Transcript Document

Task Force 5.
Explore and develop links between medical
education and research
Semmelweis University
Veronika Kőmíves - Lajos G. Szollár
MEDINE Executive Board Meeting
Copenhagen
6th October 2006
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.
Task Force 5. Medical Education and Research, Core
Members 1.
6th Oct 2006.
Prof. George Chrousos, Athens Aghia Sophia Children’s Hospital
[email protected] +30 210 7794023
Annamaria Győrfi, Targu Mures University of Medicine and Pharmacy
Targu Mures [email protected] + 40 265 215551/113
Maria Trinidad Herrero, Murcia University of Murcia, School of
Medicine, Neuroscience [email protected] + 34968364683 Fax: +
34968364150
Are Holen, Vice Dean for Education Trondheim Faculty of Medicine,
Norwegian University of Sciences and Technology [email protected] +
47 75590137
Joseé Lenoir, Exchange Officer Amsterdam Faculty of Medicine,
Univesity of Amsterdam [email protected]
Richard Marz, Vienna Medical University of Vienna, Medical Education
Unit [email protected] + 43 1427760870
Task Force 5. Medical Education and Research, Core
Members 2.
6th Oct 2006.
Dr. Veronika Kőmíves, Semmelweis Univ., Budapest, Hungary,
[email protected]
Sylvain Meuris, Brussels Fac. Medicine [email protected]
Carin Muhr, Uppsala Dept. of Neuroscience, Neurology, Uppsala
University [email protected] + 46 704250725
Prof. Jörgen Nordenström, Huddinge (Sweden) Karolinska University
Hospital, Centre for Surgical Sciences [email protected]
+46 58582311
Anna-Lena Paulsson, Stockholm Karolinska Institute [email protected]
Lukas Plank, MD, PhD, Vice Dean Martin Jessenius Faculty of
Medicine [email protected] + 42 1842413300
Task Force 5. Medical Education and Research, Core
Members 3.
6th Oct 2006.
Dr. Joan Ribera , Lleida(Spain) University of Lleida
[email protected] +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 [email protected] + 32 2 4774558+ 32 2 486758430
Jorge J. Garcia Seoane, Madrid Facultad de Medicina, Universidad
Complutense [email protected] + 34 913941361
Willem J. van Son, MD, PhD Groningen University Hospital, Internal
Medicine Div. of Nephrology/Renal Transplantation [email protected]
+31 503616161
Prof. Lajos Szollár, Semmelweis Univ., Budapest, Hungary,
[email protected]
Dr. Josanne Vassallo, Guardamangia (Malta)University of Malta Medical
School [email protected] , [email protected]
Features 1.
Electronic Survey (addressed to responsible
officers of each University, in a given timewindow)
Questionnaire (Research and medical
education at institutional level, present status)
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Undergraduate (B. Sc. and M.Sc. Level)
Ph. D. School or Programmes
Specialty training
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?A=128092676E55029
Thanks for your participation,
L&Mark Kft.
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
Task Force 5. Medical Education and Research,
Writng and editorial teams
6th Oct 2006.
>assemble your writing teams for both these
publications and the final report: Veronika
Kőmíves, Richard Marz, Anna-Lena Paulsson,
Paul de Roos, Chris van Schrawendijk,
Josanne Vassallo.
>find a rapporteur : Chris van Schrawendijk
>find an editorial team: Veronika Kőmíves,
Anna-Lena Paulsson, Paul de Roos, Chris van
Schrawendijk, Josanne Vassallo.
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
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at graduation
at the end of Ph. D. Studies
at residency, end of specialty training
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
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
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 to:
Strongly 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
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
M.D. Exit Questionnaire (1)
Directions: This questionnaire is anonymous. If you check 1 or 5 (on scale
of 1-5, (1=not at all, 5=very)) 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
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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? ____
M.D. Exit Questionnaire (2)
Directions: This questionnaire is anonymous. If you check 1 or 5 (on scale
of 1-5, (1=not at all, 5=very)) 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 ____
M.D. Exit Questionnaire (3)
Directions: This questionnaire is anonymous. If you check 1 or 5 (on scale
of 1-5, (1=not at all, 5=very)) 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?
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
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
Issues to be addressed at residency
Answer: yes/no
Country:
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?
Does this curriculum provide an introduction
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to communication skills
to research (investigation) design,
statistics
critical review of the literature
Are research opportunities readily available?
Is research required?
