tuning (medicine) 2007 medine thematic network

Tuning (Medicine) 2007Tuning (Medicine) 2007MEDINE Thematic NetworkMEDINE Thematic Network

THE TUNING PROJECT THE TUNING PROJECT

“HARMONISATION OF “HARMONISATION OF LEARNING OUTCOMES LEARNING OUTCOMES

FOR HIGHER EDUCATION”FOR HIGHER EDUCATION”

Funded by European Funded by European CommissionCommission

Learning outcomes/ Learning outcomes/ competences for graduatescompetences for graduates

GenericGeneric and and subject-specificsubject-specific outcomesoutcomes

Europe-wide survey and Europe-wide survey and consultation consultation → → consensusconsensus

The Tuning Project (Medicine) The Tuning Project (Medicine)

- process and methods- process and methods

Review of existing outcomes / competency frameworksExisting institutional or national learning outcomes/competency frameworks reviewed by the Project steering group

Development of draft frameworkPreliminary draft learning outcomes/competency framework for Tuning (Medicine) generated by the Project steering group



Tuning (Medicine) Task Force workshops - Budapest (April 2005) Amsterdam (September 2005) Edinburgh (February 2006) Prague (May 2006) [Genoa (September 2006) – mapping workshop]

Members of Tuning (Medicine) Taskforce sequentially reviewed draft framework and progressively refined it in the light of expert opinion

Also: presentations at Learning and Teaching Support Network UK (Nov 2005), Chinese Association for Medical Education (Dec 2005), European Medical Students Association (July 2006), Rektors of German Medical Schools (Oct 2006)


- process and methods- process and methods Web-Based Opinion Survey

Tuning methodology - include academics, graduates and employers. Rate learning outcomes for importance for graduates in the discipline. Ratings combined and outcomes arranged in a rank order. Informs the formulation of final Tuning report.

Questionnaire based on draft learning outcomes, incorporated into the Surveymonkey.com on-line survey instrument, translated into German and French.

Through MEDINE Network, primary contacts identified for each European member state. Asked to identify respondents under each heading and circulate the url. In later stages, url sent to all members of Network to increase number of respondents.

Respondents rated 115 learning outcomes/competences on four point Likert scale as essential, very important, quite important or not important for primary medical degree.



First section - 29 generic outcomes for Higher Education degrees, from previous phases of “parent” Tuning Project”. Minor amendments made to take account of specific requirements of medical practice.

Second section - 12 discipline-specific Level 1 outcomes which together describe the competences required of medical graduates.

Third section - for each Level 1 outcome, discipline-specific Level 2 outcomes (74 in total)

Fourth section - 39 knowledge domains and 14 practice settings in which students might gain experiential learning.

Information regarding respondents - background (academic, graduate, employer, student or other), country and institution.

Free text comments - qualitative analysis using the NVivo7 software tool.



Ratification of findings by MEDINE Thematic Network. AGM of MEDINE Thematic Network, Oslo, May 2007. Informed by the analyses and by agreement of the Task Force members, low-scoring outcomes may be omitted from the final Tuning document outcomes framework, or new outcomes added derived from the free text comments.

Validation of Tuning Outcomes by Expert Panel. Presentation of final outcomes framework at Sectorial Validation Conference, Brussels, June 2007. Expert Panel invited by the European Commission to review the outcomes framework, meet members of Task Force, leading to a Validation statement for the discipline. Same process for each health-care Tuning project (medicine, nursing, physiotherapy, occupational therapy).

Final report to the European Commission. At the conclusion of MEDINE Thematic Network, October 2007.

