College of Medicine and Health Science


Debre Tabor University (DTU) established the College of Health Sciences (CHS) in 2013 with three academic programs namely, Medicine, Anesthesia, and Midwifery. Currently, there are six generics (Midwifery, Medicine, Anesthesia, Nursing, Medical Laboratory Science, and Pharmacy) and six post basic programs (Midwifery, Anesthesia, Health Informatics, Neonatal Nursing, Pediatrics Nursing, and Psychiatry) undergraduate programs with hybrid innovative curricula.

Curriculum Model and Educational Strategies

Hybrid Innovative Curriculum being implemented in DTU is mainly an outcome-based curriculum however it has also featured of process-based/postmodern curriculum. It builds on the strengths of the traditional curriculum and incorporating innovative features highlighted in the SPICES model (Student-centered, Problem-based, Integration, Community-based, Systematic). Hence, a hybrid curriculum adapted to the Ethiopian context because it was developed by taking some time tested approaches from traditional medicine that lend themselves for student-centered approaches like problem-based learning and practice-based learning, thus making the curriculum a hybrid innovative curriculum. This is an outcome-based curriculum that has a feature of highly structured, performance, and outcome-focused type of learning based on the behaviorist learning theory.

In post-modernism, the curriculum is a process not of transmitting what is known but of exploring what is unknown; and through exploration, students and teachers “clear the land” together, thereby transforming both the land and themselves which is the underlying features of constructivist learning theory. Learning and understanding come through dialogue and reflection.

The role of the curriculum is to help us negotiate these passages; it emphasizes the concepts of self-organization, indeterminacy, stability across and through instability, order emerging spontaneously from chaos, and the creative making of meaning and considers these nonlinear concepts a new set of curricular criteria. Therefore, students in DTU are expected to be taught to enable students to deal with unforeseen and uncertain events in the community.

Educational Strategies

The six curriculum issues which need to be considered in the innovative curriculum are given below:


In a student-centered approach, students have to take greater responsibility for their own learning. The emphasis is on the student and on what and how they learn. In contrast, in a teacher-centered approach, the emphasis is on the teachers and on what they teach. What matters in education is what the students learn, not what the teacher teaches. A student-centered approach, therefore, puts the emphasis where it should be- on the student.

Problem-based learning

The emphasis in many medical education programs has been on imparting to students a large body of basic and clinical knowledge. Once qualified, students are expected to synthesis this information and apply it to the clinical care of their patients. However, a growing body of thought that this type of program does not prepare students adequately for their career. Therefore the problem-based learning approach will overcome these deficiencies of the traditional curriculum.

Integrated Teaching

Integration is the organization of teaching matter into interrelated or unifies subjects frequently taught in the separate academic disciplines. Discipline-based teaching emphasizes the classical disciplines like anatomy, physiology etc. Contact with the patient will be later, after the completion of basic sciences and students are expected to put together the gained knowledge to get overall picture of patient’s problem. Recently more emphasis has been put on the teachers’ responsibility to integrate and present a meaningful whole.

Community-Based Education

A criticism of medical and health professional education is that the Hospital-based approach fostered ‘Ivory Tower’ approach to medicine in which students during their training have little contact with the community which they are being trained to serve. In the traditional hospital-based approach, the teaching is centered on the teaching hospital where students spend their time listening to lectures and attending to patients admitted. They may never see patients in their own homes since they experience a narrow view of medical needs and health care problems. So students should receive their training in a community setting and further detailed explanation on the rationale and components of CBE is described in the next section of this manual.


In standard education programs, all students pass through a set of prescribed courses with few, if any, opportunities to study a subject in more depth or to study a subject of their own choosing which has not been covered in the program. In recent years there has been a significant increase in curricular flexibility where electives are incorporated in to the academic programs. Elective programs in a curriculum give students the opportunity to select subjects or projects of their own choosing for in-depth study.


A traditional model for clinical teaching is the apprenticeships one in which trainees are attached to one teacher or ward, learn from patients present in the unit. They will see all patients passing through the ward and learn or are taught about the conditions as they present. What is taught will depend on what the patient is available.  Teaching in medicine and health a professional is based on the unpredicted clinical situation as they a raise. The hope is that students will, over a period of time, see a representative sample of practice. There is now a strong belief that what students do see and do should be no longer be left to chance and that the teaching and learning experiences, particularly in the clinical area, should be planned and recorded. Therefore in a systematically planned learning approach, an essential component of the course should be planned and spelled out to students the list of skills they are expected to master and skills they expected to see or examine.

