The Bologna Process – A global vision for the future of medical education

Abstract

What has become known as the Bologna Process has evolved over a series of ministerial conferences with the last meeting in Leuven and Louvain-la-Neuve in 2009. There has been a move towards recognition of the benefits to be gained from greater transparency, a general recognition of degrees across Europe, cooperation with regard to quality assurance, an emphasis on more flexible learning paths and lifelong learning, and the promotion of mobility. This paper highlights the ambitious objectives underpinning the Bologna Declaration and Process and the developments since the 1999 Declaration and the current position in particular with regard to medicine. The paper describes common myths and misunderstandings about the Process relating to the two cycle model, the progress of students after the first cycle and the concept of harmonisation rather than uniformity. It is argued that the Bologna Process can serve as a catalyst for the necessary change in medical education. With careful management and imaginative implementation and the necessary vision, creativity and enthusiasm, any problems can be circumnavigated and rich rewards achieved. The Bologna Process is constantly evolving and its dynamic nature is one of its strengths. Medicine has much to contribute and should be part of this Process.

Additional information

Notes on contributors

Madalena Patrício

MADALENA F. PATRÍCIO, MA (Hons), is the President of the Association for Medical Education in Europe (AMEE) and is an assistant professor at the Institute of Introduction to Medicine in the Faculty of Medicine of the University of Lisbon.

Ronald M. Harden

RONALD M. HARDEN, OBE MD FRCP(Glas) FRCS(Ed) FRCP, is Professor of Medical Education, University of Dundee, UK and the General Secretary of the Association for Medical Education in Europe (AMEE).