The Medical Curricula at the Charité - Experiences and Developments

Manfred GrossCharité – Universitätsmedizin Berlin

Dean of Student Affairs

Content Content

Experiences Reform- versus regular curriculum

Other characteristics at the Charité

Developments

Model curriculum

Bologna Process

1.1.

1.11.1

2.2.

2.12.1

1.21.2

2.22.2

- Experiences - 1.1.

EducationEducation

Medical School

Medicine, regular track12 semesters, 6000 students

School of Nursing Sciences9-11 semesters, 440 students

Dental School 10 semesters, 890 students

Medicine, reform trackcurrently in its 7th year, 12 semesters, 300 students

Postgraduate ProgramsBiophysics (Master)International Health (Master)European Master in Nursing Science (Master)Consumer Health Care (Master)Medical Neurosciences (Master-MD/Ph.D.)Biostatistics (Master)Health and Society: International Gender Studies Berlin (Master)Public Health (Master)Epidemiology (Master)Molecular Biology (MD/PhD-program in preparation)

Benjamin Franklin Special Course:Additional research programs for junior medical students

EducationEducation

How do we try to achieve How do we try to achieve excellence in education?excellence in education?

Funds distributed on a performance based basis (evaluation by the students and the Dean‘s office)

„Dean‘s list“ and public internal ranking system Flexible funds and additional personnel based on

established teaching excellence Collaboration with „practice oriented partners“ in community

hospitals and teaching practices Teaching awards Protected time for advanced teaching courses (master of medical

education) „Teaching the teacher“-programs Close monitoring by internal education commission –

-50 % students

Charité is in Germany the faculty with the most parallel curricula in medicine

(up to 4 simultaneously) the first reform curriculum the most extended experiences in the reform of medical curricula most Erasmus-students the longest experiences in performance-orientated funding of

education equivalent and transparent financing of education the most severe organizational challenges (medical faculty

belonging to 2 universities, status after several merging processes, 4 campi)

Experiences

Internationalization of Medical EducationInternationalization of Medical EducationInternational Projects & Cooperations

Internet-based Language Courses Summer Schools Collaboration with the German University

in Cairo (GUC) Visiting Doctors Program Visiting scholar program(German Academic

Exchange Service)

Study Abroad Programs and Support European Exchane Program SOKRATES/ERASMUS Biomedical Sciences Exchange Program UNIBRAL, Program of the German

Academic Exchange Service Partner universities all over the world Language courses Administrative support www.charite.de/chic

European Cooperation PartnersEuropean Cooperation Partners

European Exchange ProgramSOKRATES/ERASMUS:

• 92 Partner universities• 190 Outgoing students per year• 130 Incomings students per year

University of TasmaniaHobart, Tasmania/Australia

Johns Hopkins UniversityBaltimore, USA

Medical University of Southern AfricaPretoria/South Africa

Instituto Superior de Ciencias Medicas, La Habana/Cuba

Pontificia Universidade Católica doParaná, Curitiba/BrazilUniversidade Federal do Estado de Ceará, Fortaleza

Universida de Moròn, Buenos Aires/Argentina

Tongji Medical University, WuhanSecond Military Medical University, ShanghaiFujian University of Traditional Chinese Medicine, FuzhouJinan University, GuangzhouShanghai University of Traditional Chinese Medicine, ShanghaiZAST Zhejiang Association of Science and Technology, Hangzhou

Gachon Medical SchoolInchon/South Korea

Saitama Medical SchoolSaitama/Japan

University of TartuEstonia

Burdenko Medical Academy,

Voronezh/Russia

Tehran University of Med.Sciences, Tehran/Iran

2nd Tashkent State Med. Institute, Tashkent/Usbekistan

International Cooperation Partners

Bilateral Cooperations worldwide:student and scientist exchange programs,joint projects

- Reform vs. Regular Curriculum - 1.11.1

Reform curriculum Started 1999 Aim: Answering the question whether a reform

curriculum is able to educate real medical doctors New teaching format (PBL) No preclinical part no exam after two years

Which elements of the reform- and regular curriculum proved to be very good and shall be transferred to the new model study?

Reform vs. Regular Curriculum

Regular vs. Reform curriculum

basic sciences

clinicalclinical

basic sciences

Competences and skills

Ability to diagnose, care for and treat patients purposeful support health and prevention work in social context think and act scientifically transmit knowledge lifelong learning medical decision making self appraisal, personality development

and self care communication, interaction and team spirit

Actual Reasons for a changeActual Reasons for a change

Disadvantages in the Regular Curriculum

Expiration of Funding of the Reform Curriculum

1.1.

