EUC School of Medicine Handbook & Course Catalogue 2018

September 2018 School of Medicine, EUC/Student Handbook

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EUC School of Medicine

Handbook & Course Catalogue

2018 – 2019

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Disclaimer

All information in the EUC Student Handbook & Course Catalog are subject to revision, with

changes in course offerings, academic rules and instruction plans. Information contained

herein supersedes previously published descriptions and is subject to change.

 
 
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Table of Contents 
SECTION I:  GENERAL INFORMATION ....................................................................................... 5 
1. Mission and Outcomes ............................................................................................................. 6 
1.1  Mission – Vision - Values .................................................................................................... 6 
Medical School Organization - Administration ........................................................................... 8 
Clinical Training at EUC ............................................................................................................... 9 
Clinical training assistant .......................................................................................................... 11 
Student Health and Safety Officer: ............................................................................................ 11 
Academic Advisors .................................................................................................................... 12 
Academic (Pre-Clinical) Advisors .............................................................................................. 12 
Clinical Training Advisors .......................................................................................................... 13 
Medical School General Policies ............................................................................................... 13 
Academic Calendar .................................................................................................................... 18 
Student Assessment Methods ................................................................................................... 21 
Components of Clinical Training Assessment ......................................................................... 22 
Remediation Policy for Absentees or Low GPA ....................................................................... 26 
SECTION II:  ACADEMIC & CLINICAL REQUIREMENTS FOR MD PROGRAM ........................ 26 
Phase I: Foundations of Medicine (Years 1 -2) ......................................................................... 27 
Structure & Function:  From Molecules to Cells ........................................................................ 27 
Structure & Function:  Body System in Health I......................................................................... 27 
Structure & Function:  Body System in Health II........................................................................ 28 
Structure & Function:  Body System in Health III ....................................................................... 28 
Medical Student Competencies ................................................................................................. 31 
Self-Directed Learning – Computer Assisted Learning ........................................................... 35 
SECTION III:  STUDENT RESOURCES ...................................................................................... 36 
Library ...................................................................................................................................... 36 
Moodle ...................................................................................................................................... 36 
USMLE Services ....................................................................................................................... 37 
SECTION IV:  STUDENT HEALTH & SERVICES ........................................................................ 39 
Health Requirements .................................................................................................................. 39 
Student Health and Safety ......................................................................................................... 40 

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Counseling and Mental Health Support .................................................................................... 41

SECTION V: COURSE CATALOG & DESCRIPTIONS .............................................................. 42

Foundations in Medicine Year 1 ................................................................................................ 42

Foundations in Medicine Year 2 ................................................................................................ 47

Foundations of Clinical Practice Year 3 .................................................................................... 52

Clinical Medicine Core Year 4 ................................................................................................... 57

Clinical Medicine Core Year 5 ................................................................................................... 59

Clinical Medicine Core Year 6 ................................................................................................... 61

Elective Courses (Pre-Clinical and Clinical) .............................................................................. 63

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Section I: General Information

Welcome Message

On behalf of the European University Cyprus School of Medicine faculty, clinical teaching personnel,

staff and administration, welcome to the Clinical Training Core Program. Our exceptional and

diverse faculty and personnel are fully committed to the dissemination of medical knowledge and

the training of a new generation of competent physicians. We are dedicated to the teaching process

as we constantly aim to improve and embrace modern principles of medical education. At EUC, we

continuously strive towards providing an optimal learning environment by: 1) constantly improving

our understanding of medical knowledge; 2) remaining innovative, both in our curriculum and

teaching practices; and 3) inspiring our student to be passionate about providing their patients with

the best possible care.

Medical Education at EUC embraces a spiral, competency-based curriculum designed to introduce

students to the best practices in patient care, using innovative teaching strategies, exposure to

advanced simulation training, and much more. The horizontally integrated, spiral program of the

first three years of the Structure – Function curriculum, where students learn clinical skills from their

first year, was designed to ensure a smooth transition from basic to clinical science applications.

As we enter the Era of Bioinformatics, medical educators are challenged to seek innovative teaching

methods that address the multitude and magnitude of scientific, technological and demographic

factors that have converged to revolutionize today’s approach to human health and well-being.

These advancements not only bring challenges and new demands to today’s physicians, but also to

today’s medical educators. EUC’s mission is to prepare our students to excel in the art of healing,

but also to become inspired innovators for the advancement of knowledge and patient-centered

healthcare.

Our affiliation with state-of the art clinics and hospitals affords our students with a unique clinical

learning experience. Each center is a foremost healthcare provider. With this exposure to an

incredible diversity of patients, our graduates emerge fully prepared to practice medicine in this

increasingly global society. Our aim is that our students experience a full spectrum of health care

environments.

EUC is stepping to the forefront of global medical and health education. We are dedicated to

preparing the healthcare leaders of tomorrow, with outstanding clinicians and scientists who will

contribute to the advancement of science and medicine across the globe.

Professor G. Petrikkos Professor E. Johnson

Dean Vice Dean

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1. Mission and Outcomes

1.1 Mission – Vision - Values

The Mission of the School of Medicine is to educate medical students, graduate students,

and postdoctoral fellows in accordance with the highest professional standards; to train

competent and caring physicians to practice patient-centered medicine of the highest

standard; and to identify and answer fundamental questions in the mechanisms, prevention

and treatment of disease, in health care delivery and in the basic biomedical sciences.

