Academics

The Medical School opened in 2007, the new Millennium era of the Ethiopian calendar, which is 7 years behind the Gregorian calendar. It is intended to alleviate the severe shortage of medical doctors in the country. In line with various encouraging efforts performed by the Ethiopian Federal Ministry of Health in this regard, it is clear that the newly opened school, with a practical modular and integrated curriculum, will be providing much-needed medical professionals to the people of Ethiopia.

The school was established by the ministry with the initiative of Tedros Adhanom (the then-minister) together with Gordon Williams of the department of urology at the Hammersmith Hospital in London as its first dean.

The students are selected by written exam and structured interview with their previous educational background and their motive to work in the homeland accredited. The students come from all regions in Ethiopia, with students from emerging and underrepresented regions given special consideration. The college also prioritizes gender equality in its student body, and the percentage of female students has now reached almost forty percent.

There are currently 510 medical students at St. Paul’s, with additional 18 students in training to receive their Bachelor’s in critical care and ICU nursing, and 16 studying for a Bachelor’s in operation theater nursing. The 2012-2013 school year marks the inaugural year of the Ob/Gyn residency post-graduate program, with 7 residents in the first class. There is also college essay writing a new Master’s program in Integrated Emergency Surgery in Obstetrics. The following fiscal year will see new post-graduate specialties in pediatrics, surgery and internal medicine, as well as a Bachelor’s degree in Midwifery.

The curriculum at St. Paul’s is unique in Ethiopia; the medical school and other undergraduate programs follow an integrated and modular educational model, using hybrid problem solving techniques. The post-graduate programs are similarly distinctive, as they are competency-based.