Medical education in Sweden
Medical education in Sweden
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DOI：
10.3109/0142159x.2011.570816
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发表时间：
2011-01-01
期刊：
影响因子：
4.7
通讯作者：
Donner, Jakob
中科院分区：
文献类型：
--
作者：
Lindgren, Stefan;Brannstrom, Thomas;Donner, Jakob
瑞典的本科生医学教育已经从国家监管的、以学科为基础的课程，转变为围绕器官系统或生理和病理生理过程整合的课程，或围绕基础医学与临床专业组织的课程，七所医学院的个人资料。国家规定仅限于整体的学术和专业成果。在长达51年半的大学本科课程之后，县议会提供18个月的强制性实习。虽然大学课程的质量控制和认证是由瑞典国家高等教育机构提供的，但对实习没有这样的正式控制；因此，本科医学教育与2005年以来的欧盟指令相冲突。预计政府将朝着为期6年的大学本科课程迈进，从而获得执照，这将促进瑞典和外国医学生和医生在国际上的流动。博洛尼亚进程加强了正在进行的本科教育的学术发展。它包括以结果(能力)为基础的课程，符合国际标准的大学硕士水平，在整个课程中能力的进步，学生指导的学习，积极参与和在实际临床教育中的作用，以及确保专业能力的国家评估模式。在不久的将来，瑞典本科教育的规模很可能更多地取决于国际需求和质量方面，而不是国家对医生的需求。
Undergraduate medical education in Sweden has moved from nationally regulated, subject-based courses to programmes integrated either around organ systems or physiological and patho-physiological processes, or organised around basic medical science in conjunction with clinical specialities, with individual profiles at the seven medical schools. The national regulations are restricted to overall academic and professional outcomes. The 51/2 year long university undergraduate curriculum is followed by a mandatory 18 months internship, delivered by the County Councils. While quality control and accreditation for the university curriculum is provided by the Swedish National Agency for Higher Education, no such formal control exists for the internship; undergraduate medical education is therefore in conflict with EU directives from 2005. The Government is expected to move towards 6 years long university undergraduate programmes, leading to licence, which will facilitate international mobility of both Swedish and foreign medical students and doctors. Ongoing academic development of undergraduate education is strengthened by the Bologna process. It includes outcome (competence)-based curricula, university Masters level complying with international standards, progression of competence throughout the curriculum, student directed learning, active participation and roles in practical clinical education and a national assessment model to assure professional competence. In the near future, the dimensioning of Swedish undergraduate education is likely to be decided more by international demands and aspects of quality than by national demands for doctors.