1 wr wissenschaftsrat Drs Dresden Recommendations on the development of medical education in Germany based on a review of model medical degree programmes Executive Summary
3 contents Preliminary remarks 5 Summary 7 Appendix 12 Medical education in Germany 13 The Wissenschaftsrat 15
5 5 Preliminary remarks In January 2012, the German Council of Science and Humanities (Wissenschaftsrat) added the topic Status and Perspectives of Model Medical Degree Programmes to its agenda, to analyse the existing model degree programmes and clarify which reform elements have tested successfully and identify resulting conclusions for the development of medical degree programmes. As such, it builds on the recommendations passed in July 2012 for higher education qualifications for the healthcare system. 1 The working group commissioned by the Council started its work July It was based on written surveys and consultations of medical faculties and student bodies with model degree programmes, as well as (reformed) regular degree programmes. Moreover, meetings were held with associations, societies, student representatives and other experts from Germany and other countries. Some societies also sent reports which were incorporated in the consultation process. The review focused on the model medical degree programmes established in Aachen, Berlin, Bochum, Hanover, Cologne, Mannheim and Witten/Herdecke before the consultation process started. Information on the model degree programmes set up in the 2012/2013 winter semester or later in Hamburg, Oldenburg and Düsseldorf was included based on the respective course regulations. The model medical degree programmes were reviewed as a cross-sectional analysis. The Council did not evaluate the model degree programmes by analysing the locations individually. Accordingly, it is not tantamount to a supplementary and conclusive evaluation of the respective model degree programmes as required per Section 41, Para. 2 Clause 1 No. 4 of the Licensing Regulations for Medical Doctors, and does not replace such an evaluation. The Council s recommendations on the future design of medical degree programmes in Germany are not based solely on analyses of the model and re- 1 Wissenschaftsrat: Recommendations on higher education qualifications for the healthcare system - Executive Summary, Cologne 2012.
6 6 formed regular degree programmes. In addition to this, the Council s experience from its analyses of medical faculties in recent years and current national and international discussions, international standards and experience in other countries were incorporated. The Council thanks the surveyed medical faculties and student bodies as well as all respondents for their participation in the development of the present recommendations. Participants in this working group also primarily include experts who are not members of the Council. The Council owes them a particular debt of thanks. The Council adopted these recommendations on 11 July 2014.
7 7 Summary Based on analyses of curriculum reforms in education of medical personnel, the present recommendations deal with how academic education of physicians should be structured and designed in future to meet the growing requirements of the medical profession in an increasingly complex healthcare situation. The healthcare sector and thus the healthcare system faces great challenges due to demographic change, epidemiological changes and medical advances, which medical training must take into consideration. Development of medical degree programmes Against the background of these challenges, the Council considers the following principles key for the development of medical degree programmes. Focus on competencies: In future, education of doctors will still require a solid foundation of fundamental medical, psychosocial and scientific knowledge. The traditional subject focus should be replaced with education focused on medical roles and competencies. The subjects remain responsible for the adequate scope and integration of course contents. Overall, medical degree programmes must teach knowledge, specific skills and capabilities as well as ethical standards. Integrated, patient-focused curricula: The course content is primarily to be taught in interdisciplinary, organ and topic-based modules. Pre-clinical and clinical content must be integrated bidirectionally. This highlights the importance and application of fundamental theory for medical practice from the start of the degree programme. Of course, a comprehensive practical focus includes early patient contact, as well as psychosocial and communicative skills. Scientific competencies: Doctors must be in a position to evaluate the evidence basis for their own actions in increasingly complex healthcare situations, and against the background of new medical findings, to reach a decision specific to the individual patient. Scientific thinking and action therefore form the basis for appropriate patient-oriented selection of diagnostic and therapeutic measures. Therefore, obligatory development of scientific competencies in a degree programme is essential for a responsible professional work as a medical doctor.
