This course of clinical chemistry three will talk about Hormones,  tumour markers, vitamins and Quality assurance and quality control.

1.       Pre-requisite or requisite modules: General microbiology, , cell biology

2. Administering Faculty: FST
3. Allocation of study and teaching hours

5.  Aims of the module

• This module will introduce the students to the fundamentals and understanding of food microbiology, classifications of microorganisms, spores and their role in food contamination and poisoning.

• The module will further help students apply the knowledge of medical bacteriology in the diagnosis and identification of the food poisoning microorganisms
• The student will learn the principles and concepts of food and analytical microbiology of food stuff to isolate the causes of pathogenesis, the knowledge of which will be applied in the biomedical laboratory diagnosis of food related diseases.

6. Learning Outcomes

At the end of this module student should be able to:

Knowledge

·         Define food microbiology

• Recognize and describe the characteristics of important pathogens and food spoiling microorganisms.
• Describe the role and significance of intrinsic and extrinsic factors on growth and response of microorganisms on foods.
• Identify the conditions under which the important pathogens and spoilage microorganisms are commonly inactivated, killed or made harmless in foods.

·         Discuss the role of biomedical laboratories in analysis and surveys of foods and beverages transmitted pathogens

• Identify ways to control microorganisms in foods.
• Describe the beneficial role of microorganisms in fermented foods and in food processing.
• Apply microbiological laboratory techniques to detect, quantify, and identify microorganisms in foods.
• Acquire, discover, and apply the theories and principles of food microbiology in practical, real-world situations and problems.

·         Describe the characteristics of each group of microorganisms of medical importance; Use the knowledge for lab identification and diagnosis of the micro-organisms.  

• Compare and contrast the characteristics, pathogenesis and, epidemiology of food poisoning and spoilage bacteria.

• Review the factors which limit the growth of these bacteria.

·         Explain the concepts of mycology

·         Describe the morphologies and classification of fungi of medical importance

·         Demonstrate the skills and techniques for the laboratory identification and diagnosis of fungal diseases

Application of Knowledge

·         Describe and classify different groups of microorganisms responsible for food poisoning: bacteria, fungi & spores.

Application of Practical Skills

• Apply the knowledge of predictive microbiology in the analysis of food poisoning and spoilage.
• Apply all the necessary tests used in the identification of foods & beverages poisoning and spoilage.

·         Perform diagnostic procedures for identification of fungi and bacteria responsible food poisoning.

Attitude:

• Demonstrate good professional conduct
• Follow safety rules and procedures
• Follow directions of the instructor

1.      Indicative Content

  Microbiology II

·         Characteristics and description of food poisoning and spoilage bacteria:

v  Classification of bacteria  and fungi responsible for food spoilage

v  Food, milk and water microbiology

v  Natural and spoilage flora of foods

v  Major food poisoning micro-organisms

v  Factors which favour microbial growth in foods and beverages

v  Factors which limit microbial growth in food

·         Epidemiology of each species

v  Source of infection

v  Route of infection

v  Mode of infection

v  Cross infection

v  Health carriers

v  Domestic and Wild Animals

v  Mode of prevention and control

·         Tests and analysis for identification of food poisoning and spoilage bacteria and fungi

v  Use predictive microbiology programs for food poisoning and spoilage organisms

v  Tests used in the Identification of Bacteria and fungi of food poisoning

  Mycology

·         Definition of terminologies used in Mycology

·         Concepts of Mycology

·          Introduction to medical mycology

·         Nature and role of fungi in clinical medicine

·         Classification Fungi of medical importance

·         Phycomyces,

·          Ascomyces,

·          Basidiomycetes,

·          Fungi imperfect

·         Yeasts and yeast-like fungi

v  Candida

v  Cryptococcus

·         Dermatophytes

v  Tineae

v  Microsporum

v  Trichophyton

v  Epidermophyton

·         Dimorphic Fungi

v  Histoplasma

v  Blastomyces

v  Sporothrix

v  Coccidioides

·         Rapid Growers

v  Rhizopus

v  Mucor

v  Aspergillus     

·         Diagnostic procedures

v  Collection of specimens from skin, nails, hair, etc.

v  Direct Preparations

v  30% - 10% KOH

v  Staining techniques

v  Germ tube evaluation

Microscopic examination

8. Assessment strategies

·         Continuous assessment tests (CAT): Assignments, progress tests, practical activities evaluation, student  presentation =60 %;  End of module assessment examination = 40 % 

9. Assessment pattern

10. Strategy for feedback and students support during module

• Oral feedback will be given in class during the teaching-learning process.
• Questions are answered as they are raised.
• Comments on assignment copies will be given to students.

