Medical Doctor Program (MD)

The Medical Doctor educational program (360 ECTS) aims to develop caring, competent, confident medical doctors through an outcome-based teaching approach ensuring high quality of health care and biomedical research in academic, in-, and outpatient settings.

Training

To provide medical training, predominantly in a practical environment (where acquisition and organization of knowledge match with practical application of gained competencies), based on ethical values, respect for individual autonomy, and on the premise of rational and efficient interference. To meet global standards of medical education set by the World Federation of Medical Education, and defined by TUNING/MEDINE learning outcomes for undergraduate medical education.

Method

Employed teaching and assessment methodologies enable the acquisition and organization of knowledge to match with the practical application of gained competencies. Principles of outcome-based education imply that teaching, learning, and assessment are conducted on the basis of pre-defined competencies of graduates in accordance with the “top-bottom” principle.

A classic program consists of 360 credits.

The MD curriculum is comprised of four loops referring to knowledge, skills, and values, where every consecutive loop builds on the previous one and sets more complex learning objectives.

• The Curriculum Spiral’s First Loop (120 ECTS) is comprised of the widely integrated core modules of Body Systems (Anatomy, Physiology, Imaging) and Life Sciences (Biochemistry, Molecular Biology, Histology), which are vertically linked to summative pathology course and accompanied by teaching core values of medicine, clinical skills, and research methods.
• The Curriculum Spiral’s Second Loop (60 ECTS) containing bridging courses (Bridging PBL, Pharmacology, and Systemic Pathology) and synergy courses (Physical Diagnosis, Family Medicine I, General Surgery, etc.) links the study of pathological changes and disease symptoms with the practical comprehension of modern principles and methods facilitating the diagnostic process.
• The Curriculum Spiral’s Third Loop (120 ECTS) is bound to the study of the treatment of diseases and syndromes in accordance with the latest clinical guidelines and protocols constructed by evidence-based medicine. It builds on the previous loop revisiting and deepening knowledge, mastering skills, and developing values simultaneously setting higher-level complex objectives.
• The Curriculum Spiral’s Fourth Loop (60 ECTS) builds on and rounds up previously acquired competencies reinforcing a trans-disciplinary understanding of real-world challenges. Thus, the final and highest level of learning objectives are met through hands-on practice applying gained knowledge, skills, and values independent of discipline-specific understanding.