Tuning (Medicine) 2007. MEDINE Thematic Network. THE TUNING PROJECT “HARMONISATION OF LEARNING OUTCOMES FOR HIGHER EDUCATION”. Funded by European Commission Learning outcomes/ competences for graduates Generic and subject-specific outcomes
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MEDINE Thematic Network
Luxembourg, Estonia, Cyprus
NI QI VI E
1 2 3 4
NI QI VI E
1 2 3 4
med3 ability to recognise limits and ask for help
med4 probity (honesty, maintaining good practice)
imp2 capacity for applying knowledge in practice
imp16m ability to make decisions
imp10m capacity to learn (including lifelong self-
imp15m ability to solve problems
imp12 critical and self-critical abilities
imp18 interpersonal skills
Average Rating 1=not important 2=quite important 3=very important 4=essential
imp29 concern for quality
imp28 ethical commitment
imp20m ability to work in a multidisciplinary team
imp13 capacity to adapt to new situations
Generic Tuning Competency
imp1 capacity for analysis and synthesis
imp21 ability to communicate with experts in other
imp25 ability to work autonomously
imp3 capacity for organisation and planning
(including time management)
imp17 appreciation of diversity and multiculturality
imp30 will to succeed
med2 ability to teach others
imp24 understanding of cultures and customs of
imp4m basic general knowledge outside medicine
imp27 initiative and entrepreneurial spirit
imp19m ability to lead others
imp7 knowledge of a second language
imp9 research skills
imp26m ability to design and manage projects
imp23 ability to work in an international context
Level 1 Competences/Learning Outcomes for medical graduates and practice of medicine in Europe
WORLD FEDERATION FOR MEDICAL EDUCATION TASK FORCE (2000) Defining international standards in basic medical education. Report of a Working Party, 1999, Medical Education, 34(8), 665-675.
1.4 EDUCATIONAL OUTCOME
The medical school must define the competencies that students should exhibit on graduation in relation to their subsequent training and future roles in the health system.
Quality development: The linkage of competencies to be acquired by graduation with that to be acquired in postgraduate training should be specified. Measures of, and information about, competencies of the graduates should be used as feedback to programme development.
Annotations: • Educational outcome would be defined in terms of the competencies the students must acquire before graduation. • Competencies within medicine and medical practice would include knowledge and understanding of the basic, clinical, behavioural and social sciences, including public health and population medicine, and medical ethics relevant to the practice of medicine; attitudes and clinical skills (with respect to establishment of diagnoses, practical procedures, communication skills, treatment and prevention of disease, health promotion, rehabilitation, clinical reasoning and problem solving); and the ability to undertake lifelong learning and professional development.
Basic standard: The medical school must define the curriculum models and instructional methods employed.
Quality development: The curriculum and instructional methods should ensure that students have responsibility for their learning process and should prepare them for lifelong, self-directed learning.
Annotations: Curriculum models would include models based on discipline, system, problem and community, 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.
2.2 SCIENTIFIC METHOD
Basic standard: The medical school must teach the principles of scientific method and evidence-based medicine, including analytical and critical thinking, throughout the curriculum.
Quality development: The curriculum should include elements for training students in scientific thinking and research methods.
Annotation: Training in scientific thinking and research methods may include the use of elective research projects to be conducted by medical students.
2.3 BASIC BIOMEDICAL SCIENCES
Basic standard: The medical school must identify and incorporate in the curriculum the contributions of the basic biomedical sciences to create understanding of the scientific knowledge, concepts and methods fundamental to acquiring and applying clinical science.
Quality development: The contributions in the curriculum of the biomedical sciences should be adapted to the scientific, technological and clinical developments as well as to the health needs of society.
The basic biomedical sciences would - depending on local needs, interests and traditions - typically include anatomy, biochemistry, physiology, biophysics, molecular biology, cell biology, genetics, microbiology, immunology, pharmacology, pathology, etc.
The worth of an intellectual construction is to be found in its value as an ideal…. That it also has potential for full realization is a further, but not the exclusive, benefit.
Socrates (as reported in Plato, The Republic, book 4, 360 BC)
Universal cross-recognition of primary medical qualifications within Europe
Directive 2005/36/EC of the European Parliament and of the Council of 7 September 2005
?? “a system of easily readable and comparable degrees”
+ many others
CURRICULUM CONTENT –
Basic biomedical science
Behavioural and Social Sciences and Medical Ethics
Clinical Sciences and Skills
Vary enormously in –
Aims of the Tuning (Medicine) Task Force will be: