Task Force 5.
Explore and develop links between medical
education and research
Semmelweis University
Veronika Kőmíves - La...
MEDINE Task Force 5.
Explore and develop links between medical education and
research (Semmelweis University).
examine rel...
Task Force 5. Medical Education and Research, Core
Members 1.
6th Oct 2006.
Prof. George Chrousos, Athens Aghia Sophia Chi...
Task Force 5. Medical Education and Research, Core
Members 2.
6th Oct 2006.
Dr. Veronika Kőmíves, Semmelweis Univ., Budape...
Task Force 5. Medical Education and Research, Core
Members 3.
6th Oct 2006.
Dr. Joan Ribera , Lleida(Spain) University of ...
Features 1.
Electronic Survey (addressed to responsible
officers of each University, in a given time-
window)
Questionnair...
Dear Partner,
We are conducting a survey, and your response would be appreciated.
Here is a link to the survey, You can te...
MEDINE Task Force 5.
Explore and develop links between medical education and
research (Semmelweis University).
May 2006, P...
Task Force 5. Medical Education and Research,
Writng and editorial teams
6th Oct 2006.
>assemble your writing teams for bo...
MEDINE Task Force D (?)
Electronic Survey
Exit-Questionnaire Part B (Issues to be
addressed to students and doctors via
or...
Indicate the activities you will have participated in during
medical school on a compulsory (required)
basis. (Check all t...
Indicate the activities you will have participated in during medical
school on an elective or volunteer (not required) bas...
Indicate your level of agreement with the following statements. (Select one
for each item):
I am confident that I have the...
Do you believe that the time devoted to your instruction in each of the
following areas was inadequate, appropriate,
or ex...
M.D. Exit Questionnaire (1)
Directions: This questionnaire is anonymous. If you check 1 or 5 (on
scale of 1-5, (1=not at a...
M.D. Exit Questionnaire (2)
Directions: This questionnaire is anonymous. If you check 1 or 5 (on
scale of 1-5, (1=not at a...
M.D. Exit Questionnaire (3)
Directions: This questionnaire is anonymous. If you check 1 or 5 (on
scale of 1-5, (1=not at a...
How extensively do you expect to be involved in research
during your medical career?
(Select one)
Exclusively
Significantl...
Indicate your career intention from the different activities
listed below. (Select one):
Full-time university faculty
1. B...
Issues to be addressed at residency
Answer: yes/no
Country: Specialty:
1. Do you consider your department a scholarly envi...
Does this curriculum provide an introduction
 to communication skills
 to research (investigation) design,
 statistics
...
Indicate your level of satisfaction with the following. (Select one for each item):
Very Satisfied /Satisfied/No Opinion/I...
14. Indicate your level of agreement with the following statements. (Select one for
each item):
I am confident that I have...
How important were the following premedical courses in preparing you for medical
school? (Select one for each item):
Not A...
The implementation of the Bologna process in
medical education
DEBOMED
How important were the following premedical courses in preparing you for medical
school? (Select one for each item):
Not A...
Medical Education and Research, Core Members 1.
9 February, 2006.
Prof. George Chrousos Athens Aghia Sophia Children’s Hos...
Medical Education and Research, Core Members 2.
9 February, 2006.
Carin Muhr Uppsala Dept. of Neuroscience, Neurology, Upp...
The implementation of the Bologna process in
medical education
DEBOMED
Editor
Dr. Vincenzo COSTIGLIOLA,
EMA
Vincenzo@EMAne...
The implementation of the Bologna
process in
medical education
DEBOMED
The implementation of the Bologna process in
medical education
DEBOMED
Trends IV: European Universities Implementing Bologna
Executive summary
Trends IV: European Universities Implementing Bologna
Executive summary
11. Please specify in the textbox below.
(Please answer under the following titles:
Name of the topic;
Name and title of t...
