El desarrollo del proceso de “Bolonia” y el Grado de Medicina. Situación actual y expectativas para su implantación definitiva

Abstract

The implementation of the European Higher Education Area, (EEES in Spanish) inspired in the Bologna Declaration, pursues the introduction of new teaching and learning paradigms which require deep changes in the frame of superior education and university goals. However, in spite that the main purpose of the EEES is convergence and harmonization of curricula contents and titles throughout Europe in order to facilitate circulation of students and professionals, this goal is far from been reached when we are approaching the deadline for its implementation (year 2010). In addition, this process has led to reduce the total duration of the majority of degrees excepting for medicine and few more. In this article we analyze the underdevelopment of the so called Bologna Process in medical education as compared to other careers. Implementation of curricular innovations seems particularly restrained or threatened in Spain because of legal improvisation, lack of funding, and the chronic apathy of national bodies in medical education. As a consequence, and in contrast with other European countries where deep curricular changes have been already arranged, the majority of Spanish Faculties are at risk of introducing little more than cosmetic modifications in their medicine curricula.

The Variation in Pharmacology Subject Achievement Levels Between two Assessment Methods in Undergraduate Medicine

“…This declaration aspires to provide a consistent degree system from bachelor's to doctoral levels [14] and to bring uniformity in higher education in European countries [13]. While data suggests the semester system could produce superior outcomes, unfortunately, the implementation of declaration is underdeveloped in some areas of medical education [15]. In a study published in 2016, Masic and Begic [16] looked at the academic performance of medical students in Bosnia and Herzegovina enrolled in the Bologna system's annual examination model or semester examination model.…”

Learning to perform research in the degree of medicine: analysis and evaluation of the student ratings of the final degree dissertation.

“…En el año 1999, con la declaración de Bolonia, comenzó el proceso de construcción del Espacio Europeo de Educación Superior (EEES) (Declaración Conjunta de los Ministros Europeos de Enseñanza, 1999; Nogales Espert, 2010) mediante 12 objetivos que buscan dinamizar la función de las universidades europeas en el contexto global (Lobato, Lagares, Alén, y Alday, 2010). En España, el denominado Plan Bolonia ha transformado las antiguas diplomaturas y licenciaturas en los nuevos grados universitarios.…”

“…Sin embargo, el sistema de evaluación y análisis no es homogéneo y depende del criterio de cada Facultad de Medicina (Lobato et al, 2010;Saz Pérez, 2013). El objetivo de este trabajo es estudiar la validez de la rúbrica de calificaciones del TFG mediante el MFR para evaluar las competencias de investigación y pensamiento crítico en los estudiantes/as del sexto curso del Grado de Medicina.…”

The Tarsal Bone Test: A Basic Test of Health Sciences Students' Knowledge of Lower Limb Anatomy

“…Medical students as well as different specialists consider gross anatomy, physiology, and pharmacology to be the three basic disciplines for preparation for daily clinical activity [2–4]. The development and implementation of the European Higher Education Area [5] have been linked to the adoption of a new educational model, which has even been termed as “paradigm shift.” As a result, in health sciences, the basic science subjects, including anatomy, need to be integrated with the clinical skills that the students will require in the development of their future career.…”