Coat of Arms of the Dominican Republic

Dominican Republic

Ministry of Higher Education, Science and Technology

MESCyT

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STANDARD FOR THE APPROVAL AND REGULATION OF THE SCHOOLS OF MEDICINE IN THE DOMINICAN

REPUBLIC

2010

Santo Domingo, Dominican Republic

January, 2010

Second review and updated version

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STANDARD FOR THE APPROVAL AND REGULATION OF THE SCHOOLS OF MEDICINE IN THE DOMINICAN REPUBLIC

INTRODUCTION

The formation of doctors in the Dominican Republic is in charge of the Schools of Medicine of Institutions of Higher Education, recognized by the National Council of Higher Education, Science and Technology (CONESCyT for its acronym in Spanish).

The approval and recognition for the operation and equipment of these schools are subject to the fulfillment of the schools; a set of standards and norms are found in the document herein.

With the approval of the standards and regulations of the Schools of Medicine, the objective of the MESCyT is to ensure the formation of physicians with appropriate general competencies and that the development process results in a professional doctor with the best quality and may respond to the national and international standards.

The fulfillment of such standards and regulations, as well as the assessment and follow-up lays upon the Ministry of Higher Education, Science and Technology, which from its Medical Education Office, establishes the minimum and common requirements to all Medical Schools providing the degree Doctor of Medicine

These standards and norms are clearly defined and described, and provide a framework of action to fulfill the requirements that promote quality and relevance of the study plans offered in the various Dominican universities.

The MESCyT, through mechanisms of monitoring and periodical evaluations, is committed to require from the National Schools of Medicine their faithful compliance, or where not covered by these, recommend corrective actions to the instances defined. If the recommended actions are not met within the agreed time, they would lose their recognition from the official authorities. This document, where we find the guidelines, standards and general requirements for the Schools of Medicine, has been structured according to the criteria of global medical education, therefore, its review and update is a dynamic and ongoing process that seeks as a result of drafting standards and norms that meet national and international criteria. The standards and regulations herein, some are written in mandatory terms, therefore they are inexcusable in their compliance and necessary for the achievement and maintenance of the accreditation, others are expected to be met unless there are extraordinary and justifiable circumstances, which preclude full compliance.

Medical Schools that do not meet the standards set forth in this document may not operate.

Chapter 1: NAME

This standard shall be known as ''Standard of National Council of Higher Education, Science and Technology, CONESCyT, for the Approval and Regulation of the Schools of Medicine in the Dominican Republic.

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Chapter 2: LEGAL BASE

This standard’s legal base is Law 139-01 Law of Higher Education, Science and Technology and its regulations, dated 08/13/2001, which governs higher education in the Dominican Republic.

Chapter 3: ELEGIBILITY

This standard applies to all Schools of Medicine in the Dominican Republic.

Chapter 4: DEFINITIONS

For the purposes of the standard contained in this document, the following terms shall have the following meaning.

1. Medical Career

Study Plans of Higher Education that with the implementation and completion of the Curriculum leads to the degree Doctor of Medicine, or its equivalent.

2. Professional Doctor

Refers to any person duly authorized under the laws of the Dominican Republic to pursue the medical profession.

3. School of Medicine

Combination of organized resources within a mission, and defined objectives, and content within defined academic units assuring an overall training in health sciences.

4. Study Plans

Program leading to the degree of Doctor of Medicine or its equivalent

5. Dean – President

Person responsible for the development and implementation of the Curriculum of the School of Medicine

6. Assessment

Continuous and systematic process aimed to achieving significant levels of quality, to determine the effectiveness, efficiency, relevance and establish the relationship between the mission, the goals and targets with the results of institutional activities

7.- Accreditation

Institutional social recognition of temporary nature, through legal authority to attest documents of the merits, and level of quality institutions of higher education, of a program, or some of its functions or constituent components. It involves an evaluation process which culminates with the certificate that the assessed institution or program meets the predetermined quality standards.

Chapter 5: INSTITUTIONAL IDENTITY

The Dominican Schools of Medicine should be part of a University recognized by the Ministry of Higher Education, Science and Technology, MESCyT.

