Task Force 5. Explore and develop links between medical education and research Semmelweis University...

Task Force 5. Explore and develop links between medical

education and research

Semmelweis UniversityVeronika Kőmíves - Lajos G. Szollár

MEDINE Executive Board Meeting Copenhagen

6th October 2006

MEDINE Task Force 5. Explore and develop links between medical education and

research (Semmelweis University).

examine relationships between education and research in medicine.examine issues such as the importance of outcomes related to critical appraisal and use of evidence, whether basic research skills are a core competence for medical graduates.promote the growth of collaborative research and development projects, building on strengths and interests of partner institutions, which can be submitted for financial support and which might involve undergraduates, since an understanding of research is essential to the development of best clinical practice.

Task Force 5. Medical Education and Research, Core Members 1.

6th Oct 2006.

Prof. George Chrousos, Athens Aghia Sophia Children’s Hospital [email protected] +30 210 7794023Annamaria Győrfi, Targu Mures University of Medicine and Pharmacy Targu Mures [email protected] + 40 265 215551/113Maria Trinidad Herrero, Murcia University of Murcia, School of Medicine, Neuroscience [email protected] + 34968364683 Fax: + 34968364150Are Holen, Vice Dean for Education Trondheim Faculty of Medicine, Norwegian University of Sciences and Technology [email protected] + 47 75590137Joseé Lenoir, Exchange Officer Amsterdam Faculty of Medicine, Univesity of Amsterdam [email protected] Marz, Vienna Medical University of Vienna, Medical Education Unit [email protected] + 43 1427760870


6th Oct 2006.

Dr. Veronika Kőmíves, Semmelweis Univ., Budapest, Hungary, [email protected]

Sylvain Meuris, Brussels Fac. Medicine [email protected]

Carin Muhr, Uppsala Dept. of Neuroscience, Neurology, Uppsala University [email protected] + 46 704250725

Prof. Jörgen Nordenström, Huddinge (Sweden) Karolinska University Hospital, Centre for Surgical Sciences [email protected] +46 58582311

Anna-Lena Paulsson, Stockholm Karolinska Institute [email protected]

Lukas Plank, MD, PhD, Vice Dean Martin Jessenius Faculty of Medicine [email protected] + 42 1842413300


6th Oct 2006.

Dr. Joan Ribera , Lleida(Spain) University of Lleida [email protected] +34 973702415Samuel dos Santos Ribeiro , Lisbon (Portugal), EMSAPaul de Roos, Amsterdam (Netherlands), Student President, VU, EMSAProf. Chris van Schrawendijk , Brussels Diabetes Research Center, Vrye, Brussels University [email protected] + 32 2 4774558+ 32 2 486758430Jorge J. Garcia Seoane, Madrid Facultad de Medicina, Universidad Complutense [email protected] + 34 913941361Willem J. van Son, MD, PhD Groningen University Hospital, Internal Medicine Div. of Nephrology/Renal Transplantation [email protected] +31 503616161Prof. Lajos Szollár, Semmelweis Univ., Budapest, Hungary, [email protected]. Josanne Vassallo, Guardamangia (Malta)University of Malta Medical School [email protected] , [email protected]

Features 1.

Electronic Survey (addressed to responsible officers of each University, in a given time-window)

Questionnaire (Research and medical education at institutional level, present status) Undergraduate (B. Sc. and M.Sc. Level) Ph. D. School or Programmes Specialty training

Dear Partner,

We are conducting a survey, and your response would be appreciated.

Here is a link to the survey, You can test it:

http://www.surveymonkey.com/s.asp?A=128092676E55029

Thanks for your participation,

L&Mark Kft.

MEDINE Task Force 5. Explore and develop links between medical education and

research (Semmelweis University).

May 2006, Prague Task Force Panel Meeting

June-September, Final „tuning” of the Questionnaire by e-mail

15 Oct-30 Nov 2006 Data collecting (Surveymonkey open)

January 2007 Task Force Workshop 1, Budapest, analysis of the

data, draft of the report

March-April 2007 Task Force Panel, place still open, final report

May 2007 MEDINE Annual Conference - results and

recommendations

Task Force 5. Medical Education and Research, Writng and editorial teams

6th Oct 2006.

>assemble your writing teams for both these publications and the final report: Veronika Kőmíves, Richard Marz, Anna-Lena Paulsson, Paul de Roos, Chris van Schrawendijk, Josanne Vassallo.

>find a rapporteur : Chris van Schrawendijk

>find an editorial team: Veronika Kőmíves, Anna-Lena Paulsson, Paul de Roos, Chris van Schrawendijk, Josanne Vassallo.

MEDINE Task Force D (?)

