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    [accordion id="about cghc"]
    [accordion_item title="I. History"]
    The Chinese General Hospital Colleges was initially established in 1921 as the College of Nursing and Liberal Arts under the leadership of then Medical Director of Chinese General Hospital Dr. Jose Tan Han Kee. Through the years, it has been steadily expanding its course offering to other health science related professions such as Medical Technology, Radiation Technology, Psychology, Midwifery and Physical Therapy. The College has always played an important part in producing exemplary professionals that have proven to be competent and committed in their chosen field of study. Under the same visionary spirit as Dr. Tee Han Kee, President of The Board of Trustees, Dr. James G. Dy has extended immense effort to establish a College of Medicine within the Chinese General Hospital Colleges with the mission of producing competent ethical physicians who are knowledgeable of current medical practices, while also incorporating Traditional Chinese medical practices, harmonizing them into a holistic and effective medical paradigm
    In line with the establishment of the College of Medicine, the new twelve - story building was constructed to house the College and the ever growing community of CGHC students.


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    [accordion_item title="II. Mission/Vision"]

      A. VISION
            A leading learning institution of Western and Traditional Chinese Medicine producing compleat physicians.
        B. MISSION
            By 2028, The Chinese General Hospital College of Medicine will be:

        A center of Excellence in medical Education adapting an innovative outcome – based curriculum with State of the Art facilities to produce globally competitive, nationalistic, socially responsible and ethico-moral graduate

     


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    [accordion_item title="III. Admin Official"]


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    [accordion_item title="IV. Faculty"]


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    [accordion_item title="V. Curricula"]

     IV. CURRICULA

    FIRST YEAR

    1. ANATOMY

        1.1 COURSE DESCRIPTION
        Gross Anatomy is a one year constructively aligned outcome based course that provides fundamental knowledge of the normal structural units of the human body which will serve as the basis for understanding physiologic and clinical conditions
        In depth analysis of normal basic structural units of the human body incorporating basic concepts of the Traditional Chinese Medicine
        The student is expected to comprehend the interrelationships of the different organ systems of the human body including its developmental, functional and clinical aspects in both normal and pathological conditions.

    2. PHYSIOLOGY
        2.1 COURSE DESCRIPTION    
        Physiology is a one-year constructively aligned outcomes-based course that serves to provide fundamental knowledge and skills on the functional organization and homeostasis of the human body; recognizing the principles of Traditional Chinese Medicine and its applicability. This is inclusive of the cell and organ systems, namely: nervous, muscular, cardiovascular, blood and immunity, respiratory, renal, gastrointestinal, endocrine, fluid electrolyte and acid base balance. The curriculum also encompasses fetal, neonatal, aviation, space, underwater physiology and physiology of aging.  
        The first year medical students will be introduced to clinical competency through application of the basic principles of Physiology in the synthesis of common diseases.
        It is likewise geared to equip the first year medical students with the foundation to effective communication skills, research and continuing personal and professional growth in adherence to ethical, professional and legal standards

    3. BIOCHEMISTRY
        3.1 COURSE DESCRIPTION    
        Human Biochemistry is the detailed study of the biochemical processes of the cell and their overall effect in the living system, knowledge of which will facilitate understanding of the mechanism of disease.
        The course deals with: Integration of the metabolic pathways, their control and regulation; the complex system of protein and nucleic acid interactions in Molecular Biology; the role of vitamins in the living system; energy metabolism and the nutritional aspects of biochemistry.
        At the end of the course, the student is expected to utilize biochemical principles in explaining molecular mechanisms encountered in basic and clinical subjects as well as in any clinical problem solving activity.

