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Pavlovic Dusica University of Nis, Serbia and Montenegro E-mail:pavlovicd@bankerinter

PROMOTION OF THE BOLOGNA PROCESS IN MEDICAL EDUCATION AT THE FACULTY OF MEDICINE UNIVERSITY OF NIS. Pavlovic Dusica University of Nis, Serbia and Montenegro E-mail:pavlovicd@bankerinter.net. European Higher Education Area. http://www.bologna-bergen2005.no. Prag, 2001. Berlin, 2003.

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Pavlovic Dusica University of Nis, Serbia and Montenegro E-mail:pavlovicd@bankerinter

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  1. PROMOTION OF THE BOLOGNA PROCESS IN MEDICAL EDUCATION AT THE FACULTY OF MEDICINE UNIVERSITY OF NIS Pavlovic Dusica University of Nis, Serbia and Montenegro E-mail:pavlovicd@bankerinter.net

  2. European Higher Education Area http://www.bologna-bergen2005.no Prag, 2001 Berlin, 2003 Bergen, 2005 Bolonga, 1999 Reports New short term goals Idea Rationale Goal Dead line 2010 Process Elaborated concept Joing the forces EUA,ESIB, CoE... Completed (?) draft, monitoring mechanism

  3. Color codes Excellent performance 5 Very good performance 4 Good performance 3 Some progress has been made 2 little progress has been made yet 1

  4. Region in surveys across Europe Mostly non-present

  5. Stocktaking in the region 4,00 3,10 2.10 2,20 3,30 3,30

  6. Bologna score card 3 priority action lines: Quality Assurance Two cycle system Recognition of degrees Stage of development Stage of implementation Key elements of evaluation Diploma suplement Level of participation Lisbon convention Students' participation Access to the 2nd cycle Implementation 0f ECTS International participation

  7. 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).

  8. The main points of the report are: • 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.

  9. 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.

  10. 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

  11. The Medical Faculty is an integrlal part of Nis University The 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. Activities in reforms at the University in 2002 University has given approval to the reform process.

  12. Types of studies and educational activities at the Faculty of 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) Dentistry(1700) (700 foreign students) 570 master degree 480 Ph.degree 4000 specialists Staff 326 full-time teaching 110 technical/administration

  13. 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: • Nursingstudy group 3 year-study

  14. Number of teachers & associates

  15. INTRODUCTION 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.

  16. Institutional Evaluation 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.

  17. 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.

  18. 1 2 3 4 5 Updating and restructuring of specific subject curricula Establishment of ECTS Preparation of Diploma Supplement Introduction of new teaching methods and their implementation Quality assurance The most impotrant advantage

  19. STARTING POINT • 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 isno student oriented educationand teachingwithout full student participation in the decision making processes (especially educational planning and evaluation) • The mobility of staff and students is restricted

  20. 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

  21. CURRENT RESULTS 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 softwares Continual assessment

  22. Undergraduatestudies(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

  23. 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.

  24. 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.

  25. ECTS (mathematical model) No of credits (ECTS) per course = [No of teaching curse hours per semester or year]/[total No of teaching hours per semester/year]= (% of course participation in the No of hours for semester/year). Example. Biochemistry ECTS= 225/810 x100=27,7% ECTS = 27,7 x 60/ 100 = 16,6 # 16,5

  26. Activity Lecture Practice Seminary prep. Practice prep. Test prep. Consultations Practical exam prep. Oral exam prep. Total No of student work hours 90 75 40 (2x20h) 75 60 ( 2h a day 2 wks) 35 10 60h 445: 27 = 15 ECTS ECTS (rational model)

  27. CURRICULUM OF THE STUDIES OF MEDICINE

  28. ELECTIVESII year:-First Aid - Introduction to research work

  29. ELECTIVESIII year:-Medical Genetics -Clinical Microbiology -Neurosciences

  30. ELECTIVESIV year: • Clinical Immunology • Clinical Pharmacology • Clinical Anatomy • Transfusiology

  31. ELECTIVESV year: • Geriatrics • Perinatal & Neonatal medicine • Dietetics • Clinical Pathology • Anestesiology with reanimation

  32. 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

  33. IMPROVEMENTS • 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;

  34. CONCLUSION The proposed curriculum would contribute to the development of an up-to-date profile of medical professionals ready to overtake the following roles: • ·health care providers • community leaders • members of a team providing health care, research and education; • Readiness for permanent learning and teaching;

  35. 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.

  36. THANK YOU MORE INFORMATION www.medfak.ni.ac.yu

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