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The Medical Curricula at the Charité - Experiences and Developments

The Medical Curricula at the Charité - Experiences and Developments. Manfred Gross Charité – Universitätsmedizin Berlin Dean of Student Affairs. Content. A. Experiences Reform- versus regular curriculum Other characteristics at the Charité Developments Model curriculum

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The Medical Curricula at the Charité - Experiences and Developments

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  1. The Medical Curricula at the Charité - Experiences and Developments Manfred Gross Charité – Universitätsmedizin Berlin Dean of Student Affairs

  2. Content A Experiences Reform- versus regular curriculum Other characteristics at the Charité Developments Model curriculum Bologna Process 1. 1.1 1.2 2. 2.1 2.2

  3. A - Experiences - 1.

  4. Education • Medical School • Medicine, regular track 12 semesters, 6000 students • Medicine, reform track currently in its 7th year, 12 semesters, 300 students • Dental School 10 semesters, 890 students • School of Nursing Sciences 9-11 semesters, 440 students

  5. Education • Postgraduate Programs • Biophysics (Master) • International Health (Master) • European Master in Nursing Science (Master) • Consumer Health Care (Master) • Medical Neurosciences (Master-MD/Ph.D.) • Biostatistics (Master) • Health and Society: International Gender Studies Berlin (Master) • Public Health (Master) • Epidemiology (Master) • Molecular Biology (MD/PhD-program in preparation) • Benjamin Franklin Special Course:Additional research programs for junior medical students

  6. How do we try to achieve excellence in education? • Funds distributed on a performance based basis (evaluation by the students and the Dean‘s office) • „Dean‘s list“ and public internal ranking system • Flexible funds and additional personnel based on established teaching excellence • Collaboration with „practice oriented partners“ in community hospitals and teaching practices • Teaching awards • Protected time for advanced teaching courses (master of medical education) • „Teaching the teacher“-programs • Close monitoring by internal education commission – -50 % students

  7. Experiences A Charité is in Germany the faculty with • the most parallel curricula in medicine (up to 4 simultaneously) • the first reform curriculum • the most extended experiences in the reform of medical curricula • most Erasmus-students • the longest experiences in performance-orientated funding of education • equivalent and transparent financing of education • the most severe organizational challenges (medical faculty belonging to 2 universities, status after several merging processes, 4 campi)

  8. Internationalization of Medical Education • International Projects & Cooperations • Internet-based Language Courses • Summer Schools • Collaboration with the German University in Cairo (GUC) • Visiting Doctors Program • Visiting scholar program(German Academic Exchange Service) • Study Abroad Programs and Support • European Exchane Program SOKRATES/ERASMUS • Biomedical Sciences Exchange Program • UNIBRAL, Program of the German Academic Exchange Service • Partner universities all over the world • Language courses • Administrative support • www.charite.de/chic

  9. European Cooperation Partners • European Exchange ProgramSOKRATES/ERASMUS: • 92 Partner universities • 190 Outgoing students per year • 130 Incomings students per year

  10. University of Tartu Estonia Johns Hopkins UniversityBaltimore, USA Gachon Medical School Inchon/South Korea Burdenko Medical Academy, Voronezh/Russia Saitama Medical School Saitama/Japan 2nd Tashkent State Med. Institute, Tashkent/Usbekistan Instituto Superior de Ciencias Medicas, La Habana/Cuba Tongji Medical University, Wuhan Second Military Medical University, ShanghaiFujian University of Traditional Chinese Medicine, Fuzhou Jinan University, Guangzhou Shanghai University of Traditional Chinese Medicine, Shanghai ZAST Zhejiang Association of Science and Technology, Hangzhou Tehran University of Med.Sciences, Tehran/Iran Pontificia Universidade Católica doParaná, Curitiba/BrazilUniversidade Federal do Estado de Ceará, Fortaleza Universida de Moròn, Buenos Aires/Argentina Medical University of Southern Africa Pretoria/South Africa University of Tasmania Hobart, Tasmania/Australia International Cooperation Partners Bilateral Cooperations worldwide: student and scientist exchange programs, joint projects

  11. A - Reform vs. Regular Curriculum - 1.1

  12. Reform vs. Regular Curriculum A Reform curriculum • Started 1999 • Aim: Answering the question whether a reform curriculum is able to educate real medical doctors • New teaching format (PBL) • No preclinical part • no exam after two years • Which elements of the reform- and regular curriculum provedto be very good and shall be transferred to the new model study?

