The Sudan is still in need of more physicians, general or specialized. A glance at the health indicators of the country shows that all done in the last century could not bridge the gap between this country and the rest of the world, the developing, let alone the developed.

Affiliates of the health profession in the Sudan used to look down upon neighbors in medical education and health services, now the situation is not better than any of the other African countries at the bottom of the development list.
Sudan needs 50-60 years to reach their level of health service indicators, coverage and quality in developed countries. Concerning human resources, and, according to WHO, 2008 statistics, Sudan - compared with the nearest neighbor, Egypt- has 8-9 times less physicians, 20 times less dentists, 150 times less pharmacists and 4 times less nerves per unit of population.
The recent discovery and utilization of oil and minerals, and the efforts made in agriculture and animal production is likely to reduce this time to 50% at best. Such indicators like maternal or child mortality are embarrassing, and those of doctor: population ratio and distance between health care units is below the minimum expected in country that has been qualifying physicians for nearly a century. The recent influx of returning highly specialized medical and health professionals to the country is a good omen that our students and graduates are in safe hands in education and training.
The health indicators are a product of poverty, vast areas and distances and inequitable distribution of the limited health manpower and services. This may be the case in all African and most Arab countries. In all those, the type of curriculum that equips student with their responsibilities and duties in the community is that which is going to have an impact on the health services. Many students from the Arab and African countries come to the Sudan for university education. This is provided in reputable higher education institutions, surrounded by a friendly and helpful community, in a safe, warmو virgin and uncontaminated environment (see Location and Site Map).

The National College will be the most respected educational institution of medical profession, as evidenced by quality premises, up-to-date administration and governance, innovative programs, job- and research-directed instruction, quality of graduate and professional and scholarly contribution.
The National College- Sudan, as a non- profit private higher education institution, strives towards developing the highest standards of academic and clinical excellence. The various programs aim to produce responsible, innovative, critically thinking professionals committed to meeting the health and developmental needs of all communities in the Sudan and the rest of the world, appropriately and efficiently. The programs teach the students how to learn and continue as lifelong learners.

Throughout this manual, and in the website, every effort has been made to use he/she, his/her, him /her. It may not be possible to assure that this fair use has been consistent. Any such unintended mistake should be taken to mean both sexes. No intention of discrimation of any kind is a policy in this institution.

Throughout this manual, and the website, every effort has been made to ensure that expert, accurate and up-to-date guidance has been included. The administrative and academic authority of the college continuously update the College data and academic regulations to satisfy the emerging needs, more quickly than publications would reflect. Approved changes are shown at the official notice-boards of the College. Accordingly, neither the Ministry of Higher Education, nor the National College administration, shall be liable to any person or entity with respect to any loss or damage caused or alleged to be caused by the information contained or omitted from this manual or website..

 The curriculum timetable and course details resemble many of those (or may contain parts) in other colleges in which the “Dean” of this College has been the one of the members in the bodies responsible for curriculum design and evaluation. In many of the colleges he has been one of the driving forces for innovation. These colleges include: University of Gezira (Sudan), Sultan Qaboos University (Oman), Omdurman Islamic University, Alzaeim Al-Azhari University, Academy of Medical Science and Technology, African International University, National Ribat University, Al-Razi Medical College (Sudan), and Al Qassim University (Saudi Arabia). Major innovations have been added to improve on the experience of the above institutions. This, in addition to comprehensive compilation in one document. Therefore, the total set of details, which is not available in any other college so far, may not be copied or published without written permission from the National College- Sudan.
 The teaching material available hinted at in the document are original and should not be reproduced for commercial use, in any form without written permission of the National College- Sudan. Non-profitable teaching purposes are allowed. Our teachers and colleagues, who are mentioned in the following acknowledgements, are free to use this material because it is all from them, we could not single out what is ours from theirs.
 World-wide, the overall innovations and their modifications stem out from the efforts of Professor Bashir Hamad. Every page of our documents could not be finalized, or brought to fruition, without his fatherly approval and comments. His direct and indirect contributions to the curriculum of this College and continuous encouragement are gratefully acknowledged. Phase 1 of the medical curriculum has been mainly a contribution of Professor Elthami Abdul Mageed.
 The list, of those who, knowingly or unknowingly, contributed curricular details or ideas registered in Editor’s mind or documents, is exhaustive. Our thanks are to the following professors: A/Hameed Lutfi, Elbagir Ali El Faki, Amir El Mubarak, Omar Abdul Aziz, Othman Taha, Othman Khalafalla, Ali Habbour, Omar A. Mirghani, Awadelseed Mustafa, Mubarak Majzoub, M. Awadalla Salih, Jaafar M. Malik, Othman Hamour, El Tayeb Abdul Rahman, Eisa Othman El Amin, Mamoun Homeida, Hassan M. Ahmed, Ali Abdul Rahman Barri, Ibrahim M. Abdul Rahim, Ahmed A. Muhammadani, Majid Mustafa, Salah A. Omer, Mukhtar El-Khatim, A/Rahman A/Hafeez, Awad A/Rahman El-Awad, M. Elamin El-Sharif, Kamal Zaki, Ibrahim Bani, A/Rahman El-Tom, Ghazi Salahuddin, Mohyddin Majzoub, Jamal Suleiman, Muzamil Hassan A/Qadir, M. A/Rahim A/AAl, Khalid Shamboul, Bakri Musa Abdul Karim, Tahir Othman Ali, Omar Habbal, Mickell Seefldt, Ara Tekian, Margaret Uguroglu, Saleh A. Al Damegh, Zeinel Abdeen Karar, Awad Hj Ali, Ahmed Abusham, Kamal Qurashi, A/Rahman Osman Biri, Amin Osman, Ihsan M. Osman, Sayda Elsafi, Salih Fagiri, Salah Farraj, Hassan A/Aziz, Ibrahim Mirghani, Omer A/Qadir,

