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Imperial College London is a world-top ten university with an international reputation for excellence in teaching and research. Consistently rated amongst the world's best universities, Imperial is committed to developing the next generation of researchers, scientists, and academics through collaboration across disciplines. Located in London's heart, Imperial is a multidisciplinary space for education, research, translation, and commercialization, harnessing science and innovation to tackle global challenges. Global research-driven universities like Imperial College London have a central role in helping humanity address these changes and challenges by making discoveries, educating leaders, and developing innovations that benefit society. However, these universities will need to change to contribute to this future. In our Strategy 2015–2020, we set out how Imperial will be a source of new solutions, a contributor to a better future, a trusted partner, and a new paradigm of the global university. We will support an atmosphere and culture that embraces discovery. We will continue to be guided by our mission of achieving enduring excellence in research and education in science, engineering, medicine, and business for the benefit of society. We will shrink the time and distance between fundamental discovery and societal benefit. We will provide our students with the knowledge and experiences that equip them for their future roles as leaders. We will have the courage to take risks. We will remain true to our mission. While we cannot envision all of the challenges ahead, we believe that Imperial can contribute by focusing our research around four themes: discovery and the natural world engineering novel solutions health and well-being and leading the data revolution. Great discoveries begin with great people: talented individuals steeped in the knowledge of their core discipline, confident enough to work on risky, unsolved problems, adept at understanding and working with others from different fields, and immersed in an atmosphere of excellence. They are underpinned by talented support staff who put their full energy and passion into their work and our mission. We will make supporting and enabling all these people central to what we do. Our bright and energetic students are integral to our mission. We will enhance their experiences by embedding their education in cutting-edge research and providing increasing opportunities for them to use their talents in new entrepreneurial, creative, and practical ways. The Dyson School of Design Engineering is an example of how we will nurture the multifaceted talents of our students and develop them into future leaders. We have a tremendous asset in our highly successful alumni and friends. We will revitalize our relationship with them and encourage them to be a part of the Imperial College London of today and the future. Their knowledge, expertise, and experience will contribute to the intellectual power of the College. Across the world, people recognize that the changes and challenges we face require us to work together more effectively. Universities must drive collaboration, work across disciplines, and seize opportunities in ways and at a pace unusual for academia. It is the only way that we can solve the world's challenges. At Imperial, we are good at working across disciplines and collaborating. In 2014 three-quarters of our research papers collaborated with external co-authors from over 140 countries and 6,000 different universities, businesses, and other research organizations. However, we can be even better and can lead to new areas. We will seek the very best from around the world, sometimes collaborating with our toughest competition to create a fantastic team. We will ensure that our reward structures provide incentives for sharing, collaborating, and building relationships. This means that we will recognize collaboration in our evaluations for promotions and awards, and we will advocate for funders and evaluators to support collaborative work. We will make all of our campuses into dynamic centers of collaboration and innovation. We will bring staff, students, entrepreneurs, and industry researchers together in modern purpose-built spaces where ideas can be developed and tested rigorously and where networks can flourish. In White City, we create a new campus where partnerships working on global challenges transcend departmental boundaries. Every day, individuals, policymakers, and business leaders face questions, the answers to which require an understanding of the natural world, technology, medical advances, and business analysis. We can make a tremendous difference by using our expertise and knowledge to provide factual evidence and advice to government and business decision-makers. Also, the world is full of people who are naturally curious and enjoy learning. We must excite and inspire the public, from potential new students to eager lifelong learners, by sharing what we do in ways that arouse curiosity, awaken a love of discovery, and broaden the understanding of an increasingly complex world. Researchers are courageous. We probe the boundaries of knowledge; we seek discovery and delve into the unknown. We take calculated risks when we know we are onto something important. We find collaborators readily. Individually we already know how to do this. Institutions are more conservative. We will ensure that Imperial creates an environment where researchers can be courageous and push back the boundaries of their fields. We will make working together easy and support judicious risk-taking and collaboration. The world is changing, and Imperial is changing too. We set out this Strategy 2015–2020 to help guide us in the next few years. We acknowledge that we do not know where the new challenges and opportunities will be. We do know that we have great people, and we will build a more agile, adaptive, and resilient organization so that we will be ready for whatever the future holds.

UCL is London's leading multidisciplinary university, with more than 11,000 staff and 38,000 students from 150 different countries. Founded in 1826 in the heart of London, UCL was the first university in England to welcome students of any religion and the first to welcome women on equal terms with men. We are continually investing in our teaching, learning, and study spaces across campus, the newest of which include the Cruciform Hub and the Art Deco Senate House building. UCL has 18 specialist libraries with more than two million books and subscriptions to more than 35,000 journals and historical material in Special Collections. The UCL Centre for Languages & International Education (CLIE) offers courses in 17 languages, some of which can be taken for credits towards degree programs. UCL is one of the world's leading multidisciplinary universities. We operate in a global context and are committed to excellence, innovation, and the promotion of global understanding in all our activities: research, teaching, learning, enterprise, and community engagement. London's Global University: a diverse intellectual community, engaged with the broader world and committed to changing it for the better recognized for our radical and critical thinking and its widespread influence with an outstanding ability to integrate our education, research, innovation, and enterprise for the long-term benefit of humanity. Insights from UCL research address the world's significant challenges – bringing benefits in health, culture, policy, business, and beyond. Individually and in collaboration, UCL experts develop insights relevant to humanity's major problems. Society reaps many benefits from their excellent research, some of which occur immediately, while others develop over years or generations. UCL is the top-rated university in the UK for research strength in the Research Excellence Framework (REF), published in December 2014, by measuring the average research score multiplied by staff numbers submitted. We submitted more than 2,500 staff to be assessed in REF 2014. Our researchers received a 'grade point average' of 3.22 (out of 4), giving UCL an overall research power greater than both the University of Oxford and the University of Cambridge. We also had the greatest' impact power' (impact' grade point average' x number of staff submitted) of any university.

Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU) in Dubai Healthcare City Authority's first medical university offering a range of undergraduate and postgraduate degrees. MBRU aims to be an internationally recognized provider of high-quality healthcare education and a center for healthcare research. Hamdan Bin Mohammed College of Dental Medicine is the first college established under MBRU and has six postgraduate programs. The university's second college is the College of Medicine for undergraduate medical students offering a Bachelor of Medicine and Bachelor of Surgery program. Mohammed Bin Rashid University of Medicine and Health Sciences (MBRU) was named after His Highness Sheikh Mohammed Bin Rashid Al Maktoum, Vice President and Prime Minister of the UAE and Ruler of Dubai. At MBRU, we aim to be a leading medical and health sciences university. That is why our university was established on an integrated platform that supports healthcare education, research, and early clinical practice for our students and faculty. A global hub for innovative and integrated healthcare education and research at the service of humanity. To advance health in the UAE and the region through an innovative and integrated academic health system nationally responsive and globally connected, serving individuals and communities. Since our establishment, we believe in the concept of better healthcare services for all. The Mohammed Bin Rashid University of Medicine and Healthcare Sciences (MBRU) family believes in Leadership that ensures the university's vision is followed through everything we do and say. We believe in a family culture built on "everyone can" by working together with our students and faculty to achieve new healthcare education benchmarks and changing people's lives for the better. This is the real inspiration for Leadership. At MBRU, we are educators, researchers, healthcare professionals, and administrators. We are working to make a difference through education and research. We pride ourselves in offering a wealth of exciting opportunities to create a healthcare education career that you have always imagined. We believe that an organization's success depends on the success of its people, so we created a flexible work environment to ensure work/life balance. To us, this is not just a job; it is our passion. So if you are passionate about making a difference, educating generations to come, and being part of something big, you might just perfectly fit in. We are looking for enthusiastic, positive leaders, innovators, and those who enjoy and excel at what they do. The simulation center offers a broad range of competency and professional development training programs ranging from generic ones to tailor-made, designed around your specific training needs, and appropriate for participants at different levels. They generically include patient training, including communication and behavior management, and are carefully crafted to minimize cognitive overload. Our courses are supported by modern training equipment and interactive educational tools to enhance the learner engagement in the sessions and create better conducive learning spaces. All our courses can be accredited for CME (Continuous Medical Education) points accredited by Dubai Healthcare Regulations (DHCR). We also accept courses accredited by other accreditation and regulatory bodies. The Bachelor of Medicine and Bachelor of Surgery (MBBS) degree from the Mohammed Bin Rashid University of Medicine and Health Sciences offers an exciting opportunity, setting the student on a path to a fulfilling and successful career. Based on innovation and quality in medical education, healthcare, and research, the student-centric curriculum is supported by world-class facilities and cutting edge technology. Benchmarked against international standards, MBRU presents students with rich and diversified learning opportunities to ensure that graduates will be well prepared with the knowledge, skills, and experience to serve the community and promote excellence within the healthcare system. The MBBS program is divided into three phases. Each phase comprises courses and builds on the preceding one so that the curriculum is spiral and the students repeat the study of a subject, each time at a higher level of difficulty and in greater depth. Phase 1 is over one academic year, Phase 2 is for two academic years, and Phase 3 spreads over three academic years. The Hamdan Bin Mohammed College of Dental Medicine aims to provide internationally recognized student-centered dental education programs that combine advanced didactic, clinical, and research training to prepare the candidate for a career at the specialist level. The course develops in-depth knowledge and understanding of contemporary endodontics. It is designed to enhance practical skills underpinned with evidence-based theoretical knowledge. It aims to enable the competent treatment of complex endodontic cases and an interdisciplinary approach to managing general, restorative cases. The Master of Science in Endodontics is intended to prepare a proficient specialist in managing endodontic and periapical lesions and who can practice independently as a specialist in Endodontics. The program is also intended to prepare residents for future roles in clinical research in stimulating and encouraging the development of a critical and inquiring attitude necessary for the advancement of practice, research, and teaching in Endodontics. During their program, residents will provide high-quality endodontic care. They will become involved in service to their profession and the community at large. Oral Surgery prepares a specialist to provide both primary and comprehensive oral surgical treatment for all patients, including those with special health care needs. The residents gain extensive experience in a team management approach while interacting with other departments. Also, there is an opportunity to attend hospital grand rounds rotation to observe the medical care involved in providing advanced surgical case management. The Master of Science in Oral Surgery is intended to prepare a specialist proficient in providing surgical treatment for patients with orofacial abnormalities and orofacial pain. The program is also intended to prepare residents for future roles in clinical research to stimulate and encourage the development of a critical and inquiring attitude that is necessary for the advancement of practice, research, and teaching in Oral Surgery. During their program, residents will provide high-quality Oral Surgery care. The residents will become involved in service to their profession and the community at large.