The Vision of the undergraduate curriculum is to produce leaders in Medicine who will learn

to apply the foundation of a broad medical education to improve health at a National and

International level through patient care, research, and education.

The core Values of the EUC School of Medicine are

Excellence in the conduct of education, research, patient care and community

engagement

Integrity Acting with honesty, accountability & social responsibility

Respect Demonstrated by civility and communication worthy of the trust

given to us as teachers, scholars and healers

Collaboration Fostering creative partnerships with open communication

Community Dedication to improve the quality of life of the community

Transparency Promoting an atmosphere of openness to promote quality in

medical education, research and clinical care

Educational Strategy

The six-year curriculum at European University Cyprus is fully integrated both horizontally

(systems-based) and vertically (spiral-design) and is divided in three educational phases.

Phase I: Foundations of Medicine (years 1-2)

Phase II: Foundations of Clinical Practice (year 3)

Phase III: Clinical Medicine Core (years 4-6)

The curriculum at EUC engages multiple active and cooperative learning strategies.

Innovated and web-based educational resources have been tightly intercalated in the

program. The underlying educational aim underpinning the EUC Medical Curriculum is

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constructivism, which allows students to learn and create their own constructs of medical

knowledge.

General Competencies

The EUC School of Medicine curriculum has been designed to facilitate the development of

important competencies in our students. As a measure of his or her competence, every

EUC Medical School graduate will:

 Apply scientific principles and a multidisciplinary body of scientific knowledge to the

diagnosis, management, and prevention of clinical problems.

 Understand the variation in the expression of health and disease through critical

evaluation of biomedical research.

 Obtain a sufficient level of medical knowledge to understand the basic facts,

concepts, and principles essential to competent medical practice at a local and global

level.

 Exhibit the highest level of effective and efficient performance in data gathering,

organization, interpretation and clinical decision making in the prevention, diagnosis,

and management of disease.

 Understand and respond to factors that influence the social, behavioral, and

economical factors in health, disease and medical care.

 Demonstrate effective and compassionate interpersonal communication skill toward

patients and families necessary to form and sustain effective medical care.

 Present information and ideas in an organized and clear manner to educate or inform

patients, families, colleagues and community.

 Display the personal attributes of compassion, honesty and integrity in relationship

with patients, families, and the medical community.

 Adhere to the highest ethical standards of judgment and conduct as it applies to the

health care milieu.

 Demonstrate a critical self-appraisal in his/her knowledge and practice of medicine,

as well as received and give constructive appraisal to/from patients, families,

colleagues and other healthcare professionals.

 Understand the limits of personal knowledge and experience and will demonstrate

the intellectual curiosity to actively pursue the acquisition of new knowledge and skills

necessary to refine and improve his/her medical practice or to contribute to the

scientific body of medical knowledge.

 Conduct innovative and collaborative research (with behavioral and social

sciences) and integrate this knowledge into the practice of medicine.

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Medical School Organization - Administration

Dean

Chair

Clinical Training

Committee

S&F

Coordinator

& Committee

Chair Division

Internal

Medicine

Chair Division

Surgery

air Division

Surgery

Chair Division

Child / Maternal

Health

Chair Division

Neurosci/Mental

Health &

Sensory

Hospital Coordinator

Clinical Ed (HCCE)

Affiliated Hospital

Dept Clerkship

Coordinator (DCC)

Internal Medicine

DCC

Surgery

DCC

Child /

Maternal

Health

DCC

Neurosci/Menta

l Health &

Sensory

Chair Division

Functional Sciences

Chair Division

Structural Sciences

Course

Heads

Course

Heads

Course

Coordinator

Course

Coordinator

Course

Coordinator

Course

Coordinator

Clinical Instructors

Curriculum

Committee

Strategy & Institutional

Advisor

Ch Division

Social Med/

Public Health/

Primary Care

DCC

Social

Med/Public

Health/

Primary Care

Course

Coordinator

Vice Dean

Vice Chair

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Clinical Training at EUC

EUC has a formal administrative and academic structure for facilitating the clinical training

of its medical students at its affiliated hospitals. The Dean, in collaboration with the Deputy

Dean and Chair, oversees and is responsible for the Clinical Training (Clerkship) programs

at EUC, School of Medicine. As such, they are not members of any clinical training

committee. The School council appoints a seven-member Clinical Training Committee

(CTC), who are all full-time faculty and Chairs of the Clinical Divisions (see below) and the

committee elects by majority a Chairman. (When available, senior faculty members are

selected as Chairs of the Clinical Divisions and the Chairman of the CTC). The Chairs

appoint by majority vote, two additional full-time faculty members (any rank). The Office of

the Dean can include additional full- or part-time faculty in the CTC, under special

circumstances.

The Clinical Training Committee:

 Oversees the planning of clinical training for all years of study

 Assists the Dean in recruiting and assigning academic and clinical faculty in clinical

training

 Are the liaison between the clinical training sites and the faculty responsible for

academic program and course content (Hospital coordinators and Course

Coordinators)

 Ensures optimal cooperation between all affiliated persons and sites

 Ensure appropriate training of scientific (clinical) collaborators and clinical instructors

 Ensures optimal function of clinical training courses across all years of study

 Ensures an environment of safe collaboration between the School and affiliated

healthcare sites

 Assists the Dean in administrative, financial and other relevant obligations of the

School of Medicine related to the clinical training

 Ensures that the learning objectives outlined for clinical training are achieved

 Ensures accurate, complete and objective student evaluation

 Works in collaboration with the academic and hospital coordinators, to solve any

issues that may arise up during clinical training

 Oversees appropriate completion and evaluation of the logbooks

The medical program at EUC is comprised of 7 primary Divisions (5 of which are Clinical

Divisions), to which the courses and subjects are distributed. The Chairs of the Clinical

Divisions (Internal Medicine, Surgery, Child & Maternal Health, Social Medicine/Public

health/Primary Care, and Neuroscience/Mental Health/Sensory Systems) are full-time

senior faculty (Associate Professor or Professor) and are responsible for the overall

academic content and coordination of the courses taught in that Division. They oversee

clinical program and rotations at each affiliated hospital and ensure equality of training for

EUC students across all clinical training sites.

