PDF EndNote BibTex RIS Cite

How Medical Student Perceive the Bologna Process: In Turkish Medical School

Year 2015, Volume 14, Issue 44, 22 - 32, 28.04.2016

Abstract

The Bologna process has ten key objectives related to giving a diploma supplement in all higher education programs.  The most important focus of the process is the students in higher education. The aim of the study is to determine medical students’ perceptions of the Bologna process.

The study conducted at Ege University Faculty of Medicine is a cross-sectional study.  Using the stratified sampling method, 334 students from different classes were selected. Data were collected with a scale developed by Yılmaz et al. (2011). The scale consists of 45 items wich were rated on a 5-point Likert type.

The response rate was 96%. Of the objectives of the Bologna process, the ones the students perceived most positively are as follows: the process encourages foreign language learning; the process develops the exchange programs; the process increases opportunities to study abroad. Twenty-eight percent of the students wanted to join the Erasmus program. 8.40 % of the students were informed about the Bologna process.

The students needed more information about the process. Faculty members who are more knowledgeable about the process and who have participated in exchange programs, and school administrators who identify and implement adaptation policies should be involved in meeting this need of students. 

References

  • Ballarino, G., Perotti, L. (2012). The Bologna Process in Italy. European Journal of Education, 47 (3), 348-363.
  • Christensen, L. (2004). The Bologna Process and Medical Education. Medical Teacher, 26 (7), 625-629.
  • Cumming, A. (2010). The Bologna Process, Medical Education and Integrated Learning. Medical Teacher, 32 (4), 316-318.
  • Çelik, Z. (2012). The impacts of Bologna process on European Higher Education Systems. Journal of Higher Education and Science, 2 (2), 100-105.
  • Ege Üniversitesi Öğrenci Bilgi Sistemi (ebys). [cited September 2013]. Available at: http://ebys.ege.edu.tr/ogrenci/ebp/international-affairs.htm
  • -
  • EMSA, Turkey. [cited September 2013]. Available at:: http://emsa-turkey.com
  • EUA Trends Reports. [cited September 2013]. Available at: Available at: http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/EUA_Trends_Reports.htm
  • EUFM Ege University Faculty of Medicine 2008. [cited October 2013]. Available at:: http://med.ege.edu.tr/ımage/EUFM_ERASMUS_IP_Updated_2008.pdf
  • European Commision Public Opinion. [cited October 2013]. Available at: http://ec.europa.eu/public_opinion/flash/fl_260 en.pdf
  • Hasdemir, F., Çalıkoğlu, M.R. (2011). The European Union Education Programmes and the change. Journal of Higher Education and Science, 1 (2), 66-69.
  • IFMSA-Internatıonal Federation of Medical Students’ Associations, (2005). The Bologna Declaration and Medical Education: A Policy Statement from the Medical Students of Europe. Medical Teacher, 27 (1), 83–85.
  • Karle, H. (2008b). World Federation for Medical Education Policy on international recognition of medical schools’ programme. Ann Acad Med Singapore, 37, 1041-1043.
  • Kasapoğlu, R., Balcı, A. (2010). Erasmus Öğrenci Öğrenim Hareketliliği Programının 2007 Yılında Programdan Yararlanan Türk Öğrenciler Üzerindeki Etkileri. Avrupa Çalışmaları Dergisi, 9 (2), 93-116.
  • Oliver, R., Sanz. M. (2007). The Bologna Process and Health Science Education: Times are changing. Medical Education, 41, 309–317.
  • Öncü, S., Demiral Yılmaz, N. (2012). Tıp Fakültesi Öğrencilerinin Bologna Sürecine İlişkin Algıları: Adnan Menderes Üniversitesi Tıp Fakültesi Örneği, In proceedings. VII. National Medical Education Congress, Ankara, Turkey.
  • Patricio, M., den Engelsen, C., Tseng, D., Ten Cate, O. (2008). Implementation of the Bologna two-cycle system in medical education: Where do we stand in 2007? – Results of an AMEE-MEDINE survey. Medical Teacher, 30 (6), 597-605.
  • Patricio, M., Harden, R.M. (2010). The Bologna process-A global vision for the future of medical education. Medical Teacher, 32 (4), 305-315.
  • Patricio, M., de Burbure, C., Joa˜ O Costa, M., Schırlo, C., Ten Cate, O. (2012). Bologna in Medicine Anno 2012: Experiences of European medical schools that implemented a Bologna two-cycle curriculum-An AMEE-MEDINE2 survey. Medical Teacher, 34, 821-832.
  • Papatsiba, V. (2006). Making Higher Education More European Through Student Mobility? Revisiting EU Initiatives in the context of the Bologna process. Comparative Education, 42 (1), 93-111.
  • Rigby, E. (2007). Taking forward aims of the Bologna Declaration: European core curriculum-The student’s perspective. Medical Teacher, 29, 83–84.
  • Sin, C. (2012). Academic understandings of and Responses to Bologna: a three-country perspective. European Journal of Education, 47 (3), 392-404.
  • Statement, (2010). The Bologna Process and its implications for medical education. Medical Teacher, 32, 302-304.
  • Turkish National Agency, (2009). The Life Long Learning Programme (LLP) In Turkey: Impact Assessment Report National Agency The Centre for EU Education and Youth Programmes. [cited September 2013]. Available at:: http://www.ua.gov.tr/docs/magazine/llp-%C4%B1mpact-assessment1102.pdf?sfvrsn=0
  • van Den Broek, S., Cate, O.T., Wijnen-Meijer, M., van Dijk, M. (2014). Effect of the Bologna bachelor degree on considerations of medical students to interrupt or terminate their medical training. Medical Teacher, 36 (2), 169-174.
  • Vincent, K., Moreira, G., Boersma, K. (2008). The Role of language in the internationalisation of Higher Education: an example from Portugal. European Journal of Education, 43 (2), 241-255.
  • WFME Standarts, (2003). Basic Medical Education WFME Global Standards for Quality Improvement, University of Copenhagen Denmark.
  • Yağcı, Y. (2010). A different view of the Bologna Process: the case of Turkey. European Journal of Education, 45 (4), 588-600.
  • Yılmaz, N., Arlı, D., Yalçınkaya, M. (2011) Eğitim Fakültesi Öğrencilerinin Bologna Sürecine İlişkin Görüşleri, Oral presentation, In proceedings, VI. National Education Administration Congress, Gazimagusa, Cyprus.

