Faculty of Medicine and Medical Sciences

Diploma of Specialized Studies - Emergency Medicine

Hybrid

Mission

The mission of the emergency medicine program is to advance the specialty for the direct benefit of the patients by educating, mentoring, and developing future leaders in emergency medicine, whether they devote their efforts to advancing emergency prehospital care, research, public health, or public policy. We aim to be collaborative, across disciplines, specialties and health systems.

Program Educational Objectives

1. Graduates must use their basic and clinical knowledge acquired during the specialization path in order to support and treat the patient within their...
specialty, but without forgetting their skills in general practice.
2. Must support the patient psychologically and morally, and the family and entourage for better therapeutic compliance.
3. Must improve their knowledge and skills in parallel to the new technological discoveries and put them to the service of their patients according to the rules of professionalism and ethics.
4. Have to practice their profession in accordance with the principles of quality, in particular the principles of efficiency and equity.
5. Must share their knowledge and promote prevention principles and other public health principles.
Program Outcomes
At the end of the program, the young emergency specialists will:
a. Master the basic knowledge and clinical knowledge of both medical and surgical and critical situations in order to analyze the clinical situation, to propose a course of action and the appropriate treatment and be ready to act quickly.
b. Acquire deep knowledge in other specialties.
c. Be able to take charge of a patient and provide moral and psychological support to the patient and entourage.
d. Be prepared to use new knowledge and new techniques to improve their practice.
e. Master the gestures and techniques (medical, surgical and critical care) and apply them according to the rules of professionalism and ethics.
f. Collaborate with other clinical or paraclinical specialists, respecting the principle of efficiency and in the best interest of the patient.
g. Share their knowledge with peers, students and other healthcare professionals.
h. Promote the principles of prevention and other public health principles.
i. Be able to dispatch patients and take priority choices.
72 credits
Common Core
MEDR910Medical Emergencies
3 credits
This course helps residents recognize urgent situations requiring immediate intervention. It describes an appropriate diagnostic approach and teaches them to apply the basic principles of management with proper prioritization of solving problems and taking actions.
MEDR926Medical Pathologies I
3 credits
This course helps residents master their knowledge in physiology, clinical findings, diagnosis and differential diagnosis, investigations and treatment of frequent diseases in cardiology, gastro­intestinal medicine, and hematology (benign and malignant).
MEDR911Non-trauma Urgent Surgical Situations
3 credits
This course allows residents to understand and evaluate non traumatic emergencies and classify clinical syndromes. Residents study the circumstances and the know-how to establish a diagnostic approach. They learn how to master the urgent actions to be executed and chart the course of action and ensure medical care.
MEDR906Trauma
3 credits
This course allows residents to understand and evaluate traumatic emergencies and classify clinical syndromes. They become familiar with the study of the circumstances and the know-how to establish a diagnostic approach. They learn to master the urgent actions to be executed and chart the course of action and ensure medical care.
Specialization
MEDR940AInternship Residency I
6 credits
The core curriculum is the phase in which residents will acquire all the basic theoretical knowledge of their specialty as well as multidisciplinary expertise in relation to the specialty. During this phase, residents improve basic clinical skills (diagnostic, medical strategy and treatment), improve their technical skills in the specialty, their organizational skills, their communication skills, during the study of the curriculum and beyond, as well as their ethical and professional skills.
MEDR940BInternship Residency I
6 credits
The core curriculum is the phase in which residents will acquire all the basic theoretical knowledge of their specialty as well as multidisciplinary expertise in relation to the specialty. During this phase, residents improve basic clinical skills (diagnostic, medical strategy and treatment), improve their technical skills in the specialty, their organizational skills, their communication skills, during the study of the curriculum and beyond, as well as their ethical and professional skills.
MEDR940CInternship Residency I
6 credits
The core curriculum is the phase in which residents will acquire all the basic theoretical knowledge of their specialty as well as multidisciplinary expertise in relation to the specialty. During this phase, residents improve basic clinical skills (diagnostic, medical strategy and treatment), improve their technical skills in the specialty, their organizational skills, their communication skills, during the study of the curriculum and beyond, as well as their ethical and professional skills.
MEDR940DInternship Residency I
6 credits
