Grad-entry MD (GEMD)argyrise2023-12-22T01:27:13+02:00
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Graduate Entry – Doctor of Medicine Degree (GEMD)
Duration:
5 Years
Qualification Awarded:
Doctor of Medicine
Language:
English
Download Brochure The Medical School has used its significant experience, over more than ten years, in delivering graduate-entry medical education to develop a new programme aimed at holders of university degrees from any discipline. This innovative programme has been designed in accordance with the European Union directive requirements for basic medical education and has been accredited by the Cyprus Agency of Quality Assurance and Accreditation in Higher Education (CYQAA) against the robust and comprehensive medical education standards of the World Federation for Medical Education (WFME). As such, it appeals to aspiring doctors who aim to practise medicine across the globe. Accredited against World Federation for Medical Education standards Listed in the World Directory of Medical Schools Student-centred curriculum with integrated, case-based learning from Year 1 Early clinical exposure with longitudinal clinical placements from Year 2 Six projects promoting critical inquiry and providing research opportunities Career support from Year 1 tailored to the needs of each student Diverse student body from over 90 countries The curriculum was designed and developed by an international team comprising medical education experts from the United Kingdom, Ireland and Cyprus and Medical School alumni and was reviewed by a committee of diverse stakeholders including academics, current students, future employers and representatives of patient organizations. The curriculum is aligned with the School’s mission and core values and draws from the principles and methods of modern medical pedagogy. With student-centredness at the heart of all of our activity, the programme ensures the development of active learners and critical thinkers who embrace reflection on their experience and who are able to work in collaboration with colleagues from a variety of healthcare disciplines. The graduates of the programme will be in a strong position to secure postgraduate training in their chosen specialty. They will be able to practise medicine in a competent and compassionate manner working in conjunction with other health professionals, develop into innovative researchers, effective leaders and learner-centred teachers and, ultimately, serve and improve the health of the population. The programme provides graduate students with the opportunity to receive high quality education in Medicine. As it is aimed at those holding a first degree, its mode of delivery focuses on a highly integrated approach to learning. It features an initial emphasis on the basic sciences relevant to medicine, followed by a system/ theme-based, clinically-focussed programme, using a combination of learning methodologies including case/ problem/ team-based learning, flipped classroom and clinical training. Directed self-learning and technology-based learning are both key to the programme. There is significant early clinical experience from Year Two culminating in the final two, purely clinical years, of study. The general programme objectives are to: The principles of the Medical School’s mission and core values underpin the design and development of the graduate entry MD programme (GEMD) and its intended outcomes for graduates. These outcomes have been designed on the basis that graduates of the programme will have the required knowledge, skills and professional competencies to provide safe and effective patient-centred care and have been grouped under these three corresponding headings. Upon completion of the programme students should be able to: Knowledge Skills Professional Competencies The curriculum is innovative and builds on the major advances in medical education that have occurred internationally over recent decades and the latest research in the field. This includes such things as student-centredness, interactive small-group teaching, technological innovations, vertical & horizontal integration across the basic and clinical sciences and community orientation. In the first three years, emphasis is placed on contextual learning with learning outcomes linked to weekly scenarios or cases which are increasingly clinical in nature. The scenarios/ cases provide context that puts focus on the learning outcomes of the week and illustrates their relevance to practice. The discussion and analysis of these scenarios/ cases, in small group settings, is the basis of the learning week in the first three years. There is early clinical exposure with a longitudinal clinical placement starting at the beginning of the second year of the programme. The first Pre-medical Basic Sciences year is designed to provide a solid grounding in the basic sciences that underpin the practice of medicine. The year focuses on genetics and molecular biology, development and functional histology, biochemistry and metabolism and the basis of physiology and pharmacology. These key courses are supplemented by two projects covering critical appraisal of literature and data analysis providing the basis for training in critical inquiry and evaluation of evidence. In the second year, the learning of the basic sciences remains the focus but this becomes integrated and system-based and covers sequentially the cardiovascular, respiratory, gastrointestinal, urinary, endocrine, musculoskeletal, neurological and reproductive systems as well as growth and development in childhood. Small-group learning continues