UP Manila Colleges Brochure by Anne Marie Alto

1949 Transfer of UP to Diliman, Quezon City after the damage wrought by World War II. With PGH, CM and CD left behind in Manila to continue serving the sick and injured

1910 Opening of PGH to provide health care to the public and offer clinical instruction and training to medical students 1927 Opening of the School of Sanitation and Public Health. The first precursor of the College of Public Health

1907 Opening of PMS and creation of the Philippine General Hospital through Phil. Commission Act 1688

1962 Opening of the College of Allied Medical Professions that started as a department of CM, the 1st school for rehabilitation professionals in the Philippines

1915 Opening of the College of Dentistry.

Creation of the Philippine Medical School (PMS) though Philippine Commission Act 1415

Started as a department of CM, later reorganized into the School of Dentistry

1905

1911

1908 Creation of the University of the Philippines in Ermita, Manila. The countryâ&#x20AC;&#x2122;s 1st institution of higher learning through Phil. Commission Act 1870, with PMS, renamed College of Medicine, as one of its initial units

The opening of the College of Pharmacy that started as a program of CM At present the only school offering BS Industrial Pharmacy

1948 Opening of the College of Nursing The 1st universitybased nursing school in the Philippines with a competency-based and communityoriented curriculum

1965 Creation of the Comprehensive Community Health Program as a common field laboratory for UPM health profession students; was abolished in 1988

1951 Opening of the College of Arts and Sciences Started as a night school for working students and later expanded to provide foundation courses and separate courses

1976

2011

Creation of the School of Health Sciences in Palo, Leyte

Signing of agreement for the Return of Service Program

To produce a broad range of health manpower that will serve depressed and underserved communities in Region 8

1983

JUNE 2008

HSC was renamed University of the Philippines Manila; Colleges of Nursing and Pharmacy transferred back to Manila

Centennial celebration of UP and enactment of a new UP Charter under RA 9500 that designated UP as the national university 2008 Opening of SHS in Baler, Aurora

1967 1988 Major reorganization in UP Manila that transformed its philosophy, vision, organizational structure, governance, and some academic programs

Creation of the Health Sciences Center (HSC) Through RA 5163 to meet the health science education needs of the growing population

2011

1972 Reorganization of UP into a system of constituent universities

1975 Creation of the National Teacher Training Center for the Health Professions To enhance the instructional skills and competencies of teachers in the health professions

1979 HSC became the second autonomous campus of the UP System through Executive Order 519 with Dr. Florentino Herrera as 1st chancellor

1998 Creation of the National Institutes of Health as a coordinating body of existing research units and lead in the conduct of biomedical researches that impact on the peopleâ&#x20AC;&#x2122;s health

2010 Opening of SHS in Koronadal City, South Cotabato

COLLEGE OF MEDICINE

Vision A community of scholars highly competent in the field of medicine with a heightened social consciousness; imbued with moral, ethical, and spiritual vigor; dedicated to a life of learning; committed to the development of Philippine society; inspired by love, compassion, and respect for the dignity of human life; and anchored on the principles on Truth, Freedom Justice, Love of Country, and Democratic Way of Life. Mission Guided by moral, ethical and spiritual values, we commit ourselves to excellence and leadership in communityoriented medical education, research and service, using the primary health care approach, intended especially for the underserved.

On September 1, 1910, the Philippine General Hospital was opened to treat patients and provide clinical instruction for students of the School. On December 8, 1910, the School was renamed University of the Philippines College of Medicine and Surgery and in 1923, it was shortened to University of the Philippines College of Medicine (UPCM). UPCM is the first medical college in the country to offer a shortened medical curriculum from a two-degree, nine-year standard medical program into a seven-year medical curriculum called the Integrated Arts and Medicine Program (INTARMED). This program admits high school graduates directly and baccalaureate degree graduates laterally at Learning Unit III into the College. It includes one year of internship. The College adopted the Organ System Integrated Curriculum in 2004-2005 that had its first batch of graduates in 2010. The CM has been designated as a Center of Excellence in Medical Education by the Commission on Higher Education and its MD program was conferred the Level IV status by the Philippine Accrediting Association of Schools, Colleges, and Universities. Since the Philippine Regulation Commission started recognizing colleges with high passing rate in 1997, CM has been consistently ranked as the top performing medical school in the Philippines with the highest passing performance.

The Second Philippine Commission passed Act 1415 on December 1, 1905 establishing the Philippine Medical School, the forerunner of the College of Medicine (CM). The School opened on June 10, 1907 occupying the old structure of the School of the Deaf and Blind on Malecon Drive (now Bonifacio Drive). Dr. Paul Freer was the first dean of the School. In 1910, the School transferred to Herran Street (now Pedro Gil Street).

Undergraduate Program BS Basic Medical Sciences Graduate Programs Doctor of Medicine MD-PhD (2-track program) Master in Basic Medical Sciences Master in Clinical Audiology Master in Orthopedics Master in Medical Anthropology Master of Science in Biochemistry Master of Science in Bioethics Master of Science in Clinical Medicine: Child Health Family Medicine Medical Oncology Obstetrics-Gynecology Preventive Ophthalmology Surgery Master of Science in Clinical Epidemiology Master of Science in Health Informatics: Bioinformatics Medical Informatics Master of Science in Pharmacology Master of Science in Physiology Master of Science in Genetic Counseling Master of Science in Medical Anthropology Ph D Biochemistry

The dual MD-PhD (Molecular Medicine Program) aims to train aspiring physician-scientists for careers dedicated to the pursuit of basic and applied biomedical research towards the advancement of health from the individual to global levels. The prescribed program of study comprises eight years: one year of graduate level coursework and research, five years of medical education (LU 111-VII of the INTARMED program) and two years for completion and defense of a PhD dissertation.