Vision: To be one of the top five Reputable Health Science Colleges in Ethiopia by 2030

Mission፡ To solve the health problem of the society by producing qualified graduates in all fields of health professions, strengthening the excellence of health professionals education and combine scientific research with indigenous knowledge


Strategic Pillars፡

  • Fostering innovative health professionals education
  • Expanding undergraduate, postgraduate, and specialty programs in health sciences
  • Conducting problem-solving health researches by integrating indigenous knowledge
  • Providing community-oriented health services

Simulation Laboratories

There are relatively well-equipped skills development laboratories under the health science college. There are three skill labs in the college of health science

  1. Joint skill lab which is located in two different sites
    • Main campus: this skill lab has two big skill lab rooms with full equipment and has its own store. It is mainly used for preclinical health science students for all departments.
    • Hospital skill lab: there are three different skill lab rooms which include: two joint skill lab rooms and one for Anesthesia students

The clinical skill labs are equipped with different simulators and managed by one skill lab coordinator.  Under this skill lab there are five active lab assistance staffs

  1. Biomedical skill lab: this skill lab we have four lab rooms
    • Anatomy lab: it has one room for morgue and the second room for simulators or mannequins
    • Physiology lab
    • Pathology/histology lab
    • Biochemistry lab

This skill lab is mainly functional for pre-clinical students and all skill lab rooms are located in the main campus. Under this skill lab there are four skill lab assistances.

  1. Medical laboratory skill lab, it has five rooms with different units
    • Hematology unit
    • Parasitology unit
    • Microbiology unit
    • Clinical Chemistry unit
    • Immunology and serology unit

These lab units are used for both pre-clinical and clinical students. Of the units three of them located in the hospital and the other is in the main campus. These units are used as investigative center for patients who visit the hospital.  Under this lab there are five full time worker lab assistances.

