Programme Background and Rationale

The curriculum for Amoud medical school emulates the national curriculum and has been developed in line with Somaliland’s medical education policy of August 2018. We are persuaded that the teaching in the medical field needs. to meet the standards if doctors are to be competent to apply their skills and learning to meet the health needs of people in Somaliland.
We are equally persuaded that the contents of the medical program taught should be directly relevant to the health needs of the people of Somaliland and appropriate to the context in which doctors will practice.
The design of this curriculum takes into consideration that on graduation, the newly qualified doctors will need to be prepared and able to enter a one-year period of supervised training as interns. Improved health is a key factor for human development and generally improve health status, increased productivity, educational performance and long-life expectancy.
The civil war and the subsequent brain-drain led to a huge decrease in the number of doctors in the country. At the time of Somaliland declaration of independence in 1991, there were only 98 doctors in the country.
In 2013 there were only 175 medical doctors for an estimated national population of 3.5 million, putting the doctor to patient ratio at 1:20,000, this is below the WHO recommendation of 1:1000.
Such a scenario has several negative consequences on health care; it can lead to

• Lower quality care for patients.
• Time constraints on doctor-patient interactions.
• Increased workload for healthcare practitioners, to make up for the disparity between supply and demand.
• Overworked and stressed healthcare practitioners, leading them to reduce hours, close practices, or leave the profession, adding to the shortage.
• Unnecessarily prolonged wait time before consultations.
• Higher prices for consultations, making it more difficult for access to a large number of the population.

This program in Bachelor of Medicine and Surgery in Amoud University is in response to fill this gap.

 Programme Objectives

General Objective

1. To produce physicians who are prepared to serve the fundamental purposes of medicine.
2. To produce physicians that possess the attributes(Knowledge, Attitude/Behavior and Skills) that are necessary to meet their individual and collective responsibilities to society

Specific Objectives

At the end of the programme, students should.

1. Explain the body structure, function, and behavior in health and in disease and to apply this understanding to analyses health, well-being and patients’ problems.
2. Diagnose, investigate, and manage patients and Prescribe medicines competently.
3. Critically appraise published research and to Conduct minor research projects.
4. Demonstrate the basic understanding of theory and principles of biomedical, Behavioral, and social sciences and of their application I the practice of medicine.
5. Demonstrate a good understanding of the local people, health, disease, their health care and how a doctor can contribute to optimize health where people live and where they access health care.

Programme Duration

The bachelor’s degree program in Medicine and Surgery spans five academic levels, which are further divided into 10 academic semesters, totaling approximately 220 weeks. This duration typically covers a minimum of five university years, followed by one internship year.

Throughout the program, both vertical and horizontal integration between courses is emphasized across all academic levels. Integration occurs primarily between core subjects and clinical subjects, with the proportion of clinical subjects gradually increasing as students’ progress academically.

In terms of credit hours, students are required to fulfill 327 credit hours during their study period. Each credit hour is equivalent to 25 grades.

The theoretical credit hour is equivalent to 15 contact hours, the practical credit hour is equivalent to 30 contact hours, the clinical credit hour is equivalent to 30 contact hours, and the field training credit hour is equivalent to 45 contact hours. Each contact hour is equal to 45-60 actual minutes.

Programme Modalities

• Horizontal Integration: Horizontal integration is achieved through the incorporation of multidisciplinary themes and topics across different courses and academic levels. This approach allows students to develop a holistic understanding of medical concepts and their applications in various contexts. Interdisciplinary collaboration and team-based learning activities are emphasized to promote communication skills, teamwork, and a patient-centered approach to healthcare delivery.
• Vertical Integration: Vertical integration involves the progressive deepening of knowledge and skills within specific subject areas as students advance through the program. This ensures continuity and coherence in learning, enabling students to build upon foundational concepts and apply them in more advanced clinical settings. Integration between basic sciences and clinical practice is emphasized from the early stages of the curriculum, allowing students to understand the relevance of basic science principles in clinical decision-making and patient care.
• Clinical Exposure: Clinical exposure is integrated throughout the curriculum, starting from the preclinical years and continuing into the clinical clerkships and rotations. This provides students with early and frequent opportunities to observe, interact with, and learn from healthcare professionals in real-world settings. Hands-on clinical experiences, simulations, and standardized patient encounters are incorporated to develop clinical skills, diagnostic reasoning, and professional competencies.
• Active Learning Pedagogies: The program employs active learning pedagogies, such as problem-based learning (PBL), case-based learning (CBL), small group discussions, and experiential learning activities, to engage students in active exploration, analysis, and synthesis of knowledge. These pedagogical approaches foster critical thinking, self-directed learning, and lifelong learning habits, preparing students to adapt to the evolving landscape of healthcare.
• Assessment and Feedback: Assessment methods are aligned with the program’s learning objectives and emphasize the evaluation of clinical competencies, communication skills, professionalism, and ethical decision-making. Ongoing formative assessments, objective structured clinical examinations (OSCEs), and performance-based assessments provide students with timely feedback and opportunities for self-reflection and improvement.

Curriculum Plan

Admission Requirements

Amoud Medical School seeks to enroll candidates who demonstrate both academic excellence and a strong commitment to personal and professional growth. The following admission requirements apply to both local and international applicants seeking admission to the medical program:

• • Applicants must demonstrate the academic ability to successfully complete the freshman year of undergraduate studies.
  • A minimum cumulative Grade Point Average (GPA) of 3.0 out of 4.0 or equivalent, in courses relevant to the pre-medical curriculum in freshman, is required.