11. Teaching /Technical Tools/ Assistance

·         Laboratory assistant

·         LDC Projector

·         White board and markers

·         Flip charts and markers

·         Microbiology diagnostic  instruments

·         Reagents and materials

·         Biosafety materials and PPE

12. Indicative resources & Recommended Readings

1. Food Microbiology: An Introduction, 2008, Thomas J. Montville and Karl Matthews, American Society for Microbiology (ASM) Press, Washington, DC
2. Food Microbiology: Fundamentals and Frontiers, 2001, Edited by Michael P. Doyle, Larry R. Beuchat, and Thomas J. Montville, 2nd edition, American Society for Microbiology (ASM) Press, Washington, DC
3. Modern Food Microbiology. Seventh Edition. J.M. Jay. Aspen Publishers, Inc., Gaithersburg, Maryland 2005.
4. Fundamental Food Microbiology. Second Edition. Third Edition. B. Ray. CRC Press 2005.
5. Food Microbiology: An Introduction. T.J. Montville and K.R. Matthews (any edition) ASM Press, Washington, DC.

THIS COURSE IS DIVIDED INTO 8 CHAPTERS 

Principles of quality laboratory management 

1. Pre-requisite or requisite modules: Immunology I 
2. Administering Faculty: FST
3. Allocation of study and teaching hours

4. Aims of the module

·         This module aims at equipping the students  with deep understanding of  the major components of the human immune system

·         The module also provides student with the background immunologic disorders, laboratory assaysand  interpretations of results.

5. Learning Outcomes

At the end of this module students should be able to:

Knowledge:

• Explain the immune disorders and regulation Describe how monoclonal antibodies are commercially produced for laboratory use.
• Explain how flow cytometry is used to diagnose lymphoma and leukemia and other infectious diseases.
• Describe the role and mechanism adaptive immune response
• Explain the basic functions of each part of the fluorescent microscope system and application in immunofluorescence diagnosis.
• Explain the principle of the indirect IFA.
• Compare the direct IFA technique with the indirect IFA technique.

Application of Knowledge:

• Analyze diagnostic assays limitations, Describe the theory and principle  of diagnostic Flow Cytometry.
• Describe the sources of errors of the ELISA tests antibodies
• Explain procedure for performing CD4 T-Cell count and interpretation of.
• Explain the clinical indications and application of  Western blot assay .
• Describe the serologic profile of HIV infection.
• Describe the laboratory tests involved in the evaluation of immunodeficiency and the proper sequence of said testing.

Attitude:

·         Demonstrate good professional conduct

·         Follow safety rules and procedures

·         Follow directions of the instructor

7. Indicative Content:

The Immune Responses and Complexes

·         Hypersensitivity: types I,II,III,IV,(immediate, delayed)

·         MHC molecules

·         Co-operation between T and B lymphocytes and their regulation

·         Common Immuno-pathological disorders

The Complement system

·         Definition of complement

·         Components and their functions

·         Complement pathways and overview of assays for complement deficiency.

Immundeficienes

·         Inherent

·         Acquired- i.e. HIV/CD4

Production and use of antibodies- Immunoassays

·         Anti-sera

·         Monoclonal antibodies

·         Immunoprecipitation

·         Immunocytochemistry

·         IFA-Indirect Fluorescent Antibodies (ANA, FTA, Other)

·         Flow Cytometry (CD4, CD3, CD8) Leukemia, Lymphoma CD Markers

Immune reactions and immunoassays

·         Cytotoxicity

·         Immune regulatory mechanism

·         Immune response to disease

·         ELISA 

·         Western blotting

·         Immuno-blotting

·         Antibody mediated complement dependent cytotoxicity assay

·         ELISA (i.e. HIV)

Overview of Cellular Techniques

·         Cell proliferation (CTL) assay

·         Plaque forming cell (PFC) assay

·         NTB test

Practical Skills:

• Perform an ELISA or Enzyme immunoassay according to standard operating procedure (SOP) for HIV, and reviewing hepatitis assays.
• Following the standard operating procedure, accurately perform and quantitate the number of CD4 T-cell lymphocytes by flow cytometery.
• Perfom western blot techniques

8. Assessment Strategy:

·         Written examination (test) to assess the student’s knowledge and understanding of immunology theory.

·         Practical examination to assess the student’s practical skills in the diagnosis of immunological disorders or misregulation, such as HIV.

·         Written assignment, the purpose of which is to help student’s present topics on immunologic disorders.