Research and Community services

  1. A total of 34 community service projects were delivered to south Gondar zone community from 2017 to 2019
  1. Training on Safe Occupational Health Practice and COVID-19 Prevention for Municipal Solid Waste Collectors In Debre Tabor Town, South Gondar Zone, Amhara Region, 2020; By Alebachew Amsalu (PI), Eshetie Molla, Anmut Tilahun , Getachew Yideg & Amare Simegn
  2. Training on Occupational Health Hazards and Prevention of COVID-19 for Small Scale Industry Workers Especially (Garages, Metal work and Wood Furniture) in Mekane Eyesus North West, Ethiopia 2019/ Zebader Walle (PI), Birhanie Ambaw, GetanehAtikilt, Banchiayehu Alebachew,  Aragew Tesfaw &  Biruk Demissie
  3. Training on alcohol based hand sanitizer for students at Kimir Dingay and surrounding areas, South Gondar Zone Amien Ewunetei(PI), Mulugeta Molla,  Belayneh Kefale , Yohannes Shumet, Hiwot Yisak , Tesfaye Yimer & Yared Andargie
  4. Training on Neonatal Resuscitation during COVID-19 Pandemic Period and COVID-19 Infection Prevention and Control for Nurses, Midwifes and Health Officers working in the Selected Health Centers at South Gondar Zone, Northwest, Ethiopia, 2020. by Dejen Getaneh (PI ), Tigabu Dessie,  Ermias Sisay,  Nigussie Solomon, Getasew Legesse,  Amsalu Belete, &  Amare Simegn
  5. Providing training on improving in health care seeking behaviors of common childhood illness and preparedness, readiness for COVID-19 for Women Health Developmental Army at Guna Tana research catchment area, South Gonder zone, Northwest, Ethiopia, 2019. by Ermias Sisay PI, Birara Ayichewu, Dejen Getaneh,  Fekadu Dagaw, Nigusie Solomon, Sheganew Feten, Tekalign Amare  & Tigabu Dessie
  6. Increase the knowledge and change the attitude on safe handling practice of pesticides among pesticide retailors, Development Agent, and kebele leaders in Fogera and Libo-kemekem district, South Gondar zone, Ethiopia. By Emawoy Belay PI, Amien Ewunetie, Maru Mekie, Wubet Taklual, Alebachew Amsalu, Tesfaye Andualem, Asmamew kassahun Eshetie Molla
  7. Training provision for primary school teachers regarding neurodevelopment disorders and its vulnerability for COVID-19 pandemic in selected schools in South Gondar zone, Amhara region, Ethiopia, 2020. by Sintayehu Asnakew (PI), Amsalu Belete, Getasew Legas,  Abebaw Yeshambel, Fitalew Taddele,  Solomon Demis &  Habtamu Shimelis
  8. Training On Lymph Edema Prevention & Basic Management And Covid 19 Infection Prevention & Control For Health Extension Workers, South Gondar Zone, Ethiopia by Shegaw Zeleke (PI), Demewoz Kefale, Sheganew Fetene & Tekalign Amera
  9. Improving Quality Of Pediatric Nursing Care During COVID-19 Pandemic Season In South Gondar Zone Hospitals, North Central Ethiopia, 2020. by Abebaw Yeshambel- PI, Wubet Alebachew, Getinet Asmare, Habtamu Shimels, Sinatyehu Asnakew, Getasew Legas, Yitayal Ayalew & Dagne Adissu
  10. Training on prevention and early detection methods of Cervical cancers for community key informants in South Gondar zone, North West Ethiopia. by Gashaw Walle PI, Aragaw Tesfaw,  Tadeg Jemere,  Birhanu Kindu,  Getachew Yideg,   Maadot Mihretie, Fitalew Tadele, Biruk Demssie, Mulu Tiruneh & Tigabu Minuye
  11. Training pregnant and post natal mothers about the Prevention of COVID-19, Traditional Pediatric Uvulectomy, Milk Teeth Extraction and Tongue Bed Excision at Guna Tana Research Catchment Kebelles, South Gondar Zone Wubet Alebachew-PI, Biniam Minuye, Habitamu Shimelis, Tigabu Munye, Tewachew Muche, Getaneh Atikilt, Wondimnew Desalegn   Solomon Demis
  12. Folic Acid Adherence, Danger Signs During Pregenacy, Enhancing Of Post Natal Care Followup And How To Prevent Corona Virus /COVID 19 In Debre Tabor University Research And Community Service Cathement Area, Northwest Ethiopia, 2019/20 Abenezer Melkie  PI,  Gedefaye Nibret, Enyew Dagnew Tewachew Muche, Lakachew Yismaw, Worku Necho,  Tigabu Munye, Solomon Demis, Getasew Legass,  Dagne Addisu, Tigist Seid, Maru Mekie, Minale Bezie & Selamawit Fekadie
  13. Training On prevention and control of COVID19 and Parenting Skills On Age-Appropriate Child Development And Developmental Behavioural Change Managmentfor Women Health Deveolpment Armey And Health Extension Workers At Guna Tana Research Center Catchment, South Gondar Zone. By Demewoz Kefale, Shegaw Zeleke, Getnet Asmare,  Fekadu Dagnaw , Biniam Minuye & Demeke Mesfin
