University of Nicosia

Professor School of Sciences and Engineering Department of Engineering Associate Dean Professor School of Sciences and Engineering Department of Engineering Professor School of Business Department of Management

Apply Today Country of Residence Start Term Programme of Interest UNIC will use the information you provide to process and evaluate your application. We may also use your info to provide you with ongoing updates about our programmes by e-mail or phone. You can end communication with us at any time, by requesting not to be contacted again. By submitting this form, I give my consent for processing my information, and I acknowledge that I agree with the Terms & Conditions and I have read the Privacy Policy SUBMIT

UNIC will use the information you provide to process and evaluate your application. We may also use your info to provide you with ongoing updates about our programmes by e-mail or phone. You can end communication with us at any time, by requesting not to be contacted again. UNIC Pharmacy Programme is dedicated to the education of pharmacy scientists who can deliver high-quality, evidence-based, interprofessional, person-centred pharmaceutical care and advance centred pharmaceutical care and advance public health services. The Pharmacy Program is recognized as a pioneer in educating Pharmacists in Cyprus and is known for its academic excellence and its innovative leadership. The programs’ graduates are be highly visible locally and nationally and engaged in advancing the profession of pharmacy.

UNIC will use the information you provide to process and evaluate your application. We may also use your info to provide you with ongoing updates about our programmes by e-mail or phone. You can end communication with us at any time, by requesting not to be contacted again. The aim of the program is to enable students to acquire a first degree in law which would allow them to be admitted to the legal profession or to work as a legal consultant by developing skills and abilities pertinent to a lawyer, such as problem solving, critical thinking, self-motivation and specialized knowledge of the law. The undergraduate Law program at UNIC is designed to follow international guidelines in the field of legal science. Graduates of the Law Program will be fully prepared to obtain a license to practice as a Lawyer, Notary, Bailiff in Greece and to enter postgraduate programs. Our program provides a solid theoretical foundation for students to succeed in postgraduate studies pursuing specialized master’s or doctoral programs. Our graduates can also continue postgraduate studies, as is often the case, in other fields, such as International Relations, Business Administration.

UNIC will use the information you provide to process and evaluate your application. We may also use your info to provide you with ongoing updates about our programmes by e-mail or phone. You can end communication with us at any time, by requesting not to be contacted again. The programme is devoted to the orientation of the students to the diverse field of psychology as a scientific discipline. The programme aims to offer a complete education in the major theories and techniques of psychology, and as such gives a first approach to psychologists’ skills, an in-depth exposure to research in psychology, and a basic education in psychology specialties. Students master general theories, empirical evidence and application of knowledge in applied areas of psychology with a sense of purpose that helps improve the human condition in various settings. The programme aims to ensure that students will apply ethical standards to evaluate psychological science and practice. Furthermore, students are fully prepared to enter 2nd cycle education, having gained equivalent knowledge, skills, and competence in psychology. International guidelines were followed in the programme’s design.

Bachelor of Business Administration in Marketing Management UNIC will use the information you provide to process and evaluate your application. We may also use your info to provide you with ongoing updates about our programmes by e-mail or phone. You can end communication with us at any time, by requesting not to be contacted again. The Marketing Management program explores the dynamic world of marketing, where creativity meets strategy and brands connect with consumers. It helps students understand the fundamentals of marketing management and prepares them to address future market trends through innovative strategies and effective communication. At the same time, it develops the skills sought by 21st-century organizations, such as critical thinking, creativity, collaboration, problem-solving, and empathy.

UNIC will use the information you provide to process and evaluate your application. We may also use your info to provide you with ongoing updates about our programmes by e-mail or phone. You can end communication with us at any time, by requesting not to be contacted again. The primary purpose of the bachelor programme in Business Administration is to equip students with the knowledge and skills essential for success in today’s dynamic business landscape, while also fostering their personal and academic growth. Aligned with the University of Nicosia’s philosophy of delivering both specialized knowledge and a well-rounded education, the programme allows students to integrate their learning in business and their chosen concentration with courses from various academic disciplines. This multidisciplinary approach ensures that students gain a robust foundation for managing in an evolving, multicultural work environment, while also enhancing their critical thinking, communication, and creativity skills.

UNIC will use the information you provide to process and evaluate your application. We may also use your info to provide you with ongoing updates about our programmes by e-mail or phone. You can end communication with us at any time, by requesting not to be contacted again. The Accounting programme aims to provide students with the theoretical, technical and empirical background necessary for financial problem solving and financial decision making within the complex and changing business environment. This programme has been designed for students intending to pursue a career in accounting, or in any other area where financial accounting information and decisions are a central element. Students will have the opportunity to acquire a broad-based education which will provide a good starting point for the students’ later professional work and studies. In addition, students will receive an academic base to which problems arising in their later professional work can be referred, and a way of thinking which will help them to meet the challenges of new ideas and problems.

The Doctor of Veterinary Medicine (DVM) programme is designed to offer first-class scientific and clinical training in veterinary medicine. An integrative approach has been adopted to deliver knowledge in a horizontal and vertical manner in order for the students to understand the multifaceted science underpinning veterinary practice and research. The programme enables students to understand the basic biological principles of normal body function and disease, and the ability to distinguish the pathological from the normal, to prevent disease and safely manage the processes of animal production. The primary educational goal of the DVM programme is to prepare graduates for a productive career within the veterinary medical profession, while at the same time give them a strong academic foundation to pursue a research career.

