Task Force 5'

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• Task Force 5.
• Explore and develop links between medical
  education and research
• Semmelweis University
• Veronika Komíves - Lajos G. Szollár
• MEDINE Executive Board Meeting
• Copenhagen
• 6th October 2006

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MEDINE Task Force 5. Explore and develop links
between medical education and research
(Semmelweis University).

• examine relationships between education and
  research in medicine.
• examine issues such as the importance of outcomes
  related to critical appraisal and use of
  evidence, whether basic research skills are a
  core competence for medical graduates.
• promote the growth of collaborative research and
  development projects, building on strengths and
  interests of partner institutions, which can be
  submitted for financial support and which might
  involve undergraduates, since an understanding of
  research is essential to the development of best
  clinical practice.

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Task Force 5. Medical Education and Research,
Core Members 1. 6th Oct 2006.

• Prof. George Chrousos, Athens Aghia Sophia
  Childrens Hospital chrousge_at_med.uoa.gr 30 210
  7794023
• Annamaria Gyorfi, Targu Mures University of
  Medicine and Pharmacy Targu Mures
  agyorfi_at_umftgm.ro 40 265 215551/113
• Maria Trinidad Herrero, Murcia University of
  Murcia, School of Medicine, Neuroscience
  mtherrer_at_um.es 34968364683 Fax [phone]
• Are Holen, Vice Dean for Education Trondheim
  Faculty of Medicine, Norwegian University of
  Sciences and Technology are.holen_at_ntnu.no 47
  75590137
• Joseé Lenoir, Exchange Officer Amsterdam Faculty
  of Medicine, Univesity of Amsterdam
  m.j.lenoir_at_amc.uva.nl
• Richard Marz, Vienna Medical University of
  Vienna, Medical Education Unit
  richard.maerz_at_meduniwien.ac.at 43 1427760870

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Task Force 5. Medical Education and Research,
Core Members 2. 6th Oct 2006.

• Dr. Veronika Komíves, Semmelweis Univ., Budapest,
  Hungary, komiv_at_nkcs.sote.hu
• Sylvain Meuris, Brussels Fac. Medicine
  ULBmeuris_at_ulb.ac.be
• Carin Muhr, Uppsala Dept. of Neuroscience,
  Neurology, Uppsala University carin.muhr_at_neurologi
  .uu.se 46 704250725
• Prof. Jörgen Nordenström, Huddinge (Sweden)
  Karolinska University Hospital, Centre for
  Surgical Sciences jorgen.nordenstrom_at_cfss.ki.se
  46 58582311
• Anna-Lena Paulsson, Stockholm Karolinska
  Institute anna-lena.paulsson_at_admin.ki.se
• Lukas Plank, MD, PhD, Vice Dean Martin Jessenius
  Faculty of Medicine plank_at_jfmed.uniba.sk 42
  1842413300

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Task Force 5. Medical Education and Research,
Core Members 3. 6th Oct 2006.

• Dr. Joan Ribera , Lleida(Spain) University of
  Lleida joan.ribera_at_cmb.udl.es 34 973702415
• Samuel dos Santos Ribeiro , Lisbon (Portugal),
  EMSA
• Paul de Roos, Amsterdam (Netherlands), Student
  President, VU, EMSA
• Prof. Chris van Schrawendijk , Brussels Diabetes
  Research Center, Vrye, Brussels University
  chrisvs_at_vub.ac.be 32 2 4774558 32 2 486758430
• Jorge J. Garcia Seoane, Madrid Facultad de
  Medicina, Universidad Complutense
  jgarseo_at_med.ucm.es 34 913941361
• Willem J. van Son, MD, PhD Groningen University
  Hospital, Internal Medicine Div. of
  Nephrology/Renal Transplantation
  w.j.son_at_int.umcg.nl 31 503616161
• Prof. Lajos Szollár, Semmelweis Univ., Budapest,
  Hungary, szollaj_at_net.sote.hu
• Dr. Josanne Vassallo, Guardamangia
  (Malta)University of Malta Medical School
  josanne.vassallo_at_um.edu.mt , mmj-editor_at_um.edu.mt

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Features 1.

• Electronic Survey (addressed to responsible
  officers of each University, in a given
  time-window)
• Questionnaire (Research and medical education at
  institutional level, present status)
• Undergraduate (B. Sc. and M.Sc. Level)
• Ph. D. School or Programmes
• Specialty training

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Dear Partner,We are conducting a survey, and
your response would be appreciated.Here is a
link to the survey, You can test
it http//www.surveymonkey.com/s.asp?A128092676
E55029 Thanks for your participation,     
 LMark Kft.
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MEDINE Task Force 5. Explore and develop links
between medical education and research
(Semmelweis University).

