The clinical hematology course will teach the students the theory of hematology, lab techniques in hematology and the proper extension of hematology lab investigations to the clinical setting.

This course will explore the theoretical principles, interferences and clinical interpretation of the different tests that are performed in Clinical Chemistry. Furthermore, residents will learn the mechanisms, proper methods of operation, maintenance and quality control of the lab equipment used to measure various chemical parameters.

The medical microbiology course aims to: understand the collection, transport and processing of different microbiological samples; explore the general laboratory techniques and methods used in the diagnosis of infections and in the identification of specific disease­causing micro­organisms; survey the main pathogens in bacteriology, virology, parasitology and mycology - their epidemiology, the clinical infections that they cause as well as treatment and prophylaxis.

This course will explore quality control, management and administrative issues related to laboratory functioning. The students will also deepen previously acquired knowledge in clinical microbiology, clinical chemistry and clinical hematology.

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.

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.

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.

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.

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.

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.

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.

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.

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 never ends 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.

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 never ends 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.

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 never ends 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.

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 never ends 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.