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.
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.
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.
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.
MEDR957AResidency rotation in hematology-oncology
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.
MEDR957BResidency rotation in hematology-oncology
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.
MEDR957CResidency rotation in hematology-oncology
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.
MEDR957DResidency rotation in hematology-oncology
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.
MEDR957EResidency rotation in hematology-oncology
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.
MEDR957FResidency rotation in hematology-oncology
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.
MEDR957GResidency rotation in hematology-oncology
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.
MEDR957HResidency rotation in hematology-oncology
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
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
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
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
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 residency
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.
MEDR930BSeminars and conferences residency
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.
MEDR930CSeminars and conferences residency
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.
MEDR930DSeminars and conferences residency
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 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.
MEDR930ASeminars and conferences residency
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.
MEDR930BSeminars and conferences residency
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.
MEDR930CSeminars and conferences residency
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.
MEDR930DSeminars and conferences residency
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 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.