Implementation of the Bologna two-cycle system in medical education: Where do we stand in 2007?–Results of an AMEE-MEDINE survey

Abstract

Background: The Bologna Declaration aims to harmonize European higher education. At workshops held at AMEE Conferences (2001/2007), it was observed that medical educators seem unaware of Bologna Declaration policies in their own countries. Specifically the objective to structure higher education in two cycles evokes strong opinions, but an overview on the implementation progress is lacking.

Method: To determine the present state of implementation of the Bologna two-cycle system in medical education, an AMEE–MEDINE survey was sent to all forty-six signatory countries, inquiring about legislative decisions.

Results: Not all answers were unequivocal, but it appears that only seven countries decided for adoption and nineteen decided not to adopt it. The remainder fifteen have not decided or leaves the decision to their medical schools. Non-European countries seem to reject the system more often than European countries.

Discussion: We found that very few persons are well informed about national policies and harmonization of medical education does not seem to be enhanced by the Bologna Declaration. Our findings point in the direction of a diversification regarding curricula structure. There is a need for clarity and dialogue on many aspects of Medical Education. The Bologna process could serve as a vehicle to reach this goal.

Notes

Notes

1. There are other possible uses of the term graduate but here the authors refer to the undergraduate phase of medical education. In some countries (for example some schools in UK, Netherlands, etc.) students with an academic degree may enter the medical curriculum in a different–and sometimes shorter way–but they are still undergraduate students in medicine.

2. Luxembourg (from EU) and Andorra, Cyprus, Holy See and Lichtenstein (non-EU) have no medical school.

3. Categories are not exclusive. Five respondents referred to more than one function.

4. Percentages were calculated based on the total number of Bologna countries with at least one medical School, i.e. 41 Bologna countries (24 EU and 17 non-EU countries).

5. The number of BA–MA schools is an underestimation and is in fact higher because of the possibility of voluntary adoption in some countries.

6. Five countries have no medical school.

7. Serbia and Montenegro appear with one single report since they only separated after the London Meeting in 2007.

Additional information

Notes on contributors

Madalena Patrício

MADALENA PATRÍCIO is president of the Association for Medical Education in Europe (AMEE), transparency task force coordinator of the Thematic Network on Medical Education in Europe (MEDINE) at the time of this project and assistant professor at the Institute for Introduction to Medicine, Faculty of Medicine, University of Lisbon.

Corine den Engelsen

CORINE DEN ENGELSEN was a research assistant at the Centre for Research and Development of Education at University Medical Centre Utrecht at the time of this project.

Dorine Tseng

DORINE TSENG was a research assistant at the Centre for Research and Development of Education at University Medical Centre Utrecht at the time of this project.

Olle ten Cate

OLLE TEN CATE, PhD, is professor of medical education and director of the Centre for Research and Development of Education at University Medical Centre Utrecht.