Türkiye’de Tıp Fakültesi Öğrencileri Bologna Sürecini Nasıl Algılıyor?

Year 2015, Volume 14, Issue 44, 22 - 32, 28.04.2016

Abstract

Bologna süreci tüm yükseköğrenim programlarında diploma eki verilmesi, ECTS kredilerinin saptanması ve değişim programlarının yürütülmesiyle ilgili on temel hedefi kapsamaktadır. Sürecin en önemli odağı yükseköğrenimdeki öğrencidir. Bu araştırmanın amacı tıp fakültesi öğrencilerinin Bologna sürecinin eğitime yansımalarına ilişkin algılarını belirlemektir.Ege Üniversitesi Tıp Fakültesi’nde yürütülen çalışma tarama modelindedir. Araştırma evreni tıp fakültesindeki tüm öğrencilerdir. Sınıflara göre tabakalı örneklem yöntemi ile 334 öğrenci belirlenmiştir. Çalışma verileri Yılmaz vd. (2011) tarafından geliştirilen, geçerlilik ve güvenirliliği saptanmış, Bologna süreci ile ilgili 45 başlıktan oluşan bir ölçek ile toplanmıştır. Ölçek 5’li Likert ile puanlanmaktadır. Araştırmada yanıtlanma oranı % 96’dir. Bologna sürecinin hedefleri ile ilgili öğrencilerin en olumlu algıladıkları başlıklar: yabancı dil öğrenimini teşvik etmesi, değişim programlarını geliştirmesi, yurtdışında eğitim fırsatlarını artırmasıdır. Öğrencilerin % 28’i değişim programlarına katılmayı istemektedirler. Öğrencilerin % 8,4’ü Bologna sürecine ilişkin bilgi aldıklarını belirtmişlerdir.Araştırma bulguları öğrencilerin süreç ile ilgili daha fazla bilgiye ihtiyacı olduğunu göstermiştir. Süreç hakkında bilgisi ve değişim programlarına katılma deneyimi olan öğretim üyeleri ve sürece uyum politikalarını belirleyip uygulayan okul yöneticileri bu ihtiyacın giderilmesinde görev almalıdır

