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The FirsT 30 Years oF The english language Medical educaTion in Pécs

The FirsT 30 YearsoF The english language

Medical educaTion in Pécs

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‘Chance favours the prepared mind’

let me extend a warm welcome to our alumni, toour Professors and colleagues of the Medical school.

our Medical school has educated several interna-tionally acknowledged and excellent scientists despitethe often hindering circumstances. Many influentialexperts of their fields have emerged from among ourprofessors in the national scene of medical science.The Faculty borrowed its motto from louis Pasteur:’chance favours the prepared mind’ thus emphasiz-ing that the quality of education above all has alwaysbeen of major concern since the foundation of theMedical school. our school has been accreditedcentre of excellence by the hungarian accreditationcommittee, reaching top rankings on the national

ranking list of hungarian universities. Besides ourmedical, dental programs the pharmaceutical andmedical biotechnology programs have also achievedthe highest standards in all comparisons. The degreesissued by our Medical school are accepted and hon-oured across the european union and the unitedstates.

Within the university this faculty has had a tra-ditional leading role in basic and applied researches.even today we still have several excellent researchersand research-groups; in the scientific field we canboast about being the far most productive unit of theuniversity. it is a tradition of ours that is much olderthan the university itself and its roots reach back tothe time of transferring the medical training to thetown of Pécs.

last year our faculty was ranked the 2nd place onthe standard-setting competence list of the 167 hun-garian faculties and gained top ranking for the qualityof educators’ work. We are aware that statistics maydistort figures. We know that we can still develop. Weknow that there is a lot to be done. however, it is re-assuring that our professors’ board at the Medicalschool is still firm and robust. The graduating doc-tors, dentists, pharmaceutists and the graduates fromthe biotechnology program can face challenges thatwill lie ahead. as our programs develop, we also lookforward to further governmental support to bolster thehungarian health-care schemes.

our human resources have always been excep-tionally well-equipped and committed to our insti-tution. despite the rapid technical development andthe accelerating rate of specialization for the differentfields of science, the medical science and its related

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sciences have maintained the closest contact (tutor-student, patient-doctor) as for the basis of interper-sonal relationships. a typical feature (and apre-requisite) of the medical profession is to show ‘es-prit de corps’. i wish that the relationships that haveevolved either between tutor and student or amongpeers remain stable and fruitful, supporting one an-other’s jobs and professional careers. although thereis a possibility for reunion every 5th year, the bondswill reunite the old group-mates and peers soonerand our faculty is more than glad to welcome alumnistudents anytime.

last but not least, let me tell you as to our previ-ous students why you are the most important for us:in spite of communion, differences of opinion andprofessional debates You are the rudiments ofhealth care. Though separated in space and time, oneelement of it is that we have all been students of thissame alma Mater. For this reason let us do all whatwe can to surmount the standard of the quality ofthe education, develop our scientific research activityand to enhance the good will of clinical treatment.We intend to support anybody who is willing to goahead with bearing these aims in mind.

i wish you good health and good luck in the nameof the university of Pécs Medical school. let us askyour help to convey the message that the universityof Pécs Medical school has remained and is still con-tinuing to be the strict, but high-quality profile in-stitution it used to be.

cordially yours,

attila Miseta, M.d., Ph.d., d.sc. dean of the university of Pécs Medical school

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Elisabeth University Catering, late 1920s

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Hotel Palatinus Mirror Room, Professors’ dinner

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Faces from the Past

Ferenc Oláh, Elisabeth University László Radnai, student

Árpád Szűts, student Lili Partos, student Dr. Balogh, Elisabeth University Erzsébet Farkas, student

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Fallen Heroes Plaque, 1930

Clinical staff

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Reunion of the ’58 graduates in 1993

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Professors’ board

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30 Years of English Medical Educationin Pécs: A Personal Account

(József Szeberényi)

The program startsat the time when the idea of starting an englishlanguage medical education program for foreignstudents came up (1983), i was working atWashington university in st. louis. i was amongdozens of young researchers from Pécs who had thechance to work as postdocs for 1 or 2 years in highlevel american or Western european laboratories. Wewere trained in state-of-the-art research and practicedthe language of science: english. Most of us were alsoheading home at the end of our terms to use ourexperience and skills acquired during these studytrips, and to try to do meaningful research undermuch less optimal conditions. not coming back tohungary in due time would have severed all ourfamily and friendship connections. This was the socalled “communist era” when leaving the countrywithout permission from the authorities usuallymeant a long period of exile.

still, the hungarian system was definitely moreliberal than the regimes of the other countries of the“eastern Bloc”: very few scientists were allowed tovisit Western labs from the german democraticrepublic, czechoslovakia or romania at that time.This was an important factor in starting the englishProgram: all departments in Pécs had at least 2-3lecturers with appropriate language skills to startteaching. This was probably not the case at most ofthe medical schools in the surrounding countries.

i got the news from my predecessor and boss at

that time, the late Professor andrás Tigyi. he wasvery excited. initiation of the program was decided atthe level of high politics, but several Professors fromPécs played an important role in it (József Tigyi,Professor of Biophysics and Béla Flerkó, the rectorand Professor of anatomy among them). hungarianemigrants living in the us (mostly medical doctors)helped to advertise the program and to recruitapplicants. The program started in the academic year1984/1985 and it was the first english Program notonly in hungary, but in all central europe.

While english programs started at the othermedical schools in hungary (semmelweis, debrecen,szeged) in 1 or 2 years, such medical educationprograms became possible in other east-europeancountries only after the political changes in 1990. Wehad the edge. By that time i had already returnedfrom the states and was among the teachers of thefirst english Program class. andrás Tigyi became thefirst President of the english Program, his work washelped by lajos Tima from the department ofanatomy, as secretary of the Program.

Waves of different nationalitiesThe first small classes mostly consisted of studentsfrom iran and kids of emigrant hungarian/americanfamilies. Then, in the 1990s, came a strong greek“invasion”. This was probably facilitated by the visitof greek Prime Minister, andreas Papandreou, toPécs. he must have liked the place and the medicalschool, and the news spread: more and more studentsfrom greece enrolled into the program.

The next strong wave was produced by norwegianapplicants at the turn of the millennium. The key

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player in this process was sveinung lunde, thedirector of Björknes high school in oslo. he visitedour Medical school at the end of the 1990s anddeveloped an excellent relationship with theleadership of the university. Together with collegeinternational of Budapest, Björknes high school/college did (and still does) an excellent job inrecruiting scandinavian students for Pécs.appreciating his outstanding efforts, lunde waspresented with an honorary doctorship by therector of Pécs university in 2010.

an extremely important year in the history of ourenglish Program was 2004: hungary becamemember of the european union resulting in theautomatic acceptance of our medical diploma in eucountries (and countries like norway and israel).There was an immediate boom of applications: thenumber of students in the freshman year quicklyincreased to over 200 and it has stayed that high eversince. The increased interest toward hungarianmedical education made the english Program classesmore heterogeneous: while the number of studentsfrom iran and the scandinavian countries remainedhigh, we now have many students from spain,nigeria, Korea, Japan, the uK, germany, israel, theus, canada, ireland, and other countries as well.This cultural colorfulness contributes to the livelynature of our program. importantly, youngsters ofvarious nationalities seem to get along well: very fewinter-ethnic clashes happened during all these years.Besides the general Medicine program, we were ableto start programs in dentistry (2005), Pharmacy(2009) and Medical Biotechnology (2010) as well.

