International Incoming

Incoming

Welcome to Brandenburg! Congratulations on your choice to spend part of your medical training at the MHB.

As a still small but continuously evolving university we attach special importance to international networking. We are pleased to have caught your attention.

If you plan to complete your entire medical training at the MHB, here is pertinent information on the formalities.

If you are interested in spending only part of your medical training at the MHB, below is additional information on the individual study programs.

Information on these pages will help you to prepare your study period at the MHB and assist you in the first steps to be taken. You will see that close contacts between its members are the norm at our university – not only because we are small but because this is part of our philosophy. So feel free to ask about anything you want to know.

Newcomers to the MHB quickly learn to appreciate the charms of our locations in Neuruppin and Brandenburg an der Havel, exciting and interesting towns with a flourishing student life and attractions for everybody.

So do not hesitate to contact us, come to us as soon as you arrive to discuss all further details. We will do our best to assist you in any way we can.

Application

As a first step, contact the international office at your home university to enquire about options and application procedures. Upon approval of your home university, you or the responsible coordinator at your home university should contact the International Office at the MHB. We will then plan subsequent steps together even in cases where no partnerships or exchange programs have been agreed so far.

Application period

The academic year at the MHB comprises two semesters so that you may apply either for the summer or the winter semester. Please take note of the module schedule; contents may differ from summer to winter. Deadlines for applications to be sent to MHB by your International Office are 30 June for the winter semester, and 30 December for the summer semester.

Language proficiency

The language of instruction is German. Applicants should document at least (!) level B2 of the Common European Framework of Reference for Languages, due to early patient contacts in our medical model curriculum. Feel free to enquire about language courses at the MHB.

Application documents

The following documents need to be submitted for application:

  • Application form (download)
  • CV
  • Letter of motivation
  • Proof of language proficiency
  • Proof of vaccination status (only medicine)
  • Proof of international health insurance
  • Transcript of Records

Application form & Learning Agreement

Several documents are required for registration. Please submit first the application form and your Learning Agreement. In addition we need a current and duly signed Transcript of Records from your university. Upon receipt we will inform you of subsequent procedures.

Please send your documents via mail to:
Medizinische Hochschule Brandenburg CAMPUS GmbH
Referat für Auslandsangelegenheiten
Fehrbelliner Straße 38
16816 Neuruppin, Germany

or via email to:
international@mhb-fontane.de

Medicine

The Brandenburg medical model curriculum comprises six years minimum, with a standard period of study of six years and three months including the examination period in part three of the National Medical Licensing Exam (§ 1(2) Medical Licensing Regulations).

The programme comprises three stages. Contents of the first stage (semesters 1 – 6) address body organs and systems. The second stage (semesters 7 – 10) covers typical medical issues arising in various life stages and medical disciplines. The third stage is the practical year.

The third stage of medical training, the practical year, starts after five years and comprises 48 weeks. As specified in licensing regulations for the practical year (§ 3) candidates need to complete three internships of 16 weeks respectively. Medical training concludes with the third part of the National Medical Licensing Exam in accordance with licensing regulations.

The course catalogue has detailed information on all modules. More details are available from our Office for Curricular Development and Coordination.

module overview

Teaching formats

Our teaching formats document an approach to medical knowledge that is fresh, innovative and well thought out. This educational concept invites students to understand and grasp medicine in new ways. Course content is repetitively addressed in the sense of a learning spiral of increasing complexity and detail, according to students’ level of training. Learning in small groups facilitates constant exchange and helps to share knowledge and clarify questions. Students are schooled in scientific methodology and conditioned for life-long learning. The focus is on practical skills as well as on communicative and psychosocial competences.

Here you find a listing of teaching formats with short descriptions (abbreviations refer to German terminology):

Problem-oriented learning (POL)
Students meet in small groups, as a rule twice per week. Monitored by specially trained instructors, these groups ideally comprise 8 students maximum.

The group explores a medical problem or an issue from one of the modules. Learning objectives are developed in self-study as well as in seminars, practical exercises or lectures. The format serves to deepen and expand existing knowledge. In a second group session participants present and discuss the results of their efforts.

