics Practicum in Special Unit II 3

GTD326/3 Dietetics Practicum in Special Unit I 3 GTN407/3 Nutrition and Dietetics Seminar 3

GTD406/3

GTD410/6

Outpatient Dietetics Practicum II

Research Projects in Dietetics

3

(3)

GTD410/6

Research Projects in Dietetics (3)

16 12

Environmental and Occupational Health Programme


56

5.4 ENVIRONMENTAL AND OCCUPATIONAL HEALTH

Introduction

Environmental and Occupational Health Programme is offered by the School of Health

Sciences, as a full time 4 years (8 semesters) undergraduate academic programme. Students

will be awarded the Bachelor of Health Science (Environmental and Occupational Health)

upon completion of the programme.

Environmental and Occupational Health Programme is an integrative academic

programme involves multidisciplinary fields. The tools of science and technology are used

to solve human health problems related to the environmental and occupational issues.

Knowledge in the field of environmental and occupational health will serve as a

competitive advantage that enables the graduates to work effectively with medical

professionals involved in the treatment and rehabilitation of individuals with

environmental and occupational related problems. The designation and development of the

programme is aimed to fulfill the specific needs of potential employers, regulators and

modern society in general. The students will be trained on international quality

management systems, including ISO 9001, ISO 14001, OSHAS 18000, ILO-OSH 2001

and MS 1722: 2003.

Students will also be exposed to knowledge in the field of quantitative chemistry with

special attention on skills to handle analytical instruments that measure pollutants in

outdoor and indoor samples, independently. Students will gain real life experience through

6 months Smart Partnership Scheme established between the university, industries and

government institutions.

List of Core Courses of the Environmental and Occupational Health Programme

No.

Course

Code

Title of Core Courses in the Environmental and

Occupational Health Programme

Unit

1. GTK101/3 Introduction to Environmental and Occupational Health 3

2. GTK104/3 Environmental Health 3




6. GTU105/3 Psychology and Behavioral Science 3


8. GTB106/3 Laboratory Science 3

9. GTF101/3 Basic Chemistry 3

10. GTK201/3 Occupational Safety 3

11. GTK202/3 Pollution and Health 3

12. GTK203/3 Occupational Health 3

13. GTK204/4 Environmental and Occupational Law 4




57

No.

Course

Code

Title of Core Courses in the Environmental and

Occupational Health Programme

Unit


16. GTK301/4 Environmental and Occupational Toxicology 4

17. GTK302/3 Environmental and Occupational Health from Engineering

Perspectives

3

18. GTK303/3 Domestic, Laboratory and Industrial Waste Management 3

19. GTK305/3 Environmental and Occupational Health Related Diseases 3

20. GTK307/3 Occupational Rehabilitation 3

21. GTK310/4 Measurement and Monitoring of Contaminants 4

22. GTK311/4 Environmental and Occupational Emergency 4


24. GTU302/3 Biostatistic 3


26. GTK402/8 Research Project 8

27. GTK404/3 Environmental Management 3

28. GTK406/12 Environmental and Occupational Health Practicum 12

29. GTK408/4 Occupational Safety and Health Management 4




58

Programme Learning Outcome (PO)


PO1: Apply core knowledge and display the ability to use theoretical and practical skills

in all situations involving environmental and occupational hazards and safety.

PO2: Demonstrate technical skills and capable in creating perception in order to identify

environmental and occupational health’s problems.

PO3: Apply critical and creative thinking in acquiring environmental and occupational

health information and apply scientific knowledge in research towards effective

services.

PO4: Apply communication skills effectively at any working environment in all

organizations, industrials and society.

PO5: Demonstrate social skills and participate as team player in order to catch the

organization goal and able to solve environmental and occupational health’s

problem as a group.

PO6: Demonstrate good values, attitudes, and professional ethics in environmental and

occupational safety, applications and services.

PO7: Apply lifelong education and ICT skills, and identify resources to enhance services

and research in environmental and occupational health.

PO8: Identify and manipulate entrepreneur resources and skills in environmental and

occupational health related-skills and professions to facilitate society group in need.

PO9: Demonstrate and apply leadership as healthcare professionals in activities related to

environmental, occupational, healthcare and research.



59

Recommended Registration Guidelines for the Core Courses of the Environmental and Occupational Health Programme

Code Core Courses Unit Code Core Courses Unit

Year 1 Semester 1

Year 1 Semester II

GTU101/3

GTU106/3

GTK101/3

GTB106/3

GTF101/3

Structure and Function of Humans I

Biochemistry and Basic Genetics Introduction to

Environmental and Occupational Health

Laboratory Science

Basic Chemistry

3

3

3

3

3

GTU103/3

GTU104/3

GTU105/3

GTK104/3

Fundamentals of Health Informatics

Structure and Function of Humans II

Psychology and Behavioural Science

Environmental Health

3

3

3

3

15 12


Year 2 Semester 1

Year 2 Semester II

GTU202/3

GTK201/3

GTK202/3

Health and Society

Occupational Safety

Pollution and Health

3

3

3

GTU302/3

GTU304/3

GTK203/3

GTK204/4

GTB225/3

Biostatistics


Occupational Health

Environmental and Occupational Law

Epidemiology

3

3

3

4

3

9 16



60

Recommended Registration Guidelines for the Core Courses of the Environmental and Occupational Health Programme


Year 3 Semester 1

Year 3 Semester II

GTU301/3

GTK302/3

GTK310/4

GTK402/8


Environmental and Occupational Health from

Engineering Perspectives

Measurement and Monitoring of Contaminants

Research Project

3

3

4

4

GTK301/4

GTK303/3

GTK311/4

GTK402/8

Environmental and Occupational

Toxicology

Domestic, Laboratory and Industrial

Waste Management

Environmental and Occupational

Emergencies

Research Project

4

3

4

4

14 15


Year 4 Semester 1

Year 4 Semester II

GTK307/3

GTK305/3

GTK404/3

GTK408/4

Occupational Rehabilitation

Environmental and Occupational Health Related

Diseases Environmental Management

Occupational Safety and Health Management

3

3

3

4

GTK406/12 Environmental and Occupational Health

Practicum

12

13 12

Exercise and Sports Science Programme


61

5.5 EXERCISE AND SPORTS SCIENCE Introduction

The objective of this programme is to produce graduates who are academically sound and

able to function as the experts in the field of exercise and sports science relevant to the

requirement of the public and private sectors of the industry. It also takes into cognisance

the incorporation and assistance to be physically active in order to achieve the national

aspiration of creating healthy citizens.

Students undergoing this programme are expected to acquire a high level of academic

competency and knowledge that is at par with graduates of similar institutions within and

outside the country. The uniqueness of this programme is that it allows the graduates to be

flexible and capable of continued development in their specific career. This is based on the

curriculum design that is aimed at strengthening the knowledge of exercise and sports

sciences while at the same time expose students to health and sporting events relevant to

the field.

List of Core Courses of the Exercise and Sports Science Programme

No.

Course

Code Title of Core Courses in the Exercise and Sports Science

Programme

Unit




4. GTU105/3 Psychology and Behavioral Science 3


6. GTS101/2 Introduction to Exercise and Sports Science 2

7. GTS102/3 Sociology and Philosophy of Sports 3

8. GTS201/3 Exercise Physiology 3

9. GTS205/3 Sports Psychology 3

10. GTS206/3 Sports Training Methodology 3

11. GTS208/3 Kinanthropometry, Tests & Measurements for Sports

Science

3

12. GTN213/4 Principles of Nutrition 4

13. GTS308/2 Applied Sports Physiology 2

14. GTS311/3 Sports Nutrition 3

15. GTS312/3 Sports Injuries and Rehabilition 3

16. GTS313/3 Sports Biomechanics and Kinesiology 3

17. GTS302/2 Motor Learning 2

18. GTS315/3 Coaching Science and Performance Analysis 3

19. GTS316/3 Adapted Physical Activity 3

20. GTS317/3 Sports Management 3

21. GTS401/3 Fitness Testing and Exercise Prescription 3

22. GTS409/10 Research Project 10



62

No.

Course

Code Title of Core Courses in the Exercise and Sports Science

Programme

Unit

23. GTS410/3 Contemporary Issues in Sports Science Practices 3

24. GTS411/6 Industrial Training 6


Programme Learning Outcomes


PO1: Possess comprehensive knowledge with a strong foundation in exercise and sports

physiology.

PO2: Proficiently identify and apply the appropriate tests and technical analysis in

exercise and sports science.

PO3: Demonstrate analytical thinking, application of knowledge and problem-solving in

research laboratories and at the actual playing field.

PO4: Display professional communication skills for accurate information dissemination.

PO5: Provide professional services to aid optimum health and fitness for the community.

PO6: Demonstrate responsibility, accountability and portray professional ethics and

noble values.

PO7: Apply continuous learning and exploration of new knowledge in line with the latest

development.

PO8: Incorporate management and entrepreneurship skills that will branch out as other

career option s related to the field.

PO9: Display leadership and team management skills in taking charge of group tasks

and in community.



63

Recommended Registration Guidelines for the Core Courses of the Exercise and Sports Science Programme


Year 1 Semester 1 Year 1 Semester II


GTU103/3 Fundamentals of Health Informatics 3 GTU105/3 Psychology and Behavioural Science 3

GTU106/3 Biochemistry and Basic Genetics 3 GTS102/3 Sociology and Philosophy of Sports 3

GTS101/2 Introduction to Exercise and Sports Science 2

11 9



GTS201/3 Exercise Physiology 3 GTS206/3 Sports Training Methodology 3

4 GTS205/3 Sports Psychology 3 GTN213/4 Principle of Nutrition

GTS202/2* First Aid and CPR 2 GTS208/3 Kinanthropometry, Tests and Measurements

for Sports Science

3

GTU202/3* Health and Society 3 GTS207/3* Individual and Team Sports (Badminton,

Volleyball & Soccer) 3

GTB224/3* Immunology I 3

14 13 *Compulsory elective courses for Exercise and Sports Science students



64

Recommended Registration Guidelines for the Core Courses of the Exercise and Sports Science Programme



GTS312/3 Sports Injuries and Rehabilition 3 GTS308/2 Applied Sports Physiology 2

GTS313/3 Sports Biomechanics and Kinesiology 3 GTS311/3 Sports Nutrition 3

GTS302/2 Motor Learning 2 GTS315/3 Coaching Science and Performance Analysis 3

GTU301/3 Ethics and Law for the Health Professionals 3 GTS316/3 Adapted Physical Activity 3

GTU304/3* Research Methodology 3 GTS317/3

GTS314/3*

Sports Management

Physical Activity Growth and Development

3

3

GTU302/3* Biostatistics 3

17 17



GTS401/3 Fitness Testing and Exercise Prescription 3 GTS409/10 Research Project 5

GTS409/10 Research Project 5 GTS411/6 Industrial Training 6

GTS410/2 Contemporary Issues in Sports Science

Practices

3

GTS407/3* Therapeutic Exercises 3

14 11 *Compulsory elective courses for Exercise and Sports Science students

Medical Radiation Programme


65

5.6 MEDICAL RADIATION

Introduction

The Bachelor of Health Science (Medical Radiation) is a 4-year (8 semesters) full time

academic programme which has been offered since academic year 2001/2002 to students

with qualification of A-level, STPM, matriculation, diploma in radiography or equivalent.

The government of Malaysia has accredited this programme since 2004.

This programme provides theoretical and practical training experiences, which will allow

students to understand, able to explain and utilise ionising and non-ionising radiation in the

diagnosis and treatment of patients. The offering of this programme is expected to assist in

fulfilling the national requirements for trained personnel in the medical radiation science

disciplines. This programme opens up career opportunities in the field of diagnostic

radiology, nuclear medicine, radiotherapy and medical radiation protection which required

knowledge and skills in these areas in order to ensure the safety of the graduates, medical

and health professionals, patients and members of the general public.

The students are required to complete a total of 140 units for the purpose of graduation.

The whole programme consists of 111 units of core courses, 15 units of university courses

and 14 units of elective courses.

List of Core Courses of the Medical Radiation Programme

No. Course

Code

Title of Core Courses in the Medical Radiation

Programme

Unit




4. GTU105/3 Psychology and Behavioral Sciences 3


6. GTX104/4 Introduction to Medical Radiation 4

7. GTX105/4 Medical Radiation Physics I 4

8. GTX106/3 Mathematics of Radiation Science I 3

9. GTX213/3 Basic Science of Nuclear Medicine 3

10. GTX214/3 Basic Science of Diagnostic Radiology 3

11. GTX215/4 Medical Radiation Physics II 4

12. GTX216/3 Radiographic Anatomy 3

13. GTX217/3 Mathematics of Radiation Science II 3




17. GTX307/3 Radiation Protection and Safety II 3

18. GTX321/4 Imaging Techniques I 4

19. GTX322/3 Radiation Protection and Safety I 3

20. GTX323/3 Introduction to Radiation Dosimetry 3



66

No. Course

Code

Title of Core Courses in the Medical Radiation

Programme

Unit

21. GTX324/4 Diagnostic Radiology Imaging 4

22. GTX325/4 Nuclear Medicine Imaging 4

23. GTX326/4 Principles of Radiotherapy 4

24. GTX327/3 Brachytherapy 3

25. GTX407/3 Quality Assurance in Medical Radiation II 3

26. GTX408/3 Dose Calculations and Treatment Planning in Radiotherapy 3

27. GTX410/4 Imaging Techniques II 4

28. GTX411/4 Radiotherapy Techniques 4

29. GTX412/3 Nuclear Medicine Imaging Techniques 3

30. GTX414/3 Quality Assurance in Medical Radiation I 3

31. GTX415/8 Research Project 8

32. GTX416/4 Professional Training 4


Programme Learning Outcomes

At the completion of the programme, graduates will be able to:

PO1: Apply comprehensive knowledge in radiotherapy, medical imaging (including

nuclear medicine) and radiation protection.

PO2: Demonstrate technical skills in medical imaging and radiotherapy competently,

included implementation of corrective actions.

PO3: Demonstrate thinking skills and provide solutions to address challenges in medical imaging and radiotherapy practices using relevant techniques involving

critical and lateral thinking.

PO4: Apply communicate skills effectively in verbal and written forms with healthcare

professionals and the stakeholders and present information and findings

coherently.

PO5: Demonstrate social skills and collaborate with other healthcare professionals.

PO6: Comply with the legal, ethical principles and the professional codes of conduct in

medical imaging, nuclear medicine and radiotherapy and adherence to radiation

safety requirements and regulations.

PO7: Apply and engage in principles of lifelong learning in academic and career

development; conduct research and able to utilise ICT and information

management system to enhance their medical imaging, nuclear medicine and

radiotherapy practice and skills.

PO8: Apply broad business and real world perspectives in workplace and everyday

activities and demonstrate entrepreneurial skills.

PO9: Demonstrate sensitivities and responsibilities toward the community, culture,

religion and environment. Also able to show leadership.



67

Recommended Registration Guidelines for the Core Courses of the Medical Radiation Programme


Year 1 Semester I Year 1 Semester II

GTU101/3

GTU103/3

GTU105/3

GTU106/3 GTX104/4


Fundamental of Health Informatics

Psychology and Behavioral Sciences

Biochemistry and Basic Genetics Introduction to Medical Radiation

3

3

3

3 4

GTU104/3

GTX105/4

GTX106/3


Medical Radiation Physics I

Mathematics of Radiation Science I

3

4

3

16 10



GTX215/4 Medical Radiation Physics II 4 GTX213/3

GTX214/3

GTX216/3

GTX217/3

Basic Science of Nuclear Medicine

Basic Science of Diagnostic Radiology

Radiographic Anatomy

Mathematics of Radiation Science II

3

3

3

3

4 12



68

Recommended Registration Guidelines for the Courses of the Medical Radiation Programme



GTU304/3

GTX322/3

GTX323/3

GTX324/4

GTX325/4


Radiation Protection and Safety I

Introduction to Radiation Dosimetry

Diagnostic Radiology Imaging

Nuclear Medicine Imaging

3

3

3

4

4

GTU301/3

GTU302/3

GTX307/3

GTX321/4

GTX326/4 GTX327/3


Biostatistics

Radiation Protection and Safety II

Imaging Techniques I

Principles of Radiotherapy Brakiterapi

3

3

3

4

4 3

17 20



GTX410/4

GTX412/3

GTX414/3

GTX415/8

GTX416/4

Imaging Techniques II

Nuclear Medicine Imaging Techniques

Quality Assurance in Medical Radiation I

*Research Project

Professional Training

4

3

3

4

4

GTX415/8

GTX407/3

GTX408/3

GTX411/4

*Research Project

Quality Assurance in Medical Radiation II

Dose Calculations and Treatment Planning in

Radiotherapy

Radiotherapy Techniques

4

3

3

4

18 14

Nursing Programme


69

5.7 NURSING

Introduction

The Bachelor of Health Science (Nursing) is one of the programmes offered by the School

of Health Sciences, USM.

This is a 4-year (8-semester) programme. It consists of the following components:

(a) Biological Sciences

(b) Behavioural Sciences

(c) Nursing Sciences

(d) Clinical Skills

(e) Computer Skills

(f) Research and Scientific Writing Skills

(g) Communication and Information Distribution Skills

(h) Critical Thinking and Problem Solving Skills

(i) Co-Curricular Activities

(j) Social Skills

(k) Teaching and Patient Management Skills

These components are incorporated into the nursing curriculum to strengthen the basic

knowledge of nursing. In addition, scientific knowledge and evidenced-based care aid in

promoting competent, independent and safe practitioners. The graduates of this programme

are expected to be of calibre, innovative, proactive, with critical thinking and problem solving abilities. The university and elective courses enable the graduates to expand their

mind set and horizon.

Nursing Programme


70

List of Core Courses of the Nursing Programme

No. Course

Code

Title of Core Course Unit



3. GTU105/3 Psychology and Behavioural Science 3


5. GTJ101/4 Nursing Foundation I 4

6. GTJ109/4 Nursing Foundation II 4



9. GTB219/3 Pharmacology I 3

10. GTB212/3 Basic Microbiology 3

11. GTJ205/4 Nursing Foundation III 4

12. GTJ210/3 Primary Health Care, Family and Community 3

13. GTJ213/3 Nursing Foundation Practicum I 3

14. GTJ214/3 Medical-Surgical Nursing I (Cardiovascular and Respiratory) 3

15. GTJ215/3 Medical-Surgical Nursing II (Gastroenterology and Nephro-

Urology)

3

16. GTJ216/3 Obstetrics and Gynecology Nursing 3

17. GTJ217/2 Principles of Health Management 2




21. GTJ319/3 Nursing Foundation Practicum II 3

22. GTJ320/3 Medical-Surgical Nursing III (Endocrine and Musculoskeletal) 3

23. GTJ321/3 Medical-Surgical Nursing IV (Neurology, Otorhinolaryngology

and Ophthalmology)

3

24. GTJ322/3 Mental Health and Psychiatric Nursing 3

25. GTJ323/3 Medical-Surgical Nursing V (Dermatology, Immunology,

Hematology and Oncology)

3

26. GTJ324/3 Critical Care Nursing 3

27. GTJ325/3 Neonatal and Pediatric Nursing 3

28. GTJ326/3 Gerontological Nursing 3

29. GTJ327/3 Nursing Education 3

30. GTJ405/5 Medical Nursing Practicum 5

31. GTJ406/4 Surgical Nursing Practicum 4

32. GTJ407/4 Critical Care and Community Nursing Practicum 4

33. GTJ408/4 Maternal, Child and Women Health Nursing Practicum 4

34. GTJ409/3 Nursing Foundation Practicum III 3

35. GTJ410/6 Research Project (one academic session) 6

Total Units 115

Nursing Programme


71



PO1 - Demonstrate application of knowledge in nursing profession.

PO2 - Practice holistic, competent and safe nursing practices.

PO3 - Acquire critical thinking and problem solving skills to make appropriate decision in

nursing practice and management.

PO4 - Communicate effectively in every level of the organisation and society.

PO5 - Practice social responsibilities as a team member in nursing managment of patients.

PO6 - Apply learned nursing knowledge in a professional and ethical manner.

PO7 - Practice continous lifelong learning in nursing profession.

PO8 - Apply scientific and analytical thinking in research and entrepreneurship for

sustainability.

PO9 - Acquire effective management principles and demonstrate effective leadership.

Nursing Programme


72

Recommended Registration Guidelines for the Core Courses of the Nursing Programme




GTU105/3 Psychology and Behavioural Science 3 GTB225/3 Epidemiology 3

GTU106/3 Biochemistry and Basic Genetics 3 GTJ109/4 Nursing Foundation II 4

GTJ101/4 Nursing Foundation I 4

13 10



GTU202/3 Health and Society 3 GTB212/3 Basic Microbiology 3

GTJ205/4 Nursing Foundation III 4 GTB219/3 Pharmacology I 3

GTJ210/3 Primary Health Care, Family and Community 3 GTJ214/3 Medical-Surgical Nursing I (Cardiovascular and

Respiratory)

3

GTJ213/3 Nursing Foundation Practicum I 3 GTJ215/3 Medical-Surgical Nursing II (Gastroenterology

and Nephro/Urology)

3

GTJ216/3 Obstetrics and Gynecology Nursing 3

GTJ217/2 Principles of Health Management 2

13 17

Nursing Programme


73

Recommended Registration Guidelines for the Core Courses of the Nursing Programme



GTU301/3

GTU302/3

GTU304/3

GTJ319/3


Biostatistics


Nursing Foundation Practicum II

3

3

3

3

GTJ323/3

GTJ324/3

GTJ325/3

Medical-Surgical Nursing V (Dermatology,

Immunology, Hematology and Oncology)

Critical Care Nursing

Neonatal and Pediatric Nursing

3

3

3

GTJ320/3 Medical-Surgical Nursing III (Endocrine and

Musculoskeletal)

3 GTJ326/3 Gerontological Nursing 3

GTJ321/3 Medical-Surgical Nursing IV (Neurology,

Otorhinolaryngology and Ophthalmology)

3 GTJ327/3 Nursing Education 3

GTJ322/3 Mental Health and Psychiatric Nursing 3

21 15



GTJ405/5

GTJ406/4

Medical Nursing Practicum

Surgical Nursing Practicum

5

4

GTJ407/4 Critical Care and Community Nursing Practicum 4

GTJ409/3

*GTJ410/6

Nursing Foundation Practicum III

Research Project (one academic session)

3

3

GTJ408/4 Maternal, Child and Women Health Nursing

Practicum 4

*GTJ410/6 Research Project (one academic session) 3

15 11

*Registered nurses are required to undertake research project (one academic session) in Year 3 (Semester 1) and are exempted from the practicum courses (the whole

of Year 4). While matriculation and STPM students must undertake these courses in Year 4 (Semester 1 and 2).

Nutrition Programme


74

5.8 NUTRITION

Introduction

The Nutrition programme offers a 4-year (8 semesters) full time course leading to a

Bachelor of Health Science (Nutrition). The offering of the programme is to cater the needs

of nutritionists in Malaysia.

The purpose of the programme is to deliver knowledge in the human nutrition. It focuses

towards community nutrition as well as new emerging nutrition area in Malaysia. It

provides an academic platform, able to produce versatile graduates and fulfil the needs of future job market. The programme applies multidisciplinary approaches, and is taught by

experts from basic sciences, food science and dietetics, medical, social science and

community services.

Students will be taught of every aspect of food, dietary and nutrient requirement, evaluation

of nutritional status and issues of lifelong nutrition cycle. Students will also learn the

problems of nutrition in a community and methods in overcoming these problems. The

research component will also be covered and students are required to conduct a research

project in the final year. Teaching is conducted via lectures, seminar, practical, problem-

based learning and self-directed learning.

List of Core Courses of the Nutrition Programme

No. Course

Code

Title of Core Courses in the Nutrition Programme Unit




4. GTU105/3 Psychology and Behavioural Science 3






10. GTN102/4 Food Science 4

11. GTN202/3 Principle of Food Preparation 3

12. GTN208/3 Nutrition Biochemistry 3

13. GTN213/4 Principle of Nutrition 4

14. GTN214/4 Nutrition in a Life Cycle 4

15. GTN215/3 Nutrition for Health and Fitness 3

16. GTN216/4 Food Analysis 4

17. GTN217/4 Assessment of Nutritional Status 4

18. GTN309/3 Nutrition and Disease 3

19. GTN311/3 Food Service Management 3

Nutrition Programme


75

No. Course

Code

Title of Core Courses in the Nutrition Programme Unit

20. GTN315/4 Community Nutrition and Dietetics Services Practicum 4

21. GTN316/3 Food and Nutritional Toxicology 3

22. GTN317/4 Food Microbiology 4

23. GTN318/3 Nutrition Anthropology 3

24. GTN405/3 Current Issues in Nutrition 3

25. GTN407/3 Nutrition and Dietetic Seminars 3

26. GTN408/4 Food Services and Industry Practicum 4

27. GTN409/12 Research Project in Nutrition 12

28. GTD212/3 Dietetic Skills and Communication 3

29. GTD311/3 Principles of Medical Nutrition Therapy I 3

30. GTD323/3 Principles in Medical Nutrition Therapy II 3

Total Unit for Core Courses 107



PO1 : Apply comprehensive theoritical knowledge in the field of nutrition to solve

nutrition issues and challenges in the related field.

PO2 : Demonstrate technical skills in analysing, applying and solving nutritional

problems in community and uptake intervension and research.

PO3 : Apply critical and scientific skills in promoting nutritional intervension and

produce educational tools and guideline in nutritional field.

PO4 : Apply communication skills in presenting results of analysis to stakeholder.

PO5 : Work in groups as healthcare profesionals and sensitivite towards community

during routine work.

PO6 : Demonstrate ethical and profesional values in nutritional field and abide by safety

rules.

PO7 : Demonstrate ability using communicational and knowledge management for

lifelong career development.

PO8 : Display interpreneurship skills to cultivate innovation and creativity as well as

good management practice in decision making and planning.

PO9 : Demonstrate and apply leadership skills during community projects in promoting

nutritional knowledge for healthcare purposes.

Nutrition Programme


76

Recommended Registration Guidelines for the Core Courses of the Nutrition Programme



GTU101/3 Structure and Function of Humans I 3 GTU103/3 Fundamentals of Health Informatics 3

GTU105/3 Psychology and Behavioural Science 3 GTU104/3 Structure and Function of Humans II 3

GTN102/4 Food Science 4 GTU202/3 Health and Society 3

GTB225/3 Epidemiology 3

GTN213/4 Principles of Nutrition 4

10 16



GTN202/3 Principles of Food Preparation 3 GTU301/3 Ethics and Law for the Health

Professionals

3

GTN208/3 Nutrition Biochemistry 3 GTN216/4 Food Analysis 4

GTN214/4 Nutrition in a Life Cycle 4 GTN217/4 Assessment of Nutritional Status 4

GTN215/3 Nutrition for Health and Fitness 3 GTD212/3 Dietetic Skills and Communication 3

13 14

Nutrition Programme


77

Recommended Registration Guidelines for the Core Courses of the Nutrition Programme



GTU302/3 Biostatistics 3 GTU304/3 Research Methodology 3

GTN309/3

GTN315/4

GTN316/3

GTD311/3

Nutrition and Disease

Community Nutrition and Dietetics Services

Practicum

Food and Nutritional Toxicology

Principles of Medical Nutrition Therapy I

3

4

3

3

GTN311/3

GTN317/4

GTN318/3

GTD323/3

Food Service Management

Food Microbiology

Nutrition Anthropology

Principles of Medical Nutrition Therapy

II

3

4

3

3

16 16



GTN408/4 Food Services and Industry Practicum 4 GTN405/3

GTN407/3

Current Issues in Nutrition

Nutrition and Dietetic Seminar

3

3

GTN409/12 Research Project in Nutrition (6) GTN409/12 Research Project in Nutrition (6)

10 12

Speech Pathology Programme


78

5.9 SPEECH PATHOLOGY

Introduction

Speech pathology is a health science profession that deals with the identification,

assessment, diagnosis, intervention and management of communication disorders

(disorders of language, speech sounds, fluency and voice) and swallowing problems.

Speech Pathology Programme provides an academic programme for students to obtain

Bachelor of Health Science (Speech Pathology) as a qualification to work as the speech-

language pathologist. The main aim of this programme is to produce professionals who

have the theoretical knowledge and clinical skills in speech pathology. The students will

also develop a sense of professionalism to ensure ethical practices are provided to the

public and to disseminate the knowledge of speech sciences for sustainable development

and society welfare. In this 4-year professional programme, students will undertake

programme core courses that cover topics on communication sciences and disorders,

medical and health sciences, linguistics, education, psychology and research, plus several

elective and university courses. The students will also have to accumulate 400 clinical educational hours and 250 clinical contact hours during clinical years, i.e. from Year 2 to

Year 4 and to complete a research project during the final year.

List of Core Courses of the Speech Pathology Programme

No. Course

Code

Title of Core Courses in the Speech Pathology

Programme

Unit




4. GTU302/3 Biostatistic 3

5. GTA104/2 Anatomy and Physiology of Hearing and Speech I 2

6. GTA105/2 Acoustic for Hearing and Speech 2

7. GTA109/2 Anatomy and Physiology of Hearing and Speech II 2

8. GTA107/2 Psychoacoustics 2

9. GTA108/2 Basic Audiology Techniques 2

10. GTP104/3 Developmental Psychology for Speech and Hearing 3

11. GTP100/3 Basic Linguistics 3

12. GTP109/3 Language Development 3

13. GTP110/2 Clinical Bases for Audiology and Speech Pathology 2

14. GTP111/3 Applied Linguistics for Speech Pathology 3

15. GTA205/2 Neurology for Hearing and Speech 2

16. GTA210/3 Otology 3

17. GTP202/3 Introduction to Speech and Language Disorders 3

18. GTP203/2 Speech Pathology Clinic I 2

19. GTP207/2 Speech Pathology Clinic II 2

20. GTP209/2 Phonetics and Phonology 2



79

No. Course

Code

Title of Core Courses in the Speech Pathology

Programme

Unit

21. GTP210/2 Clinical Linguistics 2

22. GTP211/3 Pediatric for Hearing and Speech 3

23. GTP212/2 Abnormal Psychology 2

24. GTP213/3 Pediatrics Language Disorders 3

25. GTP214/3 Speech Sound Disorders 3

26. GTP215/3 Hearing Impairment 3

27. GTP216/2 Psycholinguistics 2

28. GTP303/2 Neuropsychology 2

29. GTP304/3 Speech Pathology Clinic III 3

30. GTP306/3 Voice and Resonance Disorders 3

31. GTP311/3 Counseling for Communication Disorders 3

32. GTP312/2 Augmentative and Alternative Communication 2

33. GTP313/3 Acquired Language Disorders 3

34. GTP314/2 Motor Speech Disorders 2

35. GTP315/3 Speech Pathology Clinic IV 3

36. GTP316/3 Learning Disabilities 3

37. GTP317/2 Swallowing Problems 2

38. GTP402/6 Research Project 6

39. GTP403/6 Speech Pathology Clinic V 6

40. GTP406/6 Speech Pathology Clinic VI 6

41. GTP408/2 Fluency Disorders 2

42. GTP409/6 Speech Pathology Clinical Placement 6

43. GTP410/2 Ethics and Professionalism for Speech Pathology 2




80


Upon completion of the programme, graduates will be able to:

PO1: Possess theoretical knowledge of the principles and methods of assessment,

intervention, and prevention for individual with communication disorders and

swallowing problems.

PO2: Demonstrate a comprehensive clinical competence in evaluation, intervention, and prevention of communication disorders and swallowing problems.

PO3: Identify, formulate, provide solutions and effective decisions in the management

process; and demonstrate good clinical reflection and reasoning skills.

PO4: Demonstrate good communication and interpersonal skills in providing effective

counseling to patients, family members, and health professionals; both in verbal and

written forms.

PO5: Demonstrate the ability to serve individually and/or collaborate with other team

members of healthcare professionals with good interpersonal and social skills.

PO6: Adhere to professional codes of conduct and ethical standards and demonstrate

sensitivity to differences in cultural and religious practices.

PO7: Apply current development in speech sciences, clinical skills and utilise ICT

knowledge to enhance their profession and support lifelong learning.

PO8: Display entrepreneurship skills and practice systemic management in speech

sciences.

PO9: Demonstrate leadership and social skills both in the workplace and community.



81

Recommended Registration Guidelines for the Core Courses of the Speech Pathology Programme



GTU101/3

GTA104/2

GTA105/2

GTP100/3 GTP109/3


Anatomy and Physiology of Hearing and

Speech I

Acoustic for Hearing and Speech

Basic Linguistics Language Development

3

2

2

3 3

GTU104/3

GTA109/2

GTA107/2

GTA108/2

GTP104/3

GTP110/2

GTP111/3


Anatomy and Physiology of Hearing

and Speech II

Psychoacoustics

Basic Audiology Techniques Developmental Psychology for

Speech and Hearing

Clinical Bases for Audiology and

Speech Pathology

Applied Linguistics for Speech

Pathology

3

2

2

2 3

2

3

13 17



82




GTP202/3

GTP203/2

Introduction to Speech and Language Disorders

Speech Pathology Clinic I

3

2

GTA210/3

GTP207/2

Otology

Speech Pathology Clinic II

3

2

GTP209/2 Phonetics and Phonology 2 GTP213/3 Pediatrics Language Disorders 3

GTP210/2

GTP211/3

Clinical Linguistics

Pediatrics for Hearing and Speech

2

3

GTP214/3

GTP215/3

Speech Sound Disorders

Hearing Impairment

3

3 GTP212/2 Abnormal Psychology 2 GTP216/2 Psycholinguistics 2

GTA205/2 Neurology for Hearing and Speech 2

16 16



83




GTU302/3 Biostatistics 3 GTP313/3 Acquired Language Disorders 3

GTU304/3 Research Methodology 3 GTP314/2 Motor Speech Disorders 2

GTP303/2 Neuropsychology 2 GTP315/3 Speech Pathology Clinic IV 3

GTP304/3 Speech Pathology Clinic III 3 GTP316/3 Learning Disabilities 3

GTP306/3 Voice and Resonance Disorders 3 GTP317/2 Swallowing Problems 2

GTP311/3 Counseling for Communication Disorders 3

GTP312/2 Augmentative and Alternative Communication 2

19 13



GTP402/6

GTP403/6 GTP408/2

GTP409/6

Research Project

Speech Pathology Clinic V Fluency Disorders

Speech Pathology Clinical Placement

3

6 2

6

GTP402/6

GTP406/6 GTP410/2

Research Project

Speech Pathology Clinic VI Ethics and Professionalism for

Speech Pathology

3

6 2

17 11

Forensic Science Programme


84

5.10 FORENSIC SCIENCE

Introduction

The Forensic Science programme is the first forensic science programme offered in

Malaysia that offers a 4-year (8 semesters) full time course leading to a Bachelor of Science

(Forensic Science). The programme is designed to nurture intellectual and professional

forensic science graduates with the necessary theoretical knowledge and practical

experience in Forensic Sciences disciplines. We aim to produce forensic science graduates

who are responsible and possess high ethical standards with good communication skills

through organised and dynamic curriculum, forensic practicum training sessions and a

research project. We provide strong foundation for the graduates to transform knowledge

to develop and sustain social well-being, enhanced by extensive collaboration in teaching,

learning and research with Royal Malaysia Police, Department of Chemistry Malaysia, Fire

and Rescue Department and other stakeholders. A total of 145 credit units is required for

graduation as explained under the course structure section.

List of Core Courses in the Forensic Science Programme

No. Course

Code Title of Core Courses in the Forensic Science Programme Unit

1. GTU101 Structure and Function of Humans I 3

2. GTU104 Structure and Function of Humans II 3

3. GTU106 Biochemistry and Basic Genetics 3

4. GTB204 Molecular Biology Techniques 3

5. GTU302 Biostatistics 3

6. GTU304 Research Methodology 3

7. GTU105 Psychology and Behavioural Science 3

8. GTF110 Physical Chemistry 4

9. GTF104 Inorganic Chemistry 3

10. GTF105 General Chemistry Practical I 2

11. GTF111 Analytical Chemistry I 4

12. GTF107 Organic Chemistry I 3

13. GTF108 General Chemistry Practical II 2

14. GTF109 Organic Chemistry Practical 2

15. GTF200 Criminalistic 3

16. GTF213 Introduction to Criminology 3

17. GTF204 Forensic Psychology 3

18. GTF212 Analytical Chemistry II 4

19. GTF206 Organic Chemistry II 3

20. GTF207 Analytical Chemistry Practical 2

21. GTF214 Pollutions and Environment Chemistry 3



85

No. Course

Code Title of Core Courses in the Forensic Science Programme Unit

22. GTF210 Material Chemistry 3

23. GTF215 Natural Products Chemistry 3

24. GTF315 Biological Evidence 3

25. GTF301 Physical Evidence 3

26. GTF305 Forensic Toxicology and Chemistry of Drugs 4

27. GTF306 Fire Investigation 3

28. GTF309 Forensic DNA Analysis 3

29. GTF311 Forensic Antropology 3

30. GTF312 Organic Chemistry III 3

31. GTF313 Food Chemistry 3

32. GTF314 Forensic Serology 2

33. GTF400 Forensic medicine 3

34. GTF402 Ballistic and Chemistry of Explosives 4

35. GTF411 Research Project 8

36. GTF408 Forensic Documents Examination 2

37. GTF409 Statistics For Forensic Science 2

38. GTF410 Forensic Digital Evidence 2

39. GTF407 Forensic Practicum 8




PO1: Apply the core knowledge of forensic sciences together with the other specialty

areas of forensic sciences and display the ability to organize them specifically in the

analysis of evidence in forensic investigations.

PO2: Demonstrate technical skills required in the process of analysis, application and

problem solving in forensic laboratory and/or at the real scene of crime.

PO3: Demonstrate the ability to use scientific critical thinking skills to obtain necessary

information, investigate and conduct experiment or research in solving forensic

related problems.

PO4: Communicate clearly and manage the scene of crime, and identify other associated

skills in determining the type of forensic investigations with ethics and professional

manners.



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PO5: Work in groups or peers in different stages of criminal investigations; searching for

forensic evidences, forensic analysis, crime scene management, and reporting the

findings.

PO6: Display ethics and professional manners in the practice of forensic investigation and

case presentation.

PO7: Identify and adapt with the most recent technologies and resources and

opportunities for the advancement of forensic science services and lifelong

education.

PO8: Apply good management skills and demonstrate entrepreneurship capaticities

particularly in decisión making and planning.

PO9: Demonstrate leadership skills through active involvement in social projects and the

employment of fundamental knowledge in forensic sciences for the purpose of crime prevention.



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Recommended Registration Guidelines for the Core Courses of the Forensic Science Programme


Year 1 Semester 1 Year 1 Semester 1I


GTU106/3 Biochemistry and Basic Genetics 3 GTU105/3 Psychology and Behavioural Science 3

GTF110/4 Physical Chemistry 4 GTF104/3 Inorganic Chemistry 3

GTF111/4 Analytical Chemistry I 4 GTF107/3 Organic Chemistry I 3

GTF105/2 General Chemistry Practical I 2 GTF108/2 General Chemistry Practical II 2

GTF109/2 Organic Chemistry Practical 2

16 16



GTB204/3 Molecule Biology Techniques 3 GTF200/3 Criminalistic 3 GTF204/3 Forensic Psychology 3 GTF213/3 Introduction to Criminology 3

GTF212/4

GTF206/3

Analytical Chemistry II

Organic Chemistry II

4

3

GTF214/3 Pollutions and Environment

Chemistry

3

GTF207/2 Analytical Chemistry Practical 2 GTF210/3 Material Chemistry 3

GTF215/3 Natural Products Chemistry 3

15 15



88

Recommended Registration Guidelines for the Core Courses of the Forensic Science Programme



GTF315/3 Biological Evidence 3 GTU302/3 Biostatistics 3

GTF301/3 Physical Evidence 3 GTU304/3 Research Metodology 3

GTF306/3

GTF312/3

Fire Investigation

Organic Chemistry III

3

3

GTF305/4 Forensic Toxicology and Chemistry

of Drugs

4

GTF313/3 Food Chemistry 3 GTF314/2 Forensic Serology 2

GTF309/3 Forensic DNA Analysis 3

GTF311/3 Forensic Anthropology 3

15 18



GTF400/3 Forensic Medicine 3 GTF402/4 Balistic and Chemistry of Explosives 4

GTF409/2 Statistics For Forensic Science 2 GTF407/8 Forensic Practicum 8

GTF410/2 Forensic Digital Evidence 2 GTF408/2 Forensic Documents Examination 2

GTF411/8 Research Project 8

15 14

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6.0 COURSES SYNOPSIS

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6.1. Foundation Courses

(GTU)

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GTU101/3-Structure and Function of Humans I

This course introduces students to basic anatomy and physiology of humans. It covers the

anatomical and physiological aspects of the various human organ systems, which includes

cell and tissue, skeletal system, muscular system, cardiovascular system, nervous system

and special senses such as vision, hearing, smell and taste. It also includes basic teaching

and dynamic transfer of knowledge that emphasis on human health. The course will be

conducted via lecture, practical and discussion. Students’ knowledge will be assessed

through tests, practical tests/OSPE and final exam, while their thinking skill will be

assessed through assignments.

List of text/reference books:

1. Tortora, G.J. & Derrickson, B.H., Principles of Anatomy and Physiology, (13th

Ed.), New York: John Wiley & Sons Inc., 2011.

2. Marieb, E.N. & Hoehn, K.N., Human Anatomy & Physiology, (7th Ed.), San

Francisco: Benjamin Cummings Publishing Co., 2008.

3. Young, B. & Heath, J.W., Wheater’s Functional Histology: A Text and Color

Atlas, (5th Ed.), Edinburgh: Churchill Livingstone, 2006.

4. Barrett, K.E., Barman, S.M., Boitano, S. & Brooks, H.L., Ganong’s Review of

Medical Physiology, (23rd Ed.), United States: McGraw Hill Lange, 2010.

GTU103/3-Fundamentals of Health Informatics

The course introduces students to health informatics emphasizing the fundamental concept

and application of information and communication technology (ICT) in the field of health

sciences. The lectures cover computer system (computer hardware, operating system,

software and networking), introduction to data structure, multimedia, health information

technology, security and cyber-crime. The practical covers e-learning, Office Suite

Application (Word Processor, Presentation and Spreadsheet), cloud office application,

survey tool, website development, graphic and animation editing applications. Integrating

the knowledge on software, hardware and its usage for daily activities also for health

research purposes in interdisciplinary practical environment will eventually transform ICT

known-how for better quality of life in future. Best practice is also introduced to let the

students appreciate the positive values of innovativeness and creativity, thus creating

culture for more intellectual usage, with the purpose of adopting the technology for future

generation’s sustainable life. The course will be conducted via lecture, practical and group

discussions including electronic forum. The students will be evaluated through tests,

assignments, presentation, practical test and final examination.


1. Ralph M. S. and George W. R., Fundamentals of Information Systems, (8th Ed.), Cengage Learning, 2014.

2. Joos I., Nelson R., Smith M. J., Introduction to Computers for Healthcare

Professionals, (5th Ed.), Jones and Bartlett Publishers, 2010.

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3. Hoyt R. E., Bailey N., Yoshihashi A., Health Informatics: Practical Guide for

Healthcare and Information Technology Professionals, (5th Ed.), Lulu.com, 2012.

4. Health Care Management, John Wiley & Sons

5. Hebda, T. L., Czar P., Handbook of Informatics for Nurses & Healthcare

Professionals, (5th Ed.), 2012.

6. Laudon K., Laudon J., Essentials of Management Information Systems, (10th Ed.),

Prentice Hall, 2012.

GTU104/3-Structure and Function of Humans II

This course introduces students to basic anatomy and physiology of human’s body. It

covers anatomical and physiological aspects of the respiratory, renal, gastrointestinal,

endocrine and reproductive systems as well as the skin. It also includes basic teaching and

dynamic transfer of knowledge that emphasis on human health. The course is conducted

via lecture, practical and discussion. Students’ knowledge will be assessed through tests,

practical tests/OSPE and final examination, while their thinking skill will be assessed

through assignments.


1. Tortora, G.J. & Derrickson, B.H., Principles of Anatomy and Physiology, (13th Ed.), New York: John Wiley & Sons Inc., 2011.

2. Marieb, E.N. & Hoehn, K.N., Human Anatomy & Physiology, (7th Ed.), San

Francisco: Benjamin Cummings Publishing Co., 2008.

3. Young, B. & Heath, J.W., Wheater’s Functional Histology: A Text and Color

Atlas, (5th Ed.), Edinburgh: Churchill Livingstone, 2006.

4. Barrett, K.E., Barman, S.M., Boitano, S. & Brooks, H.L., Ganong’s Review of

Medical Physiology, (23rd Ed.), United States: McGraw Hill Lange, 2010.

5. Marieb, E.N., Anatomy and Physiology Coloring Workbook: A Complete Study

Guide, (12th Ed.), San Francisco: Pearson Benjamin Cummings, 2015.

GTU105/3-Psychology and Behavioural Science

This course introduces students to the basic theoretical knowledge and principles of

psychology. It also covers developmental psychology including psychology of infants;

children and adolescents together with factors that influence them like familial and external

factors will be covered. Principles of behavioural sciences with respect to personality,

motivation, emotion, attitude, management of mental stress and counseling techniques will

also be taught. The course will be conducted via lectures, tutorials and discussion. Students

will be assessed through assignments, test and final examination.


1. Comer, R. & Gould, E. Psychology Around Us, (2nd Ed.), John Wiley and Sons,

2013.

2. Eysenck, M. W. Simply Psychology, (3rd Ed.), Psychology Press, 2013.

3. Feldman, R.S., Understanding Psychology, (11th Ed.), Mc Graw-Hill, 2013.

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GTU106/3-Biochemistry and Basic Genetics

This course introduces students to fundamental principles of biochemistry and genetics. It

covers the structures and functions of cellular organelles, chemical bonds, structures and

functions of biomolecules as well as the basic genetics, which includes the structures and

functions of DNA and RNA as the genetic materials, replication, transcription, translation,

Mendel’ Law and other traits inheritance as well as population genetics. This course is

conducted through lectures, tutorials, practical and assignments. Activity that will be

conducted to achieve sustainability is through assignments that emphasize on quality of

life by vitamin intake, the importance of water in terms of biology and life transformation in the genetic field. The students are evaluated through tests, assignment, laboratory reports

and final examination.


1. Devlin, T.M. Textbook of Biochemistry: With Clinical Correlations, (7th Ed.),

New York: Wiley-Liss, 2010.

2. Moran, L.A, Horton, R.A., Scremgeour, G. & Perry, M Principles of Biochemistry

(5th Ed.), Pearson Education Limited, 2013.

3. Mckee, T. & McKee, J.R.. Biochemistry: The Molecular Basis of Life, (5th Ed.),

Boston: McGraw-Hill, 2011.

4. Murray, R., Bender, D., Botham, K.M., Kennelly, P.J., Rodwell, V. & Weil, P.A.

Harper's Biochemistry, (2th Ed.), McGraw-Hill Medical, 2012.

5. Strachan, T & and Read, A. Human Molecular Genetics, (4th Ed.), New York:

Taylor & Francis Group, 2011.

GTU202/3- Health and Society

This course scrutinises problems and development of health from the sociological and

anthropological underpinnings as an alternative to biomedical perspectives. Lectures and discussions will examine the concepts of health and disease, the relationship between

health and behaviour, the influence of culture, health literacy and poverty in the prevention

of disease. Students will also be introduced to the concept of "marginalised groups" as well

as health system which is associated with the welfare of society and its impact on certain

groups in society.


1. Albrecht, G.L., Fitzpatrick, R. & Scrimshaw, S.C.Handbook of Social Studies In

Health And Medicine. London: SAGE Publications 2000.

2. Helman, C. Culture Health and Illness. Oxford: Butterworth Heinemann, 2000.

3. Scrambler, G. Sociology as applied to Medicine. (6th Ed.), Saunders Elsevier,

London: 2008.

4. Weiss, Gregory L. & Lynne E. Lonnquist. The Sociology of Health, Healing, and

Illness, (6th. Ed.), Pearson Education Inc. New Jersey, 2006.

5. Weitz, R. The Sociology of Health, Illness and Health Care a Critical Approach.

Belmont, CA: Wadswarth/Thomson Learning, 2001.

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GTU301/3- Ethics and Law for Health Care Professionals

This course introduces students to the relationship of morality, ethics and law, and the

importance of ethics in their daily life as well as in their professional setting. It covers basic

moral and ethical concepts, research ethics as well introductory understanding of law and

ethics. The relationship between professional and clients will be discussed in details.

Students will be exposed to ethical theories as well as case examples to assist their

understanding on the subject matter. The course will be taught via lectures, tutorials and

discussion. Students will be assessed through test, essay, presentation and final

examination.


1. Beuchamp, T.L. & Leroy, W. Bioethics, (6th Ed.), Thomson, Australia, 2003.

2. Di Leo, J.R. Morality Matters. McGraw Hill, Boston, 2002.

3. Jecker, N., Jonsen, AR., Pearlman, RA., Bioethics. (2nd.Ed.), Jones and Bartlett,

Sudbury Masachuset, 2007

4. Judson, K., Harrison, C., Law &Ethics for Health Profession, (6th. Ed.), McGraw

Hill, New York, 2013

5. Steinback, B. et al. Ethical issues in Modern Medicine, (6th Ed.), McGraw Hill,

Boston, 2003.

GTU302/3-Biostatistics

This course introduces the students on basic knowledge of biostatistics in medicine and

health science fields. It also covers the fundamental application of statistical tools in health

data collection, quantitative data analysis and interpretation of results. The course will be

conducted through lectures and other student centred learning activities, based on the

simulation of data related with current health issues in Malaysia. This could enhance

students’ awareness on the importance of health and then enabling them to have sustainable

healthy lifestyle. The students will be assessed through continuous assessments,

assignments, and final examination.


1. Daniel, W.W. A Foundation for Analysis in the Health Sciences, (8th Ed.), John

Wiley & Sons, 2008.

2. Motulsky, H. Intuitive Biostatistics, (2nd Ed.), Oxford University Press, 2010.

3. Nor Azwany, Y. et al. Research Methodology in Health Sciences, (1st Ed.),

Pustaka Aman Press Sdn Bhd, Kelantan, 2012.

4. Norman, G.R., Streiner, D.L. & Norman, G.R. Biostatistics - The Bare Essentials,

(3rd Ed.), Ontario: B.C. Decker Inc., 2008. 5. Norsa’adah, B. Basic Statistics Step by Step using PASW 18, (1st Ed.), Fazwan

Enterprise, Kelantan, 2011.

95

GTU304/3-Research Methodology

This course introduces students to various important concepts and aspects in research

methodology. It encompasses the characteristics, types and approaches in research usually

employed by the researchers. Students will also be exposed to the integration of Health

Science research mechanism with the Social Science counterpart as a comprehensive

research. The process of scientific calculation of sample size, preparation and critical

evaluation of research proposal, data analysis and research report writing will be given

greater emphasis.


