Bologna in Medicine Anno 2012: Experiences of European medical schools that implemented a Bologna two-cycle curriculum – An AMEE-MEDINE2 survey

Abstract

In 32 of the 442 medical schools in Bologna signatory countries, introducing a two-cycle model for basic medical education was successfully completed. However, harmonization of medical training in Europe requires further international collaboration.

Cracks in problem-based learning: What is your action plan?

“…This collegiality contributes to engendering a sense of contribution and willingness for common successful outcomes (Bolden 2011;Patricio et al 2012). Academics from various departments may take responsibilities such as coordinating a block/module, becoming a PBL tutor, sharing in teaching in early clinical exposure, chairing an academic phase, becoming a member of a task group or joining the teams writing PBL cases.…”

Looking back: twenty years of reforming undergraduate medical training and curriculum frameworks in Switzerland

“…This splits medical studies into a bachelor’s and a master’s degree each lasting three years. Successful completion of a master’s degree is a prerequisite for registration for the Swiss Federal Exam [7]. Even though the Bachelor Degree in Medicine in Switzerland has not gained any importance as a qualifying degree for vocational or further education, this division has brought bachelor’s–master’s flexibility into medical education.…”

Report of the MEDINE2 Bachelor of Medicine (Bologna First Cycle) Tuning Project

“…Those who had adopted the system (predominantly in Belgium, the Netherlands, Denmark, Switzerland, Armenia, Portugal and Iceland), reported no significant problems in implementing this, or any significant interference with curriculum integration (Patrício et al 2012). Informal reports, however, suggest that in some institutions the division between the two cycles may be somewhat artificial.…”

“…In a recent survey, only 32 of the 442 medical schools in Bologna signatory countries had adopted a Bachelor-Master two cycle medical curriculum, with most of the others retaining a single undergraduate primary medical degree (Patrício et al 2012). Those who had adopted the system (predominantly in Belgium, the Netherlands, Denmark, Switzerland, Armenia, Portugal and Iceland), reported no significant problems in implementing this, or any significant interference with curriculum integration (Patrício et al 2012).…”