The University of Sharjah was built up with the point and vision to add to the qualities shared by prestigious colleges around the globe. The training and research programs they offer tend to be extensive and multi-disciplinary. The University of Sharjah has 14 schools and offers 94 programs at the bachelor's, master's, doctoral and diplomas levels. The University of Sharjah is a complete scholastic institute with a particular learning style and a worldwide vision. It is a pioneer in the scholarly community, scientific research, and arts in the UAE and the GCC locale. All programs are licensed by the UAE Ministry of Higher Education and Scientific Research. The University of Sharjah was built up with an extraordinary vision to appreciate essential qualities shared by famous colleges worldwide. Such qualities empower these establishments to advance substantially speedier than others. The training and research programs they offer tend to be far-reaching and multi-disciplinary. They appreciate an impressive foundation for learning and research and figure out how to draw infamous staff with scholastic heft. They are intensely global in their viewpoint and vision and the composition of their student and staff population. They draw in skilled students from various foundations and test them both inside and outside the classroom. Lastly, they are free both scholastically and monetarily, which implies their choices are guided by the trustworthiness of best expertise and useful for developing learning, training, and research. The University of Sharjah has extended in a generally short period to incorporate 14 schools offering +85 various scholarly programs (majors) at various levels. At present, around 14,000 students enlisted at the college with scholarly instructions conveyed by 610 staff members having differing universal experience and prestigious stature. The University has long-term collaboration contracts and critical alliances with 31 leading educational institutes worldwide. These collaborations guarantee that the training our students get meets the most noteworthy global standards. The principal campus of the University of Sharjah (AUS) lies in the heart of the University City in the Emirate of Sharjah, a couple of kilometers far from the shores of the tactical Arabian Gulf. The University's design lends full expression to its Islamic and Arabic legacy with magnificent structures and charismatic scenery. The campus gives extensive, remarkable facilities that incorporate multimedia lecture rooms, sophisticated scientific and research laboratories, committed libraries rich with information assets, up to date IT infrastructure and computing labs, theatres, clubs, two main sports buildings, student centers with access to eateries, and an assortment of shops, and numerous other facilities. There are additionally separate residential areas for male and female students and the staff.

RAKMHSU is the First Comprehensive Health Science University in UAE under the patronage of His Highness Sheikh Saud Bin Saqr Al Qasimi, Ruler of Ras Al Khaimah and Supreme Council Member, United Arab Emirates, who is also the Chancellor of the University. With the continued unstinted support from His Highness, RAKMHSU is marching forward as per its Vision, Mission, Goals, and Objectives. Now, RAKMHSU is wholly owned and managed by the Government of Ras Al Khaimah. Further, all the programs have been fully accredited by the Commission for Academic Accreditation under the Ministry of Higher Education & Scientific Research. RAKMHSU is known for its sincere and transparent administration, focusing on professionalism. From the humble beginning with 22 students, RAKMHSU has grown remarkably well, having 1300 plus students from 48 different Nationalities. Same way, RAKMHSU is proud of having 109 Teaching Faculty, 113 Adjunct Faculty, and 96 Non-teaching Staff hailing from 26 different countries. RAKMHSU has become a role model of synergy and cooperation among the students and faculty of different nationalities and religions, pursuing a commitment to their respective professional careers. The continued significant contribution from our committed faculty has helped RAKMHSU immensely in improving the academic standards. RAKMHSU is proud to maintain a Student-Teacher Ratio at 7:1, which is more than an ideal situation. One of the happiest moments for RAKMHSU was the First Convocation in 2010, which saw 19 Medical and 48 Nursing students getting their degrees from the hands of His Highness Sheikh Saud Bin Saqr Al Qasimi. It is also a matter of pride for RAKMHSU for being able to be the first in UAE to start two year Masters Programs in Nursing and Pharmacy. Now, in addition to the MS in Adult Health Nursing (MSN), MS in Clinical Pharmacy, we also have MS in Pediatric Nursing, MS in Community Health Nursing, MS in Psychiatric-Mental Health Nursing, MS in Pharmaceutical Chemistry, MS in Pharmaceutics and Pharm.D, programs after due accreditation. It is also heartening to see our Nursing and Pharmacy Graduates getting