In order to operate and grant degrees of Doctor of Medicine the schools should have the recognition and adoption of MESCyT and be duly accredited by the Commission.

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Every School of Medicine after being approved and operating for two years shall be duly accredited by the competent body for the remainder of the next general accreditation period to continue its operations and grant degrees of Doctor of Medicine.

All Schools of Medicine in the Dominican Republic, shall be submitted every five years to an overall assessment process for their accreditation

Chapter 6: LIABILITY OF THE SCHOOLS OF MEDICINE

The liabilities of the Schools of Medicine are as follows:

A. Provide students the opportunity of acquiring quality education in medicine, and encourage

service and study habits, that are responsive to the needs and policies of local and global

health.

B. Encourage, provide and engage the academic population in science, always in the sense of

contributing to science and technology to solve problems in their field of study.

C. Provide continuing education programs encouraging the participation of the entire

academic community.

D. Promote postgraduate programs in health sciences impacting our society for the benefit of

our local and global society.

E. Provide programs and opportunities for students to participate in outreach activities.

Each school should develop and publish the technical standards for the admission of applicants with disabilities, in accordance with the existing legal requirements.

Chapter 7: VISION, MISION AND OBJECTIVES

Medical Schools should have their mission, vision, which should be consistent with the mission and vision statement of the university to which the school belongs, and thus clearly state the intentions and purposes for which the career in medicine is being provided. These are independent and specific of each institution. The mission and vision should be made known to the entire university community and be reflected in the academic activities.

Chapter 8: OBJECTIVES

Goals should be set forth clearly and accurately, they should be consistent and coincide with the general objectives and purposes of the university.

The following objectives should be defined, and included in any medicine program:

These should serve as guidelines to establish the content and explain the basis for program assessment.

In the educational objectives reveal the knowledge, skills, behaviors and attitudes that should acquire and display the students in their learning process.

The objectives should be linked to the skills that the medical profession demands, as well as its relationship with the community wherein there is interaction.

a) Providing a medical program that takes into account the achievement of skills to ensure the comprehensive training in the exercise of the future professional.

b) Developing skills for community work that may lead to social work and always to improve our population.

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c) Training a professional doctor familiar with its reality and open to future knowledge. The future professional should be intellectually motivated by duty and interest in self-studying and self-improvement.

d) Forming a professional physician knowledgeable and respectful of the ethic code and provide consciousness and leadership to face the community.

Chapter 9: ADMISSION PROFILE

As a reference, a medical student should meet conditions, such as: intelligence, integrity, sense of duty, high degree of humanitarianism, service- oriented attitude, capacity to manage critical situations, respect for life, and ability to perform work in a team environment, and research direction, adherence to ethical, moral principles and values.

Chapter 10: GRADUATE PROFILE

It is mandatory that the study plans that entails to the degree of Doctor of Medicine have defined the profile of the graduate according to the mission and vision of each institution, and that such is knowledgeable, both to the students and members of the faculty.

The profile must clearly state what conditions are the academic, professional and personal conditions that identify the graduate from the study plan

Chapter 11: GRADUATION REQUIREMENTS

Each institution should be clear and available to the entire academic community graduation requirements established to achieve the degree of Doctor of Medicine. No individual may, under any circumstances, obtain the title if such have not met the requirements of the Curriculum.

Chapter 12: CURRICULAR STRUCTURE

The School of Medicine is responsible for the design of the curriculum and should ensure the teaching of the fundamental principles of medicine, and the acquisition of skills and basic competencies in the performance of the career, as communication skills, critical thinking based on evidence and use of experience to promote health, prevent, confront and solve problems inherent hereon.

The curriculum should be designed with the intention of complying with the graduate's profile and ensure the formation of an integral professional with basic, thorough knowledge, and ability to acquire new knowledge. Furthermore, the curriculum should be designed in order that the students acquire an understanding of basic scientific concepts of medicine and can integrate them into medical practice. The laboratory units and/or community practices and/or hospital practices should be clearly defined in the curriculum. The minimum duration of any program of the medical career, including premedical, can never be less than 5 calendar years (260 weeks). The study plan should specify the time required per course in lecture, laboratory and hospital hours.

