After successfully establishing Cebu Doctors Hospital, its core founders conceived the opening of a school of medicine as another venue of service that may have a significant effect and contribution to the welfare and progress of the nation.
Through hard work and sheer determination, the Board of Directors of Cebu Doctors Hospital unselfishly devoted their time to secure from the then Ministry of Education, Culture, and Sports, a permit to operate a medical school later called Cebu Doctors College of Medicine.
On April 21, 1977, Cebu Doctors’ College of Medicine (CDCM) incorporation papers were signed and its status as a non-stock, non-profit foundation was approved by the Securities and Exchange Commission on December 21, 1977.
CDCM formally opened its doors as a medical institution in June of Academic Year 1977-1978. Out of the numerous applicants, only eighty pioneer freshmen were accepted. Since then, its Board of Trustees has pursued a program of expansion which continues to this date enabling CDCM to grow and earn its mark as one of the best medical schools in the country.
On November 23, 2004, Cebu Doctors’ College of Medicine officially became Cebu Doctors’ University College of Medicine, with the acronym CDU-CM, after Cebu Doctors’ College was granted University Status by the Commission on Higher Education.
Cebu Doctors’ University College of Medicine envisions compleat physicians who provide optimum care to the patient, family, and community, and who continue to grow holistically through evidence-based scientific investigations while maintaining moral and ethical standards.
Cebu Doctors’ University College of Medicine is committed to produce not only excellent and dedicated health care providers who render preventive, curative, and rehabilitative care, but also educators, social mobilizers, managers, and researchers with the investigative attitude and skills for clinical and applied research. These physicians will be leaders responsive to the dynamic global demands and imbued with compassion, as well as moral and ethical consciousness.
The Southwestern University College of Medicine was formally organized during the first semester of the school year 1947-48, a year after the University was founded by Don Matias H. Aznar. At that time, the Philippines was still under the grip of acute economic dislocation occasioned by the just concluded global conflict. It started with 14 pioneering students and 16 members of the faculty. Full government recognition of the College of the Medicine was granted in 1951. The implementation of the Medical Act 1965 provided that all Medical Colleges in the Philippines be made into a foundation, thus a non-stock and non-profit institution. To comply with and implement the said act, the Southwestern University College of Medicine was converted into a foundation and was renamed Southwestern University Matias H. Aznar Memorial College of Medicine Incorporated.
This college is so-named as an enduring monument to the memory of the late Founder. His dynamism, keen foresight, genuine concern for the youth and his abiding faith in his countrymen were the factors that made the University what it is today, a leading institution of learning in the Republic.
Since it was established, the College of Medicine has produced several board examination topnotchers every year. The first graduate who got the 7th place in the board examination.
was Dr. Diosocor Mancao. This year 2006, Dr. Maria Socorro Pino placed 7th in February Physician Licensure Examination. The College of Medicine students and faculty actively participated in Medical Research competitions. They consistently brought the highest recognitions in many years.
The college also give recognition to outstanding alumni during the Annual Homecoming and Medical Convention spearheaded by the SWU-MHAM Medical Alumni Foundation. This foundation was organized in 1972, with a vision and mission to organize one potent force that help in realizing the aim of the Alma Mater to become the premiere medical institution in this part of the country.
The Southwestern University Matias H. Aznar College of Medicine building is a six-storey modern edifice. It has a fully airconditioned modern Medical Library and three full airconditioned audio-visual rooms with seating capacities of 120, 250, and 300, respectively.
the College of Medicine building stands on the eastern side of the four-hectare University campus beautifully landscaped with fruit-bearing trees.
The rest of the buildings are connected by arteries of lawns where students can stroll and relax the days classroom grind.
The MHAM College of Medicine is at par with the highest scientific and ethical standards in medical education.
In the pursuit of our vision, the Matias H. Aznar Memorial College of Medicine, Inc. exerts its efforts to:
The MHAM College of Medicine, Inc. offers the medical program leading to a degree of Doctor of Medicine whose graduates are:
AMA School of Medicine (AMASOM) is the medical school of AMA Education System (AMAES)
AMA School of Medicine (AMASOM) is the medical school of AMA Education System (AMAES). It is housed in AMA College Makati, which is strategically located at the heart of Makati City, the Philippines’ financial and business capital where the highest concentration of multinational, transnational and local corporations and international organizations and embassies hold their offices. The AMASOM office is at the 8th floor of AMA College Makati, which is located at 5486 South Superhighway, Bangkal, Makati City.