placements in different hospitals and industries immediately after graduation. It is also satisfying to note that our students have done well in some of the external qualifying examinations and have done well in both Dubai Health Care and Health Authority of Abu Dhabi (HAAD) Examinations. RAKMHSU continues to improve the teaching-learning, including clinical teaching. It is noteworthy to mention that more than 40% of our students are recipients of merit scholarships from either Sheikh Saqr foundation for Excellence or through other Government and NGO organizations. Further, most of our students who participate in various conferences both within RAKMHSU and outside receive several awards, including Sports awards. Looking at the progress made in the last nine years, RAKMHSU continued to focus on student satisfaction. It is very gratifying to see that the ratings based on the IRO feedback have seen a consistent improvement from as low as 2.50 out of 5 – to – 4.51 out of 5 in the different services like Academic Advising, Admissions, Examinations, Student Services, Finance & HR, IT facilities, Library, and other services. With the University Management System's implementation, the University's functioning has been made simple, fast, and more effective. Nothing can be more satisfying to the University when we know that our students, who are the end-users, understand the facilities available and utilize them properly. In this connection, I appreciate the efforts of the Institutional Research Office (IRO), who is working very hard to collect and analyze the data very systematically, and all other offices of the University and the four Constituent Colleges. Thanks to the Memorandum of Understanding (MOU) between RAKMHSU and the Ministry of Health (MOH), our students get hands-on clinical experience in both Sheikh Saqr and Obaidulla Hospitals in Ras Al Khaimah and Fujairah hospital. Commissioning of the Geriatric hospital with 140 beds has added to the comprehensiveness of the clinical teaching. Further, the Clinical teaching for medical students has been strengthened by the addition of 10 Core Clinical Faculty. The Ministry of Health also Sponsors UAE Nationals for the Nursing Program, both for Undergraduate and Masters. Also, several processes of examinations have been streamlined. The Vetting Committees for both MCQs and PBLs are making earnest attempts to improve the Quality of both and their uniform implementation across all colleges. The Office is conducting examinations for more than 130 courses each semester across four constituent colleges in a very systematic way. Our students' meticulous hard work resulted in an overall pass percentage of over 95%, with more than 26% obtaining excellent or outstanding grades. Starting from the year 2010, the University has instituted a system of academic honors for students with excellent academic achievements. In addition to the celebration of UAE National Day, RAKMHSU Cultural Day and the Student Scientific Conference were some of the highlights of student activities every year. It is very gratifying to note students' high participation in both Oral and Poster Presentations at the Conference. In addition to the academic achievements, our students excel in several co-curricular and extracurricular activities, including the sports activities within and outside RAKMHSU, bringing laurels to the University. The Office of Student Affairs is to be commended to initiate all the activities and manage a high level of student involvement. RAKMHSU was quite fortunate to be the host for several dignitaries who visited RAKMHSU on several occasions. To mention a few, Dr. Lauren Arnold, Advisor to Health Minister, UAE Dr. Fathima al Rifai, Secretary, NMC, UAE Mr. Richard Mottershead, Senior Lecturer, Glyndon University Dr. Mohammed Shein, President, Zanzibar (Tanzania) Dr. Mariam Matar, Chairman, UAE Genetic Diseases Association Dr. Satish Chandra, Research Director & Head, Clinical Research, Tawam Hospital, Al-Ain Dr. Udupa, Principal, Manipal College of Pharmaceutical Sciences, Manipal, India Dr. Jey Pillai, Clinical Pharmacist, St. Rose Hospital, Siena Campus, US Dr. Fadil Citaku, CEO, Academy of Leadership Sciences, Switzerland Prof. Francisco J. Gutierrez, Laureate Education Inc Delegation from the New York State Education Department, US Flemish Delegation Salford University and Sheikh Khalifa Specialty Hospital. RAKMHSU conducts several CME programs with the help of faculty. Many delegates attend the CMEs, and it was a nice feeling for us to receive accolades from everybody for the facilities and the way CMEs were organized. RAKMHSU wholeheartedly thanks the Ministry of Health, Adjunct Clinical faculty, and other NGOs like AKMG to close cooperation in organizing these CMEs. The CME Programs on "Cardiology Update," which hosted more than 600 delegates, "World Hypertension Day" 2nd RAKCON Scientific Nursing Conference "Making a Difference: Strengthening Nursing Education, Practice and Research for Quality Patient Care," were the other CMEs organized by RAKMHSU.