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Chapter 13: CURRICULAR BASIS

13.1 Study Plan

The study plan should be designed adopting the curricular models recognized by the international medical education.

The design should be defined by stages or levels, which should be respected in its order and execution. The curricular structure should establish the different stages that identify a curriculum for medical training. Premed, Basic Sciences and Clinical Sciences are recognized as the learning period that the student must pass in order to obtain the degree of Doctor of Medicine.

It is important that the study plan reflects activities and content that integrates basic and clinical sciences, which will allow the student to integrate the knowledge that will serve in understanding the pathology of disease processes. These periods shall be structured and guided in an integral manner to enable student to construct knowledge in an organized manner and oriented towards medicine.

The program should introduce basic principles of clinical research.

The medical program should include selective subjects as an addition to those required. These will allow students to obtain better career orientation.

The program should train future physicians in order to play their role in society, using their abilities and skills in solving the most common problems that occur in the society.

The study plan should include training from a bio-psychosocial perspective from national and global health problems.

Prevention, promotion and health education are fundamental axes that must be present in the training activities of the curricular plan.

In accordance with the need of training a professional with the skills that ensure proper performance to the community, the study plan should, in addition to the content of specific medical knowledge, consider aspects of bioethics, communication skills, health systems, medical management and health economics, social and community work, as well as aspects of new technologies applied in medicine and research. The achievements of the students expressed as learning objectives shall be evaluated.

Evaluations should be designed to reflect the learning achieved in an integral manner, specifically in the transition from basic sciences to clinical sciences and after completing the clinical sciences and/or internship.

In view of the specific nature and characteristics required for the formation of a physician, it is important that the school has a well-defined content, types of patient and clinical conditions that the students should encounter in their experiences in the hospital scenarios; as well as oversight and liability level assigned to the student.

The study plan should integrate appropriate pedagogical models, including combinations of strategies to facilitate the learning process of the student.

Medical education raises a number of interaction options on teacher’s responsibility in task teaching or tutor for the purpose to become a knowledge facilitator and the student can build

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their own knowledge, in addition of encouraging a permanent self-study aptitude that will continue throughout a lifetime.

Educational activities represented by the medical conferences, teleconferences, as well as problem-based learning (PBL), the use of standardized patients, simulated scenarios through the use of software and simulators represent valid teaching strategies in medical education, encouraging and enabling learning and at the same time, the assessment of such learning.

Learning in the clinic, represents the ideal scenario for the student to engage with the predetermined experience in the study plan. The study plans should be structured so that the student can move from the general knowledge into the areas of social science and humanities, and then study in depth the basic sciences of medicine and finally, the medical sciences. This ongoing and predetermined process shall start with the premed, then Basic Sciences and finally with Clinical Sciences (pre-internship and internship).

13.2 Premed

All study plans leading to the degree Doctor of Medicine must begin with the premed, which aims to strengthen and expand the general knowledge in different areas of expertise.

Premed should contain general studies in different areas of expertise, such as:

CREDITS SUBJECTS

8 Behavioral Sciences

8 Organic Chemistry

8 Inorganic Chemistry

8 Physical Sciences

8 Biochemistry Sciences

8 Social Sciences: (Universal History, Dominican History, Economy)

8 Math

6 Spanish

12 English

1 University Orientation

3 Scientific Research

12 Elective

90 TOTAL CREDITS

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13.3 Elective Courses

These areas must be represented in defined subjects in a logical and consistent order.

This premed phase shall be completed in two (2) academic years (as defined by each institution's academic year).

A minimum of 90 credits of premed for those programs shall bemeasured in semesters, 100 credits for programs measured in quarters, and 113 credits for those measured in trimesters.

The fulfillment of the credits covered in the premedical stage should be considered as a requirement so the student can advance to Basic Sciences, as well as a minimum GPA 2.5 cumulative based on a traditional 4.0 scale.

13.4 Basic Sciences and Clinical Sciences

These two stages must be attended during a period of time, however; never less than 132 calendar weeks and with more than 200 credits in programs measured in semesters, 215 in those measured in quarters and 250 for those measured in trimesters.