The Division Chairs work with heads of each course (Course Coordinators) taught in that

Division, who are also full-time faculty and coordinate the instruction of the course by full-

time faculty and scientific / clinical collaborators (part-time teaching faculty). Clinical

Collaborators are healthcare professionals who hold a medical specialization and a

doctoral degree, as defined by the EUC Charter. Posts of Scientific (Clinical) Collaborators

are contractual for the duration of one or two academic semesters, which may be renewed.

The Council of School of Medicine identifies the needs for positions, which are confirmed

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by the Dean in consultation with the Vice-Rector of Academic Affairs and the Department

of Human Resources. A Committee consisting of Departmental Faculty members assesses

the scientific qualifications and experience of each candidate for each specific

position/discipline and prepares a detailed report with supporting documentation. Based on

the Committee’s report, the final selection is made by the School Council.

Administration

Dean, School of Medicine

Prof. George Petrikkos

Deputy Dean, School of Medicine

Prof. Elizabeth O. Johnson

Chair, School of Medicine

Prof. Ioannis Patrikios

Vice Chair, School of Medicine

Prof. Theodoros Xanthos

Strategy & Institutional Advisor

Advisor of Clinical Studies & Hospital Affiliations

Prof. Vasilios Zerris

Clinical Divisions: Chairs & Chair Assistants

Internal Medicine

Chair: Constantinos Tsioutis, Lecturer

Chair Assistant: Aris Angouridis, Lecturer

Surgery

Chair: Ingeborg Friehs, Associate Prof.

Chair Assistant: Dimitrios Ntourakis, Lecturer

Child & Maternal Health

Chair: Theoklis Zaoutis, Prof.

Chair Assistant: Pantelis Trompoukis, Asst. Prof.

Neuroscience, Mental Health & Sensory Systems

Chair: Gerhard Friehs, Prof.

Chair Assistant: George Hadjigeorgiou, Lecturer

Social Medicine (Public Health & Primary Care)

Chair: Anastasia Symeou, Special Scientist

Chair Assistant: Eirini Agapidaki, Lecturer

Contact Information

Questions can be addressed to:

Eva Charalambous, Administrator

at [email protected]

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Clinical Training Committee (CTC):

The Committee is comprised ex officio by the 5 Chairs / Directors of the Clinical Divisions.

The Chairs appoint by majority vote, two additional full-time faculty members (any rank).

The CTC reports to the Office of the Dean.

The Chair of the Committee (Associate or Full Professor) is determined by majority vote by

the entire Committee.

1. Constantinos Tsioutis, Lecturer

2. Ingeborg Friehs, Associate Professor

3. Theoklis Zaoutis, Professor

4. Gehardt Friehs, Professor

5. Anastasia Symeou, Special Scientist

6. Pantelis Trompoukis, Assistant Professor

7. Nikos Karpettas, Lecturer

Clinical training assistant

A clinical training assistant is appointed to assist the CTC in various matters regarding

clinical training coordination, including clinical training schedule preparation,

communication with external parties (including hospitals, clinical instructors and the Ministry

of Health), student vaccination forms, compensation of affiliated clinical sites and clinical

instructors, on-site supervision of student attendance, etc.

Clinical training Assistant: Mr. Charalambos Pittas

Student Health and Safety Officer

An Occupational medicine specialist, a General Physician or an Internist is appointed to

oversee health requirements and vaccinations of all students and keep record of any health

issues that might arise (eg.acute conditions that affect student attendance or performance).

It is clear that the Student Health and Safety Officer is not responsible for management of

any acute or chronic health conditions of the students of EUC.

Student Health & Safety Officer: Dr. Constantinos Tsioutis

Assistant Health & Safety Officer: Dr. Aris Angouridis

Nurse Assistant: Mr. Charalambos Pittas

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Academic Advisors

Counseling Center

Students in need of personal counseling should contact the Office of Student Affairs to

arrange a confidential, one-on-one meeting with a qualified professional. The service is also

available to academic and administrative personnel to help individuals cope with any

emotional and psychological challenges. A counselor is available on campus for

consultation by appointment throughout the academic year.

Student Advisors

The Advisors are full-time employees of the Student Advising Center, which assigns

students to individual Advisors. A first meeting is arranged to discuss the student’s interests

and career objectives, and to decide on course options. A Registration Form is then

completed and signed by both parties, to be submitted to the Office of the Registrar.

Students are encouraged to contact their Advisor at any time during the academic year.

However, it is mandatory to meet at least once a semester to discuss course options.

Meetings may be arranged during office hours or by appointment. The Student Advising

Center is located at the ground floor of the West Block building.

