Admission to the Degree Programme is subject to the possession of a high-school diploma or equivalent suitable qualification obtained abroad and deemed valid pursuant to applicable legislation.
In order to ensure a successful attendance to the programme, students need to possess sufficient knowledge and skills in biology, chemistry, physics and mathematics, general subject, logic reasoning, as well as English language.
The knowledge and skills required are tested by means of a written selection examination, the content of which is decided by the Ministry of Education, University, and Research. The means of assessment and the contents of the test are published in detail, well in advance, on the relevant call for applications or notice. Knowledge and skills in the English language will also be assessed by means of a Placement test of the University.
If needed, and based on the results of the admission test and Placement test, the Degree Programme Board may assign extra training credits (OFAs) the students shall comply with by attending specific recovery courses of Biology, Chemistry, Physics and English. If needed, and based on the results of the admission test, the Degree Programme Board may assign extra training credits that the students shall comply with by attending specific recovery courses.

Access to the course is scheduled.
The number of places is set by decree of the Ministry of Universities and is defined annually, on the basis of the estimated need and teaching capacity of the facility, by the local and national health authorities; it is indicated in the announcement for the admission test.
The knowledge and skills required for admission are verified by means of a paper-based test to be taken in person at the university premises, in two separate time sessions, on 28 May and 30 July 2024.
Only candidates: a) in possession of an upper secondary school degree (or foreign equivalent); b) who will obtain their degree in the school year 2023/2024 may take part in the admission test;
Any candidate meeting the above requirements may attend both dates for each session in each calendar year:
1) first date: 28 May 2024;
2) second date: 30 July 2024.
The method of assessment and the content of the test shall be publicised in detail, well in advance, in the appropriate announcement or notice
(https://www.unimore.it/bandi/StuLau-LauCUMed.html)
The questions for the admission test will be extracted from a special database containing the correct answer. The database, comprising a total of at least 7,000 questions, will be published on the following website: (https://accessoprogrammato.mur.gov.it/2024/)
- half (at least 3,500 questions) at least twenty days before the test dates set for May 2024;
- the other half (at least 3,500 questions) at least twenty days before the test dates set for July 2024.
For the purposes of participation in the selection for the academic year 2024/2025, candidates may use their best results from the admission tests scheduled for each session in the calendar year 2024.
Once the selection has been passed, English language knowledge and skills are also verified by means of the University Placement Test. Should the need arise, based on the results of the admission test and Placement Test, the degree programme may assign additional learning obligations (OFA) to be made up through attendance of remedial courses in biology, chemistry, physics and English language.
All OFAs allocated must be fulfilled by means of a test by 30 September 2025. Further specifications on how to fulfil OFAs can be found at the following link:

Surgeon
For the performance of the medical profession, the following skills and competences, both disciplinary and transversal, are required of the Medical Surgeon:
- to responsibly address and solve health problems from a preventive, diagnostic, prognostic, therapeutic and rehabilitation perspective;
- manage the most common medical emergencies correctly and independently;
- contribute to the maintenance of the individual's psychophysical well-being through the identification of the main factors determining the state of health or illness;
- adopt an integrated and ethical approach, and an effective and empathic communication with the individual, to understand him/her in his/her organic and psychological reality, and in his/her interaction with the physical, social and cultural environment;
- apply the principles of health management in medical decisions, and recognise community health problems and intervene competently;
- actively collaborate on an interdisciplinary and inter-professional level to achieve optimal outcomes in all healthcare activities;
- evaluate clinical problems by applying the principles of scientific methodology and be able to constantly update their knowledge by consciously drawing on the literature.

Surgeon
Graduates in Medicine and Surgery practise the medical profession within the framework of the standards and definitions set by the European Union.
The Master's Degree in Medicine and Surgery, together with the qualification to practise the profession with passing the state examination and consequent registration with the Professional Order, constitutes a requisite for access to Medical Specialisation Schools and Training Courses for General Practitioners.

