Breipohl W, Johansson C, Hansis M, Steiger J, Naguro T, Müller K, Mestres P
European Office in the Dean of Medical Education Unit, Faculty of Medicine, R.F.W.-University Bonn, 53105 Bonn, Germany.
Folia Med (Plovdiv). 2000;42(2):5-16.
This study pinpoints the necessity to constantly monitor local approaches in undergraduate medical education on an inter-European scale. Traditional undergraduate medical curricula need restructuring to account for the increasing amount of medical knowledge and rapid changes and developments in societies, nosology, therapy and IT. European undergraduate medical curricula should be harmonized not egalized, with a focus on inter-European sharing of resources, mobility, credit (allocation, accumulation and transfer), definition of European and trans-European mission statements, identification of quality metrics, advice on dealing with conflicting aims such as specialization and generalization, on communicating core knowledge instead of providing overabundance of information, and on introducing multifaceted teaching and learning methods, as well as providing strategies for life long learning. Sound medical education can no longer and nowhere be considered under the autonomous auspices of individual Medical Schools or national philosophies. It has to be perceived and structured as a competitive and flexible approach which promotes life long learning of teachers, students, physicians and other related staff with international awareness. It is stressed that student and staff mobility, as well as virtual mobility in the form of worldwide available teaching modules and expertise have to be incorporated into national medical curricula. This is to guarantee up-to-date education in support of patient demands, future professionality and competitiveness of students, physicians and Public Health System institutions. The formal approaches of traditional subject related curricula as well as problem based learning must be linked with quality approved state of the art ODL, evaluated international CME strategies and training in the utilization of IT in preparation of lifelong learning. Strategies for the use of IT need updating on a regular basis to diminish the gap between undergraduate and postgraduate medical education. General European perspectives of medical education are discussed in relation to ECTS, ODL, compulsory credited and evaluated CME and relicensing of physicians. Prime features of ETM--the most reputed and well-known European medical CME initiative fostering quality assured international awareness are described and recommended for local and nationwide implementation. Specific links of the Bonn undergraduate medical curriculum with credited and evaluated CME and imminent European strategies are detailed. The authors conclude that European universities not adapting at least some of the outlined curricular necessities will rapidly lose their competitiveness compared to other national and international Medical Schools. Harmonized European ethical mission statements and consequent utilization of IT deserve special considerations in this context.
本研究明确指出，有必要在泛欧洲范围内持续监测本科医学教育的地方教学方法。传统的本科医学课程需要进行重组，以应对医学知识量的不断增加以及社会、疾病分类学、治疗方法和信息技术方面的快速变化与发展。欧洲本科医学课程应实现协调而非统一，重点在于泛欧洲范围内的资源共享、人员流动、学分（分配、积累和转移）、欧洲及跨欧洲使命声明的界定、质量指标的确定、处理诸如专业化与综合化等相互冲突目标的建议、传授核心知识而非提供过多信息、引入多层面的教学方法，以及提供终身学习策略。完善的医学教育再也不能也无处可在个别医学院校或国家理念的自主支持下进行。它必须被视为并构建为一种具有竞争力和灵活性的方法，以促进教师、学生、医生及其他相关人员具备国际意识的终身学习。需要强调的是，学生和教职员工的流动，以及以全球可用教学模块和专业知识形式存在的虚拟流动，必须纳入国家医学课程。这是为了确保提供与时俱进的教育，以满足患者需求、提升学生、医生和公共卫生系统机构未来的专业性和竞争力。传统的与学科相关的课程形式以及基于问题的学习的正规方法，必须与经质量认可的最新开放和远程学习（ODL）、经过评估的国际继续医学教育（CME）策略以及在为终身学习做准备时利用信息技术的培训相联系。信息技术使用策略需要定期更新，以缩小本科医学教育与研究生医学教育之间的差距。结合欧洲学分转换系统（ECTS）、开放和远程学习（ODL）、必修学分及经评估的继续医学教育（CME）以及医生重新注册，讨论了欧洲医学教育的总体观点。描述了欧洲医学教育与培训（ETM）——欧洲最著名且最受认可的促进有质量保证的国际意识的医学继续医学教育倡议——的主要特点，并建议在地方和全国范围内实施。详细阐述了波恩本科医学课程与经认可及评估过的继续医学教育（CME）以及即将出台的欧洲策略的具体联系。作者得出结论，与其他国内和国际医学院校相比，未能至少适应部分上述课程要求的欧洲大学将迅速失去竞争力。在此背景下，统一的欧洲伦理使命声明以及随之而来的信息技术应用值得特别关注。