as the backbone of the learning week and teaching in clinical and communication skills is introduced for the first time and follows the topic of the week as much as possible. Clinical placements are introduced and comprise longitudinal, once-weekly attachments in a range of clinical settings with the emphasis being on primary care facilities. The aim of the clinical attachment at this early stage is to give increasing confidence to the students in taking histories and conducting clinical examinations using skills learned in the simulation laboratory as well as to provide the necessary clinical context for the weekly cases. In addition to the horizontal integration of the learning week, Year 2 courses provide opportunities for spiral learning and vertical integration as is the case between molecular genetics in Year 1 and clinical genetics in the Reproduction, Growth and Development course of Year 2. In the third year, the basic structure of weekly cases continues, but the topics become more complex and address multiple systems. Longitudinal clinical placements, similar to those described in Year 2, also feature in the first semester and the first course of the second semester with the focus on providing opportunities to the students to practise their clinical and communication skills and to provide a broad clinical context for the learning in these courses. Year 3 courses are excellent opportunities for spiral learning and vertical integration of system-based physiology and pathophysiology as well as clinical and communications skills with a strategy that is no longer restricted by a body systems approach. The final course in Year 3 is Polymorbidity and the emphasis here shifts from a once-weekly clinical attachment to learning primarily in the clinical environment. The aim of this is to consolidate students’ skills in taking a clinical history, conducting a clinical examination and formulating a basic differential diagnosis as well as having a broad understanding of patient management. This course is designed to prepare students for the clinical training in Years 4 and 5 of the programme. In Years 4 and 5, learning takes place in the clinical environment. Curriculum delivery in Years 4 and 5 utilizes both horizontal and vertical integration. Medical and surgical disciplines are integrated horizontally, for example, Medical and Surgical Gastroenterology; Nephrology and Urology; Rheumatology and Orthopaedics. Vertical integration is utilized to build on previous knowledge, including formal structured revisiting of the basic sciences. Students revisit the conditions encountered in the earlier years, as well as less common disorders. Whereas the focus in earlier years is on reaching a diagnosis e.g. through history, examination and appropriate investigations, in Years 4 and 5, students are expected to place increasing emphasis on patient management. During the senior clinical years, the level of responsibility is gradually increased through revisiting topics previously encountered, which culminates in assistantship-type attachments in Year 5, in preparation for the first year of clinical practice. Students remaining in Cyprus for clinical training will need an appropriate knowledge of Greek so that they can better communicate with patients. The Medical School provides free Greek-language lessons to prepare students for this requirement. In addition to the courses that run sequentially through the academic year, key components of the curriculum are organised to run both horizontally and vertically across the years of the programme. These curriculum components are represented by streams as opposed to dedicated courses and examples include Health Psychology & Sociology, Health Law & Ethics, Global Health, Public Health, Populations & Epidemiology, Cultural Competence and Patient Safety. These represent indispensable curriculum elements aimed at equipping the graduates with the necessary knowledge, skills and competencies in order to practise safely and effectively. For example, they provide detailed insights into the complex manner in which patients and their families experience illness, the nature of the doctor-patient relationship, the ethical dimension of medical practice and the associated challenges and the promotion of health and prevention of disease in entire populations. The educational methods used in the delivery of the programme are based on modern educational principles and both well-established and innovative trends in medical education, as these relate to the teaching and learning of knowledge, skills and professional competencies. These principles include experiential learning, social cognitive theory, adult learning, self-directed learning, situated learning and learning in communities of practice. The overall approach is based on the need to deliver education to more mature learners and is characterised by a clear shift away from the more traditional, didactic forms of teaching and towards interactive learning. A backbone of small-group activities in various forms (mainly case/problem-based learning) underpins the educational strategy of the programme. This is appropriately complemented by some directed delivery in selected key topics, interactive large group sessions including flipped classroom and team-based learning, directed self-learning, computer-assisted learning, project work, practical & laboratory skills sessions, clinical & communication skills sessions, role playing, workshops, debates, journal clubs, interprofessional learning opportunities and education in the community and the clinical environment. The learning of