• May 2006, Prague Task Force Panel Meeting
• June-September, Final tuning of the
  Questionnaire by e-mail
• 15 Oct-30 Nov 2006 Data collecting (Surveymonkey
  open)
• January 2007 Task Force Workshop 1, Budapest,
  analysis of the data, draft of the report
• March-April 2007 Task Force Panel, place still
  open, final report
• May 2007 MEDINE Annual Conference - results and
  recommendations

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Task Force 5. Medical Education and Research,
Writng and editorial teams 6th Oct 2006.

• gtassemble your writing teams for both these
  publications and the final report Veronika
  Komíves, Richard Marz, Anna-Lena Paulsson, Paul
  de Roos, Chris van Schrawendijk, Josanne
  Vassallo.
• gtfind a rapporteur Chris van Schrawendijk
• gtfind an editorial team Veronika Komíves,
  Anna-Lena Paulsson, Paul de Roos, Chris van
  Schrawendijk, Josanne Vassallo.

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MEDINE Task Force D (?)

• Electronic Survey
• Exit-Questionnaire Part B (Issues to be addressed
  to students and doctors via organisations and/or
  university offices, cca. 10 of participants, but
  min. 30 persons, selected by chance
• at graduation
• at the end of Ph. D. Studies
• at residency, end of specialty training

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Indicate the activities you will have
participated in during medical school on a
compulsory (required)basis. (Check all that
apply)

• Independent study project for credit
• Research project with faculty member
• Authorship (sole or joint) of a research paper
  submitted for publication
• Thesis project
• International health experiences
• Educating high school or college students about
  careers in health professions or biological
  sciences
• Delivering health services to underserved
  populations at a clinical site
• Providing health education (e.g., HIV/AIDS
  education, breast cancer awareness, smoking
  cessation)
• Field experience in community health (e.g.,
  adult/child protective services, family violence
  program, rape crisis hotline)
• Field experience in home care
• Field experience in nursing home care

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Indicate the activities you will have
participated in during medical school on an
elective or volunteer (not required) basis.
(Check all that apply)

• Independent study project for credit
• Research project with faculty member
• Authorship (sole or joint) of a research paper
  submitted for publication
• Thesis project
• International health experiences
• Educating high school or college students about
  careers in health professions or biological
  sciences
• Delivering health services to underserved
  populations at a clinical site
• Providing health education (e.g., HIV/AIDS
  education, breast cancer awareness, smoking
  cessation)
• Field experience in community health (e.g.,
  adult/child protective services, family violence
  program, rape crisis hotline)
• Field experience in home care
• Field experience in nursing home care
• Learned another language in order to improve my
  communication with patients
• Took a seminar on minority health
• Participated in a course/workshop on cultural
  awareness
• Worked on a project with a community-based
  multicultural group

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Indicate your level of agreement with the
following statements. (Select one for each
item)I am confident that I have the appropriate
knowledge and skills toStrongly Agree/ Agree/No
Opinion-Indifferent /Disagree/Strongly Disagree

• 1. Carry out reasonably sophisticated searches of
  medical information databases
• 2. Critically review a published research report
• 3. Carry out the appropriate biomedical statistic
  procedure in
• a) experimental
• b) clinical
• c) epidemiological investigation
• 4. Prepare and write scientific work (article) in
  an
• a) experimental
• b) clinical (case)
• c) epidemiological study
• 5. Compose an oral or poster presentation (write
  text, drawing figures and tables etc.)
• 6. Have the communication skills necessary to
  interact with the audience
• 7. Compose a thesis to defend and earn a degree
• 8. Construct a design of an investigation
• 9. Protect the confidentiality of private
  information obtained from patients and colleagues
  when the information is stored on a computer
• 10. Use a computer-based clinical record keeping
  program, both for finding and recording
  patient-specific information
• 11. Use a variety of forms of telemedicine

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Do you believe that the time devoted to your
instruction in each of the following areas was
inadequate, appropriate,or excessive? (Select
one for each item)Inadequate Appropriate
Excessive

• 1. Patient interviewing skills
• 2. Physician-patient communication skills
• 3. Physician-physician communication skills
• 4. Evidence-based medicine in general
• 5. Interpretation of clinical data
• 6. Interpretation of research reports
• 7. Literature reviews/critiques
• 8. Interpretation of laboratory results
• 9. Decision analysis

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M.D. Exit Questionnaire (1)Directions This
questionnaire is anonymous. If you check 1 or 5
(on scale of 1-5, (1not at all, 5very)) for
those questions which give a numeric scale,
please comment on why you feel the way you do.
Please respond to the five questions below on a
scale of 1-5.