13.5 Basic Sciences

Basic Sciences correspond to the second level or step of the medical program.

In this phase or stage the subjects or courses known must be represented as key areas of the medical career.

The main objective of this stage in the training is assisting students to acquire general and basic knowledge, and tools of the usual, unusual, organic, non-organic knowledge, as well as the mechanisms of disease and prevention.

Any study plan of the medical career should include content in the areas of: Anatomy, Molecular Biology, Biochemistry, Embryology, Histology, Physiology, Genetics, Immunology, Pathology, Behavioral Sciences, Public Health, Preventive Medicine, Epidemiology, Semiology, Doctor Patient Relationship, Pathophysiology, Pharmacology, Therapeutics, and Basic Life Support.

The training in these core areas should include laboratory work and/or practical exercises involving the better understanding of such, and the observation of phenomena or bio-medical events, and critical analysis.

It is important that from the learning stage the study plan provides the introduction of the basic integration of clinical sciences.

13.6 Clinical Sciences

The primary objective should be to introduce students with the knowledge, approach and solution of problems arising in the course of medical science. The teaching and learning experiences should include direct experiences in the care of the patient under the supervision and guidance of the school of medicines.

They should be instructed in the preparation of the first patient, including medical history and physical examination; as well as the preliminary diagnosis.

The School of Medicine must ensure supervision of students in the hospital, as well as their active presence.

This area should include aspects related to Public Health, ensuring that students acquire knowledge and skills in applying epidemiological and preventive aspects, socioeconomic aspects of health and disease.

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Students shall receive basic instructions oriented to primary care in all the required fields.

Should provide training and experience in the direct patient care, in the ambulance as well as in the hospital environments, and should include important aspects of acute, chronic, continuing, preventive, and rehabilitation care.

This stage requires the teaching of the courses of: Internal Medicine, Pediatrics, Psychiatry, Gynecology and Obstetrics, Surgery, Family Medicine and Social Work.

The clinical sciences must be divided into two periods: Pre-Internship and Internship.

13.7 Pre-Internship

During this period, the length will never be less than 1 calendar year: the student shall receive theoretical lecture of all the subjects or courses with a different academic objectives (credit hours ). In addition to the theoretical instruction the student will start practical work in the hospital as pre-internship.

The contents of the courses to be taught in this stage are the following:

Internal Medicine: Cardiology, Neurology, Endocrinology, Pulmonologist, Infectious Diseases,

Radiology, Nephrology, Rheumatology, Gastroenterology, Psychiatry, Oncology-Hematology

Clinic.

Surgery: General Surgery, Urology, Trauma and Orthopedics, Ophthalmology, Otolaryngology.

Psychiatry Gynecology /Obstetrics

Pediatrics and Neonatology

During the pre-internship the student must distribute and complete a minimum of 32 weeks of hospital duty/social care. Bioethics to work content and Cross-Cutting Issues. 13.8 Internship

This second stage, better known as rotating internship, should have a minimum length of one calendar year.

At this stage, in order to meet the academic curriculum, the student shall integrate in full hospital work assigned to specific tasks during a time frame, and under the supervision of coordinators and professors assigned by the School of Medicine.

During the internship the student should rotate through the hospital facilities located in national or international health facilities, public or private school with which the Schools has agreements familiarized by MESCT.

Hospitals or national health centers in which the students do their rotations must be accredited by the competent national authorities, and approved by the Department of Medical Education of MESCT, prior to its implementation.

The School of Medicine shall be able to send or accept students performing rotations abroad. The following requirements should be accomplished:

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1. An agreement should exist between the Dominican School of Medicine and the health center where the shift is expected to be done, and should be explicit and have in detail the elements defining this relationship.

2. The hospitals or health centers abroad where the students make their rotations should hold an accreditation by the organization of the host country approved by the Medical Education Department of the MESCT, prior to its implementation.

3. A previously approved program should exist, in which the type of rotation the student will perform be defined.

4. Once concluded the rotation, the university should receive from the health facility an evaluation stating the student’s performance in this academic activity.

5. In the event of the Social, Community or Family medicine cycle, they should always be carried out in the Dominican Republic.

