CHI TIẾT NGHIÊN CỨU …

Tiêu đề

Analysis and prospects for curricular reform of medical schools in Southeast Europe

Tác giả

Likic R.; Dusek T.; Horvat D.

Năm xuất bản

2005

Source title

Medical Education

Số trích dẫn

DOI

10.1111/j.1365-2929.2005.02228.x

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-23044478190&doi=10.1111%2fj.1365-2929.2005.02228.x&partnerID=40&md5=ad4d2cedeb1c528f1f705f457ed8847f

Tóm tắt

AIM: To analyse the curricula of 16 medical schools in 6 countries in Southeast Europe in order to establish a prevailing standard curriculum against which a prospective curriculum reform could formulate its objectives. METHODS: Curricular information was gathered from a questionnaire sent via e-mail to the respective medical schools. The data collected ranged from the numbers of enrolled students to a breakdown of courses with distribution of instruction hours for certain teaching formats. For easier comparison the courses were clustered into 5 groups: pre-clinical, clinical, public health, liberal arts and electives. RESULTS: Belgrade has the highest number of undergraduate students, while Mostar has the lowest. Novi Sad, Foca/Srbinje, Zagreb, Split, Sofia, Ljubljana and Mostar have more than 5000 instruction hours, but Sarajevo lags behind with 4005 hours. Anatomy dominates the course load in Year 1, ranging from a share of 18.4% in Sofia to 11.3% in Novi Sad. Physiology dominates Year 2, ranging from 16.8% in Rijeka to 8.9% in Split, whereas in Year 3 the dominating course is pathology, reaching a peak of 13.7% in Sarajevo. Sofia has the highest number of class hours of clinical courses. The predominant public health courses are social medicine, family medicine and medical ecology. Medical English is taught at all medical schools (as electives in Ljubljana and Rijeka). CONCLUSION: There is considerable potential for curriculum improvement in the region. Teacher training, student participation, the definition of core competencies and the introduction of new methodologies should all be implemented in the process. © Blackwell Publishing Ltd 2005.

Từ khóa

Curriculum/*standards; Education, medical/*standards; Educational measurement/standards; Europe; Questionnaires

Tài liệu tham khảo

Teekens H., Teaching and Learning in the International Classroom, pp. 5-20, (2002); Sorbonne Joint Declaration on Harmonisation of the Architecture of the European Higher Education System, (1998); Activities. Bologna Process. Joint Declaration of the European Ministers of Education Convened in Bologna on 19 June 1999; Activities. Bologna Declaration on the European Space for Higher Education: An Explanation; Tomorrow's Doctors: Recommendations on Undergraduate Medical Education, (1993); Metz J.C., Stoelinga G.B., Pels-Rijcken-Van Erp Taalman Kip E.H., Et al., Blueprint 1994: Training of Doctors in the Netherlands. Objectives of Undergraduate Medical Education, (1994); International standards in medical education: Assessment and accreditation of medical schools' educational programmes. A WFME position paper, Med Educ, 32, pp. 549-558, (1998); Medical School Objectives Project - January 1998; Pearson S.A., Rolfe I., Ringland C., Et al., A comparison of practice outcomes of graduates from traditional and non-traditional medical schools in Australia, Med Educ, 36, 10, pp. 985-991, (2002); Dusek T., Bates T., Analysis of European medical schools' teaching programmes, Croat Med J, 44, 1, pp. 26-31, (2003); Harden R.M., Sowden S., Dunn W.R., Educational strategies in curriculum development: The SPICES model, Med Educ, 18, pp. 284-297, (1984); Bland C.J., Starnaman S., Wersal L., Et al., Curricular change in medical schools: How to succeed, Acad Med, 75, pp. 575-594, (2000); McLean M.M., Communicating curriculum reform to students: Advice in hindsight, BMC Med Educ, 3, 1, (2003)