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Task Force 5. Explore and develop links between medical education and research Semmelweis University Veronika Kőmíves

Task Force 5. Explore and develop links between medical education and research Semmelweis University Veronika Kőmíves - Lajos G. S z oll á r MEDINE Executive Board Meeting Copenhagen 6th Oct ober 2006.

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Task Force 5. Explore and develop links between medical education and research Semmelweis University Veronika Kőmíves

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  1. 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

  2. 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.

  3. Task Force 5. Medical Education and Research, Core Members 1.6th Oct 2006. • Prof. George Chrousos,AthensAghia Sophia Children’s Hospitalchrousge@med.uoa.gr+30 210 7794023 • Annamaria Győrfi,Targu MuresUniversity of Medicine and Pharmacy Targu Muresagyorfi@umftgm.ro+ 40 265 215551/113 • Maria Trinidad Herrero,MurciaUniversity of Murcia, School of Medicine, Neurosciencemtherrer@um.es+ 34968364683 Fax: + 34968364150 • Are Holen, Vice Dean for EducationTrondheimFaculty of Medicine, Norwegian University of Sciences and Technologyare.holen@ntnu.no+ 47 75590137 • Joseé Lenoir, Exchange OfficerAmsterdamFaculty of Medicine, Univesity of Amsterdamm.j.lenoir@amc.uva.nl • Richard Marz,ViennaMedical University of Vienna, Medical Education Unitrichard.maerz@meduniwien.ac.at+ 43 1427760870

  4. Task Force 5. Medical Education and Research, Core Members 2.6th Oct 2006. • Dr. Veronika Kőmíves, Semmelweis Univ., Budapest, Hungary, komiv@nkcs.sote.hu • Sylvain Meuris,BrusselsFac. Medicine ULBmeuris@ulb.ac.be • Carin Muhr,UppsalaDept. of Neuroscience, Neurology, Uppsala Universitycarin.muhr@neurologi.uu.se+ 46 704250725 • Prof. Jörgen Nordenström,Huddinge (Sweden)Karolinska University Hospital, Centre for Surgical Sciencesjorgen.nordenstrom@cfss.ki.se+46 58582311 • Anna-Lena Paulsson,StockholmKarolinska Institute anna-lena.paulsson@admin.ki.se • Lukas Plank, MD, PhD, Vice Dean MartinJessenius Faculty of Medicineplank@jfmed.uniba.sk+ 42 1842413300

  5. Task Force 5. Medical Education and Research, Core Members 3.6th Oct 2006. • Dr. Joan Ribera, Lleida(Spain)University of Lleidajoan.ribera@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, BrusselsDiabetes Research Center, Vrye, Brussels Universitychrisvs@vub.ac.be+ 32 2 4774558+ 32 2 486758430 • Jorge J. Garcia Seoane,MadridFacultad de Medicina, Universidad Complutensejgarseo@med.ucm.es+ 34 913941361 • Willem J. van Son, MD, PhDGroningenUniversity Hospital, Internal Medicine Div. of Nephrology/Renal Transplantationw.j.son@int.umcg.nl+31 503616161 • Prof. Lajos Szollár, Semmelweis Univ., Budapest, Hungary, szollaj@net.sote.hu • Dr. Josanne Vassallo,Guardamangia (Malta)University of Malta Medical Schooljosanne.vassallo@um.edu.mt ,mmj-editor@um.edu.mt

  6. 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

  7. 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.

  8. 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

  9. 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.

  10. 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

  11. 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 crisishotline) • Field experience in home care • Field experience in nursing home care

  12. 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 crisishotline) • 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

  13. 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:StronglyAgree/ Agree/No Opinion-Indifferent /Disagree/StronglyDisagree • 1. Carry out reasonably sophisticated searches of medicalinformation 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 storedon a computer • 10. Use a computer-based clinical record keeping program, bothfor finding and recording patient-specific information • 11. Use a variety of forms of telemedicine

  14. 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

  15. 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 • 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? ____

  16. 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 ____

  17. 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?

  18. 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

  19. 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 oracademic executive, business executive) • 10. Non-university research scientist (e.g., industry, federal agency, state agency) • 11. Other • 12. Undecided

  20. 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?

  21. 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?

