MBChB Medicine

Our five-year MBChB Medicine degree gives you the theoretical knowledge and clinical skills you need to be the best doctor you can possibly be.

View Course Brochure

January 13, 2020
5 years


Prof. Willy Anakabongo
(PhD, MSc, BCS) Professor
Okori Hilder


Merc Campus, Melbourne, NSW   View map


Bachelor , Study

Degree awarded MBChB

Duration 5 years Typical A-level offer

AAA (including specific subjects)

Typical contextual A-level offer (what is this?)

AAB (including Chemistry or Biology and a second science)

Typical International Baccalaureate offer

37 points are required overall (to include core points) with at least 766 at Higher level. If Maths and English Language are not offered as part of the Diploma, they should be offered at GCSE or IGCSE at grade B or above.

Major subjects must include Chemistry or Biology, plus another science (one from Chemistry, Biology, Physics, Psychology or Mathematics) and one further subject at Higher Level.

Full entry requirements

Number of places/applicants
How to apply
Apply through UCAS .

Course overview

  • Gain the knowledge and clinical skills required to train as a doctor and become eligible to apply for provisional registration with the General Medical Council.
  • Have the opportunity to learn a language and go on an overseas placement through the European Studies option.
  • Intercalate for a year to complete a BSc or master’s degree in a subject of interest.


Rationale of the Programme

Globally and especially in developing countries, there is a mismatch between the number of health profes­sionals and the growing population. In Uganda, statistics show that doctor to patient ratio is 1:24,725 and nurse/midwife- patient ratio 1:11,000. According to the 2011 Human Resources for Health Audit Report, with respect to national level staffing, the proportion of the filled approved positions was found to be 58 per­cent up from 56 percent in 2010. Out of 55,063 approved positions, only 31,797 are filled, leaving 23,321 vacant positions. It has been increasingly recognized that, to reduce the unsustainable increases in health care costs, the patient to doctor ratio, to mitigate for an aging physician population, shortage of primary care providers and achieve high-quality health care, there is a need to shift from a medical education and health care delivery system focused on providing curative care to one designed to prevent and manage disease. Therefore, there is a need to train more and more doctors.

The more important question to be answered from a needs assessment regards the type of training such doctors require to make them functionally suitable to face the challenges of the 21st century. As a result, this revised curriculum is rooted in the convergence of medicine and engineering, computer sciences, quantitative sciences, and technology to teach the human body as an integrated system. This understanding of the human body as an integrated system is critical to the analytical, problem-solving skills needed to be a successful physician-scientist, physician-innovator, or physician-entrepreneur equipped with the knowledge and skills to transform the current health care system.

1.2  Program Mission Statement

The program’s mission is to develop health professionals with leadership, management and communication skills; taking positions of influence through which they will contribute substantially to the health and well-being of the global community. The program aims at ensuring that research priorities are responsive to the felt needs of the community spearheading prioritization of primary healthcare for the majority of the people.

1.3  Program Goals

The overarching goal of the MBChB program at SAIU is to produce competent, compassionate, reflective and dedicated health care professionals who:

  1. Consider the care and safety of patients, their first concern.
  2. Establish and maintain good relationships with patients, their families, attendants and
  3. Are honest, trustworthy and act with integrity in accordance with the ethical code.
  4. Are capable of dealing with common diseases and health problems of the country and are willing to serve the community particularly the rural community; but at the same time have a firm foundation for future training, health service and research at both national and international levels.
  5. Are committed to keeping their knowledge and skills up-to-date through continuous professional development all through their professional life.

1.4 Program Objectives

On successful completion of the MBChB program, students will have gained and demonstrated the knowledge, skills and attitudes necessary for them to practice medicine competently. Specifically, they will have acquired and demonstrated:

1.4.1   Knowledge and Understanding of:

  1. The sciences upon which Medicine depends and the scientific and experimental 
  2. The structure, function and normal growth and development of the human body and the workings of the mind and their interaction, the factors which may disturb these, and the disorders of structure and function which may result;
  3. The range of core problems presenting to doctors, their diagnosis, prevention and treatment;
  4. The etiology, natural history and prognosis of the common mental and physical ailments;
  5. Factors influencing the variability of disease presentation and patient perceptions of disease;
  6. The management of disease, its symptoms and sequelae in the hospital and the community;
  7. The principles of health promotion, prevention and of curative care, including health education, the 
relief of suffering and disability, rehabilitation, the maintenance of health in 
old age, and the care of the dying;
  8. Human relationships, both personal and social and the interaction between man and 
his physical, biological and social environment;
  9. The organization and provision of health care in the community and in hospital, the 
identification of the need for it, and the economic, ethical and practical constraints 
within which it operates; and
  10. The ethical standards and legal responsibilities of the medical profession