TUNING MEDICINE – TUNING MEDICINE – SURVEY RESULTSSURVEY RESULTS

10th April – 30th October 2006

1302 responses 830 English version 453 German version 19 French version

All EU member states except Luxembourg, Estonia, Cyprus

Interpreting Survey ResultsInterpreting Survey Results

Not Important

Quite Important

Very Important

EssentialResponse Average

ability to solve problems

1%(6)

5%(34)

28%(178)

66%(420) 3.59

Ability to design and manage projects

18%(113)

51%(319)

28%(175)

3%(20) 2.16

NI QI VI E

1 2 3 4 ↑

NI QI VI E

1 2 3 4 ↑

Austria 32

Belgium 24

Bulgaria 1

Croatia 3

Cyprus 0

Czech Republic 1

Denmark 23

Estonia 0

Finland 10

France 10

Germany 353

Greece 3

Hungary 22

Iceland 1

Ireland 9

Italy 5

Latvia 2

Lithuania 10

Luxembourg 0

Macedonia 0

Malta 20

Netherlands 17

Norway 2

Poland 22

Portugal 62

Romania 3

Serbia 1

Slovakia 84

Slovenia 19

Spain 68

Sweden 34

Switzerland 9

Turkey 33

UK 164

Ukraine 1

Non-European 7

Nationality un-specified 169

RESPONDENTS BY COUNTRYRESPONDENTS BY COUNTRY

Category of Respondent Totals

Academic 464

Medical Graduate 169

Graduate Employer 19

Current Medical Student 359

Other (e.g. other health professional, PG student, patient)

43

Category un-specified 248

RESPONDENTS BY CATEGORYRESPONDENTS BY CATEGORY

Type of Institution Totals

University with Medical School 919

University without Medical School 13

Medical Employing Institution(e.g. Health Service)

107

Professional Association 20

Other Association(e.g. Charity)

8

Other (e.g. Other clinical institution, PG education, pharmaceutical company)

54

Affiliated institution un-specified 181

RESPONDENTS BY INSTITUTIONRESPONDENTS BY INSTITUTION

Generic Tuning Competences (1)Generic Tuning Competences (1)

ability to recognise limits and ask for help 3.63

capacity for applying knowledge in practice 3.61

capacity to learn (including lifelong self-directed learning) 3.58

probity (honesty, maintaining good practice) 3.58

ability to make decisions 3.57

critical and self-critical abilities 3.41

interpersonal skills 3.37

concern for quality 3.35

ability to work in a multidisciplinary team 3.27

empathy 3.23

ability to solve problems 3.51

capacity to adapt to new situations 3.22

ethical commitment 3.21

capacity for analysis and synthesis 3.14

ability to work autonomously 3.10

ability to communicate with experts in other fields 3.09

capacity for organisation and planning (including time management)

2.87

appreciation of diversity and multiculturality 2.70

will to succeed 2.58

ability to teach others 2.54

knowledge of a second language 2.51


understanding of cultures and customs of other countries 2.49

ability to lead others 2.45

basic general knowledge outside med 2.45

initiative and entrepreneurial spirit 2.44

research skills 2.33

creativity 2.29

ability to work in an international context 2.24

ability to design and manage projects 2.22


GENERIC COMPETENCY AVERAGE RATING BY RESPONDENT CATEGORY

1 2 3 4

med3 ability to recognise limits and ask for help

med4 probity (honesty, maintaining good practice)

imp2 capacity for applying knowledge in practice

imp16m ability to make decisions

imp10m capacity to learn (including lifelong self-directed learning)

imp15m ability to solve problems

imp12 critical and self-critical abilities

imp18 interpersonal skills

imp29 concern for quality

imp28 ethical commitment

imp20m ability to work in a multidisciplinary team

imp13 capacity to adapt to new situations

med1 empathy

imp1 capacity for analysis and synthesis

imp21 ability to communicate with experts in otherfields

imp25 ability to work autonomously

imp3 capacity for organisation and planning(including time management)

imp17 appreciation of diversity and multiculturality

imp30 will to succeed

med2 ability to teach others

imp24 understanding of cultures and customs ofother countries

imp4m basic general knowledge outside medicine

imp27 initiative and entrepreneurial spirit

imp19m ability to lead others

imp7 knowledge of a second language

imp9 research skills

imp14m creativity

imp26m ability to design and manage projects

imp23 ability to work in an international context

Generic Tuning Competency

Average Rating 1=not important 2=quite important 3=very important 4=essential

Academic

Graduate

Employer

Student

carry out a consultation with a patient (history, examination ...) 3.77

provide immediate care of medical emergencies, including First Aid and resuscitation

