Bachelor's Degree in Medicine
Mission of the degree in medicine on medical training
The Mission that the Department of Medicine of the Faculty of Medicine and Health Sciences has established for the degree in Medicine is:
"Transform the world of Medicine through training, research and transfer, to serve society, with personalized attention to students and faculty."
This mission is specified in:
- Training in a personalized medicine,
- Teaching to provide proactive care, ensuring continuity of care,
- So that they know how to establish a doctor-patient relationship based on empathy, compassion and a vocation for service,
- With a holistic view of the person,
- And a comprehensive approach that includes not only diagnosis and treatment but also prevention, attention to social problems and the patient context, and decision-making.
And compliance is guaranteed by reaching the learning results identified in the degree certificate verification memory, and also specified in the teaching guides for each of the subjects.
On the other hand, the Vision of the Department of Medicine of the Faculty of Medicine and Health Sciences is:
"To be an international benchmark in the medical context, through high-quality, professional, and student-oriented training".
And it focuses on the following values:
- Technical and human excellence
- Professional prestige
- Own and innovative teaching methodology
- Talent attraction and retention.
At UIC Barcelona, you are what matters
Practice in national and international institutions from year 1
You will be capable of guiding any patient through the healthcare system
We offer you multiple career opportunities within clinical practice, management, teaching and research.
- Primary care
- Specialised care
- Social healthcare
- Mental healthcare
- Public and private sector
- National and international scope
- Healthcare management and administration
- Emergency medicine
- Workplace medicine
- Public healthcare
- Forensic medicine
- Teaching and biomedical research
- Pharmaceutical industry
- Healthcare technology
Professors and lecturers active in their field with multidisciplinary experience
In order to teach future professionals in the field of healthcare we have a teaching body that combines their teaching with exercising their profession in public and private hospitals and healthcare centres. They are also involved in important research activities both inside and outside the university. Direct contact with professional practice allows our professors and lecturers to transmit a comprehensive, multidisciplinary and human overview of the reality in the sector to students.
Medicine, an international bachelor's degree
More than 50 students studying or doing internships abroad. Students from 18 different countries. 26 agreements with universities in Europe and America.
The academic curriculum for UIC Barcelona’s Medicine Degree is focused on training students based on active educational methodologies with a strong emphasis on information technologies and communication. These teaching methodologies aim to train future doctors in what are known as transversal skills, including interpersonal communication skills, analysis and synthesis, the ability to work as part of a team, self learning, selective acquisition of information, developing a critical sense, etc.
Studying Medicine at UIC Barcelona brings students into contact with patients from an early stage, giving them the opportunity to gain first hand experience of the health system.
Later on students join one of the teaching units, which are accredited health centres, where they combine practical participation with guided study in the different subject areas.
Since the mid-sixties of the last century, there have been serious attempts at various faculties and schools to orient the curriculum towards competencies. The Flexner model that was imposed at the beginning of the 20th century is based on imparting and acquiring the knowledge that enables the good practice of medicine. The emphasis on competencies appears with the need to be sure that students who become professionals are truly capable of exercising the profession. The paradigm that assumes that acquiring adequate knowledge is synonymous with being a good professional enters a crisis, and a new paradigm is sought based on the demonstration that they really are good professionals.
Building objectives according to competencies seems very real from this point of view since it also means focusing on the results you want to achieve. Various institutions and universities have proposed and / or implemented competency-oriented study plans. We will highlight the efforts of the International Institute of Medical Education that has elaborated the Global Minimum Essential Requirements and has implemented them in a series of Chinese universities, and also the proposal of the National Agency for Quality Assessment and Accreditation contained in its White Paper on medicine studies. Even though the orientations of all these proposals are frankly similar, how could it be otherwise, the proposal of the UIC Barcelona curriculum that we present follows the competency scheme developed by the Faculty of Medicine of the University of Dundee, a center pioneer in medical education, because it is considered that they detail and specify better some of the competency dimensions of the medical profession that, in other proposals, are not so well characterized. Finally, it is not necessary to mention that the design of a plan by competences is consistent with the will to adapt to the philosophy of Bologna and to the directives that the Ministry of Education and the Commissioner of Universities of the Generalitat of Catalonia have prepared on this topic.
The curriculum that is presented wants to take advantage of its novelty to introduce all those characteristics that are convenient for the training of a doctor of the 21st century and that are more difficult to implement in schools with a strong tradition and history:
- Integration of subjects.
- Multidisciplinarity and interdependence.