Post-baccalaureate Programs Certificate in Biochemistry Diploma in Bioethics Diploma in Clinical Epidemiology Diploma in Clinical Medicine: Child Health, Family Medicine, Ob-Gyne Diploma in Physiology

COLLEGE OF PHARMACY

History The UP College of Pharmacy (UPCP) began as a course in pharmacy instituted under the College of Liberal Arts on June 5, 1911. The initial curricular offerings were: a three-year graduate program in Pharmacy (Ph.G.) degree and the Pharmaceutical Chemist degree (Ph.C.). The School of Pharmacy was established in February 12, 1914 under the administrative control of the College of Medicine with Dr. Andrew Grover DuMez as its first Director. From 1913 to 1914, the four-year course leading to the degree of Bachelor of Science in Pharmacy (BSP) was introduced. In August 14, 1935, the Board of Regents approved the change of status of the School to that of an autonomous college where Dr. Mariano V. del Rosario, then the Director of the School, became the first dean.

Since then, UPCP has been under the administration of thirteen deans while the facility has been transferred numerous times until 1996 where it finally found its home at the Patrocinio Valenzuela Hall in UP Manila together with other units of the Health Sciences Center. At present, the UPCP is composed of three departmentsâ&#x20AC;&#x201C; Pharmacy, Pharmaceutical Chemistry, and Industrial Pharmacy. The three departments work together in providing world class pharmacy education and is in the forefront of the advancement of pharmacy practice, research, and education in the country.

Degree Programs BS Pharmacy (5 years) â&#x20AC;&#x201C; BSP graduates of UPCP are highly skilled in providing pharmaceutical care and drug information in both community and clinical settings taught through innovative professional pharmacy courses that emulate actual patient care settings and internship that exposes them to pharmacy practice. BS Industrial Pharmacy (5 Years) â&#x20AC;&#x201C; the only BS IP course offered in the country where graduates have a solid foundation in drug development and research, pharmaceutical manufacturing, marketing, engineering, and quality assurance through courses handled by experienced industry professionals and internship courses that provide familiarity to the pharmaceutical industry. MS in Pharmacy UPCP offers three majors in its graduate program: Pharmaceutical Chemistry, Industrial Pharmacy, and Hospital Pharmacy. Graduates are provided with the added competencies they may need to help them improve their research abilities, enhance their teaching and communication skills, update their knowledge in the current regulatory requirements for the compliance of products and institutions, effectively manage their organization and lastly, to equip them with skills in administrative decision and policy making for their respective areas of work. Research Program The strength in research by UPCP can be seen in several pioneering studies made by the faculty members and students in collaboration with local and international agencies. These include the work on extract of rice polishings for the elimination of beriberi, the isolation and characterization of the chemical constituents of Philippine plants, and on the drug formulation, quality assurance, and drug evaluation of dosage forms of Philippine medicinal plants.

To date, while continuing its thrust in pharmaceutical sciences and drug development research, the College is also leading in the movement towards pharmacy practice, social and administrative pharmacy, and public health pharmacy research in the country. Community Services Being true to its commitment to serve the country, the UP College of Pharmacy is constantly helping in the uplifting of the Pharmacy Profession in the Philippines through organizing Continuing Professional Development Programs and transforming its curriculum with initiatives that are more responsive to patient needs. Through a collaborative effort with other units in the University, the College is a strong supporter of the Community Health Development Program of UP Manila, which also enables its students and faculty to learn from a unique community service within an inter-professional environment. The College is also in close partnership with government agencies and professional organizations to lend its technical expertise on relevant issues and policies including the rational use of medicines, supply chain system, and the pharmaceutical industry. Student Life UPCP Students enjoy the privilege of being trained in an environment that provides them with hands-on experience in various areas of practice. The pharmacy education provided by the College is also wholistic in preparing the graduates for a variety of roles that require not only their academic competency but skills in handling the demands of their future professional work. A consistently active student council and various student organizations give life to their stay in the college allowing them to exercise all the talents and skills that could further lead them to their full potentials. Not surprisingly, the UP College of Pharmacy is well-known for consistently producing not only Pharmacy licensure examination top-notchers but also leaders and changers in the Pharmacy Profession and Industry.

COLLEGE OF DENTISTRY

The College of Dentistry was first established as a department of the College of Medicine and Surgery on February 8, 1915. In 19I7, the Department was organized into a School of Dentistry, under the wing of the College of Medicine with Dr. Louie Ottofy as Director.

before it transferred to and stayed for 42 years at the old Infirmary Building along Padre Faura Street. In 2002, the College moved to its own newlyconstructed building in the corner of Taft Avenue and Pedro Gil streets.

The School became an independent unit in 1948. Due to the damage caused by World War II, the School was closed on February 3, 1945. Shortly, it resumed operations on August 6, 1945 to give completion courses to students whose studies were interrupted by the war. It was in October, 1946, that the School offered the regular four-year course in Dentistry. In 1952, the College moved back to Manila from Diliman and occupied Rizal Hall

Location and Facilities The new building houses the administration and offices of the college secretary, and faculty members and the four clinical sections (Oral Diagnosis and Oral Medicine, Restorative Dentistry and Prosthodontics) with a total of 144 dental chairs. A recent purchase of the college is a dental microscope that can greatly improve diagnosis and visualization of oral diseases. There is also a library with computers that are connected to the web, five laboratories, seven classrooms with a complete set of audio-video equipment. The multipurpose auditorium that can seat up to 300 people has a newly installed lighting and professional audio-video equipment. This auditorium can be converted to three classrooms with their own set of audio-video equipment. The Alumni Many graduates are members of the Philippine Dental Association Speakers Bureau sharing their expertise with other dentists; assuming the position of dean in other dental schools; being appointed to the Professional Regulation Commission Board of Dentistry; serving as current or former faculty members of dental schools here and abroad and as leaders of dental chapters, professional organizations and non-government organizations. Program Offerings Doctor of Dental Medicine MS Dentistry (Orthodontics)

 Consistent 100% passing rate in the Dentist licensure Examination  Graduates of the UP College of Dentistry consistently land in the Top Ten places in the Dentist Licensure Examination

Community Services • Health Education and Oral Health Promotion for selected grade level pupils and differently-abled pupils at Sta. Ana Elementary School; pre-school children at the UP Manila Creche and Development Center, select PGH patients, and community residents in selected barangays; • Dental students doing their field practicum in the towns of Amadeo, Mendez, Indang, General Aguinaldo and Alfonso (AMIGA) in Cavite under the Community Health and Development Program; • Health education and oral health promotion to increase oral health awareness and improve positive attitude towards oral health among senior citizens (hypertensives, diabetics) at selected barangays; pregnant women seeking consultation at rural health unit; special education (SPED) pupils at designated schools in barangay Day Care, elementary and high school students at selected barangays, parents and teachers; • Dental treatment to address urgent oral needs, reduce number of tooth decay and gum problems and help improve quality of life: Oral Diagnosis, Filling (Atraumatic Restorative Treatment) Scaling and polishing, Simple extraction, Referral Community residents at selected barangays (dental mission); • Barangay Health Workers Training to upgrade their skills, become Oral Health Workers, improve access to oral health and help address sustainability of oral health projects; • Inter-professional approach of UP Manila professional colleges assigned in the community leading to an understanding that health is better achieved when muti-disciplines work together for better coordination and health services; • Collaboration with AMIGA municipal dentists; • Coordination with mayors and local barangay officials; • Cooperation with Department of Education officers and teachers.

