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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 ofsize of teaching groups
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Figure 9: Comparation between two generations about opinion ofsize of teaching groups

Mentions: There are no significant differences on the assessment of the organization of realization of teaching process- the synchronicity of the organization of teaching, the size of teaching groups, technical equipment of the laboratory/room for teaching. There is growing trend of quality in group of students of the old system, a declining trend in the quality in group of students of the Bologna process (Figures 7-9).


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 ofsize of teaching groups
© Copyright Policy - open-access
Related In: Results  -  Collection

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

Figure 9: Comparation between two generations about opinion ofsize of teaching groups
Mentions: There are no significant differences on the assessment of the organization of realization of teaching process- the synchronicity of the organization of teaching, the size of teaching groups, technical equipment of the laboratory/room for teaching. There is growing trend of quality in group of students of the old system, a declining trend in the quality in group of students of the Bologna process (Figures 7-9).

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.