Electronic Survey

Exit-Questionnaire Part B (Issues to be addressed to students and doctors via organisations and/or university offices, cca. 10% of participants, but min. 30 persons, selected by chance at graduation at the end of Ph. D. Studies at residency, end of specialty training

Indicate the activities you will have participated in during medical school on a compulsory (required)

basis. (Check all that apply):

Independent study project for creditResearch project with faculty memberAuthorship (sole or joint) of a research paper submitted for publicationThesis projectInternational health experiencesEducating high school or college students about careers in health professions or biological sciencesDelivering health services to underserved populations at a clinical siteProviding health education (e.g., HIV/AIDS education, breast cancer awareness, smoking cessation)Field experience in community health (e.g., adult/child protective services, family violence program, rape crisis hotline)Field experience in home careField experience in nursing home care

Indicate the activities you will have participated in during medical school on an elective or volunteer (not required) basis.

(Check all that apply):

Independent study project for creditResearch project with faculty memberAuthorship (sole or joint) of a research paper submitted for publicationThesis projectInternational health experiencesEducating high school or college students about careers in health professions or biological sciencesDelivering health services to underserved populations at a clinical siteProviding health education (e.g., HIV/AIDS education, breast cancer awareness, smoking cessation)Field experience in community health (e.g., adult/child protective services, family violence program, rape crisis hotline)Field experience in home careField experience in nursing home careLearned another language in order to improve my communication with patientsTook a seminar on minority health Participated in a course/workshop on cultural awareness Worked on a project with a community-based multicultural group

Indicate your level of agreement with the following statements. (Select one for each item):

I am confident that I have the appropriate knowledge and skills to:Strongly Agree/ Agree/No Opinion-Indifferent /Disagree/Strongly Disagree

1. Carry out reasonably sophisticated searches of medical information databases2. Critically review a published research report3. Carry out the appropriate biomedical statistic procedure in

a) experimental b) clinical c) epidemiological investigation

4. Prepare and write scientific work (article) in an a) experimental b) clinical (case) c) epidemiological study

5. Compose an oral or poster presentation (write text, drawing figures and tables etc.)6. Have the communication skills necessary to interact with the audience7. Compose a thesis to defend and earn a degree8. Construct a design of an investigation9. Protect the confidentiality of private information obtained from patients and colleagues when the information is stored on a computer10. Use a computer-based clinical record keeping program, both for finding and recording patient-specific information11. Use a variety of forms of telemedicine

Do you believe that the time devoted to your instruction in each of the following areas was inadequate, appropriate,

or excessive? (Select one for each item):Inadequate Appropriate Excessive

1. Patient interviewing skills2. Physician-patient communication skills3. Physician-physician communication skills4. Evidence-based medicine in general5. Interpretation of clinical data 6. Interpretation of research reports7. Literature reviews/critiques8. Interpretation of laboratory results9. Decision analysis

M.D. Exit Questionnaire (1)Directions: This questionnaire is anonymous. If you check 1 or 5 (on scale of 1-5, (1=not at all, 5=very)) for those questions which give a

numeric scale, please comment on why you feel the way you do. Please respond to the five questions below on a scale of 1-5.

1. To what extent did your program of study help you achieve competence in basic science ____ laboratory/research skills ____ literature survey ____ publication skills____

2. To what degree did your program of study help you master the core knowledge of design of an investigation ____3. How well did your program of study foster your ability to critically reason from facts to conclusions, by means of specifying, analyzing and implementing effective solutions to scientific medical problems? ____



4. Rate your program of study as to its effectiveness in teaching you basic skills for applying medical research knowledge, such as current design methodologies, team work, etc. ____

5. Assess the usefulness of your program of study in developing a professional attitude to your peers , your discipline, and society at large. ____2. To what degree did your program of study help you master the core knowledge of design of an investigation ____



6. Were you involved with a faculty members research (y/n)? ____ If so, how valuable was this experience? ____7.. Rate the degree to which the scientific tutor provided a supportive overall learning. ____8. Rate the overall quality of instruction. ______9. Rate your instructors availability to students. ________10. What changes to the research requirements would you suggest? 11. Would you like more industry contact/experience/internships?

How extensively do you expect to be involved in research during your medical career?

