WORLD DIRECTORY OF MEDICAL SCHOOLS WORLD HEALTH• ORGANIZATION PALA!S DES N ATIONS GENEVA 1957 lst edition, 1953 2nd edition (revised and enlarged), 1957 PRINTED IN SWITZERLAND CONTENTS Page Introduction . 5 Explanatory notes to lists of medical schools 7 Details of educational systems and lists of medical teaching institutions, in alphabetical order of countries 11 Annex 1. Africa: medical schools and physicians 303 Annex 2. North and Central America: medical schools and physicians . 304 Annex 3. South America: medical schools and physicians 305 Annex 4. Asia, eastern: medical schools and physicians . 306 Annex 5. Asia, western: medical schools and physicians 307 Annex 6. Europe: medical schools and physicians 308 Annex 7. Oceania: medical schools and physicians 309 Annex 8. World totals . 310 Annex 9. Population per physician 311 Annex 10. Division of the medical curriculum, in years 313 28695 INTRODUCTION The Second Edition of the World Directory of Medical Schools, like its predecessor, lists institutions of medical education in more than eighty countries and gives a few pertinent facts about each. However, its scope has been enlarged, in that 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 his 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. As the latter have generally developed in relatively limited cultural areas and do not have world-wide significance, any reference to them has been omitted from this volume. 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. Annexes 1-7 summarize these data by continent, while Annex 8 gives the world totals. There is no commentary on the significance of the figures in question, since their implications have already been discussed elsewhere.2 It will be noted, however that the ratio of physicians to population (see Annex 9) differs markedly from country to country, varying from I: 434 in Israel to 1: 174 640 in Nepal. 1 Population figures have been taken from the United Nations Statistical Year­ book, 1954. s Troupin, J. L. (1955) Bull. Wld Hlth Org., 13, 345. In the present work, however, two additional columns have been included; these show the annual number of medical graduates per 1000 physicians, and population per annual medical graduate. -5- 6 WORLD DI.RJ!CTORY 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 eight years in others (see Annex 10). 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: (I) 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 early part of the course which 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 independently. In Annex 10, the latter compulsory period is included with internship, for purposes of presentation. These are only a few of the considerations which 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 INTRODUCTION 7 Explanatory Notes to Lists of Medical Schools After each chapter the schools in the particular country are listed alphabetically as follows: :first- by city. (Exceptions are the USA and 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. In general, the data pertaining to enrolment, admission, graduation, etc., refer to the academic year 1954-55. However, in some cases it has been possible to obtain more recent information. The following explanation, which deals with each column in tum, 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 lan­ guage llas 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 not immediately recognizable to the English-speaking reader in the original language. Column 2 - Ownership The following code letters found in this column refer to the ownership of the institution: GN owned and operated by government (national) GP owned and operated by government (provincial, state, or other large subdivision) GM owned and operated by government (municipal) G owned and operated by government (branch or unit not specified) R owned and operated, or supported, by a religious or denominational association P owned and operated by a non-governmental, non-religious association, which means in most cases by a private corporation supported by endowments. Column 3 - Year founded This is the year in which it is considered that medical education began at the institution concerned. It does not necessarily correspond to the date on which the university as a whole was founded. Moreover, as the history of some institu­ tions contains several mergers and changes of name, the earliest date is considered the appropriate year. For example, if Medical School A (founded in 1898) merged in 1919 with Medical School B (founded in 1867) to form the Faculty of Medicine C, and in 1946 changed its name to the Faculty of Medicine of University D, the year of foundation is considered to be 1867. 8 WORLD DIRECTORY OF MEDICAL SCHOOLS In certain instances, institutions have been obliged to close their doors for some years because of war or other reasons. Such a temporary suspension of opera­ tions is not considered in this compilation as affecting the original date of foundation. Column 4 - Teaching staff The numbers refer to persons who are officially connected with the institution as teachers, regardless of faculty rank. An attempt has been made to classify these teachers according to whether they work full-time or part-time in the institu­ tion. Thus, 63 f and 137 p means that 63 teachers are counted as full-time and 137 as part-time.