Medicine Degree

• Admission profile

  A personal profile that includes a vocation for service in health activities is considered suitable for admission to the degree programme. It is also highly recommended that applicants have a good knowledge of health sciences subjects and English.
  The entry competences should be related to those that students should achieve at the end of the Secondary School.

• Minimum number of ECTS enrollment credits per student and school period

  A personal profile that includes a vocation for service in health activities is considered suitable for admission to the degree programme. It is also highly recommended that applicants have a good knowledge of health sciences subjects and English.
  The entry competences should be related to those that students should achieve at the end of the Secondary School.

• Tutorial action and reception

  Every year, at the beginning of the academic year, the USC organises Welcome Days, organised by the Vice-Chancellor for Student Affairs, which take place in all the University Centres during the first fortnight of the academic year, with the aim of introducing new students to the opportunities, resources and services offered by the University.
  Welcome events in the centres, attended by both the Dean’s team and course coordinators, are also a means of providing information about courses so that new students can familiarise themselves with them.
  The centres also have student tutors who provide information throughout the academic year.

• Title suspension rules

  When an official degree is suspended, the USC guarantees the effective development of the studies started by its students until their completion. To this end, the Governing Council approves the criteria related, among others, to:
  • The admission of new enrolments in the degree programme.
  • The gradual suppression of teaching.
  • If the extinct degree is replaced by another similar one (modifying the nature of the degree), it establishes the conditions that facilitate students’ continuity of studies in the new degree and the equivalences between the subjects of one and the other plan.

• Access and admission rules

  The general requirements for access to degree programmes are set out in article 15 of Royal Decree 822/2021, of 28 September, which establishes the organisation of university education and the procedure for quality assurance. More information can be found at the following link:
  Access to Degree

The main objectives of the medical degree are defined in ORDER ECI/332/2008 of 13 February, which establishes the requirements for the verification of official university degrees that qualify for the practice of the medical profession.
A) Professional values, attitudes and ethical behaviour:
1. To recognise the essential elements of the medical profession, including ethical principles, legal responsibilities and patient-centred professional practice.
2. To understand the importance of these principles for the benefit of the patient, society and the profession, with particular attention to professional confidentiality.
3. To be able to apply the principle of social justice to professional practice and to understand the ethical implications of health in a changing global context.
4. To develop professional practice with respect for patient autonomy, beliefs and culture.
5. To acknowledge one’s own limitations and the need to maintain and update one’s professional competence, with particular emphasis on autonomous learning of new knowledge and techniques and motivation for quality.
6. To develop professional practice with respect for other health professionals, acquiring teamwork skills.
B) Scientific foundations of medicine:
7. To understand and identify the normal structure and function of the human body, at the molecular, cellular, tissue, organ and systems levels, at different stages of life and in both sexes.
8. To acknowledge the basis of normal human behaviour and its alterations.
9. To understand and identify the effects, mechanisms and manifestations of disease on the structure and function of the human body.
10. To understand and acknowledge the causative agents and risk factors that determine states of health and the development of disease.
11. To understand and acknowledge the effects of growth, development and ageing on the individual and his or her social environment.
12. To understand the bases of action, indications and efficacy of therapeutic interventions, based on the available scientific evidence.
C) Clinical skills:
13. To obtain and compile a medical record containing all relevant information.
14. To conduct a physical examination and mental assessment.
15. To be capable of making an initial diagnostic judgement and establishing a reasoned diagnostic strategy.
16. To identify and manage immediately life-threatening situations and those requiring immediate attention.
17. To determine the diagnosis, prognosis and treatment, applying the principles based on the best possible information and under conditions of clinical safety.
18. To provide the most appropriate therapy for the most prevalent acute and chronic processes, as well as for patients in the terminal phase.
19. To suggest and propose the preventive measures appropriate to each clinical situation.
20. To acquire appropriate clinical experience in hospital institutions, health centres or other health institutions, under supervision, as well as basic knowledge of patient-centred clinical management and appropriate use of medical tests, medicines and other resources of the health care system.
D) Communication skills:
21. To listen attentively, obtain and synthesise relevant information about the patient’s problems and understand the content of this information.
22. To draw up medical histories and other medical records in a way that is understandable to others.
23. To communicate effectively and clearly, both orally and in writing, with patients, relatives, the media and other professionals.
24. To develop good interpersonal communication skills in order to address patients, relatives, the media and other professionals efficiently and empathetically.
E) Public health and health systems:
25. To acknowledge the determinants of health in the population, both genetic and those dependent on gender and lifestyle, demographic, environmental, social, economic, psychological and cultural.
26. To assume the appropriate role in actions of prevention and protection against diseases, injuries or accidents, and maintenance and promotion of health, both at individual and community level.
27. To acknowledge their role in multi-professional teams, assuming leadership where appropriate, both in the provision of health care and in health-promoting interventions.
28. To collect and use epidemiological data and to assess trends and risks for health decision-making.
29. To be familiar with the national and international health organisations and the environments and conditioning factors of the different health systems.
30. Basic knowledge of the National Health System and of health legislation.
F) Data management:
31. To acknowledge, critically evaluate and know how to use the sources of clinical and biomedical information to obtain, organise, interpret and communicate scientific and health information.
32. To use the information and communication technologies in clinical, therapeutic, preventive and research activities.
33. To keep and use the records with patient information for subsequent analysis, preserving the confidentiality of the data.
G) Critical analysis and research:
34. To adopt a critical, creative, constructively sceptical and research-oriented point of view in professional activity.
35. To understand the importance and limitations of scientific thinking in the study, prevention and management of disease.
36. To understand the importance and limitations of scientific thinking in the study, prevention and management of disease.
37. To acquire basic training for research activity.