Academic (Pre-Clinical) Advisors

Each student is also assigned an Academic Advisor, to track each individual student from

year 1 through year 3 (semesters 1 – 6). Academic Advisors are full-time faculty of the

School of Medicine, and are responsible for assisting the student in defining and

developing realistic educational goals, in keeping with his/her abilities, skills, interests, and

career aspirations. Academic Advisors are also responsible for ensuring the student is

aware of university regulations and policies.

Academic Advisor Assignments (Pre-Clinical Years):

Class 2018/2024

Eirini Agapidaki

A - D

Constantinos Michaelides

E - I

Ilias Nikas

J - M

Dimitrios Ntourakis

N - P

Ioannis Patrikios

Q - S

Anastasis Stephanou

T - V

Theodoros Xanthos

W - Z

Class 2017/2023

A. Stephanou Section B

I. Patrikios Section A

Class 2016/2022

D. Ntourakis

I. Nikas

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Clinical Training Advisors

The Clinical Training Committee assigns full-time faculty members to serve as Clinical

Training Advisors to track each individual clinical student from year 4 through year 6

(semesters 7 – 12). Each advisor ensures that all requirements are correct and complete,

including: reviewing evaluation, grades and graduation requirements and updating rotation

schedules. Students must maintain contact with their Clinical Training Advisor throughout

their clinical terms until graduation.

Clinical Training Advisors

1. Full-time faculty members, clinical doctors, assigned by Clinical Training Committee

2. Each advisor ensures that all requirements are correct and complete

3. Review evaluations, grades and graduation requirements and updating rotation

schedules.

4. Students must maintain contact with their Clinical Training Advisor throughout their

clinical terms until graduation.

Clinical Training Advisor Assignments:

Class 2015/2021

Aris Angouridis

A - D

Ingeborg Friehs

E - I

Goerge Hadjigeorgiou

J - M

Nikos Karpettas

N - R

Pantelis Trompoukis

S - V

Constantinos Tsioutis

W - Z

Class 2014/2020

C. Tsioutis

Class 2013/2019

C. Tsioutis

Medical School General Policies

GENERAL POLICIES (Details can be found in the University Bulletin)

Averaging Grades

A Grade Point Average (G.P.A.) is determined for each student at the end of each semester.

The Grade Point Average (G.P.A.) is computed by multiplying the number of credit hours of

each course by the grade points equivalent to the letter grade received, and then adding

them. The sum total is then divided by the total number of credit hours for which the student

has received a grade. Grades reported as "I", "W", "P", "AU", "PE" or "GP" are not computed

in the average.

COURSES ON A PASS/FAIL BASIS

Undergraduate students in good academic standing may choose up to 12 semester hours

of credit towards a degree to be graded on a pass-fail basis. A student may be allowed to

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take a maximum of two courses on pass/fail basis per academic year. Courses in a student's

major and those considered as correlated to his major, cannot be taken as pass/fail. Only a

grade of "F" will be computed into the G.P.A. Students must notify the Office of the Registrar

of their intention to take a pass/fail course within the first ten weeks of a Fall or Spring

semester, or the first two weeks of a summer session.

WITHDRAWAL FROM COURSES

Students receive no credit for courses they choose to withdraw from. All withdrawals are

subject to the tuition refund policy cited in the University Bulletin.

a. Withdrawal initiated by student

A student has the responsibility to officially withdraw from a course that he or she does not

intend to complete. A student must complete the official “withdrawal form” and submit it to

the Office of the Registrar. Students who withdraw from a course before the dates listed

below will receive a grade of ‘W’ that will not affect the student’s G.P.A.

 Fall and Spring Semesters: End of tenth week of classes

 Summer Session: End of third week of classes

Students who do not file for withdrawal with the Office of the Registrar within this time

continue to be registered for the course(s) and if they have not completed the requirements

of the course(s), will be assigned an ‘F’ as a final grade.

WITHDRAWAL FROM THE UNIVERSITY

Students wishing to withdraw from the University must file a "Withdrawal Form" at the Office

of the Registrar. It is the student's obligation to complete this final procedure. Failure to do

so leaves the student liable for all of the current semester's tuition and fees and will result

in grades of "F" being assigned automatically to the student’s courses.

REPETITION OF WORK

If a student repeats a course, the new grade will be included in the student's cumulative

grade point average. The grade previously earned will not be included in the student's

overall grade point average, although it will be listed on the student's permanent academic

record and transcript.

CHANGE OF GRADE

Once grades have been submitted to the Office of the Registrar no changes are allowed,

unless an instructor completes a "Grade Change” form, in which he/she explains that a

legitimate error has been made in the calculation of a student's grade.

APPEALS PROCEDURE

In the case where a student believes that the grade received is different from what was

expected, he/she must exhaust all possibilities of resolving the problem with the pertinent

instructor first. If this does not lead to a resolution, the student may appeal against the grade

by filing a petition with the Office of the Registrar.

The Registrar will forward a copy of the petition to the pertinent Chairperson of Department,

who will first ascertain that no error was made by the instructor, and if so will assign an

anonymous re-evaluation of the final examination/project to another instructor. In the case

of major discrepancy between the instructor’s evaluation and the re-evaluation that will

require change of grade, the average of the two evaluations will be assigned as the final

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grade to the final examination/project. Changes of grades resulting from an appeal require

the endorsement of the Dean of School.

For a petition to be reviewed, a student must appeal within four (4) weeks from the date the

results are announced.

