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
Dec 20, 2015
Task Force 5. Explore and develop links between medical
education and research
Semmelweis UniversityVeronika Kőmíves - Lajos G. Szollár
MEDINE Executive Board Meeting Copenhagen
6th October 2006
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.
Task Force 5. Medical Education and Research, Core Members 1.
6th Oct 2006.
Prof. George Chrousos, Athens Aghia Sophia Children’s Hospital [email protected] +30 210 7794023Annamaria Győrfi, Targu Mures University of Medicine and Pharmacy Targu Mures [email protected] + 40 265 215551/113Maria Trinidad Herrero, Murcia University of Murcia, School of Medicine, Neuroscience [email protected] + 34968364683 Fax: + 34968364150Are Holen, Vice Dean for Education Trondheim Faculty of Medicine, Norwegian University of Sciences and Technology [email protected] + 47 75590137Joseé Lenoir, Exchange Officer Amsterdam Faculty of Medicine, Univesity of Amsterdam [email protected] Marz, Vienna Medical University of Vienna, Medical Education Unit [email protected] + 43 1427760870
Task Force 5. Medical Education and Research, Core Members 2.
6th Oct 2006.
Dr. Veronika Kőmíves, Semmelweis Univ., Budapest, Hungary, [email protected]
Sylvain Meuris, Brussels Fac. Medicine [email protected]
Carin Muhr, Uppsala Dept. of Neuroscience, Neurology, Uppsala University [email protected] + 46 704250725
Prof. Jörgen Nordenström, Huddinge (Sweden) Karolinska University Hospital, Centre for Surgical Sciences [email protected] +46 58582311
Anna-Lena Paulsson, Stockholm Karolinska Institute [email protected]
Lukas Plank, MD, PhD, Vice Dean Martin Jessenius Faculty of Medicine [email protected] + 42 1842413300
Task Force 5. Medical Education and Research, Core Members 3.
6th Oct 2006.
Dr. Joan Ribera , Lleida(Spain) University of Lleida [email protected] +34 973702415Samuel dos Santos Ribeiro , Lisbon (Portugal), EMSAPaul de Roos, Amsterdam (Netherlands), Student President, VU, EMSAProf. Chris van Schrawendijk , Brussels Diabetes Research Center, Vrye, Brussels University [email protected] + 32 2 4774558+ 32 2 486758430Jorge J. Garcia Seoane, Madrid Facultad de Medicina, Universidad Complutense [email protected] + 34 913941361Willem J. van Son, MD, PhD Groningen University Hospital, Internal Medicine Div. of Nephrology/Renal Transplantation [email protected] +31 503616161Prof. Lajos Szollár, Semmelweis Univ., Budapest, Hungary, [email protected]. Josanne Vassallo, Guardamangia (Malta)University of Malta Medical School [email protected] , [email protected]
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
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.
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
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.
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
Indicate the activities you will have participated in during medical school on a compulsory (required)
basis. (Check all that apply):
Independent study project for creditResearch project with faculty memberAuthorship (sole or joint) of a research paper submitted for publicationThesis projectInternational health experiencesEducating high school or college students about careers in health professions or biological sciencesDelivering health services to underserved populations at a clinical siteProviding 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 crisis hotline)Field experience in home careField experience in nursing home care
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 creditResearch project with faculty memberAuthorship (sole or joint) of a research paper submitted for publicationThesis projectInternational health experiencesEducating high school or college students about careers in health professions or biological sciencesDelivering health services to underserved populations at a clinical siteProviding 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 crisis hotline)Field experience in home careField experience in nursing home careLearned another language in order to improve my communication with patientsTook a seminar on minority health Participated in a course/workshop on cultural awareness Worked on a project with a community-based multicultural group
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:Strongly Agree/ Agree/No Opinion-Indifferent /Disagree/Strongly Disagree
1. Carry out reasonably sophisticated searches of medical information databases2. Critically review a published research report3. 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 audience7. Compose a thesis to defend and earn a degree8. Construct a design of an investigation9. Protect the confidentiality of private information obtained from patients and colleagues when the information is stored on a computer10. Use a computer-based clinical record keeping program, both for finding and recording patient-specific information11. Use a variety of forms of telemedicine
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 skills2. Physician-patient communication skills3. Physician-physician communication skills4. Evidence-based medicine in general5. Interpretation of clinical data 6. Interpretation of research reports7. Literature reviews/critiques8. Interpretation of laboratory results9. Decision analysis
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? ____
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 ____
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?