1. Chua, Y. P., Mastering Research Methods. Kuala Lumpur: McGraw Hill

Education, 2012.

2. Abdul Aziz Al-Safi, I., Kamarul Imran, M., Mohamed Rusli, A., Nor Azwany,

Y., & Wan Mohd Zahiruddin, W. M., Research Methodology in Health Sciences

(Y. Nor Azwany & W. M. Wan Mohd Zahiruddin Eds. (2nd Ed.). University Sains

Malaysia, Kubang Kerian: PPSP Publication, 2014.

3. Minichiello, V., Sullivan, G., & Greenwood, K., Research Methods for Nursing

and Health Sciences, (2nd Ed.), Australia: Pearson education Australia, 2004.

4. Chua, Y. P., Kaedah dan Statistik Penyelidikan: Buku 2 – Asas Statistik Penyelidikan. Kuala Lumpur McGraw Hill Education, 2006.

5. Montgomery, D. D., Design and Analysis of Experiments, (5th Ed.), New York:

John Wiley and Sons, 2000.

96

6.2. Core Courses

Level 100

97

GTA105/2-Acoustics for Hearing and Speech

This course introduces students to the mechanism of sound generation, fundamental sound

parameters, types and characteristics of sounds such as pure tones and complex sounds and

fundamental acoustics instrumentation. It also covers the production of speech sounds and

acoustics perception. This course will be taught via lectures, tutorials and practical

sessions. Students will be assessed through test, presentation, practical reports and final

examination.


1. Johnson, K., Acoustic and Auditory Phonetics (3rd Ed.): Wiley-Blackwell, 2011.

2. Warren, R. M., Auditory Perception: An Analysis and Synthesis (3rd Ed.):

Cambridge University Press, 2008.

3. Howard, D., & Angus, J., Acoustics and Psychoacoustics (4th Ed.): Focal Press,

2009

GTA106/2-Anatomy and Physiology of Hearing and Speech I

This course introduces students to the fundamental aspects and terminologies related to

body orientation, cell structures, primary tissues and organization of the human organ

systems. It also covers the applied anatomy and physiology of the respiratory, phonatory,

articulation and swallowing systems which involves in the speech mechanism. This course

will be taught via lectures, tutorials, practical sessions and problem based learning (PBL).

The students will be assessed through test, practical exam (OSPE), practical reports,

presentation and final examination.


1. Fuller D.R., Pimentel J.T. & Peregoy B.M., Applied Anatomy & Physiology for

Speech-Language Pathology & Audiology. Lippincott Williams & Wilkins, 2012.

2. Seikel J.A., King D.W. & Drumright D.G., Anatomy and Physiology for Speech,

Language, and Hearing (4th Ed.). Delmar Cengage Learning, 2010.

3. Booth K.A. & Wyman T.D., Anatomy, Physiology and Pathophysiology for Allied

Health (2nd Ed.). McGraw-Hill, 2009.

4. Gelfand, S. A., Hearing: An Introduction to Psychological and Physiological

Acoustics (5th Ed.) Informa Healthcare, 2009.

5. Schnupp, J., Nelken, I., & King, A., Auditory Neuroscience: Making Sense of

Sound, The MIT Press, 2012.

GTA107/2-Psychoacoustics

This course introduces students to fundamental elements of psychoacoustics including

auditory response area, concept of hearing threshold, concept of loudness, pitch, masking,

temporal and space perception. It also covers the effects of auditory disorders on the

psychoacoustics functions. This course will be taught via lectures, tutorials and practical

sessions. Students will be assessed through tests, presentation, practical reports and final

examination.

98


1. Johnson, K., Acoustic and Auditory Phonetics (3rd Ed.): Wiley-Blackwell, 2011.

2. Warren, R. M., Auditory Perception: An Analysis and Synthesis (3rd Ed.).

Cambridge University Press, 2008.

3. Howard, D., & Angus, J., Acoustics and Psychoacoustics (4th Ed.). Focal Press,

2009.

4. Gelfand, S. A., Hearing: An Introduction to Psychological and Physiological

Acoustics (5th Ed.) Informa Healthcare, 2009.

5. Schnupp, J., Nelken, I., & King, A., Auditory Neuroscience: Making Sense of

Sound. The MIT Press, 2012.

GTA108/2-Basic Audiology Techniques

This course introduces students to the fundamental audiology diagnostic procedures such

as history taking, otoscopic examination, pure tone audiometry, tympanometry and speech

audiometry. It also covers the introduction to the audiology diagnostic and auditory system

disorders. This course will be taught via lectures, tutorials, case study and practical.

Students will be assessed through test, assignment, practical report and final examination.


1. Gelfand, S. A., Essentials of Audiology. United States of America: Thieme, 2009.

2. Katz, J., Medwetsky, L., Burkard, R., & Hood, L. (Eds.), Handbook of Clinical

Audiology. United States of America: Lippincott Williams & Wilkins, 2009.

3. Kramer, S., & Guthrie, L., Audiology Workbook. San Diego: Plural Publishing

Inc., 2008.

4. Roeser, R. J., Valente, M., &Hosford-Dunn, H., Audiology Diagnosis. United

States of America: Thieme, 2007.

5. Hunter, L., & Shahnaz, N., Acoustic Immittance Measures Basic and Advanced

Practice. San Diego: Plural Publishing Inc., 2012.

GTA109/2-Anatomy and Physiology for Hearing and Speech II

This course introduces students to the aspects of applied human anatomy and physiology

which covers the nervous, auditory and vestibular systems. This course will be taught via

lectures, tutorials, practical sessions and problem based learning (PBL). The students will

be assessed through test, practical exam (OSPE), practical reports, presentation and final

examination.


1. Fuller D.R., Pimentel J.T. & Peregoy B.M., Applied Anatomy & Physiology for

Speech-Language Pathology & Audiology. Lippincott Williams & Wilkins, 2012.

2. Seikel J.A., King D.W. & Drumright D.G., Anatomy and Physiology for Speech,

Language, and Hearing (4th Ed.). Delmar Cengage Learning, 2010.

99

3. Booth K.A. & Wyman T.D., Anatomy, Physiology, and Pathophysiology for

Allied Health (2nd Ed.). McGraw-Hill, 2009.

4. Clark, W. F., & Ohlemiller, K., Anatomy and Physiology of Hearing for

Audiologist. Singular Publishing Group, 2004.

5. Linda M Luxon., Textbook of Audiological Medicine: Clinical Aspects of Hearing

and Balance, Martin Dinitz, 2003.

GTB105/3-Human Biochemistry

This course introduces students to the aspects of human biochemistry. It covers knowledge

and principles in protein, carbohydrate and lipid metabolism, hormones and their

mechanisms, water and electrolyte balance, acid and base balance, types, functions and

mechanisms of macro and micro minerals. The elements of occupational health and safety

of working in a laboratory are incorporated into the course during practical sessions. This

course is conducted through lectures, tutorials, discussions and practical. The students are

evaluated through tests, assignments, laboratory reports and final examination.


1. Garrett, R., & Grisham, C.M. Biochemistry (5th Ed.). Belmont, California:

Brooks/Cole Cengage Learning, 2013.

2. Moran, L.A. Principles of Biochemistry (5 th Ed.). Boston: Pearson, 2012.

3. Mckee, T. & McKee, J.R. Biochemistry: The Molecular Basis of Life (5th Ed.).


4. Murray, R., Bender, D., Botham, K.M., Kennelly, P.J., Rodwell, V. & Weil, P.A.

Harper's Biochemistry (29th Ed.). McGraw-Hill Medical, 2012.

GTB106/3-Laboratory Science

This course introduces students to aspect of laboratory safety the basic laboratory

techniques, management and maintenance of laboratory equipment which covers

professional attitude and ethics, safety methods and disposal of dangerous chemicals,

storage and maintenance of chemicals and reagents, keeping and record, use of laboratory

plastics and glasses, sterilization and disinfection, principle of quality management,

receiving and managing specimens. Students will also be trained in using and maintenance

of laboratory equipments such as micropipette, centrifuge, pH meter, balances,

spectrophotometer and other common laboratory analytical equipments. This course will

also emphasis on the reduction in energy and disposable item used. This course is

conducted through lectures, tutorials, practical and discussions. The students are evaluated through tests, laboratory reports and final examination.


1. Bishop, M.L., Schoeff, L.E. & Fody, E.P. Clinical Chemistry-Principles, Procedures & Correlations (5th Ed.). Philadelphia: Lippincott Williams &

Wilkins, 2004.

2. Burtis, C.A., Ashwood, E.R. & Bruns, D.E. Tietz Textbook of Clinical Chemistry

and Molecular Diagnostics (4th Ed.). Elsevier Science, 2005.

100

3. Kaplan, L.A., Pesce, A.J. & Kazmierczak, S. Clinical Chemistry: Theory,

Analysis, Correlation (5th Ed.). Delmar Learning, 2002.

4. Ramnik, S. Textbook of Medical Laboratory Technology. India: Jaypee Brothers,

2006.

GTB109/3-Cell Biology Techniques

This course introduces students to fundamental knowledge in cell biology and cell culture

techniques. It covers the skills and instrumentation related to somatic cell, cancer cell and

stem cell culture which can be applied in cell biology related research. The course will be conducted via lecture and practical. The students will be assessed through tests,

assignments, practical reports and final examination.


1. Aschner, Michael, Suñol, Cristina, Bal-price & Anna. Cell Culture Techniques.

Springer, 2011.

2. Gerald, K. Cell and Molecular Biology: Concepts and Experiments (7th Ed.).

John Wiley & Sons, Inc, 2013.

3. John, D. & Mike, l. Essentials of Cells Biology (3rd Ed.). Garland Science, Taylor

& Francis Group, 2009.

4. Butler, M. Animal Cell Culture and Technology (2nd Ed.). London and New

York: Bios scientific Publishers, 2004.

5. Cheryl D. Helgason & Cindy L. Miller. Basic Cell Culture Protocols (Methods in

Molecular Biology). Humana Press, 2005.

GTF101/3-Basic Chemistry

This course will introduce students to various topics on basic knowledge of chemistry such

as atom, molecules, ions, gases, reactions in aqueous solutions, chemical kinetics, entropy,

free energy, acid base equilibrium, periodic table, nuclear chemistry, electrochemistry and

chemistry in atmosphere.


1. R. Baner, J. Birk and P. S. Mark, A Conceptual Introduction to Chemistry (2nd

Ed.). McGraw Hill, 2010.

2. R. Chang, General Chemistry: The Essential Concept (4th Ed.). McGraw Hill,

2013.

3. R. Chang, Chemistry (10th Ed.). Pearson Education, 2015.

GTF104/3-Inorganic Chemistry

This course introduces students to stoichiometry, atomic structure, nuclear chemistry,

periodic table, chemical bonding and properties of matter, including innovative invention

in polymer and nano-technology. The course will be taught via lectures, tutorials and case

studies. The students will assessed through test, assignment, presentation and final

examination.

101


1. C. Hoasecroft and A. G. Shaspe, Inorganic Chemistry (5th Ed.). Prentice-Hall,

2013.

2. G. L. Miessler and D. A. Tarr, Inorganic Chemistry (3rd Ed.,). Prentice-Hall,

2003.

3. T. L. Brown, H. E. LeMay, B. E. Bursten and J. R. Burdge, Chemistry: The

Central Science, (9th Ed.). Pearson Education Inc., 2003.

4. R. H. Petrucci, W. S. Harwood and F. G. Herring, General Chemistry: Principles

and Modern Applications, (11th Ed.). Prentice-Hall, Inc., New Jersey, 2016.

GTF105/2-General Chemistry Practical I

This course introduces students to general chemistry practical such as fundamental

laboratory techniques, identification of substances based on physical properties, separation

of component mixture, chemical formula, gravimetric analysis of a chloride salt, paper

chromatography for separation of cations and dyes, acid-base titration, salt in water and pH

of buffer solutions, determination of the dissociation constant of a weak acid, determination

of solubility product constant for sparingly soluble salt in water, reactions in aqueous

solutions and oxidation-reduction titrations. The course will be taught via briefings and

practical sessions, where students are encouraged in group collaboration to solve problems. Students will be assessed through test and practical reports.


1. J.H.Nelson and K.C. Kemp, Laboratory Experiments–Chemistry: The Central

Science (13 th Ed.). Pearson Education Inc., 2014.

GTF107/3-Organic Chemistry I

This course introduces students to study the basic concepts of electronic structure and

bonding. It also covers the structures and properties of organic molecules, chemistry of

alkane, alkene and alkyne, reactions in organic chemistry and stereochemistry. The course

will be taught via lectures, tutorials and discussion on selected topics such as petroleum as

energy source and the importance of organic chemistry education. Students will be assessed

through test, assignments and final examination.

Main references supporting this course:

1. Wade L.G. Organic Chemistry, (9th Ed.), Pearson Prentice Hall, 2016.

2. Solomons T.W.G., Fryhle C.B, and Snyder S.A. Organic Chemistry, (12th Ed.).

Wiley, 2016. 3. Smith J.G and Smith J.G. Organic Chemistry, (3rd Ed.). McGraw Hill, 2011.

102

GTF108/2-General Chemistry Practical II

This course introduces students the general chemistry practical knowledge which is

continued from GTF105 General Chemistry Practical 1. It covers chemical reactions,

gravimetric determination of phosphorus in plant food, chemical reactions of copper and

percent yield, chemicals that improve quality of life and use daily, colorimetric

determination of an equilibrium constant in aqueous solution, oxidation-reduction titration

of bleach, analysis of aspirin, chemical equilibrium: Le Chatelier Principle, titration curves

of polyprotic acids, activity series, determination of orthophosphate in water and

colorimetric determination of iron. The course will be taught via briefings and practical

sessions, where students are encouraged to collaborate and maintain partnership in solving

problems. Students will be assessed through test and practical reports.


1. N.Kerner and R. Lamba, Guided Inquiry Experiments for General Chemistry:

Practical Problems and Applications, Wiley., 2007.

2. W.McPherson, A Course in General Chemistry, Read Books., 2011.

3. J.H.Nelson and K.C. Kemp, Laboratory Experiments – Chemistry: The Central

Science, (13th Ed.). Pearson Education Inc., 2014.

4. B.Stanton, L.Zhu and C.H.Atwood, Experiments in General Chemistry: Featuring Measurenet, (2nd Ed.). Brooks/Cole Cengage Learning., 2009.

5. J. Dean, Practical Skills in Chemistry, (2nd Ed.). Pearson Education Ltd., 2011.

GTF109/2-Organic Chemistry Practical

This course exposes students to organic chemistry practicals such as application of thin

layer chromatography and column chromatography for analysis of organic compounds

found in water, agriculture products or from the ecosystem, qualitative analysis of organic

compounds, identification of functional groups, distillation of organic samples, gas

chromatographic analysis of caffeine, forensic chemistry: identification of trace materials

in blood, extraction of trimyristin, photo-reduction of benzophenon to benzophinacole,

application of high pressure liquid chromatography (HPLC) for anaylsis of natural product

samples, extraction and crystallation, acid-base properties, homophatalic acid, oxidative

cleavage of double bond and Michael addition reaction. The course will be taught via

briefings, demonstration teaching sessions and practical classes. Students will be assessed

through test and practical reports.


1. J.A. Landgrebe, Theory and Practice in Organic Laboratory with Microscale and

Standard (5th Ed.), Thomson/Wadsworth 2009. 2. Randall G. Engel. George S. Kriz, Gary M. Lampman, Donald L. Pavia,

Introduction to Organic Laboratory Techniques. A Small Scale Approach, (3rd

Ed.). Books/Cole 2010.

103

3. Lehman, J. W. The Student's Lab Companion: Laboratory Techniques for

Organic Chemistry, Upper Saddle River, N.J.: Prentice-Hall, 2004.

4. J.B. Cohen, Practical Organic Chemistry, Nabu Press, 2012.

GTF110/4-Physical Chemistry

This course introduces students to properties of gas and liquid, matter state principles, gas

kinetic theory, chemical kinetic, and chemistry thermodynamic, including efficiency of

heat engine and renewable energy. The course will be taught via lectures tutorials and

discussion. Students will be assessed through test, assignments and final examination.


1. P. Atkins and J. D. Paula, Physical Chemistry, (10th Ed.), Oxford University Press,

2014.

2. Thomas Engel and Philip Reid, Physical Chemistry, (3rd Ed.), Pearson, 2012.

3. D. B. Ball, Physical Chemistry, (1st Ed.), Brooks/ Cole, 2003.

4. J. Laider, J. H. Meiser and B. C. Sanctuary, Physical Chemistry, (4th Ed.),

Houghton Mifflin Co., 2003.

GTF111/4-Analytical Chemistry I

This course introduces students to basic knowledge on chemical análysis which covers

concentration expression, statistic for analytical chemistry, chemical equilibrium, acid-

base equilibrium, acid-base titration and titration, complexometry titration, gravimetry

analysis, precipitation titration, redoxs equilibrium and redox titration. Occupational health

and safety in an analytical laboratory will also be emphasised, including the best practices

to disposed hazardous materials. The course will be taught via lectures tutorials and

discussion. Students will be assessed through test, assignments and final examination.


1. D. A. Skoog, D. M. West, F. J. Holler and S. R. Crouch, Fundamentals of

Analytical Chemistry, (9th Ed.). Thomson Brooks/ Cole, 2014.

2. G. D. Christian, Analytical Chemistry, (7th Ed.). John Wiley & Sons, 2013.

3. D. B. Harvey, Modern Analytical Chemistry. International Ed., Mc-Graw Hill,

2000.

GTJ101/4-Nursing Foundation 1

This course introduces students to nursing history and development; nursing practice and

nursing process. It also incorporates the concept of health assessment to maintain sustainability across patient care and culture. This course is taught via student centered

learning: lectures, small group discussion, e-learning, and practical sessions. Students will

be assessed through assignment, presentation, quiz, log book, OSCE and final examination.

https://www.amazon.com/Philip-Reid/e/B00AWRN080/ref=sr_ntt_srch_lnk_9?qid=1492601796&sr=1-9

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1. DeWit, S. C. & O’Neill, P., Fundamental Concepts and Skills for Nursing, (4th

Ed.) St. Louis: Elservier Saunders, 2014.

2. Estes, M. E. Z. Health Assessment & Physical Examination, (5th Ed.) New York:

Cengage Learning. 2014.

3. Berman, A., Synder, S., Kozier, B., & Erb, G., Fundamental of Nursing:

Concepts, Process and Practice, (9th Ed.), USA: New Jersey, Pearson, 2012.

4. Christensen, B.L. & Kockrow, E.O. Foundation and Adult Health Nursing, (6th

Ed.), Mosby Elsevier: St. Louis, 2011. 5. Delaune, S.C. & Ladner, P.K. Fundamental of Nursing: Standard & Practice, (4th

Ed.), Delmar Cengage Learning: York.

GTJ109/4-Nursing Foundation II

This course introduces students to the Nursing Foundation II. It covers the concept related

to activities of daily living with emphasis on patient’s quality of life, safety, and security.

This course is taught via student centered learning: lectures, small group discussion, e-learning, and practical sessions. Students will be assessed through assignment,

presentation, log book, OSCE and final examination.


1. Berman, A., Synder, S., Kozier, B. & Erb, G., Fundamental of Nursing: Concepts,

Process and Practice, (9th Ed.), New Jersey, Pearson, 2012.

2. Craven, R. Hirnle, C. & Henshaw, C. M., Fundamentals of Nursing. Human

Health and Function. (8th Ed.), Wolters Kluwer, 2017.

3. Smith, S.F., Duel, D.J., & Martin, B.C., Clinical Nursing Skills. New Jersey:

Pearson Prentice Hall, 2008.

4. Holland, K., Jenhins, J. Solomon, J., Whittam, S., Applying the Roper. Logan.

Tierney Model in Practice. (2nd Eds). Churchill Livingstone, Elsevier, 2008.

5. Perry, A. G. P. & Potter, P.A., Clinical Nursing Skills Techniques (5th Ed.).

Mosby, USA, 2004.

6. Taylor, C.R., Lilis, C., LeMone, P. & Lynn, P., Fundamental of Nursing: The Art and Science Of Nursing Care, (7th Ed.), Lippincott Williams & Wilkins, Tokyo,

2011.

GTK101/3-Introduction to Environmental and Occupational Health

This course introduces students to the area of environmental health, occupational health,

environmental safety, and occupational safety. This course will discuss the importance of

responsibility and civil liberties of an individual towards the environment. Current issues

on environmental disaster will be discussed towards its implications on water quality,

community health and biodiversity. Students will be introduced to the disaster risk

management for maintaining the sustainability of the environment, health and biodiversity.

The implication and significant of nurturing environmental and occupational health will be

also highlighted. This course will be taught via lectures and seminars. Students will be

assessed through test, presentation and final examination.

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1. Harper C. L., Environment And Society; Human Perspectives On Environmental

Issues, Pearson Prentice Hall, Upper Saddle River, 2004.

2. Megan L., Environment, Health And Sustainable. Open London: University Press,

2006.

3. Yassri A., Kjellstrom T., Theo de Kok & Guidotti T., Basic Environmental

Health. New York: Oxford University Press, 2001.

4. Benarde, Melvin A. Our Precarious Habitat – It’s in Your Hands. John Wiley &

Sons, Inc. (US), 2007.

5. Waldron, H. A. & Edling, C. Occupational Health Practice, Hodder Education

Publisher, 2004.

6. Koren, H., Illustrated Dictionary and Resource Directory of Environmental &

Occupational Health, (2nd Ed.). London: CRC Press, 2005.

GTK104/3-Environmental Health

This course introduces the ecological components and its relationship with the environment

and public health. Students will be clarified on the environmental aspects including water

quality management; food preparation and storage in terms of hygiene and safety and

prevention methods of food poisoning; types of pests and vector-borne disease control methods; and study of population exposure to environmental agents as well as occupational

related disease or injury. The key components that will be learned which include water,

health, agriculture and biodiversity are the critical issues that should be controlled and

managed efficiently as to prevent crisis of depleted natural resources, poverty and

environmental disaster. It is also a vital element to support sustainable development.

Students are also exposed to techniques of water sampling, food inspection and sampling

of mosquitoes. The course will be taught via lectures, field visits and practical sessions.

Students will be assessed through quiz, test, field study report, presentation and final

examination.


1. Arduser L. & Brown D. R., HACCP And Sanitation In Restaurants And Food

Service Operations. Atlantic Publishing. 2005.

2. Cunningham W. P. & Cunningham M. A., Environmental Science: A Global

Concern (11th Ed.). McGraw-Hill, New York, 2010.

3. Frumkin H., ed. Environmental Health – From Local To Global (2nd Ed.). John-

Wiley & Sons, 2010.

4. Lee C. Y., Urban Pest Control: A Malaysian Perspective (2nd Ed.). Penerbit

USM, Malaysia, 2003.

5. Meggitt C., Food Hygiene And Safety. Oxford: Heinemann Education Publishers, 2003.

106

GTN102/4-Food Science

This course will introduce students to foods and the different kinds of fundamental changes

in foods as a result of food processing. It also covers the practical session pertaining to

basic food science as well as new emerging methods in food processing. This course will

be taught via lecture, practical and discussion sessions. Students will be assessed through

continuous assessment, practical report and final examination.


1. Amy Brown. Understanding Food: Principles & Preparation (4th Ed.). Thomson

Wardsworth Pub., 2011.

2. Kay Mehas and Sharon Rodgers. Food Science: Biochemistry of Food and

Nutrition (5th Ed.). McGraw-Hill Companies, 2005.

3. Norman N. Potter and Joseph H. Hotchkiss. Food Sciences (5th Ed.). Aspen

Publishers, Inc., 2012.

GTP100/3- Basic Linguistics

This course introduces students to basic linguistics. It covers fundamental knowledge in

linguistics such as phonetics, phonology, morphology, syntax, semantic, and pragmatics

and their integration. Teaching of first language acquisition and sociolinguistic

perspectives are also introduced. This course is taught via lecture and tutorial. Students are

assessed through assignment, test and final examination.


1. Akmajian, A., Demers, R.A., Farmer, A.K., & Harnish, R.M., Linguistics: An

Introduction to Language and Communication (6th Ed.). Cambridge: The MIT

Press, 2010.

2. Fasold, R. & Connor-Linton, J. (Eds), An Introduction to Language & Linguistics.

Cambridge: Cambridge University Press, 2006.

3. Cruse, A., Meaning in Language: An Introduction to Semantic and Pragmatics.

Oxford University Press, 2004. 4. Nik Safiah Karim, Farid M. Onn, & Hashim Musa., Tatabahasa Dewan. Kuala

Lumpur: DBP, 2003.

5. Black, M., & Chiat, S., Linguistics for Clinician. A Practical Introduction.

London: Hodder Arnold, 2003.

GTP104/3- Developmental Psychology for Speech and Hearing

This is a theoretical course that gives an initial exposure to the field of psychology. It

focuses on the developmental psychology of the human from prenatal to late adulthood.

The topics covered include theories in developmental psychology and human development

in relation to biological, cognitive, personality and social aspects according to the level of

development. This course is taught via lecture and tutorial. Students are assessed through

assignment, test and final examination.

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1. Slater, A., & Bremner, J.G. (Eds.), An Introduction to Developmental Psychology.

New Jersey: Blackwell Publishing, 2003.

2. Papalia, D.E., Olds, S.W., & Feldman, R.D., Human Development (8th Ed.).


3. Shaffer, D.R., Blanchard- Fields, F., & Cavanaugh, J.C., Developmental

Psychology: Childhood and Adolescence (6th Ed.). Belmont: Wadsworth, 2001.

GTP107/3- Language Development

This course introduces students to fundamental theories related to the normal acquisition

and development of language. It also discusses the influence of social, culture, perception,

cognition and bilingualism on language development. This course is taught via lecture,

tutorial, and seminar. Students are assessed through assignments, presentations, tests and

final examination.


1. Owens, R.E., Language Dvelopment: An Introduction (8th Ed.). New Jersey:

Pearson Education, 2011.

2. Owens, R.E., Language Disorders: A Functional Approach to Assessment and

Intervention (4th Ed.). Boston: Allyn & Bacon, 2003.

3. Bennet-Kastor, T., Analysing Children’s Language. Oxford: Basil Blackwell,

1990.

GTP108/2- Clinical Bases for Audiology and Speech Pathology

This is a clinicalorientation course which provides fundamental clinical training in

preparation to the common procedures and patient/case managements in audiology and

speech therapy. It covers on scope of practice of audiologists and speech-language

pathologist, overview on the best practice in audiology and speech pathology and clinical

observation skills.This course is taught via lecture, tutorial, clinical observation session

and small group discussion. Students are assessed through quiz, presentation, observation

report and final examination.


1. Flasher, L.V., & Fogel, P.T., Counseling Skills for Speech-Language Pathologist

and Audiologist. Albany: Thompson Delmar Learning, 2004.

2. Gillam, R.B., Marquardt, T.P., & Martin, F.N., Communication Sciences and

Dsorders: From Science to Clinical Practice. San Diego: Singular Publishing

Group, 2010.

3. Hedge, M.N., & Davis, D., Clinical Method and Practicum in Speech-Language

Pathology. New York: Thompson Delmar Learning, 2005.

4. McCrea, E.S. & Brasseur, J.A., The Supervisory Process in Speech-Language

Pathology and Audiology. New York: Allyn and Bacon, 2003

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GTP109/3- Applied Linguistics for Speech Pathology

This course introduces students to the fundamental knowledge of the science of linguistic.

It focuses on the systematic study of language structure, the first and second language

acquisition, colloquial language, changes and development of languages from the social,

cultural, rhetoric and resistence perspectives. This course is taught via lectures and

discussion sessions. Students are assessed through assignments reports, discussions and

final examination.


1. Schmidt, N., Applied Linguistic (2nd Ed.). Oxon: Hodder Education Pub., 2010.

2. Ortega, L., Understanding Second Language Acquisition. New York: Routledge,

2009.

3. Davies, A., & Elder, C., The Handbook of Applied Linguistic. New Jersey:

Blackwell Publishing Ltd., 2006.

4. Ellis, R., & Widdowson, H.G., Second Language Acquisition (Oxford

Introduction to Language Study Series). Oxford: Oxford University Press, 1997.

GTS101/2-Introduction to Exercise and Sports Science

This fundamental course introduces students to the general knowledge in exercise and

sports science field. It provides an interdisciplinary overview (e.g., physiology,

psychology, nutirion, biomechanics, etc.) of the components in the field of exercise and

sports science. It also introduces students to the application of exercise and sport science

in facilitating athletes and improving fitness and health of individual as well as their quality

of life. This course will be taught via lectures and practical. Students will be assessed

through assignment, test and final examination.


1. Pekka Oja and Jan Borms. (Eds.). Health Enhancing Physical Activity: The

Multidisciplinary Series of Physical Education and Sports Science. UK: Meyer &

Meyer Sports Ltd, 2004.

2. Jan Borms. Directory of Sports Science. (5th Ed.). Germany: H &P Druck, 2008.

3. Scott Wikgren, Cheri Scott and Anna Rinalsi. (Eds.). Health and Wellness for

Life. USA: Human Kinetics, 2010.

4. Leslie Bonci. Sports Nutrition for Coaches. USA: Human Kinetics, 2009.

5. Timothy R. Ackland, Bruce C. Elliott and John Bloomfield (Eds.) Applied

Anatomy and Biomechanics in Sport (2nd Ed.). USA: Human Kinetics, 2009.

6. Brian J Sharkey and Steven E. Gaskill. Sport Physiology for Coaches. USA:

Human Kinetics, 2006.

109

GTS102/3-Sociology and Philosophy of Sports

This course introduces students to the basic sociological and philosophical concepts related

to sport. It also discusses the sociological and philosophical implications of ancient and

modern developments in sports competition and sportmanship. This course also covers the

human interactions, support and social purpose of exercise and sports in different

communities worldwide. This course will be taught through lectures and discussions.

Students will be assessed through test, assignments and final examination.


1. Barry D McPherson, James E Curtis, & John W Loy. The Social Significance of

Sport: An Introduction to the Sociology of Sport, Champaign, IL: Human

Kinetics, 1989.

2. Coakley, J. Sports in Society: Issues and Controversies, McGraw-Hill, 2010.

3. Wirdati M. R. Muslim Women and Sports in the Malay World, Aman Silkworm

Book. 2006.

4. Mangan JA, Hong Fan, 2003. Sports in Asian Society: Past and Present, (Chapter

5). CASS.McNamee M.J., Philosophy and the Science of Exercise, Health and

Sport: Critical Perspectives on Research Methods, New York, NY: Routledge,

2005. 5. Morgan, W., Meier, K. and Schneider, A., Ethics in Sport, Champaign (2nd Ed.).

IL: Human Kinetics, 2007.

GTX104/4-Introduction to Medical Radiation

This course introduces students to the fundamental of electromagnetic radiation (EMR)

and its applications in health and medicine. EMR includes the ionising radiation (gamma

ray and x-ray) and non-ionising radiation (ultraviolet, visible light, infrared, microwave

and radiofrequency). This course provides knowledge regarding the modern concept of

atom, radioactivity, classification, source, production and properties of radiation as well as

their interaction with matter and effects on biological tissues. The innovative applications

of ionising and non-ionising radiation for diagnostic and therapeutic purposes will also be

discussed. The course will be conducted via lectures and tutorials. The students will be

assessed through test, presentation and final examination.


1. Bushberg, J.T. and et al, The Essential Physics of Medical Imaging (3rd Ed.).

Lippincott Williams & Wilkins, 2012.

2. William R Hendee, E Russell Ritenour, Medical Imaging Physics (4th Ed.).Wiley-

Liss, 2002. 3. Johnston, J.N. and Fauber, T.L., Essential of Radiographic Physics and Imaging

(1st Ed.) Mosby, 2012.

110

GTX105/4-Medical Radiation Physics I

This course introduces students to the basic concept of classical physics and relativity. The

topics of this course include physical measurement, vector, motion in one dimension,

motion in a plane, particle dynamics, energy and work, conservation of energy,

conservation of linear momentum, collision, circular motion, rigid body static and

gravitation and relativity. The contribution of this physics knowledge to medical radiation

research and practice will also be discussed. The course will be conducted via lecture and

tutorial. The students will be assessed through test, quiz, assignment and final examination.


1. Halliday, D., Resnick, R and Walker, J., Fundamentals of Physics, (10th Ed.).

Wiley, 2014.

2. Tippens, P.E., Physics, (7th Ed.). McGraw-Hill, 2007.

3. Giancoli, D. C., Physics: Principles with Applications, (7th Ed.). Prentice Hall,

2013.

GTX106/3-Mathematics of Radiation Science I

This course introduces students to the advanced mathematics and calculus applied in health and research. It will focus on topics like function and graph, advance function and equality

solution, advance geometry, matrix, vector, complex number, limit and the use of first

principles in polynomial differentiation, differentiation, differentiation techniques and

applications, integration, advance differentiation and integration. This course will be

conducted via lecture and tutorial. The students will be assessed through test, assignment,

quiz and final examination.


1. Lay, D. C. and Lay, S.R., Linear Algebra and Its Application. (5th Ed.). Pearson

Higher Education, 2015.

2. Larson, R., Hostetler, R. and Edwards, B.H., Calculus with Analytic Geometry:

Multivariable Calculus. (7th Ed.). Houghton Mifflin Company College Division,

2002.

3. Anton, H., Calculus, Combined, Student Resource. (6th Ed.). John Wiley and

Sons, 1998.

111

6.3. Core Courses

Level 200

112

GTA201/2-Audiological Instrumentation

This course introduces students to best practice of room acoustics in audiology, typical

audiological instrumentations and their fundamental components. It also covers the

calibration procedure of each audiology device using specific calibrators. This course will

be taught via lectures, tutorials and practical sessions. Students will be assessed through

tests, practical reports and final examination.


1. Bess, F.H., & Humes, L.E., Audiology: The Fundamentals (4th Ed.). USA:


2. Katz, J., Medwetsky, L., Burkard, R, & Hood, L. (Eds.), Handbook of Clinical

Audiology. USA: Lippincott Williams & Wilkins, 2009.

3. Martin, F.N., & Clark, J.G., Introduction to Audiology (11th Ed.). Allyn & Bacon

Communication Sciences and Disorders, 2011.

GTA203/3-Advanced Audiology Techniques

This course introduces students to the auditory lesions, the fundamental of pure tone

audiometry with clinical masking, high frequency tympanometry, acoustic reflex and advanced speech tests. It also covers the results integration of the mentioned tests, non-

organic hearing loss (NOHL) and site of lesion tests. This course will be taught via lectures,

tutorials, problem-based learning and practical. Students will be assessed through tests,

assignments, practical reports and final examination.


1. Gelfand, S.A., Essentials of Audiology. USA: Thieme, 2009.



3. Kramer, S. & Guthrie, L., Audiology Workbook. San Diego: Plural Publishing

Inc., 2008.

4. Roeser, R.J., Valente, M., & Hosford-Dunn, H., Audiology Diagnosis. USA:

Thieme, 2007.

5. Hunter, L. & Shahnaz, N., Acoustic Immittance Measures Basic and Advanced

Practice. San Diego: Plural Publishing Inc., 2012

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GTA205/2-Neurology for Hearing and Speech

This course introduces students to fundamental principles of neurology, central nervous

system and peripheral system related to hearing (neuroaudiology) and speech. It also covers

the related neurological diseases, basic clinical examinations and the importance of

interdisciplinary approach in managing patients. This course will be taught via lectures,

tutorials and practical sessions. Students will be assessed through tests, presentation,

practical reports and final examination.


1. Berlin, C. I., The Brain And Sensory Plasticity: Language Acquisition And

Hearing. San Diego: Singular Pub-lishing Group, Inc., 2003.

2. Ray, J., Review of Neurology - A Workbook for Speech and Hearing Students. St.

Louis: Mosby-Year Book, Inc., 2003

Medical Otology and Neurotology: A Clinical Guide to Auditory and Vestibular

Disorders New York: Thieme, 2006.

3. Luxon, L.M., Furman, J.M., Martini, A., Stephens, D., Textbook of Audiological

Medicine : Clinical Aaspects of Hearing and Balance. London: Martin Dunitz,

2003.

4. Furman, J.M., Cass, S.P., Vestibular Disorders : A Case-Study Approach. New

York: Oxford University Press Barbara, 2003. 5. Herlihy, B., The Human Body in Health and Illness (3rd Ed.). Philadelphia: W.B.

Saunders Company, 2006.

GTA208/4-Pediatric Audiology

This course introduces students to hearing health aspects of pediatric population including

medical evaluation and management, hearing test protocols, rehabilitation, education

management of children with hearing loss and the importance of interdisciplinary

approach. This course also covers acoustic speech signal and speech perception assessment

of infants and children as well as audiological procedures such as Behavioural Observation

Audiometry (BOA), Visual Reinforcement Audiometry (VRA), Play Audiometry and

eletrophysiological testing. This course will be taught through lectures, tutorials, practical

and case study. Students will be evaluated through tests, assignments, presentation and

final examination.


1. Madell, J.R. & Flexer, C. (Eds.), Pediatric Audiology: Diagnosis, Technology,

and Management. USA: Thieme, 2008.

2. Madell, J.R. & Flexer, C. (Eds.), Pediatric Audiology Casebook. USA: Thieme,

2011.

3. Northern, J.L. & Downs, M.P., Hearing in Children (6th Ed.). San Diego: Plural

Publishing Inc., 2013.

4. Seewald, R. & Tharpe, A.M., Comprehensive Handbook of Pediatric Audiology.

San Diego: Plural Publishing Inc., 2010

5. Niparko, J.K. (Ed.), Cochlear Implants: Principles and Practices (2nd Ed.):


114

GTA209/3-Audiology Clinic I

This course introduces students to the fundamental audiology clinical practice. It includes

preparation of the students to the clinic and clinical practicum. Students will be taught

about clinical communication, reflective practice and review of the audiology tests and its

integration during the first half of semester. In the second half of the semester, students

will be supervised by experienced audiologist on weekly basis. Students are expected to

observe the clinical session and conduct fundamental tests on cooperative patients. This

course will be taught via lectures, tutorials, problem-based learning (PBL), practical, and

supervision during practicum. Students will be assessed through test, practical reports,

report (reflective journal), logbook, practicum and final examination.




2. Taylor, B., Reflective Practice for Health Care Professionals: A Practical Guide

(3rd Ed.). Open University Press, 2010.

3. Stach, B.A., Clinical Audiology: An Introduction (2nd Ed.) Singular Publishing,

2010.

4. Goldfarb, R. & Serpanos, Y.C., Professional Writing in Speech-Language Pathology and Audiology Workbook. San Diego: Plural Publishing Inc., 2011

5. Liptak, J.J., Leutenberg and Sippola, E., The Communication Skills Workbook.

USA: Whole Person Associates, Inc., 2008

6. Ghaye, T., Teaching and Learning Through Reflective Practice: A Practical

Guide for Positive Action (2nd Ed.). Routledge, 2011.

GTA210/3-Otology

This course introduces students to principles of clinical otology, pathologies related to

hearing and balance system, otological and audiological examinations, other disorders

related ear, nose and throat as well basic health management of patients with otological

disorders. This course also covers the relationship between ear pathologies and otological

and audiological test results. This course will be taught via lectures, tutorials and practical


examination.


1. Browning, G.G., Clinical Otology and Audiology (2nd Ed.). Oxford: Butterworth

Heinemann, 1998.

2. Berlin, C.I., and Keats, B.J.B., Genetics and Hearing Loss. San Diego: Singular Publishing Group, Inc., 2000.

3. Canalis, R.F. and Lambert, P.R.H. (Eds.), Ear: Comprehensive Otology.

Maryland: Lippincott Williams & Wilkins, 2000.

115

4. Rockeinstein, M.J., Comprehenssive Review of Otolaryngology. Philadephia:

Elsevier, Inc., 2004.

5. Roush, J. (Ed.), Screening for Hearing Loss and Otitis Media in Children. San

Diego: Singular Publishing Group, Inc

6. Tyler, R.S., Tinnitus Handbook. San Diego: Singular Publishing Group, Inc.,

2000.

GTA211/2-Hearing Screening

This course introduces students to the concepts of hearing screening including its principle,

objectives and methods of screening tests of all stages of life. It also covers the sensitivity

and specificity, advantages and disadvantages of various hearing screening tests as well as

the importance of collaboration for a successsful hearing screening program. This course

will be taught via lectures, tutorials and practical sessions. Students will be assessed

through test, presentation, practical reports and final examination.


1. Hall, J.W., New Handbook of Auditory Evoked Responses. Boston, MA : Pearson,

2007.

2. Katz, J., Burkard, R., Hood, L. & Medwetsky, L., Handbook of Clinical Audiology. Philadelphia: Lippincott Williams & Wilkins, 2009.

3. Seewald, R. & Tharpe, A.M., Comprehensive Handbook of Pediatric Audiology.

San Diego: Plural Publishing Inc., 2010.

4. Madell, J.R. & Flexer, C. (Eds.), Pediatric Audiology: Diagnosis, Technology,

and Management. USA: Thieme, 2008.

GTA212/3-Basic Hearing Amplification Technology

This course introduces students to the fundamental aspects of hearing amplification system

including its concept, types, components, system, prescription and electroacoustic

measurement of hearing aids, and earmolds, ear shells, and coupling systems. It also covers

the importance of bilateral fitting, patient education and counselling for hearing aids

wearers. This course will be taught via lectures, tutorials and practical. Students will be

assessed through test, assignments, practical reports and final examination.


1. Dillon, H., Hearing Aids (2nd Ed.). Hong Kong: Thieme, 2012.

2. Ricketts, T., Bentler, R., & Mueller, H. G. (Eds.), Modern Hearing Aids Function,

Features, and Advanced Algorithms. San Diego: Plural Publishing Inc., 2014.

3. Mueller, H.G., Ricketts, T., & Bentler, R. (Eds.), Modern Hearing Aids Pre-Fitting Testing and Selection Considerations. San Diego: Plural Publishing Inc.,

2012.

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4. Bentler, R., Mueller, H.G., & Ricketts, T., (Eds.), Modern Hearing Aids

Verification, Outcome Measures, and Follow-Up. San Diego: Plural Publishing

Inc., 2013.

5. Taylor, B., & Mueller, H.G., Fitting and Dispensing Hearing Aids. San Diego:

Plural Publishing Inc., 2011.

GTA213/3-Electrophysiological Tests

This course introduces students to different types of electrophysiological tests,

fundamental test parameters, procedures to perform the tests and factors that can affect the electrophysiological test results. It also covers the relationship between the test results and

ear pathologies. This course will be taught via lectures, tutorials and practical sessions.

Students will be assessed through tests, presentation, practical reports and final

examination


1. Hall, J. W., New Handbook of Auditory Evoked Responses. Boston, Mass.: Pearson, 2007.

2. Katz, J., Burkard, R., Hood, L. & Medwetsky, L., Handbook of Clinical

Audiology. Philadelphia: Lippincott Williams & Wilkins, 2009.

GTB204/3-Molecular Biology Techniques

This course introduces students to fundamental knowledge and application of molecular

biology technologies in research and diagnostic laboratory. It covers all aspects of

molecular genetics, chemical bonding, genetic microbe, modification enzymes, digestion

enzyme, cloning genotype vehicle, genes manipulation methods, molecular cloning,

protein/gene sequencing, PCR and post-PCR technique, microarray, protein interaction,

Western/Northern/Far-Western analysis, protein-DNA interaction, yeast two hybrid

system and transgenic technology. Students will be trained to use Bioinformatics software

such as Gene-being through the cloning simulation project. The course will be taught via

lectures, discussion and practical sessions. The students will be assessed through

assignment, practical sessions, practical test, test and final examination.


1. Dale, J.W. & Park, S.F., Molecular Genetics of Bacteria (5th Ed.). West Sussex:

John Wiley and Sons, 2010.

2. Primrose, S.B. & Twyman, R.M., Principles of Gene Manipulation and Genomics

(7th Ed.). Oxford: Blackwell Scientific Publications, 2012.

3. Green, M. R. & Sambrook, J., Molecular Cloning: A Laboratory Manual (4th

Ed.). USA: Cold Spring Harbor Laboratory Press, 2012.

4. Watson, J.D., Bell, S.P., Baker, A., Gann, A., Levine, M. & Losick, R., Molecular

Biology of the Gene (6th Ed.). San Francisco: Pearson Benjamin Cummings,

2014.

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GTB212/3-Basic Microbiology

This course introduces students to basic principles in microbiology which covers bacteria,

viruses, fungus and parasites. It covers microbial diversity, genetic, physiology,

biochemistry, reproduction, host-microorganism interaction and basic clinical

microbiology. Health and safety aspects will be highlighted. The course will be conducted

via lecture, practical and seminar. The students will be assessed through tests, assignments,



1. Black, J.G. & Black, L. J., Microbiology: Principles and Explorations (9th Ed.).

New York: John Wiley & sons, Inc., 2016.

2. Nester, E.W., Anderson, D.G., Roberts, C.E. & Nester, M.T., Microbiology, A

Human Perspective (8th Ed). McGraw Hill, USA, 2015.

3. Talaro, K.P., Foundations in Microbiology (9th Ed.). New York: McGraw-Hill

Companies, 2014.

4. Willey, J.M., Sherwood, L.M. & Woolverton, C.J. Prescott, Harley, and Klein’s

Microbiology (10th Ed.). New York: McGraw-Hill Companies, 2016.

GTB218/3-Immunology II

This course introduces the students to the advanced knowledge of immunology in health

and disease. The involvement of immunological mechanisms in various diseases such as

autoimmune diseases, immunodeficiency, HIV infection, transplantation and tumour

immunology will be discussed. The students will also be exposed to the principles and

immunological methods used in research and diagnostic immunology laboratories such as

immunoprecipitation and agglutination reactions, ELISA and flow cytometry as well as the

production of monoclonal and polyclonal antibodies. The course will be conducted via

lectures, laboratory practicals and group discussion. The students will be assessed through tests, OSPE, assignments, presentation and final examination.


1. Abbas, A.K., Lichtman, A.H. & Pillai, S., Cellular and Molecular Immunology

(8th Ed.). Philadelphia: W.B. Saunders, Co., 2014.

2. Abbas, A.K., Lichtman, A.H. & Pillai, S., Basic Immunology: Functions and

Disorders of the Immune System (5th Ed.). Philadelphia: W.B. Saunders, Co.,

2015.

3. Janeway, C.A., Travers, P., Walport, M. & Shlomchik, M., Immunobiology: The

Immune System in Health and Disease (9th Ed.). New York: Garland Publishing

Co., 2016.

4. Male, D., Brostoff, J., Roth, D.B. & Roitt, I., Immunology (8th Ed.). Edinburgh:

Mosby, 2012.

5. Sompayrac, L.M., How the Immune System Works (4th Ed.) UK: John Wiley &

Sons Ltd, 2012.

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GTB219/3-Pharmacology I

This course introduces students to basic knowledge and principles of pharmacology, uses

and effects of drugs to human health and quality of life. It covers fundamental aspects such

as pharmacokinetics, pharmacodynamics, cellular pharmacology, biochemistry,

physiology, quantitative pharmacology and systemic pharmacology (autonomic and

central nervous system, cardiovascular, respiratory, gastrointestinal, endocrine,

antimicrobials and anti-inflammatory). This course will be conducted through lectures,

tutorial and practical approaches. Students will be assessed through tests, assignments,

practical reports, presentation and final examination.


1. Tripathy, K.D., Essentials of Medical Pharmacology (7th Ed.) New Delhi:

Jaypee Brothers, 2013.

2. Harvey, R.A., Clark, M.A., Finkel, R., Ray, J.A., Whalen, K., Lippincott’s

Illustrated Reviews (5th Ed.). Philadelphia: Lippincott Williams & Wilkins, 2011.

3. Katzung, B.G., Masters, S.B., Trevor, A.J., Basic and Clinical Pharmacology

(12th Ed.). New York: McGraw-Hill Professional Publishing, 2012.

4. Hitner, H. and Nagle, B.T., Pharmacology: An Introduction (6th Ed.). New York:

McGraw-Hill Higher Education, 2011. 5. Rang, H.P., Ritter, J.M. & Flower, R.J., Henderson, G., Rang & Dale’s

Pharmacology. (7th Ed.). Philadelphia: Churchill Livingstone, 2011.

GTB221/3-Basic Haematology

This course introduces students to the concept and knowledge of basic principles in

haematology. It covers topics pertaining structure and function of blood cells,

haematopoiesis, introduction to anaemia and haemostasis. The course will be conducted

via integrated teaching and learning approach, which comprise of lectures, practical,

seminar, intellectual discussion or mini project regarding health awareness specifically in

the area of hematology. The students will be continuously evaluated on theoretical

knowledge, practical skills (SPOT/OSPE), presentation on health sustainability and final

examination. At the end of the course, the students will be equipped with the concepts and

knowledge for the best practices in discipline of basic haematology.


1. Bain, B.J. Bates, I., Laffan, M.A. & Lewis S.M., Dacie and Lewis Practical

Haematology (11th Ed.). Churchill Livingstone Elservier, 2012.

2. Harmening, D.M., Clinical Hematology and Fundamentals of Hemostasis (5th

Ed.). Philadelphia: F.A. Davis Co., 2008. 3. Hoffbrand, A.V. & Moss, P.A.H., Essential Haematology (6th Ed). Wiley-

Blackwell, 2011.

4. Hoffbrand, A.V., Catovsky, D., Tuddenham, E.G.D., & Green, A.R.,

Postgraduate Haematology (6th Ed.). Wiley-Blackwell, 2010.

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5. Lewis, S.M., Bain, B.J. & Bates, I., Dacie and Lewis Practical Haematology (10th

Ed.). Philadelphia: Elsevier Science, 2007.

6. Moore, G., Knight, G. & Blann, A., Haematology (Fundamentals of Biomedical

Science). Oxford University Press, 2010

7. Rodak, B.F., Fritsma, G.A. & Doig, K., Haematology: Clinical Principles and

Applications (3rd Ed.). Philadelphia: Elsevier Science, 2007.

GTB222/4-Pathology

This course introduces students to the scope and history of pathology, organization and

nomenclature used in pathology, fundamental mechanisms and the types of cell injuries,

inflammation, haemodynamic disturbances, neoplasia, as well as health diagnostic tests

conducted in the pathology laboratory such as histopathology, cytology, enzyme

histochemistry and immunohistochemistry. Students will be provided with practical

knowledge on tissue fixation, processing, microtomy, staining and museum techniques.

This course is conducted through lectures, tutorials, practical and discussions. The

students’ knowledge is evaluated through tests, assignments, laboratory reports and final

examination. Their communication skills and team work performance will be assessed

through group presentation.


1. Kumar V., Abbas, A.K., Aster, JC, Robbins Basic Pathology, (9th Ed.), Elsevier,

2013.