Student Life The College supports the well-rounded education of its students. They pursue various interests in conjunction with their academic learning. To achieve holistic development, the students engage in different extracurricular activities. Those gifted in dancing can join the Groove Dexterity, the College’s official dance troupe who performs and competes with other schools’ teams in competitions, such as the annual Philippine Dental Association cheer dance competition. The Dental Health Brigade is a socio-civic organization that allows students to go outside the campus and tend to the oral health needs of less fortunate brothers and sisters. Students render free dental services through dental missions in different parts of the country. The students get to be exposed and thoroughly understand the realities in the field, that there are a lot of people who cannot afford proper oral health care, that there are times when they have to operate under less than ideal circumstances. But such situations instill in the students the value of service that the college wants to carry with them even after their stay in the university. The students also participate in the annual Bakbakan, an intercollege sportsfest hosted by the UPM University Student Council, consisting of sports events, such as volleyball, basketball, table tennis, etc. The students are also active members of other universitywide performing arts organizations like the UP Manila Chorale, Indayog Dance Varsity, UP Dramatista and cultural organizations, such as the Cerulean, Omake and Daebak for Chinese, Japanese, and Korean communities, respectively. There are also different active religious communities and organizationsthat can help foster the spiritual growth of the students, like the Campus Crusade for Christ – UP Manila Chapter, Lifebox and Youth For Christ.

COLLEGE OF PUBLIC HEALTH

Established in June 1927, the College of Public Health is one of the 9 degree-granting units of the University. Initially named the School of Sanitation and Public Health, it started out as a training unit for medical officers in the Philippine Health Service. The original teaching force was organized from the available qualified personnel in the staff of the College of Medicine, Philippine Health Service, and the Bureau of Science with lecturers from various health agencies including the U.S. Army Medical Corps and the Quarantine Service. Later, several prominent scholars in the field of public health served on the faculty with support from the Rockefeller Foundation.

Academic Programs The College has undergone a number of changes over the past decades as it has continuously adapted to the public health needs of the country and the AsiaPacific region. This is exemplified in the diversity of the collegeâ&#x20AC;&#x2122;s academic offerings. At present, it is offering a baccalaureate degree in public health and seven graduate degrees in various fields of specialization in public health. Doctor of Public Health (DrPH) has several specializations or tracks. These tracks are offered and supervised by the appropriate departments of the College. The tracks are in Epidemiology, Health Promotion and Education, Medical Microbiology, Parasitology, and Nutrition. Master of Science in Public Health (MSPH) has several specializations and tracks offered and supervised by the different departments of the College. The tracks are in Biostatistics, nvironmental Health, Medical Microbiology, Parasitology, and Nutrition. Master of Science in Epidemiology (Public Health) (MSEpi-PH) is designed to equip health professional with the skills to apply epidemiologic concepts, theories and principles to the solution of public health problems. Master of Hospital Administration (MHA) provides the students with the basic knowledge, concepts, principles and practices in the field of healthcare administration with emphasis on hospital/healthcare organizations.

From a school to a college, the College of Public Healthâ&#x20AC;&#x2122;s cornerstone remains the same: a leader and trailblazer in the shaping of public health practitioners, educators and researchers.

Master of Occupational Health (MOH) emphasizes the principles and methods of occupational health and safety and their application in the provision of healthcare to workers in all occupations or workplaces. Master of Public Health (MPH) is an inter-disciplinary degree program designed to provide knowledge and develop skills in specific areas of public health. Master of Arts in Health Policy Studies (MAHPS-Health Science track) is an interdisciplinary program designed to build and strengthen the skills of professional health policy analysts and researchers in crafting socially responsible and relevant health policy recommendations while engaging in policy advocacy and consensus building. At present, the college boasts of a faculty force with a wide range of expertise in the fields of health promotion and education, hospital administration, medical parasitology, medical microbiology, epidemiology, biostatistics, environment and occupational health. Visiting professors from Deakin University, Pennsylvania State University, University of Hawaii among others have joined the ranks of the CPH faculty. Research Initiatives The College has been in the forefront of research studies on communicable diseases such as leptospirosis, schistosomiasis and malaria as well as noncommunicable diseases. It is also actively involved in numerous health service researches, including primary health care, dental public health, health care financing, and hospital administration. Its faculty has been engaged in a number of studies on occupational health and safety issues. Community Services The College of Public Health continues to build and strengthen linkages and partnerships with various universities and institutions both locally and regionally. These linkages have come in the form of research collaborations, technical assistance and consultancies.

The college has also been actively involved in the conduct of short courses, training and workshops in line with its continuing engagement with different institutions, industries and professional groups and in conjunction with local, national and international collaborators. The college also regularly conducts institutional short courses including the National Sanitarian Training Course, the National Public Health and Emergency Management in Asia and the Pacific (PHEMAP) Training Course as well as the Training Program on the Assessment and Management on Drug Dependence of Physicians, Rehabilitation Workers and Regulatory Officers & Physicians. It is also engaged with local chief executives and their health officers on health leadership and governance under the Health Local Governance Program, a partnership with Zuellig Family Foundation. The College is the Southeast Asian Ministers of Education Organization (SEAMEO) Regional Center for Public Health, Hospital Administration and Environmental and Occupational Health. Students from other SEAMEO member countries (Indonesia, Malaysia, Philippines, Thailand and Cambodia) and other Asian countries (Pakistan, Korea, Sri Lanka, India, Mongolia and Peopleâ&#x20AC;&#x2122;s Republic of China) have been admitted to the various graduate programs of the college. It has engagement in numerous Memoranda of Agreement (MOAs) and Memoranda of Understanding (MOU) with prestigious universities such as the National Institute of Public Health in Japan, Boston University, Chiba Institute of Science, Kyushu University and Teikyo University. It also has existing collaborations with the World Health Organization and JICA.