Seminars

Interdisciplinary seminar
Interdisciplinary seminars (IDS) on clinical-theoretical basics serve to deepen acquired knowledge, convey correlations across subjects and disciplines, and highlight connections between theoretical and practical subject matter. Seminars are interactive and may include keynote presentations.

Seminars in human and health sciences
Seminars in human and health sciences comprise seminar courses during semesters on:

  • fundamentals of medical thought and action,
  • health sciences and
  • scientific methodology.

Seminars focus on social, philosophical, ethical, historic and methodological aspects of medicine.

Lectures
Alongside seminars, lectures (VL) convey more complex content or provide overviews of comprehensive subject areas.

Exercises
Exercises in diagnostics and therapy (ÜDT) support the acquisition of practical skills required in the medical profession (e.g. blood sampling, physical examination, sonography, suture course). Participants of small groups (see POL) stay together for practical exercises.

Bedside teaching (UaK) is also organized in small groups. Group size for patient demonstrations is 6 students maximum, and for physical examination of a patient 3 maximum. In these exercises students have sufficient opportunity to become proactively involved to the necessary extent to acquire practical skills and competences.

Exercises on teamwork, reflection, interaction and communication (TRIK) convey professional communication skills in the context of a physician’s activities, some of them involving simulated patient contact. Exercises are organized in small groups as a rule and follow an independent curriculum across semesters.

Internships
Facilities of medical and psychosocial primary, secondary and tertiary care as well as research institutions are involved in our students’ practical training. Internships serve to school skills and competences and put acquired knowledge to the test in clinical practise.

Internships organized in groups of up to 16 students serve to acquire and train practical skills and know-how. Topics are the scientific fundamentals of medicine, clinical subjects as well as clinical and medical theory, such as medical ethics and medical law, biochemistry, pharmacology and microbiology.

“Practice Day” (internship in general medicine and in outpatient care at specialist practices) is our name for a teaching format for students of the 2nd to 5th semester which as a rule takes place at outpatient practices for a duration of 2 weeks respectively. Students attend consultation hours in an observing or assisting capacity and are included in the examination, counselling and treatment of patients at the physician’s discretion.

The internship on “careers in medicine” (BFE) introduces students from the 1st to the 5th semester to a range of potential activity areas for physicians (e.g. public health services, health insurance funds, nursing institutions, hospices, occupational medicine, pharmaceutical industry, research facilities).

Internships on the ward (SP) represent the essential integrative teaching and learning format in hospital contexts (block internships, § 2 Medical Licensing Regulations). The focus is on differential diagnostics and therapy of the main diseases under conditions of daily clinical practice. Core elements are bedside teaching and students’ gradual assumption of responsibility for patient care over the course of their studies. Internships on the ward are accompanied by theoretical units to ensure the closest possible integration of theory and practice, and may be complemented by interdisciplinary theory units (preparatory courses). Internships must be completed in the following fields/modules:

  • gynaecology/obstetrics
  • paediatrics
  • neurology
  • psychiatry
  • internal medicine
  • geriatrics
  • surgery
  • anaesthesiology and intensive medicine
  • elective “minor subjects” (e.g. ophthalmology, dermatology, ENT, urology)

The “scientific elective internship” (WPP) introduces and broadens scientific methodology, allowing for individual interests in a specific subject area and/or research institution. 6th-semester students complete this internship at a facility of inpatient our outpatient care or an academic or research institution. The internship includes elaboration on a topic with a clearly specified question or work assignment.

Elements of the WPP in the second study stage are research workshops and colloquia to deepen knowledge acquired during the first stage and to continue the training in scientific methodology at an advanced level (scientific portfolio).

Case presentation
Case presentations (FV) in the second stage serve to present real patient cases including findings and treatment options. Teachers and students jointly develop clinical procedure and discuss diagnostic and therapeutic options as well as guidelines and cardinal symptoms. Group size corresponds to seminars.

Case conference
Case conferences (FB) form part of modules with internships on wards. Unlike case presentations, each student prepares a real patient case for discussion in the small group with an instructor as supervisor.