Basic Medical Education
WFME Global Standards for Quality Improvement
6. EDUCATIONAL RESOURCES
6.4 RESEARCH
Basic standard...
Basic Medical Education
WFME Global Standards for Quality Improvement
OUTLINE FOR DATA COLLECTION
6.4 Research
Basic Provi...
Trends IV: European Universities
Implementing Bologna
Executive summary
9. The link between higher education and research:...
Trends IV site visit interviews
revealed that four main issues
can be distinguished:
1. The new curricula often weaken stu...
Trends IV site visit interviews
revealed that four main issues can be
distinguished:
3. The Bologna reforms encourage inte...
Proposed organizational chart
Task force core
Representatives of
Organisations
National
coordinators
University A
Graduate...
Do you believe that the time devoted to your instruction in
each of the following areas was inadequate, appropriate,
or ex...
Task Force 5. Medical Education and Research, Core
Members 1.
1May, 2006.
Prof. George Chrousos, Athens Aghia Sophia Child...
Report from Task Force 5 Medical Education and - PowerPoint ...
Report from Task Force 5 Medical Education and - PowerPoint ...
Report from Task Force 5 Medical Education and - PowerPoint ...
Report from Task Force 5 Medical Education and - PowerPoint ...
Report from Task Force 5 Medical Education and - PowerPoint ...
Report from Task Force 5 Medical Education and - PowerPoint ...
Report from Task Force 5 Medical Education and - PowerPoint ...
Report from Task Force 5 Medical Education and - PowerPoint ...
Report from Task Force 5 Medical Education and - PowerPoint ...
Report from Task Force 5 Medical Education and - PowerPoint ...
Report from Task Force 5 Medical Education and - PowerPoint ...
Report from Task Force 5 Medical Education and - PowerPoint ...
Report from Task Force 5 Medical Education and - PowerPoint ...
Report from Task Force 5 Medical Education and - PowerPoint ...
Report from Task Force 5 Medical Education and - PowerPoint ...
Report from Task Force 5 Medical Education and - PowerPoint ...
Report from Task Force 5 Medical Education and - PowerPoint ...
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Report from Task Force 5 Medical Education and - PowerPoint ...

  1. 1. Task Force 5. Explore and develop links between medical education and research Semmelweis University Veronika Kőmíves - Lajos G. Szollár MEDINE Executive Board Meeting Copenhagen 6th October 2006
  2. 2. MEDINE Task Force 5. Explore and develop links between medical education and research (Semmelweis University). examine relationships between education and research in medicine. examine issues such as the importance of outcomes related to critical appraisal and use of evidence, whether basic research skills are a core competence for medical graduates. promote the growth of collaborative research and development projects, building on strengths and interests of partner institutions, which can be submitted for financial support and which might involve undergraduates, since an understanding of research is essential to the development of best clinical practice.