  14. Improving self and clinical screening practice of breast cancer and prevention and control of COVID 19 among health professionals and the community by Wubet Taklual, Dr.Lalem Meseret, Eneyew Dagnew, Maru Mekie, Desalegn Tesfa, Aragaw Tesfaw, Eshetie Molla & Emawoy Belay
  15. Peer To Peer Training  On  Sexuality And Reproductive  Health  For  Students  At  Debre Tabore  University  In  South  Gondar  Zone 2018     Solomon Demis Abebaw Yeshambel Amsalu Belete Wubet Alebachew  Berihun Bantie Amlakie Nigussie
  16. Training On Preceptorship For Nurses Working at Debre Tabor University Affiliation Health Institutions, 2018 By Shegaw Zeleke (PI), WorkuNecho, Getnet Asmare,  Tigabu Minuye, and Gashaw Kerebih
  17. Training On Neonatal Intensive Nursing Care For Nurses And Midwives At South Gondar Zone Hospitals, September 2018 by Wubet Alebachew, AbebawYeshambel, BiniamMinuye, Demoz Kefale, Solomon Demis, and WorkuNecho
  18. Training On Neonatal Danger Sign For Women Deveolpment Group Leaders And Health Extension Workers At Guna Tana Research Center Catchment, South Gondar Zone 2018 by AbebawYeshambel (PI), WubetAlebachew,  Solomon Demis, BiniamMinuye, DemewozKefale, and Gebrie Kassaw
  19. Identification of people on the street for the future better settlement of people living In The Road And paractice Begging At South Gonder Zone (Phase I)by Abebe Tiruneh (PI), Moges Gellaw, Basazinew Chekol ወ= 3
  20. Training on Scabies Prevetion, Control, And Screening In The Scabies High Prevalent Woredas Of South Gondar Zone, 2011 E.C. by WubetTaklual (PI), Alebachew Amsalu, Mekonnen Assefa Eshetie Molla
  21. Mental health training for non psychiatric health professionals among south Gondar zone health institutions south gondar zone .by Amsalu Belete Getasew Legas Sintayehu Asnakew
  22. Training and community mobilization on Metabolic Syndrome in Debre Tabor Town. By Alemayehu Diggsie, Melaku Tadege, Marelign Tilahun, Addisu Melak, Dessalegn Tesfa, Sofonyas Abebaw and Amien Ewunetie
  23. Training on First Aid Techniques for School Teachers in Farta Woreda, South Gondar Zone, Ethiopia. By Amien Ewunetei, Getnet Asmare, Dr. Amsalu Molla, Hiwot Yisak, Tzera Jemere
  24. Training and health education on causes and prevention of RHD for health extension workers and parents  in  six  selected  woredas  of  South Gonder Zone. byDr. Mestet Yibeltal, Dr. Dejene Shifera, Denekew Tenaw, Birkie Mulatie
  25. Training proposal on effective operation and functional verification of automated micropipettes for laboratory professionals who are working in south Gondar health institutions, Debre Tabor, Ethiopia, 2017. byAbebaw Worede & Chalachew Genet
  26. Strengthen appropriate complementary feeding practice of mothers through health works in selected Woredas’ of South Gondar, Amhara region, Ethiopia. By Asrat Hailu, Melaku Tadege, Getnet Asmare, Tigist Seid
  27. Sexual and reproductive health training for high school and preparatory school female students of south gondar zone selected district schools. by Desalegn Tesfa, Alemayehu Digssie, Melaku Tadege
  28. Personal hygiene training for food handlers working in Debre Tabor University Student cafeteria, Debretabor, Ethiopia. By Chalachew Genet & Abebaw Worede
  29. Training on Basic life support and advanced cardiac life support for Anaesthetists, Health Officers, BSc Nurse and Midwives who are working in South Gondar Zone Hospitals Debre Tabor Ethiopia Simgnew Kibret,  Epherem Fenti, Deriba Teshome, Moges Gelaw,  Dinberu Eshetie and Tadess Tamire
  30. Training program on peripheral nerve blocks and acute pain management for Anaesthetists who are working in Amhara Region, Debre Tabor, Ethiopia, 2017 Tadess Tamire, Deriba Teshome  Tikuneh Yetinberk
  31. Training on Acute Watery Diarrhoea prevention and control measures for students, mothers and religious leaders in three Woredas of South Gondar Zone) byYilkal Tafere, Seble Worku Habitamu Demelash
  32. Training on Management of common new born problems for nurses working in Debre Tabor university and Debre Tabor General Hospital at Debre Tabor Town 2017 by Getachew Aragie, Tigabu Dessie Dr. Yichalal Endayehu
  33. Epidemic investigation and management training for health care providers: special focus on Influenza outbreak in South Gondar administrative Zone Amhara region, 2017 Mekonnen Assefa
  34. Training on Trachoma prevention and control measures for high school children in four Woredas of South Gondar Zone by Seble Worku,  Getachew Aragie  Yilikal Tafere
  35. Research Activities