8 8 Interprofessional education: In future, healthcare processes will increasingly be organised in multiprofessional teams, and thus based on division of labour. This makes cooperation with paramedical professions, and, as a result, interprofessional education more important, as well as development of corresponding skills. Concentration of course content: The interdisciplinary design of the curricula is an approach to incorporating the constant increase in knowledge, including new methods and technologies. In addition to this, the mandatory parts of the degree course must be concentrated on a core curriculum, reducing the examination content in medical examinations, which require agreement on an underlying, unified catalogue of learning objectives. In addition to this, the option of selecting individual areas of specialisation must be provided more consistently than before, making the students more responsible for their own progress in their degree programme. On this basis, the Council submitted a series of specific recommendations for the future structure and design of medical degree programmes: _ For reasons of quality assurance and comparability, as well as to promote mobility, a standardised national M1 examination should be held after the 6th semester. It must be supplemented by a structured practical clinical examination to evaluate practical skills. They can be held by the faculties. _ Overall, the state examinations must be adapted to the requirements of competency-based, integrated curricula. The practical oral parts of the medical examinations absolutely must be more standardised. _ In future, the practical year should be broken down into four training periods of 12 weeks (quarterly structure) to increase the students freedom of choice. In addition to periods spent in internal medicine and surgery, which will remain compulsory, the other two quarters can be chosen freely from all medical specialisations. An individual specialisation for two quarters is to be permitted for one subject only (elective or compulsory subject). A key element of the future medical degree programmes is enhancing the scientific competencies of the doctors in spe, to allow them to make evidencebased decisions based on the state of the art in medical science, including a comprehensive understanding of health and illness, as part of their increasingly complex job: _ The curricula should include corresponding specific classes to enhance the scientific competencies. These classes must last multiple semesters, which build on one another (longitudinal strand). _ After the M1 examination, the completion of an obligatory research paper chosen from the entire field of medical subjects over a period of at least
9 twelve weeks is recommended. In order to practice the fundamentals required for scientific work, a four-week project is to be completed before the M1 examination. The fundamental subjects should play an important part in this. 9 Figure 1 shows the model proposed by the Council for the future structure of medical degree programmes. Figure 1: Structure model for future medical degree programmes Clinical medicine Practical year (4 quarters) Research paper Project Fundamental medicine Individual specialisation + scientific competencies New M3 New M2 New M1 M1/M2/M3: First/second/third section of the medical examination. Source: German Council of Science and Humanities (Wissenschaftsrat) The implementation of the proposed structure model for medical degree programmes must be fundamentally neutral in its curricular work load (Curricularnormwert). In concentrating the education on a core curriculum, primary medical care must be prioritised appropriately. Accordingly, general medicine must be incorporated adequately when revising the course and examination content. The Council believes students must be allowed to study specific problems of primary medical care at the faculties in other classes, in addition to a nationwide institutionalisation of general medicine at the faculties. This also includes integration of medical university out-patient care, which must be better structured for a stronger integration of teaching. The Council believes further research is needed into the questions of how teaching and examinations can be made to fit better, which effects specific teaching formats have in given contexts, and into the validity, reliability and objectivity of more practical, skill-oriented test formats. As a result, it recommends that universities and the Länder strengthen medical education research in Germany and network it systematically. Overall, the use of teaching as a tool to strengthen universities profiles must be increased. In this context, the medical faculties should also use the existing tools to focus the selection of students more on its own teaching and scientific profile.