Introduction Profile Curriculum Structure Admissions Graduation Tuition Introduction Earn a Master of Public Health (MPH) OnlineThe Health of Humans is Connected to the Health of Animals and the Environment, in the Concept of One Health.Accelerate your management knowledge with skills for tackling current and emerging global public health challenges: climate change, armed conflict, forced migration, as well as pandemics. Public Health is defined by the Faculty of Public Health, UK as “The science and art of promoting and protecting health and well-being, preventing ill-health and prolonging life through the organised efforts of society”. The MPH curriculum is mapped according to the Faculty of Public Health Diplomate Examination (DFPH). It covers the main domains of Public Health Practice (Health Protection, Health Improvement, Health Services Provision) and offers the opportunity to specialise in a broad range of public health topics. The programme places a strong emphasis on global aspects of public health, like the epidemiology and prevention of both non-communicable and infectious conditions. There is a focus on current issues in both developed and developing countries for preparedness in disaster risk reduction, prevention, response and recovery. A unique feature of our MPH programme is its international orientation: the programme is part of a Medical School with faculty, teaching hospitals and students from across the globe. This programme embraces the One Health concept, recognizing that the health of people is connected to the health of animals and the environment Crisis management – pandemic, environmental, and emergency Population protection and evaluation from a workplace to national policy for crisis response Focus on public health disaster risk reduction, prevention, preparedness, response and recovery UNIC is 1 of only 14 universities in the world awarded a 5-Star rating in online/distance learning UNIC ranked number 32 university in the world in the core area of Quality Education (Times Higher Education, 2021) Option of full-time or part-time study, depending on your schedule and commitments Affordable MPH with scholarships available to enable global access Graduates have a 99,8% career placement rate, within our international medical programmes Who is this Programme forThe MPH is a perfect fit for… Individuals seeking a competitive advantage in the workplace to expand their career by gaining the most required skillset today Recent graduates from various disciplines (Sociology, Psychology, Humanities, Biology, Chemistry, Communications) who want to pursue further expertise related to Public Health Professionals seeking to change careers and leverage their past work experience into the dynamic field of Public Health Driven individuals excited to do research and improve global public health examining current issues affecting the world: pandemics, climate change, etc. Change Agents enthused to complete research and field projects to address real-world challenges Join an Open DayWhy Study Public Health?Healthcare occupations: a projected growth rate of 14 percent from 2018-2028, significantly higher growth rate than average for all occupations, adding about 1.9 million new jobs. U.S. Bureau of Labor Statistics Jobs of Tomorrow Report includes extensive needs now and in the future working in services related to the Care Economy and Green Economy. World Economic Forum With an aging population and greater environmental health risks the jobs related to healthcare are projected to grow more than any of the other occupational groups. U.S. Bureau of Labor Statistics Prior to the pandemic, global healthcare spending was expected to rise 5 percent Compound Annual Growth Rate from 2019-23 which will create opportunities for the sector (Deloitte); COVID-19 will accelerate these projections “As coordinator of the Master of Public Health programme, I work with academic and administrative staff to provide support to students throughout their studies. Our curriculum aligns with UK Faculty of Public Health standards and covers the three core domains of public health practice and research. The programme addresses current regional and global public health challenges, maintaining its commitment to professional education whilst considering the broader implications of planetary health. We focus on developing public health professionals through theoretical knowledge and practical applications, ensuring our graduates are prepared for their roles in public health.” Souzana Achilleos, Assistant Professor, Programme Coordinator Profile Programme Overview Public Health refers to all organised measures aimed at preventing disease, promoting health and prolonging healthy life. Its aim is to ensure a high standard of living and well-being for individuals and societies globally. The University of Nicosia’s Master of Public Health (MPH) programme covers the main domains of Public Health Practice (Health Protection, Health Improvement, Health Services Provision) and offers the opportunity to specialise in a broad range of public health topics. The programme places a strong emphasis on global aspects of public health, like the epidemiology and prevention of both non-communicable and infectious conditions. There is a focus on important public health issues in both developed and developing countries for preparedness in disaster risk reduction, prevention, response and recovery. The curriculum is based on a dynamic approach, with continuous updating to address new and emerging issues threatening population health: climate change, armed conflict, forced migration, pandemics and more. This programme has been carefully designed according to the standards of the UK Faculty of Public Health. A unique feature of our MPH programme is its international orientation: the programme is part of a Medical School with faculty, teaching hospitals and students from across the globe. The Faculty of Public Health Diplomate Examination (DFPH)The MPH programme curriculum has been designed with the DFPH (formely the Part A exam) in mind, and the learning outcomes correlate to a large extent with those of that exam. Students who pass the DFPH exam are demonstrating a professional level of knowledge and understanding of the scientific basis of public health. Success in the DFPH leads to election into Diplomate Membership of the Faculty of Public Health. Student Outcomes Thanks to our exciting approach to learning, with a curriculum constantly updated to focus on new issues in global public health, graduates are prepared to tackle real-world challenges. Upon graduation, they will be ready to work in the public sector at local, national and international health agencies. This course has provided our alumni with greater opportunities in non-governmental organisations, charities as well as private sector career work in consulting firms, pharmaceutical industry, start-ups and policy research. With the ability to specialise during your studies, students have multiple pathways for success. The strong emphasis on innovation and technological advancements enables graduates to provide vision and initiate strategic change in healthcare organisations. Programme’s aims and objectives The main aims of the programme are to enable students to: Enhance the necessary knowledge and skills for conducting and critically evaluating research relevant to Public Health. Develop a comprehensive, holistic and evidence-based approach to Public Health. Develop the skills and critical thinking for practicing health protection, health promotion, and disease prevention for the major non-communicable and infectious conditions affecting the developed and the developing world. Develop the necessary knowledge and skills for identifying and tackling environmental threads to population health, including emergency response, recovery and rehabilitation in the context of disasters, as well as occupational hazards and their prevention and management. Develop the necessary knowledge and skills for applying the principles of health economics for prioritizing, devising, and evaluating cost-effective health services and systems in different settings, both nationally and globally. Develop the necessary skills and confidence to assess needs, conduct, and disseminate (through scientific papers and oral presentations) high quality research relevant to Public Health. The specific objectives of the programme are to: Introduce and analyse the major principles of Epidemiology and Public Health, with emphasis on studying the frequency, distribution, determinants, and prevention of disease in populations. Provide students with the necessary knowledge and skills to assess the needs, design, analyse, interpret, and critically evaluate quantitative (epidemiological) and qualitative research studies relevant to Public Health. Provide students with the necessary critical thinking, practical skills, and confidence to perform appropriate statistical analysis for conducting epidemiological research, using a statistical software package. Introduce and analyse Health Protection and Health Promotion, covering and explaining the methodology used for protecting the public from infectious agents and environmental hazards, as well as the methodology used for preventing disease and improving health in populations. Provide students with in depth knowledge on the epidemiology of the major chronic and infectious conditions causing the biggest burden on developed and developing societies, as well as regional, national and global preventive initiatives for tackling these. Cover in detail the distal and proximal environmental determinants of health and the response to environmental emergencies and disasters, as well as occupational hazards, including methods and systems for prevention, risk management, incident investigation, and monitoring at the workplace Introduce students to the major principles of health economics and equip students with the knowledge and skills to perform a clinical audit, as well as design and evaluate cost-effective health services and systems, in a global context. Provide the opportunity to actively engage in public health research by writing up a research grant proposal including a bioethics application and conducting their own epidemiological study, leading to the write up of a scientific article at the standards of a peer-reviewed publication to a relevant international Journal, as well as an oral presentation. Provide the opportunity to study in depth specific aspects of Public Health such as environmental and occupational health, health inequality within and between countries, population ageing and health, public health nutrition, social and behavioural, as well ethical dimensions of Public Health Intended learning outcomes Graduates of the MPH programme will: Apply measures of descriptive and analytic epidemiology used to assess the frequency, distribution and determinants of disease in human populations. Apply the different study designs in epidemiological research and be able to design their own epidemiological studies for answering research questions relevant to Public Health. Critically evaluate concepts pertaining to internal study validity (random error, bias, confounding) and external study validity (generalizability) Explain the importance of systematic reviews and meta-analyses in Public Health and be able to interpret these for answering research questions relevant to Public Health. Differentiate between association and causation, as well as critically evaluate the importance of their distinction in Public Health Policy Apply the different levels of prevention and be able to design their own preventive measures for tackling current Public Health challenges. Evaluate the aims, objectives, and responsibilities of the World Health Organization and its leadership priorities, as well as the health-related UN Sustainable Development Goals. Manage the different types of data involved in epidemiological research and be able to appropriately choose the right statistical method for analysing these. Apply the basic principles or probability, random error, statistical significance, study power, Type I and Type II errors Use the statistical software programme STATA to load, clean, modify, manage and perform descriptive and inferential statistical analysis, with the appropriate results interpretation. Analyse