 Applications must be through the Ministry of Higher Education (Sudan) Admission Office, based on passing a fresh Sudan School Certificate or equivalent qualification (please see relevant booklets provided at that office).
 Direct applications are welcome, but will be forwarded by the college to the Admission Office for approval.
 International applicants will be processed similarly, but are advised to fill the application form at this site, and wait for a response, before arriving in the Sudan.
 Mature students qualified with a previous health science professional degree may be considered. In this case early application is recommended (6 months before national intake in September every year), because of the time it takes or the approval of the Ministry of Higher Education, Sudan.
 Transfer from other health professional colleges may be considered for enrollment in Semesters 3, 4 or 5 only.

Academic and administrative staff interested in joining the National College-Sudan, may show their intention by filling the e-recruitment form included. A response will be sent by e-mail within 48 hours, and further instructions will follow. Appointment of academic staff is based on academic excellence in the areas of research and teaching. Academic applicants with no research records or grants will not be considered for full-time positions in this college. Full- and part-time staff list may be looked up in Academic Staff.
Applicants interested in joining other educational institutions can reach them through our web-page.

The Country: The best advantage of this National College is that it is located in the Sudan, an Afro-Arab country with limited human and natural life resources. The inhabitants are either Arabs or African or an amalgam of both. The Sudan educational institutions are known, worldwide, for their academic excellence and professional teaching perfection. Politically driven, media have shown the country as a war-land of animosities, and frequent crises. For those who visited the country the situation is exactly the opposite. A Sudanese national, wherever he/she may be is unique in considerateness, courtesy, and hospitality. In almost 80% of the country it is the safest in the world. A single lady can jog in Khartoum, or any other city, in the middle of the night unbothered. The media nourished concepts of North-South or West-East conflicts are false in reality, and, color of people has not significance in this country, may the only country in the world where color has never and can never be a cause of conflict. Media are prototyping other countries dilemmas on a local setup that has got some developmental inequities.
The City: The capital is Khartoum, a city made up of three cities striding the White Nile, Blue Nile as they join to form the Nile. This has given it unique panoramic landscapes and scenery. There are about 4-5 million inhabitants, mostly in traditional houses, known for their spacious yards. Khartoum city, where the National College, is the official capital crowded with governmental offices, ministries, embassies and international organization. There are some affluent districts where the price of a house may as expensive as in New York or Tokyo, and other poor areas of cheep accommodation.
The Premises:
See map
Learning Environment
The National College is open for students and staff for 18 hours working days and 6 hours on weekends. The library, self-directed learning facilities are available for registered students and staff. Limited access to research laboratories is allowed for certain students who are involved in staff’s research projects. Sport facilities are availed away from the current learning premises, about 6 Km away. In-door recreational facilities are available. The College is for academic excellence and not political orientation. Any activity that sways the students’ attention to time-wasting and conflict-generating talks or deeds will be strictly punished. Political activities are forbidden in the learning premises, but the College contributes in academic dialogues on all issues including politics, particularly those of national interest, as viewed by the College Board. Students who enroll in this College sign a pledge not practice politics or represent parties within the learning premises.
The ambition of the College is to design beautiful, environment-friendly and heavy duty facilities that serve its mission, which students and employees are trying to achieve. Every effort has been put to ensure a pleasant and safe setup. Comments from all and their visitors are very important to maintain and improve the level of standards of perfection we intend to reach.