COLLEGE OF NURSING

The University of the Philippines College of Nursing (UPCN) was conceived through a thesis presented to the Division of Biological Sciences, University of Chicago, by Ms. Julita V. Sotejo, entitled, â&#x20AC;&#x153;A University School of Nursing in the University of the Philippinesâ&#x20AC;?. The proposal was approved by the Board of Regents on April 9, 1948, as the University of the Philippines College of Nursing. The first academic offerings of UPCN in 1948 were the baccalaureate program, Bachelor of Science in Nursing (BSN) for high school graduates, and the Post-Basic Program for nurses who graduated from the three-year Graduate in Nursing (G.N.). This is the first universitybased BSN program in the Philippines. In 1955, the Masters program, M.A. (Nursing), was instituted as a thesis course with functional majors in administration, teaching and supervision, and public health. In 1968, the Masters in Nursing (MN) program, a non-thesis program focused on clinical specializations in Medical-Surgical Nursing, Maternal Child Nursing, Psychiatric Nursing and Community Health Nursing, was added to the graduate program. In response to the constantly changing times and the needs of the profession, Nursing Administration and School Health Nursing were subsequently addeD to the specialty fields. In 1972, President Marcos signed Executive Order 545 that merged the Philippine General Hospital School of Nursing and the UP College of Nursing. In 1979, UPCN made another first in the country through the offering of the Doctor of Philosophy (Nursing) program. With the creation of the University of the Philippines Manila as the Health Sciences Center in the 1977, the College of Nursing became one of its nine degreegranting units. The College of Nursing moved out of its place at the first floor of the UP College of Law in Diliman, Quezon City and joined the rest of the health professions in Manila.

The College of Nursing has been designated as World Health Organization Collaborating Center (WHOCC) for Nursing Development in Primary Health Care on March 15, 1989. From January 2, 2004 to present, it was redesignated as WHOCC for Leadership in Nursing Development. UPCN is the first and only WHOCC in Nursing in the country and the first in the Western Pacific Region. As the premier nursing school in the country, UPCN is also designated as Commission on Higher Education (CHED) Center of Excellence in Nursing Education since 1996 until present. The history of the many firsts for UPCN continues to this very day. Degree Programs Bachelor of Science in Nursing (BSN) is a four-year, competency-based, community-oriented, and valuebased program. The curriculum prepares students as beginning nurse, researcher, leader and manager. Since its inception in 1948, UPCN has maintained a one hundred percent passing rate in the Philippine Nursing Licensure Examination. Master of Arts in Nursing prepares qualified nurses for clinical specialization and leadership in any of the following major fields: Adult Health Nursing, Community Health Nursing, Maternal and Child Nursing, Mental Health and Psychiatric Nursing, Nursing Administration and School Health Nursing. Doctor of Philosophy in Nursing - the main purpose of the program leading to the Ph.D. is to strengthen and deepen the intellectual and scholastic capability of graduate nurses in order to enhance the theory and science-based practice of the profession.

A Catalyst in Nursing Research The UP College of Nursing spearheads researches in the areas of professional nursing practice, nursing education, and health workforce management. The college advocates research dissemination activities through forums, local and international conferences, and publication in peer-reviewed and reputable journals.

The college works closely with the Philippine Board of Nursing, Commission on Higher Education, Department of Health, Philippine Council for Health Research and Development, Department of Labor and Employment and the Philippine Nurses Association. The faculty of the college likewise hold significant leadership roles in various nursing specialty organizations.

A Trailblazer In Capacity-Building The UP College of Nursing is committed to develop professional nurses through its continuing education programs such as short courses, seminar-workshops, trainings and exchange programs in the various areas of nursing practice.

A Venue for Service In response to its mandate of service to the Filipino people, the Nursing Clinics for Wellness function as part of the service arm of the College. Services provided include comprehensive health assessments and healthy lifestyle interventions.

The International Study Program promotes crosscultural understanding and appreciation of nursing practice around the globe.

An Oasis for Student Development The Nursing Student Council (NSC) is the highest governing student organization in the college. For the arts we have the Nursing Artist Corps, the Young Empowered Advocates Towards Responsive Nursing for social awareness and service, the Male Nursing Organization which fosters brotherhood, and the Nursing Debate Guild which tackles relevant issues of nursing and society.

A Global Health Collaborator & a Network for Nursing As World Health Organization Collaborating Center, the college conducts periodic activities in support of the WHO work plan. This includes technical support and assistance to WHO member-states in the Western Pacific Region on issues concerning nursing and health. UPCN maintains collaborations with key institutions from Thailand, South Korea, Japan, Australia and the United States through memorandums of understanding and agreement.

COLLEGE OF ARTS & SCIENCES

The CAS provides a high-quality liberal arts education to all students of UP Manila. The CAS faculty are national and international leaders in their respective disciplines that include physical sciences, mathematics, computer science, social and behavioral sciences, arts, and the humanities. The College is a diverse community of students, faculty members and staff from all over the country and around the globe. It believes not only in having diverse groups in the academic community, but also in making the study of diversity an important part of academic inquiry. Students in the College learn to think critically and analytically about race, ethnicity, and the world through the course offerings of the six departments. Complementing the course offerings are supplementary programs designed to recognize academic excellence in the students, enhance their undergraduate experience, and prepare students for graduate and professional schools in UP. Established as a University Extension Division in 1951, the College has evolved into an institution offering 10 undergraduate programs and three mastersâ&#x20AC;&#x2122; degrees to more than 2,500 students. Undergraduate Programs BA Organization Communication seeks to address the ever-increasing demand for expertise in modern communication in organizations in the Philippines through a holistic perspective of organizational dynamics. BA Philippine Arts focuses on the study of Philippine art within the context of national culture and history, with special attention to its contribution to the definition and formation of a national identity and its role in social transformation. BA Behavioral Sciences uses an inter-disciplinary and trans-disciplinary approach, integrating the fields of Anthropology, Psychology, and Sociology to equip students with the knowledge and skills to understand the dynamics of human behavior in the context of the Filipino psyche. BA Political Science covers the traditional study of politics, emerging issues on health social science, Islamic and other religious movements, human rights, gender studies,