the principles and detailed methodologies of Health Protection, as well as describe and explain how they relate to protecting the public from infectious agents and environmental hazards. Analyse the principles and detailed methodologies of Health Promotion, as well as describe and explain how they relate to preventing disease and improving health in populations through individualistic and wider environmental approaches. Apply models of predicting and explaining health behaviour in groups of people and use these for developing and implementing health promotion programmes. Describe current and emerging pandemics and the global network of organizations, agencies and initiatives aiming at tackling these. Describe in detail the epidemiology of the major non-communicable and infectious conditions causing the biggest burden on developed and developing societies and critically evaluate national and international preventive initiatives aiming at tackling these. Analyse the different epidemiological paradigms for the aetiology of non-communicable conditions, as well as major and emerging and re-emerging infectious conditions in developed and developing societies. Analyse the dynamics of infectious disease outbreak and describe measures of control and surveillance Outline major emerging and re-emerging infectious conditions in the developed and developing world and describe the concept of migrant/refugee health concerning infectious disease. Analyse the principles of immunization and the basic methodologies involved in the design of such programmes, also highlighting the phenomenon of vaccine hesitancy. Describe in detail the effects of climate change, global warming, air pollution, toxic hazards, water pollution, electromagnetic radiation, noise pollution, poor housing conditions, poor sanitation, as well as environmental emergencies and disasters in population health both in the developed and the developing world. Analyse the main factors affecting health and safety at the workplace and describe in detail the control of substances hazardous to health, including methods and systems for preventing workplace injuries, as well as risk management, incident investigation, and monitoring at the workplace. Analyse how the lack of resources during periods of economic crisis, recession, and austerity may affect population health and influence the prioritization and strategic planning as regards public health policies. Apply the major principles of health economics and analyse the different methods for pricing and reimbursing health care services, assessing health service needs and prioritizing in the context of justice and equity in health care provision Analyse methods for assessing utilization and performance of health services and healthcare, as well as economic appraisal (incl. cost-effectiveness, cost-utility, and cost-benefit analysis) and apply these for designing and evaluating cost-effective health services and systems, as well as clinical audits. Critically evaluate different healthcare systems around the world highlighting the main characteristics, strengths, and limitations of each and use this experience for designing effective and efficient health services and systems. Curriculum Innovative and Modern Curriculum The programme is conducted completely online, with three to four courses delivered over 14 weeks each semester on an e-Learning Environment (Moodle), which includes multiple embedded synchronous and asynchronous learning activities, such as webinars, online chats, discussion fora and wikis. In addition, recorded lectures are designed to enhance student interactivity and active learning by including engaging slides with clickable tabs, interactive quizzes, drag-and-drop activities, matching activities and opinion polls. Our programme follows standardised and validated pedagogical approaches, ensuring constant tutor-student interaction (webinars, online chats, discussion fora), student to student interaction (online chats, discussion fora, wikis), and student-material interaction (recorded lectures, additional resources). Internationally Renowned Faculty To realise our vision of serving as a centre of excellence in Public Health education, we have brought together experts from around the world. Our faculty have extensive experience teaching, working and conducting research in Public Health, and each course is taught by a leader in their field. This group of highly-acclaimed faculty, delivering the course, also bring their international field work at a global level to the forefront (e.g. Africa Ebola outbreak crisis management). In addition, this programme offers active collaborations with renowned academic institutions around the world and key Non-Governmental Organizations, working on global public health. Online Education at UNICThe First University in the EU to be awarded 5 QS Stars in Distance EducationOur University has been a pioneer in online/distance learning education in Europe, supporting both its own degree programmes, as well as those of its joint degree partners. UNIC is the first university in the European Union to be awarded a 5-Star QS rating for Online/Distance Learning by the QS Intelligence Unit and the first university globally to receive triple accreditation for its online learning quality. This makes UNIC one of the 14 universities in the world to date that have been awarded a 5-Star rating. An integral part of our approach to the learning design of these courses is our commitment to help our students develop higher-order skills of critical analysis, reflection, and problem-solving. We also support our learners in building knowledge collaboratively and engaging in social learning. As a testament to the quality of our online programmes, our University has been awarded the highest accolades for e-learning and distance learning education excellence. UNIC continues to strive for excellence globally. The 2021 Times Higher Education (THE) University Impact Rankings, ranked the University of Nicosia (UNIC) as the number 32 university in the world in the core area of Quality Education, and among the top 301-400 universities globally in terms of its overall social and economic impact. Structure Programme Structure The programme is divided into three semesters, comprising three or four courses each (5-10 ECTS per course). Core courses are taught in semesters 1 and 2 and are compulsory. After completing the core programme, students have the opportunity to choose one of two paths in semester 3. In the electives path, students have to take Research Methodology in Public Health (MPH-590) and choose two (out of six) elective courses. Alternatively, students can choose to follow a more research-oriented path by selecting Research Methodology in Public Health (MPH-590) and Research Project (MPH-596), where they will be expected to engage in research by performing their own study on a relevant public health topic. Semester Breakdown The following programme structure is based on prospective delivery from 2025-2026. The programme is subject to continuous evaluation and improvement, in consultation with students and lecturers, and in accordance with the regulations and guidelines of the Cyprus Agency of Quality Assurance and Accreditation in Higher Education, and therefore may be subject to additional changes. Semester 1 (30 ECTS, all courses required) Course code/Title Description MPH-511 Principles of Epidemiology and Public Health MPH-514 Health Protection: Safeguarding Wellbeing in Populations MPH-515 Health Promotion: Maintaining Wellbeing in Populations MPH-521 Epidemiology and Prevention of Non-communicable and Infectious Diseases in a Global Context Semester 2 (30 ECTS, all courses required) Course code/Title Description MPH-512 Applied Statistics for Epidemiology and Public Health MPH-522 Health Policy, Management and Leadership MPH-523 Health Economics in the Context of Health Services and Systems: Global Perspectives Semester 3 (30 ECTS, Students are required to choose from the two options offered) Option 1 Course code/Title Description MPH-590 Research Methodology in Public Health (Required) MPH-596 Master’s Thesis (Research Project) (Required) Option 2 Course code/Title Description MPH-590 Research Methodology in Public Health (Required) Plus two elective courses from the following: MPH-531 Environmental and Occupational Health MPH-532 Health Inequality within and between countries MPH-533 Population Ageing and Health MPH-534 Public Health Nutrition MPH-535 Social and Behavioural Dimensions of Health MPH-536 Ethical and Legal Dimensions of Public Health *Students should note that the availability of each of the elective courses offered in a given academic year will be based on student numbers Admissions Admission Requirements 1.A Bachelor’s degree from an institution recognised in the country where it operates. A degree in medicine, health sciences, biological sciences, social sciences or environmental sciences is an advantage. 2.One reference letter: Either academic or professional. 3. English Language Requirements: 6.5 overall in the IELTS (with 6.0 in all other elements), Or: 79 in TOEFL iBT Or: grade 5 in the GCSE (or B with the old grading system), Or: a score of 5 in English in the International Baccalaureate Standard Level (SL), Or: a score of 8 in English in the European Baccalaureate. Students whose native language is English and who originate from the UK, Ireland, USA, Australia, New Zealand and Canada (provided that language of instruction at school/ undergraduate/ postgraduate level was English), are exempt from this requirement. Third country nationals who have completed a degree, taught in English, in any of the aforementioned countries, will be required to submit evidence of English language certification as submitted for admission to that degree, to be exempt from the above. 4. A personal statement describing (i) your past educational, professional, or other experience with a focus on that which is relevant to Public Health (if any); (ii) how this degree would support your personal or professional aspirations; and (iii) your experience and ability to work independently as well as in a team, to prioritise tasks, and to track the progress of your work in order to complete the educational requirements of this Distance Learning degree. (maximum 800 words)” Please check with the national authorities in your country about the recognition, under their jurisdiction, of accredited distance-learning programmes. Graduation Graduation Students must complete 90 ECTS and all programme requirements. A minimum cumulative grade point average (CPA) of 2.0 is required. Thus, although a ‘D-’ is a Pass grade, in order to achieve a CPA of 2.0 an average grade of ‘C’ is required. Tuition Tuition The Master of Public Health programme aims to improve global health. For students applying for entry in Fall 2026, a 20% scholarship will be available, reducing tuition fees from €13,950 to €11,160. Additional scholarships, which may cover up to 30% of tuition fees, can be awarded based on demonstrated financial need through a scholarship application. Instalment plans are also offered. Our Admissions Advisers can provide more details: [email protected] LOCAL/EU(€) INTERNATIONAL(€) Application fee (one-off/non refundable payment) 60 60 Administrative fee (deducted from the first semester tuition upon completion) 500 500 Scholarships available One Health ScholarsType: Need-based Students with financial need are eligible to apply for this need-based scholarship award. In order to be considered for this scholarship, in addition to the scholarship application, students need to provide evidence of financial need. Scholarship Terms Only students who have been accepted to the MPH programme are eligible to submit a scholarship application. Scholarships are awarded with consideration for a student’s country of residency according to the World Bank Index country income classification. Scholarships are applied on a pro-rata basis to each course in the MPH. The University of Nicosia reserves the right, at its sole discretion to award or not award any scholarship to any student and/or to change the number of scholarships awarded, their eligibility requirements or any other aspect of the financial aid program. Final tuition is subject to course load as there may be minimal variation in fees, pending the timeline of completion.

