Policies and strategies for college

Objectives of the Conventional (Credit hours) program

  1. Achieve integration between basic and clinical medical sciences, reaching the ninth degree in the first phase and the sixth degree in the second phase of the program.
  2. Emphasizing self-education and scientific research abilities as well as preparing a student able to continuously educate on the medical field.
  3. Making use of various sources of knowledge such as textbooks, , periodicals, medical researches and the web.
  4. Making use of the university’s e-learning infrastructure.
  5. Interactive teaching and training in a workbase environment.
  6. Utilising the skills lab to develop basic clinical skills before practicing them on patients.
  7. Including elective courses within the curriculum.Adopting objective evaluation methods
  8. The undergraduate program aims to prepare a graduate who begins his medical career armed with the knowledge and skills (basic, cognitive and professional) that enable him to perform his duties as a primary health care physician, and gives him the ability to solve medical problems that he will face and makes him ready to engage in postgraduate studies and training, motivated by specialization, and be able to practice self- and life-long education. The program also aims to provide students with sound moral values and characteristics, and to develop their professionalism. As the main goal of any of the medical curricula, it aims that the graduate doctor be able to solve the patients’ medical problems and to serve the community.


 Teaching and learning methods

  1. Traditional education strategy

This strategy adopts the use of lectures and practical lessons for students in order to help stimulate the acquisition of information directly, with an emphasis on achieving horizontal and vertical integration between courses within different semesters, eliminating duplication of topics, shortening curricula, and providing students with clinical skills in the pre-clinical as well as clinical phase, while ensuring that the content of each course includes knowledge and skills targeted for learning to achieve the competencies required for students.

  1. Self-learning strategy

Independent learning "Self-directed / self-regulated learning" Strategy

Self-learning is a learning activity carried out by the learner-on his own- to acquire skills, knowledge, concepts and values in order to develop his potentials and capabilities, in which the learner is the focus of the educational process.

This strategy aims to learn to learn, that is, for the learner to acquire the necessary skills that enable him to learn continuously to face the academic tasks and deal with the sources of science and knowledge in the academic stage as well as the following stages of his practical life. The role of the teacher is manifested in:

  • Encouraging critical thinking
  • Providing scientific resources and suitable environment to self-learning.
  • Developing reading and analysis skills and urging students to link learning to life situations.
  1. Individual learning strategy

It is represented in the efforts made by the faculty member in responding to academic differences between students. The faculty member diversifies his teaching method so as to provide students, whether as an individual or a homogeneous small group, with the best learning opportunities based on the student’s readiness, interests, or previous learning experiences. The strategy includes the following aspects:

                  Content: It defines what the student needs to learn, and how to reach the students in the

                                    easiest way.

    Process: Defines the activities students engage in until the content makes sense and they

                     reach a level of content learning mastery.

    Outputs: Identifies students' own applications according to what has been learned and

                     expands its scope.

    Learning Environment: Determines the method of the teaching and learning process in the

                     classrooms, and the prevailing feelings between students and the faculty member,

                     to achieve academic success in the educational process through methods that

                     meet their different levels.

  1. Integrative Problem-solving learning strategy “Problem based/Task Based Learning”

This strategy aims at training the scientific way of thinking It is done by notifying the students and provoking their thinking about a problem (appropriate to their level, and related to the topic of the lesson) that they cannot solve easily, but rather by searching and exploring facts leading to a solution. Through a situation that leads to interacting with it to produce original and useful solutions.

This strategy includes:

Identifying the different aspects of the problem.

Addressing the problem in a way that helps to identify and analyse it and try to find its appropriate solutions.

Evaluate the ideas that have been reached and identify different alternatives for the appropriate solution to the problem.

  1. Inquiry Based / Critical Thinking Strategy

It is the continuous and automatic development of students’ cognitive ability as a result of letting them face situations, tasks and problems that they have to solve and deal with using the principle of doubt and testing opinions in the light of their previous knowledge in order to reach conclusions away from prejudices. This strategy depends primarily on the use of thinking skills, while its importance is evident in acquiring logical thinking skills, persuasion and arguments.


  1. Experiential education strategy

It is suitable for applying and evaluating the information studied and supports theoretical methods that may not be sufficient.

This strategy relies on making the learner acquire experiences by himself, relying on himself to acquire skills that will help him in the future during the post-graduation period.

  1. Collaborative learning strategy

A strategy in which students work together in small groups to perform a specific task or project that meets their needs and interests and that matches their strengths. The number of members of a cooperative learning group ranges from two to six students who interact with each other and cooperate in helping each other to achieve learning. Among the forms of interaction of members of the collaborative learning group: brainstorming, reflective discussions, deliberation for decision-making, and conducting research.

This strategy aims to:

Increase students' respect and understanding of others' abilities, interests and needs.

Improving the outcomes of the education process in terms of positive self-esteem, improving social adjustment, mental health, acquiring social skills, increasing academic achievement, and reaching a high level of mental reasoning.

Reducing the level of competition and alleviating the low level of self-esteem that some students may reach as a result of their previous failures.

  1. IT assisted learning strategy

Learning strategy with the help of information technology

This strategy aims to create an educational system that relies on interactive information and communication technology (such as the Internet, television channels, e-mail, computers, teleconferences...) in providing educational or training programs to students at any time and in any place, using a synchronous or asynchronous method. This strategy provides regular evaluation of teaching and learning with the help of information technology in all its various forms, including (integrated learning systems, interactive multimedia, interactive learning environments).