The areas of hospital rotation in the Internship and the specific time are as follows:

Internal Medicine 12 weeks

Surgery 10 weeks

Pediatrics 8 weeks

Psychiatry 6 weeks

Gynecology/Obstetrics 8 weeks

Social, Community and 8 weeks

Family Medicine

Total……………………………………………….52 weeks

The total minimum length of clinical rotation required in the development of the Clinical Cycle that includes the pre-internship (32 weeks) and the internship (52 weeks) is 84 weeks.

13.9 Programs or Syllabus

In every subject the length and distribution of the numbers of hours per week should be specified. The Study Plans should provide elective courses that shall contribute to broaden the curricular offer. These courses should be defined in the curriculum. The School should provide the programs with the applicable content of each area. Such should be presented as follows: Name of the subject Year of elaboration of the Study Plan Code Level (Premedical, Basic Sciences, Clinical Sciences) Number of Credits Schedule Distribution Prerequisites Description of the subjects Introduction Justification

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General Objective Specific Objective Content Teaching Methodology Learning Resources Assessment Methodology Bibliography 13.10 Sequence of the Courses In the design of the Study Plans, a logical and appropriate sequence should exist. Furthermore, the prerequisites should be established whereby the School should strictly fulfill or accomplish. 13.11 Duplicity or Repetition In the design of the Study Plan, as a general rule, duplicity of topics or contents between different subjects should not exist, unless a justification exists. Chapter 14: ASSESSMENT METHODOLOGY The Schools of Medicine should establish their evaluation system for every subject according to the features and particularities of each area. The evaluation should be cumulative, as well as appropriate and consistent with the general policies of the university. Should promote formative and summative assessments. Auto-assessment processes should also be incorporated with which the student can be able to know the level of their learning. In the areas of Pre-Medical and Basic Sciences the performance of the student should hold the first place according to the development of the program and the results of the pre-established evaluations or exams. The Schools of Medicine shall establish test that shall allow them evaluate if the students have accomplished the learning objectives in integrating and diagnosis testing, mainly when the students conclude the Basics Sciences, and are getting ready to study the Clinical Sciences, which shall be necessary for the self-assessment; as well as, the moment of concluding the Study Plan before graduating from the School of Medicine. A system for the evaluation gathering the achievements of the students should be established, taking into account the cognitive and non-cognitive aspects (skills, behaviors and attitudes). As well as their ability to use the information in order to resolving problems commonly found in the medical practice. The evaluation methods may include direct observations from the teachers or tutors and feedback of the students through the evaluations of the internship. The learning evaluation instruments in the clinical environment should be supplied to all the teachers. They should be familiarized and know the tools of evaluation in all their areas. The School of Medicine should make public to all the members of the faculty and students the standards y procedures or methodology for evaluation, promotion and graduation.

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Chapter 15: ADMISSION AND REGISTRATION 15.1 Admissions An Admission Department should exist, managed by a Principal, who shall have the responsibility of ensuring that the candidates to the program make a formal request and under the established requirements. The admission process should be regulated whereby the document is processed and the requirements to be fulfilled by the interested parties, and presented in a printer and/or digital format. The Admission Department is responsible for information, reception of the students’ document, y and procedures hereof. The admission process to a program that leads to the degree of Doctor of Medicine should be designed according to the requirements established in the person in charge Regulation of the Institutions of Higher Education. Besides the Principal of the Admission Department, an Admissions Committee should exist with representation of the School of Medicine having the person in charge as a representative or by a delegate person, with representation of the teachers, who under the regulation quorum, will check the requests of the interested parties with the purpose of making a decision hereof. Every School of Medicine should keep a permanent communication channel with the Admission Department and Department of Academic Records. There will never be discrimination by sex, race, age, creed and nationality.

15.2 Registration

The Institutions of Higher Education to which the School of Medicine belongs should have a Department of Academic Records, whose main duty is to manage the results of the academic process. This is the Academic Auditor of the processes and procedures of this instance.

The Department of Academic Records is independent and acts as an auditor and inspector of the teaching process.

This Department should be managed by an official or Principal and should provide documentation to the School of Medicine and to the student concerning its behavior throughout the career, as well as a degree at the end of the program.