My activities in the English Programsince i was asked by Professor Miklós nyitrai, thehead of the english Program to give a personalaccount of the last 30 years, i have to brieflysummarize my activities in the program. except forfour years i worked in Boston (1987-1991), i havebeen involved in the program throughout the wholeperiod. First as a group instructor and then, after1992, as the course director of the compulsorysubject Molecular cell Biology and several otherelective courses in medical biology. The studentsfound our courses important and appreciated theteaching efforts of the staff of our department. in1994 i became member of the english Programcommittee, and served as the head of the Programbetween 2001 and 2006, together with lajos Tima,the secretary of the Program. although this periodgave a heavy load of work for both of us and ourhands were full of everyday administrative duties,there were exciting aspects as well. We organized andparticipated in entrance examinations, handledacademic and out-of-school problems of students,negotiated with real and would-be recruiting agencies(trying to avoid being outsmarted) and workedtogether with the medical school leadership toimprove our english Program. in the first part of myterm we had to struggle to collect sufficient numbersof students to keep the program running. after 2004we had to deal with the opposite: the rush ofincreasing numbers of applications. Being a witnessand sometimes in charge of all these events made thisperiod an important and interesting phase of myacademic career. i liked it.

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i consider the so called “1+5 program” as the mainachievement of my period as head of the englishProgram. This is a joint educational effort of theuniversity of Pécs Medical school, the university ofoslo and Björknes college that starts in oslo andbrings every year about 40 well-trained norwegianstudents to the second year to Pécs. The mainsubjects of the first year (chemistry, biology,biophysics, epidemiology), hungarian language anda few facultative courses are taught at the universityof oslo and at Björknes college. Then the studentsmove to Pécs, take anatomy and histology/embryology as a summer course, and those whosuccessfully pass all the courses, enroll into thesecond year in Pécs. The program was initiated bysveinung lunde and the details were worked out bythe two of us, with the help of the course directorsand the leaders of the Medical school. The 1+5program is in its 9th year now and has brought manyexcellent students to our Medical school. i still serveas the Pécs coordinator of this program.

i spent quite a bit of time and effort to organizeanother project as well that looked very promising at the beginning, but may turn out to be anunsuccessful endeavor at the end of the day. Thisprogram would mean the export of our medicaleducation to norway: in collaboration with Björknescollege, an out-of-town (even out-of-country)university of Pécs Medical school would beestablished in oslo using our curriculum, know-howand personnel. The program was originally designedwith the first two years to be taught in oslo (exceptfor anatomy; dissection classes would be held in

Pécs). in the long run, preclinical and clinicalsubjects would also be transferred to oslo with theparticipation of local professors, lecturers andteaching hospitals. The hungarian accreditationcommittee – after several rounds of fierce fighting –finally approved the extramural medical educationprogram. unfortunately, by then the norwegianrules became stricter and the permission of theirMinistry of education is now also required. Thenorwegian accreditation of the program is stillpending, and it is up in the air whether this ambitiousplan will be realized or not.

The futureThe perspectives of our english Program look quitebright: we have had a large number of applicants inthe last couple of years. having students from moreand more countries all over the world makes theprogram more diverse. Bringing different culturestogether improves the atmosphere at our school,makes it more and more attractive to futureapplicants. Medical doctors graduating from ourMedical school are well-respected in their homecountries and they spread the word among friendsabout a nice small town in central europe and itsgood medical school. considering the steadilyincreasing number of our competitors in theneighboring central european countries our bestweapon to survive and prevail is the satisfaction ofour graduates and their patients. We need tomaintain the quality of our medical education andthereby cherish the precious recruiting power of ourpresent students and alumni.

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Interview with Professor JózsefSzeberényi

Was the English program started in Pécs for thefirst time in Hungary or you had adopted fromother examples?The idea came up in 1983, the only event precedingmay have been that in Budapest the germanprogram had started a year earlier.

however, the english Program launched in Pécswas not only the first time in hungary but also incentral europe. as far as i know the english Programin Budapest started one year after ours. although theyovertook us in the german training but the englishprogram started here in Pécs.

i have already been working for the departmentof Medical Biology, however at that time i wasworking abroad. i came home from the states in1984, so i don’t really have any first-hand experienceof the beginnings, only what i have heard. You couldacquire excellent information from dr Tima aboutthis, he was the secretary of the english Programfrom the beginning and he contributed to theorganization of the whole thing. What i have heardthat some of the professors initiated it here at theuniversity, i think mainly Professor József Tigyi. hewas an academician and the Professor of theBiophysics department and earlier he had been therector of the university. actually, it was a politicaldecision in the Kádár era that the program couldstart in 1984, a decision made very high up, probablybecause some of the leaders of the university wereon good terms with györgy aczél (a culturalpolitician of the time). i think these connections and

the contributions made by Béla Flerkó – the rectorof the university back then – made it possible. Thefirst chairman of the english Program was andrásTigyi, he had been my boss.

i am not sure about the exact numbers but i thinkthe program started with approximately 25-30students. Many students of the first years were thechildren of hungarian parents living in the unitedstates. in other words they were the descendants ofthose who moved to america in ’56 or earlier. onthe other hand there were many iranians, becausethere had been a major political change in iran in1979, the regime of previous shah was overthrownby the revolution of Khomeini ayatollah. Many ofthe wealthy families had to move because of that andsome of their children became students in the firstyear. For example, there was a student who wasrelated to reza Pahlavi shah, so basically he was apolitical refugee, otherwise a good student, hegraduated without any problems. on the one hand,a brave political decision was made, which wereundertaken by the university, on the other hand thehungarian state was close to bankruptcy in the early‘80s, so the financial difficulties helped to push thestart of the program.

From the university point of view, only thefinancial reasons were the game changer orprestige was also taken into account? i am sure that the financial reasons were veryimportant, as foreign currency was very limited forresearch or even for educational matters. so thesystem for grants as it exists today, which can providesignificant amount of money for research was totally

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unknown. so the money was little, howeverchemicals or instrument could only be purchased forforeign currency. of course the prestige of theprogram was exquisite. a foreign language medicaltraining in the heart of europe, in a small country inan even smaller town, i believe it is and it was a greatthing. There was another important aspect to it,which explains why the medical training in englishstarted in hungary. We keep saying that we were thehappiest barrack. it was also true for other matters. inthe ‘70s but even more in the early eighties manyhungarian researchers could go to western countriesand to the us mainly and they could work there 1-2-3 years. after these years they came home, as i did.Most of us came home because if we stayed it wouldhave been defection back then and it meant that youlose all your connection at home. it would have beena final decision to leave the country and not many ofus could undertake that final decision. The majority,who returned came back with the appropriateenglish knowledge and experience from a country,the usa, which were leading in the fields of sciences.in other words, we were more prepared for universitytraining than the instructors in the neighbouringcountries. as the program and the instructionstarted, and we got the swing of it, obviously itaffected the performance of the instructors as well.We had to look for things we wanted to teach inbooks from the us, and i am sure it had a positiveeffect on the hungarian program and education aswell. i think we should greatly respect the bravery ofthose who started the whole thing against all odds,because it could have been a great failure. it wasimpossible to predict whether it will work or not. But

it had a very positive impact on our university. in thefollowing years, three other hungarian Medicaluniversities started their own english program.