Surgeon
Graduates of the Master's Degree programme in Medicine and Surgery will work as medical surgeons in various clinical, health and biomedical professional roles and fields.
The object of the profession of Surgeon is the diagnosis and treatment of all organic and functional human morbid states, prevention activities, both individual and collective. The occupational outlets normally offered to the Master's Degree in Medicine and Surgery are provided by:
Public and private clinics,
Hospitals and specialist centres,
Universities and Research Centres,
National and international health and humanitarian organisations.

In order to achieve the above-mentioned educational objectives, the degree programme
magistrale a ciclo unico provides for a total of 360 CFU, spread over six years, of which at least 60 are to be acquired in educational activities aimed at the development of specific professional skills. The course is organised in 12 semesters and 36 integrated courses; specific CFUs are assigned to these by the Council of the teaching structure in compliance with the provisions of the table of indispensable educational activities. Each CFU corresponds to a student commitment of 25 hours, of which not more than 12.5 hours are normally spent in lectures in the areas of
basic, characterising and related disciplines, or theoretical-practical teaching (seminar, laboratory, exercise), or 25 hours of assisted study within the teaching structure. Each professionalising CFU (training and orientation placements) corresponds to 25 hours of face-to-face teaching, as does each CFU for the student's choice activities and for the final examination.
The Course Council determines in the 'Study Manifesto' and reports in the 'Student Guide' the structure of the integrated courses in the semesters, the relative CFUs, the 'core curriculum', the learning objectives (including those relative to the CFUs of the professionalisation-type activity) specific to each integrated course and the type of profit assessment. The number of profit examinations, which may not exceed 36, are scheduled by the competent Course Council during the periods when frontal teaching activities are interrupted. If successfully passed, the profit assessment entitles the student to acquire the corresponding CFUs.

Course-specific mission
The mission of the course is identified with the training of a physician at the initial professional level with a biomedical-psycho-social culture, who possesses a multidisciplinary and integrated vision of the most common problems of health and illness, with an education oriented towards the community, the territory and fundamentally towards the prevention of illness and the promotion of health, and with a humanistic culture in its medical aspects; this specific mission responds more adequately to the new requirements of care and health, in that it focuses not only on the disease, but above all on the sick person, considered in his or her entirety of soma and psyche and inserted in the social context.
Medical training thus oriented is also seen as the first segment of an education that must last over time, and it is in this perspective that the knowledge that the student must acquire at this stage has been calibrated, giving due importance to self-learning, to experience not only in the hospital but also in the territory, to epidemiology, for the development of clinical reasoning and the culture of prevention.
The qualifying characteristics of the doctor to be trained include:
1) Good human contact skills (communication skills);
2) Capacity for self-learning and self-assessment (continuing education);
3) Ability to independently analyse and solve problems related to medical practice together with good evidence-based clinical practice (evidence-based medicine);
4) Habit of constant updating of knowledge and skills, and possession of the methodological and cultural basis for the autonomous acquisition and critical evaluation of new knowledge and skills (continuing professional development);
5) Good practice of interdisciplinary and interprofessional work (interprofessional education);
6) In-depth knowledge of the methodological fundamentals necessary for a correct approach to scientific research in the medical field, together with the autonomous use of information technologies indispensable in clinical practice.

