Curriculum Overview

The Gilbert & Rose-Marie Chagoury School of Medicine is the first in Lebanon to adopt a modern curriculum that integrates basic and clinical sciences and facilitates hands-on experience from the first months. The integration of basic and clinical sciences helps consolidate knowledge application and clinical skills simultaneously.

A fundamental goal of the curriculum is to equip students with the skills and attitudes required to become independent life-long learners, problem solvers and critical thinkers. With the exponential growth in medical knowledge, it is vital to focus on teaching students how to learn, rather than on imparting a huge body of information.

Other features of the program are community-based learning, promotion of research and evidence-based practice, complemented by a special emphasis on communication skills, teamwork, attitudes, ethics, professionalism and interprofessional collaboration. In this regard, LAU was the pioneer in implementing interprofessional education (IPE) as an essential pedagogical method in the curricula of LAU’s health care programs (medicine, pharmacy, nutrition, and nursing).

The program graduation competencies are derived from the Association of American Medical Colleges Physician Competency Reference Set framed in the following eight domains and detailed at the end of this document:

1. Patient Care
2. Knowledge for Practice
3. Practice-Based Learning and Improvement
4. Interpersonal and Communication Skills
5. Professionalism
6. Systems-Based Practice
7. Interprofessional Collaboration
8. Personal and Professional Development

Years I and II are comprised of nine organ-system modules (see “curriculum timeline” on this page). Each module contributes to the graduation competency domains through four themes:

1. Basic and Clinical Sciences
2. Clinical Skills
3. Professional Development and Behavioral
4. Population Health, Social Medicine & Global Health

In addition to traditional lectures and bedside teaching, new instructional modalities are utilized, such as simulation-based education, virtual teaching, small-group teaching, team-based learning, case-based discussion, problem-based learning, flipped classroom instruction, peer-assisted learning, and computer- and internet-assisted instruction. Students are provided with a study guide for each module that has all the needed information, including learning objectives, themes, and measures of success. To increase clinical exposure in the preclinical years, two activities were added to the curriculum recently:

• In Med I, students spend a one-week rotation, at the end of the academic year, shadowing a healthcare provider at the hospital.
• In Med II, students have an “observership rotation” where they learn from physicians, in an outpatient setting in their clinics and in the Emergency Department.

Years III and IV correspond to clinical clerkships in healthcare facilities, mainly the LAU Medical Center–Rizk Hospital (LAU Medical Center–RH). In Year III, students rotate in seven core clerkships, while in Year IV, the schedule is more flexible, with core rotations and electives. Longitudinal and vertical integration of general disciplines/constructs, such as medical ethics, professionalism, quality of healthcare, clinical reasoning, research, social medicine, artificial intelligence and bioinformatics and others is ensured through common class activities on a weekly basis.  The longitudinal thread curriculum is dynamic; recently it was adapted to include several topics pertaining to global health, humanities, and other disciplines.

Learning during the clinical years occurs mostly in the workplace and involves real patient encounters in addition to simulation-based education. Educational strategies and settings include small- and large-group teaching, case discussions, rounds, tutorials, problem-based learning, practice on simulation models, bedside teaching, outpatient clinics, mobile clinic, and journal clubs, in addition to other modalities. A one-week transition curriculum including orientation to the clinical years is offered prior to the start of Med III, and a capstone week concluding the MD program and offering orientation to residency is delivered at the end of Med IV.

Admission to the MD Program

The medical program has a distinct admission process and particular eligibility criteria. Please see M.D. Admission Requirements for more information.

Merit Scholarships

The school offers a number of full and partial merit scholarships to outstanding applicants, based on certain guidelines. Please see Merit Scholarships for more information.

Graduation Policies

In order to be eligible for graduation, a student must:

• Pass all medicine years within the respective time limit set for the MD program at LAU,
• Demonstrate satisfactory performance in all competencies,
• Demonstrate satisfactory completion of all assigned remedial work, and
• Demonstrate compliance with policies and code of conduct.

Duration of the MD Program

Students will not be allowed to spend more than six years at LAU Gilbert & Rose-Marie Chagoury School of Medicine from matriculation to graduation. This time will include any approved Leave of Absence irrespective of the reasons for the leave. If timely completion of the MD degree requirements is in jeopardy, the Student Promotion Committee will meet and request a plan from the student with a timeline to complete these requirements. If the student does not meet this time limit, he/she may not be granted the MD degree.

