Ambition of the European Medical College

With current educational capacity, we are expected to run short of almost 13 Million health care workers by 2035 to achieve universal health coverage. While this gap is already significant in absolute global numbers, it is also unevenly distributed across the globe. EuMeC will build a medical college across Europe and Africa. Teaching will be provisioned through a digital campus that is run by EuMeC and a network of teaching hospitals across Europe and Africa. We have set ourselves the goal of contributing decisively to closing the gap in Africa and Europe, by establishing an outcomes oriented curriculum with a scalable teaching model and thus enabling more talented young people to study medicine.

We believe that a novel, digital approach for investing into health and the education of the health workforce can unlock much needed bigger educational capacity. All factors considered, medical education can be scaled to the necessary levels whilst simultaneously establishing a lifelong learning environment in medical education.

This improvement in clinical training is achieved by increasing the amount of practical experience that students gain in a hospital. By working with a network of quality-assured teaching hospitals, the European Medical Collage can significantly increase the ratio of patients per students.

As a result, students will be spread out over several teaching sites and modern forms of distant learning will be implemented, in order to supplement and enhance the practical training in teaching hospitals. We have designed a collaborative online learning environment which adapts to student needs as well as to recent medical developments.

The academic knowledge thereby delivered through this innovative learning environment emphasises practical experience in premium clinical hospitals, starting from day one.

Our values

Founders

Prof. Dr. med. Andreas Hoeft

University of Bonn, Germany

Dr. Jürgen Laartz

Berlin, Germany

Mr. Holm Keller

MPA (Harvard), Germany

Teaching Staff

The composition of teaching staff and faculty reflects EuMeC’s utmost commitment to a modern, outcomes oriented, and patient centric curriculum centered around the 10 main causes of death. This leads to the following four groups of teachers:

  1. The founding faculty consists of leading international experts, committed to quality and outcomes oriented curricular development;
  2. Medical faculty, experienced and known experts in their field, dedicated to teaching and patient centric provisioning of knowledge;
  3. Teachers and Tutors, experienced physicians focused on case work and tutoring,
  4. Mentors.

"Evidence-based medicine is the conscientious explicit and judicious use of current best evidence in making decisions about the care of individual patients."

David Sackett, William Rosenberg, Muir Gray, Brian Haynes & Scott Richardson.
 Evidence based medicine: what it is and what it isn’t. BMJ; 13 January 1996

Learning Platform

A sophisticated online learning platform makes it possible to conduct theoretical medical tuition in a collaborative and intuitive environment and allows for a more focused practical learning experience on site.

Teaching Hospitals

EuMeC will build a medical college across Europe and Africa. Teaching will be provisioned through a digital campus that is run by EuMeC and a network of teaching hospitals across Africa, Europe, and Southeast Asia. This pan-European and pan-African network of teaching hospitals will provision the patient centric part of the medical curriculum.

Quality Assurance System

Key to achieving our strategy is an effective and efficient quality assurance system underpinned by quality teaching, up-to-date curriculum development as well as practical excellence. EuMeC aims to create an academic culture of quality which makes everyone responsible for the quality across the entire student lifecycle. 

Our Programme

The European Medical College’s curriculum goes beyond traditional medical tuition and is underpinned by the Basic Medical Education WFME Global Standards and the 60 overarching learning objectives, as stated by the Institute for International Medical Education (IIME) Core Committee.

A faculty of esteemed medical educators and clinicians from leading institutions globally, as well as qualified faculty from the teaching hospitals will come together to provide an in-depth and engrossing learning programme.

Through the use of a state-of-the-art online learning environment, engaging education content delivered in rich media formats will ensure that every student can grasp the curriculum and master the learning objectives.

Based on EuMeC’s rich curriculum, students will not only learn about biomedical fundamentals and other topics within their first year of the bachelor programme, but they will also get acquainted with the top ten causes of death globally, as stated by the WHO.

Evidence-based Medicine

Future physicians who have been trained at EuMeC are dedicated to deliver the highest possible quality of medical treatment to their patients. Therefore, we think that it is compulsory to teach the principles of evidence-based medicine from the beginning of their undergraduate studies.

Biomedical Fundamentals

The IIME Core Committee has developed the concept of “Global Minimum Essential Requirements” (GMER) and defined a set of global minimum learning outcomes, which students of the medical schools must demonstrate at the point of graduation. EuMeC’s medical curriculum builds upon these standards.