More than 180 articles are published on international journals by college of health science staffs.  And about 60 researches are conducted by the sponsorship of Debre Tabor University since 2016.

  1. Organchlorine pesticide residue analysis in water, sedement and Fish spcies of Lake Tana. By Anemut Tilahun Alemayehu Digssie, Biruk Demssie and Rajesh .P.N
  2. Burden and its associted factors of Neonatal Respiratory Distres Aamong Neonest admitted in NICU at selected Governmental Hospitals, South Gondar Zone, Amhara region, Ethiopia, 2019. by Demewoz Kefale Shegaw Zeleke, Birara Aychew
  3. Proportion of failed induction and its associted factors among mothers who had indution at selected hospitals in In South Gondar Zone Amhara region Northwest ethiopia, 2019/20. by Abenezer Melike Maru Mekie, Enyew Dagnew and Asrat Hailu
  4. Status Of Water, Sanitation, And Hygiene (Wash) Facilities In Primary Schools Of South Gondar Zone, Amhara Region. By Alebachew Amsalu            Getaneh Atikilt and Wubet Taklual
  5. The effect of food insecurity on pregnancy outcome among pregnant women in South Gondar Zone, Northwest Ethiopia .by Melaku Tadege       Mulu Tiruneh, Desalegn Tesfa Alemayehu Digssie
  6. Evaluation of the anti-diarrheal activity of aqueous extract of the leaves of Myrtus communis Linn in mice. By Yared Andargie “Amien Ewunetie, Belayneh Kefale , Mulugeta Molla”
  7. A Retrospective Crossectional Study On the Completeness Of Perioperative Anaesthesia Records In Amhara Regional State Hospitals. By Moges Gelaw, Efrem Fenta and Tadese Tamire
  8. Incidence and determinants of feeding intolerance among preterm neoneats admitted to level III neonatal intnsive care units of Amhara region. By Wubet Alebachew Biniam Minuye and Abebaw Yeshambele
  9. Prevalnce of musculoskeletal disorders and associted factors among computer users of South Gondar Zone Bank Workers. By Biruk Demissie      Getachew Yideg, Anemut Tilahun and Anteneh Mengist
  10. Evaluation of in vivo wound healing and antioxidant activity of 80% methanol crude extract of aerial parts of Melilotus elegansin mice. By Meswat Asrat, Amien Ewunetie, Mulugeta Molla, Taklo Simeneh
  11. Prevalence And Associated Factors Of Neonatal Near Miss In South Gondar Hospitals, Northwest Ethiopia, 2012. by Enyew Dagnew, Habtamu Geberehana, Abenezer Melkie, Minale Bezie
  12. Burnout Syndrome and Associated Factors Among Health Care Providers Working In Public Health Facilities In South Gondar Zone, Northwest Ethiopia. By Eshetie Molla            Tigist Seid, Emaway Belay
  13. Treatment Outcome and its Contributing Factors Among Hospitalized Stroke Patient at Felege Hiwot Referal Hospital; Bahir Dar; Ethiopia .by Belayneh Kefale Amien Ewunetie , Anemut Tilahun , Getachew Yideg   Mulugeta Molla
  14. Fetal Malnutrition And Its Associated Factors Among Term New Born Babies Delivered In South Gondar Zone Hospitals, North West Ethiopia by Desalegn Tesfa       Alemayehu, Mr. Melaku Tadege, Mr. Mulu Tiruneh
  15. Survival rate of breast cancer patients in University of Gondar And Felege Hiwot Specilized Hospitals, Northwest Ethiopa by Mulu Tiruneh, Desalegn Tesfa, Aragaw Tesfaw, Getahen Atikilt
  16. Level Of Glycemic Control and Its Associated Factors Among Type Ii Diabetic Patients Attending Their Follow Up At Hospitals Of South Gondar Administrative Zone, 2019. by Alemayehu Digssie Melaku Tadege, Desalegn Tesfa and Fitalew Tadele
  17. Incidence and associated factors of first attempt peripheral intravenous cannulation failure among children admitted to Debre Tabor General Hospital, North West Ethiopia, 2020. by Abebaw Yeshambel Sintayehu Asnakew , Wubet Alebachew, Biniam Minuye
  18. Magnitude and Factors Associated To Delay Diagnosis Among Breast Cancer Patients At Gondar And Felege Hiwot Specialized Hospitals, Northwest Ethiopia. By Aragaw Tesfaw Solomon Demise, Mulu Tiruneh and Tigabu Minuye
  19. Determinants of adverse birth outcomes among mothers who gave birth at Hospitals in south Gondar zone, North West Ethiopia, 2019/20 GC . by Dagne Addisu “Shimelis Biru, Biniam Minuye,  Minale Bezie, Wubet Alebachew, Solomon Demis
  20. Knowledge, attitude, and perception of pregnant women towards preeclampsia in South Gondar Zone, Ethiopia, 2019: Mixed design study . by Maru Mekie, Dagne Addisu, Minale Bezie
  21. Effect of community based training program on the health literacy rate of the community in South Gondar zone: Using mixed study design. By Wubet Taklual,      Zebader Walle, Eshetie Molla, Emawoy Belay
  22. Magnitude Of Bad Post -Operative Out Comes And  Associated Factors Among  Surgical Patients At Debretabor General Hospital South Gondar Amhara, North Central Ethiopia. by Abebe Tiruneh        Tikuneh Yetneberk, Dr.Amsalu molla
  23. Incidence and severity of aflatoxin among cow feed in debre tabor town Debre tabor North centeral Ethiopia by Fitalew Tadele Rajesh NP, Animut Tilahun
  24. Cognative impariment and associted factors among Dabetic milletus patients receiving care at DTFH. Northwest Ethiopia, 2019. by Getahcew Yideg Tadeg Jemre, Addisu Melak, Fitalew TadeleOrganchlorine pesticide residue analysis in water, sedement and Fish spcies of Lake Tana.
  25. Prevalence of Hemorrhoid and its associated factors among adults in Fogera Woreda, Northwest, Ethiopia by Dr. Amsalu Molla (MD+) Alemayehu Digssie
  26. Male partner involveent in maternal health care in South Gondar zone, May 2017 by MarelignTilahun Eshetie Molla,  Mekonnen assefa, Wubet Taklual
  27. Assessment of cemtral obesity and its associated factors among adults in Debre Tabor Town, Northwest Ethiopia by Alemayehu Digssie,   Desalegn Tesfa, Bedilu Abebe
  28. Factors associated with adoption of essential new born care practice in Fogera district, Amh-ara national regional state, North West Ethiopia, 2017 by Desalegn Tesfa Bedilu Abebe, Alemayehu Digssie, Melaku Tadege
  29. A baseline survey on Drug prescribing and patient care indicators for outpatients in newly opned hospitals of Soputh Gondar zone, North Western Ethiopia by Amien Ewunetei, Hiwot Yisak, Tezera Jemere
  30. Prevalence and associated factors of common mental disorders among residents of South Gondar zone, North West Ethiopia, 2017 by Getasew Legas      Getnet Mihretie