2. Underwood, J.C.E and Cross S.S., General and Systemic Pathology, (5th Ed.),

Churchill Livingston/ Elsevier, 2009.

3. Kumar, V., Abbas, K., Fausto, N. & Aster, C., Robbins and Cotran Pathologic

Basis of Disease (8th Ed.). Philadelphia: Saunders, Elsevier, 2010.

4. Young, B., Stewart, W., and O’Dowd, G., Wheater’s Basic Pathology: A Text,

Atlas and Review of Histopathology (4th Ed.), London : Churchill Livingstone,

EIsevier, 2005.

GTB224/3-Imunology I

This course introduces the students to the basic concepts of the immune system and its

involvement in health and disease. It covers the development of the immune system,

component of the immune system, innate immunity, immunoglobulin structure, antigen-

antibody reactions, cytokines, complement components and immune response. The

concept of immunization and, the role and importance of the immune system in infectious

diseases and hypersensitivity reactions will also be discussed. The course will be conducted

via lectures and seminar. The students will be assessed through tests, assignments,


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1. Abbas, A.K., Lichtman, A.H. & Pillai, S., Cellular and Molecular Immunology

(8th Ed.). Philadelphia: W.B. Saunders, Co., 2014.

2. Abbas, A.K., Lichtman, A.H. & Pillai, S., Basic Immunology: Functions and

Disorders of the Immune System (5th Ed.). Philadelphia: W.B. Saunders, Co.,

2015.

3. Ingale, A. Basic Immunology. New Central Book Agency (P) Ltd., 2012.

4. Male, D., Brostoff, J., Roth, D.B. & Roitt, I., Immunology (8th Ed.). Edinburgh:

Mosby, 2012.

5. Sompayrac, L.M., How the Immune System Works (4th Ed.) UK: John Wiley &

Sons Ltd, 2012.

GTB225/3-Epidemiology

This course aims to provide students a comprehensive introduction to the principles and

methods of epidemiology which covers the causes of disease and how epidemiology can

be used for the prevention of disease. It also covers health promotion, including

environmental and occupational health. This course will be taught through lectures and

tutorials. Students’ knowledge will be assessed through quiz, tests and final examination,

while their soft skills such as scientific thinking and communication skills will be assessed through assignment and tutorial exercises.


1. Ray M. Merrill., Introduction to Epidemiology (6th Ed.). Jones & Bartlett

Learning, 2013.

2. Webb, P. & Bain, C., Essential Epidemiology: An Introduction for Students and

Health Professionals (2nd Ed.). Cambridge University Press, 2011.

3. Robert H. Friis & Thomas A. Sellers., Epidemiology for Public Health Practice

(5th Ed.), Jones & Bartlett Learning, 2014.

4. Gordis, L., Epidemiology (4th Ed.). Saunders Elsevier, 2009.

GTD212/3-Dietetics Skills and Communication

This course focuses on the theoretical and practical aspects of dietetics and communication

skills. This course will also enhance individual skills in communicating with individual

clients and a group of clients both verbally and in written form, establishing rapport with

the health care team, obtaining and evaluating food records, planning menus, using relevant

equations for the determining of calories, documentation of nutritional care process using

the SOAP and ADIME formats and other educational tools. This course also exposes

students to many activities such as development of educational tools, conducting mock diet interviews, case presentations, case discussions and case report writing. The students will

also attend various tutorial sessions emphasing on the aspects of nutritional education and

cultural factors which influences the patients’ diet.

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1. Bauer, K.D and Sokolik, C.A., Basic Nutrtition Counseling Skills Development,

America Wadsworth Group, 2002.

2. Alpers, D.H., Stenson, W.F. and Bier, D.M., Manual of Nutritional Therapeutics,

(4th Ed.), Lippincott Williams and Wilkins, 2008.

3. Winterfeldt, E.A. Bogle, M.L and Lea L. Dietetics: Practical and Future Trends,

Wadsworth Publisher Co. 2005.

GTF200/3-Criminalistics

This course introduces students to basic elements of forensic science. It provides

information on physical evidence and its collection and preservation from crime scenes.

Impression evidence--finger prints, ear and lip prints, foot prints, tool marks, and tyre

prints-- used in identification of individuals and objects is taught. A brief account on trace

evidence materials such as dust, glass, soil, fibres and hairs too is included. Introductory

topics on biological evidence, firearm identification, explosives, and questioned documents

also form part of the syllabus. The students also learn principles of photographic

techniques, digital cameras, microscopy, and uses of invisible radiation (UV, IR and X-

rays) in crime detection. The contents of the course are interdisciplinary that would enable

the students to have sufficient knowledge and intellectual level to take up the advance forensic courses in their third and fourth years. The course will be taught via lectures,

tutorial, practical and discussion. Students will be assessed through tests, assignments,

practical reports and final examination.


1. Kaye B.H., Science and the Detective, VCH, New York, Wiley, 1995.

2. Houck M.M. & Siegel J.A., Fundamentals of Forensic Science (3rd Ed.).

Academic Press, 2015.

3. Stuart H. James and Jon J. Nordby, Forensic Science, An Introduction to Scientific

and Investigative Techniques, (4th. Ed.), CRC Press, 2016.

4. Bertino, A.J., Forensic Science: Fundamentals and Investigations. Cengage

Learning., 2008.

5. Thomson, T. & Black, S., Forensic Human Identification: An Introduction. CRC

Press, 2006.

GTF204/3-Forensic Psychology

This course introduces students to behavioural aspects and human cognitive in crime from

the perspectives of perpetrators and victims. Discussions will be concentrated on

multifarious forms of crimes, juvenile issues, and adult criminals. The role of forensic psychologists, the interdisciplinary connections between psychology and law, the use of

psychological measurements, treatment and rehabilitation will also be clarified. The course

will be taught via lectures, seminar and discussion. Students will be assessed through tests,

assignments, seminar and final examination.

122


1. Matthew, T.H., Forensic Psychology (2nd Ed.). John Wiley & Sons, 2013.

2. Davies, G.M. & Beech, A.R., Forensic Psychology: Crime, Justice, Law,

Interventions (2nd Ed.). John Wiley & Sons, 2012.

3. Turvey B., Criminal Profiling - An Introduction to Behavioral Evidence Analysis.

Academic Press, London, 2002.

GTF206/3-Organic Chemistry II

This course introduces students to aromacity, reactions of benzene and substituted

benzenes, reactions of carbonyl compounds (carboxylic acids and their derivatives,

aldehydes and ketones) with oxygen and nitrogen nucleophiles, carbon nucleophiles and

the hydride ion. The course also covers the identification of organic compounds using

integrated techniques, such as mass spectrometry, infrared spectroscopy, ultraviolet/visible

spectroscopy and NMR. The course will be taught via lectures, tutorials and discussion.

Students will be assessed through test, assignments, presentation of work from internet

sources, reading materials or research articles and final examination.




Wiley, 2016.

3. Smith J.G and Smith J.G. Organic Chemistry, (3rd Ed.). McGraw Hill, 2011.

Additional references supporting the course:

1. McMurry J. E.,Organic Chemistry (8th Ed.). Brooks/ Cole, 2012.

2. Bruice P. Y., Organic Chemistry (7th Ed.). Prentice Hall, USA, 2012.

GTF207/2-Analytical Chemistry Practical

This course exposes student to various analytical chemistry practical such as absorption

spectroscopy for determination of iron complex with 1,10-phenanthroline, application of

polarographic technique for determination of ascorbic acid in fruit juice samples,

voltammetric technique for determination of plumbum in water samples, separation of

mixing acid using ion exchange resin, electrogravimetry technique for determination of

copper in unknown sample, application of infrared spectrometry technique for quantitative

analysis of m-xylene dan p-xylene in xylene mixing sample, application of gas

chromatography (GC) for separation and quantitative identification of a mixing solution of

cyclohexane, methylene chloride in toulene, HPLC technique for separation of

hydrocarbon mixture, visible spectrometry technique for determination of mole ratio of

1,10-phenanthroline in complex form, atomic absorption spectrometry for determination

of calcium and also determination of sodium using flame spectroscopy technique. The

course will be taught via briefings and practical sessions, where students are encouraged

in group collaboration to solve problems. Students will be assessed through test and

practical reports.

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1. Shirley B. & Michelle C., Forensic Application of High Pressure Liquid

Chromatography. USA: CRP Press/Taylor and Francais, 2010

2. Christian G.D., Analytical Chemistry (6th Ed.). John Wiley and Sons, 2004.

3. Aguilar, M. Solvent Extraction and Liquid Membranes. New York: Marcel

Dekker, 2004.

4. Robert, L.G. & Eugene, F.B., Modern Practice of Gas Chromatography (4th Ed.)

Hoboken, NJ: Wiley-Interscience, 2004.

5. Hoffmann, E. Mass Spectrometry: Principles and Applications (3rd Ed.) West Sussex: John Wiley & Sons, Ltd., 2007

6. Trimm H.H., Analytical Chemistry: Methods and Applications. Apple Academic

Press, 2011.

7. Kenkel J., Analytical Chemistry for Technicians (4th Ed.). CRC Press, 2014.

GTF210/3-Material Chemistry

This course introduces students to the characteristics of materials, processing and the uses of metals, alloys, polymers, ceramics and composites as well as their sustainability uses. It

also covers the importance of material chemistry in daily life to ensure the quality of life,

and its knowledge in forensic application and research. The course will be taught via

lectures, tutorials and discussion. Students will be assessed through test, assignments and

final examination.


1. Allcock H.R., Introduction to Materials Chemistry, John Wiley & Sons, USA,

2008.

2. Callister W.D., Material Science and Engineering: An Introduction (8th Ed.).

USA: John Wiley & Sons Inc., 2010.

3. Fahlman B.D., Materials Chemistry (2nd Ed.). New York: Springer, 2011.

4. Lewis P.R., Reynolds K. and Gagg C., Forensic Materials Engineering.

Washington DC: CRC Press, 2004.

5. Temenoff J.S. & Mikos A.G., Biomaterials: The Intersection of Biology and Material Science. Pearson International Edition, 2008.

GTF212/4-Analytical Chemistry II

This course introduces students to analytical chemistry knowledge and best practice that

has not been covered in Analytical Chemistry I which include spectrochemistry topics such

as introduction to spectrochemistry methods, instrumentation of optical spectrometry,

molecular absorption spectrometry, molecular flourescence spectroscopy and atomic

spectroscopy. For absorbtion methods, it covers introduction of solvent extraction, gas

chromatography and high performance liquid of chromatography (HPLC). Under

electrochemistry methods, it covers new and innovative analysis that can be explored in

potentiometry and voltammetry in water analysis. The course will be taught via lectures

tutorials and discussion, where students are encouraged in group collaboration to solve

problems. Students will be assessed through test, assignments and final examination.

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1. Niessen, W.M., Liquid Chromatography--Mass Spectrometry (3rd Ed.), Boca

Raton: CRC/Taylor & Francis, 2006.

2. Hoffmann, E., Mass Spectrometry: Principles and Applications (3rd Ed.). West

Sussex: John Wiley & Sons, Ltd., 2007.

3. Welz, B., Atomic Absorption Spectrometry (3rd Ed.). Weinheim: Wiley-VCH,

1999.

4. Aguilar, M., Solvent Extraction and Liquid Membranes. New York: Marcel

Dekker, 2004.

5. Robert, L.G. & Eugene, F.B., Modern Practice of Gas Chromatography (4th Ed.),

Hoboken, NJ: Wiley-Interscience, 2004.

6. Lough, W.J. & Wainer, I.W., High Performance Liquid Chromatography:

Fundamental, Principles and Practice. London: Blackie Academic &

Professional, 1996.

7. Mitra S., Sample Preparation Technique in Analytical Chemistry. USA : John

Wiley, 2003

8. Gosser, D. K., Cyclic Voltammetry Simulation and Analysis of Reaction Mechanisms. Weinheim: VCH, 1993.

GTF213/3-Introduction to Criminology

This course provides knowledge on basic concepts and theories in criminology. This

knowledge would enable students to understand issues and problems of specific crime

clusters for example youth, environment, media, technology, and others. It also explores

fundamental research on equality, human rights and security. The course will be taught via

lectures, tutorial and discussion, Students will be assessed through assignments, report and

final examination.


1. Siegel, L.J., Criminology: Theories, Patterns and Typologies (11th Ed.). CA:

Nadworth, 2012

2. Doerner, W.G and Lab, S.P., Victimology (6th Ed.). Anderson, 2011.

3. Berkan, S.E., Criminology: A Sociological Understanding (5th Ed.). Prentice Hall,

2011.

GTF214/3-Pollutions and Environmental Chemistry

This course introduces student to pollutant agents and environment which covers

introduction to component of environment, including water, energy, health, agriculture and

biodiversity as general, environmental quality act and wáter quality standard, nutrient and

eutrofication, heavy metals, disolved oxygen (DO) biology oxygen demand (BOD),

chemical oxygen demand (COD), meteorology of air pollution, concept of water pollution,

water and air chemical pollutants, distribution of air pollutant, fundamental environmental

forensic and its current research. The course will be taught via lectures, tutorials and

discussion. Students will be assessed through test, assignment, presentation and final

examination.

http://www.lib.usm.my/elmu-usm/index.jsp?module=webopac-l&action=fullDisplayRetriever.jsp
















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1. Daniel, B.B & Edward, A.K., Environmental Science: Earth as a Living Planet.

USA : John Wiley & Sons, Inc., 2005.

2. William, P.C. and Barbara, W.S., Environmental Science: A Global Concern.

USA: McGraw Hill, 1997.

3. Shradha, S., Manisha, S. & Ranjana, S., A Text Book of Environmental Studies.

New Delhi: AITBS Publishers, 2005.

4. Environmental Quality Act 1974 (Act 127) & Subsidiary Legislation. Kuala

Lumpur: International Law Book Services, 2007.

5. Suzanna, M. I., Environmental Law in Malaysia. Bangi: Penerbit UKM, 2006.

6. Winfield, A., Environmental Chemistry. Cambridge, UK: Cambridge University

Press, 2000.

7. Roy, M.H., Principles of Environmental Chemistry. Cambridge, UK: RSC

Publishing, 2007.

GTF215/3-Natural Product Chemistry

This course introduces students to the characteristics of materials, processing and the uses

of metals, alloys, polymers, ceramics and composites as well as their sustainability uses. It

also covers the importance of material chemistry in daily life to ensure the quality of life, and its knowledge in forensic application and research. The course will be taught via

lectures, tutorials and discussion. Students will be assessed through test, assignments and

final examination.


1. Stanforth, S.P., Natural Product Chemistry at a Glance, Blackwell Publishing,

2006.

2. Torssel, K.B.G., Natural Product Chemistry: Mechanic and Biosynthetic

Approach to Secondary Metabolism. John Wiley & Sons, 1982.

3. Sarker, S.D. and Nahar, L., Chemistry for Pharmacy Students: General Organic

and Natural Product Chemistry. John Wiley & Sons, 2007.

4. Hornback, J. M., Organic Chemistry. Thomson Brooks/Cole, 2005.

GTJ205/4-Nursing Foundation III

This course introduces students to the nursing foundation III. It covers the concept related

to activities of therapeutic interventions in nursing with emphasis on sustaining universal

precaution, patient’s right, and safety. This course is taught via student centered learning:

lectures, small group discussion, e-learning, and practical sessions. Students will be

assessed through assignments (e-learning), presentation, OSCE and final examination.





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Process and Practice (9th Ed.). New Jersey: Pearson, 2012.

2. deWit, S.C. & O’neill, P., Fundamental Concepts and Skills for Nursing (4th Ed.).

St. Louis: Elservier Saunders, 2014.

3. Estes, M.E., Health Assessment & Physical Examination (4th Ed.). New York:

Delmar, 2010.

4. Smith, S.F., Duell, D.J., & Martin, B.C., Clinical Nursing Skills: Basic to

Advanced Skills (8th Ed.). New Jersey: Pearson Edu., 2012.

5. White, L., Duncan, G., & Baurmle, G., Foundations of Basic Nursing (3rd Ed.).

USA: Delmar, 2011.

6. Wilkinson, J.M., Treas, L. S., Barnett, K. & Smith, M., Fundamentals of Nursing:

Thinking and doing, (3th Ed.). Philadelphia: F. A. Davis Publishers, (2015).

GTJ210/3-Primary Health Care, Family and Community

This course introduces students to the concept of primary health care and community by

incorporating biodiversity and environmental issues. It covers the management/

administration of public health/population problems and strategies to overcome the

problems. This course will be taught via lectures and student centered learning; small group discussion and practical sessions. Students will be assessed through assignments, test,

seminar and final examination.


1. Allender, J.A., Rector, C. & Warner, K.D., Community Health Nursing:

Promoting & Protecting the Public Health (7th Ed.). China: Lippincott Williams

& Wilkins, 2010.

2. Clark, M. J., Community Health Nursing: Advocacy for Population Health (5th

Ed.). New Jersey: Pearson Prentice Hall, 2008.

3. Maville, J. A. & Huerta, C. G., Health Promotion in Nursing (2nd Ed.). New York:

Thomson Delmar Learning, 2008.

GTJ213/3-Nursing Foundation Practicum I

This course introduces student to practicum nursing foundation I. It integrates skills in

nursing process, health assessment, human structures, and activities of daily living with

engagement of best practice as well as communication skills for sustainability of patient’s

quality of life. It also encourages cultural diversity and safety in nursing. Students will be

assessed through clinical performance, log book and case presentation.



Concepts, Process and Practice (9th Ed.), New Jersey: Pearson, 2012.

127

2. Estes, M.E. Health Assessment & Physical Examination, 4th Ed., Delmar: New

York, 2010.

3. Wilson, S.F & Giddens, J.F. Health Assessment for Nursing Practice, (5th Ed.),

Mosby Elsevier: St.Louis, 2013.

GTJ214/3-Medical -Surgical Nursing I (Cardiovascular and Respiratory)

This course introduces students to medical-surgical management of patient’s with

cardiovascular and respiratory diseases. The nursing care incorporates the concept of

patient-nurse partnership with multi-disciplinary approach. This course will be taught via

student centered learning: lectures, small group discussion, and practical sessions. Students

will be assessed through assignment, OSCE and final examination.


1. Barbara, K.T., & Nancy, E.S., Introductory Medical-Surgical Nursing.

Philadelphia: W.W. Lippincott, 2010.

2. LeMone, P., Burke, K. & Bauldoff, G., Medical-Surgical Nursing: Critical

Thinking in Patient Care (5th Ed.). New Jersey: Pearson Prentice Hall, 2014.

3. Hinkle, J.L, & Cheever, K.H., Brunner & Suddarth’s Textbook of Medical-

Surgical Nursing (13th Ed.), Philadelphia: Lippincott William & Wilkins, 2013 4. Smith, S.F., Duell, D.J., & Martin, B.C., Clinical Nursing Skills: Basic to


GTJ215/3-Medical-Surgical Nursing II (Gastroenterology and Nephro/ Urology)


gastroenterology and nephron/ urology diseases. The nursing care incorporates the concept

of patient-nurse partnership with multi-disciplinary approach. Students will be assigned

into small groups to ensure equal and effective delivery of knowledge. This course will be

taught via student centered learning: lectures, small group discussion, and practical

sessions in nursing skills lab. Students will be assessed through assignment, OSCE and

final examination.


1. Barbara, K. T., & Nancy, E. S., Introductory Medical-Surgical Nursing, (11th

Ed.) Philadelphia: W. W. Lippincott, 2014.

2. LeMone, P., Burke, K., & Bauldoff, G., Medical-Surgical Nursing: Critical

Thinking in Patient Care, (6th Ed.), New Jersey: Pearson Prentice Hall, 2015.

3. Smeltzer, S. C., & Bare, B. G., Hinkle, J. L., & Cheever, K. H., Brunner &

Suddarth's Textbook of Medical-Surgical Mursing, (13th Ed.), Philadelphia: Lippincott William & Wilkins, 2013.

4. Smith, S. F., Duell, D. J., & Martin, B. C., Clinical Nursing Skills: Basic to

Advanced Skills, (9th Ed.), New Jersey: Pearson Edu., 2015.

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GTJ216/3-Obstetrics and Gynecology Nursing

This course introduces students to the theory and practices of obstetrics and gynecology

nursing. It also covers maternal and newborn care. The nursing care incorporates the

concept of patient-nurse partnership with multi-disciplinary approach. This course will be


sessions. Students will be assessed through assignment, OSCE and final examination.


1. Hogan MA, Low M & Tarbel MM. Maternal-Newborn Nursing, (3rd Ed.),

Pearson: New Jersey, 2013.

2. Ricci SS. Essential of Maternity, Newborn, & Women’s Health Nursing, (3rd Ed.),

Wolters Kluwer Health/Lippincott Williams & Wilkins: Philadelphia, 2013.

3. Bindler, RC. Clinical Skills Manual for Maternal & Child Nursing Care, (3rd Ed.),

Pearson: Upper Saddle River, New Jersey, 2011.

4. Littleton-Gibbs LY & Engebretson JC. Maternity Nursing Care, (2nd Ed.),

Delmar, Cengage Learning: Clifton Park, New York, 2013.

5. McKinney ES. Maternal-Child Nursing, (4th Ed.), Elsevier/Saunders: St. Louis,

2013.

6. Kulenthran A. A Practical Approach to Problems in Gynecology for Undergraduates, University Malaya Press: Kuala Lumpur, 2012.

GTJ217/2-Principles of Health Management

This course introduces students to the basic knowledge of health management principles

with emphasis on transformation on current practice. It incorporates issues such as

management concepts and evolutions, organizations process, basic functions of a manager,

financial management, leadership, change, motivation, work group, team building,

decision making, conflict resolution, job satisfaction and organisation development. This

course will be taught via student centered learning: lectures and small group discussion.

Students will be assessed through assignments, presentation, and final examination.


1. Weiss, SA & Tappen, RM, Essentials of Nursing Leadership and Management,

(6th Ed.) F.A. Davis Company, Philadelphia, 2014.

2. Sullivan, EJ. Effective Leadership and Management in Nursing. (9th Ed.). Pearson

Education Publisher, 2017.

3. Huber, D. Leadership and Nursing Care Management. (5th Ed.), Elsevier

Saunders, St. Louis, Missouri, 2014.

4. Marquis, BL. & Huston, CJ. Leadership Roles and Management Functions in Nursing Theory And Application (8th Ed.). Lippincott William & Wilkins: USA,

2016.

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5. Dahlkemper, TR. Anderson’s Nursing Management, and Professional Practice

for the LPB/LVN in Nursing School and Beyond, (5th Ed.). F.A. Davis Company,

Philadelphia, 2013.

6. Rigolosi MEL. Management and Leadership in Nursing And Health Care: An

Experiential Approach (3rd Ed.). Springer Publishing Company, 2012.

GTK201/3-Occupational Safety

This course introduces student to various safety hazards knowledge at workplaces.

Measures required to minimise risks of work injury due to these hazards will be discussed.

Aspects of sustainability also highlighted through component of energy, health,

agriculture, climate Change and disaster risk management, production and consumption,

population and poverty. Content of this course is streamlined with content of module IV

of the Safety and Health Officer course as regulated by the Department of Occupational

Safety and Health (DOSH). This course will be conducted in the form of lectures, tutorials

and field trips. Students will be tested with tests, quizz, assignments, presentations and

final examinations. Introduction to hazards, risk assessment and improvement measures

are important basic concepts need to be understood by students in the context of job safety

that takes into account the safety of employees, visitors and people who work in or the

working environment.


1. Undang-Undang Malaysia. Akta Keselamatan Dan Kesihatan Pekerjaan 1994

dan Peraturan-Peraturan, ILBS, 2005.

2. Undang-Undang Malaysia. Akta Kilang Dan Jentera 1967 dan Peraturan-

Peraturan, ILBS, 2005.

3. Lingard H. & Rowlinson S. M., Occupational Health And Safety In Construction

Project Management, Taylor & Francis, 2005.

4. Manuele F.A., On The Practice Of Safety (3rd Ed.). Wiley-IEEE, 2003.

5. Reese C. D., Occupational Health And Safety Management: A Practical

Approach. CRC Press, 2003.

6. NIOSH., Keselamatan Pekerjaan-Manual Kursus Pegawai Keselamatan Dan

Kesihatan, Modul 4, 2003.

GTK202/3-Pollution And Health

This course introduces students to environmental pollution and its impact on health. It also

covers management and pollution control strategies pollutants. Emphasis is given to the

problems of pollution prevailing in Malaysia customs. These include soil pollution, air

pollution and chemical pollution. To ensure that students get a good exposure, this course

also includes some elements of sustainability during teaching and learning. Elements that encompass the entire interdisciplinary environment are emphasized. Soil pollution, for

example, is extended with a series of sampling in areas that have been identified. Aspects

that cause soil pollution such as the elements of water, air, chemicals and geographical

condition of a place also identified. In addition, the uses of soil for a variety of agricultural

130

activities are discussed in greater depth. Special emphasis on the effects of some types of

pollution on human health are taken into account and discussed during lectures and tutorial

sessions. Pollution has also generally been known to be a major cause of human health

problems. Increased production and use of a substance is reviewed and discussed to get a

more efficient solution. In addition, the pollution problems related to health, which is

usually affected by climate change and disaster management also used as a topic of

discussion during the lecture session. This course will be delivered through lectures, field

trips and practical (physical and chemical parameters of sampling environment). Students

will be assessed through assignments, seminar/seminar papers and final examination.


1. Calhoun Y., Water Pollution. Chelsea House Pub., 2005.

2. Ganesan Kumar., Air Toxics: Problems And Solution. Gordon & Breach Science

Publishers, 2004.

3. Mirsal I. A., Soil Pollution: Origin, Monitoring & Remediation. Springer Verlag,

2004.

4. Harrison R. M., Pollution: Causes, Effects And Control (4th Ed.). Royal Society of Chemistry, 2001.

5. Behar A., Noise Control: A Primer. San Diego, CA: Singular Pub-Group, 2000.

6. Glenn F. K., Radiation Detection And Measurement, John Wiley & Sons, 1999.

GTK203/3-Occupational Health

This course introduces types of occupational hazard knowledge which are physical,

biological, chemical, ergonomic and psychosocial that could be harmful to worker’s health.

This course is also explains the methods for identification of the cause of exposure to those

risks hazard, risk assessment and its preventive measures. The contents of the course are

interdisciplinary that would enable the students to have sufficient knowledge and

intellectual level to take up the advance of occupational problems as preparatory to the next

study levels. This course will be taught via lectures, practical and field visit. Students will

be assessed through report, lab report, assignments, presentation, tests and final

examination.


1. Barling J., Kelloway E. K. & Frone M. R., Handbook Of Work Stress. SAGE,

2004.

2. Koh D., Chia K.S. & Jeyaratnam J., Textbook Of Occupational Medicine Practice (2nd Ed.). Singapore: World Scientific Publishing Co Pte Ltd., 2001.

3. Sadhra S.S. & Rampal K.G., Occupational Health: Risk Assessment And

Management. Oxford: Blackwell Science, 1999.

4. Stranks J.W., Health And Safety At Work : Key Terms., Butterworth-Heinemann,

2002.

5. Westerholm P., Professional Ethics In Occupational Health-Western European

Perspectives, Radcliffe Medical Press, 2007.

6. Westerholm P., Nilstun T. & Øvretveit J., Practical Ethics In Occupational

Health. Radcliffe Medical Press, 2004.

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GTK204/4-Environmental and Occupational Law

This course focuses on laws and enforcement of existing laws in Malaysia in relation to its

environmental protection, occupational safety and health. Problems encountered in law

enforcement will also be discussed. Students are also described in detail the legal

requirements and the documentation involved and their implications. The course content is

aligned with the content of Module II Course Occupational Health and Safety Officer as

appointed by the Department of Occupational Safety and Health, Ministry of Human

Resources, Malaysia. Environmental laws and regulations relating to food, insect and

disease control, and municipal services were also discussed. This course will be taught via

lectures, tutorial and case study discussion. Students are assessed through law case report,

assignments, mock trial presentation, tests and final examination.


1. Abraham R.H. et al., Environmental Law and Policy: Nature, Law and Society.

Aspen Publishers, 2004.

2. Akta Keselamatan & Kesihatan Pekerjaan 1994 (Akta 514) Dan Peraturan-

Peraturan dan Perintah-Perintah. International Law Book Services (ILBS),

2009.

3. Destruction of Disease-Bearing Insects Act 1975 (Act 154). ILBS, 2001. 4. Environmental Quality Act 1974 (Act 127) & Regulations, Rules & Orders. ILBS,

2009.

5. Food Act 1983 (Act 281) And Food Regulations 1985. ILBS.

6. JKKP GP (BM)., Manual Kursus Sijil Pegawai Keselamatan & Kesihatan, Modul

II. Institut Keselamatan dan Kesihatan Pekerjaan Negara, Malaysia, 2003.

7. Lazarus R. J., The Making of Environmental Law. University of Chicago Press,

2004.

8. Local Government Act 1976 (Act 171). ILBS. 2001.

9. Pesticides Act 1974 (Act 149). Percetakan Nasional Malaysia Berhad, 2006.

10. Prevention and Control of Communicable Diseases Act 1988 (Act 342). ILBS,

2006.

11. Street, Drainage and Building Act 1974 (Act 133). ILBS, 2000.

12. Town and Country Planning Act 1976 (Act 172). ILBS, 2006.

GTN202/3-Principles of Food Preparation

This course introduces students to food chemistry aspect and the basic cooking of various

foods such as meat, chicken, fish, vegetables, cereals and bakery products, and also the

aspect of cleanliness, sanitation and safety during food preparation. It also covers new

technique in food preparation and factors which influence the texture, colour and sensory

evaluation of foods. This course will be taught via lecture, practical and discussion session. Students will be assessed through continuous assessment, practical report and final

examination.

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1. Brown A., Understanding Food: Principles & Preparation (4th Ed.). Thomson

Wardsworth Pub., 2011.

2. Smith W. & Gisslen J.G., Professional Cooking (7th Ed.). New Jersey: John Wiley

& Sons Inc, 2010.

3. Mizer D.A., Porter M., Sonner B. & Drummond K.E., Food Preparation for the

Professional (3rd Ed.). USA: John Wiley & Sons Inc, 2000.

GTN207/3-Principles of Nutrition

This course focuses on the importance of essential nutrients and optimal nutrition in the

growth process and human development. Students will be introduced to functions, needs

and food sources for essential nutrients of the human diet. They will also learn the role of

food and its relationship with the economy, psychology, sociology and culture. The

students are expected to exhibit proper knowledge application and updates towards

nutrition in terms of personal, family and community health.

List of text/reference book:

1. McGuire M. & Beerman K.A.. Nutritional Sciences: From Fundamentals to Food

(Custom Edition). Thomson Woodsworth, 2011.

2. Gibney M.J., Hester, H.V. and Kok F.J., Introduction to Human Nutrition (1st

Ed.). Blackwell Sciences Limited, 2002.

3. Mahan L.K. & Arlin M., Krause’s Food, Nutrition and Diet Therapy (11th Ed.).

Philadelphia: Elsevier Science, 2003.

4. Boyle M.A. & Roth S.L., Personal Nutrition (8th Ed.). Thomson Learning, 2012.

GTN208/3-Nutritional Biochemistry

This course will introduce students to biochemical reactions and metabolism of several key

nutrients of macronutrients and micronutrients such as vitamins and minerals, body fluid

and electrolyte balance, inter-interaction between nutrients. It also covers the relationships

between nutrients metabolism and its effects on heath and disease occurrence such as

obesity and chronic diseases as well as utilization and adaptation regulation of nutrients

metabolism in maintaining human general health. This course will be taught via lecture

and discussion session. Students will be assessed through countinuous assessment,

assignments, presentation and final examination.


1. Gropper S.S. & Smith J.L., Advanced Nutrition and Human Metabolism (6th Ed.).

USA: Thomson Wadsworth, 2012.

2. Kohlmeier M., Nutrient Metabolism. London, UK: Academic Press, 2015.

3. Shils M.E., Shike M., Ross A.C. and Caballero B., Modern Nutrition in Health

and Disease (10th Ed.). Lippincott Williams and Wilkins, 2006.

4. Gibney M.J., Macdonald I.A. & Roche H.M., Nutrition and Metabolism.

Blackwell Science Publishing, UK, 2003.

http://www.betterworldbooks.com/list.aspx?SearchTerm=Smith%2c+J.+Gerard

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GTN213/4-Principles of Nutrition

This course introduces students to the structure and role of major macro and micro-

nutrients in human health. It also covers function, requirement and source of each nutrient.

This course will be taught via lectures and discussion. Students will be assessed through

test, assignments and final examination.

List of text/reference book:

1. McGuire M. & Beerman K.A., Nutritional Sciences: From Fundamentals to Food

(Custom Edition). Thomson Woodsworth, 2011.

2. Gibney M.J., Hester, H.V.and Kok F.J., Introduction to Human Nutrition (1st Ed.).

Blackwell Sciences Limited, 2002.

3. Mahan L.K. & Arlin M., Krause’s Food, Nutrition and Diet Therapy (11st Ed.).

Philadelphia: Elsevier Science, 2003.

4. Boyle M.A. & Roth S.L., Personal Nutrition (8th Ed.). Thomson Learning, 2012.

GTN214/4-Nutrition in a Life Cycle

The course introduces students to nutritional aspects related to human physical growth and

development throughout life cycle and nutritional needs and requirements in different life

cycle populations. It also covers the whole range of current issues of nutritional risks and

disorders throughout the life cycle ranging from foetus to ageing as well as relationship

between nutritional disorders and the occurrence of chronic diseases. This course will be

taught via lectures and discussion session. Students will be assessed through continuous

assessment, assignments, presentation and final examination.


1. Sarlin J. & Edelstein S., Essentials of Life Cycle Nutrition. USA: Jones and

Bartlett Publishers, 2010. 2. Brown J.E., Issacs J., Krinke B., Lechtenberg E. & Murtaugh M., Nutrition

Through the Life Cycle. CA: Wadworth Group, 2013.

3. Shils M.E., Shike M., Ross A.C. & Caballero B.. Modern Nutrition in Health and

Disease (10th Ed.). Lippincott Williams and Wilkins, 2006.

GTN215/3-Nutrition for Health and Fitness

This course introduces students to the role of nutrition in enhancing one's health, fitness

and sport performance. It also covers the role of energy and nutrients as the key to all

exercise and sports activities. Body composition and weight control will be discussed in

relation to losing or gaining weight through diet and exercise. This course will be taught

via lectures, tutorials and discussion. Students will be assessed through test, assignments,

quiz and final examination.

4. Mann J. & Trustwell S., Essentials of Human Nutrition (4th Ed.). Oxford

University Press, 2012.

5. Gibney M.J., Macdonald I.A. & Roche H.M., Nutrition and Metabolism. UK:

Blackwell Science Publishing, 2003.

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1. Williams M.H., Nutrition for Health, Fitness & Sport (10th Ed.). McGraw-Hill,

2013.

2. Manore M.M. & Thompson J.L., Sport Nutrition for Health and Performance.


3. Judy A. Driskell, Ira Wolinsky. Nutritional concerns in recreation, exercise, and

sport. Boca Raton, 2009.

GTN216/4-Food Analysis

This course introduces students to sampling methods, preservation, processing of food

samples for analysis and the principal involved in determining physicochemical properties

of foods. It also covers chemical analyses include proximate, fat properties, the presence

of preservatives, physical analyses include determination of colour and texture in foods.

This course will be taught via student centred learning (SCL) lectures, tutorials, practical

sessions and discussion. Students will be assessed through test, practical reports and final

examination.


1. Neilsen S., Food Analysis (4th Ed.). New York: Springer, 2014.

2. Pomeranz Y. & Meloan C.E., Food Analysis: Theory and Practice (3rd Ed.). New

York: Aspen Publishers, 2000.

3. Multon J.L., Analysis of Food Constituents. John Wiley & Sons, 1997.

GTN217/4-Assessment of Nutritional Status

This course introduces students to nutritional evaluation in the individual and community.

It also covers direct and indirect methods of assessment of nutritional status, food

calculation and nutrient intake, anthropometric measurement, dietary evaluation,

biochemical evaluation and clinical assessment. The students will have to collect data and

use reference standards for the different stages of age and classification criteria. This course

will be taught via lectures, tutorials, practical sessions and discussion. Students will be

assessed through tests, individual assignment, group assignment, practical reports and final

exam.


1. Lee R. & Neiman D., Nutritional Assessment. New York: McGraw-Hill, 2012.

2. Jelliffe D.B., The Assessment of Nutritional Status in the Community. Geneva:

WHO, 2007.

3. Horwerde, E.S., Laboratory Tests for the Assessment of Nutritional Status (2nd

Ed.). CRC Press, 1999.

4. Tee E.S. et al., Nutrition Composition of Malaysian Food (4th Ed.). Kuala

Lumpur: Malaysian Food Composistion Database Programme, 1997.

5. Bendich A. & Deckelbaum R.J. (Eds.), Primary & Secondary Preventive

Nutrition. Totowa, NJ: Humana Press, 2010.

http://catalogs.mhhe.com/mhhe/viewProductDetails.do?isbn=007327058X

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GTP202/3- Introduction to Speech and Language Disorders

This course introduces students to the fundamental theories of communication disorders.

It covers basic procedures in the screening, assessment, and intervention of communication

disorders cases. This course will be taught via lectures, tutorials, and seminars. Students

will be assessed through assignment, presentations, quiz and final examination.


1. Gillam, R.B., Marquardt, T.P. & Martin, F.N., Communication Sciences and Disorders: From Science to Cinical Practice. San Diego: Singular Publishing

Group, 2010.

2. Hedge, M.N., Introduction to Communicative Disorders. Austin: Pro-ed, 2010.

3. Shames, G.H., Anderson, N.B., Human Communication Cisorders: An

Introduction (3rd Ed.). Boston: Allyn and Bacon, 2006.

GTP203/2- Speech Pathology Clinic I

This course trains students to the clinical procedure for history taking, formal and informal

assessments, intervention techniques for speech and language disorders. It prepares student

to the fundamental clinical skills, which is needed to qualify as a speech-language

pathologist.This course also emphasizes critical thinking through clinical reflection

sessions, and encourages creative thinking through the development of therapy materials.

This course will be delivered through lectures, discussions, and clinical observation

sessions. Students will be assessed through the material development, presentations,

observation skills, and observation reports.


1. Paul, R., Introduction to Clinical Methods in Communication Disorders. London: Paul H Brookes Pub. Co., 2002.


Intervention (4th Ed.). Boston: Allyn & Bacon, 2003.

3. Shipley, K.G. & McAfee, J.G., Assessment in Speech-Language Pathology: A

Resource Manual (3rd Ed.). New York: Thomson Delmar Learning, 2004.

GTP207/2- Speech Pathology Clinic II

This course trains students to partially conduct clinical session under one to one

supervision. The students are trained to design part of the assessment and intervention

plans. In the clinical session, the students are required to administer some basic and simple

procedures such case history interview session, rapport building with patients and assist

the clinician-in-charge during assessment and intervention. This course will be delivered

through supervised clinical session and case discussion. Students will be assessed on their

clinical performance, log book, case history reports and case presentation.

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1. Shipley, K.G. & McAfee, J.G., Assessment in Speech-Language Pathology: A

Resource Manual (3rd Ed.). New York: Thompson Delmar Learning, 2004.

2. Philips, B.J. & Ruscello, D.M., Differential Diagnosis in Speech-Language

Pathology. Massachusetts: Butterworth-Heinemann, 1998.

3. Hegde, M.N., Pocket Guide to Assessment in Speech-Language Pathology.

London: Singular Publishing Group, 1998.

GTP209/2- Phonetics and Phonology

This course offers an in depth focus on the fundamental aspects of phonetics and segmental

features of spoken language by referring to the International Phonetic Alphabet (IPA). It

also emphasizes on the transcription practices and analysis of normal as well as dialectal

variations in the Malay Language. This course will be taught via lectures and practical

sessions. Students will be assessed through assignments, practical exercises and final

examination.


1. Ladefoged, P., A Course of Phonetics (6th Ed.). Fort Worth: Harcourt Ace

Jovanovich, 2011.

2. Clark, J., Yallop, C., & Fletcher, J., An Introduction to Phonetics and Phonology

(3rd Ed.). New Jersey: Blackwell Publishers, 2007.

3. Shriberg, L.D., & Kent, R.D., Clinical Phonetics (3rd Ed.). New York: Allyn &

Bacon, 2002.

4. Edward, H.T., Applied Phonetics: The Sounds of American English (3rd Ed.).

London: Thomson Delmar Learning, 2002.

5. Roach, P., English Phonetics and Phonology: A Practical Course (3rd Ed.).

Cambridge: Cambridge University Press, 2003

GTP210/2- Clinical Linguistics

This course exposes students to various assessments of speech and language from the

linguistic perspective with reference to the standard Malay language and dialectal

variations. It also emphasizes on the application of knowledge in the management of

speech pathology cases.This course will be taught via lecture and problem-based learning.

Students will be assessed through quizz, assignments and final examination.


1. Boehm, J., Daley, G., Harvey, S., Hawkins, A., & Tsap, B., LARSP (Language

Assessment Remediation Screening Procedure). Users Manual, 2005.

2. Crystal, D., Profiling Linguistic Disability. London: Whurr, 1992.

3. Black, M., & Chiat, S., Linguistics for Clinicians. London: Arnold, 2003.

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GTP211/3- Pediatrics for Hearing and Speech

This course introduces students to the important aspects of pediatric that are relevant to the

field of audiology and speech pathology.Students learn about embryology; the pre, peri

and post-natal processes and its complication; and the normal as well as the abnormal

development of children. These include various syndromic cases. Inputs from other

professionals such as psychiatric, paediatrician, geneticist and occupational therapist are

also incorporated in this course to introduce the students with the concept of teamwork

approach. The course will be taught via lecture and tutorial. Students will be assessed

through quiz, assignments and final examination.


1. Sadler, T.W., Langman’s Medical Embryology (12th Ed.). Philadelphia: Wolters

Kluwer Health/Lippincott Williams & Wilkins, 2012.

2. Haddad. D., Greene, S. & Oliver R., Core Pediatrics and Child Health. London:

Churchill Livingstone, 2000.

4. Berry, C. (Ed), Pediatric Pathology. New York: Springer-Verlag, 1981.

GTP212/2- Abnormal Psychology

This course introduces students to abnormal psychology. It also covers diagnostic

criteria and application DSM-V in identifying types of abnormal psychology and its

effects on communication. This course will be taught via lecture, tutorial and practical

session. Students will be assessed through assignment, presentation, quiz and final

examination.


1. Butcher, J., Mineka, S., & Hooley, J., Abnormal Psychology (14th Ed.).

London: Pearson, 2010. 2. Halgin, R.P., & Whitbourne, S.K., Abnormal Psychology: Clinical Perspectives

on Psychological Disorders. Dubuque: McGraw-Hill, 2007.

3. Durand, V.M., & Barlow, D.H., Essentials of Abnormal Psychology (4th Ed.).

Pacific Grove: Wadsworth–Thompson Learning, 2006.

4. American Psychiatric Association, Diagnostic and Statistical Manual of Mental

Disorders (5th Ed.). Arlington: American Psychiatric Association, 2013.

5. Davison, G. & Neale, J., Abnormal Psychology (8th Ed.). New York: John Wiley

& Sons, Inc., 2003

GTP213/3- Paediatrics Language Disorders

This course discusses in depth regarding pediatric language disorders such as

developmental receptive or/and expressive language disorders. It also covers on methods

of assessment and principles of interventions in managing individuals with these types of

language disorders. This course will be taught via lecture, tutorial and problem based

learning. Students will be assessed through assignment, presentation, quiz and final

examination.

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1. Reed, V., An introduction to Children With Language Disorders (3rd Ed.). Boston:

Pearson/ Allyn and Bacon, 2005.


Intervention (5th Ed.). Boston: Allyn and Bacon, 2009.

3. Vinson, B.P., Language Disorders Across the Lifespan: An Introduction (2nd Ed.).

San Diego: Singular Publishing Group, 2008.

4. Paul, R., Language Disorders From Infancy Through Adolescence: Assessment

and Intervention (3rd Ed.). St. Louis: Mosby, 2006.

GTP214/3- Speech Sound Disorders

This course prepares students in managing speech sounds disorder cases in their clinical

practice. It covers on the fundamental aspects and characteristics of articulation disorders,

cleft speech, phonological disorders and childhood apraxia of speech. The assessment and

intervention techniques are also emphasized in this course. This course will be taught via

lecture, tutorial and problem based learning. Students will be assessed through assignment,

presentation, quiz and final examination.


1. Gordon-Brannan, M. E. & Weiss, C. E., Clinical Management of Articulatory and

Phonologic Disorders (3rd Ed.). Baltimore: Lippincott Williams & Wilkins, 2007.

2. Bleile, K. M., The Manual of Speech Sound Disorders: A Book for Students and

Clinicians (3rd Ed). Stamford, CT: Cengage Learning, 2014.

3. Bernthal, J. E. & Bankson, N. W., Articulation and Phonological Disorders (6th

Ed.). Boston: Allyn and Bacon, 2008.

4. Peterson-Falzone, S. J., Hardin-Jones, M. A. & Karnell, M. P., Cleft Palate

Speech (4th Ed.). St. Louis: Mosby, 2009.

5. Russell, J. & Albery, J., Practical Intervention for Cleft Palate Speech. Bicester,

UK: Speechmark, 2005

GTP215/3- Hearing Impairment

This course focuses on the fundamental theories of hearing impairment and its

rehabilitation. It emphasizes on paediatrics aural re/habilitation with an additional exposure

on adults’ aural rehabilitation. This course will be taught via lecture, demonstration and

problem based learning. Students will be assessed through assignments reports, test,



1. Schow, R. L. & Nerbonne, M. A., Introduction to Audiologic Rehabilitation (5th

Ed.). Boston: Allyn & Bacon, 2006.

2. Tye-Murray, N., Foundation of Aural Rehabilitation: Children, Adults and Their

Family (3rd Ed.). San Diego: Singular Publishing Group, 2008.

3. Doyle, J., Practical Audiology for Speech Language Therapists. London: Whurr

Publisher, 2005.

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GTP216/2- Psycholinguistics

This is an advanced course in linguistics that discusses the metalinguistic, psychological

and neurobiological processes in the acquisition, understanding and collaborative use of

language. The topics covered are language processing and production, first and second

language acquisition and bilingualism. This course also emphasises on the integration of

this knowledge into the field of speech pathology. This course will be taught via lecture,

tutorial and group discussion. Students will be assessed through assignment, quiz and final

examination.


1. Menn, L., Psycholinguistics: Introduction and Application. San Diego: Plural

Publishing, 2010.

2. Altmann, G.T.M., Psycholinguistics Critical Concepts in Psychology. London:

Routledge, 2002.

3. Field, J., Psycholinguistics: A resource book for students. London: Routledge,

2003.

GTS201/3-Exercise Physiology

This course introduces students to physiological response in exercise and sports. This

course will provide students knowledge on basics of diverse physiological systems and

their differential impacts on exercise and sports adjustments and adaptations. The

discussions include the effects of training and exercise on various systems such as

cardiorespiratory, muscular, endocrine, metabolic systems as well as bioenergetics. This

course will be taught via lectures and practical sessions that integrates fundamental

knowledge into application. Students will be assessed through test, practical reports and

final examination.


1. Powers S.K. & Howley E.T., Exercise Physiology: Theory and Application to

Fitness and Performanc (8th Ed.). New York: McGraw-Hill, 2012.

2. Katch, V.L., Katch, F.I. & McArdle, W.D., Essential of Exercise Physiology (4th

Ed.). Philadelphia: Lippincott Williams & Wilkins, 2011.

3. Sewell D., Watkins P. and Griffin M., Sports and Exercise Science: An

Introduction (2nd Ed.). London: Hodder Education, 2012. 4. William J. Kraemer, Steven J. Fleck, Michael R. Deschenes., Exercise

Physiology: Integrating Theory and Application. Philadelphia: Lippincott

Williams & Wilkins, 2011

GTS202/2-First Aid and Cardiopulmonary Resuscitation (CPR)

This course introduces the students to first-aid techniques and cardiopulmonary

resuscitation (CPR) methods used in various situations with the emphasis on sports related

incidences.

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1. Flegel, M., Sport First Aids, (5th Ed.). Champaign, IL: Human Kinetics, 2014

2. Austin, M., Crawford, R. & Amstrong, V.J., First Aid Manual: The Authorised

Manual of St. John Ambulance, St. Andrew’s First Aid and The British Red Cross

(10th Ed.). London: Dorling Kindersley, 2014

3. National Safety Council, Standard First Aid, CPR, and AED (2nd Rev Ed.).

McGraw-Hill Companies, 2007

4. National Safety Council, Pediatric First Aid, CPR and AED (2nd Ed.). New York:

McGraw-Hill Education, 2008.

GTS205/3-Sports Psychology

This course introduces students to the theories and concepts in the field of sports

psychology. The course will emphasise on the significance of emotional, cognitive and

social processess in understanding sporting behaviour. Apart from that, sports psychology

also deals with mental health, community engagement, cultural conformity and well

being.This course also covers the skills and strategies to be employed for enhancement in

the ability of the athletes and in performance in competitive situations. Apart from that,

study of sport psychology also deals with mental hygiene and well being. This course will

be taught via lectures, discussions and practicals. Students will be assessed through tests, practical reports, presentations and final examination.


1. Moran, A.P., Sport and Exercise Psychology: A Critical Introduction. New York,

NY: Psychology Press, 2012.

2. Eklund R.C. and Tenenbaum G., Handbook of Sport Psychology (3rd Ed.).

Hoboken, NJ: Wiley, 2007.

3. Roberts, G.C. & Treasure D.C., Advances in Motivation in Sport and Exercise (3rd

Ed.). Champaign, IL: Human Kinetics, 2012.

4. Williams, J., Applied Sport Psychology: Personal Growth to Peak Performance

with Powerweb (6th Ed.). Boston, MA: McGraw-Hill, 2010.

GTS206/3-Sports Training Methodology

This course introduces students to the principle of structured training based on scientific

method. This course also introduces students to the planing and integration in practice

transfer of knowledge into real world settings and analysis of athlete’s achievement in

sports. This course will be taught via lectures, tutorials and practicals. Students will be

assessed through test, assignments, presentations and final examination.


1. Bompa, T.O. and Haff, G., Periodization: Theory and Methodology of Training

(5th Ed.). Champaign: Human Kinetics, 2009.

http://books.google.com.my/ebooks?output=ws2&as_brr=5&q=inauthor%3A%22Aidan%20Moran%22&hl=en

http://books.google.com.my/books?id=j25EAgAAQBAJ&source=gbs_similarbooks

141

2. Krasilshcikov O., Basics of Sports Training Methodology. New Delhi: SSS

Publications, 2014.

3. Brown L.E. & Chandler T.J., Conditioning for Strenght and Human Performance.

Philadelphia: Wolters Kluwer/Lippincott Williams & Wilkins, 2013.