AMASOM has several facilities that are used for enhancement of students’ clinical and practical skills including laboratories for Histology, Gross Anatomy, Microbiology, Parasitology, and Pathology. Students perform hands-on dissection of cadavers in Gross Anatomy. These facilities as well as classrooms for Medicine students are inside AMA School of Medicine Building along South Superhighway cor. Gen. Mojica Street in Makati City.
AMASOM aims to produce competent medical practitioners who are educated on an innovative case-based curriculum that will develop students to become self-directed and lifelong learners – qualities that will prepare them for professional practice. This is a hybrid curriculum designed to synchronize the basic science concepts and to utilize case-based scenarios to integrate concepts related to the basic science disciplines. The clinical disciplines are integrated vertically using a problem-based learning strategy to integrate concepts in the clinical disciplines. The AMA Medical Curriculum incorporates Information Technology-based capabilities to enhance learning and assessments, as this is strength that is offered by AMAES.
The four-year curriculum equips the students with clinical reasoning, problem-solving and critical thinking skills with emphasis on interdisciplinary and life-long learning. The first three years provide the students with an integrated understanding of the basic and clinical sciences in the classroom and community settings. The fourth year of the curriculum is devoted to the application of the basic and clinical concepts in actual clinical and community settings.
Selected subjects which include ethical and legal aspects of the practice of medicine, epidemiologic and health research programs and the practice of profession enhance the medical curriculum.
The medical curriculum also employs various teaching-learning and assessment strategies to achieve the educational goals. As early as the First Year, the students are exposed to cases that would allow them to relate basic science concepts to clinical practice. The First Year of the curriculum is designed as modules or blocks based on organ systems with similar or related functions. This instructional plan aims to synchronize topics in Anatomy, Biochemistry and Physiology. Correlation of selected concepts will be achieved through case discussion in a problem-based tutorial session, team learning and case method activities.
The Second and Third Years of the curriculum are a continuum of organ-based modules that integrate basic and clinical concepts. Problem-based learning (PBL) is a principal teaching-learning activity augmented by correlate activities as lectures, laboratory exercises and case method discussions. The students in a PBL small group setting (ratio of 1 tutor to at most 10 students) encounter and discuss problems common to practice.
The Fourth Year, which is the final year, allows the students to learn from clinical materials in affiliate hospitals and community settings.
Evaluation of student performance is based on the curriculum design where small group learning is a predominant activity. Assessment includes written examinations, practical examinations, clinical observations, and tutorial or case discussion participation and attitude development.
AMASOM boasts of a faculty from different excellent academic backgrounds and fields of specialization.
In summary, AMASOM is a student-centered Medicine school with the following features:
The MD degree at AMASOM is recognized by the Medical Council of India (MCI) as equivalent to the Bachelor of Medicine and Bachelor of Surgery (MBBS) degree similarly offered in the UK, Australia, India and other Commonwealth countries. After their MD graduation from AMASOM, Indian students will be given a license to practice in India similar to the MBBS doctors from India after completion of licensing formalities with the MCI.
The Emilio Aguinaldo College School of Medicine was founded and established by Dr. Paulo C. Campos, a National Scientist in Nuclear Medicine. It was formally opened on July 23, 2001 with 24 enrollees. Dr. Salvador R. Salceda, an ophthalmologist, became the first Dean (2001-2003), followed by a gastroenterologist, Dr. Esteban P. Pineda (2003-2010), and a surgical oncologist, Dr. Conrado C. Cajucom (2010-2013). The fourth and present Dean is Dr. Asuncion L. Abaya-Morido, a general surgeon and the former Hospital Director of Medical Center Manila, now known as the Manila Med.
Our founder envisioned the School of Medicine to be an outstanding institution for medical education and health research. As such, the School shall provide an education and scientific environment that prepares the students to become professionally competent, socially-relevant and compassionate physicians with a strong commitment to lifelong learning. It is also committed to undertake relevant reforms on medical education in response to changing national and global health needs and scenarios, as well as newly generated medical information.