  3. 3. Task Force 5. Medical Education and Research, Core Members 1. 6th Oct 2006. Prof. George Chrousos, Athens Aghia Sophia Children’s Hospital chrousge@med.uoa.gr +30 210 7794023 Annamaria Győrfi, Targu Mures University of Medicine and Pharmacy Targu Mures agyorfi@umftgm.ro + 40 265 215551/113 Maria Trinidad Herrero, Murcia University of Murcia, School of Medicine, Neuroscience mtherrer@um.es + 34968364683 Fax: + 34968364150 Are Holen, Vice Dean for Education Trondheim Faculty of Medicine, Norwegian University of Sciences and Technology are.holen@ntnu.no + 47 75590137 Joseé Lenoir, Exchange Officer Amsterdam Faculty of Medicine, Univesity of Amsterdam m.j.lenoir@amc.uva.nl Richard Marz, Vienna Medical University of Vienna, Medical Education Unit richard.maerz@meduniwien.ac.at + 43 1427760870
  4. 4. Task Force 5. Medical Education and Research, Core Members 2. 6th Oct 2006. Dr. Veronika Kőmíves, Semmelweis Univ., Budapest, Hungary, komiv@nkcs.sote.hu Sylvain Meuris, Brussels Fac. Medicine ULBmeuris@ulb.ac.be Carin Muhr, Uppsala Dept. of Neuroscience, Neurology, Uppsala University carin.muhr@neurologi.uu.se + 46 704250725 Prof. Jörgen Nordenström, Huddinge (Sweden) Karolinska University Hospital, Centre for Surgical Sciences jorgen.nordenstrom@cfss.ki.se +46 58582311 Anna-Lena Paulsson, Stockholm Karolinska Institute anna-lena.paulsson@admin.ki.se Lukas Plank, MD, PhD, Vice Dean Martin Jessenius Faculty of Medicine plank@jfmed.uniba.sk + 42 1842413300
  5. 5. Task Force 5. Medical Education and Research, Core Members 3. 6th Oct 2006. Dr. Joan Ribera , Lleida(Spain) University of Lleida joan.ribera@ cmb.udl.es +34 973702415 Samuel dos Santos Ribeiro , Lisbon (Portugal), EMSA Paul de Roos, Amsterdam (Netherlands), Student President, VU, EMSA Prof. Chris van Schrawendijk , Brussels Diabetes Research Center, Vrye, Brussels University chrisvs@vub.ac.be + 32 2 4774558+ 32 2 486758430 Jorge J. Garcia Seoane, Madrid Facultad de Medicina, Universidad Complutense jgarseo@med.ucm.es + 34 913941361 Willem J. van Son, MD, PhD Groningen University Hospital, Internal Medicine Div. of Nephrology/Renal Transplantation w.j.son@int.umcg.nl +31 503616161 Prof. Lajos Szollár, Semmelweis Univ., Budapest, Hungary, szollaj@net.sote.hu Dr. Josanne Vassallo, Guardamangia (Malta)University of Malta Medical School josanne.vassallo@um.edu.mt , mmj-editor@um.edu.mt
  6. 6. Features 1. Electronic Survey (addressed to responsible officers of each University, in a given time- window) Questionnaire (Research and medical education at institutional level, present status)  Undergraduate (B. Sc. and M.Sc. Level)  Ph. D. School or Programmes  Specialty training
  7. 7. Dear Partner, We are conducting a survey, and your response would be appreciated. Here is a link to the survey, You can test it: http://www.surveymonkey.com/s.asp?A=128092676E55029 Thanks for your participation, L&Mark Kft.
  8. 8. MEDINE Task Force 5. Explore and develop links between medical education and research (Semmelweis University). May 2006, Prague Task Force Panel Meeting June-September, Final „tuning” of the Questionnaire by e-mail 15 Oct-30 Nov 2006 Data collecting (Surveymonkey open) January 2007 Task Force Workshop 1, Budapest, analysis of the data, draft of the report March-April 2007 Task Force Panel, place still open, final report May 2007 MEDINE Annual Conference - results and recommendations
  9. 9. Task Force 5. Medical Education and Research, Writng and editorial teams 6th Oct 2006. >assemble your writing teams for both these publications and the final report: Veronika Kőmíves, Richard Marz, Anna-Lena Paulsson, Paul de Roos, Chris van Schrawendijk, Josanne Vassallo. >find a rapporteur : Chris van Schrawendijk >find an editorial team: Veronika Kőmíves, Anna-Lena Paulsson, Paul de Roos, Chris van Schrawendijk, Josanne Vassallo.
