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WFME WORLD FEDERATION FOR MEDICAL EDUCATION

WFME WORLD FEDERATION FOR MEDICAL EDUCATION. MEDINE EXECUTIVE MEETING COPENHAGEN, OCTOBER 2006. TASK FORCE III STATUS REPORT by Hans Karle. MEDINE EXECUTIVE MEETING COPENHAGEN, OCTOBER 2006. Task Force III Progress June-October 2006:

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WFME WORLD FEDERATION FOR MEDICAL EDUCATION

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  1. WFME WORLD FEDERATION FOR MEDICAL EDUCATION

  2. MEDINE EXECUTIVE MEETING COPENHAGEN, OCTOBER 2006 TASK FORCE IIISTATUS REPORT by Hans Karle

  3. MEDINE EXECUTIVE MEETING COPENHAGEN, OCTOBER 2006 Task Force III Progress June-October 2006: • Questionnaire on accreditation/recognition issues in the European Region • Draft of possible European version of standards • Workshop at the AMEE Annual Conference, Genoa, September • Second Task Force Meeting, Paris, 30-31 October WFME October 2006

  4. AMEE ANNUAL CONFERENCE, GENOA, SEPTEMBER 2006 Workshop“Is there a need for European Regional Standards in Medical Education?”Organised by The World Federation for Medical Education (WFME) on behalf of the Thematic Network MEDINETime: Saturday, 16 September 2006, 14:30-16:00Meeting room: Tramontana, module 9, level 2Chair: Dr. Hans Karle, President WFME

  5. AMEE ANNUAL CONFERENCE, GENOA, SEPTEMBER 2006 Programme Panellists presentations: 1. Professor Leif Christensen, Denmark “Preliminary Reflections of the EU Thematic Network MEDINE Task Force on Quality Standards” 2. Professor Jadwiga Mirecka, Poland “European Specifications of the WFME Global Standards for Quality Improvement of Medical Education” 3. Professor Herman J.M. van Rossum, The Netherlands “Why can we not have a European accreditation system?” 4. Dr. Christophe Segouin, France “Alternative Approaches to Quality Assurance of Medical Education – The French Model” 5. Dr. Hans Karle, Denmark ”European Standards – Relevance of an intermediary between global and national standards?” General discussion

  6. FUNDAMENTAL QUESTIONS • Delimitation of the European Region • Diversity of medical education and health care in the Region • The concept of standards in medical education (BME; PME; CPD) • The use of standards for quality improvement/accreditation/recognition • Relation to the Bologna Process • Relation to the EU Medical Directive(Directive 2005/36/EC) WFME October 2006

  7. DELIMITATION OFTHE EUROPEAN REGION • European Union (EU) 25 countries • European Economic Area (EEA) (EU + EFTA) 29 countries • Bologna Process Area 45 countries • Council of Europe 46 countries • WHO European Region 52 countries • All Europe 54 countries WFME October 2006

  8. NUMBER OF MEDICAL SCHOOLS IN EUROPE • European Union (EU) 297 • European Economic Area (EEA) (EU + EFTA) 308 • Bologna Process Area 476 • Council of Europe 476 • WHO European Region 511 • All Europe 511 WFME October 2006

  9. MAIN DIVERSITIES OF BASIC MEDICAL EDUCATION IN EUROPE • Public or private schools • Duration of curriculum: 4 ½ -7 years • +/- specialisation (ex.: science-track; paediatric track) • Curricular models • Clinical training • Research attainment • Pre-registration training: 0-24 months before licensure WFME October 2006

  10. CONCEPT OF STANDARDS • Set of rules to be followed strictly • Flexible guidelines WFME October 2006

  11. WFME TRILOGY OF GLOBAL STANDARDS A foundation for accreditation

  12. WFME GLOBAL STANDARDS:TWO LEVELS OF ATTAINMENT • Basic Standards or Minimum Requirements (“musts”) Accreditation foundation to be met from the outset • Standards for Quality Development (“shoulds”) Reform purposes in accordance with international consensus about best practice WFME October 2006

  13. WFME GLOBAL STANDARDS:ORIENTATION AND COVERAGE Institutional/Educational Programme Level • Institutional structure and organisation • Curriculum/content/process • Learning environment • Outcome • Management WFME October 2006

  14. EDUCATIONAL PROGRAMME 2.1 CURRICULUM MODELS AND INSTRUCTIONAL METHODS Basic standard:The medical school must define the curriculum models and instructional methods employed. Quality development:The curriculum and instructional methods should ensure the students have responsibility for their learning process and should prepare them for lifelong, self-directed learning.Annotations:·         Curriculum models would include discipline, system, problem and community based models etc.·         Instructional methods encompass teaching and learning methods·         The curriculum and instructional methods should be based on sound learning principles and should foster the ability to participate in the scientific development of medicine as professionals and future colleagues.

  15. European Standards shouldinclude: „medical school must be defined and accredited as university, part of it, or institution of equivalent level Area 1.1 „structure of the curriculum must comply with the EU Directive 2005/36/EC” Area 2.1

  16. Educational goals of the Bologna Declaration - system essentially based on the twocycles, bachelor and master - establishment of a system of credits such asECTS - promotion of mobility - cooperation in quality assurance

  17. European Standards should include Model of the curriculum must be clearly defined in relation to the 2 cycle system Area 1.1 Organisation of the curriculum should be based on estimated students workload as expressed in ECTS credit points. Area 2.6

  18. School must implement and use ECTS both for structuring the curriculum and for educational exchange.Schedule of courses and requirements should be flexible enough to allow students exchange European Standards should include Area 2.6 Credit accumulation system should be implemented Annotations 6.6.

  19. The school must define its own policy regarding internal quality assurance and improvement European Standards should include The school should seek possibility to confirm quality of its education by external evaluation and accreditation Area 9

  20. „competencies should be described taking into account the European Framework of Qualifications and the Dublin Descriptors.” European Standards should include Area 1.1

  21. RATIONALE FOR EUROPEAN STANDARDS? • Is the spectrum of diversity different from other regions? • Would Sub-regional standards be of any value? • Is a common European accreditation system feasible? • Europe in the context of globalisation WFME October 2006

  22. PRELIMINARY (PROVOCATIVE?) CONCLUSIONS • WFME Global Standards could be used directly as a basis for formulation of National Standards • An intermediary between global and national standards is probably not needed • Some additional recommendations might be of value as a basis for formulation of National Standards • Division line between basic and quality development standards could be changed • Adaptation (Europeanisation) of annotations in the standards document to the European context WFME October 2006

  23. WFME WORLD FEDERATION FOR MEDICAL EDUCATION Web-site: http://www.wfme.org

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