Dubai Medical College for Girls is the primary private school awarding the degree of Medicine and Surgery in the United Arab Emirates. Established in 1985, Dubai Medical College (D.M.C.) focuses on giving students medical training to acquire a certified degree of Bachelor in Medicine and Surgery in the U.A.E. The school will accomplish its primary goal by giving a learning atmosphere, both inside and outside the classroom, that manages Islamic values and encourages elevated levels of student accomplishment, always with the highest academic brilliance measures. D.M.C. Vision To serve our community by supporting equipped and capable doctors and improving on the learning strategies, making D.M.C. one of the most important medical schools on the planet. Islamic Identity Enthusiasm to perform acts of worship inaccurate time, ideally as an assemblage Quest for learning and productive work, without waiting for thankfulness from others, under the firm conviction that Allah alone rebuffs or rewards his will. Following the Islamic code of dressing. Doing one's obligation under the belief that Allah is supervising every one of our activities Understanding the worth of time and observing regularity is going to classes, practicals, and so forth. Keeping up humility and dignity in the walk, keeping the voice low while talking, wearing grins and positivity in the face, and maintaining a strategic distance from boisterous giggling and sulky stances Practicing persistence in studies and additionally in work Being straightforward to oneself and additionally to others Making a positive commitment to academic talks and stretching out participation to one's associates in all circumstances and conditions Keeping up orderliness of place and urging others to practice it. Abstain from making inconveniences Practicing soul-seeking in most of one's doings and at all circumstances with a view (checking the mistakes and adjusting the misguided way, if needed) keeps away from wrongdoings. Observing modesty of behavior and steering clear of conceit and arrogance. Objectives The College has drawn its objectives from the general principle behind the Creator's conception of man, which is no other than serving only Him. The establishing fathers of the College have made a firm assurance to teach the genuine educational and scientific spirit among the individuals who acknowledge their adherence to it, with regards to the accompanying targets: Awareness of the genuine meaning of bondage to Allah. Attaining information of Medicine and Surgery to such a degree, to the point that the graduate may pursue the therapeutic calling with capability and qualification. Reducing the study time frame through serious educating, stretching the working hours, and staying away from wastage of time by shortening the holidays amid the scholastic year. Renewing the techniques for educating to understand the goal of self-learning and positivism on the student's part. The educational modules' singularity by making it, beyond what many would consider possible, three-dimensional: a measurement for immaculate information, a measurement for practice and preparing, and a measurement for application. Producing uniquely capable woman doctors of high scholastic brilliance, fit for taking up responsibilities on acquiring the degree of MBBS. Creating woman doctors overcome with Islamic ethics and behavior and profound learning of Islamic principles specific to ladies and those identifying with medical calling specialists know about the relations between a doctor and a patient and between one doctor and another. Producing qualified Muslim woman specialists for female patients' treatment in the quickly progressing society of the U.A.E., which is in genuine need of female doctors. Providing the young ladies of the U.A.E. a chance to study medication inside the nation without dread of Westernization or exposure to communities following different faiths, habits, and customs. Allowing ex-pat female students to study medicine in the U.A.E. Avoiding the structure of co-education. That is the reason admission to the College is restricted to female students alone. Working towards Arabization of medical studies. Admission Requirements - 2017 Note: Admissions will begin for the following scholarly year 2017-2018, on Sunday 21st of May 2017 Secondary School Certificate in Science subjects. Such a certificate must be of that year or a year prior and adequately authenticated by the competent expert. The candidate must finish 12 years of education in school. Certificate of equivalence from the Ministry of Education for the 12th grade passed (equivalent to the Ministry of Education's secondary school certification – U.A.E.). Standardized English Examination (EmSat with a score of more than 1100 or TOEFL with more than 61 or IELTS scores of more than 5). (Institutional TOEFL is NOT ACCEPTABLE) Passing the Entrance Exam in the accompanying subjects: Biology and Chemistry, and passing the interview. Precedence should be given to U.A.E. nationals, then to those having a place with G.C.C. nationalities, then to other local applicants.

Dubai School of Dental Medicine (DCDM) is a dental medicine establishment of higher education situated in Dubai, United Arab Emirates. The Ministry of Higher Education authorizes dental school. The school was established in 2013. The institute is a recently founded developed-at-home dental college propelled to assist the United Arab Emirates (UAE) society with the most unusual nature of dental care facilities and training. This institute provides both undergrad and post-graduate courses. Dubai School of Dental Medicine is a novel tertiary organization succeeding over The Boston University Institute for Dental Research and Education - Dubai (BUIDRE) left off, after the BUIDRE and Dubai Healthcare City finished their partnership contract. Dubai School of Dental Medicine is an enterprise of the Mohammed Bin Rashid Al Maktoum Academic Medical Center located in Dubai Healthcare City. The courses offered at the Dubai School of Dental Medicine (DCDM) include but are not limited to: a Master of Science in Endodontics, a Master of Science in Oral Surgery, a Master of Science in Orthodontics, a Master of Science in Paediatric Dentistry.

Gulf Medical University is one of the most popular medical education destinations in the Gulf region. GMU has emerged as the most prominent private medical university in the region, with new programs, prestigious regional and international collaborations, multiple global accreditations, increasing student numbers, and its transformation into the region’s only private Academic Health System. Undergraduate programs include Bachelor of Medicine and Bachelor of Surgery (MBBS), Doctor of Dental Medicine (DMD), Doctor of Pharmacy (Pharm. D), Bachelor of Physiotherapy, Bachelor in Healthcare Management &amp Economics, Bachelor of Biomedical Sciences (BBMS), Associate Degree in Pre-Clinical Sciences – International Medicine Program (Poland, Ghana, Egypt) and Bachelor of Science courses in Anesthesia Technology, Medical Laboratory Sciences, Medical Imaging Sciences, and Nursing. GMU enjoys a robust collaboration with several prestigious universities around the world, such as the University of Arizona, Virginia Commonwealth University, Medical College of Wisconsin in Milwaukee - the USA, University of Saint Joseph School of Pharmacy in Connecticut, German Heidelberg University, University of Ghana, Medical University of Lublin, Tokyo Medical Dental University as well as research institutes such as the Gustave Rossi Cancer Research Institute – France. GMU uses the latest technology in the classrooms for teaching and training students. One of the most prominent uses of technology in teaching is Virtual Patient Learning (VPL), a simulation program based on Artificial Intelligence.