1.4.2    Professional skills necessary to:

  1. Carry out appropriate clinical procedures, including the ability to:
    1. i) Establish a proper relationship with patients, their relatives and colleagues.
    2. ii) Obtain and record a comprehensive patient history.
  • iii) Perform a complete examination and use the findings to assess patient problems and formulate management plans.
  1. iv) Deal with common medical emergencies.
  2. v) Counsel and educate patients so that they can make informed choices.
  3. vi) Work effectively with the health care team and consult with other colleagues.
  • vii) Initiate proper treatment.
  1. Interpret laboratory-derived data effectively in the best interests of patients;
  2. Communicate with, and inform others accurately and concisely about disease process, management and prognosis.

1.4.3    Attitudes essential to the practice of medicine, including:

  1. Respect for patients and colleagues that encompasses, without prejudice to, diversity of background, opportunity, language, culture and way of life;
  2. Respect of patients’ rights, particularly in regard to confidentiality and informed consent;
  3. Awareness of the ethical responsibilities involved in patient care;
  4. Awareness of the need to ensure provision of the highest possible quality of patient care;
  5. Application of evidence and scientific knowledge, to reach conclusions by logical deduction or by experiment, and to critically evaluate methods and standards of medical practice;
  6. Identification of their own strengths and preferences for making appropriate career choices;
  7. Appreciation of the limitations of their own knowledge, skills and working environment in appropriate management of the patient and community; and
  8. Maintenance of good working relationships with members of the other health care professions.

1.5  Program Expected Learning Outcomes

As stated above, the goal of medical education at SAIU is to produce medical practitioners whose professional practice will lead to an improvement of the health of the population of the individual, family and the community. To achieve this, the medical practitioners must have a set of necessary knowledge, skills and attitudes synthesized into effective performance. Therefore, the courses described in the MBChB curriculum are geared towards enabling the student in the program to develop the competencies here below described. These competencies constitute the minimum requirement for graduating from the MBChB program as a doctor (medical practitioner).

These essential learning outcomes/competences are grouped into eight (8) general domains:

1.5.1  Relationships with Patients, Clients and Communities

The graduate will be able to:

  • Engage and communicate clearly and sensitively with the patients, clients and communities and to build relationship for the purposes of information gathering, guidance, education, and support; interact with patients, families and clients under a broad range of clinical and practical circumstances.
  • Communicate both verbally and in writing and through electronic methods and recognize and respect significance of non-verbal communication in medical consultation.
  • Communicate appropriately in difficult circumstances, such as in times of disclosing bad news and discussing sensitive issues.
  • Communicate appropriately with difficult, violent patients and with mentally ill people.
  • Communicate effectively in various roles, i.e. as patient advocate, teacher, manager or improvement leader.

1.5.2  Relationships with Colleagues

The graduate will be able to:

  • Engage and communicate with colleagues and to build relationships for the purposes of information gathering, guidance, mentoring, education, and support; interact and work with colleagues
  • Build teams working under a broad range of personal and practical/clinical circumstances.
  • Build effective relationships with peers, teachers, and other healthcare professionals.
  • Recognize and respect the roles and expertise of health and social care professionals in the context of working and learning as a multi-professional team.
  • Build team capacity and positive working relationships and undertake leadership and membership roles in a multi-professional team.
  • Work with colleagues in ways that best serve the interests of patients, pass on information and hand over care, demonstrate flexibility, adaptability and a 
problem-solving approach.

1.5.3 Learning and Teaching Skills

The graduate will be able to

  • Establish the foundations for lifelong learning and continuing professional development, including a professional development portfolio containing 
reflections, achievements and learning needs.
  • Acquire, assess, apply and integrate new knowledge, learn to adapt to changing circumstances and ensure highest level of professional care to the patients.
  • Recognize own personal and professional limits and seek help from colleagues
and supervisors as necessary.
  • Plan and communicate educational information to juniors, colleagues, patients and communities.
  • Prepare and deliver lectures, conduct small group teachings and make demonstrations.