(Select one)

Exclusively

Significantly involved (several years set aside for full time research or 25% or more of continuous career devoted to research pursuits)

Somewhat involved (one year or less set aside for research or less than 25% of continuous career)

Involved in a limited way (occasional cooperation with clinical trials of new drugs or medical devices in my practice)

Not involved

Indicate your career intention from the different activities listed below. (Select one):

Full-time university faculty1. Basic science teaching and research (e.g., anatomy, biochemistry)2. Clinical discipline teaching, research, and patient care (e.g., internal medicine, surgery)Full-time (non-academic) clinical practice:3. Solo Practice4. In partnership with one other physician5. In a group of 3 or more physicians6. Join a closed panel (group or staff-model) HMO7. Salaried, hospital based.Other:8. State or federal agency (e.g., Armed Forces, Public Health Service)9. Medical/healthcare administration, without practice (e.g., hospital or federal agency administrator, association or academic executive, business executive)10. Non-university research scientist (e.g., industry, federal agency, state agency)11. Other12. Undecided

Issues to be addressed at residencyAnswer: yes/no

Country: Specialty:

1. Do you consider your department a scholarly environment?

2. Do you have a regular scientific meeting?

3. Do you have a journal club?

4. Is your departmental faculty involved in research?

5. Are you required to do research?

6. Are research opportunities readily available?

7. If involved in research, do you receive adequate support and guidance?

8. Have you published an article during your residency?

9. Have you made a presentation at a national or regional meeting?

10. Are you a member of a professional medical organization or society?

11. Do you have easy access to a clinical library?

12. Do you have access to adequate computer resources, including

Internet services?

Does this curriculum provide an introduction to communication skills to research (investigation) design, statistics critical review of the literature

Are research opportunities readily available?

Is research required?

Indicate your level of satisfaction with the following. (Select one for each item):Very Satisfied /Satisfied/No Opinion/Indifferent /Dissatisfied/Very Dissatisfied

1. Library

2. Computer resource center

3. Student study space

4. Student relaxation space

14. Indicate your level of agreement with the following statements. (Select one for each item):

I am confident that I have the appropriate knowledge and skills to:II. Technology Skills

Strongly Agree/ Agree/No Opinion/Indifferent /Disagree/Strongly Disagree

1. Carry out reasonably sophisticated searches of medical information databases2. Critically review a published research report3. Carry out the appropriate biomedical statistic procedure in

a) experimental b) clinical c) epidemiological investigation

4. Prepare and write scientific work (article) in an a) experimental b) clinical (case) c) epidemiological study

5. Compose an oral or poster presentation (write text, drawing figures and tables etc.)6. Compose a thesis to defend and earn a degree7. 3. Protect the confidentiality of private information obtained from patients and colleagues when the information is stored on a computer4. Use a computer-based clinical record keeping program, both for finding and recording patient-specific information5. Use a variety of forms of telemedicine6. Use a computerized clinical scheduling system7. Use a personal digital assistant (PDA) for clinical purposes

How important were the following premedical courses in preparing you for medical school? (Select one for each item):

Not At All Important

Slightly Important

Somewhat Important

Moderately Important

VeryImportant

Don't Know/N. A.

1. Biology

2. General Chemistry

3. Organic Chemistry

4. Physics

5. Comparative Anatomy

6. Biochemistry

7. Genetics

8. Physiology

9. Zoology

10. Calculus

The implementation of the Bologna process inmedical education

DEBOMED

How important were the following premedical courses in preparing you for medical school? (Select one for each item):

Not At All Important

Slightly Important

Somewhat Important

Moderately Important

VeryImportant

Don't Know/N. A.

11. Statistics

12. Psychology

13. Social Sciences, other than

psychology (e.g., sociology,

anthropology)

14. English composition/writing

15. English Literature

16. Humanities, other than English

(e.g., philosophy, foreign

language)

Medical Education and Research, Core Members 1. 9 February, 2006.

Prof. George Chrousos Athens Aghia Sophia Children’s Hospital [email protected] +30 210 7794023Annamaria Győrfi Targu Mures University of Medicine and Pharmacy Targu Mures [email protected] + 40 265 215551/113Maria Trinidad Herrero Murcia University of Murcia, School of Medicine, Neuroscience [email protected] + 34968364683Fax: + 34968364150Are Holen, Vice Dean for Education Trondheim Faculty of Medicine, Norwegian University of Sciences and Technology [email protected] + 47 75590137Jorge J. Garcia Seoane Madrid Facultad de Medicina, Univesidad Complutense [email protected] + 34 913941361Joseé Lenoir, Exchange Officer Amsterdam Faculty of Medicine, Univesity of Amsterdam [email protected] Marz Vienna Medical University of Vienna, Medical Education Unit [email protected] + 43 1427760870Sylvain Meuris Brussels Fac. Medicine [email protected]

Medical Education and Research, Core Members 2.9 February, 2006.

