THE BOLOGNA PROCESS European Higher Education Area AMSE Annual conference September 4 – 6 , 2005 Turku , Finland Pr. Co

1. THE BOLOGNA PROCESS European Higher Education Area AMSE Annual conference September 4 – 6 , 2005 Turku , Finland Pr. Colette Creusy

2. I. The Bologna process – objectives – Work programmeaction-lines II.The Bologna process and the medical studies

3. I. Bologna process - work programmeaction lines Lisbon 1997 : European Council – UNESCO Convention recognising higher education qualifications in the academic field within EuropeParis 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

4. 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

5. Berlin September 2003: 40 Countries * Convention of European Higher EducationinstitutionsGraz 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

6. Bergen May 2005 Armenia – 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

7. attractiveness competitiveness of the EUROPEAN HIGHER EDUCATION AREA ERASMUS MONDUS finest quality unlimited mobility for all implementation 2010

8. II.The Bologna process and the medical studies • What makes medicine a special case? • Implementation of the Bologna process • into medical studies

9. 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

10. Implementation of the Bologna process into medical studies • a. Transparency instruments EUROPASS initiative -European CV -port folio

11. 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 europe http://europa.eu.int/comm/education/tuning.html Confusion about the term « credit »

12. b. European co-operation for quality assurance in medical education Berlin communiqué http://Bologna-berlin.de/en/glossar_eng.htm European 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 Europe More focused on Medical Education WFME World Federation for Medical Education GMC General Medical council IIME Institute for International Medical Education LCME Accreditation of undergraduate Medical Education (US Canada) CIDMEF Conference Internationale des Doyens et F de Medecine Francophone AMEE – AMSE – MEDINE – NCME - EMA – UEMS….. IFMSA – EMSA….

13. 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 Translated • European mandatory quality assurance process in medicine • European accreditation agency/system for medical education

14. c. Implementation of the 2 cycles system ( BA/MA )in the medical curriculum DEBOMED survey (2005) EMA WWW.emanet.org CRUS survey(2002) www.crus.ch/docs/lehre/bologna/schweiz/bericht/ber-1medizin.pdf

15. The most critical point

16. •As for the quality of medical education Quality=early integration of basic and clinical sciences More multidisciplinary outcomes = Loss of time dedicated to the specific professional profile

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

18. 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

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

20. f. Lifelong Learning (LLL)development One of the most complicated and disputed component within the Bologna process g. Research and medical education h. Contribution to the European dimension in Higher Education

21. 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

22. DEBOMED project Coordinated by EMA ( European Medical Association ) President Dr. COSTIGLIOLA Vincenzo Bruxelles Belgium Officer in charge of the project Pr CREUSY Colette,Faculté libre de médecine ,Catholic University, Lille- France Partners of the project 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

23. 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.html http://www.europa.eu.int/comm/dgs/education_culture /index_en.htm http://www.europa.eu.int/comm/education/world/index_fr.html http://www.unige.ch/eua http://www.enqa.net/ http://www.relint.deusto.es/TUNINGProject/index.htm ESIB : http://www.esib.org EI : http://www.ei-ie.org ENQA : http://www.enqa.net EUA : http://www.eua.be EURASHE : http://www.eurashe.be UNESCO-CEPES : http://www.cepes.ro UNICE : http://www.unice.org