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.

This course deals with the knowledge of applied anatomy according to different surgical approaches. It teaches residents how to evaluate the anatomical and surgical risk of different approaches and master the urgent actions to be performed using anatomical knowledge.

This course allows residents to understand the basic principles of surgery. They learn how to support a patient pre- and post-operatively. They learn how to guarantee the follow up of procedures and manage complications and know the latest updates in surgery.

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.

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.

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.