Also, this department has the record of documents guaranteeing the student’s credentials.

The Department of Academic Records shall be the organization responsible for issuing certificates associated to the academic situation of the student. For such tasks, among others; such should have independence and human, technological and sufficient economic resources in order to be efficient.

The verification and certification process required for graduation is exclusively of said Department.

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15.3 Transfers and Validations

The School of Medicine should have a policy and rule of validations documented and defined for its logical application taking into account the nature of the programs and contents, as well as to fulfilling all requirements set forth in the Regulation of the Institutions of Higher Education of the MESCT.

The School of Medicine is responsible before the Institutions of Higher Education for reviewing, approving and signing the validation applications, following the current regulations and institutional procedures.

As part of the admissions committee, the School of Medicine is responsible for taking into account where an applicant can or cannot be admitted.

The School of Medicine can accept transferred students from other medicine programs either nationals or foreigners provided they comply with the requirements of the Institutions of Higher Education and the Ministry of Higher Education, Science and Technology.

The Institutions of Higher Education should deliver to the MESCT the records for transfer prior to the admission to authenticate such documentation.

In the case of a national and foreign School of Medicine, it shall present the academic transcript of transfer authenticated, as well as the programs or catalogs. The MESCT will not accept more than 49% of the credits; this implies the applicant shall take at least 51% of the credits of the program to which is being transferred.

Credits of transfer with subjects taken and passed over five years shall not be approved, subject to the continuation of classes.

In the case of students transferred from programs, such as: Chiropractics, Assistant Physicians, Nurses, and similar Professions or related to the health area; the validation process shall only be valid for the subjects under Premed. Validations for subjects under the Basic Sciences or Clinic Sciences shall be accepted in said programs.

The premed column can be validated when the applicant has a bachelor’s degree or equivalent only at the pre-medical stage if the average is equal to or above 2.5. If none of the precedent is fulfilled they shall be validated by subject. The remaining levels will be validated by subjects, taking into account the program, the credits and content according to the course equivalency table, according to the programs on a quarterly, trimester, semester basis.

Fulfilling at least 80% of the contents shall be taken into account.

Chapter 16: INFRASTRUCTURE: Minimum Facilities

The institution of higher education to which the School of Medicine belongs should have available facilities and equipment that are quantitatively and qualitatively, appropriate of providing an environment and instruments leading to a quality education.

Facilities should at least include:

1. Administrative Offices of the Faculty.

2. Appropriate classrooms (airing and facility for audiovisual).

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3. Pre-medical and Basic Science Laboratories.

4. Admissions’ Department.

5. Department of Academic Records.

6. Cafeteria.

7. Library.

8. Possibility of building an auditorium.

9. Biotherio and/or simulated programs.

10. Conference rooms.

11. Recreation areas or nonacademic activities.

REQUIRED LABORATORIES

PRE-MEDICAL:

1. Physics Laboratory

2. Biology Laboratory

3. Chemistry Laboratory

BASIC SCIENCES:

1. Laboratory of Physiology and Pharmacology 2. Laboratory of Histology

3. Pathological Anatomy Laboratory 4. Laboratory of Microbiology and Parasitological

5. Human Anatomy Laboratory

6. Biochemistry Laboratory 7. Genetics Laboratory

Each laboratory should have the facilities and equipment to carry out every laboratory procedures or demonstrations within different areas. It is recommended the use of simulator and software. Each laboratory should have a Manual of Practices describing in detail the tasks to be performed in each of the involved subjects.

16.1 Library

The library at the institution of higher education represents for the School of Medicine one of the most important instruments to offer a program with outstanding quality for the formation of high-quality physicians.

The library shall comply with parameters or standards already recognized in that field. In the area of medicine the library shall have collections of sufficient volumes, updated and available to the use, in addition to the textbooks and periodical consultations, medicine journals and very well-known related areas. All subjects offered shall be represented in periodical publications.

Furthermore, it shall count with the assignation to electronic databases in the field of Health Sciences.

The library should offer databases and possibilities or connection services to national and/or international networks. Audiovisual means should be available for the use and implementation of teaching and provide daytime and nighttime schedules at least 6 days per week.

