UNIVERSITY OF PRISHTINA “HASAN PRISHTINA”

SELF EVALUATION REPORT

FACULTY OF MEDICINE 2013

Prishtina

ContentsI. Brief Description of the institution’s history.......................................................................................4

1. Establishment of Faculty................................................................................................................42. Location.........................................................................................................................................43. Other Study Programs...................................................................................................................44. Previous process of evaluation......................................................................................................4

II. Study Programmes (SP).....................................................................................................................51.General information.......................................................................................................................5

1.1. Regulations and procedures for the development/reviewing and approval of new curriculums....................................................................................................................................51.2. Regulations and procedures on student evaluation – The exam dispositive..........................51.3. Regulations and procedures on Drafting diploma thesis (BA, MA, and PhD).....................5

1.4. The contractual relationship between Institution and students (Education contract)..........62. Study Programs..............................................................................................................................6

2.1. Basic data for study Program..................................................................................................62.2. Justification of study program for employment market.........................................................82.2. 1. Justification of study program for employment market in general.....................................92.2.2. Justification of study program for employment market allocated to professions.............102.3. International comparability of programme..........................................................................132.4. Target group to whom the programme is dedicated............................................................152.5. The Orientation of study program towards the leading principles of institution..................152.6. The aim and profile of study program (description of study program).................................172.7. The learning outcomes (competencies and qualifications, knowledge and skills)................222.8. Ratio between theoretical and practical part of study program..........................................222.9. ECTS calculation....................................................................................................................232.10. Practical work - internship..................................................................................................232.11. The research plan...............................................................................................................242.3. Study Curriculum..................................................................................................................282.14. The course/subject description:.........................................................................................28

III. Staf.................................................................................................................................................461. Full time academic staff...........................................................................................................472. Part time academic staff..........................................................................................................473. Visiting Professor.....................................................................................................................474. Development plan for the Acedemic staff for a 3 year period.................................................48

IV. Students.........................................................................................................................................481.1. Number of students per programs...........................................................................................481.2. The development of student’s number for the last three years of the programme separately512.1. Passing rate of students for students of the programme separetely........................................522.2. The number of students who drop out their studies................................................................522.3. The employment rate if graduated students in last 3 year.......................................................523. Ratio between number of Academic Staff and number of Students............................................524. The granted scholarship by Education Institution........................................................................535. Organization of students within the institution...........................................................................536. The students services..................................................................................................................537.Services for career guidance and internships for students...........................................................539. Alumni Association.....................................................................................................................5410. The munber of PhD Thesis presented and finished in last 3 year..............................................55

V. Quality assurance............................................................................................................................561. The description of the internal quality management system......................................................562. Institution’s regulations on programme’s quality assurance procedures...................................56

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4. The mechanism of implementation of measures of quality management.................................565. Mechanisms for implementing quality assurance measures.......................................................566. The procedures of fellow up and use of evaluation results........................................................57

VI. Spaces and equipments..................................................................................................................571. The physical environment........................................................................................................572. Equipments..............................................................................................................................583. Physical and electronic records of books for study programm................................................584. IT infrastructure.......................................................................................................................58

VII. Research and international Cooperation.......................................................................................591. International collaboration..........................................................................................................592. The publication list of Academic staff at the Faculty of Medicine................................................613. List of Scentific conferences, symposiums and seminars.............................................................704. Research Projects Funded by European Commsion, WHO and other Funds..............................735. The relation of research with teaching program.........................................................................76

VII. Financing.......................................................................................................................................761.Budget and financial plan for Insitutions......................................................................................762.The financial plan for Study programm........................................................................................803. The financing plan of research within the programme................................................................80

IX. Recommendation of the expert’s team from last accreditation.....................................................80X. Appendices......................................................................................................................................84

1. Sample of Syllabus.......................................................................................................................842. Samples of working contract.......................................................................................................883. Sample of Questionnaire for Assessment....................................................................................904. Diploma Supplement...................................................................................................................925. Form of student’s workload calculation/ECTS.............................................................................946. Curriculum Vitae..........................................................................................................................95

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I. Brief Description of the institution’s history

1. Establishment of Faculty

On the17th of June 1969 the Parliament of Kosovo passed the law for the Establishment of the Faculty of Medicine, in the framework of the University of Prishtina (official journal nr.20/69)The first day of work was marked on the 4th of December 1969, when the first lecture was held in the premises of the Faculty of Philosophy of the University of Prishtina. On the 7th of November 1973 the Faculty of Medicine was merged with the Medical (Hospital) Centre of Prishtina and was registered at the Commercial Court of the District of Prishtina. Since then, the Faculty of Medicine operates as an academic unit. Initially students were registered only in the profile of General Medicine. In the academic year 1975/76, the first generation of students of the Profile of Dentistry was registered. Lectures were conducted in two languages, Albanian and Serbo-Croatian. The Profile of Pharmaceutics opened in the academic year 1996/97.The Profile of Physiotherapy opened in the academic year 2001/02 (Bachelor study).The Profile of Nursing and Midwifery opened in the academic year 2003/04 (Bachelor study) and in collaboration with University of Vienna is opened the program of Health Management (Master).

2. Location

The Faculty of Medicine (FM) is located at the Campus of University Clinical Center of Kosova and together with this Health Center is established the unique functional unit to offer the medical education to students and health care for population of Kosova.

3. Other Study Programs

Basic studies in FM are organized in 6 branches: General Medicine; Dentistry; Pharmacy; Physiotherapy; Nursing, and Midwives

Bachelor studies for branches: nursing, midwife and physiotherapy last three years. Basic studies for branches General Medicine and Dentistry last six years. Basic Studies for the Pharmacy branch last five years; Master studies last for two years; Postgraduate doctoral studies last three years.The basic university studies in FM means the entire educational process through which titles obtained: Dr Med. for General MedicineDr Stom.for DentistryMr Ph. for PharmacyBachelor of Nurse and Bachelor of Midwive

4. Previous process of evaluation

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During process of elaboration of self-evaluation report are used the experience and recommendations from previous self-evaluation report. Indeed, we have used the recommendations from Accreditation Agency, and based on these recommendations we have presented the activities for achieving the requested standards. Moreover, through permanent contact with Accreditation office of Prishtina University (PU) we have coordinated all activities. We have involved all groups of interest, particularly the students and academic staff using the questioners for quality evaluation of learning process. From previous process of evaluation, the Faculty of Medicien has granted with accredation of Study Programs:

General Medicine – 3 yearsDentistry - 3 yearsPharmacy - 3 yearsPhysiotherapy - 3 yearsNursing - 3 yearsMidwives - 3 years

For first time the Faculty of Medicine, get the accredation for 4 programs of PhD studies for period of 3 years:Preclinical studyClinical sudyDentistry Public health

II. Study Programmes (SP)

1.General information1.1. Regulations and procedures for the development/reviewing and approval of new curriculumsThe cheif of Cathedras together with their academic staff initiate the activities for curricula development in accordance with international standards and objectives of subject. The Curricula need to develop in closed monitoring of Coordinator for Academic Development and Accredation Commision of Faculty of Medicine. The proposals for curricula development are refered to the Study Commsion and after that are proceded to Scientific – learning Council of Faculty of Medicine. Further the proposal need to be approved by Study Commision of Univerisity and finaly need to be approved by Senate of Prishtina University “Hasan Prishtina”.

1.2. Regulations and procedures on student evaluation – The exam dispositive

The proces on student evaluation is determined in several articles of Statute of University of Prishtina “Hasan prishtina”. The rights and obligations of students in the proces of exam are determineted in the articles 108, 109, 110, 111, 112, 11, 114, 115 and 116 of Statute.

1.3. Regulations and procedures on Drafting diploma thesis (BA, MA, and PhD) The students graduate in respective programs after public defense of Diploma Thesis. Comission should assign the Diploma Thesis for graduate programms. This commsion is constitued from three professors. One of professor is mentor of Diploma Thesis. The PhD thesis topic initially needs to pass the PhD Commsion established in the Faculty of Medicine. The procedure of evaluation and Doctoral Viva are performed according the Statute of University of Prishtina “Hasan prishtina”.

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1.4. The contractual relationship between Institution and students (Education contract)

The contractual relationship between institution and students are determined in the Statute of University of Prishtina “Hasan Prishtina” (Articlees 145, 146, 147, 148, 149,150, 151, 152, 153, 154, 155, 156, 157, 158, 159, 160, 161, 162 dhe 163), and the internal dispositives of Faculty of Medicine.

Based in the Statute of UP all students of FM will supply with student’s index containg the general data and unic number of student’s dossier. The academic staff will notify the participation of student in lectures and exercises by their signatures and with marks from finished exams. Based on these data the administrative staff of FM will enrol the students in the respective semesters and years of study.

2. Study Programs 2.1. Basic data for study Program

Description (name) of the academic programme

Education in Health Care

NQF Level(with indication whether BA, MA, PhD, other Doctorate Programme, Professional Certificate or Diploma, university course etc.)

MA

Academic degree or certificate, spelled out in full and in abbreviated form

Master of Education in Health Care, MA

Academic degree according of Erasmus Subject Area Codes (ESAC)

Master of Education in Health Care

Subject 05,9 Kod ISCED 149.Profile of the academic programme The graduates in Education in Health Care

developed different competencies in the study programme. Regarding to these competencies they are able to work in different job sectors:

- Teaching in health care institutions

- Teaching at the Universities of Pristina

- Teaching in vocational education schools

- Teaching in competence centre

- Research institutions

- Consultant in health care

Minimum period of study 2 years (4 semesters)

Type, structure and cycle Full time and distance learning

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(Full time or part time)

Number of ECTS credits (total and per year)

120/60 ECT

Program (short overview)/Courses Health Sciences I

Public Health

Education I

Didactic models, theories, draughts psychology, diagnostic, evaluation

Law of Education

Education II

Law of Health

Employment law

Education III

Education psychology

Teaching row planning

Health Sciences II1

Case/Care Management

Requirement to learning methods regarding to special care concepts

Special for midwifery

Case/Care Management for midwifery

Requirement to learning methods regarding to special treatment concepts

Research methods I2

EbN & EbP, HTA

Special for midwifery

EbM & EbP, HTA

Education IV

School organization and quality management

Demonstration Lessons

Curriculum development

Research methods II

Qualitative Research or Quantitative Research

Research related project (Focus on profile)

Education V

Research in Education

Phase of Practice

Project Report

1 Obligate – Decision relating to the health care profession of students in the Master Programme2 Obligate – Decision relating to the health care profession of students in the Master Programme

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Master Thesis

Number of student places 30

Person in charge of the academic programme

Dr. Sc. Halil Ahmetaj, Full Prof.

Scientific/artistic staff (number per staff category)

Prof. Dr. – 4

Prof. Assoc – 2

Prof. Ass. - 4

Asistentë - 20

Tuition fees 300 Euro/semester

2.2. Justification of study program for employment market

The justification of the study programme is divided into the justification of the labour market in general and the justification to the professional orientated labour market.

The Ministry of Education, Science and Technology specified in the Education Strategy Plan 2011-2016 to improve the performance of the education system through changes and to modernize the curriculum, teaching and learning and assessment. “Continuing efforts will be made in enhancing quality in the system through systematic attention to the curriculum and intensive teacher development. (…) An on-going theme of government is a clear perspective of EU membership and thus an education system that meets European and international standards” (MEST, 2011, p. 48). Also in the Sub-Sector Programme Objectivities the Ministry also determined among other objectivities to develop quality academic and professional higher and tertiary education and research supporting social and economic development (MEST; 2011).

„Ensure that curricula reflect labour market needs that would support employability of graduates and meet employers needs and improve the image of higher education of Kosovo and be gender sensitive“ (cf. MEST, 2011, p. 124).

The master programme “Education in Health Care” considers requirements of European standard in higher education programmes, developed employees with a professional knowledge in steering health care facilities and to implement research based social and economic strategies. The new master programme Management in Health Services and Health Institutions is in line with the labour market of Kosovo.

The new programme involves the WHO strategy for the education of nurses and midwives in the region of SEE. Health 21 goals also fully meets the requirements of EU standards , as well as based on the experience of the modern education with an advanced system of quality assurance on the theoretical and practical work, by offering quality professional

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qualifications in the field of Nursing. The Department of Nursing and Midwifery aims to set European standards in the field of professional qualification in Kosovo.

2.2. 1. Justification of study program for employment market in general

To create a new study program in allocation to the employment market, a research shows in general, that person with a tertiary education ranged at the minimum number of unemployment status. „An examination of the highest educational level reached by the employed is interesting as it shows that over a quarter of all the employed were educated up to tertiary level. “However, it illustrates that the requirements for getting a job are higher in government positions where almost half of all employees in these jobs are educated up to tertiary level“(cf. World Bank, Kosovo Agency of Statistics, 2012, p. 22). 10,5% of the employed population has a tertiary education. In relation to all employed persons 25,6% provide a tertiary education. This group is the second largest group of employed people. 5,3 % of unemployed person had a tertiary education. In allocation to other education level, the ranged next to unemployed person without a school level at the minimum unemployed persons.

Next to Universities Teacher in Health Care can be employed in secondary vocational schools or higher education schools as well.

Municipalities Vocational schools Number of students1. Pristina “ Dr. Ali Sokoli “ (Medicine) 7882. Gjilan “ Asllan Elezi “ 8943. Pejë “ School of Medicine “ 4934. Ferizaj “ Elena Gjika “ 7885. Mitrovicë “ Xheladin Deda “ 7686. Prizren “ Luciano Motroni “ 15117. Gjakovë “ Hysni Zajmi “ 962

In total 61921Figure 1, LIST OF VOCATIONAL HIGH SCHOOL (level III School of Medicine) IN KOSOVO

Place Institutions of higher education Number of students

1. Prishtinë UP Faculty of Medicine, Department of Nursing and Midwifery

450

2. Prishtinë SHLP BPRAL “qeap-heimerer “ 3503. Prishtinë University “ Rezonanca “ N.N.4. Prishtinë College “Univers “ N.N.

In total At least 800Figure 2, Institutions of higher education (public and private) in the respective study programme

c. Institutions of these profiles from the region Albania, Macedonia, and Montenegro

d. International institutions such profiles within INSTEAP project.

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The graduates in “Education in Health Care” developed different competencies in the study programme. Regarding to these competencies they are able to work in different job sectors:

- Teaching in health care institutions

- Teaching at the Universities of Pristina

- Teaching in vocational education schools

- Teaching in competence centre

- Research institutions

- Consultant in health care

2.2.2. Justification of study program for employment market allocated to professions

The justification to establish a new educational programme derived from the immediate need for special qualifications in the field of health care.

The development of the Master programme “Education in Health Care “is integrated into the funded project Interdisciplinary structure reformation and higher education for new professions (INSTEAP) by the EU Commission, integrated into to the TEMPUS programme. The project team identified the demand and developed the project idea 2011/2012.

Based on our long experience in institutional work, besides the need for new qualifications, we were also able to identify the deficiencies in the existing qualifications in the Republic of Kosovo. The fact that there are certain fields that require urgent development, where the Kosovo nurses have the need for further development of specialized skills and knowledge in order to answer the current needs as well as enable an efficient functioning, was recognized by the national authorities such as the Ministry for Health of Kosovo.

Universities of Kosovo and universities of the region, which provide study programs in health system, do not have study programs for teaching educators in healthcare, or a clear approach for health managers. Therefore, the whole health system is lacking professional pedagogy as part of education. In addition, the majority of managers of healthcare institutions are doctors, without managerial knowledge and know-how does, which clearly result in a poor development and operation of healthcare settings, thus bringing a not well functionality of healthcare system in Kosovo. Hence, representatives of related professions give lectures; doctors are giving lectures to future nurses. It should be empathized that modules and didactic concepts find no use, which would have enabled a specific professional perspective. At this point international standard has changed and a specific qualification is more than necessary. Some Universities, which provide study programs in heath system, already declared officially regarding the creation of specific methods such as teaching towards problem solving, scientific orientation based on the data from healthcare research and teaching. Experiences in methods and expertise in these fields, as the ones shown in other countries, are not constructed yet sufficiently in all participatory universities of South East Europe, including Kosovo. The collapse of communist regimes has resulted not only in new professional challenges for the healthcare and healthcare staff but also in scientific grounds.

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Workers of these countries are experiencing a rapid economy process of healthcare system. If compared with Western Europe countries, this development has been slower and has lead into new transformative processes and complex strategies. Tasks and challenges, which only partially have been renewed, require skills and abilities on healthcare from the responsible persons of Kosovo, which is something that is not part of education yet. Another factor that determines particularly the work of healthcare system and relevant study program is the right of the profession and necessary legal conditions to practice one’s profession. The transition of the system from the state, centralized and planned economy, into a modern, decentralized and transparent health system requires new definition of conditions. If solid steps in the legal macro-infrastructure so far have been made, there is still a need for legal medium and micro infrastructure.

Ministries and universities have not yet made a direct connection between them. No direct exchange has happened yet. This needs a specific expertise, which is lacking often in the country and it requires a close and coordinated collaboration between politics, professional society and university education. In a parallel-organized transfer, such views should be involved in the relevant programs curriculum, to become part of schooling. Direct communication between universities, ministries and the world of profession has envisaged to been built and established through the project.

This indicates that teaching skills and knowledge are missing in the health care system in Kosovo. The partner of Ministry of Education, Sciences and Technology and the Ministry of Health confirmed the need of teacher competencies. In a stakeholder workshop of the project, INSTEAP the opinion has been affirmed as well.

The teacher has to be an expert in his profession. However, expertise alone is not sufficient to teach. Learning success is highly dependent on the methodological and didactical treatment and correct integration in the learning context. Besides a subject-specific theoretical framework, it is necessary to deposit a pedagogical framework. “A common-political decision-making process has to be enabling at qualifications level. By suitable choice of elements in the curricula and the curriculum structure in lecture sequences, the learning process has to be developed, that the conditions and their efficiency could be proved in reviewed experiments. The core problem is caused in one of this different level of legitimacy suitable integration of competencies” (cf. Knab, 1971). That assumes, that teacher has competencies in pedagogical and didactical theories and experiences in practice these methods.

“The skills that participants in adult education programs do or do not develop have increasingly important implications in terms of workforce participation, long-term self-sufficiency, acculturation, and citizenship. A growing body of data shows that, in addition to obtaining and succeeding in a job, literacy and numeric skills are associated with the likelihood that individuals will participate in lifelong learning, keep abreast of social and political events, and vote in state and national elections“ (Benjamini and Hochberg 1995; OECD and Statistics Canada 2005; Sum, Kirsch, and Yamamoto 2004a).

The study programme will bee connected to the school system in Kosovo at the level of higher education.

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School system from upper secondary education

Upper secondary education (age 15-18, grades X-XII; ISCED level 3)

High schools

Higher vocational education

Music and art schools

Post-secondary (VET) education (age 18+)

Higher education

Teacher programmes Additional programme for professions

BA Teacher BA Nursing

MA Teacher MA Education in Health Care

Figure 3, Connection of the master programme Education in Health Care

Healthcare in Southeast Europe countries is a sector that needs reforms, as it is still within public institutions. The development of health care system in Kosovo was subject to political and economic influence. Supported by different nations and institutions, the Ministry of Health implemented institutions and developed several documents to optimize the health care system. Healthcare in Kosovo is one of the topics that need further development. Lack of structural reforms and low financing remains the main causes for the lack of healthcare, thus making a difficult path of transition and modernization (cf. Holst 2007, Bislimi 2006).

Raka (2009) stated, that „currently, the health care system in Kosovo consists of primary health care centres located in each municipality; secondary health care facilities at the regional level (hospitals); and tertiary health care centres – University Clinical Centre of Kosovo and other specialized institutions. Besides public sector, the private sector in health care has grown in the recent years and is predominantly focused on diagnosis and treatment“ (cf. Raka, wbc-inco net 2009, p. 10). Raka pointed out among other health research priorities: Research capacity strengthening- to upgrade scientific capabilities in health area (cf. Raka, 2009, p. 21).

The Ministry of Health developed a “Strategy of Health Care in Kosovo 2005-2015”, based on the Millennium Development Goals. In the main national policy goals in health care the Kosovo government in period 2005-2015 define one goal to “improve the health status of the population and the quality of the health care services” (cf. MoH, updated 2011, p. 11).

The determined results such as” quality of health care services improved and the level of professional medical knowledge and skills upgraded through improved education and training“ require also nurses, who has the knowledge about the relevance of economic point of view, evidence based nursing and methods.

However, the professional background of nursing is important for EDUCATION IN HEALTH CARE system, because he have among other areas to estimate the knowledge of education theories to support nursing students to estimate the potential demand of patient and to

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determine the effort of nursing. Without this professional and the educational knowledge, the education of nurses will not effective and efficient.

Percival and Sandorp, 2010 evaluated the objectives of the health reform in Kosovo as presented in the “Yellow Book”. They stated, that “family doctors have been trained, responsibility for primary care has been transferred to the municipal level, immunisation coverage has increased, and some maternal and child health indicators have improved. Yet many key reform initiatives, such as building the strength of primary care and establishing an effective health-financing system, were not fully implemented” (cf. Percival, Sandorp, 2010, p. 8).

2.3. International comparability of programme

Universities in Kosovo are adopting curricula based on the Bologna Declaration rules, and this is to achieve a better comparability of degrees in Europe (MASHT 2009). Re-structuring bachelor and master degrees requires a strong orientation in the theory-practice transfer and needs to serve the didactic methods, which for university professors in Kosovo are often an innovation. Many examples have shown that required didactic approaches have remained as statements and have prevented an authentic reform (GAP, Report 2008).

The strategy of University of Pristina is the professional advancement of nurses in Kosovo at the level prescribed by WHO (European Strategy for Nursing and Midwives Education) by providing programmes based in the European Community standards.

In the Amendment of the final report of profession qualification Vergnaud (2013) write: „(1b) 'European Credit Transfer System or ECTS credits': credits expressing the quantity of work each course unit requires in relation to the total quantity of work necessary to complete a full year of study under the ECTS system for accumulating study credits on the basis of transparency and comparability of qualifications; the quantity of work shall include not only lectures, practical work and seminars, but also traineeships, research or field work, private study, examinations and other assessment activities; under the ECTS system, the quantity of work for one year of study shall correspond to 60 ECTS credits, and one semester's study shall correspond to 30 ECTS credits“ (cf. Vergnaud, 2013, p. 24). To follow the convention of the EU, the master programme Management in health care was developed among different learning methods within integrated modules to ensure these requirements. In addition the allocation to the area codes of the EACEA this program refers to Subject codes 05.9 Isced Code 149.

Prototype for the study programme “Education in Health Care” is a master programme from University of Applied Sciences Muenster/Germany in the field of Nursing. In the project INSTEAP an accredited study programme of the University of Applied Sciences Muenster was assumed. The study programme was adapted to the needs of Kosovo. This will ensure to reach the requirement of European standard of higher education programmes and will make a reference about the comparability of the study program in Healthcare Education with one or two other (European) countries, besides the University of Applied Sciences Muenster/Germany.

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Criteria of ECTS, structure of modules, contents of modules, practical and theoretical ratio and self-learning tasks of students were adapted to the requirements and conditions of Kosovo.

Regarding to comparability of the study program, following table offer the criteria.

Study programme Education in health careCriteria Kosovo EuropeanCompatibility with ECTS system

30 ECTS per semester; 1 ECTS corresponds 30 hours

30 ECTS per semester; 1 ECTS corresponds 30 hours

Cooperation agreements with participating universities

Are available Are available

Assurance of the studies and participating organizations (advisory and support structures)

Responsible teacher for the study programme, 1 teacher supports 10 students

Responsible teacher for the study programme, 1 teacher supports 10 students

Transparent documentation of studies and examinations

Documentation of the study programme is available

Documentation of the study programme is available

Consistent approach to quality assurance in study and teaching in the programme

Quality assurance: f.e. Self-evaluation, students questionnaires

Quality assurance: f.e. Self-evaluation, students questionnaires

Orientation of the course in relation to an international profile (joint degree, double degree, mandatory study abroad, foreign language course offerings, etc.)

Joint degree developed by a consortium of three international universities, foreign languages will be offered, mandatory study abroad, common modules

Joint degree developed by at a minimum of two international universities, foreign language, stay abroad, recognition of modules at the universities

Kind of structures to support the exchange of students

Support structures are give, mentor system, partner universities will support students

Support structures are give, mentor system, partner universities will support students

Number of students, who integrate a stay abroad

5-10 will integrate a stay abroad

64 of 1000 German students stay abroad (cf. Statistical Federal Office, 2012)

Number of foreign students 2,5% are foreign students in Kosovo(Kosovo Agency Statistic, 2011)Expected foreign students in the program: 2

24,34% are foreign students in Germany (cf. Statistical Federal Office, 2012)

Figure 4, Criteria of international comparability of study program

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The Master programme “Education in health care” offers a joint degree. It is a Master program, which was developed jointly by three international universities: University of Applied Sciences Münster, University of Pristina and qeap Heimerer. The students get the facilities and expertise of all partner universities of the consortium. The teachers are international lecturers. An organized mobility of students is at the core of the study program. Modules and courses that students have graduated from the universities automatically are recognized. The students will receive either the national final of the individual institutions or jointly conferred degree. The joint degree - an international degree - is officially recognized in all the title -giving partner universities.

2.4. Target group to whom the programme is dedicated

The study programme will be opened for students with a bachelor in health care professions. Following bachelor will be accepted:

- BA Nursing

- BA Midwifery

- BA Pedagogy for Nursing

- BA Therapist

- BA Speech Therapy

2.5. The Orientation of study program towards the leading principles of institution

The Faculty of Medicine in Pristina is an academic unit of the University of Prishina – engaged in teaching and applied scientific research in the academic disciplines of Medicinal and health profession fields.

Students should develop their professional orientation in ways where priority should be given to simple and direct methods of application of information based on scientific thought, by also stimulating orientation towards the creation of capacities for lifelong learning -continued education.