1.5.4  Maintaining Good Practice

The graduate will be able to:

  • Investigate and evaluate patient care practices, appraise and assimilate scientific evidence to improve patient care practices and specifically:
    1. analyze practice experience using a systematic methodology;
    2. appraise and assimilate evidence from scientific studies related to patients or community health problems;
    3. obtain and use information about patients and populations;
    4. apply knowledge of study designs and statistical methods to the appraisal of clinical studies and other information on diagnostic and therapeutic effectiveness; and
    5. Use information technology to manage information and access on‐line health profession information in support of their own education and the learning of others.
  • Apply the principles of risk management and quality assurance to medical practice including clinical audits, adverse incident reporting and how to use the results of audit to improve practice.
  • Understand own personal health needs, consult and follow the advice of a qualified professional and protect patients from any risk posed by own health.
  • Recognize the duty to act if a colleague’s health, performance or conduct is putting patients at risk.

1.5.5     Working Within the System and Context of Health Care

The graduates will be able to:

  • Demonstrate an awareness of the larger context and system of health care including the types of medical practice and delivery systems, cost effective health care and resource allocation that does not compromise the quality of care.
  • Know about the structures, functions and priorities of the National Health Policy; and the roles of, and relationships between the agencies and services involved in protecting and promoting individual and population health.
  • Advocate for quality patient care and work in inter-professional health care teams and assess, coordinate, enhance and improve patient safety and quality of care.

1.5.6     Professionalism

The graduates will be able to

  • Recognize the impact of their professional attitudes and behavior on others and consistently demonstrate high standards of excellence, duty, and accountability to the patient.
  • Demonstrate responsibility, reliability, dependability, integrity, honesty, courtesy and self-discipline during training and during practice.
  • Approach practice with an awareness of personal limits, strengths, weaknesses and vulnerabilities, while working to find ways to overcome and adapt to them.
  • Establish an appropriate balance for personal and professional commitments, set clear goals for lifelong learning, use new opportunities for intellectual growth and professional enlightenment; and apply knowledge gained to professional practice.
  • Show respect for patient rights and privacy and the importance of rigorous adherence to established policies while maintaining an awareness of ethical and legal issues in professional practice.
  • Demonstrate awareness of professional values which include excellence, altruism, responsibility, compassion, empathy, accountability, honesty and integrity, and a commitment to scientific methods.
  • Make the care of the patient the first concern and maintain confidentiality, respect patients‟ dignity and privacy and act with appropriate consent.
  • Respect all patients, colleagues and others regardless of their age, color, culture, disability, ethnic or national origin, gender, lifestyle, marital or parental status, race, religion or beliefs, sexual orientation or social or economic status.
  • Recognize patients’ right to uphold religious or other beliefs, and respect these when relevant to treatment options.
  • Use good reasoning and decision-making in conflicts within and between ethical, legal and professional issues including those raised by economic constrains, commercialization of health care, and scientific advances.

1.5.7     Professional Knowledge

The graduates will be able to:

  • Understand and be able to apply basic biomedical and clinical principles, methods and knowledge to be able to:
    1. Understand the normal processes governing homeostasis, and the mechanisms underlying the common diseases and health problems of the country.
    2. Understand the psychological and sociological concepts of health, illness and disease and explain psychological and sociological factors that contribute to illness, course of disease and success of treatment.
    3. Diagnose and manage the common health problems of individuals, families, and communities, and develop a differential diagnosis, obtain additional investigations, choose and implement interventions with consultation and make referrals as needed.
    4. Propose a diagnosis, analyze the outcomes of interventions, utilize prevention strategies, monitor patient progress, share information with others, and adjust therapy according to results.
    5. Understand biochemical, pharmacological, surgical, psychological, social and other interventions in acute and chronic illness, in rehabilitation, and end-of-life care.
  • Understand disease surveillance and prevention, health promotion including wider determinants of health, health inequalities, health risks.
  • Understand communicable disease control in health care facility and community settings.
  • Understand international health status, including global trends in morbidity and mortality of chronic diseases of social significance, the impact of trade and migration on health and the role of international health organizations.
  • Undertake critical appraisal of diagnostic, therapeutic and prognostic trials and other quantitative and qualitative studies as reported in medical and scientific literature.
  • Understand simple research questions in biomedical and population science and the design of relevant studies.