  31. Preconception care and associated factors among women in HIV/AIDS care from Hospitals of South Gondar Zone, North West Ethiopi: Implication for reproductive health and PMTCT provision. By Amare Simegn, Yitayal Ayalew, Tewachew Mucha
  32. Magnitude and associated factors of awarness with recall under general Anesthesia in Amhara regional state referral hospitals from January 1 to Febrary 30, 2018 by Tadess Tamire Habtamu Demelash, Tikunh Yetnebrek and Simegnew Kibret
  33. Prevalnce and its associated factors of weight gain adequacy among prgnant women in South Gondar zone, Northcentral Ethiopia, 2010 to 211 E.C. by Melaku Tadege Desalegn Tesfa, Bedilu Abebe, Sofoniyas Abebaw
  34. Prevalence and associated factors disablity among Schizophrenic patients at Debre Tabor, Felege Hiwot and Gondar Hospital general pshychiatry unit. by Awoke Giletew      Getnet Mihretie, Getasew Legas
  35. Womens knowlelge and attitude towards Cervical Cancer in South Gondar zone, North west Ethiopia: A crossectional study. by Yilikal Tafere
  36. In vitro evaluation of Antibacterial activity of crude methanolic extracts and their fractios of some Meducinal plants unsed in Ethiopia folk Medicine for the treatment of Skin infection. By Tezera Jemere Yilikal Tafere, Addisu Melak
  37. Assessment of qaulity care delivered for Pulmonary Tuberculosis patients in health facilities of South Gondar Zone, a case in Debre Tabor Town by Chalachew Genet Tesfaye Andualem
  38. Prevalence and associated factors of under nutrition among school age children aged 07 – 12 years in Debre Tabor Town elementary schools, South Gondar, Ethiopia          by Hiwot Yisak Amien Ewunetei
  39. Risk factors for Delay for Age appropirate Vaccination in selected Woredas of South Gondar Zone North west Ethiopia, 2017. by Mekonnen Assefa , Marelign Tilahun, Wubet Takilual, Eshetie Molla
  40. Complete Immunization coverage and associated factors among children aged 12 – 23 months in South Gondar Zone, North Western Ethiopia. By Tewachew Muche Aamre Simegn
  41. Diarrheal disease in under-five children and associated factors among open defection free and none open defecation free households of Farta district rural community, Amhara, North west Ethiopia: A comparative cross-sectional study by Yilkal Tafere, Amsalu Belete, Bedilu Abebe, Habtamu Demelash
  42. Asymptomatic bacteriuria and antimicrobial susceptibility patterns among pregnant women attending antenatal clinics in Debre Tabor, North-Central Ethiopia: a prospective bacteriological study by Seble Worku, Dr. Lealem Meseret
  43. Magnitude of poisoning and associated factors in Debre Tabor Hospital, Ethiopia by “Dr. Yichalal Endayehu,& Ermias Shenkutie
  44. “Assessment Of Professional Ethics Among Health Care Workers In Public Hospitals Found In South Gondar Zone, Amhara, North Central Ethiopia by Habtamu Demelash , Yilkal Tafere, Mulugeta Dile
  45. “Evaluating the in vivo anti-malarial activities of the crude extract of Gardenia ternifolia leaf against plasmodium berghei infected mice by Tezera Jemere , Dessie Tegegne
  46. Nutritional status and associated factors among children’s (06 – 59 months of age) in the rural community of Lebo–Kemkem Woreda, South Gondar, Northeast Ethiopia by “Melaku Tadege, Alemayehu Digisse
  47. Assessment of KP with respect to birth preparedness and complication readiness and factors associated with their practice Among women who give birth in the last 12 months in Farta Woreda, South Gondar Zone, Ethiopia by Habtamu Geberehana, Habtamu Abie
  48. Determinants of intra partum death, still birth and early neonatal deaths in public hospitals of South Gondar zone by “Bedilu Abebe, Marelign Tilahun
  49. Neonatal Sepsis, antibiotics susceptibility and its risk factors among new new-born admitted in two hospitals, North west Ethiopia. by Getachew Arage, Seble Worku, Dr. yichala Endayehu
  50. Maternal, fetal, and neonatal outcomes of obstructed labor in Amhara regional state referral hospitals: A prospective cohort study by Mulugeta Dille , Mr. Habtamu Demelash, Dr. Lealem Meseret
  51. “Assessment of Knowledge, Attitude and Practice of TM in the communities of Debre Tabor in Amhara region, North central Ethiopia by Tezera Jemere, Dessie Tegegne
  52. “Incidence of severe acute maternal morbidity and Determinant Factors in South Gondar Zone: Population based prospective longitudinal Study by Marelign Tilahun, Bedilu Abebe, Mekonnen Assefa
  53. Population based survey of chronic non-communicable diseases in Guna-Tana Integrated Field Research and Development Center (GTIFRDC): a community based cross-sectional study by Mekonnen Assefa (PI), Marelign Tilahun, Bedilu Abebe and Getachew Arage
  54. Urinary tract infection: bacterial etiologies, drug resistance profile and associated risk factors in Diabetic patients attending at Debre Tabor Hospital, North West Ethiopia by Seble Worku
  55. Malaria parasitism and its association with lipid and hematological profiles among malaria patients in Addis Zemen Hospital, North West Ethiopia by Solomon Sirak, Addisu Melese
  56. Common mental disorders and associated factors among Holy water users at Farta Woreda Holy waters, South Gondar, Amhara, Ethiopia by Amsalu Belete, Getachew Arage
  57. Determinant factors of neonatal danger sign and level of Knowledge of mothers who give birth at health facility and at home in South Gondar Zone: A comparative cross – sectional study by Marelign Tilahun Bedilu Abebe, Mekonnen Assefa
  58. Evaluating in Vivo anti-malarial activities of the crude extracts of Brucea antidysenterica steam bark against plasmodium Berghei by Tezera Jemere, Amein Ewuntie, Hiwot Yisak
  59. Nutritional status of Adolecent girls and its associated factors among high school and preparatory school of Lay Gayint Woreda, South Gondar, North Centeral Ethiopia by Getachew Arage, Mekonnen Assefa, Amsalu Belete
  60. Job satisfaction and associated factors among health workers of Gouth Gondar by Bedilu Abebe Marelign Tilahun, Mekonnen Assefa
  1. Departments (Anesthesia, Medicine, Midwifery, Medical Laboratory Science, Nursing):
  • Anesthesia