skills required to practise medicine includes instruction in history taking, communication, examination and the performance of procedures in a safe simulated environment and in a well-structured and educationally stimulating format. In keeping with our focus on innovation, ultrasound skills are taught alongside clinical skills in a manner that gives students increasing confidence in the use of this modality. The learning of these skills is carried over into the clinical environment where students are closely and appropriately supervised and where workplace-based assessments are integral components of clinical training. Other important components of education in the clinical years of the programme are clinical demonstrations and clinicopathological conferences, designed to enhance the integration of the basic and clinical sciences by ensuring that the theoretical knowledge acquired in the earlier years continues to be relevant and applicable in the clinical environment and in the context of patient care. In terms of the various settings, these include a wide array of community, medical centre and hospital environments. In the community, beyond primary care and other outpatient facilities, students learn, for example, in community centres, old people’s homes, rehabilitation facilities, hospices, patients’ homes, remote communities through the School’s mobile clinic, schools and refugee centres. In terms of hospital settings, students receive training across the full range of secondary and tertiary referral facilities. Projects in the form of electives and selectives are also key components of the programme’s educational philosophy and methodology. These allow the students to develop their critical thinking, creative and presentation skills through an array of activities including working with and critically appraising literature, data analysis and handling, formulating research proposals, investigating topics in depth, preparing posters, presenting to peers and faculty and essay and report writing. The graduate entry MD programme (GEMD) is structured around 10 semesters over a period of 5 years. In each semester students are required to take 30 ECTS credits, completing 300 credits after 10 semesters of full-time tuition. The assessment in all five years of the GEMD Programme is designed to evaluate the knowledge, skills and professional competencies that students need to achieve in order to practice medicine. Knowledge and Skills are assessed by: Practical skills are assessed by Objective Structured Clinical Examinations (OSCEs). OSCEs are practical exams in which the students’ clinical and communication skills are evaluated in the context of standardized medical scenarios. Students have to demonstrate competency in a range of skills, including history-taking, explaining and negotiating, physical examination, procedural skills, clinical reasoning, diagnosis and management. Both simulated and real patients are involved. Professional Competencies are assessed longitudinally in every year and in Years 4-5 by Workplace Based Assessments and reflective portfolio entries. The details of assessment for each year of the graduate entry MD programme (GEMD) are thoroughly described in the Scheme of Assessment, which is available to the students upon enrolment on the programme. In the graduate entry MD programme (GEMD) several mechanisms are in place to ensure assessment is of the highest quality. All assessments are blueprinted against the curriculum and thoroughly reviewed by Internal Moderators, an Assessment Panel and an External Examiner. Pass marks are established via a standard setting approach, as appropriate for the type of exam. The results of each exam, including relevant psychometric analysis, are reviewed during Results Meetings. Formative assessments, such as formative online quizzes, are an integral part of Years 1-3 and play an important role in the support of learning. They are followed by a plenary feedback session delivered by the Course Lead. At the end of Year 2, students take a formative OSCE and detailed constructive feedback for each station is provided to them. The graduate entry MD programme is accredited by the Cyprus Agency of Quality Assurance and Accreditation in Higher Education (CYQAA). CYQAA holds Recognition Status by the World Federation for Medical Education (WFME) and the graduate entry MD programme is thus assessed against the rigorous standards for Basic Medical Education of WFME. The framework for WFME accreditation has been developed jointly with the World Health Organisation. This ensures that the quality of education is at an appropriate and comprehensive global standard. You may also find the programme listed in the World Directory of Medical Schools (WDOMS). This global mark of recognition enables our graduates to pursue a career in their chosen field of medicine around the world. For example, beginning in 2024, the Educational Commission for Foreign Medical Graduates (ECFMG) will only extend certification to international medical graduates of medical programmes that meet WFME standards. ECFMG certification is required for international medical graduates to pursue residency in the United States and thus practice medicine. The graduate entry MD programme (GEMD) has been designed to meet, and exceed, the requirements of the EU Directive on the recognition of professional qualifications (2005/36/EC) so as to enable graduates of EU and EEA member states to have their award recognised when applying to practise in EU and EEA member states, following graduation. With its WFME-based accreditation and EU Directive-aligned