How did you compile the teaching material for theforeigners? Same as for the Hungarians or did youfollow a totally different structure?The structure was the same, we followed the samecurriculum and taught the same subjects except thepolitical subjects – back then we still had politicalsubjects – but the scientific subjects weresynchronised, same number of teaching hours. andfrom the very beginning our goal was not to havedifferences between the hungarian and the englisheducation that applied to the established set ofrequirements as well. it was tough to fulfil it at thebeginning since the hungarian teaching materialswere available but we had to obtain the books inenglish. obviously we have used the english booksearlier as well when compiling the hungarianteaching material, but when the english Programstarted all the institutes were forced to order moreenglish books. i think what happened in case ofevery subject from the beginning is that the englisheducation gradually became more and more similaras time passed, and by now the two are identical.

How did Pécs get on the map of the studentscoming here? amongst the american-hungarians there were somewhose parents graduated from here or had someother connections with the city. and also those, whohad connection in the states told their friends andthe oral tradition went on. of course this is no

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explanation to the iranians, i don’t know where theygot the information, but they were present from thebeginning. also around the start the greek ministervisited hungary and came down to Pécs as well. hewas shown the university and the city and it’sinteresting, because after the first few years there wasa kind of greek invasion. it was in the beginning ofthe ‘90s and we had a year/grade where 70-80 % ofthe students were greek. They were informed aboutthe program through quasi-official channels. Then,at the end of the ‘90s something changed in greece,probably they got tired of too many doctors comingback from hungary and they framed a law that theyonly recognise medical diplomas if the language ofinstruction was on the official language of thecountry concerned (greece). if you think about it, itmay sound nonsense but may not, since you can onlyget an appropriate training if you can talk to thepatient of the given mother tongue. if the instructionwasn’t on the language of the given country, it isimpossible. hungarian patients are neither likely tospeak english nor greek in particular. Therefore, ifthe medical student during his medical educationcannot make contact with the patient then it’sunacceptable. This greek decision almost had acatastrophic impact on our program, by themillennium the greeks basically disappeared and weended up with certain years/grades where thenumber of students dropped to 20-25. We had thesame numbers at the very beginning, but in betweenin the ‘80s and ‘90s we had years/grades of 60-80.at that point we thought it was all over.

And what happened next? Was there some kind offluctuation between nations? Was there a trendthat some nations always appeared in exquisitelyhigh numbers?Yes, exactly like that. We survived this crisis whenthe norwegian students started coming. Thebackground was that there is a private college(Björknes college) in oslo recruiting students forhungary. The former dean and the leadership hadand still have a very good relationship with thisschool, and also a hungarian recruiting companycalled college international helped us out and filledup the english Program. That’s how the norwegiandominance started from 2000 on and it’s still on.looking at the entire program the number ofnorwegians is the highest but there are manyswedish as well. The next remarkable step was whenwe joined the european union and from this pointon the hungarian medical diploma became widelyrecognized. it was a huge fore. up until 2004 we hadmaximum 60-80 students on each year. nowadayswe have more than 200 students on the first yearsand if it was merely a matter of applications we couldstart with even higher numbers. Back to the originalquestion, right now we are experiencing a spanishinvasion; we also have a high number of southKoreans and a growing number of nigerians. smallerwaves are always observable. i believe it’s a good thingto have students from so many countries, on the firstyear more than 30 nations are represented.

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In the beginning to whom could the EnglishProgram students turn to with their everydaydifficulties? They always had their group leaders and the englishProgram office was there from the beginning, so theycould turn to our colleagues with all their problemsfrom flat finding to finding a gP.

In the beginning did teaching in English cause anydifficulties? Stage fright maybe?of course. as for me, i just came back from st- louisafter a two-year period and the english instructionstarted in september, i was involved in it right fromthe beginning. it was a stressful situation since wespoke english with a “somogy county” accent. Thereis nothing wrong with it in itself but on the oral examssome students turned it to their advantage. if theysensed that the examiner’s english might not be thebest they could start talking very fast making theexaminer real uncomfortable. it may have happened afew times but for those teachers who spent 2-3 yearsabroad teaching in english it is not an extremely bigdeal. not all english Program students have englishfor mother tongue, therefore they also bring a kind ofbroken englishness. We all had to get used to it and ithink we manage it well these days.

What’s the reaction of the English Programstudents to lectures? Is it different from that of theHungarians?They act differently from hungarians. one reasonof that might be that the majority of the first-yearhungarians are 18-19 years old and they are morelikely to accept the “feudal” subordination that is

perceivable in certain aloofness. For a hungarianstudent a 50-60 year-old professor is a person ofconsequence and they behave accordingly. ineveryday life it can be realised in not daring to askspeak up or ask questions during the lectures. on thecontrary, the english Program students wouldinterrupt you to ask for clarification if they don’tunderstand something. i think it’s normal. and alsoduring the hungarian lectures it seldom happensthat someone takes out a sandwich and eats it, whichis totally common. Many lecturers find it disturbing.in addition, the average age of the english Programstudents is relatively higher, the norwegians are 21-22 when they start. There are more mature studentsas well, our eldest student – who is still here studying– was older than me when he started med school. itmight feel strange at the beginning but there’snothing wrong with it. By the way he was a verygood student in Biology.

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Interview with Professor Júlia Szekeres

What was your role in the implementation of theEnglish Program? The program started 30 years ago with 20-25students. i didn’t have a role at that time since i wasstill very young. When i took over the leadership thestudent enrolment was still 30-40 per year. The smallnumber of students had the advantage of morepersonal relationships and the management alsoapplied a very different methodology. We knew every student personally and the students also knewtheir teachers. it was a nice period in a familiaratmosphere.

Was the aim of the first English Program studentsto finish all six years here?of course, however, the composition of the yearsdiffered. We already had norwegians but in the earlyyears there were many iranian students, the majorityof whom emigrated from the changed iranian regimedue to political reasons. it was a very intelligent,hardworking group of people. in addition, we hadstudents from the us whose parents originated fromhungary.

Were there initial difficulties? The difficulties mainly arose from the fact that wehad little experience with english instruction, andwe didn’t have enough colleagues who could teachin english. and this was not only related to Micro -biology, but to the whole university in general. ofcourse many of us spoke the language but we did nothave the experience of teaching in the english

medium. Fortunately, the theoretical institutionsquickly rose up to the challenge. We faced the nextproblems when the first students reached the clinicalyears where, besides the linguistic competence of theteachers, the hungarian knowledge of students’would have also been necessary for communicationwith the patients. The latter has not yet beenreassuringly solved.

That reminds me of a greek committee that visitedthe university to oversee the education of greekstudents. at that time a vast number of greek studentswere studying at hungarian medical schools and thegreek Medical chamber being afraid of medicalunemployment tried to make the conditions ofdiploma recognition from abroad more strict. Weshowed them around and they had an insight intoProfessor szeberényi’s famously good lectures and theywere fascinated by it. With regards to the clinicalpractices the delegates were really curious about howcould the students communicate with the patients. Thestudents were aware of their limitations, and thereforearranged for their best hungarian speaking fellow todo the patient examination. The examinations weremore or less carried out with enthusiastic attempts andwere seemingly smooth in the eyes of the committeeeven though they didn’t understand the rest of itscontent. on the contrary to all this, the greekchamber came out with a decree that they only andexclusively recognise diplomas from their own mothertongue education. For obvious reasons the greeks thendisappeared from the hungarian medical education.

since joining the european union the hungarianmedical diploma became recognised in all eucountries, therefore the number of applicants increased

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significantly. our german Program was launched inthe same year. semmelweis university, which alreadyhad an established german Program, had exceededtheir applicant quota. since the demand still existed,i asked Professor ohmacht – who has not beeninvolved with the foreign language education – to joincollege international for a recruiting tour in germanyand try to accept those applicants to our englishProgram who could not get in to semmelweis. To oursurprise there were so many potential applicants thatProfessor ohmacht came up with the idea of startingour own german Program. due to the unsettlednessof the german teaching staff the idea met withresistance in the beginning, but later, during thedeanship of Balázs sümegi this program wassuccessfully launched and continues to develop.has the entrance criteria changed in the recent years?