·         Final examination.

9. Assessment Patterns (Methods & Weightings)

10. Strategy for feedback and students support during module 

• Oral feedback will be given in class during the teaching-learning process.
• Questions are answered as they are raised.
• Comments on assignment copies will be given to students.

11. Teaching /Technical assistance

·         LDC Projector

·         White board and markers

·         Flip charts and markers

·         Immunohaematology diagnostic  instruments

·         Reagents and materials

·         Biosafety materials and PPE

1.      Indicative resources

·         Abdul K. and Litchman A. (2001). Cellular and molecular immunology (5^th edition).

·         Stites, D.P. Basic and Clinical Immunology. Lange Medical Publications

This Module on Health Research Methodology deals with the basic concepts and principles of scientific research methods with particular attention to research in the health field. The module aims to train students from BLS to to conduct health sciences research.

The Module describes methods for planning and conducting scientific research: from formulation of problems to setting research objectives, to designing the study, including methods of data collection, statistical analysis as well as interpretation of the results.

This Module is organized around the following chapters:

1. Research and Scientific Methods

2. Research Strategies and Design

A. Descriptive studies

B. Analytical studies

3. Sampling methods and sample size

4. Bias & Confounding's

5. Basic Risk measurements

6. Association and causation

7. Ethical Aspects of Health Research

8. Stepwise construction of a RP using the WHO format.

9. Final Report Writing

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Biochemistry or biological chemistry deals with biomolecules (molecules found in living organisms): their structure and their location in tissues (structural biochemistry), the chemical transformations by which they are synthesized and degraded (Dynamic biochemistry) and their role in living organism. The study of biochemistry is essential to understand basic functions of the body. This will give information regarding the functioning of cells at the molecular level.

How the food we ingested is digested, absorbed, and used to make ingredients of the body? How does the body derive energy for the normal day to day work? How are the various metabolic processes interrelated? What is the function of genes?... Answer for such basic questions can only be derived by a systematic study of biochemistry.

Modern medical practice is highly dependent on the laboratory analysis of body fluids, especially the blood. The disease manifestations are reflected in the composition of blood and other tissues. Hence, the demarcation of abnormal from normal constituents of the body is another aim of biochemistry. Thus biochemistry is an essential component of curriculum for all categories of health professionals.

This Module is organized around the following three major themes, each of them is also subdivided into different chapters:

I. Biomolecules: A description of the structures and functions of carbohydrates (chap.1), lipids (chap.2), proteins (chap.3) glycoconjugates (chap.4) and nucleic acids (chap.5).

II. Vitamins, Coenzymes and Biocatalysts: Chemistry of Vitamins and coenzymes and their physiological role (chap.6) and the study of the properties, classification, kinetics and catalytic mechanism of enzymes (hap.7).

Biochemistry or biological chemistry deals with biomolecules (molecules found in living organisms): their structure and their location in tissues (structural biochemistry), the chemical transformations by which they are synthesized and degraded (Dynamic biochemistry) and their role in living organism. The study of biochemistry is essential to understand basic functions of the body. This will give information regarding the functioning of cells at the molecular level.

How the food we ingested is digested, absorbed, and used to make ingredients of the body? How does the body derive energy for the normal day to day work? How are the various metabolic processes interrelated? What is the function of genes?. Answer for such basic questions can only be derived by a systematic study of biochemistry.

Modern medical practice is highly dependent on the laboratory analysis of body fluids, especially the blood. The disease manifestations are reflected in the composition of blood and other tissues. Hence, the demarcation of abnormal from normal constituents of the body is another aim of biochemistry. Thus biochemistry is an essential component of curriculum for all categories of health professionals.

This Module is organized around the following three major themes, each of them is also subdivided into different chapters:

I. Biomolecules: A description of the structures and functions of carbohydrates (chap.1), lipids (chap.2), proteins (chap.3) glycoconjugates (chap.4) and nucleic acids (chap.5).

II. Vitamins, Coenzymes and Biocatalysts: Chemistry of Vitamins and coenzymes and their physiological role (chap.6) and the study of the properties, classification, kinetics and catalytic mechanism of enzymes (hap.7).

III. Metabolism: It includes the discussion of how living organisms degrade carbohydrates and lipids (chap.8) and synthesize them (chap.9). The metabolism of proteins is discussed in the chapter 10, while the DNA replication is studied in the last chaper (chap. 11)). In this 3^rd part the emphasize is done on the energy generation and consumption as well as the disorder resulting from the metabolism of each type of biomolecule.