  1. Peer Assisted learning / evaluation strategy

The goal of this strategy is to train students to teach, evaluate, criticize and make decisions. As well as introducing them to the way in which the process of correction and evaluation is carried out, in order to take them into consideration in their future work and practice.

Study plan:

Studying at the Faculty of Medicine, Mansoura University is regular, and the student must follow lectures, practical and clinical sessions. The Faculty’s Council has the right to prevent the student from taking part or all the exams scheduled for a given semester in the event that he did not attend more than 25% of the scheduled lessons, in that case the student is considered to have failed in this particular semester/subject.

Students remaining to repeat are required to attend all lessons as well as new students.

The start and end of the study in each semester is as follows:


Start of Study

End of Study


Final exam

Resit exam

Sem. 1,3,5,7,9




Sem. 2,4,6,8




Sem. 10





Students’ assessment:

Mansoura Faculty of Medicine adopts the assessment and evaluation strategies for the medical sector of Mansoura University, which guarantees the optimal provision of community service by the graduate and ensures his competency as a lifelong learner. The strategies adopt modern methods and means of evaluation to increase the effectiveness of the educational process and provide students with necessary knowledge and skills. It is also in line with the internal general regulations for the two educational programs; the Conventional Program and Mansoura-Manchester Medical Education Program.

The assessment strategy includes many modern evaluation methods, as follows:

  • Written evaluation methods: such as short essay structured questions and multiple choice questions.
  • Practical assessment methods (OSPE - Objective Structured Practical Exam)
  • Clinical assessment methods (OSCE - Objective Structured Clinical Exam)
  • Activities / Logbook Portfolio

               Assessment is as follows:

  • Continuous assessment 30%
  • Theoretical exams 40%
  • Practical & clinical tests 30%: through the objective multi-station system (OSPE) and objective multi-station system (OSCE).
  • Formal assessment tests at least once for each academic device or course

 Academic advising

Assistance and support is provided by following the student from time of joining the university until his graduation and assisting him in everything he needs by raising students' awareness of their academic responsibilities and encouraging them to exert more effort in solving academic and personal problems that prevent them from achieving their educational goals.


Activating the relationship between the student, faculty members and the college under the supervision of an academic advisor.

Duties of the academic advisor:

  • Providing information on means of communication that enable the group of students responsible for providing support to them to contact him (such as e-mail).
  • Provide personal and academic guidance and advice upon request.
  • Introducing the student to the administrative and academic structure of the college, the college committees, the objectives of the bachelor's program, evaluation methods, and examination methods.
  • Following up the student’s educational progress, directing him to the needs, to benefits from self-learning activities and assisting him academically.
  • Encouraging the student to participate in collective student activities.
  • Identifying the students’ health, psychological, social and achievement conditions, and identifying those who may need preventive services.
  • Developing and enhancing the positive characteristics of the student in the light of principles, values, traditions and customs.
  • Recognizing students with special talents and abilities and taking care of them.

Student assessment

Evaluation policy

The Faculty of Medicine - Mansoura University adopts specific up-to-date methods of evaluation strategies which guarantees the optimal ability of the graduate to serve his community, ensures his capability of continuous medical education. increase the effectiveness of the educational process and provide students with education

Students the necessary information and skills.

It is also in line with the internal general regulations for the two college programs (the basic program - Bachelor of Medicine and Surgery - credit hours and the Mansoura-Manchester Medical Education Program).

The strategy includes several modern evaluation methods, as follows:

Written evaluation methods: such as short essay structured questions and multiple choice questions.

Practical assessment methods (OSPE - Objective Structured Practical Exam)

Clinical assessment methods (OSCE - Objective Structured Clinical Exam)

Activities / Logbook Portfolio

The evaluation strategy also includes several mechanisms and periodic reviews to ensure the quality of evaluation processes through the following items:

Analysis of exam results: an item analysis of exam papers to identify deficiencies in students' comprehension of the courses or parts thereof.

Analyzing the results of the students' opinion poll: about the nature of the exams

Reports of internal and external auditors

Reports reviewing the description of academic programs and courses, indicating the appropriateness of the educational styles used for the intended learning outcomes, methods of evaluation, and the examination scheme.

Making improvement plans and periodic evaluation of those plans to determine the impact of improvement plans on the educational process

Test system:

quarterly business 30%

It consists of presentations, an achievement file, and an exam at the end of the course

theoretical exams 40%

To evaluate the knowledge and thinking skills acquired by students through theoretical lessons, a theoretical test is carried out.

A decision was also adopted by the College Council to carry out an item analysis routinely for all theoretical exams to evaluate the exam and take corrective action if needed.

Practical tests 30%:

It takes place in the laboratories of the academic departments and through the objective multi-station system (OSPE), in which the practical skills acquired by the student through the practical course are evaluated based on a checklist.

Clinical tests:

The objective multi-station system (OSCE) is followed in the clinical departments, in which the clinical skills acquired by the student through the course are evaluated based on a checklist under direct observation by the examiner.

Classroom coordinators in classes from the first to the fifth of the program and the heads of departments in the classes from the sixth to the tenth are committed to conducting formal assessment tests at least once for each academic device or course