Decsi Tamás, Barakonyi Károly
Altalános Orvostudományi Kar, Gyermekgyógyászati Klinika.
Orv Hetil. 2006 Aug 27;147(34):1639-43.
Introduction of the two cycles (Bachelor/Master) system represents sensitive aspect of the implementation of the Bologna process into higher health education. The authors used the methods of evidence based medicine to analyse available documents on the implementation of the Bologna process into the education of health sciences.
Electronic search in the closed MEDLINE and open Internet databases.
Electronic data collection resulted in so-called country reports (n=47) and in professional statements (n=7) of health education bodies. Majority of the country reports (n=26) did not mention at all the peculiar position of health education within the Bologna process. Many country reports stated with (n=8) or without (n=9) explanation that health sciences should be excluded from the introduction of the two educational cycles system. Only 4 country reports discussed future conditions and possibilities of introducing the two cycles system into higher health education; the German country report definitely declared that the two cycles educational system may be introduced also into health education. The seven statements of professional health educational bodies (including an ad hoc committee of the Hungarian medical faculties) did not support the introduction of the two cycles system into health education. The low demand for health professionals with Bachelor (i.e. unfinished) degree was repeatedly mentioned as strong argument for not introducing the two cycles system into health education. It should be noted, however, that the process of introducing the two cycles system has began: recent survey of EUA (European University Association) indicates that in three countries (Denmark, Flanders and Switzerland) the introduction in under current discussion.
Among the principles of the Bologna process, the introduction of the two cycles system has not gain acceptance in the higher health education in Europe. However, most documents firmly support the introduction of other elements of the Bologna process (comparable degrees, system of credits, promotion of mobility of students and tutors, quality control, life long learning).
引入两阶段（学士/硕士）体系是博洛尼亚进程在高等卫生教育中实施的敏感方面。作者运用循证医学方法分析了有关博洛尼亚进程在卫生科学教育中实施情况的现有文献。
在封闭的MEDLINE和开放的互联网数据库中进行电子检索。
电子数据收集得到了所谓的国家报告（n = 47）以及卫生教育机构的专业声明（n = 7）。大多数国家报告（n = 26）根本未提及卫生教育在博洛尼亚进程中的特殊地位。许多国家报告（n = 8）有解释或（n = 9）无解释地指出，卫生科学应被排除在两阶段教育体系的引入范围之外。只有4份国家报告讨论了将两阶段体系引入高等卫生教育的未来条件和可能性；德国国家报告明确宣称两阶段教育体系也可引入卫生教育。卫生专业教育机构的七份声明（包括匈牙利医学院校特设委员会的声明）不支持将两阶段体系引入卫生教育。对拥有学士学位（即未完成学业）的卫生专业人员需求较低这一点被反复提及，作为不将两阶段体系引入卫生教育的有力论据。然而，应当指出的是，引入两阶段体系的进程已经开始：欧洲大学协会最近的一项调查表明，在三个国家（丹麦、佛兰德和瑞士），目前正在讨论引入该体系。
在博洛尼亚进程的各项原则中，两阶段体系的引入在欧洲高等卫生教育中尚未获得认可。然而，大多数文献坚决支持引入博洛尼亚进程的其他要素（可比学位、学分制、促进学生和导师流动、质量控制、终身学习）。