The trend in the University of Pristina and Faculty of Medicine is the gradual transition from teacher-centered methods to student-centered methods. The reformation of the teaching system required attention to educational premises in order to affirm the new teaching methodologies and at the same time ground itself on the empirical experience of teaching and learning.

The education and learning of health professions implies the offering of a scientific, human and ethical dimension, with continued advancement of professional goals in diagnosis curing and prevention of disease.

The Faculty of Medicine and students engage in continued cooperation, with the goal of building a community which: Educates students to become high quality doctors, dentists, nurses and pharmacists for the needs of patients and society; Enables the manifestation of student capabilities and critical thinking; Prepares students for lifelong learning; Introduces

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students to the latest medical technologies and systems; Enables the integration of basic sciences with clinical knowledge.

In the domain of postgraduate scientific studies of magistrate and doctoral-PhD level. The Faculty guarantees specific postgraduate programs in harmony with the interests of the students and the needs of society.

The new study programme is in line with the vision of the University and Faculty to educate well-prepared high professions. It serves the need of Teacher for professions in health care, which will be able to facilitate their work with a high-developed profession background in addition with teaching competencies. Regarding to the interest of students and the labour market, the Master program will fill a profession gap.

In line with the mission and vision, following teaching and learning methods will be offered and will develop teacher competencies at the University:

An approach of combining teaching and learning methods has been adopted, which enables students to identify and use their own experience, skills and knowledge to best advantage within the learning process. Therefore, the Master curriculum in Healthcare Management will be facilitated by the following main methods:

Lecture-based learning: An interactive discussion environment will be provided to explain theoretical issues of health sciences, management, legal, economic and organizational contexts. The classroom situation will also provide a supportive environment where students will be expected to receive feedback and learn from the experiences and knowledge of other students and tutors.

Problem Based Learning: Students will work in small groups to examine service user centred scenarios or case studies. The idea is that students work cooperatively as a team in order to achieve both subject based learning outcomes and transferable teamwork skills. This emphasizes self-directed learning supported by study guides where understanding is reinforced through its application in problem-oriented, task-based and work-related experience.

Simulation-based learning: Role-play with other students, as practitioners from public services or volunteer service users, is common practice within professional education. Simulation provides a relatively safe context in which students can practice skills and receive feedback in a way that would not be possible with real service users. More elaborate role-play exercises can also be used where students take on their professional roles engaging in a simulated case conference or a court session (for example).

Practice-based learning: The programme will provide opportunities for students to take responsibility for working in a healthcare setting as members of a team with supervision from mentors. During the field placement at the fourth semester students will learn about management patterns of healthcare settings, and be trained in using theory and concepts to both understand and critically reflect over the on-going practice. Tasks to observe and reflect over will be given by the teachers, and the students will give the teacher the learning outcome as small written reports.

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Reflective learning: Encouraging students and teams to reflect / meta think on their activities and processes of working together, with a focus on service user care, can develop an understanding of one’s own role and values and those of other professions.

Research-based learning: students will get a deep knowledge of research methodology and will participate in research projects conducted by QEAP Heimerer. Students will work also on their diploma thesis in the fourth semester.

E-learning, Blended learning: For the program this however means monitoring the learning progress of students as well as support in initiation of self-defined learning processes. Learning is done in different levels of didactical methods, such as subject oriented learning, considering of subject-oriented approaches as well as intermediary didactic. Information system for Universities (IS4U) is based in the most modern technologies of Web 2.0 and it serves to help organize the learning process. Through IS4U will be enabled to accomplish lecturing, tests, publication of test results, course registering, application for tests, communication to all the participants in the lecture sending the information from the docent to all participants of a lecture etc.

Figure 5, Blended-learning system in the master programme

2.6. The aim and profile of study program (description of study program)

Universities in Kosovo are adopting curricula based on the Bologna Declaration rules, and this is to achieve a better comparability of degrees in Europe (MASHT 2009). Re-structuring bachelor and master degrees requires a strong orientation in the theory-practice transfer

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and needs to serve the didactic methods, which for university professors in Kosovo are often an innovation. Many examples have shown that required didactic approaches have remained as statements and have prevented an authentic reform (GAP, Report 2008). Lack of model curricula and science literature in Albanian language worsens significantly the situation. Therefore, the whole health system is lacking professional pedagogy as part of education.

It should be empathized that modules and didactic concepts find no use, which would have enabled a specific professional perspective.

This indicates that teaching skills and knowledge are missing in the health care system in Kosovo. The partner of Ministry of Education, Sciences and Technology and the Ministry of Health confirmed the need of teacher competencies. In a stakeholder workshop of the project, INSTEAP the opinion has been affirmed as well.

THE INNOVATIVE CHARACTER OF THE STUDY PROGRAMME

The first idea of developing a study programme in the project INSTEAP project was one master programme in Health Care with two students’ specialisations

1. Specialisation: Management in Health Care

2. Specialisation: Education (Teacher) in Health Care.

(Cf. figure 6):

Figure 6: Study program with two students’ specialisations

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There were some reasons to over think this first idea and to reorganize it in the following manner (cf. Figure 6, right side):

There are different demands on study programs for management in health care and study programmes for education of teachers in health care.

The education of teachers in health care should follows the regulations of teachers in Kosovo (cf. Administration instruction, 14/2013, Teacher performance evaluation, 2013)

Responsible for the education of all teachers, also teachers in health care is MEST (with the commitment of MoH)

Performing uniform regulation of study programs for teacher education in health care is easier, if you do not have simultaneously to consider requirements for management education.

A manageable entry in the education of teachers in health care is possible by starting with developing the general framework for a study program for education of teachers in health care with only the specialisation in one profession e.g. nursing/midwifery. There is BA-absolvent in Kosovo for nursing and midwifery! May be that a needs-oriented distribution of students in the field Nursing and Midwifery (e.g. 70% to 30%) has to be determined.

Possible extensions of the study program for other fields (teacher for physiotherapy, teacher for speech therapy but also other kinds of subjects like teacher for nutritionists, teacher for doctor's assistants, or even teacher of child care workers (kindergarten teachers) can be done by using he same general framework (common modules) and developing some specific modules for the profession related modules (profession specific modules).

One benefit is the joint instruction of students of several (not necessarily all) professions in the common modules (synergetic effects; reducing costs).

Another benefit: beginning with one example e.g. nursing and spreading out with other professions related to the necessity in Kosovo.

Flexibility: For small professions it is not necessary to offer the profession specific modules every year; maybe that all be offer every two or every three years is enough.

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Figure 7: Two separated master study programs in health care

In the small country Kosovo, the needs for teacher education in some professions are small and it is not useful to develop own study programs for all professions. This innovative kind of framework for a study program for Education in Health Care is a very flexible one and can be suited to the needs in Kosovo. This framework will guarantee sustainability in the education of health care workers.

The innovation of the new study program is characterize that there was created an allocation between the “Master Management in Health Services and Health Institutions” and “Master Education in Health Care”. The students in both study programs need same contents. Regarding to this the curriculum development group decided to offer some common modules to the students.

Following modules are in common:

Module name Institution – module take place

Public Health Qeape-Heimerer

EbN & EbP Qeape-Heimerer

Law of Health University of Pristina

Law of Employment University of Pristina

Qualitative and quantitative research Qeape-Heimerer and University of Pristina

Master Thesis Qeape-Heimerer and University of Pristina

Figure 8, Common modules of MSc Management in Health care institutions and Health care services and Education in Health Care.

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This approach not only provides better services for people of Kosovo, but also ensures the mobility of nurses of Kosovo within the European Community, opening the prospect of nurses of Kosovo for employment in Europe countries.

Therefore, the aim is to achieve two objectives: to provide quality services for people of Kosovo and at the same time to facilitate the mobility of nurses of Kosovo within the European community, opening the prospect of nurses of Kosovo for employment in European countries.

Through its programmes that are oriented towards the structure of programmes in EU countries and meet the standards of the EU Convention Directive 2005/36/EC Article 3 – paragraph 1 – point l b (new). The World Health Organization describes the requirements of the education of nurses and midwifery. “Additional factors of relevance to preparation at graduate level include, for example, the necessity to practise from an evidence base (and for some to conduct research), the increasing complexity of health care, advances in science and technology, rising expectations of those who use the health services, the ability as well as the commitment to participate in continuing professional development and multidisciplinary team working, the need to improve the status of nursing and midwifery in many countries so as to recruit able school leavers, and the need to prepare teachers, mentors and leaders in nursing and midwifery in order to enable an informed voice from the nursing and midwifery professions to be heard in policy discussions about the health of the people of the nations. Similar factors are also cited in the recently issued Guidelines on nursing education from WHO’s Eastern Mediterranean Region (WHO 1998), so are not unique to WHO’s European Region but rather are of global relevance” (cf. World Health Organization, 2006, p. 6).

Zabalegui et al (2006) described a project between the University of Deusto and the University of Groningen to identify nursing skills and to transfer these results into higher education programmes. “The master’s graduate will be qualified for employment on the basis of the academic discipline (i.e., nursing science) and for further study in a doctoral program. The master’s graduate will develop knowledge and independence in applying scientific theory and methods. The candidate studying the practice of nursing will be able to perform advanced and specialized nursing competencies (cf. Zabalegui et al, 2006, p. 117). The new master programme Management in Health Care will meet these requirements.

Information system for Universities (IS4U) is based in the most modern technologies of Web 2.0 and it serves to help organize the learning process. Through IS4U will be enabled to accomplish lecturing, tests, publication of test results, course registering, application for tests, communication to all the participants in the lecture sending the information from the docent to all participants of a lecture etc. The modules included e-learning elements. In the study programme, a rate of e-learning elements is targeted with 30%. Docent, students, administrative staff and other administrators can work together in various countries. Accreditation of the study programme is an external monitoring. In responding to this philosophy, the project will establish a learning platform to be used by HEIs in Kosovo in facilitating their teaching and administration work.

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2.7. The learning outcomes (competencies and qualifications, knowledge and skills)

In conclusion, of the research made by the consortium of the TEMPUS project INSTEAP points out the immediate need for a university master programme in Teacher in Health Care. Based on European standards and oriented in practical and scientific management the master programme shall provide learning outcomes in terms of knowledge, skills and competences that graduates should have when completing the Master programme, and that are equivalent to level 7 of the National Qualifications Framework:

Knowledge und understanding

Utilize their knowledge in health care education to be well prepare in education methods in health care fields A critical understanding of the theories, methods and models of education in general and in health care regarding of practical teaching in health care professionsTo analyse education issues, concepts, methods, moral values in education process and grapple critically and sensitized with issues in education in health careTo understand that teaching depends on conditions of learning groups, profession fields and subject

Skills and abilities

Developing lesson plans, analyse learning groups, didactic analysing themes to be able to teach lessons by a creative style and reflecting education process, change the performance in case of needs, including to create environment in students groupsPlanning and carrying out a significant project of research, investigation or development in health care facilities, regarding to actual themes, problems or needs, including Search and solve problems and issues in a professional, creative, practically way and are in the position to adjust flexibly to the wide and often unpredictable variety of professional contexts

Attitudes and values

Work on complex professional and ethics questions and issues in health care, including disposing professional decisions

Figure 9, Learning outcomes (Cf. adopted from NQA, 2011, p. 36/37 and Teacher Guide Handbook, 2012)

2.8. Ratio between theoretical and practical part of study program

The “Master Education in Health Care” will be equated with the study programme “Master for Teacher”. Although the students get provided in only two years of educational sciences, they will be able to be treated as equal on reason of her professional expert's assessment with the master of teacher in the existing system.

In addition to that, the students in the study programme “Education in Health Care” will be educated in the following distribution, regarding to the Kosovo final report, 2012:

- 31,25 % of modules are academic

- 41,66% of modules are professional (education profession)

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- 21 % of lecture practice (28 weeks in lessons practice, divided into two times of demonstration lessons (module teaching row planning and demonstration lessons) and a practical training included in the phase of practice. In the phase of practice, the students work in practical profession fields regarding to education systems and make a research in this field.)

For the study programme, the ratio between the practical and theoretical part will be in common:

Ratio between theoretical and practical part of study program

L S EE EP ISW N/O ECTS

Total hours = 480 150 125 745 2100 3600 120

L = Lecture; S = Seminar; EE = Education Exercise; EP= Education Practice; ISW = Individual student work; WLoad = L+S+CE+CP+ISW; ECTS = European Credit Transfer and Accumulation System.

Figure 10, Ration between theoretical and practical part in the study programme

2.9. ECTS calculationCredits expressing the quantity of work each course unit requires in relation to the total quantity of work necessary to complete a full year of study under the ECTS system for accumulating study credits on the basis of transparency and comparability of qualifications; the quantity of work shall include not only lectures, practical work and seminars, but also traineeships, research or field work, private study, examinations and other assessment activities; under the ECTS system, the quantity of work for one year of study shall correspond to 60 ECTS credits, and one semester's study shall correspond to 30 ECTS credits“

2.10. Practical work - internshipAppropriate institutions, which are identified as such in the country, can provide practice for students of the study program and they are:

a. Secondary Vocational Schools of Medicine, III level in Kosovo

b. Institutions of higher education (public and private) in the respective study programme

c. Institutions of these profiles (a and b) from the region Albania, Macedonia, and Montenegro

d. International institutions such profiles within INSTEAP project.

Practical part of the program will be organized in the Kosovo educational institutions in health professions (third level). For this purpose the professional teaching staff in those schools will do the mentoring of students. Due to the lack of appropriate mentors, the steering group of this project proposes that these teachers will be trained within the project at the programme of Training the Trainers. This proposal of the Steering group is a similar

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approach to training done over the mentors for mentorship as in the case of a former Bachelor study project at the University of Pristina, supported by the European Agency for reconstruction. In the absence of clinical mentors, that are needed to supervise the clinical practice of students in the Bachelor studies in the Department of Nursing and Midwifery, we trained 55 Nurses employed in Primary Health Care Institutions and 60 Nurses employed in Secondary Care Institutions which were certified for student mentorship of the first generation of the students in the Bachelor studies. Students attending this Master programme, the first generation of them, after their graduation, will be then qualified to mentorship incoming students in the future. Practicum places and division of groups of students (8 persons per group) is planned in accordance with institutional capabilities and specifications of services offered, as foreseen in the program. A detailed breakdown is attached to institutional arrangements.

Student’s mobility is planned to provide through the implementation of professional practices in EU countries, to be coordinated by IEJASHI as project coordinator for Kosovo, FH-Münster as an institution and the project leader and other international partners in our project in these countries. The good already established experience of common groups of students and scholars in country and EU countries is also planned advanced further.

Additional effort in this direction represents foreign language courses with professional focus that are organized in our institution, especially for students and specific modules which are offered in German Language, respectively in English Language.

In order to advance in the Academic fields, which are directly linked with the studying process, University of Pristina in cooperation with its partner institutions will organize trainings and seminars. These training and seminars will be a good for the academic personnel to get familiar with the development trends in the field of teaching methodology in the Countries which are members of the Bologna process, new teaching strategies, forms and techniques for the organization of classes etc.

The intensive cooperation of the University of Pristina with the professional schools in Germany such as Munster professional school, the network of professional schools Heimerer, the Nursing Faculty in Halle, Tirana, Vlora and Tetova etc. gives an excellent opportunity for the realization of additional trainings on certain fields. The information of the personnel that is engaged in the study programme is presented in the programme.

2.11. The research plan

During study process the Institutions will ensure the modules which enables the students to understand the scientific methods and to implement in the clinical practice and scientific researches in the filed of bioscience and health.

In the third semester, each student receives school knowledge in the health care system for working a 22-week research project.

In the fourth semester students do research in selected areas and present that as a Master thesis in public.

The research themes and areas can be allocated to general education fields and/or to profession orientated themes.

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Research themes Research Areas

Evaluation of teaching methods All schools

Effectiveness of practical trainings All schools and institutions

Evaluation of curricula All schools

Development of practical trainings for professions in institutions

Institutions

Allocation between vocational education and study program in health profession education

Vocational schools and universities

Effectiveness of practical training for nursing professions

Vocational schools and universities

Development of competencies and skills in nursing education

Vocational schools and universities

Figure 11, Research plan themes

2.12. The conditions for study registration

The existing system is a renewable process. The Ministry of Education, Science and Technology issued in 2012 a decision to reform the Faculty of Education while defining a new frame of pre-service teacher education. This concept proposes that Faculty of Education prepares teachers for pre-school and primary education with a three-year bachelor degree.

The study programme will be opened for students with a bachelor in health care professions. Following bachelor will be accepted:

- BA Nursing

- BA Midwifery

- BA Pedagogy for Nursing

- BA Therapist

- BA Speech Therapy

The study programme will begin with two professions as a model study programme: BA Pedagogy for Nursing and BA Nursing and Midwifery. Regarding to Kosovo as a developing country and the aim to optimize education programmes regarding to the labour market, the study programme can be worked over for other professions and developed in future times.

2.13. Study Curriculum

Year I

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Semester I Hours/weeks

Nr. O/E Modules L U ECTS Lecturers

1. O Public Health 40 20 5 Prof.ass. Ilir Begolli

2. O Didactic models, theories, draughts, psychology, diagnostic, evaluation

20 15 5 Prof.asoc. Naser Zabeli

3. O Law of Education 25 2.5 Prof.asoc. Naser Zabeli

4. O Law of Health 25 2.5 Prof.ass. Xhevat Shkodra

5. O Employment law 25 2.5 Prof.ass. Xhevat Shkodra

6. O Education psychology 25 20 5 Prof.ass. Aliriza Arënliu

7. O Teaching row planning 20 10 7.5 Prof.asoc. Naser Zabeli

Semester II

1. O Case/Care Management 25 2.5 Monika Rode, Edu.Sci. PhD cand.

2. O Requirement to learning methods regarding to special care concepts

25 2.5 Monika Rode, Edu.Sci. PhD cand.

3. O EbN & EbP, HTA 60 40 10 Monika Rode, Edu.Sci. PhD cand.

4. O School organization and quality management

30 20 5 Prof.dr.Demë Hoti

5. O Demonstration Lessons 5 Prof.dr.Demë Hoti

6. O Curriculum development 40 5 Prof.dr.Demë Hoti

Year II

Semester III

1. O Qualitative Research or Quantitative Research

25 2.5 Prof. ass. Shaip Krasniqi/

Prof. Ass. Hasime Qorraj-Bytyqi

2. O Research related project (Focus on profile)

20 7.5 Prof. Dr. Karahoda/Prof. Dr. Bonato

3. O Research in Education 40 5 Prof.asoc. Merita Berisha

4. O Project Report 5 15 Prof. Dr. N. Karahoda-Gjurgjeala

Semester IV

1. O Master Thesis 30 30 Prof. Dr. Karahoda/Ahmetaj

Bonato

Total hours 480 125 120

Common modules in both programmes “Master Education in Health Care” and “Management in Health Services and Health Institutions”.

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THE IMPLEMENTATION STRATEGY OF THE STUDY PROGRAMME MA EDUCATION IN HEALTH CARE AT THE UNIVERSITY OF PRISTINA

STRATEGY FOR STAFF

The quality of teachers in the Faculty of Medicine is of extreme importance because it ensures the progress of studies. For this reason, Faculty of Medicine has focused its policies for the development and promotion in both directions:

1. Advancing in Academic fields

2. Professional and Scientific development

Teaching staff from the natural, medical and humanities sciences in country is sufficient and meet the needs of this three-year program. Therefore, the staff for the social field was more specific and is covered with local expert who studied abroad

Particular importance is paid to the specific nursing staff, since it is limited in the country. In cooperation with SEE-IHN and Partner University in Halle, Germany, in 2007 five candidates with basic preparation and BSc in nursing were sent to pursue Master studies in the field of Nursing Sciences. This group has successfully completed these studies and together with other local colleagues with the same academic profile is involved in the process of preparation of this educational program and its successful implementation. Hence, all specific nursing modules are offered by nursing docent professionals with work experience and relevant academic titles.

Universities abroad mentor PhD candidates in this group and the relation of teaching with their scientific research is a great opportunity of academic specialization, but also the possibility of linking of the joint institutional research and mobility support, which is core goal of our institution.

In compliance with the international standards and researches on education, new methodical tools support the programme. This also includes multimedia approach of the content as well as creation of cooperative educational environments with new methodical tools. Learning is done in different levels of didactical methods, such as PBL, subject oriented learning, considering of subject oriented approaches as well as intermediary didactic, however these must be mastered by professors in Kosovo who need training. The University of Applied Sciences Münster has many years experience in online programmes and will actively contribute to a learning management system.

Procedures for reviewing study programs

The purpose of the evaluation process is to provide students and the school with information about the progress during the study progess, as well as to provide the public and service users that graduate students have gained a qualification that responds to the need to fully exercise the occupation of general nurse.Learning and the learning process at students will be evaluated mainly through a set of techniques and methods of evaluation, such as essay writing, case studies, ability for academic critic, written and oral examination, group presentation, presentation with

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different posters, multiple answers exams, supervised professional practice, and in the end preparation of the diploma thesis in the fields offered and chosen by students which are relevant to the general nursing program.

Mechanisms for implementing the quality assurance measures

The evaluation of the master programme ‘Education in the health system’ is planned in the project and must show how the implementation as proceeded, which problems were found and which recommendations are made, which serve to further development. The University of Hall with respective expertise will carry out this evaluation. Implementation of the program enables at the same time a view of the effect of results of the interdisciplinary working group for development of the structure, as their specifics reflect in the content of the program and explicitly in development of students’ knowledge. This evaluation will show, if the adoption of the program was successful.

2.3. Study Curriculum

2.14. The course/subject description:

MODULE HANDBOOK EDUCATION IN HEALTH CARE1ST YEAR CURRICULUM

2.14.1. Module Title: HSc 01 Public Health (patient-institution- related; operative health promotion)ECTS Credits: 5Professor: Prof.ass. Ilir Begolli2.14.2. Description of the subject:

- Reflection of theories of public health systems - Structure of health care system – quality aspects of a functional system- Problem analysis of health care systems- Analysis of common aspects/structure and differences of health care system in Kosovo and

international systems - Possibilities of collaboration between health care systems- Strategies of integration of needs in health care organization caused by actual challenges/reform,

spectrum of diseases and demographic change in Kosovo2.14.3. Objective Learning Outcomes:The students compare different health systems and structures. They reflect the demographic change in the world and especially in Kosovo regarding to the economy development, spectrum of diseases and society. Students learn to be flexible to create cooperation, networking and choose creative ways to deal with partner in health care organizations. Students understanding key health promotion definitions and concepts and the differences from related concepts, such as disease prevention and population health. They identify the key features and values that shape health promotion practice. Students reflect health care systems and developing a method, to integrate new knowledge into their professional understanding of education.2.14.4. Learning and Teaching Methods:- Lectures, - Group work,- Role-play,- Reflective thinking tasks like case analysis, discussions2.14.5. Assessment Methods: - Presentation

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Passing criteria: 51% successful tasks in presentation. passed with the minimum grade E2.14.6. Teaching tools/IT:LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises in health care institutions will be allocated to themes of the module. The exercises regarding to self-learning work of students included a reflection in the colloquium. 2.14.7. Ratio between theoretical and practical part of the study in the module:Lecture Seminar Education Exercise Education Practice Individual student work Workload

40 20 90 1502.14.8. Indicative Reading: BTI 2012, Kosovo country reportWorld Health Organization, Towards age-friendly primary health care. Genf, 2004 World Health Organization.Percival, V. and Sandorp, E.: (2010) A case study of health sector reform in Kosovo, Confl Health. 2010; 4: 7.Published online 2010 April 16. doi: 10.1186/1752-1505-4-7PMCID: PMC2864221Joseph Barjis (2011): Healthcare Simulation and its Potential Areas and Future Trends; Barjis–SCS M&S Magazine – 2011/ 1 (January).

2.14.1. Module Title: EDU-01 Didactic models, theories, draughtsECTS Credits: 5Professor: Prof.asoc. Naser Zabeli2.14.2. Description of the subject:-Education stands as an upper concept for all organised teaching operations and learning operations, which are organised to be able to fulfil the duties resulting in the market society. In this sense education is to be understood as a valued and valuing learning which should be understood as an open process in which it is about the subject-certain appropriation of knowledge of vital importance and the human notification possibility. Content of the module includes aspects from models and teaching methods and their usefulness in the health sector, such as:

- Models and theories of educational- Evaluation in teaching methods- Hermeneutics, empiric-analytic theory, normative theory- Situation-oriented developing beginning, educational-theoretical didactics, curriculum-theoretical

didactics, identity-theoretical didactics, socialisation-theoretical beginning- Results of the learning process of the adult education- Animation didactics, mediation didactics- Psychological diagnostics and evaluation

2.14.3. Objective Learning Outcomes:- Know different educational theories and didactic theories - Describe the differences of the theories - Are able to develop teaching premises are to be compiled in the situation2.14.4. Learning and Teaching Methods:- Lecture- Seminars- Exercise- Problem-orientated learning - Reflective thinking tasks like discussions2.14.5. Assessment Methods: - Examination or PresentationPassing criteria: 51% successful tasks in examination/presentation, passed with the minimum grade E2.14.6. Teaching tools/IT:LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises in teaching institutions will be allocated to themes of the module. The exercises regarding to self-learning work of students included a reflection in the presentation. 2.14.7. Ratio between theoretical and practical part of the study in the module:

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Lecture Seminar Education Exercise Education Practice Individual student work Workload20 10 15 100 150

2.14.8. Indicative Reading: Stiles, L., Chandler, B. (2012): Education and the Teacher, Literary Licensing, LLCDiane M Billings, Ed.D, R.N., Judith A Halstead (2011) Teaching in Nursing: A Guide for Faculty, 4. Edition, Elsevier

2.14.1. Module Title: EDU-02 Law of EducationECTS Credits: 2,5Professor: Prof.asoc. Naser Zabeli2.14.2. Description of the subject:The objective of this course is to introduce to students the basic information on the judicial regulation of schools, universities and Law of education. Includes the study referring to legal relationships, reports, and obligations related to cases of Law of Education, National Curriculum Framework e.g.. This Master Course deals with the legal treatment and regulation of the cases that require intervention from the bodies that deal with requirements of teacher education. Law of education regulates the education of teachers. Law of Education regulates the aim of establishing legal grounds for the regulation and the improvement of the teacher’s education of the Republic of Kosovo. In this course will study and define also: Rights and obligations in the field of education; requirements of education, requirements of curriculum e.g.2.14.3. Objective Learning Outcomes:This module provides students with an introduction to education system in the Republic of Kosovo from the perspective of strategic policies and frameworks. The students will gain knowledge in this area based on the positive right in Kosovo with a comparative view with the other positive rights.Understand key Law of Education, promotion definitions and concepts by law of education;Identify the problematic issue in Law of Education and study this;Identify how health rights promotion and defence by Law of Education and all actors in health rights and health defence population.2.14.4. Learning and Teaching Methods:The methodologies will include the lecturing with the highest interaction possible of all students, always having the student as the focal point. Frontal and conversational lecturing, exercises (individual and in groups), and seminar work.