sustainable development and the environment, community development and organizing, ethics to peopleâ&#x20AC;&#x2122;s diplomacy. BA Development Studies is a multi-disciplinary social science program, combining economics, political science and cultural studies. BA Social Sciences (Area Studies) is a multi and transdisciplinary program that studies specific geographical and cultural areas (Philippines and Asia), utilizing the social science disciplines of history, politics, economics, geography, anthropology and sociology. BS Biology equips individuals with scientific competence for future professional study and with the social conscience that will motivate them to continuously seek ways to improve the living conditions of the Filipino people through science and technology. BS Biochemistry aims to initiate the development of manpower capabilities in theoretical and practical aspects of biochemistry used in basic and applied research in healthrelated areas. BS Computer Science provides a solid technical background and experience in real systems to enable the students to handle various aspects of systems development, data management and scientific computing. BS Applied Physics provides a basic science curriculum with emphasis on the fundamental concepts and principles of physics and their application in health and medicine. Graduate Programs Master of Management equips students with good management skills n the public and private sectors as well as non-government organizations and peopleâ&#x20AC;&#x2122;s organization to craft and supervise activities to advance programs at the macro and micro levels. The program has three areas: Public Administration, Business Management, and Educational Management. MA Health Policy Studies. The Health Social Sciences track being offered by CAS, seeks to study the health policy process within the socio-cultural context and makes use of and integrates the various disciplines in the social sciences, such as anthropology, sociology and psychology to approach health policy issues.

MS Health Informatics. The Bioinformatics track offered by CAS aims to meet the fast growing international demand for industries, such as pharmaceuticals and biotechnology and for competent staff members who are skilled in both molecular biology and information technology. Research Program CAS engages in various researches anchored on its multidisciplinary perspective. In health, researches focus on health issues and political economy of public health in colonial Philippines; cholera in the history of the Philippines; hispathological analysis on the effects of bio-extracts among animals, health social investigation on addiction, tuberculosis, malaria, leprosy, HIV-AIDS; and violence against children. Researches on the ecosystem that include tree diversity assessment, growth promoter of mangroves, marine invertebrates, ecotoxicological impacts and changes in microbial community structure, phytochemical and antimicrobial activity, morphological characterization of fungal diversity, bioaccumulation of heavy metals, sivicultural practices and conservation effectiveness of communitybased forest management, rice germination in volcanic soil. In the field of social science, researches focus on the ambivalence cultural identities of children in transnational context, value of life in the context of religion, calamity and disaster in Manila, and child labor. Analyzing the phenomenon of climate change by producing knowledge that can serve as basis for policy-making, disaster preparedness measures, and disaster education. It also intends to develop kits, software tools, as well as bioremediation measures that can help in vulnerability analysis as well as hazard monitoring and alleviation. It is divided into three major clusters namely, evaluation, adaptation and mitigation that consistently affect vulnerable communities in the Philippines.

Community Services The CASâ&#x20AC;&#x2122; six departments help various indigent communities and collaborate with local and international organizations that call for their respective specializations. Among the current extension works of the College are the following: psycho-education and mental health psychosocial services; drug awareness campaigns; capacity building workshops for teachers and barangay health work workers; biodiversity assessment project; consultancies to government agencies and private entities; elementary and high school textbook writing; contributor as newspaper columnist; and key positions or major involvement in various local organizations. Student Life The CAS services all incoming students once they enter the university. With hundreds of students crisscrossing the corridors of CAS at one particular moment, the College is a major hub of student activities. Apart from classroom learning, academic discussions also spill outside as â&#x20AC;&#x2DC;alternative classroom learning experiencesâ&#x20AC;&#x2122; or lightning mobs happening at the Rizal Hall lobby, the Oblation Garden, or even along conspicuous passageways. The CAS is home to several degree-based student organizations that undertake relevant plans and projects for the betterment of their members, the college, and the university in general. There are also interest groups that cater to the needs and hobbies of students within and outside the CAS.

COLLEGE OF ALLIED MEDICAL PROFESSIONS

CAMP, as an educational unit of the University of the Philippines Manila, offers the programs for occupational therapy (OT), physical therapy (PT), speech pathology (SP), and other applied health sciences. CAMP has an estimated population of approximately 550 undergraduate and graduate students, and 40 faculty and administrative personnel. CAMP is currently located at the academic site of UP Manila along Pedro Gil Street. CAMP officially opened its doors on 8 November 1962 as the School of Allied Medical Professions (SAMP), a unit within the College of Medicine. In doing so, UP became the first University in the country and in Asia to offer a Bachelor’s Degree in Occupational Therapy (BSOT) and a Bachelor’s Degree in Physical Therapy (BSPT). On 31 March 1977, the UP Board of Regents (BOR) approved the change of SAMP into an independent academic unit within the university. A year after, on 26 January 1978, the BOR approved B.S. Speech Pathology (BSSP).

The College has consistently ranked as one of the top schools nationwide based on the Philippine Professional Regulation Commission (PRC) licensure examinations for OT and PT. Degree Programs Master of Rehabilitation Science aims to upgrade the standards of professional practice in the rehabilitation sciences in the Philippines in the areas of clinical practice, teaching, research, as well as organization and management and to develop rehabilitation science programs and professionals responsive to the country’s health needs. Master of Rehabilitation Science – Speech Pathology aims to enhance the clinical skills of practicing Filipino speech pathologists as well as to widen their professional perspective through coursework in topics relevant to all rehabilitation science disciplines. Master of Physical Therapy is designed for licensed physical therapy practitioners who aspire to advance their competencies as clinicians and to develop a specialized area of practice. Master of Clinical Audiology, jointly offered with the College of Medicine, is designed to develop professionals proficient in the evaluation, habilitation, and rehabilitation of hearing, committed to developing culture-appropriate audiological services in the Philippines. B.S. Occupational Therapy aims to develop graduates who can effectively enable people to participate in meaningful day-to-day activities. It has maintained accreditation by the World Federation of occupational Therapists (WFOT) since 1968. B.S. Physical Therapy develops graduates who are competent, evidence-based, ethical, service-oriented, and nationalistic with entry-level competencies focused in developing, maintaining and restoring maximum movement and functional ability of clients. B.S. Speech Pathology develops practitioners who can competently respond to the needs of Filipinos with communication and swallowing disorders and related conditions within the multi-lingual context and the resource conditions in the Philippines.

