Faculty of Continuing Education
Description of the Second Level Professional Higher Medical Education
Programme “Residency in Medicine”
2012/2013
Aim and purpose of the study programme
The aim of the study programme “Residency in Medicine” is to ensure enhancement and
improvement of theoretical knowledge and practical skills of medical doctors, required for
independent work and certification of qualified specialists in a certain specialty in accordance to
normative documentation of the Republic of Latvia.
Tasks of the study programme
● To enhance and support acquisition and improvement of in-depth theoretical knowledge of a
student in aetiology, pathogenesis, diagnostics, prevention and treatment of diseases emphasizing
more complicated and rare pathologies;

To deepen comprehension in the area of biomedicine, ethics, communication skills;

To improve and strengthen practical skills in patient examination both in out-patient and
hospital conditions using modern medical technologies;

To enhance skills in choosing treatment methods, their use and solution of problems;

To enhance and support medical residents’ creative, research and educational work capability
development;

To promote international relations and exchange of experience in residents’ medical
education.
1. Study results expected from the study programme
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Knowledge and skills
A student:
Demonstrates deep and in-depth knowledge and comprehension of medical theory in general, while
in the specific medical specialty to comply with requirements of that specialty and to be in the avantgarde of the respective science and professional area, ensuring the basis for creative thinking in
clinical practice and, in part, in research too, as well as the ability to operate in the inter-disciplinary
communication.
Ability to apply the skills
Independently applies medical problem solving skills to perform professional functions of a highly
qualified specialist in prevention of diseases, diagnostics, treatment, healthcare, skilfully performs
practical manipulations, is able to operate in a healthcare organization, as well as in education and
research.
Analysis, synthesis, assessment
Independently defines and critically analyzes complicated clinical medical problems, critically
assesses studies in the area of medical science; performs necessary complementary analysis, if it is
necessary to justify decisions; integrates knowledge in various areas of medicine; summarizes
experience, contributes to creating of new knowledge in the development of methods of research or
professional work; demonstrates understanding and ethical responsibility as to a specialist’s
professional work outcome, possible influence of clinical or scientific studies on the patient and the
public.
Communication
Argumentatively explains and discusses complicated or systemic aspects of a specific speciality, as
well as aspects of medical science both with specialists and non-specialists; patients, public etc.
Maintains collegial relationship and gets integrated into the team work.
General skills
Independently plans and arranges the enhancement and development of his/her own professional
competence; undertakes responsibility for the personnel group results as well as analysis thereof; is
able to do business, implement innovations in the area of the respective medical specialty; is able to
render emergency medical treatment, is able to do his/her work, continue training or research under
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complicated and unpredictable conditions and, if necessary, modify them by applying new
approaches.
2. Study programme plan
The study programme “Residency in medicine” comprises 44 CP/66 ECTS (total number is from 44
CP/66 ECTS till 264 CP/396 ECTS). The study programme “Residency in medicine” consists of 68
speciality subprogrammes (including subspecialities and additional specialities) (see Appendix 1).
The study programme includes certain amount of compulsory part (A) and compulsory elective part
(B). In the part of elective study programme a medical resident can choose any course from a
different specialty sub-programmes, it gives a student an opportunity more deeply to learn specific
areas of the medical science, thus, improving the acquisition of the study programme in general. (See
Table 1).
Table 1. Organization of study progrmme „Residency in medicine „(scheme for one year)
%
CP/ECTS
General – problem lectures
6%
2,7/4
Special – seminars
18 %
8/12
Part A- Practical studies (work
62 %(47 %)
27/41(in last st.year-21/31)
5%
2/3
5%
2/3
(15 %)
(6,7 /10)
Part A –Theoretical education:
placement)
Night-watch (To be on duty)
Pedagogical work
Part A – Research work (in last
study year) and residency state
examinationun
Part B daļa –elective part
4%
Total
100%
2/3
44 KP/66 ECTS
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Total amount of courses - 1064, their list and credit points are shown in Appendix 2.
3. Description of the study courses
In the study programme „Residency in medicine” there are 1064 study courses, the description of
the courses is prepared and found in the Faculty of Continuing Education.
4. Organization of the study programme:
4.1.
Changes in the existing study programme: during the academic year there have been
improved the descriptions of the study course results; 2 new programmes have been
introduced: additional specialty programme „Algologist” (44 CP/88 ECTS) and neurology
subspeciality „Neurophysiologist” (88 CP/132 ECTS) programme. Changes in the study
programme „Residency in medicine” do not exceed 1%.
4.2.
Adequacy of the study plan to RSU strategy, aims and tasks.
Study programme „Residency in medicine” is developed in accordance with RSU development
strategy for a specific field of activity and is a successive phase in medical education. It is in
conformity with RSU Constitution and RSU study reglament II (approved at RSU Senate meeting on
21.05.2013).
