PROMOTION OF THE BOLOGNA PROCESS IN MEDICAL EDUCATION AT

THE FACULTY OF MEDICINE UNIVERSITY OF NIS

Pavlovic DusicaUniversity of Nis, Serbia and MontenegroE-mail:pavlovicd@bankerinter.net

European Higher Education Area

European Higher Education Area

BolonBolongga,a,19991999IdeaRationaleGoalDead line 2010Process

Prag,Prag,20012001

Elaborated conceptJoing the forcesEUA,ESIB,CoE...

BerliBerlin,n,20032003Completed

(?) draft, monitoring mechanism

Bergen,Bergen,20052005ReportsNew short term goals

http://www.bologna-bergen2005.nohttp://www.bologna-bergen2005.no

Color codesColor codes

Excellent performanceExcellent performance

Very good performanceVery good performance

Good performanceGood performance

Some progress has been madeSome progress has been made

little progress has been made yetlittle progress has been made yet

55

44

33

22

11

Mostly non-present

Bologna score Bologna score cardcard3 priority

action lines:

Access toAccess tothe 2nd cyclethe 2nd cycle

Level ofLevel ofparticipationparticipation

Stage ofStage of implementationimplementation

Two cycleTwo cyclesystemsystem

ImplementationImplementation0f 0f ECTSECTS

LisbonLisbonconventionconvention

DiplomaDiplomasuplementsuplement

RecognitionRecognitionof degreesof degrees

InternationalInternationalparticipationparticipation

Students'Students'participationparticipation

Key elementsKey elementsof evaluationof evaluation

Stage ofStage ofdevelopment development

QualityQualityAssuranceAssurance

Report on the European medical education has been prepared by:

The Association for Medical Education in Europe (AMEE) World Federation for Medical Education (WFME) Association of Medical Schools of Europe (AMSE) European medical students (adopted in August 2004; EMSA) Comments of Bologna process by medical profession (adopted in November 2004; CPME).

The organisations support the aim of Bologna Declaration and disscution about medical education as the part of higher education should be fully included into the Bologna process.

The main points of the report are:

It has been suggested that medical faculties, for the time being, are not obligated to adopt two-cycle structure but to continue the existing integrated one-cycle structure.

Harmonisation should not lead to uniformity but it should be based on general knowledge on the best practice, respecting differences and autonomy of institutions.

In 2004 Facultry of Medicine Nis became a consortium member of the TEMPUS project

All the curricular changes and the conception of new learning and teaching methods were accepted at the meeting of the ASMF

The Medical Faculty is an integrlal part of Nis UniversityThe Academic-Scientific Assembly of the University comprises the representatives of all the constituent faculties and its main obligation is to verify decisions brought by the member faculties.

University has given approval to the reform process.

Activities in reforms at the University in 2002

Types of studies and educational activities at the Faculty Types of studies and educational activities at the Faculty of Medicineof Medicine::

undergraduate

postgraduate Ms PhD Specialist study

continual medical education

founded in 1960 3rd largest Medical faculty in SCG Students -graduated up to the present: Medicine (6200) Dentis try (1700) (700 foreign students)

570 master degree 480 Ph.degree 4000 specialists Staff 326 full-time teaching 110 technical/administration

At the Faculty of Medicine, there are four study groups:

Medicine (course in Serbian or English language) 6 year-study

study group: Dentistry 5 year-study

study group: Pharmacy 5 year-study

new study group profile: Nursing study group 3 year-

study

Number of teachers & associates

Title Male Female

Full professor 45 32

Associate professors

24 34

Assistant professors

45 47

Assistants 40 33

Assistant-candidates

7 14

Senior lecturer 0 2

TOTAL NUMBER326

162 163

The Medical faculty welcomes the ongoing process of higher education reform in line with the Bologna Declaration, and is willing to participate in all the activities that will help the Faculty reach European standards.

INTRODUCTION

The Institutional Evaluation Programme, which entered Serbian universities in the academic year 2001/02, was the first step that helped the Faculty get a good insight into its

current position, strengths and weaknesses,

and thus to define its priorities, objectives, and mode for their implementation.

Institutional Evaluation

As part of its own strategic review the Nis University Faculty of Medicine has identified the reform of its undergraduate medical curriculum as a priority area.