PROBATION

Any student, whose cumulative G.P.A. falls below "C" or its equivalent (2.0 G.P.A.) is placed

on probation. A student who remains on probationary status for two consecutive semesters

faces possible dismissal from the University.

PROBATION RULE (approved by Senate)

The School of Medicine expects all medical students to fulfill their responsibilities and

conduct themselves in a competent, professional manner, and to follow the rules,

regulations and policies of the European University of Cyprus and affiliated hospitals, as

well as National Law. In the event that a medical student falls short of these expectations,

and fails to satisfactorily perform in the educational or training program, the student will be

counseled and/or disciplined for his/her actions or inactions. Outlined below is the current

course of action, that has been decided by the Leadership of the School of Medicine and

the Rectorate regarding those students who have failed, (grade: F) any course(s), or who

have a GPA less than 2.0 and according to 48th Senate decision taken on 28/2/2017 there

will be termination of studies as result of GPA lower than 1.7 by the end of year 2 (two).

Once retake exams have be graded, the Faculty of the School of Medicine will assess the

case of each individual student with a low GPA (less than 2.0) in order to determine the

appropriate course of action regarding the student’s future in the School of Medicine.

Specifically, students who received a “Letter of Probation” last year and still maintain an

unacceptably low GPA will be given only one last opportunity to correct their GPA during

the coming Semester. At the end of the Fall semester, these students (e.g. those who have

already received a letter of warning in the past), and continue to maintain a very low GPA

will receive a “Letter of Termination”, with the option to either change their program of study

(e.g. biology) or to withdraw from the school.

For those students who, on the other hand, have not yet received a “Letter of Probation” in

the past, but perform unsatisfactorily, will receive a “Letter of Probation” at the end of the

semester, with subsequent consequences should their performance not improve.

CRITERIA FOR GRADUATION OF UNDERGRADUATE STUDENTS

In order to qualify for graduation an undergraduate student must fulfill the following:

a. Complete the degree requirements in the major program as specified in the

Bulletin.

b. Complete at least the last two years or 60 credits or 120 ECTS in residence at

EUC, unless the Law provides otherwise.

c. Maintain a cumulative G.P.A. of at least 2.00 for all credits taken at EUC.

d. Settle all financial obligations to the University before certification for graduation is

granted.

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GRADUATION HONOURS

Bachelor degree students are identified for high academic achievement as follows:

SUMMA CUM LAUDE: Final G.P.A. of 3.85-4.00

MAGNA CUM LAUDE: Final G.P.A. of 3.65-3.84

CUM LAUDE: Final G.P.A. of 3.50-3.64

To be eligible for honours, students must complete at least 60 credits/120 ECTS at EUC.

Only EUC credits are considered in determining eligibility for such honours.

STUDENT RIGHTS, DUTIES AND RESPONSIBILITIES

This Annex describes the status of the University's students as members of the academic

community. Each enrolled student has the right to expect the University to fulfill its

educational responsibilities as effectively as its capacity and resources will permit.

Correspondingly, the University must exercise the right to establish and maintain

standards of conduct, which will promote an atmosphere conducive to learning and

meaningful individual development. Since rights carry with them certain responsibilities,

the following rights and responsibilities, institutional as well as for students, are set forth

with accompanying procedures for implementation.

BASIC RIGHTS

The following listing of basic rights is not intended to deny or limit the rights of students in

any way. Rather, it is intended to focus special attention on the rights listed because of their

importance in the educational process.

1. Free inquiry, expression, and assembly are guaranteed to all students subject to the

limitations of this document and other University regulations and policies which are

consistent with the provisions of this document and the Constitution and laws of the

Republic of Cyprus.

2. Students are free to pursue their educational goals; appropriate opportunities for

learning shall be provided by the University.

3. The right of students to be secure in their persons, papers, and effects against

unreasonable searches and seizures is guaranteed.

4. In cases involving possible sanctions of suspension, or expulsion or actions which may

place limitations on the student's right to pursue the student's educational objective,

the student shall receive prior notice of the nature and cause of the charges against

the student, shall be informed of the nature and source of the evidence presented

against the student and shall be entitled to a fair hearing before a regularly constituted

board.

Basic Duties and Responsibilities

Students, as members of the University community, shall have the following duties and

responsibilities, which are inherent in the basic rights described above:

1. The student shall have the responsibility for maintaining standards of academic

performance as established by the student's instructors.

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2. The student shall be responsible for acting in such a manner as to ensure other

students their basic rights as declared herein.

3. The student shall be responsible for any and all personal actions with respect to

provisions of the Cyprus law.

4. The student shall be responsible for conduct, which helps to create and maintain an

academic atmosphere, in which the rights, dignity, and worth of every individual in the

University community are respected.

5. The student shall be responsible for paying all bills owed to the University in a timely

fashion as prescribed by the University. Since Registration is not complete until all

tuition and other fees are paid, students who fail to meet their financial obligations

may have their registration cancelled; may be denied future registrations; and may

have their grades and/or transcripts withheld.

Learning Disabilities

Included are “Specific Learning Difficulties”, “Reading Disability”, by some called “Dyslexia”

and “Attention Deficit Disorder”. Central to the concept of Learning Disability (L.D.) is an

obvious difficulty in reading/reading comprehension and/or Writing/written

expression/spelling, and/or mathematical thinking. Also central is the discrepancy between

expected achievement on the basis of intelligence (especially non-verbal) and observed

achievements in these scholastic subjects.