Should have professional staff on the field, and sufficient aid for the operation and user service.

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The institution of higher education should have a budget reflecting the budget line item invested in the library to invest in new titles and acquire and implement new resources in the area.

The library shall be available to the whole academic population.

16.2 Book Shop (Economato)

The university shall sell textbooks, bibliographical material and additional instruments to study. This place should be located within the university campus, have an inventory, and a wide variety of books in each field.

Chapter 17: RESEARCH

The School of Medicine should foster, support and incentive programs focused on biomedical research in every aspect, complying with a policy of research of the institution of higher education it belongs to.

The School should have facilities to carry out or initiate scientific research projects. Also, participation in scientific and research investigation must be encouraged within the academic population (students and teachers).

Chapter 18: SEPARATED GEOGRAPHICALLY FACILITIES

The school shall be responsible for the components of the program carried out within the premises or establishments geographically separated from the central university campus where the School of Medicine operates; therefore, the operation of these campuses should be guaranteed to be appropriate and that such fulfill their objective and particular standards.

The cycles of basic sciences and clinical sciences can only be taught in the premises of the School of Medicine previously authorized and accredited by the MESCT.

Separated geographically facilities shall be overseen by the Department of Medical Education of the MESCT.

18.1 Clinical Facilities

Every program leading to obtaining the degree Doctor of Medicine shall have hospital facilities at the national and/or International level of health to implement a similar program of such nature.

The School of Medicine should have these facilities and also show an academic agreement between the university and the hospital by showing the commitment of both parties in the formation process and students’ monitoring. Also, the agreement should specify the kind of relationship between the university and the hospital.

A School of Medicine should have hospitals where teaching is part of the hospitals’ healthcare.

The hospitals shall have facilities to fulfill the criterion of Teaching Hospital.

Mainly, they should have programs of medical residencies in the fields where the student perform hospital shift.

The clinical facilities shall be centers of basic care, second and third level centers and specialized centers.

In the case of national clinical facilities, the School should have university teachers to be responsible for teaching at the hospital, and at the same time achieving the objectives of the shifts.

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Regarding the international clinical facilities, the School of Medicine shall recognize the structure and program of such center, including the teachers.

In both cases there shall be a program with the objectives to be fulfilled in each shift.

The student shall recognize which are their obligations and rights in the hospital; besides, this shall be subject to the evaluation of each shift by the teacher. This evaluation shall be defined and take into account several parameters related to practicing medicine.

It must be recognized that the relationship between the hospital and the School of Medicine is essential to objectively and effectively execute the teaching program.

The student should have access to hospital centers for specialized and general primary healthcare. In addition, the School shall include within the practical practice by the student the primary health care and outpatient medicine in order for the training to be complete.

The clinical facilities stressed as teaching centers should have all the facilities for the fields they have been addressed to. The School should provide the students posts in clinical facilities in the areas of internal medicine, Ob/Gyn, surgery, pediatrics, psychiatry, outpatient attention and basic health care.

Chapter 19: ADMINISTRATIVE ACADEMIC STRUCTURE

The Institution of Higher Education to which the School of Medicine belongs should be governed by a higher organization or managers.

The School should have an organizational structure described in a chart and represented by: the Dean, the Principals, Coordinators and other Members designated by the institution.

The Dean and/or the Principal of the School of Medicine will be responsible for managing such School. This shall gather the following characteristics to hold such office.

It shall be a respected physician with leadership within the medical community. Having knowledge and expertise on medical education, access and trust to the university’s Rector. Full time dedication.

The School shall have a catalog to include the mission, vision and objectives, student’s profile, requirements and admission documents, an academic and administrative structure, names of key officials, members of the faculty, graduate’s profile, program description and subjects or courses description, distribution of credits, schedule of each subject or course, facilities available (classrooms, laboratories, cafeteria, library, recreational areas, sports, others).

There must be permanent Committees of the School, such as: Committee for Curricula Affairs, Basic Sciences Committee, and Clinic Sciences Committee associated to the ones of the institution, such as: Admission’s Committee, Research and/or Publication Committee, Library Committee, among others.