RSU second level professional higher medical education programme „Residency in medicine”,
being in line with the Accreditation commission decision on June,2013 of LR Ministry of
Education and Science, has been repetedly accredited for 6 years, i.e. till 2019.
Each specialty programme is run by a certified doctor: RSU lecturer (professor, associated
profesor, assistant professor, assistant) or a leading specialist of a certain field of a medical
institution, who is a RSU invited lecturer. Specialty programmes are run by professors - 30%,
associated professors –17%, assistant professors –24%, assistants and doctors –29%. In the
realization of the study programme „Residency in medicine” there participates RSU academic
staff and 29 medical institutions entitled to provide education, including 13 GP practices and 3
state clinical hospitals (see Appendix 3), doctors of different specialties, etc. specialists. RSU
academic staff carries out theoretical education (problem lectures and part of seminars),
supervises residents’ research work, performs a complex residents’ knowledge and skills testing
(check-up of study achievements), ensures individual consultations. Percentage of the staff,
undertaking these activities, is as follows: 27% - professors; 25% - associated professors; 24% assistant professors, 24% - assistants, lecturers, etc.
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4.3.
Functioning of internal quality mechanism of study programme
Study programme implementation is carried out in line with RSU quality guidelines, according to
which there is developed the process description Nr.32 „Implementation of continuing
education”, which is available at the Faculty of Continuing Education.
5. Requirements on starting the study programme
A candidate for residency must have –a higher medical education, a medical doctor’s degree or a
certificate in medical doctor’s principal specialty.
Total number of state-funded places in the residency and their distribution by specialties every year
is determined by the Ministry of Health. RSU organises an open tender in accordance with the
Regulation of the Residency Applicant Selection Tender approved by the Rector. Applicants of the
study programme “Residency in medicine" are enrolled in accordance with the results of the tender,
which in 2012/2013 was obtained on the basis of the following evaluation criteria: Average mark in
the higher school graduate’s diploma, average mark in the subject/study course of the selected
specialty, continuing education in the medical area, recommendations, scientific work activities,
motivation, complementary activities in acquisition of skills.
6. Practical implementation of the study programme
6.1. Study methods and forms used, use of methods for continuing education
A certain specialty subprogramme is structured in the study courses, which a resident has to
acquire in order to become a qualified apecialist. The study course indicates the aim, tasks,
planning of study results, a seminar plan, sites for medical work placement (clinical base), the
list of manipulations to be learned and the minimum of their performance rate, a type of testing
of the study course material acquired.
Theoretical education is organized at 3 levels:
The first – the general education proceeds in a form of problem lectures. Their themes are more
deeper and more comprehensive as to the explanations of medical interdisciplinary problems,
topicalities of medical legislation, a patient’s safety problems, business basics, communication,
basic concepts of argumentation and presentation, medical information search in online
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resources, etc. They are necessary for all specialty residents. Problem lectures are organized for
one study year of all specialty residents, but for the 4th-6th-year residents – in a joined group;
The second – specialized education, it proceeds in a form of seminars, where residents, in an
interactive form, much deeper acquire necessary theoretical knowledge in each specific field;
The third – deals with work placement, these are discussions of clinical cases and problem
solutions in the clinic, which are done with each resident individually. Theoretical education
covers 24% of the total amount of the study programme.
Practical classes mean daily practice and proceed simultaneously and alongside theoretical
education. During the study programme acquisition (in residency) period, a person is in the
status of a working student. It is certified by the Law on Higher Education and the Medical
Law, Article 19. That is why the practical training takes a comparatively large part, calling
for the potential employers’ involvement in the programme implementation from the very
beginning of studies. In agreement with LR Regulations Nr. 685 of the Cabinet of Ministers of
August 30, 2011” Provisions of allocation of medical residents and funding of residency”, the
higher educational establishments should delegate a part of the study programme „Residency in
Medicine” (work placement and part of theoretical education) to the medical institutions for
their coordination and realization. The responsible persons of medical institutions cooperate
with specialty programme managers in the organization of seminars. The study course work
placement is run by doctors entitled to teaching. In practical studies the residents do patients’
clinical care in clinical and ambulatory institutions, in GP practice sites, as well as other
activities in correspondence with specialty specifics (e.g. tissue, laboratory material, etc.
examination) under the guidance of a doctor entitled to teaching or a specialist’s individual
guidance or supervision. During the study time each resident’s practical training proceeds in
several medical institutions (including regional multi-profile hospitals) by rotation but in
correspondence with the study course requirements, thus purposefully providing either an
optimal way of achieving the study result, or widening the residents’ views, or getting
acquainted with the possible future possibilities of work. During work placement a resident has
to do and learn manipulations and skills defined in the study programme up to autonomous
level of implementation. For the reason of perfection of practical skills, the residents have to be
on duty in clinics, departaments or ambulatory institutions which are of the profile of the study
course to be acquired. Specialties where night watch (to be on duty) is not envisaged, it is
substituted by an independent work of a different character.