In higher schooling and university education the disability is mostly evidenced by obvious

discrepancy between oral work and other activities of the school and written achievement,

the latter usually being lower. It is often the case that vocabulary and grammar may still be

low, compared to other students with similar capabilities.

Reading and/or writing problems may co-exist with attention deficit disorder (A.D.D.), or the

latter may be present alone. A.D.D. involves a marked difficulty in concentration, which

prevents optimum learning, and, where hyperactivity is present, the movement and

reactions of this student may disrupt the class.

CLASS ATTENDANCE

1. Students are expected to attend all classes within the formal academic schedule for

their respective semester. This requirement does not discriminate between lectures,

workshops, laboratories or clinical placements.

2. In case of an elective absence from a scheduled learning activity, students are expected

to inform the relevant instructor in written format, at least 24 hours ahead of time,

explaining the cause of absence and providing relevant documentation. Alternatively, if

not available at that time, documentation could be provided later on upon the students

return to class. In case of an emergency/unexpected absence, the relevant documents

may be submitted not later than a week afterwards. Any unjustified absence(s) may have

negative impact on the student’s participation score, the extend of which will be decided

by the respective course instructor.

3. In case of accumulated unjustifiable absences totaling to more than 3 teaching periods

for lectures and 2 teaching periods for laboratories in the same course per semester, 1

day per summer clinical orientation courses running in years 1 through 3 (the School of

Medicine has established respectively 4,5 and 6 weeks of clinical orientations/training

rotations, at the end of the academic year for the student classes of years 1,2,3 in the

General Larnaca, Nicosia and Makarios III Hospitals) and 3 days of clinical training per

course per semester in years 4 5 and 6, the student will have to justify his/her absences.

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It is noted that sick leaves should be justified and documented by a certified medical

doctor, otherwise, such absences will be counted as “absence periods”. Any unjustified

absences over the above range may draw remedial actions including repeat of lost

absence periods and sometimes of the entire course. This issue will be formally

discussed in a formal meeting with the instructor, the Dean and/or the Chairperson , who

will subsequently decide jointly as to whether the student may continue the course or be

given a “Fail” status which may require repetition (and potentially, a fee) of the course.

4. In any case, students are responsible for making up missed course work. Wherever

appropriate, the instructor may choose to offer supplementary classes for students with

absences. These will have to be organized so as not to disturb other learning activities

of the student or the instructor involved and the “School Council” be notified accordingly.

The attendance in such classes is also compulsory and subject to the same rules and

regulations as prior to committing the first absence incident.

5. Students will have to request permission to enter the classroom after the initiation of a

class or leave a classroom earlier but permission may be granted depending on the

instructor’s discretion. In the above cases, a student may receive an absence remark

for the particular teaching hour, based on the discretion of the respective instructor.

6. Students are expected to actively participate in all teaching activities, including

interactive learning, problem solving, case discussion and hands-on practice.

Involvement in irrelevant extracurricular activities during a teaching session may be

perceived as non-participation by the instructor, which could draw a note of an absence

at the relevant teaching hour.

Academic Calendar

The University follows the semester/credit system of higher education and the European

Credit Transfer and Accumulation System (ECTS). The academic year consists of a Fall

and a Spring Semester, each 17 weeks long, inclusive of registration, holidays, and final

examinations. The Fall Semester begins in the last week of September, and the Spring

Semester begins a week earlier for the Medical School, due to a week break given to its

students, prior the final exams for studying.

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September 2018 School of Medicine, EUC/Student Handbook

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SCHOOL OF MEDICINE

ACADEMIC CALENDAR

SPRING SEMESTER 2019 (28 JANUARY – 31 ΜΑΥ)

MON

TUE

WED

THU

FRI

WEEKS

JANUARY, 2019

FEBRUARY, 2019

MARCH, 2019

APRIL, 2019

EASTER HOLIDAYS

MAY, 2019

EASTER HOLIDAYS

BREAK

FINAL EXAMS

SPRING SEMESTER 2019 (28/01/2019-31/05/2019)

7 January- 1 February 2019

Registration Period for the Spring Semester 2019

28 January, 2019

Opening day of instruction

15 February, 2019

Last day to make any changes in course(s) registered (ADD/DROP)

11 March, 2019

Green Monday (Public Holiday)

25 March, 2019

National Holiday

01 April, 2019

National Holiday

12 April, 2019

Last day of Withdraw & file for PASS/FAIL option from Course(s)

19 April, 2019

Last day of instruction before Easter Holidays

01 May, 2019

Labour Day (Public Holiday)

06 May, 2019

Opening Day of instruction after Easter Holidays

10 May, 2019

Last day of instruction

13 May-17 May 2019

BREAK

20 May – 31 May 2019

Final Examination period and end of Spring Semester 2019

September 2018 School of Medicine, EUC/Student Handbook

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Observed Holidays

Fall Semester 2018

1. October 1

2018 National Holiday

2. December 24

2018 – January 4

2019 Christmas Holiday

Spring Semester 2019

1. March 11

2019 Green Monday (public holiday)

2. March 25

2019 National Holiday

3. April 1

2019 National Holiday

4. April 22

2019 – May 3

2019 Easter Holiday

5. May 1

2019 Labour Day (public holiday)

6. May 13

2019 – May 17

2019 Final Exams break

Student Assessment Methods

The EUC School of Medicine uses an array of various assessment methods. These

methods are different from course to course, and are clearly defined in each course outline.