4. Cissik J., Strength and Conditioning: A Concise Introduction. London:

Routledge, 2012.

GTS207/2-Principles and Training of Individual and Team Sports

This course introduces students to basic skills and game play for some sports including

badminton, soccer, volleyball and archery, by relating with the principles in kinesiology,

physiology, biomechanic and socio-psychology. This course will also emphasise on skills

acquisition, performance, competition and analysis of the games.


1. Haywood K.M. & Lewis C.F., Archery: Steps to Success (4th Ed.). Champaign IL:

Human Kinetic, 2014.

2. Lennox, J.W., Soccer Skills and Drills. Champaign IL: Human Kinetics, 2006.

3. Grice T., Badminton: Steps to Success (2nd Ed.). Champaign, IL: Human Kinetics,

2008. 4. Zartman, S., Youth Volleyball: The Guide for Coaches, Parents, and Athletes.

Betterway Books, 2006.

GTS208/3-Kinanthropometry, Test and Measurements for Sport Science

This course introduces student to concepts of kinanthropometry for physical evaluation

among athletes. This course also introduces students to the important of tests and

measurements to determine athletes’ health and fitness. This course will be taught via

lecture and practical. Students will be assessed through test, practical repors and final

examination.


1. Eston R.G. and Reilly T., Kinanthropometry and Exercise Physiology Laboratory

manual: Tests, Procedures and Data (3rd Ed.). London, UK: Routledge, 2009.

2. Pescatello L.S., ACSM’s Guidelines for Exercise Testing and Prescription (9th

Ed.). Philadelphia, PA: Wolters Kluwer/ Lippincott Williams & Wilkins, 2014.

3. Lacy, A.C. and Hastad, D.N., Measurement and Evaluation in Physical Education

and Exercise Science (5th Ed.). San Francisco, CA: Pearson Benjamin Cummings,

2007.

4. Morrow, Jr. J. R., Measurement and Evaluation in Human Performance. Champaign, IL: Human Kinetics, 2005.

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GTX213/3-Basic Science of Nuclear Medicine

This course introduces students to the basic principles of nuclear medicine in health.

Students will obtain basic knowledge of radioactivity, radioactive decays, radionuclide and

radiopharmaceutical production methods, types of radiopharmaceuticals used in nuclear

medicine. It also covers radiation detection and radiation monitoring statistics and internal

dose calculations in nuclear medicine imaging. The course will be conducted via lectures,

tutorials and student-centered learning like PBL. The students will be assessed through test,

presentation, assignments and final examination.


1. Saha, G.B., Physics and Radiobiology of Nuclear Medicine (4th Ed.). Springer-

Verlag, New York, 2012.

2. Chandra R., Nuclear Medicine Physics: The Basics (7th Ed.). Lippincott William

& Wilkins, 2012.

3. Cherry, S.R., Sorenson, J.A. & Phelps, M.E., Physics in Nuclear Medicine (4th

Ed.). Elsevier, 2012.

GTX214/3-Basic Science of Diagnostic Radiology

This course introduces students to the fundamentals of production of ionising radiation,

interaction of x-ray with matter, grids, intensifying screens and radiographic films. It also

covers manual film processing, automatic film processing and quality control of x-ray

films. This course will be conducted via lecture/tutorial/SCL. The students will be assessed

through continuous assessments, practical exercise, assignment and final examination.


1. Hendee, W.R. & Ritenour E.R., Medical Imaging Physics (4th Ed.). John Wiley

& Sons Inc., 2002.

2. Allisy-Roberts, P., Farr’s Physics for Medical Imaging (2nd Ed.). Elsevier, 2008.

3. Bushberg, J.T., Seibert, J.A., Leidholdt, E.M. & Boone, J.M., The Essential

Physics of Medical Imaging (3rd Ed.). Lippincott Williams and Wilkins, 2012.

GTX215/4-Medical Radiation Physics II

This course introduces students to the basic fundamentals of electricity, magnetism and

modern physics and its role in the modern world and important connections with almost

all areas of technological developments. The contribution of this physics knowledge to

medical radiation research and practice will also be discussed. The course will be

conducted via lecture and tutorial. The students will be assessed through test, quiz, assignment and final examination.

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1. Halliday, D., Resnick, R. and Walker, J., Fundamentals of Physics (10th Ed.).

Wiley, 2014.

2. Taylor, J., Modern Physics for Scientists and Engineers (2nd Ed.). Pearson


3. Beiser, A., Concepts of Modern Physics (6th Ed.). McGraw-Hill, 2003.

4. Morrison, J., Modern Physics for Scientists and Engineers, (2nd Ed.). Academic

Press, 2015.

GTX216/3-Radiographic Anatomy

This course introduces students to the knowledge of basic radiographic and sectional

anatomy of the human body as perceived through the different imaging techniques of

general radiography, fluoroscopy, computed tomography (CT), magnetic resonance

imaging (MRI), ultrasonography, mammography and nuclear medicine imaging. The

course will be conducted via lecture, tutorial, PBL and practical classes. The students will

be assessed through test, presentation, OSPE and final examination.


1. Ryan S., Mc Nicholas M., & Eustace S.J., Anatomy for Diagnostic Imaging (3rd

Ed.). Saunders-Elsevier, 2011.

2. Elis H. and Logan B.M., Human Sectional Anatomy (3rd Ed.). Hodder Arnold,

2009.

3. Roman L.E., Computed Tomography for Technologists: A Comprehensive Text.

Wolter Kluwer Health/ Lippincott Williams & Wilkins, 2011.

GTX217/3-Mathematics of Radiation Science II

This course introduces students to the ordinary differential equations (ODE) of first and

second orders, their solutions, meanings and methods of solutions that include Laplace

transforms, series solution. It also introduces Fourier series and method of separation of

variable for the partial differential equation (PDE). Simple applications relevant to medical

imaging science and research in health that will be covered such as vibrating string,

vibrating membrane. The course will be conducted via lecture and tutorial. The students

will be assessed through test, quiz, assignment and final examination.


1. Zill, D.G., A First Course in Differential Equations with Modeling Applications

(10th Ed.). Brooks Cole, 2012. 2. Boyce, W.E. & Diprima, R.C., Elementary Differential Equations (10th Ed.).

Wiley, 2012.

3. Kreyszig, E., Advanced Engineering Mathematics (10th Ed.). John Wiley and

Sons, 2011.

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6.4. Core Courses

Level 300

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GTA305/3- Advanced Hearing Amplification Technology

This course introduces students to the electroacoustic measurement, compression system,

directional microphone, innovative signal processing schemes, prescription and outcome

measurement of hearing aids, and special issues in hearing aids for children and adults. It

also covers the assistive listening devices (ALDs), contralateral routing of signal (CROS),

bone conduction hearing aids, bone anchored hearing aids (BAHA), cochlear implant,

middle ear implant, and auditory brainstem implant. Physiology, components, medical and

surgical aspects, selection of candidates, programming, rehabilitation, outcome and

predictive factors cochlear implants are also emphasised. This course will be taught via

lectures, tutorials, practical and problem-based learning (PBL). Students will be assessed

through test, assignments, practical report and final examination.




2. Stach, B.A., Clinical Audiology: An Introduction (2nd Ed.). San Diego: Singular

Publishing Group, Inc., 2010.

3. Roeser, R.J., Valente, M. & Hosford-Dunn, H., Audiology: Diagnosis, Treatment,

Practice Management Volumes I-III (2nd Ed.). New York: Thieme Medical Publishers, 2008.

4. Goldfarb, R. & Serpanos, Y.C., Professional Writing in Speech-Language

Pathology and Audiology Workbook. San Diego: Plural Publishing Inc., 2011.

5. Liptak, J.J., Leutenberg, E., Sippola, C., Brodsky, A.L. & LISW, The

Communication Skills Workbook. USA: Whole Person Associates, Inc., 2008.

GTA307/3-Audiology Clinic II

This course is a continuation from Audiology Clinic l. In this course, students are attached

to Audiology Clinic of HUSM for two days clinic per week and supervised via experienced

Audiologists for 14 weeks. This clinical training will cover the best practice of Audiology

for both adult and pediatric cases including interviewing session for history taking,

fundamental tests such as otoscopic examination, tympanometry, acoustic reflex and pure

tone auidometry (with and without masking). This course will be taught through clinical

supervision and discussions. Students will be assessed through supervisor’s evaluation

(practical), reports, presentation, test (clinical quiz), practical test (OSCE) and log book.



Audiology. Philadelphia: Lippincott Williams & Wilkins, 2009. 2. Stach, B.A., Clinical Audiology: An Introduction (2nd Ed.). San Diego: Singular


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3. Roeser, R.J., Valente, M., & Hosford-Dunn, H., Audiology: Diagnosis,

Treatment, Practice Management Volumes I-III (2nd Ed.). New York: Thieme

Medical Publishers, 2008.

4. Goldfarb, R. & Serpanos, Y.C., Professional Writing in Speech-language



Communication Skills Workbook. United States of America: Whole Person

Associates, Inc., 2008.

GTA308/2-Evaluation of Balance System

This course introduces students to the fundamental aspects of balance and vestibular

system, related diseases and their pathophysiology, the importance of nystagmus in clinical

diagnosis, neuro-otological and vestibular evaluations as well as the interdisciplinary

management of patients with balance and vestibular disorders. This course also covers the

relationship between the vestibular test results and the related ear pathologies. This course

will be taught via lectures, tutorials and practical sessions. Students will be assessed

through tests, presentation, practical reports and final examination.


1. Hamid M. & Sismanis A., Medical Otology and Neurotology: A Clinical Guide

to Auditory and Vestibular Disorders. New York: Thieme, 2006.

2. Luxon, L.M., Furman, J.M., Martini A. & Stephens D., Textbook of Audiological

Medicine: Clinical Aspects of Hearing and Balance. London : Martin Dunitz,

2003.

3. Furman J.M. & Cass S.P., Vestibular Disorders: A Case-Study Approach. New

York: Oxford University Press, 2003.

GTA309/4-Audiology Clinic III

This course is a continuation from Audiology Clinic I and II. Students are attached to

Audiology Clinic of HUSM for two days clinic per week and supervised via experienced

Audiologists for 14 weeks. Apart from conducting history taking and fundamental

audiological tests, students are also involved in prescribing, fitting and evaluating hearing

aid performance as well as taking ear impression. Besides students are also trained in

explaining test results and giving counseling to patients. This course will be taught through

clinical supervision and discussions. Students will be assessed through supervisor’s

evaluation (practical), reports, presentation, test (clinical quiz), practical test (OSCE) and

log book.




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Practice Management Volumes I-III (2nd Ed.). New York: Thieme Medical

Publishers, 2008.

4. Goldfarb, R., & Serpanos, Y.C., Professional Writing in Speech-language


5. Liptak, J.J., Leutenberg, E., Sippola, C., Brodsky, A.L., & LISW, The


GTA310/2-Basic Medical Management for Audiologist and Speech Pathologist

This course introduces students to the aspects of fundamental human anatomy and

physiology and fundamental clinical examination that covers the respiratory,

cardiovascular and neurology systems, and special senses (smell, vision and sensation).

This course also introduces fundamental laboratory and radiological investigations and

treatment options such as pharmacology, operation, physiotherapy and occupational

therapy. This course also covers fundamental emergency procedures. This course will be

taught via lectures, tutorials and practical sessions. The students will be assessed through

test, practical exam (OSPE), practical reports and final examination.


1. Herlihy, B.B., The Human Body in Health and Illness (3rd Ed.). Philadelphia:

W.B. Saunders Company, 2006.

2. Marieb, E. N., Anatomy & Physiology Coloring Workbook: A Complete Study

Guide (9th Ed.). San Francisco: Pearson Benjamin Cummings, 2008.

3. Sembulingam K. & Sembulingam P., Essentials of Medical Physiology (3rd Ed.).

India: Jaypee Brothers Medical Publishers, 2004.

4. Tortora, G.J. & Derrickson, B.H., Principles of Anatomy and Physiology (12th

Ed.). New York: John Wiley & Sons Inc., 2009.

GTA311/4-Audiological Rehabilitation

This course introduces students to the importance of audiological rehabilitation,

interdisciplinary roles of the involved professionals, auditory and visual aspects in

communication, psychosocial aspects of hearing loss, rehabilitation techniques for children

and adults with hearing loss, tinnitus and vestibular disorders. It also covers important

issues such as the effects of hearing loss on language development and the communication

modes for individuals with pre-lingual and post-lingual hearing loss. This course will be

taught via lectures, tutorials and practical sessions. Students will be assessed through test,

presentation, practical reports and final examination.

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1. Johnson, C.E., Introduction to Auditory Rehabilitation: A Contemporary Issues

Approach. Allyn & Bacon, 2011.

2. Wolfe, J. & Schafer, E., Programming Cochlear Implants (Core Clincal Concepts

in Audiology). San Diego: Plural Publishing Inc., 2010.

3. Seewald, R. & Tharpe, A. M., Comprehensive Handbook of Pediatric Audiology.

San Diego: Plural Publishing Inc., 2010

4. Herdman, S. J., Vestibular Rehabilitation (3rd Ed.). F.A. Davis Company, 2007.



GTB307/3-Medical Parasitology

This course covers the definitions, classifications and nomenclatures of protozoa and

helminths that infect humans. In addition, focus will be on the theoretical and practical

aspects of routine and molecular diagnosis of parasites that affects human health. The

knowledge on morphology, life cycle, epidemiology, brief pathogenesis, prevention and

control of protozoal and helminthic infections will be integrated during discussion sessions.

Furthermore, identification keys such as unique characteristics of eggs, larvae and pupae

in water environment; and the principles of controlling the four medically important genera of Malaysian mosquitoes will also be discussed. The final topic will cover the structure,

function and administration of a typical parasitology laboratory. The course will be

conducted via lecture, tutorial and practical. The students will be evaluated through tests,

SPOT/OSPE (practical tests), assignment, presentation and final examination.


1. Bogitsh, B. J., Carter, C. E. & Oeltmann, T. N., Human Parasitology. (4th Ed.),

Elsevier Academic Press, San Diego, 2013.

2. Ng, F.S.P. & Yong, H.S., Mosquitoes and Mosquito-Borne Diseases. Academy

of Sciences Malaysia, 2000.

3. Palmer, S.R., Soulsby, L., Torgerson, P.R. & Brown, D.W.G., Eds., Oxford

Textbook of Zoonoses: Biology, Clinical Practice, and Public Health Control.

Oxford University Press, 2011.

4. Parija, S.C., Textbook of Medical Parasitology: Protozoology & Helminthology,

(4th Ed.), All India Publishers & Distributors, New Delhi, 2013.

GTB310/3-Clinical Biochemistry

This course covers the theory and pathophysiological biochemistry of the human body.

Students will be exposed to the principles of biochemical tests in the laboratory and the interpretation of results from laboratory analyses. The students will also be exposed to

some skills in performing laboratory diagnostic procedures in chemical pathology such as

liver function test, renal test, pancreas and gastrointestinal tract test and other major

biochemical parameters, either using manual diagnostic procedures or automation. Quality

149

control program and laboratory administration in chemical pathology laboratory including

specimen receiving and processing will also be covered. The course will be conducted via

lecture, practical and tutorial. The students will be evaluated through tests, practical

reports, OSPE (practical tests) and final examination.


1. Ahmed, N. Clinical Biochemistry. New York: Oxford University Press, 2011

2. Allan, G., Michael, J.M., Robert, A.C., Denis St. J.O., Michael, J.S. & James, S.,

Clinical Biochemistry; An Illustrated Coluor Text (4th Ed.). Churchill

Livingstone, Elseiver, 2008.

3. Harold, V., Practical Clinical Biochemistry (4th Ed.). New Delhi: CBS Publishers

& Distributors Pvt. Ltd, 2005.

4. Lieberman, M., Marks, A.D. & Peet, A., Marks' Basic Medical Biochemistry: A

Clinical Approach (4th Ed.). Philadelphia: Wolters Kluwer Health/Lippincott

Williams & Wilkins, 2013.

5. Nancy A. Brunzel. Fundamentals of Urine and Body Fluid Analysis (3rd Ed.).

Philadelphia: W.B. Saunders Company, 2012.

6. Swaminathan, R., Handbook of Clinical Biochemistry (2nd Ed.). New Jersey:

World Scientific, 2011.

7. Nessar, A. (Ed), Clinical Biochemistry: Fundamentals of Biomedical Science. Oxford University Press. 2011.

GTB316/3-Transfusion Science and Blood Banking

This course introduces students to the concept and knowledge of transfusion science and

blood banking. It covers topics of blood group, blood component, pretransfusion testing,

laboratory management and complication of blood transfusion. The course will be

conducted via integrated teaching and learning approach, which comprise of lectures,

practicals, seminar, intellectual discussion or mini project especially regarding blood

donation awareness in improving patient health and quality of life. The students will be

evaluated through test, practical test (SPOT/OSPE), presentation, test and final

examination.


1. Blaney, K.D. & Howard, P.R., Basic and Applied Concepts of Blood Banking and

Transfusion Practices (3rd Ed.). Elsevier Saunders, 2012.

2. Gretchen, J., Zundel, W. & Gockel-Blessing, E., Clinical Laboratory Blood

Banking and Transfusion Medicine Practices. Pearson 2014.

3. Harmening, D.M., Modern Blood Banking and Transfusion Practices (6th Ed.).

F.A. Davis Company, 2012. 4. Knight, R., Transfusion and Transplant Science (Fundamentals of Biomedical

Science). Oxford University Press, 2013.

5. Quinley E. D., Immunohematology: Principles and Practice (3rd Ed.). Lippincott


150

6. Roback, J.D. (Ed.), Technical Manual, American Association of Blood Bank (16th

Ed.). American Association of Blood Banks (AABB), 2008.

7. Rudmann, S.V., Textbook of Blood Banking and Transfusion Medicine (2nd Ed.).

NY: Elsevier Science, 2005.

GTB317/3-Cinical and Laboratory Haematology

This course introduces students to the concept and knowledge of clinical and laboratory

haematology. It covers topics on haematological diseases, laboratory investigations,

laboratory management and instrumentations. The course will be conducted via integrated

teaching and learning approach, which comprise of lectures, practicals, seminar,

intellectual discussion or mini project regarding health awareness especially in

haematological diseases. The students will be evaluated throught test, practical test

(SPOT/OSPE), presentation, test and final examination.


1. Bain, B.J., Bates, I., Laffan, M.A. & Lewis S.M., Dacie and Lewis Practical

Haematology (11th Ed.). Churchill Livingstone Elservier, 2012.

2. Harmening, D.M., Clinical Hematology and Fundamentals of Hemostasis (5th

Ed.). Philadelphia: F.A. Davis Co., 2008. 3. Hoffbrand, A.V. & Moss, P.A.H., Essential Haematology (6th Ed). Wiley-

Blackwell, 2011.

4. Hoffbrand, A.V., Catovsky, D., Tuddenham, E.G.D. & Green, A.R., Postgraduate

Haematology (6th Ed.). Wiley-Blackwell, 2010.

5. Lewis, S.M., Bain, B.J. & Bates, I., Dacie and Lewis Practical Haematology (10th

Ed.). Philadelphia: Elsevier Science, 2007.

6. Moore, G., Knight, G. & Blann, A., Haematology (Fundamentals of Biomedical

Science). Oxford University Press, 2010

7. Rodak, B.F., Fritsma, G.A. & Koehane, E.M., Hematology-Clinical Principles

and Applications (4th Ed.). Elservier, 2011.

8. Simmons A., Hematology- A Combined Theoretical and Technical Approach (2nd

Ed.). Butterworth Heinemann, 1996.

GTB318/3-Pharmacology II

This course introduces students to the concept of advance pharmacology and application

in health. It covers pharmacokinetic, pharmacodynamic, pharmacogenetic, quantitative

pharmacology, systemic pharmacology and an introduction to pharmacology research. The

final topic including the research in drug discovery and post-marketing surveillance.The

course will be conducted via lecture, practical, discussions and field trip when possible.

The students will be evaluated through tests, assignment, practical reports, presentation and final examination.

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1. Rang HP et al., Rang & Dale’s Pharmacology. (8th Ed.), Churchill Livingstone

Katzung, B.G Masters S.B., Basic and Clinical Pharmacology (13rd Ed.). NY:

McGraw-Hill Co., 2015.

2. Whalen K, Lippincott’s Illustrated Reviews: Pharmacology. (6th Ed.), Lippincott


3. Katzung B & Trevor AJ, Basic and Clinical Pharmacology. (13th Ed.), McGraw-

Hill Education / Medical, 2015.

4. Rosenbaum SE, Basic Pharmacokinetics and Pharmacodynamics: An Integrated Textbook and Computer Simulations. (2nd revised ed.), John Wiley & Sons Inc.,

2016.

GTB319/3-Toxicology

This course introduces students to the fundamental concept of toxicology. Students are

given opportunity to acquire knowledge, experience and innovative ideas in order to

improve their skills in health, research andquality of life.This course covers the quantitative aspects and kinetics including the effects of dose, effect and tissue responses to toxic

agents, the excretion of toxic substances, toxic reaction compounds, toxic substances such

as solvent, food additives, herbicides and pesticides, detergents and materials other

materials, the size of the levels of toxicity testing, in vitro and in vivo, toxicokinetic,

toxicity to target organs, particularly the human, carcinogen, mutagen teratogen, the

mechanism of toxicity, laboratory tests, an antidote, and treatment. The course will be

conducted via lecture, practical and discussion. The students will be evaluated through

tests, assignments, presentations and final examination.


1. Casarett & Doull's, Essentials of Toxicology, (3rd Ed.), (Lange), 2015.

2. Tripathy, K.D., Essentials of Medical Pharmacology (7th Ed.) New Delhi: Jaypee

Brothers, 2013.

3. Harvey, R.A., Clark, M.A., Finkel, R., Ray, J.A., Whalen, K., Lippincott’s

Illustrated Reviews (5th Ed.).Philadelphia: Lippincott Williams & Wilkins, 2011. 4. Katzung, B.G., Masters, S.B., Trevor, A.J., Basic and Clinical Pharmacology

(12th Ed.). New York:McGraw-Hill Professional Publishing, 2012.

5. Hitner, H. and Nagle, B.T., Pharmacology: An introduction (6th Ed.). New York:

McGraw-Hill Higher Education, 2011.

6. Rang, H.P., Ritter, J.M. & Flower, R.J., Henderson, G., Rang & Dale’s

Pharmacology. (7th Ed.). Philadelphia: Churchill Livingstone, 2011.

GTB320/3-Medical Virology and Mycology

This course introduces students to the knowledge of virology and medical mycology that

includes the type of disease caused by a virus and mycoplasma, reservoirs of infection and

transmission of infection detrimental to the health and quality of life. It also includes

laboratory diagnosis, type of treatment, and prevention of viral or mycoplasma infections.

152

This course will be conducted through lectures, practical and seminar. Students will be

assessed through tests, OSPE (practical test), presentation and final examination.


1. Betty, A.F., Daniel, F.S. & Alice, S.W. Bailey and Scott’s Diagnostic

Microbiology (13th Ed.). San Diego: Elsevier Academic Press, 2013.

2. Borgers, M., Hay, R. & Rinaldi, M.G., Current Topics in Medical Mycology (Vol.

4). German: Springer. 2011

3. Carter, J. & Saunders, V., Virology: Principles and Applications (2nd Ed.). USA:

John Wiley & Sons, 2013.

4. Cheesbrough, M., District Laboratory Practice in Tropical Countries, Part 1 (2nd

Ed.). U.K: Cambridge Universiti Press, 2010.

5. Geo, F.B., Karen, C.C., Janet, S.B. & Stephen, A.M., Jawetz, Melnick and

Adelberg’s Medical Microbiology (26th Ed.). USA: Mc Graw Hill, 2013.

6. Gerald, L.M., John, E.B. & Raphael, D., Mandell, Douglas, and Bennett’s

Principles and Practice of Infectious Diseases (8th Ed.). London: Churchill

Livingstone, 2014.

GTB321/3-Clinical Diagnostic Laboratory Management

The course introduces students to the concept and knowledge of total quality management

(TQM) in clinical diagnostic laboratory. TQM in clinical diagnostic laboratory emphasized

the deployment of quality assurance principles and best practice through the development

and implementation of quality assurance plans and phases. This course also covers topics

on the concept of occupational health and safety, the quality systems, ISO 9001 and MS

ISO 15189, in relation to the management of clinical diagnostic laboratory. The course will

be conducted via blended learning approach, which comprise of lectures, seminars, online

learning activities and management attachment in various clinical diagnostic laboratories.

The students will be evaluated through online collaboration assignment, written test,

electronic forum, seminar presentations and final examination.


1. Centre for Global Sustainability Studies USM Policy on Sustainability 2014.

Universiti Sains Malaysia, 2014.

2. Robbins S. P., De Cenzo D. A., Coulter M. A., Fundamentals of Management:

Essential Concepts and Applications (9th Ed.), Upper Saddle River :

Pearson/Prentice Hall, 2016.

3. Carson, P.A. & Dent. N.J., Good Clinical, Laboratory and Manufacturing

Practices: Techniques for the QA Professional. Cambridge: RSC Publication,

2007. 4. Laposta M & Kinkus C.A., Laboratory Management (Diagnostic Standards of

Care). Demos Medical Publication, 2011.

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5. Cooper, G. & Gillions, T., Producing Reliable Test Results in the Medical

Laboratory. Irvin, C.A.: Bio-Rad Laboratories, Inc., 2007.

6. Department of Standards Malaysia, MS ISO 15189:2007. Medical Laboratories

– Particular Requirements for Quality and Competence. Cyberjaya: Department

of Standards Malaysia, 2008.

7. International Standards Organization. ISO 9001:2008. Quality Management

Systems – Requirement (4th Ed.), ISO, 2008.

8. Singer, D.C., Stefan, R. & Staden, J., Laboratory Auditing for Quality and

Regulatory Compliance. NY: Taylor & Francis Group, 2005.

GTB322/3-Medical Bacteriology

This course covers the details knowledge of general characteristics of medically important

bacteria. It covers fundamental aspects include effect of these organisms to human health,

their role in the course of diseases, epidemiology, reservoirs, bacterial transmission,

pathogenesis of diseases and clinical manifestations. The students will also be taught on

appropriate clinical specimens collection and transportation techniques, the principle and

processing techniques of laboratory detection, isolation and identification of pathogenic

bacteria. Apart from that, student will acquire knowledge concerning on advantages and

disadvantages of available laboratory techniques or tests (such as staining, culture,

serological tests and molecular methods) used for bacterial detection. Prevention, control methods and treatment of the diseases caused by those bacteria are also discussed. The

course will be conducted via lecture, practical and tutorial. The students will be evaluated

through tests, SPOT/OSPE (practical tests), presentation and final examination.


1. Betty, A.F., Daniel, F.S. & Alice, S.W., Bailey and Scott’s Diagnostic

Microbiology (12th Ed.). San Diego: Elsevier Academic Press, 2007.

2. Cheesbrough, M., District Laboratory Practice in Tropical Countries, Part 2 (2nd

Ed.). U.K: Cambridge University Press, 2006.

3. Geo, F.B., Karen, C.C., Janet, S.B. & Stephen, A.M., Jawetz, Melnick &

Adelberg’s Medical Microbiology (24th Ed.). USA: Mc Graw Hill, 2007.

4. Gerald, L.M., John, E.B. & Raphael, D., Mandell, Douglas, and Bennett’s

Principles and Practice of Infectious Diseases (7th Ed.). London: Churchill

Livingstone, 2010.

5. Maria, D.D., Introduction to Diagnostic Microbiology. Edinburgh: Mosby, 1997.

GTD311/3-Principles of Medical Nutrition Therapy I

This course explains the rationale of modifying normal diet to therapeutic diet in terms of

nutrient composition, texture and presentation. It enables students to understand the importance of therapeutic diet in the prevention and treatment of various diseases in order

to ensure sustainability of good health. Topics include dietary management of

gastrointestinal diseases, cardiovascular diseases, diabetes, inborn errors of metabolism,

body weight control, eating disorders, failure to thrive, food allergy, food intolerance and

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rehabilitation. The application of food exchange lists and various dietary guidelines will

also be discussed.


1. Thomas, B. and Bishop, T., Manual of Dietetic Practices (The British Dietetic

Association). Oxford: Blackwell Scientific, 2008.

2. Nelson, J., Mayo Clinic Diet Manual (8th Ed.). Elsevier Science, 2003.

3. Mahan, L.K and Escott-Stump, S., Krause’s Food, Nutrition and Diet Therapy

(12th Ed.). Saunders Co., 2007.

GTD321/3-Therapeutic Diet Preparation

This course gives practical training in the methods of therapeutic diet preparation for

various disease conditions. Usage of foods for meal preparation and the minimisation of

food wastage will be discussed during diet preparation. Purchase of raw materials,

calculation of the nutrient contents in a prepared food item, preparation methods, food

serving and sensory evaluation will be emphasised. Lectures on therapeutic diet

preparation knowledge and protocols will be given before the practical session. Assessment

will be based on the students’ ability in selecting/purchasing raw materials, nutrient

calculations, demonstration of food serving, innovative and cultural-based dietary modification and sensory evaluation.



2. Thomas, B. and Bishop, T., Manual of Dietetic Practices (The British Dietetic


3. Alpers, D.H., Stenson, W.F. & Bier D.M., Manual of Nutritional Therapeutics

(5th Ed.). Lippincott Williams & Wilkins, 2008.

GTD323/3-Principles of Medical Nutrition Therapy II

This course is a continuation of Principles of Diet Therapy I. This course will discuss

fundamental nutrition knowledge, principles and dietary management including the

physiological and biochemical changes that occur during renal diseases, hepatobiliary

diseases, cancer, skeletal and muscle diseases, pre and post operation conditions, trauma

and burns. This course also deals with pediatric nutrition, total enteral and parenteral

nutritions. Each topic will discuss about the theoretical and practical aspects of medical

nutrition therapy that has to be given to the patients which includes assessment, planning,

implementation, evaluation and documentation of the nutritional care processes.


1. Thomas, B. & Bishop, T., Manual of Dietetic Practices (The British Dietetic


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3. Mahan, L.K. & Escott-Stump S., Krause’s Food, Nutrition and Diet Therapy


GTD324/3-Outpatient Dietetics Practicum I

This course exposes students to practicals involving the handling of cases in the outpatient

clinics. Students are expected to be able to integrate theoretical diet therapy knowledge

into best practice and understand that diseased condition can be improved by nutritional

intervention. Students will also be taught on how to change patients' nutritional habit by

using counselling techniques and history of prevalence. It is expected that this internship

will effectively improve their skills required for nutritional counselling sessions.


1. Alpers, D.H., Stenson, W.F. & Bier, D.M., Manual of Nutritional Therapeutics

(5th Ed.). Lippincott Williams & Wilkins, 2008.

2. Rolfes, S.R., Pinna, K., Whitney, E., Understanding Normal and Clinical

Nutrition, (9th Ed.). USA: Wadsworth/ Cengage Learning, 2012.

3. Mahan, L.K. & Escott-Stump, S., Krause’s Food, Nutrition and Diet Therapy


GTD325/3-Dietetics Practicum in the Ward I

This course provides clinical training to the students with the intention of enhancing their

dietetic skills while giving medical nutrition therapy to the patients in hospital wards to

improve their quality of life and promote sustainability of health. This internship

programme covers individual patient approach, bed side counseling, nutrient intake

analysis and therapeutic diet planning according to patients' dietary requirements based on

diagnosis and medical report. Activities such as assessment of nutritional status and diet

surveillance are also included. The students are required to give diet education to patients

and their families. The students will understand the role and importance of dietitians in an

interdisciplinary healthcare team. Upon completion of this courses the students are

expected to submit case reports and to give case presentation of their respective case

studies.


1. Mahan, L.K. & Escott-Stump, S., Krause’s Food, Nutrition and Diet Therapy


2. Nelms, M., Long, S. & Lacey, K., Medical Nutrition Therapy A Case Study

Approach (3rd Ed.). Thomson Wadswoth, 2008. 3. Thomas, B., Manual of Dietetic Practice (4th Ed.). Oxford, UK: Blackwell

Publication, 2007.

156

GTD326/3-Dietetics Practicum in Special Unit I

This course is a continuation of the Dietetic Internship I which will focus on dietetic

services at special units in hospitals and clinics such as ICU, CCU, pediatric, hypertension

unit and diabetes mellitus clinic. Evaluation of nutritional status, specific diet treatment

and diet surveillance of patients before discharge will also be conducted. Patient diet

management in wards whether normal, therapeutic or effective enteral-parenteral and the

lag of diet regime planning including the evaluation of the effectiveness diet regimes will

also be discussed. Students will be introduced to nutritional status evaluation and

therapeutic care of HIV, kidney, neuro-muscular and skeletal systems diseases patients and

those who suffer from cancer. Those enrolled in this course will also learn about topics

related to operations and burns patients. Ethics and bed side counseling procedures during

diet treatment session will be focussed in order to enhance students’ communication skills.

This will be undertaken with counselors. Emphasis will be on communicative ability with

the patient's family especially on the diet of patients suffering from cancer and HIV.


1. Werbach, M.R. & Moss, J., Textbook of Nutritional Medicine. Third Line Press,

2000.

2. Skipper, A. (Ed.), Dietitian's Handbook of Enteral and Parenteral Nutrition (2nd Ed.). Jones & Bartlett Publishers, 2011.

3. Nelms, M., Roth, S.L. & Lacey, K., Medical Nutrition Therapy: A Case Study

Approach (3rd Ed.). Thomson Wadswoth, 2008.

GTF301/3-Physical Evidence

This course introduces students to characterisation of different kinds of physical evidence

using physicochemical properties. The evidences include: paint, glass, soil, fibres, and

lamp filaments. Comparison microscopy for examination of physical evidence,

experimental techniques for the restoration of erased numbers on different metal surfaces,

and investigations related to cyber crime form part of the curriculum. Introduction to the

use of lasers and electron microscopy in the examination of physical evidence of materials;

and specialised photographic techniques including macrophotography, photomicrography

and invisible radiation photography are also included. On completion of the course the

student would acquire sufficient level of proficiency to carry out the scientific

investigations into the above kinds of physical evidence. The course will be taught via

lectures, tutorial, practical and discussion, Students will be assessed through tests,

assignments, practical reports, practical test/OSPE and final examination.


1. Jackson, A.R.W. & Jackson, J.M., Forensic Science (2nd Ed.). Pearson, Prentice

Hall, 2008.

2. James, S.H. & Nordby, J.J., Forensic Science: An Introducion to Scientific and

Investigative Techniques (3rd Ed.). CRC Press, 2009.

157

3. Baker, J.S., Fricke, L.B., Baker, K.S. & Aycock T.L., Lamp Examination for ON

or OFF in Traffic Collisions. IL: North Western University Center for Public

Safety, 2003.

4. Bertino, A.J., Forensic Science: Fundamentals and Investigations. Cengage

Learning, 2008.

GTF305/4-Forensic Toxicology and Chemistry of Drugs

This course introduces students to fundamental concept of toxicology, forensic toxicology,

poison, multiple poisoned material, chemistry and appearance of poisoned material,

multiple procedures, best practices, conventional and innovative techniques and

equipments employed to extract, identify and profile the poisoned material from biological

and autopsy specimens. Classification and identification of drugs that commonly abused,

modes of action in human body and techniques to identify and detect them will also be

emphasised. The course will be taught via lectures, tutorial, practical and discussion,

Students will be assessed through tests, assignments, practical reports, practical test/OSPE



1. Cole, M.D., The Analysis of Controlled Substance, New Jersey: John Wiley & Sons, 2003.

2. Flanagan, R.J., Taylor, A.A., Watson, I.D. & Whelpton, R., Fundamentals of

Analytical Toxicology, New Jersey: Wiley-Interscience, 2008.

3. Jickell, S., Negrusz, A., Moffat, A.C, Osselton, M.D. & Widdop, B., Clarke

Analytical Forensic Toxicology. London: Pharmaceutical Press, 2008.

4. Karch, S.B., Postmorterm Toxicology of Abused Drugs. Boca Raton: CRC Press,

2008.

5. Moffat, A.C., Osselton, M.D. & Widdop, B., Clarke's Analysis of Drugs and

Poisons, London: Pharmaceutical Press, 2011.

GTF306/3-Fire Investigation

This course introduces students to basics of fire and the causative factors of fire. The

discussions provide knowledge in fire investigation to differentiate between a fire accident

and arson and the safety measures to be followed during investigation. The lectures shall

provide in detail the different types of material evidences often encountered in structure

fires and forest fires; the methodology and current best practice to collect and pack them

and appropriate instrumental analysis to process the evidence materials. The lectures also

provide knowledge on various toxic substances usually encountered by humans in structure

fires and also explains safety measures to be followed. The course will be taught via

lectures, tutorial, practical and discussion, Students will be assessed through tests, practical report, presentation and final examination.

158


1. David, J.I., Dehaan, J.D. & Haynes, G.A., Forensic Fire Scene Reconstruction

(3rd Ed.). (Brady Fire), New York: Pearson, 2012.

2. DeHaan, J.D., Kirk, P.L. & Icove, J.D., Kirk’s Fire Investigation (7th Ed.). (Brady

Fire), New York: Pearson, 2012.

3. Stauffer, E., Dolan, J.A. & Newman, R., Fire Debris Analysis. Burlington:


4. NFPA 921: Guide for Fire and Explosion Investigations. Maryland: National Fire

Protection Agency, 2011.

5. Redsicker, D.R., Practical Fire and Arson Investigation (2nd Ed.). CRC Press,

Boca Raton, 1997.

GTF309/3-Forensic DNA Analysis

This course introduces students to the fundamental knowledge associated to forensic DNA

analysis, including the earlier developments to the most recent advances. Student will also

exposed to problems and cases associated in each technology involving DNA analysis and

ways of troubleshooting to solve the problems. Students will be trained to use apparatus

and latest innovative software invented for DNA analysis and interpret the result

accordingly. At the end of the course, student will also being exposed to real forensic cases involving DNA analysis to improve their understanding of the importance of DNA

technology in the field of Forensic Sciences. The course will be taught via lectures,

practicals and problem-based learnings (PBL). Students will be assessed through tests,

practical tests, experiments, assignments, presentations and final examination.


1. Rudin, N. & Inman, K., An Introduction to Forensic DNA Analysis (2nd Ed.). CRC

Press, 2001.

2. Butler, J. & Butler, J.M., Biology and Technology Behind STR Markers.


3. Budowle, B., Smith, J. & Moretti T., DNA Typing Protocols: Molecular Biology

and Forensic Analysis. Eaton Pub. Co., 2000.

4. Butler, J.M., Fundamentals of Forensic DNA Typing. Academic Press, 2009.

5. Butler, J.M, Advanced Topics in Forensic DNA Typing: Methodology. Academic

Press, 2011.

GTF311/3-Forensic Anthropology

This course introduces the students the fundamentals of Forensic Anthropology, the types

of biological and peripheral evidence useful in anthropological analysis, crime scene and excavation techniques, handling the skeletal remains, anthropometric and anthroposcopic

techniques useful for assessing race, sex, age and skull based personal identification using

video superimposition method (hands-on) and applying specific radiological skeletal traits

and the limitation therein, integrated and computer-assisted as well as morphological photo

159

to photo comparison techniques and anthropological reconstruction of population biology.

The course will be taught via lectures, tutorials, problem-based learning (PBL) and

discussions. Students will be assessed through tests, practical reports, assignment and final

examination.


1. Komar, D.A. & Buikstra, J.E., Forensic Anthropology, Contemporary Theory and

Practice. Oxford University Press, 2008.

2. Pickering, R. & Bachman, D., The Use of Forensic Anthropology (2nd Ed.).

Florida: Charles C. Thomas, 2009.

3. Krogman, W.M. & Iscan, M.Y., The Human Skeleton in Forensic Medicine (3rd

Ed.). Illinois: Charles C.Thomas, 2013.

4. Iscan, M.Y. & Helmer, R.P. (eds), Forensic Analysis of The Skull-Cranio Facial

Analysis, Reconstruction, and Identification. New York: Wiley Liss Inc., 1993

5. Byers, S.N., Introduction to Forensic Anthropology. Boston: Allyn & Bacon,

2002

6. Christensen, A.M., Passalacqua, N.V. & Bartelink, E.J., Forensic Anthropology:

Current Methods and Practice. Academic Press, 2014.

GTF312/3-Organic Chemistry III

This course provides knowledge about the structure, nomenclature, synthesis, and reactions

of amines, phenols and alcohols. This course also covers the study of carbohydrates and

nucleic acids. The course would emphasize understanding of amino acids, peptides,

proteins, lipids and synthetic polymers and their importance in increasing the quality of

life. The course will be taught via lectures, tutorials and discussion. Students will be

assessed through test, assignments, presentation of work from internet sources, reading

materials or research articles and final examination.




Wiley, 2016.

3. Smith J.G and Smith J.G. Organic Chemistry, (3rd Ed.). McGraw Hill, 2011.

GTF313/3-Food Chemistry

This course introduces students to the classification and structure of carbohydrates,

proteins, oils and fats. It also covers food flavour and food additives, food forensics and

the importance of quality control in food, consequence of food fraud to quality of life and food security issues. The course will be taught via lectures, tutorials and discussion.

Students will be assessed through test, seminar, assignment on research articles and final

examination.

160


1. Belitz, H-D., Grosch, W. & Schieberle, P., Food Chemistry. Springer, 2009

2. Damodaran, S., Parkin, K.L. & Fennema, O.R., Fennema's Food Chemistry, CRC

Press, 2007

3. Akoh, C.C. & Min, D.B., Food Lipids: Chemistry, Nutrition, and Biotechnology.

Boca Raton: CRC, 2008.

4. Frey, C. & Rouseff, R., Natural Flavors and Fragrances: Chemistry, Analysis,

and Production. Washington, DC: American Chemical Society, 2005.

5. Otles, S., Methods of Analysis of Food Components and Additives. Boca Raton:

CRC Press, 2011.

GTF314/2-Forensic Serology

This course introduces students to the concept of antigens and antibodies and various

blood-proteins and enzymes present in the blood and body fluid. It also provides practical

knowledge to group the body fluids from crime scene and its associate health hazards, to

identify and individualise the samples. It also covers HLA system and its application to

identify individuals, the identification of patterns and effects of blood value as evidence.

The course will be taught via lectures, tutorials and practical sessions. The students will be

assessed via test, experiments, assignment and final examination.


1. Bidwell, J.L., Navarrete, C. & Bodmer, W.F., Histocompatibility Testing.

Imperial College Press, 2000.

2. Saferstein, R., Forensic Science Handbook, Vol. II and III. New Jersey:

Regents/Prentice HalL, 2009.

3. Issitt, P.D., Applied Blood Group Serology (3rd Ed.). Montgomery Scientific

Publication, 1985

GTF315/3-Biological Evidence

This course introduces the students to the multiple biological evidence types of both plant

and animal origin that are found at the crime scenes, the methods of observing, describing

and collecting them, their salient morphological features useful for identification and the

procedures and best practice used in the laboratory to investigate these evidence. The

evidence types focused include, among others, pollen grains, diatoms, wood, hairs and

natural fibres, damages in cloth and necrophagous insects. Emerging areas in forensic

biology such as wild life and marine forensics and bioterrorism are also included. The

course will be taught via lectures, tutorials and problem-based learning (PBL). Students

will be assessed through tests, practical reports, assignment and final examination.


1. Gunn A. Essentials of Forensic Biology (2nd Edition). Wiley. 2009.

161

2. Saferstein, R. (Ed.), Forensic Science Handbook, Vol. II & III, (2nd Ed.). New

Jersey: Prentice-Hall, 2009.

4. Byrd, J.H. & Castner, J.L., Forensic Entomology: The Utility of Arthropods in

Legal Investigations (2nd Edition). CRC Press, 2009.

5. Ogle, R.R. & Fox, M.J., Atlas of Human Hair Microscopic Characteristics. Boca

Raton: CRC Press, 1999.

6. Robertson, J. & Grieve, M., Forensic Examination of Fibres. London: Taylor &

Francis, 1999.

GTJ319/3-Nursing Foundation Practicum II

This course introduces student to practicum nursing foundation II. It covers the concept

related to activities of daily living, therapeutic interventions in nursing, medical and

surgical management of patients with cardiovascular, respiratory, gastroenterology and

nephrology/urology problems. It also encourages cultural diversity and safety in nursing.

Students will be assessed through clinical performance, practical tests and log book.



Concepts, Process and Practice, (10th Ed.), USA: New Jersey, Pearson, 2016. 2. deWit, S. C., & O’neill, P., Fundamental Concepts and Skills for Nursing, (4th

Ed.) St. Louis: Elservier Saunders, 2014.

3. Potter, P. A., & Perry, A. G. P., Fundamentals of Nursing, (9th Ed.), Singapore:

Elseiver Mosby, 2017.

4. Smith, S. F., Duell, D. J., & Martin, B. C., Clinical Nursing Skills: Basic to


GTJ320/3-Medical-Surgical Nursing III (Endocrine and Musculoskeletal)


endocrine and musculoskeletal diseases. The nursing care incorporates the concept of best

practice with multi-disciplinary approach. This course is taught via student centered

learning: lectures, small group discussion, and practical sessions. Students will be assessed

through assignments, presentation, OSCE and final examination.


1. LeMone, P. & Burke, K., Medical-Surgical Nursing: Critical Thinking in Client

Care (4th Ed.). New Jersey: Pearson Prentice Hall, 2008.

2. Timby, B.K. & Smith, N., Introductory Medical Surgical Nursing (10th Ed.).

Philadelphia: Lippincott Williams & Wilkins, 2010. 3. Sublett, C. & Blair, M., Medical Surgical Nursing: Clinical Management for

Positive Outcomes (8th Ed.). St. Louis: Saunders Elsevier, 2008.

4. Smith, S.F., Duell, D.J., & Martin, B.C., Clinical Nursing Skills: Basic to


162

GTJ321/3-Medical-Surgical Nursing IV (Neurology, Otorhinolaryngology and

Opthalmology)

This course introduces students to medical-surgical management of patient’s with neuro,

otorhinolaryngology and ophthalmology diseases. The nursing care incorporates the

concept of best practice with multi-disciplinary approach. This course is taught via student

centered learning: lectures, small group discussion, and practical sessions. Students will be

assessed through assignments, presentation, OSCE and final examination.


1. Timby, B. K. & Smith, N. E., Introductory Medical Surgical Nursing.

Philadelphia: W. W. Lippincott, 2010.

2. LeMone, P., Burke, K. & Bauldoff, G., Medical-Surgical Nursing: Critical

Thinking in Ppatient Care (5th Ed.). New Jersey: Pearson Prentice Hall, 2013.

3. Smeltzer, S.C., & Bare, B.G., Hinkle, J.L. & Cheever, K.H., Brunner &

Suddarth's Ttextbook of Medical-Surgical Nursing (12th Ed.). Philadelphia:

Lippincott William & Wilkins, 2010.

4. Smith, S.F., Duell, D.J. & Martin, B.C., Clinical Nursing Skills: Basic to


GTJ322/3- Mental Health and Psychiatric Nursing

This course introduces students to the mental health and psychiatric conditions. The

nursing care exposes students to the biopsychosocial model in psychiatric care as well as

incorporates collaborative partnership with community engagement. The concept of best

practice with innovative approach is emphasised. This course is taught via student centered


through assignments, presentation and final examination.


1. Fortinash, K.M. & Warret, H., Psychiatric Mental Health Nursing (5th Ed.). USA:

Mosby, Elsevier Inc., 2012.

2. Kneisl, C.R. & Trigoboff, E., Contemporary Psychiatric-Mental Health Nursing

(3rd Ed.). UK: Pearson Education, Inc., 2013.

3. Struart, G.W., Principle and Practice of Psychiatric Nursing (10th Ed.). USA:

Mosby, Elsevier Inc., 2013.

GTJ323/3-Medical-Surgical Nursing V (Dermatology, Immunology, Haematology

and Oncology)

This course introduces students to the diseases of dermatology, immunology, haematology

and oncology as well as the medical and surgical management. The nursing care

incorporates sustained quality of life, rehabilitation and palliative care with inter-

disciplinary approach. This course is taught via student centered learning: lectures, small

group discussion, and practical sessions. Students will be assessed through assignments,

OSCE and final examination.

163


1. Hinkle, J. L. & Cheever, K. H. Brunner & Suddarth’s Textbook of Medical-

Surgical Nursing. (13th ed.), Wolters Kluwer Lippincott Willians & Wilkins:

Philadelphia, 2014.

2. Perry, A. G., Potter, P. A. & Ostendorf, W. R. Clinical Nursing Skills &

Techniques. (8th ed.), Elsevier Mosby: St Louis, 2014.

3. deWit, S. C. & O’Neill, P., Fundamental Concepts and Skills for Nursing, (4th

ed.) St. Louis: Elservier Saunders, 2014.

4. LeMone, P., Burke, K., & Bauldoff, G., Medical-Surgical Nursing: Critical

Thinking in Patient Care, (5th Ed.), New Jersey: Pearson Prentice Hall, 2013.

5. Smith, S. F., Duell, D. J. & Martin, B. C., Clinical Nursing Skills: Basic to


6. Barbara, K. T. & Nancy, E. S., Introductory Medical-Surgical Nursing.

Philadelphia: W. W. Lippincott, 2010.

7. Smeltzer, S. C. & Bare, B. G., Hinkle, J. L., & Cheever, K. H., Brunner &

Suddarth's Textbook of Medical-Surgical Nursing, (12th Ed.), Philadelphia:

Lippincott William & Wilkins, 2010.

8. Yarbro, C. H., Frogge, M. H. & Goodman, M. Cancer Nursing: Principles &

Practice. (6th ed.). Boston: Jones and Bartlett Publishers, 2005.

GTJ324/3-Critical Care Nursing

This course introduces students to critical care nursing. The nursing care incorporates

sustained quality of life, rehabilitation with multi-disciplinary approach. This includes

theoretical knowledge of critical care nursing that relates to patients who need critical

nursing care such as physical care, psychological and physiological support, respiratory

support and hemodynamic support for sustainability of patient’s quality of life. This course

will be taught via student centered learning: lectures, small group discussion, and practical

sessions. Students will be assessed through assignments, log book, quiz and final

examination.


1. LeMone, P., & Burke, K.M. Medical-Surgical Nursing: Critical thinking in client

care (4th Ed.). New Jersey: Prentice-Hall, Inc, 2008.

2. Cairo, J.M. Pilbeam’s Mechanical Ventilator: Physiological and Clinical

Applications. Elsevier Health Sciences, 2015.

3. Hinkle, J.L. & Cheever, K.H. Brunner & Sunddarth’s Textbook of Medical-

Surgical Nursing (13th. Edition).London: Lisa McAllister, 2014.