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Pedagogical work of residents. Residents, under the guidance of RSU teaching staff,
participate in students’ and junior residents’ teaching process, patients’ and their relatives’
education, in such a way learning the skills not only to learn, but to teach others and to give
presentations, to develop argumentation skills by tutoring individually in small students’
groups, using the modern audiovisual demonstration techniques. Residents take part in
preparing lectures, seminars and clinical demonstrations. This part in resident education is
essential and, in such a way, RSU study programme can be considered to be very advanced
because just during the last years there have appeared international recommendations to
supplement the resident training with acquisition of pedagogical skills. The total amount of
work placement (together with night-watch, pedagogical practice and elective part) makes up to
76% (in the last study year – 61%) of the study programme.
Research work is a compulsory component of the residency programme. Research work is run
by the manager of research, who is a specialist in a certain field, and in most cases is also a
RSU university lecturer. Residents are encouraged to choose research themes as early as
possible, not later that in the second half of the penultimate year of studies. Residents present
their research work and defend it at the state examination.
Study forms used: lectures (problem lectures), interactive seminars, individual practical work,
learning of practical manipulations, including the use of simulators , analysis of clinical
problems, presentation of clinical cases, patients’ education, individual studies of special
literature, e-studies.
6.2.Research work of the academic staff involved into the implementation of the study programme
and its effect on study work, involvement of students into research projects, as well as
participation in international projects, projects funded by the Latvian Scientific Council and
other institutions during the period of review
Academic staff, involved in the implementation of the study programme, encourages students to
do research work. As a result of such actions, students acquire in-depth knowledge in the selected
specialty, as well as an invaluable experience in research when starting an independent work.
Special role in education of students is played by their involvement into high level research
projects. We can mention the following significant projects carried out by our residents: Nikita
Bezborodovs -4th year resident in Psychiatry who carried out a representative study on a group of
psychiatric patients under the guidance of prof. E.Rancāns in IDEA project “Patients’ psychiatric
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hospitalization experience in countries with a low and medium income level”, which was an
international cooperation project; under the guidance of prof. G.Laganovska, the 4th year resident
in Ophthalmology – Ieva Kire participated in Novartis (Switzerland) clinical study on diabetic
retinopathies, but the 3rd year resident in Ophthalmology – Maruta Jurjāne participated in
Forsight 5 (USA) study on glaucoma implants (I phase study); the 2nd study year residents in
Paediatric Dentistry - Agnese Ciganoviča and Karīna Kopmane-Račko, under the supervision of
prof. Guna Jākobsone, carried out a multi-centre international study at RSU Clinic of
Orthodontics “Oral health of 10-year old children in Latvia”.
8. Evaluation system (education criteria and evaluation methods to achieve study results and
estimation, forms and order of examinations).
During the course of studies, different knowledge evaluation methods are being used: Multiple
choice tests, essays, description of solutions of clinical problems, case presentations, etc.; practical
skills are evaluated by observing the performance at the workplace, as well as by demonstration on
the model or simulator, as well as testing of the objectively structured skills. Knowledge and skills of
residents are evaluated with a mark in 10 grade system. The lowest admissible evaluation is 4 points
(almost satisfactory). The procedure of evaluation is described in the Study Regulation II. Practical
skills are evaluated by the Director of Practical Training, while the Director of the Specialty
Programme arranges testing of theoretical knowledge. Twice a year the Director of Specialty
Programme organizes and assesses the acquisition of study programme (study course
achievement).Evaluation results and recommendations for the further stage are recorded in the
resident’s book. For maximum objectiveness, several lecturers participate in this process. The
attitude shall be considered as a significant quality which demonstrates a medical doctor's
professionalism. It shall be evaluated in three areas: professional development, teamwork, attitude
towards the patient and his/her relatives. Each month, a medical resident’s practical progress is
evaluated by the medical doctor who is supervising the resident’s work. Evaluation is done
electronically by filling in a special questionnaire.
During the residency, the studying doctor has to meet all the requirements of the study programme:
- To acquire all the study courses provided in the specialty programme, where good progress must be
made both in assessment of clinical practice and evaluation of theoretical knowledge;
- To acquire manipulations provided in the programme; attend at least 80% of the theoretical
education events;
- To prepare research work; good progress must be shown in the residency state examination where
the medical resident’s research work will be evaluated as well.