2.14.5. Assessment Methods: ExamPassing criteria: 51% successful tasks in exam, passed with the minimum grade E2.14.6. Teaching tools/IT:LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises in health care institutions will be allocated to themes of the module. The exercises regarding to self-learning work of students included a reflection in the colloquium. 2.14.7. Ratio between theoretical and practical part of the study in the module:Lecture Seminar Education Exercise Education Practice Individual student work Workload

25 10 40 752.14.8. Indicative Reading: - Law of pre-university education, Law No.04/L –032, 2011).- Law of higher education, Law No.04/L-037, 2011- Kosovo Education Strategic Plan 2011-2016, MASHT- Kosovo Country report, 2010, European Training Foundation- National Qualification Framework, Kosovo- New Curriculum Framework

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2.14.1. Module Title: EDU-02 Law of HealthECTS Credits: 2.5Professor: MSc. Adem Spahiu, Prof.ass. Xhevat Shkodra2.14.2. Description of the subject:The objective of this course is to introduce to students the basic information on the judicial regulation and Health Law. The students will gain knowledge in this area based on the positive right in Kosovo with a comparative view with the other positive rights. Health law regulates the aim of establishing legal grounds for the regulation and the improvement of the health status of the citizens of the Republic of Kosovo through health promotion, preventive activities and provision of comprehensive and quality healthcare services. In this course will study and define also: Rights and obligations in the field of health; The healthcare principles; The healthcare system; Healthcare institutions’ activities; Supervision of healthcare services.2.14.3. Objective Learning Outcomes:- Students will develop the ability to critically access the law and legal argumentation in this field.- With the knowledge from this Master course, the students will have a chance that logically and analytically to solve the duties that are required in the legislation area that regulates in the Health Law field.- They understand key Health Law promotion definitions and concepts by health law;- Students identify the problematic issue in Health Law and study this;- Students identify how health rights promotion and defence by health Law and all actors in health rights and health defence population.2.14.4. Learning and Teaching Methods:- Lecture- Teamwork- Case analysis - Simulation based learning- The methodologies will include the lecturing with the highest interaction possible of all students, always having the student as the focal point. Frontal and conversational lecturing, exercises (individual and in groups), and seminar work.2.14.5. Assessment Methods: - Exam and Essay- The active participation in lectures;- The success in colloquiums and seminar work will give extra points towards the grading of the final exam.Passing criteria: 51% successful tasks in exam and essay, passed with the minimum grade E2.14.6. Teaching tools/IT:LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises and case studies analyse to themes of the module2.14.7. Ratio between theoretical and practical part of the study in the module:Lecture Seminar Education Exercise Education Practice Individual student work Workload

25 10 40 752.14.8. Indicative Reading: Law No. 04/L-125 On Health; Law No.2004/38 On The Rights and Responsibilities of the Citizens in the Health Care; Law No. 02/L-38 On Health Inspectorate;

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2.14.1. Module Title: Law of EmploymentECTS Credits: 2.5Professor: MSc. Adem Spahiu, Prof.ass. Xhevat Shkodra2.14.2. Description of the subject:Includes the study referring to legal relationships, reports, and obligations related to cases of Labour Law. In other words this Master Course deals with the legal treatment and regulation of the cases that require intervention from the bodies that deal with Labour Law. Employment law regulates the relationship between employers and employees. Labour law regulates the additional dimension that arises when employees select (or consider selecting) a labour union to represent them in their dealings with their employer.- Introduction to labour law, collective and social agreements- Introduction to medical ethics- Development methods of staff and team2.14.3. Objective Learning Outcomes:The objective of this course is to introduce to students the basic information on the judicial regulation and Labour Law. The students will gain knowledge in this area based on the positive right in Kosovo with a comparative view with the other positive rights. A view on the basic constitutional principles and order of Republic of KosovoStudents get a view on the organizational structures (Hospitals, medical practices) and staff development. Students will develop the ability to critically access the law and legal argumentation in the labour law field.2.14.4. Learning and Teaching Methods:- Lecture- Teamwork- Case analysis - Simulation based learning- The methodologies will include the lecturing with the highest interaction possible of all students, always having the student as the focal point. Frontal and conversational lecturing, exercises (individual and in groups), and seminar work.2.14.5. Assessment Methods: - Exam and Essay- The active participation in lectures;- The success in colloquiums and seminar work will give extra points towards the grading of the final exam.Passing criteria: 51% successful tasks in exam and essay, passed with the minimum grade E2.14.6. Teaching tools/IT:LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises and case studies analyse to themes of the module2.14.7. Ratio between theoretical and practical part of the study in the module:Lecture Seminar Education Exercise Education Practice Individual student work Workload

25 10 40 752.14.8. Indicative Reading: Labour Right, Prof.Dr Hava Bujupi-Ismajli, Prishtinë 2007; Labour Right, Kudret Qela Tiranë 2012, Law No.03/L –212 Law on Labour; Law No.03/L –149 On the Civil Service of the Republic of Kosovo.

2.14.1. Module Title: EDU-03 Education psychologyECTS Credits: 5Professor: Prof.ass. Aliriza Arënliu2.14.2. Description of the subject:The informed and critical discussion with the contents, the environment and with itself is in the foreground (Cf. Meueler, in 1999, S.683). Self-thinking, self-determination, self-appropriation should

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describe the learning process of the use of own abilities, the challenge by the apprenticeship. The knowledge should be filled and be extended by means of critical reflection. To recognise own knowledge strategies should allow determining own learning style, specifying own questions and the analysis of own thought processes. Learning is understood here as an inside-steered selection process. A particular importance comes up within this process to the principle of the understanding.

- Conditioning, cognition psychology, constructivism- Subject orientation integration in curricula- Training; life-long learning (continual education)- Adults education psychology- Learning in organizations; research in human resources, Conflict Management,- Mentoring and Networking,- Stress Management and Avoiding Burnout

2.14.3. Objective Learning Outcomes:Students will be able to understand and define education psychology, their demands and capacities, as well as their lifecycle Students will understand the foundations of education psychology and the implementation in the teaching. Students will analyse and apply different strategies for adult education. Students will be able to develop planning and teaching lessons structure on the basic of education psychology theories. Students will be able to analyse and reflect teaching lessons and methods.2.14.4. Learning and Teaching Methods:- Lecture- Group work with case studies- Presentations - Problem-orientated learning - Reflective thinking tasks like case analysis, discussions2.14.5. Assessment Methods: - Exam & EssayPassing criteria: 51% successful tasks in exam and essay, passed with the minimum grade E2.14.6. Teaching tools/IT:LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises in health care institutions will be allocated to themes of the module. The exercises regarding to self-learning work of students included a reflection in the presentation. 2.14.7. Ratio between theoretical and practical part of the study in the module:Lecture Seminar Education Exercise Education Practice Individual student work Workload

25 10 20 95 1502.14.8. Indicative Reading: Landy Frank J. & Conte Jeffrey M., Work in the 21st Century: An Introduction to Industrial and Organizational Psychology, 3rd edition (2010)Locke, Edwin A., Handbook of Principles of Organizational Behavior: Indispensable Knowledge for Evidence-Based Management, 2nd edition (2009)

2.14.1. Module Title: EDU-03 Teaching row planningECTS Credits: 10Professor: Prof.asoc.Naser Zabeli2.14.2. Description of the subject:A teacher should control the subject, which he informs The subject should be from the teacher of different perceptions looks and whole filled. A material analysis supports the penetration of the subject. For the teaching planning a didactic analysis follows as focusing for the learning group in connection with the curriculum. The didactic reduction allows the selection for the planned teaching units. Contents in this module are:- Learning places- methods of employee selection- Development of structure of lessons, including material analysis, didactic analysis , teaching forms and methods, teaching course planning, learning atmosphere, result protection, media variety- Learning group analysis

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- Learning target formulation and taxonomic structure- Results of the educational research2.14.3. Objective Learning Outcomes:At the end of the module students will be able to:

- Control the didactic and objective analysis of a teaching subject- Are able to be reduced in the situation the subject didactically- To level teaching courses - Reflect teaching course

- Students teaching in demonstration lessons. 2.14.4. Learning and Teaching Methods:- Lecture- Group work with case studies- Presentations - Problem-orientated learning - Reflective thinking tasks like case analysis, discussions2.14.5. Assessment Methods: - Exam (50%), report/homework (30%), Group Presentation (20%)Passing criteria: 51% successful tasks in exam., presentation and report, passed with the minimum grade E 2.14.6. Teaching tools/IT:LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises in health care institutions will be allocated to themes of the module. The exercises regarding to self-learning work of students included a reflection in the presentation. 2.14.7. Ratio between theoretical and practical part of the study in the module:Lecture Seminar Education Exercise Education Practice Individual student work Workload

20 10 140 45 2252.14.8. Indicative Reading: Landy Frank J. & Conte Jeffrey M., Work in the 21st Century: An Introduction to Industrial and Diane M Billings, Ed.D, R.N., Judith A Halstead (2011) Teaching in Nursing: A Guide for Faculty, 4. Edition, ElsevierGudjons, H. (2012): Pädagogisches Grundwissen: Überblick - Kompendium – Studienbuch, Klinkhardt, UTB, 11. Edition

2-ND semester

2.14.1. Module Title: HSc-02 Case and Care ManagementECTS Credits: 2,5Professor: M. Rode Edu- Sci, cand. PhD2.14.2. Description of the subject:Case or Care Management is a professional development of nursing as a steering method regarding to increase the treatment quality and individual care of patients. In addition case management is based on ethical attitudes regarding to treatment of patients. It also has effects on economic development of health care institutions related to avoid complications by patients and increase the satisfaction of staff and patients. It integrates theoretical orientated nursing in its profession. Contents in this module are: - Definition of case management and effects of case management in nursing- Methods of case management and role - Mainstream methods of case management in nursing- Steering process, included clinical pathways as steering methods in institutions - Case analysis

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2.14.3. Objective Learning Outcomes:- Students define care and case management- Students analysis cases- Students allocate clinical pathways with care and case management concepts- Students reflect different concepts of care and case management, clinical pathways in their profession- Students reflect case management as a steering method - Developing models for teaching lessons to integrate case management in existing treatment modules in nursing education- Formulate values of ethical treatment of patients2.14.4. Learning and Teaching Methods:- Lecture- Exercise: case studies- Problem-orientated learning - Reflective thinking tasks like case analysis, discussions2.14.5. Assessment Methods: - PresentationPassing criteria: 51% successful tasks in presentation, passed with the minimum grade E2.14.6. Teaching tools/IT:LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises in health care institutions will be allocated to themes of the module. The exercises regarding to self-learning work of students included a reflection in the presentation. 2.14.7. Ratio between theoretical and practical part of the study in the module:Lecture Seminar Education Exercise Education Practice Individual student work Workload

25 10 40 752.14.8. Indicative Reading: von Reibnitz, Case Management: praktisch und effizient, Sringer 2009Powell, Case Management, Lippincott, Williams, Wilkens, 3. Edition, 2009

Special module for midwifery2.14.1. Module Title: HSc-02 Case and Care Management for MidwiferyECTS Credits: 2,5Professor: M. Rode Edu- Sci, cand. PhD2.14.2. Description of the subject:Case Management is a steering method to coordinate a case orientation or case groups. To steer case minimized risks for individual cases, increase treatment quality and coordinate interdisciplinary teams. In addition case management is based on ethical attitudes regarding to treatment of patients. Midwifery needs special case management methods regarding to their professional field. In this profession, education and consulting methods care important to coordinate a pregnant woman, the family and the interdisciplinary team. Contents in this module are:- Definition of case management and effects of case management in nursing- Methods of case management and role - Mainstream methods of case management in midwifery- Steering process, included clinical pathways as steering methods in institutions - Case analysis 2.14.3. Objective Learning Outcomes:- Students define care and case management- Students analysis cases- Students allocate clinical pathways with care and case management concepts- Students reflect different concepts of care and case management, clinical pathways in their profession- Students reflect case management as a steering method - Developing models for teaching lessons to integrate case management in existing treatment modules in midwifery education- Formulate values of ethical treatment of patients2.14.4. Learning and Teaching Methods:

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- Lecture- Exercises- Problem-orientated learning - Reflective thinking tasks like discussions2.14.5. Assessment Methods: - PresentationPassing criteria: 51% successful tasks in presentation., passed with the minimum grade E2.14.6. Teaching tools/IT:LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises in health care institutions will be allocated to themes of the module. The exercises regarding to self-learning work of students included a reflection in the presentation. 2.14.7. Ratio between theoretical and practical part of the study in the module:Lecture Seminar Education Exercise Education Practice Individual student work Workload

25 10 40 752.14.8. Indicative Reading: von Reibnitz, Case Management: praktisch und effizient, Sringer 2009Powell, Case Management, Lippincott, Williams, Wilkens, 3. Edition, 2009

2.14.1. Module Title: HSc-02 Requirement to learning methods regarding to special care conceptsECTS Credits: 2,5Professor: M. Rode Edu- Sci, cand. PhD2.14.2. Description of the subject:Special care concepts are necessary for special patients groups. Regarding to diseases a wide knowledge of different care concepts is needed to deal with special needs of patients. For that special education methods will help students to teach the care concepts regarding to prepare their students for practice. These education methods will show students an understanding of patient situations and will develop a high quality in treatment situations. Contents in this module are:- Special education programmes regarding to special care treatments, including basis concept for new born children with handicaps, Bobath concept for new born children with handicaps- Cognition based lessons, action orientated, experience based lessons, handling orientated teaching method - Education programmes for patients in midwifery, education and consulting - structure and requirements- Developing of handling orientated lessons2.14.3. Objective Learning Outcomes:- The students learn teaching methods regarding to special care concepts. - Describe the different learning methods. - The students plan and teach special care concepts. - Reflect teaching lessons with correlation to the requirements of special care concepts. - Students analyse education programmes for patients - Reflect methods to teach education programmes- Developing special teaching lectures for students in midwifery education2.14.4. Learning and Teaching Methods:- Lecture- Exercise- Problem-orientated learning - Reflective thinking tasks like case analysis, discussions2.14.5. Assessment Methods: - PresentationPassing criteria: 51% successful tasks in presentation, passed with the minimum grade E

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2.14.6. Teaching tools/IT:LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises in health care institutions will be allocated to themes of the module. The exercises regarding to self-learning work of students included a reflection in the presentation. 2.14.7. Ratio between theoretical and practical part of the study in the module:Lecture Seminar Education Exercise Education Practice Individual student work Workload

25 10 40 752.14.8. Indicative Reading: Gudjons, H., (2008): Handlungsorientiert lehren und lernen: Schüleraktivierung. Bamford, A. (2006): The Wow factor: Global research compendium on the impact of the arts in education, Waxmann, 1. EditionSelbstätigkeit.Projektarbeit, Kilnikhardt, 7. Edition

Special module for midwifery2.14.1. Module Title: HSc-02 Requirement to learning methods regarding to special care conceptsECTS Credits: 2,5Professor: M. Rode Edu- Sci, cand. PhD2.14.2. Description of the subject:Treatment of pregnant woman before or after born their child needs special therapies: e.g. exercises for pregnant women, exercises after born the child. Special care concepts are necessary for special patients groups. Regarding to diseases a wide knowledge of different care concepts is needed to deal with special needs of patients. For that special education methods will help students to teach the care concepts regarding to prepare their students for practice. These education methods will show students an understanding of patient situations and will develop a high quality in treatment situations. Contents in this module are:- Special education programmes regarding to special care treatments, including rehabilitation and Bobath concept, kinaesthetic concept, basis stimulation- Education programmes for patients, including handling orientated teaching method, experience related lessons, cognition based teaching, learning scenes, role-play. Theatre pedagogy- Developing experience based lessons, action orientated lessons2.14.3. Objective Learning Outcomes:- The students learn teaching methods regarding to special care concepts. - Describe the different learning methods. - The students plan and teach special care concepts. - Reflect teaching lessons with correlation to the requirements of special care concepts.2.14.4. Learning and Teaching Methods:- Lecture- Exercise: case studies- Problem-orientated learning - Reflective thinking tasks like case analysis, discussions2.14.5. Assessment Methods: - PresentationPassing criteria: 51% successful tasks in presentation, passed with the minimum grade E2.14.6. Teaching tools/IT:LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises in health care institutions will be allocated to themes of the module. The exercises regarding to self-learning work of students included a reflection in the presentation. 2.14.7. Ratio between theoretical and practical part of the study in the module:Lecture Seminar Education Exercise Education Practice Individual student work Workload

25 10 40 752.14.8. Indicative Reading: Gudjons, H., (2008): Handlungsorientiert lehren und lernen: Schüleraktivierung. Bamford, A. (2006): The Wow factor: Global research compendium on the impact of the arts in education, Waxmann, 1. Edition

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Selbstätigkeit.Projektarbeit, Kilnikhardt, 7. Edition

2.14.1. Module Title: Res-M-01 EbN & EBP (Methods of EbN; HTA)ECTS Credits: 10Professor: Education Scientist, cand. Dr. phil., Monika Rode2.14.2. Description of the subject:For a profession development methods and process of EbN and EbP are necessary to be up to date to new research results in patient treatment. It is also important to analyse research results and to prove it for practical integration. All professions must have knowledge in new research results and have to deal with new knowledge in their professional field. To be on an international level, it is necessary to learn foreign languages. English and German lessons will support reading international research results. Contents in this module are:- Methods and process of EbN and EbP- Health technology assessment- Deductive and inductive research method- Philosophy of Science- Inductive and deductive research;- EbP-Process-Cycle- English and German language exercises2.14.3. Objective Learning Outcomes:Students consider the Evidence based Nursing process reading to research results and publication. The students estimate EbN and EbP as a strategy of quality management. They formulate their understanding of philosophy of sciences. Students reflect strategies of implementation of EbN and EbP. Students communicate in English. 2.14.4. Learning and Teaching Methods:- Lecture- Research based learning- Research analyse- Problem-orientated learning - Reflective thinking tasks like research analysis, discussions2.14.5. Assessment Methods: - PresentationPassing criteria: 51% successful tasks in presentation., passed with the minimum grade E 2.14.6. Teaching tools/IT:LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises in health care institutions will be allocated to themes of the module. The exercises regarding to self-learning work of students included a reflection in the presentation. 2.14.7. Ratio between theoretical and practical part of the study in the module:Lecture Seminar Education Exercise Education Practice Individual student work Workload

60 20 40 180 3002.14.8. Indicative Reading: DiCenso, Guyatt, Cilska, Evidence Based Nursing: A Guide to Clinical Practice, Elsevier Health Sciences, 2005Gabbay, Thagard, Woods, General Philosophy of Science: Focal Issues, Elvesier, 2007

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Special module for midwifery2.14.1. Module Title: Res-M-01 EbN & EBP (Methods of EBM; HTA)ECTS Credits: 10Professor: Education Scientist, cand. Dr. phil., Monika Rode2.14.2. Description of the subject:The students know the philosophy of sciences. The students know research methods and evaluation criteria of research designs. The students know the methods of Evidence based working, EBM and Evidence best Practice. They are able to analyse research results and studies in midwifery and related fields. Students reflect evidence based working and practice in their professional fields. The students optimize their knowledge and communication skills in English and German. Contents in this module are:- Philosophy of Science- Methods and process of EBM and EbP- Deductive and inductive research method, in allocation to inductive and deductive research;- Medicine guidelines – structure and methods- EbP-Process-Cycle- English and German language exercises2.14.3. Objective Learning Outcomes:Students consider the Evidence based Nursing process reading to research results and publication. The students estimate EbN and EbP as a strategy of quality management. They formulate their understanding of philosophy of sciences. Students reflect strategies of implementation of EbN and EbP. Students communicate in English. 2.14.4. Learning and Teaching Methods:- Lecture- Research based learning- Research analyse- Problem-orientated learning - Reflective thinking tasks like research analysis, discussions2.14.5. Assessment Methods: - PresentationPassing criteria: 51% successful tasks in presentation, passed with the minimum grade E2.14.6. Teaching tools/IT:LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises in health care institutions will be allocated to themes of the module. The exercises regarding to self-learning work of students included a reflection in the presentation. 2.14.7. Ratio between theoretical and practical part of the study in the module:Lecture Seminar Education Exercise Education Practice Individual student work Workload

60 20 40 180 3002.14.8. Indicative Reading: DiCenso, Guyatt, Cilska, Evidence Based Nursing: A Guide to Clinical Practice, Elsevier Health Sciences, Miettienen, O.S. (2011): Up from Clinical Epidemiology & EBM, SpringerKunz, Ollenschläger, Raspe, Jonitz, Donner-Banzhoff (2007): Lehrbuch Evidenzbasierte Medizin in Klinik und Praxis, 2. Worked over Edition, Deutscher Ärzte Verlag

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2.14.1. Module Title: EDU-04 School organizationECTS Credits: 5Professor: Prof.dr.Demë Hoti2.14.2. Description of the subject:The organisation of a school is bound in legal basic conditions. These must be moved within the scope of the education. At this the management of an education is attached with the suitable planning of the contents, resources and financing. Students will further be introduced to different types of classroom management and organization and aspects of conflict management in the class. Contents in this module are:- Change management, theories in organizational change- Business administration for schools in the health service- Legal basic conditions of education in the health service- Quality management- Organization psychology, including team building / team work- Education planning strategies, including classroom organization and management- Project management2.14.3. Objective Learning Outcomes:At the end of the module students will be able to:

- Know organisational structures and legal basic conditions of education and schools - Developing education planning and financing draughts for schools - Know and describe methods of management - Develop skills and competences of organization and management of school, classroom, resolving

and managing conflict, etc.;2.14.4. Learning and Teaching Methods:- Lecture- Research based learning- Problem-orientated learning - Reflective thinking tasks like discussions2.14.5. Assessment Methods: - Exam (50%), report/homework (30%), Group Presentation (20%)Passing criteria: 51% successful tasks in examination, report and presentation, passed with the minimum grade E2.14.6. Teaching tools/IT:LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises in health care institutions will be allocated to themes of the module. The exercises regarding to self-learning work of students included a reflection in the presentation. 2.14.7. Ratio between theoretical and practical part of the study in the module:Lecture Seminar Education Exercise Education Practice Individual student work Workload

30 20 100 1502.14.8. Indicative Reading: Anderson, M. (2005): Nursing Leadership, Management and Professional Practice for the LPN/LVN: In Nursing School and Beyond, F.A. Davis Company, 3. Edition- Locke, Edwin A., Handbook of Principles of Organizational Behavior: Indispensable Knowledge for Evidence-Based Management, 2nd edition (2009)

2.14.1. Module Title: EDU-04 Demonstration lessonsECTS Credits: 5Professor: Monika Rode, Edu.Sci. PhD cand/Prof.Dr. Demë Hoti

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2.14.2. Description of the subject:Didactic, theme and group analysis are basics instruments of teacher. To learn it theoretically not assured to be able to teach in classrooms. To exercise teaching is necessary to develop practical skills and competencies in teaching process. Reflecting demonstrations are important to increase teaching skills and competencies in the practice. Contents in this module are:- Didactic analysis- Lesson plan- Demonstration lessons- Reflection of demonstration lessons2.14.3. Objective Learning Outcomes:At the end of the module students will be able to:

- Develop lessons- Reflect their lessons- Evaluate lessons

2.14.4. Learning and Teaching Methods:- Practical exercises - Mentoring developing demonstrations lessons- Reflection and evaluation of demonstration lessons- Supervision by staff2.14.5. Assessment Methods: - 1 demonstration lessons and evaluationPassing criteria: 51% successful tasks in demonstration lesson and evaluation, passed with the minimum grade E 2.14.6. Teaching tools/IT:LCD Projector, Power Point, Overhead Projector, student self-learning exercises; practical exercises in health care institutions will be allocated to demonstration lessons. The exercises regarding to self-learning work of students included a reflection in the presentation. 2.14.7. Ratio between theoretical and practical part of the study in the module:Lecture Seminar Education Exercise Education Practice Individual student work Workload

150 1502.14.8. Indicative Reading: Gudjons, H. (2012): Pädagogisches Grundwissen: Überblick - Kompendium – Studienbuch, Klinkhardt, UTB, 11. EditionBamford, A. (2006): The Wow factor: Global research compendium on the impact of the arts in education, Waxmann, 1. Edition

2.14.1. Module Title: EDU-05 Curriculum developmentECTS Credits: 5Professor: Prof.dr.Demë Hoti2.14.2. Description of the subject:To transfer ascertained qualification need in continuing education programmes decisive situations and negotiation situations need. Questions after the addressees, lecturers, learning times, learning places;

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intentions; subjects, methods and resources. Therefore didactic draughts of the adult education must be pulled up. These decisive facilities are to be found in the didactics and the curriculum theory. Translating curriculum from the Latin, the expiry of the year, the way means. Transfer on the field of the educational theory it means the planning what, when and how should be informed. Contents in this module are:- Basis of curriculum theories and connection to didactics- Sequences of the learning, development of modules- Arrangement of curricula - Analysis of curricula2.14.3. Objective Learning Outcomes:At the end of the module students will be able to:

- Know curriculum theories - Know describe the basic-long of curriculum developments- Provide a curriculum- Know organisational structures and legal basic conditions of education and schools to develop a

curriculum- Knowledge in professional area

2.14.4. Learning and Teaching Methods:The basis of the teaching/learning method will be Problem Based Learning. Group work presentations as well as group work in project development will be the other methods of work during the module.2.14.5. Assessment Methods: - 1 Exam (50%), report/homework (30%), Group Presentation (20%)Passing criteria: 51% successful tasks in examination, report and presentation, passed with the minimum grade E2.14.6. Teaching tools/IT:LCD Projector, Power Point, Overhead Projector, student self-learning exercises; practical exercises in health care institutions will be allocated to the themes. The exercises regarding to self-learning work of students included a reflection in the presentation. 2.14.7. Ratio between theoretical and practical part of the study in the module:Lecture Seminar Education Exercise Education Practice Individual student work Workload

40 20 90 1502.14.8. Indicative Reading: National League for Nursing (2003) Guide to Undergraduate and Graduate Nursing Programs, Jones and Bartlett Publisher, Inc., 2 EditionKalaiyarasan, G. (2012): Curriculum Development; PH Publishing Corporation

2-ND YEAR CURRICULUM

2.14.1. Module Title: Qualitative research or Quantitative research Integrated in Research related projectECTS Credits: 2.5Professor: Prof.ass. Hasime Bytyci, Ass. Shaip Krasniqi2.14.2. Description of the subject:

- Investigation of qualitative and quantitative paradigms of research. - Evaluation of qualitative and quantitative studies, their methodologies, findings, and reports of

research. 42

- Demonstration of understanding of selecting methods of qualitative and quantitative research design

- Critique of validity and reliability of studies. - Differentiation among appropriate methods of research. - Identification of a research problem and develop the methodology of investigation. - Valuation of components of a research document. - Producing strategies of implementation of research results into the practice

2.14.3. Objective Learning Outcomes:Students will learn the importance of research in nursing sciences for theoretical action and implementation in practice as well as further development of this profession. They will be able to provide research reports, to understand and ask questions in a critical manner. Students will understand the importance of qualitative and quantitative methods in the context of management and health care. In this respect, students will be able to reflect regarding the advantages and disadvantages of qualitative and quantitative methods and will be able to reflect and connect the methods.2.14.4. Learning and Teaching Methods:

- Lectures- Research based learning- Reflective learning

2.14.5. Assessment Methods: - Presentation.Passing criteria: 51% successful tasks in presentation, passed with the minimum grade E 2.14.6. Teaching tools/IT:LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises in health care institutions will be allocated to themes of the module. The exercises regarding to self-learning work of students included a reflection in the colloquium. 2.14.7. Ratio between theoretical and practical part of the study in the module:Lecture Seminar Education Exercise Education Practice Individual student work Workload

25 10 40 752.14.8. Indicative Reading: Flick, U. Qualitative Sozialforschung. Eine Einführung. Reinbek: Rowohlt, 2007. Melnyk BM, Fineout-Overholt E. Evidence-based practice in nursing and healthcare. A guide to best practice. Philadelphia: Lippincott Williams & Wilkins; 2005.