    4. HISTOLOGY
        4.1. COURSE DESCRIPTION
        Histology is a three-unit course taken up for two semesters during the freshman year Medical Curriculum. It is held every week for three hours. The subject matter mainly deals with microscopic and electron microscopic features of cells, tissues and organs. The structural-functional correlation is emphasized. The subject matter is broken down into twenty Modules with five modules taken up in one shifting period.
    5. INTEGRATED APPROACH TO MEDICINE
        5.1 COURSE DESCRIPTION
        The course is a yearlong course for first year medical students that serves as a bridge between the basic and clinical years and meant to introduce the student to the practice of medicine and allows the student to practice targeted parts of the medical interview and physical exam. The hands-on learning that these sessions provide is a wonderful complement to the basic science courses in which the student is immersed. For the student the focus should be on seeing the medical interview in action and observing aspects of the patient-doctor relationship. Limited skills such as interviewing for an HPI, taking a family history, checking vital signs, and holding a stethoscope/ diagnostic sets will also be covered and other basic skills necessary to practice in various clinical department.
        Before conducting the clinical sessions, students convene at the medical school for didactic lectures. Each clinical department provides orientation about their unique approaches to patient care and management. It is one of the first opportunities for patient contact, as well as an introduction to acquiring the communication and physical examination skills necessary to becoming a 5-STAR physician after the formal lectures, they will have opportunities to see actual patients for integration of their knowledge in basic sciences as it applies to clinical sciences. The course seeks to incorporate as many interactive learning opportunities as possible to foster a “hands-on “approach to learning. It also encourages self-directed learning in the curriculum.
        Introducing students to clinical medicine early in their studies using real clinical situations has been advocated to make teaching more practical, relevant, and stimulating, and to reinforce the vertical integration between basic medical and clinical sciences. It helps students to apply theoretical knowledge to real patient problems when making the transition from preclinical to clinical training and thus offers valuable preparation for clerkships and internships.
    6. PREVENTIVE MEDICINE I
        6.1. COURSE DESCRIPTION
        Preventive and Community Medicine I is a one-semester outcome based course in the first year medical curriculum. The fields of Preventive and Community Medicine share the goals of promoting health, preventing diseases and applying the concepts and techniques of epidemiology toward this goal. It focuses on the principles of Preventive Medicine and the comprehensive view of Epidemiology. At the end of the course, the first year medical students should acquire the basic knowledge on the principles of Preventive Medicine and Epidemiology and their interrelationships
    7. BIOETHICS I
        7.1 COURSE DESCRIPTION
        Bioethics is a constructively aligned outcomes-based course distributed throughout the 5-year medical curriculum. It is held every week with 1-hour interactive lectures alternating with 1-hour activities like small group discussion, case discussions, conferences with audio-visual aids, and other instructional methods.
        This curriculum is designed to make the students perceptive to the ethical issues commonly encountered in clinical practice and to provide them with the conceptual tools that they will need to develop moral reasoning and to act in accordance with sound moral judgment. This course focuses in helping the students develop skills in critical reasoning and in using the basic concepts of medical ethics. It also fosters the habits of critical reflection and constructive discussion about health care issues in order to improve patient care and professional conduct.
        At the end of the course topic, the student should be able to identify ethical issues in medicine, health care and the life sciences and be able to utilize the major bioethical concepts and principles in the analysis of these bioethical problems, to act in accordance with his moral judgment and consistently demonstrate the values, attitudes and character traits required of a globally-competitive, nationalistic, service-oriented and principled physician.
    8. NEUROSCIENCE I
        8.1. COURSE DESCRIPTION
        Neuroanatomy is the study of the structure of the nervous system. This semestral course will introduce the 1st year medical student to the study of the nervous system structure at the microscopic and macroscopic (gross) levels, its development, as well as the principles of neural transmission, normal and pathological CNS functioning, and neural basis of higher cortical functions.
        The subject aims to provide students with a solid background in the anatomic and functional divisions of the human nervous system to be applied in the clinical setting.