10 10 The proposed development of medical degree programmes with their new medical examinations and promotion of scientific competencies should be evaluated as it progresses. The Council recommends that the German National Government and Länder Governments set up a group of experts to determine the prerequisites required for an evaluation and suitable uniform criteria and draw up an implementation proposal. Besides a corresponding amendment of the Licensing Regulations for Medical Doctors, the Council proposes that capacity legislation be developed in accordance with the requirements of modern medical education. The development of both the Licensing Regulations for Medical Doctors and capacity legislation must be coordinated with one another due to the numerous interdependences. The Council sees a need for changes, which the Länder Governments and National Government should tackle in the short term. Superordinate consideration of the model degree programmes With these recommendations, the Council is reviewing the model medical degree programmes for the first time. Roughly 25% of all new students in Germany now start their medical degrees in one of the nine current model degree programmes. On the introduction of the model clause in the Licensing Regulations for Medical Doctors in 1999, it did not govern the transition of successfully tested innovative elements and structures of medical education into changes to the regular degree programmes. The current recommendations of the Council are an important step in this transition process. As quantifiable evaluation criteria and assessment methods for a comparative evaluation of the medical education have not been sufficiently established, either nationally or internationally, the Council s comprehensive evaluation of the model degree programmes is based on a series of criteria for structural and process quality, most of which are also part of the European specifications of international standards for medical education. The model degree programmes, as well as the reformed regular degree programmes, implement the transition to a competency-based education with the fundamental teaching of knowledge, skills and attitudes in higher education courses. The Council welcomes this transition from an education focused on the course content in individual subjects to one based on the doctors roles and their required competencies, which is manifested nationally in the development of the National Competency-Based Learning Objectives Catalogue in Medicine (NKLM). Most model degree programmes are characterised by horizontal and vertical integration of course content and, accordingly, the organ and topic-based modularisation of the curriculum. Besides the horizontal, the Council welcomes the implementation of a largely vertical integration of pre-clinical and clinical
11 course content. However, the associated decision not to participate in the first section of the medical examination (M1 examination) is also a disadvantage. The comparability with the other degree programmes is reduced, and a benchmark available for all faculties is lost. It also makes student mobility more difficult. 11 The model degree programmes use various new teaching and examination formats. However, there is a fundamental need for further coordination and research into the systematic description of the implementation of teaching and examination formats and the controlled evaluation of their effects for the objectively measured student learning outcomes. The Council appreciates the early patient contact in all model degree programmes. The fact that all model degree programmes considered allow the students to choose individual specialisations in their degree programmes is also welcomed. In particular, more recent model degree programmes now emphasise the independent research skills, for example through compulsory projects and research papers, as well as practical evidence-based medical work. In an international context, the acquisition of scientific competencies is considered increasingly important in medical degree programmes. With the exception of a deep vertical integration, the reformed regular degree programmes have implemented many of the criteria investigated. The transitions are smooth. Classically-organised regular degree programmes have also implemented various reform elements, or aim to do so. The Council recognises the particular commitment of the medical faculties in the development of medical degree programmes and welcomes the increasing status of teaching which this expresses. Overall, the model degree programmes, with their integrated curricula and flexibility and willingness to facilitate required adaptations, make a major contribution to developing medical education in Germany. The introduction of the model clause has initiated a continuous change process. It inspired creativity and a willingness to make changes in the faculties including reforming regular degree programmes and combined the pre-clinical and clinical programme phase in the model degree programmes in accordance with the intention of the legislator. Accordingly, it can be deemed a success in terms of the expectations made of it.
12 12 Appendix
13 13 Medical education in Germany MEDICAL DEGREE PROGRAMMES TODAY The structure and content of the degree programmes and the examinations to be completed by medical students are defined for Germany as a whole in the Licensing Regulations for Medical Doctors (ÄApprO). According to Section 1 Para. 1 of ÄApprO, medical education is intended to produce doctors educated scientifically and practically in medicine who are capable of working in the medical profession independently and under their own responsibility, participating in continuing professional development and advancing their education at all times. Per the valid ÄApprO, the regular medical degree programmes comprise (1) a six year university programme, whereby the last year is a full, consecutive yearlong period of practical training (practical year) of forty-eight weeks, (2) first aid training, (3) three months of nursing work, (4) clinical traineeship of four months and (5) a medical examination to be completed in three sections. The first section of the medical examination, consisting of a standardised national written part, as well as a practical oral part, is completed after two years of studying medicine (M1 examination). This pre-clinical section of the programme primarily focuses on teaching the scientific and theoretical fundamentals of medicine. The subsequent three-year clinical section mainly teaches practical and theoretical clinical medicine, and concludes with the second section of the medical examination, which comprises a standardised national written examination (M2 examination). After the practical year, which consists of three 16 week sections (internal medicine, surgery, elective), the degree programme is completed with the third section of the medical examination, which is a practical oral examination (M3 examination). Figure 2 shows the structure of the current regular medical degree programmes.