  10. 10. MEDINE Task Force D (?) Electronic Survey Exit-Questionnaire Part B (Issues to be addressed to students and doctors via organisations and/or university offices, cca. 10% of participants, but min. 30 persons, selected by chance  at graduation  at the end of Ph. D. Studies  at residency, end of specialty training
  11. 11. Indicate the activities you will have participated in during medical school on a compulsory (required) basis. (Check all that apply): Independent study project for credit Research project with faculty member Authorship (sole or joint) of a research paper submitted for publication Thesis project International health experiences Educating high school or college students about careers in health professions or biological sciences Delivering health services to underserved populations at a clinical site Providing health education (e.g., HIV/AIDS education, breast cancer awareness, smoking cessation) Field experience in community health (e.g., adult/child protective services, family violence program, rape crisis hotline) Field experience in home care Field experience in nursing home care
  12. 12. Indicate the activities you will have participated in during medical school on an elective or volunteer (not required) basis. (Check all that apply): Independent study project for credit Research project with faculty member Authorship (sole or joint) of a research paper submitted for publication Thesis project International health experiences Educating high school or college students about careers in health professions or biological sciences Delivering health services to underserved populations at a clinical site Providing health education (e.g., HIV/AIDS education, breast cancer awareness, smoking cessation) Field experience in community health (e.g., adult/child protective services, family violence program, rape crisis hotline) Field experience in home care Field experience in nursing home care Learned another language in order to improve my communication with patients Took a seminar on minority health Participated in a course/workshop on cultural awareness Worked on a project with a community-based multicultural group
  13. 13. Indicate your level of agreement with the following statements. (Select one for each item): I am confident that I have the appropriate knowledge and skills to: Strongly Agree/ Agree/No Opinion-Indifferent /Disagree/Strongly Disagree 1. Carry out reasonably sophisticated searches of medical information databases 2. Critically review a published research report 3. Carry out the appropriate biomedical statistic procedure in  a) experimental  b) clinical  c) epidemiological investigation 4. Prepare and write scientific work (article) in an  a) experimental  b) clinical (case)  c) epidemiological study 5. Compose an oral or poster presentation (write text, drawing figures and tables etc.) 6. Have the communication skills necessary to interact with the audience 7. Compose a thesis to defend and earn a degree 8. Construct a design of an investigation 9. Protect the confidentiality of private information obtained from patients and colleagues when the information is stored on a computer 10. Use a computer-based clinical record keeping program, both for finding and recording patient-specific information 11. Use a variety of forms of telemedicine
  14. 14. Do you believe that the time devoted to your instruction in each of the following areas was inadequate, appropriate, or excessive? (Select one for each item): Inadequate Appropriate Excessive 1. Patient interviewing skills 2. Physician-patient communication skills 3. Physician-physician communication skills 4. Evidence-based medicine in general 5. Interpretation of clinical data 6. Interpretation of research reports 7. Literature reviews/critiques 8. Interpretation of laboratory results 9. Decision analysis
  15. 15. M.D. Exit Questionnaire (1) Directions: This questionnaire is anonymous. If you check 1 or 5 (on scale of 1-5, (1=not at all, 5=very)) for those questions which give a numeric scale, please comment on why you feel the way you do. Please respond to the five questions below on a scale of 1-5. 1. To what extent did your program of study help you achieve competence in  basic science ____  laboratory/research skills ____  literature survey ____  publication skills____ 2. To what degree did your program of study help you master the core knowledge of design of an investigation ____ 3. How well did your program of study foster your ability to critically reason from facts to conclusions, by means of specifying, analyzing and implementing effective solutions to scientific medical problems? ____
  16. 16. M.D. Exit Questionnaire (2) Directions: This questionnaire is anonymous. If you check 1 or 5 (on scale of 1-5, (1=not at all, 5=very)) for those questions which give a numeric scale, please comment on why you feel the way you do. Please respond to the five questions below on a scale of 1-5. 4. Rate your program of study as to its effectiveness in teaching you basic skills for applying medical research knowledge, such as current design methodologies, team work, etc. ____ 5. Assess the usefulness of your program of study in developing a professional attitude to your peers , your discipline, and society at large. ____2. To what degree did your program of study help you master the core knowledge of design of an investigation ____
  17. 17. M.D. Exit Questionnaire (3) Directions: This questionnaire is anonymous. If you check 1 or 5 (on scale of 1-5, (1=not at all, 5=very)) for those questions which give a numeric scale, please comment on why you feel the way you do. Please respond to the five questions below on a scale of 1-5. 6. Were you involved with a faculty members research (y/n)? ____ If so, how valuable was this experience? ____ 7.. Rate the degree to which the scientific tutor provided a supportive overall learning. ____ 8. Rate the overall quality of instruction. ______ 9. Rate your instructors availability to students. ________ 10. What changes to the research requirements would you suggest? 11. Would you like more industry contact/experience/internships?