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Result of the studies in the residency state examination shall be evaluated by the commission formed
by RSU teaching staff, representatives of professional associations and employers (healthcare
institutions). In the state examination in acad. year 2011/2012, 58% of medical residents’ progress
was assessed as “with distinction” and “excellent”, in 2012/2013, “with distinction” and “excellent”
were assessed 69% of medical residents. No poor evaluation has been registered in the state
examination. Thus, all graduates from the residency, have always been issued their specialty
certificate, i.e. permit for independent work in a certain specialty. Therefore, the aim of the study
programme “Residency in medicine” has been entirely achieved.
Success of residents is, first of all, analysed at RSU academic structural units, to which the specialty
programmes have been bound to. Cases of failure in the acquisition of the study programme are
reviewed at the TIF council meeting. At the meetings of Directors of the specialty programmes, both
the results of the state examination and the situation in enrolment of medical residents, as well as
necessity for the development of the programme and making changes thereto are discussed.
9. Study programme costs:
9.1.Sources of financing
Study programme „Residency in medicine” is state-financed by the Ministry of Health . In the
academic year 2012./2013 the financing of one resident per month was on average 847 LVL.
9.2. Provision of infrastructure
During the study process the residents can make use of premises of RSU and its academic structural
units, teaching rooms of medical institutions, libraries, computers, the internet. The necessary
literature is available at the library, but the residents also widely use the on-line resources.
9.3.
Resources available at RSU library for the implementation of the study programme.
Rīga Stradiņš University library is RSU structural unit. Its primary task is to ensure the study work,
continuing education and scientific work with the latest teaching and scientific literature, with the
topical medical and socially-political information, using the latest information technologies.The
library is an accredited library of national importance and is the main library of medical branch in the
country, which provides also the methodological guidance for Latvian health care institutions. In the
library Information centre, in the free-access reading room, the readers are offered computerized
working places, wi-fi and the recently published books in Latvia and abroad, as well as periodicals in
the Latvian, Russian, English, German ,etc. languages. RSU library users have an access to the
following on-line data bases: Ebrary eBooks, Elsevier e-grāmatas, ClinicalKey, Access medicine,
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SCOPUS, EBSCO data base, Science Direct, OVID, Cohrane Library, BMJ Group u.c.
( http://www.rsu.lv/biblioteka/e-resursi/abonetas-tiessaistes-datubazes).
10. Adequacy of the study programme to the state academic education standard, professional
standard and the professional higher education state standard, and other legal laws and
regulations in the higher education
The study programme is organized according to the Law on Institutions of Higher Education,
Education Law, Medical Treatment Law, Law on General Practitioners, the Cabinet Regulation:
No.990 Regulations on the Latvian Education Classification (09.10.2010), No. 315 Minimum
Training Requirements for Acquisition of Professional Qualifications of Doctors (01.09.2009), No.
268 Regulations on the Competence of Healthcare Personnel and Employees Acquiring First Level
or Second Level Professional Higher Medical Educational Programmes in Treatment, and Amount
of Theoretical and Practical Knowledge of This Personnel (24.03.2009), No.685 Provisions for
Allocation of Medical Residents and Funding of the Residency (30.08.2011), as well as coordinated
with a certain professional association requirements for doctors’ certification.
11. Comparison to the study programme of the same level and similar study course in Latvia
(if a similar study programme is implemented in Latvia) and at least with two approved
European Union member state study programmes, higher school or college study programmes.
The aim of the study programme is similar to the residency study programme of Latvian University
because it is regulated by the Latvian state health care strategy, laws and regulations and the
recommending documents of the European Union. There are no residency programmes in other
higher schools of Latvia. In difference to the Latvian University, RSU is able to provide all specialty
doctor training in residency (both basic specialties, and subspecialties, and additional specialties)
needed in the country and their preparation for independent work.
Organization of residency training in Lithuania, in Kaunas University of Health Sciences, Vilnius
University Faculty of Medicine and in Estonia in Tartu University is similar to the status of a
resident – a resident is a person working in a health care institution and studying at university. In
Lithuania there is a different residential financing: a resident, while working in a health care
institution, is salary-paid, but as a student at university – gets a scholarship. The length of studies,
depending on a specialty, is similar to RSU. Either in Lithuanian, or in Estonian Universities they
have their own clinics, in which residents are learning. At the end of studies the residents take a
specialist’s state examination and get a specialist’s licence to practice in the country.
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In Poland, at Warsaw Medical Academy the residency is organized similarly to that in RSU, but,
prior to residency there is the so-called „pre-registration internship” and then residency in specialty
follows.
Specialty study subprogrammes in residency are compared separately with the respective
programmes of the European countries.
Thus, for instance, the programme content in European countries in the education of Pathologist
varies only slightly. In Latvia a Pathologist studies for four years. In comparison to European
countries, in Latvia the length of education in Pathology is shorter. One should emphasize that in
Latvia Pathologists do not do cytological examinations, but in some European countries (Germany,
Sweden, France) cytological examinations are done by a Pathologist. In Latvia it is an independent
profession: doctor-cytologist, but, in our state pathologists’ education programme there have been
included rotation discipline/study course on cytological eaminations of various tissues and fluids in
Riga Eastern Clinical University hospital.