The specific didactic project, the teaching method
The key words of the teaching method adopted, which are useful for achieving the expected qualifying characteristics, include the horizontal and vertical integration of knowledge, a teaching method based on a solid cultural and methodological foundation achieved in the study of pre-clinical disciplines and then mainly centred on problem-oriented learning, early contact with the patient, a good acquisition of clinical skills together with a good acquisition of the ability to human contact.
The course envisages a highly integrated, flexible and modifiable didactic organisation, a veritable laboratory of scientific experimentation, with the intention of promoting in students the ability to acquire knowledge not in a fragmentary but in an integrated manner, and to keep it alive not only in the short term but also in the longer term. The student is therefore considered the pivot of the educational process, both in the planning of teaching and in the improvement of the entire curriculum, with the aim of enhancing his or her autonomy of initiative.
A solid foundation of clinical knowledge is also provided to the student through the organisation of certified internships based on tutorial teaching, together with a strong understanding of the medical-scientific method and the humanities. True professional competence is only achieved, in our opinion, after a long familiarity with patient contact, which is fostered from the first year of the course and integrated into the basic and clinical sciences throughout their training through extensive use of tutorial activities.
The didactic project of the course proposes the right balance of integration between: 1) basic sciences, which must be broad and provide for knowledge of evolutionary biology and biological complexity aimed at understanding the structure and function of the human organism under normal conditions, for the purpose of maintaining health conditions, 2) clinical and methodological medical practice, which must be particularly solid, through extensive use of tutorial teaching capable of transforming theoretical knowledge into personal experience and building one's own scale of values and interests, 3) human sciences, which must constitute a useful baggage to achieve awareness of being a doctor.
Many of the core contents of the course design incorporate the World Federation on Medical Education's European specifications for global standards in medical education on basic international standards and quality development in biomedical education (WFME Office, University of Copenhagen, 2007).

The special features of the course aimed at achieving the general, intermediate and specific objectives are summarised as follows:
1) Within the framework of current legislation, the planning of objectives, programmes and teaching is multidisciplinary.
2) The teaching method implemented is interactive and multidisciplinary, with the daily integration of basic sciences and clinical disciplines and an early clinical involvement of the students, who are immediately oriented towards a correct approach to the patient (right from the first year of the course, with the learning of the methodology to conduct the psycho-social anamnesis at the patient's bedside, and in the second year of the course with the acquisition of basic life support techniques). The problems of the basic sciences and those of the clinical sphere are thus addressed in all the years of the course (total integration model), albeit in different proportions, but with a unified and strongly integrated vision, also through the use of multi-part didactics and learning based on problems and their solutions with appropriate decision-making.
3) Choice of the specific objectives of the core courses made primarily on the relevance of each objective within the framework of human biology and on the propaedeuticity to current or foreseeable clinical topics, with particular attention to the scientific methodology component.
4) Choice of the specific objectives of the characterising courses made primarily on the basis of epidemiological data, urgency of intervention, possibility of intervention, seriousness and didactic exemplarity. There is also the valorisation of attendance in hospital wards and outpatient clinics of territorial facilities and the valorisation of the relationship with the patient, also under the psychological aspect.
5) The teaching process makes use of, and enhances the use of, modern teaching tools, consisting of the tutorial system, the clinical trigger, problem-oriented learning, experiencial learning, problem solving, decision making and the extensive use of seminars and lectures.