There must be a school organization and structure manual including positions and duties descriptions, school structure and organization, responsibilities and privileges of managerial officials, faculty, students, and committees.

The School must have an annual operational development plan and a budget reflecting the expenses and obligations.

19.1 Teaching Staff

The teaching staff is composed of professors responsible for developing the curriculum and establishing the progress of the students while being implemented.

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The professors should be people with moral, intellectual, academic, and ethical values selected according to the training regulations of each institution.

The School shall keep an updated record of all members of the faculty where data is found, such as, curriculum, teaching area, time or type of contract.

The teachers must have a preparation and curriculum that justifies the field where teaching is performed.

There should be a criterion or contracting regulation where their rights and duties to the university are explained.

At least 5% of the teachers at the school should be working full time.

The professors should participate in designing the curriculum and should apply it and made known to the students. The professor is responsible for the execution of the required program and shall be supervised by the school for such purposes.

The Principal and/or Dean of the School will hold periodical meetings with the professors and/or academic coordinators, as needed and required by the internal regulations of each School of Medicine. At least one ordinary meeting shall be held every six months and extraordinary meetings when needed; minutes will be taken.

The School should have a physical space available for professors to hold meetings, consultancies, counseling, and individual interviews with the students.

Those professors with coordination duties or working full time shall be available to work during non-working hours to deal with matters related to the class development. The School should have space available in order for the professors to carry out these duties.

Chapter 20: THE STUDENTS

Necessary facilities shall be available to the students to ensure a formation with quality.

The institution the School of Medicine belongs to shall have a Counseling Department conducted by psychologists and professional counselors to serve the student community if needed. The department shall offer services to the students in the event they are involved in situations affecting their life as a student mainly their behavior and performance.

The students shall know the academic provisions and regulations included in the academic Regulation or Faculty Regulation which shall include the disciplinary regulation and should be available in printed and/or electronic format.

Chapter 21: PROGRAM EVALUATION AND GRADUATE MONITORING

A School of Medicine should develop methods to recognize and demonstrate fulfillment of their education objectives.

A database shall be established to allow the school authorities to effectively measure their graduates.

In this regard, it shall obtain and analyze the results of National and International Exams used to evaluate their graduates.

The data shall be consulted by authorities and people of the faculty requesting such data to demonstrate the level of compliance of their objectives.

Likewise, the achievements of their graduates shall be recorded, as well as the termination of the post-degree and place or community where performing as a physician.

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The School shall be aware of the rate of students dropping out and who do not finish their graduate and postgraduate degree for potential researches aimed to improve the study plans.

Chapter 22: STATISTICS

The process to be used to obtain statistical information from the Schools of Medicine of the Dominican Republic is described as follows: All faculties of medicine shall report once a year, three months after completing the annual calendar. The data shall be included to the MESCT information system to be processed and prepare the statistical report.

Chapter 23: BIOSAFETY RULES

The School shall have a prevention policy of contagious diseases and biosafety standards for their students.

Shall be mandatory to request from students to be vaccinated against Hepatitis B and tetanus; as well as any other requirement or measure for their prevention and safety if exposed to risk situations. Before initiating hospital practices the students have to comply with this requirement and show proper evidence thereof.

Students shall be trained on prevention methods, care procedures after exposure, effects of infections and environmental diseases. In addition, they shall be warned about management of biological wastes and their final disposal to avoid risk situations and environmental damages. All these specifications shall be part of the biosafety manual, which is mandatory to be placed at the procedures room.

Chapter 24: CONFIDENTIALITY CODE AND PROFESSIONAL SECRET

Confidentiality and medical secret is part of the contract executed between the health personnel and the patients.

The School shall teach the students about fulfillment of this ethical duty, which is inherent to the career of medicine and need to be taught and practiced since the beginning of the student’s formation at the health centers.

Chapter 25: REVISION PERIOD, STANDARD ON APPROVAL AND REGULATION OF SCHOOLS OF MEDICINE

The Standard for the Approval and Regulation of the School of Medicines in the Dominican Republic shall be in force for a 5 (five) year period from the date of the publication, and it shall be revised and updated every 5 (five) years.