QATAR UNIVERSITY

College of Art & Sciences

Biomedical Sciences Program Fall 2010

Clinical Chemistry I

Course Syllabus

Course No: BIOM 364

Dr Elham Sharif 1
Course Information
Course Title: Clinical Chemistry
Course Number: BIOM 346
Credit Hours: 4
Course Status: e.g. Compulsory Curriculum Course
Lecture time: Sunday & Tuesday 10-12 AM
Location: D216 Women‟s Science Bld.
Laboratory time: Sunday 12-2:50, Thursday 9-12 PM
Location: D120 Women‟s Science Bld.

Required Text:

Bishop., ML, Fody., E.P. Schoeff, LE , Clinical Chemistry:

Techniques, Principles, Correlations (Bishop, Clinical Chemistry) ISBN:
978-0781790451, Publisher: Lippincott Williams & Wilkins; 6th Edition,
2010.

Faculty Information
Name: Dr. Elham Sharif
Academic Title: Assistant Professor
Office Location: Biomedical Sciences Department, E122
Office ext: 4788
Email Address: e.sharif@qu.edu.qa
Office Hours: 10:00 AM-1:00 PM Monday & Wednesday (Students are
always welcome to knock on my door when I am not busy or schedule
appointments by email)

COURSE DESCRIPTION
This is a lecture and laboratory course covering most areas of Clinical Chemistry I.
General principles of chemical analysis and clinical utility are reviewed. Analyses
performed in the clinical chemistry laboratory are grouped according to function or
organ system. Major groupings include carbohydrates metabolism and its respective
disorders, proteins and its respective disorders, kidney function tests (KFT), liver
function tests (LFT), clinical enzymology, biochemical markers of bone metabolism,
cardiac markers, tumor markers, and body water, electrolytes, acid-base balance and
blood gases. The principles of testing methods and the physiologic and biochemical
changes that occur in disease states are covered. General laboratory principles,
laboratory safety, laboratory quality assessment will also be applied to the course. The

Dr Elham Sharif 2
laboratory practical will include collection and processing of blood specimens, quality
control and diagnostic tests for common clinical tests. Prerequisite: CHEM 351,
CHEM 352, BIOM215, BIOM211

This syllabus details the course description, learning outcomes and assessment
requirements for this course. Students are encouraged to attend both lecture and
tutorial classes, as this will enhance the learning experience of these subject areas. In
support of the lectures provided, students are expected to study the subject area by
referencing the suggested text and peer reviewed journals.

General enquires regarding this course can be made via e-mail to the course Professor
Dr Elham Sharif at: e.sharif@qu.edu.qa and lecture specific enquires should be made
by e-mailing the particular staff member involved.

The course will concentrate on the following topics:

Philosophy of clinical chemistry/clinical utility
An area which under pins all of current diagnostic clinical chemistry, discussing the
value of biochemical and molecular biological tests in the investigation of disease.
Introducing concepts such as sensitivity, specificity, predictive values and population
selection.

Plasma proteins in disease

The role of the plasma proteins in the investigation of disease. Typical topics studied
include: clinical enzymology and applications in the diagnosis of coronary heart disease;
examples of specific clinically relevant enzymes. Tissue damage and relationship to
diagnostic use of enzymes and isoenzymes are reviewed. Paraproteins as an example
of the use of proteins as tumour markers.
 Clinical enzymology
 Cardiac markers
 Tumour markers and disease

Liver function/disease
Review of fundamental liver biochemistry. Causes of acute and chronic liver disease.
Liver function tests. Differential diagnosis of jaundice and other disorders.
Investigation of biochemical markers of bone disease.

Carbohydrate metabolism and its disorders

This chapter will focus on identifying the primary biological function and metabolism
of carbohydrates in humans body, identify and explain rule of hormones in glucose
metabolism,. It will also discuss the symptoms of hypo and hyper-glycemia in human.
The types of DM, and also I will describe laboratory test available for DM
investigation and discuss rule of self monitoring devices for diabetics in the
measurement of blood.

Disorders of detoxification and excretory mechanisms - renal

Review of normal kidney functions. Tests of the glomerular function – renal
clearance, GFR, serum creatinine and urea determinations. Outline of tests of tubular
function. Renal calculi and their investigations.

Dr Elham Sharif 3
Acid base disorders
Review of fundamental acid-base concepts. Metabolic and respiratory causes and
clinical effects of acidosis and alkalosis. Disturbances to oxygen transport.
Assessment of acid-base status; diagnosis and management of acid-base disorders.

Electrolyte and water Balance

This chapter will cover the mechanism of water balance in the body and critical care
analytes used in the ICU and emergency room, for instance sodium, Chloride,
potassium, bicarbonate, pH and partial pressure of the oxygen and carbon dioxide.
Osmolality and volume regulation will be also reviewed.

COURSE OBJECTIVES
The course aims for the students are to:

1. Define the following terms: quality assurance, quality control, accuracy,

precision, reference interval, compare and contrast the specificity and
sensitivity of the most commonly used diagnostic markers.
2. Describe the biochemical structure and metabolism of proteins, their functions
and describe the patterns associated with protein abnormalities shown in
serum protein electrophoresis.
3. Discuss the tissue sources, major properties, methods of analysis, diagnostic
significance, clinical use and sources of error in the analysis for enzymes and
tumor markers.
4. Demonstrate how to calculate different important parameters in the field of
clinical chemistry.
5. Discuss the basic disorders of the different organs and define which laboratory
tests may be performed to diagnose them.
6. Gain practical Skills and common source of errors in clinical chemistry
laboratory.
7. Show professional behaviour and receives criticism graciously.
8. Enhance critical reasoning and analytical skills in analyzing cases studies.
9. Develop communication skills in the presentation of scientific material via
poster presentation.
10. Apply principles of safety regulations.
11. Participate in the biomedical activities