The foundation of Erzincan University is laid upon Erzincan Vocational School, and Erzincan School of Education ( former Institute of Education ), which were first constituted in 1976, depending on the Ministry of Education joined Atatürk University upon the decree-law No.41. On 11.07.1992, the School of Education was converted into the Faculty of Education, and continued undergraduate level education on primary school teaching, depending upon Atatürk University Rectorate. Depending on law No.3389 dated 27.06.1987, the Faculty of Law was founded. The faculty started education in 1991. However, after the great earthquake happened on 13.03.1992, the education had to be continued in the Faculty of Law at Ankara University then. In 1994, the education started again in Erzincan Faculty of Education. To train highly qualified individuals with a human-centered learning approach based on science and reason by our country’s values and objectives of the international scale by producing science and technology and to contribute to the sustainable development of the region and the country, and to make efforts to solve the problems of the society.

Acıbadem University was founded in 2007 dedicated to the field of health sciences. By using dynamic and contemporary educational programs, a strong academic teaching team trains healthcare students to be future healthcare professionals who continually research innovations in all fields of medical science. With the mission of being a robust research-oriented university, the research laboratories are fitted out with the latest state of the art equipment, designed to complement the life sciences and biotechnology fields. The Clinical Simulation and Advanced Endoscopic - Robotic Surgery Training Center - CASE is one of the most comprehensive medical training centers globally with its accommodation of multiple departments and advanced technological infrastructure. CASE received the "Center of Excellence" certificate awarded by the CAE Academy to only two medical training centers worldwide. The Center is accredited by the Network of Accredited Clinical Skills Centers of Europe (NASCE) and the Society for Simulation in Healthcare (SSH), providing pre-and post-graduate training. Acıbadem University offers its students the opportunity to study abroad at esteemed partner universities under the Erasmus Programme, having bilateral agreements with Europe's most notable universities. With 100,000 square meters of in-closed area centrally located on the Asian side of Istanbul, the Kerem Aydınlar Campus is replete with high-technology equipment and offers students a privileged university life. To be an academic institution which creates a model for Turkey and which is shown as a reference in the world, with its high level of excellence, culturally and socially well equipped, dedicated to creating individuals who value ethical values, who ensure modern, innovative and pioneering practices, and who adhere to the principles of Atatürk. To reach the level of professional competence and academic recognition following the law's duties to Higher Education Institutions at a national and international level. Keeping scientific thought at the forefront. Provide opportunities to develop new ideas and concepts. Ensure disseminating information with systematic education and training by bringing scientific freedom to the forefront, operating following the principles of equality, ethical values, and teamwork. To achieve these goals, by emphasizing scientific freedom and inquiry and accepting equality, mutual love and respect, excellence, and team work the most important values. Acıbadem University will be a leading institution with the highest academic and humanitarian values.

Charité is one of the largest university hospitals in Europe. Physicians and researchers deliver all of our clinical care, research, and teaching of the highest international standard. Charité proudly lays claim to more than half of all German Nobel Prize winners in Physiology or Medicine, including Emil von Behring, Robert Koch, and Paul Ehrlich. Charité is internationally renowned for its excellence in teaching and training. Charité – Universitätsmedizin Berlin represents a single medical faculty, which serves both Humboldt Universtität zu Berlin and Freie Universität Berlin. Charité extends over four campuses and has close to 100 different Departments and Institutes, which make up 17 different Charité Centers. Having marked its 300th anniversary in 2010, Charité is now one of the largest employers in Berlin, employing 13,200 staff (or 17,100 if including its subsidiaries), and with a total annual turnover of €1.6 billion. In addition to its role in research and teaching, the Hospital's fundamental mission also includes patient care and treatment. With 660,000 outpatient cases and approximately 140,000 inpatient cases a year, Charité treats more patients than any other university hospital in Germany and, as a result, can draw on a wealth of experience and expertise. This section provides an overview of the treatments and services offered. We hope this will allow you to find answers to some of your main questions and concerns. Should you have any questions at all, please do not hesitate to contact us. Our staff will be pleased to help. Almost 7,000 students are currently enrolled in degree courses at Charité – Universitätsmedizin Berlin. They are being prepared to contribute to the future of medicine through research and clinical practice and offer the general public the highest-quality health care possible. At Charité, students can