The growing demand improved the quality of theprogram. These days we do not have to admit all theapplicants, we have the opportunity to take the bestones. The method of the entrance exams hasn’t reallychanged: we meet the candidates for an oralinterview. here we don’t primarily focus on thescientific background, however important the basicsare in order to start medical studies. We put a greatemphasis on the applicants’ good command ofenglish, it is important since they come from manydifferent countries. other aspects are the applicants’ability to think, being motivated, therefore beingteachable. What has changed is that in the past wemay have made small exceptions here and there, butwe don’t do that anymore as it’s no longer necessary.

do you have any feedback on what this townmeant for the foreign graduates?

i’m still in contact with many of my old studentsespecially from the years where small numbersgraduated. They had a great time here. They were ingood company, loved the city and the personalcontact they had with their professors.

how well can they utilize the diploma they gotfrom here?

in the united states and in israel they have to takea physician licensing exam in order to practice. Theamerican exam has several steps. our graduatesperform pretty well on the first two steps (theoreticaland preclinical subject) but they are facing problemsat the clinical step due to the fact that the hungarianmedical education (moreover, the european medicaleducation except england) emphasizes theory morethan practice during school. i’m sure you have apicture in mind of what a freshly graduated medicaldoctor or dentist is capable of. They are poles apart.dentists receive a hands-on training so by the timethey graduate they are capable of carrying out certaintasks on their own. But a graduate doctor from Pécsor europe begins to learn how to heal after receivinghis diploma. The anglo-saxon medical education isfar more practical, those students acquire a lot moreclinical skills during their university years and aftergraduation they are approximately on a same levelwith “our” graduate dentist: when facing a patientthey won’t start screaming and crying for a doctor.

at the same time, according to the norwegiangraduates, the practical training they have from Pécsis not bad at all, hospitals are satisfied with them. Thefeedback is generally good and as i can see ourgraduates can cope with the challenges.

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What changes would you think appropriate? What we should change is the teaching of clinicalskills. i had a student who was looking for a job in theuK. during the interview he was shown five differentpathological fundi that he should have recognised. Thepoor thing was just standing there since he has barelyseen a healthy intact fundus more than once.

This is why i am glad that our skills lab is finallycompleted this year. The skills lab will develop theclinical skills of our students and it would evenprepare them for such a case i mentioned above. dueto the growing number of students it is necessary;imagine how many students will listen to the cardiacmurmur of a patient? By the time all members of thegroup listened to the murmur and finally heard thatthe patient would have a nervous breakdown.students would need more patients and opportunityto practice, and the skills lab could partly make upfor that. it will facilitate both the hungarian and theforeign language programmes.

But of course in order to improve the clinicaleducation a significantly higher number of clinicalinstructors would be indicated and these teachersshould be off loaded from all other duties for theirteaching hours.

Besides the growing numbers of students do theindividual problems of students get enoughattention?For survival it is pivotal to have a large number ofstudents and that can make the entire trainingimpersonal. however, it does not mean it becamethat. a swiss girl from the english Program whoworked in our department as a student researcher

told me about the swiss-Pécs differences between thestudent-teacher relationships. here in Pécs, when shehad a problem she could talk to the teacher, or sendan email and get an answer. in switzerland if she sentan email to the teacher she got a reply in half a yearif she was lucky. We managed to get a Phd positionfor this girl in germany with one of my colleagues,and they are rather satisfied with the education here.

What do you think to what extent do the EnglishProgram students get involved with the culturallife of the town?

i believe they have relatively little contact with thelocal population. of course they have more contactwith the bar tenders, taxi drivers and other providers,but not with others really. i don’t know how much ithas changed but back then we made some efforts tobring the hungarian and english Program studentscloser, with not much luck. They rather just live intheir own community and even when selectinguniversity they make their choice based on herdinstinct. The reason why we have so manynorwegian students in Pécs is because the first fivenorwegian students told their friends that it’s a goodplace and there are norwegians studying here. andthen their friends came, and after that the friends oftheir friends and Pécs became a kind of norwegiancolony. it’s the same with the israelis, who do notcome to Pécs or just some of them, since there is abigger colony in Budapest and szeged. usuallystudents from the same country prefer to be amongstthemselves. But it’s a fact that they live their liveshere, party here, go to the cinema and to concertshere, and they have a good time.

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Interview with Professor Gyula Tóth

What are your memories about the start of theEnglish Program?it was a quite difficult start. according to my bestknowledge the leadership of the university, JózsefTigyi (rector) and Jenő Tényi, who was a partysecretary, took on the task. The program seemedrisky for a while, but it launched with the support ofgyörgy aczél, a dominant cultural politician of theera. What may also have facilitated the start of sucha program in Pécs was that if it had failed, suchfailure would have happened in the countryside andnot in the capital. Besides that, the Tigyi brothers,Professor József Tigyi, and Professor andrás Tigyihad excellent connections with hungarians living inthe united states who were encouraging the idea.Therefore, they became our first students.

And the fact that this program can be viable waswidely supported?i think it may have been the rector, Béla Flerkó whoreally had faith in the Faculty and he was sure of theadequacy of the teaching staff.

i have not been involved in the initial organizationsbut later on became chairman of the english Program.

What pattern did you follow in the organization?look, in the first year and maybe even in the secondone the main issue was to avoid failure. i was surethat if we manage to survive the first two years, it willbecome solid. as a matter of fact it is a different storyto speak english or to teach in english. Why was itdifferent in the beginning? Maybe it was determined

by our inexperience. not many of us were teachingin english before. i was teaching in the Queen Marycollege in london, but it was 10 years earlier.

later on, when i became part of the leadership i wasforcing there and even in the department ofBiochemistry and Medical chemistry that we shoulddo it in the same way as we do the hungarianeducation. We couldn’t carry it out in the first year, butlater on we could. it was my guide all along the way.

How did the continuous approximation of theHungarian and English programs affect thechemistry teaching?There were considerable changes in the teaching ofchemistry. You know, i’m originally a doctor byprofession and not a chemist; however i startedworking in the chemistry institute - that was thename of it back then. i always loved chemistry andProfessor cholnoky offered me a place there. Backthen getting a position wasn’t easy since often peopledidn’t have a chance to choose on their own, theywere told “son, you are going to be a dermatologist,or you, my daughter, you go to Baja to be anotolaryngologist”. i got away with it. But the changeswere continuous. My predecessor at the institute wasProfessor József szabolcs. he was responsible for theenglish education. We were aiming at satisfying theinterests of medical students, thus for example wewere not teaching inorganic chemistry in detail. itwas in the ‘90s when the structure of lectures becamevery similar to the one we have these days.

We used to have oral exams earlier. and onoccasions we used to slightly lower the standards. Wecouldn’t have failed 10 out of 20. of course nothing

47

saved the absolutely uninformed ones. Back thenthere used to be a and B chances. The c chance wasthe so-called ‘rector’s chance’ that happened in frontof a committee. This was something similar to today’sd chance (dean’s).