3.66

assess clinical presentations, order investigations, make differential diagnoses, and negotiate a management plan

3.50

carry out practical procedures (e.g. venepuncture) 3.36

communicate effectively in a medical context 3.31

apply ethical and legal principles in medical practice 3.26

prescribe drugs 3.26

assess psychological and social aspects of a patient's illness 3.17

apply the principles, skills and knowledge of evidence-based medicine 3.02

use information and information technology effectively in a medical context 2.93

apply scientific principles, method and knowledge to medical practice and research 2.89

work effectively in a health care system and engage with population health issues 2.83

Level 1 Competences/Learning Outcomes for medical graduates and practice of medicine in Europe

ID Level-1 Specific Competence Gra

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01 Abililty to carry out a consultation with a patient (history, examination ...) 1 2 1 1 1

02 Ability to assess clinical presentations, order investigations, make differential diagnoses, and negotiate a management plan

4 3 3 3 3

03 Ability to provide immediate care of medical emergencies, including First Aid and resuscitation 2 1 2 2 2

04 Ability to prescribe drugs 6 7 7 5 7

05 Ability to communicate effectively in a medical context 3 6 5 6 5

06 Ability to carry out practical procedures (e.g. venepuncture) 7 5 6 4 4

07 Ability to assess psychological and social aspects of a patient's illness 8 10 8 7 8

08 Ability to apply scientific principles, method and knowledge to medical practice and research 11 11 10 12 11

09 Ability to apply the principles, skills and knowledge of evidence-based medicine 9 9 9 9 9

10 Ability to use information and information techology effectively in a medical context 10 8 11 10 10

11 Ability to apply ethical and legal principles in medical practice 5 4 4 8 6

12 Ability to work effectively in a health care system and engage with population health issues 12 12 12 11 12

Ability to analyse and disseminate experimental results 2.17

Ability to apply statistical analysis to data 2.15

Ability to design research experiments 1.81

Ability to carry out practical laboratory research procedures 1.71

Ability to provide evidence to a court of law 2.48

Ability to perform respiratory function tests 2.53

[ Knowledge - The different types of complementary and alternative medicine and their use in patient care

2.26]

LEVEL 2 - LOW RATED OUTCOMES

'Ability to carry out a consultation with a patient'

Ability to take a history 3.80

Ability to carry out physical examination 3.78

Ability to make clinical judgements and decisions 3.51

Ability to provide explanation and advice 3.37

Ability to provide reassurance and support 3.30

Ability to assess the patient's mental state 3.22

LEVEL 2 COMPETENCES/OUTCOMES

'Ability to assess clinical presentations, order investigations, make differential diagnoses, and negotiate a management plan'

Ability to recognise and assess the severity of clinical presentations 3.56

Ability to order appropriate investigations and interpret the results 3.39

Ability to make differential diagnoses 3.46

Ability to negotiate an appropriate management plan with patients and carers

3.22



'Ability to provide immediate care of medical emergencies, including First Aid and resuscitation'

Ability to recognise and assess acute medical emergencies 3.77

Ability to provide basic First Aid 3.76

Ability to provide Basic Life Support and Cardio-Pulmonary Resuscitation according to European guidelines

3.76

Ability to treat acute medical emergencies 3.44

Ability to provide Advanced Life Support according to European guidelines

3.15

Ability to provide trauma care according to European ATLS guidelines 2.91


'Ability to prescribe drugs'

Ability to prescribe clearly and accurately 3.39

Ability to match appropriate drugs to the clinical context 3.36

Ability to review the appropriateness of medication and evaluate the potential benefits and risks