Dr Elham Sharif 4
STUDENTS LEARNING OUTCOMES SLOs
By the end of this course, the should be able to:

1. Calculate different important parameters used in the field of clinical

chemistry. (PLO1,2,5)
2. Recognize and name the fractions, interpret any abnormality in the pattern, and
associate these patterns with common disease states given a densitometric scan
of a serum protein electrophoresis using the routine method (five zones).
(PLO1,2,5)
3. Select appropriate investigations and rank tests used for investigation according
to their clinical utility, for different disorders. (PLO5)
4. Perform basic laboratory techniques in clinical chemistry labs. (PLO2)
5. Maintain strong professional principles and morals. (PLO8)
6. Develop skills in the interpretation of biochemical data used in the investigation
and diagnosis of disease, through interpreting case study. (PLO5, 6)
7. Communicate, dialogue and present a scientific material by presenting a poster.
(PLO4,5,6)
8. Comply with safety regulations. (PLO3)
9. Adjust efficiently in team working. (PLO9)

Dr Elham Sharif 5
 Qatar University
College of Arts and Sciences
Health Sciences department
Mapping program outcomes, course outcomes and assessments

Program Course objectives Course learning outcomes Assessment Assessment

Learning activities (exam, tools (if
outcomes term paper, applicable)
assignments)
Define the following terms: quality Demonstrate conceptual Exam
PLO1 assurance, quality control, knowledge in area related to Case studies
accuracy, precision, reference clinical chemistry. (PLO1) Tutorial sessions
interval, compare and contrast the
specificity and sensitivity of the
most commonly used diagnostic
markers.
Describe the biochemical structure Recognize and name the fractions, Exam
and metabolism of proteins, their interpret any abnormality in the Case studies
PLO1,2,5 functions and describe the patterns pattern, and associate these Tutorial sessions
associated with protein patterns with common disease
abnormalities shown in serum states given a densitometric scan
protein electrophoresis. of a serum protein electrophoresis
using the routine method (five
zones). (PLO1,2,5)

Discuss the tissue sources, major Recognize, analyze and correlate Exam
PLO1,5,6 properties, methods of analysis, certain organ function test profile Case studies
diagnostic significance, clinical use & assess the clinical usefulness of Tutorial sessions
and sources of error in the analysis various markers. (PLO1,5,6)
for enzymes and tumor markers.

PLO1,2,5 Demonstrate how to calculate Calculate different important Exam

different important parameters in parameters used in the field of Case studies
the field of clinical chemistry. clinical chemistry. (PLO1,2,5) Tutorial sessions

Discuss the basic disorders of the Select appropriate investigations Exam

PLO5 different organs and define which and rank tests used for Case studies
laboratory tests may be performed investigation according to their Tutorial sessions
to diagnose them. clinical utility, for different
disorders. (PLO5)

Gain practical Skills and common Perform basic laboratory Exam

PLO2 source of errors in clinical chemistry techniques in clinical chemistry Case studies
laboratory. labs. (PLO2) Tutorial sessions

Show professional behavior and Maintain strong professional Rubric

PLO8 receives criticism graciously. principles and morals. (PLO8)

PLO5,6 Enhance critical reasoning and Develop skills in the interpretation Pre-analyzed
analytical skills in analyzing cases of biochemical data used in the Case studies data
studies. investigation and diagnosis of
disease, through interpreting case
study. (PLO5, 6)

Develop communication skills in Communicate, dialogue and Poster Rubric

PLO4,5,6 the presentation of scientific present a scientific material by presentation
material via poster presentation. presenting a poster. (PLO4,5,6).

PLO3 Apply principles of safety Comply with safety regulations. Exam

regulations. (PLO3)

PLO9 Participate in the biomedical Adjust efficiently in team Show certificates Rubric
activities working. (PLO9)

Dr Elham Sharif 6
 Objectives per Chapter

Chapter 1 proteins:
Chapter Objectives

Upon completion of this chapter, the student should be able to:

 Describe the structures and general properties of amino acids and proteins,
including both conjugated and simple proteins.
 Outline protein synthesis and catabolism.
 Discuss the general characteristics of the aminoacidopathies, including the
metabolic defect in each and the procedure used for detection.
 Briefly discuss the function and clinical significance of the following proteins:
Prealbumin, Albumin, α1-antitrypsin, α1-fetoprotein, Haptoglobin,
Ceruloplasmin, Transferrin, Fibrinogen, C-reactive protein, Immunoglobulin,
Troponin
 Discuss at least five general causes of abnormal serum protein concentrations.
 List the reference intervals for total protein and albumin and discuss any
nonpathologic factors that influence the levels.
 Describe and compare methodologies used in the analysis of total protein,
albumin, and protein fractionation. Include the structural characteristics or
chemical properties that are relevant to each measurement and the clinical
usage of each.
 Recognize and name the fractions, interpret any abnormality in the pattern, and
associate these patterns with common disease states given a densitometric scan
of a serum protein electrophoresis using the routine method (five zones).
 Differentiate the types of proteinuria on the basis of etiology and type of protein
found in the urine, and describe the principle of the methods used for both
qualitative and quantitative determination and identification of urine proteins.
 Describe the diseases associated with alterations in cerebrospinal fluid proteins.

Chapter 2 Enzymes
Chapter Objectives

Upon completion of this chapter, the student should be able to:

• Define the term enzyme, including physical composition and structure.

• Classify enzymes according to the International Union of Biochemistry (IUB).
• Discuss the different factors affecting the rate of an enzymatic reaction.
• Explain enzyme kinetics, including zero-order and first-order kinetics.
• Explain why the measurement of serum enzyme levels is clinically useful.
• Discuss which enzymes are useful in the diagnosis of various disorders, including
cardiac, hepatic, bone, and muscle disorders, malignancies, and acute pancreatitis.
• Discuss the tissue sources, diagnostic significance, and assays, including sources
of error, for the following enzymes: CK, LD, AST, ALT, ALP, ACP, GGT, amylase,
lipase, cholinesterase, and G-6-PD.
• Evaluate patient serum enzyme levels in relation to disease states.
• Discuss the clinical importance for detecting macroenzymes.
• Discuss the role of enzymes in drug metabolism.