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
Indicate your career intention from the different activities listed below. (Select one):
Full-time university faculty1. 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 Practice4. In partnership with one other physician5. In a group of 3 or more physicians6. Join a closed panel (group or staff-model) HMO7. 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 or academic executive, business executive)10. Non-university research scientist (e.g., industry, federal agency, state agency)11. Other12. Undecided
Issues to be addressed at residencyAnswer: yes/no
Country: 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?
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?
Indicate your level of satisfaction with the following. (Select one for each item):Very Satisfied /Satisfied/No Opinion/Indifferent /Dissatisfied/Very Dissatisfied
1. Library
2. Computer resource center
3. Student study space
4. Student relaxation space
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 Skills
Strongly Agree/ Agree/No Opinion/Indifferent /Disagree/Strongly Disagree
1. Carry out reasonably sophisticated searches of medical information databases2. Critically review a published research report3. 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 degree7. 3. Protect the confidentiality of private information obtained from patients and colleagues when the information is stored on a computer4. Use a computer-based clinical record keeping program, both for finding and recording patient-specific information5. Use a variety of forms of telemedicine6. Use a computerized clinical scheduling system7. Use a personal digital assistant (PDA) for clinical purposes
How important were the following premedical courses in preparing you for medical school? (Select one for each item):
Not At All Important
Slightly Important
Somewhat Important
Moderately Important
VeryImportant
Don't Know/N. A.
1. Biology
2. General Chemistry
3. Organic Chemistry
4. Physics
5. Comparative Anatomy
6. Biochemistry
7. Genetics
8. Physiology
9. Zoology
10. Calculus
The implementation of the Bologna process inmedical education
DEBOMED
How important were the following premedical courses in preparing you for medical school? (Select one for each item):
Not At All Important
Slightly Important
Somewhat Important
Moderately Important
VeryImportant
Don't Know/N. A.
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)
Medical Education and Research, Core Members 1. 9 February, 2006.
Prof. George Chrousos Athens Aghia Sophia Children’s Hospital [email protected] +30 210 7794023Annamaria Győrfi Targu Mures University of Medicine and Pharmacy Targu Mures [email protected] + 40 265 215551/113Maria Trinidad Herrero Murcia University of Murcia, School of Medicine, Neuroscience [email protected] + 34968364683Fax: + 34968364150Are Holen, Vice Dean for Education Trondheim Faculty of Medicine, Norwegian University of Sciences and Technology [email protected] + 47 75590137Jorge J. Garcia Seoane Madrid Facultad de Medicina, Univesidad Complutense [email protected] + 34 913941361Joseé Lenoir, Exchange Officer Amsterdam Faculty of Medicine, Univesity of Amsterdam [email protected] Marz Vienna Medical University of Vienna, Medical Education Unit [email protected] + 43 1427760870Sylvain Meuris Brussels Fac. Medicine [email protected]
Medical Education and Research, Core Members 2.9 February, 2006.
