" Internationalisation has become an important force in higher education. It is also a powerful challenge and opportunity for medical schools.
Under the 'traditional approach' teachers and medical students confined themselves to a local curriculum developed in their own countries. Nowadays medical education has become far more internationalised. ...
In this context, not only are students moving away from the country where they are receiving their medical qualification but teachers are internationalising as well. They go to international meetings, which help inform the medical curriculum with the most advanced knowledge - teachers are seeing and learning from more progressive institutions all the time, wherever those institutions are in the world. ...
Much of this 'internationalisation' is facilitated by the internet and other new technologies. ...
But internationaliaation is less about medical knowledge or a specific 'international medical curriculum' and more about teaching and learning medicine taking into account a global context, being able to be active in and practice medicine in another country, and to learn as part of an international community. ...
In the European context, internationalisation is among the priorities of the Bologna process to harmonise Europe's higher education. The process started in 1989 and has been signed by 46 countries. Of the 10 'action lines' defined at the 2009 ministerial meeting in Belgium, two of them - mobility and international openness - concern internationalisation.
The Bologna process believes mobility of students, researchers and staff enhances the quality of programmes and excellence in research; it also strengthens the academic and cultural internationalisation of European higher education. Mobility is important for personal development and employability; it fosters respect for diversity and a capacity to deal with other cultures, increasing cooperation and competition between higher education institutions. ...
In the Bologna area, mobility also occurs in the medical profession. Doctors graduate from one country and pursue their careers in another.
Patients' safety, patient new rights, new demands and new expectations create challenges and the need for standardisation and accreditation of medical schools. This may require an international system of curriculum evaluation as a result of medical schools' cooperation. ..."
Under the 'traditional approach' teachers and medical students confined themselves to a local curriculum developed in their own countries. Nowadays medical education has become far more internationalised. ...
In this context, not only are students moving away from the country where they are receiving their medical qualification but teachers are internationalising as well. They go to international meetings, which help inform the medical curriculum with the most advanced knowledge - teachers are seeing and learning from more progressive institutions all the time, wherever those institutions are in the world. ...
Much of this 'internationalisation' is facilitated by the internet and other new technologies. ...
But internationaliaation is less about medical knowledge or a specific 'international medical curriculum' and more about teaching and learning medicine taking into account a global context, being able to be active in and practice medicine in another country, and to learn as part of an international community. ...
In the European context, internationalisation is among the priorities of the Bologna process to harmonise Europe's higher education. The process started in 1989 and has been signed by 46 countries. Of the 10 'action lines' defined at the 2009 ministerial meeting in Belgium, two of them - mobility and international openness - concern internationalisation.
The Bologna process believes mobility of students, researchers and staff enhances the quality of programmes and excellence in research; it also strengthens the academic and cultural internationalisation of European higher education. Mobility is important for personal development and employability; it fosters respect for diversity and a capacity to deal with other cultures, increasing cooperation and competition between higher education institutions. ...
In the Bologna area, mobility also occurs in the medical profession. Doctors graduate from one country and pursue their careers in another.
Patients' safety, patient new rights, new demands and new expectations create challenges and the need for standardisation and accreditation of medical schools. This may require an international system of curriculum evaluation as a result of medical schools' cooperation. ..."
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