2.14.1. Module Title: BM-01 Research related project /Focus on profile)ECTS Credits: 10 (7,5 ECTS + 2,5 ECTS research input)Professor: Prof. dr. Natyra Karahoda; Prof. Dr. Marcellus Bonato2.14.2. Description of the subject:- Clarification of competencies and skills in research methods in combination of the preparation of research related project- Consolidation of research methods orientated to the research project-Research methods and implementation in practical fields- Specialization in different health care fields (clinical field, ambulatory field)Remark: In the 2nd year of curriculum the students are recommended to develop a specialisation by straightening the following modules together; The module (Research related project; integrated research methods) [10 CP]The phase of practice (3 months) [15 CP]

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The master thesis [30 CP]So they can make the decision to orientate themselves to topics of small institutions of the health systems or on institution for elderly people:Within this decision the selection of the topics of the present module are seen. The themes of the project are related to actual problems or questions in health services research. Preferably they should be outlined with cooperation to institutions of the field. The topics of research methods are integrated in this module and they take at least a part of 2,5 CP of the 10 CP-module2.14.3. Objective Learning Outcomes:The students develop and integrate a research project in practical field. The students plan, carry out and evaluate a research related project. The students are able to present the results of the project at meetings or to make them public. The instructor of the module will accompany the use of research methods in the specific theme of the project.Autonomous research related working following the principles of project management, et least 2 demonstration lessons including supervision of by the staff.

2.14.4. Learning and Teaching Methods:LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises in health care institutions will be allocated to themes of the module. The exercises regarding to self-learning work of students included a reflection in the colloquium.2.14.5. Assessment Methods: - PresentationPassing criteria: 51% successful tasks in presentation, passed with the minimum grade E2.14.6. Teaching tools/IT:LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises in health care institutions will be allocated to themes of the module. The exercises regarding to self-learning work of students included a reflection in the colloquium. 2.14.7. Ratio between theoretical and practical part of the study in the module:Lecture Seminar Education Exercise Education Practice Individual student work Workload

20 10 195 2252.14.8. Indicative Reading: Will be given at the beginning of the moduleERIK DE GRAAFF & ANETTE KOLMOS (2003). Characteristics of Problem-BasedLearning. International Journal of Engineering Education, 19, 657-662.

2.14.1. Module Title: EDU-06 Research in EducationECTS Credits: 5Professor: Monika Rode, Edu.Sci. PhD cand, Prof.asoc. Merita Berisha2.14.2. Description of the subject:The application of new media shows from the perspective of pedagogues with his various kinds of the communication, creation and memory possibilities new possibilities for the teaching process and learning process. To use some degree is subordinated in support of the learning process. These possibilities are looked in this module in greater detail.The duties of the educational research concerning new media present themselves after Fischer and Mandl (2002) as follows: 1. Development of structional models for the learning with new media2. Multimedia creation3. Analysis and support of self-steered learning with new media4. Creation of co-operative learning surroundings with new media5. Implementation of new media2.14.3. Objective Learning Outcomes:At the end of the module students will be able to:

- Becomes familiar with research paradigms, research approaches, and methods on education

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theories and education practice;- Learns about the importance of research methods in education;- Learns about the characteristics of research work;- Critically examines different ways of classifying education research;- Considers ethical dimensions of research;- Explores and critically analyses the design of a research study with reference to a chosen subject,

area and preferred methodology and integrate research results into teaching strategies.- Is able to access, retrieve, interpret and utilize data and evidence appropriately;

2.14.4. Learning and Teaching Methods:- Lectures- Seminars, including group work - Problem-orientated learning - Reflective thinking tasks like discussions2.14.5. Assessment Methods: - Exam (50%), report/homework (30%), Group Presentation (20%)Passing criteria: 51% successful tasks in examination, report and presentation, passed with the minimum grade E2.14.6. Teaching tools/IT:LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises in health care institutions will be allocated to themes of the module. The exercises regarding to self-learning work of students included a reflection in the presentation. 2.14.7. Ratio between theoretical and practical part of the study in the module:Lecture Seminar Education Exercise Education Practice Individual student work Workload

40 20 90 1502.14.8. Indicative Reading: Tippelt, R., von Hippel, A. (2011): Handbuch Erwachsenenbildung, VS Verlag für Sozialwissenschaften; 5. EditionBamford, A. (2006): The Wow factor: Global research compendium on the impact of the arts in education, Waxmann, 1. Edition

2.14.1. Module Title: Phase of practice/Project reportECTS Credits: 15Professor: Prof.dr. Halil Ahmetaj/Prof.dr. Natyra Karahoda-Gjurgjeala2.14.2. Description of the subject:Training on the job and reflection of the own practice within a school of the health care system.2.14.3. Objective Learning Outcomes:The students get insights into a school of the health care system for 22 weeks.The students plan and work out a project in and with the practical institution/organisation after the methods of project management.See: The standards of the programs for teachers` preparation during their studies. Administrative instruction number: MEST [I] 16/20052.14.4. Learning and Teaching Methods:Introduction lecture Single and group counselling for reflection during the phase of practice.2.14.5. Assessment Methods: - Demonstration lessonsPassing criteria: 51% successful tasks in demonstration lessons, passed with the minimum grade E 2.14.6. Teaching tools/IT:LCD Projector, Power Point, Overhead Projector, student self-learning exercises (e-learning system); practical exercises in health care institutions will be allocated to themes of the module. The exercises regarding to self-learning work of students included a reflection in the colloquium.

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2.14.7. Ratio between theoretical and practical part of the study in the module:Lecture Seminar Education Exercise Education Practice Individual student work Workload

5 445 4502.14.8. Indicative Reading: Flick, U. Qualitative Sozialforschung. Eine Einführung. Reinbek: Rowohlt, 2007. Melnyk BM, Fineout-Overholt E. Evidence-based practice in nursing and healthcare. A guide to best practice. Philadelphia: Lippincott Williams & Wilkins; 2005.

2.14.1. Module Title: Master ThesisECTS Credits: 30Professor: Prof.dr. Halil Ahmetaj/Prof.dr. Natyra Karahoda-Gjurgjeala, Prof.dr. Bonato2.14.2. Description of the subject:The students shows, that he has the competencies to autonomously deal with a given problem/issue in the subject of the study program in a given time according to scientific standards.2.14.3. Objective Learning Outcomes:The students compose a master thesisThe students work autonomously at their Master Thesis regarding to requirements in research methodology and professional issues and needs.2.14.4. Learning and Teaching Methods:Single learning ,Counselling2.14.5. Assessment Methods: Presentation and defence of the Master thesis Passing criteria: 51% successful tasks in presentation, passed with the minimum grade E2.14.6. Teaching tools/IT:LCD Projector, Power Point, 2.14.7. Ratio between theoretical and practical part of the study in the module:Lecture Seminar Education Exercise Education Practice Individual student work Workload

30 870 9002.14.8. Indicative Reading: Töpfer, A. (2012). Erfolgreich forschen. Ein Leitfaden für Bachelor-, Master-Studierende und Doktoranden. Wiesbaden: Springer Gabler

III. Staf

1. Full time academic staff

Name Qualification Academic title

Validity of contract

Workload of teaching/per week

Exams/month

Consulting/per week

Researches/Mentoring

Natyra Karahoda

Dr. Sci. of Medicine

Full Professor

Unlimited 6h/week 10h/month 6h/week 20h/week

Halil Ahmetaj

Dr. Sci. of Medicine

Full Professor

Unlimited 6h/week 10h/month 6h/week 20h/week

Merita Berisha

Dr. Sci. of Medicine

Prof. Assoc.

30.09.2015 6h/week 10h/month 6h/week 20h/week

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Naser Ramadani

Dr. Sci. of Medicine

Prof. Assoc.

30.09.2015 6h/week 10h/month 6h/week 20h/week

Ilir Begolli Dr. Sci. of Medicine

Prof. Ass. 08.11.2014 6h/week 10h/month 6h/week 20h/week

Xhevat Shkodra

Dr. Sci. of Medicine

Prof. Ass. 01.11.2013 6h/week 10h/month 6h/week 20h/week

Shaip Krasniqi

Dr. Sci. of Medicine

Ass. 01.11.2014 10h/week 5h/month 6h/week 20h/week

2. Part time academic staff

Name Qualification Academic title

Validity of contract

Workload of teaching/per week

Exams/month

Consulting/per week

Researches/Mentoring

Naser Zabeli

PhD Prof. Assoc.

01.10.2015 6h/week 10h/month 6h/week 20h/week

Deme Hoti

PhD Prof. Assoc.

10.02.2017 6h/week 10h/month 6h/week 20h/week

Aliriza Arenliu

PhD Prof. Unlimited 6h/week 10h/month 6h/week 20h/week

3. Visiting Professor

Name Qualification Academic title

Validity of contract

Workload of teaching/per week

Exams/month

Consulting/per week

Researches/Mentoring

Marcellus Bonato

Dipl.-Psych. et Dipl.-Math.

Prof. Assoc.

Unlimited 6h/week 10h/month 6h/week 20h/week

Monika Rode

PhD Candidate

Lecturer Unlimited 6h/week 10h/month 6h/week 20h/week

Hagen Rogalski

Dr. rer. med. Lecturer Unlimited 6h/week 10h/month 6h/week 20h/week

4. Development plan for the Acedemic staff for a 3 year period

The development plan of Medical Faculty – Department of Nursing for the Programme: Teaching in Health Education contains the election of academic staff in accordance with Statute of Prishtina University (UP). This development plan is based in financial projections and follows the date of working contracts of academic staff of Faculty of Medicine. The election of academic staff will respect the request derived by statute of UP concerning the publication and other requests.The development plan of academic staff will perform in accordance with Statute of University of Prishtina “Hasan Prishtina”.

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All academic staff will be ellected by the rector according to the decision of Senate based on the proposal of the Council of the Faculty of Medicine. Dean with the authorization of the Rector can appoint assistants, young assistants and engaged assistants. Procedures for election will be made with publication of competition for the position. All appointments shall make after the Assessment Committee of the Faculty Council reviews the application forms. The Assessment Committee will interview candidates who will consider to have met the requirements for the position offered. The Assessment Committee reports to the council that has established it in a set term. For the titles of teacher of the academic unit, the candidates must have the qualifications set forth in the StU (Article 174, 175, 176, 177, 178, dhe 179). For the academic assistant, for clinical subjects, the candidate must be at least specialist in the respective subject for which he competes. For the academic call assistant, for clinical subjects, the candidate must be at least specialist in the respective subject for which he competes.

Academic Title Academic Staff 2013

Election of Academic Staff Total the number of Academic Staff in year 2016

2014 2015 2016

Master: Teaching in Health Education

Full Professor 2 4 4Assoc. Professor 2 2 2Ass. Professor 2 4 4Assistant 10 12 12

IV. Students

1.1. Number of students per programs

Depart. of General Medicine 2008/09Year Total Regular Recidivist Total M F Total M F Total M FI 174 90 84 170 89 81 4 1 3II 244 131 113 170 88 82 74 43 31III 140 84 56 120 71 49 20 13 7IV 165 96 69 165 96 69 0 0 0V 248 136 112 220 130 90 28 6 22VI 449 242 207 172 116 56 277 126 151Tot 1420 779 641 1017 590 427 403 189 214

Depart. of General Medicine 2010/11Year Total Regular Recidivist Total M F Total M F Total M FI 174 85 89 167 80 87 7 5 2

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II 221 112 109 221 112 109 17 11 6III 172 93 79 172 93 79 50 31 19IV 148 88 60 148 88 60 2 1 1V 136 76 60 136 76 60 18 14 14VI 159 96 63 159 96 63 161 114 57Total 1010 550 460 1003 545 458 223 176 99

Depart. of Dentistry 2008/09Year Total Regular Recidivist Total M F . Total M F Total M FI 83 38 45 69 32 37 14 6 8II 47 26 21 44 23 21 3 3 0III 56 30 26 50 28 22 6 2 4IV 50 26 24 49 25 24 1 1 0V 98 57 41 93 54 39 5 3 2VI 220 99 121 95 41 54 125 58 67Total 554 276 278 400 203 197 154 73 81

Depart. of Dentistry 2010/11Year Total Regular Recidivist . M F Total M F Total M FI 113 61 52 106 56 50 7 5 2II 119 73 46 85 45 40 24 18 6III 69 27 42 64 23 41 5 4 1IV 44 25 19 42 24 18 2 1 1V 54 33 21 54 33 21 0 0 0VI 52 29 23 52 29 23 0 0 0Total 241 238 203 403 210 193 38 28 10

Depart. Pharmacy 2008/09Year Total Regular Recidivist M F Total M F Total M FI 49 11 38 43 11 32 6 0 6II 41 11 33 40 10 30 4 1 3III 40 8 32 37 7 30 3 1 2IV 32 14 18 32 14 18 0 0 0V 135 47 88 36 8 28 99 39 60Total 300 91 209 188 50 138 112 41 71

Depart. Pharmacy 2010/11Year Total Regular Recidivist M F Total M F Total M FI 165 27 138 162 27 135 3 0 3II 0 0 0 0 0 0 0 0 0III 51 13 38 49 13 36 2 0 2

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IV 56 16 40 49 14 35 5 2 3V 81 29 52 37 6 31 44 23 21Total 353 60 237 297 60 237 54 25 29

Depart Physiotherapy BACHELLOR 2008/09 Year Total Regular Recidivist Tot. M F Tot. M F Tot. M FI 42 28 14 42 28 14 0 0 0II 30 15 15 30 15 15 0 0 0III 76 30 46 29 11 18 47 19 28Total 148 73 75 101 54 47 47 19 28

Depart Physiotherapy – BACHELLOR 2010/11Year Total Regular Recidivist Tot. M F Tot. M F Tot. M FI 72 25 47 72 25 47 0 0 0II 116 45 71 112 44 68 4 1 3III 69 26 43 62 21 41 7 5 2Total 257 96 161 216 80 156 11 6 5

Depart Midwife– BACHELLOR 2008/09Year Total Regular Recidivist Tot. M F Tot. M F Tot. M FI 32 / 32 32 / 32 / / /II 21 / 21 21 / 21 / / /III 18 / 18 18 / 18 / / /Total 71 / 71 71 / 71 / / /

Depart Midwife – BACHELLOR 2010/11Year Total Regular Recidivist Tot. M F Tot. M F Tot. M FI 52 0 52 52 0 52 0 0 0II 40 0 40 38 0 38 2 0 2III 29 0 29 29 0 29 0 0 0Total 121 0 121 1190 0 119 2 0 2

Depart. Nursing–BACHELLOR 2008/09Year Total Regular Recidivist Tot. M F Tot. M F Tot. M FI 35 2 33 35 2 33 / / /II 24 2 22 24 2 22 / / /III 34 1 33 34 1 33 / / /Total 93 5 88 93 5 88

Depart. Nursing –BACHELLOR 2010/11

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Year Total Regular Recidivist Tot. M F Tot. M F Tot. M FI 76 6 70 76 6 70 0 0 0II 55 7 48 53 7 46 2 0 2III 30 2 28 30 2 28 0 0 0Total 161 15 146 159 15 144 2 0 2

1.2. The development of student’s number for the last three years of the programme separately

Development the number of seats for students - Number of new students:

Nr. Study Program Number of new students1 Medicine 1502 Dentistry 703 Pharmacy 504 Physiotherapy 505 Nursing 506 Midwife 50

The total number of students in the branches and years in the academic year 2012/2013

YearsDepartments

I II III IV V VI Σ Total

Medicine 394 288 241 238 144 127 1432 1432Dentistry 255 139 111 85 71 114 775 775Pharmacy 125 72 83 X 56 336 336Physiotherapy 151 115 106 372 372Nursing 139 97 67 303 303Midwife 53 43 49 145 145

Σ 1117 754 657 323 271 241 3363 3363

2.1. Passing rate of students for students of the programme separetely

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The total number of students in academic year 2011/2012Depart. Regular Recidivist Total

Medicine 1217 113 1380

Dentistry 515 123 638Pharmacy 334 41 375Physiotherapy 285 17 302Nursing 252 0 225Midwife 143 1 144Σ 2746 540 3041

2.2. The number of students who drop out their studies

The programme “Teaching in Health education” is a new programme and no data avalaible for drop out students.

2.3. The employment rate if graduated students in last 3 yearThe employment rate of graduated students in the faculty of Medicine cannot be presented in the real numbers due to fact that mostly of graduated of different sections continue the development the professional career through the their specialization in different areas of specialization. The specialisation is professional education which is is part of responsibility of Ministry of Health of Kosova. The Development trend of medicine in general does not give to much possibility the General Doctor the employment due to fact that recently for the employment in the primary health care (Family Medicine Centre) is requested the specialist doctor from field of family medicine. The Ministry of Health of Kosova in agreement the Monetary Fund and Ministry of Finance of Kosova, from last year start the implementation the project of employment of 100 doctor specialist for each year for 3 consecutive years.We can consider that mostly of graduated students from different sections of faculty of Medicine start the specialization in their professional career.

3. Ratio between number of Academic Staff and number of Students In the faculty of Medicine during academic year 2012/13 the ratio between the regular academic staff and students is in average value of 1 professor for 12 students, while the ration between the numbers of regular assistants responsible for practical exercise is 1 assistant for 15 students. There are not significant differences in the ration of academic staff and students in different sections of Faculty of medicine.

Section Ratio Students/Professors Ratio Students/AssistantGeneral Medicine 16.5 9.2Dentistry

15.5 10.3Pharmacy

10.8 7.6Physiotherapy BA

16.9 9.3Nursing BA

11.2 7.4Midwifery BA

6.6 4.3

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4. The granted scholarship by Education Institution

The UP “Hasan Prishtina” continously grants the schoolarships for the best students and in this manner supports the stimulation of students to achieve the higher succes of education.

5. Organization of students within the institution

The students are organized in their organisations for representation of students. The students are represent in all levels of decison process of Faculty of Medicine and Univerisity. Students are part of Study Commision of Faculty of Medicine, the Council of Faculty of Medicine and part of Senate of University of Prishtina “Hasan Prishtina”.

6. The students services

The student counter is organized inside of Faculty of Medicine. The counyer services working hours are from 8:00 – 12:00 and 13:00 – 16:00 from Monday – Friday. In the frame of individual syllabus is decsribed in details the tutorials hours, consulatation and contact hours with students.

7.Services for career guidance and internships for studentsIt is essential to encourage the involvement of students in SSR projects. In this regard, is necessary that the current SSR capacities to incorporate students in the teaching program (academic program), particularly in graduate and doctoral studies. In this way, students have the opportunity to engage in various activities of SSR, especially in the implementation of SSR, which will provide an easier implementation of doctoral thesis.Furthermore, it will enhance the communication with other similar institutions in the world, and could open the possibility that a number of these students with their doctoral thesis to join prominent international institutions.

9. Alumni AssociationThe University of Prishtina has established the Centre for development of competences that performs the role of Alumni Association, offering the improved communication and information for all graduated students and students about employment and career development. The practice of different Alumni Association from different Universities in other countries is practiced in UP too, taking in consideration the success of these association in process of employments of graduated students and their career development. Taking in consideration the specific nature of Faculty of Medicine and high number of students we propose the establishment of medical Alumni association.

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10. The munber of PhD Thesis presented and finished in last 3 year

The number of PhD-dissertation topics presented and finished 2008-2011 Presented Finished Medicine 24 24 Dentistry 5 5 Pharmacy 1 1 Number of Students Studying in Master Physiotherapy. In the procedure Finished F 19 13 6 M 27 19 8

-Taxes of study (Study fees)-Preliminary exam € 10-Recording of the semester € 200-Certificate grades € 5-Diploma certificate € 10For index-extraction duplicate € 50-For each test case to accept the transfer € 5-To obtain a diploma € 20-To change the Department-Faculty € 40

V. Quality assurance

1. The description of the internal quality management system Dean Office of the Faculty conducts quality management.The students, academic and non-academic staff undergo quality assessment. Through the assessment, the overall work is analyzed in lesson learning, teaching and administrative work, as well as the effectiveness of functioning of the Faculty for the purposes set out in the field of Medicine. Assurance of quality is made through internal assessment that includes anonymous survey of all students, academic and non-academic staff.

2. Institution’s regulations on programme’s quality assurance procedures

The Faculty is organizing public debates with student on the issues of interest of lesson-learning, avoiding ambiguities and deficiencies in areas where they appear as a concern or dissatisfaction. Assessments are conducted in accordance with economic, teaching and scientific achievements in domestic and international market. Quality assurance has as objective compliance of curricula, introduction of innovations, activation of new profiles that correspond with medical objectives through accurate reports of exam-passing of students as well as engagement in practical and theoretical work, seminars, colloquiums, tasks and exercises conducted and research activities.

3. Procedures for reviewing study programmes

There are several procedures to review study programms. First, there are debates with students, with teaching community. We use questionnaires and other tools for evaluation. The results from evaluation we compare with objectives of study programmes and in accordance with market needs we performe the review of study programs. In this process are involved students, teaching staff, management of faculty and university and other relevant structures.

4. The mechanism of implementation of measures of quality management

As instruments for assessment, we use forms (questionnaires) for students, academic and non-academic staff. Questionnaires (forms) contain the essence of the teaching-learning objectives set out in the contracted academic profile as well as achievability in teaching-learning, the shortcomings during lectures, exams, respecting of working hours, mutual cooperation student-academic and non-academic staff and vice versa, as well as providing new ideas for improvement and achievement of the highest quality possible that coincides with international standards. There are also used annual reports on enrolled students, their exam-passing, graduates, programs of study, teachers, exams and seminary work, etc. which, after being analyzed in details, conclusions are drawn out on the bodies of the Faculty and measures would be proposed to avert their deficiencies.

5. Mechanisms for implementing quality assurance measures

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The questionnaires for quality assurance evaluation are performed annually. The results are proceded with appropriate methodology and these results are presented to all relevant structures. In case of need to implement measures to ensure the auality assurance is requested the contribution fromall structures involved in the teaching process. Then one written report with detailed prescribed implemented measures will presented to menagment of faculty and other structures.

