Dr. Ashfaq Ahmad Shah Bukhari

My responsibilities encompass a diverse range of academic and practical teaching duties. I conduct comprehensive group format classes, ensuring that complex physiological concepts are effectively communicated to students through Problem-Based Learning (PBL), Case-Based Learning (CBL), and Team-Based Learning (TBL) methodologies. Additionally, I participate actively in practical classes, facilitating hands-on learning experiences.
I also prepare and administer Objective Structured Practical Examinations (OSPEs) to assess students' practical skills comprehensively. Creating multiple-choice questions (MCQs) for exams is another key aspect of my role, aimed at evaluating students theoretical understanding. My involvement extends to the Clinical Skill Department, where I teach essential clinical skills.
Furthermore, I utilize the DigiClass software to streamline various administrative and academic processes, enhancing the overall educational experience for both students and faculty. Additionally, I am engaged in curriculum development, collaborating with colleagues to design and update course content to ensure it meets current educational standards and addresses the evolving needs of the field. My role also includes active participation in research activities, where I contribute to advancing knowledge in the field of physiology. This involves designing and conducting experiments, analyzing data, and publishing findings in reputable journals, thereby contributing to the scientific community and enhancing the academic reputation of the institution.

Academic teaching entails guiding undergraduate medical students in mastering essential medical concepts through clinically driven methodologies such as Problem-Based Learning (PBL), Team-Based Learning (TBL), and Case-Based Learning (CBL). This includes facilitating interactive discussions in Small Group Formats (SGF), delivering lectures in Large Group Formats (LGF), and reinforcing key concepts through hands-on practical demonstrations. As part of the academic faculty, responsibilities also include invigilating Objective Structured Practical Examinations (OSPE) and end-of-term modular exams, followed by assessment tasks such as paper marking and preparing award lists in line with the prescribed marks distribution scheme.
Additionally, faculty members contribute to the dynamic development of the university’s question bank by crafting clinically relevant Multiple-Choice Questions (MCQs) and Structured Short Answer Questions (SAQs). Continuous professional development is ensured through regular participation in teaching workshops and seminars, keeping both medical knowledge and pedagogical approaches up to date. Given my extensive background in academic research and my qualifications, I am also entrusted with the design and development of both undergraduate and postgraduate medical curricula. Furthermore, I serve as the focal person for all departmental academic and administrative activities, and I am frequently invited to act as an external examiner for both undergraduate and postgraduate examinations.

Teaching in an academic setting involves supporting undergraduate medical students in developing a strong foundation in core medical concepts using clinically relevant approaches like PBL and CBL. This includes facilitating student discussions in Small Group Formats (SGF), delivering academic sessions in Large Group Formats (LGF), and reinforcing essential concepts through practical demonstrations. As part of the academic faculty, our responsibilities include invigilating Objective Structured Practical Examinations (OSPE) and end-of-term modular exams, followed by evaluating student performance through paper marking and preparing award lists in accordance with the marks distribution scheme. In addition, faculty members are expected to contribute to the development of an evolving question bank by formulating clinically relevant Multiple-Choice Questions (MCQs) and Structured Short Answer Questions (SAQs). Our medical knowledge and teaching strategies are continually enhanced through participation in regular workshops and faculty development seminars.
Owing to my extensive academic research and additional qualifications, I am also entrusted with designing both undergraduate and postgraduate medical curricula. Furthermore, I serve as the focal person for all academic and administrative matters within the department. I also hold the role of external examiner for undergraduate and postgraduate medical examinations.

Academic teaching involves mentoring undergraduate medical students in achieving core medical concepts via clinically oriented problem-based learning (PBL) and case-based learning (CBL) skills. This involves facilitating students’ discussions in small group formats (SGF), taking academic sessions in large class formats (LGF) and reinforcing core concepts via practical demonstrations. As an academic faculty, we are supposed to offer invigilation during Objective structured practical examinations (OSPE) and end of term modular examinations. This is followed by paper checking and generating awards lists based on the marks distribution scheme.
In addition to these responsibilities, University demands academic faculty to contribute to a continuously evolving question bank through clinically oriented multiple-choice questions (MCQs) and structured short answer questions (SAQs). As a teaching faculty, our medical knowledge is continuously updated and teaching methods are reinforced through regularly conducted teaching workshops and seminars. Due to my extensive academic research and other academic qualifications, i am responsible for generating the institute’s undergraduate medical curriculum.

Academic teaching involves mentoring undergraduate medical students in achieving core medical concepts via clinically oriented problem-based learning (PBL) and case-based learning (CBL) skills. This involves facilitating students’ discussions in small group formats (SGF), taking academic sessions in large class formats (LGF) and reinforcing core concepts via practical demonstrations. As an academic faculty, we are supposed to offer invigilation during Objective structured practical examinations (OSPE) and end of term modular examinations. This is followed by paper checking and generating awards lists based on the marks distribution scheme.
In addition to these responsibilities, University demands academic faculty to contribute to a continuously evolving question bank through clinically oriented multiple-choice questions (MCQs) and structured short answer questions (SAQs). As a teaching faculty, our medical knowledge is continuously updated and teaching methods are reinforced through regularly conducted teaching workshops and seminars. Due to my extensive academic research and other academic qualifications, i am responsible for generating the institute’s undergraduate medical curriculum.

Registration with Pakistan Medical & Dental Council (PMDC) as a medical officer (MO) requires medical graduates to complete 1-year house job/internship training, in various fields of medicine and surgery. As Medical officers, we are required to attend daily ward rounds, clerk new patients in wards with appropriate assessment and management plans and attend outpatient clinics and attend patients in the emergency department.

Responsibilities in the E&R department is to attend to patients of all categories, provide them first aid facilities and to give them treatment accordingly and then inform the consultant for further management.

Medical Officer in BHU plan, arrange and participate in a range of medical examination programs; oversee and/or participate in immunization or similar programs; carry out related medical duties as determined by appropriate legislation; liaise with other professional and appropriate staff on related matters; notify and counsel parents as necessary (Child Health Program); undertake the medical supervision of children's care as required (Child Health Program); and test, treat and prescribe where appropriate.