get involved in student councils and committees, enabling them to have their say in the continuous development of teaching and learning. Some of the most significant contributions include introducing the Revised Medical Curriculum in 1999 and the New Revised Medical Curriculum in 2010. Innovative capacity and responsible governance, for the benefit of patients and society - these are the central tenets behind all of Charité's research endeavors. At Charité, approximately 3,700 researchers are actively engaged in developing pioneering innovations in the field of medicine. Committed to the highest quality and sustainability standards, they work across 1,000 projects, working groups, and collaborative projects. There is a particular focus on the interface between primary and patient-oriented research, which fosters interdisciplinary collaborations with national and international partners. Harnessing this approach's potential is of particular importance to Charité, given that the most significant scientific developments are likely to arise from interdisciplinary cooperation. Given the increasing complexity of today's research questions, research successes and new developments are likely to arise primarily due to interdisciplinary and international collaborations. Charité pursues a wide range of cooperative projects, particularly those promoting the mutual exchange of findings from basic biomedical research, clinical research, and clinical application. While committed to national and international research and growing its reputation on both the national and international stage, Charité remains true to its roots. Charité is very much the heart of Berlin-based health care research as well as its driving force. Developed in cooperation with the Max Delbrück Center for Molecular Medicine (MDC), the Berlin Institute of Health (BIH) continues to expand, offering a unique systems medicine approach in Germany. Traditionally, Charité has been involved in the training of doctors and dentists. However, the university now also offers a Bachelor's Degree in Health Care Sciences and eleven Master's Degrees that prepare students for managerial roles within the health care sector. Medical students who started their first year of medicine at Charité in the fall of 2010/11 were enrolled in the New Revised Medical Curriculum program. Before the winter semester 2010/11, medical students had the option of enrolling in either the Traditional Medical Curriculum or the Revised Medical Curriculum. Since the New Revised Medical Curriculum introduction, the Traditional Medical Curriculum has no longer be available to new students at Charité. However, the Traditional degree program is still available at many of the other medical schools in Germany. Throughout Germany, the program is strictly regulated by the Licensing Regulations for Physicians, ensuring consistency in the content and teaching of pre-clinical and clinical medicine and the examinations (Staatsexamen) taken at the end of each of these sections of the course. In the winter semester 1999/2000, Charité began to offer students the option of enrolling on either the Revised Medical Curriculum (Reformstudiengang, or RSM) or the Traditional Medical Curriculum. The addition of this new curriculum was supported by the Federal Ministry of Education and Research and other funding institutions. The aim of running both programs concurrently was to determine how internationally successful, multidisciplinary, problem-oriented medical courses might be integrated into the German educational system. The results led to many elements of the First Revised Medical Curriculum program being adopted as part of the current Revised Medical Curriculum, which has been in place since the winter semester of 2010/2011. The Revised Medical Curriculum program was withdrawn, with its successes celebrated as part of an expert symposium entitled "From Teaching to Learning" (Vom Lehren zum Lernen), held on 11th July 2015.

The University of Freiburg, officially the Albert Ludwig University of Freiburg, is a public research university located in Freiburg im Breisgau, Baden-Württemberg, Germany. The university was founded in 1457 by the Habsburg dynasty as the second university in Austrian-Habsburg territory after the University of Vienna. Today, Freiburg is the fifth-oldest university in Germany, with a long tradition of teaching the humanities, social sciences, and natural sciences. The university is made up of 11 faculties and attracts students from across Germany and over 120 other countries. International students constitute about 16% of total student numbers. Named as one of Germany's elite universities by academics, political representatives, and the media, the University of Freiburg stands amongst Europe's top research and teaching institutions. With its long-standing reputation of excellence, the university looks both to the past to maintain its historic academic and cultural heritage and to the future, developing new methods and opportunities to meet the needs of a changing world. The University of Freiburg has been home to some of the greatest minds of the Western tradition, including such eminent figures as Martin Heidegger, Hannah Arendt, Rudolf Carnap, David Daube, Johann Eck, Hans-Georg Gadamer, Friedrich Hayek, Edmund Husserl, Friedrich Meinecke, Max Weber, and Paul Uhlenhuth. Also, 19 Nobel laureates are affiliated with the University of Freiburg, and 15 academics have been honored with the highest German research prize, the Gottfried Wilhelm Leibniz Prize while working at the University of Freiburg.