• 1. To what extent did your program of study help
  you achieve competence in
• basic science ____
• laboratory/research skills ____
• literature survey ____
• publication skills____
• 2. To what degree did your program of study help
  you master the core knowledge of design of an
  investigation ____
• 3. How well did your program of study foster your
  ability to critically reason from facts to
  conclusions, by means of specifying, analyzing
  and implementing effective solutions to
  scientific medical problems? ____

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M.D. Exit Questionnaire (2)Directions This
questionnaire is anonymous. If you check 1 or 5
(on scale of 1-5, (1not at all, 5very)) for
those questions which give a numeric scale,
please comment on why you feel the way you do.
Please respond to the five questions below on a
scale of 1-5.

• 4. Rate your program of study as to its
  effectiveness in teaching you basic skills for
  applying medical research knowledge, such as
  current design methodologies, team work, etc.
  ____
• 5. Assess the usefulness of your program of study
  in developing a professional attitude to your
  peers , your discipline, and society at large.
  ____2. To what degree did your program of study
  help you master the core knowledge of design of
  an investigation ____

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M.D. Exit Questionnaire (3)Directions This
questionnaire is anonymous. If you check 1 or 5
(on scale of 1-5, (1not at all, 5very)) for
those questions which give a numeric scale,
please comment on why you feel the way you do.
Please respond to the five questions below on a
scale of 1-5.

• 6. Were you involved with a faculty members
  research (y/n)? ____
• If so, how valuable was this experience? ____
• 7.. Rate the degree to which the scientific tutor
  provided a supportive overall learning. ____
• 8. Rate the overall quality of instruction.
  ______
• 9. Rate your instructors availability to
  students. ________
• 10. What changes to the research requirements
  would you suggest?
• 11. Would you like more industry
  contact/experience/internships?

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How extensively do you expect to be involved in
research during your medical career? (Select one)

• Exclusively
• Significantly involved (several years set aside
  for full time research or 25 or more of
  continuous career devoted to research pursuits)
• Somewhat involved (one year or less set aside for
  research or less than 25 of continuous career)
• Involved in a limited way (occasional cooperation
  with clinical trials of new drugs or medical
  devices in my practice)
• Not involved

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Indicate your career intention from the different
activities listed below. (Select one)

• Full-time university faculty
• 1. Basic science teaching and research (e.g.,
  anatomy, biochemistry)
• 2. Clinical discipline teaching, research, and
  patient care (e.g., internal medicine, surgery)
• Full-time (non-academic) clinical practice
• 3. Solo Practice
• 4. In partnership with one other physician
• 5. In a group of 3 or more physicians
• 6. Join a closed panel (group or staff-model) HMO
• 7. Salaried, hospital based.
• Other
• 8. State or federal agency (e.g., Armed Forces,
  Public Health Service)
• 9. Medical/healthcare administration, without
  practice (e.g., hospital or federal agency
  administrator, association or academic executive,
  business executive)
• 10. Non-university research scientist (e.g.,
  industry, federal agency, state agency)
• 11. Other
• 12. Undecided

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Issues to be addressed at residencyAnswer
yes/noCountry Specialty

• 1. Do you consider your department a scholarly
  environment?
• 2. Do you have a regular scientific meeting?
• 3. Do you have a journal club?
• 4. Is your departmental faculty involved in
  research?
• 5. Are you required to do research?
• 6. Are research opportunities readily available?
• 7. If involved in research, do you receive
  adequate support and guidance?
• 8. Have you published an article during your
  residency?
• 9. Have you made a presentation at a national or
  regional meeting?
• 10. Are you a member of a professional medical
  organization or society?
• 11. Do you have easy access to a clinical
  library?
• 12. Do you have access to adequate computer
  resources, including Internet services?

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• Does this curriculum provide an introduction
• to communication skills
• to research (investigation) design,
• statistics
• critical review of the literature
• Are research opportunities readily available?
• Is research required?

