Study Programme in Medicine

Apply for the Study Programme in Medicine Autumn 2026

Specific eligibility

Biology 2, Physics 2, Chemistry 2, Mathematics 4 or Mathematics D. Or: Biology level 2, Physics level 2, Chemistry level 2, Mathematics Further level 2.

Apply for the Study Programme in Medicine Spring 2027

Specific eligibility

Biology 2, Physics 2, Chemistry 2, Mathematics 4 or Mathematics D. Or: Biology level 2, Physics level 2, Chemistry level 2, Mathematics Further level 2.

Study Programme in Medicine

Läkarprogrammet

Outcomes

Outcomes of First Cycle Education According to the Higher Education Act

First-cycle courses and study programmes shall be based fundamentally on the knowledge acquired by pupils in national study programmes in the upper-secondary schools or its equivalent. The Government may, however, permit exceptions for courses and study programmes in the fine, applied or performing arts.

First-cycle courses and study programmes shall develop:

• the ability of students to make independent and critical assessments
• the ability of students to identify, formulate and solve problems autonomously, and
• the preparedness of students to deal with changes in working life.

In addition to knowledge and skills in their field of study, students shall develop the ability to:

• gather and interpret information at a scholarly level
• stay abreast of the development of knowledge, and
• communicate their knowledge to others, including those who lack specialist knowledge in the field.

Outcomes of Second Cycle Education According to the Higher Education Act

Second-cycle courses and study programmes shall be based fundamentally on the knowledge acquired by students during first-cyclecourses and study programmes, or its equivalent.

Second-cycle courses and study programmes shall involve the acquisition of specialist knowledge, competence and skills in relationto first-cycle courses and study programmes, and in addition to the requirements for first-cycle courses and study programmes shall:

• further develop the ability of students to integrate and make autonomous use of their knowledge,
• develop the students' ability to deal with complex phenomena, issues and situations, and
• develop the students' potential for professional activities that demand considerable autonomy, or for research and development work.

Degree Outcomes According to the Higher Education Ordinance

For a Degree of Master of Science in Medicine the student shall demonstrate the knowledge and skills required to be a licenced physician.

*Knowledge and understanding *
For a Degree of Master of Science in Medicine the student shall

• demonstrate both broad and specialised knowledge in the field of medicine,
• demonstrate knowledge of the disciplinary foundation of the field and insight into current research and development work as well as the links between research and proven experience in professional practice,
• demonstrate knowledge of fundamental scientific methodology in the field and insight into its opportunities and limitations,
• demonstrate knowledge of ethical principles and their application in healthcare and in research and development work,
• demonstrate knowledge of and understanding for societal conditions that influence the health of individuals and groups from a national and global perspective,
• demonstrate knowledge of men’s violence towards women and violence in close relationships,
• demonstrate knowledge of the healthcare system in Sweden, including its organisation and governance, knowledge of such systems in other countries and demonstrate understanding of strategies for equal access to healthcare,
• demonstrate knowledge of patient safety, quality and prioritisation in healthcare and of methods for evaluating medical practice, and
• demonstrate knowledge of the relevant statutory provisions.

Competence and skills
For a Degree of Master of Science in Medicine the student shall

• demonstrate specialised skills for professional interaction with patients and their families, with respect for the integrity, needs, knowledge and experience of the patients and their families,
• demonstrate the ability to integrate and apply knowledge critically and systematically and to analyse and assess complex phenomena, issues and situations,
• demonstrate the ability to autonomously diagnose and start the treatment for acute life-threatening conditions,
• demonstrate specialised skills in autonomously diagnosing the most frequent illnesses from pathophysiological and psychosocial, as well as other relevant perspectives, and in treating them in collaboration with the patients,
• demonstrate the ability to initiate and undertake health promotion and preventive measures in the health care services for both individuals and groups of patients, and to describe how this work is conducted at a societal level,
• demonstrate the ability to account in speech and writing for interventions and treatment outcomes with those concerned and to document them in accordance with the relevant statutory provisions,
• demonstrate specialised skills in contributing to learning among various audiences and in undertaking supervisory tasks,
• demonstrate the ability to lead and to cooperate across healthcare professions, as well as with professions in other areas of society,
• demonstrate specialised skills in initiating, participating in and undertaking improvement measures and in evaluating medical treatment, as well as demonstrating the necessary competence for participation in research and development work,
• demonstrate specialised skills in discussing new data, phenomena and issues in the field of medicine with various audiences on a disciplinary basis and to review, assess and use relevant information critically, and
• demonstrate the ability to use digital tools in both healthcare and in research and development work.