References

  • Ballarino, G., Perotti, L. (2012). The Bologna Process in Italy. European Journal of Education, 47 (3), 348-363.
  • Christensen, L. (2004). The Bologna Process and Medical Education. Medical Teacher, 26 (7), 625-629.
  • Cumming, A. (2010). The Bologna Process, Medical Education and Integrated Learning. Medical Teacher, 32 (4), 316-318.
  • Çelik, Z. (2012). The impacts of Bologna process on European Higher Education Systems. Journal of Higher Education and Science, 2 (2), 100-105.
  • Ege Üniversitesi Öğrenci Bilgi Sistemi (ebys). [cited September 2013]. Available at: http://ebys.ege.edu.tr/ogrenci/ebp/international-affairs.htm
  • -
  • EMSA, Turkey. [cited September 2013]. Available at:: http://emsa-turkey.com
  • EUA Trends Reports. [cited September 2013]. Available at: Available at: http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/EUA_Trends_Reports.htm
  • EUFM Ege University Faculty of Medicine 2008. [cited October 2013]. Available at:: http://med.ege.edu.tr/ımage/EUFM_ERASMUS_IP_Updated_2008.pdf
  • European Commision Public Opinion. [cited October 2013]. Available at: http://ec.europa.eu/public_opinion/flash/fl_260 en.pdf
  • Hasdemir, F., Çalıkoğlu, M.R. (2011). The European Union Education Programmes and the change. Journal of Higher Education and Science, 1 (2), 66-69.
  • IFMSA-Internatıonal Federation of Medical Students’ Associations, (2005). The Bologna Declaration and Medical Education: A Policy Statement from the Medical Students of Europe. Medical Teacher, 27 (1), 83–85.
  • Karle, H. (2008b). World Federation for Medical Education Policy on international recognition of medical schools’ programme. Ann Acad Med Singapore, 37, 1041-1043.
  • Kasapoğlu, R., Balcı, A. (2010). Erasmus Öğrenci Öğrenim Hareketliliği Programının 2007 Yılında Programdan Yararlanan Türk Öğrenciler Üzerindeki Etkileri. Avrupa Çalışmaları Dergisi, 9 (2), 93-116.
  • Oliver, R., Sanz. M. (2007). The Bologna Process and Health Science Education: Times are changing. Medical Education, 41, 309–317.
  • Öncü, S., Demiral Yılmaz, N. (2012). Tıp Fakültesi Öğrencilerinin Bologna Sürecine İlişkin Algıları: Adnan Menderes Üniversitesi Tıp Fakültesi Örneği, In proceedings. VII. National Medical Education Congress, Ankara, Turkey.
  • Patricio, M., den Engelsen, C., Tseng, D., Ten Cate, O. (2008). Implementation of the Bologna two-cycle system in medical education: Where do we stand in 2007? – Results of an AMEE-MEDINE survey. Medical Teacher, 30 (6), 597-605.
  • Patricio, M., Harden, R.M. (2010). The Bologna process-A global vision for the future of medical education. Medical Teacher, 32 (4), 305-315.
  • Patricio, M., de Burbure, C., Joa˜ O Costa, M., Schırlo, C., Ten Cate, O. (2012). Bologna in Medicine Anno 2012: Experiences of European medical schools that implemented a Bologna two-cycle curriculum-An AMEE-MEDINE2 survey. Medical Teacher, 34, 821-832.
  • Papatsiba, V. (2006). Making Higher Education More European Through Student Mobility? Revisiting EU Initiatives in the context of the Bologna process. Comparative Education, 42 (1), 93-111.
  • Rigby, E. (2007). Taking forward aims of the Bologna Declaration: European core curriculum-The student’s perspective. Medical Teacher, 29, 83–84.
  • Sin, C. (2012). Academic understandings of and Responses to Bologna: a three-country perspective. European Journal of Education, 47 (3), 392-404.
  • Statement, (2010). The Bologna Process and its implications for medical education. Medical Teacher, 32, 302-304.
  • Turkish National Agency, (2009). The Life Long Learning Programme (LLP) In Turkey: Impact Assessment Report National Agency The Centre for EU Education and Youth Programmes. [cited September 2013]. Available at:: http://www.ua.gov.tr/docs/magazine/llp-%C4%B1mpact-assessment1102.pdf?sfvrsn=0
  • van Den Broek, S., Cate, O.T., Wijnen-Meijer, M., van Dijk, M. (2014). Effect of the Bologna bachelor degree on considerations of medical students to interrupt or terminate their medical training. Medical Teacher, 36 (2), 169-174.
  • Vincent, K., Moreira, G., Boersma, K. (2008). The Role of language in the internationalisation of Higher Education: an example from Portugal. European Journal of Education, 43 (2), 241-255.
  • WFME Standarts, (2003). Basic Medical Education WFME Global Standards for Quality Improvement, University of Copenhagen Denmark.
  • Yağcı, Y. (2010). A different view of the Bologna Process: the case of Turkey. European Journal of Education, 45 (4), 588-600.
  • Yılmaz, N., Arlı, D., Yalçınkaya, M. (2011) Eğitim Fakültesi Öğrencilerinin Bologna Sürecine İlişkin Görüşleri, Oral presentation, In proceedings, VI. National Education Administration Congress, Gazimagusa, Cyprus.

Details

Primary Language English
Journal Section Original Article
Authors

Nilüfer DEMİRAL YİLMAZ>


Hatice ŞAHİN>

Publication Date April 28, 2016
Application Date March 16, 2016
Acceptance Date
Published in Issue Year 2015, Volume 14, Issue 44

Cite

Vancouver Demiral Yilmaz N. , Şahin H. How Medical Student Perceive the Bologna Process: In Turkish Medical School. Tıp Eğitimi Dünyası. 2016; 14(44): 22-32.