design, the programme is well-suited to those aspiring to engage in postgraduate specialty training around the world, following their graduation from the programme, including the United States and Europe. Students are advised to check with their own individual national authorities if they wish to practise in their own country. It should also be noted that individual countries have their own regulations as to the entry point of their training programme, as well as any additional requirements that may be needed (such as language proficiency). Our careers team provide support in that respect and throughout their journey, students will receive assistance and guidance in aligning with national licensure exams, such as USMLE, based on their preferred postgraduate pathway. With our devoted Student Success Team, students are matched with a personal tutor, as well as being invited to meet with our Career Advisers for a one-to-one meeting, starting in Year 1, in order to map and track their studies and career objectives. We build an individualised career profile to assist and guide each student in how to prepare for postgraduate training applications and registration processes after graduation. Our Student Success Team provide various Alumni-led student support mechanisms i.e. mentoring and mock interview coaching to name a few, as well as specialty specific presentations and information sessions hosted by alumni and career experts to offer best practice skills and information for working in different regions of the world to support student goals. With more than 80 nationalities of students represented at the Medical School, students study and practise with colleagues and faculty in a diverse environment that provides a competitive advantage in the global healthcare market. Graduates of our School’s programmes have been offered positions at over 200 medical centres around the world for residency training, fellowships, internships, and research. Our Admissions Advisors can provide further information on career options with this GE MD degree and any licensure requirements. ABachelor’s degree from any field with at least a 2.2 class honours or equivalent GPA. PLUS Entrance Examination MCAT: 498 minimum score Or GAMSAT: 55 minimum score (must have a minimum of 50 in all sections) Or UCAT: 2500 overall score with a minimum of 500 in each section, and a situational judgment score within Bands 1-3. Note that UCAT is accepted ONLY for those who hold a Bachelor of Science degree in the Life Sciences or Biomedical Sciences with at least a UK 2.2 class honours or equivalent GPA. Please contact us if you wish to inquire about your eligibility. Applicants from Israel can provide evidence of having the Tel Aviv University / Yeda exam with minimum overall score of 300 in place of the MCAT or GAMSAT requirement. The Medical School may also consider applicants from other education systems. For any other qualifications, please contact us so that we can assess eligibility. 6.5 overall in the IELTS (with 6.5 in writing and a minimum of 6.0 in all other elements), Or 79 in TOEFL iBT Or grade 5 in the GCSE (or B with the old grading system), Or a score of 5 in English in the International Baccalaureate Standard Level (SL), Or a score of 8 in English in the European Baccalaureate. Students whose native language is English and who originate from the UK, Ireland, USA, Australia and New Zealand, are exempt from this requirement. Students from English speaking provinces in Canada are required to provide an official letter from their high school and University that confirms that the language of instruction was English. Otherwise, they are required to provide proof of their English proficiency as per our admissions requirements. Applicants with an EU/EEA passport and who have graduated from an English-speaking university in one of the above six countries, but who are not from that country, may be able to submit the English language proficiency certificate used when enrolling in that university – our Admissions team can provide further advice on this. Third country nationals will be required to submit evidence of English language proficiency in line with the above requirements as part of the student visa process, regardless of the language of instruction of their first degree. The objective of the interview is to establish whether applicants have the appropriate skills and attributes to complete the programme successfully and to practise medicine professionally. Applicants need to demonstrate through volunteer experience that they have an understanding of the biological, psychological and social dimensions of medicine to support their application displaying suitability for a career in medicine. Annual tuition is €24,000 per year. In years 4 and 5, Clinical Training Supplement fees may be charged depending on clinical site allocation. On average, staying in Nicosia for the whole year will cost a minimum of €12,000. In addition to tuition, the following fees also apply: Our School has established a scholarship fund that is designed to assist students in partially funding their studies. An applicant must first meet our admissions requirements, successfully complete the interview, and be offered a place, before they can apply for such a need-based scholarship. If you have received an offer and are considering applying for a scholarship, please review your offer letter for relevant deadlines to ensure you apply in a timely manner.The University of Nicosia Medical School, the oldest and largest in Cyprus, offers an MD degree programme designed for those holding university degrees in any field.