In 1975, the Faculty of Education in Fayoum was established as one of the faculties affiliated to Cairo University. Faculty of Agriculture followed in 1976. After that, the Faculty of Engineering was established in 1981. In 1983, a presidential decree was issued declaring the Fayoum branch as an independent Cairo University branch. Finally, the Fayoum people's dream came true by issuing the presidential decree N. 84 dated in 2005 to establish Fayoum University. Then, the presidential decree N.193 dated in 2005 was issued to establish faculties of Medicine and Archeology. Both decrees were crowned with the appointment of Prof. Galal M. Said as a president of Fayoum University. Now, the University includes 13 faculties Education, Agriculture, Engineering, Social Work, Arabic, and Islamic Studies, Sciences, Tourism and Hotels, Specific Education, Archeology, Medicine, Arts, Computers and Information, Kindergarten as the Technical Institute for Nursing. The University also includes 1800 faculty members and their assistants teaching 25,000 students. Faculty of Agriculture aims to educate and train its students efficiently to assume high-level executive and scientific positions in and outside Egypt. Students are prepared through coactive efforts made by an elite of world-famous professors and teaching staff members. With its old history as it is one of the oldest faculties of Agriculture all over Egypt, the Faculty of Agriculture, Fayoum University, has a deep-rooted scientific base. Moreover, it always seeks development as well as responding to the age requirements in different agricultural fields. The study began in the Horticulture department in the academic year 1976/1977. At first, the courses and subjects given were affiliated with Plant Production Department until 1983/1984, which witnessed the setting up of a department of orchards. This department was committed to studying all the courses and subjects related to orchards such as (Fruit – Vegetables – Aromatic and Medicinal Plants). Once the faculty new bylaw issued on January 4th, 1990, a branch affiliated with Orchards Department was constructed. The students who pass the second year are enrolled in the third year. To obtain the B.Sc. in agricultural sciences, orchards program, the student has to study 25 courses (83 units) during the third and fourth years. The first group of this department graduated in 1993/1994. The number of graduates has become 134 until now. For the postgraduate studies, which have begun in 1981/1982, there are 20 courses for the fruit, ten courses for the vegetables, and 11 courses for the ornamental, aromatic, and medicinal plants. The M.Sc. and Ph.D. registered students study one of the three branches above. Food science and technology are defined as applying science and engineering to the processing, preservation, packaging, distribution, and utilization of foods. The objectives of food science and technology are to elucidate the chemical, physical and microbiological properties of foods and to apply this knowledge to the efficient utilization of raw ingredients for economic development and improvement of processes and packaging, leading to products of high quality and nutritional value, as well as provide training and support for the food industry. Faculty of Agriculture offers outstanding opportunities for all those who are interested in agricultural education. Egyptian and non-Egyptian students can avail themselves of those opportunities and participate effectively in the agriculture development plans. Furthermore, it plays an outstanding role in developing knowledge, skills, and expertise in all spheres related to agriculture following quality standards. The University has to reach the lead through achieving excellent growth rates in the various sectors of scientific research, student educational activities, and community service, depending on modern scientific and technical bases.

Following Law No. 70 of 1975, Helwan University was established on 26/7/1975. The foundation stone was laid in 1975. On 8/1/1985, the contract of the first-phase establishment was concluded. Then it was established, and HU faculties began to be brought together within one Campus after long years of being off-Campus in different places. HU is 350 acres located in Ein Helwan. HU (Future University) comprises 20 faculties, 58 self-sponsored units, and several new facilities. HU is marked by unique specific faculties (Applied Arts, Art Education, Music Education), which do not exist in other Egyptian Universities. There are also mother faculties (Fine Arts, Physical Educations for Men, Physical Education for Women, Home Economics) from which similar faculties in other Universities have emerged. Since Helwan University was established in Ein Helwan- Helwan City, all the surrounding areas such as Ezbet El-Walda and Ein Helwan have been given full attention through conferences and symposiums to improve those areas. When established, HU has been a real milestone in developing the University Education concept in Egypt. HU is considered the permanent Future University, and its development represents the educational process promotion and social development in Egypt. Helwan University is a university of technology and applications; it possesses all the factors of distinction and diversity. It is considered a unique model among Egyptian Universities as it encompasses Arts, Fine arts, Applied Arts, Art Education, Music Education, and Physical Education Faculties. Being within the heart of an industrial community, Helwan University is considered a unique model among Egyptian universities in general. The Main Campus is in Ain Helwan, Cairo. Several faculties have been moved there, while others are still located in Zamalek, Boulaq, Giza, El Manyal. Huge buildings are constructed at Ain Helwan so that ultimately all the university faculties would have one location. The hospital has been equipped to the highest level and included laboratories and binoculars unit. A physiotherapy clinic also has a pharmacy and three operating rooms equipped with the latest equipment. Established on 30/6/1981 by the University Council Resolution No. 48 as a unique nature unit supervised by Prof. Vice President for Education and Students Affairs. The University offered the therapeutic service to the university students and the service's development to include the employees of the University and their families. To spread medical service and health awareness in the surrounding environment. There is the Central Library in addition to the libraries of the faculties. They offer books for external borrowing, references, journals, and theses for internal review. They also offer bibliography and photocopying services. The university policy depends on expansion to take advantage of the opportunities in front of Helwan University for expansion and excellence in education and studies, research and environment service and active interaction with the local community. as well as technological modernization to happen coordination and integration between the technical requirements of various colleges and disciplines, as well as to maximize returns from technological systems available to the University, such as libraries, laboratories, and centers of information and communication systems, etc. Helwan University seeks to be a leading educational and research institution in technology and arts. Under the International Quality Standards, HU makes every effort to be remarkable in education and science. Helwan University, an Egyptian public university, works on: Providing high-quality academic programs governed by local and International Standards to prepare distinguished graduates capable of competition and innovation. Those graduates will be able to meet their society's needs and contribute to social development and well-being. Providing competency improvement programs for Faculty members while improving their educational and research capabilities will eventually be reflected efficiently on both students and the local and national environments. Promoting scientific research at the University. Achieving continuing education and promoting cooperation with international educational institutions. Contributing effectively to community service and development and culture-building, along with promoting community production sectors to go into local, regional, and international competition.