zma000396 Abstract First Experiences with Bologna Prozess Drenjancevic-Peric Drenjancevic-Peric Ines I

University J.Strossmayer Osijek, School of Medicine, J. Huttlera 4, 31000 Osijek, CroatiaUniversity J.Strossmayer Osijek, School of Medicine, Osijek, Croatia

inesdp@yahoo.com author Vcev Vcev Aleksandar A

University J.Strossmayer Osijek, School of Medicine, J. Huttlera 4, 31000 Osijek, CroatiaUniversity J.Strossmayer Osijek, School of Medicine, Osijek, Croatia

author Barbic Barbic Jerko J

University J.Strossmayer Osijek, School of Medicine, J. Huttlera 4, 31000 Osijek, CroatiaUniversity J.Strossmayer Osijek, School of Medicine, Osijek, Croatia

author Mandic Mandic Zlatko Z

University J.Strossmayer Osijek, School of Medicine, J. Huttlera 4, 31000 Osijek, CroatiaUniversity J.Strossmayer Osijek, School of Medicine, Osijek, Croatia

author Filakovic Filakovic Pavo P

University J.Strossmayer Osijek, School of Medicine, J. Huttlera 4, 31000 Osijek, CroatiaUniversity J.Strossmayer Osijek, School of Medicine, Osijek, Croatia

author German Medical Science GMS Publishing House

Düsseldorf

610 10. Grazer Konferenz 11.-13.05.2006, Wien 20070111 20070523 engl 1860-3572 24 2 GMS Zeitschrift für Medizinische Ausbildung GMS Z Med Ausbild 102 BeitragIn academic year 2005/2006, School of Medicine University of Osijek (MEFOS) enrolled first generation of 84 students into six years long, integrated undergraduate and graduate medical studies program designed according to Bologna declaration. Some of the goals were: standardization of the program for medical studies, quality control, and mobility opportunities for students and teachers. Results: Simultaneously with joining of Croatia to Bologna process in 2001, four medical schools in Croatia (including MEFOS) started the creation of the common core curriculum of the graduate studies of medicine, following recommendation of the European University Association . Several changes from previous curriculum were adopted in the new program: introduction of ECTS, organization of subjects from continuous (during 2 semesters) to teaching in blockclasses followed by exams, continuous evaluation of students knowledge and skills during the classes, greater number of seminars and practicum and emphasis on individual work of student and with student (i.e. mentoring), there are some promising results showing improvement of students success on exams, however, there is need for development of other criteria for evaluation of the quality of teaching, acquiring and containing the knowledge, and a consensus on elective students and faculties has been achieved, and will be tested this summer. Some of the challenges: turn formal changes into substantial, adaptation of the highest levels of quality control, reinterpretation of ECTS and contents of studies. Dusek T Bates T Analysis of European Medical Schools´Teaching Programs 2003 Student CMJ 26-31 Dusek T, Bates T. Analysis of European Medical Schools´Teaching Programs. Student CMJ. 2003;44(1):26-31. 0 0 0 0