6. The procedures of fellow up and use of evaluation results The results of questionnaires are entered in data base, and after processing and analyses all these findings are presented to all implemented parties, which are involved in the process of learning. From these results are derived the measures for continuous improvement of learning quality. Quality assuranceTo assure quality Faculty provides:Adequate academic staff for the subjects that are studied Required premise for conducting of lectures, seminars and exercises Necessary and contemporary literature for students in the mother tongue and English languageNotification of students with syllabuses at the beginning of the academic year for each profile and subject of study.Concretization tools; Opportunity to be engaged in practical work in the health institutions (Family medicine centers, and UCCK and outside it). Study visits with students within the country and abroad. Consultation of students with academic staff. Training of academic and non-academic staff. Cooperation with other Universities.

VI. Spaces and equipments

1. The physical environmentThe Faculty is in possession of used/occupied space of 16,759m2

Number Item m2 Number of objects 1 Amphitheater 1420 82 Lecture halls 3452 563 Computer labs 60 24 Library 600 35 Laboratories 2350 786 Sports Hall7 Changing rooms8 Sanitary Units 465 759 Hallways 2150 8610 Stairs 1530 33611 Offices 2292 96

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12 Plateau 250013 Depot 60 214 Lift 80 615 Balconies16 Buffet17 Unoccupied space Total space16759m2

All physical environments in the Faculty of Medicine have an adequate heating system for the winter period.

2. Equipments

Number Type of Inventory Quantity 1 Computer Pentium IV 60 2 Computer dell 90 3 Computer – other 60 4 Laptop dell 27 5 Photocopy machine 6 6 Video beamer (projector) 27 7 Scanner 8 8 Plotter 0 9 Printers of various types 2

3. Physical and electronic records of books for study programmThe Faculty of Medicine has the library (600 m2) with thousands hard copy books and electronic records of relevant books located in the Telemedicine Center. There are hundreds title of books in the field of nursing.

4. IT infrastructureThe Faculty is in possession of adequate IT inventory for students and the academic and non-academic personnel. The computer systems connected in internet LAN. ,

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VII. Research and international Cooperation

1.Research plan within the framework of the programme.

This study program is part of Tempus Project: Interdisciplinary structure reformation and innovative higher education for new professions” (Project:Number 530752-TEMPUS-2012-JPCR.In this projects are involved 8 institutionals partners: University of Applied Sciences Muenster (MUAS); Southeast Europe Institute for Advancement in Health Science and Nursing (SEE); PrBHE“qeap-heimerer” – Private Bearer of Higher Education (HPSH); Ministry of Education, Science and Technology (MASHT); Ministry of Health (MoH); University of Maribor (UM); University of PrishtinaDepartment of Nursing and Midwifery- University of Prishtina (UP); The Health and Life Sciences University Hall/Tyrol (UMIT).In this project there are several activities for research and international cooperation.

During the past years and during this academic year, The Faculty of Medicine has worked together fruitfully with a number of national and international organizations.It has initiated and implemented regular meetings as very important for coordinating activities with the university and academic units of the University of Prishtina (UP) for solving common problems.

1. International collaboration

Faculty of Medicine during the years 2007 and 2008 has realized fruitful international cooperation with various academic and scientific institutions wherein are coordinated activities in these areas:Agreement of cooperation and understanding with Kosova Open Medical Club: Open Medical Institute and American Austrian Foundation Inc. for education in medical sciencesMemorandum of Understanding between the Faculty of Medicine and Medical Faculty Carl Gustav Carus Technical University of Dresden, Germany. In this memorandum is included the exchange of academic staff, students, joint activities in education and scientific research.Memorandum of Understanding between the Faculty of Medicine and Dartmouth Medical School (U.S. partner), partner with particular focus on exchange of students, activities in education, patient care and professional scientific research.Partnership with DentEd (European Dental Education) in harmonizing the competences of the dentist profile and curricula in European Studies and European passport.Partnership with AMEE (Association for Medical Education in Europe, http://www.amee.org) in harmonization of curricula in medical studies based on the Bologna Declaration, with the participation of 46 European countries for enhancement and development of medical education with special emphasis in Bologna "TWO-cycle" system (frequently called "Bachelor-Master system) signed also by FM and proposed in the FM curricula of 2007/08 and approved by the Senate of UP as a supplement to the curriculum reform .The protocol of cooperation between the FM and the DAAD (German Agency for inter-university exchanges) within the project "Advancement of Nursing in South East Europe" with the purpose of formative and quality comparison of curricula, orientating curricula in genuine scientific research and training students in scientific research and knowledge transfer instrumentsCooperation with AEI Agency for European Integration, and Economic Development through the Office Kosovo, Austria Institutional Partnership (www.aei-austria-kosovo.com) for development priority during the next three years in terms in direction of: administrative staff development, institutional development, quality in teaching and learning, development of curriculum and courses (syllabuses), administration, budget, student issues, and FM Council and departments, mobility of academic staff and students, teaching and research infrastructure and international cooperation. In this direction was carried out cooperation with the University of Vienna and Graz for the registration

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of 6 candidates in the scientific doctoral research (PhD) from branches of FM (general medicine and dentistry)Realization of the project with IBoO-International Board of Oversight, MEST representatives of Kosovo, international organizations such as OSCE and UN, liaison offices of Netherlands, Germany and Austria as well as Monitor SPARK (formerly known as ATA) for the transfer of students from the University of Tetovo (Macedonia) in FMPreparation of policy development in information technology sectorPreparation of development policy of the information technology sector

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2. The publication list of Academic staff at the Faculty of Medicine

Nr. Author/s Title of article Title of Journal

Year, volume, pagesAccepted manuscript

Research articlesPMID: 16094645

Griffith JL, Agani F, Weine S, Ukshini S, Pulleyblank-Coffey E, Ulaj J, Rolland J, Blyta A, Kallaba M.

A family-based mental health program of recovery from state terror in Kosova.

[PubMed - indexed for MEDLINE]

2005;23(4):547-58

PMID: 15141787

.Gordon JS, Staples JK, Blyta A, Bytyqi M

Treatment of posttraumatic stress disorder in postwar Kosovo high school students using mind-body skills groups: a pilot study.

PubMed - indexed for MEDLINE

2004 Apr;17(2):143-7

PMID: 20473009

Bakalli A, Kamberi L, Pllana E, Zahiti B, Dragusha G, Brovina A.

The influence of left ventricular diameter on left atrial appendage size and thrombus formation in patients with dilated cardiomyopathy.

[PubMed - indexed for MEDLINE

2010 Mar;38(2):90-4.

PMID: 21040745

Goldsmith M, Daka A, Lamour NF, Mashiach R, Glucksam Y, Meijler MM, Chalfant CE, Zor T.

A ceramide analog inhibits cPLA(2) activity and consequent PGE(2) formation in LPS-stimulated macrophages.

PMID: 21040745 [PubMed - as supplied by publisher]

2010 Oct 30

PMID: 10607679

Singleton BK, Green CA, Avent ND, Martin PG, Smart E, Daka A, Narter-Olaga EG, Hawthorne LM, Daniels G.

The presence of an RHD pseudogene containing a 37 base pair duplication and a nonsense mutation in africans with the Rh D-negative blood group phenotype.

PubMed - indexed for MEDLINE

2000 Jan 1;95(1):12-8.

PMID: 18855998

Krasniqi AS, Hoxha FT, Bicaj BX, Hashani SI, Hasimja SM, Kelmendi SM, Gashi-Luci LH.

Symptomatic subserosal gastric lipoma successfully treated with enucleation.

[PubMed - indexed for MEDLINE]PMCID: PMC2751909

2008 Oct 14;14(38):5930-2

PMID: 19829799

Krasniqi AS, Spahija GS, Hashani SI, Osmani EA, Hoxha SA, Hamza AH, Gashi-Luci LH.

Subtotal resection and omentoplasty of the epidermoid splenic cyst: a case report.

PubMed - in process]PMCID: PMC2740323Free PMC Article

2009 Jul 21;2:6382

PMID: 20514784

Morina A, Kelmendi F, Morina O, Pazanin L, Dragusha S, Ahmeti F, Morina D.

Rhabdoid meningioma in an eight-year-old child.

PubMed - indexed for MEDLINE

2010;64(2):123-4.

PMID: 17694767

Murtezani A, Pustina A, Bytyçi C, Hundozi H.

Rehabilitation of children after elbow injuries.

[PubMed - indexed for MEDLINE]

2007 Apr-Jun;16(2):138-42

PMID: 16199366

Hedley R, Pustina A, Agani F, Hoxha R, Krasniqi B. Reform of medical education in Kosovo.

[PubMed - indexed for MEDLINE]

2005 Sep;27(6):567.

Bexheti S, Haliti N, Islami H, Sukalo A, Nuraj B, Krasniqi V, Kutllovci S, Beqiraj R, Disha M.

Development of receptor bronchial system in isolated preparation of piglet trachea in vitro.

PMID: 20002002

Islami H, Bexheti S, Shabani R, Nuraj B, Zeqiri F, Sukalo A, Kurtishi I, Kutllovci S, Qorraj H, Disha M.

Role of meconium in the reaction of airways smooth musculature in the newborn with meconium aspiration syndrome (MAS).

[PubMed - indexed for MEDLINE]

2009 Nov;9(4):342-8

PMID: 19485947

Islami H, Bexheti S, Ahmetaj H, Sukalo A, Manxhuka S, Nuraj B, Kamberi X, Krasniqi S, Qorraj H,

Action of propranolol in the reaction of smooth musculature of tracheal rings

PubMed - indexed for MEDLINE]

2009 May;9(2):142-7

Kastrati B, Disha M.induced with acetylcholine, histamine, serotonin (5-HT) and prostaglandin (PGF2-alfa) in vitro and in vivo.

PMID: 18928530

Bakalli A, Osmani B, Kamberi L, Pllana E.

Acute myocardial infarction and pulmonary tuberculosis in a young female patient: a case report.

PubMed - in process]PMCID: PMC2575206

2008 Oct 17;1(1):246.

PMID: 19829789

Bytyçi C, Qorraj H, Bytyqi D. Treatment of neonatal septic arthritis sequelae of hip: a case report.

PubMed - in process]PMCID: PMC2740301

2009 Jul 1;2:6332.

PMID: 20205877

Krasniqi A, Limani D, Gashi-Luci L, Spahija G, Dreshaj IA.

Primary hydatid cyst of the gallbladder: a case report.

[PubMed - in process]PMCID: PMC2827429

2010 Jan 29;4:29.

PMID: 18795504

Raka L, Krasniqi A, Hoxha F, Musa R, Mulliqi G, Krasniqi S, Kurti A, Dervishaj A, Nuhiu B, Kelmendi B, Limani D, Tolaj I.

Surgical site infections in an abdominal surgical ward at Kosovo Teaching Hospital.

PubMed - indexed for MEDLINE

2008;44(2):32-6

PMID: 19734616

Raka L, Krasniqi A, Hoxha F, Musa R, Mulliqi G, Krasniqi S, Kurti A, Dervishaj A, Nuhiu B, Kelmendi B, Limani D, Tolaj I.

Surgical site infections in an abdominal surgical ward at Kosovo Teaching Hospital.

PubMed - indexed for MEDLINE]Free Article

2007 Dec 1;1(3):337-41

PMID: 17848745

Colović M, Matić S, Kryeziu E, Tomin D, Colović N, Atkinson HD.

Outcomes of primary thyroid non-Hodgkin's lymphoma: a series of nine consecutive cases.

[PubMed - indexed for MEDLINE]

2007;24(2):203-8

PMID: 20192926

Topciu Shufta V, Begolli L, Kryeziu E.

Lipoprotein (a) as an acute phase reactant in patients on chronic hemodialysis.

[PubMed - indexed for MEDLINE]

2010 Feb;10(1):19-25

PMID: 20473009

Bakalli A, Kamberi L, Pllana E, Zahiti B, Dragusha G, Brovina A.

The influence of left ventricular diameter on left atrial appendage size and thrombus formation in patients with dilated cardiomyopathy.

PubMed - indexed for MEDLINE]Free Article

2010 Mar;38(2):90-4

PMID: 20429264

Rexhepi S, Rexhepi M, Sahatçiu-Meka V, Pllana E, Dragusha G, Gashi M, Rexhepi B.

The effects of combined therapy of rheumatoid arthritis on the acute phase reactants.

[PubMed - indexed for MEDLINE]

2009;56(2):77-80.

PMID: 18928530

Bakalli A, Osmani B, Kamberi L, Pllana E.

Acute myocardial infarction and pulmonary tuberculosis in a young female patient: a case report.

[PubMed - in process]PMCID: PMC2575206

2008 Oct 17;1(1):246.

PMID: 18638415

Bakalli A, Kamberi L, Pllana E, Gashi A.

Atrial septal aneurysm associated with additional cardiovascular comorbidities in two middle age female patients with ECG signs of right bundle branch block: two case reports.

[PubMed - in process]PMCID: PMC2515833

2008 Jul 19;1(1):51

PMID: 20645507

Zeqiri F, Paçarada M, Kongjeli N, Zeqiri V, Kongjeli G.

Missed abortion and application of misoprostol.

[PubMed - indexed for MEDLINE]

2010;64(3):151-3

PMID: 20645514 Paçarada M, Zeqiri F, Hoxha S,

Dervishi Z, Kongjeli N, Kongjeli G, Qavdarbasha H.

Impact of parity and intrauterine fetal condition during vacuum extraction.

[PubMed - indexed for MEDLINE]

2010;64(3):175-7

PMID: Paçarada M, Zeqiri F, Kongjeli N, Misoprostol-induced abortions in PubMed - as supplied 2010 Dec 2. [Epub

61

21130444 Kongjeli G, Obërtinca B. Kosovo. by publisher] ahead of print]

PMID: 20380132

Kaçaniku G, Spahiu K. The success rate of external dacryocystorhinostomy.

[PubMed - indexed for MEDLINE]

2009;63(5):288-90.

PMID: 18239349

Yamamoto K, Sakamoto Y, Irie M, Ohmori S, Yoshinari M, Kaçaniku G.

The relationship between IMPS-measured stress score and intraocular pressure among public school workers.

[PubMed - indexed for MEDLINE]Free Article

2008 Jan;27(1):43-50

PMID: 20464330

Raka L, Kalenć S, Bosnjak Z, Budimir A, Katić S, Sijak D, Mulliqi-Osmani G, Zoutman D, Jaka A.

Molecular epidemiology of Acinetobacter baumannii in central intensive care unit in Kosova Teaching Hospital.

[PubMed - indexed for MEDLINE]Free Article

2009 Dec;13(6):408-13

PMID: 15037322

Raka L, Mulliqi-Osmani G, Berisha L, Begolli L, Omeragiq S, Parsons L, Salfinger M, Jaka A, Kurti A, Jakupi X.

Etiology and susceptibility of urinary tract isolates in Kosova.

[PubMed - indexed for MEDLINE]

2004 Mar;23 Suppl 1:S2-5

PMID: 11749751

Reintjes R, Dedushaj I, Gjini A, Jorgensen TR, Cotter B, Lieftucht A, D'Ancona F, Dennis DT, Kosoy MA, Mulliqi-Osmani G, Grunow R, Kalaveshi A, Gashi L, Humolli I.

Tularemia outbreak investigation in Kosovo: case control and environmental studies.

[PubMed - indexed for MEDLINE]PMCID: PMC2730257

2002 Jan;8(1):69-73.

PMID: 20514770

Krasniqi S, Neziri B, Islami H, Bauer S.

Carbamazepine and lamotrigine plasma concentrations in epileptic patients during optimising therapy.

[PubMed - indexed for MEDLINE]

2010;64(2):80-3

PMID: 20846134

Haliti N, Islami H, Elezi N, Shabani R, Abdullahu B, Dragusha G.

In vitro research of the alteration of neurons in vagal core in medulla oblongata at asphyxic deaths.

[PubMed - in process 2010 Aug;10(3):251-9

PMID: 20846134

Bexheti S, Haliti N, Islami H, Sukalo A, Nuraj B, Krasniqi V, Kutllovci S, Beqiraj R, Disha M.

Development of receptor bronchial system in isolated preparation of piglet trachea in vitro.

PubMed - in process 2010;64(2):714.

PMID: 20514768

Bexheti S, Haliti N, Islami H, Sukalo A, Nuraj B, Krasniqi V, Kutllovci S, Beqiraj R, Disha M.

Development of receptor bronchial system in isolated preparation of piglet trachea in vitro.

PubMed - indexed for MEDLINE

2010;64(2):714

PMID: 20192933

Baruti Gafurri Z, Pacarizi H, Zhubi B, Begolli L, Topciu V.

The importance of determining procalcitonin and C reactive protein in different stages of sepsis.

[PubMed - indexed for MEDLINE

2010 Feb;10(1):60-4.

PMID: 19485942

Manxhuka-Kerliu S, Devolli-Disha E, Gerxhaliu A, Ahmetaj H, Baruti A, Loxha S, Thaqi H.

Prognostic values of thyroid tumours. [PubMed - indexed for MEDLINE]

2009 May;9(2):111-9.

PMID: 20120640

Hundozi-Hysenaj H, Dallku IB, Murtezani A, Rrecaj S.

Treatment of the idiopathic scoliosis with brace and physiotherapy.

[PubMed - indexed for MEDLINE]

2009 Jul-Sep;18(3):256-9.

PMID: 19485945

Devolli-Disha E, Manxhuka-Kërliu S, Ymeri H, Kutllovci A.

Comparative accuracy of mammography and ultrasound in women with breast symptoms according to age and breast density.

PubMed - indexed for MEDLINE

2009 May;9(2):131-6.

PMID:

Kabashi S, Muçaj S, Ahmetgjekaj I, Dreshaj S, Ymeri H, Hundozi H,

Thrombosis of the superior sagittal sinus.

[PubMed - indexed for MEDLINE]

2010;64(1):60-1.

62

20422831

Vranica S, Hasani A, Shala N.

PMID: 19918561

Krasniqi S, Ahmeti E, Hoxha SA, Ymeri H, Shaqiri I, Kastrati-Spahija NB, Krasniqi AS.

Simultaneous laparoscopic cholecystectomy and removal of an intrauterine device translocated to the right subdiaphragmal region: a case report.

[PubMed - in process]PMCID: PMC2769271

2009 Aug 25;2:6198.

PMID: 19125713

Islami H, Shabani R, Bexheti S, Behluli I, Sukalo A, Raka D, Koliqi R, Haliti N, Dauti H, Krasniqi S, Disha M.

In vitro examination of ontogenesis of developing neuronal cells in vagal nuclei in medulla oblongata in newborns

PubMed - indexed for MEDLINE

2008 Nov;8(4):381-5

PMID: 20102041

Temaj G, Milicić J, Skarić Jurić

T, Behluli I, Smolej Narancić N, Hadziselimović R, Nefić H.

Comparative analysis of dermatoglyphic traits in Albanian and Turkish population living in Kosovo.

PubMed - indexed for MEDLINE

2009 Dec;33(4):1001-5.

PMID: 15944443

Pericić M, Lauc LB, Klarić IM, Rootsi S, Janićijevic B, Rudan I, Terzić R, Colak I, Kvesić A, Popović D, Sijacki A, Behluli I, Dordevic D, Efremovska L, Bajec DD, Stefanović BD, Villems R, Rudan P.

High-resolution phylogenetic analysis of southeastern Europe traces major episodes of paternal gene flow among Slavic populations.

[PubMed - indexed for MEDLINE]Free Article

2005 Oct;22(10):1964-75. Epub 2005 Jun 8

PMID: 20514773

Humolli I, Dedushaj I, Zupanac TA, Muçaj S. Epidemiological, serological and herd

immunity of Crimean-Congo haemorrhagic fever in Kosovo.

[PubMed - indexed for MEDLINE

2010;64(2):91-3

Govori V, Humolli I, Cepreganov M, Dedushaj I, Gjikolli B.

Brain tumors and epilepsy.

PMID: 20484568

Saksida A, Duh D, Wraber B, Dedushaj I, Ahmeti S, Avsic-Zupanc T.

Interacting roles of immune mechanisms and viral load in the pathogenesis of crimean-congo hemorrhagic fever.

PubMed - indexed for MEDLINE]PMCID: PMC2897258 [Available on 2011/1/1]

2010 Jul;17(7):1086-93. Epub 2010 May 19

PMID: 20088164

Muçaj S, Kabashi S, Ahmeti S, Dedushaj I, Ramadani N, Avsic-Zupanc T.

Collective immunity of the population from endemic zones of hemorrhagic fever with renal syndrome in Kosovo.

PubMed - indexed for MEDLINE

2009;63(3):160-2

PMID: 18795504

Raka L, Krasniqi A, Hoxha F, Musa R, Mulliqi G, Krasniqi S, Kurti A, Dervishaj A, Nuhiu B, Kelmendi B, Limani D, Tolaj I.

Surgical site infections in an abdominal surgical ward at Kosovo Teaching Hospital.

PubMed - indexed for MEDLINE

2008;44(2):32-6

PMID: 19734616

Raka L, Krasniqi A, Hoxha F, Musa R, Mulliqi G, Krasniqi S, Kurti A, Dervishaj A, Nuhiu B, Kelmendi B, Limani D, Tolaj I.

Surgical site infections in an abdominal surgical ward at Kosovo Teaching Hospital.

PubMed - indexed for MEDLINE]Free Article

2007 Dec 1;1(3):337-41.

PMID: 19469271

Spahiu K, Spahiu L, Dida E. Choice of surgical procedure for ptosis correction.

PubMed - indexed for MEDLINE

2008;62(5-6):283-4.

PMID: 20380132

Kaçaniku G, Spahiu K. The success rate of external dacryocystorhinostomy.

PubMed - indexed for MEDLINE]

2009;63(5):288-90.

63

PMID: 20192933

Baruti Gafurri Z, Pacarizi H, Zhubi B, Begolli L, Topciu V.

The importance of determining procalcitonin and C reactive protein in different stages of sepsis.

PubMed - indexed for MEDLINE]

2010 Feb;10(1):60-4

PMID: 20507300

Dragusha G, Elezi A, Dragusha S, Gorani D, Begolli L.

Treatment benefits on metabolic syndrome with diet and physical activity.

PubMed - indexed for MEDLINE

2010 May;10(2):169-76

PMID: 20192926

Topciu Shufta V, Begolli L, Kryeziu E.

Lipoprotein (a) as an acute phase reactant in patients on chronic hemodialysis.

PubMed - indexed for MEDLINE]

2010 Feb;10(1):19-25

PMID: 18855998

Krasniqi AS, Hoxha FT, Bicaj BX, Hashani SI, Hasimja SM, Kelmendi SM, Gashi-Luci LH.

Symptomatic subserosal gastric lipoma successfully treated with enucleation.

PubMed - indexed for MEDLINE]PMCID: PMC2751909

2008 Oct 14;14(38):5930-2

PMID: 19152706

Hoxha FT, Hashani SI, Komoni DS, Gashi-Luci LH, Kurshumliu FI, Hashimi MSh, Krasniqi AS.

Acute abdomen caused by ingested chicken wishbone: a case report.

PubMed - in process]PMCID: PMC2633322

2009 Jan 19;2(1):64

PMID: 19419128

Ramadani N, Berisha M, Thaçi A, Gashi-Luci L, Koçinaj D, Jerliu N.

Tobacco use among Kosovar schoolchildren: a cross-sectional study.

PubMed - indexed for MEDLINE]

2009;63(1):44-7.

PMID: 19596140

Kurshumliu F, Thorns C, Gashi-Luci L.

p16INK4A in routine practice as a marker of cervical epithelial neoplasia. PubMed - indexed for

MEDLINE]

2009 Oct;115(1):127-31. Epub 2009 Jul 12.

PMID: 19829799

Krasniqi AS, Spahija GS, Hashani SI, Osmani EA, Hoxha SA, Hamza AH, Gashi-Luci LH.

Subtotal resection and omentoplasty of the epidermoid splenic cyst: a case report.

PubMed - in process]PMCID: PMC2740323Free PMC Article

2009 Jul 21;2:6382

PMID: 19946485

Gashi-Luci LH, Limani RA, Kurshumliu FI.

Invasive ductal carcinoma within fibroadenoma: a case report. PubMed - in

process]PMCID: PMC2783130

2009 Oct 29;2:174

10.1186/1757-1626-2-9352.

Krasniqi X, Rexhepi S, Gashi M, Berisha B, Abazi F, Koçinaj D.

Poststaphylococcal coagulase negative reactive arthritis: a case report.

Published online 2009 December 18. doi: 10.1186/1757-1626-2-9352.

2009 Dec 18;2:9352.

PMID: 20951116

Sopjani M, Alesutan I, Wilmes J, Dërmaku-Sopjani M, Lam RS, Koutsouki E, Jakupi M, Föller M, Lang F.

Stimulation of Na+/K+ ATPase activity and Na+ coupled glucose transport by β-catenin.

PubMed - in process] 2010 Nov 19;402(3):467-70. Epub 2010 Oct 14

PMID: 20062585

Hoxha FT, Hashani SI, Krasniqi AS, Kurshumliu FI, Komoni DS, Hasimja SM, Maxhuni M.

Intussusceptions as acute abdomen caused by Burkitt lymphoma: a case report.

PubMed - in process]PMCID: PMC2803985

2009 Dec 14;2:9322

PMID: 20645514

Paçarada M, Zeqiri F, Hoxha S, Dervishi Z, Kongjeli N, Kongjeli G, Qavdarbasha H.

Impact of parity and intrauterine fetal condition during vacuum extraction.

PubMed - indexed for MEDLINE

2010;64(3):175-7.

PMID: 19782982

Paçarada M, Lulaj S, Kongjeli G, Kongjeli N, Qavdarbasha H.

Factors associated with pathologic colposcopic and cytologic changes in 500 clinically asymptomatic women.

PubMed - indexed for MEDLINE

2010 Jan;108(1):7-11

10.1186/1749-7922-5-14.

Llullaku SS, Hyseni NSh, Kelmendi BZ, Jashari HJ, Hasani AS.

A pin in appendix within Amyand's hernia in a six-years-old boy: case report and review of literature.

World J Emerg Surg. 2010; 5: 14.