But as i said these were the early years. later onthere was a bigger variety. There was a greek periodand once that was over the scandinavians came.There was a bigger selection. What we had to faceand overcome and what is still a problem until nowis the completely different scientific backgroundforeign students come with.

Until when were you the leader of the Englishprogram?until 1999. That year i was appointed vice dean andi felt i couldn’t do the two together. The englishProgram has developed somewhat by then but due tothe low number of students on each year the student-teacher relationship was more personal. it wasn’t rarethat we met their families as well. once, an entireisraeli family came to visit us. Their son stayed inhungary i think, he might be a gP in csurgó.

if i remember well that was the time the norwegianambassador came to us en route to visiting thenorwegian iFor soldiers who were stationed nearbydue to the Yugoslav Wars. The ambassador called theuniversity that he would like to meet the leaders of theenglish Program, including me as chairman. i wasquite surprised that it just happened like this, withoutprotocols. Many norwegian students came throughhim and their number is still increasing. The studentstold us on the entrance exams that their parents werefriends with the ambassador.

So the Norwegian ambassador has done a lot forthe program.Yes, once a norwegian delegation arrived in Buda -pest. They had a long name: religious educationalchristian-democratic commission, it was a group of15-16 people. i cannot remember the exact reasonwhy they came, but after the official visit to theParliament the norwegian ambassador joined themand came down to Pécs that got good media coverage.The leader of this group was a politician, who was abaker by profession and spoke excellent english.another member was this female teacher responsiblefor education who told us that it is important to themto send norwegian students everywhere who couldform a good relationship with the given country. Theyreally sent students almost everywhere, to the uK,France, to the czech republic, germany and so on.

after that visit the norwegian Medical chambersent people here to check out the university. Theylistened to some lectures and practices, includingProfessor Bogár’s that they really enjoyed. They tooka look around the clinics and they were absolutelysatisfied.

Was the structure of the education similar to whatyou have now?Yes, by this time we managed to teach under thesame conditions. The translations of our practicenotes were ready and the material for lectures wasfully available in the english translation of the booktitled organic and Bioorganic chemistry, partlywritten by me. since the number of studentsincreased every year we became more strict. By thistime it wasn’t the question whether the english

Program would fail or not, the real question waswhether we could provide a standard that’s acceptedanywhere.

expectations often result in strange situations.once, a student on the morning of his final examraced in to his practice instructor saying: “sir, i foundthe questions, but where are the answers?” Thatstudent didn’t manage to pass biology, not tomention chemistry. But those who stay here willgraduate with a valuable diploma.

Pécs City Carnival 2013 Grand Opening Pécs 2010, European Capital of Culture

Pécs City Carnival 2013 Punnany Massif concert in Est Café

Interview with Professor Lajos Tima

I also asked from my previous interviewees –Professor Júlia Szekeres, Professor József Szebe -rényi, Professor Gyula Tóth – how do theyremember the beginnings. They, respectively, allsaid that this question can only and particularlybe answered by you, since only you were therefrom the very beginning; they all joined theEnglish Program later.That’s right, i was really in it from the very beginning.Professor Flerkó was the rector back then, who, howshall i put it, liked me and confided in me. he helpedin every way he could and i am forever grateful for that.

The point is that back then he was approachedfrom no other place than the Party centre. györgyaczél, the leader of agitprop sent down a man toPécs to negotiate. Time wise our english Programwas preceded by the german Program launched inBudapest in 1983. Then due to the intercession ofaczél, who was always bound to Pécs, they startedthe english Program in Pécs. launching the self-financed training was a big advantage to theuniversity of Pécs. approximately 80% of the initialincome remained at the university the use of whichwe could decide. so, as i said, a man came down tonegotiate. That man approached Professor Flerkó,who had been a cautious man. it was 1984, the wallsof socialism were cracking, but the system still stooderect. We couldn’t have known how they will turn itall back saying “we rather put our shoulder to thecapitalists’ wheel”. But luckily that didn’t happen.

Professor Flerkó eventually approached me sayingthat it looks like we have to start this program and he

would be delighted if i would be the leader of it. hetrusted me because he knew if anything happened iwould report it to him appropriately and he as arector could make the necessary steps in time.

Following the Budapest example we organised acommittee the chairman of which was Professorandrás Tigyi from the Biology department, ibecame the secretary and the other members wereKreka, Professor grastyán, and hajnal, the head ofthe rector’s office who was a political informant.

Did the organization take a long time?We started in the very beginning of 1984 and didn’tfuss around a lot. We quickly compiled a programbooklet and submitted it to the institute of culturalrelations in Budapest and they forwarded it to theembassies.

We made our calculation to see from when thatwill be profitable. if i remember well the tuition feewas 4000 usd, and from 20 applicants that wouldhave covered the wages of the teachers. We had 38applicants that year, many of them came from iran.since the iranian revolution of 1979 they werescattered in europe and the Middle east awaiting tobe able to study somewhere. The first person iinterviewed for admission came from england. hisfather had some interest there, and had been a carpetexpert before in the Museum of iran.

You mentioned that a German Program waslaunched in Budapest in 1983. Did you wait to seeits success first?no at all. it wasn’t the university of Pécs initiatingthe launching of the program. it was initiated from

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International Evening 2011 in the Expo Centre

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high above. Professor Flerkó wasn’t soliciting it, heremained ambivalent and he was also slightly worriedabout things going wrong.

during the recollections of my previous inter -viewees they said that there was fear of failure in theair and it might have been in parallel with startingthe program outside of the capital.

That’s not what i think. i’m convinced that aczélwanted to help this university. it’s important toknow that back then there was exchange control. Theonly reason why the anatomy department managedto import chemicals from abroad was that thehungarian academy of sciences supported thedepartment. and this support was foreign aid. sowhen we needed a chemical that was not traded inhungary, we could order it to the account of thisforeign aid. The usd we had due to the start of theprogram facilitated these purchases. let’s think aboutit. how could the program fail? even if no one camefrom the following year on we still couldn’t have sentthe students away and should have continued theprogram till they graduate.

Have you been teaching abroad before?no, i haven’t. i’ve been abroad twice before, but ididn’t teach. i spent a year in italy in 1968 andanother one in the united states in 1976. i didscience back then.

i didn’t learn english in hungary. after gradu -ation i had a chance to go abroad with the help ofProfessor Flerkó. everyone spoke english there andthey spoke an english that i think was easier tounderstand than if i would have been in an americanenvironment. When i came back i could pass the

language exams without a problem and then i wentto the states for another year.

How did you start the English education? Professor Flerkó stated that he was not able to holdall the lectures. You know, that was interesting fromhim, since for the hungarians he held all the lecturesand it had to be a very exceptional case if he didn’t.he distributed the english lectures among us. canyou imagine the preparations we needed? i used tospend six to eight hours preparing for a single lecture.There was no power point or any other aid.

i have to add that kids who came first were reallystudious; the iranians have a fantastic will-power.

i had a student for example who could barelywrite and read in english when he arrived. later onduring the final exams we couldn’t ask a questionfrom him that he didn’t have an answer for, it was anamazing accomplishment. he is a neurologist in thestates today.

i have to tell about the atmosphere back then justfor you to see what was the relationship like withstudents, that this kid came to me on the fifth yearsaying that he had to stop his studies. unfortunatelyhe ran out of money. i told him “sir that cannot be.You are not going to discontinue your studies.”Think about it, what he would do with the five yearshe has completed. luckily i was in such positionwithin the committee that i could espouse his case.i came up with the idea that he should sign a contractin which he undertakes to pay back his final yeartuition fee, even in instalments, once he startsworking. it would have been inhuman to exclude

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International Evening 2011 in the Expo Centre

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him from the university for such reason. everyoneaccepted that.

anyway, drop-out wasn’t common amongst theinitial 38. one or two people transferred back to thestates, the others graduated without a problem.