Curriculum Timeline

Year I

• Foundations of Medicine 
• Hematology & Immunology
• Endocrinology & Reproductive Medicine
• Nephrology
• Pulmonary Medicine

Modules include content in the following disciplines:

• Anatomy
• Histology
• Pathology
• Physiology
• Biochemistry
• Microbiology
• Clinical sciences
• Pharmacology
• Genetics
• Clinical skills
• Behavioral science
• Population health & social medicine

Year II

• Gastroenterology
• Cardiovascular Medicine
• Musculoskeletal System & Dermatology
• Neurosciences & Psychiatry

Modules include content in the following disciplines:

• Anatomy
• Histology
• Pathology
• Physiology
• Biochemistry
• Microbiology
• Clinical sciences
• Pharmacology
• Genetics
• Clinical skills
• Behavioral science
• Population health & social medicine

Year III

1. Core Clerkships:

• Internal Medicine (8 weeks)
• Surgery (8 weeks)
• Pediatrics (8 weeks)
• Obstetrics/Gynecology (8 weeks)
• Psychiatry (4 weeks)
• Primary Care & Rehabilitation (4 weeks)
• Neurology (4 weeks)

2. Longitudinal and Vertical Threads:

• Continuity Experience Clerkship
• Longitudinal Themes
• Procedural Skills

Year IV

1. Core Clerkships:

• Intensive Care Unit (4 weeks)
• Emergency Medicine (4 weeks)
• Medicine (4 weeks)
• Surgical Specialties (4 Weeks)
• Anesthesiology & Rehabilitation (4 weeks)
• Pathology & Laboratory Medicine (2 weeks)
• Radiology (2 weeks)
• Otolaryngology (2 weeks)
• Ophthalmology (2 weeks)
• Electives (14 weeks)

2. Longitudinal Threads:

• Continuity Experience Clerkship
• Procedural Skills

MD Program Graduation Competencies

PATIENT CARE: Provide patient-centered care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health

1. Perform all medical, diagnostic, and surgical procedures considered essential for the area of practice
2. Gather essential and accurate information about patients and their condition through history-taking, physical examination, and the use of laboratory data, imaging, and other tests
3. Organize and prioritize responsibilities to provide care that is safe, effective, and efficient
4. Interpret laboratory data, imaging studies, and other tests required for the area of practice
5. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment
6. Develop and carry out patient management plans
7. Counsel and educate patients and their families to empower them to participate in their care and enable shared decision making
8. Provide appropriate referral of patients including ensuring continuity of care throughout transitions between providers or settings and following up on patient progress and outcomes
9. Provide health care services to patients, families, and communities aimed at preventing health problems or maintaining health
10. Provide appropriate role modeling
11. Perform supervisory responsibilities commensurate with one’s roles, abilities, and qualifications

KNOWLEDGE FOR PRACTICE: Demonstrate knowledge of established and evolving biomedical, clinical, epidemiological, and social-behavioral sciences, as well as the application of this knowledge to patient care

1. Demonstrate an investigatory and analytic approach to clinical situations
2. Apply established and emerging biophysical scientific principles fundamental to health care for patients and populations
3. Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision making, clinical problem solving, and other aspects of evidence-based health care
4. Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resources, and disease prevention/health promotion efforts for patients and populations
5. Apply principles of social-behavioral sciences to provision of patient care, including assessment of the impact of psychosocial-cultural influences on health, disease, care-seeking, care-compliance, and barriers to and attitudes toward care
6. Contribute to the creation, dissemination, application, and translation of new health care knowledge and practices

PRACTICE-BASED LEARNING AND IMPROVEMENT: Demonstrate the ability to investigate and evaluate their care of patients, to appraise and assimilate scientific evidence, and to continuously improve patient care based on constant self-evaluation and lifelong learning

1. Identify strengths, deficiencies, and limits in one’s knowledge and expertise
2. Set learning and improvement goals
3. Identify and perform learning activities that address one’s gaps in knowledge, skills, or attitudes
4. Systematically analyze practice using quality-improvement methods and implement changes with the goal of practice improvement
5. Incorporate feedback into daily practice
6. Locate, appraise, and assimilate evidence from scientific studies related to patients’ health problems
7. Use information technology to optimize learning
8. Participate in the education of patients, families, students, trainees, peers, and other health professionals
9. Obtain and utilize information about individual patients, populations of patients, or communities from which patients are drawn to improve care
10. Continually identify, analyze, and implement new knowledge, guidelines, standards, technologies, products, or services that have been demonstrated to improve outcomes

INTERPERSONAL AND COMMUNICATION SKILLS: Demonstrate interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families, and health professionals

1. Communicate effectively with patients, families, and the public, as appropriate, across a broad range of socioeconomic and cultural backgrounds
2. Communicate effectively with colleagues within one’s profession or specialty, other health professionals, and health-related agencies (see also interprofessional collaboration competency (IPC) 7.3)
3. Work effectively with others as a member or leader of a health care team or other professional group (see also IPC 7.4)
4. Act in a consultative role to other health professionals
5. Maintain comprehensive, timely, and legible medical records
6. Demonstrate sensitivity, honesty, and compassion in difficult conversations (e.g., about issues such as death, end-of-life issues, adverse events, bad news, disclosure of errors, and other sensitive topics)
7. Demonstrate insight and understanding about emotions and human responses to emotions that allow one to develop and manage interpersonal interactions

PROFESSIONALISM: Demonstrate a commitment to carrying out professional responsibilities and an adherence to ethical principles

