Post on 13-Mar-2016
description
The Medical Curricula at the Charité - Experiences and Developments
Manfred GrossCharité – Universitätsmedizin Berlin
Dean of Student Affairs
Content Content
Experiences Reform- versus regular curriculum
Other characteristics at the Charité
Developments
Model curriculum
Bologna Process
1.1.
1.11.1
2.2.
2.12.1
1.21.2
2.22.2
- Experiences - 1.1.
EducationEducation
Medical School
Medicine, regular track12 semesters, 6000 students
School of Nursing Sciences9-11 semesters, 440 students
Dental School 10 semesters, 890 students
Medicine, reform trackcurrently in its 7th year, 12 semesters, 300 students
Postgraduate ProgramsBiophysics (Master)International Health (Master)European Master in Nursing Science (Master)Consumer Health Care (Master)Medical Neurosciences (Master-MD/Ph.D.)Biostatistics (Master)Health and Society: International Gender Studies Berlin (Master)Public Health (Master)Epidemiology (Master)Molecular Biology (MD/PhD-program in preparation)
Benjamin Franklin Special Course:Additional research programs for junior medical students
EducationEducation
How do we try to achieve How do we try to achieve excellence in education?excellence in education?
Funds distributed on a performance based basis (evaluation by the students and the Dean‘s office)
„Dean‘s list“ and public internal ranking system Flexible funds and additional personnel based on
established teaching excellence Collaboration with „practice oriented partners“ in community
hospitals and teaching practices Teaching awards Protected time for advanced teaching courses (master of medical
education) „Teaching the teacher“-programs Close monitoring by internal education commission –
-50 % students
Charité is in Germany the faculty with the most parallel curricula in medicine
(up to 4 simultaneously) the first reform curriculum the most extended experiences in the reform of medical curricula most Erasmus-students the longest experiences in performance-orientated funding of
education equivalent and transparent financing of education the most severe organizational challenges (medical faculty
belonging to 2 universities, status after several merging processes, 4 campi)
Experiences
Internationalization of Medical EducationInternationalization of Medical EducationInternational Projects & Cooperations
Internet-based Language Courses Summer Schools Collaboration with the German University
in Cairo (GUC) Visiting Doctors Program Visiting scholar program(German Academic
Exchange Service)
Study Abroad Programs and Support European Exchane Program SOKRATES/ERASMUS Biomedical Sciences Exchange Program UNIBRAL, Program of the German
Academic Exchange Service Partner universities all over the world Language courses Administrative support www.charite.de/chic
European Cooperation PartnersEuropean Cooperation Partners
European Exchange ProgramSOKRATES/ERASMUS:
• 92 Partner universities• 190 Outgoing students per year• 130 Incomings students per year
University of TasmaniaHobart, Tasmania/Australia
Johns Hopkins UniversityBaltimore, USA
Medical University of Southern AfricaPretoria/South Africa
Instituto Superior de Ciencias Medicas, La Habana/Cuba
Pontificia Universidade Católica doParaná, Curitiba/BrazilUniversidade Federal do Estado de Ceará, Fortaleza
Universida de Moròn, Buenos Aires/Argentina
Tongji Medical University, WuhanSecond Military Medical University, ShanghaiFujian University of Traditional Chinese Medicine, FuzhouJinan University, GuangzhouShanghai University of Traditional Chinese Medicine, ShanghaiZAST Zhejiang Association of Science and Technology, Hangzhou
Gachon Medical SchoolInchon/South Korea
Saitama Medical SchoolSaitama/Japan
University of TartuEstonia
Burdenko Medical Academy,
Voronezh/Russia
Tehran University of Med.Sciences, Tehran/Iran
2nd Tashkent State Med. Institute, Tashkent/Usbekistan
International Cooperation Partners
Bilateral Cooperations worldwide:student and scientist exchange programs,joint projects
- Reform vs. Regular Curriculum - 1.11.1
Reform curriculum Started 1999 Aim: Answering the question whether a reform
curriculum is able to educate real medical doctors New teaching format (PBL) No preclinical part no exam after two years
Which elements of the reform- and regular curriculum proved to be very good and shall be transferred to the new model study?
Reform vs. Regular Curriculum
Regular vs. Reform curriculum
basic sciences
clinicalclinical
basic sciences
Competences and skills
Ability to diagnose, care for and treat patients purposeful support health and prevention work in social context think and act scientifically transmit knowledge lifelong learning medical decision making self appraisal, personality development
and self care communication, interaction and team spirit
Actual Reasons for a changeActual Reasons for a change
Disadvantages in the Regular Curriculum
Expiration of Funding of the Reform Curriculum
1.1.