GTJ325/3-Neonatal and Pediatric Nursing

This course introduces students to neonatal and pediatric nursing. The nursing care

incorporating sustainability quality of life, safety, security, and rehabilitation with multi-

disciplinary approach. It also collaborate nurse-parents partnership. This course will be

164


sessions. Students will be assessed through assignment, presentation, OSCE and final

examination


1. Ball, J.W., Bindler, R. C. & Cowen, K.J., Principles of Pediatric Nursing: Caring for Children. Boston: Pearson, 2012.

2. Hockenberry, M. J., Wilson, D. & Ridgers, C. Wong’s Essential of Pediatric

Nursing, (10th Ed.), St. Louis: Elservier Saunders, 2016.

3. James, S. R., Nelson, K. A., & Ashwill, J. W. Nursing Care of Children: Principles and Practices, (4th Ed.), St. Louis: Elservier Saunders, 2013.

4. Murray, S. S. & Mckinney, E. S. Foundation of Maternal – Newborn Nursing.

(6th Ed.) Philadelphia: W. B. Saunders Co., 2014.

5. Muscari,M. E. Pediatric Nursing. (5th Ed.), Philadelphia: J.B. Lippincott, 2016.

GTJ326/3-Gerontological Nursing

This course introduces students to gerontological nursing. The geriatric nursing care

incorporating sustainability quality of life, safety, security, and rehabilitation with multi-

disciplinary approach. It also collaborate best practice and community engagement. This

course will be taught via student centered learning: lectures, small group discussion, and

practical sessions. Students will be assessed through assignment, presentation, quiz, OSCE



1. Barbara J. E. Explaining Student Interest and Confidence in Providing Care for

Older Adults: The Role of Demographics and Life Experiences. Journal of Gerontological Nursing. Volume 43 (3): 13-18 4, 2017.

2. Meiner, S.E. and Lueckenotte A.G. Gerontologic Nursing (3rd Ed.) Mosby Inc.

St. Louis, 2006.

3. Miller, C.A. Nursing for Wellness in Older Adults (5th Ed.) Lippincott Williams

and Wilkins, Philaldelphia, 2009.

4. Touhy, T.A., & Jeff, K.F. Gerontology Nursing & Health Ageing. Missouri

Elsevier Mosby, 2014.

5. Tabernacle, B. Honey, M and Jinks, A. Oxford Handbook of Nursing Older

People, Oxford University Press, New York, 2009.

6. Kathleen B, Joseph P, Maribeth , Shau Y.L, Ellie H, & Warren W. L Term

effectiveness and safety of once-daily, single-entity, extended-release

hydrocodone in patients of ≥75 years of age with moderate to severe

nonmalignant and nonneuropathic pain. Geriatric Nursing, 38 (1), 2017.

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GTJ327/3-Nursing Education

This course introduces students to nursing education. It incorporates creative and

innovative teaching and learning. The knowledge transformation will be used for health

promotion in achieving sustainable health. This course will be taught via student centered


through assignment, presentation, and practical test.


1. DeYoung, C.S. & Miessler G.L., Teaching Strategies for Nurse Educators. New

Jersey: Prentice Hall. 2003.

2. Billings, D.M. & Halstead, J.A., Teaching in Nursing: A Guide for Faculty (3rd

Ed.). St. Louis: Sauders Elsevier Publisher, 2009.

3. Hall, G.E., Quinn, L.F. & Gollnick, D.M. Introduction to Teaching: Making a

Difference in Student Learning. California: SAGE Publication, 2014.

4. Lowenstein, A.L. & Bradshaw, M.J., Fuszard’s Innovative Teaching Strategies

in Nursing (3rd Ed). Sudbury: Jones & Bartlett Publisher, 2004.

GTK301/4-Environmental And Occupational Toxicology

This course focuses on understanding the effects of toxic chemicals that can harm and

damage living organisms and their environment. This course also describes the target organ

toxicity (hematotoxicity, neurotoxicity, hepatotoxicity, nephrotoxicity, neurotoxicity,

dermatotoxicity, pulmonary toxicity and reproductive organ toxicity) and chronic toxicity

effects (carcinogenesis, mutagenesis and teratogenesis). The classes of environmental and

occupational toxicants also discussed to develop awareness in conserving and preserving

environmental health to sustain the health of living organism in the entire ecosystem.

Students are trained to think of alternative methods to reduce the production of toxic waste

from multiple sources to the environment. Monitoring of heavy metals contaminants in

biota is also being exaggerated. The course will be delivered through lectures, tutorials and

practical. Students will be assessed through assignments, laboratory reports and final

examination.


1. Clements, W.H., Community Ecotoxicology. John Wiley & Son. 2002.

2. Hayes, A.W., Principles and Methods of Toxicology (5th Ed.). Taylor & Francis.

2007.

3. Manahan, E.S., Fundamentals of Environmental and Toxicological Chemistry:

Sustainable Science (4th Ed.). CRC Press. 2013.

4. Paul, I., Toxicity and Risk: Context, Principles and Practice. Routledge, London. 2001.

5. Winder, C. & Stacey, N.H., Occupational Toxicology. CRC Press. 2004.

166

GTK302/3-Environmental And Occupational Health From Engineering Perspective

This course discusses the relevant theory and application of engineering knowledge,

especially mechanical and civil engineering in implementing engineering controls to

reduce the level of pollutants in the workplace environment. This course also explains the

preventive measures against pollution problems in buildings through appropriate selection

of building materials. To sustain a building, elements for the construction, operation,

maintenance and renovation of green buildings is also a major focus of the lessons in this

course. This chapter takes into account the elements of production and consumption for

each of the basic material used in a building. Emphasizing this aspect is important to ensure

that the entire building is built to reduce the impact on the environment as well as human

health. The importance of creating green buildings lead to the efficient use of energy, water

and other resources that may help to reduce waste, pollution and environmental

degradation. In addition, health problems related to ergonomics has also become a major

focus for this course. Understanding related to these topics tested by implementing mini

projects with emphasis on the management of human health problems. The course will be

delivered via lectures, tutorials, problem-based learning and mini projects. Students will

be assessed through assignments, presentations, quizzes, and final examination.


1. Code of Practice, Design and Construction. British Standards Institution, 1997.

2. Code of Practice, Indoor Air Quality. DOSH, Malaysia, 2010.

3. Davis M.L. & Masten S.J., Principles of Environmental Engineering and Science.

McGraw-Hill, 2004.

4. De Nevers N., Air Pollution Control Engineering. McGraw-Hill, 2000.

5. Uniform Building By-Laws, MDC Publishers, 2011.

6. Mohd Zaid Y., Teknologi Industri: Kawalan Mutu dan Peralatan. Dewan Bahasa

& Pustaka, 1996.

GTK303/3-Domestic, Laboratory And Industrial Waste Management

This course introduces legal requirements related to the management of solid waste,

scheduled waste and radioactive waste. The method of quantification, handling, storage,

labelling, transportation, processing and disposal of these wastes are discussed. In addition,

the safety aspects of handling waste and the impact of unsystematic waste management to

environment and human health are also emphasised. Waste-to-energy technologies used in

the incineration, sanitary landfill and refused-derived fuel processes and 3Rs (Reduce,

Reuse, Recycle) concept will be learned. By reducing the amount of waste generated,

reusing product, recycling and use of renewable energy help lessen the impact on the

environment such as climate change. These will also enabling sustainable production and

consumption patterns. This course will be taught via lectures, tutorials, and problem based learning. Students will be assessed through assignments, presentation, quizzes, tests and

final examination.

167


1. Atomic Energy Licensing Act 1984 (Act 304) and Atomic Energy Licensing

(Radioactive Waste Management) Regulations 2011. Percetakan Nasional

Malaysia Berhad. 2006.

2. Cheremisioff N.P., Handbook Of Solid Waste Management And Waste

Minimization Technology, Elsevier Science, 2002.

3. Environmental Quality Act 1974 (Act 127) Regulations, Rules & Orders.

International Law Books Services. 2011.

4. Hester, R.E & Harisson, R.M., Environmental And Health Impact Of Solid Waste

Management Activities. Royal Society of Chemistry, Cambridge, 2002.

5. Baud, I., Post, J. & Furedy C., Solid Waste Management And Recycling: Actors,

Partnerships & Policies In Hyderabad. India & Nairobi, Kenya: Kluwer

Academic Publishers, 2004.

6. Solid Waste and Public Cleansing Management Act 2007 (Act 672). MDC

Publishers. 2009.

GTK305/3-Environmental And Occupational Health Related Diseases

The course discusses on the variety of diseases caused by environmental pollutants and

workplace contaminants. The health of workers is an important particular to ensure good quality of life. This course also introduces students to the types of environmental and

occupational diseases, its symptoms and medical surveillance. The course will be delivered

through lectures and case discussions. Students will be assessed through performance in

practical operation, log books, reports and final examination.


1. Koran, H., Environmental And Occupational Health (2nd Ed.). CRC Press, 2004.

2. La Dou J., Current Occupational And Environmental Medicine (3rd Ed.). Lange

Medical Books, 2003.

3. Reese, C.D., Occupational, Health And Safety Management: A Practical

Approach. Lewis Publishers, 2003.

4. Yassi, A., Kjellström, T., de Kok, T.L. & Guidotti T.L., Basic Environmental

Health. Oxford University Press, New York, 2001.

GTK307/3-Occupational Rehabilitation

This course introduces students to the theory and application of ergonomic and body

mechanics at workplace in order to prevent workers from injuries. The content of the course

will focus on the role of occupational health and safety officers in monitoring the

application of proper ergonomics and body mechanics as well as the rehabilitation of workers at workplace. The students will be able to understand the rehabilitation process

and return to work program if there are any injuries sustain by the workers. The course will

be delivered through lectures and case discussions. Students will be assessed through

performance in practical operation, log books, reports and final examination.

168


1. Bridger, R.S., Introduction To Ergonomics (2nd Ed.). New York: Taylor & Francis

Group, 2008.

2. Bureau of Labor Statistics. September, 1996. Recordkeeping Guidelines for

Occupational Injuries and Illness. US Department of Labor, Bureau of Labor

Statistics.

3. Karwowski, W. & Marras, W.S. (Eds.), Occupational Ergonomics: Design and

Management of Work Systems. Principles and Applications in Engineering Series.

CRC Press, Florida, 2003.

4. OSHA Ergonomic Standards, Occupational Safety and Health Administration,

2000.

5. US Congress (101st-433), Americans With Disabilities Act (PL 101-336), 1990.

6. US Office of Management and Budget. 1987. Standard Industrial Classification

Manual. National Technical Information Service, PB87-100012.

GTK310/4- Measurement and Monitoring of Contaminants

This course introduces the important principle and concept of industrial hygiene, in

evaluating the levels of contaminants both in the environmental and workplace settings,

for control and prevention of ill health. Besides being introduced theoretically in lectures, students are able to have a hands-on fieldwork assessment of environmental air, water and

soil pollution. Observations on climate change factors and disaster management will also

be discussed during the practical session. Hygiene monitoring of workplace exposure

hazards such as dust and particulate matter, chemical, noise, microbiological, heat stress

and indoor air quality monitoring will be practiced. Here, students will learn about the

sampling methods, sample transportation and storage as well as analysis using analytical

instrumentation such as Atomic Absorption Spectrophotometer. This course eventually can

help to suggest suitable control and prevention measures of multiple health problems that

may occur among workers who are constantly exposed to unhealthy environments in the

workplace. These will further contribute towards maintaining the sustainability of the

environment and biodiversity, health and safety of workers and the public, conservation of

natural resources, support sustainable development and increase productivity. Overall, the

course will be delivered through lectures, tutorials and practical based learning. Students

will be assessed through assignments, hygiene reports, tests, quizzes, and final

examination.


1. Asfahl, C.R., Industrial Safety and Health Management (5th Ed.). New Jersey:

Prentice-Hall Inc., 2004.

2. Fifield, F.W. & Haines P.J., Environmental Analytical Chemistry, UK: Blackwell Science, 2000.

3. Friedrich, R. & Reis, S., Emission Of Air Pollutants: Measurement, Calculation

And Uncertainties.UK: Springer, 2004.

4. Nims, D., Basics of Industrial Hygiene. Canada: John Wiley & Sons, Inc., 1999.

169

5. Vallero, D., Environmental Contaminant: Assessment and Control, London: AP,

2004.

6. Vincent J.H., Particle Size: Selective Sampling for Particulate Air Contaminants,

London: Academic Press, 1998.

GTK311/4-Environmental And Occupational Emergency

This course describes major accidents and disasters that have had occurred or may occur

in Malaysia and Southeast Asia which could affect the environment and workers’ life. The

concern on workers safety and security are highlighted. Students are also introduced to the

concept of disaster prevention and the establishment of an Emergency Response Plan

(ERP) and Emergency Response Team (ERT). The course will be delivered through

lectures, tutorials and practical. Students will be assessed through assignments, laboratory

reports and final examination.


1. Erickson, P.A., Emergency Response Planning for Corporate and Municipal

Managers. Academic Press, 1999.

2. Greece, S.A., International Resources Guide To Hazardous Chemicals:

Manufacturers, Agencies, Organizations And Sources of Information. William Andrew Publishing, 2003.

3. Leigh J.P., Markowitz S., Fahe M. & Landrigen P., Costs of Occupational Injuries

And Illnesses (4th Ed.). University of Michigan Press, 2003.

4. Parcell P., Disaster Prep 101: The Ultimate Guided Emergency Readiness. Info

Quest, 2004.

GTN309/3-Nutrition and Diseases

This course introduces students to the terms used in medical field, and the underlying

causes, predisposing factors and pathophysiologic changes during diseases of different

system of our body. It also covers effect of the disease on the nutritional status of the

patient, and relationship of the pathophysiological changes with nutrition intervention. This

course will be taught via lecture and discussion session. Students will be assessed through

continous assessment, assignment, presentation and final examination.


4. Geissler C. & Powers H., Human Nutrition (12th Ed.). Elsevier/ Churchil

Livingstone, 2010.

1. Ganong, W., Review of Medical Physiology (21st Ed.). Appleton & Lange, 2005.

2. Kumar, P. & Clark, M. L., Clinical Medicine (8th Ed.). W.B. Saunders Company,

2012.

3. Kumar, V. & Abbas, A.K., Robbins & Cotnan Pathologic Basis of Disease (9th

Ed.). W.B. Saunders Company, 2014.

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GTN311/3-Food Service Management

This course introduces students to the important aspects of catering, planning and food

service management, menu planning, selection of catering equipments, food service

system, and also methods, principles and preparation techniques of nutritious and tasty

food in bulk quantities. It also covers food safety and sanitation, dynamic flows of food

from the purchasing stage up to the serving of patients or clients with stipulated time. This

course will be taught via lecture, tutorial and discussion session. Students will be assessed

through continuous assessment, assignment and final examination.


1. Byers, B.A., Shanklin, C.W. & Hoover, L.A., Food Service Manual for

Healthcare Institutions (4th Ed.). JB-AHA Publishers, 2004.

2. Knight, J.B., & Korschevar, L.H., Quantity Food Production, Planning and

Management. New York: Van Nostrand Reinhold, 2006.

3. Gregoire, M. B. & Spears M.C., Food Service Organization: A Managerial and

Systems Approach (6th Ed.). Prentice Hall, 2006.

GTN315/4-Community Nutrition and Dietetics Services Practicum

This course introduces students to communities such as the squatter population, homes for

the handicapped, old olks homes, pregnant mothers, health care clinics and centers for a

period of 8 weeks to promote health activity and to educate the community on imbalance

nutritional habits. It also enables the students to face real life situation as dietitians in the

community and are required to be involved and to conduct educational activity either in

the form of educational talks or demonstrations in order to increase the awareness of

selected populations towards acquiring optimal nutrition and also the students will gather

knowledge about the role of a selected health care agency in a community setup. This

course will be taught via student centred learning (SCL) lectures and discussion session.

Students will be assessed through assignment, report, presentation and final examination.


1. Homan, M.S., Promoting Community Change- Making it Happen in the Real

World. Belmont Thompson Higher Education, 2010.

2. Nutrition Society, Gibney, M.J., (Eds), Public Health Nutrition. Blackwell

Publishers, 2003.

3. Heber, D., Nutrition for Primary Care. Saunders W B Co, 2000.

4. Morgan, J.B. & Dickerson, J.W.T. (Eds.), Nutrition in Early Life. John Wiley &

Sons, Inc., 2003.

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GTN316/3- Food and Nutritional Toxicology

This course consists of basic review of toxicology related to food and the human food

chain. The discussion touches on the fundamental concepts that will be covered absorption

of toxicants, distribution and storage of toxicants, biotransformation and elimination of

toxicants, and target organ toxicity. This course also will examine chemicals of food

interest, such as natural products (plants and fungi), toxicants from food processing, food

additives, and heavy metal, and how they are tested and regulated. This course will be

taught via lecture and discussion session. Students will be assessed through continuous

assessment, assignments and final examination.

List of text/ reference books:

1. Shibamoto T. & Bjeldanes L.F. Introduction to Food Toxicology (2nd Ed.),

Amsterdam: Elsevier/Academic Press, 2009.

2. Pussa, T. Principles of Food Toxicology (2nd Ed.), Boca Raton: CRC Press, 2014.

3. Deshpande S.S. Handbook of Food Toxicology. New York: Marcel Dekker, Inc.,

2002.

4. Helferich W. & Winter C.K., Food Toxicology, Boca Raton: CRC Press, 2001.

5. Stanley T. Omaye, Food and Nutritional Toxicology, Boca Raton: CRC Press,

2002.

GTN317/4-Food Microbiology

This course covers the role of microorganism in food, identification methods and

classifications, and intrinsic and extrinsic factors which affect the microorganisms growth.

It also covers ‘Hazard Analysis Critical Control Point’ (HACCP), ISO 22000, ‘Good

Manufacturing Practice’ (GMP) [Amalan Pengilangan yang Baik] and Malaysia Food Act

[Akta Makanan Malaysia 1983] which are applied in food industries in Malaysia and the

world. This course will be taught via lectures, tutorials, practical sessions and discussion.

Students will be assessed through test, assignment, practical reports and final examination.


1. Ray, B. & Bhunia A., Fundamental Food Microbiology. London: CRC Press,

2013.

2. Khalilah Abdul Khalil, Food Microbiology: A Laboratory Manual. Pusat

Penerbitan Universiti, 2007.

3. Adams, M.R. & Moss M.O., Food Microbiology (3rd Ed.). Cambridge: Royal

Society of Chemistry, 2008.

4. Montville, T.J., Matthews, K.R. & Knile K.E., Food Microbiology: An

Introduction. ASM Press, 2012. 5. Yousef, A.E. & Carlstrom C., Food Microbiology: A Laboratory Manual. John

Wiley & Sons Inc, New York, 2002.

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GTN318/3-Nutrition Anthropology

This course introduces students to the study of human nutrition from the perspective of

anthropology raging from the aspects of biological, ecological and social influence of diet

and human nutrition, referring to how diet affects human behavior and culture, and how

culture affects human behavior and nutrition. It also covers a review of cross-cultural

diversity in terms of diet, nutritional status and life advice system, as well as differences in

the factors of human existence is the result of the evolution of the pre-historic to modern

times and provide some basis that can be used to assess the reliability and reasonableness

of the policy and dietary recommendations are featured in daily modern life. This course

will be taught via lectures and discussion session. Students will be assessed through

continuous assessments, report, presentation and final examination.


1. Bryant, C.A., DeWalt, K.M., Courtney, A. & Schwartz, J., The Cultural Feast:

An Introduction to Food and Society (2nd Ed.). Belmont, CA:

Wadsworth/Thomson Learning, 2003.

2. Pollan, M., The Omnivore's Dilemma: A Natural History of Four Meals. New

York: Penguin, 2007.

3. Kittler, P.G., Sucher, K.P. & Nelms, M., Food and Culture (6th Ed.). Belmont, CA: Wadsworth / Thomson Learning, 2011.

GTP303/2- Neuropsychology

This course introduces students to the fundamental neuropsychology teaching on memory,

emotion, perception, visual recognition, language and the recovery of brain function. This

course is important for the students to understand the neuropsychological assessment

results in order to innovate and collaborate in partnership for proper diagnosis and

management of the speech pathology cases to improve patients quality of life. This course

will be taught via lecture, tutorial, and discussion session. Student will be assessed through

assignments, quiz, presentation and a final examination.


1. Elias, L.J. & Saucier, D.M., Neuropsychology: Clinical and Experimental

Foundations. London: Pearson Education, Inc., 2006.

2. Halligan, P.W., Kischka, U. & Marshall, J.C., Handbook of Cinical

Neuropsychology (2nd Ed.). Oxford: Oxford University Press, 2010.

3. Kolb, B. & Wishaw, I.Q., Fundamentals of Human Neuropsychology (6th Ed.).

New York: Worth Publishers, 2009.

4. Martin, G.N., Human Neuropsychology (2nd Ed.). London: Pearson Education Limited, 2006.

5. Morgan, J.E. & Ricker, J.H., Textbook of Clinical Neuropsychology. New York:

Taylor and Francis Group, 2008.

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GTP304/3- Speech Pathology Clinic III

This course trains students to fully conduct clinical session under supervision. The main

caseloads in this course are developmental language disorders, hearing impairment and

speech sound disorders. The students are required to design the individualized assessment

and intervention plans for their patients. They are required to administer and apply these

plans in managing their patients. This course will be delivered through clinical session and

case discussion. Students will be assessed on their clinical performance, log book, case

history report and case presentation.


1. Paul, R., Language Disorders From Infancy Through Aadolescence:

Assessment and Intervention (3rd Ed.). St. Louis: Mosby, 2006.

2. Meyer, S. M., Survival Guide for the Beginning Speech-Language Clinician

(2nd Ed.). London: Pro-Ed Inc., 2004.

3. Hedge, M. N., Clinical Methods and Practicum in Speech-Language Pathology.

New York: Thomson Delmar Learning, 2005.

4. Gordon-Brannan, M., Clinical Management of Articulatory and Phonologic

Disorders (3rd Ed). New York: Lippincott Williams & Wilkins, 2007.

5. Roth, F. & Worthinston, C., Treatment Resources Manual for Speech Language Pathology (4th Ed.). New York: Delmar, 2010.

GTP306/3- Voice and Resonance Disorders

This course discusses in depth on the fundamental theories on voice disorders, including

laryngeal speech, and resonance disorders. It covers on methods of assessment and

principles of interventions in managing individuals with voice disorders and resonance

disorders. This course will be taught via lecture, tutorial and problem based learning.

Students will be assessed through quiz, tests, reports, and final examination.


1. Boone, D.R., McFarlane, S.C., Von Berg, S.L. & Zraick, R.I., The Voice and

Voice Therapy (8th Ed.). Boston: Allyn and Bacon, 2009.

2. Andrews, M.L., Manual of Voice Treatment: Pediatrics Through Geriatrics (3rd

Ed.). San Diego: Singular Publishing Group, 2006.

3. Stemple, J.C., Glaze, L.E., & Klaben, B.G., Clinical Voice Pathology: Theory and

Management (4th Ed.). San Diego: Singular Publishing Group, 2009.

4. Kummer, A.W., Cleft Palate and Craniofacial Anomalies the Effects on Speech

and Resonance. San Diego:Singular, 2007.

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GTP311/3-Counseling for Communication Disorders

This course emphasises on fundamental aspects of counseling in the fields of audiology

and speech pathology. It also focuses on the application of counseling methodologies in

the management of individuals with communication disorders, as well their families. This

course will be taught via lecture, tutorial and problem based learning. Students will be

assessed through assignments, practical, presentation, and final examination.


1. Flasher, L.V. & Fogel, P.T, Counseling Skills for Speech-Language Pathologist

and Audiologist. Albany: Thompson Delmar Learning, 2004.

2. Luterman, D.M., Counseling Persons With Communication Disorders and

Their Families (5th Ed.). Austin: Pro-Ed., 2008.

3. Clark, K., & English, J., Counseling in Audiologic Practice: Helping Patients and

Families Adjust to Hearing Loss. Boston: Allyn & Bacon, 2004.

4. Nelson-Jones, R., Introduction to Counseling Skills (3rd Ed.). London: Sage

Publication Ltd., 2000.

GTP312/2- Augmentative and Alternative Communication

This course exposes students to the fundamental theories of augmentative and alternative

communication (AAC) as a communication method for those who cannot communicate

verbally. It covers on types and characteristics of ACC. Principles of prescription,

assessment and intervention of AAC are also included in this course. This course will be

taught via lectures, tutorials, and problem based learning. Students will be assessed through

assignments, presentation and final examination.


1. Beukelman, D.R. & Mirenda, P., Augmentative and Alternative Communication:

Management of Severe Communication Disorders in Children and Adults (4th

Ed.). Baltimore: Brookes Publishers, 2012.

2. Tetzchner, S.V., & Martinsen, H., Introduction to Augmentative and Alternative

Communication. London: Whurr Publishers, 2000.

3. Cockerill, H., & Carrollfew, L., Communicating Without Speech: Practical

Augmentative and Alternative Ccommunication Clinics for Children (Clinics in

Developmental Medicine). London: Mac Keith Press, 2001.

GTP313/3- Acquired Language Disorders

This course discusses in depth on acquired language disorders. It focuses on aphasia with

additional exposures on communication disorders due to dementia, right hemisphere syndrome dan traumatic brain injury. It also discusses assessment and intervention

techniques for these disorders. This course will be taught via lecture, tutorials and problem

based learning. Students will be assessed through quiz, test, reports, presentation and final

examination.

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1. Murdoch, B.E., Acquired Speech and Language Disorders: A Neuroanatomical

and Functional Neurological Approach (2nd Ed.). West Sussex: John Wiley &

Sons Ltd., 2010.

2. Chapey, R., Language Intervention Strategies in Aphasia and Related Neurogenic

Communication Disorders (5th Ed.). Philadelphia: Lippincott Williams &

Wilkings, 2008.

3. Hedge, M.N., A Coursebook on Aphasia and Other Neurogenic Language

Disorders (3rd Ed.). San Diego: Delmar Cengage Learning, 2005.

4. Pointe, L.L., Aphasia and Related Neurogenic Language Disorders (3rd Ed.). New

York: Thieme, 2005.

GTP314/2- Motor Speech Disorders

This course introduces students to the management of motor speech disorder cases i.e.,

apraxia of speech and dysarthria. It covers etiologies, neurological characteristics,

assessments, diagnosis, and intervention for motor speech disorder cases. This course will

be taught via lecture, tutorial, and problem-based learning (PBL). Students will be assessed

through assignments, presentation, quiz and final examination.


1. Duffy, J. R., Motor Speech Disorders: Substrates, Differential Diagnosis, and

Management (3rd Ed.). St Louis: Elsevier Health Sciences, 2012.

2. Freed, D.B., Motor Speech Ddisorders: Diagnosis & Treatment. New York:

Delmar Cengage Learning, 2011.

3. Brookshire, R.H., Introduction to Neurogenic Communication Disorders (7th

Ed.). St. Louis: Mosby, 2007.


Disorders (2nd Ed.). San Diego: Singular Publishing Group, 2007.

GTP315/3- Speech Pathology Clinic IV


caseloads in this course are developmental language disorders, hearing impairment, speech

sound disorders and voice disorders. The students are required to design the individualized

assessment and intervention plans for their patients. They are required to administer and

apply these plans in managing their patients. This course will be delivered through clinical

session and case discussion. Students will be assessed on their clinical performance, log

book, case history reports and case presentation.


1. Roth, F., & Worthington, C., Treatment Resource Manual for Speech Language

Pathology (4th Ed.). New York: Delmar, 2010.

176

2. Hedge, M.N., Clinical Methods and Practicum in Speech-Language Pathology

(5th Ed.). New York: Thomson Delmar Learning, 2009.

3. Dollaghan, C., Handbook for Evidence-Based Practice in Communication

Disorders. London: Paul H. Brookes Pub. Co., 2007.

4. Paul, R., Language Disorders From Infancy Through Adolescence: Assessment

and Intervention (3rd Ed). St. Louise: Mosby, 2006.

5. Paul, R. & Norbury, C., Language Disorders From Infancy Through Adolescence:

Listening, Speaking, Reading, Writing, and Communicating (4th Ed.). St. Louise:

Mosby, 2012.

GTP316/3- Learning Disabilities

This course introduces students to the aspects of learning disabilities and education for

children with communication disorders. It covers theories and processes of learning,

etiologies and characteristics of learning disabilities with an emphasis on the educational

issues that are related to these children. This course will be taught via lecture, tutorial, and

problem-based learning. Students will be assessed through assignment, reports,

presentation, and final examination.


1. Harwell, J.M. & Jackson R.W., The Complete Learning Disabilities Handbook:

Ready-to-Use Strategies and Activities for Teaching Students with Learning

Disabilities. California: Jossey-Bass Publisher, 2008.

2. Lerner, J.W., Learning Disabilities: Theories, Diagnosis, and Teaching Strategies

(10th Ed.). Boston: Houghton Mifflin, 2005.

3. Fletcher, M., Lyon, G.R., Fuchs, L.S., & Barnes, M.A., Learning Disabilities:

From Identification to Intervention. New York: The Guilford Press, 2006.

GTP317/2- Swallowing Problems

This course discusses swallowing problems with additional focuses on pediatric feeding

difficulties. It covers on methods of assessment and principles of interventions in managing

individuals with swallowing problems. This course will be taught via lecture, tutorial, and

practical session. Students will be assessed through assignments, test and final

examination.


1. Groher, M. & Crary, M., Dysphagia: Clinical Management in Adults and

Children. Florida: Elsevier, 2009.

2. Leonard, R. & Kendall, K., Dysphagia Assessment and Treatment Planning: A Team Approach (2nd Ed.). New York: Thomson Delmar Learning, 2007.

3. Carrau, R.L. & Murry, T., Comprehensive Management of Swallowing Disorders

(2nd Ed.). San Diego. Singular Publishing Group, 2006.

177

GTS305/2-Applied Sports Physiology

This course introduces student to physiological changes due to environment, training

method, time and age. This course also discusses issues related to sport performance

including sports in hot and cold environment, altitude training, circadian rhythm and jet

lag. This course will also cover water-based physiological changes due to physical

acitvities and the effects of pollution (air, noise) on exercise physiology conditions. This

course will be taught via lecture and tutorial. Students will be assessed through

assignments, test and final examination.


1. Reilly, T. & Waterhouse, J., Sport, Exercise and Environmental Physiology.

Elsevier Churchill Livingstone, 2005.

2. Tipton, C.M., Sawka, M.N., Tate C.A. & Terjung R.L. (Eds), ACSM's Advanced

Exercise Physiology. Philadelphia: Lippincott Williams & Wilkins, 2006.

3. Powers, S.K. & Howley, E.T., Exercise Physiology Theory and Application to

Fitness and Performance (7th Ed.). McGraw-Hill, 2012.

4. Armstrong N. (Ed)., Pediatric Exercise Physiology. New York: Churchill

Livingstone, 2007.

GTS307/3- Physical Activity, Growth and Development

This course exposes the students to issues related to physical growth and development with

regards to physical activity. Discussion on the maturation process, morphological and

functional changes in relation to exercise and training will be conducted.


1. Thies, K.M. & Travers, J.F., Growth and Development through the Lifespan (2nd

Ed.). Sudbury, MA: Jones and Bartlett Publishers, 2009.

2. Malina, R.M., Bar-Or, O. & Bouchard, C., Growth, Maturation and Physical

Activity (2nd Ed.). Champaign, IL: Human Kinetics, 2001.

3. Jurimae, T. & Hills, A.P., Body Composition Assessment in Children and

Adolescents. Karger, 2001.

GTS311/3-Sports Nutrition

Students will be exposed to the knowledge of nutritional requirement for the athletes in

various disciplines, nutritional requirement to different sport event and ergogenic aids to

enhance sport performance. Students will learn about nutritional planning in pre, during

and post-performance/training.


1. Antonio, J., Essential of Sports Nutrition and Supplements. Totowa, NJ: Humana

Press, 2008.

178

2. Clark, N., Nancy Clark’s Sports Nutrition Guidebook (5th Ed.). Champaign, IL:


3. McArdle, W.D., Katch, F.I., Katch, V.L., Exercise Physiology: Energy, Nutrition,

and Human Performance. Philadelphia, PA: Williams & Wilkins, 2004.

4. Jeukendrup, A.E. & Gleeson, M., Sports Nutrition: An Introduction to Energy

Production and Performance (2nd Ed.). Champaign, IL: Human Kinetics, 2010.

GTS312/3-Sports Injuries and Rehabilitation

This course introduces students to the types and mechanism of injuries in sports. It also

covers the principles of rehabilitation process including the use of equipments for the

treatment and therapies in sports injuries. This course will be taught via lectures and

practical that integrates fundamental knowledge with current research ourcomes. Students

will be assessed through tests, practical reports and final examination.


1. Abrahamson, E. And Comfort, P., Sports Rehabilitation and Injury Prevention.

Chichester, West Sussex: Wiley-Blackwell, 2010.

2. Buschbacher R.M., Dave S.J. & Prahlow N.D., Sports Medicine and

Rehabilitation: A Sport Specific Approach (2nd Ed.). Philadelphia,PA: Lippincott Williams & Wilkins, 2009.

3. Prentice, W.E. (Ed), Rehabilitation Technique in Sports Medicine (3rd Ed.).

McGraw Hill, 1999.

4. Selvanetti, A., Giombini, A. & Puddu, G., Rehabilitation of Sports Injuries. New

York: Springer-Verlag Berlin Heidelberg. 2001.

5. Denegar, C.R., Saliba, E. & Saliba, S.F., Therapeutic Modalities for

Musculoskeletal Injuries (3rd Ed.). Champaign, IL: Human Kinetics, 2010.

GTS313/3-Sports Biomechanics and Kinesiology

This course introduces the interdisciplinary knowledge about the anatomy of the skeletal-

muscle and neuro-muscular structure integrated with biomechanic principles. The

knowledge helps to understand the functions and limitations of the systems, comprehend

the types and causes of movement in sports and to analyse body motion. The course will

focus on the development techniques of human motion analysis from the aspect of structure

and function as well as the applied biomechanics principles involved in human movement.

Examples from joint movements and application of sports skills will be used for the

analyses.


1. Hamilton, N., Welmar, W. & Luttgens, K., Kinesiology: Scientific Basis for

Human Motion (11th Ed.). Boston: McGraw-Hill Higher Education, 2008

2. Bartlett, R. & Hong, Y., Handbook of Biomechanics and Human Movement

Science. London, NY: Routledge, 2008.

179

3. Bartlett, R. & Bussey, M., Sports Biomechanics: Reducing Injury Risk and

Improving Sports Performance (2nd Ed.). London: Routledge, 2012.

4. Hall S.J., Basic Biomechanics (6th Ed.). New York: McGraw-Hill, 2011.

GTS314/3-Motor Learning

This course introduces student to basic concepts and theories of motor learning. This course

also introduces students to research studies that utilize an interdisciplinary approach of

perceptual-motor process and psychological mechanism of motor learning in sports. This

course will be taught via lecture and practical. Students will be assessed through test,

assignments and final examination.


1. Magill, R.A., Motor Learning: Concepts and Applications (11th Ed.). Columbus,

OH: McGraw-Hill, 2011.

2. Coker, C.A., Motor Learning and Control for Practitioners (2nd Ed.). New York:

McGraw-Hill, 2009.

3. Schmidt, R., Motor Control and Learning: A Behavioral Emphasis (5th Ed.).

Champaign, IL: Human Kinetics, 2008.

4. Schmidt, R. & Wrisberg, C., Motor Learning and Performance: A Problem-Based Learning Approach (3rd Ed.). Champaign, IL. : Human Kinetics, 2004.

GTS315/3-Coaching Science and Performance Analysis

This course exposes the students to the multidisciplinary aspect of sport sciences (anatomy,

physiology, psychology, biomechanics, and skill acquisition) that are important for

coaches. It also emphasises on the sustainable management, efficient planning planning

and social-interpersonal skills required by the modern coach. The course also covers

advanced coaching means and methods, theoretical and practical aspects of planning,

periodisation, forecasting and target setting in order to analyse sport performance.


1. Martens, R., Successful Coaching (3rd Ed.). Champaign, IL: Human Kinetics,

2004.

2. Robinson, P.E., Foundations of Sports Coaching. New York, NY: Routledge,

2010.

3. McMorris, T. & Hale, T. Coaching Science: Theory Into Practice. John Wiley &

Sons, 2006.

4. Hughes, M., Jones, R.L. & Kinston K., An Introduction to Sports Coaching: From

Science and Theory to Practice. London, NY: Routledge, 2008.

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GTS316/3-Adapted Physical Activity

This course is designed to impart knowledge and skills about sports and people with

disabilities. Students are introduced on the conceptual foundation about people with

disabilities, types of people with disabilities, health and fitness, as well as the relationship

of healthy life styles and health conditions. The course further promotes knowledge that

may improve the health and quality of life of people with disabilities, in terms self-help

skills, productivity and psychological through empowerment of people with disabilities in

recreational and physical activities.


1. Claudine, S., Adapted Physical Activity, Recreation, and Sport: Crossdisciplinary

and Lifespan (6th Ed.). Boston, MA: McGraw-Hill, 2004.

2. Thomas, N. & Smith, A., Disability, Sport and Society: An Introduction. London:

Routledge, 2009.

3. Thompson, W.R. & Vanlandewijck, Y., The Paralympic Athlete: Handbook of

Sports Medicine and Science. West-Sussex: Wiley-Blackwell, 2011.

GTS317/3-Sports Management

This course explores the basics of sports organisation, hierarchy of sports organisation and their role in community engagement, networking, and integrated administration to ensure

equality, quality of life and sustainable partnership between diverse sectors of society

through the development of sports. Basic management of physical education and sports

plus the detailed explaination of management and running of various physical education

and sports programme will be covered.


1. Hoye R, Smith A, Nicholson M, Stewart B, Westerbeek H. Sport management:

Principles and application. Oxon, Routledge, 2012.

2. Krotee, M.L. & Bucher, C.A., Management of Physical Education and Sports

(13th Ed.). Boston, MA: McGraw-Hill, 2007.

3. Lussier, R.N., Kimball, D.C. & Lussier, R.N., Applied Sports Management Skills.

Champaign, IL: Human Kinetics, 2009.

4. Emery, P., The Sports Management Toolkit. Abingdon, Oxon: Routledge, 2011.

GTX307/3-Radiation Protection and Safety II

This course is the continuity of Radiation Protection and Safety I course. This course aims

to provide theoretical and practical knowledge regarding the best practice of radiation

protection on diagnostic radiology, radiotherapy and nuclear medicine as well as researches involving radiation and radioactive waste management. Teaching and learning activities

for this course will be delivered through lectures, tutorials and practical demonstrations to

provide sustainable knowledge to the students. Students will be assessed through

assignments, test, practical assessment and final examination.

181


1. Ismail Bahari & Mohd Yusof Ismail, Managing Radiation Safety. Atomic Energy

Licensing Board (AELB) McGraw-Hill, 2007.

2. Statkiewicz Sherer, M.A., Visconti, P.J. & Ritenour, E.R., Radiation Protection

in Medical Radiography (7th Ed.). Mosby, 2013.

3. Lombardi, M.H., Radiation Protection in Nuclear Medicine (2nd Ed.). CRC, 2006.

GTX321/4-Imaging Techniques I

This course introduces students to a sustainable clinical exercise in the hospital pertaining

to imaging techniques in general radiography, emergency radiography, dental radiography

and fluoroscopy. It also covers the procedures on handling a modality, radiation protection

practice, patient care and management, and good communication skill. This course will be

conducted via lecture/practicum/SCL. The students will be assessed through practical

assessment, log book, presentations, practical exercise and final examination.


1. Greathouse, J.S., Radiographic Positioning and Procedures: A Comprehensive

Approach. Delmar Learning, 2006. 2. Bontrager, K.L. & Lampignano, J.P., Textbook of Radiographic Positioning and

Related Anatomy (8th Ed.). Elsevier Mosby, 2013.

3. Sutherland, R. & Thomson C., Pocketbook of Radiographic Positioning (3rd

Ed.). Churchill Livingston, 2007.

GTX322/3-Radiation Protection and Safety I

This course is aimed to provide the students knowledge regarding biological effects of

ionizing radiation as well as fundamentals of radiation protection. This course discuss the

regulatory acts regarding the use of radiation and radiation safety in Malaysia especially

the Atomic Energy Licensing Act (1984). This course also discusses the Radiation

Protection Program as recommended by Atomic Energy Licensing Board (AELB) to give

awareness on students regarding occupational health and safety involving ionising

radiation. Students will be taught theoretically and through practical regarding basic

principles in radiation protection. Students will be evaluated through quiz, assignments

practical report and final examination.


1. Ismail, B. & Mohd. Yusof, M.A., Managing Radiation Safety: Guide for

Radiation Protection Officers. McGraw Hill, 2007. 2. The Government of Malaysia, Atomic Energy Licensing 1984, Act 304: Basic

Safety Standard (2010), Licensing (1986) and Transportation (1989).

3. Martin, A. & Harbison, S.A., An Introduction to Radiation Protection (6th Ed.).

CRC Press, 2012.

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GTX323/3-Introduction to Radiation Dosimetry

This is an introductory course to the fundamental principles of radiation dosimetry which

includes basic radiation physics, production of x-ray, interactionof radiation, radiation

measurement equipment and clinical beam calibration. This course will be conducted

through lecture, tutorial and seminar. Student will be evaluated through test, quiz,

assignment and final examination.


1. Pawlicki, T., Scanderbeg, D.J., Starkschall, G., Hendee’s Radiation Therapy

Physics (4th Ed.). Wiley-Blackwel, 2016.

2. Washington, C.M. & Leaver, D.T., Principles and Practice of Radiation Therapy

(4th Ed.). Mosby, 2015.

3. Khan F.M., The Physics of Radiation Therapy (5th Ed.). Lippincott Williams &

Wilkins, 2014.

GTX324/4-Diagnostic Radiology Imaging

This course introduces students to the knowledge and practice in mammography,

fluoroscopy, digital radiology, digital subtraction angiography (DSA), CT scan and MRI. It also covers quality assurance programmes, regulations on the use of radiation equipment

and practical radiation protection. This course will be conducted via lecture/tutorial/SCL.

The students will be assessed through continuous assessments, assignment, exercise of

tutorial, field report, presentation and final examination.


1. Carlton, R.R. & Adler, A.M., Principles of Radiographic Imaging: An Art and A

Science (5th Ed.). Thomson Delmar Learning, 2012.

2. Bushberg, J.T., Seibert, J.A., Leidholdt, E.M. & Boone, J.M., Essential Physics

of Medical Imaging (3rd Ed.). Lippincott Williams & Wilkins, 2012.

3. Allisy-Roberts, P., Farr’s Physics for Medical Imaging (2nd Ed.). Elsevier, 2008.

GTX325/4-Nuclear Medicine Imaging

This course introduces students to the in-vivo radiation detection in health and the major

components of imaging equipment including gamma camera and PET scanner. Image

formation in nuclear medicine imaging with the performance parameters for both gamma

camera and PET scanner and quality assurance will be discussed. Students will be taught

the imaging techniques of both gamma camera and PET scanner. The course will be

conducted via lecture and tutorial. The students will be assessed through test, assignments, presentation and final examination.

183


1. Prekeges, J., Nuclear Medicine Instrumentation (2nd Ed.). Jones & Bartlett

Learning, 2013.

2. Bushberg, J.T., Seibert, J.A., Leidholdt, E.M. & Boone, J.M., Essential Physics


3. Cherry, S.R., Sorenson, J.A. & Phelps, M.E., Physics in Nuclear Medicine, (4th


GTX326/4-Principles of Radiotherapy

This is an introductory course for the student to the fundamental principles of radiotherapy

which including basic concept of radiotherapy technique, clinical radiotherapy machine,

dose calculation and radiation beam calibration in clinical environment. This course will

be conducted through lecture, tutorial and seminar. Student will be evaluated through test,

quiz, assignments and final examination.


1. Khan, F.M., The Physics of Radiation Therapy (5th Ed.). Lippincott Williams &

Wilkins, 2014. 2. Symonds, P., Deehan, C. & Meredith C., Walter and Miller's Textbook of

Radiotherapy: Radiation Physics, Therapy and Oncology (7th Ed.). Churchill

Livingstone, 2012.


(4th Ed.). Mosby, 2015.

GTX327/3-Brachytherapy

This course discusses fundamental knowledge of physics and dosimetry aspects of

brachytherapy. Radioactive sources commonly used in brachytherapy and types of

brachytherapy will also be discussed. The course will be conducted via lecture and tutorial.

The students will be assessed through test, quiz, assignment and final examination.


1. Hoskin P. & Coyle C., Radiotherapy in Practice: Brachytherapy (2nd Ed.).

Oxford, 2011.


(4th Ed.). Mosby, 2015.


Wilkins, 2014. 4. Venselaar, J. & et al., Comprehensive Brachytherapy: Physical and Clinical

Aspects (Imaging in Medical Diagnosis and Therapy)(1st Ed.). CRC Press, 2012.

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6.5. Core Courses

Level 400

185

GTA401/6-Research Project

The course introduces students to a research project in audiology. The students are trained

to conduct research under the supervision of the faculty members. They are encouraged to

select research topics that are important and innovative in the audiological field. The course

requires the students to work independently and professionally while adhering to the ethical

standards. Students will be assessed through research proposal paper, presentation,

dissertation and viva.


1. Daniel W.W., A Foundation for Analysis in the Health Sciences (8th Ed.). John

Wiley & Sons, 2008.

2. Norman G.R. & Streiner D.L., Biostatistics: The Bare Essentials (3rd Ed.).

McGraw-Hill Medical, 2008.

3. Motulsky H., Intuitive Biostatistics (2nd Ed.). Oxford University Press, 2010.



GTA406/2-Noise and Hearing

This course introduces students to fundamental aspects of noise, different types of noises,

damage risk criteria, noise exposure guidelines internationally and locally, the best practice

for industrial audiology including hearing assessments on noise induced hearing loss cases

and hearing conservation program. It also covers the specific effects of noise on the

auditory and other systems. This course will be taught via lectures, tutorials and practical


examination.


1. Rawool, V. (Ed.)., Hearing Conservation: In Occupational, Recreational,

Educational and Home Settings. Thieme, 2011.

2. Le Prell C.G., Henderson D., Fay R.R. & Popper, A.N. (Eds.), Noise-Induced

Hearing Loss: Scientific Advances (Springer Handbook of Auditory Research).

Springer, 2011.

3. Chasin, M., Hearing Loss in Musicians. Plural Publishing Inc., 2009.



GTA407/5-Audiology Clinic IV

This course is a continuation from Audiology Clinic I, II and III courses. In this course,

students are attached to Audiology Clinic of HUSM three days/week and are supervised

by experienced audiologists for 14 weeks. Apart from conducting history taking and

fundamental audiological tests as well as procedures related to hearing aids, students are

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also involved in performing advanced audiological tests such as electrophysiological tests,

site of lesion tests and non-organic hearing loss tests. Students will also develop skills in

dealing with complex cases, such as difficult to test children, children with multi-

disabilities and patients with non-organic hearing loss. This course will be taught through


evaluation (practical), report, presentation, log book, practical test (OSCE), practical test

(clinical examination) and viva voce.








Publishers, 2008.

4. Goldfarb, R., & Serpanos, Y. C., Professional Writing in Speech-language Pathology and Audiology Workbook. San Diego: Plural Publishing Inc., 2011.



GTA408/6-Audiology Clinical Placement

This course introduces students to clinical audiology practice in selected hospitals in

Malaysia. Students are attached to Audiology Clinic for five days clinic per week and

supervised via experienced Audiologists for six weeks. This clinical training will cover the

best practice for Audiology for both adult and pediatric cases including interviewing

session for history taking, routine tests such as otoscopic examination, tympanometry,

acoustic reflex, PTA (with and without masking), measurement of hearing aid function and

explaining results as well as giving counselling to the patients. This course will be taught


evaluation (practical), reports, presentation and log book.








Publishers, 2008.

4. Goldfarb, R. & Serpanos, Y.C., Professional Writing in Speech-language


5. Liptak, J.J., Leutenberg, E., Sippola, C., Brodsky, A.L. & LISW, The Communication Skills Workbook. USA: Whole Person Associates, Inc., 2008.

187

GTA409/2- Audiology Seminar

This course introduces students to the seminar for promoting advanced audiological

knowledge. It also covers evidence-based practice (EBP) including interest, stages of EBP

and types of statistics to answer the question of work practices. This course will be taught

through lectures and discussions. Students will be assessed through assignments, journal

presentation, seminar presentations and final examination.


1. Wong, L. & Hickson, L., Evidence Based Practice in Audiology: Evaluating

Interventions for Children and Adults with Hearing Impairment. San Diego:

Plural Publishing Inc., 2012.

2. Rubin, A., Statistics for Evidence-Based Practice and Evaluation (Research,

Statistics, & Program Evaluation) (3rd Ed.). Brooks Cole, 2012.

3. Rubin, A. & Bellamy, J., Practitioner's Guide to Using Research for Evidence-

Based Practice (2nd Ed.). Wiley, 2012.

4. Haynes, W.O. & Johnson, C.E., Understanding Research and Evidence-Based

Practice in Communication Disorders: A Primer for Students and Practitioners.

Allyn & Bacon, 2008.

5. Jolles, R.L., How to Run Seminars & Workshops: Presentation Skills for Consultants, Trainers and Teachers (3rd Ed.). Wiley, 2005.

GTA410/2-Ethics and Professionalisme in Audiology

This course introduces the student to professionalism, ethics, best practice of audiology,

codes of ethics, ethical decision making, beneficence and nonmaleficence, competency and

public statements in audiology. This course will be taught through lectures, tutorials,

discussions and case studies. Students will be assessed through assignments, presentations



1. Irwin, D.L., Pannbacker, M., Powell, T.W., &Vekovius, G.T., Ethics for Speech-

Language Pathologists and Audiologists: An Illustrative Casebook. Delmar

Cengage Learning, 2006.

2. Lubinski, R. & Hudson, M. W., Professional Issues in Speech-Language

Pathology and Audiology (4th Ed.). Delmar Cengage Learning, 2012.

3. Hosford-Dunn, H., Roeser, R. J. & Valente, M., Audiology Practice Management.

USA: Thieme, 2007.

4. Roeser, R.J., Valente, M., & Hosford-Dunn, H., Audiology Diagnosis. New York:

Thieme, 2007. 5. Katz, J., Medwetsky, L., Burkard, R. & Hood, L. (Eds.), Handbook of Clinical


188

GTA411/5-Audiology Clinic V

This course introduces students to clinical audiology practice. Students are attached to

Audiology Clinic for two days clinic per week and supervised via experienced Audiologists

for 14 weeks. This clinical training will cover the best practice of Audiology for both adult

and pediatric cases including interviewing session for history taking, basic tests such as

otoscopic examination, tympanometry, acoustic reflex, PTA (with and without masking),

and explaining results to the clients. Students are also able to handle the procedures related

to hearing aids, advanced audiological test (electrophysiology testing, site of lesion tests,

tests of non-organic hearing loss, vestibular testing and tinnitus audiometry) and mapping of adult patients with cochlear implants and children as well as patients who are difficult

to be tested. Students will be assessed through supervisor’s evaluation (practical), report,

presentation, log book, practical test (OSCE), practical test (clinical examination) and viva

voce.