3.30

Ability to prescribe drugs to treat pain and distress 3.21


'Ability to communicate effectively in a medical context'

Ability to communicate with patients 3.75

Ability to communicate with colleagues 3.53

Ability to communicate orally 3.49

Ability to communicate in breaking bad news 3.39

Ability to communicate with relatives 3.33

Ability to communicate with disabled people 3.31

Ability to communicate in seeking informed consent 3.29

Ability to communicate in writing (including medical records) 3.24

Ability to communicate in dealing with aggression 3.17

Ability to communicate by telephone 3.08

Ability to communicate with those who require an interpreter 2.96


'Ability to carry out practical procedures (e.g. venepuncture)'

Ability to measure blood pressure 3.62

Ability to carry out venepuncture 3.52

Ability to administer oxygen 3.40

Ability to carry out cannulation of veins 3.37

Ability to carry out subcutaneous and intramuscular injection 3.34

Ability to adminster IV therapy and use infusion devices 3.31

Ability to carry out electrocardiography 3.09

Ability to carry out suturing 3.03

Ability to carry out blood transfusion 3.00

Ability to carry out bladder catheterisation 2.91

Ability to carry out urinalysis 2.78

Ability to move and handle patients 2.73

Ability to carry out respiratory function tests 2.53


'Ability to work effectively in a health care system and engage with population health issues'

Ability to provide patient care which minimises the risk of harm to patients 3.55

Ability to apply measures to prevent the spread of infection 3.54

Ability to recognise own health needs and ensure own health does not interfere with professional responsibilities

3.29

Ability to conform with professional regulation and certification to practise 3.22

Ability to receive and provide professional appraisal 3.11

Ability to make informed career choices 2.86


'Ability to apply ethical and legal principles in medical practice'

Ability to maintain confidentiality 3.74

Ability to apply ethical principles and analysis to clinical care 3.49

Ability to obtain and record informed consent 3.31

Ability to certify death 3.29

Ability to apply national and European law to clinical care 3.04

Ability to request autopsy 2.88

Ability to provide evidence to a court of law 2.48


'Ability to use information and information technology effectively in a medical context'.

Ability to keep accurate and complete clinical records 3.51

Ability to use computers 3.49

Ability to access information sources 3.44

Ability to store and retrieve information 3.26


'Ability to apply the principles, skills and knowledge of evidence-based medicine'.

Ability to apply evidence to practice 3.01

Ability to critical appraise published medical literature 3.00

Ability to define and carry out an appropriate literature search 2.95

Ability to generate evidence through clinical audit 2.47

Ability to apply statistical analysis to data 2.15


'Ability to apply scientific principles, method and knowledge to medical practice and research'

Ability to apply scientific principles to the practice of medicine 3.01

Ability to analyse and disseminate experimental results 2.17

Ability to design research experiments 1.81

Ability to carry out practical laboratory research procedures 1.71


'Ability to assess psychological and social aspects of a patient's illness'.

Ability to assess psychological factors in presentations and impact of illness

3.12

Ability to detect alcohol and substance abuse, dependency 3.11

Ability to detect stress in relation to illness 3.03

Ability to assess social factors in presentations and impact of illness

3.01

The Tuning The Tuning ProjectProject

Not about identity or conformity (the European Commission values diversity)

Identifying common ground to build on

“Just a little more tuneful”

'Basic Sciences'

Normal function (physiology) 3.55

Normal structure (anatomy) 3.35

Normal body metabolism and hormonal function (biochemistry) 3.13

Normal immune function (immunology) 3.07

Normal cell biology 2.61

Normal molecular biology 2.51

Normal human development (embryology) 2.36

KNOWLEDGE OUTCOMES

'Behavioural and social sciences'

Psychology 2.87

Human development (child/adolescent/adult) 2.76

Sociology 2.41

KNOWLEDGE OUTCOMES

'Clinical Sciences'