Dr Elham Sharif 7
Chapter 3 Liver:
Chapter Objectives

Upon completion of this chapter, the student should be able to:

• Diagram the anatomy of the liver.

• Explain the following functions of the liver: bile secretion, synthetic activity, and
detoxification.
• List two important cell types associated with the liver and state the function of
each.
• Define jaundice and classify the three different types of jaundice.
• Discuss the basic disorders of the liver and which laboratory tests may be
performed to diagnose them.
• Evaluate liver-related data and correlate those data with normal or pathologic
states.
• Compare and contrast how total and direct bilirubin measurements are performed.
• List the enzymes most commonly used to assess hepatocellular and hepatobiliary
disorders.
• Describe the various types of hepatitis, to include cause, transmission, occurrence,
alternate name, physiology, diagnosis, and treatment.

Chapter 4 cardiac markers:

Chapter Objectives

Upon completion of this chapter, the student should be able to:

• Diagram the anatomy of the heart.

• Explain the origin of six general symptoms of cardiac disease.
• Discuss the etiology and physiologic effects of the following cardiac conditions:
Congenital heart disease, Hypertensive heart disease, Infectious heart diseases
Coronary heart disease, Congestive heart failure
• Identify nine risk factors for coronary heart disease.
• List six features of an ideal cardiac marker.
• List and briefly describe three novel markers of inflammation currently under
investigation.
• Compare and contrast the specificity and sensitivity of the most commonly used
serum cardiac markers.
• Assess the clinical utility of the various cardiac markers to assess myocardial
infarction.
• Analyze the role of the clinical laboratory in the assessment of a patient with
cardiac disease.
• Assess the usefulness of point-of-care cardiac markers and the role of the clinical
laboratory in the use of these methods.

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Chapter 5 Tumor markers:
Chapter Objectives

Upon completion of this chapter, the student should be able to:

• Discuss the incidence of cancer in the United States.

• Explain the role of tumor markers in cancer management.
• Identify the characteristics or properties of an ideal tumor marker.
• State the major clinical value of tumor markers.
• Name the major tumors and their associated markers.
• Describe the major properties, methods of analysis, and clinical use of AFP, CA-
125, CEA, beta-hCG, and PSA.
• Explain the use of enzymes and hormones as tumor markers.

Chapter 6 carbohydrate metabolism:

Chapter Objectives

Upon completion of this chapter, the student should be able to:

•Identify the primary biological function and metabolism of carbohydrates in humans

body.
•Identify and explain rule of hormones in glucose metabolism.
•Discuss the symptoms of hypo and hyper-glycemia in human.
•Types of DM
•Describe laboratory test available for DM investigation.
•Discuss rule of self monitoring devices for diabetics in the measurement of blood.

Chapter 7 kidney:
Chapter Objectives

Upon completion of this chapter, the student should be able to:

• Diagram the anatomy of the nephron.

• Describe the physiologic role of each part of the nephron: glomerulus, proximal
tubule, loop of Henle, distal tubule, and collecting duct.
• Describe the mechanisms by which the kidney maintains fluid and electrolyte
balance in conjunction with hormones.
• Discuss the significance and calculation of glomerular filtration rate and estimated
glomerular filtration rate.
• Relate the clinical significance of total urine proteins, urine albumin
microalbuminuria, myoglobin clearance, serum β2-microglobulin, and cystatin C.
• List the tests in a urinalysis and microscopy profile and understand the clinical
significance of each.
• Describe diseases of the glomerulus and tubules and how laboratory tests are used
in these disorders.
• Distinguish between acute and chronic renal failure.
• Discuss the therapy of chronic renal failure with regard to renal dialysis and
transplantation.

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Chapter 8 electrolyte balance:
Chapter Objectives

Upon completion of this chapter, the student should be able to:

• Define electrolyte, osmolality, anion gap, anion, and cation.

• Discuss the physiology of each electrolyte described in the chapter.
• State the clinical significance of each of the electrolytes mentioned in the chapter.
• Calculate osmolality, osmolal gap, and anion gap and discuss the clinical
usefulness of each.
• Discuss the analytic techniques used to assess electrolyte concentrations.
• Correlate the information with disease state, given patient data.
• Identify the reference ranges for sodium, potassium, chloride, bicarbonate,
magnesium, and calcium.
• State the specimen of choice for the major electrolytes.
• Discuss the role of the kidney in electrolyte excretion and conservation in a
healthy individual.
• Discuss the usefulness of urine electrolyte results: sodium, potassium, calcium,
and osmolality.

Chapter 9 acid base balance:

Chapter Objectives

Upon completion of this chapter, the clinical laboratory scientist should be able to:
• Describe the principles involved in the measurement of pH, PCO2, PO2, and the
various hemoglobin species.
• Outline the interrelationship of the buffering mechanisms of bicarbonate, carbonic
acid, and hemoglobin.
• Explain the clinical significance of the following pH and blood gas parameters:
pH, PCO2, PO2, actual bicarbonate, carbonic acid, base excess, oxygen saturation,
fractional oxyhemoglobin, hemoglobin oxygen (binding) capacity, oxygen
content, and total CO2.
• Determine whether data are normal or represent metabolic or respiratory acidosis
or metabolic or respiratory alkalosis using the Henderson-Hasselbalch equation
and blood gas data. Identify whether the data represent uncompensated or
compensated conditions.
• Identify some common causes of nonrespiratory acidosis and alkalosis,
respiratory acidosis and alkalosis, and mixed abnormalities. State how the body
attempts to compensate (kidney and lungs) for the various conditions.
• Describe the significance of the hemoglobin–oxygen dissociation curve and the
impact of pH, 2,3-diphosphoglycerate (2,3-DPG), temperature, pH, and PCO2 on
its shape and release of O2 to the tissues.
• Discuss problems and precautions in collecting and handling samples for pH and
blood gas analysis. Include syringes, anticoagulants, mixing, icing, and capillary
and venous samples as well as arterial samples in the discussion.
• Describe instrumental approaches to measuring various hemoglobin species and
pH and blood gas parameters.
• Describe approaches to quality assurance, including quality control, proficiency
testing, and delta checks to assess analytic quality.
• Discuss the reasons for possible discrepancies, given oxygen saturation data