Director of IT (University Level) IT Department Assistant Professor School of Sciences and Engineering Department of Computer Science Professor School of Sciences and Engineering Department of Computer Science Member of the Senate Professor School of Sciences and Engineering Department of Computer Science Associate Head Assistant Professor School of Business Department of Digital Innovation Professor School of Sciences and Engineering Department of Computer Science Professor School of Sciences and Engineering Department of Computer Science Rector Professor School of Sciences and Engineering Department of Computer Science Member of the Council, Member of the Senate Associate Professor School of Sciences and Engineering Department of Computer Science Head of Department Professor School of Sciences and Engineering Department of Computer Science

Associate Professor School of Sciences and Engineering Department of Computer Science Vice President for Global Partnerships Executive Director of Research & Innovation Office Dean Professor Member of the Council Member of the Senate Department of Engineering , School of Sciences and Engineering Professor School of Sciences and Engineering Department of Engineering Associate Head of Department Assistant Professor School of Sciences and Engineering Department of Engineering Head of Department Associate Professor School of Sciences and Engineering Department of Engineering Associate Dean Professor School of Sciences and Engineering Department of Engineering Assistant Professor School of Sciences and Engineering Department of Engineering Member of the Senate Professor School of Sciences and Engineering Department of Computer Science Member of the Council

Associate Professor School of Sciences and Engineering Department of Computer Science Assistant Professor School of Sciences and Engineering Department of Engineering Vice President for Global Partnerships Executive Director of Research & Innovation Office Dean Professor Member of the Council Member of the Senate Department of Engineering , School of Sciences and Engineering Professor School of Sciences and Engineering Department of Engineering Assistant Professor School of Sciences and Engineering Department of Engineering Member of the Senate Head of Department Associate Professor School of Sciences and Engineering Department of Engineering Associate Dean Professor School of Sciences and Engineering Department of Engineering Professor School of Sciences and Engineering Department of Computer Science Member of the Council

Associate Professor School of Sciences and Engineering Department of Computer Science Academic Vice President for Regulatory Affairs, Rectorate Associate Professor School of Sciences and Engineering Department of Engineering Member of the Senate Associate Professor School of Sciences and Engineering Department of Engineering Professor School of Sciences and Engineering Department of Computer Science Head of Department Associate Professor School of Sciences and Engineering Department of Engineering Associate Dean Professor School of Sciences and Engineering Department of Engineering Professor School of Sciences and Engineering Department of Computer Science Member of the Council Professor School of Sciences and Engineering Department of Engineering Assistant Professor School of Sciences and Engineering Department of Computer Science

Associate Professor School of Sciences and Engineering Department of Computer Science Professor School of Sciences and Engineering Department of Computer Science Member of the Senate Professor School of Sciences and Engineering Department of Computer Science Professor School of Sciences and Engineering Department of Computer Science Professor School of Sciences and Engineering Department of Computer Science Professor School of Sciences and Engineering Department of Computer Science Member of the Council Assistant Professor School of Sciences and Engineering Department of Computer Science Rector Professor School of Sciences and Engineering Department of Computer Science Member of the Council, Member of the Senate Associate Professor School of Sciences and Engineering Department of Computer Science

Associate Professor School of Sciences and Engineering Department of Computer Science Associate Professor School of Sciences and Engineering Department of Computer Science Member of the Senate Associate Head of Department Associate Professor Department of Design & Multimedia School of Humanities and Social Sciences Assistant ProfessorSchool of Sciences and EngineeringDepartment of Computer Science Director of IT (University Level) IT Department Assistant Professor School of Sciences and Engineering Department of Computer Science Associate Professor School of Sciences and Engineering Department of Computer Science Assistant Professor School of Sciences and Engineering Department of Computer Science Head of Department Associate Professor School of Sciences and Engineering Department of Engineering

Director of IT (University Level) IT Department Assistant Professor School of Sciences and Engineering Department of Computer Science Associate Professor School of Sciences and Engineering Department of Computer Science Associate Professor School of Sciences and Engineering Department of Computer Science Member of the Senate Professor School of Sciences and Engineering Department of Computer Science Member of the Senate Professor School of Sciences and Engineering Department of Computer Science Academic Vice President for Regulatory Affairs, Rectorate Associate Professor School of Sciences and Engineering Department of Engineering Member of the Senate Associate Professor School of Sciences and Engineering Department of Engineering Professor School of Sciences and Engineering Department of Computer Science

Associate Professor School of Sciences and Engineering Department of Computer Science Vice President for Global Partnerships Executive Director of Research & Innovation Office Dean Professor Member of the Council Member of the Senate Department of Engineering , School of Sciences and Engineering Associate Head of Department Assistant Professor School of Sciences and Engineering Department of Engineering Assistant Professor Department of Architecture School of Humanities and Social Sciences Associate Dean Professor School of Sciences and Engineering Department of Engineering Assistant Professor School of Sciences and Engineering Department of Engineering Member of the Senate Professor School of Sciences and Engineering Department of Computer Science Member of the Council

The University of Nicosia Medical School offers a PhD in Medical Sciences to students who successfully complete an independent research programme that breaks new ground in the chosen field of study. The PhD in Medical Sciences enables students to become independent researchers, thus advancing innovation and development. Following the completion of their PhD, graduates will develop capabilities that will allow them to carry out and lead independent research, to innovate and to push forward the frontiers of science and medicine. Doctoral degrees are awarded for the generation and interpretation of results/knowledge, which enhances and/or extends existing knowledge in a discipline, usually through original research and critical thinking. Students undertaking doctorates will be able to form hypotheses and seek answers by designing and performing appropriate experiments in order to generate significant new knowledge and/or understanding.