Carin Muhr Uppsala Dept. of Neuroscience, Neurology, Uppsala University [email protected] + 46 704250725
Prof. Jörgen Nordenström Huddinge (Sweden) Karolinska University Hospital, Centre for Surgical Sciences [email protected] +46 58582311
Anna-Lena Paulsson Stockholm Karolinska Institute [email protected]
Lukas Plank, MD, PhD, Vice Dean Martin Jessenius Faculty of Medicine [email protected] + 42 18424133002
Dr. Joan Ribera Lleida(Spain) University of Lleida [email protected] +34 973702415
Chris van Schrawendijk Brussels Diabetes Research Center, Vrye, Brussels University [email protected] + 32 2 4774558+ 32 2 486758430
Willem J. van Son, MD, PhD Groningen University Hospital, Internal Medicine Div. of Nephrology/Renal Transplantation [email protected] +31 503616161
Dr. Josanne Vassallo Guardamangia (Malta)University of Malta Medical School [email protected] [email protected]
The implementation of the Bologna process inmedical education
DEBOMED
EditorDr. Vincenzo COSTIGLIOLA,
Written byPr. Colette CREUSY,
Faculté Libre de Médecine – Université Catholique de Lille – [email protected]
Coordinated byEuropean Medical Association “EMA” – Brussels – Belgium
The implementation of the Bologna process in
medical educationDEBOMED
The implementation of the Bologna process inmedical education
DEBOMED
Trends IV: European Universities Implementing Bologna Executive summary
Trends IV: European Universities Implementing Bologna Executive summary
11. Please specify in the textbox below.(Please answer under the following titles:Name of the topic;Name and title of the General co-ordinator;Level of training: see categories in question 3;ECTS Unit: (if available): % of total ECTS credit;Contact Hours: ;Theoretical/Practical Skill Ratio;Content of topic (max 1 A4 page including study material, assessment etc.)
Basic Medical EducationWFME Global Standards for Quality Improvement
6. EDUCATIONAL RESOURCES
6.4 RESEARCH
Basic standard:
The medical school must have a policy that fosters the relationship between research and education and must describe the research facilities and areas of research priorities at the institution
Quality development:
The interaction between research and education activities should be reflected in the curriculum and influence current teaching and should encourage and prepare students to engagement in medical research and development.
Basic Medical EducationWFME Global Standards for Quality Improvement
OUTLINE FOR DATA COLLECTION6.4 ResearchBasic Provide a brief description of the research facilities and research
programmes of the school.How does the school foster interaction between its research and
educational activities?
Quality What mechanism exist to ensure that research activities are reflected in the curriculum and teaching?
Are there any initiatives at the medical school to engage students in medical research?
Trends IV: European UniversitiesImplementing Bologna
Executive summary
9. The link between higher education and research:.
.... the necessary focus upon restructuring curricula... have meant that they have less time than before to devote to their research activities. This is a particular cause ...of the need to enhance the attractiveness of research careers and underlines the importance of linking the higher education and research agendas. There is so far little evidence that such discourse has been translated into concrete action and prioritised in universities.
Trends IV site visit interviews revealed that four main issues
can be distinguished:
1. The new curricula often weaken students’ research exposure at Bachelor level. In contrast, the new Master level is usually regarded as offering the opportunity to link education most intimately to the research conducted at the institution.... 2. The doctoral level is affected in different ways by the Bologna reforms:
with respect to the transition from Master to doctoral level; with respect to the desired length of doctoral training; or with respect to increased attention to mentoring and counselling
at the doctoral level, brought about by the Bologna curricular debates.
Trends IV site visit interviews revealed that four main issues can be
distinguished:
3. The Bologna reforms encourage inter-institutional communication and decision-making, which can positively influence research development.
4. The Bologna reforms are absorbing a considerable amount of time and resources - not just in the implementation phase but also for the additional teaching and assessment time for professors needing to run the new structures and approaches – to the detriment of research.
Proposed organizational chart
Task force core
Representatives ofOrganisations
National coordinators
University A
Graduates
University B University C
Ph.D.
Residency
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):
1. Evidence-based medicine in general
2. Interpretation of clinical data
5. Interpretation of laboratory results
3. Interpretation of research reports
4. Literature reviews/critiques
6. Decision analysis
Task Force 5. Medical Education and Research, Core Members 1. 1May, 2006.
Prof. George Chrousos, Athens Aghia Sophia Children’s Hospital [email protected] +30 210 7794023
Annamaria Győrfi, Targu Mures University of Medicine and Pharmacy Targu Mures [email protected] + 40 265 215551/113
Maria Trinidad Herrero, Murcia University of Murcia, School of Medicine, Neuroscience [email protected] + 34968364683Fax: + 34968364150
Are Holen, Vice Dean for Education Trondheim Faculty of Medicine, Norwegian University of Sciences and Technology [email protected] + 47 75590137
Joseé Lenoir, Exchange Officer Amsterdam Faculty of Medicine, Univesity of Amsterdam [email protected]
Richard Marz, Vienna Medical University of Vienna, Medical Education Unit [email protected] + 43 1427760870