Didn’t the numerous foreign connections catchthe attention of politics? Were you able to teachwithout pressure? it wasn’t typical for them to sniff around all the time.They could have only reached our students throughus, anyways. now, whether i was being observed ornot i have no idea, not that it would have matteredin particular.

it only happened once that the american ambas -sador came down to Pécs and then they bugged theentire room. By the way it was some totally innocentmatter but such a man knows about these things.

otherwise the state was absolutely collaborativein every case regarding our students. Visa extensionsand other requests were being taken care of with greatflexibility. There was no head wind.

Since you were the first secretary I assume thestudents found you with every single problem. i’ve really seen everything. once a guy came to methat he has haematospermia - imagine that! Myduties ranged from finding a doctor to finding anapartment for them. i knew almost everyone byname. i must say not everyone liked that. once theyeven painted “Big Brother is watching you” on thewall. You know, back then i had a very good memoryof names therefore they thought i knew of every -thing. a funny story, there used to be this place up on

the Mecsek where they could meet girls, somewherearound hotel Kikelet. once they wanted to initiateone of the young boys there, who was still a virgin.Poor guy, when he was almost at the heat of themoment one of his friends told him that there werehidden cameras there and “Tima is watching you”.Well, it was a bad night for him. They only told methat in retrospect, of course, guffawing.

occasionally some diplomatic skills were alsorequired. one of the students, presumably assistedby our autopsy assistants, has taken out joints andalso a brain from the institute. This student livednearby and his landlady called in that she is about tocall the police since her tenant ‘chopped up’ handsand a brain with her kitchen knife. right then i wentto visit this lady to advise her against her intentions.it turned out that she worked for dunántúli napló(local newspaper) so it could have just been onephone call for her to ruin our reputation. i dedicatedplenty of my time to such issues but i believed i wasdoing some good.

Did you enjoy this work? Yes. To be honest i really liked it. My wife used tosay that my students were more important for methan my own kids. of course it’s not true but ithought that one has to show students by examplehow to relate with patients, not just tell them onlecture. if i can listen and be humane – of courseabove a certain standard – they can profit from thatlater on.

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Alumni Treffen 2011 Alumni Treffen 2011

Dental Clinic Spring Concert 2011

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Graduates of 1990

amir Mahmoud aryasheed (Mousavi)Balogh Zsuzsanna nóraBanikarim effat Kaydehkhodania Feidounesfahani Farid eshghigaal angeliquegerrowe Thomashorváth-dori sandra a.hossaini abdolbaghiJabbarian shaahinKhosroabadi abdullahlukács Péter MihályMoezzi hamidnazmi PeymanPirsa Kayhan

rada george alexanderrifat ayad hilmistephens James courtszabo istvanvon Jako ronald andrew

Graduates of 1991

achufusi onyebuchial-Kadiri Mohamed ismail ghulamalmassi Mohammad rezaarjmand Fard abdol rassolBiswas Purbacsatary christinadafalla diyaFrater susan Mary

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hanak Joseph andrewhohoff hans gerdKooros Kooroshlanda Jean-claudeMaduka chidi ubaMaier Peter charlesMikkelsen YngvePatel sanjay chandrakantrigo Peter louissakhaee Masoodsepanta esfandiarsiklósi Zsoltsimon helenaszabo ZsoltBadola ruchieisenhoffer John steve

Graduates of 1992

asgharnia raminBadola rituBanikarim chantaycurtis Klara ildikocurtis rodney charlesel-amin Farida hamzaFarago lawrenceFazeli JabbarFernandes edel roseForohar Farzadgharavi radhamuda abdulmuhaimen h.Kakoullis KyriakosKyriakidis alexandrosMakki Marjan

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Maleki Keivannirbhaya amulya Kumar saxenarafiei aram houssainshell nancystephanou ioannisTavakoli afshinamighi reza

Graduates of 1993

alizadeh hussainBiswas neenadehghani afshindeosaran awardnathevan BenderFathi Khaled

hanak george gaboribrahim / el Tahir Yassir amirKeshavarzian raminKontogeorgas Konstantin P.lehmann robertMakki MojganMatinrazm alisadrinia Masoudsalehi Behroozsistani Viyouyeh Firouzehsoroksky ariheVarastehpour aliZahiri Fard Majidawais Muhammad

69

Graduates of 1994

abu-Kutah salim h.al-chalabi issamal-oulabi Mouhamedarjmand Fard heidarBagheri FariborzBakhtar aliBanan amircimino Peterghajarzadeh Katringrapsas PanagiotisKekis PanagiotisKolushani Katerenlofti Tabrizi aliMaharlouei BabakMichaelides angelos

Mikropoulos efthimiosMoghadas FarajollahMórocz éva diananassehzadeh Tabriz abdolrezaPapacharalambous georgiaPaziouros constantinossenemar ali rezashafiei Khaledsharbatoghly-asl Maryamsite despinasoukias Jean-Marcspyrakos spyros BillWeekes noëlZaminpeyma abdul razaqBahadori hamid reza

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Graduates of 1995

abou-samra Walidal-olabi Mouhammadantonaki ouraniaBasikidis VassiliosBognar istvanchoustoulakis emmanoueldaskalakis Theodoregiannopoulos sapfograpsa antoniahadeira / haydarah nasser hassanhairston dorothyharidi rehabhemmati hilaJaberansari Mohammad TaghiJama adam

Kakoullis stylianosKhan afreen BanoKhezri seddiqlévai leventelundgren BalázsMichaelsen Torenajjar ali rezanowrasteh ghodratollahrozakou annasaxena atulya Kumarshooshtarizadeh Bahmanspyridis georgestanitsas andrewsuad abdi rahman hirsi Farahsweis Majdisyraki KalliopiTheodorakopoulos Panagiotis

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Vassilopoulos KonstantinosZagoreos nikolaoseconomopoulos Vassilios

Graduates of 1996

alaleh gharibpourathanassiou efrossini P.el-amin ahmed ali Mohammedgholam abbasgiannopoulou MyrtoKaitsioti helenKarayannis / Karagiannis stefanos eliasKardatos georgiosKartsanis georgios e.leonardou Polijtimy a.

liszka Paul VictorMoutlias dimitrios c.najjar Mitranella amalianyitray PeterPapachara(lambous) evdokia a.Papadakis John Karlos / Juan carlosPapasthathopoulou lyda-VasilikiPouryazdan Panah daryoushQazizadeh salimradmard Mohammedrondanina richardskouteris Basilspyridis nikolaos P.Vahdat noushinVossoua. christinaXeinis spyridon F.