1.5.8     Practical/ Clinical Skills

The graduates will be able to:

  • Appropriately demonstrate knowledge of structures of the human body, identify and demonstrate various lesions and relate these to abnormalities of function.
  • Interpret findings from the history, physical examination and mental-state examination and make an initial assessment of a patient’s problems and a differential diagnosis appreciating the processes by which such diagnosis is tested scientifically.
  • Develop and communicate differential diagnoses and plan initial management for patients, clients who present with common health problems or requesting for health services.
  • Demonstrate good professional relationships with patients and other health care professionals, gather appropriate clinical information, analyze and process the information and identify likely diagnoses, and plan initial appropriate interventions.
  • Respond to patient’s concerns and preferences, obtain informed consent, recognize and respect patients’ right to reach decisions about their treatment and care and to refuse or limit treatment.
  • Obtain an accurate drug history, covering both prescription and non-prescription over the counter (OTC) drugs including complementary and alternative medications and demonstrate awareness of the existence and range of these therapies and how this might affect other types of treatment that patient are receiving.
  • Formulate appropriate drug therapy and record the outcome accurately.
  • Perform, measure and record the findings of diagnostic procedures.
  • Apply principles, methods and knowledge of health informatics to medical practice:
    1. Keep accurate, legible and complete medical records.
    2. Effectively use computers and other information systems, including storing and 
retrieving information.
    3. Stick to the requirements of confidentiality and data protection legislation in all 
dealings with information.
    4. Access and use effectively information sources in relation to patient care, health 
promotion, research and education.

1.6   The Roles and Functions of the MBChB Program Graduate

The candidates who graduated from the SAIU MBChB programme shall be a;

  • Clinician, who understands and provides preventive, promotive, curative, palliative and holistic care with compassion.
  • Leader and member of the health care team and system with capacity to collect, analyze and synthesize health data.
  • Communicator with patients, families, colleagues and community.
  • Lifelong learner committed to continuous improvement of skills and knowledge.
  • Professional, who is committed to excellence, is ethical, responsive and accountable to patients, community, and profession.

2.0   Academic Resources

The academic resources required to implement the MBChB program shall include but will not be limited to the following:

2.1 Teaching Space

There is ample space in the University lecture and seminar rooms. These include 15 lecture rooms with a seating capacity of about 50-120 students at the main campus in Bunga and lecture rooms located at Mulago Referral Hospital Complex and Lubaga Hospital Kampala with whom the University has an MoU (Memorandum of Understanding). Some of the lecture rooms are fitted with audio–visual facilities. Several lecture rooms will be centrally pooled for common use by all. Library.

The Library is central in furthering SAIU mission and vision by providing and supporting information resources, services, and infrastructure that create, facilitate, and sustain a trusted information environment enabling collaborative learning and the advancement of knowledge at the University.

The University Library offers in one central location all the resources necessary to support teaching, learning and research, making it the intellectual hub of the university. It currently has a seating capacity of about 100 and shall be expanded to a seating capacity of over 7,000 when the main library is completed. The University library collections are rich and diverse, with more than 500 printed works and over 1000 non-print e-books and journals. The library collection is enriched through careful selection and purchase of reading material. To further boost the library gifts have been received previously particularly through cooperative development programs with other Institutions.

2.2   Information and Communication Technology

The University’s Information Technology unit manages the computer laboratory with 30 computers to provide students with access to various resources that include software programs, printing, the Internet, e-mail, online publications library, administrative information system, e-learning, online Student Schedule.

In addition to the Computer laboratories, the department also manages a wireless area network that enables the students gain access to all the university network resources thereby increasing the capacity of the labs.

2.3 Laboratories

The University has Gross Anatomy, Physiology and Pharmacology, Biochemistry, Microbiology and Morbid Anatomy teaching laboratories that are equipped with the necessary facilities and resources including state-of-the-art equipment. The University Management is committing a lot of resources to these laboratories to enable the university promote multidisciplinary, collaborative research and to form partnerships with other institutions, industries and the community. The University has plans to adopt the use of computer-based practicals including biological 3D modelling and designs to enable students to keep pace with the fast-growing use of IT support in education.

2.4 Clinical Facilities

The University will also utilize its MoU with Mulago National Referral Hospital, Lubaga Hospital and St. Francis Hospital, Mutorele Kisoro to conduct the clinical teachings. The clinical rotations in Surgery, Internal Medicine, ObsGyn, Paediatrics and special clinics will be conducted in these hospitals.

2.5  Academic Staff

The University has employed both full time and adjunct faculty as per the National Council for Higher Education (NCHE) standards to teach the course units in the program. Optimal number of supportive staff with relevant qualifications and experience, including technical administrative, secretarial and other support staff members, are employed to provide the academic administration of the program and support its teaching learning process. The current academic staff in the various departments are presented in appendix 1.

3.0 General Academic Regulations

3.1 Admission Requirements

Five (5) entry points are available for persons wishing to enter the Bachelor of Medicine and Bachelor of Surgery (MBChB) program:

3.1.1  Direct Entry Scheme

In order to be eligible for direct entry into the MBChB prgoramme, a candidate must have;

  1. Sat for the Uganda Certificate of Education (UCE) or its equivalent with credit passes in five (5) approved subjects obtained prior to sitting for Uganda Advanced Certificate of Education (UACE) with two passes obtained in one sitting.
  2. Sat and passed the UACE or its equivalent with at least two (2) principal passes in Chemistry, Biology and at least one (1) subsidiary pass in either Physics or Mathematics.