Abnormal structure and mechanisms of disease (pathology) 3.40

Infection (microbiology) 3.36

Immunity and immunological disease 3.04

Genetics and inherited disease 2.83

KNOWLEDGE OUTCOMES

KNOWLEDGE OUTCOMES

'Drugs and prescribing'

use of antibiotics and antibiotic resistance 3.42

principles of prescribing 3.30

drug side effects 3.22

drug interactions 3.18

use of blood transfusion and blood products 3.12

drug action and pharmacokinetics 3.08

individual drugs 2.89

the different types of complementary and alternative medicine and their use in patient care

2.26

KNOWLEDGE OUTCOMES

'Public Health'

disease prevention 3.14

lifestyle, diet and nutrition 2.98

health promotion 2.83

screening for disease and disease surveillance 2.79

disability 2.72

gender issues relevant to health care 2.64

epidemiology 2.61

cultural and ethnic influences on health care 2.55

resource allocation and health economics 2.40

global health and inequality 2.33

'Ethical and legal principles in medical practice'

rights of patients 3.30

rights of disabled people 3.16

responsibilities in relation to colleagues 3.11

KNOWLEDGE OUTCOMES

'Role of the doctor in health care systems'

laws relevant to medicine 2.91

systems of professional regulation 2.73

principles of clinical audit 2.59

systems for health care delivery 2.58

KNOWLEDGE OUTCOMES

PRACTICE SETTINGS

ALL MEDICAL GRADUATES SHOULD HAVE EXPERIENCED CLINICAL WORK IN THESE AREAS

care of acutely ill patients in Casualty / Accident and Emergency units 3.51

care of general (internal) medical patients in medical admission units 3.48

care of general surgical patients in surgical admission units 3.20

care in the community/family practice/primary care 3.13

care for elderly patients 3.08

care for sick children 3.04

care for the dying, palliative care 2.91

care for mentally ill patients 2.83

obstetric and gynaecological care 2.81

care for critically ill patients in Intensive Care Units 2.71

care of patients with specialised medical conditions (eg haematology, renal medicine) 2.56

anaesthetic care 2.54

rehabilitation medicine 2.40

care of patients with specialised surgical conditions (eg cardiac surgery, urology) 2.39

WORLD FEDERATION FOR MEDICAL EDUCATION TASK FORCE (2000) Defining international standards in basic medical education. Report of a Working Party, 1999, Medical Education, 34(8), 665-675.

The WFME standardsThe WFME standards

1.4 EDUCATIONAL OUTCOME

Basic standard:

The medical school must define the competencies that students should exhibit on graduation in relation to their subsequent training and future roles in the health system.

Quality development: The linkage of competencies to be acquired by graduation with that to be acquired in postgraduate training should be specified. Measures of, and information about, competencies of the graduates should be used as feedback to programme development.

Annotations: • Educational outcome would be defined in terms of the competencies the students must acquire before graduation. • Competencies within medicine and medical practice would include knowledge and understanding of the basic, clinical, behavioural and social sciences, including public health and population medicine, and medical ethics relevant to the practice of medicine; attitudes and clinical skills (with respect to establishment of diagnoses, practical procedures, communication skills, treatment and prevention of disease, health promotion, rehabilitation, clinical reasoning and problem solving); and the ability to undertake lifelong learning and professional development.

2.1 CURRICULUM MODELS AND INSTRUCTIONAL METHODS

Basic standard: The medical school must define the curriculum models and instructional methods employed.

Quality development: The curriculum and instructional methods should ensure that students have responsibility for their learning process and should prepare them for lifelong, self-directed learning.

Annotations: Curriculum models would include models based on discipline, system, problem and community, etc.

Instructional methods encompass teaching and learning methods.

The curriculum and instructional methods should be based on sound learning principles and should foster the ability to

participate in the scientific development of medicine as professionals and future colleagues.

2.2 SCIENTIFIC METHOD

Basic standard: The medical school must teach the principles of scientific method and evidence-based medicine, including analytical and critical thinking, throughout the curriculum.

