WORLD DIRECTORY OF MEDICAL SCHOOLS WORLD HEALTH• ORGANIZATION GENEVA 1963 lst edition, 1953 2od edition, 1957 3rd edition, 1963 CONTENTS Page Introduction . 7 Explanatory notes to lists of medical schools 9 Details of systems of medical education and lists of medical teaching institutions, in alphabetical order of countries 11 Annex 1. Conditions governing the practice of medicine in some countries without medical schools 329 Annex 2. Number of years required for medical degree and other conditions for the practice of medicine 333 Annex 3. Numbers of medical, dental, and veterinary schools.: comparative list . 336 Annex 4. Africa: medical schools and physicians, 1960 . 339 Annex 5. Americas: medical schools and physicians, 1960 341 Annex 6. Asia: medical schools and physicians, l 960 343 Annex 7. Europe: medical schools and physicians, 1960. 345 Annex 8. Oceania: medical schooJs and physicians, 1960 346 Annex 9. World totals: medical schools and physicians, 1960 347 INTRODUCTION The Third Edition of the World Directory of Medical Schools lists institutions of medical education in eighty-seven countries and gives a few pertinent facts about each. General statements describing the salient features of undergraduate medical training in each country have also been included. No attempt has been made to draw firm conclusions or to make pro­ nouncements on medical education as a world-wide phenomenon. The descriptive accounts and factual material which make up this Directory may be considered as part of the raw data on which the reader can base bis own independent analysis; they are intended to be no more than a general guide, and investigators in the subject of medical education should not expect to find a complete report therein. In many countries, there is a council or association, with either official or non-official standing, which could direct inquirers to a more abundant source of information. In other countries the national ministry most closely concerned would be able to furnish additional details. Despite these limitations, however, readers of the Directory will be able to refer to the system of medical education in any country and to examine certain data on the institutions existing therein. It should be pointed out that the term "system", as used in this context, refers to the characteristic method of preparing medical practitioners in a particular country or group of countries, and not to any of the existing specific medical doctrines. The listing of a school in the Directory is not meant to be a recognition of the value or level of teaching, but merely of the fact of its existence and function­ ing. However, there is one important reservation: the lists contain the names of only those medical schools that teach medicine exclusively on a scientific and objective basis, and not those that base their teaching on any specific medical doctrine (such as, for instance, the Ayurvedic or osteopathic systems), or that give preference to some selected concepts instead of maintaining an impartial scientific approach. Such schools are not listed in this Directory, even if they are officially recognized by the State. (For example, in the USA, schools of osteopathy are eligible for certain govern­ mental grants, and their graduates are considered in some governmental servi­ ces to be of the same status as graduates from regular medical schools; in South-East Asia, a number of governments recognize the several specific systems of medicine practised in some countries of that region.) -7- 8 WORLD DIRECTORY OF MEDICAL SCHOOLS One of the most complicated aspects of a comparative study of medical education is the variation in the length of the medical course, which ranges from four years in some countries to seven years in others (see Annex 2). It appears that the difficulty is largely one of terminology rather than of substance. For this reason, the following clarification may help the reader to find a satisfactory basis of comparison. The term pre-medical is used in some countries to denote the period during which the future medical student takes subjects preliminary to the actual study of medicine, such as physics, chemistry, biology, mathematics, languages, and general culture. These studies are pursued during one of the three following stages: (1) during the secondary-school course; (2) after secondary-school graduation, usually for a fixed period of time, ranging from one to four years, in an institution of higher learning, such as a faculty of science or a college of arts and science; (3) during the years spent in a faculty or school of medicine. In the last event, the total number of years given for the medical course includes the period devoted to pre-medical studies, although the part of the course that is occupied by these subjects may not be specifically designated the pre-medical period. The pre-clinical and clinical periods together constitute the medical course proper; in some countries they are not differentiated one from the other. In an accurate comparison of medical education in different countries only these two periods should be measured. Finally, the period which is generally called internship is likewise subject to a variety of interpretations in different countries. Several possibilities exist: (1) a certain period of hospital work occurs after the end of formal classroom studies; (2) hospital work is undertaken by the student during the clinical part of the medical curriculum; and (3) the student begins to attend hospital wards during his pre-clinical studies. Of course, the proportion of time that he spends and the amount of responsibility that he carries vary considerably according to whichever system happens to be in operation. In most instances, only the first of these is called internship, the others being known generally as clinical clerkship (stage de l'etudiant hospitalier) or equivalent terms. In some countries hospital service following graduation is compulsory, and in several instances a period of service in a rural area or other specified type of medical practice is required of the young physician before he receives permission to practise independent]y. These are only a few of the considerations that may prove to be important in a comprehensive analysis of medical education on a world-wide basis. As more information is made available, such analyses will lead in the future to a better understanding of the subject and to a clearer indication of the steps necessary to further its development. This Third Edition has been enlarged by the inclusion of information on the admission of foreign students to medical schools, and on the condi- INTRODUCTION 9 tions governing the practice of medicine by: (1) nationals with foreign qualifications, (2) foreigners with foreign qualifications, and (3) foreigners who have qualified in the country. The World Health Organization has done its utmost to gather this information for the countries dealt with in this volume, as well as for the countries with no medical schools (see Annex 1). This was not always possible, and it is hoped that through the willing co-operation of the countries concerned the missing information will be included in a subsequent edition of the Directory. The countries are listed in alphabetical order, and each is dealt with in a separate chapter, at the head of which are recorded pertinent data, such as the number of schools existing in the country concerned, their ratio to population,1 etc. It should be noted that these data refer to the year 1960, unless otherwise stated. In genera.I this Third Edition of the Directory reflects the situation in the various countries during the academic year 1960/61, but in some instances more recent information has been made available (for example, on the founding of new schools), and it has been thought useful to include it. Explanatory Notes to Lists of Medical Schools After each cbaptert be schools in the particular country are listed alphabetically as follows: first- by city. (Exceptions are India, the USA and the USSR, where the schools are listed first under the state or republic and then under the city, and the United Kingdom, which has been subdivided into England and Wales, Northern Ireland, and Scotland); second- by institution. The data pertaining to enrolment, admission, graduation, etc., refer to the academic year 1960/61. They were obtained directly from the schools themselves. The following explanation, which deals with each column in turn, will give an indication of the symbols used and the system adopted in the compilation of these tables. Column 1 - Name and address The name and address of the institution are given in the language of the country concerned. A version in English has been used where the national language has a non-Roman alphabet. If the national language differs markedly from English (e.g., Finnish, Hungarian) a translation of the name of the school has been added. The name of the city is also given parenthetically in English if it is 1 Population figures were taken from the United Nations Demographic Yearbook, 1961. Data relative to the number of schools were supplied by the health authorities of WHO Member States; data concerning the number of physicians were transmitted by national administrations, either through official publications or through questionnaires sent by the World Health Organization to the relevant authorities. 10 WORLD DIRECTORY OF MEDICAL SCHOOLS not immediately recognizable to the English-speaking reader in the original language. Column 2 - Year founded This is the year in which it is considered that medical education began at the institution, and does not necessarily correspond to the date of the founding of the university as a whole. Also, as the history of some institutions contains several mergers and changes of name, the earliest date is considered the appropriate year. Column 3 - Teaching staff The numbers refer to persons who were officially connected with the institution as teachers in the academic year 1960/61, regardless of faculty rank.