All Ethiopians will enjoy the highest possible standard of health care.
Produce competent, motivated and committed medical doctors for the 21st century, who can provide highest standard health care to the Ethiopian population.
The goals of the curriculum are to:
- Prepare medical doctors as clinicians who practice patient-centered medicine including health promotion and disease prevention
- Prepare medical doctors to save the lives of patients who need emergency surgical and life saving interventions where no specialist is available and make appropriate and timely referral decisions
- Develop medical doctors who are conversant with Ethiopia‘s health policies and community health needs, thereby rendering proactive, preventive, curative and rehablitative services on diseases of local importance
- Cultivate next generation medical doctors with the habits and skills of life-long learning
- Produce medical doctors equipped with the ability to conduct medical research, diagnose community health problems, search for causes, design solutions and involve all stakeholders including the community at large
- Develop future medical doctors with leadership, teaching and communication skills
- Equip medical doctors with a strong foundation in the biomedical, clinical, behavioural, social, epidemiological and cognate sciences
- Produce professionals that nurture the attitude, values and ethics of medical professionalism and the commitment to service
Upon successful completion of the program the degree of DOCTOR OF MEDICINE (MD) will be awarded.
In Amharic, it will read as “የህክምና ዶክትሬት ዲግሪ”
Duration of the Program
The duration of the program is 4 years and 6 months including one year of rotating Internships.
Overview of the Curriculum
This curriculum is intended to produce medical doctors equipped with the essential knowledge, skills and values to handle the problems of health care in Ethiopia. The desired candidates are Natural and Health Sciences graduates at the BSc level.
The curriculum has 3 major arms that are integrated horizontally as well as vertically:
Biomedical and Clinical Sciences, Professional Competency Development (PCD) and the Social and Population Health (SPH) Sciences.
The curriculum is organized in five major components:
- Introduction to medicine module
This module integrate the biomedical sciences ,Professional competency development (PCD)courses and is linked to social and population health (SPH)
- The System based modules
These modules integrates the Biomedical, Professional competency development sciences (PCD) around body systems and themes.
- The Social and Population Health (SPH) modules
These modules integrate the Social and Population Health Sciences around themes to be offered longitudinally but linked to the Biomedical and Clinical Sciences throughout the 4 years of the curriculum.
Clerkships enhance clinical training while integrating PCD and SPH with every discipline attachment.
Including primary care attachment and research.
The new curriculum is unique to Ethiopia’s Health Sciences and Medical Curricula in the following ways:
- Competencies are the basis of the curriculum development, delivery and assessment,
- It has integrated the different sciences at all levels,
- Integrating education with practice in laboratory, health care facility and the community at every level,
- Early clinical contact and longitudinal community based education,
- Introduced new and innovative learning and teaching methodologies including methodologies that encourage critical inquiry, self reflection and team building,
- Assessment of students is continuous, includes both formative and summative assessments and is used to improve learning,
- Special emphasis on emergency surgical and life saving skills, infectious diseases, rural health problems and national health priorities,
- Inter- and trans-professional education,
- Web- based curriculum with a wide range of e-resources for students and faculty.
The NIME curriculum will use several learning and teaching methodologies in the curriculum years.
The selection of these has been done after reviewing different methods used in medical education globally
and within the applicability of the Ethiopian context.
It includes Lecture, Small Group Sessions, Problem Based Learning (PBL),Whole Group Sessions,
Ambulatory Clinical Attachment, Skill Laboratory Sessions, Intergraded Biomedical Laboratory Sessions,
Community learning sessions, Hospital ward attachment learning, Journal clubs, Portfolio and Mentorship,
Role Modelling, Personal Research and Reflection Exercises.