Tuning research competences for Bologna three cycles in medicine: report of a MEDINE2 European consensus survey.
Tuning research competences for Bologna three cycles in medicine: report of a MEDINE2 European consensus survey.
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DOI：
10.1007/s40037-013-0066-z
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发表时间：
2013-09
影响因子：
3.6
通讯作者：
Ross, Michael T
中科院分区：
文献类型：
--
作者：
Marz, Richard;Dekker, Friedo W;Van Schravendijk, Chris;O'Flynn, Siun;Ross, Michael T
医学课程，如医疗保健系统和医疗实践，有很强的文化成分，并在国家之间有很大的差异。医学毕业生的流动性越来越大，确保他们都适合实践的压力越来越大，这突出表明迫切需要在培训的各个阶段建立学习成果的共同基础。一个基于研究的方法，由调整项目开发，以前使用的MEDINE主题网络获得共识的核心学习成果/能力的初级医学学位（www.tuning-medicine.com），但没有达成共识的学习成果与研究。作为MEDINE 2的一部分，进行了一个集中的调整项目，以探索对所有三个博洛尼亚周期（学士，硕士和博士）研究中更详细的核心学习成果的意见。来自29个欧洲国家和13个非欧洲国家的417个利益攸关方的答复表明，共识程度较高。研究结果强烈表明，这些利益相关者认为，学习成果相关的“使用研究”和“做研究”应该是欧洲医学课程的核心组成部分。然而，现在的挑战是促进进一步的地方和国际讨论这些问题，并找到在已经拥挤的医学课程范围内实现这些能力的方法。
Medical curricula, like healthcare systems and medical practice, have a strong cultural component and vary considerably between countries. Increasing mobility of medical graduates, and increasing pressure to ensure they are all fit for practice, have highlighted an urgent need to establish common ground in learning outcomes at all stages of training. A research-based approach, developed by the Tuning project, was used previously by the MEDINE Thematic Network to gain consensus on core learning outcomes/competences for primary medical degrees (www.tuning-medicine.com), but no consensus was reached for learning outcomes relating to research. As part of MEDINE2, a focussed Tuning project was undertaken to explore opinions on more detailed core learning outcomes in research for all three Bologna cycles (Bachelor, Master, and Doctor). Responses from 417 stakeholders, representing 29 European and 13 non-European countries, revealed a relatively high degree of consensus. The findings strongly suggest that these stakeholders think that learning outcomes related both to ‘using research’ and ‘doing research’ should be core components of medical curricula in Europe. The challenge now, however, is to promote further local and international discussion on these issues, and to find ways of achieving these competences within the context of already crowded medical curricula.