Current Health Issues including Top 10 Causes of Death by WHO

Of the 56.4 million deaths worldwide in 2015, more than half (54%) were due to the top 10 causes. Ischaemic heart disease and stroke are the world’s biggest killers, accounting for a combined 15 million deaths in 2015. These diseases have remained the leading causes of death globally in the last 15 years but are often not conveyed during basic medical training in developed countries.

We believe that students will not only have to deal with Biomedical Fundamentals within their first year of the bachelor programme, but should practice the newly gained knowledge with case studies around the top ten causes of death in the world from the beginning of their studies.

Clinical Competencies

At EuMeC, we have defined a set of basic practical skills that all students must learn and demonstrate. These skills will be practiced and tested longitudinally in the teaching hospitals during clinical rotations. Regular feedback is intended to enable students to detect weaknesses and to improve themselves continuously.

Non-technical Competencies

In medicine, technical skills consist mainly of physical examinations and treatments carried out by medical personnel. Complex procedures such as operations or treatments in intensive care units can also be defined as technical skills applied to the patient Students must understand that patient safety plays a significant role, both from the perspective of patients as well as the society. Patients safety can only be achieved if technical and non-technical skills will be applied together at the same time.

Curriculum

The structure of EuMeC’s curriculum for the Bachelor in Basic Medicine consists in total of 9 modules. Three of these modules are handled within an academic year. Each module will last 13 weeks.

The first eight weeks of each module will be used for an extensive online study, covering clinical, biomedical as well as non-technical learning objectives. Afterwards, students have a flexible schedule for one week, allowing them to revise and prepare for their upcoming clinical rotation. The final four weeks of each module are dedicated to the clinical rotation, consisting of intense small group coaching by experienced clinicians and practical experience under close supervision.

Programme Structure

EuMeC students who have attained the bachelor’s degree have acquired a solid basic medical knowledge which allows them to join the Master’s degree programme at EuMeC in order to finally obtain the qualification as a medical doctor within the EU. In addition, with the completion of the bachelor at EuMeC employment in various areas of the health care system is possible.

If all bachelor modules have been successfully completed, the student will receive the bachelor’s certificate in medicine. This degree will allow the continuation of the master’s studies at EuMeC, which is under development.

Tutoring and Mentorship

Throughout the entire student life cycle, EuMeC’s students will be supported personally by tutors and mentors.

Tutors will function as curriculum guides, whereas mentors will focus on the personal and professional development of the students.

Each student will be assigned to a mentor which will increase face-to-face interaction time as well as encourage the establishment of more favourable mentor/mentee relationships.

Thus, EuMeC is confident to create a unique academic atmosphere by pairing digital leadership with practical excellence.

Collaborative Learning

Learning in small groups increases the students’ motivation to learn, prepare and discuss topics. To achieve this goal, students will be divided in dedicated teams to solve study-related challenges.

At the core of team learning at EuMeC lies a superior digital learning concept which is centred around the student and motivated by peer accountability (collaborative learning). Based on the cornerstones of collaborative learning, EuMeC has designed an online medical learning environment focussing on a tailored learning experience within a collaborative atmosphere.

Practical Excellence

Teaching hospitals will give students a physical insight into clinical practices from the very first year of the curriculum and will complement online teaching by allowing hands-on medical experience within a hospital. The theory phase of each module will lay the groundwork for the practical phase of each module. This will allow students to apply the knowledge during the following clinical rotation where students will engage with clinical experts in the field and continuously receive constructive feedback through work-place based assessment at the end of each module.

Student Performance and Assessments

EuMeC desires to educate health professionals who are not only scientifically literate but also active and socially aware participants within their healthcare ecosystem. Becoming a well-rounded health professionals also requires comprehensive feedback and assessments. Therefore, students will be continuously assessed through different kinds of longitudinal, formative, and summative assessment.

Formative Assessments

Formative assessment will be held within the teaching hospitals and consist of Mini-Clinical Evaluation Exercise (Mini-Cex) 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

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.

We believe that it is more important to give students continuous feedback than to test short-term retained knowledge. Hence, the summative assessments as well as the formative assessment will take place longitudinally. To supplement the longitudinal
assessment students will sit an online exam at the end of each module to review and examine factual knowledge but also train clinical decision-making.

Performance Feedback

The ability to receive and provide feedback is essential for further learning and skills development. In contrast to traditional medical education, EuMeC will explicitly train students from the first modules onwards to both give and receive feedback with both peers and faculty.

A brief walkthrough of the EuMeC Process

Want to know more about us? Get in touch.

Send us an email