- Relevance of local and regional factors (own culture, immigration, etc.).
- Internalization of the search as an instrument of personal and social progress, especially in improving the health of the environment.
- Early contact with the world of medicine and the healthcare system.
This study plan presents three large groups or chapters of competencies that are named based on what they describe:
- What the doctor is capable of doing.
- How the doctor does what he is capable of doing.
- How the doctor does, correctly, what he is capable of doing.
Each of these groups gathers a series of dimensions up to a total of twelve. The first two groups together the specific competencies that will be developed in the plan in an integrated way during the six years, based first on the large groups of organs and systems, and later on groups of care levels. The third chapter groups together what is understood as transversal competences, which are independent of organs, systems and levels of care, and are developed through a series of horizontal subjects that are taught in each course of the degree.
We could define this third group as that of “humanities and professionalism” in which the acquired skills and knowledge are applicable to any of the situations of professional, medical or any other practice.
The competences of the curriculum of the Degree in Medicine include the principles of respect for the dignity of the human person throughout his life cycle, the fundamental rights of equality between men and women, the promotion of human rights, and principles of universal accessibility and of values proper to a culture of peace and democracy.
All candidates who meet the routes and the general requirements for access to the degree may apply for admission. However, the recommended income profile is that of a person with previous training in the area of health sciences, with a vocational attitude towards science and medicine and in which the following skills stand out:
- Discipline, memory and dedication
- Agility in decision making
- Psychological qualities and empathy
- Emotional balance
- Interest in research
- Responsibility and observation
- Teamwork and leadership
- Sensitivity to the pain of others
Competences. Output profile
Graduate or Graduate in Medicine from UIC Barcelona.
- ABDELNOUR RUÍZ, Carla Sonsiree
- ABOUL- HOSN CENTENERO, Samir Carlos
- ACEITUNO SIERRA, Laia
- AGUDO UGENA, José Pablo
- ALAMEDA QUITLLET, Francisco
- ALDEA MALO, Martí
- ALEGRET LLORENS, Maria Monserrat
- ALLUÉ ORDUÑA, Natalia
- ALONSO STUYCK, Paloma
- ALSINA CASANOVA, Miguel
- ÁLVAREZ DÍAZ, Pedro
- AMADOR GIL, Sara
- ANDRÉS VILLARREAL, Mireia
- ANTON LÓPEZ, Alfonso
- ARANDA SANCHEZ, Miguel Jose
- ARBONÉS ARQUÉ, Daniel
- ARBÓS VIA, Maria Antònia
- ARNAU BARTÉS, Anna
- ARTEAGA MEJIA, Daniel
- AZAGRA LEDESMA, Rafael
- BADIA PÉREZ, Josep Maria
- BALAGUER SANTAMARÍA, Albert
- BALMAÑA GELPI, Judith
- BAÑUELOS PAGO, Joan
- BARBETA SÁNCHEZ, Enric
- BARRANCO RUBIA, Elena
- BARRAQUER COMPTE, Rafael Ignacio
- BARR, Joseph Edward
- BATALLER SÁNCHEZ, Eduardo
- BAYLINA MELÉ, Mireia
- BOADA ROVIRA, Mercè
- BOADAS MIR, Jaume
- BOIX PALOP, Lucía
- BORONAT GUERRERO, Susana
- BORRÁS PÉREZ, Maria Victoria
- BOSQUE CEBOLLA, María Dolores
- BROTONS DE LOS REYES, Pedro
- BUEZO RIVERO, Oscar Luis
- BUSTAMANTE ARAUJO, Marco Antonio
- CALBO SEBASTIÁN, Esther