• Competencies

  1. Capacity for analysis and synthesis.
  2. Ability to organise and plan.
  3. Oral and written communication in one’s own language.
  4. Knowledge of a second language.
  5. Basic computer skills.
  6. Information management skills (ability to search for and analyse information from a variety of sources).
  7. Problem solving.
  8. Decision-making.
  9. Critical and self-critical skills.
  10. Teamwork.
  11. Interpersonal skills.
  12. Ability to work in an interdisciplinary team.
  13. Ability to communicate with experts from other areas.
  14. Appreciation of diversity and multiculturalism.
  15. Ability to work in an international context.
  16. Ethical commitment.
  17. Ability to apply knowledge in practice.
  18. Research skills.
  19. Ability to learn.
  20. Ability to adapt to new situations.
  21. Ability to bring new ideas to life (creativity).
  22. Leadership.
  23. Knowledge of cultures and customs of other countries.
  24. Ability to work autonomously.
  25. Project design and management.
  26. Initiative and entrepreneurial spirit.
  27. Concern for quality.
  28. Achievement motivation.
  29. Presentation and defence before a university examining board of a Final Dissertation, consisting of an exercise of integration of the training contents received and the competences acquired.

• Abilities and skills

  1. To identify and acknowledge the essential elements of the medical profession, including ethical principles, legal responsibilities, and patient-centred professional practice.
  2. To understand and appreciate the importance of these principles for the benefit of the patient, society, and the profession, with particular attention to professional confidentiality.
  3. To apply the principle of social justice to professional practice and understand the ethical implications of health in a changing global context.
  4. To develop professional practice with respect for patient autonomy, beliefs, and culture, within ethical and legal principles.
  5. To acknowledge one’s own limitations and the need to maintain and update professional competence, with a strong emphasis on autonomous learning and a commitment to quality.
  6. To develop professional practice with respect for other healthcare professionals, acquiring teamwork skills.
  7. To understand and identify the normal structure and function of the human body at the molecular, cellular, tissue, organ, and systems levels, across different stages of life and in both sexes.
  8. To understand the foundations of normal human behaviour and its alterations.
  9. To understand and identify the effects, mechanisms, and manifestations of disease on the structure and function of the human body.
  10. To understand the causative agents and risk factors influencing health status and the development of disease.
  11. To identify and explain the effects of growth, development, and ageing on the individual and their social environment.
  12. To understand the principles of action, indications, and efficacy of therapeutic interventions, based on the best available scientific evidence.
  13. To develop and compile a medical history that includes all relevant information.
  14. To perform a physical examination and a mental health assessment.
  15. To formulate an initial diagnostic judgement and establish a reasoned diagnostic strategy.
  16. To recognise and manage life-threatening situations and other conditions requiring immediate attention.
  17. To establish diagnosis, prognosis, and treatment by applying principles based on the best available information and in conditions of clinical safety.
  18. To determine and recommend the most appropriate therapy for prevalent acute and chronic conditions, as well as for patients in terminal stages.
  19. To propose and implement appropriate preventive measures for each clinical situation.
  20. To gain adequate clinical experience in hospitals, health centres, or other healthcare institutions under supervision, and to develop basic knowledge of patient-centred clinical management and appropriate use of tests, medicines, and healthcare resources.
  21. To listen attentively, gather, and synthesise relevant information regarding the patient’s concerns, and to understand its content.
  22. To draft medical histories and other clinical records in a manner understandable to others.
  23. To communicate effectively and clearly, both orally and in writing, with patients, families, professionals, and the media.
  24. To establish effective interpersonal communication that enables interaction with patients, families, professionals, and the media in an efficient and empathetic manner.
  25. To understand and identify the determinants of health in the population, including genetic, sex-based, lifestyle, demographic, environmental, social, economic, psychological, and cultural factors.
  26. To assume responsibility in disease prevention, injury protection, and health maintenance and promotion at both individual and community levels.
  27. To recognise one’s role in multiprofessional teams and assume leadership when appropriate, both in healthcare delivery and health promotion interventions.
  28. To obtain and interpret epidemiological data and assess trends and risks to inform healthcare decisions.
  29. To understand national and international health organisations and the contexts and determinants of various health systems.
  30. To possess basic knowledge of the National Health System and healthcare legislation.
  31. To identify, critically assess, and utilise sources of clinical and biomedical information to obtain, organise, interpret, and communicate scientific and healthcare data.
  32. To use information and communication technologies in clinical, therapeutic, preventive, and research activities.
  33. To maintain and manage patient records for subsequent analysis, ensuring data confidentiality.
  34. To adopt a critical, creative, and constructively sceptical perspective in professional activities, with a focus on research.
  35. To understand the value and limitations of scientific thinking in studying, preventing, and managing disease.
  36. To formulate hypotheses, and to gather and critically evaluate information to solve problems using the scientific method.
  37. To acquire foundational training for research activities.