Dr Elham Sharif 10
calculated by the blood gas analyzer and measured by the cooximeter.
• Calculate partial pressures for PCO2 and PO2 for various percentages of carbon
dioxide and oxygen. In doing these calculations, account for the barometric
pressure and vapor pressure of water.

Dr Elham Sharif 11
Distribution of Contents
Lecture Schedule
Week Session 1 Session 2 Notes Chapter
Sunday: 10-12 AM Tuesday: 10-12 AM

1st week Introduction and Use of biochemical tests Posters Chapter/

19-21/9/2010 overview of course in clinical medicine/ presentati blackboard
content clinical utility on forum
Instrumentation: to manage
Spectrophotometer, with
students
2nd week Proteins and amino Abnormalities of Chapter 11-
26-28/9/10 acids in plasma proteins in plasma 15/
blackboard

3d week Abnormalities of Plasma Enzyme tests in Protein Chapter W4/

3-5/10/10 proteins in plasma (2) diagnosis (1) Quiz blackboard

4th week Plasma Enzyme tests in Midterm exam 1 Chapter/

10-12/10/10 diagnosis (2) blackboard
12-10-2010

5th week Investigations of liver Liver diseases- Chapter/

17-19/10/10 disease Biochemical markers of blackboard
bone metabolism

6th week Liver diseases cont‟d Liver Tutorial Chapter/

24-26/11/10 Enzyme blackboard
Quiz

7th week Biochemical markers of Biochemical markers of Chapter/

31/10-2/11/10 Cardiac injuries Cardiac injuries/Tutorial blackboard

8th week Tumour markers 1 Tumour markers 2 Liver Quiz Chapter/

7-9/11/10 /Tutorial blackboard

9th week 14 -11-2010 16-11-2010 Chapter/

14-16/11/10 blackboard
Eids Holiday Eids Holiday

10th week 21-11-2010 Midterm exam 2

21-23/11/10
Eids Holiday 23-11-2010

Dr Elham Sharif 12
 11th week Carbohydrate Disorders of Chapter/
28-30/11/10 metabolism carbohydrate blackboard
metabolism cont‟d/case
studies
12th week Renal disease Renal disease Carbohydr Chapter/
5-7/12/10 cont‟d/Tutorial ates Quiz blackboard

13th week Electrolytes and water Acid/Base balance Chapter/

12-14/12/10 balance blackboard

14th week Poster Forum Chapter/

19-21/12/10 National Day blackboard
Holiday
19-12-2010
15th week Review exams Chapter /
26-28/12/10 Acid/Base balance blackboard
cont‟d-Tutorial

16th week Final Exam Final Exams

12/1/2010 12/1/2010

Exams dates:

Exam 1: 12/10/2010
Exam 2: 23/11/2010
Final exam: 12/1/2010

For Quizzes dates look above.

Course works submission dates:

Assignment 1 case study (2.5 %):

Submission date: 3/12/2010

Assignment 2 poster presentations’ forum (7.5 %):

 Submission Date: 21/12/2010

All work should be submitted online

Dr Elham Sharif 13
Clinical Chemistry Practical section:

Learning goals:
Upon completion of this course, the student will:

1. Become familiar with the “best practices” of laboratory procedures in clinical

chemistry.
2. Demonstrate adequate knowledge and application of the theory and practical
skills.

Laboratory Learning objectives

Upon completion of this Clinical Chemistry lab course, the student will:

1. Apply principles of basic safety laboratory procedures and management at all

time.
2. Apply principles of phlebotomy to collect blood, process it and either store it or
perform a profile on it, where appropriate controls are prepared for the testing
procedure.
3. Apply principles of basic laboratory procedures like dilution of samples,
calibration of spectrophotometer and pipetters in order to perform tests.
4. Perform specific manual clinical chemical tests with precision, accuracy and
efficiency, with recognition for safety, appropriate scientific vocabulary, and
proper reagent and equipment.
5. Utilize basic spectrophotometers according to established procedures.
6. Identify the type of samples & anticoagulant used for each procedure.
7. Select the appropriate controls for each method.
8. Develop skills to manage time required to perform several laboratory tests in
single lab session.
9. Apply knowledge to identify sources of errors in laboratory testing, e.g. testing
for false positives and false negatives result.
10. Calculate test results data obtained from laboratory procedures and to be able
to correlates the data to assess test results.
11. Evaluates laboratory data to check for possible source of errors.

Dr Elham Sharif 14
Laboratory student learning Outcomes/Competencies

Upon completion of this course, the student will:

1. Demonstrate safety procedures as related to pertinent testing.

2. Effectively perform phlebotomy and collect blood in a correct test tubes
with correct anticoagulant.
3. Demonstrate an understanding of the principles and techniques of
quantitative procedures used in clinical chemistry laboratory.
4. Perform routine clinical chemistry testing according to established
protocols.
5. Perform a complete routine blood analysis on 3 specimens within 1:30
hours with 80% accuracy.
6. Effectively evaluate the testing results of the 3 specimens.
7. Recognize common errors associated with blood sampling and be able to
accept or reject blood sample, e.g. hemolysed sample is rejected to avoid
source of error.
8. Calculate, interpret and validate the obtained result, and accurately
interpret and report test results.
9. Plan strategies to perform several tests at single lab session.
10. Obtain reproducible results by repeating the experiments, as lab
experiments will be run in accumulative basis.
11. Evaluate, prioritize and perform procedures in a timely manner.
12. Perform quality assurance procedures, assessing the validity and
accuracy of results using quality control data and quality assurance
practices.
13. Recognize errors that occur and demonstrate proper problem-solving
techniques.