    SECOND YEAR

    PATHOLOGY

    Pathology is a one-year constructively aligned outcome based course offered during the sophomore year of medical education. It enables medical learners to demonstrate the knowledge, skills and attitudes needed to understand, analyze and correlate the study of human disease morphologic changes in tissues and organs (central nervous system, digestive, respiratory, endocrine, neuromuscular, hematopoietic, gastrointestinal, cardiovascular systems)from various noxious factors resulting in functional derangements and clinical manifestations. It equips medical learners with the capability to determine the cause, mechanism, nature, and clinical course of diseases based on the gross, microscopic, biochemical, immunologic and ultra-structural examination of tissues and organs. It introduces medical learners with advanced concepts in subspecialties of Surgical Pathology, Forensic Pathology, Immunohistochemistry, Electron Microscopy, Immunofluorescence and Cytopathology. Teaching learning activities include plenary interactive lecture, small group discussion, case-based discussion and presentation.
    CURRICULAR MAP: 1D, 2P, 3P, 4P, 5I, 6D, 7D, 8D, 9P, 10P

    MEDICINE I (PHYSICAL DIAGNOSIS)

    Physical Diagnosis is a one-year constructively aligned outcome based course that serves to provide fundamental knowledge, skills and attitudes on history taking and physical examination of patients, recognizing the presenting signs and symptoms that are aligned to the patient’s chief complaint and subsequently to a working diagnosis or clinical impression that is vital for the work-ups and plans of management for the patient.  It enables medical learners to understand and integrate anatomy and physiology of the different body organ systems, namely blood and immunity, cardiovascular, endocrine, gastrointestinal, muscular, nervous, reproductive, renal and respiratory systems with common clinical disorders.  The physical manifestations, natural courses and pathophysiology of diseases that involve these systems are covered.  The course is offered during the sophomore year of medical education. Medical learners will be introduced to clinical competency through application of the basic principles of taking a good and comprehensive history, inclusive of past medical, social, family and personal histories and of obstetrics-gynecologic history where applicable.  It also includes demonstration and return demonstration of techniques and skills needed to do a complete physical examination vital to the understanding of the physical manifestations of disease as well as the reasons why such manifestations are found in the different common disease processes. Teaching learning activities include plenary interactive lecture, small group discussion, case-based discussion and presentation.
    CURRICULAR MAP: 1D, 2P, 3P, 4P, 5I, 6D, 7D, 8D, 9P, 10P


    PHARMACOLOGY

    Pharmacology is a one year constructively aligned outcomes based course in the second year of medical education. It enables medical learners to demonstrate the knowledge, skills and attitudes needed to understand and analyze basic principles on rational drug use and non-drug therapy for common diseases in the country. It equips medical learners with the capability to integrate information about drugs according to their classes (anesthethics, CNS drugs, ANS drugs, anti-epilpetic drugs, psychopharmacologic drugs, cardiovascular drugs, respiratory drugs, drugs affecting gastrointestinal disorders, chemotherapeutic agents like antimicrobials, antivirals, antifungals, anti-protozoals, anti-cancer drugs, anti-tuberculosis drugs, endocrine drugs affecting the thyroid and pancreas, drugs affecting the reproductive system and toxicology), pharmacokinetics and pharmacodynamics, adverse effects and clinical indications. The course also introduces medical learners to the rational application of certain Chinese herbal medicines and other non-drug modalities in the treatment of certain conditions. At the end of the course, the medical learners should be able to formulate rational drug and non-drug therapy for common illnesses in the Philippines based on efficacy, safety, suitability and cost and develop proficiency in prescription writing. They should also be able to recognize the indications and uses of common Chinese herbs as well. Teaching learning activities include plenary interactive lecture, small group discussion, case-based discussion and presentation.
    CURRICULAR MAP: 1D, 2P, 3P, 4P, 5I, 6D, 7D, 8P, 9P, 10I


    MICROBIOLOGY

    Medical Microbiology is a one-year constructively aligned outcomes based course during the sophormore year of medical education which enables the medical learner to demonstrate the knowledge, skills and attitude required for the study of microorganisms in relation to human health and disease. It exposes the medical learner to the key principles and application of bacteriology, immunology, virology and mycology. Complementing the didactic lectures are laboratory exercises which train medical learners to be adept with the microbiologic features of pathogens in focus, as well as small group discussion and reporting where medical learners apply their acquired knowledge. The course is an important foundation for the future physician who will be dealing with infectious diseases which remains the leading cause of morbidity and mortality in the country. Teaching learning activities include plenary interactive lecture, small group discussion, case-based discussion and presentation
    CURRICULAR MAP: 1D, 2P, 3P, 4P, 5I, 6D, 7D, 8D, 9P, 10P