Mobility

The mobility of own and host students is regulated at the USC by the Regulations for inter-university student exchanges, approved by the Governing Council on 26.10.2012, and amended in 2019, the content of which can be consulted at the following link:
https://www.usc.gal/en/institucional/goberno/area/normativa/alumnado
In the Teaching Development Process established in the Centre’s SGC, the procedure for the organisation of mobility is established. In the Bachelor’s Degree in Medicine, outgoing mobility of students is carried out from the second year of studies in the degree, in semester or annual periods.
All the information related to agreements, calls for applications for the different programmes, application procedures and participating universities are available on the website of the Service https://www.usc.gal/en/services/area/international.
In addition, a specific section on Mobility has been included on the Centre’s website which includes relevant information for students.
https://www.usc.gal/en/center/faculty-medicine-and-dentistry/mobility

Internships

The optimal acquisition of professional competences, which correspond to the practical clinical aspects of the degree, is achieved through: a) transversal clinical internships, aimed at acquiring general clinical competences, corresponding to the third, fourth and fifth years of the degree; and b) rotations in specific clinical areas, considered as pre-professional practice, which is carried out in the sixth year of the degree.
The supervised clinical practice is carried out through an agreement established between the University of Santiago de Compostela and the Department of Health of the Xunta de Galicia, which ensures the clinical teaching that graduates in Medicine must carry out in all University Hospital Complexes and Health Centres dependent on the Galician Health Service in the Galician Autonomous Community.
The allocation of hospital places for the different clinical rotations is carried out by means of a Call for Applications in the second semester of the previous academic year, taking into account the availability of places at each hospital, the preferences expressed by the students, and the average mark on the academic transcript up to and including the 4th year. There is a Teaching Coordinator for each hospital who collaborates in the clinical teaching of the Degree, and this figure is responsible for organising, in agreement with those responsible at the hospital for each of the subjects, the rotations of the students through the different services, in accordance with the study plan. The Teaching Coordinators of each subject are responsible for ensuring, in collaboration with the Coordinators of each hospital, the homogenisation of clinical teaching in all healthcare institutions, so that students acquire all the competencies, skills and abilities established in the degree and so that the teaching objectives of each subject are covered, regardless of the hospital in which they carry out the supervised placements; they also ensure that the hospital tutors who participate in the teaching activity of these subjects also do so in their assessment.
Each year a conference is held with the participation of the teaching coordinators of the hospitals, the dean’s team, and in particular the coordinator of supervised placements, the coordinator of the 6th year, heads of department and subject coordinators. All these organisational and coordination aspects are reviewed at this conference.
In addition to the compulsory curricular internships of the Degree in Medicine, optional external internships are offered during non-teaching periods in health institutions recognised by the Quality Commission of the Centre and/or the Head of Quality of the Centre. These internships are coordinated by the Vice-Dean of Clinical Teaching. The part-time activity during one month implies the recognition of 3 ECTS. Several of these work placements can be carried out in the 3rd, 4th and 5th years. Places are allocated by the Faculty by means of a Call for Applications in which the offer of places proposed by the Galician Health Service (SERGAS) and by POVISA (an associated centre in the city of Vigo that collaborates in the teaching of this subject) is published.

• Graduates profile

  Professional, academic and teaching, research, administrative and management.

The Final Dissertation (TFG) is a subject that consists of the individual preparation by the student, under the supervision of one or more academic tutors, of an original work that integrates and develops the training content received, capacities, competences and skills in research and communication, acquired during the Bachelor’s Degree studies.
The definition, completion, defence, grading and administrative processing of the Final Dissertation is carried out in accordance with the regulations in force at the University and the specific regulations of each centre.
The Final Dissertation is formulated as the first research work of the Bachelor’s Degree students. It is recommended that, in terms of structure and content, it should be planned as a research project that could culminate in an article that could be published in the scientific journals of the discipline and/or be presented at scientific conferences, with a length established in the corresponding Guide to the TFG in Medicine, in which the student demonstrates their knowledge of the state of the problem to be investigated, the objectives and planning of the work, the material and methods, the results, the discussion, and the conclusions.
The presentation and defence of the Final Dissertationis carried out in a public event before an examining board appointed by the TFG Committee and ratified by the Faculty Council, on the dates established for each of the opportunities for each academic year.
The academic management of the degree’s Final Dissertation is carried out through the corresponding figure of TFG Coordination and through the Final Dissertation and Objective Structured Competence Assessment Committee for Medicine, as provided for in the Faculty’s SGC.