The objectives of the National College- medical program- are to:
1. Emphasize values and ethical heritage of the Sudanese Nation in its curriculum, and follow strategies that lead to strengthening these values, as an important component of the National University College philosophy and message.
2. Graduate a practitioner with a Bachelor of Medicine and Surgery (MB BS), with strong community orientation and ethical components.
3. Contribute to community development through health services provided in its own health institutions and other institutions co-operating with it, through the following:
(a) partnership in designing health programs and plans, and implement whatever is feasible in utilizing the experience of specialists.
(b) Contribution in continuous education through short and long term courses, to improve efficiency of health workers.
(c) Provision of essential equipments and supplies to improve quality of services, through partnership with the Ministry of Health.
4. Strengthen medical and health research, making use of the University's accessibility and communication privileges.

A graduate of the National Medical Program should be able to [such parenthesis indicate the courses qualifying the graduate]
1. Adopt the strategies of the National College-Sudan and abide by its objectives and rules stated in its constitution.
2. Observe in his/her practice, the health professional ethics which agree with the Nation's values, beliefs and norms (as stated by Sudan Medical Council), and maintain good and honest relations with his/her patients, their families, his/her colleagues across all sectors involved in health.
3. Diagnose and manage cases of endemic and epidemic diseases, and other health problems prevalent at the level of the individual, family or society, with special emphasis on the nutritional and environmental problems common in developing countries, and plays an active role in health promotion.
4. Integrate basic, community and clinical sciences in solving community, family and individual health problems.
5. Use scientific knowledge in diagnosis and management of health problems, according to known methods of problem solving and integration, and explains the scientific structural (anatomical), functional (physiological, biochemical), morbid (microbiological, pathological), and therapeutic (pharmacological) background related to the problems [problems in integrated medical sciences, clerkships], with full awareness of evidence-based practice.
6. Manage emergencies, and decide and act properly on cases needing referrals to specialized centers or personnel. Be aware of ambulance and patient transfer facilities and contacts.
7. Accepts to work in all settings according to needs, and act to improve health service delivery systems both quantitatively and qualitatively.
8. Encourage community participation and act in recruiting various sectors in defining health and health-related problems, planning and providing suitable solutions, recognizing the community beliefs, ethics, and traditional practices.
9. Adhere to "health team" approach, acting as an efficient member, capable of its leadership, dividing labor and responsibilities among its members, and ensuring both effectiveness and homogeneity among the members.
10. Administer a health "unit" or "center" efficiently according to scientific, medical, statistical, economic and legal bases.
11. Continue to consider elements of efficiency, costing and economic implications in his/her diagnostic and therapeutic choices.
12. Acquire the skills of teaching, learning and communication efficiently to carry out her/his duties in health education and in winning the confidence of patients and their families and societies.
13. Acquire the skills of self education, and contribute to availing opportunities for planning and implementing continuous education activities to upgrade his/her own abilities and those of his/her colleagues in the health team.
14. Carry health or health-related research, alone or with a health team, using scientific methods known in such activities.
15. Use computer in word processing, statistics and graphics to achieve success in other objectives of his/her career.
16. Acquire postgraduate qualification in the discipline of his/her choice, recognizing the needs of the society for certain specialties, particularly general practice and family medicine.

The learning strategies emphasize the following:
(1) early acquisition of basic clinical skills- including communication,
(2) student-centered learning, and maximum student responsibility in the learning process,
(3) problem-based and problem-oriented learning,
(4) community-oriented and community-based activities,
(5) integration of basic science, community and clinical practice in a multidisciplinary approach,
(6) self- and peer education and evaluation,
(7) team-work approach,
(8) a wide range of electives,
(9) continuous evaluation,
(10) preparation for continuous education.

The College adopts the following methods in the daily program of activities:
(1) problem-based learning (PBL) sessions- one problem/ week at most,
(2) seminars and small group discussions –once/ week at least,
(3) field practice in rural and primary health care settings and societies not less than 1/5th of the timetable,
(4) practical sessions (laboratory, clinical) not less than 1/4th of the curriculum timetable,
(5) skill laboratory (weekly) sessions,
(6) lectures -not more than 1/3rd of the curriculum timetable (not more than 3 lectures/day),
(7) educational assignments, reports and research activities (as many as the program and time would allow),
(8) electives -about 10% of the curriculum timetable- (about 2 hours/semester).

• PHARMACY PROGRAM
• PHYSIOTHERAPY PROGRAM
• COMPUTER AND HEALTH INFORMATICS PROGRAM
• RADIOGRAPHY PROGRAM
• DENTISTRY PROGRAM
• NURSING AND MIDWIFERY PROGRAM
• MEDICAL LABORATORY TECHNOLOGY PROGRAM
• MANAGEMENT STUDIES- ACCOUNTANCY PROGRAM
• MANAGEMENT STUDIES-BUSINESS ADMIN PROGRAM
• MANAGEMENT STUDIES- MARKETING PROGRAM
• MANAGEMENT STUDIES-BUSINESS INFORMATION SYSTEMS PROGRAM