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Faculty of Medicine


Medical Education Unit

Our main responsibility is that of designing and implementing an innovative curriculum to ensure our students acquire the skills established by Spain’s Ministry of Education and Science for training future doctors under the Bachelor's-degree programmes.

Our curriculum reflects our belief in the need for active participation in their self-directed learning process, and its role as an independent, responsible constructor in their education. Problem-Based Learning (ABP) is the underlying learning strategy of our program, accounting for more than 40% of each learning module. Our ABP sessions are of two hours duration with groups of 10 students, and there are three sessions per week.

Alongside the ABP tutorials, our students also do workshops to train in clinical and communication skills, and take part in seminars and theoretical sessions.From the third year onwards, supervised clinical practices are also incorporated into the program. Our students continue their education under the supervision of clinical professionals in the University Hospital Doctor Josep Trueta, and in other hospitals and Primary Healthcare Centres.

The UEM is also responsible for designing methods of evaluation in line with our learning strategies and educational philosophy. Formative continuous assessment accounts for less than 40% of the overall evaluation for each module and consist of self-evaluation, peer evaluation and teacher evaluation, focused on the student’s capacity to learn, to work as part of a team, and their skills of communication and responsibility. The written evaluation of ABP (20% or more of the overall evaluation) is based on a case or clinical scenario that enables the capacity for clinical reasoning, analysis and troubleshooting, and retaining knowledge, to be evaluated. The more accumulative evaluation (maximum 40% of the final mark) varies in each module, and can include short questions, practical examinations or other suitable evaluative methods.

Furthermore, from the second year onwards a series of elective courses are taught completely in English to foment students’ international mobility. In the sixth year, students do a Final Degree Project in English, which can consist of a collection and analysis of primary data (clinical or laboratory), or a critical review of secondary data on a specific subject.

The objective of the UEM is to develop and maintain a high quality of learning for our students and to ensure that our learning objectives and programmed activities are consistent with our educational strategies.

To achieve this objective, we work in a close-knit, continual way with the module coordinators to set standards and develop strategies.

But what is most important is that we are take responsibility for the teaching in our faculty. To be able to promote professionalism among our students from the first moment, we incorporate health professionals from several hospitals and health centres into our program as tutor facilitators of ABP.

All our teachers have received regulated education provided by the UEM. For more information, visit the "Teacher Training” website.

Workshop with students. Our students are involved in the training workshops as tutor facilitators, making a very valuable contribution to maintaining the quality of our faculty.

Furthermore, completing a self-assessment questionnaire at the end of the learning process encourages tutors to reflect on and reinforce their facilitating style and educational philosophy.

To maintain the high quality of learning that is the pride of our Faculty, each tutor-facilitator receives feedback from their students during the evaluation carried out after each module, which includes an appraisal of the tutor-facilitator skill in promoting self-directed learning centred on the student and in helping students in their individual and group learning processes. This feedback carries an important weight in the development of teaching in the faculty, as accountability is one of our most fundamental values.

We also guarantee the high standards of clinical practice and of the various different rotations. Our hospital coordinator is committed to maintaining the quality of providing requisites and coordinating learning and healthcare responsibilities.

We also carry out an evaluation of the labour market insertion and the success achieved in each specialisation.

One of the key points in our training program is the emphasis on developing students’ professional attitudes and values, which are considered as belonging to and appropriate for medical practice.

From the beginning, this objective is achieved through introducing ethical and social aspects in the cases and problems that students face through ABP. In parallel, the formative evaluation of the student’s development gained through ABP includes evaluating specific aspects related to attitudes and values grouped into four categories: capacity of learning, accountability, communication and interpersonal relations. The UEM has developed a rubric for this objective, which has a 40% weighting in the overall mark assigned to each module.

The UEM collaborates and takes part in the internationalisation of our students, professionals and the faculty itself. The institutions linked with our faculty include the most important scientific and health provision organisations in our region: the Catalan Health Institute, the Catalan Institute of Oncology, the Healthcare Institute and the Hospital of Palamós. We continue fostering collaboration and the negotiation of agreements with other health centres in the region.

The educational opportunities we offer are also shared with our associates, whose members can take part in the ABP training offered by the UEM.

The UEM collaborates and takes part in the Faculty's mobility programmes. More information about the exchange programmes can be found on the Mobility programmes website. 

Another of the UEM’s responsibilities is to provide easy access to materials and consultations on medical education.More information 

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