The Bologna Process: the implication for medicine and dentistry qualifications in the UK

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The Bologna Process the implication for
medicine and dentistry qualifications in the UK
Europe Unit Universities UK

• Bologna reforms in medicine on the continent
• Karel Van Liempt
• University of Antwerp

Europe Unit - Universities UK
12th April 2006
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Content

• Bologna objectives
• Recent statements and comments
• Recent analysis and survey
• An innovative model
• New evolutions
• conclusions

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Bologna objectives

• Adoption of a system of easily and comparable
  degrees
• Establishment of ECTS
• Promotion of mobility
• Promotion of European dimension
• Lifelong education
• Involvement of institutions and students
• Closer links between education and research
• Quality assurance
• Implementation of national frameworks of
  qualifications
• Creation of opportunities for flexible learning
  paths

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Recent statements and comments

• Comments of CPME, 12 November 2004
• Statement of WFME AMEE, February 2005

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CPME comments on the Bologna Process(12 November
2004)

• Comité Permanent des Médecins Européens (CPME)
• Standing committee of European Doctors
• Approves most of the Bologna objectives
• Strongly opposes the implementation of a
  two-cycle structure (BA/MA) in medical education

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Statement of WFME AMEE(February 2005)

• Endorse the purpose of the Bologna Declaration
• Underline the specificity of medical curricula
• Most objectives of Bologna are in line with
  current practices and reforms in medical schools
• Medical schools should not be obliged to adopt
  the two cycle structure
• Quality assurance should be continued in a
  broader, global perspective
• Decisions have to be made in dialogue with
  medical schools and their stakeholders

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Recent analysis and survey

• TRENDS IV report, April 2005
• MEDINE, survey TF2, April 2006

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TRENDS IV report,April 2005

• Almost all countries have by now introduced
  two-cycle structure
• There are various modes and speeds of
  introduction the new systems
• Medicine (and fields related to professional
  bodies) is excluded from the two cycle structure
  in many countries

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Medine, survey TF2,April 2006, a preview

• Results will be presented during annual meeting,
  Prague 5-6 May 2006
• 22 countries involved
• 7 countries have a two-cycle structure for
  medicine
• 15 countries do not have such a structure and do
  not intend to implement it

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Two cycle degree structure in Medicine in Europe

• Yes
• Austria
• Belgium
• Denmark
• France

• Italy ()
• Netherlands
• Spain
• Switzerland

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Two cycle degree structure in Medicine in Europe

• No
• Czech Republic
• Finland
• Germany
• Greece
• Hungary
• Ireland
• Latvia

• Lithuania
• Norway
• Poland
• Portugal
• Slovenia
• Sweden
• Turkey
• United Kingdom

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Countries with a two cycle structure

• BA 180 credit points, 3 years
• MA 180 credit points, 3 years 240 credit
  points (Belgium)
• A pragmatic solution
• A single division in two parts of existing
  curriculum
• BA degree is the first part of the medical
  programme (move-on degree) without planning
  employability of the bachelor

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An innovative modelModel of Swiss Academy of
Medical Sciences (SAMS)
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Characteristics of the Swiss model

• Respect for recent reforms of medical programmes
• Respect for agreed catalogue of learning outcomes
  to become MD
• Respect for European directive on the recognition
  of professional qualifications (2005/36/EC), Art.
  24.2
• at least 6 years of study
• or 5500 hours of theoretical and practical
  training
• provided by an university

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Characteristics of the Swiss model

• Different tracks
• Physician track, MD PhD, MD MPH
• Bachelor degree leads to
• or a continuation of medical studies
• or a job on pharmaceutical industry
• Problematic
• Students with a BA-degree in medicine coming from
  other medical schools do they have the right to
  start MA-level unconditionally?

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New evolutions

• Conclusion of the Bergen-Conference (May 2005)
• Implementation of national frameworks of
  qualifications
• Creation of opportunities for flexible learning
  paths
• Medical profession wants to be involved as a
  fully fledged partner in the consultation
  procedures on medical education

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Conclusions

• Medical schools in Europe accept most of the
  Bologna objectives
• The introduction of the two-cycle structure
  remains problematic in 15 countries
• In 7 countries a more or less pragmatic solution
  is found for establishing the two-cycle structure
• The Swiss-model is an interesting exercise and is
  worth while to follow closely
• The discussion is not closed the debate will be
  stimulated by the Bergen conclusions (national
  qualification frameworks, search for flexible
  learning paths)

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