  13. Regular vs. Reform curriculum clinical clinical basic sciences basic sciences

  14. Competences and skills Ability to • diagnose, care for and treat patients purposeful • support health and prevention • work in social context • think and act scientifically • transmit knowledge • lifelong learning • medical decision making • self appraisal, personality development and self care • communication, interaction and team spirit

  15. Actual Reasons for a change A Disadvantages in the Regular Curriculum Expiration of Funding of the Reform Curriculum 1. 2.

  16. A Other characteristics of the education at the Charité 1.2

  17. Training center for medical skills

  18. Ärztinnen und Ärzte mit Kenntnissen, Fähigkeiten und Fertigkeiten, die sie befähigen, in der hausärztlichen Versorgung tätig zu werden die wissenschaftlich denken und handeln die ethische, ökologische und ökonomische Aspekte der eigenen Tätigkeit erfassen und in ärztlichen Entscheidungen berücksichtigen die bereit und fähig sind, eigene Kompetenzen einzuschätzen und sich lebenslang fortzubilden ZIELE- der Ausbildung zur Ärztin und zum Arzt -

  19. New teaching formats PBL New examination formats OSCE PTM Simulation patientes Individual timetable Orientation units Computer cabinets ERASMUS Evaluation Students‘ competitions Benjamin Franklin Kolleg Benjamin Franklin Contest ESC Admission procedure Assessment-Center Online examination Computer aided examinations Scholarships for MME Flexible funds and additional personnel based on established teaching excellence Awards for Best lectures eLearning Email-Accounts for all new Students +VPN Other Elements

  20. A - Developments - 2.

  21. Regular vs. Reform vs. Model curriculum skills competences clinical clinical clinical basic sciences basic sciences basic sciences

  22. A - Bologna-Process - 2.1

  23. Central Aims of the Bologna process • Down sizing • Employability • Mobility • Internationalization

  24. Do we need the Bologna process in medical education? cons A Final exam is accepted in all nations of the EU as license to practise Mobility of our students is already supported by the ERASMUS program Bachelor in medical sciences is a „small doctor“ 1. 2. 2.

  25. Do we need the Bologna process in medical education? pros A Down sizing is not possible In contrast to other curricula comfortable situation in medicine because • there is a European regulation concerning the permission to practise as a medical doctor 1. 2.

  26. Do we need the Bologna process in medical education? pros A Employability • Transform the former preclinical curriculum (nearly without value) to a curriculum with a valuable final certificate from educational establishment • Create new professions in the medical field, e.g. • Medical coordinator • Medical journalist • Health care manager • Possibility to combine the medical curriculum with other curricula 3.

  27. Model Curriculum Internship 1 clinical 2 3 basic sciences

  28. Bologna-Process 1 Internship 2 Master 3 Bachelor

  29. Bologna-Process 1 Internship M. of Public Health M. of Health & Society M. of Molecular Medicine M. of Neuro- sciences M. of Epide- miology M. of Inter- national Health Master 2 3 Bachelor

  30. Bologna-Process 1 Internship M. of Public Health M. of Health & Society M. of Molecular Medicine M. of Neuro- sciences M. of Epide- miology M. of Inter- national Health Master 2 3 Bachelor

  31. Relations and interactions of the curricula Epidemiology Public Health International Health Nursing Master of Medical Sciences Health & Society Molecular medicine Medical Neurosciences

  32. Do we need the Bologna process in medical education? pros A Mobility and Internationalization • Modules, e.g. „Cell“, „Blood“, „Circulation“, „Lung“.. • Modules as smallest senseful teaching units and as the lowest common denominator 4.

  33. Internationalization Deutschland Irland Griechenland Italien Lettland Litauen Dänemark Luxemburg • Dual or multiple (multilingual) degree • Complete medical education with licence to practise as a doctor in all nations of the EU plus at least • level one language abilities in 2 languages • 2 national medical vocabularies • Knowledge of 2 national health care systems • Periods of practical training in 2 countries Bulgarien Malta Estland Niederlande Belgien Österreich Finnland Portugal Rumänien Schweden Slowakei Slowenien Spanien Tschechische Republik Frankreich Vereinigtes Königreich Zypern Ungarn Polen

  34. Tschüss danke Servus Ende merci the end

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