Clinical elective
The 4-month clinical elective must be completed after the 5th semester during the lecture-free period, after students have successfully passed all exams and tests scheduled for the first five semesters. The aim is to acquaint students with daily medical work in hospitals and outpatient care. The elective must be completed up to the second stage of medical exams, and be documented upon registration for the second part of medical exams as specified in annex 6 to medical licensing regulations.

The elective comprises two months in a hospital or inpatient rehabilitation facility, one month in an outpatient facility under medical supervision or a suitable medical practice, and one further month in a facility of GP care.

Practical year
In the third stage of medical training students complete a 48-week period of continuous practical service as stipulated in § 3 (3) medical licensing regulations in the following medical subjects:

  • internal medicine,
  • surgery,
  • general medicine, or one of the other (not above-mentioned) clinical-practical subjects.

As stipulated in § 3(1a) medical licensing regulations, MHB develops a training schedule for the medical curriculum. Studium fundamentale.

Studium fundamentale
Studium fundamentale describes courses on non-medical topics, e.g. from humanities or arts.

Tutorial in natural sciences
A tutorial in natural sciences is offered in the first study stage to students who want to expand their knowledge in basic subjects like physics, chemistry and biology.

Sample timetable

Here is a sample timetable for a week in the 3rd semester. Below you find a sample of a schedule in the second stage of the curriculum. Please note: these are samples, and actual schedules can vary in terms of times and procedures depending on module content.

 

Musterstundenplan

Semester Dates

For semester dates see here.

Grading system

Grading systems differ from country to country. It is therefore important to check the compatibility of grading systems in advance. Below you find information on the grading system and examination formats used at the MHB. A Learning Agreement needs to be concluded between MHB and your home university to ensure compatibility with the system at your home institution. The Learning Agreement records details of workload and course content.

In order to successfully pass a module, students must attend 85 % of teaching units (POL, TRIC, practice day, ward internships). In addition they must correctly answer at least 60 % of questions in the module exam. Based on results achieved, students then receive a Transcript of Records documenting their performance.

Here is an overview of ECTS credits awarded for each module.

Examination formats

As a rule, each semester (first stage) and each module (second stage) conclude with a written and a practical examination respectively. Examples of practical examinations are the OSCE (Objective Structured Clinical Examination) and the Mini-CEX (Mini-Clinical Evaluation Exercise). Having completed the 10th semester, students take the second part of medical licensing examinations, and after the practical year, the third part. They complete the medical curriculum with the state examination.

Written examinations
(with open-ended and/or closed questions) may have the following formats:

  • Multiple Choice Format (MCQ): written exams with a choice between several given answers
  • Modified Essay Questions (MEQ): written exams with short answers in free-form text, and questions to be addressed in sequence
  • Free formats in writing: project documentation, term paper, poster, patient report, modified essay and other. Deadline, structure and scope as well as assessment will be specified depending on respective requirements. Candidates may be requested to give a final oral presentation.

Combined examinations
with oral, written and/or practical parts are offered in the following formats:

  • Objective Structured Clinical Examination (OSCE): several stations with one examiner respectively. Examiners may use simulation patients or subject-specific objects (e.g. diagnostic findings, models or preparations), and they record a candidate’s performance on a standardized checklist.
  • Objective Structured Pre-Clinical Examination (OSPE): one or several stations where candidates complete several test assignments based on medical models, preparations or visual material. 
  • Workplace-related clinical examinations: the candidate performs a clinical test assignment with an authentic patient or simulation patient (e.g. anamnesis, consultation, physical examination). Examiners use a standardized record sheet for assessment.

Portfolio
specified number of academic achievements/credits to be documented within a defined period, e.g. in the course of a module or over the entire second stage. Achievements/credits may be documented as written, oral, practical or combined performance. Structure and scope as well as assessment will be specified depending on respective requirements.

Psychology

For further details, see the following informations. 

Bachelor

The standard period of study for the Bachelor programme in Psychology is six semesters. Having passed the Bachelor examination, graduates are awarded the academic degree of “Bachelor of Science” (B.Sc.) in Psychology. 