In the programme of Pathologist education in Germany, a wider part is devoted to learning of
theoretical knowledge. It is worth mentioning that in Latvia the quantitative evaluations of
morphological studies cannot be done at such a high level as abroad due to lack of the
apparatuses/equipment.
The content of RSU study programme in laboratory doctor’s specialty is based on the main
requirements of EC4 (European Communities Confederation of Clinical Chemistry and Laboratory
Medicine). RSU laboratory doctor’s specialty study programme as to its analogue study programme
content can be compared to Tartu University (Estonia) and Ulma University (Germany). The basic
differences between the study programmes are the length of the study course and the compulsory
work experience in a medical institution (not less than 1-2 years) before the entering of the
residency. In Tartu University programme a longer course is in Hematology and Endocrine Diseases,
which allows the residents to broaden their sphere of work. Ulma University programme mainly
differes in the study course length in Molecular Biology and Clinical Chemistry. In comparison to
RSU, Tartu and Ulma University programmes mentioned have not included morphological
(histopathological) examination methods and they have a shorter laboratory diagnostic study course
in the infectious diseases (especially in Ulma University).
General surgery course in France „L’ Ecole de Chirurgie de l’Assistance Publique - Hôpitaux de
Paris” , lasts in the same way as in RSU programme for 5 years The programme is made in such a
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way in order a resident could learn the most common, though not all, surgical pathology diagnostics
and treatment. Rotation disciplines are slightly different, for instance, in RSU programme there are
no Otorhinolaryngology, Endoscopy and Obstetrics sections. The strong side of the programme is in
practical classes where a chance is given to ensure the ability to acquire practical skills in surgery on
dummies, simulator or cadaver. One failure could be that residents rarely aquire practical skills on a
patient. In RSU programme the work on simulators for the time being is provided in a lesser amount.
Genetician’s education in Estonia in Tartu University is shorter, only 4 years.
Orthodontist’s speciality programme is developed in agreement with the European Orthodontists’
Association and ADEE guidelines. Strong side of RSU programme, in comparison with Cardiff
University (Great Britain) is a small number of residents, which gives a possibility for a specific
individual work with a resident, ensures the resident education by modern technologies, but Cardiff
University teaches classical methods, the latest technologies have to be acquired within lifelong
process for an extra financing. Weak sides of RSU programme – critically low financing for the
programme implementation, on average 10 times smaller like in European Universities.
In Rheumatologist’s speciality in EU countries (Germany – Hamburg University, Charite clinic),
Finland (Helsinki University, ESPO inter-regional hospital) the most essential difference is, that
Rheumatology in these countries is the basic specialty. The programme length is respectively 6 and 5
years.
12.Information about students:
The number of students in the period of review has increased by 1,3%. The information about
students is shown in Table 2.
Table 2. RSU TIF students-residents in dynamics in academic years 2008/2009- 2012/2013
2008./2009.
2009./2010.
2010./2011.
2011./2012.
2012./2013.
Number of studentsresidents
377
429
483
520
527
Number of 1st year
immatriculated
residents
116
126
146
136
124
Number of graduates
53
63
68
78
97
12
Exmatriculated
without education
document
6
5
7
18
28
12.4.Students’ surveys and their analysis
During the review period the resident surveys were introduced to learn about satisfaction with
the work of the teacher of practical training (practice) and problem lectures. The evaluation of the
work of the teachers of practical training was done every month in agreement with the regulation of
Cabinet of Ministers Nr.685 „Provisions of allocation of medical Residents and funding of
residency”. Every month the teaching staff, involved in resident training, is evaluated by 7 criteria,
choosing the most appropriate in the scale from „I completely do not agree” till „I completely agree”.
A negative overall evaluation of the teaching staff is expressed in 58 questionnaire forms from 1125
(5,15%), which is comparatively more than in the previous academic year (3,08%). More than twice
neither of the teaching staff has been evaluated. Good and very good overall evaluation about the
teaching staff is given in 989 questionnaire forms (88%). A specially high evaluation about the
teaching staff was given by the residents in such categories „Clinical evaluation” – 1072 positive
answers or 95,2%, „Human features” – 1052 or 93,5%, „Rendering of medical knowledge” – 1030 or
92%.