Today’s healthcare challenges, whether strengthening health systems, improving the quality of our patient care, or enhancing access to healthcare, require strong primary care. Strong primary care requires competent family doctors who are forward-thinking and keen to develop new relationships with patients and other health professionals in primary and secondary care. To address global population health challenges, and expand primary care for patients worldwide, the University of Nicosia (UNIC) Medical School offers a Master of Science in Family Medicine delivered online. It is a structured continuing professional development programme for physicians working as Family Doctors or in the community with a specialist role in internal medicine, paediatrics, or gynaecology. Accredited degree, recognized and developed in coordination with the UK Royal College of General Practitioners (RCGP)

Head of Department Professor School of Life and Health Sciences Department of Life Sciences Assistant Professor School of Life and Health Sciences Department of Life Sciences Associate Professor School of Life and Health Sciences Department of Life Sciences Visiting Professor School of Life and Health Sciences Department of Life Sciences

Associate Professor School of Life and Health Sciences Department of Life Sciences Associate Head of Department Professor School of Life and Health Sciences Department of Life Sciences Director of the Research Centre for Exercise and Nutrition (RECEN) Member of the Senate Professor School of Life and Health Sciences Department of Life Sciences Assistant Professor School of Life and Health Sciences Department of Life Sciences Assistant Professor School of Life and Health Sciences Department of Life Sciences Assistant Professor School of Life and Health Sciences Department of Life Sciences

Dean Professor School of Life and Health Sciences Department of Life Sciences Member of the Council Member of the Senate Associate Head of Department Professor School of Life and Health Sciences Department of Life Sciences Director of the Research Centre for Exercise and Nutrition (RECEN) Member of the Senate Assistant Professor Programme Coordinator School of Life and Health Sciences Department of Health Sciences Associate Head Associate Professor School of Life and Health Sciences Department of Health Sciences

Head of Department Professor School of Life and Health Sciences Department of Life Sciences Associate Professor School of Life and Health Sciences Department of Life Sciences Associate Head of Department Professor School of Life and Health Sciences Department of Life Sciences Director of the Research Centre for Exercise and Nutrition (RECEN) Member of the Senate Assistant Professor School of Life and Health Sciences Department of Life Sciences Visiting Professor School of Life and Health Sciences Department of Life Sciences

Doctor of Philosophy in Biological Sciences The PhD in Biological Sciences at the University of Nicosia is a rigorous, research-intensive program designed to cultivate independent scientific inquiry and innovation. Spanning three academic years and comprising 180 ECTS, the program provides doctoral candidates with advanced theoretical knowledge and hands-on research experience in cutting-edge areas of biological sciences. Conducted in English, the curriculum integrates interdisciplinary collaboration, industry partnerships, and professional development opportunities. With a strong emphasis on both academic excellence and real-world application, the program prepares graduates for careers in academia, industry, and research institutions worldwide. Upon graduation, students would have obtained the highest academic title possible.

Medical School Basic and Clinical Sciences Senior Vice Rector Professor School of Humanities and Social Sciences Department of Social Sciences Member of the Council Member of the Senate Professor School of Life and Health Sciences Department of Health Sciences

Head of Department Professor School of Life and Health Sciences Department of Life Sciences Associate Professor School of Life and Health Sciences Department of Life Sciences Associate Head of Department Professor School of Life and Health Sciences Department of Life Sciences Director of the Research Centre for Exercise and Nutrition (RECEN) Member of the Senate Assistant Professor School of Life and Health Sciences Department of Life Sciences Associate Professor School of Life and Health Sciences Department of Life Sciences Visiting Professor School of Life and Health Sciences Department of Life Sciences

Doctor of Philosophy in Pharmaceutical Sciences The main objectives of the programme are to: Pharma Industry and companies (education, consultation, research) Upon graduation, students would have obtained the highest academic title possible. The minimum requirement for admission to the doctoral degree programme is a Master’s Degree and a Thesis Proposal. Students satisfy the English requirements if their first degree was taught in English. Otherwise, they would need to present a minimum TOEFL score of 550 paper-based or 213 computer-based, GCSE “O” Level with minimum “C” or IELTS with a score of 6.5. Αssessment comprises of the examination of the thesis proposal, the thesis, the presentation of the thesis as a public lecture and the oral examination (viva). The student must complete 180 ECTS and all programme requirements.

Assistant Professor Programme Coordinator School of Life and Health Sciences Department of Health Sciences Associate Head Associate Professor School of Life and Health Sciences Department of Health Sciences Associate Head of Department Professor School of Life and Health Sciences Department of Life Sciences Director of the Research Centre for Exercise and Nutrition (RECEN) Member of the Senate

