Faculty of Medicine and Medical Sciences

Diploma of Specialized Studies - ENT

Hybrid

Mission

The fundamental purpose of the training program in otorhinolaryngology (ENT) is to educate and train physicians to function independently as specialists in the field of otorhinolaryngology – head and neck surgery. They will be trained to practice their skills with a high level of professionalism.

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 the 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 ENT specialists Will:
a. Master the basic knowledge and clinical knowledge of the specialty in order to analyze the clinical situation, to propose a course of action and the appropriate treatment and be ready to act quickly in urgent cases.
b. Acquire deep knowledge in other specialties (sister and/or complementary and / or additional).
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 (to be specified) proper to their specialty 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 (specific to their specialty without forgetting their skills as generalists).
72 credits
Common Core
MEDR918Principals in ENT
3 credits
During the first year, courses are held for the residents in the basic sciences of Ear, Nose and Throat (ENT) (such as embryology, anatomy and physiology of the ENT and head and neck), at the Eye & Ear Hospital.
MEDR920Semiology and Pathology of the Ear, the Nose and the Sinuses
3 credits
This course will cover the special ENT diseases which are diseases of the regions of the nose and the ear. The course will also develop the techniques to explore these special regions.
MEDR921Semiology and Pathology of the Head and Neck
3 credits
This course will cover the head and neck pathology which includes diseases, injuries and malformations.
MEDR919Surgical Anatomy in ENT
3 credits
This course will cover a large number of the ENT diseases which are found in the pediatric population. It will also deal with surgical anatomy aspects related to ENT.
Specialization
MEDR963AResidency Rotation in ENT I
6 credits    |    Pre-requisite: MEDR941B
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.
MEDR963BResidency Rotation in ENT II
6 credits    |    Pre-requisite: MEDR963A
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.
MEDR963CResidency Rotation in ENT III
6 credits    |    Pre-requisite: MEDR963B
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.
MEDR963DResidency Rotation in ENT IV
6 credits    |    Pre-requisite: MEDR963C
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.
MEDR963EResidency Rotation in ENT V
6 credits    |    Pre-requisite: MEDR963D
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.
MEDR963FResidency Rotation in ENT VI
6 credits    |    Pre-requisite: MEDR 963E
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.
MEDR941AResidency Rotation in Surgery
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.
MEDR941BResidency Rotation in Surgery
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.
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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