6) Tutor teachers are used to collaborate in the student's learning process with learning facilitation functions (area tutors) and support functions (personal tutors) for students.
7) Particular attention is paid to the acquisition of practical skills, through:
a) involvement in planning basic research in the first three years of the course,
b) learning the semeiological basics of clinical sciences at the bedside and in laboratories in the intermediate period (placement organised as a guided tutorial activity in the third year of the course)
c) attendance of university wards and clinics (clinical clerkship - from year 4 to year 6 of the course) and territorial wards, such as those of General Practitioners (from year 4 to year 6 of the course), for the completion of clinical clerkship in the final years of the course and the internship period for the purpose of preparing the dissertation,
d) participation in research programmes during the internship for the purpose of preparing the dissertation.
e) Special attention is given to the learning of the English language.
f) Particular attention is given to computer and multimedia methodologies, also through e-learning, teledidactics and telemedicine experiences, and to the correct use of bibliographic sources.
g) Enhancement of Clinical Methodology - Human Sciences (Medical Methodology) by means of integrated courses accompanying the student along the entire training pathway (I-VI year). Everyone knows the importance of the method in medicine, both in terms of knowledge of medical methodology and its rules according to the principles of evidence-based medicine, and in terms of clinical methodology applied to the individual patient. This integrated course immediately orients students towards a humanistic education, which will accompany them in the scientific-professional training process. This training will enable them to hone their skills and acquire the correct and innovative means of clinical reasoning. This will be done through the applications of 'evidence-based medicine', 'evidence-based teaching' through the use of 'guidelines', 'concept maps' and 'algorithms'. In addition, topics relating to interdisciplinarity and interprofessionalism, health economics, the professionalism of the physician, the social, moral, legal and deontological responsibility of the physician, the social and gender perspective, the relationship with so-called complementary and alternative medicine, prevention, education of the chronic patient, addiction pathologies and palliative care for the terminally ill are to be addressed in this integrated course. The gradual acquisition of the method is accompanied by the humanistic training of the students. In this way they can grow from a scientific point of view and also develop a greater sensitivity to ethical-ethical, legal and socio-economic issues, enabling them to interact with the patient in his or her entirety as a sick person embedded in the social context, according to the concept of whole person medicine. This responds to the growing need for a rapprochement between the figure of the physician and that of the sick man, who is increasingly distanced from a medical practice that is univocally technological. In this context, the so-called narrative medicine, together with reflection grids, and the role-play technique can also be used as important tools in the acquisition of true emotional and professional competence on the part of the student.
h) Students are also assessed by means of formative in itinere examinations (self-assessment tests and interim interviews), students' written reports on assigned topics, and through the assessment of the overall profile drawn up on the basis of predefined criteria. In addition to the traditional oral or written examinations, the examinations may also consist of a sequence of useful items to verify the knowledge acquired (knows and knows how), such as multiple-choice tests or short written answers organised on interdisciplinary problems or clinical cases, followed by examinations useful to ascertain the clinical skills acquired, such as the Objective Structured Clinical Examination (shows how) or the mini-Clinical Evaluation Exercise, the Direct Observation of Procedural Skills and the use of the Portfolio (does). As a general rule valid for all integrated courses, formal assessments will be based on written or oral tests. The Maastricht-type Progress Test is used in the evaluation of students, to assess the actual competence achieved. Once the pilot phase has been completed, the Progress Test will be used systematically not only as a measure of student competence, but as an efficient tool for feedback, continuous self-assessment and comparison of student preparation on a national scale.