Introduction Profile Curriculum Structure Assessment Accreditation Admissions Tuition Introduction The University of Nicosia Medical School, the oldest and largest in Cyprus, offers an MD degree programme designed for those holding university degrees in any field.The Medical School has used its significant experience, over more than ten years, in delivering graduate-entry medical education to develop a new programme aimed at holders of university degrees from any discipline. This innovative programme has been designed in accordance with the European Union directive requirements for basic medical education and has been accredited by the Cyprus Agency of Quality Assurance and Accreditation in Higher Education (CYQAA) against the robust and comprehensive medical education standards of the World Federation for Medical Education (WFME). As such, it appeals to aspiring doctors who aim to practise medicine across the globe. Accredited against World Federation for Medical Education standards Listed in the World Directory of Medical Schools Student-centred curriculum with integrated, case-based learning from Year 1 Early clinical exposure with longitudinal clinical placements from Year 2 Six projects promoting critical inquiry and providing research opportunities Career support from Year 1 tailored to the needs of each student Diverse student body from over 90 countries The curriculum was designed and developed by an international team comprising medical education experts from the United Kingdom, Ireland and Cyprus and Medical School alumni and was reviewed by a committee of diverse stakeholders including academics, current students, future employers and representatives of patient organizations. The curriculum is aligned with the School’s mission and core values and draws from the principles and methods of modern medical pedagogy. With student-centredness at the heart of all of our activity, the programme ensures the development of active learners and critical thinkers who embrace reflection on their experience and who are able to work in collaboration with colleagues from a variety of healthcare disciplines. The graduates of the programme will be in a strong position to secure postgraduate training in their chosen specialty. They will be able to practise medicine in a competent and compassionate manner working in conjunction with other health professionals, develop into innovative researchers, effective leaders and learner-centred teachers and, ultimately, serve and improve the health of the population. Profile General Objectives The programme provides graduate students with the opportunity to receive high quality education in Medicine. As it is aimed at those holding a first degree, its mode of delivery focuses on a highly integrated approach to learning. It features an initial emphasis on the basic sciences relevant to medicine, followed by a system/ theme-based, clinically-focussed programme, using a combination of learning methodologies including case/ problem/ team-based learning, flipped classroom and clinical training. Directed self-learning and technology-based learning are both key to the programme. There is significant early clinical experience from Year Two culminating in the final two, purely clinical years, of study. The general programme objectives are to: Train students to become highly competent physicians and equip them with the knowledge, skills and attitudes that will enable them to respond to the challenges of modern medicine. Produce competent and caring graduates, safe to practise initially as junior doctors, and with the potential to develop their careers in their chosen branch of medicine. Provide each student with the evidence-based knowledge and experience necessary to advance both scientifically and humanistically in the care and treatment of those who are ill including immediate care of medical emergencies. Foster the development of lifelong commitments to scholarship and service toward individual patients and the community. Encourage students to practise medicine holistically including ethical, legal, psychological and social considerations. Promote health and wellness through disease prevention and research. Contribute toward the establishment of Cyprus as a regional centre of excellence in medical education Programme Learning Outcomes The principles of the Medical School’s mission and core values underpin the design and development of the graduate entry MD programme and its intended outcomes for graduates. These outcomes have been designed on the basis that graduates of the programme will have the required knowledge, skills and professional competencies to provide safe and effective patient-centred care and have been grouped under these three corresponding headings. Upon completion of the programme students should be able to: Knowledge Explain normal human structure and function at the molecular, cellular, tissue, organ and whole-body level from conception to old age. Explain the scientific principles underlying common and important disease processes including inflammation, infection, neoplasia and trauma. Describe basic pharmacological principles together with the pharmacology of commonly used medications, including their modes of action, pharmacokinetics, medication interaction and side effects. Describe the role of genetics in predicting the risk of disease and in personalised medicine. Explain the determinants of normal human behaviour at an individual and societal level. Explain how psychological and sociological factors might impact on the risk of disease and the outcome of treatment. Describe how individuals adapt to major life changes, including the onset of illness. Explain the concept of ‘wellness’ and describe the importance of promoting lifestyle factors in achieving the best possible health. Describe the role of epidemiology in evaluating the health of a population. Discuss the role of environmental, ecological, social, behavioural, occupational and cultural factors in determining health at individual, community and societal levels. Describe the principles of primary, secondary and tertiary disease prevention, together with the role of immunisation and screening. Describe the basic principles of communicable disease control in both hospital and community settings. Discuss the role of nutrition in health and illness. Discuss the determinants of health from a global perspective and recognise the impact that global factors may have on local health. Describe the utility of qualitative and quantitative methods in scientific research. Interpret common statistical methods used in medicine and in medical research. Critically appraise the research literature in terms of study design, results, analysis and conclusions. Discuss the role of doctors in contributing to the collection and analysis of patient data. Describe the principles of health informatics. Skills Communicate compassionately and effectively with patients and when relevant, with significant others including taking a relevant focused history. Communicate effectively with colleagues in all professional settings, including group situations. Communicate effectively by written and by electronic means as well as orally. Keep accurate clinical records and demonstrate skills in the recording, organisation and management of information including the use of appropriate information technology. Conduct an examination of the major body systems in a simulated environment. Assess, investigate and manage patients in a safe, competent and caring manner applying sound clinical reasoning at all stages of the process. Prescribe drugs safely under supervision including dosage calculation, prescription writing and administration. Recognise and manage life-threatening conditions and provide the immediate core of medical emergencies including First Aid and resuscitation. Professional Competencies Discuss the nature of medical professionalism and its importance in patient care recognising that the care and safety of patients is central to their everyday practice. Work with members of the multidisciplinary team and understand their own personal roles and responsibilities within the team as well as those of other healthcare professionals. Discuss the basic principles that underpin good ethical practice including the need to respect patients regardless of their lifestyle, culture, beliefs, religion, race, colour, gender, sexuality, disability, age, and social or economic status. Be aware of and be able to discuss the major ethical issues in healthcare as may be encountered in everyday clinical practice including concern for confidentiality and respect for individual autonomy. Explain the importance of maintaining patient confidentiality and of respecting the autonomy, dignity and privacy of patients. Explain one’s professional and legal responsibilities when accessing information in relation to patient care, research and education. Demonstrate an understanding of the importance of always acting with honesty and integrity, including the duty of open disclosure when things go wrong. Demonstrate an understanding of when patient consent is required and how it is best obtained. This includes an understanding of when and how consent needs to be obtained from a third party. Recognise the potential impact on patient care of one’s personal beliefs and biases and describe the strategies that mitigate this. Describe the principles of safeguarding of children and vulnerable adults. Display a life-long commitment to scholarship and service towards the individual patient and the community. Practise medicine holistically taking into account ethical, legal, psychological and social considerations. Promote health and wellness through disease prevention and research. Contribute toward the establishment of Cyprus as a regional centre of excellence in medical education. Curriculum Curriculum The curriculum is innovative and builds on the major advances in medical education that have occurred internationally over recent decades and the latest research in the field. This includes such things as student-centredness, interactive small-group teaching, technological innovations, vertical & horizontal integration across the basic and clinical sciences and community orientation. Years 1 – 3 In the first three years, emphasis is placed on contextual learning with learning outcomes linked to weekly scenarios or cases which are increasingly clinical in nature. The scenarios/ cases provide context that puts focus on the learning outcomes of the week and illustrates their relevance to practice. The discussion and analysis of these scenarios/ cases, in small group settings, is the basis of the learning week in the first three years. There is early clinical exposure with a longitudinal clinical placement starting at the beginning of the second year of the programme. The first Pre-medical Basic Sciences year is designed to provide a solid grounding in the basic sciences that underpin the practice of medicine. The year focuses on genetics and molecular biology, development and functional histology, biochemistry and metabolism and the basis of physiology and