Medical Doctor Program (MD 6 years)
The Medical Doctor educational program (360 ECTS) aims to develop caring, competent, confident medical doctors through outcomebased teaching approach ensuring high quality of health care and biomedical research in academic, in- and out-patients settings.
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 World Federation of Medical Education, and defined by TUNING/MEDINE learning outcomes for undergraduate medical education.
Employed teaching and assessment methodologies enable the acquisition and organization of knowledge match with 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 to the “top-bottom” principle.
Secondary School Certificate and Unified National Exam/MoES special Regulation
In case of MoES special Regulation:
Proof of Proficiency in English at B2 Level.
The MD curriculum is comprised of four loops referring to knowledge, skills and values, where every consecutive loop builds on 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 the evidencebased 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 competences reinforcing trans-disciplinary understanding of real-world challenges. Thus, final and highest level of learning objectives are met through hands on practice applying gained knowledge, skills and values independent of discipline specific understanding.
7000 USD (with scholarship USD 5250)
NVU implements transparent and consistent fee policy which does not alter throughout entire period of study. All intermediaries and agencies dully authorized are obliged to follow it. No other charges unless specific service offered (i.e. flight tickets, airport transfer, hostel accommodation or room rental, insurance etc.) may be charged.
Fee covers all costs related to teaching process, i.e. teaching materials, language enhancement courses (if needed), acknowledgment of prior learning as well as remaining student services.
Scholarships & funding
Following NVU's mission that endeavors equal access to education for students from around the world, a 25% University Scholarship is applicable to students who successfully pass elected courses during two consecutive semesters.
Medical Doctor - 360 credits
New Vision University
NVU aspires to create an open, innovative and collaborative environment, to ensure student engagement and serve society on a national and international scale. Upholding equal access and equity, it adheres to diverse student-centered education and lifelong learning opportunities. By collaborating...
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