Graduates must be able to clearly and unambiguously communicate their conclusions, knowledge and the rationale behind them to specialist and non-specialist interlocutors, as well as - in the manner required by the circumstances - to their patients.
They must therefore be able to
Communication skills:
1) Listen carefully to extract and synthesise relevant information on all issues, understanding their content.
2) Practising communication skills to facilitate understanding with patients and their relatives, enabling them to share decisions as equal partners.
3) Communicate effectively with colleagues, the faculty, the community, other sectors and the media.
4) Interacting with other professionals involved in patient care through efficient teamwork.
5) Demonstrate the basic skills and correct attitudes in teaching others.
6) Demonstrate good sensitivity to cultural and personal factors that enhance interactions with patients and the community.
7) Communicate effectively both orally and in written form.
8) Creating and maintaining good medical records.
9) Summarise and present information appropriate to the needs of the audience, and discuss achievable and acceptable action plans that represent priorities for the individual and the community.
Since the most homogeneous terrain for the acquisition of this knowledge is the clinical placement, which is characterised by a great variability of interactive situations, the mode of testing the acquisition of this knowledge will be that of the oral interview. Communication skills are also developed in connection with the presentation of the original paper for the final examination.

Graduates must have the ability to integrate knowledge and deal with complexity, as well as to make judgements on the basis of limited or incomplete information, including reflection on the social and ethical responsibilities associated with the application of their knowledge and judgements.
They must therefore be able to
a) Critical Thinking and Scientific Research:

1) Demonstrate in the performance of professional activities a critical approach, constructive scepticism, and a creative, research-oriented attitude.
2) Take into account the importance and limitations of scientific thinking based on information, obtained from various resources, to establish the cause, treatment and prevention of diseases.
3) Make personal judgements to solve analytical and complex problems ('problem solving') and independently search for scientific information, without waiting for it to be provided to them.
4) Identify, formulate and solve patient problems using the basis of scientific thinking and research and on the basis of information obtained and correlated from various sources.
5) Being aware of the role that complexity, uncertainty and probability play in decisions made during medical practice.
6) Formulating hypotheses, collecting and critically evaluating data, in order to solve problems.

b) Professional Values, Skills, Behaviour and Ethics:

1) Identify the essential elements of the medical profession, including the moral and ethical principles and legal responsibilities that underpin the profession.
2) Respect professional values that include excellence, altruism, responsibility, compassion, empathy, trustworthiness, honesty and integrity, and a commitment to scientific methods.
3) To be aware that every doctor has an obligation to promote, protect and improve these elements for the benefit of patients, the profession and society.
4) Recognise that good medical practice is closely dependent on interaction and good relations between doctor, patient and family, safeguarding the patient's well-being, cultural diversity and autonomy.
5) Demonstrate the ability to correctly apply the principles of moral reasoning and make the right decisions regarding possible conflicts in ethical, legal and professional values, including those that may arise from economic hardship, commercialisation of health care and new scientific discoveries.
6) Responding with personal commitment to the need for continuous professional improvement in awareness of one's limitations, including those of one's medical knowledge.
7) Respect colleagues and other health professionals, demonstrating the ability to establish collaborative relationships with them.
8) Fulfil the moral obligation to provide medical care in the terminal stages of life, including palliative treatment of symptoms and pain.
9) Implement ethical and deontological principles in the handling of patient data, avoidance of plagiarism, confidentiality and respect for intellectual property.
10) Effectively plan and manage one's time and activities to cope with uncertain conditions, and exercise the ability to adapt to change.
11) Exercising personal responsibility in caring for individual patients.
The acquisition of this knowledge will be verified above all in the context of the effort to be devoted to the independent preparation of the written paper required for the final examination. The mode will be that of the oral interview.

Graduates must have developed those learning skills that enable them to continue their studies in a self-directed or autonomous manner.
They must therefore be able to:
Information Management
1) Collect, organise and correctly interpret health and biomedical information from the various available resources and databases.
2) Collect patient-specific information from clinical data management systems.
3) Using technology associated with information and communications as a valuable support for diagnostic, therapeutic and preventive practices and for surveillance and monitoring of health status.
4) Understanding the application and also the limitations of information technology.
5) Manage a good archive of one's medical practice for subsequent analysis and improvement.
6) Identify one's training needs, including from audits of one's own practice and design self-training paths.
The learning objective referred to here constitutes the final result of the entire course of study. Therefore, the verification of the acquisition of this knowledge takes place by means of what has been described above.