- CALLEN SOTO, Antonio
- CALLE RODRÍGUEZ, Candelaria
- CAMPOY SANCHEZ, Antonio
- CANTO RIVERA, María José
- CANUT JORDANA, María Isabel
- CAÑABATE GONZÁLEZ, María Pilar
- CARABANTE MARÍN, Mª Dolores
- CARBALLAR RUÍZ, María de los Reyes
- CARRETERO BACAICOA, Alexander
- CASALS FARRÉ, Núria
- CASASA PLANA, Albert
- CASTELLVI OBIOLS, Pere
- CASTILLO GARCIA, Jordi
- CATALÀ PUIGBO, Margarita
- CILVETI PORTILLO, Robert
- CIURANS MOLIST, Jordi
- COCHO CALDERÓN, María Dolores
- COLL GODÓ, Esperanza
- COLL SIBINA, Mª Teresa
- COMERMA COMA, Maria Isabel
- CORBELLA VIRÓS, Xavier
- CORCÓ JUVIÑÁ, Josep
- CORTADELLAS ROSEL, Tomas
- COTS PONS, Marcos
- CREGO TAPIAS, Marc
- CRESPO MARTIN, Iris
- CURADO SANTOS, Estel
- DEAL, Mandy Lee
- DE GIORGI, Antonio
- DE IRIARTE GAY DE MONTELLA, Natalia
- DE LA OSSA MERLANO, Napoleon David
- DE LA TORRE RUBIO, Noelia
- DE ROJAS SALARICH, Itziar
- DESOLA ALÀ, Jordi
- DÍAZ CORTÉS, Víctor Manuel
- DÍAZ MENÉNDEZ, Begoña
- DÍEZ IZQUIERDO, Ana
- DOMINGO MANERO, Pere
- DURAN ROBERT, Ignasi
- EIROA OROSA, Francisco José
- ELGUEZABAL RODRIGUEZ, Analía
- ELIZALDE MONTAGUT, Javier
- ELORDUY HERNÁNDEZ-VAQUERO, Marta
- ESCRIBANO LÓPEZ, Francesc Xavier
- ESPINOSA GARCÍA, Jordi
- ESQUIROL PUIG, Javier
- ESTEBAN DE ANTONIO, Ester
- ESTELLER MORE, Eduard
- ESTEVE SIMO, Vicente Juan
- FADÓ ANDRÉS, Rut
- FARRÉ MERCADÉ, María Victoria
- FAURA CORRAL, Isabel
- FERNÁNDEZ CAPO, Maria
- FERNÁNDEZ FERNÁNDEZ, Rafael
- FERNÁNDEZ FIGUERAS, Maria Teresa
- FERNANDEZ HERMIDA, Yolanda
- FIGA BARRIOS, Raul
- FUENTES CLARAMONTE, Paola
- GALCERÁN GUI, Josep Maria
- GÁMEZ CENZANO, Cristina
- GÁMIZ SANFELIU, María Guadalupe
- GARCÍA FORERO, Carlos
- GARCIA GIMENO, Oscar
- GARCÍA LEÓN, Nuria
- GARCIA MARTINEZ, Montserrat
- GARCIA RESTOY, Enric
- GARCÍA SÁNCHEZ, Salvador
- GARRIGA BADIA, Montserrat
- GASA COLOM, Laura
- GENÉ TOUS, Emilio Miguel
- GIAMPIETRO, Alessandro
- GIAMPIETRO, Alessandro
- GÍAS GIL, Belén
- GIL NAVARRO, Sílvia
- GIMÉNEZ PÉREZ, Gabriel
- GIRVENT VILARMAU, Marta
- GÓMEZ DURÁN, Esperanza Luisa
- GÓMEZ LA CRUZ, María Laura
- GONZÁLEZ FARRE, Xavier
- GONZÁLEZ GONZÁLEZ, Julio
- GRIMALT SANTACANA, Ramon
- GUARDIOLA TEY, José Mª
- GUILABERT VIDAL, Antonio
- HERNANDEZ ALFARO, Federico Jose
- HERNÁNDEZ ORTEGA, Sara
- HERRANZ PÉREZ, Javier César
- HOYUELA ALONSO, Carlos
- HUAMAN RIOS, José Walter
- IBÁÑEZ FLORES, Nuria
- JIMÉNEZ JIMÉNEZ, Javier
- JOVELL FERNÁNDEZ, Esther
- JUANEDA CASTELL, María Begoña
- JUANES GIMÉNEZ, David
- JÜRGENS MESTRE, Ignasi
- JUVANY GÓMEZ, Montserrat
- LABATA LEZAUN, Noé
- LAMARCA MATEU, José
- LEEY ECHAVARRÍA, Connie Melissa
- LEON PIZARRO, Concepción
- LIDÓN MOYANO, Cristina
- LLADÓ GARRIGA, Laura
- LLARGUÉS ROCABRUNA, Esteve
- LLOBET AGULLÓ, Mª Pilar
- LLONCH MASRIERA, Mireia
- LLUNELL CASANOVAS, Antonia
- LLURDA ALMUZARA, Luis
- LOPEZ CUEVAS, Rogelio Alberto
- LÓPEZ GÓMEZ, David
- LOPEZ OGANISSIAN, Aleix
- LÓPEZ SÁNCHEZ, Rosario
- LUNA BROSA, Maria Cristina
- MACAYA PASCUAL, Antonio
- MADRAZO GONZÁLEZ, Zoilo
- MAIRAL FRAILE, Montserrat
- MALO BARRES, Roger
- MARCO NAVARRO, Ester
- MARQUIÉ SAYAGUÉS, Marta
- MARTÍ DELGADO, Ana
- MARTÍ GUADAÑO, Enrique Antonio
- MARTÍNEZ GARCÍA, María
- MARTÍNEZ GRAU, Ainhoa
- MARTÍNEZ LÁINEZ, Joan Marc
- MARTÍN FUMADÓ, Carles
- MARTÍN SÁNCHEZ, Juan Carlos
- MASDEU MARGALEF, Maria Jose
- MASIÀ GRIDILLA, Jordi
- MATEOS APARICIO MORENO, Pedro