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sinifakoulis Theoharishernes andreas

Graduates of 1997

adali Mersilenaal rasheed al nahasalexandrou constantinosanastasakis eleftheriosapostolou apostolosayman BaderBanifatemi rezaBarlogiannis TheodorosBenetos Johndaskalakis Konstantinosdehghani Babak

Fragoulopoulou annagiannakoulopoulou eleftheriagrammenou Virginiahaddadzadeh Bahri hosseinKalantzis chryssostomos nikolaosKrinos Konstantinos Xenofonlalioti constantinalianos Vangelis / evangelos ioannisMichaelidu helen / elenaMichou demetraMischke gáborMoezzi MehdiMoutlias alexandrosnikolakopoulos georgiosokorie ernestPappas VassiliosPotamitis nikolaos

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rafiie niousharuzzo anthonysahiholnasab seyed Vahidsavvides ioannaspyrako helena / elenastylianides georgesyggelos spiridonTsigaridas athanasiosXynos ioannis dimitrioyZahos Konstantinos athanasiou

Graduates of 1998

adrianopoulos efstathios (d.)al-Bodour amjadarvanitis Panayiotis

athanassacopoulos MichaelBarbis stellaBercz Peterdarabnia Jamshiddilami Kamedgiannakopoulou Mariahadziaslanis antonishassani afshinhorsch alexandra laraKalantzis georgeKambolis ioannaMassoura sophiaPapandreou georgePolitis VasilisPorianos antonisProdromakis helensahiholnasab seyed amir

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Tavernaraki ekateriniTzeferakos georgioschalkiadakis ioannis

Graduates of 1999

abu-samaán sandraabu-Zour hassanali Manal (abdulla Moh’d)christodoulidis gregoryconstantinidis Fotiscorcondilas Michaeldragios TheodorosFatsios stavrosgeorgitsis dimitrosghotb sajjadi shahram

halbauer dezső istván / Joshuahancke christinehatzipetrou efstratiosJohanessen runarKintis alexios stylianoslagogianni Panagiota / nikolauMargari nikinella constantinanikokiris georgePanagiotopoulos nicolaosPapaioannou loukritiaPappas Vassilios dimitroushafiei Faridshafiei Masoudshaikh shoaibskog Thomas alexandersparveri irene

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Tokas TheodorosTsoutsouras TheodoreVenieris MaroussaVilaras georgeZafiridis TilemachosZarbakhsh hossein amir

Graduates of 2000

anastasakis anastasiosanastasopoulos eliasandonopoulos nikolaschatzilia sofiachristodoulopoulos Kosmasgalanopoulos georgiosgentimi Fotini

Karageorgopoulou sofiaKavarnou garyfalliaKleisas spyridonKouromalos nikolaosMichaloglou alexandrananou Vasilikinastas ioannisParaskevas KosmasProdromakis constadina Mariasofouri evridikiTakos KonstantinosTzovaras alexandrosampertos nikolaosBakke eirinByberg Kristine Kjerholler anett christinJohansen roar

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Khaksarian ahmad rezaly Phong haiMajor catherine alexissørlie andreasTóth dezsőVoultsos MavroudisWaterbury JudeWeekes/gharavi Yasmin nonaZeynali iraj

Graduates of 2001

ahmed elamin einas (Mohamed osman)aslani anastasia (sotirioy)camatsos John georgeellina olga nikolaou

gourtsoyianni sofiahadas danJohnsen sheila ann MillsKaldi angelikiKandiliotis VasileiosKasbekar neelesh-sateeshKatsimpardi aikateriniKonstantinopoulos anastasiosKoutsovasili alexandralagaras apostoloslampropoulos Pavloslindkvist eva susanneMichalopoulos nikolaosMonstad iril lovisePapaeleftheriou dimitriosPardalis christossarri ekaterini

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stangeland F. christinastathochristopoulou ireneTakis dimitriosTragotsalou nikolitsaBerntzen line sissel dahlgaardBlock KristinFlouri eirinighosh subhamaygodtlibsen gretegroth henrietteJørgensen Jørgen Joachimlarsen oddlazaridis christosnakos athanasiosogne christerryen Barbro Mestvedthagensaberi ali

sanderud elinshafei Fereidoonskedsmo anderssøfteland eiriksørlie groTrbojevic nives

Graduates of 2002

Bartha alexander JosephBrønn raymondchlapoutaki chrysanthidiamantogianni MariaFagerheim sirilishnevski alexiaMichail Konstantinos

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raanaa Brit eliThuestad ola andreasTsouparopulos VasileiosXenou eugeniaarntz alayne suzanneBerg ToreBøe ThomasButt Khayam ashrafchristofilopoulos Panagiotisebrahimi ardebili houmanFasting Kristine lyckghajarzadeh KamyarKorukonda sarithaKoufidis charilaoslinszky Yukiko csillaMakris georgiosriple Kristin

stokland stine gladTrbojevic MilenaValle lisa

Graduates of 2003

adami Theodoraansari Janidaune camillaavloniti stamatiadayantas nikolaosgiannakopoulos Polyviosiversen Monica elisabethKatevatis angelosKontos dimitrioslianou Maria alexandra

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lishnevski diananansdal cathrinePedersen ron erlingPilskog sturlaPorath sharonrahko anna-Mariskondras ioannisstamatakis ioannissymiakakis MichailTsifetakis spyridonVoultsos ioannisZampeli evangeliaBader Mohammed Yousef h.Bjørnsund/gundersen grethegarshol Trygvegorgas christian andréKafopoulos dimtri g

Klepp catherine PasqualeKorukonda siva ram Kumarlarsen stianlarsson geirlégrádi Maria Magdalenalysebråten Karl raimoopdøhl stigPettersen Kristinroyle Joseph Judesonschønberg anneslaattebræk Kirsten ireneTabár Béla attilaVinje Mariusrabben siri Brekke

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Graduates of 2004

alexakis lykourgos-christosBye Klausdalamagkas Konstantinosdiakakis georgiosdialoupi ioannaefstratiou ariadniFladby hegegulbrandsen Pål henrikhemmati Mohammad rezaherje Martin leangenKarkatzouli christinaKarlsen MortenKavvouras charalamposKechagia MariaKjelling stefan

Kloster Vidar lauritsKontovounisios christoslazaris evangelosMamalis VasileosMoutsoudis andreasPapadopoulos georgiosPaulsen Mortensionis georgiosstadtler Paul olavPedersen Tank ebru sibelZampelis VasiliosBerg Marcus Klevelanddimen analissa Mapoygrimnes John olavhalvorsen niclas Jørgen nilssonhilland Magnus steinarJavaid hana iqbal

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oikonomopoulos iliasrøstad signe carolineskar aneVrouchos TheodorosWangberg axel

Graduates of 2005

abrahamsson ring lina Kristin erikaagbleze dunyo YaotseBar (Tsabary) YaelBerget / Bjerknes silje KristinButt ashraf Kamraneike gudveigFagerheim lars Kåreginat lior

Kaltvedt Mariannelenard alexanderPapadakis demetriossanderud livesandhu Balpreet Kaurseland david Johanspallek sarah Bastiennestamoulis dimitriosTelnes aageVlaskovits Joseph constantinechondros nikolaosKahn amramseland elisabethstamelos Konstantinosayerh georgeØrn eirik

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Graduates of 2006

Bush ilandureja anjalieide Trine KloksethKamyab delaKristiansen arne Kristianlensebråten anna elisabethlian ola Midtsætherlossius William Johansenlundin erik henrik robertMirsky giladMontelius nina amandaMurugaiah Prabhunakshbandi abdulla alØien ivannasætre anders

safi nathkaistorli Per evensuther lene KathrineTiseo John PeterTufto camilla amaliedianat nejad ramin

Graduates of 2007

dimitrouli anastasiahalvorsen Joacim nilssonhelgetun hannahol haakon ramslandlund elisabethMysen reidar Mikaelnemarny hytam

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riddervold leif eriksklavou chrysanthisørtveit anitasteier roy