  22. Indicate your level of satisfaction with the following. (Select one for each item):VerySatisfied /Satisfied/No Opinion/Indifferent /Dissatisfied/VeryDissatisfied • 1. Library • 2. Computer resource center • 3. Student study space • 4. Student relaxation space

  23. 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 SkillsStronglyAgree/ Agree/No Opinion/Indifferent /Disagree/StronglyDisagree • 1. Carry out reasonably sophisticated searches of medicalinformation 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 storedon a computer • 4. Use a computer-based clinical record keeping program, bothfor 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

  24. How important were the following premedical courses in preparing you for medical school? (Select one for eachitem): 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 AllImportant SlightlyImportant SomewhatImportant ModeratelyImportant VeryImportant Don't Know/N. A.

  25. The implementation of the Bologna process inmedical educationDEBOMED

  26. How important were the following premedical courses in preparing you for medical school? (Select one for eachitem): 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 AllImportant SlightlyImportant SomewhatImportant ModeratelyImportant VeryImportant Don't Know/N. A.

  27. Medical Education and Research, Core Members 1.9 February, 2006. • Prof. George ChrousosAthensAghia Sophia Children’s Hospitalchrousge@med.uoa.gr+30 210 7794023 • Annamaria GyőrfiTargu MuresUniversity of Medicine and Pharmacy Targu Muresagyorfi@umftgm.ro+ 40 265 215551/113 • Maria Trinidad HerreroMurciaUniversity of Murcia, School of Medicine, Neurosciencemtherrer@um.es+ 34968364683Fax: + 34968364150 • Are Holen, Vice Dean for EducationTrondheimFaculty of Medicine, Norwegian University of Sciences and Technologyare.holen@ntnu.no+ 47 75590137 • Jorge J. Garcia SeoaneMadridFacultad de Medicina, Univesidad Complutensejgarseo@med.ucm.es+ 34 913941361 • Joseé Lenoir, Exchange OfficerAmsterdamFaculty of Medicine, Univesity of Amsterdamm.j.lenoir@amc.uva.nl • Richard MarzViennaMedical University of Vienna, Medical Education Unitrichard.maerz@meduniwien.ac.at+ 43 1427760870 • Sylvain MeurisBrusselsFac. Medicine ULBmeuris@ulb.ac.be

  28. Medical Education and Research, Core Members2.9 February, 2006. • Carin MuhrUppsalaDept. of Neuroscience, Neurology, Uppsala Universitycarin.muhr@neurologi.uu.se+ 46 704250725 • Prof. Jörgen NordenströmHuddinge (Sweden)Karolinska University Hospital, Centre for Surgical Sciencesjorgen.nordenstrom@cfss.ki.se+46 58582311 • Anna-Lena PaulssonStockholmKarolinska Instituteanna-lena.paulsson@admin.ki.se • Lukas Plank, MD, PhD, Vice Dean MartinJessenius Faculty of Medicineplank@jfmed.uniba.sk+ 42 18424133002 • Dr. Joan RiberaLleida(Spain)University of Lleidajoan.ribera@cmb.udl.es+34 973702415 • Chris van SchrawendijkBrusselsDiabetes Research Center, Vrye, Brussels Universitychrisvs@vub.ac.be+ 32 2 4774558+ 32 2 486758430 • Willem J. van Son, MD, PhDGroningenUniversity Hospital, Internal Medicine Div. of Nephrology/Renal Transplantationw.j.son@int.umcg.nl+31 503616161 • Dr. Josanne VassalloGuardamangia (Malta)University of Malta Medical Schooljosanne.vassallo@um.edu.mtmmj-editor@um.edu.mt

  29. The implementation of the Bologna process inmedical educationDEBOMED Editor Dr. Vincenzo COSTIGLIOLA, EMA Vincenzo@EMAnet.org Written by Pr. Colette CREUSY, Faculté Libre de Médecine – Université Catholique de Lille – France ccreusy@nordnet.fr Coordinated by European Medical Association “EMA” – Brussels – Belgium contact@EMAnet.org

  30. The implementation of the Bologna process inmedical educationDEBOMED

  31. The implementation of the Bologna process inmedical educationDEBOMED

  32. Trends IV: European UniversitiesImplementing Bologna Executive summary

  33. Trends IV: European UniversitiesImplementing Bologna Executive summary

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