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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 ofavailability of online course content
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Figure 12: Comparation between two generations about opinion ofavailability of online course content

Mentions: There is no significant difference on the assessment of the quality of questions about informatization through the prism of obtaining certificates and credentials, and method of registration for exam. The upward trend in quality scores is present in both groups of students. There is a significant difference in the quality assessment of the degree of informatization, through questions about the availability of online course content (p <0.05) (Figure 12). There are no significant differences in the assessment of the quality of availability, accessibility and quality of literature, through questions about the scope of literature in relation to educational needs, the approach to literature, and the possibility of electronic access to literature. The growth trend was observed in both groups.


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 ofavailability of online course content
© Copyright Policy - open-access
Related In: Results  -  Collection

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

Figure 12: Comparation between two generations about opinion ofavailability of online course content
Mentions: There is no significant difference on the assessment of the quality of questions about informatization through the prism of obtaining certificates and credentials, and method of registration for exam. The upward trend in quality scores is present in both groups of students. There is a significant difference in the quality assessment of the degree of informatization, through questions about the availability of online course content (p <0.05) (Figure 12). There are no significant differences in the assessment of the quality of availability, accessibility and quality of literature, through questions about the scope of literature in relation to educational needs, the approach to literature, and the possibility of electronic access to literature. The growth trend was observed in both groups.

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.