The School of Medicine is staffed by dedicated, respected and competent academicians, as well as clinicians who are well-known in their fields of specialty. It implements an outcome-based, synchronized curriculum, with early clinical integration and emphasis on interactive learning process. It also boasts of well-equipped classrooms, basic science and skills laboratories and a library.
In the past, classrooms, laboratory facilities and offices were all confined at the 9th floor of Building 7, and Building 5. But due to the growing population of both medical students and faculty members, expansion to the EAC Building 7, 10th floor became necessary.
The Manila Med, School of Medicine’s base teaching and training hospital, is a tertiary training institution accredited by the Department of Health, an ISO9011: 2008 certified institution since 2011, and PhilHealth accredited Center of Excellence in 2010; a rare distinction among tertiary private and government hospitals in the Philippines. It is competently manned by active and visiting consultants, who are well-respected in their various fields of expertise and committed to teaching both the students and resident trainees during bed-side rounds and conferences In addition to this, the School of Medicine is also affiliated with other teaching and training hospitals like University of the Philippines – Philippine General Hospital (UP – PGH), Ospital ng Maynila Medical Center (OMMC), and the corporate-owned Emilio Aguinaldo College Medical Center – Cavite, which is strategically located in Dasmariñas, Cavite and that is best suited for community health-oriented programs. Community rotations in Pasay City, Metro Manila and selected government units in Cavite, through the Department of Family and Community Medicine, are also included to provide the students a better exposure and learning experience to caring for the marginalized sectors of our society.
The University of Northern Philippines (UNP) in Vigan City, Ilocos Sur holds the distinction of being the oldest state institution of higher learning in Northern Luzon. It was created through the enactment of Republic Act
4449 authored by the late Congressman Floro S. Crisologo. Approved on June 19, 1965, the Act converted the
Ilocos Sur School of Arts and Trades into what is presently known as the University of Northern Philippines.
The University assures that it plays a vital role in the social progress since it espouses the values of relevance, quality, cost effectiveness and impact along with its trifocal function – instruction, research and extension which structurally form the integral part of higher education.
The University of Northern Philippines envisions itself to be a pioneering Center of world-class excellence for instruction in the humanities, the arts and the sciences; functional scientific, social and technological researches; relevant extension services and quality production towards empowerment of graduates for sustainable development.
The mission of the University is to provide quality education through modernization, accreditation and effective consultation and linkages; enhance research through expansion of commodity coverage and capacitation of faculty and staff members; intensify extension through provision of impact projects; and improve production through the optimal utilization of available resources making our graduates effective development managers and useful citizens in the community
In pursuing the Vision and Mission, we in this institution resolve to live by the following values:
Excellence. By invoking the aid of Divine Providence, we commit ourselves to be the best that we can be and do by continuously learning and enhancing our skills and developing proper attitudes towards work and people.
Professionalism. We endeavor to set and abide by high work standards and always be guided by the principles of objectivity and fairness.
Ethics and Integrity. We pledge to serve with honor and humility always cognizant of the principle that “Public Office is a Public Trust.”
Transparency. We endeavor to make all transactions, deals, records or any activity open and known by all people concerned.
Creativity and Productivity. We offer efficient and effective interventions to varying needs of our clientele. We shall remain dynamic, open-minded and innovative workforce, responsive to changing times and circumstances constantly challenging the status quo and ever willing to face risk and confront uncertainties.
Synergy and Community. We believe in and practice teamwork. We regard ourselves as a family providing one another support and inspiration in our work.
Initiative. We commit ourselves to act on our own, responsive to a given situation. We believe that our unflinching commitment to these values would enable us to fulfill our overriding responsibility to meet the needs the clients we serve.
For convenient and enjoyable stay of local and foreign students, the following appropriate facilities are provided for such as sufficient housing and boarding facilities for both male and female student-residents, computer center for speedy internet service, athletic oval and gymnasium for sports and recreational activities, laboratory facilities with wide variety of simulations, audio-visual materials and models for research and experimentation. In addition, the UNP has a Guestel Building which is open 24 hours for guests. It has also a training center which caters to a large number of guests with 150 beds and with fully air-conditioned private halls and conference room. Similarly, the Open Cafe serves local and international delectable cuisine which is prepared by professionally trained chefs and servers. Not far from the campus is a five-minute drive to a commercial complex for convenient shopping and recreation for local and foreign students.
