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| Donnerstag/Thursday |
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| 11:00 |
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Eröffnung / Welcome |
Gilbert Reibnegger, Jörg Stein,
Richard März
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| 11:30 |
Lecture |
Training in research methodologies as part of medical education -
an evidence-based approach to drawing up recommendations.
Over the last 50 years, the medical sciences have been transformed by more and more sophisticated research methodologies. Universities with faculties of sciences have responded to this (r)evolution through the development of educational programs, for example in the fields of biomedicine and bioengineering, that are mainly devoted to the study of concepts and techniques relevant for the cellular and molecular aspects of today's and tomorrow's fields of medicine.
On the other hand, for medical education in sensu strictu, the patient and its clinical treatment remains at central stage. These developments have provoked a tension between what a basic medical education should contain for every student to become a medical doctor, and what the same curriculum should offer to those students that want to contribute to the medical sciences through basic or applied research. This tension has led to heterogeneity among medical curricula in Europe with respect to the research principles and methodologies that are trained as part of the basic curriculum. The task force on Links between Medical Education and Research of MEDINE (The Thematic Network on Medical Education in Europe), has recently organized an on-line survey among 91 European Medical Schools. Institutional coordinators were asked to give facts rather than opinions and aspirations. The heterogeneity in European medical education poses a challenge for analysis of such surveys. Data analysis should not compromise the separation of facts and opinions, nor hide interesting correlates behind averages or other simplifications. Using Excel, a mapping methodology was developed which provides a global and individual view on the results of this survey, allows for answer pattern recognition, and gives a basis on which to formulate recommendations. Participants will be given access to the full Taskforce report, discuss the validity of this approach as well as the findings and contribute to drawing up a refined position paper.
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Chris van Schravendijk
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| 12:20 |
Lecture |
TEMPUS Projects for Medical Faculties - how do they work and what do they accomplish?
Tempus plays an important role in the further implementation of the Bologna declaration
in the non EU countries. Quality management, relations with the work field,
curricula adapted to EU standards, modernisation of university management are
essential topics.
In this way EU medical faculties can contribute considerably to the further
unification of the European Higher Education Area.
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Geert De Lepeleer,
Andre Govaert
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| 13:10 |
Lunch |
Treffen der GMA-Österreich
Eingeladen sind alle GMA Mitglieder sowie alle, die sich für die GMA
interessieren.
Bitte um Voranmeldung (um den Lunch zu planen) an:
Prof. Martin Lischka
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|
| 15:00 | Workshop 1a |
Research for medical students - how much (or how little) is appropriate?
abstract c.f. abstract to lecture above
Kurzfassung sie oben (Lecture)
|
Chris van Schravendijk |
| 15:00 |
Workshop 1b |
TEMPUS Projects for Medical Faculties ...
The BiH Tempus partners will present the development of the idea, the formulation
of the objectives and the writing of the Tempus project application which was then
funded by the EU. The experiences after a year of running the project will also
be described and presented: What are the opportunities and strengths and what
are possible limitations in running and applying the project ideas into practice?
How can a EU Tempus project be "born"? How is any project "born"?
What are the steps in idea modelling? Are there any steps that can be stated in
general, for any project? If you know some tips and tricks can you share them with
us? Those are the standard questions one is asking in a wish to know more and to
create a successful application. And, of course, those are the questions we were
asked from our colleagues. One might say, after a project is awarded, that there
are tips and tricks. Especially if one applies only once and has a project to run
soon afterwards. Who is more important - BiH partners, EU partners, or us? Who is
the most important? What are the experiences after one year of running the project?
What are the opportunities and strengths and what are possible limitations in
running and applying the project ideas into practice?
Starting from the beginning, the idea for the EU Tempus project "The Bosnia
and Herzegovina medical education stakeholders and their role in quality assurance
procedures with code JEP-41055-2006" (JEP means Joint European Project) must
be credited to the creating team (afterward the creating team became the
coordination team) from the Faculty of Medicine, University of Sarajevo (FoM UnSa)
working on the higher education reform within the medical education, but also with
the UnSa Rectorate team. Besides that, participation in other EU Tempus projects
coordinated by different BiH universities and faculties (most of the BiH
universities have not yet being integrated) helped in the idea development. In the
planning phase, it is rather important to work on the application with a contractor
team, as most of the activities related to the project programme part should be taken
as joint activities with them. That is very important for the projects where some
of the proposed procedures are considered standard for the contacting institution.
Then, there are EU partners whose contribution to this kind of projects is extremely
important for the project success. And, last but not least, there are
"local" partners who play very important role in every project.
During this workshop, our current experience from this EU Tempus project from
the very beginning will be described. With the help of all participants, it should
be possible to find a common recipe for creating, awarding and running a successful
higher education reform project (if there is a one).
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Geert De Lepeleer,
Andre Govaert,
Semra Cavaljuga |
| 15:00 |
Workshop 1c |
How to set up an OSCE
The OSCE (objective structured/standardized clinical examination) introduces
validity and reliability into practical assessment. Based on over 10 years
experience with OSCEs at the medical university of Vienna, we will try to
spot on the most important aspects of test-preparation, test-implementation
and analysis of the results. Activities of the participants will include
task-analysis and checklist-generation, standard-setting (via modified-Angoff),
observer-training to decrease interrater-reliability, hands-on OSCE stations
using role-play and some practise on statistical analysis (generalisability).
No prerequisite knowledge or clinical skills are required for participation,
but we will highly appreciate your active engagement.
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Michael Schmidts |
18:00
open end | Posterparty |
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Jörg Stein,
Richard März |
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