"The Post-Baccalaureate Pre-Med program has a straight-through admittance into the IUHS MD program.

School of Health Sciences

IUHS is pleased to announce the launch of the School of Health Sciences which will offer a post-baccalaureate for direct admission into the medical school (as a post-baccalaureate program) and a longer course of study to receive a Bachelor of Sciences (BSc). The first intake of students will be April, 2013.


The Pre-Medical course and degree offerings at IUHS are designed to provide the necessary academic foundation to undertake the study of Medicine. The philosophy of the department is to not only prepare students for medical school with the necessary undergraduate sciences but to enlighten them and draw the links between those studies and medicine. It is often forgotten in the dizzying maze of premed offerings to undergraduates that the science of medicine began with mans’ first inquiries into the physical world. The findings and principles of the disciplines we now know as physics, chemistry and maths were applied step by step to the study of animals and humans to discover the principles of biology and medicine.

IUHS has devised a curriculum of courses that focuses on those underpinnings of medicine and illuminates their place in medicine. This brings subjects like physics to life and engages the student in a way they could not have anticipated in a subject they may not have appreciated was integral to medicine. While the subjects and syllabus may sound similar to courses at other Universities, what sets the IUHS program apart is the discussion of correlations of the course content to the practice of medicine.

Active Learning Pedagogy

Student activity in the pre-med and BSc program is governed by ‘Active Learning’ whereby the student participates in virtual classroom and monitored study groups while receiving support and structured activity from the Academic Enhancement team which includes targeted Q & A sessions.

IUHS emphasizes a competency based assessment learning model that ensures the student not only meets the expectations of medical school but learns knowledge acquisition and self-assessment skills critical to function in their pending postgraduate and professional environment.

Academic Enhancement

The long term goal of the Academic Enhancement program is to empower the student to become a successful lifelong learner prepared to keep up with the changes in Medicine. The short term goal is to provide student feedback on their knowledge management and learning while teaching them to be able to achieve that assessment themselves. This is done through a series of structured knowledge retention assessments with concrete and subjective components.

The first concrete component is student use of the Exam Master testing system to create weekly self-assessment exams (SAE) related to the block material. These exams are monitored by the Academic Enhancement team for competency and knowledge management. The Academic Enhancement team ( documents each student’s performance and teaches the student how to use the system to assess his or her own performance.

The second concrete component is the offering of two Diagnostic Assessment and Retention (DAR) examinations at the conclusion of each block of study. These exams are used to monitor the students’ competency, and allow them to acknowledge their understandings and needs.

The subjective component is comprised of students being trained in knowledge self-assessment skills. This is achieved by using a predictive model of exam-taking, utilized throughout the program. While students do block examinations (BE) and Academic Enhancement examinations (DAR) they are required to record, on a simple score sheet, whether they believed they got a question right or wrong with a √ or X. Students are required to submit their predicted outcomes to the Academic Enhancement team. Students and the Academic Enhancement team use these predictions to help students resolve the outcomes of the predictions and learn how to direct their studies to address their weaknesses and misunderstandings most efficiently.

This teaching/learning exercise achieves self-awareness for the student with respect to their knowledge. The student first must make a decision about the knowledge in question to answer the exam and then must make a decision about that decision. This latter step forces students to validate and verify their understanding of the knowledge in question. The perceived areas of weakness versus real areas of weakness and perceived areas of strength versus real areas of strength are readily apparent in the outcomes. Students will be instructed that a deviation of less than 5% between predicted and actual scores is their goal to truly know what they know and know what they do not.

Testing and Assessment

Students in the pre-med and BMedSc programs benefit from the same type of testing and assessment protocols in the School of Medicine.

Students will also be instructed in predictive model of exam taking and self-directed learning assessment by utilizing the IUHS practice exams and Block exams. The goal of this exercise is to force the students to move beyond simply looking at questions, making some choice and then reading the answers. By recording and reporting their predicted choices they are forced to first make a decision about the material and then think about their understanding of it. The Academic Enhancement team assess the diagnostic exams an use the data for evaluation purposes and retesting/reviewing.

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