It is one of the departments launched during the establishment of the college in 2013 with 15 students. In 2015/16, the department has three batches of students with a total of 54 students. For effective exposure to clinical cases, students are transferred to hospitals at year two and attached to other sites at year three and supplemented with skills lab to gain basic anesthetic skills. The department has a total of nine staffs (two Lecturers, three assistant lecturers and four graduate assistants) and moving towards making the curriculum hybrid innovative and problem solving, which is found to be effective in making teaching student centered and lifelong learner with required competencies.

  • Medicine

The department was opened in 2013 with 60 students to produce competent, compassionate and committed doctors that would meet the present and future priority health needs of the Ethiopian population and fulfill international standards for medical education. The curriculum we are implementing is a hybrid innovative and competency based. The core competencies medical students must demonstrate at the point of graduation are defined after the existing local and international documents on learning outcomes were critically reviewed.  These competencies were then organized in to eight themes: 1). Scientific foundation of medicine, 2). Clinical skills, 3). Population health and health systems, 4). Communication skills, 5). Professionalism, 6). Management of information, 7). Critical thinking, practice-based improvement and research; and 8). Inter-professional collaborative practice. With these core competencies, medical students will take three qualification exams: Step I from pre-clerkship II to clerkship I and Step II from clerkship III to internship. After successful completion of their internship, students will sit for national qualification exam that will be prepared by the National Board of Examination (NBE). The years of study and duration is given as below.

In 2015/16 academic year, the department has three batches of students and 48 physicians (5 specialists, 18 residents and 23 GPs).

  • Midwifery

The department was launched in 2013 with the objective of producing competent professional midwives who are able to provide a promotive, preventive, curative and rehabilitative midwifery reproductive health services at all levels of health care system. The curriculum we are implementing is a hybrid innovative and competency based. The core competencies Midwife students must demonstrate at the point of graduation are determined by critical adaptation of existing local (the 2010 Ethiopian harmonized BSc degree midwifery curriculum) and international documents on learning outcomes defined by International confederation of midwives (ICM) were critically reviewed. These core competencies were then organized in to eleven themes: 1). Social, epidemiologic and cultural context of maternal and newborn care, 2). Pre-pregnancy care and family planning, 3). Provision of care during pregnancy, 4). Provision of care during labor and birth, 5). Provision of care for women during the postpartum period, 6). Newborn and Child Health Care, 7). Abortion and gynecology care, 8). Inter-professional collaboration and communication, 9). Professionalism (Professional Values, Attitudes, Behavior and Ethics), 10). Management and leadership, and 11). Basic nursing care. With these competencies, students will take qualification exam (internal comprehensive and external exam) to progress to professional midwifery practice. The program is designed for a 4-years study duration.  In the first one year, students acquire foundational knowledge, skills and attitudes in biomedical sciences, patient-midwife relationship and public health. In the next two years, students will take life cycle based midwifery care modules that provide basic knowledge, skills and attitude necessary to practice midwifery profession. At their 4th year, midwives will be attached for autonomous midwifery professional practice. Specialty areas include; Reproductive health, Clinical midwifery, Midwifery education, Emergency obstetrics, Maternity nursing and Child health. The structure and durations of each year are given below.

In 2015/16, the department has three batches in the regular program, two batches in the upgrade program, one batch in extension and one batch in the summer with a capacity of approximately 300 students. The department in 2015/16 academic year has 20 staffs (7 Lecturers, 8 at study leave & 5 Graduate assistants).  The department has also future plans to start MSc programs in midwifery.


  • Medical Laboratory Science (MLS)

The department was launched in 2015/16 academic year by taking 32 students with the objectives of training medical laboratory science practitioners capable of providing comprehensive laboratory services in hospitals, regional laboratories and health centers and able to give training to subordinate laboratory personnel and conducting research and participate in community services in the area of clinical laboratory sciences and public health based on the existing problems and needs of the society. We are implementing the 2013 Ethiopian Medical Laboratory Science harmonized curriculum designed for a 4 years study duration. The curriculum tried to give greater emphasis on the learning in terms of knowledge, skills and competencies within courses and modules and focuses on how learners learn and design effective learning environments – strengthening the relationship between the world of education and the world of work.

MLS professionals work in hospitals, health centers, industrial medical laboratories, pharmaceutical houses, and research centers working with disease studies, and as faculty of training institutions preparing medical laboratory personnel. Specialty areas include: Medical/clinical chemistry, Microbiology, Parasitology, Blood bank/immunohematology, Hematology, Immunology, Cyto-technology and Molecular biology/genetics. The department has a total of 9 teaching staffs (5 Lecturers, 4 Graduate assistants) and planned to develop innovative curriculum, which is found to be effective in making teaching student centered and lifelong learner with required competencies.

