THE BOLOGNA PROCESS

European Higher Education Area

AMSE Annual conference

September 4 – 6 , 2005Turku , Finland

Pr. Colette Creusy

I. The Bologna process – objectives

– Work programme action-lines

II. The Bologna process and the medical studies

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

- 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

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

Bergen May 2005Armenia – 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

II.The Bologna process and the medical studies

1. What makes medicine a special case?

2. Implementation of the Bologna process into medical studies

1. 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

2. Implementation of the Bologna process into medical studies

a. Transparency instruments

By law BE

Fr

BE

FL

FI FR DE HU IT SK ES UK

ECTS + + + + + + +

DS + + + + In process + + + In process

EUROPASS initiative -European CV -port folio

ECTS The reference for European credit system

ECTS adopt in patchy ways by medical schools ECTS user’s guide http://europa.eu.int/comm/education/programmes/socratesects_en.html Tuning educational structures in europehttp://europa.eu.int/comm/education/tuning.html

Confusion about the term « credit »

b. European co-operation for quality assurance in medical educationBerlin communiqué http://Bologna-berlin.de/en/glossar_eng.htmEuropean 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 EuropeMore focused on Medical EducationWFME World Federation for Medical EducationGMC General Medical councilIIME Institute for International Medical EducationLCME Accreditation of undergraduate Medical Education (US Canada)CIDMEF Conference Internationale des Doyens et F de Medecine FrancophoneAMEE – AMSE – MEDINE – NCME - EMA – UEMS…..IFMSA – EMSA….

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 TranslatedEuropean mandatory quality assurance process in medicine

European accreditation agency/system for medical education

c. Implementation of the 2 cycles system ( BA/MA )in the medical curriculum

BE

Fr

BE

FL

FI FR DE HU IT SK ES UK

adopted BA/ 3 y

MA/4 y

BA/ 3 y

MA/4 y

refused + + + + +On going discussions +

(2004)

+

Post poned +DEBOMED survey (2005) EMA WWW.emanet.orgCRUS survey(2002) www.crus.ch/docs/lehre/bologna/schweiz/bericht/ber-1medizin.pdf

The most critical point

•As for the quality of medical education

Quality = early integration of basic and clinical sciencesMore multidisciplinary outcomes = Loss of time dedicated to the specific professional profile

What kind of job, a Bachelor degree in medicine would it prepare to?

•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

d. Active participation of students at all levels of medical education- Has to be strongly supported- this objective is already reached

e. 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

f. Lifelong Learning (LLL)development

One of the most complicated and disputed component within theBologna process

g. Research and medical education

h. Contribution to the European dimension in Higher Education

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

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

Partners of the project

Officer in charge of the projectPr CREUSY Colette,Faculté libre de médecine ,Catholic University,

Lille- France

DEBOMED project

Coordinated by EMA ( European Medical Association )PresidentDr. COSTIGLIOLA VincenzoBruxelles Belgium

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/copenhagen/index_fr.htmlhttp://www.europa.eu.int/comm/dgs/education_culture /index_en.htmhttp://www.europa.eu.int/comm/education/world/index_fr.htmlhttp://www.unige.ch/euahttp://www.enqa.net/http://www.relint.deusto.es/TUNINGProject/index.htmESIB : http://www.esib.orgEI : http://www.ei-ie.orgENQA : http://www.enqa.netEUA : http://www.eua.beEURASHE : http://www.eurashe.beUNESCO-CEPES : http://www.cepes.roUNICE : http://www.unice.org