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Indicate your level of satisfaction with the
following. (Select one for each item)Very
Satisfied /Satisfied/No Opinion/Indifferent
/Dissatisfied/Very Dissatisfied

• 1. Library
• 2. Computer resource center
• 3. Student study space
• 4. Student relaxation space

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14. Indicate your level of agreement with the
following statements. (Select one for each
item)I am confident that I have the appropriate
knowledge and skills toII. Technology
SkillsStrongly Agree/ Agree/No
Opinion/Indifferent /Disagree/Strongly Disagree

• 1. Carry out reasonably sophisticated searches of
  medical information databases
• 2. Critically review a published research report
• 3. Carry out the appropriate biomedical statistic
  procedure in
• a) experimental
• b) clinical
• c) epidemiological investigation
• 4. Prepare and write scientific work (article) in
  an
• a) experimental
• b) clinical (case)
• c) epidemiological study
• 5. Compose an oral or poster presentation (write
  text, drawing figures and tables etc.)
• 6. Compose a thesis to defend and earn a degree
• 7.
• 3. Protect the confidentiality of private
  information obtained from patients and colleagues
  when the information is stored on a computer
• 4. Use a computer-based clinical record keeping
  program, both for finding and recording
  patient-specific information
• 5. Use a variety of forms of telemedicine
• 6. Use a computerized clinical scheduling system
• 7. Use a personal digital assistant (PDA) for
  clinical purposes

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How important were the following premedical
courses in preparing you for medical school?
(Select one for each item)
1. Biology 2. General Chemistry 3. Organic
Chemistry 4. Physics 5. Comparative Anatomy 6.
Biochemistry 7. Genetics 8. Physiology 9.
Zoology 10. Calculus
Not At All Important Slightly Important Somewhat
Important Moderately Important VeryImportant Don't
Know/N. A.
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The implementation of the Bologna process
inmedical educationDEBOMED
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How important were the following premedical
courses in preparing you for medical school?
(Select one for each item)
11. Statistics 12. Psychology 13. Social
Sciences, other than psychology (e.g.,
sociology, anthropology) 14. English
composition/writing 15. English Literature 16.
Humanities, other than English (e.g., philosophy,
foreign language)
Not At All Important Slightly Important Somewhat
Important Moderately Important VeryImportant Don't
Know/N. A.
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Medical Education and Research, Core Members 1.
9 February, 2006.

• Prof. George Chrousos Athens Aghia Sophia
  Childrens Hospital chrousge_at_med.uoa.gr 30 210
  7794023
• Annamaria Gyorfi Targu Mures University of
  Medicine and Pharmacy Targu Mures
  agyorfi_at_umftgm.ro 40 265 215551/113
• Maria Trinidad Herrero Murcia University of
  Murcia, School of Medicine, Neuroscience
  mtherrer_at_um.es 34968364683Fax [phone]
• Are Holen, Vice Dean for Education Trondheim
  Faculty of Medicine, Norwegian University of
  Sciences and Technology are.holen_at_ntnu.no 47
  75590137
• Jorge J. Garcia Seoane Madrid Facultad de
  Medicina, Univesidad Complutense
  jgarseo_at_med.ucm.es 34 913941361
• Joseé Lenoir, Exchange Officer Amsterdam Faculty
  of Medicine, Univesity of Amsterdam
  m.j.lenoir_at_amc.uva.nl
• Richard Marz Vienna Medical University of Vienna,
  Medical Education Unit richard.maerz_at_meduniwien.a
  c.at 43 1427760870
• Sylvain Meuris Brussels Fac. Medicine
  ULBmeuris_at_ulb.ac.be

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Medical Education and Research, Core Members
2.9 February, 2006.

• Carin Muhr Uppsala Dept. of Neuroscience,
  Neurology, Uppsala University carin.muhr_at_neurologi
  .uu.se 46 704250725
• Prof. Jörgen Nordenström Huddinge (Sweden)
  Karolinska University Hospital, Centre for
  Surgical Sciences jorgen.nordenstrom_at_cfss.ki.se
  46 58582311
• Anna-Lena Paulsson Stockholm Karolinska Institute
  anna-lena.paulsson_at_admin.ki.se
• Lukas Plank, MD, PhD, Vice Dean Martin Jessenius
  Faculty of Medicine plank_at_jfmed.uniba.sk 42
  18424133002
• Dr. Joan Ribera Lleida(Spain) University of
  Lleida joan.ribera_at_cmb.udl.es 34 973702415
• Chris van Schrawendijk Brussels Diabetes Research
  Center, Vrye, Brussels University
  chrisvs_at_vub.ac.be 32 2 4774558 32 2 486758430
• Willem J. van Son, MD, PhD Groningen University
  Hospital, Internal Medicine Div. of
  Nephrology/Renal Transplantation
  w.j.son_at_int.umcg.nl 31 503616161
• Dr. Josanne Vassallo Guardamangia
  (Malta)University of Malta Medical School
  josanne.vassallo_at_um.edu.mt mmj-editor_at_um.edu.mt

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The implementation of the Bologna process
inmedical educationDEBOMED