Transfer Rules for Amoud Medical School

Amoud Medical School welcomes transfer students who meet specific criteria and demonstrate a commitment to academic excellence and professional growth. The following transfer rules apply to both local and international applicants seeking admission to the medical program:

1. Eligibility Criteria:

• Transfer applicants must have completed a minimum of one year of medical education at an accredited institution recognized by Amoud Medical School.
• Applicants should have a strong academic record, including successful completion of prerequisite courses relevant to the medical curriculum.
• International transfer applicants are required to provide evidence demonstrating that English was the medium of instruction at their previous institution.

2. Course Equivalency:

• Transfer credits will be evaluated on a case-by-case basis to determine course equivalency and alignment with the curriculum at Amoud Medical School.
• Applicants may be required to submit course syllabi, transcripts, and other relevant documentation for review by the admissions committee.

3. Academic Standing:

• Transfer applicants must be in good academic standing at their current institution, with a minimum cumulative Grade Point Average (GPA) that meets or exceeds the academic standards set by Amoud Medical School.
• Applicants who have been subject to academic probation, disciplinary action, or dismissal at their previous institution may be ineligible for transfer.

4. Available Slots:

• Admission as a transfer student is contingent upon the availability of slots within the medical program at Amoud Medical School.
• Transfer applicants will be considered based on space availability, program capacity, and institutional priorities.

5. Application Process:

• Transfer applicants must complete the standard application process for admission to Amoud Medical School, including submission of all required documents, such as transcripts, letters of recommendation, and a personal statement.
• International transfer applicants may be required to provide additional documentation, such as proof of visa status and financial support.

6. Interview and Assessment:

• Shortlisted transfer applicants may be invited to participate in an interview or assessment process to evaluate their suitability for admission.
• The assessment provides an opportunity for applicants to proof their academic background and academic capability.

7. Decision and Notification:

• Admission decisions for transfer applicants will be made based on a holistic review of their academic credentials, personal attributes, and alignment with the mission and values of Amoud Medical School.
• Applicants will be notified of the admission decision in a timely manner, typically within a specified timeframe following the completion of the application process.

Staff, Facilities and Equipment

Amoud Medical School is equipped with a range of resources to support its educational mission and provide students with a comprehensive learning experience. With a dedicated staff, state-of-the-art facilities, and extensive community engagement initiatives, the school strives to foster excellence in medical education and healthcare delivery.

1. Expert Faculty:

Amoud Medical School boasts a highly qualified faculty comprising over 40 staff members, including experienced clinicians, researchers, and educators. These faculty members bring diverse expertise and perspectives to the classroom, enriching the learning environment and ensuring students receive high-quality instruction.

2. Teaching Hospitals:

The school is partially or fully operating three main teaching hospitals, providing students with opportunities for hands-on clinical training and exposure to a wide range of medical specialties. These hospitals serve as invaluable training grounds for students to apply theoretical knowledge in real-world clinical settings, under the guidance of skilled healthcare professionals.

3. Community Outreach Programs:

Amoud Medical School is committed to community engagement and outreach, conducting extensive weekly programs to address the healthcare needs of underserved populations in the surrounding communities. These outreach programs not only benefit the local population but also provide students with valuable opportunities to gain practical experience, develop empathy, and contribute to public health initiatives.

4. Skill and Simulation Labs:

The school features well-equipped skill and simulation labs, equipped with advanced medical technology and simulation equipment. These facilities allow students to practice clinical skills, procedural techniques, and emergency simulations in a safe and controlled environment, enhancing their competency and confidence as future healthcare providers.

The programme intends to produce a doctor with the following 7 roles of competencies:

1. Professional: societal role as professionals; societal expectations of professionals; clinical competence and a commitment to ongoing professional development; adherence to ethical standards; values such as integrity, honesty, altruism, humility, respect for diversity; transparency with regard to conflicts of interest; taking responsibility for own health and wellbeing and that of their colleagues.
2. Medical practitioner: Providing safe, high quality patient centred care; collect and interpret information, make clinical decisions and carry out diagnostic and therapeutic interventions; understand the limits of their expertise; decision making informed by best practice and research evidence and patients circumstances and preferences; availability of resources.
3. Communicator: active listening; exploring patients’ perspective; understanding of the patients’ context, socio economic status, family history, stage of life, sychological/social issues; guidance by evidence; communication with others involved in patient care.
4. Collaborator: to ensure high quality patient care; involvement of their families, physicians and other colleagues; relationships based on trust, respect and decision making; sharing of knowledge, perspectives and responsibilities; willingness to learn together; understanding the roles of others.
5. Health advocate: contributing to efforts to improve the health and well being of patients; disease prevention, heath promotion and health protection; promoting health equity; support patients in navigating the health care system; advocate with them.
6. Teacher, researcher and scholar: continual evaluation of daily work, sharing and comparing their work with others; actively seeking feedback; use multiple ways of learning; continually learn and model practice of lifelong learning for others; identify pertinent evidence, evaluate it and apply it to their practice and scholarly activities; recognize uncertainty in practice and address knowledge gaps.
7. Leader: shared decision making; demonstration of collaborative leadership and management; contribute to improving health care; integration of personal lives with their clinical, administrative, scholarly and teaching responsibilities.