Extra to it the residents have evaluated the adequacy of clinical base to the needs of the study
programme. Clinical bases, found inadequate to the requirements, have been mentioned in 82 from
1125 questionnaire forms, which is more than in the questionnaires of the academic year 2011/2012
(43 from 1459 questionnaire forms or 3%). As the most common reasons for the negative evaluation
of clinical bases are mentioned the problems to acquire certain manipulations because of the great
number of students and insufficiency of thematic patients. At the same time, quite convincingly there
dominates a positive evaluation of clinical bases and the percentage of concrete examples is much
higher than the negative reviews. However, the respondents’ activity in questionnaires is
unsatisfactory despite the fact, that in the contracts of agreement with the health care institutions it
has been fixed to be their duty. If in the academic year 2012/2013, there participated on average
22,6% of active residents (involved into the teaching process) in monthly surveys, than in the
previous academic year, on average 33% of active residents participated in monthly surveys of the
teaching staff.
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In residents’ evaluation of problem lectures 94 – 98% students have been satisfied with their quality.
We have to say, that the respondents have given a very high evaluation on the possibility of
recording problem lectures in 2012/2013 which are available now in e-study environment – 67%
excellent responses.
12.5. Graduate surveys and their analysis
No graduate survey was done in the review period.
12.6. Students’ participation in improvement of the study process
In the Faculty of Continuing Education students take and active part the discussions of topical
questions and in decision making, three of their representatives participate in TIF council. In the
internal quality control system there is introduced the register of inadequacies, students’ proposals
and complaints. At the end of each academic year a survey is carried out on the topicality of given
problem lecture themes, about the procedure of the organization of problem lectures, inviting the
residents to express their ideas. For instance, in accordance with the residents’ wishes, the plan of
problem lectures for the year 2013/2014 will include the lectures, devoted to topical issues of
emergency aid. Taking into account the residents’ complaints as to lectures being too long, their
length has been reduced from 6 to 4 academic hours. According to the residents’ request the schedule
for the start of lectures has been changed in order they finish by 17.15.
13. Academic staff involved in the implementation of the study programme, specifying their
qualification and duties, including the study course implemented by each of the academic staff
Regulations of the Cabinet of Ministers Nr.685 „Provisions of allocation of medical residents and
funding of residency” (30.08.2011) say, that theoretical education and practice (work placement)
are implemented by health care institutions, therefore the academic staff participates in the resident
education in separate study course parts, the information about it is shown in Table 4.
14. External relations:
14.1. Cooperation with employers and professional organizations
Cooperation with employers is carried out at all resident education stages: employers
– representatives of health care institutions who participate in selection of candidates
for residency, in programme realization and in residents’ state examination.
Realization of the study programme „Residency in medicine” is done in close
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cooperation with employers, because the regulations of the Cabinet of Ministers
Nr.685 „Provisions of allocation of medical residents and funding of residency” state,
that part of theoretical education and work placement is delegated by the higher
school to the health care institutions. Part of these institutions quite often becomes the
place of work for the residency graduate.
All study programmes „Residency in medicine” specialty programmes are developed in cooperation
with doctors’ professional associations and are coordinated with association boards.
14.2. Cooperation with Latvian and foreign higher schools and colleges which realize similar
study directions and similar study programmes.
A similar study programme is realized in the Latvian University, but in RSU there is a greater
number of specialty subprogrammes. RSU has an agreement of cooperation with the Latvian
University, which certifies, that in case the study programme is eliminated, RSU shall provide the
possibility for students of the respective study programme to continue to get the education.
14.3. Students’ mobility
RSU promotes the residents’ participation in scientific congresses, seminars, symposia, as well as
in-service training in clinics abroad and in ERASMUS exchange programmes. In 2012/2013 45
residents took part in different educational and research events abroad. A detailed information on the
mentioned activities in the last 5 years is depicted in Table 3.
Table 3. Students’ mobility in ac.year 2008/2009 – 2012/2013
2008/
2009/
2010/
2011/
2012/
2009
2010
2011
2012
2013
4
8
14
15
13
24
14
8
12
6
11
11
12
14
26
Number of residents in
ERASMUS
programmes
In-service training in
clinics abroad – the
number of residents
Participation in
congresses and
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seminars
Number of countries
15
12
15
14
19
14.4.University lecturers’ mobility
In the review period 4 University lecturers participated in mobility programmes in
European universities: in the lecturing visit - Vedemedovska Natalija, assistant
professor of the Department of Gynaecology and Obstetrics Katholieke University
Leuven, in Belgium; in experience exchange and training visit - Derovs Aleksejs,
assistant of the Department of Internal Diseases - WGO Education & Training
Commitee, in Portugal; Mackēvičs Vitolds, assistant professor of the Department of
Internal Diseases – in Pavia University, in Italy; Viktorija Ķēniņa, assistant professor
of the Department of Neurology and Neurosurgery – Bergen University, in Norway.