14 14 Figure 2: Structure of current regular medical degree programmes Practical year (3 terms) Clinic M3 M Pre-clinic M1 M1/M2/M3: First/second/third section of the medical examination. Source: German Council of Science and Humanities (Wissenschaftsrat) In order to trial innovative degree programme designs, a model clause was included in ÄApprO in February 1999 (Section 41). It allows the competent body under state law to set up model medical degree programmes which can deviate from the defined regular education in prescribed areas. The model clause is intended to create the basis for future improvements of the regular degree programme. The particular aim of the legislator was to improve the distribution and integration of the practical programme contents over the entire course period, and thus to integrate the pre-clinical and clinical phases better. As a result, most model degree programmes avail of the option to omit the first section of the medical examination (M1). The practical year can also be implemented in a deviating form to regular degree programmes. PROGRAMMES AND PLACES According to the preliminary report of the German Federal Statistical Office, there were a total of 86,026 medicine students at the 37 medical faculties in Germany in the 2013 academic year (2013 summer semester and 2013/2014 winter semester). That is equivalent to almost 3.3% of all 2,613,168 students. There were a total of 10,827 places for new students of medicine in the 2013 academic year, including 2,682 at the nine current locations with model degree programmes (Aachen, Berlin, Düsseldorf, Hamburg, Hanover, Cologne, Mannheim, Oldenburg, Witten/Herdecke). 2 Thus, since the 2013/2014 winter semester, roughly 25% of all new medicine students in Germany start studying medicine in one of the nine model degree programmes. 2 Number of places for new students according to the Stiftung für Hochschulzulassung (University Admissions Foundation), plus places at Witten/Herdecke University.
15 15 The Wissenschaftsrat The German Council of Science and Humanities (Wissenschaftsrat) is one of the leading science policy advisory bodies in Germany. It advises the Federal Government and the governments of the Länder (Federal States). It produces recommendations on the development of science, research and higher education, thus helping to ensure that German science and humanities remain competitive at national, European and international levels. The recommendations of the Council incorporate quantitative and financial effects and the implementation of such measures, taking into account the requirements of societal, cultural and economic life at all times. The Council issues recommendations and prepares reports primarily relevant to two fields of science policy: _ Scientific institutions (universities, universities of applied sciences and nonuniversity research institutions), especially their structure and performance, development and financing, _ General issues regarding the system of science and higher education, selected structural aspects of research and teaching, and the strategic planning, appraisal and governance of specific fields and disciplines. German Council of Science and Humanities, Head Office Brohler Straße Cologne, Germany
Common structural guidelines of the Länder for the accreditation of Bachelor s and Master s study courses (Resolution of the Standing Conference of the Ministers of Education and Cultural Affairs of the
Study Regulations* for the bachelor study programme of Business Administration (B.A.) at SRH Hochschule Berlin according to the decision of the senate 17 of the basic statutes 27. May 2010 1 * Whenever
BACHELOR S DEGREE PROGRAM NURSING SCIENCE MEDICAL UNIVERSITY OF GRAZ Table of Contents Introduction... 3 The Degree Program... 4 Admission Requirements and Admission... 4 Objectives of the Degree Program...