Dr Elham Sharif 15
Distribution of Contents
Laboratory Schedule
Week Lab 1 Lab 2 Notes Chapter
Sunday 12-14:50 Tuesday 12-14:50
1st week Safety instructions Safety instructions Lab Manual
19-21/9/2010 & laboratory & laboratory blackboard
orientation orientation
2nd week Pipet calibration Pipet calibration General laboratory Lab Manual
26-28/9/10 Spectrophotometer Spectrophotometer principles blackboard
function test, simple function test, simple
calculation calculation
3d week Phlebotomy & Phlebotomy &Phlebotomy Lab Manual
3-5/10/10 processing of blood processing of blood instruction, type of blackboard
sample sample specimens,
anticoagulant
4th week Total proteins, Total proteins, Laboratory quality Lab Manual
10-12/10/10 Quality control lab, Quality control lab, assessment blackboard
5th week Albumin Albumin Lab Manual
17-19/10/10 blackboard
6th week Glucose Glucose Lab Manual
24-26/11/10 blackboard
7th week Practical Exam 1 Practical Exam 1 Midterm written Lab Manual
31/10-2/11/10 and practical blackboard
8th week Lab Manual
7-9/11/10 Bilirubin test Bilirubin test blackboard
9th week Eid’s holiday Eid’s holiday Lab Manual
14-16/11/10 blackboard
10th week Eid’s holiday Phlebotomy task Lab Manual
21-23/11/10 blackboard

11th week Lactate Lactate Lab Manual

28-30/11/10 dehydrogenase LD dehydrogenase LD blackboard
12th week Cholesterol, HDL, Cholesterol, HDL, Lab Manual
5-7/12/10 TG TG blackboard
13th week Serial dilution Serial dilution Lab Manual
12-14/12/10 blackboard
14th week Uric acid Uric acid Lab Manual
19-21/12/10 blackboard
15th week Laboratory practical Laboratory practical Final written and Lab Manual
26-28/12/10 final Exam final Exam practical blackboard

Dr Elham Sharif 16
Assessment Policy and Tools-Grading system

The grades will be assessed according to the table shown below;

A 90-100 %
B+ 85-89.9 %
B 80-84.9 %
C+ 75-79.9 %
C 70-74.9 %
D+ 64-69.9 %
D 60-64.9 %
F 59.9 %

The breakdown of the points is shown in the table below:

Theoretical 60 %
Mid-term Exam 1 10 %
Mid-term Exam 2 10 %
Quizzes 10 %
Final Exam 30 %
Activity & tasks 15 %
Performing procedures and 7.5 %
demonstrating techniques by:
Poster presentation
Course work: 2.5 %
Class discussions & professional
behaviour (tutorial sessions)
DHS activity participations and/or 2.5 %
community service, Attendance &
tardies
Thinking critically and making 2.5 %
judgments:
Case studies
Laboratory 25 %
Practical exam 1 5%
Final practical exam 10 %
Laboratory reports 1%
Quiz 2.5 %
Final written exam for practical 5
Phlebotomy task 1.5

Dr Elham Sharif 17
Course components:

A) Theory 75%

The theoretical section weighting about 75 % of the course grade. In general, mid-
terms and final exams are composed of multiple choice questions (MCQ) or short
answer questions (SAQ), or one of them. Exams will be marked and the answers will
be posted on the blackboard, and students have the right to discuss their marks within
a week, only incorrect or misinterpreted results will be taken into consideration. Fixed
examination dates are apparent at the lectures outline.

B) Laboratory 25%

The laboratory part of the course worth 25 %. The laboratory exam will include an
unknown samples and the student will be asked to do certain type of experiments not
less than 5-7 test at the same time within the three hours of laboratory period. The
theoretical section of the laboratory will be MCQ and SAQ type questions and will be
questioned with the theoretical part of the course. Lab reports will be collected after
each class and worth 2.5 % of the total marks.

Methods of teaching:

The methods of teaching will include:

1. Lectures: This course will be delivered in discrete sections, following the

subject areas outlined in the syllabus. Each topic area will be introduced with
underpinning lectures followed by a series of tutorials where extensive use of
case studies will be made. Interpretation of clinical chemistry tests takes place.
The lectures will focus on power point slides present in the blackboard and the
textbook provided. It is recommended that the student read the chapter before
appearing to the lecture session.

Dr Elham Sharif 18
 2. Lectures with discussion: - students can question, clarify & challenge.

3. Brainstorming: mainly a topic is selected, this is a listening exercise that

allows creative thinking for new ideas, encouraging full participation, draws
on group's knowledge and experience, moreover a spirit of congeniality is
created.

4. Video clips: are presented in some of the lectures, this is an entertaining way
of teaching content and raising issues, keeping group's attention, looking
professional and stimulating discussion.

5. Case Studies: a defined cases is prepared and integrated within the lectures:
by this will develop analytic and problem solving skills, allowing for
exploration of solutions for complex issues and allowing student to apply new
knowledge and skills.

6. Interactive engagement (IE) methods: are much more effective than

"traditional" methods in promoting conceptual understanding of the course.
Therefore the lecturer will integrate dialogues during the tutorial sessions and
encourage interactive teaching.

7. In class group tutorials: each chapter is followed by a tutorial session,

handouts for the tutorial session is uploaded in the blackboard together with the
chapter. Tutorials will use indicative lists of questions to guide student learning.
It is expected that the exercise will be completed before the tutorial. Therefore,
the tutorial will engage active discussion on individual and group findings.
Tutorial sessions and the problem based cases is a part of the final exam
assessment and therefore attendance at tutorials is strongly encouraged.