Integrated area
Graduates must have sufficient knowledge and understanding to be able to describe and correlate the fundamental aspects of the bio-molecular, macro- and microscopic structure, functions and pathological processes as well as the main disease frameworks of the human being. They must demonstrate understanding of principles and the ability to argue about the social and economic nature as well as the ethical foundations of human and professional action in relation to health and illness.
In this regard, graduates:
1. They will be able to relate the structure and normal function of the organism as a complex of biological systems in continuous adaptation, interpreting the morpho-functional abnormalities found in different diseases.
2. They will be able to list and discuss the main determinants of health and disease such as lifestyle, genetic, demographic, environmental, socio-economic, psychological and cultural factors in the population as a whole with attention to sex/gender and population differences. This knowledge will be related to the state of international health and the impact of globalisation on it.
3. They will be able to describe the fundamental molecular, cellular, biochemical and physiological mechanisms that maintain homeostasis in the organism. They will be able to describe the human life cycle and the effects of growth, development and ageing on the individual, the family and the community, with attention to sex/gender and population differences.
4. They will be able to illustrate the origin and natural history of acute and chronic diseases, having the essential knowledge of pathology, pathophysiology, epidemiology, health economics and principles of health management. They will also have a good understanding of the mechanisms that determine equity of access to health care, effectiveness and quality of care, with attention to sex/gender and population differences.
5. They will be able to interpret the global needs of patients, and their families, from a bio-psycho-social perspective at any stage of the disease course, through competent communication and with an interdisciplinary approach, which also takes into account the cultural factors that shape the relationships between patient, family and disease. Starting from the centrality of the patient, and with reference to evidence-based medicine, they will be able to acquire notions of pain therapy and palliative care.
6. They will be able to correlate the principles of drug action with their indications, paying attention to sex/gender and population differences, and describe the main instrumental diagnostic, surgical and physical therapeutic, psychological, social and other interventions in acute and chronic illness, rehabilitation, prevention and end-of-life care.
7. They will be able to discuss the essential elements of professionalism, including the moral and ethical principles and legal responsibilities that underpin the profession.
The knowledge listed above is acquired through participation in lectures, laboratories, exercises and clinical placements, including qualifying placements, and verified by means of both oral interviews and practical or written tests.

Integrated area
Graduates must be able to apply their knowledge to understanding and solving the health problems of individuals, with attention to the specificity of gender, groups and populations, also relating to new topics, set in broad and interdisciplinary contexts. Clinical skills must be aimed at addressing the complexity of health problems of populations, social groups and individual patients, a complexity that is characterised in the dimensions of age, multi-pathology and the intertwining of biological, socio-cultural and gender-specific determinants.
For these purposes, graduates:
1. They will be able to correctly gather a clinical history, complete with psychosocial aspects, and carry out an examination of the physical and mental state. They will be able to apply the principles of clinical reasoning, knowing how to carry out basic diagnostic and technical procedures, analysing and interpreting the results, in order to correctly define the nature of a problem, correctly applying the appropriate diagnostic and therapeutic strategies;
2. They will be able to establish diagnoses and therapies in individual patients, recognising any life-threatening conditions, and will be able to manage common medical emergencies correctly and independently;
3. They will be able to treat illness and care for patients in an effective, efficient and ethical manner, avoiding illness and promoting health; they will be able to take charge of the recognition of pain and its treatment even in the advanced and terminal phases of life, fulfilling their moral obligation to provide medical care, including palliative therapies for symptoms, pain and existential suffering. They will thus be aware of the limits of care, especially in chronic degenerative incurable diseases or in diseases of the elderly, so that palliative therapy programmes can also be activated at an earlier time than at the end of life and with the aim of ensuring an optimal quality of life in a timely manner;
4. They will know how to take appropriate preventive and protective action against disease, maintaining and promoting the health of the individual, the family and the community. They will refer to the basic organisation of health care systems, including policies, organisation, financing, cost restraints and principles of efficient management in the proper delivery of health care. They will therefore be able to correctly use local, regional and national surveillance data from demography and epidemiology in health decisions;
5. They will know how to respect professional values that include excellence, altruism, responsibility, compassion, empathy, trustworthiness, honesty and integrity, and a commitment to follow scientific methods, maintaining good relations with the patient and his or her family, safeguarding the patient's well-being, cultural diversity and autonomy;
6. They will know how to correctly apply the principles of moral reasoning and make the right decisions regarding possible conflicts in ethical, legal and professional values, including those that may arise from ethnic or gender-specific differences, economic hardship, commercialisation of health care and new scientific discoveries. They will respect colleagues and other health professionals and demonstrate the ability to establish collaborative relationships with them;
The process of acquiring a large part of this knowledge is determined and verified during an intensive clinical placement.