ADOPTED by the Senate of the University of Tartu Regulation no. 11 of 27 April 2012 (effective as of 27.04.2012) AMENDED by the Senate of the University of Tartu Regulation no 22 of 21 December 2013 (effective
BETTY IRENE MOORE SCHOOL OF NURSING 130 Betty Irene Moore School of Nursing BETTY IRENE MOORE SCHOOL OF NURSING AT UC DAVIS Education Building, Sacramento campus UC Davis Health System 916-734-2145; http://nursing.ucdavis.edu
Curricula for Chemical Engineering Degree Courses 1 Curricula for Chemical Engineering Degree Courses at Universities and Fachhochschulen (Universities of Applied Science) Recommendation of the VDI-Society
Strategy of the Federal and Länder Ministers of Science for the Internationalisation of the Higher Education Institutions in Germany (Resolution of the 18th Meeting of the Joint Science Conference in Berlin
Master programme in Strategic Human Resource Management and Labour Relations, 120 hec Programme description 1. Confirmation The programme description for the master programme in Strategic Human Resource
Subject-specific Study and Examination Regulations for the advanced English language Master s Online Program Advanced Oncology offered by the Medical Faculty of Ulm University of 6 February 2012 At the
Course Regulations for the Masters degree programme in Geodesy and Geoinformation Science at Faculty VI (Civil Engineering and Applied Earth Sciences) of the Technical University of Berlin leading to the
IFMSA Policy Statement Global Policy on Medical Education Location: Taipei, Taiwan. Date of Adoption: August 9 th 2014. Date of Expiry: August 9 th 2017. Summary The International Federation of Medical
Faculty of Management and Law Programme Specification Programme title: Master of Science in Finance, Accounting and Management Academic Year: 2015-2016 Degree Awarding Body: Final and interim award(s):
MODULE HANDBOOK PUBLIC HEALTH NUTRITION Master of Science (M.Sc.) Module Nutritional and Health Politics Credit Points: 10 Degree Programme: MSc Public Health Nutrition ID: OE-MS-GEE Faculty: Nursing and
Health. Life. Studying. Leonardo Campus 8 fon +49 (0)251.83-65851 firstname.lastname@example.org D 48149 Münster fax +49 (0)251.83-65852 www.fh-muenster.de Health. The No. 1 issue for the future. Life. In one
SUBJECT-SPECIFIC CRITERIA Relating to the accreditation of Bachelor s and Master s degree programmes in the field of mathematics (09 December 2011) The following specifications complement the ASIIN General
Recommendations on Continuing Medical Education 3rd, revised edition Publisher: German Medical Association Texts and Materials of the German Medical Association on Continuing Medical Education and Specialist
REGULATIONS FOR FIRST DEGREE CURRICULA 1 (See also General Regulations) UG 1 Definitions: For the purpose of regulations and syllabuses for all first degree curricula unless otherwise defined An academic
Faculty of Social and Life Sciences Curriculum for Doctoral Studies in Political Science Approved by the Faculty Board of Social and Life Sciences on 4 June 2008 (Reg.no. FAK3 2008/131) and is valid from
Verfahrenstechnik und Chemieingenieurwesen Qualification Frames and Curricula for Degree Courses for Process Engineering, Chemical Engineering and Biomolecular or Bioprocess Engineering at Universities
Competencies for the nurse practitioner scope of practice Approved by Council September 2008 Nurse practitioner scope of practice Nurse practitioners are expert nurses who work within a specific area of
UNIVERSITÉ DE FRIBOURG SUISSE FACULTÉ DES SCIENCES UNIVERSITÄT FREIBURG SCHWEIZ MATHEMATISCH-NATURWISSENSCHAFTLICHE FAKULTÄT Curriculum for the award of the Degree of Master of Science in Geography Global
THE NURSING PROGRAMME 180 ECTS university credits The Faculty of Health Sciences Programme syllabus Approved by the Faculty Board for Health Sciences 26-03-2008. Ref. LiU 2008/01315. Revised 09-12-2008
Degree Programme (B.Sc.) A Warm Welcome Your Hochschule für Gesundheit (hsg) The Hochschule für Gesundheit (University of Applied Sciences) is the fi rst state-run university for healthcare professions
Study and Examination Regulations for the Master's Degree Programme in International Business and Finance at the Augsburg University of Applied Sciences - Fachhochschule Augsburg - of 23rd January 2008
Nurse Practitioner Mentor Guideline NPAC-NZ Purpose To provide a framework for the mentorship of registered nurses to prepare for Nurse Practitioner (NP) registration from the Nursing Council of New Zealand.
