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

Abstract

The findings promote integration of undergraduate medical curricula, and also offer a common framework and terminology for discussing what a European Bachelor of Medicine graduate can and cannot do, promoting mobility, graduate employability and patient safety.

Learning to perform research in the degree of medicine: analysis and evaluation of the student ratings of the final degree dissertation.

“…Aunque estas recomendaciones podrían ser válidas para el TFG de medicina, las características propias de esta titulación deberían ser consideradas para elaborar un cuaderno metodológi-co del TFG específico en medicina, o al menos para los Grados de Ciencias de la Salud. Nuestro estudio, ha sido realizado a partir de la legislación vigente, siguiendo las indicaciones que propone el proyecto DISSENY (Prat et al, 2004), a partir del proyecto TUNING para medicina (Ross et al, 2014) y clarifica un modelo de TFG así como su evaluación.…”

International Society on Thrombosis and Haemostasis core curriculum project: core competencies in clinical thrombosis and hemostasis

“…The Working Group members [all co‐authors of this report] were selected to maximize global representation from the thrombosis and hemostasis community. A modified version of Tuning methodology was used, as this has been successfully used to gain consensus on core competencies/learning outcomes for other domains of medical education and training . This involved a review of the existing literature and synthesis of a draft framework of core competencies, an initial stakeholder survey followed by modification of the framework, and then a definitive stakeholder survey and expert review of the results.…”

“…As well as local and national frameworks, there has been a move toward seeking international consensus on learning outcomes and competencies. The Tuning Project, for example, sought consensus across Europe on core learning outcomes for the primary medical degree , doctoral study in medicine , and the first 3 years of a medical degree , and similar projects have been undertaken across Latin America and other areas .…”

Medical training in Greece: A crisis in progress

“…The quality of clinical training was deemed satisfactory by less than half of the participants while a significant majority appeared disappointed by the support from the academic tutors, the latter being more pronounced in students during their clinical years of study. Such issues have been addressed in various European medical schools by reforming their curricula toward earlier exposure of students to the clinical environment [18][19][20][21][22][23][24], while the implementation of mentoring schemes, which enhance interaction between students and tutors, has been proposed [25,26].…”