*Judgement and approach
*For a Degree of Master of Science in Medicine the student shall

• demonstrate self-awareness and the capacity for empathy, as well as a professional approach,
• demonstrate the ability to use an approach that promotes health, with a holistic view of the patient based on a scientific perspective and with special consideration of ethical principles and human rights, and
• demonstrate the ability to identify their need to undertake ongoing development of their skills and to take responsibility for this. 

Independent project (degree project)

A requirement for the award of a Degree of Master of Science in Medicine is completion by the student of an independent project (degree project) for at least 30 credits.

Content and structure

The Study Programme in Medicine aims to educate medical doctors who are well-prepared for work within today's healthcare system and equipped to handle future challenges. The education should provide solid medical knowledge and skills with a focus on critical reflection and deep understanding in both biological and human contexts. Students should develop scientific and professional knowledge, skills, and attitudes. Medical doctors trained at Karolinska Institutet (KI) should possess an ethical approach and a deep commitment to human health globally, nationally, and locally, as well as the ability to take responsibility for care in collaboration with other professional categories. They should have a curiosity-driven interest in knowledge-seeking, lifelong learning, and a desire to impart knowledge.

The Study Programme in Medicine at KI is a subject-integrated education with clear progression where basic scientific research subjects are integrated with clinical sciences, clinical application and skills training, as well as training in a professional and scientific approach and competence in global and equitable care and health. Courses are conducted within various clinical specialties, but the fundamental strategy is to focus on common, acute, and serious conditions in the teaching, regardless of the specialty in which the condition is clinically managed. To ensure this focus, defined symptoms and signs are used as a basis for teaching.

The programme has a clearly organised progression with courses at two levels: first-cycle covering semesters 1-6 and second-cycle covering semesters 7-12. Progression within and between courses occurs during the education in the form of broadening and deepening, as well as increasing degrees of independence.

Competence Areas

To clarify how the different parts of the programme relate to each other and to the degree objectives, the content of the education is organised under five competence areas that, with progression, are integrated into the learning objectives of the courses and form a common thread through the programme's courses.

*Basic Sciences *

The ability to apply basic scientific and pathophysiological explanatory models in the examination, diagnosis, and treatment of patients is central to a medical doctor's competence. The basic scientific competence area includes knowledge about the structure and function of the human body, the body's various organ systems, human development from egg to embryo and from birth to the end of life. The area also includes understanding processes and systems at different levels, from cell and molecular level to tissue and organ level, and how the body's various systems respond to disease and injury, how repair and healing occur, and how both somatic and mental illnesses, injuries, and ill-health can be prevented and treated.

Scientific knowledge, competence and approach

*Scientific Approach *

The licensed medical doctor should be able to combine scientific knowledge with clinical competence and knowledge of the patient's unique situation to provide the best possible care and treatment to the individual patient. Through a scientific approach and the ability to seek scientific information, the medical doctor can identify knowledge gaps and uncertainty in clinical situations, formulate relevant research questions to address the need for knowledge, and make clinical decisions based on the best possible evidence, while considering the patient's interests. Scientific knowledge, skills, and attitudes also enable the medical doctor to contribute to the creation, application, and dissemination of research results important for the development of healthcare.