PROGRAMME SPECIFICATION KEY FACTS Programme name Advanced Practice in Health and Social Care (Advanced Nurse Practitioner- Neonatal/Child/Adult) Award MSc School School of Health Sciences Department Division
Karlstad University Faculty of Social and Life Sciences Curriculum for Doctoral Studies in Public Health Sciences Approved by the Faculty Board of Social and Life Sciences on 14 June 2007 (Reg.no. FAK3
Faculty of Social Work, Health Care and Nursing Sciences Information for Placement Agencies and Supervisors Bachelor s degree program in Early Childhood Education About the Faculty of Social Work, Health
Karlstad University Faculty of Social and Life Sciences Curriculum for Doctoral Studies in Social Work Approved by the Faculty Board of Social and Life Sciences on 28 August 2008 (Reg.no. FAK3 2008/155).
Doctor of Nursing Science PROGRAM COURSES Core Courses Credits Comprehensive Clinical Reasoning 3 Health & Wellness Theory & Practice 3 Healthcare Systems & Management 3 Ethical Issues in Nursing Practice
SUBJECT-SPECIFIC CRITERIA Relating to the accreditation of Bachelor s and Master s degree programmes in agronomy, nutrition science and landscape architecture (09 December 2011) The following specifications
Curriculum for the bachelor s programme in economics and business administration (HA) Aalborg University September 2007 With amendments 2009, 2010, 2011 and 2012 Curriculum for the bachelor s programme
PROGRAMME SPECIFICATION MA/MSc Psychology of Education and the MA Education (Psychology) Awarding Institution: Institute of Education, University of London Teaching Institution: Institute of Education,
Programme description for PhD Programme in Educational Sciences for Teacher Education (180 ECTS credits) at Oslo and Akershus University College of Applied Sciences Approved by the Oslo and Akershus University
PROGRAMME SPECIFICATION POSTGRADUATE PROGRAMMES KEY FACTS Programme name Clinical Research Award Masters in Research (MRes) School Health Sciences Department or equivalent Division of Health Services Research
PROGRAMME SYLLABUS 1 (8) Reg. no S2012/206 School of Social Work Bachelor of Science in Social Work, 210 (SGSOC) The syllabus for the Bachelor of Science programme in Social Work was approved by the Board
Promotes Health and Independence Degree Programme (B.Sc.) A Warm Welcome Your Hochschule für Gesundheit (hsg) The Hochschule für Gesundheit (University of Applied Sciences) is the fi rst state-run university
Resolution of the 18th General Meeting of the German Rectors' Conference (HRK) on 12 May 2015 in Kaiserslautern Franchising Models in Medicine and Medical Schools HRK German Rectors' Conference The Voice
Hochschule für Wirtschaft und Recht Berlin Berlin School of Economics and Law Department of Business and Economics Bachelor Business Law accredited by Business Law Berlin School of Economics and Law Legal
Degree Charter Life Sciences Academic year 2015 2016 Part 1 Study Guide 1a Contents Contents Introduction... 3 Study periods and holidays, academic calendar 2015 2016... 5 Educational principles of the
Part B of the Teaching and Examination Regulations for the Master's degree programme in History, 2014-2015, 60 ECTS credits Section 1 General provisions Article 1.1 Applicability of the Regulations These
Shaping Quality of Life Degree Programme (B.Sc.) A Warm Welcome Your Hochschule für Gesundheit (hsg) The Hochschule für Gesundheit (University of Applied Sciences) is the fi rst state-run university for
TU Dresden Faculty of Science Department of Psychology Brief Description of the Master Study Program Psychology: Human Performance in Socio-Technical Systems (HPSTS) 1 Objectives, Contents, and Structure
Guidelines for programme Accreditation procedures Accreditation, Certification and Quality Assurance Institute 1 Contents Basic Principles of the Accreditation Procedure 4 An Overview of the Accreditation
Page 1 The version is provided merely as a convenience and is not intended to be a legally binding document. Subject Examination and Academic Regulations for the Research on Teaching and Learning Master