1. Demonstrate compassion, integrity, and respect for others
2. Demonstrate responsiveness to patient needs that supersedes self-interest
3. Demonstrate respect for patient privacy and autonomy
4. Demonstrate accountability to patients, society, and the profession
5. Demonstrate sensitivity and responsiveness to a diverse patient population, including but not limited to diversity in gender, age, culture, race, religion, disabilities, and sexual orientation
6. Demonstrate a commitment to ethical principles pertaining to provision or withholding of care, confidentiality, informed consent, and business practices, including compliance with relevant laws, policies, and regulations

SYSTEMS-BASED PRACTICE: Demonstrate an awareness of and responsiveness to the larger context and system of health care, as well as the ability to call effectively on other resources in the system to provide optimal health care

1. Work effectively in various health care delivery settings and systems relevant to one’s clinical specialty
2. Coordinate patient care within the health care system relevant to one’s clinical specialty
3. Incorporate considerations of cost awareness and risk-benefit analysis in patient and/or population-based care
4. Advocate for quality patient care and optimal patient care systems
5. Participate in identifying system errors and implementing potential systems solutions

INTERPROFESSIONAL COLLABORATION: Demonstrate the ability to engage in an interprofessional team in a manner that optimizes safe, effective patient and population-centered care

1. Work with other health professionals to establish and maintain a climate of mutual respect, dignity, diversity, ethical integrity, and trust
2. Use the knowledge of one’s own role and those of other professions to appropriately assess and address the health care needs of the patients and populations served
3. Communicate with other health professionals in a responsive and responsible manner that supports the maintenance of health and the treatment of disease in individual patients and populations
4. Participate in different team roles to establish, develop, and continuously enhance interprofessional teams to provide patient- and population-centered care that is safe, timely, efficient, effective, and equitable

PERSONAL AND PROFESSIONAL DEVELOPMENT: Demonstrate the qualities required to sustain lifelong personal and professional growth

1. Develop the ability to use self-awareness of knowledge, skills, and emotional limitations to engage in appropriate help-seeking behaviors
2. Demonstrate healthy coping mechanisms to respond to stress
3. Manage conflict between personal and professional responsibilities
4. Practice flexibility and maturity in adjusting to change with the capacity to alter behavior
5. Demonstrate trustworthiness that makes colleagues feel secure when one is responsible for the care of patients
6. Provide leadership skills that enhance team functioning, the learning environment, and/or the health care delivery system
7. Demonstrate self-confidence that puts patients, families, and members of the health care team at ease
8. Recognize that ambiguity is part of clinical health care and respond by using appropriate resources in dealing with uncertainty

Graduate Medical Education (GME) Programs

LAU GME is currently running into its 10^th  year.  The scope of training has expanded to include 17 different residency programs and 7 fellowship programs listed below.  There is a total of 179 residents and fellows enrolled  in these programs listed below:

• Anesthesia
• Dermatology
• Emergency Medicine
• Family Medicine
• General Surgery
• Internal Medicine
• Neurology
• Neurosurgery
• OBGYN
• Ophthalmology
• Orthopedics
• Otolaryngology, Head & Neck Surgery
• Pathology
• Pediatrics
• Psychiatry
• Radiology
• Urology

Fellowship Programs

• Cardiology
• Endocrinology
• Gastroenterology
• Hematology/Oncology
• Infectious Diseases
• Nephrology
• Pulmonary & Critical Care

Training is provided to residents in line with ACGME requirements/milestones that aim at achieving the following six competencies: Patient Care, Medical Knowledge, Practice Based Learning and Improvement, System Based Practice, Professionalism, and Intercommunication Skills.  Trainees are monitored and assessed according to these requisite milestones using different forms of work-based assessment tools including but not limited to MiniCEX, chart stimulated recall and 360 degree assessments. Furthermore, the trainees sit for annual in-house and/or in-training international exams.  Most of the latter are American exams and some others European. All Trainees also receive BLS and ACLS training and certification throughout their training years. 

The primary training centers for LAU residency and fellow-ship programs are LAU Medical Centers – Rizk Hospital located in Achrafieh, Beirut and St. John Hospital located in Jounieh, Lebanon. Trainees also rotate within a network of affiliated hospitals and medical centers including Clemenceau Medical Center, Hospital of the Cross, Rafic Hariri University Hospital, Military Hospital, as well as various dispensaries including but not limited to Karageuzian where they get to have longitudinal follow-up of their own patients under the supervision of dedicated LAU faculty.

Application Process of Graduate Medical Education Programs

The GME application process is posted on the LAU School of Medicine- GME webpage. The latter includes the application form, the list ofrequired documents, as well as the timeline and calendar. Interested applicants may contact the GME office via email or attend to the office located in Achrafieh, School of Medicine Administrative Offices, Independence Street, Sarraf Building, 2^nd floor, Beirut, Lebanon, starting November 30, 2023.  For further information please contact the GME Office at: +961 1 200 800, Ext: 5837 or 5949.