  18. 18. How extensively do you expect to be involved in research during your medical career? (Select one) Exclusively Significantly involved (several years set aside for full time research or 25% or more of continuous career devoted to research pursuits) Somewhat involved (one year or less set aside for research or less than 25% of continuous career) Involved in a limited way (occasional cooperation with clinical trials of new drugs or medical devices in my practice) Not involved
  19. 19. Indicate your career intention from the different activities listed below. (Select one): Full-time university faculty 1. Basic science teaching and research (e.g., anatomy, biochemistry) 2. Clinical discipline teaching, research, and patient care (e.g., internal medicine, surgery) Full-time (non-academic) clinical practice: 3. Solo Practice 4. In partnership with one other physician 5. In a group of 3 or more physicians 6. Join a closed panel (group or staff-model) HMO 7. Salaried, hospital based. Other: 8. State or federal agency (e.g., Armed Forces, Public Health Service) 9. Medical/healthcare administration, without practice (e.g., hospital or federal agency administrator, association or academic executive, business executive) 10. Non-university research scientist (e.g., industry, federal agency, state agency) 11. Other 12. Undecided
  20. 20. Issues to be addressed at residency Answer: yes/no Country: Specialty: 1. Do you consider your department a scholarly environment? 2. Do you have a regular scientific meeting? 3. Do you have a journal club? 4. Is your departmental faculty involved in research? 5. Are you required to do research? 6. Are research opportunities readily available? 7. If involved in research, do you receive adequate support and guidance? 8. Have you published an article during your residency? 9. Have you made a presentation at a national or regional meeting? 10. Are you a member of a professional medical organization or society? 11. Do you have easy access to a clinical library? 12. Do you have access to adequate computer resources, including Internet services?
  21. 21. Does this curriculum provide an introduction  to communication skills  to research (investigation) design,  statistics  critical review of the literature Are research opportunities readily available? Is research required?
  22. 22. Indicate your level of satisfaction with the following. (Select one for each item): Very Satisfied /Satisfied/No Opinion/Indifferent /Dissatisfied/Very Dissatisfied 1. Library 2. Computer resource center 3. Student study space 4. Student relaxation space
  23. 23. 14. Indicate your level of agreement with the following statements. (Select one for each item): I am confident that I have the appropriate knowledge and skills to: II. Technology Skills Strongly Agree/ Agree/No Opinion/Indifferent /Disagree/Strongly Disagree 1. Carry out reasonably sophisticated searches of medical information databases 2. Critically review a published research report 3. Carry out the appropriate biomedical statistic procedure in  a) experimental  b) clinical  c) epidemiological investigation 4. Prepare and write scientific work (article) in an  a) experimental  b) clinical (case)  c) epidemiological study 5. Compose an oral or poster presentation (write text, drawing figures and tables etc.) 6. Compose a thesis to defend and earn a degree 7. 3. Protect the confidentiality of private information obtained from patients and colleagues when the information is stored on a computer 4. Use a computer-based clinical record keeping program, both for finding and recording patient- specific information 5. Use a variety of forms of telemedicine 6. Use a computerized clinical scheduling system 7. Use a personal digital assistant (PDA) for clinical purposes