15. Development plan of study programme:
15.1. SWOT analysis of study programmes
Contributes to development of the study
programmes
1. Traditions, preliminary work and
1. Privation of the Riga Stradiņš University
achievements of continuing training in
Clinical Hospital
RSU
2. Deficiencies in the motivation and
2. Compliance of the established specialty
Internally
Impedes development of the study
programme
teaching qualification of doctors working in
programmes with requirements of the
the clinical bases and eligible to ensure
European Union normative
training
documentation
3. Insufficiently active participation of
3. Academic personnel involved in
education of medical residents
4. Cooperation with the leading clinical
hospitals in Latvia
5. Successful cooperation with doctors’
students and teaching staff in quality
inquiries
4. Diminished role of the high school in
organization and supervision of educational
process due to changes in legislation
16
professional associations
6. Achievements in the development of the
residency e-studies
7. Attraction of guest lecturers for
education of medical residents
8. Opportunity to acquire individual study
courses in different regions of Latvia
9. Implementation of the quality
management procedure in continuing
education
External
factors
and
opportunit
ies
1. Establishing of inter-high school
1. Insufficient funding from government for
educational programme
education of non-residents, in particular, for
2. Attraction of the European funds and
attraction and research
other complementary source of funding
2. Decrease of the potential number of
3. International cooperation in education of
applicants as a result of demographic and
medical residents and research
economic situation
4. Use of the international exchange
2. Changes in the area of healthcare caused
programme among students
by socio-economic situation, reducing
5. Improving of foreign language skills for
volume of the planned treatment
academic and general personnel
3. Insufficient development of infrastructure
6. Implementation of new technologies for
for training of medical residents in clinical
acquisition of new educational methods and
bases
clinical skills
4. Incompliance in legislation between the
7. Development of regional clinical bases
responsibility of the high school in
education of medical residents and
opportunity to implement the study
programme in high quality
5. Lack of long-term budget planning in the
Ministry of Health
17
15.2.Perspective evaluation of the study programme, taking into account tasks of
Latvia in implementation of common strategies of the European Union.
The study programme “Residency in medicine” is organized according to the Law on Institutions of
Higher Education, Education Law, Medical Treatment Law, Law on General Practitioners, the
Cabinet Regulation: No.990 Regulations on the Latvian Education Classification (02.12.2008), No.
315 Minimum Training Requirements for Acquisition of Professional Qualifications of Doctors
(23.07.2002), No. 268 Regulations on the Competence of Healthcare Personnel and Employees
Acquiring First Level or Second Level Professional Higher Medical Educational Programmes in
Treatment, and Amount of Theoretical and Practical Knowledge of This Personnel (24.03.2009),
No.685 Provisions for Allocation of Medical Residents and Funding of the Residency (30.08.2011).
Specialty programme directors have evaluated perspectives of new specialists in the field of
their employment, including the information rendered by employers and professional
organizations. For instance, according to the information of Latvian Employers’ Confederation
and Latvian Society of Doctors of Occupational Diseases, in the perspective of next five, six
years, there will increase in the need for doctors of Occupational Health and Occupational
Diseases. The increased necessity for new specialists is found in such fields as: paediatric
rheumatologist, cardiologist, psychiatrist, radiologist, etc.
16. Appendices to the description of the study programme:
16.2. A sample of a Diploma Supplement for each study programme acquired (filled in).
16.3. Documents, certifying that, in case a study programme is eliminated, RSU provides
students with a possibility to continue learning in a different study programme or a
different higher school, or a college (a funding or an agreement with a different
accredited higher school or a college).
16.4. Survey materials of students, graduates, employers.
16.5. Agreement on work placement, or its person’s issued certificates, which provide work
placement, as well as regulations on work placement.
16.6. Written agreement with an involved higher school or a college as to joint study
programme development (if there is such).
16.7. Documents certifying, that a joint study programme is recognized in the respective
foreign countries in a prescribed order (if there is a joint study programme, which is
being implemented together with a foreign higher school or a college).
And other documents in the study programme according to the director’s view.
18
1. Appendix
Characteristics of SP „Residency in
Medicine”
Acad.y. 2012/2013
Rīga Stradiņš University Faculty of Continuing Education, IInd level
Professional higher medical education programme „Residency in medicine”
specialty subprogrammes in academic year 2012/2013.
Specialty
1.
2.
3.
4.
5.
6.
Allergologist
Algologist
Anaesthesiologist, reanimatologist
Doctor of occuptional health and
occupational diseases
Angiosurgeon
Balneologist
7.
8.
Paediatric allergologist
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
Paediatric gastroenterologist
Paediatric hematooncologist
Paediatric infectologist
Paediatric cardiologist
Paediatric surgeon
Paediatric neurologist
Paediatric nephrologist
Paediatric pneumonologist
Paediatric psychiatrist
Paediatric rheumatologist
Paediatric stomatologist
Dermatologist, venerologist
Expert
Endodontist
Endocrinologist
Physical and rehabilitation medical
doctor
Gastroenterologist
Geriatrician
Gynaecologist, obstetrician
Genetician
25.
26.
27.
28.