Research Program Since the development of the CAMP Research Agenda in 2012, the College continues to move steadily toward a high capacity for research and a strong track record in relevant research and publication. Under the research program, all undergraduate and graduate students are mentored by faculty through immersion in the facultyâ&#x20AC;&#x2122;s respective research projects. All students are provided a venue for presenting their work to an audience of peers and health professionals at the CAMP Annual Research Symposium.

The Community Based Rehabilitation Program The (CBR) Program of CAMP provides a venue for community engagement for the students, faculty members, and alumni of the college. Through CBR, CAMP actively advocates for the inclusion of persons with disabilities and promotes their inherent rights as equal members of society. Enablement and empowerment are facilitated through interprofessional collaboration in the areas of health promotion, disability prevention, and provision of habilitative and rehabilitative services in underserved communities.

Graduate and some undergraduate students work with the faculty as co-authors until the eventual publication of the research work. The top three priority areas in the research agenda are (1) feasible and effective service delivery models/programs, practice guidelines, and specific interventions in allied health in the Philippines; (2) culturally-appropriate and valid outcomes and assessments for allied health professions in the Philippines; and (3) impact or burden of disability in the Philippines.

The program was initiated in 1973 as part of the UPComprehensive Community Health Program in Bay, Laguna. Since then, it has served different communities in partnership with local government units, disabled peopleâ&#x20AC;&#x2122;s organizations, and other community programs, such as the Community Health and Development Program of UPM. Currently, the program is serving the communities of San Mateo, Rizal and Bustos, Bulacan.

Community Services The Clinic for Therapy Services (CTS) is a college-based clinic that focuses on providing clinical education to CAMP students and is a clinical research site for CAMP faculty and students. It is a venue for the development of culturally appropriate assessment and intervention approaches and effective service delivery models through research. In the course of these activities, CTS has been providing quality and innovative OT, PT and SP service programs through the interdisciplinary approach to children with developmental disabilities since 1992. In 2002, CTS expanded its program to include rehabilitation and wellness services for adolescents and adults with a variety of musculoskeletal and neurological conditions. Most of the clinicâ&#x20AC;&#x2122;s patients belong to the low-income bracket from the different parts of Metro Manila, and from the nearby provinces.

Student Life Aside from cultivating academic competence, the College supports the development of well-rounded students. Students can join various college-based organizations and their activities which cater to different student interests. In addition to the Student Council and the three official discipline-specific organizations (APTS, CASP, SOTM), there are groups for students who are interested in overall wellness, the performing arts and civic services. Students can also join unit-wide and systemwide organizations and those outside the University. CAMP students can also take part in annual studentled activities such as the CAMP Talent Show which showcases the non-academic talents and prowess of the students; and the Lantern Parade where the College has been awarded consistently as the merriest group. Support services are also available to the students through the faculty advising program and the other programs of the CAMP Office for Student Relations.

NATIONAL TEACHER TRAINING CENTER FOR THE HEALTH PROFESSIONS

The NTTC-HP was established by the Board of Regents of the University of the Philippines on January 30, 1975 in response to the need to enhance the instructional skills of teachers in the health professions. NTTC-HP functions at the interface between the health professions and education. Its goal is to improve the preparation of health professions teachers, so they can effectively assist their students in acquiring the professional competence required to practice their respective disciplines. Thus, more effectively satisfying the needs of the community they serve. From a training center providing short term courses and training programs to health professions teachers, NTTCHP has evolved into a degree-granting unit of UP Manila, offering post graduate degrees in Health Professions Education, equivalent to those offered in universities worldwide. Since 1981, NTTCHP has been producing leaders, curriculum developers, and competent health professions educators who have contributed to the development of health professions education in their own institutions and in their specific fields of expertise. In August of 2012, the NTTCHP was recognized by the World Health Organization Western Pacific Region (WHO WPRO) as the Regional Education Development Center in the Health Professions in the Western Pacific Region. Today, NTTCHP continues this tradition of excellence and relevance in contributing to quality health through the optimal education of health professions teachers. Vision and Mission The NTTC-HP as a center of excellence in teaching, research, and service in health professions education recognized in the Asia-Pacific region. NTTC-HP is committed to the training of health professions educators who shall: • Develop competent health professionals who will participate in the improvement of the total health status of the communities; and • Actively promote health professions education as an academic discipline.

Curricular Programs Basic Course in Health Professions Education (BCHPEd) is a non-degree program that equips the learner not only with appropriate use of instructional design processes and conduct of instruction but also competencies in organization and management, standard setting, and evaluation. The BCHPEd contributes to the fulfillment of the NTTCHP’s mission of enhancing the instructional, evaluation, research and administrative skills of health professions teachers as they perform various roles as teachers, assessors of achievement, and educational and curriculum planners. The program offers five tracks focusing on various areas of experience in health professions education: Teaching and Learning, Student Assessment, Clinical Teaching, Administration in the Health Professions Education, and Curriculum and Instructional Planning. A health professional who has completed the BCHPEd program in any of its tracks shall have basic teaching skills with evidence-based application, based on their specific roles as student performance assessor, clinical teacher, curriculum and instructional planner, or educational administrator. The Diploma in Health Professions Education (DHPEd) title is a program aimed at preparing health profession teachers to be competent instructional designers, curriculum planners, and educational administrators. The Master in Health Professions Education (MHPEd) program is a degree program designed to improve the quality of teaching in the health professions by increasing the educational competence of health professions teachers. The NTTCHP graduate of the MHPEd and DHPEd programs is envisioned to be a Health Professions Educator with: • Effective communication skills in written and oral form • Outstanding professionalism and sense of service to

the Filipino people • Cultural competence and ability to collaborate with other health professionals • Ability to develop context-based macro and microplans for health professions education • Advanced teaching skills with evidence-based application • Skills in developing and implementing educational evaluation plans • Ability to utilize and analyze existing evidence in the production of new, relevant, and updated evidence • Effective educational leadership abilities and administration skills Research Program The NTTCHP students and faculty are involved in research development, dissemination and utilization, with focus on health professions education, and its application to policies on education and health. Students are involved in research endeavors in the various courses, and in the production of their Master’s thesis. Venues for dissemination of these projects are provided within and outside NTTCHP. Faculty members are involved in the production of research projects in collaboration with various organizations and agencies. Results are disseminated through presentations in various conferences and fora, and publication in reputable journals.