*Professional Approach *

Fundamental to a medical doctor's work is to meet people of different ages, backgrounds, and life conditions in health and illness. A professional approach is a holistic, humanistic concept that includes knowledge, empathy, and self-awareness and means always prioritising the patient's safety and health. The content of the teaching is based, among other things, on the CanMEDS competence framework, developed by the Royal College of Physicians of Canada. The framework describes the necessary roles and competencies for practising the medical profession and for developing a professional approach. The development of these roles forms the structure for the mentor programme that runs throughout the programme. Students are assessed regarding their professional approach against established criteria in all courses and can be failed, as described in the course syllabus.

Global and Equitable Care and Health

The study programme In Medicine should prepare students to work professionally with global health issues, health-promoting measures, lifestyle habits, and prevention, as well as to offer equitable care. This requires well-integrated teaching in global health, as well as training in working health-promoting with understanding and mutual respect for different culturally and socio-economically conditioned conditions and needs. A global health perspective also highly involves sustainability and understanding national and local aspects of access to good care and health-promoting measures. This includes teaching to strengthen the student's own physical and mental health during education as well as in a sustainable professional life after graduation.

*Clinical Sciences and Clinical Application *

The clinical competence area includes the ability to integrate all competence areas in the meeting with a patient, groups of patients, or as a clinical expert from a societal perspective. The licensed medical doctor should be able to apply basic scientific knowledge, clinical sciences and skills, as well as a professional and scientific approach in the work of providing person-centred, patient-safe, and good equitable care in collaboration with other professions. Central to clinical competence is the ability to obtain a medical history, perform a medical examination, interpret obtained information, diagnose, and make decisions about further management, treatment, and care. Progression within clinical competence is based, among other things, on symptoms and signs (see above) as well as Entrustable Professional Activities (EPA). EPA refers to nationally agreed activities that are part of a medical doctor's daily work and which the medical doctor should be able to manage with a defined degree of independence from the first day as a licensed medical doctor. EPA clarifies for students and supervisors what students need to practise during their training. Through repeated observations of the whole or parts of an individual EPA with subsequent feedback, it is possible to ensure progression throughout the programme.

*Student-Activating Methods *

Student-activating methods are consistently used in the programme. Great importance is placed on the student's own activity and responsibility for their learning. Team-based learning (TBL) is used to varying extents as a pedagogical method in all courses. Assessment and feedback on the student's development in relation to the degree objectives are an essential part of the education and occur continuously throughout the programme. The student's progression is documented in a learning portfolio.

Practice Integrated Learning

Practice integrated learning (VIL) is a collective term for the pedagogical models that build on collaboration and integration between higher education and working life. VIL can occur in the form of clinical training (VFU), study visits, observation, internships, or field studies within the entire healthcare system from primary care to specialist care at university hospitals. VFU is defined by the student having a defined active role in the workplace and the student's performance being continuously assessed according to established assessment templates. VFU occurs in the programme from the first semester, both as longer and shorter placements. The focus during longer placements is that the student should be given the opportunity to develop clinical competence, train professional skills, collaborate with other professional groups, and make medical decisions. During short placements, there is an opportunity to meet, from a learning perspective, central patient groups and train subject- and specialty-specific skills.

Internationalisation

The ability to understand, relate to, and operate in international contexts and work in a global job market is developed integrally throughout the programme. Within the elective parts of the programme, there is also the opportunity to focus one's studies on global health. Parts of the education can be conducted abroad within the framework of the programme's international exchanges. Students' opportunities to develop international experiences are also created by incoming students participating in regular courses or parts of courses, and by incoming teachers participating as guest lecturers in the regular teaching.

Elective courses

Semester 11 includes two elective periods of 7.5 higher education credits each, where a range of elective courses is included in each period. The elective courses should prepare students for the medical profession and contribute to clear progression through broadening and deepening within medicine and adjacent areas, as well as contribute to the competencies that are important for the medical profession.