  24. 24. How important were the following premedical courses in preparing you for medical school? (Select one for each item): Not At All Important Slightly Important Somewhat Important Moderately Important VeryImportant Don't Know/N. A. 1. Biology 2. General Chemistry 3. Organic Chemistry 4. Physics 5. Comparative Anatomy 6. Biochemistry 7. Genetics 8. Physiology 9. Zoology 10. Calculus
  25. 25. The implementation of the Bologna process in medical education DEBOMED
  26. 26. How important were the following premedical courses in preparing you for medical school? (Select one for each item): Not At All Important Slightly Important Somewhat Important Moderately Important VeryImportant Don't Know/N. A. 11. Statistics 12. Psychology 13. Social Sciences, other than psychology (e.g., sociology, anthropology) 14. English composition/writing 15. English Literature 16. Humanities, other than English (e.g., philosophy, foreign language)
  27. 27. Medical Education and Research, Core Members 1. 9 February, 2006. Prof. George Chrousos Athens Aghia Sophia Children’s Hospital chrousge@ med.uoa.gr +30 210 7794023 Annamaria Győrfi Targu Mures University of Medicine and Pharmacy Targu Mures agyorfi@umftgm.ro + 40 265 215551/113 Maria Trinidad Herrero Murcia University of Murcia, School of Medicine, Neuroscience mtherrer@um.es + 34968364683Fax: + 34968364150 Are Holen, Vice Dean for Education Trondheim Faculty of Medicine, Norwegian University of Sciences and Technology are.holen@ntnu.no + 47 75590137 Jorge J. Garcia Seoane Madrid Facultad de Medicina, Univesidad Complutense jgarseo@med.ucm.es + 34 913941361 Joseé Lenoir, Exchange Officer Amsterdam Faculty of Medicine, Univesity of Amsterdam m.j.lenoir@amc.uva.nl Richard Marz Vienna Medical University of Vienna, Medical Education Unit richard.maerz@meduniwien.ac.at + 43 1427760870 Sylvain Meuris Brussels Fac. Medicine ULBmeuris@ulb.ac.be
  28. 28. Medical Education and Research, Core Members 2. 9 February, 2006. Carin Muhr Uppsala Dept. of Neuroscience, Neurology, Uppsala University carin.muhr@neurologi.uu.se + 46 704250725 Prof. Jörgen Nordenström Huddinge (Sweden) Karolinska University Hospital, Centre for Surgical Sciences jorgen.nordenstrom@cfss.ki.se +46 58582311 Anna-Lena Paulsson Stockholm Karolinska Institute anna-lena.paulsson@ admin.ki.se Lukas Plank, MD, PhD, Vice Dean Martin Jessenius Faculty of Medicine plank@jfmed.uniba.sk + 42 18424133002 Dr. Joan Ribera Lleida(Spain) University of Lleida joan.ribera@cmb.udl.es +34 973702415 Chris van Schrawendijk Brussels Diabetes Research Center, Vrye, Brussels University chrisvs@vub.ac.be + 32 2 4774558+ 32 2 486758430 Willem J. van Son, MD, PhD Groningen University Hospital, Internal Medicine Div. of Nephrology/Renal Transplantation w.j.son@int.umcg.nl +31 503616161 Dr. Josanne Vassallo Guardamangia (Malta)University of Malta Medical School josanne.vassallo@um.edu.mt mmj-editor@um.edu.mt
  29. 29. The implementation of the Bologna process in medical education DEBOMED Editor Dr. Vincenzo COSTIGLIOLA, EMA Vincenzo@EMAnet.org Written by Pr. Colette CREUSY, Faculté Libre de Médecine – Université Catholique de Lille – France ccreusy@nordnet.fr Coordinated by European Medical Association “EMA” – Brussels – Belgium contact@EMAnet.org
  30. 30. The implementation of the Bologna process in medical education DEBOMED
  31. 31. The implementation of the Bologna process in medical education DEBOMED
  32. 32. Trends IV: European Universities Implementing Bologna Executive summary
  33. 33. Trends IV: European Universities Implementing Bologna Executive summary
  34. 34. 11. Please specify in the textbox below. (Please answer under the following titles: Name of the topic; Name and title of the General co-ordinator; Level of training: see categories in question 3; ECTS Unit: (if available): % of total ECTS credit; Contact Hours: ; Theoretical/Practical Skill Ratio; Content of topic (max 1 A4 page including study material, assessment etc.)