8. Reading week: students will be asked to pick up a topic in current research and
will be encouraged to be engaged in conversation and debates to expand their
knowledge and integrate ideas.

Dr Elham Sharif 19
 9. E-Learning: This part include online components, which can be an assessed
part of the course. A virtual learning environment which is the Blackboard is
used from day of class. The students are able to study online using material
created by the lecturer, download papers, articles and take online tests, or
access relevant audio and video material.

10. Take home assignments: are uploaded in the blackboard for students to
prepare and submit online.

Teaching aids:
1) Blackboard: course syllabus, lectures, case studies
2) Text books for theoretical section & Handouts
3) Electronic resources: Journals, articles, newsletters…etc
4) Web sites indicated.
5) Video clips
6) Group discussions & Class participations
7) Interactive engagement during class

Methods of students evaluation/ assessments:

1. Online exams: (tests, midterms & final), all exams will be composed of MCQ
questions, interpretation of illustrations, calculations of a given data, problem
solving questions and true & false questions. Demonstrating knowledge and
understanding and showing the ability to answer critical thinking and problem
based questions in the 2nd and 3d taxonomic level.
2. Quizzes: each quiz is 10 minutes, after completing each chapter.
Demonstrating knowledge and understanding through recalling, describing,
reporting, recounting, recognizing, identifying, relating & interrelating) and
answering written exams.
3. Poster presentation: performing procedures and demonstrating techniques
by: producing a poster presentation, a rubric is designed for student evaluation.
4. Communicating: while describing and defending their posters: through (One
and two-way communication; communication within a group, verbal, arguing,
describing, defending. Students are evaluated using a rubric.
5. Course work: activity, participation during classes a rubric is used to assess
students based on the percentage of participation.

Dr Elham Sharif 20
 6. In class assignments: after completing each chapter, students will be asked to
read the assignment at home and then work in a group of 3-4 students to
complete and answer the task during the class period.
7. Attendance, tardies and participation at community service or DHS activities:
are assessed using a designed rubric.
8. Solving problems, developing plans and thinking critically and making
judgments: through analysing work based problem (case studies)
9. Performing procedures and demonstrating techniques by performing
experiments in the practical final and midterm exams.
10. Lab reports: performing procedures and demonstrating techniques following
laboratory demonstration and carrying out instructions, and handing laboratory
reports.
11. Phlebotomy task: performing 2 successful blood collections.
12. Laboratory practical sessions: students will be required to work on the lab with
patients serum provided from Hamed Medical Corporation HMC for
investigation with available kits for example, glucose, iron, HDL, cholesterol,
TG, LDH…etc. Quality control and safety management will be also introduced.
The students will be required to sign a form for agreeing on the safety control
during their presence at the lab.

Learning activities and tasks

1. DEBATE DISCUSSION STUDIES
Case studies will be used to provide the basis of the tutorial program. Each case study
will develop a theme outlined in one of the core lectures. Each case study will be
followed by a number of questions directly relevant to that case. Also, there will be an
additional set of questions, which are more wide-ranging, designed to link together other
aspects of clinical chemistry with the case. Before the tutorial, you will have to prepare
answers to the questions and be ready to discuss your answers within small groups with
the lecturer. The questions given with each case study should be used to direct your
reading and study.

2. Poster presentation:
Students will also be required to prepare a poster presentation on a piece of current
research in the area of clinical chemistry allowing the student to critically evaluate
scientific literature. An element of peer assessment will be used in the poster
presentation allowing the development of critical skills. The posters will be presented in
a forum where each student will stand beside his poster and will be able to defend his
poster for the public audience from other faculties. In addition to the poster, the student
needs to provide a one-page handout that summarizes the most important points of the

Dr Elham Sharif 21
poster. Some faculty members will view the posters and ask the students questions
about their project. Then their fellow students will do the same.
At the end of poster session the winning poster will be announced and a simple prize
will be given.
3. Take home assignment
Students will also be required to evaluate and interpret an assignment, calculations,
problem solving and review of new methodology should be evaluated. All assignments
should be submitted online.
4. Perform phlebotomy task
Follow the competency of the task and practice the procedure several times.
5. Tutorial sessions: students should be prepared and work in
groups.

A uniform poster template will be designed and provided by Dr Elham Sharif for
the students to add their information of current research in clinical chemistry.
For more information of how to prepare effective poster look at the appendix.

Dr Elham Sharif 22
Instructions for students and course Regulations

Classroom Discipline

The use of mobile telephones inside the classroom is NOT

allowed. In the incidence of student using blackberry or mobile
phone during the lecture, the student will be asked to leave the
class.
Any student disciplinary issues, which may arise, will be referred to the head of the
Department.

It is expected that students will be prepared for instruction by having appropriate

writing tool, textbook, handouts, and/or paper ready for taking notes or referring to
their text.

Student Responsibilities and Attendance Policies and Procedures

1. Class Attendance:

 Class attendance is compulsory. In accordance with University regulations, a

student‟s absence cannot exceed 25% of the total number (entire semester)
of class meetings. If your absence rate exceeds 25%, including both
excused and unexcused absences, you will NOT be allowed to take the
final examination and will receive an „F barred‟ grade for the course.

2. Blackboard:

 Students are responsible to frequently check the course site on Blackboard for
handouts and other documents. Failure to do this required task will result
in grade deductions. The exact policy will be communicated to separately.

3. Tardies:

 Students are intended to be on time (3 late class arrivals will be counted as 1

class absence) in class attendance.
 Students are expected to behave in an adult and professional way.
 Three late attendances to class will result in a 1 point (1%) subtraction from
the Final course grade/mark. Four (4) late attendances will result in a 2%
deduction and so on.

4. Class behaviour:

 Food is not permitted during class hours.

