MODERN MEDICAL EDUCATION
The Bachelor of Medicine adheres to universally recognised standards and is grounded in a solid foundation of medical research. Going beyond the format of traditional medical instruction, it is inspired by the most reputable modern medical schools and global standards in basic medical education. The point of departure for development of the curriculum is the WFME Global Standards as published by the Institute for International Medical Education (IIME) Core Committee.

The IIME Core Committee developed these “global minimum essential requirements” (GMER) and specified a concrete set of global minimum learning outcomes for each of them. The 60 overarching learning objectives form the comprehensive framework of knowledge that a future doctor should have mastered. Our curriculum is constructed around these standards.
 
TURNING SCRIPTS INTO SKILLS
OUR ASSESSMENT SUPPORTS LEARNING
DEVELOPING INDEPENDENCE
TURNING SCRIPTS INTO SKILLS
Within our degree programme, this curriculum is complemented with a faculty of esteemed medical educators and experienced clinicians from leading institutions. Drawing on a wealth of experience though years of practice, they supervise workable translations of learning goals into useful medical skills. Future physicians trained at the EDU College of Medicine are dedicated to delivering the highest possible quality of medical treatment to their patients. Therefore, we think that it is imperative to teach the principles of evidence-based medicine from the beginning of their undergraduate studies.

  
FROM THEORY TO PRACTICE

Using state-of-the-art online learning formats, we offer engaging educational content in rich media formats to ensure that every student can master their learning goals according to their preferred method of studying. Clinical rotation in a teaching hospital links the newly acquired knowledge to the realities of healthcare delivery on site. As a result, we are able to offer hands-on training for a medical degree with truly global recognition.
This is why the structure and content of our Bachelor and Masters degrees combine hands-on, immersive clinical training via select teaching hospitals all across Europe with an innovative digital learning environment for theoretical knowledge. When real-life medical problems are identified and therapies are discussed with colleagues at an actual hospital, students directly experience the challenges and rewards of interacting with patients and firmly establish their care at the heart of everything they do.

For clinical rotations, we focus on the quality of clinical training in our network of certified teaching hospitals that we partner with qualified doctors. During the clinical rotation phase of the programme, students acquire a multitude of skills with their attention firmly on the patient. They observe quality care being administered under the personal guidance of skilled instructors. We believe that seeing what you learn in action is the most in-depth and engrossing learning programme imaginable.
 
FOCUSING ON RELIEF

Our curriculum has a strong focus on the big picture and the practical relief of suffering. The first year of the bachelor’s programme concentrates on more than just the biomedical details,but also on the ten globally most harmful causes of death as identified by the World Health Organization. These cause more than half of the 56.4 million deaths worldwide. Ischaemic heart disease and stroke, for example, are among the biggest killers of humans today.
 
Even though such diseases have remained the world’s leading causes of death for decades, they are often ignored during basic medical training in developed countries due to its focus on minutiae. We believe first-year students in a Bachelor of Medicine should not just concentrate on studying those biomedical elements. Their newly gained knowledge will be retained better if they have a chance to study their effects in practice. Addressing real-life case studies around such fatal diseases is an integral exercise from the beginning of their studies.
 
YOUR FULLEST POTENTIAL

The Bachelor of Medicine is an intensive course of study and demands concentrated performance from all students. They should desire to become health professionals who are scientifically literate, as well as being active and socially aware participants within their respective healthcare ecosystem. To grow into such a well-rounded health professional requires comprehensive feedback based on a meaningful assessment of learning progress. Studies will be accompanied from the beginning by continuous opportunities for assessment to enable students to reach their fullest potential. 
OUR ASSESSMENT SUPPORTS LEARNING
Different kinds of assessment are in lock-step to maximise efficient learning practices:
  • Formative assessment will be held within the teaching hospitals and consists of Mini-Clinical Evaluation Exercises (Mini-CEXs) and Direct Observation of Procedural Skills (DOPS) in a clinical setting. These tests have been developed to demonstrate and test both practical and communicative skills. 
  • Summative assessment will mainly be based on multiple-choice questions (key-feature tests) under expert supervision. The questions will include high-quality patient vignettes suited for testing factual knowledge and clinical decision-making.
  • Summative assessments as well as formative assessment will take place longitudinally, because we do not aim to test short-term memory by quizzing recently acquired knowledge that is then all too easily forgotten once the test is over. In medical education, it is more important to give students continuous feedback to foster steady improvements in practice.
To supplement longitudinal testing, students will also sit an online exam at the end of each module. This gives them a chance to comprehensively review and examine factual knowledge but also to train their skills in clinical decision-making.
DEVELOPING INDEPENDENCE
Feedback on overall performance is a crucial starting point for self-improvement and learning motivation. Both receiving and giving feedback are skills that need to be practiced. Once mastered, they become essential for further self-directed learning and independent skills development. We explicitly train students from the first modules onwards to both give and receive feedback with both their peers and their faculty advisors.

Nobody has to study alone, because of a vibrant community empowers all students to develop optimal strategies to maximise their achievements. Regular impulses provided by experts and faculty play an important role within these dynamics.  They add knowledge and insights on programme topics, a broad spectrum of conceptual grounding and continued inspiration. They also they open student minds to be receptive to new approaches.
 
MODULES AND ACADEMIC CALENDAR

The academic year is divided into trimesters, three modules of 14 weeks. There are around eight weeks remaining for summer break and around two weeks for winter break, depending on the calendar year. Vacation periods usually fall in the calendar week 26 to week 37. The last week of the calendar year (week 52) and the first calendar week of the year and are also free as a holiday break for all students and staff.
Each module begins with eight weeks of extensive online learning.
 

Students study clinical, biomedical and non-technical matters to master specified learning objectives. Having laid the theoretical groundwork, a flex week follows to give room for testing and self-study time. Enjoying time off and arranging your move to the teaching hospital for clinical rotation during this week is recommended.

The four-week clinical rotation phase that follows allows students to apply their knowledge by engaging with clinical experts. Under close supervision by experienced clinicians, our students form intense connections while gaining practical experience and receiving valuable feedback according to professional feedback standards. Each student is mentored by a dedicated expert who guides their journey, making the ratio mentor/mentee ratio exceptionally high.

The clinical module is followed by another flex week so students can return to their place of residence, take repeat tests as necessary and enjoy some free time.
 
TAILOR YOUR OWN LEARNING EXPERIENCE

The flexible online learning phase can be completed from the comfort zone of your  home, whenever your schedule allows. Physical presence is required only for the clinical rotation phase of each module in your assigned teaching hospital. Find a certified teaching hospital closest to where you live, but the real-life environment demands flexibility of you, and students must adapt to the routine of their particular clinic. 
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