2.2.

Other characteristics of the education at the Charité

1.21.2

Training center for medical skills

Ärztinnen und Ärzte

mit Kenntnissen, Fähigkeiten und Fertigkeiten, die sie befähigen, in der hausärztlichen Versorgung tätig zu werden

die wissenschaftlich denken und handeln

die ethische, ökologische und ökonomische Aspekte der eigenen Tätigkeit erfassen und in ärztlichen Entscheidungen berücksichtigen

die bereit und fähig sind, eigene Kompetenzen einzuschätzen und sich lebenslang fortzubilden

ZIELEZIELE- der Ausbildung zur Ärztin und zum Arzt -- der Ausbildung zur Ärztin und zum Arzt -

Other Elements

• New teaching formats– PBL

• New examination formats– OSCE

• PTM• Simulation patientes• Individual timetable• Orientation units• Computer cabinets• ERASMUS• Evaluation• Students‘ competitions

– Benjamin Franklin Kolleg– Benjamin Franklin Contest– ESC

• Admission procedure• Assessment-Center

– Online examination– Computer aided examinations

• Scholarships for MME• Flexible funds and additional

personnel based on established teaching excellence

• Awards for – Best lectures– eLearning

• Email-Accounts for all new Students– +VPN

- Developments - 2.2.

Regular vs. Reform vs. Model curriculum

basic sciences basic sciences

clinicalclinical clinical

basic sciences

skills competences

- Bologna-Process - 2.12.1

Central Aims of the Bologna process

• Down sizing• Employability • Mobility• Internationalization

Do we need the Bologna process in medical education?Do we need the Bologna process in medical education?

Final exam is accepted in all nations of the EU as license to practise

Mobility of our students is already supported by the ERASMUS program

Bachelor in medical sciences is a „small doctor“

1.1.

2.2.

cons

2.2.

Do we need the Bologna process in medical education?Do we need the Bologna process in medical education?

Down sizing is not possible

In contrast to other curricula comfortable situation in medicine because – there is a European regulation concerning the

permission to practise as a medical doctor

1.1.

2.2.

pros

Do we need the Bologna process in medical education?Do we need the Bologna process in medical education?

Employability– Transform the former preclinical curriculum (nearly

without value) to a curriculum with a valuable final certificate from educational establishment

– Create new professions in the medical field, e.g.• Medical coordinator• Medical journalist• Health care manager

– Possibility to combine the medical curriculum with other curricula

3.3.

pros

basic sciences

clinical

Internship

3

2

1

Model Curriculum

Bologna-Process

3

2

1 Internship

Bachelor

Master

Bologna-Process

3

2

1 Internship

Bachelor

MasterM. of Public Health

M. of Health &Society

M. ofMolecularMedicine

M. of Neuro-

sciences

M. ofInter-

nationalHealth

M. of Epide-

miology

Bologna-Process

3

2

1 Internship

Bachelor

MasterM. of Public Health

M. of Health &Society

M. ofMolecularMedicine

M. of Neuro-

sciences

M. ofInter-

nationalHealth

M. of Epide-

miology

Relations and interactions of the curricula

Masterof

Medical Sciences

Medical Neurosciences

Public HealthInternational Health

Health & Society

Epidemiology

Nursing

Molecular medicine

Do we need the Bologna process in medical education?Do we need the Bologna process in medical education?

Mobility and Internationalization– Modules, e.g. „Cell“, „Blood“, „Circulation“, „Lung“..– Modules as smallest senseful teaching units and as

the lowest common denominator

4.4.

pros

Internationalization

• Dual or multiple (multilingual) degree– Complete medical education with licence to practise

as a doctor in all nations of the EU plus at least • level one language abilities in 2 languages• 2 national medical vocabularies• Knowledge of 2 national health care systems• Periods of practical training in 2 countries

Belgien

Bulgarien

Deutschland

Dänemark

Estland

Finnland

Frankreich

Griechenland Irland Italien Litauen Lettland

Luxemburg

Malta

Niederlande

Österreich

Polen

Portugal Rumänien Schweden Slowakei Slowenien Spanien Tschechische Republik

Ungarn Vereinigtes Königreich

Zypern