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

MEDINE Task Force 5. Explore and develop links between medical education and research (Semmelweis 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. 6 th Oct Task Force 5. Medical Education and Research, Core Members 1. 6 th Oct 2006. Prof. George Chrousos, Athens Aghia Sophia Children’s Hospital [email protected] uoa. gr +30 210 7794023 Annamaria Győrfi, Targu Mures University of Medicine and Pharmacy Targu Mures [email protected] ro + 40 265 215551/113 Maria Trinidad Herrero, Murcia University of Murcia, School of Medicine, Neuroscience [email protected] es + 34968364683 Fax: + 34968364150 Are Holen, Vice Dean for Education Trondheim Faculty of Medicine, Norwegian University of Sciences and Technology are. [email protected] no + 47 75590137 Joseé Lenoir, Exchange Officer Amsterdam Faculty of Medicine, Univesity of Amsterdam m. j. [email protected] uva. nl Richard Marz, Vienna Medical University of Vienna, Medical Education Unit richard. [email protected] ac. at + 43 1427760870

Task Force 5. Medical Education and Research, Core Members 2. 6 th Oct 2006. Task Force 5. Medical Education and Research, Core Members 2. 6 th Oct 2006. Dr. Veronika Kőmíves, Semmelweis Univ. , Budapest, Hungary, [email protected] sote. hu Sylvain Meuris, Brussels Fac. Medicine [email protected] ac. be Carin Muhr, Uppsala Dept. of Neuroscience, Neurology, Uppsala University carin. [email protected] uu. se + 46 704250725 Prof. Jörgen Nordenström, Huddinge (Sweden) Karolinska University Hospital, Centre for Surgical Sciences jorgen. [email protected] ki. se +46 58582311 Anna-Lena Paulsson, Stockholm Karolinska Institute annalena. [email protected] ki. se Lukas Plank, MD, Ph. D, Vice Dean Martin Jessenius Faculty of Medicine [email protected] uniba. sk + 42 1842413300

Task Force 5. Medical Education and Research, Core Members 3. 6 th Oct 2006. Task Force 5. Medical Education and Research, Core Members 3. 6 th Oct 2006. Dr. Joan Ribera , Lleida(Spain) University of Lleida joan. [email protected] 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 [email protected] ac. be + 32 2 4774558+ 32 2 486758430 Jorge J. Garcia Seoane, Madrid Facultad de Medicina, Universidad Complutense [email protected] ucm. es + 34 913941361 Willem J. van Son, MD, Ph. D Groningen University Hospital, Internal Medicine Div. of Nephrology/Renal Transplantation w. j. [email protected] umcg. nl +31 503616161 Prof. Lajos Szollár, Semmelweis Univ. , Budapest, Hungary, szollaj[email protected] sote. hu Dr. Josanne Vassallo, Guardamangia (Malta)University of Malta Medical School josanne. [email protected] edu. mt , [email protected] edu. mt

Features 1. Electronic Survey (addressed to responsible officers of each University, in a given 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) l l l 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 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=128092676 E 55029 Thanks for your participation, L&Mark Kft.

MEDINE Task Force 5. Explore and develop links between medical education and research (Semmelweis 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 6 th Oct Task Force 5. Medical Education and Research, Writng and editorial teams 6 th 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 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 l l l 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 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 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): 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/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 l a) experimental l b) clinical l c) epidemiological investigation 4. Prepare and write scientific work (article) in an l a) experimental l b) clinical (case) l 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 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 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 l l 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 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 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? 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 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 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 l l to communication skills to research (investigation) Does this curriculum provide an introduction l l 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 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 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/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 l l l a) experimental b) clinical c) epidemiological investigation 4. Prepare and write scientific work (article) in an l l l 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 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 Very. Important Don't Know/N. A.

The implementation of the Bologna process in medical education DEBOMED The implementation of the Bologna process in medical education DEBOMED

How important were the following premedical courses in preparing you for medical school? (Select 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 Very. Important Don't Know/N. A.

