Bologna Process: elective lectures and internships in medical curriculum and the role of anatomy electives
Objectives: Due to objectives of Bologna Process, updated programs of School of Medicine, Hacettepe University were putinto practice in 2013–2014 academic years. Progress of elective lectures and internships in undergraduate medical educationand the role of anatomy were discussed. The outcomes of all data were obtained from the experiences of three academicyears.Methods: Before Bologna Process, electives were present in the curriculums of Phase I and VI. Beginning with this process; twoelective committees were added to curriculums of Phase I–III. In Phase IV and V, electives were organized as being part of internship.The new approach to elective lectures and internships were discussed both from point of medical students and lecturers.Results: Phase I-III students showed two major tendencies: choosing elective lectures related to medicine and choosing the oneswhich were in same campus. They also had two major complaints: difficulty of some electives and some undesired electives dueto packaging system or related to extreme number of students. From the point of anatomy, students preferred to choose anatomyelectives which were useful for anatomy curriculum. Lecturers complained from the extreme number of students, low numberof electives and decreased number of theoretical hours. The extreme number of students and low number of electivesseemed the major problems. Therefore, decreasing the number of elective lectures can be a solution. Additionally, the remainingtime from these electives can be added to basic medical lectures.Conclusion: Excited lecturers with ideal number of students can perform the best education. From the point of anatomy,many elective clinical anatomy lectures are essential for drawing the attention.
___
- 1. The European higher education area. The Bologna Declaration of 19
June 1999. Joint declaration of the European ministers of education
(Bologna). [Internet]. [cited 2017 Oct 23]. Available from: [http://www.
bologna-bergen2005.no/Docs/00-Main_doc/990719bologna_
declaration.pdf ]
- 2. Christensen L. The Bologna Process and medical education. Med
Teach 2004;26:625–9.
- 3. Cumming A. The Bologna process, medical education and integrated
learning. Med Teach 2010;32:316–8.
- 4. Hensen P. The “Bologna Process” in European higher education:
impact of bachelor's and master's degrees on German medical education.
Teach Learn Med 2010;22:142–7.
- 5. Masic I. Quality assessment of medical education at Faculty of
Medicine of Sarajevo University – comparison of assessment
between students in Bologna process and old system of studying.
Acta Inform Med 2013;21:76–82.
- 6. Patrício M, Harden RM. The Bologna Process – a global vision for
the future of medical education. Med Teach 2010;32:305–15.
- 7. Masic I, Begic E. Efficiency of implementation of the Bologna
process at Medical Faculty, University of Sarajevo. Mater Sociomed
2015;27:59–63.
- 8. Zapantis A, Machado C, Nemire R, Leung S. An elective course in
adult acute care medicine using a hybrid delivery system. Am J
Pharm Educ 2008;72:105.
- 9. Marshall LL, Ashworth LE. An elective course in women's health.
Am J Pharm Educ 2010;74:12.
- 10. Zalihiç A, Cerni Obrdalj E. “Fundamental communication skills in
medical practice” as minor elective subject. Acta Med Acad 2014;43:
87–91.
- 11. Mouradian WE, Reeves A, Kim S, Lewis C, Keerbs A, Slayton RL,
Gupta D, Oskouian R, Schaad D, Kalet T, Marshall SG. A new oral
health elective for medical students at the University of Washington.
Teach Learn Med 2006;18:336–42.
- 12. Chew D, Jaworsky D, Thorne J, Ho M, Andany N, Morin C,
Hoffman N, Henshaw C, Rourke SB, Fisher M, Rachlis A.
Development, implementation, and evaluation of a student-initiated
undergraduate medical education elective in HIV care. Med Teach
2012;34:398–403.
- 13. Caro-Bruce E, Schoenfeld E, Nothnagle M, Taylor J. Addressing
gaps in abortion education: a sexual health elective created by medical
students. Med Teach 2006;28:244–7.