attachment 2 (g) course report kingdom of saudi arabia the … · 2018-03-09 · attachment 2 (g)...

ATTACHMENT 2 (g)

Course Report

Kingdom of Saudi Arabia

The National Commission for Academic Accreditation & Assessment

COURSE REPORT

(CR)

A separate Course Report (CR) should be submitted for every course and for each section or campus

location where the course is taught, even if the course is taught by the same person. Each CR is to be

completed by the course instructor at the end of each course and given to the program coordinator

A combined, comprehensive CR should be prepared by the course coordinator and the separate location

reports are to be attached.


National Commission for

Academic Accreditation & Assessment

المملكــة العربيــة السعوديــة

الهيئــــة الوطنيــــة للتقـويــم

واالعـــتــمـــاد األكــاديــمــــي

Course Report

For guidance on the completion of this template refer to the NCAAA handbooks or the NCAAA

Accreditation System help buttons.

Institution Prince Sattam bin Abdalziz University Date of Course Report 29/2/2015

College/ Department College of Engineering at El Kharj/ Electrical Engineering

A. Course Identification and General Information

1. Course title Biomedical Engineering Code # EE3611 Section #2434

2. Name of course instructor Dr Awad Al-Zaben LocationHS09

3. Year and semester to which this report applies.2nd

semester 1435-1436, . 2nd

semester 2014-2015

4. Number of students starting the course? Students completing the course?

5. Course components (actual total contact hours and credits per semester):

Lecture Tutorial Laboratory Practical Other: Total

Contact

Hours 45 15 0 0 0 60

Credit 3 0 0 0 0 3

B. - Course Delivery

1. Coverage of Planned Program

Topics Covered

Planned

Contact

Hours

Actual

Contact

Hours

Reason for Variations if there is a

difference of more than 25% of the

hours planned Physiology of bio-signals, noise sources,

medical transducers

6

12

Biopetential measurements (ECG, EEG,

EMG,etc)

6

12

Cardiac relate measurements, ECG, Blood

pressure, heart rate, pacemakers,

defibrillators, cardiac output

12

12

Infant Incubator, Infusion pump,

Hemodialysis

9

9

X-ray imaging, CT-San 6 3 Not Enough time to Cover

16 2







Ultrasound imaging 6 3 Not Enough time to Cover

45 45

2. Consequences of Non Coverage of Topics

For any topics where the topic was not taught or practically delivered, comment on how significant you

believe the lack of coverage is for the course learning outcomes or for later courses in the program. Suggest

possible compensating action.

Topics (if any) not Fully

Covered

Effected Learning Outcomes Possible Compensating Action

X-ray imaging, CT-San None Those subjects needs complete course

Ultrasound imaging None

3. Course learning outcome assessment.

List course learning outcomes

List methods of assessment Summary analysis of assessment

results

1 Describe how biosignals are

generated and how they can be

measured.

- Exams, first second and

final

- Short Quizes

- Homewroks

See appendix A

2

Students should be able to

analyze and interpret common

physiological signals as well as

pathophysilogical signals.


final

- Short Quizes

- Homewroks

3


analyse basic biomedical systems

such as ECG, EMG, EEG, Pulse

Oximetry, Blood pressure system

and many other common

instruments


final

- Short Quizes

- Homewroks

4


evaluate medical safety

regulations in medical

environments


final

- Short Quizes

- Homewroks

5 Interactions with the medical

staff - Hospital visits couldn’t be done

6 Students should be able to use

simulation software to

demonstrate biomedical systems

- Projects - Students have some difficulty using

software but the manage to do the

project.

7







Summarize any actions you recommend for improving teaching strategies as a result of evaluations in table

3 above.

If possible to manage to do real time measurements of any biomedical signals : still no time to arrange it

4. Effectiveness of Planned Teaching Strategies for Intended Learning Outcomes set out in the Course

Specification. (Refer to planned teaching strategies in Course Specification and description of Domains of

Learning Outcomes in the National Qualifications Framework)

List Teaching Methods set out in Course

Specification

Were these

Effective?

Difficulties Experienced (if any) in Using

the Strategy and Suggested Action to Deal

with Those Difficulties. No Yes

1- Knowledge is delivered through the course

lectures

2- Hospital field visit.

3- Interactive learning process through

questions and answers in lecture and class.

4- Tutorials to help students to understand

and ask about the course materials and

solve problems

Yes None

Hospital visit couldn’t be arranged this time

BECAUSE OF CORONA SPREAD

1- Lectures include numerous examples, some

of which are practical in nature, to illustrate

steps involved in evaluating system response.

2- Tutorials are used for further explanations

and applications on different problems.

3- Engage students in classroom interaction

with questions and answers.

Yes None

1- Special attention and mark rewards are

pointed to the submitting of accurate results

and professional reports.

2- Assignment is given to the students at regular

intervals for them to solve and submit. 10% of

the final grade is allocated to the assignments.

Late or no submission of assignments carries

penalties or loss of grade points.

3- Participation of students in classroom

discussion and presentations.