Community Services Free Monthly Seminars on health Professions Education topics are held every last Monday of the months of August-November and January-April of each academic year. These seminars have no registration fees and are open to students and teachers from UP and other universities. Participants from the provinces around Metro Manila, the Visayas, and as far as Mindanao have been participating in these seminars and have benefited from this program. The Corazon P. Gonzalez Memorial Foundation Inc. (CPGMFI) has been providing support for these seminars. Student Life Students at the NTTCHP come from various health professions, are of varying age and level of expertise and from different institutions in the Philippines and neighboring countries. They come together at the NTTCHP with a common goal of improving themselves and becoming better health professions educators. NTTCHP has become a second home to them where they can be among co-learners, sharing experiences and learning from each other. Learning is, indeed, fun and exciting as students participate and interact in the varied activities in the classroom and in the field. Although few in number, students are very dynamic within the college and outside, actively participating in college and university activities.

SCHOOL OF HEALTH SCIENCES

Established in 1976, the School of Health Sciences (SHS) was seen as the solution to the lack of and inequitable distribution of health professionals in the rural communities. The School had its humble beginnings in a two-classroom building and a small nipa hut at the Daniel Z. Romualdez Hospital (now Eastern Visayas Regional Medical Center) before it transferred to its present campus in Palo, Leyte which serves as main campus. Extension campuses are situated in Baler, Aurora and Koronadal City, South Cotabato. The Schoolâ&#x20AC;&#x2122;s mission is to develop outstanding and committed health professionals who will stay and serve in the Philippines through excellent community-based, competency based, community oriented education directed towards service in depressed and underserved areas of the country.

The students do not take the UP College Admission Test but are nominated by their respective local government units. Educational attainment and honors received are not the main criteria for admission but the dire need of their communities for health professionals and their willingness to go back and serve. The School educates midwives, nurses, and doctors using a step-ladder curriculum that is community-based and competencybased. The curriculum allows students to graduate at any of the three levels and return to the community as a functional health worker.

Degree Programs Cert. in Community Health Work (7 Quarters = 21 months) BS Nursing (additional 5 Quarters =15 months) Doctor of Medicine (additional 20 Quarters = 5 years) Service Leave After a period of serving the community, a graduate can be readmitted to the next level of the curriculum subject to community need and endorsement. Partnerships • Involvement of the Department of Health, Department of Interior and Local Government, local government units (LGUs) and non-government organizations in the recruitment of scholars; • Endorsement is required for scholar’s admission and progress to higher levels; and • University, linked agencies and LGUs share the responsibility of providing financial support for scholars • Shared supervision of the students during service leave between the school, linked agencies and community • Lecturers are sourced primarily from the DOH Return Service Requirement • Sponsoring communities are committed to employ their scholars after graduation; and • Scholars are required a return service obligation of two years service for every year of study which ensures the availability of health workers, especially in underserved areas

Outcomes and Contributions Local • Has recruited close to three thousand (3,000) scholars from 77 provinces all over the Philippines; • Graduated midwives, nurse and doctors, 85% of whom are still serving in depressed and underserved areas of the Philippines; • Passing rates in National Examinations: Midwifery, 97-100%, with examinees consistently in the top ten; Nursing, 86-95% also with top ten examinees; MD has licensed more than 75% of is graduates; • Pioneer and leader of ladderized curriculum, community-based and competency-based education in the Philippines; • Venue for training of health human resources of special groups as the ARMM, Indigenous People and other community based organizations; • Acclaimed and evaluated nationally as an effective strategy to fill in the need for Health Human Resource in underserved areas of the country; • Influenced the integration and restructuring of the health care delivery system in the Philippines • Community empowerment through educational opportunities for scholars from disadvantaged areas. International • Principal field experience for Health for All policy and the PHC policy of the Philippines and the WHO-Western Pacific Region; • Training venue for JICA Trainings for Prospective PHC workers now fielded in 26 developing countries; • Hosted various international study visits; and • Has produced graduates who are now WHO consultants.

NATIONAL INSTITUTES OF HEALTH

The National Institutes of Health (NIH) was created on January 6, 1996 by the UPM Board of Regents as an institutional home for the various research units specializing in health and socio-biomedical concerns. Established on February 13, 1998 through the Health Research and Development Act (RA 8503), the UPM-NIH is one of four core agencies of the Philippine National Health Research System (PNHRS), which aims to provide updated solutions to urgent problems in health in the Philippines through knowledge production, capacity building, and resource-sharing, among a network of stakeholder agencies.

The NIH research agenda is aligned with that of the National Unified Health Research Agenda (NUHRA) of the Philippines National Health Research System (PNHRS). The UPM-NIH, being one of four core agencies of the PNHRS, provides technical assistance and research capacity building throughout the country.

The NIH pursues the following research agenda taking into consideration bioethical issues and needs of the underserved: • Research as basis for policies and guidelines towards quality health care • Research as basis for promoting health awareness and improving health-seeking behavior of the Filipino people

The Institute has been designated as a Training Center for Research Ethics and Good Clinical Practice (GCP) in collaboration with the Strategic Initiative for Developing Capacity in Ethical Review (SIDCER)-Forum on Ethical Review Committees in Asia and the Western Pacific Region (FERCAP) and the World Health OrganizationSpecial Programme for Research and Training in Tropical Diseases (WHO-TDR).

