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Efficiency of implementation of the bologna process at medical faculty, university of sarajevo.

Masic I, Begic E - Mater Sociomed (2015)

Bottom Line: Students of final (sixth) year were included, the last three generations of pre-Bologna, and three generations of the Bologna process, which completed their studies successfully.The presence of large number of female students, in both systems is significant.New school year, brings, and the new Bologna process, a new curriculum, a large number of new classes, systematization of the material, with simultaneous correction necessary in one hand in teaching, and in other hand in students themselves.

View Article: PubMed Central - PubMed

Affiliation: Faculty of Medicine, University of Sarajevo, Bosnia and Herzegovina.

ABSTRACT

Introduction: At the moment at Medical Faculty, University of Sarajevo, simultaneously exist two systems of teaching process, the old (pre-Bologna) and Bologna process.

Goal: To show efficiency and justification of use of Bologna process at Medical Faculty, University of Sarajevo, through the prism of actual beneficiaries of this process, students, assessment of quality of medical education, and comparison of results of the teaching process evaluation between students studying according to the Bologna process and the old system.

Materials and methods: The study included period from 2012 to 2014, and had prospective character. Students of final (sixth) year were included, the last three generations of pre-Bologna, and three generations of the Bologna process, which completed their studies successfully. The study included 365 students (177 under the old system and 188 under the Bologna process), who had answered prepared questionnaire.

Results: The presence of large number of female students, in both systems is significant. There were significant differences in opinion of students regarding the quality of space for administration and labor administration, informatization of the teaching process, the opinion of the objectivity of teachers in the assessment of the examination, and on-line access to their content. (p <0.05).

Discussion: The Bologna process, with all its guidelines, was never to the maximum implemented in the teaching faculties, mostly because of the lack of funds and infrastructure that couldn't fully comply with all the privileges of the Bologna process.

Conclusion: Bologna process on this principle, has brought mediocrity, of which we have tried to escape. New school year, brings, and the new Bologna process, a new curriculum, a large number of new classes, systematization of the material, with simultaneous correction necessary in one hand in teaching, and in other hand in students themselves.

No MeSH data available.


Comparation between two generations about opinion of capacity of space for administrative purposes
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Figure 2: Comparation between two generations about opinion of capacity of space for administrative purposes

Mentions: There is no significant difference in student opinion on the question of the quality of physical capacity for teaching (growth of quality in the last generation), the organization of teaching, the quality of teaching, quality assessment, the level of computerization of study, and the availability and quality of literature in the library. There has been progress in the informatization and improvement in the scope and quality of the library fund. There are no significant differences in opinion of students on questions about capacity of lecture rooms, and the capacity of the premises for practical exercises. There is a significant difference in average grades for capacity of space for administrative purposes(p <0.05) (Figure 2).


Efficiency of implementation of the bologna process at medical faculty, university of sarajevo.

Masic I, Begic E - Mater Sociomed (2015)

Comparation between two generations about opinion of capacity of space for administrative purposes
© Copyright Policy - open-access
Related In: Results  -  Collection

License 1 - License 2
Show All Figures
getmorefigures.php?uid=PMC4384880&req=5

Figure 2: Comparation between two generations about opinion of capacity of space for administrative purposes
Mentions: There is no significant difference in student opinion on the question of the quality of physical capacity for teaching (growth of quality in the last generation), the organization of teaching, the quality of teaching, quality assessment, the level of computerization of study, and the availability and quality of literature in the library. There has been progress in the informatization and improvement in the scope and quality of the library fund. There are no significant differences in opinion of students on questions about capacity of lecture rooms, and the capacity of the premises for practical exercises. There is a significant difference in average grades for capacity of space for administrative purposes(p <0.05) (Figure 2).

Bottom Line: Students of final (sixth) year were included, the last three generations of pre-Bologna, and three generations of the Bologna process, which completed their studies successfully.The presence of large number of female students, in both systems is significant.New school year, brings, and the new Bologna process, a new curriculum, a large number of new classes, systematization of the material, with simultaneous correction necessary in one hand in teaching, and in other hand in students themselves.

View Article: PubMed Central - PubMed

Affiliation: Faculty of Medicine, University of Sarajevo, Bosnia and Herzegovina.

ABSTRACT

Introduction: At the moment at Medical Faculty, University of Sarajevo, simultaneously exist two systems of teaching process, the old (pre-Bologna) and Bologna process.

Goal: To show efficiency and justification of use of Bologna process at Medical Faculty, University of Sarajevo, through the prism of actual beneficiaries of this process, students, assessment of quality of medical education, and comparison of results of the teaching process evaluation between students studying according to the Bologna process and the old system.

Materials and methods: The study included period from 2012 to 2014, and had prospective character. Students of final (sixth) year were included, the last three generations of pre-Bologna, and three generations of the Bologna process, which completed their studies successfully. The study included 365 students (177 under the old system and 188 under the Bologna process), who had answered prepared questionnaire.

Results: The presence of large number of female students, in both systems is significant. There were significant differences in opinion of students regarding the quality of space for administration and labor administration, informatization of the teaching process, the opinion of the objectivity of teachers in the assessment of the examination, and on-line access to their content. (p <0.05).

Discussion: The Bologna process, with all its guidelines, was never to the maximum implemented in the teaching faculties, mostly because of the lack of funds and infrastructure that couldn't fully comply with all the privileges of the Bologna process.

Conclusion: Bologna process on this principle, has brought mediocrity, of which we have tried to escape. New school year, brings, and the new Bologna process, a new curriculum, a large number of new classes, systematization of the material, with simultaneous correction necessary in one hand in teaching, and in other hand in students themselves.

No MeSH data available.