The curriculum committee has approved course assessment methodologies, based on

whether they appropriately evaluate the acquisition of defined learning outcomes for the

course. Specifically, the committee ensures that the learning outcomes defined for each

course are measurable and that the assessment methods selected accomplish this

effectively. To ensure transparency, all course outlines are published on the School Website

and they are visible to everybody.

Formative Assessments

Formative Assessments e-learning are provided online (via Moodle, Blackboard) in the form

of quizzes, images, diagrams, clinical scenarios, etc. Students attempt these formative

assessment during laboratory hours.

Computer-based Interactive Quizzes During Laboratory Sessions:

Web-based quizzes are provided for the students during and at the end of the laboratory

sessions. Students are able to repeat each quiz several times and see which answers were

incorrect. The aim is for students to evaluate their knowledge and strengthen the learning

process. Instructors have computer access to the results, both during the quiz time and

afterwards. By reviewing the ongoing process, instructors are able to immediately define

any weak areas that may need reinforcement in lecture or laboratory exercises.

Summative Assessments

1- Clinical Problems (Case-based, Problem-based learning)

The clinical problem serves to integrate basic sciences with clinical thinking. Student

teams are given a clinical problem with several questions to be answered. The teams

are given one week to use their knowledge of anatomy to address the problem and

answer the questions. Students are encouraged to approach faculty from other

departments or outside physicians to discuss their clinical problem, and to search the

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literature. After a week, each team formally presents their findings to the entire class.

(Team grade)

2- Written Examinations:

Written examinations will consist primarily of board-level multiple choice questions

many, which entail critical thinking clinical scenarios. Short answer questions are

open ended, semi-structured questions that also incorporate foundation knowledge in

a clinical scenario.

 Midterm written exam (includes material up to midterm)

 Final written exam (includes material from entire semester)

3- Practical Examinations:

Practical examinations include:

1- Spot Examinations:

 Interpretation of normal plain & special x-rays, Computerized Tomography

(CT) Scan, Sonogram, MRI etc. and correlate with cross-sectional anatomy of

the body

 Surface marking & living anatomy

 Histology slides

 Developmental stages

2- Objective structured practical examination (OSPE) is also used. OSPEs are used

at assess laboratory skills with 2 station types: a procedure station, where

students are asked to perform simple structured tasks and 2) a question-based

station, where students need to analyze data and answer specific questions

related to structure & function

Components of Clinical Training Assessment

Clinical Performance

The teaching physicians who work with the student during the rotation assess the student’s

clinical performance in three areas, each of which is 20% of the grade: medical knowledge,

clinical skills and professional behavior. The more feedback the CC gets from different

members of the medical staff that instructed the student, the more objective grades can

be. The faculty assesses the extent to which the student has developed the

competencies required for that rotation. These specific competencies appear in

Section II of this manual in the curriculum for each of the core clerkships. The following

general goals form the basis of all assessments.

 Medical Knowledge includes the knowledge of basic, clinical and social sciences;

the pathophysiology of disease; the clinical signs, symptoms and abnormal

laboratory findings associated with diseases and the mechanism of action of

pharmaceuticals.

 Clinical Skills includes diagnostic decision making, oral and written case

presentations, history and physical examination, test interpretation and therapeutic

decision making. Students must be observed and evaluated at the bedside.

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 Professional Behavior include the interaction with staff and patients, integrity,

sensitivity to diversity, attendance and a commitment to lifelong learning and

independent study.

 Communication Skills “as they relate to physician responsibilities, including

communication with patients, families, colleagues, other health professionals and

resolution of conflicts.”

OSCEs

An objective structured clinical examination (OSCE) is designed to test clinical skill

performance and competence in skills such as communication, clinical examination,

medical procedures / prescription, exercise prescription, joint mobilisation / manipulation

techniques, radiographic positioning, radiographic image evaluation and interpretation of

results. It is a hands-on, real-world approach to learning that keeps examinees engaged,

allows them to understand the key factors that drive the medical decision-making process,

and challenges the professional to be innovative and reveals their errors in case-handling

and provides an open space for improved decision-making, based on evidence-based

practice for real-world responsibilities.

An OSCE usually comprises a circuit of short (the usual is 5–10 minutes although some use

up to 15 minute) stations, in which each candidate is examined on a one-to-one basis with

one or two impartial examiner(s) and either real or simulated (actors or electronic patient

simulators) patients. Each station has a different examiner, as opposed to the traditional

method of clinical examinations where a candidate would be assigned to an examiner for

the entire examination. Candidates rotate through the stations, completing all the stations

on their circuit. In this way, all candidates take the same stations. It is considered to be an

improvement over traditional examination methods because the stations can be

standardized enabling fairer peer comparison and complex procedures can be assessed

without endangering patients health.

As the name suggests, an OSCE is designed to be objective – all candidates are assessed

using exactly the same stations (although if real patients are used, their signs may vary

slightly) with the same marking scheme. In an OSCE, candidates get marks for each step

on the mark scheme that they perform correctly, which therefore makes the assessment of

clinical skills more objective, rather than subjective, structured – stations in OSCEs have a

very specific task. Where simulated patients are used, detailed scripts are provided to

ensure that the information that they give is the same to all candidates, including the

emotions that the patient should use during the consultation. Instructions are carefully

written to ensure that the candidate is given a very specific task to complete. The OSCE is

carefully structured to include parts from all elements of the curriculum as well as a wide

range of skills. A clinical examination - the OSCE is designed to apply clinical and theoretical

knowledge. Where theoretical knowledge is required, for example, answering questions

from the examiner at the end of the station, then the questions are standardized and the

candidate is only asked questions that are on the mark sheet and if the candidate is asked

any others then there will be no marks for them. Marking in OSCEs is done by the examiner.

