Faculty of Medicine and Medical Sciences

Diploma of Specialized Studies - Internal Medicine

Hybrid

Mission

The mission of the internal medicine residency program is to train and foster the development of future experts in the field and to train future generations of specialists who will not only be skilled in the procedural aspects of the specialty but also in the ethical rules that guide their practice.

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 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 specialists will:
a. Master the basic knowledge and clinical knowledge of the internal medicine domain 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.
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 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
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).
MEDR927Medical Pathologies II
3 credits
This course helps residents master their knowledge in physiology, clinical findings, diagnosis and differential diagnosis, investigations and treatment of frequent diseases in pneumology, neurology, oncology and dermatology.
MEDR928Medical Pathologies III
3 credits
This course helps residents master their knowledge in physiology, clinical findings, diagnosis and differential diagnosis, investigations and treatment of frequent diseases in internal medicine, rheumatology, endocrinology, infectious diseases, nephrology and dermatology.
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.
MEDR953AResidency Rotation in Internal Medicine
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.
MEDR953BResidency Rotation in Internal Medicine
6 credits    |    Pre-requisite: MEDR953A
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.
MEDR953CResidency Rotation in Internal Medicine
6 credits    |    Pre-requisite: MEDR953B
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.
MEDR953DResidency Rotation in Internal Medicine
6 credits    |    Pre-requisite: MEDR953C
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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