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
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 to:
II. Technology Skills
Strongly 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
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.
The implementation of the Bologna process in
medical education
DEBOMED
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.
Medical Education and Research, Core Members 1.
9 February, 2006.
Prof. George Chrousos Athens Aghia Sophia Children’s Hospital
[email protected] +30 210 7794023
Annamaria Győrfi Targu Mures University of Medicine and Pharmacy Targu
Mures [email protected] + 40 265 215551/113
Maria Trinidad Herrero Murcia University of Murcia, School of Medicine,
Neuroscience [email protected] + 34968364683Fax: + 34968364150
Are Holen, Vice Dean for Education Trondheim Faculty of Medicine,
Norwegian University of Sciences and Technology [email protected] + 47
75590137
Jorge J. Garcia Seoane Madrid Facultad de Medicina, Univesidad
Complutense [email protected] + 34 913941361
Joseé Lenoir, Exchange Officer Amsterdam Faculty of Medicine, Univesity of
Amsterdam [email protected]
Richard Marz Vienna Medical University of Vienna, Medical Education Unit
[email protected] + 43 1427760870
Sylvain Meuris Brussels Fac. Medicine [email protected]
Medical Education and Research, Core Members 2.
9 February, 2006.
Carin Muhr Uppsala Dept. of Neuroscience, Neurology, Uppsala University
[email protected] + 46 704250725
Prof. Jörgen Nordenström Huddinge (Sweden) Karolinska University
Hospital, Centre for Surgical Sciences [email protected] +46
58582311
Anna-Lena Paulsson Stockholm Karolinska Institute [email protected]
Lukas Plank, MD, PhD, Vice Dean Martin Jessenius Faculty of Medicine
[email protected] + 42 18424133002
Dr. Joan Ribera Lleida(Spain) University of Lleida [email protected]
+34 973702415
Chris van Schrawendijk Brussels Diabetes Research Center, Vrye, Brussels
University [email protected] + 32 2 4774558+ 32 2 486758430
Willem J. van Son, MD, PhD Groningen University Hospital, Internal
Medicine Div. of Nephrology/Renal Transplantation [email protected] +31
503616161
Dr. Josanne Vassallo Guardamangia (Malta)University of Malta Medical
School [email protected] [email protected]
The implementation of the Bologna process in
medical education
DEBOMED
Editor
Dr. Vincenzo COSTIGLIOLA,
EMA
[email protected]
Written by
Pr. Colette CREUSY,
Faculté Libre de Médecine – Université Catholique de Lille – France
[email protected]
Coordinated by
European Medical Association “EMA” – Brussels – Belgium
[email protected]
The implementation of the Bologna
process in
medical education
DEBOMED
The implementation of the Bologna process in
medical education
DEBOMED
Trends IV: European Universities Implementing Bologna
Executive summary
Trends IV: European Universities Implementing Bologna
Executive summary
11. Please specify in the textbox below.
(Please answer under the following titles:
Name of the topic;
Name and title of the General co-ordinator;
Level of training: see categories in question 3;
ECTS Unit: (if available): % of total ECTS
credit;
Contact Hours: ;
Theoretical/Practical Skill Ratio;
Content of topic (max 1 A4 page including
study material, assessment etc.)
Basic Medical Education
WFME 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.
Basic Medical Education
WFME 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?
Trends IV: European Universities
Implementing Bologna
Executive 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.
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.
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.
Proposed organizational chart
Task force core
Representatives of
Organisations
National
coordinators
University A
University B
Graduates
Ph.D.
Residency
University C
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
Task Force 5. Medical Education and Research, Core
Members 1.
1May, 2006.
Prof. George Chrousos, Athens Aghia Sophia Children’s Hospital
[email protected] +30 210 7794023
Annamaria Győrfi, Targu Mures University of Medicine and Pharmacy Targu
Mures [email protected] + 40 265 215551/113
Maria Trinidad Herrero, Murcia University of Murcia, School of Medicine,
Neuroscience [email protected] + 34968364683Fax: + 34968364150
Are Holen, Vice Dean for Education Trondheim Faculty of Medicine,
Norwegian University of Sciences and Technology [email protected] + 47
75590137
Joseé Lenoir, Exchange Officer Amsterdam Faculty of Medicine, Univesity of
Amsterdam [email protected]
Richard Marz, Vienna Medical University of Vienna, Medical Education Unit
[email protected] + 43 1427760870