Quality development: The curriculum should include elements for training students in scientific thinking and research methods.

Annotation: Training in scientific thinking and research methods may include the use of elective research projects to be conducted by medical students.

2.3 BASIC BIOMEDICAL SCIENCES

Basic standard: The medical school must identify and incorporate in the curriculum the contributions of the basic biomedical sciences to create understanding of the scientific knowledge, concepts and methods fundamental to acquiring and applying clinical science.

Quality development: The contributions in the curriculum of the biomedical sciences should be adapted to the scientific, technological and clinical developments as well as to the health needs of society.

Annotation:

The basic biomedical sciences would - depending on local needs, interests and traditions - typically include anatomy, biochemistry, physiology, biophysics, molecular biology, cell biology, genetics, microbiology, immunology, pharmacology, pathology, etc.

2.4 BEHAVIOURAL AND SOCIAL SCIENCES AND MEDICAL ETHICS

Basic standard: The medical school must identify and incorporate in the curriculum the contributions of the behavioural sciences, social sciences, medical ethics and medical jurisprudence that enable effective communication, clinical decision making and ethical practices.

Quality development: The contributions of the behavioural and social sciences and medical ethics should be adapted to scientific developments in medicine, to changing demographic and cultural contexts and to health needs of society.

Annotations: Behavioural and social sciences would - depending on local needs, interests and traditions - typically include medical psychology, medical sociology, biostatistics, epidemiology, hygiene and public health and community medicine etc.

The behavioural and social sciences and medical ethics should provide the knowledge, concepts, methods, skills and attitudes necessary for understanding socio-economic, demographic and cultural determinants of causes, distribution and consequences of health problems.

2.5 CLINICAL SCIENCES AND SKILLS

Basic standard: The medical school must ensure that students have patient contact and acquire sufficient clinical knowledge and skills to assume appropriate clinical responsibility upon graduation.

Quality development: Every student should have early patient contact leading to participation in patient care. The different components of clinical skills training should be structured according to the stage of the study programme.

Annotations: The clinical sciences would - depending on local needs, interests and traditions - typically include internal medicine (with subspecialties), surgery (with subspecialties), anaesthesiology, dermatology & venereology, diagnostic radiology, emergency medicine, general practice/family medicine, geriatrics, gynaecology & obstetrics, laboratory medicine, neurology, neurosurgery, oncology & radiotherapy, ophthalmology, orthopaedic surgery, oto-rhino-laryngology, paediatrics, pathological anatomy, physiotherapy & rehabilitation medicine and psychiatry, etc.

Clinical skills include history taking, physical examination, procedures and investigations, emergency practices and communication and team leadership skills.

Appropriate clinical responsibility would include health promotion, disease prevention and patient care.

Participation in patient care would include relevant community experience and teamwork with other health professions.

The worth of an intellectual construction is The worth of an intellectual construction is to be found in its value as an ideal…. That to be found in its value as an ideal…. That it also has potential for full realization is a it also has potential for full realization is a further, but not the exclusive, benefit.further, but not the exclusive, benefit.

Socrates (as reported in Plato, Socrates (as reported in Plato, The Republic, book 4, 360 BC)The Republic, book 4, 360 BC)

WHAT IS A EUROPEAN WHAT IS A EUROPEAN MEDICAL GRADUATE?MEDICAL GRADUATE?

““Basic medical training: admission to basic medical training Basic medical training: admission to basic medical training

shall be contingent upon possession of a diploma or shall be contingent upon possession of a diploma or

certificate providing access to universities or equivalent certificate providing access to universities or equivalent

institutes which provide higher education, and shall institutes which provide higher education, and shall

comprise a total of at least six years of study or 5500 hours comprise a total of at least six years of study or 5500 hours

of theoretical and practical training provided by, or under the of theoretical and practical training provided by, or under the

supervision of, a university.” supervision of, a university.”

http://europa.eu/scadplus/leg/en/cha/c11065.htm

Universal cross-recognition of primary medical qualifications within Europe

Directive 2005/36/EC of the European Parliament and of the Council of 7 September 2005

http://eur-lex.europa.eu/smartapi/cgi/sga_doc?smartapi!celexplus!prod!DocNumber&lg=en&type_doc=Directive&an_doc=2005&nu_doc=36

European medical European medical education – education – out of tune?out of tune?