3.1.2  Holders of School Certificate Graded in Percentages and Average Points:

In order to be eligible for direct entry into the MBChB program, a candidate whose final high school marks are graded in percentages and average point systems such as in Sudan, The Democratic Republic of Congo (DRC), Rwanda and Burundi must have their grades first equated or standardized before seeking SAIU admission.

3.1.3   Holders of Diploma in Medical Sciences:

In order to be eligible for admission into the MBChB programme, diploma entry candidate must:

  1. Possess a good diploma or its equivalent in a health-related field such as Clinical Medicine, Medical Laboratory Technology, Radiography, Public Health, Dental Health, Advanced Nursing, Registered Nursing and Pharmacy Technology.
  2. Be registered with the relevant professional council of the home country where applicable.
  3. The institution from which such a qualification was obtained must be recognized by SAIU Senate.

3.1.4   Holders of Bachelor Degrees in Sciences:

In order to be eligible for admission into the MBChB degree programme, degree entry candidate must:

  1. Possess a Bachelor degree in science disciplines at least at the level of second-class lower division or its equivalent.
  2. Have obtained the above qualification from a recognized institution of higher learning in his/her country, which is recognized by SAIU Senate

3.1.5     Transfer from MBChB or equivalent programmes of other Institutions

Any candidate seeking for admission into the MBChB programme, who has been attending a similar programme (MBChB or equivalent) in another Institution of higher learning recognized by NCHE and SAIU senate shall:

  1. Start from year one semester one of this programe, if he/she was discontinued from the programme from the institution he/she is transferring from.
  2. Be considered for advanced standing admission (admission at a level beyond year one semester one of the programme) by the School of Medicine Board of Studies as the specific case may require, and a recommendation made to senate regarding the level of entry into the programme and the courses he/she has to be exempted, if any.

In both situations (3.1.5 a and b above), each candidate shall produce the following documents before he/she is considered;

  1. Original O’ level certificate or its equivalent.
  2. Original A’ Level certificate, where applicable.
  • Academic transcripts for the years attended in the Institution he/she is transferring from.
  1. A Letter of Good standing from the Institution he/she is transferring from, for those in category

3.2  Duration of the Programme

The duration of the Bachelor of Medicine and Bachelor of Surgery (MBChB) degree programme shall extend over a period of not less than five (5) years, unless the School of Medicine Board recommends and the SAIU Senate approves otherwise. Each academic year shall be divided into two (2) semesters. In this curriculum, a semester shall consist of a period of instruction lasting for eighteen (18) weeks and examination of two (2) weeks. Therefore, the duration of the MBChB programme shall be equivalent to ten (10) semesters of biomedical, pathology and clinical courses. At the maximum, the programme shall not extend beyond fourteen (14) uninterrupted semesters i.e. without counting officially approved “dead” semesters.

3.3  Mode of Delivery of the Programme

The various courses in the programme will be delivered using a multifaceted approach in which strategies that encourage active learning will be the main ones used.

The strategies will include:

  1. Small group tutorials.
  2. Overview lectures to provide guidance in scope and depth.
  3. Large group discussions between students and discipline experts.
  4. Seminars where the area to be discussed cuts across disciplines.
  5. Laboratory practicals
  6. Clinical demonstrations to emphasize the holistic approach.
  7. Clinical clerkships aimed at integrating the art and science of medical practice.
  8. Fieldwork particularly important for COBERMS.

During implementation of a given course, some or all of these strategies may be used in a way that will ensure that they complement one another to enhance the students’ learning.

3.4 Weighting of Courses

The courses in the programme are weighted using credit units of study (CU). A course shall carry a value of 2 to 10 credit units depending on the nature of content involved. In all cases;

  1. One credit unit of study equals 15 contact hours (CH)
  2. One lecture hour (LH) equals one contact hour (CH)
  3. Two tutorial hours (TH) equal one contact hour
  4. Two practical/clinical hours (PH) equal one contact hour

3.5  Grading System

The Marks obtained in each course shall be cumulated and averaged into the following letter grades that signify the level of performance in an individual student per unit and on aggregate, the final degree attained.