• Editor
• Dr. Vincenzo COSTIGLIOLA,
• EMA
• Vincenzo_at_EMAnet.org
• Written by
• Pr. Colette CREUSY,
• Faculté Libre de Médecine Université Catholique
  de Lille France
• ccreusy_at_nordnet.fr
• Coordinated by
• European Medical Association EMA Brussels
  Belgium
• contact_at_EMAnet.org

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The implementation of the Bologna process
inmedical educationDEBOMED
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The implementation of the Bologna process
inmedical educationDEBOMED
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Trends IV European Universities Implementing
Bologna Executive summary
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Trends IV European Universities Implementing
Bologna Executive summary
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• 11. Please specify in the textbox below.(Please
  answer under the following titlesName of the
  topicName and title of the General
  co-ordinatorLevel of training see categories
  in question 3ECTS Unit (if available) of
  total ECTS creditContact Hours
  Theoretical/Practical Skill RatioContent of
  topic (max 1 A4 page including study material,
  assessment etc.)

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Basic Medical EducationWFME Global Standards for
Quality Improvement

• 6. EDUCATIONAL RESOURCES
• 6.4 RESEARCH
• Basic standard
• The medical school must have a policy that
  fosters the relationship between research and
  education and must describe the research
  facilities and areas of research priorities at
  the institution
• Quality development
• The interaction between research and education
  activities should be reflected in the curriculum
  and influence current teaching and should
  encourage and prepare students to engagement in
  medical research and development.

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Basic Medical EducationWFME Global Standards for
Quality Improvement

• OUTLINE FOR DATA COLLECTION
• 6.4 Research
• Basic Provide a brief description of the
  research facilities and research programmes of
  the school.
• How does the school foster interaction between
  its research and educational activities?
• Quality What mechanism exist to ensure that
  research activities are reflected in the
  curriculum and teaching?
• Are there any initiatives at the medical school
  to engage students in medical research?

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Trends IV European UniversitiesImplementing
BolognaExecutive summary

• 9. The link between higher education and
  research.
• .... the necessary focus upon restructuring
  curricula... have meant that they have less time
  than before to devote to their research
  activities. This is a particular cause ...of the
  need to enhance the attractiveness of research
  careers and underlines the importance of linking
  the higher education and research agendas. There
  is so far little evidence that such discourse has
  been translated into concrete action and
  prioritised in universities.

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Trends IV site visit interviews revealed that
four main issues can be distinguished

• 1. The new curricula often weaken students
  research exposure at Bachelor level. In contrast,
  the new Master level is usually regarded as
  offering the opportunity to link education most
  intimately to the research conducted at the
  institution....
• 2. The doctoral level is affected in different
  ways by the Bologna reforms
• with respect to the transition from Master to
  doctoral level
• with respect to the desired length of doctoral
  training
• or with respect to increased attention to
  mentoring and counselling at the doctoral level,
  brought about by the Bologna curricular debates.

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Trends IV site visit interviews revealed that
four main issues can be distinguished

• 3. The Bologna reforms encourage
  inter-institutional communication and
  decision-making, which can positively influence
  research development.
• 4. The Bologna reforms are absorbing a
  considerable amount of time and resources - not
  just in the implementation phase but also for the
  additional teaching and assessment time for
  professors needing to run the new structures and
  approaches to the detriment of research.

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Proposed organizational chart
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Do you believe that the time devoted to your
instruction in each of the following areas was
inadequate, appropriate,or excessive? (Select
one for each item)

• 1. Evidence-based medicine in general
• 2. Interpretation of clinical data
• 5. Interpretation of laboratory results
• 3. Interpretation of research reports
• 4. Literature reviews/critiques
• 6. Decision analysis

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Task Force 5. Medical Education and Research,
Core Members 1. 1May, 2006.

• Prof. George Chrousos, Athens Aghia Sophia
  Childrens Hospital chrousge_at_med.uoa.gr 30 210
  7794023
• Annamaria Gyorfi, Targu Mures University of
  Medicine and Pharmacy Targu Mures
  agyorfi_at_umftgm.ro 40 265 215551/113
• Maria Trinidad Herrero, Murcia University of
  Murcia, School of Medicine, Neuroscience
  mtherrer_at_um.es 34968364683Fax [phone]
• Are Holen, Vice Dean for Education Trondheim
  Faculty of Medicine, Norwegian University of
  Sciences and Technology are.holen_at_ntnu.no 47
  75590137
• Joseé Lenoir, Exchange Officer Amsterdam Faculty
  of Medicine, Univesity of Amsterdam
  m.j.lenoir_at_amc.uva.nl
• Richard Marz, Vienna Medical University of
  Vienna, Medical Education Unit
  richard.maerz_at_meduniwien.ac.at 43 1427760870