 Medical Education and Research, Core Members 1. 9 February, 2006. Prof. George Chrousos Medical Education and Research, Core Members 1. 9 February, 2006. Prof. George Chrousos Athens Aghia Sophia Children’s Hospital [email protected] uoa. gr +30 210 7794023 Annamaria Győrfi Targu Mures University of Medicine and Pharmacy Targu Mures [email protected] ro + 40 265 215551/113 Maria Trinidad Herrero Murcia University of Murcia, School of Medicine, Neuroscience [email protected] es + 34968364683 Fax: + 34968364150 Are Holen, Vice Dean for Education Trondheim Faculty of Medicine, Norwegian University of Sciences and Technology are. [email protected] no + 47 75590137 Jorge J. Garcia Seoane Madrid Facultad de Medicina, Univesidad Complutense [email protected] ucm. es + 34 913941361 Joseé Lenoir, Exchange Officer Amsterdam Faculty of Medicine, Univesity of Amsterdam m. j. [email protected] uva. nl Richard Marz Vienna Medical University of Vienna, Medical Education Unit richard. [email protected] ac. at + 43 1427760870 Sylvain Meuris Brussels Fac. Medicine [email protected] ac. be

 Medical Education and Research, Core Members 2. 9 February, 2006. Carin Muhr Uppsala Medical Education and Research, Core Members 2. 9 February, 2006. Carin Muhr Uppsala Dept. of Neuroscience, Neurology, Uppsala University carin. [email protected] uu. se + 46 704250725 Prof. Jörgen Nordenström Huddinge (Sweden) Karolinska University Hospital, Centre for Surgical Sciences jorgen. [email protected] ki. se +46 58582311 Anna-Lena Paulsson Stockholm Karolinska Institute annalena. [email protected] ki. se Lukas Plank, MD, Ph. D, Vice Dean Martin Jessenius Faculty of Medicine [email protected] uniba. sk + 42 18424133002 Dr. Joan Ribera Lleida(Spain) University of Lleida joan. [email protected] udl. es +34 973702415 Chris van Schrawendijk Brussels Diabetes Research Center, Vrye, Brussels University [email protected] ac. be + 32 2 4774558+ 32 2 486758430 Willem J. van Son, MD, Ph. D Groningen University Hospital, Internal Medicine Div. of Nephrology/Renal Transplantation w. j. [email protected] umcg. nl +31 503616161 Dr. Josanne Vassallo Guardamangia (Malta)University of Malta Medical School josanne. [email protected] edu. mt [email protected] edu. mt

The implementation of the Bologna process in medical education DEBOMED Editor Dr. Vincenzo COSTIGLIOLA, The implementation of the Bologna process in medical education DEBOMED Editor Dr. Vincenzo COSTIGLIOLA, EMA [email protected] org Written by Pr. Colette CREUSY, Faculté Libre de Médecine – Université Catholique de Lille – France [email protected] fr Coordinated by European Medical Association “EMA” – Brussels – Belgium [email protected] org

The implementation of the Bologna process in medical education DEBOMED The implementation of the Bologna process in medical education DEBOMED

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

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 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 A 4 page including study material, assessment etc. )

Basic Medical Education WFME Global Standards for Quality Improvement 6. EDUCATIONAL RESOURCES 6. 4 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. 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 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. 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: l l l 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. 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 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 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. 1 May, 2006. Task Force 5. Medical Education and Research, Core Members 1. 1 May, 2006. Prof. George Chrousos, Athens Aghia Sophia Children’s Hospital [email protected] uoa. gr +30 210 7794023 Annamaria Győrfi, Targu Mures University of Medicine and Pharmacy Targu Mures [email protected] ro + 40 265 215551/113 Maria Trinidad Herrero, Murcia University of Murcia, School of Medicine, Neuroscience [email protected] es + 34968364683 Fax: + 34968364150 Are Holen, Vice Dean for Education Trondheim Faculty of Medicine, Norwegian University of Sciences and Technology are. [email protected] no + 47 75590137 Joseé Lenoir, Exchange Officer Amsterdam Faculty of Medicine, Univesity of Amsterdam m. j. [email protected] uva. nl Richard Marz, Vienna Medical University of Vienna, Medical Education Unit richard. [email protected] ac. at + 43 1427760870