1. Katz, J., Burkard, R., Hood, L., & Medwetsky, L., Handbook of Clinical


2. Stach, B.A., Clinical Audiology, An Introduction (2nd Ed.). San Diego: Singular


3. Roeser, R.J., Valente, M., and Hosford-Dunn, H., Audiology: Diagnosis,

Treatment, Practice Management Volumes I-III (2nd Ed.). New York: Thieme

Medical Publishers, 2008.

4. Goldfarb, R. & Serpanos, Y. C., Professional Writing in Speech-language




GTA412/2-Practice Management for Audiologist and Speech Pathologist

This course introduces students to fundamental principles of practice management,

essential issues in business administrations, basic managerial accounting, financial

management of clinical practice, human resource and staff management as well as the

infection control at workplace. It also covers the applications of information technology at

workplace for Audiology and Speech Pathology practice. This course will be taught via

lectures, tutorials and discussions. Students will be assessed through test, presentation and

final examination.


1. Hosford-Dunn, H., Roeser, R.J., & Valente, M., Audiology Practice Management.

USA: Thieme, 2007.

2. Madell, J.R., & Flexer, C. (Eds.), Pediatric Audiology: Diagnosis, Technology,

and Management. Thieme, 2008.

3. Katz, J., Burkard, R., Hood, L., & Medwetsky, L., Handbook of Clinical Audiology. Philadelphia: Lippincott Williams & Wilkins, 2009.

189

GTB408/9-Biomedical Practicum

This course exposes students to the best practice in clinical diagnostic laboratory services

for sustainability of health and quality of life. Students are given opportunities to acquire

knowledge and experience as well as to observe, perform, analyze and interpret the test

results. Students are also trained to identify and solve problems in laboratory services; to

implement quality control program; to do troubleshooting and to manage the diagnostic

laboratory. The course will be conducted via practical training and discussion. The students

will be evaluated through practical tests, assignments, presentation and logbook.


Text books relevant to the field of clinical/industrial attachment chosen by the students

including those journals in their respective fields of specialty.

GTB411/8-Research Project

This course provides the opportunity for the students to carry out biomedicine related

research project under the supervision of a lecturer. This course also exposes the students

to the best practice in research as well as occupational health and safety during research

project briefing. This course will be conducted by supervision of research work in the lab,

discussion and workshop. Students will be evaluated through thesis, seminars and

supervision.


1. Minichiello, V., Sullivan, G., Greenwood, K. & Axford, R., Handbook for

Research Methods in Health Sciences. Australia: Addison Wesley, Longman,

1999.

2. Montgomery, D.C., Design and Analysis of Experiments (5th Ed.). NY: John

Wiley and Sons, 2000.

3. Zieger, M., Essentials of Writing Biomedical Research Papers (2nd Ed.). NY:

McGraw-Hill Professionals, 1999.

4. Guidelines for the preparation of final year research project dissertation. School

of Health Sciences, USM, 2015.

5. Any books/journals relevant to the fields or topics of research chosen by the

students.

GTB412/10-Industrial Training

This course prepares students to the actual working experience in a laboratory. Student is

given the choice to choose between gaining experiences in a research laboratory or in a

healthcare-based laboratory. In the research laboratory, student will be exposed to relevant

practical skills in research. Student will be guided and supervised by the respective

researcher and the mini research project will be determined by the lab supervisor. Student who chooses to perform his/her industrial training in clinical/industrial laboratory will get

to experience the running, analysis and evaluation of various clinical or industrial tests.

Student will also be exposed to various administrative, best practice, health and safety

190

procedures and management skills in the laboratory. The students will be evaluated through

final report and performance evaluation by the laboratory supervisor.


Relevant text books and peer-reviewed journals related to the field of interest.

GTD406/3-Outpatient Dietetic Practicum II

This course is a continuation of Outpatient Dietetic Internship I which aims to develop

students' self confidence in planning the diet and to handle diet counselling session under

supervision. Students will be attached to specialist clinics including the pediatric, renal and

surgical clinics.


1. Thomas B. & Bishop, T., Manual of Dietetic Practices, (The British Dietetic


2. Bauer K.D. & Sokolik, C.A., Basic Nutrition Counseling Skill Development.

Wadsworth, 2002.

3. Mahan K. & Escott-Stump, S., Krause’s Food, Nutrition and Diet Therapy (12th. Ed.). Saunders Co., 2007.

GTD407/3-Dietetics Practicum in the Ward II

This course is a continuation of Dietetic Practicum in the Ward I which aims to enhance

students’ dietetic skills in giving medical nutrition therapy to patients in hospital wards.

Students will be attached to selected wards such as pediatric, general, surgical and medical

wards under the supervision of respective dietitians. Students are required to give case

presentations and case reports based on their case studies as a prerequisite of completion

of this course.


1. Mahan, L.K., Escott-Stump, S. & Raymond, J.L., Krause’s Food and the

Nutrition Care Process (13th Ed.). Saunders Co., 2011.

2. Nelms, M., Roth, S.L. & Lacey K., Medical Nutrition Therapy A Case Study


3. Nix, S., William’s Basic Nutrition and Diet Therapy. Canada: Mosby Elsevier,

2009.

GTD408/3-Dietetics Practicum in Special Unit II

This course is a continuation of Dietetic Internship Special Unit I which aims to expand

students' knowledge in giving appropriate medical nutrition therapy in specific fields such

as pediatric, surgery, trauma, medical, renal, oncology, nutritional support and critical care.

191

Intensive training will be provided by the respective dietitians. Students are required to

give case presentations and case reports based on their case studies as a prerequisite to the

completion of this course.


1. Werbach M.R. & Jeffrey Moss J., Textbook of Nutritional Medicine. Third Line

Press, 2000.

2. Mahan, L.K., Escott-Stump, S. & Raymond, J.L., Krause’s Food and the

Nutrition Care Process (13th Ed.). Saunders Co., 2011.

3. Nelms M., Long, S. & Lacey, K., Medical Nutrition Therapy A Case Study


GTD410/6-Research Projects in Dietetics

This course introduces students to the actual research project on nutrition and health related

diseases. The students will be exposed on how to choose appropriate experimental design

and research methodology and conduct the research project effectively based on learned

knowledge in real. The course also exposes the students on data analysis using correct

statistics and effective thesis and article writing. This course will be conducted by

supervision of research work in the lab, ward, clinic and community. Students will be evaluated through thesis, article, presentations and supervision.


1. Elaine R.M. & Linda V.H., Research, Succesful Approaches (3rd Ed.), American

Dietetic Association, 2007.

2. International Dietetics & Nutrition Terminology (IDNT) Reference Manual (4th

Ed.). Academy of Nutrition and Dietetics, 2013.

3. Stephen P. & Shane, A.T., Introduction to Research in the Health Sciences (5th

Ed.). Churchill Livingstone, Elsevier, 2008.

GTF400/3-Forensic Medicine

This course introduces students to the various kinds of death and its signs, various chemical

transformations taking place after death, postmortem study, pattern and types of injuries.

It also covers theoretical and practical aspects of the victims dying of unknown causes,

killing, suicide, blunt/sharp force injuries, firearm & explosive injuries, asphyxia,

drowning, burns and electrical shocks. The course will be taught via lectures, tutorials,

discussion and education visits to forensic medicine unit. Students will be assessed via

assignment, test, reports and final examination.


1. Walters, B.L. Handbook of Autopsy Practice (4th Ed.), Humana Press, 2009.

2. DiMaio V.J.M, Dana S.E. Handbook of Forensic Pathology (2nd Ed.). CRC Press,

2006.

192

3. Vij, K. Textbook of Forensic Medicine & Toxicology: Principles & Practice.

Elsevier India, 2014.

4. Payne-James J., Busuttil A. & Smock W. Forensic Medicine: Clinical and

Pathological Aspects. Greenwich Medical Media, 2002.

5. Saukko P. & Knight B., Knight’s Forensic Pathology (4th Ed.). CRC Press, 2015.

GTF402/4-Ballistics and Chemistry of Explosives

This course introduces students to concepts of ballistics and knowledge for ballistic and

explosive investigations. This course also introduces concepts of explosives and various

types of firearms and explosives commonly used by terrorist and criminals. This course is

conducted at Chemistry Department by experts in both disciplines; ballistics and

explosives. The course will be taught via lectures, tutorial and practical. Students will be

assessed through tests, practical reports and final examination.


1. Di Maio V.J.M. Gunshot Wounds: Practical Aspects of Firearms, Ballistics, and Forensic Techniques (3rd Ed.). CRC Press, 2015.

2. Zukas J.A.,Walters W. Explosive Effects and Applications (Shock Wave and High

Pressure Phenomena). Springer, 2013.

3. Pickett M. Explosives Identification Guide (2nd Ed.). Delmar Cengage Learning,

2004.

4. Carlucci D.E. & Jacobson S.S. Ballistics - Theory and Design of Guns and

Ammunition (2nd Ed.). CRC Press, 2013.

5. Warlow T., Firearms, the Law, and Forensic Ballistics (3rd Ed.). CRC Press.

2011.

GTF407/8-Forensic Practicum

This course introduces students to training on crime scene management and forensic

examination by way of mock crime scenes and moot court. This course is conducted at the

Forensic Laboratory, Royal Malaysia Police in Cheras, Kuala Lumpur by qualified police

personnel assisted by the forensic experts from the Chemistry Department, Petaling Jaya.

The students will have practical training in fingerprints, ballistics, and clandestine

laboratory and will be exposed to various chemical and instrumental methods of analysis.

The students will also be taken to real crime scenes and will be taught the various

procedures followed in the search and collection of evidence materials. This course also

provides fundamental knowledge on the Malaysian Legal System and also the police

administration in processing of evidence materials at the Chemistry Department. This

course provides detailed knowledge on the preparation of reports and presentation of

evidence before courts of law. The course will be taught via lectures, tutorial, practical and

discussion, Students will be assessed through tests, presentation, practical reports, seminar


193


1. Miller M.T.. Crime Scene Investigation Laboratory Manual. Academic Press,

2014.

2. James, S.H., Nordby, J.J. & Bell, S. Forensic Science: An Introduction to

Scientific and Investigative Techniques (4th Ed.). CRC Press, 2014.

3. Christian, D.R., Forensic Investigation of Clandestine Laboratories. CRC Press,

2003.

4. Ramotowski, R. Lee and Gaensslen's Advances in Fingerprint Technology (3rd

Ed.). CRC Press, 2012. 5. St. Clair, J. Crime Laboratory Management, Academic Press, 2002.

6. Houck M.M. Trace Evidence Analysis: More Cases in Mute Witnesses. Elsevier

Academic Press. 2004.

7. Fisher, B.A.J. & Fisher, D.R., Techniques of Crime Scene Investigation (8th Ed.).

CRC Press, 2012.

8. Ogle Jr, R.R., Crime Scene Investigation and Reconstruction (3rd Ed.). Pearson,

2011.

GTF408/2-Forensic Documents Examination

This course introduces students to various techniques to examine sample of forensic

documents. The course will be taught via lectures, practical sessions and discussion by

document examination experts from Chemistry Department of Malaysia. Students will be

assessed through tests, assignments, laboratory reports and final examination.


1. Day, S.P., Ellen D. & Davies C. Scientific Examination of Documents: Methods

and Techniques (3rd Edition). CRC Press. 2005.

2. Kelly, J.S. & Lindblom, B.S., Scientific Examination of Questioned Documents. CRC Press. 2006.

3. Harralson H.H. & Miller L.S. Huber and Headrick's Handwriting Identification:

Facts and Fundamentals. CRC Press LLC. 2017.

4. Koppenhaven, K.M., Forensic Document Examination: Principles and Practices.

Humana Press. 2007

GTF409/2- Statistics for Forensic Science

This course introduces to students the use of statistics for forensic data interpretation and

common fallacies of prosecutors and defense lawyers as well as the transformation from

conventional statistical analysis to the use of more complex statistical interpretation. It

covers the key statistical techniques used to evaluate various types of forensic evidence.

Real-life examples from the forensic science literature and forensic case-work are used to

illustrate relevant statistical concepts and methods in areas such as vehicle paint survey

data, glass fragment interpretation, DNA profiling and biochemical matching (e.g. blood

stains). The course will be taught via lectures and discussions. Students will be accessed

via test, assignments and final examination.

194


1. Adam, C. Essential Mathematics and Statistics for Forensic Science. Wiley. 2010.

2. Lucy, D., Introductory Statistics for Forensic Scientists. Wiley. 2005.

3. Aitken C. & Taroni F. Statistics and the Evaluation of Evidence for Forensic

Scientists (2nd Ed.). Wiley. 2004

4. Haigh, J., Taking Chances; Winning with Probability. Oxford University Press,

2003

GTF410/2- Forensic Digital Evidence

This course introduces students the fundamental of digital forensics. It covers the recovery

and handling of digital evidence, investigation approach, device and storage of digital

information. Computer forensic analysis and validation as well as digital crimes will also

be discussed. The course will be taught through lectures and discussions. Students will be

accessed via test, assignments and final examination.


1. Marshall, A.M. Digital Forensics: Digital Evidence in Criminal Investigations.

Wiley-Blackwell. 2008. 2. Casey, E. Handbook of Digital Forensics and Investigation. Academic Press.

2009.

3. Casey, E. Digital Evidence and Computer Crime: Forensic Science, Computers

and the Internet (3rd Ed.). Academic Press. 2011.

4. Nelson, B., Phillips A., Steuart C. Guide to Computer Forensics and

Investigations (5th Ed.). Course Technology. 2015.

GTF411/8- Research Projects

The course introduces students to diverse research disciplines pertaining to forensic

science. The students engage in supervised research under the guidance of a faculty

member. They are encouraged to select research topics in criminalistics, biological and

chemical sciences, criminal profiling, forensic psychology and other related

interdisciplinary investigation. The course requires substantial independent work by

students. The completion of the course will present the students the ability to better

understand research methodologies. The course will also provide a strong science

foundation and emphasize the scientific method and problem solving skills that will keep

them in good stead, when they are employed in forensic laboratories. Students will be

assessed through dissertation, seminar and assignments.


1. Thomas, G. How to Do Your Research Project: A Guide for Students. SAGE

Publications Ltd. 2017

195

2. Judith, B. & Waters S. Doing Your Research Project: A Guide For First-Time

Researchers (UK Higher Education OUP Humanities & Social Sciences Study

Skills). Open University Press, 2014.

3. Journals and other references based on areas of research.

GTJ405/5-Medical Nursing Practicum

This course introduces student to medical nursing practicum. It covers holistic, safe and

best nursing practice. This course exposes students to nursing management and health

education to patient and family. It also encourages cultural diversity and multi-disciplinary

approach. Students will be assessed through practical tests, log book and final examination.


1. LeMone, P. & Burke, K., Medical-Surgical Nursing: Critical Thinking in Client

Care (6th Ed.). New Jersey; Pearson Prentice Hall, 2014.

2. LeMone, P. & Burke, K., Medical-Surgical Nursing. Critical Thinking in Client

Care, (4th Ed.), New Jersey: Pearson Prentice Hall, 2014.

3. Timby, B.K., & Smith, N., Introductory Medical Surgical Nursing (10th Ed.).

Philadelphia: Lippincott Williams and Wilkins, 2010.

4. Smith, S.F., Duell, D.J., & Martin, B.C., Clinical Nursing Skills: Basic to Advanced Skills (8th Ed.). New Jersey: Pearson Edu., 2012.

GTJ406/4-Surgical Nursing Practicum

This course introduces students to surgical nursing practicum. It covers holistic, safe and

best peri-operative nursing practice. This course exposes students to nursing management

and health education to patient and family. It also encourages cultural diversity and multi-

disciplinary approach. Students will be assessed through practical tests, log book and final

examination.



Process and Practice (9th Ed.). New Jersey: Pearson, 2016.

2. LeMone, P. & Burke, K., Medical-Surgical Nursing. Critical Thinking in Client

Care, (4th Ed.), New Jersey: Pearson Prentice Hall, 2014.

3. Lemon, P., Burke, K, Bouldoff, G. & Gubrund, P. Medical-Surgical Nursing:

Clinical Reasoning in Patient Care, (6th Edn.), New Jersey: Pearson Edu., 2014.



5. Hinkle, J.L, & Cheever, K.H., Brunner & Suddarth’s Textbook of Medical-Surgical Nursing (13th Edn), Philadelphia: Lippincott William & Wilkins, 2013

196

GTJ407/4-Critical Care and Community Nursing Practicum

This course introduces students to critical care and management of patients at community

setting. It incorporates best nursing practice, health promotion and community

engagement. It also encourages cultural diversity and multi-disciplinary approach.

Students will be assessed through log book, quiz, practical tests and final examination.


1. Allender, J.A., Rector, C. & Warner, K.D., Community Health Nursing:

Promoting & Protecting the Public Pealth, (7th Ed.). China: Lippincott Williams

& Wilkins, 2010.

2. LeMone, P. & Burke, K.M., Medical-Surgical Nursing: Critical Thinking in

Client Care (4th Ed.). New Jersey: Pearson Prentice Hall, 2008.

3. Urden, L.D., Stacy, K. M., & Lough, M.E., Critical Care Nursing: Diagnosis and

Management (7th Ed.). St. Louis: Elsevier/Mosby, 2014.

GTJ408/4-Maternal, Child and Women Health Nursing Practicum

This course introduces students to maternal, child and women health nursing management.

It incorporates best nursing practice and health promotion. It also encourages cultural diversity and multi-disciplinary approach. Students will be assessed through practical tests,

log book and final examination.


1. Beckham, C., Ling, F.W., Barzanksy, B.M., Herbert, W.N., Laube, D.W. &

Smith, R.P., Obstetrics and Gynecology (6th Ed.). Lippincott Williams & Wilkins

Publishers, 2009.

2. Perry, S.E., Hockenberry, M.J., Lowdermil, D.L. & Wilson, D., Maternal Child

Nursing Care (4th Ed.). Missouri: Mosby Elsevier, 2010.

3. Towle, M.A., Maternal-Newborn Nursing Care. New Jersey: Pearson Education,

Inc., 2009.

GTJ409/3-Nursing Foundation Practicum III

This course introduces students to practicum nursing foundation III. It covers the medical

and surgical management of patients with endocrine, musculoskeletal, neurology,

otorhinolaryngology, ophthalmology, dermatology, immunology, hematology and

oncology problems. It also encourages cultural diversity and safety in nursing. Students

will be assessed through practical evaluation and bedside presentation.


1. Craven, R. Hirnle, C. & Henshaw, C. M. Fundamentals of NURSING. Human

Health and Function. (8th Eds). Wolters Kluwer, (2017).

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2. Berman, A., Synder, S., Kozier, B. & Erb, G. Fundamental of Nursing: Concepts,

Process and Practice, (9th Ed), New Jersey, Pearson, (2012).

3. LeMone, P. & Burke, K. Medical-Surgical Nursing. Critical Thinking in Client

Care, (4th. Ed.) Pearson Prentice Hall, New Jersey, (2008).

4. Smeltzer, S. & Bare. Brunner and Sunddart’s Textbook of Medical-Surgical

Nursing, (10th Ed.) J.B. Lippincott, Philadelphia, (2004).

GTJ410/6-Research Project

This course introduces students to a nursing research project. It emphasises scientific and

innovative process of conducting research. Findings would enable nursing knowledge

transformation, dissemination of research evidence and networking. This course will be

implemented via discussion and supervision. Students will be assessed through oral and

written research project.


1. Creswell, J.W., Research Design: Qualitative, Quantitative and Mixed Methods

Approach (3rd Ed.). Thousand Oaks, California: Sage Publication, 2008.

2. Creswell, J.W. Research Design (4th Ed.). Los Angeles, USA: SAGE Publication

Ltd., 2014. 3. Holloway, I. & Wheeler, S., Qualitative Research in Nursing & Healthcare. UK:

Wiley-Blackwell, 2010.

4. Polit, D.F. & Beck, C.T., Nursing Research (9th Ed.). China: Lippincott, 2012.

GTK402/8-Research Project

This course aims to increase knowledge and research skills such as preparing research

proposal, literature review, seeking ethical approval (human ethics), choose of research

design and methods, data collection, data analysis then further sharing the research results

through scientific writing and presentation. Aspects of sustainability via the components

of energy, health, agriculture, climate change and disaster risk management, production

and consumption, population and poverty, biodiversity and health and safety will be

incorporated into their research projects. Students will be assessed through presentation of

research proposal, research progress, thesis writing and viva voce.


1. Akta Keselamatan Dan Kesihatan Pekerjaan 1994 (Akta 514) Dan Peraturan-

Peraturan Dan Perintah-Perintah. International Law Book Services (ILBS),

2009.

2. Akta Kilang Dan Jentera 1967 (Pindaan - 1974) (Akta 139) Dan Peraturan-Peraturan Dan Perintah-Perintah. International Law Book Services (ILBS),

2009.

3. Akta Kualiti Alam Sekeliling 1974 (Akta 127) Dan Peraturan-Peraturan Dan

Perintah-Perintah. International Law Book Services (ILBS), 2009.

http://www.dosh.gov.my/doshV2/index.php?option=com_phocadownload&view=category&download=47%3Aakta-kilang-dan-jentera-1967-pindaan-1974-akta-139&id=2%3Aakta&Itemid=98&lang=ms

198

4. Daniel W.W., Biostatistics, Student Solutions Manual: A Foundation For

Analysis In The Health Sciences (Wiley Series In Probability And Statistics). John

Wiley & Sons, Inc., 2009.

5. Gordis L., Epidemiology. W.B. Saunders Company, 2009.

6. Weimer W.B., Notes On The Methodology Of Scientific Research. John Wiley &

Sons, 1979.

GTK404/3-Environmental Management

This course describes the ISO 14001 environmental management system and the needs for such standard. The requirement and the methods to conduct Environmental Impact

Assessment, Social Impact Assessment, modelling and integrated environmental

management are also explained. Students are trained to prepare documentation and

conducting internal audits. The concept of sustainable development and established as well

as highlighting the current global environmental issues are also applied in teaching. This

course will be taught via lectures, tutorial and discussion. Students will be assessed through

essays, presentation, tests and final examination.


1. Dalal-Clayton B. & Sadler B., Strategic Environmental Assessment – A

Sourcebook And Reference Guide To International Experience. Earthscan,

London, 2005.

2. Friedman F.B., Practical Guide to Environmental Management (9th Ed.).

Environmental Law Institute, 2003.

3. Miller G.T., Environmental Science, Working With The Earth. Thompson

Learning Science, 2009.

4. Radojevic M. & Bashkin V., Practical Environmental Analysis, Royal Society of

Chemistry, 2006.

5. Schoffman A. & Tordini A. M., ISO 14001: A Practical Approach. An American

Chemical Society Publication, 2003.

6. Smith J.U. & Smith P., Introduction to Environmental Modelling. Oxford

University Press, Oxford, 2007.

7. Smith R.D. & Maltby E., Using The Ecosystem Approach To Implement The

Convention On Biological Diversity - Key Issues And Case Studies. Ecosystem

Management Series No. 2. IUCN Publications Services Unit, Cambridge, 2003.

GTK406/12-Environmental And Occupational Health Practicum

Through USM-industry collaboration, the students will be placed for 6 months in selected

government or private organisation. Students will identify the actual situation of

environmental problems and occupational safety and health issues at workplace. Students

have the opportunity to practice the knowledge they have learned, improve their skills and

prepare themselves to face the real situation in the workplace. In addition, students will

also apply the concept of sustainability and eco-friendly development in the workplace as

well as gain knowledge, focused on the elements of the ecosystem and the preservation of

the workplace. Students will be assessed based on log book, reports and presentation.

http://www.amazon.com/Wayne-W.-Daniel/e/B001ILKBAO/ref=sr_ntt_srch_lnk_1?_encoding=UTF8&qid=1299092293&sr=1-1

http://www.amazon.com/Biostatistics-Student-Solutions-Manual-Probability/dp/047010581X/ref=sr_1_1?ie=UTF8&s=books&qid=1299092293&sr=1-1

http://www.amazon.com/Biostatistics-Student-Solutions-Manual-Probability/dp/047010581X/ref=sr_1_1?ie=UTF8&s=books&qid=1299092293&sr=1-1

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1. Akta Keselamatan Dan Kesihatan Pekerjaan 1994 (Akta 514) Dan Peraturan-

Peraturan Dan Perintah-Perintah. International Law Book Services (ILBS).

2009.

2. Akta Kualiti Alam Sekeliling 1974 (Akta 127) Dan Peraturan-Peraturan Dan

Perintah-Perintah. International Law Book Services (ILBS), 2009.

3. Akta Kilang Dan Jentera 1967 (Pindaan - 1974) (Akta 139) Dan Peraturan-

Peraturan Dan Perintah-Perintah. International Law Book Services (ILBS),

2009.

4. Akta Pengurusan Sisa Pepejal Dan Pembersihan Awam 2007 (Akta 672). PNMB,

2007.

5. Akta Petroleum (Langkah-Langkah Keselamatan) 1984 (Akta 302). PNMB, 2005.

GTK408/4- Occupational Safety and Health Management

This course introduces occupational safety and health management system in Malaysia

such as OHSAS 18001, ILO-OSH 2001 and MS 1722. This course is also covers methods

to prepare related documentation, planning for training and promotion associated with

health and safety at workplace and methods to conduct audit. This course will be taught

via lectures, tutorial, case study and discussion. Students will be assessed through assignments, presentation, quiz, tests and final examination.


1. JKKP GP (BM) 04/2003. Manual Kursus Sijil Pegawai Keselamatan Dan

Kesihatan, Modul l - lV. Institut Keselamatan dan Kesihatan Pekerjaan Negara,

Malaysia, 2003.

2. Ismail B., Pengaturan Sendiri Dalam Pengurusan Keselamatan Dan Kesihatan

Pekerjaan. McGraw Hill Education, 2002.

3. ILO-OSH. Guidelines On Occupational Safety And Health Management Systems,

2001.

GTN405/3-Current Issues in Nutrition

This course provides an opportunity to students to discuss the contemporary issues related

to Malaysian and international nutrition intake. Controversial issues such as ‘new form of

conquering’ by the introduction of fast food, genetically modified food, introduction of

processed foods from other countries/continents and its impact on the global and Malaysian

food intake quality will be discussed. Other topics include therapeutic, dietary supplement,

functional food and nutraceutical food consumption, association of food with cancer

disease, cardiovascular disease, diabetes, and obesity will also be discussed. This course will be taught via lecture and discussion session. Students will be assessed through

continuous assessment, assignments, presentation and final examination.

http://www.dosh.gov.my/doshV2/index.php?option=com_phocadownload&view=category&download=47%3Aakta-kilang-dan-jentera-1967-pindaan-1974-akta-139&id=2%3Aakta&Itemid=98&lang=ms

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1. Rolfes S.R., Pinna K. & Whitney E., Understanding Normal and Clinical

Nutrition (9th Ed.). Belmont (ca): Thomson Wadsworth, 2011.

2. Wardlaw G. & Smith A., Contemporary Nutrition: Isssues and Insight With

Foodworks. New York: McGraw- Hill Science/Engineering/Maths, 2012.

3. Insel P., Turner R.E & Ross D., Nutrition (3nd Ed.). American Dietetic

Association, 2007.

4. Sizer F.S., Whitney E & Piche L.A., Nutrition Concepts and Controversies.

Nelson Education, 2009. 5. Brown J.E. Nutrition Now. Wadsworth, 2011.

6. Webb G.P. Dietary Supplements and Functional Foods. Wiley-Blackwell, 2011.

7. Mahan, L.K. & Escott-Stump, S.,Krause’s Food, Nutrition and Diet Therapy (12th

Ed.). Saunders Elsevier, 2008.

GTN407/3-Nutrition and Dietetics Seminar

This course will introduce students to current issues of recent advancements on nutritional sciences such as concepts and current development. It also covers application of nutritional

sciences in healthy populations throughout the lifespan to prevent and alleviate diet- and

lifestyle-related diseases. This course will be taught via group debate and discussion

session. Students will be assessed through assignments, presentation and final examination.


1. Contento I.R., Nutrition Education: Linking Theory, Research and Practice (2nd

Ed.). Sudbury, MA: Jones & Bartlett. 2010.

GTN408/4-Food Service and Industry Practicum

This course will stress on food service handling (in hospitals, institutions, industry and

restaurants) and the relationship between quantitative food production with different

menus, equipments, service staff, time of serving, kitchen sanitation, food preparation and

quality assurance. The main focus is on the practical sessions at hospitals, institutions,

industries and major restaurants. Lectures and briefing session will be given on the first

week or before the commencement of internship. The students will undergo internship

service for a period of six to eight weeks in chosen premises. During the attachments, the

students are required to observe the utilization of equipments, services and food

management under supervision of field supervisors.


1 Byers B.A., Shanklin C.W. & Hoover L.A,. Food Service Manual for Healthcare

Institutions (4th Ed.). JB-AHA Publishers, 2004.

2. Knight J. B. & Korschevar L.H., Quantity Food Production, Planning and

Management. New York: Van Nostrand Reinhold, 2006.

3. Gregoire M.B. & Spears M.C., Food Service Organization: A Managerial and

Systems Approach (6th Ed.). Prentice Hall, 2006.

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GTN409/12-Research Project in Nutrition

This course introduces students to a research project in related fields in order to broaden

their knowledge and skills in critical analysis. It also covers research to acquire skills in

scientific aspects for the testing of hypotheses in health science topics. The course will be

taught via discussion and practical work. The students will be assessed throught theses

writing and presentation.


1. Koh E.T. & Owen W.L., Introduction to Nutrition and Health Research. Boston:

Kluver Academic Publication, 2000.

2. Heppner P.P. & Heppner M.J., Writing and Publishing Your Thesis, Dissertation,

and Research: A Guide for Students in the Helping Professions. Belmont:

Thomson Brooks/Cole, 2004.

GTP402/6- Research Project

The course introduces students to diverse interdisciplinary & collaborative research culture

pertaining to speech-language pathology field. The students engage in supervised research

under the guidance of a school member. They are encouraged to select research topics in normal language development, paediatric language disorders, speech sound disorders,

acquired language disorders, fluency disorders, voice disorders, motor-speech disorders,

hearing impairment, swallowing problems and also be involved in research collaboration

and partnership in linguistics, psychology, medical, other habilitation specialization area

and etc. The course requires substantial independent and integrative work by the students.

The completion of the course will develop the students ability to better understand the

methodologies to conduct a research study. It will also expose students to essential

fundamental research basics, scientific techniques as well as innovative problem solving

skills to prepare the students to work in a variety of settings in the future. Students will be

assessed through dissertation, and viva voce.


1. Irwin, D., Pannbacker, M., & Lass, N., Clinical Research Methods in Speech-

Language Pathology and Audiology. San Diego: Plural Publishing, 2007.

2. Kuzma, J.W. & Bohnenblust, S.E., Basic Statistics for the Health Sciences (5th

Ed.). Mountain View: Mayfield Pub., 2005.

3. Ruscello, D.M., Tests and Measurements in Speech-Language Pathology.

Boston: Butterworth-Heinemann, 1999.

4. Silverman, F.H., Research Design and Evaluation in Speech-Language Pathology

and Audiology (4th Ed.). Boston: Allyn & Bacon, 1998.

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GTP403/6- Speech Pathology Clinic V


caseloads in this course are voice disorders, acquired language disorders, motor-speech

disorders and language based learning disability. The students are required to design the

individualized assessment and intervention plans for their patients. They are required to

administer and apply these plans in managing their patients. This course will be taught

through clinical session and case discussion. Students will be assessed on their clinical

performance, log book, case history report and case presentation.


1. Boone, D.R., McFarlane, S.C., Von Berg, S.L. & Zraick, R.I., The Voice and

Voice Therapy (8th Ed.). Boston: Allyn and Bacon, 2009.

2. McHenry, W. & McHenry, J., What Therapists Say and Why They Say It: Effective

Therapeutic Responses and Techniques. Boston: Allyn & Bacon, 2007.


Disorder. New York: Thomson Delmar Learning, 2006. 4. Paul, R. & Norbury, C., Language Disorders from Infancy through Adolescence:

Listening, Speaking, Reading, Writing, and Communicating (4th Ed.). St. Louis:

Mosby, 2011.

GTP406/6-Speech Pathology Clinic VI


caseloads in this course are acquired language disorders, learning disability, fluency

disorders and swallowing disorders. The students are required to design the individualized

assessment and intervention plans for their patients. They are required to administer and

apply these plans in managing their patients. This course will be delivered through clinical

session and case discussion. Students will be assessed on their clinical performance, log

book, case history report and case presentation.


1. Carrau, R.L. & Murry, T., Comprehensive Management of Swallowing Disorders

(2nd Ed.). San Diego. Singular Publishing Group, 2006.

2. Arvedson, J.C. & Brodsky, L., Pediatric Swallowing and Feeding: Assessment

and Management (2nd Ed.). San Diego: Singular Publishing Group, 2001.

3. Logemann, J., Evaluation and Treatment of Swallowing Disorders (2nd Ed.). Texas: Pro-ed, 1998.

203

GTP408/2–Fluency Disorders

This course introduces students to fluency disorders including stuttering and cluttering.

Interviewing and investigating processes are emphasized in this course as well as the

assessment and mode of intervention. This course will be taught via lectures and problem-

based learning. Students will be assessed through assignment, quiz, presentation and final

examination.


1. Guitar, B. & McCauley, R. J., Treatment of Stuttering: Established and Emerging

Interventions. Lippincott Williams & Wilkins. Philadelphia, 2010.

2. Lees, R. & Stark, C., The Treatment of Stuttering in the Young School-Aged Child.

Philadelphia: Whurr. London, 2005.

3. Ramig, P.R. & Dodge, D.M., The Child and Adolescent Stuttering Treatment and

Activity Resource Guide. New York: Thomson Delmar Learning, 2005.

GTP409/6-Speech Pathology Clinical Placement

This course trains students to fully conduct clinical session in a different setting, under

supervision of a selected supervisor from other institution. Students are required to fully manage mix of cases along with designing the individualized assessment and intervention

plans for their patients. They are required to administer and apply these plans in managing

their patients. This course will be delivered through clinical session and case discussion.

Students will be assessed on their clinical performance, log book, case history reports and

case presentation.


1. Paul, R., Introduction to Clinical Methods in Communication Disorders. London:

Paul H Brookes Pub. Co., 2002.

2. Goldstein, B., Cultural and Linguistic Diversity Resource Guide for Speech-

Language Pathologists. New York: Thomson Delmar Learning, 2000.

3. Goldberg, S., Clinical Skills for Speech-Language Pathologist. London: Singular

Publication Group, 1997.

4. Hedge, M. N., Pocket Guide to Treatment in Speech-Language Pathology.

London: Singular Publishing Group, 1998.

5. Corbin-Lewis, K., Liss, J.M. & Sciortino, K., Clinical Anatomy and Physiology of the Swallow Mechanics. New York: Thomson Delmar learning, 2005.

GTP410/2- Ethics and Professionalism for Speech Pathology

This course introduces students to the professional aspects of the speech-language

pathologist. It also discusses the code of ethics/conducts that were set by the professional

body and Allied Health Act. This course will be taught via lecture, tutorial and small group

discussion. Students will be assessed through assignment, seminar and final examination

204


1. Irwin D.L., Pannbacker, M., Powell, P.W. & Vekovius, G.T., Ethics for Speech-

Language Pathologist and Audiologist: An Illustrative Casebook. New York:

Thomson Delmar Learning, 2007.

2. Body, R. & McAllister, L., Ethics in Speech and Language Therapy. West Sussex:

John Wiley & Sons Ltd. United Kingdom, 2009.

3. Corey, G., Corey, M.S. & Callanan, P., Issues and Ethics in the Helping

Profession. New York: Cengage Learning, 2010.

GTS401/3-Fitness Testing and Exercise Prescription

This course discusses about the tests to determine fitness level. This course also introduces

students about the method in providing exercise prescription for each health and fitness

components. Integrate innovative technological-assisted programs (i.e. activity

monitoring, applications) for movement and exercise that are targeted on improving

sedentary behaviour, wellness and quality of life. This course will be taught via lecture and

practical. Students will be assessed through test, practical, lab report and final examination.


1. Gordon N.F., Pescatello L.S., Thompson W.R., ACSM's Guidelines for Exercise

Testing and Prescription (8th Ed.). Philadelphia, PA: Lippincott Williams &

Wilkins, 2010.

2. Kaminsky L.A., ACSM’s Health-Related Physical Fitness Assessment Manual

(3rd Ed.). Philadelphia, PA: Wolters Kluwer Health/Lippincott Williams &

Wilkins Health, 2010.

3. Jonas S. and Phillips E.M., ACSM’s Exercise is Medicine: A Clinician’s Guide to

Exercise Prescription, Philadelphia, PA: Wolters Kluwer Health/Lippincott


4. Nieman, D. C., Exercise Testing & Prescription: A Health-Related Approach (7th Ed.). New York, NY: McGraw-Hill, 2011.

5. Swain, D. P., ACSM’s Resource Manual for Guidelines for Exercise Testing and

Prescription. Philadelphia, PA: Wolters Kluwer Health/Lippincott Williams &

Wilkins, 2014.

GTS407/3-Therapeutic Exercises

This course introduces students to the causes, prevalence and incidence of diseases in the human population and the effects of physical activity on them. This course also covers the

application of specific exercises for prevention and treatment of chronic diseases. This

course will be taught via lectures, practical and discussion. Student will be assessed through

tests, assignments, presentation and final examination.


1. Durstine J.L., ACSM’s Exercise Management for Persons with Chronic Diseases

and Disabilities (3rd Ed.), Champaign, IL: Human Kinetics, 2009.

205

2. Myers J. and Nieman D.C., ACSM’s Resouces for Clinical Exercise Physiology:

Musculoskeleral, Neuromuscular, Neoplastic, Immunologic and Hematologic

Conditions (2nd Ed.). Philadelphia, PA: Wolters Kluwer Health/ Lippincott

Williams & Wilkins Health, 2010.

3. Roitman J.L. and LaFontaine T., The Exercise Professional’s Guide to Optimizing

Health: Strategies for Preventing and Reducing Chronic Disease. Philadelphia,

PA: Wolters Kluwer Health/ Lippincott Williams & Wilkins Health, 2012.

GTS409/10-Research Project

The course introduces students to diverse research disciplines pertaining to exercise and

sports science. The students engage in supervised research under the guidance of a faculty

member. They are encouraged to select research topics in sport physiology, sport

psychology, sport nutrition, sport biomechanic etc. The course requires substantial

independent work by students. The completion of the course will ensure that the students

are better able and have better understanding with regard to the research methodologies.

The course will also provide a strong science foundation and emphasise the scientific

methods and problem solving skills that will enable them to carry out independent

empirical studies in the future. Students will be assessed through dissertations, seminars

and assignments.


1. Journals and other references based on areas of research.

2. Gratton C. & Jones I., Research Methods for Sport Studies (2nd Ed.).New York,

NY: Routledge, 2010.

3. O’Donoghue P., Research Methods for Sports Performance Analysis. New York,

NY: Routledge, 2010

4. Berg K.E. and Latin R.W., Essentials of Research Methods in Health, Physical

Education, Exercise Science, and Recreation (3rd Ed.). Baltimore, MD: Lippincott


5. Neutens J.J. and Rubinson L., Research Techniques for Health Sciences (5th Ed.).

Boston, MA: Pearson, 2014.

6. McNamee M.J., Olivier S. and Wainwright P., Research Ethics in Exercise,

Health and Sports Sciences. New York, NY: Routledge, 2007.

GTS410/3-Contemporary Issues in Sports Science Practices

This course introduces students to the updated issues pertaining to the study of sports and

exercise science based on local and worldwide perspectives. It emcompasses the theories,

empirical evidences based on current practices, malpractices and developments occurring

in the field of sports science. The course will be taught via lectures, discussions and

practical sessions. Students will be assessed through presentations, reports, tests and final

examination.

206


1. Journal and other references based on current issues in sports and exercise science.

2. Collins M. , Genetics and Sports. Switzerland: Karger, 2009.

3. Bakere S.R., Hot Topics in Sports and Athletics. New York: Nova Science Publishers

Inc., 2008.

4. Bahrke, M.S. and Yesalis, C.E (Eds), Performance Enhancing Substance in Sports

and Exercise. Champaign, IL: Human Kinetics, 2002.

GTS411/6-Industrial Training

This course is ran by short term training which involve the basic knowledge in health

science that require the application of technology, psychomotor skill, informatics, critical

and rationale thinking, communication skill, ethic, professionalism, management skill,

entrepreneurship and involvement in social activity and community service.


Journal and other references based on areas of research being choosen.

GTX407/3–Quality Assurance in Medical Radiation II

This course provides fundalmental practical training regarding routine quality assurance in

radiotherapy and nuclear medicine modalities. Students will be trained under the

supervision of clinical and technical personnel on quality assurance and calibration

according to standard protocols. Teaching and learning activities will be delivered through

practicals and group discussions. Students will be assessed on their attendance,

commitments and laboratory reports.


1. Sharp, P.F., Gemmell, H.G. & Murray, A.D., Practical Nuclear Medicine (3rd

Ed.). Springer, 2005.

2. Symonds, P., Deehan, C. & Meredith C., Walter and Miller's Textbook of

Radiotherapy: Radiation Physics, Therapy and Oncology (7th Ed.). Churchill Livingstone, 2012.


Wilkins, 2014.

4. Pryma, D.A., Nuclear Medicine: Practical Physics, Artifacts, and Pitfalls (1st

Ed.). Oxford University Press, 2014.

GTX408/3–Dose Calculations and Treatment Planning in Radiotherapy

This course introduces methods of dose calculation manually for radiotherapy and the best practice on procedures and techniques for treatment planning including simulation.

Students will be taught on using computer for generating dose distributions for patient

cases. The course will be conducted via lecture and tutorial. The students will be assessed

through test, quiz, assignments and final examination.

207



(4th Ed.). Mosby, 2015.

2. Jayaramans, S. & Lanzl, L.H., Clinical Radiotherapy Physics (2nd Ed.). Springer-

Verlag, 2004.

3. Khan, F.M.and et al., Khan’s Treatment Planning in Radiation Oncology (4th Ed.).



Wilkins, 2014.

GTX410/4–Imaging Techniques II

This course will be conducted with collaboration with Department Radiology under

supervision of clinical instructors. This course provides an integrated practical and

theoretical training regarding imaging techniques involving CT scan, MRI, DSA and

radiotherapy imaging. Students will be trained clinically concerning on imaging procedure,

patient management and radiation protection aspects. Teaching and learning activities will be delivered therough practical and group discussions. Students will be assessed through

practical assessments, assignments, presentation and log book.


1. Greathouse, J.S., Radiographic Positioning and Procedures: A Comprehensive

Approach, Delmar Learning, 2006.

2. Bontrager, K.L. & Lampignano, J.P., Radiographic Positioning and Related

Anatomy (8th Ed.). Elsevier Mosby, 2014.

3. Ballinger, P.W. and Frank, E.D., Merrill’s Atlas of Radiographic Positions and

Radiological Procedures (10th Ed.). Elsevier Mosby, 2003.

GTX411/4–Radiotherapy Techniques

This course is designed as a clinical course so that the students will be able to learn the

practical application of the fundamental knowledge from the theoretical course. Students will participate and develop their skill in the clinical radiotherapy environment which

includes procedure in treatment simulation, treatment planning, dose calculation and

treatment technique. Students are trained to be competence in using radiotherapy

equipment and also anticipating as a team member in all aspects of the patient’s

management. Students will be assessed based on continuous practical evaluation, student

technical competence recorded in the log book and practical examination.



(4th Ed.). Mosby, 2015.

2. Khan, F.M., The Physics of Radiation Therapy (5th Ed.). William and Wilkins,

2014.

208

3. Symonds, P., Deehan, C. & Meredith C., Walter and Miller's Textbook of

Radiotherapy : Radiation Physics, Therapy and Oncology (7th Ed.). Churchill

Livingstone, 2012.

4. Khan, F.M.and et al., Khan’s Treatment Planning in Radiation Oncology (4th Ed.).


GTX412/3-Nuclear Medicine Imaging Techniques

This course give students chances to go through training to handle nuclear medicine

imaging procedures such as 2-dimensional imaging and SPECT (single photon emission

computed tomography) in clinical environment. Students also will be trained in nuclear

medicine regarding the best practice of imaging including preparation of

radiopharmaceuticals and quality assurance in nuclear medicine. Students will be trained

to work in a team at nuclear medicine unit and display good responsibilities and ethical

values throughout their training. The course will be conducted via training at nuclear

medicine unit HUSM for the duration of 14 weeks. The students will be assessed through

continuous assessment, log books, clinical test (OSPE) and presentation.


1. Shackett, P., Nuclear Medicine Technology: Procedures and Quick Reference (2nd Ed.). Lippincott William and Wilkins, 2009.

2. Prekeges, J., Nuclear Medicine Instrumentation (2nd Ed.). Jones & Bartlett

Learning, 2013.

3. Christian, P.E. & Waterstram-Rich, K.M., Nuclear Medicine and PET/CT:

Technology and Techniques (7th Ed.). Mosby, 2011.

4. Pryma, D.A., Nuclear Medicine: Practical Physics, Artifacts, and Pitfalls (1st

Ed.). Oxford University Press, 2014.

GTX414/3-Quality Assurance in Medical Radiation I

This course provides students with theoretical and practical knowledge in the QA of

equipments for diagnostic imaging like general radiography, fluoroscopy radiography and

mammography imaging. Students will carry out QA tests based on recent standards and

protocols to ensure that proper functioning of diagnostic equipment for a sustainable

patient service. Students will be trained good leadership when doing practical in a group.

This course will be conducted via lecture, practicum dan SCL. The students will be

assessed through practical reports, test, quiz and final examination.


1. Stevens, A.T., Quality Management for Radiographic Imaging: A Guide for Technologists. McGraw-Hill, 2001.

2. Bushberg, J.T., Seibert, J.A., Leidholdt, E.M. &Boone, J., Essential Physics of

Medical Imaging, (3rd Ed.), Lippincott Williams & Wilkins, 2012.

209

3. Carlton, R.R. and Adler, A.M., Principles of Radiographic Imaging: An Art and

A Science (5th Ed.), Thomson Delmar Learning, 2013.

4. Abdul Aziz S.A., Handbook of Quality Control in Radiography (1st Ed.). School

of Health Sciences, USM, 2012.

GTX415/8–Research Project

This course gives chances to students to perform research in health by choosing one

particular topic whether in radiology, nuclear medicine, radiotherapy or radiation

protection as the initial exposure to life-long research. At the same time, students can learn

to write their research findings scientifically as a dissertation that need to be submitted by

the end of semester 2 of Year 4. In this course, students will be trained to manage their

projects and plan the preparation of their dissertations. The students will be assessed

through presentation and dissertation.


Journals and other references based on areas of research being chosen.

GTX416/4–Professional Training

This course gives students chances to see the applications of radiation in a working

environment clearly includes diagnostic and therapeutic procedures, research and radiation

protection in health and medicine. Students are able to see installation and commissioning

of radiation equipments in hospitals or medical centers by suppliers. Students will be

trained to present case study verbally and to manage case taking and report writing

systematically. The students will go through 3 months training at government/private

hospitals atau private companies. The students will be assessed through log book, report

and presentation.


1. Cherry, S.R., Sorenson, J.A. & Phelps, M.E., Physics in Nuclear Medicine (4th


2. Bushberg, J.T., Seibert, J.A., Leidholdt, E.M. and Boone, J.M., Essential Physics


3. Washington, C.M. and Leaver, D.T., Principles and Practice of Radiation

Therapy, (4th Ed.). Mosby, 2015.

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7.0 Elective Courses

211

GTJ108/2-Health Communication and Education

This course exposes students to various topics on basic knowledge of health promotion.

Students will be introduced to the concepts and resources particularly concern the role of

health promoter in health promotion, education and communication in the context of

national health care system. Knowledge delivery of health promotion will be further

extended to the strategy identification, designing, planning, management, research,

material development and testing, monitoring and evaluation of the related health

promotion programs introduce nationwide.


1. Carole Lium Elizabeth C. Kudzma Edelman & Carol Lynn Mandle, Health

Promotion Throughout the Life Span, 8th Ed., Elsevier, 2014.

2. Claudia Parvanta, David E. Nelson, Sarah A. Parvanta & Richard N.

Harne, Essentials Of Public Health Communication, Jones & Bartlett Learning,

2010.

3. Karen Glanz & Barbara K. Rimer, Health Behavior: Theory, Research, and

Practice, 5th Ed., Josse-Bass A Wiley Brand, 2015.

4. Butler, J Thomas, Principles of Health Education and Health Promotion (5th Ed).

Wadsworth, 2013.

GEG103/3-Fitness and Health

This course provides knowledge on theory, principle and method in fitness activities for

health and fitness. Students will learn various methods in evaluating individual’s fitness

level related to their health. Other components such as nutrition, body composition and

mental health are also emphasised.


1. Shakey, B.O., Brian, J., Fitness and Health (5th Ed). Champaign: Human Kinetics,

2002.

2. Edward T.H., Franks, B.D., Health and Fitness Instructor’s Handbook (4th Ed).

Champaign: Human Kinetics, 2003.

3. Jackson, A.W. Physical Activity for Health and Fitness. Champaign: Human

Kinetics, 2004.

4. ACMS’s Health Related Physical Fitness Assessment Manual (3rd Ed).

Philadelphia: Walters Kluwer Health/Lippincot Willims & Wilkings Health.

2010.

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GEG109/2-History of Health Sciences

This course exposes the students to the history and development of science and medicine.

It covers historical aspects of Greek philosophy, modern medicine and history of medicine

from the earlier years to the present day. Aspects of social sciences, religion, philosophy

of physical sciences, behavioral sciences, biological sciences and medicine outside of

Europe including the impact of Islam in the field of medicine and health will also be

explored. The course will be taught through lectures and tutorial. Students will be assessed

through tests, assignments, presentation and final examination.


1. Spector, R.E., Cultural Diversity in Health and Illness, New Jersey: Prentice Hall,

2010.

2. Weiss, G.L. & Lonnquist, L.E., The Sociology Of Health, Healing And Illness,

New Jersey: Prentice Hall, 2009.

3. Osman Bakar, Tawhid and Science, Shah Alam: Arah Publication, 2008.

4. R.R Subramanyam, Shobhit Mahajan, Archana Madhukar, Suman Sahay & G.S.

Roonwal, The Story of Science From Antiquity To The Present, Potsdam:

h.f.Ullmann, 2010.