2010 May 19;5:14.

PMID: 20088177

Gashi S, Ramadani N, Berisha M, Gashi M, Zhjeqi V, Hoxha R.

Drug abuse in Prishtina region. PubMed - indexed for MEDLINE

2009;63(4):212-5

PMID:

Zhjeqi V, Ramadani N, Gashi S, Mucaj S, Berisha M, Neziri L,

Suicide prevalence in Kosova for the period 2007-2008.

PubMed - indexed for MEDLINE

64

20422826

Krasniqi S, Shahini M.

PMID: 16935353

Latifi X, Mustafa A, Hysenaj Q. Rigid tracheobronchoscopy in the management of airway foreign bodies: 10 years experience in Kosovo.

PubMed - indexed for MEDLINE

2006 Dec;70(12):2055-9. Epub 2006 Aug 28

PMID: 20002000 [

Mekaj Y, Zhubi B, Hoxha H, Belegu R, Mekaj A, Miftari E, Belegu M.

Prevalence of resistence to activated protein C (APC-resistance) in blood donors in Kosovo.

PubMed - indexed for MEDLINE

2009 Nov;9(4):329-34

PMID: 20846134

Haliti N, Islami H, Elezi N, Shabani R, Abdullahu B, Dragusha G.

In vitro research of the alteration of neurons in vagal core in medulla oblongata at asphyxic deaths.

PubMed - in process 2010 Aug;10(3):251-9

PMID: 20502961

Ghaedi M, Shabani R, Montazerozohori M, Shokrollahi A, Sahraiean A, Hossainian H, Soylak M.

SDS-coated Sepabeads SP70-modified by 4-[(E)-3-phenylallylidene) amino] benzenethiol as new efficient solid phase for enrichment and determination of copper, nickel, chromium, and zinc ions in soil, plants, and mint water samples.

PubMed - as supplied by publisher

2010 May 26

PMID: 20002002

Islami H, Bexheti S, Shabani R, Nuraj B, Zeqiri F, Sukalo A, Kurtishi I, Kutllovci S, Qorraj H, Disha M.

Role of meconium in the reaction of airways smooth musculature in the newborn with meconium aspiration syndrome (MAS).

PubMed - indexed for MEDLINE

2009 Nov;9(4):342-8

PMID: 20002001

Shabani R, Islami H, Bexheti S, Zeqiri F, Dacaj R, Kurtishi I, Haliti N, Beqiri R, Shahini L.

The study of volume density of tracheal ganglions in vitro in new born babies with respiratory distress syndrome.

PubMed - indexed for MEDLINE

2009 Nov;9(4):335-41

PMID: 16995853

Sukalo A, Islami H, Shabani R, Dauti H, Kutllovci S, Kastrati B. Postnatal - physiological research of the

bronchial receptor system development on the isolated preparation of the human trachea in vitro.

PubMed - indexed for MEDLINE

2006 Aug;6(3):73-7

PMID: 20370888

Manxhuka-Kerliu S, Petrusevska G, Maloku H, Sahatciu-Meka V, Loxha S, Loxha N, Shahini L.

Hepatobiliary neuroendocrine carcinoma: a case report.

PubMed - in process]PMCID: PMC2836365Free PMC Article

2010 Feb 18;4:53

PMID: 20484568

Saksida A, Duh D, Wraber B, Dedushaj I, Ahmeti S, Avsic-Zupanc T.

Interacting roles of immune mechanisms and viral load in the pathogenesis of crimean-congo hemorrhagic fever.

PubMed - indexed for MEDLINE

2010 Jul;17(7):1086-93. Epub 2010 May 19

PMID: 10085725

Legutko J, Hartwich A, Szpakowicz J, Kedra B, Haxhijaha S, Malik L.

[Hormonal islet cell tumors. Proposition of a diagnostic-therapeutic model].

PubMed - indexed for MEDLINE

1998;55(9):463-8.

PMID: 2618436

Krasniqi A, Binishi R, Limani D, Jashari R, Haxhijaha S, Bukoshi Z, Rrusta A.

[Treatment of echinococcal hepatic cysts--experience with 79 patients].

PubMed - indexed for MEDLINE

1989;36 Suppl 2:569-72

PMID: 6531223

Kulig J, Popiela T, Nowak K, Marecik J, Haxhijaha S.

[Prognostic value of a histological classification of stomach cancer].

PubMed - indexed for MEDLINE

1984 Jul-Sep;34(3):267-73

PMID: 547167

Zatriqi A, Haxhijaha S, Shabani A, Bukoshi B, Kandić Z.

[The importance of the negative Mantoux Test in malignant diseases and possibilities of its prevention with BCG vaccination].

PubMed - indexed for MEDLINE

1979;32(11-12):531-7

PMID: 19754479

Ahmeti H, Kolgeci S, Arifi H, Jaha L.

Clinical dilemmas and surgical treatment of penoscrotal, scrotal and perineal hypospadias.

PubMed - indexed for MEDLINE

2009 Aug;9(3):229-34

PMID: Krasniqi S, Ahmeti E, Hoxha SA, Simultaneous laparoscopic PubMed - in process 2009 Aug 25;2:6198

65

19918561 Ymeri H, Shaqiri I, Kastrati-Spahija NB, Krasniqi AS.

cholecystectomy and removal of an intrauterine device translocated to the right subdiaphragmal region: a case report.

PMID: 20486542

Ahmeti F, Azizi I, Hoxha S, Kulik-Rechberger B, Rechberger T.

Mode of delivery and mortality among preterm newborns.

PubMed - indexed for MEDLINE

2010 Mar;81(3):203-7

PMID: 20645514

Paçarada M, Zeqiri F, Hoxha S, Dervishi Z, Kongjeli N, Kongjeli G, Qavdarbasha H.

Impact of parity and intrauterine fetal condition during vacuum extraction.

PubMed - indexed for MEDLINE

2010;64(3):175-7.

PMID: 19829799

Krasniqi AS, Spahija GS, Hashani SI, Osmani EA, Hoxha SA, Hamza AH, Gashi-Luci LH.

Subtotal resection and omentoplasty of the epidermoid splenic cyst: a case report.

PubMed - in process]PMCID: PMC2740323Free PMC Article

PMID: 19754479

Ahmeti H, Kolgeci S, Arifi H, Jaha L.

Clinical dilemmas and surgical treatment of penoscrotal, scrotal and perineal hypospadias.

PubMed - indexed for MEDLINE

2009 Aug;9(3):229-34

PMID: 18795504

Raka L, Krasniqi A, Hoxha F, Musa R, Mulliqi G, Krasniqi S, Kurti A, Dervishaj A, Nuhiu B, Kelmendi B, Limani D, Tolaj I.

Surgical site infections in an abdominal surgical ward at Kosovo Teaching Hospital.

PubMed - indexed for MEDLINE

2008;44(2):32-6

PMID: 20422831

Kabashi S, Muçaj S, Ahmetgjekaj I, Dreshaj S, Ymeri H, Hundozi H, Vranica S, Hasani A, Shala N.

Thrombosis of the superior sagittal sinus.

PubMed - indexed for MEDLINE

2010;64(1):60-1.

PMID: 19485947

Islami H, Bexheti S, Ahmetaj H, Sukalo A, Manxhuka S, Nuraj B, Kamberi X, Krasniqi S, Qorraj H, Kastrati B, Disha M.

Action of propranolol in the reaction of smooth musculature of tracheal rings induced with acetylcholine, histamine, serotonin (5-HT) and prostaglandin (PGF2-alfa) in vitro and in vivo.

PubMed - indexed for MEDLINE

2009 May;9(2):142-7.

PMID: 12454253

Barbullushi M, Elezi Y, Idrizi A. Kosovo 2002: the epidemiology of renal disease and the impact of 1999 Kosovo war on end-stage renal disease patients.

PubMed - indexed for MEDLINE

2002 Dec;17(12):2275-6

PMID: 18310878

Zylfiu BI, Elezi Y, Bajraktari G, Rudhani I, Abazi M, Kryeziu E.

Hemorrhagic fever with acute renal failure: a report from Kosova.

PubMed - indexed for MEDLINE

2008 Mar;19(2):250-3

PMID: 19497116

Telaku S, Fejza H, Elezi Y, Bicaj T. Hepatitis B and C in dialysis units in Kosova.

PubMed - indexed for MEDLINE]PMCID: PMC2694791

2009 Jun 4;6:72

PMID: 20645514

Paçarada M, Zeqiri F, Hoxha S, Dervishi Z, Kongjeli N, Kongjeli G, Qavdarbasha H.

Impact of parity and intrauterine fetal condition during vacuum extraction.

PubMed - indexed for MEDLINE

2010;64(3):175-7.

PMID: 21120081

Murtezani A, Hundozi H, Orovcanec N, Berisha M, Meka V.

Low back pain predict sickness absence among power plant workers.

PubMed - in process]PMCID: PMC2992865Free PMC Article

2010 Aug;14(2):49-53

PMID: 20645518

Muçaj S, Dreshaj S, Kabashi S, Hundozi H, Gashi S, Zhjeqi V, Shala N, Kryeziu M.

Tuberculous meningoencephalitis. PubMed - indexed for MEDLINE

2010;64(3):189-90.

PMID: 20422831

Kabashi S, Muçaj S, Ahmetgjekaj I, Dreshaj S, Ymeri H, Hundozi H, Vranica S, Hasani A, Shala N.

Thrombosis of the superior sagittal sinus.

PubMed - indexed for MEDLINE

2010;64(1):60-1

PMID: 20088178

Murtezani A, Hundozi H, Gashi S, Osmani T, Krasniqi V, Rama B.

Factors associated with reintegration to normal living after stroke.

PubMed - indexed for MEDLINE

2009;63(4):216-9

PMID: 17694767

Murtezani A, Pustina A, Bytyçi C, Hundozi H.

Rehabilitation of children after elbow injuries.

PubMed - indexed for MEDLINE

2007 Apr-Jun;16(2):138-42

66

PMID: 2226270

Jusić A, Bosnjak I, Hundozi Z. Electrophysiologic signs of sensory fiber lesion in spinal amyotrophies and the role of physiologic variations of sensory finger innervation pattern.

PubMed - indexed for MEDLINE

1990 Aug-Sep;30(5):265-8

3. List of Scentific conferences, symposiums and seminars

Prof. Assoc. Merita Berisha

1. Pjesemarrje me prezentim ne punetorine e organizuar me Shkollat e shëndetit publik, Tirane, 2-4 dhjetor 2011, Metanet-projekt

2. Pjesemarrje me prezentim ne punetorine per menaxhimin e sëmundjeve kronike ne Lausagne, Zvicer, shtator 2011

3. Pjesemarrje ne viziten studimore ne Institute di superiori di sanita, Roma, Itali, per regjistrin e semundjeve te rralla, qershor 2011

4. Pjesemarrese (observship) ne Seminarin e organizuar ne Bordeaux, France, EpiReg, ne cilesin e profesorit vizitor me ftese te Universitetit te Bordeaux dhe Shkolles se shendetit publik, ISPED, prej 6-10 qershor 2011

5. Pjesëmarrëse ne trajnimin e organizuar ne Prevalle nga OBSH, zyra e Gjeneves, per Adolescent friendly health services, 21-24 nentor 2010, Kosove

6. Pjesemarrje ne grupin punues per hartimin e kritereve te edukatoreve shendetsor per edukimin joformal, shtator tetor 2010, Prishtine

7. Pjesemarrje ne konferencen e shendetit publik rural ne Tirane, 22-25 shtator 20108. Pjesemarrje ne kursin e gjuhes frenge, 2010, 2011, Prishtine9. Pjesëmarrje ne tryezat e organizuara për duhanin dhe promovimin e programeve

kombëtare te kancerit, dhe semundjeve te rrala ne Prishtine10. Pjesemarrëse dhe prezentuese e punimeve në Geneva, 11-15 July 2010, World

Conference on Health promotion, IUHPE11. Pjesëmarrje në Konferencën e onkologjisë dhe prezantim i punimit, 21-22 maj

2010, Prishtine12. Pjesëmarrje dhe realizimi i hulumtimit për Njohuritë e femrave te moshës 40+ për

shëndetin e tyre ne bashkëpunim IKSHPK me AIHA, 2010, Prishtine13. Pjesëmarrje dhe realizimi i hulumtimit për semundjet kardiovaskulare, STEPs, ne

bashkëpunim IKSHPK me OBSH dhe Ambasaden Franceze, 2010, Prishtine14. Pjesëmarrje dhe realizimi i hulumtimit për shendetin e personave 65+, IKSHPK me

Mastricht University, 2010, Prishtine15. Pjesëmarrje ne hartimin dhe ne promovimin e udhëzuesit për diabet, qershor

2010, Prishtine16. Pjesëmarrja në Konferencën P2P ne Bruksel, P2P, 21-26 mars 201017. Pjesemarrëse dhe prezentuese e punimeve, “First Asia Pacific Conference on

Health Promotion and Education” korrik 2009, Tokyo, Japoni18. Pjesemarrëse dhe prezentuese e punimit, Konferenca e parë për diabet, 14 nëntor

2008, Prizren,19. Pjesëmarrëse në trajnimin “Përgatitja e projekteve sipas BE”, Prishtinë, 2008,

2009 20. Pjesëmarrëse në punëtori për studimet e doktoratës të organizuara nga UP dhe

Universiteti Stafordshire, UK, 2008, Prishtinë;21. Pjesëmarrje në Konferencën për kujdesin antenatal, Bonstill, Ferizaj, 200922. Trajnere në trajnimin e arsimtarëve për shëndetin riprodhues në modulin Aftësitë

për jetë, Kosovë, 200923. Trajnere në trajnimin e punëtorëve shëndetësor për IST, HIV/AIDS, Kosovë, 200824. Trajnere në trajnime me RAE komunitete, Edukimi dhe promovimi shëndetësor për

amësinë e sigurt, Kosovë, 2008;

67

25. Pjesëmarrëse dhe prezentim në First satelite symposium, The open medical institute, Telemedicine, Prishtinë, 2008;

26. Pjesëmarrëse në trajnimin “Menaxhimi i ciklit të projekteve”, maj 2008 Ohër,27. Vizitë pune, Komisioni parlamentar i shëndetësisë, Sofje, 1-4 dhjetor 2009, 28. Vizita pune, Master Health Management, në Universitetin e Mjekësisë në Vjenë,

nëntor, 2009 dhe shkurt 201029. Vizitë studimore Instituti i shëndetit publik, Paris, prill, 2008 dhe Amsterdam, maj

2009;30. Pjesëmarrëse dhe prezentim në “Konferenca perinatale” 10 prill 2008, Prishtinë, 31. Pjesëmarrëse dhe prezentim në Konferencën Ndërkombëtare: “Children with

genetic disorders” International Children Center, 21-22 February 2008, Tirana32. Pjesemarrëse në Konferencën Ndërkombëtare: “Parandalimi i vetevrasjeve te te

rinjte”, Prishtinë, 200733. Pjesëmarrëse në Konferencën Ndërkombëtare: “Politikat Kombëtare për Integrim

në Zonën Evropiane të Arsimit të Lartë”, 23-24 mars, 2007, Prishtinë;34. Pjesëmarrëse dhe prezentim në: Simpoziumi i II-të Ndërkombëtar i

Dermatologjisë në Kosovë, maj, 2007;35. Vizitë studimore në Fakultetin e Mjekësisë në Zagreb, Shkolla:”Andrija Stampar”

Tempus, prej 13-17 nëntor, 2006;36. Pjesëmarrëse në trajnim nga UP, Qendra për përsosshmëri në mësimdhënie,

Prishtinë, 2006: “Strategji aktuale në mësimdhënie”, 48 orë, Prishtinë;37. Pjesëmarrje në Trajnimin bazik për SPSS, 14-22 qershor, 2006, Prishtinë;38. Pjesëmarrje në workshop për gripin e shpendëve, dhjetor 2006, Prishtinë, WHO,39. Pjesëmarrje në takim profesional: “2006 Brest Cancer Conference”, October 2,

2006, Prishtinë;40. Pjesëmarrje në Seminarin për ECTS në kuadër të UVP, qershor 2006, Prizren;41. Pjesëmarrje në Seminarin: “Information and Monitoring of Health Policy”, 19-20

June, 2006, Brussels;42. Takim pune: “Parandalimi i sëmundjeve të sistemit kardiovaskular”, 15.04.2006,

Prishtinë;43. Takim pune: “Rishqyrtim kolegial – Peer review”, 16.04.2006, Prishtinë;44. Pjesëmarrje në workshop: “Preparedness for Reproductive Health in

Emergencies”, 2006, Prishtinë;45. Participation in training course: “Evidence based maternal and newborn care”, 12-

16 shtator, 2005, Prishtinë;46. Information Technology and Telemedicine Alliance, mars, 2005, Prishtinë,

pjesëmarrje në trajnimin: “Microsoft Access XP”;47. Pjesëmarrje në takim pune në Trieste: Institute for Child Health, IRCCS Burlo

Garofolo, Trieste, Italy, December, 200548. Simpoziumi i Dytë Shkencor Ndërkombëtar: “Përdorimi i drejtë i antimikrobikëve

në spitale dhe komunitet”, 11-12 tetor, 2005, Prishtinë;49. Pjesëmarrje në Telekonferencën e tretë mes Fakultetit të Mjekësisë në Prishtinë

dhe Dartmouth Medical School me temë: “Vlerësimi i studentëve në lëndët klinike”, 7 shtator 2005, Prishtinë;

50. Pjesëmarrje në: “Best Practice for Better Health, 6-th European Conference on Effectiveness and Quality of Health Promotion: Evidence for Practice”, 1-4 June, 2005, Stockholm, Sweden;

51. Pjesëmarrje në Takim pune me temë: “Përpilimi i Strategjisë së Shëndetit Riprodhues”, 4 nëntor, 2004, Prishtinë;

52. Pjesëmarrje në: “Konferenca e Mjekësisë Familjare”, 22 qershor, 2004, Prishtinë;53. Pjesëmarrje në: World Conference of IUHPE, April, 2004, Melbourne, Australia54. Pjesëmarrje në Takim pune: “Njohja me metodologjinë më të re të mësimdhënies

dhe të të mësuarit, Mësimi i Bazuar në Probleme (PBL), Sistemi Evropian i Transferimit të Kredive (ECTS) dhe format e vlerësimit”, 11-12 shkurt, 2004, Prishtinë;

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55. Pjesëmarrje në Konferencën Ndërkombëtare: “Përmirësimi i cilësisë së Kujdesit Parësor Shëndetësor në Kosovë: Mësimi nga përvojat Gjilan-Dartmouth”, 10.12.2003, Prishtinë;

56. Pjesëmarrje në: “Simpoziumi i Parë Ndërkombëtar i Dermatovenerologëve të Kosovës”, 5-6 shtator, 2003, Prishtinë;

57. Pjesëmarrje në: “VI-th European Conference on Health Promotion and Education”, 18-21 June, 2003, Perugia, Italy;

58. Trajnimi mbi konceptet, planifikimin dhe zhvillimin e Programit Shkollat Promovuese të Shëndetit, 19-22 mars, 2003, Kosovë;

59. Pjesëmarrje në Konferencë ndërkombëtare me temë: “Perinatologjia dhe Neonatologjia”, 16 tetor, 2002, Prishtinë;

60. Pjesëmarrje në Konferencë ndërkombëtare me temë: “Sëmundjet infektive”, 16 tetor, 2002, Prishtinë;

61. Pjesëmarrje në trajnimin për trajner: “Mbrojtja në punë nga HIV/AIDS dhe luftimi i stigmës ndaj të të infektuarve me HIV dhe të sëmurëve nga AIDS-i”, Prishtinë,

62. Pjesëmarrja në trajnimin e organizuar në Prishtinë nga OBSH, me temën: “Metodat dhe menaxhimi në promovimin shëndetësor” në nëntor të vitit 2001; Prishtinë;

63. Trajnere në trajnimin 5 ditor për promovuesit e shëndetit, Prishtinë, mars, 2001, i organizuar nga OBSH dhe IKSHPK;

64. Trajnere në trajnimin “Të rinjët për të rinjët për parandalimin e HIV/AIDS-it dhe SST, Prishtinë, i filluar në mars të vitit 2001, i organizuar nga PSI dhe IKSHPK;

65. Trajnere në trajnimin për avokimin për shëndetin riprodhues, Prishtinë, qershor, 2001, i organizuar nga PSI dhe IKSHPK;

66. Pjesëmarrja në trajnimin për kompjuter nga Asociacioni Kanadez i Shëndetësisë Publike, korrik 2001, Prishtinë: “M. Access 2000 Fundamentals, Epi Info v6 & Epidata v 1.5”;

67. Pjesëmarrëse në trajnimin e mbajtur në Ankara, në Universitetin e Bilkentit, në qershor të vitit 2000, me temën “Menaxhimi i shëndetit riprodhues në situata të krizës”, të organizuar nga ICC dhe UNFPA;

68. Trajnere në trajnimin dyjavor të trajnerëve për edukim shëndetësor, Prishtinë, nëntor, 1999, i organizuar nga IKSHPK;

Prof. Ass. Ilir Begolli

1. The Quality of Arterial Hypertension Treatment in Ambulatory Patients followed by cardiologists. Macedonian Cardiology Congress. 02-05/07/2010 Ohrid

2. Son mammography as image method in diagnosing of breast diseases. 2-nd Kosova International Oncology Congress. Book Of Abstracts. 15-18 October 2008

Prof. Ass. Hasime Qorraj-Bytyqi

02 – 05 April 2003 European Pediatric Orthopaedic Society , Annual Meeting– London31.03 – 3 April 2004: European Pediatric Ortopaedic Society, Annual Meeting- Geneva02 October 2004 Scientific conference Pharmaceutical Week in Kosova06 – 09 April 2005: European Pediatric Orthopaedic Society, Annual Meeting- Palma de Mallorca29 - 30 September 2006 Obstructive syndrome and respiratory infections II International Pediatrics Conference , Prishtina11-14 April 2007: EPOS-IFPOS Combined meetingAnnual Meeting-Sorrento, Italy20 - 22 September 2007: Congress of the European Bone and Joint Infection Society Corfu, Greece05 - 08 April 2008: EPOS Annual Meting Warsaw. Poland08-11 October 2008: ISMUS International Society for musculoskeletal Ultrasound 9 th Congress, Antalya, Turqi

Prof. Dr. Natyra Karahoda-Gjurgjeala

1.Hoxha R., Jakupi M., Karahoda N., Haxhiu A.M.: The effect of aminophilin and calcium blocker upon diaphragm contractilility. The 9-th Congress of Yug. Pharmacol.Soc and 4-th Congress of the Yu. Toxicology So.Belgrade. XIII Congres of UYPS. Skopje. 1985, 11-14, Sep. 2. Karahoda-Gjurgjeala N., Jakupi, M., Islami H.: The effect of verapamil on cardiopulmonary respons to ascaris antigen. The Congress of the Hungarien Physiol. Soc. And IUPS sponsored

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Satellite Simposia. Budapest. 1985, 18-21, Sep. 3. Dreshaj I., Karahoda-Gjurgjeala N., Gashi A., Haxhiu AM.: The role of Is areas of ventral surface of medulla on respiratory and cardiovascular responses to vagal input. XIII Congres of UYPS. Skopje, 1985, 1-7, July. 4. Dreshaj I., Karahoda-Gjurgjeala N., Haxhiu AM.: The role of Is areas of ventral surface of medulla on respiratory and cardiovascular responses to vagal input. XIII Congres of UYPS. Skopje. 1985, 18-21, Sep5. Jakupi M., Karahoda-Gjurgjeala N., Moračić V., Gashi A., Haxhiu AM.: The effect of gabaergic drugs on cardiovascular response to activation of histaminergic receptors of VMS. 9th Congress of Yug. Pharmacol. Soc. And 4th Congress of Yug. Tox. Society. 1985, 18-21, Sep. 1985, Belgrade6. Jakupi M., Ðokić T. Karahoda-Gjurgjeala N., Žuškin E., Haxhiu AM.: Mechanisms of the effects of the ethanol on isolated airway smooth muscle tone. (Abstract book) XIV Congres of UYPS with international participation.Acta biologica Jugoslavica. VIII Kongres Alergologa i Klinickih Imunologa Jugoslavije sa Internacionalnim ucescem, International Symposium Rheumatology updates 2. 1988, Belgrade 7. G. Minci-Bejtullahu., H. Daka., N. Karahoda-Gjurgjeala.: The effect of calcium-blockers on the reractibility of the skin and total concentracion of immunoglobulines E in sera of patients with Bronchial Asthma and Urticaria. International Symposium Rheumatology updates2, Banja e Kllokotit, June 28, 20028. Ganimete Minci-Bejtullahu., H. Daka., Natyra Karahoda-Gjurgjeala.: Uticaj kalcijum-blokatora u modulaciju imuno-reaktivnosti kod atopijskih ispitanika. International 9. Minci-Bejtullahu.G. Rexhepi.S. Izairi.R. Karahoda-Gjurgjeala.N. Latifi-Pupovci.H. Lokaj.V.:Roli i antigjenit HLA-B27 në spondiloartropatitë (Spondilitin ankilizant-M.Bechterewi). Symposium Rheumatology updates2, Banja e Kllokotit, June 28, 200210. Minci-Bejtullahu.G. Karahoda-Gjurgjeala. N. Rexhepi.S. Izairi.R.: The role of effectore cells in the immune system of Rheumatoid Arthritis. 11. L. Neziri-Ahmetaj., N Karahoda-Gjurgjeala.: Drug hypersensitivity- A case report. 1 st

South Eastern Europian Imunology School (SEEIS2009) Dr. Sc. Shaip Krasniqi, Ass.