Module

Psychology is concerned with human experience, ways of thought, feeling and behaviour as well as the causes and conditions thereof. The curriculum of the Bachelor programme comprises basic subjects and application subjects of psychology. These are the obligatory modules: 

  • Introduction to Psychology
  • General Psychology A und B
  • Developmental Psychology A and B
  • Social Psychology
  • Personality and Differential Psychology
  • Psychological Diagnostics and Assessment
  • Biological Psychology A and B
  • Clinical Psychology and Psychotherapy 1: Basic
  • Clinical Psychology and Psychotherapy 2: Behavioural Approaches
  • Clinical Psychology and Psychotherapy 3: Psychodynamic Approaches
  • Educational Psychologie
  • Clinic Placement and TRIK
  • Qualitative Research
  • Empirical scientific internship
  • Studium fundamentale
  • Internship
  • Bachelor´s thesis 

Elective Modules:

  • Work and Organizational Psychology
  • Educational Psychology
  • Neuropsychology 

For further details see the course catalogue

Master

Admission to the Master programes requires a Bachelor degree in Psychology or an equivalent first higher education degree qualifying for professional employment in a discipline particularly suitable for the objectives of the programes.

The standard period of study for the Master programes is four semesters.

Having passed the Master examination, graduates are awarded the academic degree of “Master of Science” (M.Sc.) in Psychology.

The Master programme aims to convey scientific, clinical-psychological and basic psychotherapeutic professional skills and to school students in clinical psychology and psychotherapy science according to the current state of knowledge. The curriculum covers theoretical as well as in-depth fields of application. These are the obligatory modules:

  • Introduction of Clinical Psychology and Psychotherapy
  • Medical Psychology, Rehabilitation and Health Psychology
  • Health Psychology
  • Neuroscientific Foundations of Clinical Psychology
  • Clinical Competence (4 Modules)
  • Applied Research in Clinical Psychology and Psychotherapy
  • Quantitative Research Methods
  • Quantitative Approaches and Mixed Methods
  • Studium fundamentale
  • Internship
  • Research Workshop (Development of Research Design)
  • Research Workshop (Independent Research Skills Development)
  • Master´s thesis

For further details see the course catalogue.

Teaching formats

The following list with short explanations will help you to understand the teaching formats used at the MHB. 

Lectures

Lectures are teaching formats where instructors convey knowledge primarily by lecturing. The atmosphere is interactive. 

Proseminars

Proseminars combine the conveyance of theoretical knowledge by instructors and students’ individual contributions in the form of oral presentations, debate, case discussions and/or a written paper.  

POL seminars / advanced seminars

Problem-oriented learning (POL) is a method of instruction and learning which serves to promote the acquisition and structured exchange of knowledge and to stimulate cognitive processes. This format can be organized in small groups.

In advanced seminars, students acquire and exchange knowledge and add their own input.  

Tutorials

Tutorials serve to transfer selected and specific contents from a lecture into application. Here the focus is on students’ supervised but nevertheless autonomous processes of retracing and comprehending, i.e. exercising. This involves specific applications and decision making, processes, assignments, problems or difficulties to be overcome. A core objective is that students develop competences of action and discretion. 

Teamwork, reflection, interaction, communication (TRIK)

The focus in TRIK seminars is on ways to convey, acquire and exercise competences in relationship building. One element is the conveyance of fundamentals in communication psychology, another is self-awareness, e.g. via role plays. Students learn to develop an empathetic attitude and acquire the skills required in successful communication with patients, relatives, colleagues and staff.

Internships

Internships comprise the obligatory clinic day on wards or in functional areas of university clinics or cooperating hospitals on the one hand, and the obligatory internship on the other.

Assignment as test subject

Students are assigned as test subjects and thus gain valuable insights into the role of patients being examined and also into the design and procedures of psychological examinations in various fields of the discipline.

Sample timetable

Here is a sample timetable for a week in the 1st semester. Please note: these are samples, and actual schedules can vary in terms of times and procedures depending on module content.

Timetable sample