Paediatric endocrinologist
Study programme director
dr. Ieva Cīrule
prof. Ināra Logina
Assist.prof. Oļegs Sabeļņikovs
prof. Maija Eglīte
prof. Svetlana Thora
prof. Aleksandrs Kriščiunas
prof. Aivars Vētra
dr. Ieva Cīrule
Assist.prof. Iveta DzīvīteKrišāne
dr. Ieva Eglīte
assist. Žanna Kovaļova
prof. Dace Gardovska
doc. Inguna Lubaua
Assist.prof. Zane Ābola
dr. Aleksandrs Kovaldins
dr. Ineta Sosāre
Assist.prof. Vija Švābe
prof. Raisa Andrēziņa
prof. Valda Staņēviča
Assist.prof. Ilona Viduskalne
assoc. prof. Ilona Hartmane
dr. Dagmāra Pandere
assist. Anda Mindere-Gubele
assoc.prof. Vitolds Mackēvičs
assoc.prof. Anita Vētra
assoc. prof. Juris Pokrotnieks
Lecturer Daina Zepa
assist. Maira Jansone
assoc.prof. Rita Lugovska
CP/ECTS
88/132 p
44/66
220/330
176/264
220/330
44/66 a4
132/198 a1
132/198 a1
132/198 a1
132/198 a1
132/198 a1
132/198 a1
220/330
88/132 p
132/198 a1
132/198 a1
88/132 a5
132/198 a1
132/198
132/198
88/132 p
132/198
132/198 a2
176/264
132/198 a2
176/264
220/330
220/330
19
29. Family doctor
30.
Hematologist
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
Immunologist
Infectologist
Internist
Cardiologist
Surgeon
Laboratory doctor
Maxillofacial surgeon
Narcologist
Emergency medicine doctor
Nephrologist
Neurosurgeon
Neurologist
Neurophysiologist
Neonatologist
Ophthalmologist
Oncologist- gynaecologist
47. Oncologist-chemotherapist
48. Orthodontist
49. Otolaryngologist
50.
Palliative care speciālist
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
Paradontologist
Pathologist
Paediatrician
Plastic surgeon
Pneumonologist
Psychiatrist
Psychotherapist
Radiologist-diagnostician
Rheumatologist
Cardiac surgeon
Sports doctor
62. Forensic medicine expert
63. Thoracal surgeon
64. Transfusiologist
65.
Transplantologist
66. Traumatologist, orthopaedist
67. Urologist
68. Dental prosthetist
Assist.prof. Sandra Gintere
prof. Sandra Lejniece
assist. Daiga Auziņa
assoc.prof. Inese Mihailova
prof. Baiba Rozentāle
prof. Ivars Siliņš
prof. Andrejs Ērglis
assoc.prof. Genādijs Trofimovičs
Assist.prof. Jeļena Storoženko
assist. Ģirts Šalms
dr. Sarmīte Skaida
dr. Anita Kalēja
prof. Aivars Pētersons
assist. Raimonds Bricis
Assist.prof. Viktorija Ķēniņa
Assist.prof. Guntis Karelis
Assist.prof. Daiga Kviļūna
prof. Guna Laganovska
assoc.prof. Dace Rezeberga
assist.prof. Dace Baltiņa
Assist.prof. Iveta Kudaba
prof. Ilga Urtāne
prof. Jānis Sokolovs
dr. Anda Jansone
assist.prof. Dace Baltiņa
dr. Zane Lauriņa
assoc.prof. Ilze Štrumfa
prof. Dace Gardovska
dr. Gundars Krauklis
assist. Līga Kukša
prof. Elmārs Rancāns
assist. Artūrs Utināns
prof. Gaida Krūmiņa
prof. Helēna Mikažāne
prof. Romāns Lācis
dr. Alvydas Juociavicius
prof. Aivars Vētra
assoc. prof. Ojārs Teteris
assoc.prof. Genādijs Ambalovs
dr. Ingrīda Sisene
Leading researcher Jānis
Jušinskis
Assist.prof. Halina Jodzēviča
Assist.prof. Vilnis Lietuvietis
assoc.prof. Una Soboļeva
132/198
132/198
44/66 p
176/264
132/198
176/264
220/330
176/264
220/330
176/264
220/330
88/132 a2
264/396
176/264
44/66 a6
88/132 a1
176/264
88/132 a3
220/330
132/198
176/264
44/66 p
132/198
176/264
176/264
220/330
88/132 a2
176/264
176/264
176/264
132/198 a2
220/330
176/264
132/198
220/330
88/132 p
132/198 p
220/330
220/330
132/198
p – additional specialty
a1 - paediatric subspecialty
20
a2 – internist subspecialty
a3 – gynaecologist, obstetrician subspecialty
a4 – physical and rehabilition medical doctor subspecialty
a5 – psychiatrist subspecialty
a6 - neurologist subspecialty
21