Faculty of Economic Sciences, Communication and IT Curriculum for Doctoral Studies in Psychology at Karlstad University Approved by the Faculty Board of Economic Sciences, Communication and IT on 5 May
Syllabus Study Programme in Occupational Therapy 1AR07 Established by the Board of Higher Education, 8 November 2006 Confirmed by the Board of Higher Education, 4 April 2007 Latest revision by the Board
www.cbs.de/en MBA and EMBA Programmes at Cologne Business School Academic excellence Cologne Business School Who we are The Hallmarks of a CBS Education CBS offrers students a rigorous and forward-minded
01 Technical Committee on Mechanical Engineering / Process Engineering SUBJECT-SPECIFIC SUPPLEMENTARY NOTES For the Accreditation of Bachelor s and Master s Study Programs in the Field of Mechanical Engineering,
HÖGSKOLAN I GÄVLE PROGRAMME SYLLABUS SECOND CYCLE GRADUATE DIPLOMA IN SPECIALIST NURSING - ELDERLY CARE Programme Code: VASVM Established by the Board of Humanities, Care and Social Sciences 2007-02-01
De Montfort University Course Template 1. Basic information Course Name: Health Psychology Course Code: PP179T Level (UG, PG): Postgraduate Taught Academic Period: 2015 Faculty: HLS - Faculty of Health
The Bologna Process implications for UK and Irish medical schools Professor Allan Cumming University of Edinburgh Leader, Tuning Project for Medicine Professor Fons Plaschaert University of Nimigjen Coordinator,
health economics culture Bachelor program Psychology and Psychotherapy (B.Sc.) Perception, experience and action The new degree program Psychology and Psychotherapy (B.Sc.) offers a unique combination:
Subject-specific Study and Examination Regulations for the English-language Master Programme in Communications Technology offered by the Faculty of Engineering and Computer Science of Ulm University of
Date of ratification 2013-01-31 Dnr FAK 2012/628 Faculty Board School of Business and Economics Third-cycle studies at Linnaeus University are regulated in the Higher Education Act and the Higher Education
Professional Accreditation Handbook For Computer Science Programmes Revised by authority of the Accreditation Committee for Computer Science Programmes as of August 2014 CONTENTS 1. FRAMEWORK FOR ACCREDITATION
Recommendation of the 14th General Meeting of the German Rectors' Conference (HRK) on 14 May 2013 in Nuremberg Recommendations on Teacher Education A Introduction In view of existing and future challenges
HS 2014/499 Faculty of Arts and Social Sciences Curriculum for Doctoral Studies in Business Administration at Karlstad University 1. Curriculum Approval The curriculum was approved by the Faculty Board
CPME 120 STANDARDS AND REQUIREMENTS FOR ACCREDITING COLLEGES OF PODIATRIC MEDICINE COUNCIL ON PODIATRIC MEDICAL EDUCATION This document is concerned with ensuring the quality and improvement of colleges
Programme Specifications MASTER OF PHILOSOPHY IN PUBLIC HEALTH 1 Awarding body University of Cambridge 2 Teaching institution Department of Public Health & Primary Care 3 Accreditation details None 4 Name
Hochschule für Wirtschaft und Recht Berlin Berlin School of Economics and Law Department of Business and Economics Master Industrial Engineering Energy and Environmental Resources in cooparation with Industrial
The HSPH Master in Hospital Management Program Thoughts and Options for the Curriculum The HSPH Master in Hospital Management Program General background International Examples Australia India UK USA Germany
Programme Specification for the MSc Surgical Technology PLEASE NOTE. This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student
POSTGRADUATE QUALIFICATIONS IN PRIMARY HEALTH CARE TRAVEL MEDICINE GENERAL PRACTICE PROSPECTUS 2013 1 INTRODUCTION Welcome to interdisciplinary postgraduate education for primary health care professionals.
Dr Ina Diener Physiotherapy Clinician in Private Practice Lecturer in OMT Stellenbosch, South Africa Invitation... 2 Invitation... To present evidence for the effectiveness of direct access and service
The Future Master in Nursing Science by Lis Wagner & Birthe D. Pedersen 8th Why a demand for new academic qualifications? A new generation new users demands and expectations. Longevity among older people.