pharmacology. These key courses are supplemented by two projects covering critical appraisal of literature and data analysis providing the basis for training in critical inquiry and evaluation of evidence. In the second year, the learning of the basic sciences remains the focus but this becomes integrated and system-based and covers sequentially the cardiovascular, respiratory, gastrointestinal, urinary, endocrine, musculoskeletal, neurological and reproductive systems as well as growth and development in childhood. Small-group learning continues as the backbone of the learning week and teaching in clinical and communication skills is introduced for the first time and follows the topic of the week as much as possible. Clinical placements are introduced and comprise longitudinal, once-weekly attachments in a range of clinical settings with the emphasis being on primary care facilities. The aim of the clinical attachment at this early stage is to give increasing confidence to the students in taking histories and conducting clinical examinations using skills learned in the simulation laboratory as well as to provide the necessary clinical context for the weekly cases. In addition to the horizontal integration of the learning week, Year 2 courses provide opportunities for spiral learning and vertical integration as is the case between molecular genetics in Year 1 and clinical genetics in the Reproduction, Growth and Development course of Year 2. In the third year, the basic structure of weekly cases continues, but the topics become more complex and address multiple systems. Longitudinal clinical placements, similar to those described in Year 2, also feature in the first semester and the first course of the second semester with the focus on providing opportunities to the students to practise their clinical and communication skills and to provide a broad clinical context for the learning in these courses. Year 3 courses are excellent opportunities for spiral learning and vertical integration of system-based physiology and pathophysiology as well as clinical and communications skills with a strategy that is no longer restricted by a body systems approach. The final course in Year 3 is Polymorbidity and the emphasis here shifts from a once-weekly clinical attachment to learning primarily in the clinical environment. The aim of this is to consolidate students’ skills in taking a clinical history, conducting a clinical examination and formulating a basic differential diagnosis as well as having a broad understanding of patient management. This course is designed to prepare students for the clinical training in Years 4 and 5 of the programme. Year 4 -5 In Years 4 and 5, learning takes place in the clinical environment. Curriculum delivery in Years 4 and 5 utilizes both horizontal and vertical integration. Medical and surgical disciplines are integrated horizontally, for example, Medical and Surgical Gastroenterology; Nephrology and Urology; Rheumatology and Orthopaedics. Vertical integration is utilized to build on previous knowledge, including formal structured revisiting of the basic sciences. Students revisit the conditions encountered in the earlier years, as well as less common disorders. Whereas the focus in earlier years is on reaching a diagnosis e.g. through history, examination and appropriate investigations, in Years 4 and 5, students are expected to place increasing emphasis on patient management. During the senior clinical years, the level of responsibility is gradually increased through revisiting topics previously encountered, which culminates in assistantship-type attachments in Year 5, in preparation for the first year of clinical practice. Students remaining in Cyprus for clinical training will need an appropriate knowledge of Greek so that they can better communicate with patients. The Medical School provides free Greek-language lessons to prepare students for this requirement. Curriculum Streams In addition to the courses that run sequentially through the academic year, key components of the curriculum are organised to run both horizontally and vertically across the years of the programme. These curriculum components are represented by streams as opposed to dedicated courses and examples include Health Psychology & Sociology, Health Law & Ethics, Global Health, Public Health, Populations & Epidemiology, Cultural Competence and Patient Safety. These represent indispensable curriculum elements aimed at equipping the graduates with the necessary knowledge, skills and competencies in order to practise safely and effectively. For example, they provide detailed insights into the complex manner in which patients and their families experience illness, the nature of the doctor-patient relationship, the ethical dimension of medical practice and the associated challenges and the promotion of health and prevention of disease in entire populations. Educational methods The educational methods used in the delivery of the programme are based on modern educational principles and both well-established and innovative trends in medical education, as these relate to the teaching and learning of knowledge, skills and professional competencies. These principles include experiential learning, social cognitive theory, adult learning, self-directed learning, situated learning and learning in communities of practice. The overall approach is based on the need to deliver education to more mature learners and is characterised by a clear shift away from the more traditional, didactic forms of teaching and towards interactive learning. A backbone of small-group activities in various forms (mainly case/problem-based learning) underpins the educational strategy of the programme. This is appropriately complemented by some directed delivery in selected key topics, interactive large group sessions including flipped classroom and team-based learning, directed self-learning, computer-assisted learning, project work, practical & laboratory skills sessions, clinical & communication skills sessions, role playing, workshops, debates, journal clubs, interprofessional learning opportunities and education in the community and the clinical environment. The learning of skills required to practise medicine includes instruction in history taking, communication, examination and the performance of procedures in a safe simulated environment and in a well-structured and educationally stimulating format. In keeping with our focus on innovation, ultrasound skills are taught alongside clinical skills in a manner that gives students increasing confidence in the use of this modality. The learning of these skills is carried over into the clinical environment where students are closely and appropriately supervised and where workplace-based assessments are integral components of clinical training. Other important components of education in the clinical years of the programme are clinical demonstrations and clinicopathological conferences, designed to enhance the integration of the basic and clinical sciences by ensuring that the theoretical knowledge acquired in the earlier years continues to be relevant and applicable in the clinical environment and in the context of patient care. In terms of the various settings, these include a wide array of community, medical centre and hospital environments. In the community, beyond primary care and other outpatient facilities, students learn, for example, in community centres, old people’s homes, rehabilitation facilities, hospices, patients’ homes, remote communities through the School’s mobile clinic, schools and refugee centres. In terms of hospital settings, students receive training across the full range of secondary and tertiary referral facilities. Projects Projects in the form of electives and selectives are also key components of the programme’s educational philosophy and methodology. These allow the students to develop their critical thinking, creative and presentation skills through an array of activities including working with and critically appraising literature, data analysis and handling, formulating research proposals, investigating topics in depth, preparing posters, presenting to peers and faculty and essay and report writing. Structure Programme Structure The graduate entry MD programme (GEMD) is structured around 10 semesters over a period of 5 years. In each semester students are required to take 30 ECTS credits, completing 300 credits after 10 semesters of full-time tuition. REQUIREMENTS ECTS Pre-medical Basic Medical Sciences 60 ECTS Year 1 60 ECTS Integrated Studies – Basic and Clinical Sciences 120 ECTS Year 2 60 ECTS Year 3 60 ECTS Clinical Studies 120 ECTS Year 4 60 ECTS Year 5 60 ECTS Total Requirements 300 ECTS Semester Breakdown PRE-MEDICAL BASIC MEDICAL SCIENCES YEAR 1 Semester 1 Code/Title ECTS Lead GEMD-101 Molecular Basis of Cellular Function & Dysfunction 13 Dr Constantinos Voskarides GEMD-102 Development, Tissues & Organs 13 Dr Annita Achilleos GEMD-P001 Selective Project 1, Critical Appraisal of literature 4 Dr Nicoletta Nicolaou 30 Semester 2 Code/Title ECTS Lead GEMD-103 Nutrition & Metabolism 13 Dr Chloe Antoniou GEMD-104 Basic Physiology & Pharmacology 13 Dr Katerina Prokopiou GEMD-P002 Selective Project 2, Data Acquisition and data handling; Biostatistics 4 Dr Nicoletta Nicolaou 30 YEAR 2 Semester 3 Code/Title ECTS Lead GEMD-201 Circulation & Respiration 13 Dr Evgenios Metaxas , Panayiotis Avraamides GEMD-202 Absorption, Excretion & Endocrine 13 Dr Stelia Kadis GEMD-P003 Selective Project 3, Critical Analysis in Ethics Health Law & Society 4 Dr Panagiota Nakou 30 Semester 4 Code/Title ECTS Lead GEMD-203 Movement & Control 13 Prof Joseph Joseph, Prof Theodoros Kyriakides GEMD-204 Reproduction, Growth & Development 13 Dr Dionysios Vaidakis, Dr George Tanteles GEMD-P004 Elective 4 Dr Achilleas Pavlou 30 YEAR 3 Semester 5 Code/Title ECTS Lead GEMD-301 Mental Health 13 Dr Georgios Mikellides GEMD-302 Infection & Immunity 13 Dr Achilleas Pavlou GEMD-P005 Selective Project 5, Patient safety; Human error – its nature & management 4 Dr Panagiota Nakou 30 Semester 6 Code/Title ECTS Lead GEMD-303 Cancer 13 Dr Myria Galazi GEMD-304 Polymorbidity 13 Prof Joseph Joseph GEMD-P006 Elective Project 6, Self-awareness & Self-care; Behavioural Sciences; Inter-professional learning (incl. mobile clinic voluntary work); Humanities; Cultural competence 4 Dr Achilleas Pavlou 30 YEAR 4 Semester 7 Code/Title ECTS GEMD-401 Clinical Specialties: Gastroenterology, Endocrinology GEMD-401 Clinical Specialties: Nephrology, Urology GEMD-401 Clinical Specialties: Cardiology, Respiratory GEMD-401 Clinical Specialties: Rheumatology, Orthopaedics, Dermatology 30 Semester 8 Code/Title ECTS GEMD-401 Clinical Specialties: Paediatrics GEMD-401 Clinical Specialties: Obstetrics & Gynaecology GEMD-401 Clinical Specialties: Psychiatry GEMD-401 Clinical Specialties: Neurology (Neurology, Neurosurgery & Palliative Care), ENT, Ophthalmology 30 YEAR 5 Semester 9 Code/Title ECTS GEMD-501 Clinical Practice: Internal Medicine GEMD-501 Clinical Practice: General Surgery GEMD-501 Clinical Practice: General