Prsentation PowerPoint

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THE BOLOGNA PROCESS European Higher Education
Area AMSE Annual conference September 4 6 ,
2005 Turku , Finland Pr. Colette Creusy
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I. The Bologna process objectives Work
programme action-lines II. The Bologna process
and the medical studies
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I. Bologna process - work programme action lines
Lisbon 1997 European Council
UNESCO Convention recognising higher
education qualifications in the academic
field within Europe Paris 1998
Sorbonne joint declaration Ministers
in charge of higher education,
Germany, France, Italy, United Kingdom
 European Higher Education Area 
EHEA Readable and comparable
degrees Student mobility -
employability
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• Bologna June 1999 Bologna Declaration
• 29 Countries Easily readable an
  comparable degrees
• System essentially based on 2 cycles
• System of credits
• Promotion of mobility
• European Co-operation in quality assurance
• European dimension in Higher Education
• Praha May 2001 32 Countries
  EUA - Salamanca convention- March 2001
  ESIB - Göteborg - March 2001
• Life Long Learning (LLL)
• Higher education and Students
• Attractiveness of the EHEA

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Berlin September 2003 40 Countries
Convention of European Higher Education
institutions Graz May 2003
 Project  Tuning Educational Structures in
Europe   Quality of Higher Education for a
better quality of professionals in Europe and no
limitation of mobility to 2010  Priorities -
Doctoral Studies - Synergy between EHEA and
ERA - Social Dimension of Higher
Education Follow-up Group - Degree system
- Quality assurance - Recognition of
degrees and periods of study
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• Bergen May 2005
• Armenia Azerbaïjan Georgia Moldavia
  Ukraine
• Higher education and research
• Social dimension
• Mobility
• Attractiveness of the EHEA
• Follow-up Group
• Social and economic dimension
• Comparable data on mobility
• Council of Europe ESIB EI ENQA EUA
  EURASHE UNESCO -CEPES
• UNICE
• London 2007

2010
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attractiveness competitiveness of the EUROPEAN
HIGHER EDUCATION AREA ERASMUS MONDUS
finest quality unlimited mobility for
all implementation 2010
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• II.The Bologna process and the medical studies
• What makes medicine a special case?
• Implementation of the Bologna process
• into medical studies

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• What makes medicine a special case?
• Length of medical studies Directive 93/16/CEE
• Highly structured medical curricula at the
  national level
• Limited access to medical education
• Medical education towards a rather defined
  professional profile
• Medical education depending on
• -Ministries of education
• -Ministries of health

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• Implementation of the Bologna process into
  medical studies
• a. Transparency instruments

EUROPASS initiative -European CV
-port folio
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ECTS The reference for European credit
system ECTS adopt in patchy ways by medical
schools ECTS users
guide http//europa.eu.int/comm/education/program
mes/socratesects_en.html Tuning
educational structures in europe http//europa.eu.
int/comm/education/tuning.html Confusion about
the term  credit 
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b. European co-operation for quality assurance in
medical education Berlin communiqué
http//Bologna-berlin.de/en/glossar_eng.htm Europe
an expertise for quality in higher education
ENQA Network for Quality Assurance in higher
education JQI The Joint Quality
initiative ECA European Consortium for
Accreditation in Higher Education QAA
Quality Assurance Agency D-A-CH tri- national
network of accreditation institutions (AT DE
Switzerland) Tuning ESIB The national union
of students in Europe More focused on Medical
Education WFME World Federation for Medical
Education GMC General Medical council IIME
Institute for International Medical
Education LCME Accreditation of undergraduate
Medical Education (US Canada) CIDMEF Conference
Internationale des Doyens et F de Medecine
Francophone AMEE AMSE MEDINE NCME - EMA
UEMS.. IFMSA EMSA.
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• There is a need for a European consensus on the
  criteria
• and standards used in evaluation and
  accreditation process
• Publication of clear,concise,instrumental
  documents
• Glossary
• Key concepts
• - learning outcomes
• - core curriculum
• - competences
• - quality standards
• Widely spread
• Translated
• European mandatory quality assurance process in
  medicine
• European accreditation agency/system for medical
  education