Years 1 – 3
Year 4 -5
Curriculum Streams
Educational methods
Projects
REQUIREMENTS ECTS Pre-medical Basic Medical Sciences 60 ECTS Year 1 60 ECTS Integrated Studies – Basic and Clinical Sciences 120 ECTS Year 2 60 ECTS Year 3 60 ECTS Clinical Studies 120 ECTS Year 4 60 ECTS Year 5 60 ECTS Total Requirements 300 ECTS PRE-MEDICAL BASIC MEDICAL SCIENCES YEAR 1
Semester 1
Code/Title ECTS Lead 13 Dr Constantinos Voskarides 13 Dr Annita Achilleos GEMD-P001 Selective Project 1, Critical Appraisal of literature 4 Dr Nicoletta Nicolaou 30 Semester 2
Code/Title ECTS Lead 13 Dr Chloe Antoniou 13 Dr Katerina Prokopiou GEMD-P002 Selective Project 2, Data Acquisition and data handling; Biostatistics 4 Dr Nicoletta Nicolaou 30 YEAR 2
Semester 3
Code/Title ECTS Lead 13 Dr Evgenios Metaxas ,Panayiotis Avraamides 13 Dr Agnieszka Mitsides 4 Dr Panagiota Nakou 30 Semester 4
Code/Title ECTS Lead 13 Prof Joseph Joseph, Prof Theodoros Kyriakides 13 Dr Dionysios Vaidakis, Dr George Tanteles GEMD-P004 Elective 4 Dr Achilleas Pavlou 30 YEAR 3
Semester 5
Code/Title ECTS Lead GEMD-301 Mental Health 13 Dr Georgios Mikellides 13 Dr Achilleas Pavlou 4 Dr Agnieszka Mitsides 30 Semester 6
Code/Title ECTS Lead GEMD-303 Cancer 13 Dr Myria Galazi GEMD-304 Polymorbidity 13 Dr Anastasis Sioftanos, Prof Joseph Joseph GEMD-P006 Elective Project 6, Self-awareness & Self-care; Behavioural Sciences; Inter-professional learning (incl. mobile clinic voluntary work); Humanities; Cultural competence 4 Dr Achilleas Pavlou 30 YEAR 4
Semester 7
Code/Title ECTS GEMD-401 Clinical Specialties: Gastroenterology, Endocrinology GEMD-401 Clinical Specialties: Nephrology, Urology GEMD-401 Clinical Specialties: Cardiology, Respiratory GEMD-401 Clinical Specialties: Rheumatology, Orthopaedics, Dermatology 30 Semester 8
Code/Title ECTS GEMD-401 Clinical Specialties: Paediatrics GEMD-401 Clinical Specialties: Psychiatry 30 YEAR 5
Semester 9
Code/Title ECTS GEMD-501 Clinical Practice: Internal Medicine GEMD-501 Clinical Practice: General Surgery 30 Semester 10
Code/Title ECTS GEMD-502 Clinical Elective 30 Assessment of the Highest Quality
Career Prospects
Tuition and Living Costs
LOCAL/EU(€) INTERNATIONAL(€) Application fee (one-off/non refundable payment) 60 60 Administrative fee (deducted from the first semester tuition) 1,000 1,000 Entry Visa application and Alien’s registration fee (one-off/non refundable payment) – 150 Annual health insurance fee(compulsory for non-EU only) 180 180 Annual malpractice insurance fee (from Years 1-3) 300 300 Annual malpractice insurance fee (from Years 4-5, pending clinical site) 500-1250 500-1250 International student guarantee (one-off/refundable payment) – 400 Renewal of visa after one year (international/non-EU) – 55 Annual Personal accident insurance (Years 1-5 for both non-EU and local/EU) 50 50 Annual Clinical Training supplement for eligible students who will attend UK and USA placements (Years 4 – 5) 6000 6000 Annual Clinical Training supplement for eligible students who will attend Switzerland placements (Years 4 – 5) 3000 3000 *Please note that the above fees may be subject to change. Financial Assistance
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