1. The Guidance Services program assists students in gaining awareness and deep understanding of their problems; hence, making intelligent decisions that will lead to self-direction. Similarly, the University recognizes the holistic development of the students by infusing moral values.
2. The foreign student services are designed to facilitate the foreign students adjustment and development in the University. Consultation and assistance for their needs, assistance in planning and implementation of their projects are provided.
3. The University encourages the publication of newsletters and journals to inform and to express students
opinions through creative writing.
4. The University recognizes the importance of right conduct and discipline of the students in the pursuit of education. Cases of misconduct and lack of self-discipline which are beyond the parameters of effective counseling process are referred to the Student Discipline which is in charge of the judicious implementation of the Student Code of Conduct and Discipline.
The university provides its students with sufficiently comfortable housing facilities for both male and female student- residents. These dormitories are provided with bathrooms, kitchen and laundry areas. Aside from catering services, the university’s food and accommodation center also provides rental for physical facilities.
At present, the University of Northern Philippines holds the distinction of being a Level IV University, the highest level for State Colleges and Universities in the country, duly accredited and certified by the Commission of Higher Education (CHED).
It has collaborated with the University of Hawaii Kapiolani Community College for its exchange program in nursing. In Medicine, affiliate hospitals include Candon General Hospital, Salcedo District Hospital, Sta. Lucia District Hospital, Southern Ilocos Sur District Hospital, Sto. Nino Hospital, Cagayan Valley Medical Center, Candon City Hospital, Central Ilocos Sur District Hospital and the Ilocos Region Training Medical Center.
UNP is recognized by Commission on Higher Education and Development (CHED), World Health Organization (WHO) and listed in International Medical Education Directory (IMED), Education Commission For Foreign Medical Graduates (ECFMG). UNP is also recognized by Bangladesh Medical & Dental Council (BMDC), Indonesian Medical Council (IMC), Maldives Medical Council (MMC), Medical Council of India (MCI), Nepal Medical Council (NMC), Pakistan Medical & Dental Council (PMDC), The Medical Council of Thailand (MCT) and other medical councils upon passing the required Medical Qualifying Exams or Screening Tes.
Inspired by Dr. Jose G. Tamayo and his wife, Dr. Josefina Laperal Tamayo’s commitment and belief in the betterment of life through national development and transformation, Dr./BGen. Antonio Laperal Tamayo and Dr. Daisy Moran Tamayo founded the Perpetual Help College of Rizal (PHCR) on February 5, 1975.
The four-story school building was established along Alabang-Zapote Road, Las Piñas City and it catered to 185 students in the first two academic programs offered by the College – the Bachelor of Science in Nursing and the Secondary Course. The school expanded its reach when it established two (2) branches in 1995 and in 1996, the Molino and Calamba campuses respectively. The Molino Campus started its operations with an initial enrolment of 700 students while the Calamba Campus opened with 367 enrollees. From these small beginnings, the school began to expand in terms of curricular programs, faculty, research, community service, infrastructure, and professional development. Finally in 1997, PHCR recorded a milestone when it received its university status from the Commission on Higher Education (CHED).
On May 18, 2017, CHED through the Chairman, Dr. Patricia Licuanan conferred upon the University of Perpetual Help System DALTA Las Piñas Campus the Autonomous Status. This recognition was received by UPHSD President Anthony Moran Tamayo during the awarding ceremony for higher education institutions and quality assurance partners in celebration of the 23rd founding anniversary of CHED.
Today, UPHSD is continuing its efforts to achieve its objective of maintaining and sustaining excellence in education. It has instituted an extensive network of national and international linkages in higher education and business.
The University of Perpetual Help System DALTA continuously subscribes to the institutional philosophy that national development and transformation is predicated upon the quality of education of its people. It is committed to the ideals of teaching, community service and research, with “Character Building is Nation Building” as its guiding principle.