    PEDIATRICS I

    Pediatrics is a constructively aligned outcomes-based course offered semestrally during the sophomore year of medical education. The course enables medical learners to demonstrate knowledge, skills and attitudes required to understand and analyze the unique features of infant, child and adolescents. It allows medical learners to integrate concepts about Preventive Pediatrics, Growth and Development; Developmental Disorders; Adolescence; Nutrition/Nutritional Disorders; Immunology; Blood Disorders; Human Genetics; Fluid & Electrolytes; Pediatric Therapeutics; Gastrointestinal Disorders; Respiratory Disorders; Renal Disorders; Muscular-skeletal Disorders; Skin Diseases and Allergic Disorders with commonly encountered clinical situations. Teaching learning activities include plenary interactive lecture, small group discussion, case-based discussion and presentation.
    CURRICULAR MAP: 1D, 2P, 3P, 4P, 5I, 6D, 7D, 8D, 9P, 10P


    SURGERY I

    Surgery I is a constructively aligned outcomes-based semestral subject offered during the sophomore year of medical education. It enables medical learners to demonstrate the knowledge, skills and attitudes required to understand and analyze measures to prevent and alleviate illnesses that usually require invasive intervention. This includes monitoring patient response to and managing injury, bleeding, malignancies, and infections.  Special populations like the elderly, the dying and the very young are also included because of their different needs have different needs. Medical learners will be introduced to the newer aspects of surgery such as laparoscopy and molecular medicine.  All of these will be in preparation for specific disease entities to be discussed the following year. It will develop among medical learners effective communication skills, research, and continuing personal and professional growth in adherence to ethical, professional and legal standards.
    Curricular Map: 1D, 2P, 3P, 4P, 5I, 6P, 7P, 8D, 9P, 10P


    OBSTETRICS I

    Obstetrics 1 is a constructively aligned outcome based course offered as a semestral subject offered during the sophomore year of medical education> It enables medical learners to demonstrate the knowledge, skills and attitudes needed to understand and analyze the basic anatomy and physiology of the maternal reproductive tract including placentation, embryogenesis and fetal development, preconception care, prenatal care, antenatal fetal surveillance, normal and abnormal labor, intrapartum assessment, puerperium and natural family planning method. Teaching learning activities include plenary interactive lecture, small group discussion, case-based discussion and presentation.
    CURRICULAR MAP: 1D, 2D, 3P, 4D. 5I. 6P. 7P. 8D, 9P, 10P


    PARASITOLOGY

    Parasitology is a constructively aligned outcomes-based semestral course offered during the sophomore year of medical education. It enables medical learners to demonstrate the knowledge, skills and attitudes required to understand the study of parasites, their hosts, and the relationship between them. It equips medical learners with the capability to correlate common parasitic infections like malaria, amebiasis, schistosomiasis, hookworm and roundworm infections, zoonotic parasitic infections with clinical manifestations associated with them. Aside from equipping health care professionals with the means to treat these conditions, an understanding of the life cycle of human parasites allow intervention by public health specialists so as to minimize if not eliminate the scourge of parasitism.. The focus of the course is to facilitate active learning among medical learners about the life cycle of pathogenic human parasites and the use of appropriate laboratory tests in the screening, diagnosis, treatment and monitoring of parasitic diseases. Teaching learning activities include plenary interactive lecture, small group discussion, case-based discussion and presentation.
    CURRICULAR MAP: 1D, 2P, 3P, 4P, 5I, 6D, 7D, 8D, 9P, 10P
                                                                                                              