The core curriculum is the phase in which residents will acquire all the basic theoretical knowledge of their specialty as well as multidisciplinary expertise in relation to the specialty. During this phase, residents improve basic clinical skills (diagnostic, medical strategy and treatment), improve their technical skills in the specialty, their organizational skills, their communication skills, during the study of the curriculum and beyond, as well as their ethical and professional skills.
MEDR965AResidency Rotation in Emergency Medicine I
6 credits    |    Pre-requisite: MEDR940D
The core curriculum is the phase in which residents will acquire all the basic theoretical knowledge of their specialty as well as multidisciplinary expertise in relation to the specialty. During this phase, residents improve basic clinical skills (diagnostic, medical strategy and treatment), improve their technical skills in the specialty, their organizational skills, their communication skills, during the study of the curriculum and beyond, as well as their ethical and professional skills.
MEDR965BResidency Rotation in Emergency Medicine II
6 credits    |    Pre-requisite: MEDR965A
The core curriculum is the phase in which residents will acquire all the basic theoretical knowledge of their specialty as well as multidisciplinary expertise in relation to the specialty. During this phase, residents improve basic clinical skills (diagnostic, medical strategy and treatment), improve their technical skills in the specialty, their organizational skills, their communication skills, during the study of the curriculum and beyond, as well as their ethical and professional skills.
MEDR965CResidency Rotation in Emergency Medicine III
6 credits    |    Pre-requisite: MEDR965B
The core curriculum is the phase in which residents will acquire all the basic theoretical knowledge of their specialty as well as multidisciplinary expertise in relation to the specialty. During this phase, residents improve basic clinical skills (diagnostic, medical strategy and treatment), improve their technical skills in the specialty, their organizational skills, their communication skills, during the study of the curriculum and beyond, as well as their ethical and professional skills.
MEDR965DResidency Rotation in Emergency Medicine IV
6 credits    |    Pre-requisite: MEDR965C
The core curriculum is the phase in which residents will acquire all the basic theoretical knowledge of their specialty as well as multidisciplinary expertise in relation to the specialty. During this phase, residents improve basic clinical skills (diagnostic, medical strategy and treatment), improve their technical skills in the specialty, their organizational skills, their communication skills, during the study of the curriculum and beyond, as well as their ethical and professional skills.
MEDR930ASeminars and Conferences
Seminars and conferences represent both a learning and assessment tool knowing that the theoretical education of the resident remains mostly a personal work that begins with reading books and articles, preparing conferences and is ongoing with continuing medical education and self­learning (erudition). During development, the “apprentice doctors” must initially attend and listen to their elders, then submit records to the staff, then present lectures to peers and seniors locally (hospital) and in a local congress and finally in an international congress. In parallel and concerning teaching, it begins with clinical teaching to the youngest and finishes during university courses.
MEDR930BSeminars and Conferences
Seminars and conferences represent both a learning and assessment tool knowing that the theoretical education of the resident remains mostly a personal work that begins with reading books and articles, preparing conferences and is ongoing with continuing medical education and self­learning (erudition). During development, the “apprentice doctors” must initially attend and listen to their elders, then submit records to the staff, then present lectures to peers and seniors locally (hospital) and in a local congress and finally in an international congress. In parallel and concerning teaching, it begins with clinical teaching to the youngest and finishes during university courses.
MEDR930CSeminars and Conferences
Seminars and conferences represent both a learning and assessment tool knowing that the theoretical education of the resident remains mostly a personal work that begins with reading books and articles, preparing conferences and is ongoing with continuing medical education and self­learning (erudition). During development, the “apprentice doctors” must initially attend and listen to their elders, then submit records to the staff, then present lectures to peers and seniors locally (hospital) and in a local congress and finally in an international congress. In parallel and concerning teaching, it begins with clinical teaching to the youngest and finishes during university courses.
MEDR930DSeminars and Conferences
12 credits
Seminars and conferences represent both a learning and assessment tool knowing that the theoretical education of the resident remains mostly a personal work that begins with reading books and articles, preparing conferences and is ongoing with continuing medical education and self­learning (erudition). During development, the “apprentice doctors” must initially attend and listen to their elders, then submit records to the staff, then present lectures to peers and seniors locally (hospital) and in a local congress and finally in an international congress. In parallel and concerning teaching, it begins with clinical teaching to the youngest and finishes during university courses.
Holy Spirit University of Kaslik
Tel.: (+961) 9 600 000
Fax : (+961) 9 600 100
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