Percentage Mark Grade Awarded Grade Point
80-100 A 5.0
75-79. 9 B+ 4.5
70-74 B 4.0
65- 69 C+ 3.5
60-64 C 3.0
55-59 D+ 2.5
50-54 D 2.0
0-49 F 0


3.6  Semester Course Load

3.5.1 Normal Semester Course Load

The minimum number of credit units per semester shall be fifteen (15). The maximum number of credit units per semester shall be twenty-eight (28).

3.5.2 Maximum Semester Course Load

The maximum number of Credit Units per Semester shall be twenty-eight (28) to cater for students who have courses to retake or those who are able to complete the requirements for their respective Academic Awards in less than the stipulated minimum duration.

3.7  Pass mark

The pass mark in any part of the examination and in the total (100%) mark for the course shall be 50% provided the clinical part of the exam in the clinical courses has been passed by scoring at least 50% out of the total marks for the component.

3.8  Calculation of Grade Point Average (GPA)

The GPA shall be calculated through three steps as shown below.

  1. Calculate the course grade point or weighted score of the course achieved by multiplying (Grade Point of the Course) by (Number of Credit Units for the Course)
  2. Obtain the Grade Point Total by adding all the Grade Points (or weighted scores) for each Course taken.
  3. Obtain the Grade Point Average (GPA) by dividing the (Grade Point Total or total weighted score) by the (Total Number of Credit Units).

The following examples illustrate the computation of GPA.


Course Name Grades CU Value Grade Point
  Grade GP    
Mathematical Physics A 5.0 3 15.0
Classical Mechanics C 2.5 3 7.5
Elements of Mathematics B+ 4.5 2 9.0
Linear Algebra D 1.0 3 3.0
History of Education C- 2.0 2 4.0
Totals 13 38.5
GPA = 38.5 ¸ 13 = 2.96 for a semester

3.9        Cumulative Grade Point Average (CGPA)

The CGPA is the Grade Point Average obtained by a student up to that point, and is obtained as follows: –

  1. Multiply the Grade Point of a Course by the Number of Credit Units for the Course to obtain the Course Grade Point achieved or weighted score of the course
  2. Add all the Grade Point (or weighted scores) for each Course TAKEN UP TO THAT TIME = Grade Point Total.
  3. Divide the Grade Point Total or total weighted score by the Total Number of Credit Units TAKEN UP TO THAT TIME to obtain Cumulative Grade Point Average (CGPA).

Note:  Do not just add the GPA for the first and second semesters and divide by two! This method sometimes gives incorrect results.

3.10   Assessment and Examination

  1. The University examinations and assessments process enables students to demonstrate that they have;
  2. Satisfied the conditions for progression from one semester of a course to the following semester, or
  3. Attain a standard appropriate to the level of award sought.
  4. The mode of Assessments shall employ both formative and summative methods with emphasis on clinical aspects that encourage problem solving skills as far as possible.

3.10.1Continuous Assessment (Formative)

Continuous assessment shall contribute 40% of the final course marks. It shall take various forms, including:

  1. Log of experiences and procedures done (necessary competencies): with essential skills to be acquired for each course;
  2. Case reports;
  3. Project reports;
  4. Regular course examinations: written, practical, clinical (OSCEs, Short and Long cases), and vivas; and
  5. Attitudinal assessment. This will be assessed using a number of observable items such as punctuality on duty, attention given to assignments such as preoperative clerking, preparation of patients, availability during working hours and when on call, dealing with colleagues and other staff, the patients and the patients friends and relatives. Such observations will be scored on a five-point scale

3.10.2End of Semester Examinations (ESE)

  1. There will be an end of semester or end of course examination in each course as indicated in the curriculum. This will consist of the following;
  2. Written: Multiple Choice Questions, Short and Long Essay Questions;
  3. Clinical: OSCEs, Clinical Short and Long cases;
  • Practical; and
  1. Viva voce.
  2. Courses without clinical aspects will be assessed as follows:
  3. Written exam 40%
  4. Practical (Where applicable) 10%
  • Viva voce 10
  1. Total 60%
  2. Courses with clinical components will be assessed as follows:
  3. Written exam 20%
  4. Clinical exam 30%
  • Viva voce 10%
  1. Total 60%
  2. The final pass mark for all examinations shall be 50% overall in both continuous assessment and final university examination. However, failing the clinical exam will imply failing the course exam overall irrespective of what the total percentage out of 100 (i. e. CATs + ESE) will indicate. If the CATs + ESE produce a total percentage of 60% or higher, the fail will be indicated as FC (Failed clinical).
  3. Final exams are usually given at the end of all courses. Except in predominantly laboratory /clinical courses, exams may not be given during the last week of classes.
  4. The General University Examination regulations on registration for examinations, eligibility for examinations, Board of Examiners, conduct of examinations, examination irregularities, procedures for appeals and preservation of scripts shall remain as stipulated in the academic policies of the University.