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c. Implementation of the 2 cycles system ( BA/MA
)in the medical curriculum
DEBOMED survey (2005) EMA WWW.emanet.org CRUS
survey(2002) www.crus.ch/docs/lehre/bologna/schwe
iz/bericht/ber-1medizin.pdf
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The most critical point
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As for the quality of medical education
Quality early integration of basic and clinical
sciences More multidisciplinary outcomes Loss
of time dedicated to the specific professional
profile
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What kind of job, a Bachelor degree in medicine
would it prepare to?
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• Limitation of student mobility
• But more flexibility to bridge to other paths of
  higher education
• The terminology would have to be harmonized
• Implementation of the BA/MA system for
  undergraduate medical education must be deeply
  and flexibly discussed

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d. Active participation of students at all levels
of medical education - Has to be strongly
supported - this objective is already
reachede. Promotion of mobility Difficulty
to collect data Still has to be enhanced in
medical sciences All measures to enhance
mobility in Europe are beneficial for medical
education -Transparency -Recognition of degrees
and courses -Financial support -Language
courses -Coordination -Role of students
associations
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f. Lifelong Learning (LLL)development One of the
most complicated and disputed component within
the Bologna process g. Research and medical
education h. Contribution to the European
dimension in Higher Education
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The Bologna process a challenge for medical
education - Under the control of the Ministries
of Education and Health - Taking into account
the health care
delivery the characteristics
of the labour market
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DEBOMED project Coordinated by EMA ( European
Medical Association ) President Dr. COSTIGLIOLA
Vincenzo Bruxelles Belgium
Officer in charge of the project Pr CREUSY
Colette,Faculté libre de médecine ,Catholic
University, Lille- France
Partners of the project
Pr. BELLET Mireille, Faculté de Médecine,
Université de Bretagne Occidentale Brest
France Pr. BREIPOHL Winrich, Faculty of
Medicine, Rheinische.Friedrich Wilhelms
Universitat Bonn Germany Pr. FENOLL-BRUNET
Maria Rosa, Facultat de Medicina I Ciences de la
Salut, Universitat Rovira I Virgili, Reus -
Spain   Pr. GORDON David, Faculty of Medical
and Human Sciences, University of Manchester,
Manchester - UK
Pr. MEURIS Sylvain, Faculté de Médecine,
Université Libre de Bruxelles, Bruxelles -
Belgique   Pr. MIROSSAY Ladislav, Faculty of
Medicine, Safarik University, Kosice -
Slovakia   Pr. MOLINA Enzo, Faculty of Medicine,
Universita degli studi di Parma, Parma -
Italy   Pr. VEREB György, Medical and Health
Science Center - University of Debrecen,
Debrecen - Hungary
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The main documents of the Bologna Process are on
the web site http//www.bologna-bergen2005.no/  
- Sorbonne Declaration - Bologna Declaration -
Prague Communiqué - Berlin Communiqué - Lisbon
Convention Subsidiary documents - Maastricht
Communiqué - Bergen Communiqué     More
information http//europa.eu.int/comm/education/c
openhagen/index_fr.html http//www.europa.eu.int/c
omm/dgs/education_culture /index_en.htm http//www
.europa.eu.int/comm/education/world/index_fr.html
http//www.unige.ch/eua http//www.enqa.net/ http
//www.relint.deusto.es/TUNINGProject/index.htm ESI
B http//www.esib.org EI http//www.ei-ie.org
ENQA http//www.enqa.net EUA
http//www.eua.be EURASHE http//www.eurashe.be
UNESCO-CEPES http//www.cepes.ro UNICE 
http//www.unice.org