1.Performance Liquid Chromatography for Therapeutic Monitoring of Carbamazepine and Phenytoine. PhD-Symposium Vienna, Austria. June 16-17, 2010.2. Antipsychotic Utilization at the Psychiatric Clinic of University Clinical Center of Kosova. PhD-Symposium Vienna, Austria. June 17-19, 2009.3. Behavioral and Emotional Problems among Albanian Children ages 2 -5. PhD-Symposium Vienna. PhD-Symposium Vienna, Austria. June 17-19, 20094. Suicide Prevalence in Kosova for period 2007-2008. PhD-Symposium Vienna, Austria. PhD-Symposium Vienna, Austria. June 17-19, 2009 Incidenca dhe rendësia Klinike e Ndërveprimit të 5. Barnave në Pediatri Takimi i tretë vjetor i Institutit Alb-Shkenca; Tirana Albania. 2008.6. Use of antibiotics at Orthopedic Clinic of University Clinical Center of Kosova: Comparison between two times periods. Proceedings of the 8th Congress of the European Association for Clinical Pharmacology and Therapeutics. 2007:133-7

4. Research Projects Funded by European Commsion, WHO and other Funds

- THE STRATEGY FOR DEVELOPING OF BIOMEDICAL RESEARCH LABThe portfolio of biomedical research lab (BML) of University of Prishtina will be addressed to the objectives and development priorities of The National Research Programme of the Republic of Kosova approved by National Research Council of Kosova in 2010 and educational and research priorities of University of Prishtina (UP).

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The specific science and educational targets which are needed to support the development of biomedical research lab of University of Prishtina are:Objective 1: Development of human capacity for research activitiesObjective 2: Development of research infrastructure and quality standardsObjective 3: Internationalization of scientific research activity in terms of internationalization of Medical and Natural Science Faculty of UP.Objective 4: Strengthening the links between science and health and economy for enhancing the health, economic and social developmentObjective 5: Excellence in research and scientific activity

Objective 1 Development of human capacity for research activities

Targets By 2013 at least 50 candidates will be trained for equipment use and establishing the scientific methodology. By 2013 all students of Medical faculty will undergo the practical courses in the framework of Curriculum activities of Medical Faculty of Prishtina (Basic of Scientific - research methodology)By 2013 at least 20 candidates from Kosovo will pursue PhD experimental work.By 2013 at least 10 candidates will receive support to pursue post-doctoral research project.15 short-term joint mobility grants for active researchers

Action For the developing the high quality research programs in Kosovo is requested the well trained staff which be able to apply the scientific methodology and proper handling with equipment (Good Research Practices and Good Clinical Practice). This target will be accomplished by training courses for scientific staff planned to work in the BML of UP.The Curriculum of Medical Faculty of Prishtina determines the need of each student to undergo the lectures and practice in the Basic of Scientific - research methodology. Support completion of PhD studies performing the research projects which will be approved by Ethics Committee and responsible decision makers of BML of UP.Facilitate participation of post-doctoral candidates for performing the research activities in the BML of UP.Provide support for short-term joint mobility projects of Kosovarresearchers which will develop a part of research in the BML.

Objective 2 Development of research infrastructure and quality standardsTargets Implementation of the legal infrastructure (framework)

Establishing the laboratory methodologies and discipline laboratories which should be accredited.2.3. Establishing the RTD Information System.2.4. Access to relevant electronic libraries.

Action 2.1. Implementation the current Law on Scientific Research and make necessary adjustments to meet the needs of the society and approximate legislation to the one applied in EU countries.2.2. Establish the BML Program to channel governmental funding for research laboratories and equipment on justified need and national research priorities. Establishing the discipline laboratories in the field of Physiology, Pharmacology and Experimental surgery.

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2.3. Develop the RTD information system. Initially is planned to set up the inter-disciplinary expert group to develop ToRs for the system including the type of information needed, flexibility, language policy, etc. 2.4. Provide access to relevant electronic libraries.

Objective 3 Internationalization of scientific research activity in terms of internationalization of Medical and Natural Science Faculty of UP.

Targets Support for the publication of a considerable number of scientific publications in international journalsFacilitation of joint research projects with foreign institutions Improved cooperation with our researchers working abroad.Enhanced participation in international research networks in accordance with targets of UP.

Action 3.1. Establish a Publication Support Program as conduit for Kosovar scientists for publishing in international journals. 3.2. Provide support for developing joint research projects (Preparation of projects protocols, consultancy). 3.3. Using eventual Brain - Gain Program of Kosovo. 3.4. Provide support for participation in international research networks, notably in the European Framework Programme.

Objective 4 Strengthening the links between science and health and economy for enhancing the health, economic and social development

Targets Establishment of an applied research and technological development (RTD) programme for supporting science-health relations and science-economy relation. Establishment of an innovation programme to meet the health priorities, economic and social innovation needs of the Ministry of Health and private sector (business, NGO)

Action 4.1. Establishment of a working group involving representatives from science, health, education and business to prepare the rules and regulations of a systemic applied RTD programme oriented towards technology transfer. 4.2. Launch calls for proposal under this applied RTD programme

Objective 5 Excellence in research and scientific activityTargets 5.1.To build the quality assurance mechanisms in the field of researchAction 5.4. Develop quality assurance mechanisms in the field of research, like manuals

for indexing of publications, manuals for safe disposable of laboratory waste, etc.

- EUROPEAN UNION PROJECTProgram “Research Development in Kosovo”

Title of project: Capacity building to implement the state of the art surveillance system for antibiotic consumption and resistance in Kosovo

Amount: 235.647,56 Euro

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Implementers’:

Institute of Public Health – Medical Faculty

Partner :

University of Antverpen, Belgium

Timeline: 30 months

Initiation of Project: 3.7.2012

Project Manager

Lul Raka

Staff of Project

Academic staff: 5 Professors and Assistants14 SpecialistsStudents: 10 students

- WORLD HEALTH ORGANISATION

Title of project: Integrated surveillance of antimicrobial consumption and resistance in Kosovo

Amount: 37.500,00 USD

Implementers’:

Inter sector Group for Antimicrobila Resistance Control, Ministry of Health of Kosova

Partner :

Faculty of Agriculture and Veterinary, Faculty of Medicine University of Prishtina

Timeline: 1 yearInitiation of Project: 15.10.2012Project Manager

Lul Raka

5. The relation of research with teaching programThe results of research in general and epidemiological studies in particular will enable students to use the results for Thesis Diploma. Through these researches the students will get adequate skills and knowledge to work independently in the filed of research. According to study programm, students will engage in study protocols and publication of study results. These activities are present and describe in the syllabuses of different subject.

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VII. Financing

1.Budget and financial plan for Insitutions

The Faculty of Medicine is an academic unit of the University of Prishtina (Public University), it is financed mainly by the Republic of Kosovo (Ministry of Education). We do not have other sources of financing and therefore seek to with dedication meet the objectives in our area.

FINANCING REPORT ON FINANCIAL SITUATION FOR THE ACADEMIC 2009/2010/2011 and 2012

Number Description

I. Salaries 671.76000 800.838,00 651.157,78

II. Bonuses 1.286, 113.90 509.622,40 278.592.99

Total of Salaries 1.960.879.90 1.310.460.40 929.749.78

III Income 280.954.00 291.453.00 316.830.00

IV Expenses

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UnitPlaceNo.Purposea + b + c 285,535 a 185,535 b - c 100,000

Serial K.Ekonomik Description Amount1 13000 Goods and services 1855352 13100 Travel Expenses 150853 13820 Petty cash 4x2000 80004 13140 Travel expenses abroad 70855 132006 13210 Electricity 100007 13220 Water 80008 13230 Garbage 09 13240 Central Heating 15000

10 13250 PTK with phone bills 500011 13260  Payments for judicial decisions12 13300 Telecommunication services 013 13310 Internet14 13320 Other phone costs - Wave 90015 13330 Postal costs16 13340 Costs for the use of optical cable17 13400 Costs for services 1042518 13410 Education and training services 100019 13420 Representation and advocacy services20 13430 Various health services21 13440 Various intellectual and advisory services 5000

22 13450 Non-printing services marketing

23 13460 Other contracting services 2000

24 13470 Technical Services 1000

25 13480 Membership costs 1425

26 13495 Payments for judicial decisions

27 13500 Purchase of furniture and equipment less than 1000 Euro 85800

28 13501 Furniture 40000

29 13502 Telephones 0

30 13503 Computers 19000

31 13504 Information technology hardware

32 13505 Photocopiers 9800

33 13506 Special medical equipment 12000

34 13507 Police service equipment

35 13508 Traffic Equipment

36 13509 Other Equipment 5000

37 13600 Other purchases of goods and services 24250

38 13610 Office supplies

39 13620 Food and beverage (Dean's Office) 600

40 13630 Medical supplies (health organizations, family medicine centers 20800

41 13640 Cleaning supplies

42 13650 Clothing supply Mantila for staff 0

Comunal expenses

Comunal expensesCapital investment

medicinePrishtina

Budget 2012Total

Goods and services

2.The financial plan for Study programm

Since this program is part of Tempus Project: Interdisciplinary structure reformation and innovative higher education for new professions” (Project:Number 530752-TEMPUS-2012-JPCR), the main part of finance will be covered by this project.

In the frame of this project for Department of Nursing of Faculty of Medicine we have these activities:

Costs Amount in EUR   Staff cost 19632,00Travel cost 7609,00Cost of stayEquipment cost 75000,00Printing and publishing 2500,00Other costs 40280,00Total direct eligible costs 145021,00Indirect costs 10151,47Total eligible costs 155172,47Total EU contribution 139655,22Total Partner contribution (co-financing) 15517,25

In Total 155172,47

3. The financing plan of research within the programme

The students from this study program will supported for their research activities from projects of Univeristy of prishtina, Ministry of education, Science and Technoilogy of kosova and other international funding organisations.

IX. Recommendation of the expert’s team from last accreditation

General Remarks

The documentation for re-accreditation of the different programs was, at the time of the site-visit, in place, however, incomplete.

The management of Faculty of Medicine strengthened the activities for collection and structuring of all documents and information needed for accreditation and re-accreditation of different programs at the Faculty of Medicine. The main improvement of this aspect is the enhanced coordination between the management of Faculty of Medicine and chiefs of different programs and Commission of Accreditation at the Faculty of medicine.

It is highly appreciated by the ET the continuous improvement of the infrastructure of the Medical Faculty.

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The Ministry of Finance of Republic of Kosova based in the Law 04/L-165 allocated the budget of 2’100’000.00 Euro for improvement of infrastructure of Faculty of Medicine.

The ET strongly supports, as mentioned in earlier recommendations, any attempts leading to a new statute giving the Faculty of Medicine more possibilities to be in charge of their own budget and recruit personal

The management of Faculty of Medicine encourages any attempts for reforms in the status that can reflect the better financial and development status of Faculty of Medicine. These changes are not in responsibility of Management of Faculty of Medicine. These changes need to be addressed at the level of management of University of Prishtina “Hasan Prishtina” and should involve the decision makers’ structures at Ministry of Education, Science and Technology and Education and Ministry of Health of Kosova and University Clinical Center, respectively.

GENERAL MEDICINE

The ET suggested admitting NO MORE then 150 students per year in the program of general Medicine.

The Management of Medical Faculty accepted the recommendation of ET for number of students and proposed that for year 2013/2014 the number of student in the program of General Medicine to be 150 students. This proposal is confirmed by Statement of the Faculty Medicine Council and was addressed to the Senate of Prishtina University. Conform this statement is officially published the call for registration of new students and the number of requested students for first year was 150 students. Nevertheless the Management of Prishtina University in consistency with request of Ministry of Education, Science and Technology and Education has decided to increase the number of new registered students which are from martyr’s families from last war in Kosova. The total registered number of students in General Medicine in 2013/2014 is 197, which is far away less than in 2012/2013 which was 415 students.

The reduction of the ECTS points for Anatomy and EmbryologyThe reduction of the ECTS points for Anatomy and Embryology is effective by October 2013. In Anatomy the reduction will be from 9+9 (2nd Semester and 3rd Semester) to 7+7 and in Histology/Embryology from 5+6 (3rd semester and 4th semester) to 4+5, respectively.

Addition of diploma-thesis (approx. 20-30 ECTS) to the program

In the Curricula program 2010 the diploma-thesis is incorporated and this program is running

NOT every discipline is, covered by a Full Professor

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The University of Prishtina officially published the public announcement for Academic Staff at the Faculty of medicine. The election of academic staff is in process and the contracts of work for this academic staff will be ready at the end of December 2013.The election of academic staff from this public announcement will improved this issue.

International Co-operationThe number of international scientific projects and other international collaboration are increasing year by year. The enhancing of International Co-operation is primary responsibility of management of University of Prishtina “Hasan Prishtina”.

Finances and Infrastructure/Space and Equipment

Based in the projections presented in the financial budget one import point is to enhance the research capacities and increase of lab infrastructure. During last 2 years the Ministry of Education, Science and technology granted 19 scientific grants for academic staff of faculty of Medicine. Nevertheless the financial support of this budget for these projects is limited and we expect the improvements in next coming years.

PHARMACY

ET suggested admitting NO MORE then 50 students per year.

The Management of Medical Faculty accepted the recommendation of ET for number of students and proposed that for year 2013/2014 the number of student in the program of Pharmacy to be 50 students. This proposal is confirmed by Statement of the Faculty Medicine Council and was addressed to the Senate of Prishtina University. Conform this statement is officially published the call for registration of new students and the number of requested students for first year was 50 students. Nevertheless the Management of Prishtina University in consistency with request of Ministry of Education, Science and Technology and Education has decided to increase the number of new registered students which are from martyr’s families from last war in Kosova. The total registered number of students in Pharmacy in 2013/2014 is 74.

NOT every discipline is covered by a full professor.The University of Prishtina officially published the public announcement for Academic Staff at the Faculty of Medicine including the Pharmacy Program. The election of academic staff is in process and the contracts of work for this academic staff will be ready at the end of December 2013.The election of academic staff from this public announcement will improved this issue.

International Co-operationThe number of international scientific projects and other international collaboration are increasing and the general situation is improving.

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Finances, Infrastructure/Space, and Equipment

The students from Pharmacy Program are using two laboratories financed by the TEMPUS-project. In addition, these students use the different laboratories from Faculty of Natural Science of Prishtina University “Hasan Prishtina”.

DENTISTRY (DENTISTRY DOCTOR)

ET suggested admitting NO MORE then 70-80 students per year.

This recommendation is respected by Management of Faculty of Medicine (Statement of the Faculty Medicine Council which was addressed to the Senate of Prishtina University. Conform this statement is officially published the call for registration of new students and the number of requested students for first year was 70 students. The number of new students in 2013/2014 in the Dentistry Program is 94 students.

The addition of a diploma-thesis (approx. 20-30 ECTS) to the program in order to be compatible with similar programs in the European Community

In the detailed plan of curriculum and in the self Evaluation Report the diploma-thesis is incorporated.

Academic staff

The actual number of academic staff in the Dentistry actually can offer the qualitative teaching process for 70 – 80 students. The increase of number more than this number of students can not cover properly the education process by this number of academic staff.In the end of December 0f 2013 in the Faculty of Medicine will finished the process of election of academic staff in the Dentistry program, and will increase the total number of academic staff.

PHYSIOTHERAPY

The number of students The number of new students enrolled in 2013/2013 is 161 students.

Academic staff

The management of faculty of medicine has a development plan to increase the number of physiotherapist in academic staff.

International Cooperation’sThe number of international scientific projects and other international collaboration are increasing and the general situation is improving.

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NURSING

The vision and mission statement does not reflect the philosophy of nursing.

According the request of ET, the management of Faculty of Medicine prepared new program of nursing using the curricula of Slovenian Universities. This program reflects the EU directive and standards for nurses.

The number of students

The number of new students enrolled in 2013/2013 is 181 students.

Academic staff

The management of faculty of medicine has a development plan to increase the number of nursing personnel in academic staff.

International Cooperation’s

The number of international scientific projects and other international collaboration are increasing and the general situation is improving.

The finance and infrastructure

Based in the projections presented in the financial budget one import point is to enhance the research capacities and increase of lab infrastructure and laboratory medical supplies for nurse needs. Nevertheless, the financial support of this budget for these projects is limited and is highly dependent from financial projections of University of Prishtina “Hasan Prishtina”.

MIDWIFERY

The vision and mission statement does not reflect the philosophy of nmidwifery.According the request of ET, the management of Faculty of Medicine prepared new program of nursing using the curricula of Slovenian Universities. This program reflects the EU directive and standards for midwifery.The number of students The number of new students enrolled in 2013/2013 is 64 students.

Academic staff

The management of faculty of medicine has a development plan to increase the number of nursing personnel in academic staff.

International Cooperation’s

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The number of international scientific projects and other international collaboration are increasing and the general situation is improving.

The finance and infrastructure

Based in the projections presented in the financial budget one import point is to enhance the research capacities and increase of lab infrastructure and laboratory medical supplies for midwifery needs. Nevertheless, the financial support of this budget for these projects is limited and is highly dependent from financial projections of University of Prishtina “Hasan Prishtina”.

X. Appendices

1. Sample of Syllabus

SYLLABUS Law of Health and Employment Law

Basic information of the subjectAcademic unit: Department of nursing Title of the subject: Law of Health and Employment LawLevel: MasterStatus of the subject: MandatoryYear of study: Year 1st, semester 1st Hours per module: 15+10Credits – ECTS: 2.5Time / location: Medical Faculty buildingProfessor of the subject: Prof.ass. Xhevat Shkodra

Contact details: xhevat.shkodra@uni-pr.edu

Description of the subject Includes the study referring to legal relationships, reports, and obligations related to cases of Labour Law and Law of Health. The module deals with the legal treatment and regulation of the cases that require intervention from the bodies that deal with Labour Law and Law of Health. Employment law regulates the relationship between employers and employees. Labour law regulates the additional dimension that arises when employees select (or consider selecting) a labour union to represent them in their dealings with their employer.Health law regulates the aim of establishing legal grounds for the regulation and the improvement of the health status of the citizens of the Republic of Kosovo through health promotion, preventive activities and provision of comprehensive and quality healthcare services. In this course will study and define also: Rights and obligations in the field of health; The healthcare principles; The healthcare system; Healthcare institutions’ activities; Supervision of healthcare services.

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The objective of this course is to introduce to students the basic information on the judicial regulation and Labour Law. A view on the basic constitutional principles and order of Republic of Kosovo. A view on the organizational structures (Hospitals, medical practices) and staff development.The objective of this course is to introduce to students the basic information on the judicial regulation and Health Law.

Learning objectives The students will gain knowledge in this area based on the positive right in Kosovo with a comparative view with the other positive rights.With the knowledge from this Master course, the students will have a chance that logically and analytically to solve the duties that are required in the legislation area that regulates the employment and labour law field.Students will develop the ability to critically access the law and legal argumentation in the labour law field. With the knowledge from this Master course, the students will have a chance that logically and analytically to solve the duties that are required in the legislation area that regulates in the Health Law field.Students will develop the ability to critically access the law and legal argumentation in this field.

Learning outcomes Students learn the basics taking an entire course devoted to discrimination in employment have the option of taking the Civil Rights course. That course studies the regulation of discrimination in a variety of contexts, one of which is employment. Approximately one-third of the course is devoted to employment discrimination. Students will develop the ability to critically access the law and legal argumentation in the labour law field. The methodologies will include the lecturing with the highest interaction possible of all students, always having the student as the focal point. Frontal and conversational lecturing, exercises (individual and in groups), and seminar work.- A view on the labour law and collective and social rights in Republic of Kosovo- Will gain knowledge related to the medical ethics and speech therapist- Will develop methods and techniques for staff and team development- Will develop concepts regarding the structures organization and health management.: The course also examines the legal duties owed by unions to employees they represent.The methodologies will include the lecturing with the highest interaction possible of all students, always having the student as the focal point. Frontal and conversational lecturing, exercises (individual and in groups), and seminar work.Understand key Health Law promotion definitions and concepts by health law;Identify the problematic issue in Health Law and study this;Identify how health rights promotion and defence by health Law and all actors in health rights and health defence population.

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Contribution on the load of the student (should correspond with the results of the student)

Activities Hour Day/week TotalLectures 1 1/15 15Theoretical practice/laboratoryClinical practiceConsultations 1 1/10 10Field visitsSeminars 1 1/10 10Home workSelf study of the student (library or home)

1 1/10 10

Final studies for exam 1 1/15 15Time spending on evaluation (testes, quiz, finals)

1 2.5 2.5

Projects/PresentationTotal 6 62.5 (2.5 kredi)

Methods of evaluation Presentation 40%Final exam 60%.

LiteratureBasic literature Prof.Dr.Hava Ismajli Labour Law,

- Law no. 2010/03-L-212 labour law, the Assembly of Kosovo- Dr. Kudret Cela, Labour Law, Tirana 2000

Additional literature - The right to work and insurance: doctrine legislation and judicial practice / Mirela Selita; Butterfly Subashi- Labour Code of the Republic of Albania

The designed plan of learning: Week The planned lessonsWeek I: Introduction to labour law, collective and social agreements

Week II: Regulation of employers and employees

Week III: Introduction in Law of Health

Week IV: Rights and obligation in health care

Week V: Medical ethics issues regarding to the law

Week VI: Health care promotion as a task of health care professions

Week VII: Regulation of health care institutions

Week VIII: Licensing of health care professions

Week IX: Supervision in health care

Week X: Managing health care research in Kosovo regarding to tasks of Ministries

Week XI: Health care policy in Kosovo and future development

Week XII: Labor policy and future development

Week XIII: Reflection of law regulation in Kosovo

Week XIV: Examination

Week XV: Presentation & exam

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Academic policies and rules of well behaviorProfessor determine criteria of the constant participation on the lecture, practice and rules of the well behavior: calmness, not using cell phones during the work, showing in time etc.

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2. Samples of working contract

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3. Sample of Questionnaire for Assessment FACULTY, Medicine: Department Dentistry , Semester/8,9 /Year 2011/2012 The student’s evaluation of the Course and TeachingProf: Agim Islami, Metush Disha ,Agim Begzati, Ferit Koçani, Osman SejfijaSubject-course: Prosthetic Dentistry, Oral Disease, Conservative Dentistry, Pedodontics,Oral Surgery, Aiming to continuously improve the process of teaching, UP has considered very crucial the student’s evaluation of the course in general and the quality of teaching and professors in particular. Your evaluations are a valuable contribution to us. The evaluations are fully confidential and your identity will not be shown. Please, fill this questionnaire very carefully and be as objective as possible. It’s important to remind you that the aim of this evaluation is to improve the quality of studies in general, including the job of professors – teaching.I. General Questions: 1.Gender: Female/Male, 2.Did you receive the syllabus (program) at the beginning of the semester including the content and the way of evaluation: Yes/ NoII. Specific questions for the course; For each question, please fill 1, 2, 3, 4 or 5.(5 =I absolutely agree, 4= I agree, 3= I don’t know, 2=I don’t agree, 1=I don’t agree at all)

Questions Answers

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Open Questions, Professor 1 Agim Islami, Subject Prosthetic DentistryIII. What are your impressions for the course in general: goodIV. What are your impressions for the professor in general: goodV. Do you have any extra comment or suggestion?: Lectures contents to have more information , than the professor experience Open Questions, Professor 2 Metush Disha, Subject Oral DiseaseIII. What are your impressions for the course in general: goodIV. What are your impressions for the professor in general: goodV. Do you have any extra comment or suggestion?: Lectures and exercises are held regularly and everything goes to maximum disciplineOpen Questions, Professor 3 Agim Begzati, Subject Pedodontic DentistryIII. What are your impressions for the course in general: goodIV. What are your impressions for the professor in general: good

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V. Do you have any extra comment or suggestion?: NoOpen Questions, Professor 4 Ferit Koçani, SubjectConservative DentistryIII. What are your impressions for the course in general: goodIV. What are your impressions for the professor in general: goodV. Do you have any extra comment or suggestion?: Exercises in this clinic are under the higher professional, the professor is correct, teaching at the high levelOpen Questions, Professor 5 Osman Sejfija, Subject Oral SurgeryIII. What are your impressions for the course in general: goodIV. What are your impressions for the professor in general: goodV. Do you have any extra comment or suggestion?: No

4. Diploma Supplement

UNIVERSITETI I PRISHTINËS/UNIVERSITY OF PRISTINA

SHTOJCA E DIPLOMËS/DIPLOMA SUPPLEMENT

Kjo shtojcë është hartuar në bazë të modelit të hartuar nga Komisioni Evropian, Këhilli i Evropës dhe UNESCO/CEPES. Qëllimi i shtojës është që të siguroj të dhëna të pavarura dhe të mjaftueshme për përmirësimin e “transparencës” ndërkombëtare si dhe njohjes akademike dhe profesionale të kualifikimeve (diplomave, titujve shkencor, certifikatave, etj). Është dizajnuar që të ofroj përshkrimin e natyrës, nivelit, kontekstit , përmbajtjes dhe statusit të studimeve të cilat individi, emri i të cilit është në kualifikim original, i ndjek dhe i kryen me sukses për çka edhe kjo shtojcë sqaron. Duhet të jetë e pa anuar nga gjykimet për vlerën, ekuivalencën apo sugjerimet për njohjen. Duhet të jepen informacione në të gjithë tetë sektorët. Aty ku informacionet nuk jepen, duhet të sqarohet arsyeja pse.

1. INFORMACIONE IDENTIFIKUESE TË BARTËSVE TË KUALIFIKIMEVE/ INFORMATION IDENTIFYING THE HOLDER OF THE QUALIFICATION1.1 Mbiemri/Family name(s): ZZZZ1.2 Emri/Given name(s): YYYY1.3 Data e lindjes (ditë/muaj/vit)/ Date of birth (day/month/year):

23. 08.19...,

1.4 Numri i studentit (dosja) nëse egziston/ Student identification number or code (if available):

100…..…..

1.5 Data e regjistrimit dhe përfundimit/ Date of registration and completion1. INFORMACIONE PËR KUALIFIKIMIN E FITUAR/ INFORMATION IDENTIFYING THE QUALIFICATION2.1 Emri i kualifikimit dhe emri i gradës (e plotë / e shkruar)/ Name of qualification and (if applicable) title conferred (in original language)2.2 Fusha (t) kryesore të kualifikimit/ Main field (s) of study for the qualification2.3 Emri dhe statusi i institucionit që e lëshon (në gjuhën origjinale)/ Name and status of awarding institution (in original language) 2.4 Emri dhe statusi i institucionit (nëse ndryshon nga 2.3) që administron studimet (në

gjuhën origjinale)/ Name and status of institution (if

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different from 2.3) administering studies (in original language):2.5 Gjuha e studimit/Language(s) of 2.6 instruction/examination:

2. INFORMACIONE PËR NIVELIN E KUALIFIKIMIT TË FITUAR/ INFORMATION ON THE LEVEL OF THE QUALIFICATION2.1 Niveli i kualifikimit/ Level of qualification3.2 Kohëzgjatja zyrtare e programit (studimeve)/ Official length of program3.3 Pragu i pranimit në institucion/ Access requirement (s)1. INFORMACIONE PËR PËRMBAJTJEN DHE REZULTATET E ARRITUAR/ INFORMATION ON THE

CONTENTS AND RESULTS GAINED4.1 Mënyra e studimit/Mode of study

1.2. Kërkesat e programit/Program requirements4.3. Detajet e programit: ( p.sh. modulet apo njësitë e studjuara), si dhe notat dhe kreditet individuale të fituara (nëse këto informata egzistojnë, duhet t’i bashkëngjitet pasqyra e notave)/ Program details: (e.g. modules or units studied), and the individual grades/marks/credits obtained: (if this information is available on an official transcript this should be used here)

4.4 Skema e notimit, udhëzim për përshkrimin e notaveNota/Grade Përshkrimi/Description Përqindja e njohurisë/ Ekuivalenca e notave në ECTS/ Percentage of knowledge Grade equivalent in ECTS

10 Shkëlqyeshëm/Excellent 90-100

A

9 Shumë mire/Very good 80-89

B

8 Mirë/Good 70-70

C

7 Kënaqshëm/Sufficient 60-69

D

6 Mjaftueshëm/Pass 50-59

E

5 Dobët/Fail 0-49

FX/F

4.5. Klasifikimi i përgjithshëm i kualifikimit (në gjuhën origjinale)/ Overall classification of the qualification (in original language):5. INFORMACIONE PËR FUNKSIONIN E KUALIFIKIMIT/ INFORMATION ON THE FUNCTION OF THE QUALIFICATION5.1. Pranimi në studimet e mëtejme/Access to further study5.2. Statusi profesional (nëse ekziston)/ Professional status (if applicable):6. INFORMACIONE SHTESË/ADDITIONAL INFORMATION

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6.1 Informata shtesë/Additional information

6.2 Burimet e informative shtesë/ Further information sources:

7. CERTIFIKIMI I SHTOJCËS /CERTIFICATION OF THE SUPPLEMENT7.1 Data/Date:7.2 Nënshkrimi/Signature7.3 Kapaciteti/Capacity:

7.4 Vula zyrtare/Official stamp or seal:

8. INFORMACIONE PËR SISTEMIN KOMBËTAR TË ARSIMIT TË LARTË NË REPUBLIKËN E KOSOVËS

8.1. Sipas Ligjit (nr. 04/L-037) për Arsimin e Lartë, arsim i lartë në Republikën e Kosovës konsiderohet çdo arsimim pas shkollës së mesme të lartë (Ligji nr. 04/L-032 për arsimin parauniversitar), në nivelet 5, 6, 7 dhe 8 të Kornizës Evropiane të Kualifikimeve për të mësuarit gjatë gjithë jetës, për të cilin mund të jepen kredi (ECTS). Në përputhj me Procesin e Bolonjës, arsimi i lartë në Republikën e Kosovës organizohet në tri cikle: Bachelor, Master dhe Doktoratë.

8.2. Kualifikimet e arsimit të lartë në Republikën e Kosovës, mund të jenë akademike apo profesionale dhe mund të jpen nga institucionet (bartësit) e arsimit të lartë si “Universitetet”, “Kolegjet Universitare”, “Kolegjet”, “Institutet”, “Shkollat” ose “Akademitë”. Bazuar në Ligjin për Arsimin e Lartë dhe Ligjin për Kualifikimet Kombëtare, akreditimin e programeve dhe institucioneve të cilat ofrojnë kualifikime në arsim të lartë e bën Agjencioni Kosovar i Akreditimit – AKA.

8.3. Institucionet e arsimit të lartë në Republikën e Kosovës, si publike ashtu edhe private, e përdorin Sistemin evropian për mbledhje dhe transfer të kredive (ECTS – European Credit Accumulation and Transfer System). Në IAL në Kosovë, ngarkesa vjetore e një student të rregullt vlerësohet të jetë 1500 orë, prandaj një ECTS kredi është e barabartë me 25 orë të mësimit të planifikuar.

Për më shumë informata vizitoni:www.masht-gov.net; www.akreditimi-ks.org; www.akk-ks.net

5. Form of student’s workload calculation/ECTS

ECTS-European Credit Transfer System is a system oriented towards the student – it represents the student’s workload in achieving the objectives of a course or study programme. According to ECTS, student’s workload is based on the time needed to complete the planned activities within a course: attendance in lectures and exercises, practice or field work, project preparation, result presentation, seminars, tutorial, practice at clinics, concerts and different performances, independent work at the library or home, final preparation of the exam, exam time, etc.

We would kindly ask you to calculate the student’s workload for the course you teach based on the activities planned to achieve the course objectives.

Course:_______________________________________

Contribution to student’s workloadActivity Hours Days/week Total

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Lectures Theoretical / lab workPracticeContacts with teachers/ consultationsField workSeminarsHomeworkTime for independent study (at the library or home)Final preparations for examEvaluation time (tests, quiz, final exam)Projects, presentations, etc.

Total workload hours

Teacher:______________

6. Curriculum Vitae

1. Family Name: Karahoda-Gjurgjeala2. First Name: Natyra3. Nationality: Albanian-Kosovar4. Date of Birth 19 November 19505. Gender: Female 6. Contact details:

Email: n karahoda@gmail.com ; natyra.gjurgjeala@uni-pr-eduTel: +37744 126 072(m) - +38138 512221(off)

7. Education Degree:Institution: University of Prishtina Medical Faculty

Degree Date: 1983-1987, 12. 10. 1987Degree : PhD

Institution: University of Belgrade Medical FacultyDegree Date: 1976-1981, 29. 04. 1981

Degree/ Master : MSc

Institution: University of Prishtina Medical FacultyDegree Date: 1969-1974, 9. 12. 1974

Degree / Doctorate : MD

8. Academic Degree: Professor Institution: University of Prishtina Medical Faculty

Degree Date: 10. 10. 2000

9. Scientific Publications:

Scientific journal Title of paper Journal name Year / Volume / Pages

1.Natyra Karahoda.: Ndikimi i Dituria 1975, 1-2

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aplikimit të kalciumit “in vivo” në rezistencën osmotike të eritrociteve. 2. Škerović Ð., Lončar H., Karahoda N., Jovanovič T.: Osmotska otpornost eritrocita zamoraca simultano tretiranih tiroksinom i hidrokortizonom.3. Islami H., Ðokić T., Davila D., Karahoda Natyra., Jakupi M., Morina Sh., Haxhiu A.M.: The effect of hexoprenaline on respiratory responses to ascaris antigen. 4.Jakupi M., Moračić V., Karahoda-Gjurgjeala N., Dreshaj I., Haxhiu A.M.: The cardiovascular responses to histamine applied on ventral surface of medulla.5. Mechanisms of the effects of the ethanol on isolated airway smooth muscle tone.6. Natyra Karahoda-Gjurgjeala., M.Jakupi., I.Dreshaj., T.D. Ðokić.: The effect of verapamil on cardiopulmonary response to ascaris antigen. 7.Dreshaj.A.I. Jakupi.M. Karahoda-Gjurgjeala.N. Haxhiu.A.M.: Influence of ventrolateral surface of medulla on capsaicin induced pulmonary chemo reflex. 8. Minci-Bejtullahu.G. Karahoda-Gjurgjeala.N. Daka.H. Ramadani.N.: The influence of concentration of total immunoglobulin E in sera of patients with bronchial asthma. 9. Dreshaj.A.I. Jakupi.M. Karahoda-Gjurgjeala.N. Haxhiu.A.M.: Effect of chronic autogus thrombollisms on pulmonary haemodynamics. 10. G Minci-Bejtullahu, N Karahoda-Gjurgjeala H Latifi-Pupovci, N.Ramadani, R. Izairi, S. Rexhepi, B. Abdullahu Roli i faktorit gjenetik në etiopatogjenezën e artritit rheumatoid.11. Latifi-Pupovci H, Tafarshiku H, Karahoda-Gjurgjeala N, Daka H dhe Minci-Bejtullahu G.

Srpski arkiv

Acta.Biol.Med.Exp

Acta.Biol.Med.Exp.

Acta.Biol.Med.Exp.

Acta Biol.Med.Exp.

Respiratory disease. American Association. American Thoracic Society.

Yugoslav Physiol.Pharmacol.Acta.. Beoragad

Yugoslav Physiol.Pharmacol.Acta.. Beoragad

Praxis Medica

Praxis Medica

1977, 713, 9

1984, 9. 89-92

1985, 10, 25-29

1986, 11, 23-28

1987, 12, 89-91

1987, Volume 1350.No 4 April

1988, Vol. 24.Suppl 6

1988, Vol. 24.Suppl 6

2002, 44,(1)

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Përcaktimi i nivelit të autokundërtrupave kundër receptorit për hormonin tireostimulues te të sëmurët me sëmundje autoimune të gjëndrrës tiroide.12. Latifi-Pupovci H, Tafarshiku H, Daka H, Karahoda-Gjurgjeala N dhe Minci-Bejtullahu G. Niveli i kundërtrupave kundër tireoglobulinës dhe tireoperoksidazës te të sëmurët me sëmundjen Graves dhesëmundjen Hashimoto.

Praxis Medica

2003, 45 (1)

2004, 46 (1)

Abstracts from the International and National Conferences Title of paper Journal name Year / Volume / Pages

1.Hoxha R., Jakupi M., Karahoda N., Haxhiu A.M.: The effect of aminophilin and calcium blocker upon diaphragm contractilility. 2. Karahoda-Gjurgjeala N., Jakupi, M., Islami H.: The effect of verapamil on cardiopulmonary respons to ascaris antigen. 3. Dreshaj I., Karahoda-Gjurgjeala N., Gashi A., Haxhiu AM.: The role of Is areas of ventral surface of medulla on respiratory and cardiovascular responses to vagal input. 4. Dreshaj I., Karahoda-Gjurgjeala N., Haxhiu AM.: The role of Is areas of ventral surface of medulla on respiratory and cardiovascular responses to vagal input. 5. Jakupi M., Karahoda-Gjurgjeala N., Moračić V., Gashi A., Haxhiu AM.: The effect of gabaergic drugs on cardiovascular response to activation of histaminergic receptors of VMS.6. Jakupi M., Ðokić T. Karahoda-Gjurgjeala N., Žuškin E., Haxhiu AM.: Mechanisms of the effects of the ethanol on isolated airway smooth muscle tone. 7. G. Minci-Bejtullahu., H. Daka.,

The 9-th Congress of Yug. Pharmacol.Soc and 4-th Congress of the Yu. Toxicology So.Belgrade.

XIII Congres of UYPS. Skopje.

The Congress of the Hungarien Physiol. Soc. And IUPS sponsored Satellite Simposia. Budapest.

XIII Congres of UYPS. Skopje,

XIII Congres of UYPS. Skopje

9th Congress of Yug. Pharmacol. Soc. And 4th Congress of Yug. Tox. Society.

1985, 11-14, Sep.

1985, 18-21, Sep.

1985, 1-7, July.

1985, 18-21, Sep

1985, 18-21, Sep

1985, Belgrade

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N. Karahoda-Gjurgjeala.: The effect of calcium-blockers on the reractibility of the skin and total concentracion of immunoglobulines E in sera of patients with Bronchial Asthma and Urticaria. 8. Ganimete Minci-Bejtullahu., H. Daka., Natyra Karahoda-Gjurgjeala.: Uticaj kalcijum-blokatora u modulaciju imuno-reaktivnosti kod atopijskih ispitanika. 9. Minci-Bejtullahu.G. Rexhepi.S. Izairi.R. Karahoda-Gjurgjeala.N. Latifi-Pupovci.H. Lokaj.V.:Roli i antigjenit HLA-B27 në spondiloartropatitë (Spondilitin ankilizant-M.Bechterewi). 10. Minci-Bejtullahu.G. Karahoda-Gjurgjeala. N. Rexhepi.S. Izairi.R.: The role of effectore cells in the immune system of Rheumatoid Arthritis. 11. L. Neziri-Ahmetaj., N Karahoda-Gjurgjeala.: Drug hypersensitivity- A case report.

(Abstract book) XIV Congres of UYPS with international participation.

Acta biologica Jugoslavica. VIII Kongres Alergologa i Klinickih Imunologa Jugoslavije sa Internacionalnim ucescem,

International Symposium Rheumatology updates 2.

International Symposium Rheumatology updates2, Banja e Kllokotit, June 28, 2002

1st South Eastern Europian Imunology School (SEEIS2009)

1988, Belgrade

1988, Novi Sad

2002, Banja e Kllokotit, 28. June

2002, Banja e Kllokotit, 28. June

2009, 22-25, October, Ohrid, Republic of Macedonia

Other publications Title of paper Journal name Year / Volume / Pages

1. N.Ramadani., Natyra Karahoda-Gjurgjeala., S.Kuçi., Xh.Hasani., Ganimete Bejtullahu.: Praktikumi i Fiziologjisë Mjekësore.

Enti i teksteve dhe i mjeteve mësimore i KSA Kosovës.

1983, Prishtinë

2. Dr.sc. Hatixhe Latifi-Pupovci, Ass., Dr.sc. Natyra Krahoda-Gjurgjeala, Profesor, Dr. Pranvera Zejnullahu, Ass.: Praktikumi i Fiziologjisë për punë me Biopac Student Lab, Richard Pflanzer, Ph.D.Associate Professor Indiana University School of Medicine Purdue University School of Science J.C. Uyehara, Ph.D.Biologist

In edition 2007, Prishtinë

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BIOPAC Systems, Inc.

10. Work experience record:Dates: 2000-Present

Location: PrishtineName of the Institution: University of Prishtina Medical Faculty

Department of Physiology

Position: Professor of Physiology and Head of the Department of PhysiologyDescription: - Organization and management of health services within the department

- Preparation of the teaching and examination material- Lecturing- Examination of students

Dates: 1999-2000Location: Prishtine

Name of the Institution: University of Prishtina Medical FacultyPosition: Associate Dean for Education

Description: - Organization and overseeing of the student services- Setting up the graduation commissions- Verification of the medical degrees acquired abroad- Evaluation of all aspects of defending a thesis- Overseeing the conduct of teaching- Dealing with student matters on systematic as well as ad hoc basis- Leasing with the Associate Director of the University on education matters- Leasing with international bodies on training and educational matters- Other issues relating to work within the Medical School and education

Dates: 1994-1999Location: Prishtine

Name of the Institution: University of Prishtina Medical FacultyDepartment of Physiology

Position: Associate Professor of PhysiologyDescription: - Preparation of the teaching and examination material

- Lecturing- Examination of students

Dates: 1983-1987Location: Prishtine

Name of the Institution: University of Prishtina Medical FacultyPosition: Experimental Laboratory Research Fellow

Description: - Research on dogs, cats and goats in the investigation of integration mechanisms of chemo reflexive response- First hand research was conduced to establish the effects of calcium blockers on the reflexive response on cardiopulmonary system.

Dates: 1988-1993Location: Prishtine

Name of the Institution: University of Prishtina Medical FacultyDepartment of Physiology

Position: Assistant ProfessorDescription: - Preparation of the teaching and examination material

- Lecturing- Examination of students

Dates: 1982-1987Location: Prishtine

Name of the Institution: University of Prishtina Medical Faculty

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Department of PhysiologyPosition: Assistant

Description: - Holding practical’s, based on the lecturesDates: 1974-1981

Location: PrishtineName of the Institution: University of Prishtina Medical Faculty

Department of PhysiologyPosition: Apprentice Assistant

Description: - Holding practical’s, based on the lectures

11. Education and training:Dates: 1983-1987

Title of qualification awarded: Dr.sc.Principal subjects/occupational

skills covered:The Investigation of Integration Mechanisms of Chemo reflexive Response,

Name and type of institution providing education and training:

University of Prishtina Medical Faculty

Level of national and international classification: PhD

Dates: 1981-1985Title of qualification awarded: Specialist of Occupational Health

Principal subjects/occupational skills covered:

Residency in Occupational Health

Name and type of institution providing education and training:

University of Prishtina and University of Belgrade Medical Faculty

Level of national and international classification:

Specialist

Dates: 1976-1981

Title of qualification awarded: MSc in Experimental Endocrinology

Principal subjects/occupational skills covered:

Investigation of insulin on the mechanical work of the heart of the gunny pig.

Name and type of institution providing education and training:

University of Belgrade Medical Faculty

Level of national and international classification:

MSc

Dates: 1969-1974

Title of qualification awarded: MD

Principal subjects/occupational skills covered:

Medical Studies

Name and type of institution providing education and training:

University of Prishtina Medical Faculty

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Level of national and international classification:

University diploma

12. Additional information:Teaching Experience:

2009-2010 University of Prishtina Medical Faculty Lecturer at the Master programme of Physiotherapy Departmet

- Teaching Physiology of sport

2008-2009 State University of Tetovo, FYROM Stomatology Faculty

Lecturer- Teaching Human Physiology

2007-2009 University of Prishtina Faculty of Philosophy Department of Psychology Lecture - Teaching Physiology of the Central Nervous System

2006-2007 University College for Sport Education “Euro sport” Lecturer - Teaching Human and Sport Physiology

2003-Present University of Prishtina Medical Faculty Department of Nursing and Midwifery Lecturer - Teaching Bioscience

11-29.07-2005 Prishtina Summer University Lecturer -Co-professor

“Drug abuse and their effect on physiological functions on the human body”

2004-në vijim University of Medical Science, “Rezonanca” Prishtinë, Private Institution Lecturer, Human Physiology

2002-Present University of Prishtina Faculty of Philosophy Department of Pedagogy

Lecture - Teaching Human Physiology and Anatomy

2002-Present University of Prishtina Medical Faculty Lecturer

- Teaching Human Physiology at the General Medicine, Dentistry, Pharmacy Physiotherapy and Nursing and Midwifery

1996-2002 University of Tetovo, FYROM School of Physical Culture

Lecturer - Teaching Human and Sport Physiology

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1996-Present University of Prishtina Medical Faculty Department Pharmacy

Lecturer - Teaching Human Physiology

1976-Present University of Prishtina Medical Faculty Department Dentistry

Lecturer - Teaching Human Physiology

1974-Present University of Prishtina Medical Faculty General MedicineLecturer

- Teaching Human Physiology

Professional Activities

18-20.02- 2010 Martin-Luther-Universitat, Halle-Wittenberg, Medizinische-Fakultat, Germany “Evidence-based Practice“ Critical Appraisal of Randomized Controlled Trials and Systematic Reviews ‘ Study visit

7.04.-13.04-2008 University of Vienna, Austria Study visit to different Austrian Agency for Quality Assurance

1.05-7.05-2006 Medical Faculty, Hamburg, Germany Department of Physiology, Tempus Project

Study visit

0.09-30.09-2005 Martin-Luther-Universitat Halle-Wittenberg, Medizinische Fakultat Institut fur Gesundheits und Pflegewissenchaft, Deutschland Study visit

12.04-20.04-2004 University of Nottingham, Medical Faculty, United Kingdom

Study visit

2.04-10.04-2004 Glasgow Caledonian University, Glasgow, Scotland Department of Nursing Midwifery

Study visit

12.09-20-09-2003: Kosova Education Center, Prishtinë Evaluation in the High Education Training Progarmme

10.04-17.04-2003 Kosova Education Center, Prishtinë Critical thinking, writing and reading International Reading Association, Washington D.C Training Progarmme

1.03-30.04-2001 Dartmouth Medical School Hanover, New Hampshire, USA Study visit

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International and National Conferences

1. Fourth International Symposium 31.10.2009 –Tirana –Albania Topic: Opportunities and challenges of networking with health professionals

2. Third International Symposium 11.10.2008 Prishtina – Kosovo Topic: Nursing role in health interdisciplinery

3. Second International Symposium 22.09.2007 Tirana – Albania Topic: Stable changes in nursing

4. First International Symposium 18.11.2006 Prishtina - Kosovo Topic: Nurses in Transition

5. Seminary XI 02 – 04.09.2009, Durrës – Albania Topics:The quality of health services Measurement Instruments in Nursing MeasurementInstruments – LEP

6. Seminary X 17.06- 20.06.2009, Prishtina-Kosova Topic: `` Nursing Process``

7. Seminary IX 08.10-10.10.2008, Prishtina - Kosova Topic: Nursing in the professional and advancing process and defining of the rights

8. Seminary VIII 27.05.-30.05.2008, Tetovo - Macedonia Topic: Existing rules and laws that regulate the rights and responsibilities of work and their real applicability in

infirmary. 9. Seminary VII 17.09-20.09.2007, Vlora - Albania Topic: Formative and qualitative comparison of curriculars in higher educations programs. -The curricular orientation in effective research and students training for scientific research -Safety and health at work

10. Seminary VI 26.03.-30.03.2007, Prishtina - Kosova Topic: Cooperation Ways of the Nursing regional institutions in scientific cooperation with Germany and other

countries.Possible forms of participation in international projects

Related topics that concern the current health situation

11.Seminary V 04.09.06 – 08.09.06, Vlora - Albania Topic: Documentation in the infirmary; significance and strategies of promotion of quality documentation.

12. Seminary IV 03.06.- 07.06.06, Prishtine - Kosova Topic: Transfer of knowledge in Nursing and importance of intercommunication theory and practical.

13. Seminary III 20.02.06 – 24.02.2006 , Prishtina - Kosova Topic: Strategic construction for cooperation in Bachelor and Master programs for high education in Southeast Europe.

14. Seminary II 03.10 - 07 .10.2005, Vlora - Albania Topic: Contemporary perspective on health education. New learning concepts and implement them in continuing education.

15. Seminary I 06.06-10.06.2005, Pristina - Kosova Topic: prevention and health promotion and the politico-social role of Nursing in the

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SOE's countries.

Organizational skills and competences:

2006-present University of Prishtina Medical Faculty Department of Nursing and Midwifer Head of the Department

- Organization and overseeing of the student services- Overseeing the conduct of teaching- Dealing with student matters on systematic as well as ad hoc basis

- Leasing with the Dean’s office on education matters

2007-2008 Compilation of curriculaProfessional Medical School (Year 12,)MASHT (Ministry of Education and Technology)

Coordinator of the working group

2006-2009 Kosova Accreditation AgencyMember of the Board of KNC (Kosova National Council)

2006-2007 Compilation of curriculaProfessional Medical School (Year 11,)MASHT (Ministry of Education and Technology)

Coordinator of the working group

2005-2006 Compilation of curriculaProfessional Medical School (Year 10,)MASHT (Ministry of Education and Technology)

Coordinator of the working group

2003-2006 University of Prishtina Medical School Department of Nursing and Midwifery

National Programme Organizer liaison with Glasgow Caledonian University

2003-2004 Compilation and Refreshing of the curriculaProfessional Medical School (Year 10, 11, 12, 13) MASHT (Ministry of Education and Technology) Coordinator of the working group

01-06-2004 Member of the team of HLSP Barcelona Consulting Group for Health Education And Reform. Undergraduate Working

Group

10-12-2003 Member of the team of HLSP BarcelonaConsulting Group for Health Education and Reform.

Undergraduate Working Group

04-06-2003 Member of the team of HLSP Consulting Group for Health Education and Reform.

Undergraduate Working Group

1999- 2001 IOM Psychosocial and Trauma Response in Kosovo ProjectVice-National Project Director and Consultant- Assistance in student recruitment and registration- Assistance in coordination and monitoring within the School

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of Philosophy - Assistance in coordination of tutors from both the School of Medicine and Philosophy- Coordination of fieldwork activities- Assistance in final student proficiency assessment- Participation in the weekly Project Coordination Group meetings- Collaboration with the international network of universities and centers set up by IOM

1999-2000 University of Prishtina Medical Faculty Associate Dean for Education

- Organization and overseeing of the student services- Setting up the graduation commissions- Verification of the medical degrees acquired abroad- Evaluation of all aspects of defending a thesis- Overseeing the conduct of teaching- Dealing with student matters on systematic as well as ad hoc basis- Leasing with the Associate Director of the University on education matters- Leasing with international bodies on training and educational matters- Other issues relating to work within the Medical School and education

Mar-Jun 99 IMC Refugee Camp, Stankovec, MacedoniaDoctor- Examining patients- Prescribing medication- On-call duties- Other duties that arose from a very volatile situation

1992-1999 University of Prishtina Medical Faculty-Teaching Physiology out of the Institutions

1992-2000 Private practice, Prishtina General Practitioner

- Examining patients- Prescribing medication- Blood and urine testing- Other health advice

1974-1991 University of Prishtina Medical Faculty-Teaching Physiology, Research and Health work

Computer skills and competences: Computer literacy: keyboard skills, working knowledge of Window, Word Perfect, PP, internet and Excel.

Language skills: (1 to 5: 1 lowest - 5 fluent)Language. Speaking Writing ReadingAlbanian Fluent Fluent Fluent English Fluent Very good Fluent

Srbo-Croatian Fluent Fluent FluentTurkish Very good Good Fluent

Awards and Membership:

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