  35. 35. Basic Medical Education WFME Global Standards for Quality Improvement 6. EDUCATIONAL RESOURCES 6.4 RESEARCH Basic standard: The medical school must have a policy that fosters the relationship between research and education and must describe the research facilities and areas of research priorities at the institution Quality development: The interaction between research and education activities should be reflected in the curriculum and influence current teaching and should encourage and prepare students to engagement in medical research and development.
  36. 36. Basic Medical Education WFME Global Standards for Quality Improvement OUTLINE FOR DATA COLLECTION 6.4 Research Basic Provide a brief description of the research facilities and research programmes of the school. How does the school foster interaction between its research and educational activities? Quality What mechanism exist to ensure that research activities are reflected in the curriculum and teaching? Are there any initiatives at the medical school to engage students in medical research?
  37. 37. Trends IV: European Universities Implementing Bologna Executive summary 9. The link between higher education and research:. .... the necessary focus upon restructuring curricula... have meant that they have less time than before to devote to their research activities. This is a particular cause ...of the need to enhance the attractiveness of research careers and underlines the importance of linking the higher education and research agendas. There is so far little evidence that such discourse has been translated into concrete action and prioritised in universities.
  38. 38. Trends IV site visit interviews revealed that four main issues can be distinguished: 1. The new curricula often weaken students’ research exposure at Bachelor level. In contrast, the new Master level is usually regarded as offering the opportunity to link education most intimately to the research conducted at the institution.... 2. The doctoral level is affected in different ways by the Bologna reforms:  with respect to the transition from Master to doctoral level;  with respect to the desired length of doctoral training;  or with respect to increased attention to mentoring and counselling at the doctoral level, brought about by the Bologna curricular debates.
  39. 39. Trends IV site visit interviews revealed that four main issues can be distinguished: 3. The Bologna reforms encourage inter-institutional communication and decision-making, which can positively influence research development. 4. The Bologna reforms are absorbing a considerable amount of time and resources - not just in the implementation phase but also for the additional teaching and assessment time for professors needing to run the new structures and approaches – to the detriment of research.
  40. 40. Proposed organizational chart Task force core Representatives of Organisations National coordinators University A Graduates University B University C Ph.D. Residency
  41. 41. Do you believe that the time devoted to your instruction in each of the following areas was inadequate, appropriate, or excessive? (Select one for each item): 1. Evidence-based medicine in general 2. Interpretation of clinical data 5. Interpretation of laboratory results 3. Interpretation of research reports 4. Literature reviews/critiques 6. Decision analysis
  42. 42. Task Force 5. Medical Education and Research, Core Members 1. 1May, 2006. Prof. George Chrousos, Athens Aghia Sophia Children’s Hospital chrousge@ med.uoa.gr +30 210 7794023 Annamaria Győrfi, Targu Mures University of Medicine and Pharmacy Targu Mures agyorfi@umftgm.ro + 40 265 215551/113 Maria Trinidad Herrero, Murcia University of Murcia, School of Medicine, Neuroscience mtherrer@um.es + 34968364683Fax: + 34968364150 Are Holen, Vice Dean for Education Trondheim Faculty of Medicine, Norwegian University of Sciences and Technology are.holen@ntnu.no + 47 75590137 Joseé Lenoir, Exchange Officer Amsterdam Faculty of Medicine, Univesity of Amsterdam m.j.lenoir@amc.uva.nl Richard Marz, Vienna Medical University of Vienna, Medical Education Unit richard.maerz@meduniwien.ac.at + 43 1427760870

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