Occasionally written stations, for example, writing a prescription chart, are used and these

are marked like written examinations, again usually using a standardized mark sheet. One

of the ways an OSCE is made objective is by having a detailed mark scheme and standard

set of questions. For example, a station concerning the demonstration to a simulated patient

on how to use a metered dose inhaler [MDI] would award points for specific action, which

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are performed safely and accurately. The examiner can often vary the marks depending on

how well the candidate performed the step. At the end of the mark sheet, the examiner often

has a small number of marks that they can use to weight the station depending on

performance and if a simulated patient is used, then they are often asked to add marks

depending on the candidates approach. At the end, the examiner is often asked to give a

"global score". This is usually used as a subjective score based on the candidates overall

performance, not taking into account how many marks the candidate scored. The examiner

is usually asked to rate the candidate as pass/borderline/fail or sometimes as excellent/

good/ pass/ borderline/ fail. This is then used to determine the individual pass mark for the

station.

Clinical Evaluation Exercise (MiniCEX)

EUC incorporates the Clinical Evaluation Exercise (miniCEX) with the Logbook framework

in order to assess clinical skills, attitudes and behaviors in the secondary care setting. By

providing a short snapshot of how students interact with patients in a secondary care setting,

it is used as an effect tool to collect evidence on competency attainment. The miniCEX is

overseen by the clinical supervisor at each hospital and may be observed by a staff doctor,

nurse practitioner, consultant or other. Observers should not be a peer or fellow clerkship

trainee.

The MiniCEX is intended to facilitate formative assessment of core clinical skills in 10- to

20- minute direct observation assessment of clerk-patient interactions. The observations

are documented in the Logbook. The aim, ultimately, is to guide clerkship learning and

improve performance through structure feedback from the clinical instructors. Particular

emphasis is place in areas such as communication, history taking, physical examination

and professional practice.

Each mini-CEX focuses on specific aspects of the clinical encounter, including:

 History taking

 Medical interviewing skills

 Physical examination skills

 Professional qualities

 Counseling skills

 Clinical judgment

 Organization and efficiency

Direct Observation of Procedural Skills (DOPS)

Structured rating scale for assessing and providing feedback on practical procedures] will

be modified and used for complex scenarios.

Grading

EUC Medical School uses the University pass and fail marking scheme.

At the end of each semester and Summer Session, the final grades are posted in the

Students Portal, and are recorded on their permanent academic record in the Office of

the Registrar.

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Letter Grade

Grade Meaning

Grade Points

Percentage Grade

Excellent

4.0

90 and above

B+

Very Good

3.5

85-89

Good

3.0

80-84

C+

Above Average

2.5

75-79

Average

2.0

70-74

D+

Below Average

1.5

65-69

Poor

1.0

60-64

Failure

Incomplete

Withdrawal

Pass

Audit

Transferred

The grade “I” is awarded where a student has maintained a satisfactory level of performance

but was unable to complete a major portion of course work (e.g. term paper or final exam),

for reasons deemed acceptable by the instructor. It is the responsibility of the student to

justify any failure to complete work required, and to reach an agreement as to how

remaining course requirements will be satisfied. Following the award of an “I” mark and in

consultation with the course instructor, the student is responsible for fulfilling any

outstanding course requirements within the first weeks of the following semester. In

exceptional cases, the instructor may extend the existing incomplete grade to the next

semester. Failure to complete work within a specified period will result in an “F”, which will

be recorded as the final grade.

In the case where a student believes that the grade received is different from what was

expected, the EUC Charter defines the procedure for appeals. Specifically, the student

must exhaust all possibilities of resolving the problem with the pertinent instructor first. If

this does not lead to a resolution, the student may appeal against the grade by filing a

petition with the Office of the Registrar. The Registrar will forward a copy of the petition to

the pertinent Chairperson of Department, who will first ascertain that no error was made by

the instructor, and if so will assign an anonymous re-evaluation of the final

examination/project to another instructor. In the case of major discrepancy between the

instructor’s evaluation and the re-evaluation that will require change of grade, the average

of the two evaluations will be assigned as the final grade to the final examination/project.

Changes of grades resulting from an appeal require the endorsement of the Dean of School.

For a petition to be reviewed, a student must appeal within four (4) weeks from the date the

results are announced.

Appeal / Grievance.

A committee consisting of a high-rank academic administrator, a high-rank faculty member

and a high-rank external member will investigate all appeals / grievances.

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Remediation Policy for Absentees or Low GPA

The School of Medicine expects all medical students to fulfill their responsibilities and

conduct themselves in a competent, professional manner, and to follow the rules,

regulations and policies of the European University of Cyprus and affiliated hospitals, as

well as National Law. In the event that a medical student falls short of these expectations,

and fails to satisfactorily perform in the educational or training program, the student will be

counseled and/or disciplined for his/her actions or inactions. Outlined below is the current

course of action that has been decided by the Leadership of the School of Medicine and the

Rectorate regarding those students who have failed (grade: F) any course(s), or who have

a GPA less than 2.0 and according to 48th Senate decision taken on 28/2/2017 there will

be termination of studies as result of GPA lower than 1.7 by the end of year 2 (two).