Training-workshops offered: • Good Clinical Practice and Health Research Ethics • Standard Operating Procedures for Ethics Review Committee • Health Research Methodologies and Research Ethics

UPM Research Priorities: • Reduce Child Mortality • Improve Maternal Health • Combat HIV/AIDS, Malaria, TB and other infectious diseases related to poverty • Ensure Environmental Sustainability (Climate Change, Environmental Health) • Address Non-Communicable Diseases

23 Vision: To be the country’s recognized authority in health research and development and the key source of critical health information for national development in the Philippines and Southeast Asia. Mission: To be a major resource center for health research and capacity building using the framework “Partnership for Better Health.”

Institutes and Centers Institute of Aging (IA) aims to create with the aging Filipino, unlimited possibilities for their value added life through scientific research, training and education, and specialized services. Institute of Molecular Biology and Biotechnology (IMBB) seeks to design rapid diagnostic tests combining the expertise of the research staff with the latest facilities and equipment aiming to provide the Filipino people with their rightful privilege of advanced healthcare. Institute of Clinical Epidemiology (ICE) aims to generate health research addressing the priority health care needs of the Filipino people by providing technical assistance in the evaluation of health care needs in the country, identification of effective and efficient health interventions, rational allocations of resources and successful implementation with monitoring of programs. Institute of Pharmaceutical Sciences (IPS) aims to attain self-sufficiency in meeting the essential drug requirements of the country by providing expertise and comprehensive services to ensure the provision of safe, effective, affordable, and quality drugs. Institute of Human Genetics (IHG), the country’s largest provider of comprehensive genetic services, testing and research aimed at improving the quality of lives of children and adults with genetic and congenital metabolic disorders; houses five laboratories: Newborn Screening, Cytogenetics, Biochemical Genetics, Molecular Genetics, and Microarray Core Facility. Institute of Child Health and Human Development (ICHHD)aimstopromote,develop,andimplementrelevant researches and other activities that improve the health and enhance the development of the Filipino child. Institute of Health Policy and Development Studies (IHPDS) aims to actively initiate and participate in

regional and global health policy research analysis, development, capacity building and advocacy towards the search for the common good in the Philippines and in the Asian Region. Philippine National Ear Institute (PNEI) focuses on the production of significant research output, development of programs, training, and delivery of extension services related to hearing and balance. Institute of Herbal Medicine (IHM) documents the healing, knowledge and practices of the Philippine ethno-linguistic groups, conducts studies to determine the efficacy and safety of selected medicinal plants for use in the community and by the pharmaceutical industry, and advocates the rational use of safe and effective medicinal plants by the public and health care providers. National Telehealth Center (NTHC) aims to improve the health of Filipinos through the optimal use of information and communications technologies intended for resource poor communities in the Philippines. Newborn Hearing Screening Reference Center (NHSRC) the key implementer of the mandatory R.A. 9709 or the Universal Newborn Hearing Screening Act to screen for all Filipino newborns for the prevention, early diagnosis, and intervention of hearing loss. Newborn Screening Reference Center (NSRC) created under Republic Act 9288 or the Newborn Screening Act of 2004 to provide technical assistance in reaching the ultimate goal of screening Filipino newborns for lifethreatening heritable disorders. Philippine Eye Research Institute (PERI) is dedicated to the advancement of ophthalmology in the country through basic, clinical, epidemiological, and translational research as a tool for patient diagnosis, treatment and policy formulation on preventing and reducing blindness and other visual disorders.

PHILIPPINE GENERAL HOSPITAL

In 1907, the Philippine Commission passed Act No. 1688 for the construction of the Philippine General Hospital. In 1910, the PGH opened its doors to the public on Sept. 1 and was eventually linked to the UP College of Medicine, then the Philippine Medical School. Dr. William Musgrave, then UPCM dean, was designated as Division Chief since PGH became a division of the Bureau of Health. From 1916-1936, PGH was placed under the first Filipino administration of Dr. Felipe Calderon, also UPCM dean. In 1947, by virtue of Executive Order No. 94, President Roxas transferred PGH to the University of the Philippines. In 1954, President Magsaysay separated PGH from the UPCM administratively.

The following years witnessed the establishment of different units and clinics attesting to the physical and organizational growth of the hospital that enabled it to provide a wide range of health care services to patients and training for health students and health workers. In 1989 and 1990, the new Outpatient Department and 8-story Central Block opened, respectively. Today, PGH is considered the biggest modern government tertiary hospital in the Philippines, servicing approximately half a million patients annually. It remains as the only national referral center for tertiary care, providing direct and quality patient services to thousands of indigent Filipinos all over the country.

It was conferred the Presidential Lingkod ng Bayan award by the Civil Service Commission in 2007 and granted Quality Management Certification ISO 9001:2008 in the same year. In 2010, PGH was formally granted acceptance by the Anglo-Japanese-American (AJA) Registrars, Inc. the much coveted ISO 9001:2008 certificate for having complied with internationallyaccepted quality management system standards. Vision The PGH, Globally competitive and committed to the health of the Filipino people, through networking and teamwork of competent, compassionate, and ethical health professionals, shall be the center of excellence and leadership in health care, training, and research that impacts on health policies. Mission • To render quality health care through effective teamwork; • To train health care professionals to become competent, humane, and ethical health care providers, educators, and leaders; • To undertake biomedical and health system researches which serve as basis for relevant health policies; • To develop a referral network and evolve as the center for complex health care problems; and • To be the role model for health care delivery.

Program Offerings Clinical Training Programs • Medical Clerkship Program • Internship Program Track A. Regular Internship Track B. Core Internship + Electives Internship Program Track C. Straight Internship • Residency Program • Fellowship Program • Two-track Residency/Fellowship Program • Observership Program Training Programs • Training Programs of each Clinical Department • Nursing Training Programs • Nursing Education and Training • Paramedical Training Programs • Training Programs of the: • Dietary Department • Medical Records Division • Medical Social Services Division • Pharmacy Department Other Training Programs • Department of Laboratories • Central EKG Station • Hospital Dentistry Department • Radiology Department • Rehabilitation Medicine Department New Facilities Sentro Oftalmologico Jose Rizal Faculty Medical Arts Building Ortoll Primary Reproductive Health Care Center