 In between chit chatting is prohibited, and any kind of interference during the
lecture is not accepted.

Dr Elham Sharif 23
  Classroom etiquette: during class please refrain from conversing with other
students, at any interval in which the Professor or another student is replying.
Exclusive attention must be a priority which concludes that non-academics
activities and distractions must be abstained. Disrespectful behaviour will not
be tolerated at any cost. For that reason the professor obtains the right to
dismiss student from class if any non-academic behaviour is observed.
 Only in an emergency will the student be permitted to leave the class.
 Interruption during the lecture is unfavourable unless there is an urgent need.
 Open discussion regarding the subject is encouraged after the completion of
the lecture.

5. Unit Examinations

 Examinations should only be missed in justifying circumstances with

approval of the instructor.
 A student who misses an exam will be required to bring a medical excuse to
make up the exam on the next day of lecture, otherwise the exam will not be
repeated. Contact the instructor prior to the next lecture day to make
arrangements to take the exam.
 A student who misses an exam, without instructor approval, will have ten
percent (10%) deducted from the grade achieved on the exam.

 Course assignments should be worked independently unless

otherwise communicated.
 Course assignments should be submitted in an organized format as directed
and any late assignments will be penalized.

Plagiarism (Academic Dishonesty)

 All students are expected to turn in work that is their own. Any attempt to
pass off another's work as your own will constitute an "F" in the entire
course unless it is communicated as acceptable to work as a group.
 Using part of, or the entire work, prepared by another or turning in a
homework assignment prepared by another student or party are examples
of plagiarism.
 You may discuss assignments and projects with each other, but you should
do the work yourself. In the case of group projects, you will be expected to
do your share of the work. If you use someone else's words or ideas, you
must cite your sources.

Plagiarism is considered a serious academic offence and can result in your work
losing marks or being failed. QU expects its students to adopt and abide by the highest
standards of conduct in their interaction with their professors, peers, and the wider
University community. As such, a student is expected not to engage in behaviours that
compromise his/her own integrity as well as that of QU. You may discuss
assignments and projects with each other, but you should do the work yourself. In the
case of group projects, you will be expected to do your share of the work. If you use
someone else's words or ideas, you must cite your sources.

Dr Elham Sharif 24
Plagiarism includes the following examples and it applies to all student assignments
or submitted work:

 Use of the work, ideas, images or words of someone else without his/her
permission.
 Use of someone else's wording, name, phrase, sentence, paragraph or
essay without using quotation marks.
 Misrepresentation of the sources that were used.
 For further information see: http://www.plagiarism.org/

The instructor has the right to fail the coursework or deduct marks
where plagiarism is detected

Dr Elham Sharif 25
References and resources:

The recommended course textbooks are:

Bishop., ML, Fody., E.P. Schoeff, LE , Clinical Chemistry: Techniques, Principles,
Correlations (Bishop, Clinical Chemistry) ISBN: 978-0781790451, Publisher:
Lippincott Williams & Wilkins; Sixth Edition edition, 2010.
Marshall, W.J., Bangert, S.K.; Clinical Chemistry 6th edition, ISBN 0-7234-3328-3
-Publisher: Mosby, Release date: 2008.
Christenson, R.H., Gregory, L.C., Johnson, J.L.; APPLETON & LANGES
OUTLINE REVIEW CLINICAL CHEMISTRY1st edition, ISBN 0070318476.
Publisher: McGraw-Hill Medical Publishing Division-Release date 2001.

Printed sources:
It is recommended that the students read these pieces of literature; HOWEVER the
students are not required to DO SO:

Tietz, N.W.; Fundamentals of Clinical Chemistry. ISBN 0721688624 - Publisher:

Saunders - Release date: 1986.
Luxton, R.; Biomedical Sciences Explained – Clinical Biochemistry. ISBN
0750628782 - Publisher: Arnold Publishers - Release date: 1999.
Devlin, T.M.; Textbook of Biochemistry with Clinical Correlations. ISBN
0471411361 - Publisher: Wiley-Liss - Release date: 2001.
Gowenlock, A.H. Varley's Practical Clinical Biochemistry. ISBN 0849301564 -
Publisher: Crc Pr I Llc - Release date: 1988.
Whitby, L.G., Smith, A.F., Beckett, G.J. and Walker, S.W.; Lecture Notes on Clinical
Biochemistry. ISBN 0632048344 - Publisher: Blackwell Science (UK) - Release date:
1998.
Bishop, M.J., Fody, E.P. and Schoeff, L.; Clinical Chemistry, Principles,
Procedures, Correlations 5th edition. ISBN 0-7817-4611-6 - Publisher: Lippincott
Williams & Wilkins, - Release date: 2005.
Gaw, A., Murphy, M.J., Cowan, R.A., Denis, S.T., O‟Relly, J., Stewart, M.J., and
Shepherd, J.; Clinical Biochemistry 3rd edition, An illustrated colour text. ISBN 0-
443-07269-8 - Publisher: Churchill Livingstone, 2005.

Genetics:
Jorde, L.B., Carey, J.C., Bamshad, M.J., and White, R.L. Medical Genetics 3rd
edition, ISBN 0-323-02025-9 - Publisher: Mosby, 2003.
Nussbaum, R.L., McInnes, R.R., and Willard, H.F.; Thompson & Thompson
Genetics in Medicine 6th edition. ISBN 0-7216-0244-4 - Publisher: Elsevier, 2004.
Turnpenny, P., and Ellard, S.; Emery’s Elements of Medical Genetics 12th edition.
ISBN 0-4431-0045-4 - Publisher: Elsevier, 2005.