3.10.3Absence from examination

  1. If the School Board finds out that a student has no justifiable reason for having been absent from a particular examination, such a student shall receive a fail (F) Grade for the Course(s) he/she had not sat the examination in. The Course(s) in which the Fail (F) Grade was/were awarded shall also count in the calculation of the CGPA.
  2. If the School Board is satisfied that a student was absent from a final examination due to justifiable reasons(s) such as sickness or loss of a parent/guardian, then a Course Grade of ABS shall be assigned to that Course(s). The student shall be permitted to take the final examination when the Course would be next offered or at the next examination season if the Head of Department concerned can make the appropriate arrangements for the examinations.

3.11   Progression from one Semester to Another

3.11.1Normal Progress

Normal Progression shall occur when a student has passed the assessments in all the courses he/she had registered for in a particular Semester or part completed.

3.11.2Probationary Progress

A student who has failed less than 50% of examinable units or obtained the Cumulative Grade Point Average (CGPA) of less than 2.0 but more than 1.6 shall be placed on probation. Such a student shall be allowed to progress to the next semester/academic year in that phase if feasible but shall have to retake the course(s) he/she had failed, and obtain at least the pass mark (50%) in the course(s) to go the next phase.

3.11.3 Retaking a Course(s)

  1. A student shall retake a course (s) when next offered in order to obtain at least the pass mark of 50%.
  2. A student who failed to obtain at least the pass mark (50%) during the second assessment in the same course he/she has retaken shall receive a written warning.
  3. A student may retake a course when next offered again in order to improve his/her pass grade(s) if the pass grade obtained at the first assessment in the course or courses was low.
  4. While retaking a course (s), a student shall: –
    1. attend all the prescribed lectures/tutorials/Clinicals/Practicals/Fieldwork in the course (s);
    2. satisfy all the requirement for the coursework component in the course(s) and;
  • sit for the end of semester examinations in the course(s)

3.11.4 Repeating

  1. Any candidate who fails 50. 1% and up to 75. 0% of examinable units for the part or cGPA of less than 1.5 shall repeat the semester or part of the programme.
  2. The pass marks obtained in exams done after repeating a part will be retained as the actual marks scored but, in the records, and transcripts they will carry a subscript “R” e. g. 67R indication that the mark was obtained after repeating the course while repeating the part in which the course is.

3.11.5 Discontinuation from the Programme

  1. A candidate who fails more than 75% of examinable course units in a given semester or academic year or has a cGPA of less than 1.0 or accumulates three consecutive probations shall be discontinued from studies. The only exception to this rule is the candidate whose is in the final semester of the programme.
  2. A candidate who fails a course for the third consecutive time shall be discontinued from the course except in special circumstances if recommended by the College Academic Board and approved by the University Senate.
  3. A candidate who qualifies to repeat a part, but who, after computing the remaining time required to complete the programme is shown that he/she can no longer be able to complete the programme in a total of up to 2 years, the candidate shall be discontinued from the programme.

3.12  Special examinations

  1. Special examinations shall be administered to students who miss university examinations due to justifiable reasons.
  2. A student who fails special exams shall not be allowed to proceed to the next academic year of his/her study. She or he shall retake the failed course (s) when next offered.

3.13  Plagiarism

This consists of offering work done by another person pretending that it is one’s own without proper acknowledgment. Thus, any student who fails to give credit for quotations or essentially identical expression of materials taken from books, encyclopedias, journals, magazines, on reports of fellow students or any other reference works is guilty of plagiarism. This is not only a grave offence in the university, but also an international crime. At SAIU, it is punishable by discontinuation from the university once proven. It is the duty of the supervisors and examiners to show that plagiarism has taken place.

3.14  Certificate of Due Performance

A student shall be responsible for keeping a record of all learning experience in a logbook, which should be duly signed by the student, clinical supervisor and tutor/lecturer; for presentation to the Head of Depart­ment, before a Certificate of Due Performance can be issued. A candidate will be denied a Certificate of Due Performance in any course, if attendance and performance in class, clinicals and or practicals are deemed unsatisfactory and if s/he fails the progressive examinations. A student must have attended 85% of all the learning activities of a particular course. A candidate will be denied a Certificate of Due Performance for a course if on evaluation (i.e. fails the progressive examination), the student’s performance in any of the three components below is deemed unsatisfactory viz: Attendance, performance in class and practicals. Such a candidate will not be allowed to sit the examinations for the course in question.

