Bologna backstage – experiences from behind the scenes of the reforms of the Basel medical curriculum

Abstract:
Based on a six-year degree in medical studies which was characterized by a series of lectures without an over-arching concept, Basel decided to embark on reforms in 1995. The first wave of reforms (1998-2003) produced a hybrid curriculum structure with PbL teaching units, organized according to organ systems, in years 1-4 of medical studies, which met the demand for “clinical content in the pre-clinical phase”. A focus on General Practice medicine was achieved by implementing the “One to one tutorial” in the 3rd and 4th year of studies. Fixed weekly schedules provided space for instruction in the three learning dimensions – cognitive, affective and psychomotor learning – implemented in four longitudinal competence strands. The compulsory elective subject area “Early patient contact” was integrated into the elective degree courses of the Bachelor’s degree by creating projects. From 2006 to 2012, the demands of the Bologna Declaration were implemented and a Bachelor’s and a “consecutive” Master’s degree program developed and then implemented. The PbL teaching units which had come in for criticism were replaced in the Master s Degree by the “Clinical Case” and in the Bachelor’s degree by the “Tutorial on Scientific and Clinical Reasoning”. To strengthen scientific competences, the “Science Month” and the compulsory elective subject area “Scientific Competences – Flexible Offers (WIKO.flex)” were introduced. Further curricular adjustments resulted in the development of an externally accredited integrated emergency curriculum, the establishment of feedback OSCEs and the intensification of the Skills Lab offer. In addition to content, organizational framework conditions for curricular development were key: Thus, the massive expansion of places on medical degree courses also had an impact on curriculum structure and examinations. In 2017, PROFILES, the new Swiss competence framework, was published, which presents curriculum planning with new challenges as a result of the introduction of the EPA concept. Due to the flexible structure of the curriculum, the faculty feels confident it will be able to handle these challenges. The re-accreditation of the degree program in 2018 provided important stimuli for the strengthening of interprofessional teaching and a focus on the competent handling of an increasing number of patients asking for complementary medical treatments.
Author Listing: Gabriele Voigt;Michael Wilde
Volume: 36
Pages: None
DOI: 10.3205/zma001271
Language: English
Journal: GMS Journal for Medical Education

GMS Journal for Medical Education

GMS J MED EDU

影响因子:1.5 是否综述期刊:否 是否OA:是 是否预警:不在预警名单内 发行时间:- ISSN:2366-5017 发刊频率:- 收录数据库:ESCI/Scopus收录/DOAJ开放期刊 出版国家/地区:Germany 出版社:German Medical Science GMS Publishing House

期刊介绍

年发文量 62
国人发稿量 -
国人发文占比 0%
自引率 6.7%
平均录取率 -
平均审稿周期 25 Weeks
版面费 -
偏重研究方向 EDUCATION, SCIENTIFIC DISCIPLINES-
期刊官网 https://www.egms.de/dynamic/en/journals/zma/index.htm
投稿链接 -

质量指标占比

研究类文章占比 OA被引用占比 撤稿占比 出版后修正文章占比
98.15% 0.00% - -

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期刊预警不是论文评价,更不是否定预警期刊发表的每项成果。《国际期刊预警名单(试行)》旨在提醒科研人员审慎选择成果发表平台、提示出版机构强化期刊质量管理。

预警期刊的识别采用定性与定量相结合的方法。通过专家咨询确立分析维度及评价指标,而后基于指标客观数据产生具体名单。

具体而言,就是通过综合评判期刊载文量、作者国际化程度、拒稿率、论文处理费(APC)、期刊超越指数、自引率、撤稿信息等,找出那些具备风险特征、具有潜在质量问题的学术期刊。最后,依据各刊数据差异,将预警级别分为高、中、低三档,风险指数依次减弱。

《国际期刊预警名单(试行)》确定原则是客观、审慎、开放。期刊分区表团队期待与科研界、学术出版机构一起,夯实科学精神,打造气正风清的学术诚信环境!真诚欢迎各界就预警名单的分析维度、使用方案、值得关切的期刊等提出建议!

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WOS期刊SCI分区是指SCI官方(Web of Science)为每个学科内的期刊按照IF数值排 序,将期刊按照四等分的方法划分的Q1-Q4等级,Q1代表质量最高,即常说的1区期刊。
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关于2019年中科院分区升级版(试行)

分区表升级版(试行)旨在解决期刊学科体系划分与学科发展以及融合趋势的不相容问题。由于学科交叉在当代科研活动的趋势愈发显著,学科体系构建容易引发争议。为了打破学科体系给期刊评价带来的桎梏,“升级版方案”首先构建了论文层级的主题体系,然后分别计算每篇论文在所属主题的影响力,最后汇总各期刊每篇论文分值,得到“期刊超越指数”,作为分区依据。

分区表升级版(试行)的优势:一是论文层级的主题体系既能体现学科交叉特点,又可以精准揭示期刊载文的多学科性;二是采用“期刊超越指数”替代影响因子指标,解决了影响因子数学性质缺陷对评价结果的干扰。整体而言,分区表升级版(试行)突破了期刊评价中学科体系构建、评价指标选择等瓶颈问题,能够更为全面地揭示学术期刊的影响力,为科研评价“去四唯”提供解决思路。相关研究成果经过国际同行的认可,已经发表在科学计量学领域国际重要期刊。

《2019年中国科学院文献情报中心期刊分区表升级版(试行)》首次将社会科学引文数据库(SSCI)期刊纳入到分区评估中。升级版分区表(试行)设置了包括自然科学和社会科学在内的18个大类学科。基础版和升级版(试行)将过渡共存三年时间,推测在此期间各大高校和科研院所仍可能会以基础版为考核参考标准。 提示:中科院分区官方微信公众号“fenqubiao”仅提供基础版数据查询,暂无升级版数据,请注意区分。

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