Transitional provisions

For those admitted in Spring Term 2022 or earlier, the eligibility was written as follows: Biology 2, Physics 2, Chemistry 2, Mathematics 4 (area eligibility A13). Or: Biology B, Physics B, Chemistry B, Mathematics D (area eligibility 13).

Other guidelines

Grading scale

The grades used are fail (U) or pass (G). Another grading scale may be used for elective or cross-programme courses. The grading scale is specified in the course syllabus.

Language of instruction

The language of instruction is Swedish, but courses or parts of courses may be taught in English. Both English and Swedish literature are used. The language of instruction is specified in the course syllabus.

NOTE: This is a translation of the Swedish version (Utbildningsplan för läkarprogrammet, 2LA21). In the event of any discrepancy between the versions, the Swedish version constitutes the official decision, and the Swedish wording will prevail

Specific eligibility requirements within the programme

Within the programme, there are specific entry requirements for the programme's courses. The entry requirements can be found in the course syllabi. In cases where the requirements are linked to progression to a higher semester, these entry requirements are described on the programme website. There may also be specific entry requirements within a semester if a course requires certain prerequisites. Even for elective courses, the requirements may differ compared to the requirements for other courses during the semester depending on the content.

Cancellation of on-site training

A student's work-based education (VFU) can be immediately terminated if the student shows such serious deficiencies, in knowledge, skills or approach, that jeopardize patient safety or erode patient trust in healthcare. The administration of such matters must beoutlined in the course syllabus.

If work-based education is terminated this way, an individual action plan must be drawn up statingthe actions that are required before the student is permitted to perform new workbased education.

Study plan with constituent courses

Termin. Name of the course. Credits. Main field of study. Level

1. Basic Science 1: Basic Science, the Medical Profession and Learning. 12 credits. Medicine. Basic (G1)
1. Basic Science 2: Cell Biology, Digestion and Metabolism. 18 credits. Medicine. Basic (G1)

2. Basic Science 3: Anatomy, Histology and Basic Clinical Consultation and Examination. 18 credits. Medicine. Basic (G1)
2. Basic Science 4: Neuroscience, Neuropharmacology and Endocrinology. 12 credits. Medicine. Basic (G1)

3. Basic Science 5: Function and Dysfunction of the human body. 30 credits. Medicine. Basic (G1)

4. Basic Science 6: Microbiology, Infection and Immunology. 7.5 credits. Medicine. Basic (G1)
4. Medical Diagnostics integrated with basic science. 22.5 credits. Medicine. Basic (G2)

5. Clinical Medicine 1: Internal Medicine. 30 credits. Medicine. Basic (G2)

6. Clinical Medicine 2: Applied internal medicine and related disciplines. 25.5 credits. Medicine. Basic (G2)
6. Medical Scientific Theory and methodology. 4.5 credits. Medicine. Basic (G2)

7. Clinical Medicine 3: Surgery. 30 credits. Medicine. Advanced

8. Degree Project in Medicine. 30 credits. Medicine. Advanced

9. Clinical Medicine 4: Neuro, Senses and Psyche. 30 credits. Medicine. Advanced

10. Clinical Medicine 5: Pediatric and adolescent medicine. 15 credits. Medicine. Advanced
10. Clinical Medicine 6: Obstetrics and Gynaecology. 9 credits. Medicine. Advanced
10. Clinical Medicine 7: Cancer and Palliative Medicine. 6 credits. Medicine. Advanced

11. Clinical Medicine 8: Clinical management skills. 12 credits. Medicine. Advanced
11. The Physician’s Role in Healthcare and Society. 3 credits. Medicine. Advanced

11. Elective Course 1. 7.5 credits. -- Advanced
11. Elective Course 2. 7.5 credits. Medicine. Advanced

12. Clinical Medicine 9: Clinical Training towards Licensure. 30 credits. Medicine. Advanced