Wide variation in admission standards and Wide variation in admission standards and selection proceduresselection procedures

Degree programmes vary from 4 to 7 years Degree programmes vary from 4 to 7 years (or longer)(or longer)

May involve one, two, or three degreesMay involve one, two, or three degrees Graduation may or may not = license to Graduation may or may not = license to

practisepractise No agreement on graduating learning No agreement on graduating learning

outcomes/competencesoutcomes/competences

?? “a system of easily readable and ?? “a system of easily readable and comparable degrees”comparable degrees”

The Scottish doctorThe Scottish doctor

http://www.scottishdoctor.org

Tomorrow’s Doctors2002

http://www.gmc-uk.org/med_ed/default.htm

The UK DoctorThe UK Doctor

BLOCH, R. & BURGI, H. (2002) The Swiss BLOCH, R. & BURGI, H. (2002) The Swiss Catalogue of Learning Objectives, Medical Catalogue of Learning Objectives, Medical Teacher 24(2), pp. 144-150.Teacher 24(2), pp. 144-150.

METZ, J.C.M., STOELINGA, G.B.A. et al. (1994) METZ, J.C.M., STOELINGA, G.B.A. et al. (1994) Blueprint 1994: Training of Doctors in The Blueprint 1994: Training of Doctors in The Netherlands, Objectives of Undergraduate Netherlands, Objectives of Undergraduate Medical Education (Nijmegen, University Medical Education (Nijmegen, University Publications Office).Publications Office).

GUAL, A., PALÉS, J., PARDELL, H. & ORIOL-GUAL, A., PALÉS, J., PARDELL, H. & ORIOL-BOSCH, A (2005).BOSCH, A (2005).Doctors in Spain. An old country, old and new Doctors in Spain. An old country, old and new structures, and a new future.structures, and a new future.The Clinical TeacherThe Clinical Teacher 22 (1), 59-63. (1), 59-63.

+ many others+ many others

The national European doctorThe national European doctor

The US doctorThe US doctor

The global doctorThe global doctor

CURRICULUM CONTENT –

Scientific method

Basic biomedical science

Behavioural and Social Sciences and Medical Ethics

Clinical Sciences and Skills

The WFME standardsThe WFME standards

LEARNING OUTCOMES FOR LEARNING OUTCOMES FOR MEDICINE – OUT OF TUNE?MEDICINE – OUT OF TUNE?

Vary enormously in – Vary enormously in – Overall structure Overall structure Level of detailLevel of detail ContentContent Application - theory v Application - theory v

practice, accreditationpractice, accreditation

TUNING TASK FORCE, MEDINE TUNING TASK FORCE, MEDINE 22

Aims of the Tuning (Medicine) Task Force will be: To build on the work of the current network, MEDINE. To consider how the “Dublin Descriptors” and the Bologna 3 cycle model can be

integrated with the new Tuning (Medicine) competency framework. To investigate how competences for 1st and 3rd cycles might relate to those for primary medical qualifications.

To apply new systems for mapping other competency frameworks to Tuning. To develop new systems for categorising competences and defining level

statements. To promote use of Tuning (medicine) tools within and outside Europe, linking

with the Tuning Project and Tuning Latina America. To relate the Tuning competences to curriculum design, including a model core

undergraduate medical curriculum which will allow students to achieve the Tuning competences at the point of graduation.

To generate guidance on best practice in assessing theTuning (medicine) competences.

tuning (medicine) 2007 medine thematic network

Documents

rate learning outcomes

generic outcomes

project steering group

learning outcomescompetences

experiential learning

medical graduates

medine thematic network

consultation consensus