4- Forming groups of 3- students to participate

in simulation project work, to encourage for

working in team work environment.

Yes None

1- Demonstrations during the class will be

presented to the students on how to build the

simulation setup

2- Demonstrations will also show the students

how to read the outputs of the simulations.

Yes None







Note: In order to analyze the assessment of student achievement for each course learning outcome,

student performance results can be measured and assessed using a KPI, a rubric, or some grading system

that aligns student work, exam scores, or other demonstration of successful learning.

C. Results

1. Distribution of Grades

Letter

Grade

Number of

Students

Student

Percentage Explanation of Distribution of Grades

A 0 0

Most of this group withdrawn from the class. Due to

several reasons among which is the timing of the class

which was in conflict with another class.

Same level of Questions, same assessment tools as used

in previous terms.

B 1 6

C 0 0

D 1 6

F 5 31

Denied

Entry 1 6

In Progress 0 0

Incomplete 0 0

Pass 2 12.5

Fail 5 31.25

Withdrawn 8 50

2. Analyze special factors (if any) affecting the results

Students lack Electronics Background, Design background, Sensors Background and English background.

Sometimes in some lectures I had a doubt that those are EE students.

3. Variations from planned student assessment processes (if any) (see Course Specifications).

a. Variations (if any) from planned assessment schedule (see Course Specification) Variation Reason







b. Variations (if any) from planned assessment processes in Domains of Learning (see Course Specification)

Variation Reason

4. Student Grade Achievement Verification (eg. cross-check of grade validity by independent evaluator).

Method(s) of Verification Conclusion

D. Resources and Facilities

1. Difficulties in access to resources or

facilities (if any)

Classroom has Smartboard but there is no pc

to work with. I have to carry white board each

class.

2. Consequences of any difficulties experienced for student

learning in the course.

It is time consuming to carry the white board each class

E. Administrative Issues

1 Organizational or administrative

difficulties encountered (if any)

The pre-requisite has not changed on the

system

2. Consequences of any difficulties experienced for student

learning in the course.

Students still can register in this course without having

electronics as it was decided by the department

F Course Evaluation

1 Student evaluation of the course (Attach survey results report)

a. List the most important recommendations for improvement and strengths

b. Response of instructor or course team to this evaluation







2. Other Evaluation (e.g. by head of department, peer observations, accreditation review, other stakeholders)

a. List the most important recommendations for improvement and strengths

b. Response of instructor or course team to this evaluation

G. Planning for Improvement

1. Progress on actions proposed for improving the course in previous course reports (if any).

Actions recommended

from the most recent

course report(s)

Actions Taken

Results

Analysis

a. Exams are already with

students, Need to change

the exams, no repetition

Changed exams

Students are very dependent

on previous exams, so now

dependent on lectures and

notes.

b.

c.

d.







2. List what actions have been taken to improve the course (based on previous CR, surveys, independent

opinion, or course evaluation).

None

3. Action Plan for Improvement for Next Semester/Year

Actions Recommended

Intended Action Points

and Process

Start

Date

Completion

Date

Person

Responsible

a.None for now

b.

c.

d.

e.

Name of Course Instructor: Dr Awad Al-Zaben

Signature: ______________________________ Date Report Completed: 20/1/2015

Program Coordinator :

Signature: ______________________________ Date Received: _________________________







Appendix A

Assessment Analysis

Table (1)

Mapping Course Learning Objectives with Student Outcomes

Course Biomedical Engineering

Semester Second 1435-1436

Year 1435-1436

Student Outcomes

(SO's)

Staff Name Dr. Awad Al-Zaben

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A

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B

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C

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D

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F

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Course Learning Objectives (CLOs)

apply biology and physics knowledge in analysis and understanding

of how biosignals are generated and how they can be measured. √

Students should be able to analyze and interpret common

physiological signals as well as pathophysilogical signals. √

Students should be able to analyse basic biomedical systems such

as ECG, EMG, EEG, Pulse Oximetry, Blood pressure system and

many other common instruments √

Students should be able to design the basic medical instruments,

including their electronic circuits. √

Through understanding of medical safety regulations in medical

environments. √

An ability to communicate effectively √







Table (2)



Year 1435-1436


Full Mark 5 5 5 5 5 5 5 5 2.5 2.5 2.5 2.5 2.5 2.5 2.5 2.5 2.5 2.5 2.5 2.5 2.5 2.5 2.5 2.5

Course Learning Objectives (CLOs) Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16

apply biology and physics knowledge in analysis

and understanding of how biosignals are

generated and how they can be measured.√ √ √

Students should be able to analyze and interpret

common physiological signals as well as

pathophysilogical signals.√ √ √ √ √ √ √ √ √ √

Students should be able to analyse basic

biomedical systems such as ECG, EMG, EEG, Pulse

Oximetry, Blood pressure system and many other

common instruments

√ √ √ √ √ √ √ √ √ √ √ √

Students should be able to design the basic

medical instruments, including their electronic

circuits. √ √ √ √ √ √ √

Through understanding of medical safety

regulations in medical environments.√ √ √ √ √ √

An ability to communicate effectively

Mapping Course Learning Objectives with Direct Assessment Tools

Direct Assessment Tools (DAT)

