Liên hệ tuyển sinh
Hợp tác Quốc tế
General Medicine
On December 28, 2017, Phan Chau Trinh University (PCTU) was officially authorized by the Ministry of Education and Training of Vietnam to offer the full-time undergraduate program in General Medicine under Decision No. 5838/QĐ-BGDĐT, and began student enrollment in 2018.
The Faculty of Medicine at Phan Chau Trinh University has been comprehensively developed as a medical campus located in the Quang Nam – Da Nang University Village Urban Area, serving as the primary training center for the medical program. The University Council is deeply committed to transforming the image, status, and true value of the medical profession in society. This dedication to high-quality medical education has remained steadfast throughout the university’s development.
Mission, vision, core values, and educational philosophy
+ Mission: To train a generation of medical professionals with a high level of integrity, both in heart and mind.
+ Vision: To develop Phan Chau Trinh University into a Digital Medical University in Vietnam by 2025. Applying artificial intelligence to management, operations, teaching, and learning, bridging the gap between Vietnamese medicine and advanced medical systems worldwide by 2030.
+ Core value: “ The ability to integrate institutions and universities. A place to foster creativity and innovation.”
+ Educational philosophy: "Liberal Education".
Phan Chau Trinh University implements a philosophy of liberal education, helping students unleash their creative energy and connect with nature, proactively explore and acquire knowledge, leading people towards Truth, Goodness, and Beauty.
At the School of Medicine of Phan Chau Trinh University, competency-based teaching and assessment methods are applied, with a learner-centered educational philosophy in which students are active and academically independent. Lecturers employ Problem-Based Learning (PBL), Competency-Based Learning (CBL), and other modern educational approaches.
The curriculum is designed to integrate theoretical learning with practical training and clinical practice simultaneously. For each subject or module, students experience five stages of learning and training.
Stage 1: Theoretical Learning
Students are required to study independently in advance through textbooks, reference materials, and especially internet resources. They prepare summaries, reports, or short essays, and read as well as comment on previous writings. Lecturers serve as facilitators by providing guidance, adjustments, and summaries, while minimizing passive one-way lecturing. Through this approach, students develop lifelong self-learning methods and capabilities.
Stage 2: Intellectual Skills Training through Problem-Solving and Case-Based Exercises
To apply theoretical knowledge and strengthen critical thinking skills, students participate in thinking exercises, including case studies and problem-solving activities. In clinical education, these are known as Patient Management Problems (PMPs). The purpose of these exercises is to help students apply knowledge, practice reasoning and analytical skills, identify diagnostic problems, and determine optimal management and decision-making strategies without requiring real patients or communities. Audio-visual technology and simulation methods are extensively used to illustrate situations and replace real clinical settings when appropriate. This approach is also applied in social sciences, basic medical sciences, and community medicine.
Stage 3: Training of Procedural and Psychomotor Skills
This stage focuses on developing hands-on technical and psychomotor skills and consists of two sub-stages.
First, lecturers demonstrate procedures twice using large A0 checklist boards: the first demonstration is performed quickly, while the second is conducted slowly and in detail. Students may also watch instructional video clips demonstrating each procedural step on real patients.
Second, students practice in groups using the “Coupling – Saying – Doing” (CSD/CNL) learning technology. Two students work together as partners: one performs the procedure while the other reads the checklist aloud, after which they switch roles. Through this method, every student becomes an active collaborator in supervision and peer assessment.
Stage 4: Training of Attitudes, Communication, and Professional Behavior through Role-Playing
This stage is designed to develop professional attitudes, communication skills, humanistic behavior, and soft skills. In traditional teaching models, attitudes were often overlooked, leading to weaknesses in patient communication. Role-playing activities are organized either in small groups or before the entire class to help students practice empathy, professionalism, and effective interpersonal interaction.
Stage 5: Reflection, Self-Assessment, and Competency Recording
Students summarize their learning experiences, conduct self-assessments, and record their practice outcomes in competency logs or clinical journals. Initially, not all lessons may be fully integrated, but integration becomes more effective over time as teaching methods continue to improve. The fundamental principle is that every lesson and subject contributes directly to competency development.
Final assessments commonly include:
Knowledge assessment (e.g., written tests),
Skills assessment (e.g., checklists or rating scales),
Attitude assessment (e.g., role-playing performance).
During the concluding sessions, lecturers emphasize key learning points or encourage students to summarize essential concepts themselves, thereby promoting active participation in reflective learning.
A distinctive feature of Phan Chau Trinh University is its integrated teaching hospital system. As a result, students begin hospital-based clinical practice from their first year of study. Clinical training accounts for approximately 70% of the total curriculum duration, enabling students to develop strong clinical skills, professional competence, and practical expertise.
+ Doctors and paraclinical specialists at hospitals and medical facilities perform medical examinations, treatment, emergency care, monitoring, and health counseling.
+ Preventive medicine physicians in the public health system participate in epidemiological surveillance, disease prevention and control, and public health promotion.
+ Lecturers or researchers at universities, research institutes, and medical and pharmaceutical training institutions.
+ Healthcare management officials at government agencies or health insurance organizations.
+ Doctors work in international or non-governmental organizations focused on health, humanitarian aid, and community development.
ĐẠI HỌC PHAN CHÂU TRINH
- 09 Nguyễn Gia Thiều,
P. Điện Bàn Đông,
Thành phố Đà Nẵng
BỆNH VIỆN ĐẠI HỌC Y KHOA PHAN CHÂU TRINH
- 09 Nguyễn Gia Thiều,
P. Điện Bàn Đông,
Thành phố Đà Nẵng