- MATIÑÓ SOLER, Eusebi
- MAZARICO GALLEGO, Edurne
- MAZARRO CAMPOS, Alejandro
- MEZQUITA MAS, Pau
- MIRANDA MENDIZABAL, Andrea Estefania
- MIRÓ COMAS, Abel
- MORELL FRANCO, Laia
- MORENO ALONSO, Deborath
- MORENO ROMERO, Juan Antonio
- MOTOS CABRERA, Jaime
- MULEY VILAMÚ, Helena
- MUÑOZ ALMAGRO, Carmen
- MUÑOZ HERNANDEZ, Fernando
- MUÑOZ, Marcos Roberto
- MUÑOZ SANTOS, Carlos
- OJEDA PÉREZ, Felipe
- OLMEDO BORJAS, Maria Luz
- OMS BERNAD, Luis Maria
- ORTIZ SANTAMARIA, Vera
- PALLÁS ALBIAC, Rodrigo José
- PALMA CARAZO, Pablo de Jesús
- PAMIAS MASSANA, Montserrat
- PANTALEONI GIRALT, Albert
- PARCERISAS MOSQUEDA, Antoni
- PASCUAL ROMERO, Marta
- PATRAS, Luminita
- PEÑA GONZALEZ, Juan Antonio
- PÉREZ BELLMUNT, Albert
- PÉREZ MUÑOZ, Noelia
- PÉREZ PARDO, Ana María
- PLAMENOVA DJOUROVA, Nia
- PONCE FERNÁNDEZ, Andrés
- PONT SUNYER, Maria Claustre
- PRAT VIGUÉ, Gemma
- PRIM BOSCH, Nuria
- PUIG DEL CASTILLO, Ignacio
- PUYALTO DE PABLO, Paloma
- QUANDT HERRERA, Eva
- RANSON, Adam
- RECASENS GRACIA, Maria Asunción
- REGUANT COROMINAS, Francesca
- REGUERA MORENO, Ana Cristina
- RELLO CONDOMINES, Jordi
- REMON MASIP, Jordi
- REVENTÓS PUIGJANER, Jaime
- RIGAU CAÑARDO, Joaquin
- RIVAS FERNÁNDEZ, Mª Angeles
- ROBERT CALVET, Ivan
- ROCA COMELLA, Beatriu
- RODRÍGUEZ MAIZTEGUI, Idoia
- RODRÍGUEZ PRAT, Andrea Mercedes
- RODRÍGUEZ RODRÍGUEZ, Rosalía
- RODRIGUEZ SANZ, Jacobo
- ROJAS MARTÍN, Rocío
- ROJO RODES, José Emilio
- ROMERA BAURES, Montse
- ROMERO MENOR, Cesar
- ROSENDE-ROCA RODRÍGUEZ, Maitee
- ROSINÉS CUBELLS, María Dolores
- ROSSY PARÉS, Clàudia
- ROZADILLA SACANELL, Antoni
- RUBIO SANCHIZ, Olga
- SALAZAR SOLER, Ramon
- SALINAS ARGENTE, Ramón
- SALINAS BECERRA, Cristina
- SALINAS DUFFO, David
- SALLÉS LIZARZABURU, Meritxell
- SAMPER MARTÍN, Bàrbara
- SÁNCHEZ FERNÁNDEZ, Juan José
- SANCHEZ HIDALGO, Antonio
- SANCHEZ NIUBO, Albert
- SÁNCHEZ SITJES, Lluís
- SAN GIL BETRIU, Anna
- SANGÜESA PUIGVENTÓS, Gemma
- SAPERAS FRANCH, Esteban
- SARRIAS GIMÉNEZ, Ana
- SARRÓ MALUQUER, Salvador
- SAUMENCH PERRAMON, Roser
- SENDER PALACIOS, Mª José
- SERRA MESTRE, Josep Maria
- SERRA RENOM, Jose Maria
- SIEIRA GIL, Ramón
- SOLA ORTIGOSA, Joaquim
- SOLER SENDRA, Anna Maria
- STANGER, Doris
- SUBIRÀ CASELLES, Maricel
- SUBIRANA POZO, Francesc Xavier
- TÁRREGA CAMARASA, Julia
- TARTARI DÍAZ ZORITA, Juan Pablo
- TIBAU MARTORELL, Ariadna
- TORRELLA MARCET, Marta
- TRIAS PUIG SUREDA, Isabel
- TRULLOLS GIL-DELGADO, Luis Fernando
- UNZURRUNZAGA ITURBE, Rocio
- VALASSI, Elena
- VALERO VENTURA, Sergi
- VALLS ONTAÑÓN, Adaia
- VARGAS VILARDOSA, Elena
- VASYLETS, Olena
- VEGA CASTRO, Maria Aránzazu
- VELASCO CONDADO, Pablo
- VICENTE LAZCANO, Maria Pilar
- VILLAVICENCIO CHÁVEZ, Christian Antonio
- VILLELA DANTAS, Ana Paula
- VIRUMBRALES CANCIO, Montserrat
- VIVES ARMENGOL, Joaquim
- XIBERTA PONS, Joan Manel
- ZABALZA CERDEIRIÑA, Miguel
- ZORRILLA RIVEIRO, José Gregorio
We believe that clinical practicums are a fundamental part of learning about the medical profession, and that tutors, as rigorous professionals, are the vehicle that makes this learning possible.
The main objective for these clinical practicums is to help students acquire the knowledge, skills and attitudes of a general practitioner so that they can carry out the profession confidently and independently. Students learn through hands-on experience and by observing the numerous professional roles involved in caring for patients. They are accompanied at all times by a tutor who supervises and facilitates their learning.