Graduates of 2008

abbas ananareklett astaayoub ataBrokstad Jon-eirikgarstad erikgiyab omarKogstad norunn helena lauvlandKohen avi albertMyklatun david

sabbagh Peter Miladsólyom alexander istvanThune Torunn Moendor Yanai

Graduates of 2009

Bang siriFotakos dimitrioshamid sahrishhansen lars hadsellam Bach-Que ThiMarques Vinagre JoaoMerchant rajiv MrugankMessel PernilleTonsberg Jon Matzow

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usmani sabaZarifis georgiosdeseez nicolas

Graduates of 2010 (Dentistry)

Brochmann ane storhaugchang chien-Pinliu i-hsien

Graduates of 2010 (General Medicine)

Berkun Felicia evelynBratt carl-Johan christianBye Brynjar saunesByklum guro Merete

donnér isabella Marit Margaretahammer sivertharbin nicolay Jonassenhellerdal ingeborgigoe annJacobsen henriette skaarJebsen Jens henrik ForstoylKamyab golaraKjolsoy andreas akervollKlepo elmaKohli Priyalauridsen Jacob Midtlidlivingston daniel sethlunde ole KaareMolina Matilde haugeolne Philip VatsgarPalm lars Viktor gabriel

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Polak eyalPurewal sareenasanden lars erikseomangal Karishmaslaattebraek arne Thomassolberg Maritstormorken espenWiik alexander


Khan Mehlaqarewakhah camranshakib Pour Manishakib Pour MassoudTaya Yusuf


ali Basharatandersson nina heléneaustestad JanneBergqvist asa KarinBlomberg andré leonardBrown Tamunotonye Marvin gogocagatay cihandautovic Pauldavidge Jason Troydonnér gabrielle Marit Margaretaerdelyi-Botor szilviagetz erik Magnus richard Bjorgegogh csabagrande linda Furulundhagen andreas

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harel Talhatzipetros ioannishegbom Thorihezue henry amadiJohal simreen KaurKadar diana susannaKalsto Janine ThereseKlintworth anneKolstad Kim andrelindobe Miert Kingelorange ragnhild BenumMichelet John-Thomasnerland helge andré donnumnesser Jonasnikas dimitriosochola inalegwu godwinorlyng Fredrik

raanan Zoharroste Tiril svebergsafi diwasoltun Terjeswahn azavedo anna-MariaTran Thuy nguyen BichTruong sven Minh nghiepVartdal Karl-JohanWeber TorZantalis nikolaossosnovsky Kobo hila haya

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Bang lenaBatul Farialchen Yi-hsiughasemi ramonaKirova antonia antonovaMoghaddam Mohammad rasoulnorian BahareTriphan Martin Karl robert

Graduates of 2012 (Medical Biotechnology MSc)

Bytyci rizahernszt dávidKiss editKovács Tamásolatunbosun emmanuel daposzappanos dániel


aalborg christianabu ahmad Waelahmad Babar Mushtaq

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akbari Mohammad alianand akhilandersen nina gjerdearoh chukwuemeka chideraaslaksen silje helene WaalerBerg Kristin helenBjelland oystein FischerBjorkan Jorgen MeadBraten narveBronken Karen heleneconnaughton Padraigdarawshi saiddhaliwal Keerat KaurFadel Wael ahmedFarago Vivian leeFinnsdottir Jorunnhauko stian

ita Michael itakKommedal siriKristensen charlottelashgarara arvinMalik rehanMyrvold lotte Kristinenguyen linh Yennordeng Kristinenygard heleneolsen Mariann granoommen Vinit Vargheseopsahl MariusPurewal rupeenareinfjord sunniva sundroux Jan gideonsannrud Karianne Weelskogen andreas

89

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shakibaei rezasieroslawska alexandra Forsayethsotiriadis aristotelisTaby andreas havard

Volioti litodokohaki soniadokouhaki shekofeh


Bognár andráscsabai Tímea JudithFejes anikó VivienFeller diánaFüredi nóra JuditKiss Mátésipos gergőVojkovics dóra

90


adriansen ingrid linn sunniva erdalalkara Kayalnabary Kaidal-odeh Fadi ghassanBakhtiari Jessica sarvnazBartos BarbaraBenyovszky alexander P.Brandvik Trulscaffé denise Karinchinniah Trishneecomeau christina Marieconstenla Villoslada cristinaconway Patrick JohnFandeev lidia

Frohaug elisegal Petergoto shungounden Priyolahaberhauffe Matthiashestmann helenehungnes Bjornisaac Yoel Mitwakilisik MadeleineJadidi saraJohnsen Bernt Tore andreasKalocsay attila laszloKimblad Johanna Thérese humlaKörner hans Valentin WilhelmKummen eivindlarsen sandralillefjaere ida hoiberg

91

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92


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93


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ghari Pegahgjuka KaltrinaJashari grant lisa Katherinehaakonsen sivert Boyehayek george Mounirhaile Jonatan robel esaiasho Xuan Tony huyJensen suneJinno KazushiKo JaehoonKreilinger Bernhard ludwiglackner Felix Konstantinlee Jonggulyth FrøydisMajadla omarMädel Viktoria anna MariaMistriotis ioannis Marios

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Wintermark constanceYamaba YukikoYari ramin

Graduates of 2014 (Pharmacy)

Mehrabi MahnazModirrousta arman

95

e English Program Committeethroughout the years

1984: dr andrás Tigyi (chairman)dr lajos Tima (secretary)

Members: dr endre grastyán, dr József hajnal,lászló Kreka, dr Árpád németh, dr lászlóharsányi, dr József székely, dr Ferenc Varga, dr sándor Kovács, dr andrás Pintér (from 1986)

1991:dr Károly Méhes (chairman), dr lajos Tima (secretary)

Members: dr Miklós Fekete, dr Árpád németh,Jánosné ollmann, dr andrás Palkó, dr lászlóVécsei

1993:dr. Tóth gyula (chairman)dr. Tima lajos (secretary)

Members: dr Miklós Fekete, dr hajna losonczy,Jánosné ollmann, dr József szeberényi, dr Júliaszekeres, dr Béla Kocsis

1999:dr Júlia szekeres (chairperson) dr lajos Tima (secretary)

Members: dr Miklós Fekete, dr gyula Kispál, drBéla Kocsis, Jánosné ollmann, dr andrás Pintér,dr istván Wittmann

2004:dr József szeberényi (chairman)dr Magdolna Kovács (secretary), dr lajos Tima

(secretary from 2005)

Members: dr Béla Melegh, dr dénes Molnár,dr Júlia szekeres, dr györgy Wéber, dr istvánWittmann

2006:dr Miklós nyitrai (chairman)dr Ferenc gallyas (secretary)

Members: dr József szeberényi, dr Júlia szekeres,dr Tamás decsi, dr Ákos nagy, dr Pál Perjési,dr ella Kajdy, dr george hayek Mounir (from 2013)

Imprint:Publisher: Miseta Attila, MD, PhD, DSc

Production Coordinator: Miklós Nyitrai, PhD, DScEditor: Lajos Kalmár

Co-Editors: Zsófia Duga, MBA; Klára Somodi, MAInterviews: Bálint Horváth

Layout editor: Tamás MerényiProof reader: Livingston Daniel, MD

Photo editor: József Benke Photo: Lajos Kalmár, Balázs Juhász, UP Marketing Department, László Laufer

Print: Palatia Kft.Pécs, 2014aok.pte.hu

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Alumni borito G13mm 2. kiadas_Layout 1 9/24/14 11:14 PM Page 1

the first 30 years of the english language medical education in pécs

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