3.15   Award of the Degree

The MBChB degree shall be awarded to that person who successfully fulfils all the requirements of the whole programme herein described, unless the Board of the College of Medicine, Health and Life Sciences recommends otherwise and the Senate of SAIU approves. The MBChB degree shall not be classified in terms of first or Second class and pass. However, passes in individual courses shall be graded and a cumulative Grade Point average (CGPA) may also be calculated.

4.0  The Curriculum

This curriculum is designed to train Medical doctors to deliver compassionate, evidence-based, high-quality, cost-effective care to the population. The curriculum provides for student centered learning, encourages critical thinking and problem solving. It advocates for integration of learning experiences and is community oriented. All courses have been developed to enable the learners acquire these competen­cies at increasing levels of competency, from phase I to phase III of the curriculum. The curriculum has been designed to produce doctors who have the following competencies:

  • Medical Knowledge
  • Clinical Skills and Skills in Patient Care
  • Critical inquiry and scientific methods
  • Professionalism & Ethical practice
  • Interpersonal and Communication Skills
  • Leadership and Management Skills
  • Population Health
  • Continuous Improvement of Care through Reflective Practice
  • Health Systems Management

4.1  Design of the Curriculum

The learning experiences are organized into three (3) phases, which spiral into each other with each phase courses being pre-requisite to the next phase courses. Phase I courses are pre-requisite to phase II. Similarly, all phase II courses are pre-requisite for phase III courses.

4.1.1     Phase One: The Normal structure and Functions (Pre-clinical)

This phase includes courses that deal with the scientific basis of medical practice, especially the basic and applied/clinical sciences, including anatomy, physiology, immunology, microbiology, basic pharmacology and epidemiology. The students are introduced to the hospital setting and patients during this phase. Early clinical exposure will assist students to have an early introduction to the patients and the conditions under which they will work and relating it to the biomedical sciences.

At this level, also a number of courses are included, aimed at improving the doctor’s competences in other areas such as biostatistics, public health and epidemiology, computer applications, behavioral communication skills, ethics and professionalism. This phase extends over a period of two semesters.

4.1.2     Phase Two: The Abnormal Sand Functions (Pathology)

These include applied aspects of the various biomedical sciences such as general and systemic pathology, clinical microbiology/parasitology and clinical pharmacology and therapeutics. This phase shall extend over a period of two semesters.

4.1.3     Phase Three: Clinical Clerkship

This phase will consist of planned clinical placement rotations to provide core experience in key clinical areas including Internal Medicine, Child Health and Pediatrics, Reproductive Health and Obstetrics and Gynaecology, Mental Health and Psychiatry, General Surgery and various specialized areas in surgery such as Ear, Nose and Throat (ENT), Anesthesiology and Critical Care Medicine, Radiology and Imaging. Other areas sometimes regarded as specialties such as Tuberculosis, Leprosy, Dermatology, Sexually Transmitted Infections (STIs) Oncology, Urology, cardiothoracic surgery, paediatric surgery, neural surgery and others are recognized and addressed in their “mother” disciplines such as Internal Medicine and surgery.

These courses are linked to the ethical, social and cultural issues appropriate to different clinical situations with an increased emphasis on medicines management and patient safety. This phase shall extend over a period of six semesters and divided into junior and senior clerkship. There shall be 8 weeks of an elective study period in-between junior and senior clerkship.

4.1.4   COBERMS

The community orientation of the curriculum and community-based education, research management and services (COBERMS) is vital for contextual learning and management of community health problems. It also acquaints and familiarizes the students with the health and social environment of the communities they will work as well as offering the primary healthcare services. The curriculum will train students in information gathering and dissemination (research skills), especially in priority health care needs of the community.

The community exposure is constantly applied in appropriate courses throughout the programme.

4.2   Curriculum Integration

Since the human body functions as an integrated unit, the learning experiences will be in line with an individual rather than a body part or a disease process. Therefore, in this curriculum there will be two levels of learning:

  1. Horizontal integration, which ensures that the acquisition of knowledge and skills related to one tissue/organ/system related to different biomedical disciplines at a given level of the programme, is done in an orderly coordinated manner.
  2. Vertically integration seeks to bring out the spiraling nature of the courses at the different levels of the programme. Thus, for example, normal physiology of blood, pathophysiology of blood disorders and clinical management of a patient with blood disorders are closely linked although taught and learned at three different phases. Each phase acts a building block for the next phase.


Our five-year MBChB Medicine degree gives you the theoretical knowledge and clinical skills you need to be the best doctor you can possibly be.