    CLINICAL PATHOLOGY

    Clinical Pathology is a constructively aligned outcomes based semestral subject offered during the sophomore year of medical education. It enables medical learners to demonstrate the knowledge, skills and attitudes required to understand and analyze the study of disease and disease processes through the laboratory analysis of blood, urine, feces and body fluids using the tools of chemistry, microbiology, clinical microscopy, hematology, serology and molecular pathology. It equips medical learners with the capability to interpret and correlate laboratory results in a timely, efficient and thoughtful manner with the diagnosis and treatment of human diseases. Medical learners develop the capability to perform rational selection of laboratory tests for screening, diagnosing, and monitoring human diseases and become familiar with the interpretation of laboratory tests and the pitfalls in the pre-analytical, analytical and post-analytical aspects of laboratory testing. Likewise, the course allows medical learners to develop correlational skills in the theory and practical aspects and techniques in Blood Banking and Transfusion Medicine. Clinical Pathology includes the disciplines of Clinical Chemistry, Clinical Microscopy, Microbiology, Parasitology, Hematology, Serology, Immunology and Molecular Biology, Blood Banking and Transfusion Medicine.
    CURRICULAR MAP: 1D, 2P, 3P, 4P, 5I, 6D, 7D, 8D, 9P, 10P


    BEHAVIORAL MEDICINE I/ PSYCHIATRY

    Behavioral Medicine 1 course is a constructively aligned outcomes-based semestral course offered during the sophomore year of medical education. It enables medical learners to demonstrate the knowledge, skills and attitudes required to understand and analyze biological, psychological, interpersonal, and social concepts in the field of Psychiatry. It equips medical learners the capability to recognize and correlate basic patterns of normal human developmental milestones from a biopsychosocial perspective. Concepts on the personality development, biological substrates of psychiatric disturbances, psychiatric history taking and mental status examination relevant to their understanding of the different psychiatric disorders will be discussed and correlated with common clinical conditions. Teaching learning activities include plenary interactive lecture, small group discussion, case-based discussion and presentation.
    CURRICULAR MAP: 1P, 2I, 3P, 4P, 5I, 6P, 7I, 8D, 9I, 10I

    NEUROSCIENCE II

    Neuroscience II is a constructively aligned outcome based course offered as a semestral subject during the sophomore year of the medical program. It enables medical learners to demonstrate the knowledge, skills and attitudes needed to understand the organization of the Central Nervous System (CNS) namely the somatosensory system, motor system, basal ganglia, cerebellum and the cerebral cortex. .  It allows medical learners to analyze how changes in CNS capacity are characterized, with particular reference to the concepts of dysfunction, dynamical disease states, complexity and plasticity. The course provides medical learners with a solid background in the anatomic and functional divisions of the human nervous system to be applied in the clinical setting. Teaching learning activities include plenary interactive lecture, small group discussion, case-based discussion and presentation. Teaching learning activities include plenary interactive lecture, small group discussion, case-based discussion and presentation
    CURRICULAR MAP: 1P, 2I, 3P, 4P, 5I, 6P, 7I, 8D, 9I, 10I


    PREVENTIVE FAMILY AND COMMUNITY MEDICINE II/ RESEARCH

    Preventive and Community Medicine 2 is a one year constructively aligned outcomes-based course in the second year medical curriculum. It enables medical learners to demonstrate the knowledge, skills and attitudes required to understand and apply a holistic approach to becoming a primary care physician with emphasis on Occupational and Environmental Health as well as knowledge on the fundamentals of Statistics. Preventive and Community Medicine focuses on the physician in the workplace through Occupational Health as well as the environment through Environmental Health. It also equips medical learners with the quantitative foundation of epidemiology through Descriptive and Inferential Statistics. At the end of the course , the second year medical learner must be able to integrate knowledge of Occupational  and Environmental hazards and its effects in health as well as the application of statistics to medicine. Teaching learning activities include plenary interactive lecture, small group discussion, case-based discussion and presentation.
    CURRICULAR MAP: 1P, 2P, 3I, 4P, 5I, 6P, 7P, 8P, 9P, 10I