The most impotrant advantage

Preparation of Diploma Supplement

Establishment of ECTS

Updating and restructuring of specific subject curricula

Introduction of new teaching methods and their implementation

1

2

3

4

5 Quality assurance

• Extremely long undergraduate studies (average time of study being about 8 years )• Low efficiency • Majority of courses are obligatory and very rigid

(no electives subjects) • Generally there is no continuous assessment during the study program • There is no student oriented education and teaching without full student participation in the decision making processes (especially educational planning and evaluation)

• The mobility of staff and students is restricted

STARTING POINT

Educational strategiesPrioriteies in curriculum development changes ...

from teaching inputs to learning outcome from discipline-based to integrated from standard program to electives from ex-cathedra to inter-active methods From teaching to student oriented education and

teaching

New curriculum in accordance with contemporary educational standards; (A new curricululum was put into practice in the academic year 2004/05)Establishment of highly organized, computer-supported teaching methods

Investment in infrastructure for development of specialized educational and research laboratories(WUS foundation) Development of specific examination softwaresContinual assessment

CURRENT RESULTS

Undergraduate studies (period 2004-2006)

were modified

The integration of non-medical with medical subjects Establishment of clinical subjects in the 1st year of studies An early contact with patients Establishment of elective subjects Implementation of ECTS system Estimation of students workload Introduction of new teaching methods: interactive seminars,

small group teaching, team work, summer practice. Continual assessment

Students are treated as competent, equal partners in the dialogue

The new curriculum will comprise 5370 academic hours within the 6-year (12-semester) period, which is around 800±100 academic hours per year.

Lectures amount to 40% of preclinical and 20% of clinical courses.

Practical classes comprise 30 % of the preclinical and 50% of the clinical courses.

Seminars in small groups make up 30% of total workload.

BASIC DATA ECTS

1 Credit Point (CP) = workload of 25/30 hours 60 CP per year and 30 ECTS-Credits per 1 semester term = 1500/1800 hours workload per year for a full-time study programme

1 credit = 27working hours 1 working day = 8 hours Lecture period of 15 weeks per semester Student workload in ECTS consists of the time required to complete all learning

activities such as attending lectures, seminars, independent and private study, preparation of projects, examinations, and so forth.

Credits are allocated to all educational components of a study programme (such as modules, courses, dissertation work, etc.) and reflect the quantity of work each component requires to achieve its specific objectives or learning outcomes in relation to the total quantity of work necessary to complete a full year of study successfully.

EECTSCTS ( (mathematical modelmathematical model))

No of creditsNo of credits (E (ECTSCTS)) per course = per course =

[No of teaching curse hours per semester or [No of teaching curse hours per semester or year]year]//[total No of teaching hours per [total No of teaching hours per semester/year]= (% of course participation in the semester/year]= (% of course participation in the No of hours for semester/year)No of hours for semester/year)..

ExampleExample. . BiochemistryBiochemistry

ECTS= 225/810 x100=27,7%ECTS= 225/810 x100=27,7%

ECTS = 27,7 x 60/ 100 = 16,6 # 16,5ECTS = 27,7 x 60/ 100 = 16,6 # 16,5

ECTS (rational model)

ActivityLecturePracticeSeminary prep.Practice prep.Test prep.ConsultationsPractical exam prep.Oral exam prep.Total

No of student work hours907540 (2x20h)7560 ( 2h a day 2 wks)351060h445: 27 = 15 ECTS