2.2.
Other characteristics of the education at the Charité
1.21.2
Training center for medical skills
Ärztinnen und Ärzte
mit Kenntnissen, Fähigkeiten und Fertigkeiten, die sie befähigen, in der hausärztlichen Versorgung tätig zu werden
die wissenschaftlich denken und handeln
die ethische, ökologische und ökonomische Aspekte der eigenen Tätigkeit erfassen und in ärztlichen Entscheidungen berücksichtigen
die bereit und fähig sind, eigene Kompetenzen einzuschätzen und sich lebenslang fortzubilden
ZIELEZIELE- der Ausbildung zur Ärztin und zum Arzt -- der Ausbildung zur Ärztin und zum Arzt -
Other Elements
• New teaching formats– PBL
• New examination formats– OSCE
• PTM• Simulation patientes• Individual timetable• Orientation units• Computer cabinets• ERASMUS• Evaluation• Students‘ competitions
– Benjamin Franklin Kolleg– Benjamin Franklin Contest– ESC
• Admission procedure• Assessment-Center
– Online examination– Computer aided examinations
• Scholarships for MME• Flexible funds and additional
personnel based on established teaching excellence
• Awards for – Best lectures– eLearning
• Email-Accounts for all new Students– +VPN
- Developments - 2.2.
Regular vs. Reform vs. Model curriculum
basic sciences basic sciences
clinicalclinical clinical
basic sciences
skills competences
- Bologna-Process - 2.12.1
Central Aims of the Bologna process
• Down sizing• Employability • Mobility• Internationalization
Do we need the Bologna process in medical education?Do we need the Bologna process in medical education?
Final exam is accepted in all nations of the EU as license to practise
Mobility of our students is already supported by the ERASMUS program
Bachelor in medical sciences is a „small doctor“
1.1.
2.2.
cons
2.2.
Do we need the Bologna process in medical education?Do we need the Bologna process in medical education?
Down sizing is not possible
In contrast to other curricula comfortable situation in medicine because – there is a European regulation concerning the
permission to practise as a medical doctor
1.1.
2.2.
pros
Do we need the Bologna process in medical education?Do we need the Bologna process in medical education?
Employability– Transform the former preclinical curriculum (nearly
without value) to a curriculum with a valuable final certificate from educational establishment
– Create new professions in the medical field, e.g.• Medical coordinator• Medical journalist• Health care manager
– Possibility to combine the medical curriculum with other curricula
3.3.
pros
basic sciences
clinical
Internship
3
2
1
Model Curriculum
Bologna-Process
3
2
1 Internship
Bachelor
Master
Bologna-Process
3
2
1 Internship
Bachelor
MasterM. of Public Health
M. of Health &Society
M. ofMolecularMedicine
M. of Neuro-
sciences
M. ofInter-
nationalHealth
M. of Epide-
miology
Bologna-Process
3
2
1 Internship
Bachelor
MasterM. of Public Health
M. of Health &Society
M. ofMolecularMedicine
M. of Neuro-
sciences
M. ofInter-
nationalHealth
M. of Epide-
miology
Relations and interactions of the curricula
Masterof
Medical Sciences
Medical Neurosciences
Public HealthInternational Health
Health & Society
Epidemiology
Nursing
Molecular medicine
Do we need the Bologna process in medical education?Do we need the Bologna process in medical education?
Mobility and Internationalization– Modules, e.g. „Cell“, „Blood“, „Circulation“, „Lung“..– Modules as smallest senseful teaching units and as
the lowest common denominator
4.4.
pros
Internationalization
• Dual or multiple (multilingual) degree– Complete medical education with licence to practise
as a doctor in all nations of the EU plus at least • level one language abilities in 2 languages• 2 national medical vocabularies• Knowledge of 2 national health care systems• Periods of practical training in 2 countries
Belgien
Bulgarien
Deutschland
Dänemark
Estland
Finnland
Frankreich
Griechenland Irland Italien Litauen Lettland
Luxemburg
Malta
Niederlande
Österreich
Polen
Portugal Rumänien Schweden Slowakei Slowenien Spanien Tschechische Republik
Ungarn Vereinigtes Königreich
Zypern