The practicums are carried out in different areas of healthcare (primary care, accident and emergency, medical and surgical services, social-healthcare, etc.). By gaining such broad experience, students will become familiar with professional medical roles and see how each of these healthcare services functions.
Throughout the practicums, students will have the chance to care for patients and put their ‘student-patient’ relationship into practice, including communication skills and empathy, as well as seeing the essential role teamwork plays in healthcare environments.
In order to gain this knowledge, the programme includes practical subjects with clearly defined objectives, methodologies and assessment systems, which are outlined in the corresponding syllabuses.
Organisation of the clinical practicums.
From third to fifth year:
The clinical practicums are organised as subjects from the third to fifth year and culminate in the sixth ‘rotatory’ year of the bachelor’s degree.
Each subject has a syllabus that outlines its fundamental aspects: objectives, methodology, skills to be acquired, and finally, the assessment system. It is very important to bear these aspects in mind as they will serve as a guide for students to follow independently wherever they carry out their practicums.
During the practicums period, students will also attend four workshops on personal development and growth over the course of one week. These workshops will focus on cross-disciplinary skills centred around individual and healthcare-related values, strengths to help with decision-making, tips for managing one's emotions and personal and interpersonal communication.
Medical clinical practicum I
Medical clinical practicum II
General surgery and surgical specialities
Primary care (PC)
Primary care paediatrics
Primary Care Centres (CAPs)
Sixth academic year
The sixth and final year of this bachelor’s degree is highly practical. Students will be supervised by a clinical tutor and will practice medicine with greater autonomy, which represents a qualitative leap forward compared to the clinical practicums carried out in previous years.
The aim is for students to rotate through different levels of care and clinical specialities and acquire a skill set of a professional standard that allows them to treat more complex conditions, implement their knowledge and skills, make accurate decisions and develop ethical attitudes, values and behaviour centred around the patient.
The rotatory year is made up of six subjects:
Medical specialities rotation
Surgical specialities rotation
Primary care rotation
Social services rotation
The social services rotation helps expose students to the humanistic and social side of medicine as well as healthcare-related altruism.
The following activities will also be carried out alongside the rotation schedule:
- Six 12-hour on-duty shifts All information related to this activity can be found in the Rotation Guide.
- Knowledge and skills integration sessions: from January These are on-site sessions and help to reinforce students’ learning.
- Supervision of the rotatory year by an academic tutor who will help students reflect upon their learning process over the course of the academic year.