  • Nursing

Nursing department was launched in 2014 with the aim of training BSc nursing specialties (neonatal, pediatrics, OR, and others of national interest). Nursing works in the promotion of health, prevention of illness, and the care of ill, disabled and dying people. The department is working towards training competent nurses that will work on improving health care practice; providing high quality promotional, preventive, curative and rehabilitative health services for the community; conducting problem based health and health related researches that will help to address the communities’ problems. With key nursing roles in health promotion, safe environment, research, health policy and systems management and education and based on national needs and interests, the department has future plans to launch programs in the undergraduate and postgraduate studies. To this end, the department is conducting need assessment for BSc Generic and psychiatric nursing to open it by next year/2009 E.C. Currently, the department has two batches of upgrade neonatal nursing, one batch of upgrade pediatrics and child health nursing and one batch extension in the continuing program. For effective implementation of these programs, the department has 13 staffs (2 Lecturers, 3 at study leaves and 8 Graduate assistants).

  1. Coordinators (Biomedical, Clinical, Skills Lab, SPH, EDC)
  • Biomedical Science

Founded in 2013 with the establishment of the college to support the implementation of the innovative hybrid curriculum of the Medical and Midwifery curricula. With its best effort, the department has established five biomedical science laboratories and tried to equip them with basic materials. Students are engaged in practical session for the theoretical aspects of their education given in the class. The department is trying to make the teaching learning process practice based.  The department currently has 14 staffs (9 lecturers, 2 at study leave and 3 Graduate assistants)


Partial view of Biomedical Science Labs


  • Clinical Science

This unit was established for the best implementation of the innovative curriculum. It follows the proper implementation of clinical site teaching and attachments. As the curriculum needs early clinical exposure for its better implementation, the unit is striving towards competency and case based teaching in hospitals/health center.

  • Skills Laboratory

Knowledge, skill and attitude are the domains of education that determines the competencies of any professional. The skills lab was established in 2013 during the establishment of the college to give students chance to improve their skills in simulation centers before they go for clinical sites.

  • Social and Population Health (SPH)

Established in 2013 under college of health sciences, SPH is playing a major role in the design and implementation of the hybrid innovative curriculum, educational philosophy and strategy of the University. Lead by independent coordinator, it provides teaching services in the hybrid innovative curricula modules for undergraduate Medical, Midwifery and Nursing students and courses for Anesthesia, Medical laboratory and midwifery and nursing extension students.

To have holistic health care professionals, starting from the first year; Medical, Midwifery and Nursing students are deployed to the community to conduct weekly community visits guided by their instructors and checklists & finally prepare, report, present and discussed in seminars. In addition to the weekly community visits, students will have phases of community based training program (CBTP) every year until their year of graduation. This equips students the necessary knowledge to diagnose community health problems and design, conduct, analyze, present and report small scale research and conduct social, environmental, reproductive and nutritional surveys and interventions. At the end of the day, students will be assigned to conduct team training program (TTP) and Student Research Projects (SRP).

With quality community based education, the SPH is striving to produce competent, communicative, confidential, entrepreneurial, socially empathic, ethical and compassionate health professionals, who can provide quality professional services for individuals, family and the community at large. The department also sets future plans to begin postgraduate studies in epidemiology, reproductive health and general public health. Furthermore, it has plans to establish demographic surveillance survey (DSS) site under the umbrella of Guna Tana Integrated Field Research and Development Centre (GTIFRDC) of the University established for two purposes: 1). To create opportunities for students to learn by doing, have real experiences on their learning and 2). To integrate education, research and service aimed at improving the lives of society. The department currently has 17 staffs (1 Assis. Prof., 6 Lecturers, 4 at study leave and 6 Graduate assistants).


  • Health Science Educational Development Center (HSEDC)

College of health sciences established health science education development center (HSEDC) to lead and coordinate quality assurance and program monitoring and evaluation. Quality assurance is guided by educational standards and benchmarks defined by the World Federation of Medical Education and the Higher Education Relevance and Quality Agency (HERQA). HSEDC was established:

  • To oversee the implementation of curriculum, develop standard guidelines for teaching and assessment and make necessary adjustments along the way by establishing curriculum review committee.
  • To self-review educational inputs, processes and outputs (including human resources, physical infrastructure, teaching/learning processes in classroom, skills lab, biomedical lab, clinical and community setting, student and performance assessment, management and governance) semi-annually.
  • To organize regular faculty development and support programs on instructional methods, technical updates, research, leadership, etc.
  • To develop and maintain exam banks and coordinate, review and administer student assessments.
  • To evaluate teaching/learning effectiveness by systematic collection of feedback from students midway and at the end of each module or attachment and use it for program improvement.
  • To follow evaluations of instructors and their peers and modules/rotations at the end of module delivery.
  • To undertake annual assessments of the program by the teaching staff.
  • To prepare exit interviews at graduation and for all those who drop out for any reason.
  • To monitor students’ pass rate in national qualification (pre-licensure) exam and comparing it with other schools.
  • To establish alumni of graduates as a mechanism to assess their career choice and development.
  • To evaluate graduates’ performance including obtaining feedback from employers and society and use the information for program improvement.
  • To review curriculum every four/six years to be led by the curriculum committee under the HSEDC.