Carin Muhr Uppsala Dept. of Neuroscience, Neurology, Uppsala University [email protected] + 46 704250725

Prof. Jörgen Nordenström Huddinge (Sweden) Karolinska University Hospital, Centre for Surgical Sciences [email protected] +46 58582311

Anna-Lena Paulsson Stockholm Karolinska Institute [email protected]

Lukas Plank, MD, PhD, Vice Dean Martin Jessenius Faculty of Medicine [email protected] + 42 18424133002

Dr. Joan Ribera Lleida(Spain) University of Lleida [email protected] +34 973702415

Chris van Schrawendijk Brussels Diabetes Research Center, Vrye, Brussels University [email protected] + 32 2 4774558+ 32 2 486758430

Willem J. van Son, MD, PhD Groningen University Hospital, Internal Medicine Div. of Nephrology/Renal Transplantation [email protected] +31 503616161

Dr. Josanne Vassallo Guardamangia (Malta)University of Malta Medical School [email protected] [email protected]


DEBOMED

EditorDr. Vincenzo COSTIGLIOLA,

[email protected]

Written byPr. Colette CREUSY,

Faculté Libre de Médecine – Université Catholique de Lille – [email protected]

Coordinated byEuropean Medical Association “EMA” – Brussels – Belgium

[email protected]

The implementation of the Bologna process in

medical educationDEBOMED


DEBOMED

Trends IV: European Universities Implementing Bologna Executive summary

11. Please specify in the textbox below.(Please answer under the following titles:Name of the topic;Name and title of the General co-ordinator;Level of training: see categories in question 3;ECTS Unit: (if available): % of total ECTS credit;Contact Hours: ;Theoretical/Practical Skill Ratio;Content of topic (max 1 A4 page including study material, assessment etc.)

Basic Medical EducationWFME Global Standards for Quality Improvement

6. EDUCATIONAL RESOURCES

6.4 RESEARCH

Basic standard:

The medical school must have a policy that fosters the relationship between research and education and must describe the research facilities and areas of research priorities at the institution

Quality development:

The interaction between research and education activities should be reflected in the curriculum and influence current teaching and should encourage and prepare students to engagement in medical research and development.

Basic Medical EducationWFME Global Standards for Quality Improvement

OUTLINE FOR DATA COLLECTION6.4 ResearchBasic Provide a brief description of the research facilities and research

programmes of the school.How does the school foster interaction between its research and

educational activities?

Quality What mechanism exist to ensure that research activities are reflected in the curriculum and teaching?

Are there any initiatives at the medical school to engage students in medical research?

Trends IV: European UniversitiesImplementing Bologna

Executive summary

9. The link between higher education and research:.

.... the necessary focus upon restructuring curricula... have meant that they have less time than before to devote to their research activities. This is a particular cause ...of the need to enhance the attractiveness of research careers and underlines the importance of linking the higher education and research agendas. There is so far little evidence that such discourse has been translated into concrete action and prioritised in universities.

Trends IV site visit interviews revealed that four main issues

can be distinguished:

1. The new curricula often weaken students’ research exposure at Bachelor level. In contrast, the new Master level is usually regarded as offering the opportunity to link education most intimately to the research conducted at the institution.... 2. The doctoral level is affected in different ways by the Bologna reforms:

with respect to the transition from Master to doctoral level; with respect to the desired length of doctoral training; or with respect to increased attention to mentoring and counselling

at the doctoral level, brought about by the Bologna curricular debates.

Trends IV site visit interviews revealed that four main issues can be

distinguished:

3. The Bologna reforms encourage inter-institutional communication and decision-making, which can positively influence research development.

4. The Bologna reforms are absorbing a considerable amount of time and resources - not just in the implementation phase but also for the additional teaching and assessment time for professors needing to run the new structures and approaches – to the detriment of research.

Proposed organizational chart

Task force core

Representatives ofOrganisations

National coordinators

University A

Graduates

University B University C

Ph.D.

Residency

Do you believe that the time devoted to your instruction in each of the following areas was inadequate, appropriate,

or excessive? (Select one for each item):

1. Evidence-based medicine in general

2. Interpretation of clinical data

5. Interpretation of laboratory results

3. Interpretation of research reports

4. Literature reviews/critiques

6. Decision analysis

Task Force 5. Medical Education and Research, Core Members 1. 1May, 2006.

Prof. George Chrousos, Athens Aghia Sophia Children’s Hospital [email protected] +30 210 7794023

Annamaria Győrfi, Targu Mures University of Medicine and Pharmacy Targu Mures [email protected] + 40 265 215551/113

Maria Trinidad Herrero, Murcia University of Murcia, School of Medicine, Neuroscience [email protected] + 34968364683Fax: + 34968364150

Are Holen, Vice Dean for Education Trondheim Faculty of Medicine, Norwegian University of Sciences and Technology [email protected] + 47 75590137

Joseé Lenoir, Exchange Officer Amsterdam Faculty of Medicine, Univesity of Amsterdam [email protected]

Richard Marz, Vienna Medical University of Vienna, Medical Education Unit [email protected] + 43 1427760870

Task Force 5. Explore and develop links between medical education and research Semmelweis University...

Documents

Transcript of Task Force 5. Explore and develop links between medical education and research Semmelweis University...