Internships mainly take place at Universitary and Associate Hospitals:
University Medical Centers
- Althaia, Xarxa Assistencial Universitària de Manresa
- Fundació Hospital Asil de Granollers
- Hospital Universitario General de Catalunya
- EAP Sardenya
Associated Medical Centers
Final Degree Project
The Final Degree Project (FDP) is carried out during the sixth year. Through the FDP students develop autonomously and supervised by a tutor a research project or scientific article that they have to defend publicly before a research committee.
It is intended that students demonstrate their level of professional competence in their approach to a research project related to medicine in its different areas. In this way, they must put into practice the knowledge acquired with respect to research and the genesis of knowledge that will prepare them to obtain a doctorate degree if they wish to acquire it.
Research projects or articles can be framed within the following research areas:
- Basic sciences
- Applied sciences, clinical research
- Biostatistics, epidemiology and public health
- Medical education
- Sociology of medicine, anthropology and bioethics
The modalities of the FDP are, among others, the following:
- Basic research project and specific laboratory work
- Clinical, translational or applied research project
- Epidemiological or public health research project
- Research project in medical education
- Social research project applied to the field of health
In order to carry out the defense act, 300 credits corresponding to the first to fifth courses must be approved.
To enroll in the FDP, students must have passed the following research-related subjects:
- Basic concepts in experimental research
- Introduction to epidemiology
- Management of scientific information (IMM2)
- Clinical Epidemiology and Public Health
The objectives of the FDP are:
- Encourage the integration of the knowledge and skills in research acquired so far.
- Familiarize students with the development of competitive study proposals in the different research fields.
- Prepare students for the development of a critical and rigorous mind in the evaluation of research projects.
- Provide tools for the public presentation of research projects.
Medical Education Unit
Medical Education Unit
The Medical Education Unit depends directly on the Director of the Department and helps in the correct development of the curriculum and the improvement of the teaching quality of the teaching staff.
This unit ensures the quality of teaching, through the initial and continuous training of teachers according to the needs detected and advances in Medical Education at national and international level, encouraging innovation, promoting adaptation to new teaching and assessment methodologies and very especially in the clinical simulation environment.
Its main function is to promote the development of teachers' teaching skills by ensuring their training, promoting innovation in the classroom, promoting research in Medical Education and implementing improvement actions identified by the Quality Commission or promoted by the Department Board.
- Ensure a high quality of learning
- Improve the teaching quality of teachers
- Advise on teaching innovation
- Promote the performance of research work in Medical Education
Priority lines of research:
- Competence assessment
- Development of transversal competences in the Degree in Medicine
- Interprofessional training, development of professionalism
- Learning methods and new pedagogical strategies
The Medical Education Unit includes members of the Centre Board, teachers with experience and interest in the field of medical education, methodological and statistical support staff.
Prerequisites & admissions
Admission process for the Bachelor's Degree in Medicine
2021-2022 academic year
The admission process for the Bachelor’s Degree in Medicine is oriented towards candidates who would like to study Medicine at UIC Barcelona during the 2021-2022 academic year. In order to start this process, candidates must meet the following requirements.
Pre-requisites for each access route
Upper secondary school students
They must have a minimum of the following average marks from the last year of education they have completed:
- Science/healthcare branch: 7
- Branch not related to healthcare: 8
Higher level vocational training courses (CFGS) healthcare
- Minimum average mark from their most recent year of study: 8
Students who have started university studies:
- Bachelor’s Degree in Medicine
- 1st-year Medicine students: must provide proof of a minimum mark of 7 from their second year of upper secondary education/Spanish baccalaureate and take the entrance exam.
- 2nd-year Medicine students: must provide proof of their mark from their academic record:
- Students with an average mark of 8 or higher are exempt from taking the entrance exam, but must complete a personal interview.
- Students with a mark between 7 and 7.99 must take the entrance exam.
-Medicine students in 3rd year or higher: must provide proof of an average mark of 8 from their academic record, are exempt from taking the entrance exam, but must complete a personal interview.
In other degrees other than Medicine: Students who have started university studies in a bachelor’s degree other than Medicine must provide proof of their mark from their most recent year of education:
- Healthcare branch: 7
- Branch not related to healthcare: 8
Students who have completed a university degree:
They must justify an average of 7 on their academic record. They will have to take entrance examinations.
International baccalaureate students or students from outside Spain
Students from outside Spain must take the entrance exam and compete with the other Spanish students. To be eligible to take the entrance exams, students must have a minimum mark of 7 out of 10 in their last complete year of education (scientific/technological baccalaureate/upper secondary education).