        
    ANESTHESIOLOGY

    Anesthesiology is a constructively aligned outcomes based semestral subject offered during the sophomore year of medical education. It enables medical learners to demonstrate the knowledge, skills and attitudes required to understand and apply the basic principles of anesthesiology with emphasis on becoming a good preoperative physician. It equips medical learners with the capability to integrate physiology and pharmacology in the management of safe anesthetic delivery and control of pain. Likewise, medical learners will be able to incorporate Traditional Alternative Medicine e.g. acupuncture, acupressure in the management of common illnesses. Medical learners will also be exposed to case discussions on different topics correlated with anesthetic considerations in preoperative settings,  including pre and post anesthetic care as well as monitoring for hemodynamic stability, fluids, pain control and critical care. Teaching learning activities include plenary interactive lecture, small group discussion, case-based discussion and presentation.
    CURRICULAR MAP: 1P, 2I, 3P, 4P, 5I, 6P, 7I, 8D, 9I, 10I

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    [accordion_item title="VI. Exclusion for Admission"]

        •    Those convicted of Any crime
        •    Those with NMAT score lower than 40 Percentile
        •    Those who have failures of more than ten (10) units in their previous school excluding ROTC and Physical Education.
        •    Those who were expelled from their previous school.

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    [accordion_item title="VII. Requirements For Application "]


        1. Secure an Application form from the office of the Dean or download an Application form from College’s website at www.cghc.edu.ph.
        2. Get an Application payment slip from the Office of the Dean.
        3. Pay the Processing fee at the Cashier.
        4. Present the OR (Official Receipt) to the Office of the Dean.
        5. Submit the completely accomplished Application form together with the required documents to the Office of the Dean.
        6. Applicants are ranked according to GWA, Entrance Exam, NMAT Score Loyalty and Interview. Only applicants who satisfactorily pass the credentials review will be schedule for interview by a Faculty Panel; qualified applicants shall be notified of the interview schedule via email, SMS, or thru http://www.cghc.edu.ph.
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    [accordion_item title="VIII. Procedure for Application/Admission "]

    Admission requirements

     * Accomplished form (downloadable in the website or request for a copy from us)

     * Photocopy and Original PSA/ NSO Birth Certificate; I card or acr, certificate naturalization

     * Original and photocopy of Official Transcript of Records for atleast the first three and one half years of baccalaureate program

           - Certification from the Dean that the applicant belongs to the graduating class if the TOR is still incomplete

     * Original and photocopy of NMAT Score (not more than 2 years from the time of expected admission). Score must be 40 and above.

     * Original and photocopy of certificates of good moral character from:

    1. The Dean, Office of the Students Affairs or Guidance Counselor of applicants school and from
    2. A professor under whom the applicant was a student.

     * (4)  Four pieces of recent 2x2 colored ID picture with white background and complete name on the front (NOT MORE THAN 6 MONTHS)

     * Payment of Processing Fee (Php. 2,000) PE and Lab Exams (Php. 1,800)

     * 2 pieces long brown envelope.

     

     

    If you are unable to come to our school personally to submit your requirements, you may send your requirements through courier to this address:

     

    • Chinese General Hospital Colleges, College of Medicine
    • 286 Blumentritt St., Sta. Cruz Manila

     



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    [accordion_item title="IX. Medical Exam"]
       1. Secure X-ray Schedule and Permit at the Cashier’s Office.
        2. Proceed to the X-ray Department (3rd floor, New Building, CGHC) as scheduled. Chest X-ray must be completed prior to the scheduled day of physical examination.
        3. Present the Chest X-ray result and Hepatitis B immunization record/certificate (if with prior vaccination) to the College Physician at the College Clinic (Ground floor, Student Activity Center, CGHC) on the scheduled day of physical examination to secure Medical Examination clearance.
        4. Secure a request for HBsAg screening and/or anti-HBs titer test from the Clinic.
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    [accordion_item title="X. School Calendar"]

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    [accordion_item title="APPLICATION FORM"]
    [button size="large" type="warning" link="images/Forms/AppformMed.pdf" target="_self"]Download Application Form here[/button]
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