GEG114/2-Oral Health

This module provides essential information regarding the teeth and relevant structures of

the oral cavity. It covers the etiology and pathogenesis of common oral diseases such as

caries and periodontal disease. Preventive strategies and oral hygiene methods are

elaborated. Pertinent issues like diet and fluoride in the prevention of oral diseases are

highlighted. The importance of oral health in relation to systemic health is described and

oral health services and promotion in Malaysia will be discussed. The students will be

assessed through their assignments and final examination.


1. Felton, et.al: Basic Guide to Oral Health Education and Promotion, (2nd Ed.),

John Wiley & Sons, Ltd, 2014

2. Murray, JJ. Prevention of Oral Diseases. (4th Ed.), Oxford University Press,

2003

3. Palmer, CA. Diet & Nutrition in Oral Health. Pearson/Prentice-Hall, 2003

4. Wilkins, EM. Clinical Practice of the Dental Hygienist (9th Ed). Philadelphia:


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GEG201/2-Women’s Health

This course introduces the new definition and paradigm of women’s health. Students will

be exposed to a more holistic approach to women’s health not limited to maternal and child

are. Several factors that influence the status of women’s health such as economic, politics,

religion and social cultural practices will be examined. This course will encourage students

to participate actively during the lecture and tutorial. The students will be assessed through

their assignments, presentations and final examination.


1. Anandale, Ellen, Women's Health and Social Change, London: Routledge, 2009.

2. The Reader's Digest Association, Women's Health Encyclopedia: An Integrated

Approach to Wellness for Every Season of a Women's Life. New York, 2010.

3. Goldman, M,B, Troisi, R, Rextrode, KM, Women’s Health (2nd Ed.),

Amsterdam, Academic Press, Elsevier.

4. Rosser, Sue V., Diversity and Women's Health. Baltimore: Johns Hopkins


GEG204/3-Gender Perspectives in Health

This course introduces students to a framework of analysis to understand the reason for

gender to be an important determinant factor in health. Students will examine the

interaction between gender and other factors in determining health standard, risks and

illness among men and women. The course will also discuss the importance of gender

perspective in forming health policy as well as in the development of health education.

This course will encourage students to participate actively during the lecture and tutorial.

The students will be assessed through their assignments, presentations and final

examination.


1. Bendelow, Gillian, (Ed.), Gender Health and Healing: The Public and Private

Divide. London: Rutledge 2002.

2. Schultz, Amy J & Leith Mullings (Eds), Gender, Race, Class and Health;

Intersectional Approaches. San Francisco: Josey Bass, 2006.

3. Chloe, E.Bird, Patricia P. Rieker, (Eds), Gender and Health: the Effects of

Constrained Choices and Social Policies. Cambridge: Cambridge University

press, 2008.

4. Women Health Organization Western Pacific Region; Integrating Poverty and

Gender into Health Programmes, A Source Book for Healthcare Professionals.

Manila Philippines, 2008.

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GEG208/2-Human Resource Management in Healthcare Organizations

This course covers theory and application of Human Resource Management (HRM)

knowledge in the context of healthcare organizations. Students will be exposed to HRM’s

strategic role and function in managing healthcare professionals. Areas of HRM for this

course include staffing in healthcare services, work design, staff evaluations, reward and

recognition of healthcare professionals, staff development, ensuring patient focused

service delivery and trends affecting the management of health workers. At the end of this

course, students are expected to be capable in applying HRM knowledge to improve patient

care and solve issues involving healthcare professionals. Students will be ssessed through

continuous assessment and final examination.


1. Fried B. J. & Fottler M.D. (Editors) Human Resources in Healthcare: Managing

For Success (3rd Ed.). Health Administration Press. Chicago, the United States of

America, 2008.

2. Harris M.G. (Editor) Managing Health Services, Concepts and Practices (2nd

Ed.). Elsevier Australia., 2006

3. Shortell S.M. & Kaluzny A. D. (Editors) Health Care Management, Organization

Design and Behavior (4th Ed.). Delmar, Thomson Learning, the United States of America, 2000.

4. Walshe K & Smith J (Editors) Healthcare Management (2nd Ed.). Open

University Press, McGraw-Hill Education, England, 2011.

GEG213/3-Stress Management

This course exposes students to a holistic approach to stress management. It treats both

cognitive (coping) skills and relaxation techniques with the intention of preventing and/or

alleviating the physical symptoms of stress.


1. Blonna, R., Coping with Stress in a Changing World (4th Ed). N.Y.: McGraw-

Hill, 2007.

2. Greenburg, J.S., Comprehensive Stress Management (13th Ed). N.Y.: McGraw-

Hill, 2012.

3. Davis, M., Eshelman, E. R. & McKay, M. The Relaxation and Stress Reduction

Workbook, New Harbinger Publications. (6th Ed), 2008

4. Peterson, C. Work Stress. Taylor & Francis, London, 2017.

5. Wingo, M. The Impact of the Human Stress Response: The Biologic Origins of

Human Stress, Roxwell Waterhouse, Texas. 2016.

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GEG216/3- Development of Health Services in Malaysia

This course introduces students to the factors that influence the development of health

services in Malaysia in the pre-and post-independence period to date. It will provide an

understanding of the different contexts and its impact in shaping health thought, practices

and development of health services in urban and rural areas. It will also emphasise on

matters pertaining to health policy, disease control, the effect of specialization in medicine

and public health, international intervention and the development of health services in post-

colonial era to the present. The course will be taught via lecture and tutorial. Students will

be assessed through test, assignment, presentation and final examination.


1. Manderson, Lenore, Sickness and the State: Health and Illness in Colonial

Malaya, 1870-1940. Cambridge, New York and Melbourne: Cambridge


2. Muzaffar Desmond Tate Abdullah (completed by Khoo Kay Kim and Selvamany

Gabriel), The History of Medicine in Malaysia: The Foundation Years. Kuala

Lumpur: Academy of Medicine in Malaysia, 2005.

3. Sirajoon Noor Ghani & Hematram Yadav, Health Care in Malaysia. Kuala

Lumpur: University of Malaya Press, 2008. 4. Chee, Heng Leng, ‘Health Status and the Development of Health Services in a

Colonial State: The Case of British Malaya, International Journal of Health

Services 12, No. 3 (1982): 397-417.

GEG218/3-Community Development in Health Promotion

This course introduces students to the concept of community development as an approach

to improve the health status of individuals and communities within the context of health

promotion. It covers the fundamental elements of community development such as the

needs assessment, capacity building, community empowerment and program evaluation.

Health promotion and development in youth, elderly and marginalized groups as well as

issues related to community development in health promotion will also be highlighted. The

course will be taught through lectures, tutorial and community visits. Students will be

assessed through tests, assignments, presentation and final examination.


1. Macdowall, W., Bonell, C., & Davies, M. Health Promotion Practice. England:

Open University Press, 2006.

2. Hubley, J., & Copeman, J., Practical Health Promotion. Malden, USA: Polity

Press. 2008. 3. Laverack, G. Health Promotion Practice: Building Empowered Communities,

England: Open University Press, 2007.

4. Doyle E., Susan, W., & Jody, Oomen-Early. Process of Community Health

Education and Promotion (2nd Ed.). USA: Mayfield Publishing Company, 2009 .

http://www.amazon.com/s/ref=ntt_athr_dp_sr_3/175-1143958-2911161/175-1143958-2911161?_encoding=UTF8&field-author=Jody%20Oomen-Early&ie=UTF8&search-alias=books&sort=relevancerank

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GEG219/2 Health Care Management

This course explains the scope of management implications for health professionals and

healthcare organisations. Students will learn to analyse the interactions of health

professionals and examine the influence of management on professionals in healthcare

organisations. Throughout the course, management concepts will be applied to solve

problems involving health professionals and issues affecting healthcare organisations.

Teaching and learning consist of lectures, tutorials and e-learning. Students will be

assessed through tests, assignments, presentation and final examination.


1. Burns L.R., Bradley E.H. & Weiner B.J., Shortell and Kaluzny’s Healthcare

Management: Organization Design and Behavior, (6th. Ed.), Delmar, Cengage

Learning, 2011

2. Braithwaite J., Hyde P. & Pope C. (Eds), Culture and Climate in Health Care

Organizations, Palgrave Macmillan, 2006

3. Harris M.G. & Associates (Eds), Managing Health Services, Concepts and

Practice, (2nd Ed.), Mosby, Elsevier, 2006

4. Walshe K. & Smith J. (Eds), Healthcare Management, (2nd. Ed.), Open University

Press, McGraw-Hill Education, 2011.

GEG220/2- Occupational Therapy for People with Disability

This course introduces the students to occupational therapy profession in terms of its

philosophy, history, ethical and its models, in theory and practice. This course will also

introduce the students on people with disability as well as the process of occupational

therapy assessment and intervention for clients with physical and mental disabilities. The

International Classification of Disability, Health and Functioning (ICF) will also be

introduced.

List of text/referencen books :

1. Willard H.S., Sparkman C.S., Crepeau E.B., Cohn E.S. & Schell B.A.B., Willard

& Spackman’s Occupational Therapy (11th Ed.). Lippincott Williams & Wilkins,

a Wolters Kluwer business: Philadelphia. 2009.

2. Radomski M.V., Trombly, C.A., Occupational Therapy for Physical Dysfuntion

(6th Ed.). Wolters Kluwer, Lippincott Williams & Wilkins: Philadelphia, 2008.

3. Case-Smith, J., O’Brien, J.C., Occupational Therapy for Children (6th Ed.).

Mosby Elsevier: Maryland Heights, Missouri, 2010.

4. Kielhofner G., Conceptual Foundation of Occupational Therapy Practice (4th.

Ed.). F.A. Davis Company : Philadelphia, 2009.

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GTS202/2-First Aid and Cardiopulmonary Resuscitation (CPR)

This course introduces the students to first-aid techniques and cardiopulmonary

resuscitation (CPR) methods used in various situations with the emphasis on sports related

incidences.


1. Flegel, M., Sport First Aids, (5th Ed.). Champaign, IL: Human Kinetics, 2014

2. Austin, M., Crawford, R. & Amstrong, V.J., First Aid Manual: The Authorised

Manual of St. John Ambulance, St. Andrew’s First Aid and The British Red Cross

(10th Ed.). London: Dorling Kindersley, 2014

3. National Safety Council, Standard First Aid, CPR, and AED (2nd Rev Ed.).

McGraw-Hill Companies, 2007

4. National Safety Council, Pediatric First Aid, CPR and AED (2nd Ed.). New York:

McGraw-Hill Education, 2008.

GTS207/2-Principles and Training of Individual and Team Sports

This course introduces the students to basic skills and game play for some sports including

badminton, soccer, volleyball and archery, by relating with the principles in kinesiology, physiology, biomechanic and socio-psychology. This course will also emphasise on skills

acquisition, performance, competition and analysis of the games.


1. Haywood K.M. & Lewis C.F., Archery: Steps to Success (4th Ed.). Champaign IL:

Human Kinetic, 2014.

2. Lennox, J.W., Soccer Skills and Drills. Champaign IL: Human Kinetics, 2006.

3. Grice T., Badminton: Steps to Success (2nd Ed.). Champaign, IL: Human Kinetics,

2008.

4. Zartman, S., Youth Volleyball: The Guide for Coaches, Parents, and Athletes.

Betterway Books, 2006.

GEG302/3-Violence and Society

The first part of the course examines the concept and theory of violence in a society, the

second part will be an interactive discussion on the interpersonal violence such as violence

in family, towards children and elderly. Students will also be exposed to theory and

intervention to overcome violence. Lecture and tutorial will be the main instruments in

delivering the course, however students will be encouraged to be creative in their

discussion and during the assesments. Students will be assessed through continous assessement, assigments and final examination.

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1. Holmes, S.T. & Holmes R.M, Violence, A Contemporary Reader. New Jersey:

Pearson, 2004.

2. Itzin, Catherine (Ed.) Home truths About Child Sexual Abuse. London: Rutledge,

2000.

3. Ray, Larry, Violence and Society. London: Sage Publication, 2011.

4. Silberman, Mathew, Violence and Society A Reader. Upper Saddle River: Prentice

Hall, 2003.

GEG304/2-Communication and Self Development

This course exposes students to various topics on basic knowledge of communication skills

in order to develop their self image and generate self development. The course will also

emphasis on public speaking, handling of interview, presentation of working paper as well

as developing self confidence and assertiveness.


1. Nelson, Paul, Titsworth, Scott, Pearson, Judy, iSpeak: Public Speaking for

Contemporary Life, International Edition, Mc Graw Hill Companies, Inc., 2011. 2. Charles J. Stewards, William B. Cash. Jr, Interviewing: Principles and Practices,

(Kindle th Ed.). Mc Graw Hill Companies, Inc., 2013.

3. Charles S. Carver, Michael F. Scheier, Perspectives on Personality (7th Ed.).

Pearson Education, Inc., 2011.

4. DeVito, Joseph A, The Interpersonal Communication Book (14th Ed.). Pearson

Education Inc., 2015.

GEG305/2-Forensic Science

The course introduces to the students the fundamental concept of Forensic Sciences. It

provides information on crime scene, collection and preservation of evidence and various

types of impression evidence such as finger prints, foot prints, tool marks, and tyre prints

used in identification of individuals and objects. A brief account on trace evidence

materials like dust, glass, soil, fibres and hairs too is included. Introductory topics on DNA

evidence, firearm identification, explosives, and questioned documents also form part of

the syllabus. The students will also be taught with photographic techniques, digital cameras

in criminal investigation.


1. M. M. Houck and J. A. Siegel, Fundamentals of Forensic Sciences. Elsevier Academic Press, 2006.

2. R. Saferstein, Criminalistics: An introduction to Forensic Sciences (8th Ed).

Prentice-Hall, 2004.

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3. S. H. James and J. J. Nordby, Forensic Sciences: An Introduction to Scientific and

Investigative Techniques. CRC Press, 2003.

4. P. R. De Forest, R. E. Gaensslen and H. C. Lee, Forensic Sciences; An

Introduction to Criminalistics. New York: McGraw-Hill Book Company, 1983.

GTS307/3- Physical Activity, Growth and Development

This course exposes the students to issues related to physical growth and development with

regards to physical activity. Discussion on the maturation process, morphological and

functional changes in relation to exercise and training will be conducted.


1. Thies, K.M. & Travers, J.F., Growth and Development through the Lifespan (2nd

Ed.). Sudbury, MA: Jones and Bartlett Publishers, 2009.

2. Malina, R.M., Bar-Or, O. & Bouchard, C., Growth, Maturation and Physical

Activity (2nd Ed.). Champaign, IL: Human Kinetics, 2001.

3. Jurimae, T. & Hills, A.P., Body Composition Assessment in Children and Adolescents. Karger, 2001.

GEG309/2-Principles of Forensic Dentistry

This course details the application of dental science knowledge for forensic work such as

human identification and bitemark investigation. Students will be exposed to the theory

and some practices in forensic dental work such as bitemark analyses and identification

process using dental records. Students will also be introduced to disaster victim

identification and record management.


1. Senn DR, Weems RA. Manual of Forensic Odontology. (5th Ed.) Boca Raton:

CRC Press 2013

2. Senn DR, Stimson PG. Forensic Dentistry. (2nd Ed.) Boca Raton: CRC Press

2010.

3. Dorion BJ. Bitemark evidence: A colour atlas and text. (2nd Ed.) Boca Raton:

CRC Press 2011.

GEG313/2-Health Economics

The course covers both microeconomic and utilization of healthcare services as well as its

association with issues within the health organization and its deliverable to the community.

Economic evaluation as a basis of healthcare policy making will be discussed focusing on

both individual and community and supply and demand in health care services.

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1. Syed Aljunid et al. Ekonomi Kesihatan. Dewan Bahasa & Pustaka Publication

2013.

2. Clewar, A & Perkins, D. Economics for Health Care Management. New York:


3. Drummond, M.F. Method for the Economy Evaluation of Health Care

Programmes (2nd Ed.). Oxford: Oxford Medical Publication. 1997.

GEG315/3-Fiqh of Health

This course introduces students to the Islamic solution to some issues related to health

sciences. The understanding of the basic formulation of Islamic law will be discussed in

relation to issues raised in the course. The discussion of the issues will be divided into three

categories that are most critical, critical and daily issues. The course will be taught through

lectures and tutorial. Students will be assessed through tests, assignments, presentation and

final examination.


1. Ahmad, Yusuf Al-Hajj. The Islamic Guideline on Medicine, Darussalam, Riyadh: KSA. 2010.

2. Harmy Mohd Yusoff. Fikah Perubatan. Selangor, Batu Caves: PTS Millennia,

2011.

3. Al-Ashqar, Muhammad Sulaiman, Ijtihad Di Dalam Fiqh Perubatan, Kuala

Lumpur: Pustakan Syuhada, 2004.

4. Fazlur Rahman, Kesihatan dan Perubatan Dalam Tradisi Islam. Kuala Lumpur:

Dewan Bahasa dan Pustaka, 1992.

5. Mckenzie, J.F, Pinger R.B, Kotecki. An Introduction to Community Health (6th

Ed). Canada: Jones and Bartlett, 2008.

GTS407/3-Therapeutic Exercises

This course introduces students to the causes, prevalence and incidence of diseases in the

human population and the effects of physical activity on them. This course also covers the

application of specific exercises for prevention and treatment of chronic diseases. This

course will be taught via lectures, practical and discussion. Student will be assessed through

tests, assignments, presentation and final examination.


1. Durstine J.L., ACSM’s Exercise Management for Persons with Chronic Diseases

and Disabilities (3rd Ed.), Champaign, IL: Human Kinetics, 2009.

2. Myers J. and Nieman D.C., ACSM’s Resouces for Clinical Exercise Physiology:

Musculoskeleral, Neuromuscular, Neoplastic, Immunologic and Hematologic

Conditions (2nd Ed.). Philadelphia, PA: Wolters Kluwer Health/ Lippincott

Williams & Wilkins Health, 2010.

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3. Roitman J.L. and LaFontaine T., The Exercise Professional’s Guide to Optimizing

Health: Strategies for Preventing and Reducing Chronic Disease. Philadelphia,

PA: Wolters Kluwer Health/ Lippincott Williams & Wilkins Health, 2012.

LAA100/2–Arabic Language I

This course introduces Arabic letters to the students, pronounce and write it correctly. The

students practice to communicate about themselves, family and friends by using the

language properly and using the vocabulary accurately with the application in basic

grammar in communication. The students will also learn to make simple sentences by using

the elementary in vocabulary in a good manner and in a positive way which is included in

the course.


1. Haroon Shirwani. Build your Arabic Vocabulary. New York, McGraw-Hill, 2007.

2. Kershul, K.K, Arabic in 10 Minutes A Day. Seattle Bilingual Books, Inc., 2004.

3. Al-Fauzan, A.E., Husain, M.T. & Muhammad Fadl, M.A.. Al-Arabiah Baina

Yadaik, Student’s Book 1. Riyadh, Arabic for all, 2004.

4. Hamdi Mahmud Abd Mutholib, An-Nahu Al-Muyassar. Darul Afaq Al-Arabiah,

Kaherah, 2001. 5. Haji Ishak Abbas, Kamus Al-Jadidi Arab-Melayu. Seri Kota Publications, 2001.

6. Dr. Fa Abd. Rahim, Durus Al-Lughah Al-Arabiyah Li Ghsiri Nathiqin Biha

(1410H), Madinah Islamic University, Saudi Arabia.

LAJ100/2–Japanese Language I

This course enambles students to apply the basic grammar in writing and speaking,

recognize the hiragana’s letter, pronounce it nicely and write it correctly, interact in daily

conversation based on certain situation and discuss about 3 elements on culture, lifestyle

and matter which are related with Japan.


1. Makino, Akiko. Minna no Nihongo Shokyu Choukai Tasuku 25 (Listening

Comprehension Tasks), Japan: 3A Corporation, 2004.

2. Haruhara Kenichiro. Nihongo Takarabune, Japan: ASK, 2004.

3. Miyazaki Michiko, Goshi Sachiko, Now You’re Talking. Japan:3A Corporation,

2003.

LAA200/2–Arabic Language II

This course is a continuation of Arabic Language I. The brief description about the basic

script of Arabic are given as a revision. In this course, students were taught the appropriate

skill of communication. The students will learn the nouns, verbs, and conjuctions in Arabic.

222


1. Haroon Shirwani. Build your Arabic Vocabulary. New York, McGraw-Hill, 2007.

2. Kershul, K.K.. Arabic in 10 Minutes A Day. Seattle Bilingual Books, Inc., 2004.

3. Al-Fauzan, A.E., Husain, M.T. & Muhammad Fadl, M.A., Al-Arabiah Baina

Yadaik, Student’s Book 1. Riyadh, Arabic for all, 2004.

4. Hamdi Mahmud Abd Mutholib, An-Nahu Al-Muyassar. Darul Afaq Al-Arabiah,

Kaherah, 2001.

5. Haji Ishak Abbas, Kamus Al-Jadidi Arab-Melayu, Seri Kota Publications, 2001.

6. Dr. Fa Abd. Rahim, Durus Al-Lughah Al-Arabiyah Li Ghsiri Nathiqin Biha

(1410H). Madinah Islamic University, Saudi Arabia

LAJ200/2–Japanese Language II

This is a continuation of Japanes Language I. In this course, the students will apply the

verbs broadly especially in using the conjunction, use more in basic sentence for speaking

exercise, read and write in katakana’s letter and apply the basic sentences in daily

conversation.


1. Makino, Akiko. Minna no Nihongo Shokyu Choukai Tasuku 25 (Listening

Comprehension Tasks). Japan: 3A Corporation, 2004

2. Haruhara Kenichiro. Nihongo Takarabune. Japan: ASK, 2004.

3. Miyazaki Michiko, Goshi Sachiko, Now You’re Talking. Japan : 3A Corporation

2003.

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8.0 FACILITIES

The buildings of School of Health Sciences have facilities such as lecture theatres, tutorial

and seminar rooms together with the latest audio-visual and multimedia equipments.

IT facilities are provided for the use of students at the Multi-Media Laboratories of the

School. It is open for students during office hours and after office hours until 11.30 pm.

All laboratory requirements are provided, complete with instruments and equipments

within a new modern building.

Library, hostels and the sports complex with their respective ancillary facilities are

provided for students at the USM Health Campus.

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9.0 GENERAL INFORMATION

9.1 CAREER GUIDANCE

9.1.1 Biomedicine

Career prospects for the Biomedicine programme include:

1. Science/research officers at research institutes, institutions of

higher learning, hospitals, public and private medical

laboratories.

2. Production and administrative officers in related industries

including Quality Control officers, sales personnel and advisors

in the pharmaceutical, food and beverage industries, suppliers

of medical products and instrumentations and as environmental

officers.

3. Tutors/Lecturers at institutions of higher learning in both

private and public sectors. Graduates can also register as

graduate students, or join the academic staff training scheme at

any of the institutions for higher learning.

The examples given above are not restrictive and graduates can also

involve themselves in many areas of scientific or commercial ventures

that is available now or in development particularly in the biotechnology

field.

9.1.2 Dietetics

Career opportunities for graduates of the Dietetic programme are ample in Malaysia and as well as in other countries. These include:

1. Clinical dietitians, catering dietitians, sport dietitians in

government hospitals, health clinics, private hospitals, wellness

centre and institutions.

2. Science or research officers at institutions of higher learning

and research.

3. Tutors at public and private institutions of higher learning.

Graduates can also register as graduate students and join the

academic staff training programmes of institutions of higher

learning.

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9.1.3 Nursing

Career opportunities in nursing are wide in Malaysia and overseas; these

include:

1. Clinical nurses and nurse administrators at government and

private hospitals including community health centres.

2. Clinical nurses, nurse administrators or counsellors at special

institutions or organizations such as Hospice, Nursing homes,

Rehabilitation centres and various manufacturing industries.

3. Nurse educators at public and private institutions of higher

learning. Graduates can also register as postgraduate students

and join the academic staff training programmes of institutions

of higher learning.

4. Officers or administrators in research institutions, hospital,

pharmaceutical, diagnostic laboratories and other health related

industries of both public and private sectors.

9.1.4 Forensic Science

Career prospects for the Forensic Science graduates include:

1. Officers at the forensic services of the Royal Malaysia Police,

Department of Chemistry, Fire and Rescue Department,

government hospitals and forensic private agencies.

2. Science or research officers at research institutes or institutions

of higher learning, private and public hospitals and diagnostic

laboratories.

3. Production, administrative or sales personnels of industries

such as pharmaceuticals, food and beverages, reagent suppliers

and biomedical instrument suppliers as well as environmental

officers.

4. Tutors/Lecturers at public and private institutions of higher learning. Graduates can also register as graduate students and

join the academic staff training programmes of institutions of

higher learning.

It must be emphasised that the examples of jobs given are not limited to

those mentioned. The curriculam which are offered by the School are

flexible enough to provide graduates with skills and abilities which will

enable them to prospects jobs in a wider domain including private

investigation, insurance investigation and other forensic related areas.

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Opportunities are wide for high achieving students to pursue post-

graduate courses and become teaching staffs of the future at institutions

of higher learning.

9.1.5 Medical Radiation

Career prospects for graduates of the Medical Radiation programme are

wide in Malaysia and overseas. These include:

1. Radiation protection officers at government and private

hospitals, research institutions and public and private health

organisations.

2. Personnel involved in commercial activities within the

production industries related to the field and also in the health

care industries.

3. Science or research officers at institutions of higher education.

4. Tutors/Lecturers at public and private institutions of higher

education. Graduates can also register as graduate students and join the academic staff training programmes of institutions of

higher education.

9.1.6 Audiology

The graduates from the Audiology programme may provide services or

work at various settings:

1. As audiologists at medical settings (e.g. government and public hospitals, rehabilitation centres); educational settings (e.g.

special education schools, early intervention centers); or private

practice offices.

2. As academicians (e.g. tutors, lecturers) at public and private

institutes of higher learning.

3. As researchers at the institutes of higher learning, research

laboratories or centres.

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9.1.7 Speech Pathology

Qualified professionals in Speech Pathology are known as Speech-Language Pathologist or Pegawai Pemulihan Perubatan (Pertuturan) in

the government sector

1. Job opportunities in this profession are immense, including:

- Health sectors (government hospital, private hospital or

private practice)

- Education sectors (special school or normal school)

- Non-government sectors (intervention center or

rehabilitation center)

- Community and welfare sectors (community based

rehabilitation center)

2. Additionally, they can also:

- become academic staff at the university as clinical

supervisors or lecturers (after completing postgraduate

degrees at masters/doctor of philosophy levels)

- conduct research and development as researchers

- manage related institutions as the managing officers.

9.1.8 Exercise and Sports Science

The graduates from the Exercise and Sports Science programme may

provide services or work at various settings:

1. As science/research/sports officers in medical institutions (e.g. government and public hospitals, rehabilitation centers, Youth

and Sports Departments); educational settings (e.g. special

education schools, sport schools, early intervention centers,

universities); sports institutions and associations (National

Sports Institute, BAM, FAM) or private practising

organisations.

2. As academicians (e.g. tutors, lecturers) at public and private

institutes of higher learning.

3. As coaches, sports science consultants, sports administrators

and managers, health coordinators, health club managers in

both government and private sectors.

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9.1.9 Nutrition

Career opportunities for graduate of the Nutrition programme are ample

in Malaysia as well as in other countries. These include:

1. Nutritionists, nutrition product advisor, sports nutritionist in the

government sector and private industries, wellness centres and

institutions.


and research institutes.

3. Tutors at public and private institutions of higher learning.

Graduates can also register as graduate students and join the

academic staff training programmes of institutions of higher

learning.

9.1.10 Environmental and Occupational Health

Career opportunities for graduates of the Environmental and

Occupational Health programme are broad to include public and private

sectors, industries and agencies either in Malaysia or abroad. These

include:

1. Safety and health officers, environmental health officers,

environmental control officers, factory and machinery

inspectors and safety supervisors.

2. EMS engineers, EHS executives, health promotion officers and

operation officers.

3. Training officers, auditors and marketing executives.


and research.

5. Tutors/Lecturers at public and private institutions of higher

learning. Graduates can also register as graduate students and

possibly join as teaching staff in Higher Education institution.

229

9.2 PRIZES, AWARDS AND DEAN'S LIST

The School is continually soliciting funds for the setting up of gold medal awards

to be awarded to the best final year students in all programmes as well as funds

for other prizes and awards.

Students obtaining a CGP of 3.67 and above in any semester will receive a Dean's

List Certificate.

9.3 SOCIETY

Students of the School of Health Sciences automatically become the members of

the Health Science Society of the University.

9.4 POSTGRADUATE PROGRAMMES

The School of Health Sciences offers Masters (M.Sc.) and Doctrate (Ph.D.)

courses via coursework (MSc in Sport Science) and mixed-mode (MSc in Biomedicine and Forensic Science), as well as research mode in many disciplines

such as Biomedicine (e.g. Diagnostics, neurocognitive science, natural health

products, vacinnology, cancer biology, immune regulations, gene regulations and

protein-protein interaction), Forensic Science (e.g. DNA fingerprinting, Forensic

Chemistry, Environmental Forensics and Forensic Toxicology), Dietetics and

Nutrition (e.g. community nutrition, clinical nutrition and human nutrition) and

many others. Candidates shall have graduated with a Bachelors degree from

recognised universities and obtained a CGPA of at least 3.00 for the Masters

programme and 3.67 or graduate with a Masters for the Ph.D. programme.

However students with a CGPA of less than 3.00 may be considered if they

possess appropriate and relevant working experience or experience in research.

Interested candidates can contact the Deputy Dean (Research) Post Graduate

Studies or the USM Post Graduate Institute for further information.

9.5 OVERSEAS TRAINING SCHEME

Universiti Sains Malaysia offers limited and highly competitive overseas training

schemes to students of levels 100 and 200 who are interested to pursue courses of

one semester duration at any foreign university. This scheme is devised with the

purpose of exposing students to experience studying at the international level with the possibility of credit transfers. Further details of this scheme can be obtained

from the office of International Relations, Division of Academic and International

Affairs, USM.

230

10.0 DIPLOMA IN

NURSING

231

TEACHING STAFF OF DIPLOMA NURSING PROGRAMME

DIPLOMA NURSING


1. Ms. Anisah Mat Desa Tutor 7744 [email protected]

2. Ms. Azlida Abd Kadir Tutor 7733 [email protected]

3. Ms. Fazdillah Husin Tutor 7743 [email protected]

4. Ms. Hasni Embong Tutor 7741 [email protected]

5. Ms. Low Kim Lian Tutor 7747 [email protected]

6. Ms. Mas Nor Saloni

Ibrahim


7. Ms. Nik Asiah Nik Lah Tutor 7735 [email protected]

8. Ms. Noor Jasmani Hassan Tutor 7746 [email protected]

9. Ms. Nor Rahan Mohamad Tutor 7780 [email protected]

10. Ms. Norizam Muhammad

Yusof


11. Ms. Norliza Hussin Tutor 7745 [email protected]

12. Ms. Nurhayati Mohamad

Nor


13. Ms. Salwismawati Badrin Tutor 7813 [email protected]

14. Ms.Tuan Ruasmani Tuan

Daud


15. Ms. Zahniyah Che Ishak Tutor 7736 [email protected]

16. Ms. Zaihan Abd. Rahman Tutor 7749 [email protected]

17. Ms. Zuraida Yusoff Tutor 7748 [email protected]

18. Ms. Chu Be Lai Clinical Instructor 7775 [email protected]

19. Ms. Halizan Yusoff Clinical Instructor 7775 [email protected]

20. Ms. Masturah Hamzah Clinical Instructor 7775 [email protected]

21. Ms. Norizan Che Mohd

Yusoff


22. Ms. Zaharah Muhammad Clinical Instructor 7775 [email protected]













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INTRODUCTION

The Diploma in Nursing Programme is one of the programmes offered by the School of

Health Sciences since the 2007/2008 session in response to the rapid development in

medical technology and increasing number of government and private hospitals, where

the demand for nurses has escalated to a critical level. The shortage of nurses may affect

the quality of health services.

The structuring of Diploma in Nursing Programme is based on the criteria set by the

Malaysian Nursing Board (MNA) that a nursing programme must have sufficient nursing

skills training components to enable the students to register with the MNA. This also

comply with the university objective in producing nursing graduates who possess

excellent academic knowledge and have good clinical skills to achieve the nation’s

aspiration in producing a healthy society.

This programme covers six (6) semesters in three (3) years. The programme encompasses

the following aspects:-

(a) Biological Science

(b) Behavioural Science

(c) Nursing Science

(d) Technical Skills

(e) Co-Curriculum

All these aspects are incorporated in the nursing curriculum to strengthen the basic

knowledge in nursing practice as well as scientific knowledge that is essential to produce

nurses who are competent, of calibre, innovative, proactive, critical in thinking and

independent. This will assist in enhancing professionalism and the image of nursing for

the benefit of clients, society and the country.

AIM OF THE PROGRAMME

To produce trained nurses who are caring, practice safe nursing, competent and able to

critically analyse and solve problem at any health institution and in any situation.

OBJECTIVES OF THE PROGRAMME

To fulfill the demand of nurses by hospitals and clinics in the future.

To produce trained nurses who are able to deliver efficient services to individual

and community.

To provide basic nursing education which enables the students to proceed to higher

level.

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LEARNING OUTCOME

At the completion of the three (3) years programme, graduates will be able to:

PO1: Apply nursing theory and practice comprehensively in nursing care.

PO2: Demonstrate technical skills in analysis and problem solving related to nursing

diagnosis.

PO3: Apply critical thinking skills in assessment of patient for effective nursing care

and interventions.

PO4: Apply effective communication skills in the assessment and problem solving in

nursing care and practices.

PO5: Organise and execute nursing tasks as a team of healthcare professionals in

caring for patients.

PO6: Display ethics and professional values in nursing practice.

PO7: Utilise nursing knowledge and manipulate resources for effective nursing care

and interventions.

PO8: Explore and identify opportunities of entrepreneurship to enhance social

functions and responsibilities.

PO9: Exhibit values of leadership as a group in nursing practice.

234

COURSE DURATION

This is a 3-year programme requiring a total of 90 units for graduation. It consists of core

courses (74 units), and university courses (16 units).

ENTRY QUALIFICATION

UNIVERSITY GENERAL REQUIREMENT

Sijil Pelajaran Malaysia (SPM)

Pass SPM or equivalent examination

Pass with credit in Bahasa Melayu or Bahasa Malaysia and Sejarah for SPM or

equivalent examination

SPECIFIC PROGRAMME REQUIREMENT

Pass SPM or equivalent with at least grade C6 / 6C / C in five (5) subjects as follows:

1. Bahasa Melayu / Bahasa Malaysia

2. Rampaian Sains / Biology

3. Mathematic

4. Bahasa Inggeris

5. One (1) other subject

And pass in interview

ENTRY APPLICATION

Online application at https://pohon.usm.my/jururawat. Processing fee of RM60.00 is to

be paid cash at Bank Simpanan Nasional or ATM machine / SMS Banking / Cash

Deposit Machines / Internet Banking (GIRO account holder only). Completed application

form with a copy of identification card and academic certificates is to be printed and send

to the address below:

DIPLOMA KEJURURAWATAN

BAHAGIAN PENGURUSAN AKADEMIK

JABATAN PENDAFTAR,

BANGUNAN CANSELORI,

UNIVERSITI SAINS MALAYSIA, 11800 USM

PULAU PINANG

https://pohon.usm.my/jururawat.%20%20Processing%20fee%20of%20RM60.00

235

ACADEMIC SYSTEM AND GENERAL INFORMATION

COURSE REGISTRATION

Registration of courses is an important activity during the period of study at the

University. It is the first step for the students to sit for the examination at the end of each

semester. Signing up for the right courses each semester will help to facilitate the

graduation of each student from the first semester till the final semester.

(a) Course Registration Secretariat for the Bachelor Degree and University’s

Diploma Students

Student Data and Records Section (SDRP)

Academic Management Division Registry

(Level 1, Chancellory Building)

Tel. No. : 04-653 2925/2924/2923

Fax No. : 04-657 4641

E-Mail : [email protected]

Website : http://registry.usm.my/updr

The SDRP office is the Secretariat/Coordinator of course registration for the

Bachelor Degree and Diploma Programme of the University.

Further inquiries regarding course registration activities for the first degree and

diploma can be made at the office of the Student Data and Records Section.

Please refer to the contact number above.

(b) Course Registration Platform

i) E-Daftar (E-Registration)

E-Daftar is a platform for on-line course registration. The registration is

done directly through Campus Online portal


Registration under E-Daftar for Semester 1 usually starts 1-2 days after the

release of 'Official' examination result of Semester 2 of the previous

academic year. The system closes a day before Semester 1 begins (in

September). E-Daftar registration for Semester 2 usually starts 1-2 days

after Semester 1 ‘Provisional’ examination result are released until a day

before Semester 2 begins (in February).

The actual timing of registration under E-Daftar will be announced by the

Student Data and Records Section usually during the Revision Week of

every semester and will be displayed on the respective

Shools/Centres/Hostels’ bulletin board and in the USM’s official website.

236

Under E-Daftar, students can register for any courses offered by USM,

except co-curriculum courses. Registration of co-curriculum courses is still

placed under the administration of the Director of the Centre for Co-

Curriculum Programme at the Main Campus or the Coordinator of the Co-

Curriculum Programme at the Engineering Campus and the Coordinator of

the Co-Curriculum Programme at the Health Campus.

Co-Curriculum courses will be included in the students’ course registration

account prior to the E-Daftar activity, if their pre-registration application

successful.

ii) Access to E-Daftar System

a. E-Daftar System can be accessed through the Campus Online portal


b. Students need to use the E-Mail ID password to access their profile

page, which includes the E-Daftar menu.

c. Students need to click on the E-Daftar menu to access and register for

the relevant courses.

d. Students are advised to print the course registration confirmation slip

upon completion of the registration process or after updating the course

registration list (add/drop) within the E-Daftar period.

e. The E-Daftar system can only be accessed for a certain period of time.

f. Guidelines to register/gain access to the E-Daftar portal are available at

the Campus Online portal’s main page.

iii) Online Course Registration (OCR) in Schools/Centres

OCR activities are conducted in the Schools/Centres and are applicable to

students who are academically active and under Probation (P1/P2) status.

Students who face difficulties registering their courses during the E-Daftar

period can register their courses during the official period of OCR

alternatively. Each school is responsible for scheduling this activity.

The official period for OCR normally starts on the first day of the semester

(without the penalty charge of RM50.00). After this official date, the

registration will be considered late (a penalty of RM50.00 will be imposed

if no reasonable excuse is given.).

During the non-penalty period, OCR will be conducted at each school.

After Week Six, all registration, including adding and dropping courses will

be administered by the Examination and Graduation Section Office

(Academic Management Division, Registry).

237

(c) The Frequency of Course Registration in One Academic Session

i) Normal Study Semester

2 times per year (beginning of Semester 1 & Semester 2)

ii) Long semester break (about one month after the final examination of

Semester 2)

Once per year

(d) General Guidelines Before Students Register for Courses

i) Matters/Information/Documents required to be noted/considered/

referred to by students before course registration:

- Refer to the respective School’s website to get updated information for

courses offered or course registration.

- Decide on courses to be registered according to the semester as

stipulated in the Study Program Guide Book.

- List courses to be registered and number of units (unit value) for each

course.

- Provide Cumulative Statement of Grades (Cangred).

- Construct Teaching and Learning Timetable for the registered courses

(to avoid overlapping in timetable).

- Read and comprehend the reminders regarding policies/general

requirements for the course registration.

ii) The number of maximum and minimum units that can be registered in every

semester are stated as below:

Academic Status Minimum Unit Maximum Unit

Active 9 21

P1 9 12

P2 9 10

Determination for academic status in a semester is based on the students’

academic performance in the previous semester (Grade Point Average,

GPA):-

GPA 2.00 & above = Active Academic Status

GPA 1.99 & below = Probation Academic Status (P1/P2)

- Students who meet the minimum period of residency (6 semesters for 3

years programme, 7 semesters for 3.5 years programme or 8 semesters for 4

years programme) are allowed to register courses with a total of less then 9

units.

238

The semester in which the student is on leave is not considered for the

residency period.

iii) Type of course codes during registration:-

T = Core courses Grade and number of units obtained

from these courses are considered for

graduation U = University courses

iv) Advice and approval of the Academic Advisor.

- Approval from the Academic Advisor is required for the students under

Probation status before they are allowed to register during the OCR

period. Probation students cannot access E-Daftar for registration.

- Approval from the Academic Advisor is not required for students under

Active Status to register courses through E-Daftar.

v) Students are not allowed to register and to repeat any course for which they

have achieved a grade 'C' and above.

(e) Information/Document Given To All Students through Campus Online

Portal (https://campusonline.usm.my)

i) The information of Academic Advisor.

ii) Academic information such as academic status, GPA value, CGPA value

and year of study.

iii) Cangred and Course Registration Form.

iv) List of courses offered by all Schools/Centres.

v) Teaching and Learning Timetable for all Schools/Centres/Units from the

three campuses.

vi) List of pre-registered courses which have been added into the students’

course registration record (if any).

vii) Reminders about the University course registration policies/general

requisites.

(f) Registration of Language and Co-Curriculum Courses

i) Registration for Language courses through E-Daftar is allowed.

However, if any problem arises, registration for language courses can

still be carried out / updated during the office and Translation.

239

All approval / registration / dropping / adding of language courses is

under the responsibility and administration of the School of Language,

Literacies and Translation.

Any problems related to the registration of language courses can be

referred to the School of Language, Literacies and Translation. The

contact details as follow:

Health Campus Programme Chairperson : 09-7671252

ii) Registration for Co-Curriculum courses through E-Daftar is not allowed.

Registration for Co-Curriculum courses is either done through pre-

registration before the semester begins or during the first/second week

of the semester. Co-Curriculum courses will be included in the

students’ course registration account prior to the E-Daftar activity, if

their pre-registration application successful.

All approval/registration/dropping/adding of Co-Curricular courses is

under the responsibility and administration of:

Coordinator of the Center for Co-Curricular Programme, Health

Campus (09-7677547).

iii) Dropping of Language and Co-Curriculum courses, if necessary, must

be made within the first week. After the first week, a fine of RM50.00 will

be imposed.

(g) Course Registration Confirmation Slip

The course registration confirmation slip that has been printed/obtained after

registering the course should be checked carefully to ensure there are no errors,

especially the code type of the registered course. Any data errors for course

registration must be corrected immediately whether during the period of E-Daftar

(for student with active status only) or during the period of OCR at the Schools.

(h) Revising and Updating Data/Information/Students Personal and Academic

Records

Personal and academic information for each student can be checked through the

Campus Online portal (https://campusonline.usm.my).

Students are advised to always check all the information displayed on this

website.

- The office of the Student Data and Records Section must be notified of any

application / notification for correction / updating of personal data such as

the spelling of names (names must be spelled as shown on the Identification

Card), Identification Card number and address (permanent address and

correspondence address).

240

- The office of the Student Data and Records Section must be notified of any

application/ notification for correction of academic data such as information

on major, minor, MUET and the course code result.

- The office of the Examination and Graduation Section must be notified of

any application/notification for correction of the examination / results data.

(i) Academic Advisor

Each School will appoint an Academic Advisor for each student. Academic

Advisors comprise of academic staff (lecturers) of the School. Normally the

appointment of Academic Advisors will be made known to every student during

the first semester in the first year of their studies.

Academic Advisors will advice the students under their responsibility on

academic-related matters. Important advice for the students includes the

registration planning for certain courses in each semester during the study

period. Before registering the course, students are advised to consult and discuss

with their Academic Advisor to determine the courses to be registered in a

semester.

INTERPRETATION OF UNIT/CREDIT

a. Unit

Each course is given a value, which is called a UNIT. The unit is determined by

the scope of its syllabus and the workload for the students. In general, a unit is

defined as follows:

Type of Course Definition of Unit

Theory 1 unit is equivalent to 1 contact hour per week

for 13 - 14 weeks in one semester.

Practical/Laboratory/

Language Proficiency

1 unit is equivalent to 1.5 contact hours per

week for 13 - 14 hours in one semester

Industrial Training/ Teaching

Practice

1 unit is equivalent to 2 weeks of training.

Based on the requirements of Malaysian Qualifications Framework (MQF):

One unit is equivalent to 40 hours of student learning time

[1 unit = 40 hours of Student Learning Time (SLT)]

b. Accumulated Credit Unit

Units registered and passed are known as credits. To graduate, students must

accumulate the total number of credits stipulated for the program concerned.

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EXAMINATION SYSTEM

Examination are held at the end of every semester. Students have to sit for the examination

of the courses they have registered for. Students are required to settle all due fees and fulfil

the standing requirements for lectures/tutorials/practical and other requirements before

being allowed to sit for the examination of courses they have registered for. Course

evaluation will be based on the two components of coursework and final examinations.

Coursework evaluation includes tests, essays, projects, assignments and participation in

tutorials.

(a) Type of Examination

i) Cognitive Component

Objective Test (multiple choice)

Essay

Short Essay

Seminar Paper

Case Study

i) Psychomotor Component

OSCE and Practicum

Clinical Skill Log Book

ii) Affective Component

Will be assessed with (i) and (ii) through progress report from Clinical

Instructor. The aim is to evaluate students’ initiative and interpersonal

relationship in practicum. This assessment is critical in molding the

professional attitude of a student.

b) Duration of Examination

Evaluated Courses Examination Duration

2 units 1 hour for coursework of more than 40%

2 units 2 hours for coursework of 40% and below

3 units or more 2 hours for coursework of more than 40%

3 units or more 3 hours for coursework of 40% and below

242

c) Barring from Examination

Students will be barred from sitting the final examination if they do not fulfil the

course requirements, such as absence from lectures and tutorials for at least 70%,

and have not completed/fulfilled the required components of coursework. Students

will also be barred from sitting for the final examination if they have not settled

the academic fees. A grade 'X' would be awarded for a course for which a student

is barred. Students will not be allowed to repeat the course during Courses During

the Long Vacation (KSCP) period.

d) Grade Point Average System

Students academic achievement for registered courses will be graded as follows:

Alphabetic

Grade A A- B+ B B- C+ C C- D+ D D- F

Grade Points 4.00 3.67 3.33 3.00 2.67 2.33 2.00 1.67 1.33 1.00 0.67 0

Students awarded with a grade 'C-' and below for a particular course would be

given a chance to improve their grades by repeating the course during the KSCP

(see below) or normal semester. Students awarded with grade 'C' and above for a

particular course will not be allowed to repeat the course whether during KSCP or

normal semester.

The achievements of students in any semester is based on Grade Point Average

(GPA) achieved from all the registered courses in a particular semester. GPA

is the indicator to determine the academic performance of students in any

semester.

CGPA is the Cumulative Grade Point Average accumulated by a student from one

semester to another during the years of study.

The formula to compute GPA and CGPA is as follows:

Grade Point Average = ∑ UiM i

∑ Ui

where

Ui = Course units for course i

Mi = Grade point for course i

243

Example of calculation for GPA and CGPA:


(GP)

Grade

(G)

Total GP

Semester I: ABCXX1 4 3.00 B 12.00

ABCXX2 4 2.33 C+ 9.32

BCDXX3 3 1.67 C- 5.01

CDEXX4 4 2.00 C 8.00

EFGXX5 3 1.33 D+ 3.99

EFGXX6 2 2.67 B- 5.34

20 43.66

GPA = 43.66 = 2.18

20

Course Unit Grade

Point (GP)

Grade

(G)

Total GP

Semester II: ABC XX7 3 1.00 D 3.00

ABB XX8 4 2.33 C+ 9.32

BBC XX9 4 2.00 C 8.00

BCB X10 4 2.67 B- 10.68

XYZ XX1 3 3.33 B+ 9.99

18 40.99

GPA = 40.99 = 2.28

18

CGPA = Total Accumulated GP = 43.66 + 40.99 = 84.65 = 2.23

Total Accumulated Unit 20 + 18 38

From the above examples, the CGPA is calculated as the total grade point

accumulated for all the registered courses and divided by the total number of the

registered units.

(e) Courses During the Long Vacation (Kursus Semasa Cuti Panjang) (KSCP)

KSCP is offered to students who have taken a course earlier and obtained a

grade of 'C-', 'D+', 'D', 'D-', 'F' and 'DK' only. Students who have obtained 'X' or

'F*' grade are not allowed to take the course during KSCP.

244

The purpose of KSCP is to:

i) Give an opportunity to students who are facing time constraints for

graduation.

ii) Assist students who need to accumulate a few more credits for graduation.

iii) Assist "probationary" students to enhance their academic status.

iv) Assist students who need to repeat a prerequisite course, which is not

offered in the following semester.

However, this opportunity is only given to students who are taking courses that

they have attempted before and achieved a grade as stipulated above, provided that

the course is being offered. Priority is given to the final year students. Usually,

formal lectures are not held, and teaching is via tutorials.

The duration of KSCP is 3 weeks, i.e. 2 weeks of tutorial and 1 week of

examination, all held during the long vacation. The KSCP schedule is available in

the University's Academic Calendar.

(f) The Implementation KSCP

i) Students are allowed to register a maximum of 3 courses and the total

number of units registered must not exceed 10.

ii) Marks/grades for coursework are taken from the highest marks/the best

grades obtained in a particular course in the normal semester before KSCP.

The final overall grade is determined as follows:

Final Grade = The best coursework marks or grade +

Marks or grade for KSCP examination

iii) GPA calculation involves the LATEST grades (obtained in KSCP) and also

involves courses taken in the second semester and those repeated in KSCP. If

the GPA during KSCP as calculated above is 2.00 or better, the academic

status will be active, even though the academic status for the second

semester was probation status. However, if the GPA for KSCP (as

calculated above) is 1.99 or below, the academic status will remain as

probation status for the second semester.

iv) Graduating students (those who have fulfilled the graduation requirements)

in the second semester are not allowed to register for KSCP.

(g) Academic Status

Active Status: Any student who achieves a GPA of 2.00 and above for any

examination in a semester will be recognised as ACTIVE and be allowed to

pursue his/her studies for the following semester.

245

Probation Status: A probation status is given to any student who achieves a GPA

of 1.99 and below. A student who is under probation status for three consecutive

semesters (P1, P2, FO) will not be allowed to pursue his/her studies at the

university. On the other hand, if the CGPA is 2.00 and above, the student

concerned will be allowed to pursue his/her studies and will be maintained at P2

status.

(h) Termination of Candidature

Without any prejudice to the above regulations, the University Examination

Council has the absolute right to terminate any student's studies if his/her

academic achievement do not satisfy and fulfil the accumulated minimum

credits.

The University Examination Council has the right to terminate any student's

studies due to certain reasons (a student who has not registered for the courses,

has not attended examination without valid reasons), as well as medical reasons

can be disqualified from pursuing his/her studies.

(i) Examination Result

A provisional result (pass/fail) through the Tele-academic line: (600-83-7899),

Campus Online Portal and short message service (SMS) will usually be released

and announced after the School Examination Council meeting and presumably

one month after final examination.