It is essential to have either a B2 or a higher level of English. If this level is accredited in the form of an official certificate the student will be exempt from taking the English test on the day of the entrance exam.
If you meet the requirements you must take the following steps to sign up for the admission process:
- Once the application has been filled in, the student will receive an e-mail containing the documentation required to take the entrance exam
-When the paperwork is processes you will receive an email confirming the exam date.
Deadline for submission of documentation is 9 April. Deadline for submission of documentation for admission test 15 April 2021. No exceptions will be made.
There is one single date for the entrance exams for medicine: Saturday 8 May 2021 (will be done online)
The entrance exam will be in Spanish.
An e-mail will be sent to the candidates approximately fifteen working days after taking the entrance exams, informing them of the results. The results will be as follows:
- Admitted: The candidate has been admitted to the Bachelor’s Degree in Medicine. Definitive result.
- Waiting list: The candidate has been placed on a waiting list. This means that, in the ranking of marks, the candidate is not among the students who have been accepted, but may wait to see if any vacancies open up in July or September.
- Not admitted: This means that the candidate has been excluded from the admission process for the Bachelor’s Degree in Medicine.
Candidates who have been admitted will receive an official acceptance letter via e-mail, which will outline the steps they need to take to reserve their place and complete enrolment.
Enrolment for new students will take place from June onwards, once the results of the national university entrance examinations have been announced.
If you are admitted into the university, in order to access the Spanish university system, you will also have to apply for UNED credentials. Students from outside the European Union will have to apply for their qualification(s) to be officially recognised.
Student record transfer (medical students from other institutions)
Accepting student record transfers is subject to the places that are available after the current academic year has closed. All of the studies to be recognised will be undertaken during the academic year when admission occurs.
Candidates will be asked to complete a personal interview, in which they will be informed of the results of the evaluation, and each case will be considered on an individual basis. The interview dates for academic record transfers for the 2021-2022 academic year are:
- 7 March
Credit recognition (students who are admitted after the entrance exams)
A study will be undertaken in each case by the Committee for Transfers and Credit Recognition, once each student has been admitted.
Credit recognition studies will only be undertaken the year the student is admitted to the university.
Students who want to apply for one, must hand in the required documentation along with the documents for the entrance examination. The deadline to apply for validation is 15 June.
Admission process for two or more degree programmes
Candidates who would like to obtain other qualifications at UIC Barcelona should fill in an online application for each of the degree programmes they have chosen at https://web.uic.es/progs/admis/controls/solicitud_estudi.php?lg=2 and provide the documentation each degree programme requires*.
* The exam fee will only be charged once.
If you plan on applying for two degree programmes, you must inform the Information and Admissions Service (935 042 000).
You will need to take the entrance exams for each of the degree programmes you wish to take.
Information and Admissions Service: 935 042 000
The reception of first-year students takes place in the Wellcome Days at the beginning of the academic year. If you want to know the programme of the Wellcome Days, download the specific document here:
General rules on continuation of studies
Article 9 of the academic management internal regulations, approved on 15/05/2017, on credits per academic year and continuation of studies shall be amended for the Bachelor’s Degree in Medicine subject to the following terms (applicable from the 2018-2019 academic year):
- In order to continue to follow the degree programme, students must pass at least 60% of the credits in which they are enrolled in each academic year, except in the first academic year, in which they must pass at least 40 ECTS, and the second year, at the end of which they must have passed at least 90 ECTS corresponding to subjects from the first two academic years.
Grants & financial aid
Why study at UIC Barcelona?
- We are the only university in Spain that for 3 consecutive years has achieved a 100% pass rate for students taking their MIR exam.
- We have cutting-edge facilities, which include a one thousand square metre Comprehensive Advanced Simulation Centre that is equipped with the latest technology.
- There is a strong practical element: our professors are active professionals and for clinical practicums the student-tutor rate is one to one. We use active teaching methodologies in small groups: case methods, problem-based learning, clinical simulation, etc.
- The clinical practicums will be undertaken at Hospital General de Granollers, Fundación Althaia, Hospital Universitario General de Catalunya, Hospital Quirón, Hospital Plató, Hospital de Terrassa, Hospital de Mollet and ACEBA Primary Healthcare Centre, etc.
- Our faculty has obtained the best position in a single study of the educational climate that compares different Spanish faculties.
General information about the Bachelor’s degree
How many places are available for the Bachelor’s degree in Medicine?
90 national and 10 international.
How much does the first year of Medicine cost? What type of grants or financial aid can I obtain to study Medicine at UIC Barcelona?