1st yearCourse I semester (Т+P) II semester (Т+P) ECTS

1. Molecular & Human Genetics 3+3 8

2. Medical Ethics & medical sociology

3+0 4

3. Medical informatics 1+2 4

4. Anatomy 4+4 5+5 24

5. Histology & Embryology 3+2 3+3 15

6. Physical education (optional) 0+2 0+2 /

7. Introduction to clinical practice

1+1 2,5

8. Foreign language (optional) 0+2 2,5

Total: 25+2 (14+11+2) 20+2 (9+11+2) 60

CURRICULUM OF THE STUDIES OF MEDICINE

2nd yearCourse III semester (Т+P) IV semester (Т+P) ECTS

1. Physical education (optional) 0+2 0+2 /

2. Foreign language 0+2 0+2 4

3. Basics of immunology 2+1 3,5

4. Social medicine & medical statistics

2+2 4,5

5. Elective 1+1 2,5

6. Physiology 4+4 5+4 18,5

7. Biochemistry 4+4 4+3 16,5

8. Basics of clinical practice 2+4 6

9. Microbiology 2+2 4,5

Total: 27+2 (13+14+2) 28+2 (14+14+2) 60

ELECTIVES II year: - First Aid - Introduction to research work

3rd yearCourse V semester (Т+P) VI semester (Т+P) ECTS

1. Foreign language (optional) 0+2 2

2. Microbiology 2+1 3,5

3. Pathology 4+4 4+3 17

4. Pathophysiology 3+3 2+3 12,5

5. Pharmacology 3+2 5,5

6. Internal medicine (I) 3+4 3+4 16

7. Elective 2+1 3,5

Total: 26 (12+14) 27 (14+13) 60

ELECTIVES III year: - Medical Genetics -Clinical Microbiology -Neurosciences

4th yearCourse VII semester

(Т+P)VIII semester

(Т+P)ECTS

1. Pharmacology 2+2 4,5

2. Internal medicine (II) 2+4 4+4 16,5

3. Infectious Diseases 3+3 7

4. Epidemiology 2+2 4,5

5. Radiology 2+2 4,5

6. Clinical Biochemistry

1+1 2,5

7. Elective 2+1 3,5

8. Psychiatry 3+4 8,5

9. Dermatovenerology 3+2 6

10.

Nuclear medicine 1+1 2,5

Total: 26 (12+14) 25 (13+12) 60

ELECTIVES IV year :•Clinical Immunology•Clinical Pharmacology•Clinical Anatomy•Transfusiology

5th yearCourse IX semester

(Т+P)X semester

(Т+P)ECTS

1. Neurology 2+4 6,5

2. Hygiene 2+2 4

3. Pediatry 2+3 2+4 11,5

4. Gynecology & Obstetrics

2+4 2+4 12,5

5. Surgery (I) 3+5 3+5 17

6. Occupational Medicine

1+1 2

7. Physical Medicine & Rehabilitation

1+2 3

8. Elective 1+2 3,5

Total: 29 (11+18) 28 (10+18) 60

ELECTIVES V year : •Geriatrics•Perinatal & Neonatal medicine•Dietetics•Clinical Pathology•Anestesiology with reanimation

6th yearCourse

XI semester (Т+P) XII semester (Т+P) ECTS

1. Surgery (II) 3+5 0+97 13,5

2. Ophthalmology 3+2 4,5

3. Otorhinolaryngology 2+2 3,5

4. Maxillofacial Surgery 1+1 2

5. Oncology 1+1 0+6 2,5

6. Emergency Medicine 1+1 0+24 4,5

7. Family Medicine 1+2 3

8. Forensic Medicine 3+2 5

9. Social medicine & medical statistics

0+20 1

10. Internal medicine 0+83 5,5

11. Infectious Diseases 0+8 0,5

12. Epidemiology 0+20 1,5

13. Psychiatry with med. physcol.

0+8 0,5

14. Neurology 0+8 0,5

15. Hygiene 0+20 1,5

16. Pediatry 0+60 4

17. Gynecology & Obstetrics

0+60 4

18. Occupational Medicine 0+20 1,5

19. Physical Medicine & Rehabilitation

0+16 1

TOTAL: 31 (15+16) 0+450 60

Biophysics 30 lessons within: Physiology 10 lessons Radiology 5 lessons Nuclear Medicine 5 lessons Ophthalmology 10 lessons

Chemistry 60 lessons within:Molecular & Human Genetics 15 lessons

Biochemistry 45 lessons

Course: Infectious diseases Special epidemiology 10 lessons

• the acquired knowledge is more functional;• the learning process is logically connected and harmonized

through time; • the students are more active;• students are more motivated for the study • more professional autonomy of the academic staff;

IMPROVEMENTS

The proposed curriculum would contribute to the development of an up-to-date profile of medical professionals ready to overtake the following roles:

CONCLUSION

•·health care providers•community leaders•members of a team providing health care, research and education;•Readiness for permanent learning and teaching;

What are the next steps in the future?

Increase of student participation Constant evaluation and rethinking of the teaching and

curriculum Regular student feedback through evaluation questionares

(especialy about workload, teaching methods and relevance of set learning outcomes)

Development the QA system as integral part of the medical strategic work.

THANK YOU

MORE INFORMATIONwww.medfak.ni.ac.yu