Enquiries regarding full results (grade) can be made through the Campus Online

Portal and short message service (SMS). The results will be released and

announced after the University Examination Council meeting and is usually two

weeks after the provisional results are released.

Students can print their official semester results documents namely “SEMGRED”

through the portal “Campus Online” (Campusonline.usm.my) during the second

week of the following semester.

Academic Integrity

“Integrity without knowledge is weak and useless. Knowledge without integrity is

dangerous and dreadful.” - Samuel Johnson

Academic honesty in academic is important because it is the main pillar in ensuring that

manners and ethics with regards to high academic integrity are preserved.

Universiti Sains Malaysia encourages its students to be respectful of and to ensure that

any matter relating to academic integrity will be well-preserved. Universiti Sains

Malaysia always encourages its students to ensure that manners and integrity would be

essential in academics while focusing on their studies in Universiti Sains Malaysia.

246

These are practices or acts that are considered as conducts which lack integrity in

academics:

(a) Cheating

Cheating in the context of academics include copying in examinations,

unauthorised use of information or other aids in any academic exercise without

authorisation or in a non-sincere manner. There are numerous ways and methods

of cheating which include:

Copying answers from others during a test or an exam.

Any suspicious action that can be described as cheating or an attempt to

cheat in an exam.

Using unauthorised materials or devices without authorisation (calculator,

PDA, mobile phone, pager, or any smart device, and other unauthorized

devices) during a test or an exam.

Asking or allowing another student to take a test or an exam on behalf

and vice-versa.

Sharing answers or programmes for assignments or projects.

Purposely tampering with marked/graded work after it has been returned,

and then resubmitting it for remarking/regrading.

Give command, to force, persuade, deceive or blackmail others to

conduct research, do writing, programming or any task for personal

gains.

Submitting any identical or similar work in more than one course without

consulting or prior permission from the lecturers concerned.

(b) Plagiarism

The reputation of an academic institution depends on the ability to achieve and

sustain academic excellence through the exercise of academic integrity.

Academic integrity is based on honesty, trust, fairness, respect, and

responsibility, which form the basis of academic work.

One aspect of the loss of academic integrity is due to plagiarism, which is the act

of presenting published and unpublished ideas, writings, works or inventions of

others in written or other medium, as one’s own original intellectual endeavours

without any clear acknowledgement of or reference to the author of the source.

A substantial portion of academic work and research are in the written form and

the university is committed in the deterrence of plagiarism.

247

POLICY ON PLAGIARISM OF UNIVERSITI SAINS MALAYSIA

The University Policy on Plagiarism describes USM’s strong commitment to uphold

academic integrity in relation to plagiarism. It will come into effect when there is an

infringement of academic conduct relating to plagiarism.

This policy acts as a guideline that both educates and prevents and can be used as the

basis if anyone that is part of the university violates any rules and laws of the University.

The policy applies to all students, former students, staff and former staff which include

fellows, post-doctorates, visiting scholars, as well as academic, non-academic, research,

contract and temporary staff who study, serving or having served, or have graduated from

the University.

Plagiarism is defined as the act of presenting, quoting, copying, paraphrasing or passing

off ideas, images, processes, works, data, personal words or those of other people or

sources without any proper acknowledgement, reference to or quotation of the original

source(s). The acts of plagiarism include, but are not limited to, the following:

Quoting verbatim (word-for-word replication of) works of other people.

Paraphrasing another person’s work by changing some of the words, or the order

of the words, without due acknowledgement of the source(s).

Submitting another person’s work in whole or in part as one’s own.

Auto-plagiarising or self-plagiarism (one’s own work or previous work) that has

already been submitted previously for assessment, or for any other academic

award and admitting it as newly-produced without citing the original content.

Insufficient or misleading referencing of the source(s) that would enable the

reader to check whether any particular work has indeed been cited accurately

and/or fairly and this identify the original writer’s particular contribution in the

work submitted.

The university will take action of every report and offences relating to plagiarism and if

the student is found guilty, the student can be charged by the University according to the

Students Disciplinary Rules.

(c) Fabrication

Fabrication refers to a process of invention, adaptation or copying with the

intention of cheating. This is an act of deceiving other people. Fabrication is

somewhat related to matters which have been ‘created’ or altered.

Invention or task outcome or academic work without acknowledgement,

alteration, falsification or misleading use of data, information or citation in any

academic work constitutes fabrication. Fabricated information neither represent

the student's own effort nor the truth concerning a particular investigation or

study, and thus violates the principle of truth in knowledge. Some examples are:

Creating or exchanging data or results , or using someone else’s results,

248

in an experiment, assignment or research

Citing sources that are not actually used or referred to.

Listing with intent, incorrect or fictitious references.

Forging signatures of authorisation in any academic record or other

university documents.

Developing a set of false data.

(d) Collusion

Collusion refers to the cooperation in committing or to commit or to do work

with negative intentions. Some examples of collusion include:

Paying, bribing or allowing someone to do an assignment, test/exam, a

project or research for you.

Doing or assisting others in an assignment, test/exam, a project or

research for something in return.

Permitting your work to be submitted as the work of others.

Providing material, information, or sources to others knowing that such

aids could be used in any dishonest act.

(e) Other violations relating to academic integrity

Arriving late to lecture, tutorial, class or other forms of teaching relating

to their courses.

Sending or submitting any overdue assignment relating to their courses.

Hire someone else to do the assignment or thesis.

Carrying out business by providing service to write assignment or thesis

of the students.

Any other violations that USM considers as violating academic integrity.

Consequences of Violating Academic Integrity

Students are responsible in protecting and upholding academic integrity in USM.

If in any specific event a student or students would encounter any incident that denotes

academic dishonesty, the student(s) need to submit a report to the relevant lecturer. The

lecturer is then responsible to investigate and substantiate the violation and report the

matter to the Dean of the School.

(i) If any violation of academic integrity is considered as not of a serious nature, the

Dean of the School can take administrative action on the students.

(ii) However, if the violation is deemed serious by the School, this matter will be

brought to the attention of the University Disciplinary Committee for appropriate

measures to be taken.

(iii) If a student is caught copying or cheating in an examination, the Investigation

249

Committee on Copying/Cheating in Examinations will pursue the matter

according to the university’s procedures. If the investigation found that there is a

case, the student(s) will be brought to the Secretariat of University Student

Disciplinary Committee (Academic Cases) at Legal Office, Level 2, Building

E42, Chancellory II, Universiti Sains Malaysia. Regarding this matter, the

Universiti Sains Malaysia ( Discipline of Students) Rules will be enforced.

(iv) Measure 48 Measure Universiti Sains Malaysia (Discipline of Students) Rules

provides that a student who had committed an inappropriate conduct and is

found guilty could be sentenced with either or a combination of or other suitable

penalty as listed:

(a) a warning;

(b) a fine not exceeding two hundred ringgit;

(c) exclusion from any specific part or parts of the University for a specified

period;

(d) suspension from being a student of the University for a specified period;

(e) expulsion from the University.

(v) Any student(s) found guilty and to be suspended from their studies within a

given duration by the University Disciplinary Committee (Academic Matters) or

the University Disciplinary Committee (General Matters), the maximum

suspension period will not be accounted for them in the completion their studies

and while waiting for the verdict to be read.

USM Mentor Programme

The Mentor Programme acts as a support-aid that involves staff undergoing special

training as consultants and guides to the USM community who would like to share their

feelings and any psychosocial issues that could affect their social activities. This

programme helps individuals to manage psychosocial issues in a more effective manner,

which will eventually improve their well-being in order to achieve a better quality of life.

Objectives

(a) To serve as a co-operation and mutual assistance mechanism for dealing with

stress, psychosocial problems and many more in order to ensure the well-being

of the USM community.

(b) To inculcate the spirit of unity and the concept of helping one another by

appointing a well-trained mentor as a social agent who promotes a caring society

for USM.

(c) To produce more volunteers to assist those who need help.

(d) To prevent damage in any psychosocial aspect before they reach a critical stage.

250

NURSING SKILL PRACTICE

a) Every student is compulsory to undergo practice and practicum in the nursing

skills laboratory and clinical area stated for each semester. Students are to wear

uniform during their practicum. Students have to refer to Clinical Skill Log Book

for regulation in the Nursing Skill Laboratory and clinical area.

b) Students are to practice in Nursing Skill Laboratory with tutor or on their own as

scheduled.

c) Nursing skills practice will be observed using Clinical Skill Log Book.

PRIZES, AWARDS AND DEAN'S LIST

Students obtaining a GPA of 3.67 and above in any semester may receive the Dean’s List

Certificate.

GRADUATION REQUIREMENTS

Students must fulfill all requirements in order to graduate (provided the minimum

residence has been fulfilled):

(a) Satisfy all credit requirements for the Academic Programme i.e total credits and

the required number of credits for each component in the programme [Core and

University courses].

(b) Obtain a grade point of 2.00 and above for total Core courses.

(c) Obtain a final CGPA of 2.00 and above for the whole programme.

(d) Obtain a minimum grade C or grade point of 2.00 for the language courses

(Bahasa Malaysia and English), Core Entrepreneurship, Ethnics Relation,

Thinking Technique and TITAS courses.

PROGRAMME STRUCTURE

The Programme was designed by taking into account the Malaysian Nursing Board has

maintained that any nursing educational programme must have sufficient nursing skills

training component for the purpose of registration with the Board.

To meet these requirements the Diploma in Nursing Programme is structured as follow:

Student must complete 90 credit units in 3 years (semester 1-6) which include core

courses (74 units) and university courses (16 units).

251

Programme Structure Synopsis for Diploma in Nursing Programme

PROGRAMME Unit Requirements for Graduation

CORE UNIVERSITY TOTAL

Diploma in Nursing 74 16 90

Status of Students and Level of Study

Students are designated as equivalent to first, second or third year according to the total

credit points accumulated as follows:-

Course of Study Year Equivalent Based on Cumulative

Credit Acquired

(Total Credit Unit

Required for Graduation) First Second Third

90 0 – 36 37 – 71 72 – 90

252

LIST OF CORE COURSES

No. Course Code Course Title Unit

Level 100

1 DGN 105 Sociology in Nursing 3

2 DGN 113 Nursing Skills (Activities of Daily Living) 4

3 DGN 114 Professional Nursing ll 3

4 DGN 115 Medical – Surgical Nursing I 3

5 DGN 116 Nursing Practicum I 2

6 DGN 117 Biology for Nursing 3

7 DGN 118 Therapeutic Intervention 4

8 DGN 119 Medical – Surgical Nursing II 3

9 DGN 120 Nursing Practicum II 2

Total Unit of Core Courses for Level 100 = 27

Level 200

1 DGN 204 Medical - Surgical Nursing III 3

2 DGN 208 Mental Health for Nursing 3

3 DGN 209

Advanced Nursing and Medical

Technology 3

4 DGN 210 Nursing Practicum III 2

5 DGN 211 Professional Nursing III 3

6 DGN 212 Medical - Surgical Nursing IV 3

7 DGN 213

Maternal, Child and Women Health

Nursing 3

8 DGN 214 Neonate and Pediatric Nursing 3

9 DGN 215 Community Nursing 3

10 DGN 216 Nursing Practicum IV 2


Level 300

1 DGN 310 Nursing Practicum VI 9

2 DGN 311 Nursing Practicum VII 10



253

LIST OF UNIVERSITY COURSES

No. Course Code Course Title Unit

Level 100

1 LKM 400 Malay Language lV 2

2 Wxx xxx Co-Curriculum 1

3 LDN 101 English Language for Nursing 1 2

4 WUS 101 Core Entrepreneurship 2

5 HTV 201 Thinking Techniques 2

Total Unit of University Courses for Level 100 = 9

Level 200

1 LDN 201 English Language for Nursing ll 2

2 HTU 223 TITAS 2

3 SHE 101 Ethnics Relation 2

4 Wxx xxx Co-Curriculum 1


Level 300

- - - -


Total Unit of University Courses 16

254

Registration Guidelines for Diploma in Nursing

Level 100

Code Core Course Unit Code University

Course Unit

Total

Unit

Semester 1

DGN 105 Sociology in Nursing 3 LKM 400 Malay Language lV 2

DGN 113 Nursing Skills (Activities of 4 Wxx xxx Co-Curriculum 1

Daily Living)

DGN 114 Professional Nursing ll 3

DGN 115 Medical – Surgical Nursing I 3

DGN 116 Nursing Practicum I 2

15 3 18

Semester II

DGN 117 Biology for Nursing 3 LDN 101 English Languange 2

DGN 118 Therapeutic Intervention 4 for Nursing l

DGN 119 Medical - Surgical Nursing II 3 WUS 101 Core 2

DGN 120 Nursing Practicum II 2 Entrepreneurship

HTV 201 Thinking 2

Techniques

12 6 18

Level 200


Course Unit

Total

Unit

Semester 1

DGN 204 Medical - Surgical Nursing 3 LDN 201 English Language 2

III for Nursing ll

DGN 208 Mental Health for Nursing 3 HTU 223 TITAS 2

DGN 209 Advanced Nursing and 3 SHE 101 Ethnics Relation 2

Medical Technology

DGN 210 Nursing Practicum III 2

11 6 17

Semester II

DGN 211 Professional Nursing lll 3 Wxx xxx Co-Curriculum 1

DGN 212 Medical - Surgical Nursing 3

lV

DGN 213 Maternal, Child and Women 3

Health Nursing

DGN 214 Neonate and Pediatric Nursing 3

DGN 215 Community Nursing 3

DGN 216 Nursing Practicum IV 2

17 1 18

255

Level 300


Course Unit

Total

Unit

Semester 1

DGN 310 Nursing Practicum Vl 9 - - -

9 9

Semester II

DGN 311 Nursing Practicum Vll 10 - - -

10 10

Total Unit of Core Courses 74 Total Unit of University 16 90

Courses

Core Courses = 74

University Courses = 16

TOTAL = 90

256

SEMESTER STRUCTURE

DIPLOMA IN NURSING

Year 1 Semester l Year 1 Semester ll

WEEK ACTIVITY WEEK ACTIVITY

1

LECTURE

24

LECTURE

2 25

3 26

4 27

5 28

6 29

7 30

8 MID SEMESTER BREAK 31 MID SEMESTER BREAK

9

LECTURE

32

LECTURE 10 33

11 34

12 35

13

PRACTICUM

36

PRACTICUM 14 37

15 38

16 39

17 STUDY WEEK 40 STUDY WEEK

18 FINAL EXAM

41 FINAL EXAM

19 42

20

SEMESTER BREAK

43

LONG SEMESTER BREAK

21 44

22 45

23 46

47

48

49

50

51

52

257



1

LECTURE

24

LECTURE

2 25

3 26

4 27

5 28

6 29

7 30


9

LECTURE

32

LECTURE 10 33

11 34

12 35

13

PRACTICUM

36

PRACTICUM 14 37

15 38

16 39

17 STUDY WEEK 40 STUDY WEEK

18 FINAL EXAM

41 FINAL EXAM

19 42

20

SEMESTER BREAK

43

LONG SEMESTER BREAK

21 44

22 45

23 46

47

48

49

50

51

52

258



1

PRACTICUM

24

PRACTICUM

2 25

3 26

4 27

5 28

6 29

7 30


9

PRACTICUM

32

PRACTICUM

10 33

11 34

12 35

13 36

14 37

15 38

16 39

17 40

18 41

19 42

20

SEMESTER BREAK

43

21 44

22 45

LONG SEMESTER BREAK

23 46

47

48

49

50

51

52

259

COURSES SYNOPSIS

260

Core Courses

Level 100

261

DGN105/3-Sociology in Nursing

This course introduces students to roles of sociology in health care and its implication on

behaviour and responses to health alteration and diseases. Lectures given on concepts of

health and disease, the relationship between health and behaviour, the influence of

culture, religion and social class in the prevention of disease. Students will be introduced

to best practice integrated in health system associated with the welfare of society.

Knowledge will be integrated in nursing practice.


1. Denny, E., Earle, S. & Hewison, A., Sociology for nurses. (3rd

Ed.), Wiley:

United States, 2016.

2. Knudsen, M. & Vogd, W., Systems Theory And The Sosiology Of Health and

Illness: Observing Health Care. The Sociology Of Health, Healing and

Illness, Routledge: Abingdon, Oxon, 2015.

3. White, K., An Introduction to The Sociology Of Health And Illness, (3rd

Ed.),

Sage: Los Angeles, 2017.

DGN113/4-Nursing Skills (Activities of Daily Living)

This course introduces students to basic nursing concept and nursing skills related to

human basic need based on the Virginia Henderson theory. Students will practice the

skills taught in the nursing skill laboratory and implement the skills in clinical area

according to patients’ need holisticly. Nursing process is introduced to students for

effective nursing care delivery. This course is the fundamental of nursing practice to

ensure patients’s rights are protected.


1. DeWit, S. C., Fundamental concepts and skills for nursing, (4th

Ed.), Saunders

Elsevier: St. Louis, 2013.

2. Dougherty, L., Lister, S., & West-Orem, A., The Royal Marsden Manual of

Clinical Nursing Procedures, (9th

Ed.), Wiley Blackwell: United Kingdom,

2015.


Advanced Skills, (8th

Ed.), Pearson: Boston, 2012.

DGN114/3-Professional Nursing II

This course provides knowledge and understanding for ethics and laws also importance

of effective communication in nursing practice. Students are introduced to the importance

of security and safety of patients’ information. Effective communication is an essential

aspect in health education and promotion for sustainability of health nationwide. Students

are required to apply the knowledge and communication skills acquired in clinical

practice.

262


1. Burkhardt, M. A. & Nathaniel, A. K., Ethics & Issues in Contemporary Nursing,

(4th

Ed.), Cencage Leraning: Australia, 2014.

2. Potter, P. A. & Perry, A. G., Fundamentals of Nursing, Mosby: New York,

2015.

3. Purtilo, R., Doherty, R. & Haddad, A., Health Professional and Patient

Interaction, (8th

Ed.), Elsevier/Saunders: St. Louis, 2014.

DGN115/3-Medical-Surgical Nursing I

This course introduces basic knowledge and skill of nursing management concept related

to component, method also the importance of medical-surgical nursing and health

assessment. Health assessment focuses on the practical aspect of basic nursing. Aspects

of basic anatomy including terminologies of various human organ systems will be

introduced to students. Knowledge acquired will be applied in nursing practice.


1. Basavanthappa, B.T., Medical Surgical Nursing, (3rd

Ed). Jaypee Brothers

Medical Publishers: New Delhi, 2015.

2. Hinkle, J. L. & Cheever, K. H., Brunner & Suddarth’s Textbook of Medical

Surgical Nursing, Lippincotts Williams & Wilkins: Philadelphia, 2014.

3. White, L., Duncan, G & Baumic, W., Medical-Surgical Nursing. An integrated

approach, (3 rd

Ed.). Delmar: USA, 2013.

DGN116/2-Nursing Practicum I

This practicum is the application of basic nursing science theory related to nursing

process, activity daily living, sociology, communication technique and ethic and law in

nursing practice. Students need to integrate knowledge and skills to provide holistic

nursing care.


1. LeMone, P. & Burke, K., (Eds.), Medical-Surgical Nursing: Critical Thinking in

Client Care, (7th

Ed.), Pearson/Prentice Hall: Upper Saddle River, 2015.

2. Ledwig, G. B. & Ackley, B. J., Guide to Nursing Diagnosis, (4th

Ed.), Elsevier:

Missouri, 2014.


2015.

263

DGN117/3-Biology for Nursing

This course provides knowledge and understanding the basic structure and physiology of

cellular organelles, biochemistry, microbiology, and parasitology. Knowledge acquired

from this course will aid students in understanding nursing management of health

conditions. The importance of the understanding will be applied in nursing practice.


1. Craven, R. F., Hurnle, C. J. & Henshaw, C. M., Fundamentals of Nursing:

Human Health and Function, (8th

Ed.), Wolters Kluwer: Philadelphia, 2017.

2. Levinson, W., Review of Medical Microbiology and Immunology, (12th

Ed.),

McGraw-Hill Medical: New York, 2012

3. VanPutte, C. (et al.), Seeley’s Anatomy & Physiology, (10th Ed.), McGraw-Hill:

New York, 2014.

DGN118/4-Therapeutic Intervention

This course introduces basic knowledge and skill of therapeutic intervention such as

aseptic concept and technique, wound management, pharmacokinetic, pharmacodynamic,

and importance of therapeutic diet, pain management, and also counseling technique.

Knowledge and skills acquired will be integrated in other medical surgical courses.


1. Ester, M. A. Z., Health Assessment and Physical Examination, (5th

Ed.). Delmar

Health Care: USA, 2014.

2. Perry, A. G., Potter, P. A. & Ostendorf, W. R., Clinical Nursing Skills &

Techniques, (8th

Ed.), Mosby/Elsevier: St. Louis, 2014.


2015.

DGN119/3-Medical-Surgical Nursing II

This course introduces basic knowledge of anatomy and physiology as well as basic skill

in nursing management of patient with impaired hematology, lymphatic, immunology,

respiratory, and cardiovascular system such as pathophysiology, clinical manifestation,

complications, diagnostic investigation and medical treatment. The nursing practice

approach is from the wellness-illness continuum and holistic context.


1. Basavanthappa, B.T., Medical Surgical Nursing, (3rd

Ed). Jaypee Brothers


2. Ignatavicius, D. D. & Linda, W. M. Medical-Surgical Nursing: Patient-

Centered Collaborative Care, Elsevier Saunders: St. Louis, 2012.

3. White, L., Duncan, G. & Baundle, W., Medical-surgical Nursing: An Integrated

Approach, (3rd

Ed.), Delmar Publication: New York, 2013.

264

DGN120/2-Nursing Practicum II

This practicum is the application of basic knowledge related therapeutic intervention and

also medical and surgical nursing care concept in nursing practice. Students will be

taught to integrate mind mapping concept, critical thinking and problem solving method

in delivering nursing care of patients for better quality of life.



Client Care, (7th


2. Ledwig, G. B. & Ackley, B. J., Guide to Nursing Diagnosis, (4th

Ed.), Elsevier:

Missouri, 2014.


2015.

265

Core Courses

Level 200

266

DGN204/3-Medical-Surgical Nursing III

This course introduces basic knowledge and skill of nursing care for patient with

impaired gastrointestinal, urinary, endocrine, immunology and oncology system such as

pathophysiology, clinical manifestation, complications, diagnostic investigation and

medical treatment. Skills of therapeutic intervention will be integrated in this course. The

nursing practice approach is from the wellness-illness continuum and holistic context.

Knowledge and skills learnt will be applied in nursing practice.


1. DeWit, S. C. & Kumagai, C. K., Medical-Surgical Nursing: Concepts &

Practice, (2nd

Ed.), Elsevier Saunders: St. Louis, 2013.


Surgical Nursing, Lippincotts Williams & Wilkins: Philadephia, 2014.

3. White, L., Duncan, G & Baumic, W., Medical-Surgical Nursing. An integrated

approach, (3 rd

Ed.). Delmar: USA, 2013.

DGN208/3-Mental Health for Nursing

This course introduces knowledge regarding diseases and basic skill of nursing care for

patient and family experiencing mental health problems and diseases. The course is

structured based on holistic and humanistic framework, emphasizing on patient’s care in

the hospital and community. Knowledge and skills will be applied in nursing practice.


1. Kneisl, C. R. & Trigoboff, E., Contemporary Psychiatric-Mental Health

Nursing, (3rd

Ed.), Pearson: St. Louis, 2013.

2. Stuart, G.W., Principles and Practice of Psychiatric Nursing, (10th

Ed.),


3. Varcarolis, E. M. & Halter, M. J., Foundations of Health Nursing: A Clinical

Approach, (7th

Ed.), Elsevier: St. Louise, 2014.

DGN209/3-Advanced Nursing and Medical Technology

This course introduces students to advanced nursing and medical technology revolution

in nursing practice such as operation theatre and critical care. Students will practice the

skills taught in the nursing skill laboratory and clinical area. The course will be taught via

lecture, practical, discussion and case study. Student will be assessed through practical,

test and coursework.


1. Marmo, L., & D’arcy, Y., Compact Clinical Guide to Critical Care, Trauma,

and Emergency Pain Management. New York: Springer Publishing Co., 2013.

267

2. Pellico. L.H., Focus on Adult Health Medical-Surgical Nursing. Philadelphia:

Lippincott, 2013.

3. Phillips, N., Berry & Kohn’s Operating Room Technique. (12th

Ed). Elsevier: St.

Louis, Missouri, 2013.

4. Urden, L.D., Stacy, K.M.. & Lough, M. E., Priorities in Critical Care Nursing,

(6th

.Ed). Elsevier: USA, 2012.

5. Weber, J., Nurse's Handbook of Health Assessment. Philadelphia: Lippincott

Co., 1998.

DGN210/2-Nursing Practicum III

This practicum is the application of medical surgical nursing skill for patient with

gastrointestinal, renal, endocrine system alteration and mental problem. Students are

required to apply mind mapping concept, critical thinking and problem solving method in

delivering nursing care of patients for better quality of life.




2. Lewis, S. L. et al., Medical-Surgical Nursing, (10th

Ed.), Mosby: New York,

2017.

3. White, L., Duncan, G. & Baundle, W., Medical-Surgical Nursing: An Integrated

Approach, (3rd

Ed.) Delmar Publication: New York, 2013.

DGN211/3-Professional Nursing lll

This course introduces knowledge and skills to students on management and leadership,

method of teaching and learning, the importance of research and health informatics.

Management and leadership are important skills for students to acquire in groupwork and

team building in order to deliver quality service to patients. The importance of knowledge

will be applied in nursing practices.


1. Ganerson, K. B., Oermann, M. L. & Borger, T. S., Clinical Teaching Strategies

in Nursing, (4th

Ed.), Springel: New York, 2015.

2. Huber, D. L., Leadership and Nursing Care Management, Elsevier: St. Louis,

Missouri, 2014.

3. Polit, D. F. & Beck, C. T., Nursing Research Generating & Assessing Evidence

for Nursing Practice, (10th

Ed.), Wolters Kluwer: Philadelphia, 2017.

268

GN212/3-Medical-Surgical Nursing lV

This course introduces basic knowledge and skill of nursing care for patient with

impaired neurology, integumentary, special sences and musculoskeletal system such as

pathophysiology, clinical manifestation, complications, diagnostic investigation and

medical treatment. The nursing practice approach is from the wellness-illness continuum

and holistic context. The importance of the knowledge is to be applied in nursing

practice.





Client Care, (7th


3. Lewis, S. L., Dirksen, S. R., Heitkemper, M. M., Bucher, L. & Camera, I. M.,

Medical-Surgical Nursing: Assessment and Management of Clinical Problem,


DGN213/3-Maternal, Child and Women Health Nursing

This course gives knowledge and skills to students regarding physiology, clinical

manifestation, diagnostic investigation, complication and medical treatment related to

maternal, child and women health nursing. The course will be taught through lecture,

practical and discussion. Students will be assessed via log book, seminar, assignment, test

and final examination. Knowledge and skills acquired in this course will be integrated in

community practicum.


1. Littleton-Gibbs, L. Y. & Engebretson, J. C., Maternity Nursing Care, (2nd

Ed.),

Delmar Cencage Learning: New York, 2013.

2. Murray, S. S. & McKinney, E. S., Foundations of Maternal-Newborn and

Women’s Health Nursing, (6th

Ed.), Elsevier: St. Louis, 2014.

3. Perry, S. E., Hockenberry, M. J., Lowdermilk, D. L., & Wilson, D., Maternal &

Child Nursing Care, (4th

Ed.), Elsevier: Canada, 2014.

DGN214/3-Neonate and Pediatric Nursing

This course introduces basic knowledge and skills of nursing care for neonate and

pediatric patient with medical and surgical problems. Students are expected to acquire

ability to deliver holistic nursing care to neonates and children. The knowledge is

displayed in nursing practice.

269


1. Ball, J.W., Bindler, R. C. & Gowen, K. J., Principle of Pediatric Nursing :

Caring for Children, (5th

Ed.), Pearson: New Jersey, 2012.

2. Hockenberry, M. J. & Wilson, D., Eds, Wong’s Essentials of Pediatric Nursing,

(9th

Ed.), Elsevier/Mosby: St. Louis. 2013.

3. James, S. R., Nelson, K. A. & Ashwill, J. W., Nursing Care of Children:

Principle & Practice, (4th

Ed.), Elsevier Saunders: Philadelphia, 2013.

DGN215/3-Community Nursing

This course introduces students to the concept of community and public health nursing.

The nursing knowledge and skills from nursing and public health sciences will be used by

the students to apply during community practicum.


1. Birchenall, J. & Streight, E., Mosby’s Textbook for the Home Care Aide, (3th

Ed.), Mosby Elsevier’s: USA, 2013.

2. Pawi, S, Bucuan, J. & Siop, S. J., A Handbook on Community Health Nursing

Procedures, UNIMAS: Sarawak, 2013.

3. Stanhope, M. & Lancaster, J., Foundation of Nursing in the Community:

Community Oriented Practice, Mosby Elsevier’s: China, 2014.

DGN216/2-Nursing Practicum IV

This course is the application of knowledge and medical – surgical nursing skills related

to patient with neurology, skin, special senses and musculoskeletal problem. Students are




1. Basavanthappa, B. T., Medical-Surgical Nursing, (3rd

Ed.), Jaypee Brothers




3. Lewis, S. L. et al., Medical-Surgical Nursing, (10th

Ed.), Mosby: New York,

2017.

270

Core Courses

Level 300

271

DGN310/9-Nursing Practicum VI

This practicum is the application of nursing theory and skills related to medical-surgical,

operation theatre, community, neonatal, pediatric, obstetric, gynaecology, orthopaedic,

accident and emergency nursing to be practiced professionally and ethically. Students are





Client Care, (7th


2. Lewis, S. L., Dirksen, S. R., Heitkemper, M. M., Bucher, L. & Camera, I. M.,

Medical-Surgical Nursing: Assessment and Management of Clinical Problem,


3. Stanhope, M. & Lancaster, J., Public Health Nursing: Population-Centered

Health Care in The Community, Elsevier: USA, 2013.

DGN311/10-Nursing Practicum VlI

This course is the application of medical surgical nursing care theory and skills related to

oncology, critical and ward management. This course requires students to implement

management and leadership skills acquired. Students are required to apply mind mapping

concept, critical thinking and problem solving method in delivering nursing care of

patients for better quality of life.


1. Ester, M.A.Z., Health Assessment and Physical Examination. (5th

Ed). Delmar

Health Care: USA, 2014

2. Marmo, L., & D’arcy, Y., Compact Clinical Guide to Critical Care, Trauma,

and Emergency Pain Management. New York: Springer Publishing Co., 2013.

3. Ladwig. G.B., & Ackley, B.J., Guide to Nursing Diagnosis. (4th

Ed). Elsevier:

China, 2014.

4. Perry, S.E., Hockenberry, M.J., Lowdermilk, D.L., & Wilson, D., Maternal &

Child Nursing Care. (4th

Ed). Elsevier: Canada, 2014.

5. Phillips, N., Berry & Kohn’s Operating Room Technique. (12th

Ed). Elsevier: St.

Louis, Missouri, 2013.

6. Stanhope, M. & Lancaster, J., Public Health Nursing: Population-Centered

Health Care in the Community. Elsevier: USA, 2013.

272

FACILITIES AVAILABLE AT THE SCHOOL

Hospital Universiti Sains Malaysia (Hospital USM)

Hospital USM has more than 794 beds from 37 wards of various disciplines including

medical, surgical, orthopedic, critical, obstetric and gynecology, psychiatric, cardiology,

cardiothorasic, oncology and pediatric.

Services available include:

Medical Specialist Clinic

Surgery Clinic

Obstetric And Gynecology Clinic

Orthopedic Clinic

Psychiatric Clinic

Ophthalmology Clinic

Otorhinolaryngology Clinic

Oncology Clinic

Outpatient Clinic (Klinik Rawatan Keluarga)

Staff Clinic

Klinik Sejahtera (for USM students)

Dental Clinic

Radiology Services

Diagnostic Laboratory Services

Clinical Laboratory Services

Blood Bank Services

Pharmacy Services

Library

Facilities include:

Open rack books, reference books, magazine including permanent subscription, serial

monography, special collection, fiction collection and gift books

Media materials

The School of Health Sciences' building

The buildings of the School of Health Sciences have facilities such as lecture theatres,

tutorial and seminar rooms together with the latest audio-visual and multimedia

equipments.

273

IT facilities and MultiMedia

IT facilities are provided for the use of students at the MultiMedia Laboratories of the

School. It is open for students during office hours and after office hours until 11:30 pm.

SOCIETY

School of Health Sciences students automatically become members of the Health Science

Society of the University.

274

11.0 INDEX

AUDIOLOGY

Course Code Course Title Page

GTA105/2 Acoustics for Hearing and Speech - 97

GTA106/2 Anatomy and Physiology of Hearing and Speech I - 97

GTA107/2 Psychoacoustics - 97 - 98

GTA108/2 Basic Audiology Techiques - 98

GTA109/2 Anatomy and Physiology for Hearing and Speech II - 98 - 99

GTA201/2 Audiological Instrumentation - 112

GTA203/3 Advanced Audiology Technique - 112

GTA205/2 Neurology for Hearing and Speech - 113

GTA208/4 Paediatric Audiology - 113

GTA209/3 Audiology Clinic I - 114

GTA210/3 Otology - 114 -115

GTA211/2 Hearing Screening - 115

GTA212/3 Basic Hearing Amplification Technology - 115 - 116

GTA213/3 Electrophysiologyal Tests - 116

GTA305/3 Advanced Hearing Amplification Technology - 145

GTA307/3 Audiology Clinic II - 145 - 146

GTA308/2 Evaluation of Balance System - 146

GTA309/4 Audiology Clinic III - 146 - 147

GTA310/2 Basic Medical Management for Audiologist and Speech

Pathologist

- 147

GTA311/4 Audiological Rehabilitation - 147 - 148

GTA401/6 Research Project - 185

GTA406/2 Noise and Hearing - 185

GTA407/5 Audiology Clinic IV - 185 -186

GTA408/6 Audiology Clinical Placement - 186

GTA409/2 Audiology Seminar - 187

GTA410/2 Ethics and Professionalisme in Audiology - 187

GTA411/5 Audiology Clinic V - 188

GTA412/2 Practice Management for Audiologist and Speech

Pathologist

- 188

275

BIOMEDICINE


GTB105/3 Human Biochemistry - 99

GTB106/3 Laboratory Science - 99 - 100

GTB109/3 Cell Biology Techniques - 100

GTB204/3 Molecular Biology Techniques - 116

GTB212/3 Basic Microbiology - 117

GTB218/3 Immunology II - 117

GTB219/3 Pharmacology I - 118

GTB221/3 Basic Haematology - 118 - 119

GTB222/4 Pathology - 119

GTB224/3 Immunology I - 119 - 120

GTB225/3 Epidemiology - 120

GTB307/3 Medical Parasitology - 148

GTB310/3 Clinical Biochemistry - 148 - 149

GTB316/3 Transfusion Science and Blood Banking - 149 - 150

GTB317/3 Clinical and Laboratory Haematology - 150

GTB318/3 Pharmacology II - 150 - 151

GTB319/3 Toxicology - 151

GTB320/3 Medical Virology and Mycology - 151 - 152

GTB321/3 Clinical Diagnostic Laboratory Management - 152 - 153

GTB322/3 Medical Bacteriology - 153

GTB408/9 Biomedical Practicum - 189

GTB411/8 Research Project - 189

GTB412/10 Industrial Training - 189 - 190

276

DIETETICS


GTD212/3 Dietetics Skills and Communication - 120 - 121

GTD311/3 Principles of Medical Nutrition Therapy I - 153 – 154

GTD321/3 Therapeutic Diet Preparation - 154

GTD323/3 Principles of Medical Nutrition Therapy II - 154 -155

GTD324/3 Outpatient Dietetics Practicum I - 155

GTD325/3 Dietetics Practicum in the Ward I - 155

GTD326/3 Dietetics Practicum in Special Unit I - 156

GTD406/3 Outpatient Dietetics Practicum II - 190

GTD407/3 Dietetics Practicum in the Ward II - 190

GTD408/3 Dietetics Practicum in Special Unit II - 190 – 191

GTD410/6 Research Projects in Dietetics - 191

277

FORENSIC SCIENCE


GTF104/3 Inorganic Chemistry

- 100 - 101

GTF105/2 General Chemistry Practical I

- 101

GTF107/3 Organic Chemistry I

- 101

GTF108/2 General Chemistry Practical II

- 102

GTF109/2 Organic Chemistry Practical

- 102 – 103

GTF110/4 Physical Chemistry

- 103

GTF111/4 Analytical Chemistry I

- 103

GTF200/3 Criminalistic

- 121

GTF204/3 Forensic Psychology

- 121 - 122

GTF206/3 Organic Chemistry II

- 122

GTF207/2 Analytical Chemistry Practical

- 122 - 123

GTF210/3 Material Chemistry

- 123

GTF212/4 Analytical Chemistry II

- 123 - 124

GTF213/3 Introduction to Criminology

- 124

GTF214/3 Pollutions and Environment Chemistry

- 124 - 125

GTF215/3 Natural Products Chemistry

- 125

GTF301/3 Physical Evidence

- 156 – 157

GTF305/4 Forensic Toxicology and Chemistry of Drug

- 157

GTF306/3 Fire Investigation

- 157 - 158

GTF309/3 Forensic DNA Analysis

- 158

GTF311/3 Forensic Anthropology

- 158 – 159

GTF312/3 Organic Chemistry III

- 159

GTF313/3 Food Chemistry

- 159 – 160

GTF314/2 Forensic Serology

- 160

GTF315/3 Biological Evidence

- 160 - 161

GTF400/3 Forensic Medicine

- 191 - 192

GTF402/4 Ballistic and Chemistry of Explosives

- 192

GTF407/8 Forensic Practicum

- 192 – 193

GTF408/2 Forensic Documents Examination

- 193

GTF409/2 Statistics for Forensic Science

- 193 – 194

GTF410/2 Forensic Digital Evidence

- 194

GTF411/8 Research Projects - 194 - 195

278

NURSING


GTJ101/4 Nursing Foundation I - 103 - 104

GTJ109/4 Nursing Foundation II - 104

GTJ205/4 Nursing Foundation III - 125 - 126

GTJ210/3 Primary Health Care, Family and Community - 126

GTJ213/3 Nursing Foundation Practicum I - 126 - 127

GTJ214/3 Medical-Surgical Nursing I (Cardiovascular and

Respiratory)

- 127

GTJ215/3 Medical-Surgical Nursing II (Gastroenterology and

Nephro-Urology)

- 127

GTJ216/3 Obstetrics and Gynecology Nursing - 128

GTJ217/2 Principles of Health Management - 128 – 129

GTJ319/3 Nursing Foundation Practicum II - 161

GTJ320/3 Medical-Surgical Nursing III (Endocrine and

Musculoskeletal)

- 161

GTJ321/3 Medical-Surgical Nursing IV (Neurology,

Otorhinolaryngology and Ophthalmology)

- 162

GTJ322/3 Mental Health and Psychiatric Nursing - 162

GTJ323/3 Medical-Surgical Nursing V (Dermatology, Immunology,

Hematology and Oncology)

- 162 – 163

GTJ324/3 Critical Care Nursing - 163

GTJ325/3 Neonatal and Pediatric Nursing - 163 – 164

GTJ326/3 Gerontological Nursing - 164

GTJ327/3 Nursing Education - 165

GTJ405/5 Medical Nursing Practicum - 195

GTJ406/4 Surgical Nursing Practicum - 195

GTJ407/4 Critical Care and Community Nursing Practicum - 196

GTJ408/4 Maternal, Child and Women Health Nursing Practicum - 196

GTJ409/3 Nursing Foundation Practicum III - 196 – 197

GTJ410/6 Research Project - 197

279

ENVIRONMENTAL AND OCCUPATIONAL HEALTH


GTF101/3 Basic Chemistry - 100

GTK101/3 Introduction to Environmental and Occupational Health - 104 - 105

GTK104/3 Environmental Health - 105

GTK201/3 Occupational Safety - 129

GTK202/3 Pollution and Health - 129 - 130

GTK203/3 Occupational Health - 130

GTK204/4 Environmental and Occupational Laws - 131

GTK301/4 Environmental and Occupational Toxicology - 165

GTK302/3 Environmental and Occupational Health from Engineering

Perspectives

- 166

GTK303/3 Domestic, Laboratory and Industrial Waste Management - 166 – 167

GTK305/3 Environmental and Occupational Health Related Diseases - 167

GTK307/3 Occupational Rehabilitation - 167 – 168

GTK310/4 Measurement and Monitoring of Contaminants - 168 – 169

GTK311/4 Environmental and Occupational Emergency - 169

GTK402/8 Research Project - 197 – 198

GTK404/3 Environmental Management - 198

GTK406/12 Environmental and Occupational Health Practicum - 198 – 199

GTK408/4 Occupational Safety and Health Management - 199

280

NUTRITION


GTN102/4 Food Science - 106

GTN202/3 Principles of Food Preparation - 131 – 132

GTN207/3 Principles of Nutrition - 132

GTN208/3 Nutritional Biochemistry - 132

GTN213/4 Principles of Nutrition - 133

GTN214/4 Nutrition in a Life Cycle - 133

GTN215/3 Nutrition for Health and Fitness - 133 - 134

GTN216/4 Food Analysis - 134

GTN217/4 Assessment of Nutritional Status - 134

GTN309/3 Nutrition and Diseases - 169

GTN311/3 Food Service Management - 170

GTN315/4 Community Nutrition and Dietetics Services Practicum - 170

GTN316/3 Food and Nutrition Toxicology - 171

GTN317/4 Food Microbiology - 171

GTN318/3 Nutrition Anthropology - 172

GTN405/3 Current Issues in Nutrition - 199 – 200

GTN407/3 Nutrition and Dietetic Seminars - 200

GTN408/4 Food Service and Industry Practicum - 200

GTN409/12 Research Project in Nutrition - 201

281

SPEECH PATHOLOGY


GTP100/3 Basic Linguistics

- 106

GTP104/3 Developmental Psychology for Speech and Hearing

- 106 - 107

GTP107/3 Language Development

- 107

GTP108/2 Clinical Bases for Audiology and Speech Pathology

- 107

GTP109/3 Applied Linguistics for Speech Pathology

- 108

GTP202/3 Introduction to Speech and Language Disorders

- 135

GTP203/2 Speech Pathology Clinic I

- 135

GTP207/2 Speech Pathology Clinic II

- 135 - 136

GTP209/2 Phonetics and Phonology

- 136

GTP210/2 Clinical Linguistics

- 136

GTP211/3 Paediatrics for Hearing and Speech

- 137

GTP212/2 Abnormal Psychology

- 137

GTP213/3 Paediatrics Language Disorders

- 137 - 138

GTP214/3 Speech Sound Disorders

- 138

GTP215/3 Hearing Impairment

- 138

GTP216/2 Psycholinguistics

- 139

GTP303/2 Neuropsychology

- 172

GTP304/3 Speech Pathology Clinic III

- 173

GTP306/3 Voice and Resonance Disorders

- 173

GTP311/3 Counseling for Communication Disorders

- 174

GTP312/2 Augmentative and Alternative Communication

- 174

GTP313/3 Acquired Language Disorders

- 174 – 175

GTP314/2 Motor Speech Disorders

- 175

GTP315/3 Speech Pathology Clinic IV

- 175 – 176

GTP316/3 Learning Disabilities

- 176

GTP317/2 Swallowing Problems

- 176

GTP402/6 Research Project

- 201

GTP403/6 Speech Pathology Clinic V

- 202

GTP406/6 Speech Pathology Clinic VI

- 202

GTP408/2 Fluency Disorders

- 203

GTP409/6 Speech Pathology Clinical Placement

- 203

GTP410/2 Ethics and Professionalism for Speech Pathology

- 203 - 204

282

EXERCISE AND SPORTS SCIENCE


GTS101/2 Introduction to Exercise and Sports Science - 108

GTS102/3 Sociology and Philosophy of Sports - 109

GTS201/3 Exercise Physiology - 139

GTS202/2 First Aid and Cardiopulmonary Resuscitation (CPR) - 139 – 140

GTS205/3 Sports Psychology - 140

GTS206/3 Sports Training Methodology - 140 – 141

GTS207/3 Principles and Training of Individual and Team Sports - 141

GTS208/3 Kinanthropometry, Test and Measurements for Sports

Science

- 141

GTS305/2 Applied Sports Physiology - 177

GTS307/3 Physical Activity, Growth and Development - 177

GTS311/3 Sports Nutrition - 177 – 178

GTS312/3 Sports Injuries and Rehabilition - 178

GTS313/3 Sports Biomechanics and Kinesiology - 178 – 179

GTS314/3 Motor Learning - 179

GTS315/3 Coaching Science and Performance Analysis - 179

GTS316/3 Adapted Physical Activity - 180

GTS317/3 Sports Management - 180

GTS401/3 Fitness Testing and Exercise Prescription - 204

GTS407/3 Therapeutic Exercises - 204 – 205

GTS409/10 Research Project - 205

GTS410/3 Contemporary Issues in Sports Science Practices - 205 – 206

GTS411/6 Industrial Training - 206

283

MEDICAL RADIATION


GTX104/4 Introduction to Medical Radiation - 109

GTX105/4 Medical Radiation Physics I - 110

GTX106/3 Mathematics of Radiation Science I - 110

GTX213/3 Basic Science of Nuclear Medicine - 142

GTX214/3 Basic Science of Diagnostic Radiology - 142

GTX215/4 Medical Radiation Physics II - 142 – 143

GTX216/3 Radiographic Anatomy - 143

GTX217/3 Mathematics of Radiation Science II - 143

GTX307/3 Radiation Protection and Safety II - 180 – 181

GTX321/4 Imaging Techniques I - 181

GTX322/3 Radiation Protection and Safety I - 181

GTX323/3 Introduction to Radiation Dosimetry - 182

GTX324/4 Diagnostic Radiology Imaging - 182

GTX325/4 Nuclear Medicine Imaging - 182 – 183

GTX326/4 Principles of Radiotherapy - 183

GTX327/3 Brachytherapy - 183

GTX407/3 Quality Assurance in Medical Radiation II - 206

GTX408/3 Dose Calculations and Treatment Planning in

Radiotherapy

- 206 – 207

GTX410/4 Imaging Techniques II - 207

GTX411/4 Radiotherapy Techniques - 207 – 208

GTX412/3 Nuclear Medicine Imaging Techniques - 208

GTX414/3 Quality Assurance in Medical Radiation I - 208 – 209

GTX415/8 Research Project - 200

GTX416/4 Professional Training - 209

284

ELECTIVE


GTJ108/2 Health Communication and Education

- 211

GEG103/3 Fitness and Health

- 211

GEG109/2 History of Health Sciences

- 212

GEG114/2 Oral Health

- 212

GEG201/2 Women’s Health

- 213

GEG204/3 Gender Perspectives in Health

- 213

GEG208/2 Human Resource Management in Healthcare

Organizations

- 214

GEG213/3 Stress Management

- 214

GEG216/3 Development of Health Services In Malaysia

- 215

GEG218/3 Community Development in Health Promotion

- 215

GTS202/2 First Aid and Cardiopulmonary Resuscitation (CPR)

- 217

GTS207/2 Principles and Training of Individual Team Sports

- 217

GEG219/2 Health Care Management

- 216

GEG220/2 Occupational Therapy for People With Disability

- 216

GEG302/3 Violence and Society

- 217 – 218

GEG304/2 Communication and Self Development

- 218

GEG305/2 Forensic Sciences

- 218 – 219

GTS307/3 Physical Activity, Growth and Development

- 219

GEG309/2 Principles of Forensic Dentistry

- 219

GEG313/2 Health Economic

- 219 – 220

GEG315/3 Fiqh of Health

- 220

GTS407/3 Therapeutic Exercises

- 220 – 221

LAA100/2 Arabic Language I

- 221

LAA200/2 Arabic Language II

- 221 – 222

LAJ100/2 Japanese Language I

- 221

LAJ200/2 Japanese Language II \

- 222

285

FOUNDATION COURSES (GTU)


GTU101/3 Structure and Function of Humans I - 91

GTU103/3 Fundamentals of Health Informatics - 91 - 92

GTU104/3 Structure and Function of Humans II - 92

GTU105/3 Psychology and Behavioural Science - 92

GTU106/3 Biochemistry and Basic Genetics - 93

GTU202/3 Health and Society - 93

GTU301/3 Ethics and Law for Health Care Professionals - 94

GTU302/3 Biostatistics - 94

GTU304/3 Research Methodology - 95

286

DIPLOMA OF NURSING


DGN105/3 Sociology in Nursing - 261

DGN113/4 Nursing Skills (Activities of Daily Living) - 261

DGN114/3 Professional Nursing II - 261 – 262

DGN115/3 Medical - Surgical Nursing I - 262

DGN116/2 Nursing Practicum 1 - 262

DGN117/3 Biology for Nursing - 262 – 263

DGN118/4 Therapeutic Intervention - 263

DGN119/3 Medical - Surgical Nursing II - 263

DGN120/2 Nursing Practicum II - 264

DGN204/3 Medical - Surgical Nursing III - 266

DGN208/3 Mental Health for Nursing - 266

DGN209/3 Advanced Nursing and Medical Technology - 266 - 267

DGN210/2 Nursing Practicum III - 267

DGN211/3 Professional Nursing III - 267

DGN212/3 Medical - Surgical Nursing IV - 268

DGN213/3 Maternal, Child and Women Health Nursing - 268

DGN214/3 Neonate and Pediatric Nursing - 268 – 269

DGN215/3 Community Nursing - 269

DGN216/2 Nursing Practicum IV - 269

DGN310/9 Nursing Practicum VI - 271

DGN311/10 Nursing Practicum VII - 271

287

12.0 STUDENTS’ FEEDBACK

The aim of this feedback form is to obtain students’ response regarding the content

of this guidebook. The information obtained will be useful in improving it.

Please respond to items 1 - 5 below based on the following 4-point scale.

1 - Strongly Disagree 2 - Disagree 3 - Agree 4 - Strongly Agree

Please circle the number.

1. This guidebook is very useful.

1 2 3 4

2. The information provided in this guidebook is accurate.

1 2 3 4

If you chose 1 or 2 for question no. 2, please provide the number of the pages(s)

that contain the inaccurate information.

3. The information provided in this guidebook is clear and easy to understand.

1 2 3 4

4. Overall, I would rate the quality of this guidebook as good.

1 2 3 4

5. I prefer to use the CD that is provided compared to this guidebook.

1 2 3 4

6. If there is any other information that you think should be included in the

guidebook, please suggest in the space below.

Please send this feedback form to School’s General Office in the 4th week of

Semester I, Academic Session 2017/2018

BPRP_SM06.pdf - Pohon @ USM

Documents

Transcript of BPRP_SM06.pdf - Pohon @ USM