Midterm #2 Supports (20)Midterm #1

Assign. + Quizzes

20

Final Exam

√

√

√

√







Table (4)

Course

Semester

Year 7

Staff

St. # Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16

1 430400188 3 0 1 0 0 1 0 0 2.5 0 0 2.5 0 0 0 0 0 2.5 2.5 2.5 0 0 0

2 431400297 3 1 0 1 0 5 1 1 2.5 0 0 0 0 2.5 0 0 0 2.5 0 0 0 2.5 0

3 431400864 0 0 0 0 0 0 0 0 2.5 2.5 2.5 0 2.5 2.5 2.5 2.5 2.5 2.5 0 0 2.5 0 2.5

4 431440518 3 3 2 1 1 3 1 1 0 0 0 0 2.5 2.5 0 2.5 0 0 0 0 0 0 0

5 432400597 4 2 4 1 5 5 5 1 2.5 0 0 2.5 2.5 2.5 0 2.5 0 0 0 0 0 2.5 2.5

6 432401525 4 5 4 5 4 5 0 5 2.5 2.5 2.5 0 0 2.5 2.5 2.5 2.5 2.5 2.5 0 2.5 2.5 2.5

7 433401695 5 0 2 1 1 1 0 1 0 0 2.5 2.5 2.5 2.5 0 0 0 0 0 0 0 2.5 0

14% 71% 71% 86% 71% 43% 86% 86% 29% 71% 57% 57% 43% 14% 71% 43% 71% 43% 71% 86% 71% 43% 57%

43% 14% 0% 0% 0% 14% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

29% 0% 29% 0% 14% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%

14% 14% 0% 14% 14% 43% 14% 14% 71% 29% 43% 43% 57% 86% 29% 57% 29% 57% 29% 14% 29% 57% 43%

14%

14%

16

20

3

71%

0%

Assign. + Quizzes

7

10

3

8

Unsatisfactory

Developing

Satisfactory

Outstanding

Biomedical Engineering

Second 1435-1436

1435-1436

Dr. Awad Al-Zaben

Midterm #1 Midterm #2 Supports (20)Final Exam









Year 1435-1436 Target 70.00%


Course Learning

Objectives (CLOs)Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Average

Met Target

Yes/No

CLO#1

apply biology and physics

knowledge in analysis and

understanding of how

biosignals are generated and

how they can be measured.

42.86% 14.29% 71.43% 39.29% NO

CLO#2


analyze and interpret common

physiological signals as well as


14.29% 14.29% 42.86% 28.57% 42.86% 57.14% 85.71% 28.57% 57.14% 28.57% 40.00% NO

CLO#3


analyse basic biomedical

systems such as ECG, EMG, EEG,

Pulse Oximetry, Blood pressure

system and many other common

instruments

14.29% 28.57% 42.86% 28.57% 42.86% 42.86% 28.57% 57.14% 28.57% 57.14% 28.57% 14.29% 28.57% 34.07% NO

CLO#4


design the basic medical

instruments, including their

electronic circuits.

28.57% 14.29% 28.57% 14.29% 85.71% 28.57% 28.57% 32.65% NO

CLO#5Through understanding of

medical safety regulations in

medical environments. 14.29% 42.86% 28.57% 57.14% 42.86% 35.71% NO

CLO#6An ability to communicate

effectively 28.57% NO28.57%

28.57%

28.57%

Assign. + Quizzes

Mapping Course Learning Objectives with Direct Assessment Tools

Direct Assessment Tools (DAT)

Midterm #1 Midterm #2 Supports (20)Final Exam

39.29% 40.00%

34.07%32.65%

35.71%

28.57%

CLO#1 CLO#2 CLO#3 CLO#4 CLO#5 CLO#6

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%








Semester Second 1435-1436 Target 70.00%

Academic Year 1435-1436A B C D E F G H I J K


Course Learning Objectives (CLOs)

apply biology and physics knowledge in analysis

and understanding of how biosignals are

generated and how they can be measured.

39.29%

Students should be able to analyze and interpret

common physiological signals as well as


40.00%

Students should be able to analyse basic

biomedical systems such as ECG, EMG, EEG, Pulse

Oximetry, Blood pressure system and many other

common instruments

34.07%

Students should be able to design the basic

medical instruments, including their electronic

circuits.

32.65%

Through understanding of medical safety

regulations in medical environments. 35.71%

An ability to communicate effectively 28.57%

0

39.29% 37.03% 32.65% 35.71% 28.57%

DNME DNME DNME DNME DNME

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Average

Mapping Course Learning Objectives with Student Outcomes

Student Outcomes (SO's)

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B

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C

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D

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39.29%37.03%

32.65%

0.00% 0.00%

35.71%

28.57%

0.00% 0.00% 0.00% 0.00%

A B C D E F G H I J K

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

attachment 2 (g) course report kingdom of saudi arabia the … · 2018-03-09 · attachment 2 (g)...

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