Practice & Geriatric Medicine 30 Semester 10 Code/Title ECTS GEMD-501 Clinical Practice: General Practice & Geriatric Medicine GEMD-501 Clinical Practice: Emergency Medicine & Intensive Care GEMD-502 Clinical Elective 30 Assessment Assessment The assessment in all five years of the graduate entry MD Programme is designed to evaluate the knowledge, skills and professional competencies that students need to achieve in order to practice medicine. Knowledge and Skills are assessed by: Final Exams (Years 1-3) End of Year Exams (Years 4-5) Project work (in Years 1-3) including scientific reports, oral presentations and posters. Practical skills are assessed by Objective Structured Clinical Examinations (OSCEs). OSCEs are practical exams in which the students’ clinical and communication skills are evaluated in the context of standardized medical scenarios. Students have to demonstrate competency in a range of skills, including history-taking, explaining and negotiating, physical examination, procedural skills, clinical reasoning, diagnosis and management. Both simulated and real patients are involved. Professional Competencies are assessed longitudinally in every year and in Years 4-5 by Workplace Based Assessments and reflective portfolio entries. The details of assessment for each year of the graduate entry MD programme are thoroughly described in the Scheme of Assessment, which is available to the students upon enrolment on the programme. Assessment of the Highest Quality In the graduate entry MD programme several mechanisms are in place to ensure assessment is of the highest quality. All assessments are blueprinted against the curriculum and thoroughly reviewed by Internal Moderators, an Assessment Panel and an External Examiner. Pass marks are established via a standard setting approach, as appropriate for the type of exam. The results of each exam, including relevant psychometric analysis, are reviewed during Results Meetings. Formative assessments, such as formative online quizzes, are an integral part of Years 1-3 and play an important role in the support of learning. They are followed by a plenary feedback session delivered by the Course Lead. At the end of Year 2, students take a formative OSCE and detailed constructive feedback for each station is provided to them. Accreditation Accreditation The graduate entry MD programme is accredited by the Cyprus Agency of Quality Assurance and Accreditation in Higher Education (CYQAA). CYQAA holds Recognition Status by the World Federation for Medical Education (WFME) and the graduate entry MD programme is thus assessed against the rigorous standards for Basic Medical Education of WFME. The framework for WFME accreditation has been developed jointly with the World Health Organisation. This ensures that the quality of education is at an appropriate and comprehensive global standard. You may also find the programme listed in the World Directory of Medical Schools (WDOMS). Career Prospects This global mark of recognition enables our graduates to pursue a career in their chosen field of medicine around the world. For example, beginning in 2024, the Educational Commission for Foreign Medical Graduates (ECFMG) will only extend certification to international medical graduates of medical programmes that meet WFME standards. ECFMG certification is required for international medical graduates to pursue residency in the United States and thus practice medicine. The graduate entry MD programme has been designed to meet, and exceed, the requirements of the EU Directive on the recognition of professional qualifications (2005/36/EC) so as to enable nationals of EU, EEA / EFTA member states and Switzerland to have their award recognised when applying to practise in those countries, following graduation. With its WFME-based accreditation and EU Directive-aligned design, the programme is well-suited to those aspiring to engage in postgraduate specialty training around the world, following their graduation from the programme, including the United States and Europe. Students are advised to check with their own individual national authorities if they wish to practise in their own country. It should also be noted that individual countries have their own regulations as to the entry point of their training programme, as well as any additional requirements that may be needed (such as language proficiency). Our careers team provide support in that respect and throughout their journey, students will receive assistance and guidance in aligning with national licensure exams, such as USMLE, based on their preferred postgraduate pathway. With our devoted Student Success Team, students are matched with a personal tutor, as well as being invited to meet with our Career Advisers for a one-to-one meeting, starting in Year 1, in order to map and track their studies and career objectives. We build an individualised career profile to assist and guide each student in how to prepare for postgraduate training applications and registration processes after graduation. Our Student Success Team provide various Alumni-led student support mechanisms i.e. mentoring and mock interview coaching to name a few, as well as specialty specific presentations and information sessions hosted by alumni and career experts to offer best practice skills and information for working in different regions of the world to support student goals. With more than 90 nationalities of students represented at the Medical School, students study and practise with colleagues and faculty in a diverse environment that provides a competitive advantage in the global healthcare market. Graduates of our School’s programmes have been offered positions at over 300 medical centres around the world for residency training, fellowships, internships, and research. Our Admissions Advisors can provide further information on career options with this graduate entry MD degree and any licensure requirements. Admissions Admission Requirements Academic Requirements A Bachelor’s degree from any field with at least a 2.2 class honours or equivalent GPA. PLUS Entrance Examination MCAT: 498 minimum score Or GAMSAT: 55 minimum score (must have a minimum of 50 in all sections) Or UCAT: 1875 overall score with a minimum of 500 in each section, and a situational judgment score within Bands 1-3. Note that UCAT is accepted ONLY for those who hold a Bachelor of Science degree in the Life Sciences or Biomedical Sciences with at least a UK 2.2 class honours or equivalent GPA. Please contact us if you wish to inquire about your eligibility. Applicants from Israel can provide evidence of having the Tel Aviv University / Yeda exam with minimum overall score of 300 in place of the MCAT or GAMSAT or UCAT requirement. The Medical School may also consider applicants from other education systems. For any other qualifications, please contact us so that we can assess eligibility. English Language Requirements 6.5 overall in the IELTS (with 6.5 in writing and a minimum of 6.0 in all other elements), or an equivalent exam, Or TOEFL iBT: 79 or 4 (new scale score applicable from 22 Jan 2026) Or grade 5 in the GCSE (or B with the old grading system), Or a score of 5 in English in the International Baccalaureate Standard Level (SL), Or a score of 8 in English in the European Baccalaureate. Students whose native language is English and who originate from the UK, Ireland, USA, Australia and New Zealand, are exempt from this requirement. Students from English speaking provinces in Canada are required to provide an official letter from their high school and University that confirms that the language of instruction was English. Otherwise, they are required to provide proof of their English proficiency as per our admissions requirements. Applicants with an EU/EEA passport and who have graduated from an English-speaking university in one of the above six countries, but who are not from that country, may be able to submit the English language proficiency certificate used when enrolling in that university – our Admissions team can provide further advice on this. Third country nationals will be required to submit evidence of English language proficiency in line with the above requirements as part of the student visa process, regardless of the language of instruction of their first degree. An online Interview The objective of the interview is to establish whether applicants have the appropriate skills and attributes to complete the programme successfully and to practise medicine professionally. Applicants need to demonstrate through volunteer experience that they have an understanding of the biological, psychological and social dimensions of medicine to support their application displaying suitability for a career in medicine. Students are advised to check with their own individual national authorities if they wish to practise in their own country. Tuition Financial Information Tuition and Living Costs Annual tuition is €25,000 per year. In years 4 and 5, Clinical Training Supplement fees may be charged depending on clinical site allocation. On average, staying in Nicosia for the whole year will cost a minimum of €12,000. In addition to tuition, the following fees also apply: LOCAL/EU(€) INTERNATIONAL(€) Application fee (one-off/non refundable payment) 60 60 Administrative fee (deducted from the first semester tuition upon completion) 1,500 1,500 Seat Reservation Deposit ( deducted from the first semester tuition upon completion/ fully refundable for students who will decide not to join the University) 3,500 3,500 Entry Visa application and Alien’s registration fee (one-off/non refundable payment) – 150 Annual health insurance fee (compulsory for non-EU only) 180 180 Annual malpractice insurance fee (Years 1-3) 300 300 Annual malpractice insurance fee (Years 4-5, pending clinical site) 600-1250 600-1250 International student guarantee (one-off/refundable payment) – 400 Renewal of visa after one year (international/non-EU) – 55 Annual Personal accident insurance (Years 1-5) 50 50 Annual Clinical Training supplement for eligible students who will attend UK / USA placements (Years 4 – 5) 6,000 6,000 Annual Clinical Training supplement for eligible students who will attend Switzerland and Germany placements (Years 4 – 5) 3,000 3,000 *Please note that the above fees may be subject to change. Financial Assistance Our Medical School has established a scholarship fund that is designed to assist students in partially funding their studies. Scholarships will be awarded based on demonstrated financial need and can cover up to 20% of tuition fees per year. Students from certain countries may be entitled to financial support from their home governments – our admissions team can advise further. An applicant must first meet our admissions requirements, successfully complete the interview, and be offered a place, before they can apply for such a need-based scholarship. If you have received an offer and are considering applying for a scholarship, please review your offer letter for relevant deadlines to ensure you apply in a timely manner.

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