ects prague 05 06

First preliminary report on the ECTS – Survey MEDINE TF 2 International Recognition of Qualifications: 

First preliminary report on the ECTS – Survey MEDINE TF 2 International Recognition of Qualifications Ruddy Verbinnen, Sverre Bjerkeset, Karel van Liempt

Medine TF 2: 

Medine TF 2

Purpose of the study : 

Purpose of the study Provide information for the ECTS-Manual for Medical Schools / Faculties Help to improve organisation of student mobility Measure attitude towards BAMA-structure and Bologna Process Starting point for future actions See minutes of Berlin-meeting (dec. 2005)

Reliability and validity: 

Reliability and validity Use of expertise Pilot study Survey monkey Total design method (Dillman, 1978) Quality control of data

Total Design Method: 

Total Design Method Respondents : Low cost, high outcome Easy to fill in questionnaire (Surveymonkey) 10-15 minutes Award Relevance of results of study Strict time schedule Accompanying letter signed by important others

Respondents and response: 

Respondents and response Expectations without TDM : 10 - 30% Expectations with TDM : 50 - 90% All MEDINE and ECTS MA members (n=107) Usefull data for 62 Medical Schools / Faculties Response of 58 % (fair)

First results: 

First results Meeting in Oslo (21.04.2006) Preliminary results Short notice : closure of data collection 28.04.2006 Data control Cleaning of data : work in progress Univariate analysis (bi- or multivar = wip) Bias : multiple answers from some respondents

Independent variable: 

Independent variable 29 Bologna countries 22/29 countries of members of MEDINE - ECTS MA No responding members from 7 : Bulgaria, Estonia, Iceland, Ireland, Malta, Romenia, Slovakia Responding but no members : Croatia, Bosnia Herzegovina Responding but not a Bologna country : Switzerland

Using ECTS credits: 

Using ECTS credits Majority is using ECTS credits for workload Most of them do this for all students and not only for exchange students

Learning outcomes and competences: 

Learning outcomes and competences Majority is using or is planning to use Learning Outcomes Almost 10% is not planning to use LO

Grading scale: 

Grading scale Grading scale is not been generally adopted Less than 25% uses them for all students

Use of key documents: 

Use of key documents A majority is using the key documents Manual of good practice will be of help in improving these documents The DS is not generally implemented, 29% will not implement it

ECTS and Erasmus key persons: 

ECTS and Erasmus key persons In a majority there is an I- and D- ECTS-coordinator A majority does not know key persons for their country

Three cycle structure (BAMA-PhD): 

Three cycle structure (BAMA-PhD) Almost 40% is using the three cycle structure Slight majority is not using it at the moment 29% is not planning to use it

Self reported attitude towards Bologna Process: 

Self reported attitude towards Bologna Process Overall measure 56 % positive Only 17% negative Modus is 5 neutral

Detailed attitude towards Bologna: 

Detailed attitude towards Bologna Nuancing the attitude Positive atitude : 87% interested in ECTS-Label on institutional level 78% interested in DS-Label on institutional level 70% uses Erasmus Student Charter Negative attitude : 46% will not implement 3 cycle structure 29% will not implement DS 27.5% uses Accreditation of Prior Learning (APEL)

Preliminary status of analysis : 

Preliminary status of analysis Work in progress will handle : Structure of the medical education in MEDINE and ECTS MA members (BA 180SP; MA 60SP) Civil effect of BA? Mobility within Europe and within or out of medical education? See also Action Line 2 Correspondance and transfer Are there important differences between and within countries for the presented data? Is Institutional and departemental coordinator same person? Relate our data to findings of Report Trends IV, survey of Prof C. Creusy, ESIB-study Detect usefull information for manual (Ulrike) Presentation of study at AMEE, Sept. 2006

Discussion: 

Discussion