Dr Elham Sharif 26
Journals
 Annals of Clinical Biochemistry
 British Medical Journal
 Clinical Chemistry
 Current Advances in Clinical Chemistry
 Journal of Endocrinology
 Nature
 The Lancet
 New England Journal of Medicine
 Biochemistry Online

Online sources:
GENETests:
http://www.genetests.org/servlet/access?id=8888892&key=9aYr9H6e6U5lo&fcn=
y&fw=Fl3c&filename=/ this is a publicly funded medical genetics information
resource developed for physicians, other healthcare providers, and researchers,
available at no cost to all interested persons.

Endotext.org:
http://www.mdtext.com/diabetes/diabetes1/diabetesframe1.htm is the web-based
source of information on endocrine disease directed to physicians around the world
caring for patients with these problems. It is comprehensive, authoritative, constantly
up-dated, and available without cost. This site covers the broad area of Clinical
Endocrinology, emphasizing clinical endocrine practice, including the most current
information on the manifestations of endocrine disease, diagnosis and treatment.

International Federation of Clinical Chemistry and Laboratory Medicine:

http://www.ifcc.org/ifcc.asp
Association of Clinical Biochemists: http://www.acb.org.uk/
The Royal Collage of Pathologists: http://www.rcpath.org/
American Association of Clinical Chemists: http://www.aacc.org/.
Lab tests online: www.labtestsonline.org

Dr Elham Sharif 27
Appendices
Matrix of Objectives and Outcomes

Dr Elham Sharif 28
Dr Elham Sharif 29
Dr Elham Sharif 30
 Activities & Course Participation Rubric*

Total Score (5 %)

Student Name:________________________________

Quality
Needs
Criteria Excellent Good Satisfactory Score
Improvement
(5 points) (4 points) (3.5 points)
(2 points)
Always participates in Often participates in class Seldom participates Does not participate in
class discussions, asks discussions, asks in class class discussions, ask
questions, and questions, and discussions, asks questions, or
recognizes tasks that recognizes tasks that questions, demonstrate initiative.
need to be performed and need to be performed and or recognizes tasks
completes them. completes them. that need
Demonstrates initiative. to be performed and
completes them.

Receives criticism Receives criticism Has difficulty Frequently

graciously, attempts to graciously. receiving defensive
integrate feedback, and criticism or and/or
Professional behavior provides purposeful makes little combative
rational for design choices. or no attempt while

 at integrating receiving
critical feedback.

Dr Elham Sharif 31
 feedback
from peers
and faculty.

Always arrives to class on Often arrives to class on Seldom arrives to Does not arrive to class
Tardies time, attends the entire time, attends the entire class on time, attends on time, attend the
class session, and class session, and the entire class entire class session, or
promptly notifies the promptly notifies the session, or notifies notify the instructor
instructor regarding instructor regarding the instructor regarding absences.
absences absences. regarding absences.

No unexcused absences. Rare (1 or 2) unexcused Few (3 or 4) More than 4 absences.

Attendance absence. absences.

More than three participate > Two participate at DHS > One participate at One participate at
Participation at DHS at DHS activities and/or activities and/or DHS activities and/or DHS activities and/or
activities and community community service community service community service community service
service

Demonstrates initiative & Professional behavior: 2.5 %

Tardies, Attendance and Participation at DHS activities and community service: 2.5 %

Dr Elham Sharif 32
 Clinical chemistry Poster assessment
Mark sheet

Poster Number ( -- ) Exceeds Does Not Meet Score Comment

Meets Expectations
Expectations Expectations
Point earned 3 2 1 or 0
Section 1 Presentation
Clarity of presentation legible print, font.
Clear diagram
Figure legends
Originality
Section 2 Content
Introduction:
Appropriate background
Puts subject into context
Factual content:
Clear presentation of facts
Diagrams with adequate information
Have reference been given & cited.
Conclusions
Current thinking if any
Potential future trends if any
Section 3 verbal defence
Understanding of topic
Clear communication skills, professional attitude
Total number of marks /7.5 marks

Dr Elham Sharif 33
Appendix 1
Suggestions for preparing effective posters
Your poster should be designed to be self-explanatory because it may be viewed when you are absent or busy. The poster should begin with an
introduction and end with clear conclusions. Many people look at the conclusions first to decide whether they want to read the entire poster.
Important material should be in large enough print to be read by people six feet away; methodological detail should be held to a minimum. The
optimal length is approximately (roughly 100 x 70 cm). Place your poster on the fiberboard by means of pushpins or thumbtacks. Be sure to
bring your own! You will need approximately 50. Specific suggestions are given below:-

1. The top of the poster should have a 2-3 foot-wide banner printed with type 1 inch high (72 points - 2.5 cm) or larger stating the title of
the poster, the names and affiliations of the authors (underline the presenting author), and the abstract number.
2. Start the poster with an introduction in large print that explains what you are doing and why. The introduction should give any necessary
background information, the rationale for the work, and the scope of the study. One effective way to interest readers is to focus on one or
two questions that are answered by your research. In general, the poster will suffer if you are excessively ambitious or include too much
information.
3. Make the flow of information in the poster explicit by the use of inch-high numerals on each panel and/or by having simple self-
explanatory headings for each major point. The flow of information should be organized in columns running down the poster. The
transition from one section to the next or the reason for doing the next experiments should be explained. Using different colours of
background matting for different parts of the work is often an effective way to help the reader.
4. Each Table or Figure should have a heading in large print describing the essential finding or point. The text below each figure, in smaller
type, should describe results and/or conclusions. You may want to highlight key results or use arrows to make important points. Have
clear labels on Figures and Tables to identify each curve, bar or other result. Keep things simple! It is usually not necessary to include all
of the data.
5. The conclusions in large print should state the key principles shown by the results, the answers to the questions raised in the introduction
and the significance of the results. It can be useful to identify the Figure or Table that supports each conclusion in parentheses after the
conclusion. Cartoons or simplified schematic drawings are often the most useful way of summarizing the big picture.
6. Prepare a short presentation of 2-5 minutes. Let people look at your poster for a minute before asking whether they would like you to
lead them through it.

Dr Elham Sharif 34