You can check our website for the price of the first year of the degree programme that varies according to the annual Consumer Price Index. You will also be able to find out about your options for grants, discounts, fee waivers and funding options here uic.es/beques.
Do students need to buy books for classes or are there other additional costs?
No, the teaching material can be found on the university’s digital platform and in the library. There are no significant costs related to materials.
What are the class times?
Theory and practical classes are mainly taught in the afternoon. It must be taken into account that practicums also are undertaken as part of different subjects (dissection, laboratories, clinical centres) and these normally take place in the morning.
When do these practicums start?
From first year onwards students are in contact with the clinical environment and at the same time theoretical and practical classes are undertaken in small groups in the university’s facilities. Tutored clinical practicums are considered an important teaching method at UIC Barcelona, and intensify from third year onwards. Until sixth year, students also complete 30 weeks of clinical rotations in national or international healthcare centres.
Access routes to the degree programme
What happens if I finished my baccalaureate/upper secondary education last year?
The pass mark for upper secondary school studies (baccalaureate) is 7 in the case of having taken a scientific or technological baccalaureate, and 8 in the case of other specialisations.
Can I take the upper-secondary/baccalaureate route if I have begun or completed some university studies?
No, the access route for university studies that you have begun or completed is specific and your mark from first year of your upper secondary education cannot be used to access a degree programme.
Can I apply for the entrance examinations if I have a social, humanities or artistic baccalaureate/upper secondary qualifications?
Yes, as long as you meet the entry requirements, in other words, a final mark of above 8.
You must take into account the fact that the entrance examinations involve specific biology, chemistry, physics and mathematics tests at a first year baccalaureate level.
Can I take the entrance examinations if I have taken a higher level vocational training course that is not related to healthcare?
No, only students who have taken higher level vocational training courses in the area of healthcare can take these exams.
Exams and admission processes
When are the exams?
There will be a single entrance examination on Saturday 9 May.
How many people attend the entrance examinations?
Can I look up past papers for the entrance examinations?
We do not provide past papers from previous years. In the case of the specific tests we suggest that you revise based on one or various first year baccalaureate books. In the case of the reasoning test you can search on the internet for examples so you can have an idea of the type of test it is.
Is the examination multiple choice?
Yes, apart from one question that involves the resolution of and commentary on a case. This question requires a written answer.
What level of English is required for the exam?
B2 level or above.
How are the marks from both my academic record and the Entrance Examinations weighted?
10 % is attributed to the marks from your academic record and 90% from the Entrance Examinations.
What are the exam times?
From 9 a.m. to- 2 p.m.
How long do the exams take?
The exams last for between four and five hours. This time is divided up in the following way:
- A psychometric test (30 minutes)
- A reasoning test (45 minutes)
- A specific Biology, Chemistry, Physics and Mathematics test (1hr 30 minutes).
- Resolution of and commentary on a specific case (45 minutes)
Students must have a B2 level of English. If they do not, then they will have to take an English level test on the same day as the exam.
I did a scientific/bio-health baccalaureate but I did not do physics in first year. Should I take a physics test in the entrance examination?
Yes, it is compulsory to take all 4 specific tests.
When will I find out about the results of the Entrance Examinations?
The results will be sent via e-mail approximately 15 working days after the exams have been taken.
If I’m on the waiting list, when will I find out the final results?
The waiting list will close two weeks after the start of classes (end of September). Also until the pass marks are published by the state universities there will be little movement on the waiting lists.
If I am accepted, what is the next step?
You will receive a letter of admission containing information about the next steps to take in order to reserve a place on the course, which involves making a payment of 20% of the tuition fees for first year.
If I don’t undertake studies at UIC Barcelona after having reserved a place, will the fee I paid to reserve a place be returned to me?
The reservation fee will only be returned if you do not pass your baccalaureate or national Spanish university entrance examinations exams. This clause can be found in the General Terms & Conditions document.
Study abroad temporarily
Spend a semester or a full academic year at one of your Faculty’s partner universities or find an institution abroad to do an internship.
If you want to know the specific requirements of outgoing mobility of the Degree in Medicine, download the document
Check out the "Study abroad" section to access all the information you need to know before, during, and after studying abroad.
In addition, you may:
- Attend the Berkeley Summer Sessions (extracurricular activity) the world’s best public university.
Study with us temporarily
If you are studying at another Spanish or foreign university, you can come to UIC Barcelona to study temporarily for one semester or a full academic year.
"If you want to know the specific requirements of outgoing mobility of the Degree in Medicine, download the document