FAK1 2012/132 Faculty of Economic Sciences, Communication, and IT Programme Study Plan Master Programme in Information Systems Programme Code SAINF Programme Title: ECTS Credits 120 Master Programme in
Hochschule für Wirtschaft und Recht Berlin Berlin School of Economics and Law Department of Business and Economics Bachelor Business Information Systems accredited by Business Information Systems Berlin
UNIVERSITY OF AMSTERDAM FACULTY OF SCIENCE TEACHING AND EXAMINATION REGULATIONS PART B: programme specific section Academic year 2015 2016 MASTER S PROGRAMME IN FORENSIC SCIENCE Chapter 1 Article 1.1 Article
EUROPÄISCHE FÖDERATION FÜR CHEMIE-INGENIEUR-WESEN EUROPEAN FEDERATION OF CHEMICAL ENGINEERING FEDERATION EUROPEENNE DU GENIE CHIMIQUE EFCE Bologna Recommendations Recommendations for Chemical Engineering
Customised programmes for your company s needs Design your education programme Table of Contents P03 Steinbeis Business Academy P04 Your benefit - Project Competence Concept P05 Added value for the customer
Examination and Study Regulations for the International Bachelor of Information Engineering degree programme at the Department of Information and Electrical Engineering of the Faculty of Engineering and
International Accreditation of Bachelor, Master and PhD Programmes Guideline Vienna, July 2013 Table of Contents 1 Objective and outcome... 3 2 Standards... 3 Standard 1... 4 Standard 2... 5 Standard 3...
Faculty of Arts and Social Sciences Curriculum for Doctoral Studies in Information Systems Curriculum Approval The curriculum was approved by the Faculty Board of Arts and Social Sciences on 29 January
PROGRAMME SPECIFICATION MSc Speech, Language and Communication Needs in Schools: Advanced Practice Awarding body: Institute of Education, University of London / City University London Teaching Institutions:
HUNGARY Introduction The Hungarian educational system is one of the most decentralised educational systems in Europe. The administrative responsibilities are shared horizontally between the Hungarian Ministry
APPENDIX 1 to the University Bulletin Issue 20, No. 159.1-2012/2013, 19.06.2013 Curriculum for the Master s degree programme Applied Informatics Programme code L 066 911 Effective date: 1 st of October
Education system Iceland The Icelandic education system described and compared with the Dutch system This document provides information about the education system of Iceland. It also includes the Dutch
Program Overview The need for innovative management leaders in the health care industry is critical to the overall operation of the health care system. The facilitates the education and training of interested
Bachelor in Social Work Guidelines for internships abroad Central Internship Office Department of Social Work Faculty of Business & Social Sciences November 2014 HAW Hamburg Contents Page Foreword 2 I.
Curriculum for the Master's Programme in Economics At its meeting on 20 June 2013 the Senate approved the version of the Curriculum for the master's programme in Economics, which was resolved on 27 May
Higher Education Policy as it applies to EIE programmes in Germany This document applies only to education at Level 6 and above of the European Qualifications Framework. All terms used in this document
Dnr HS 2015/173 Faculty of Arts and Social Sciences Programme Study Plan Master s Degree Programme in Social Sciences Programme Code: Programme Title: SAMAS Master s Degree programme in Social Sciences
EUROPEAN UNION OF GENERAL PRACTITIONERS/FAMILY PHYSICIANS UNION EUROPEENNE DES MEDECINS OMNIPRATICIENS/MEDECINS DE FAMILLE PRESIDENT: Dr. Ferenc Hajnal (Hungary) Dr. Eirik Bø Larsen (Norway) Dr. Francisco
Mercy College of Nursing and Health Sciences 31 Mercy College of Nursing and Health Sciences Master of Science in Nursing Dean: Kezia Lilly Faculty: Dana Hunt Office: 4431 S. Fremont St. Springfield, MO
HUNGARIAN ACCREDITATION COMMITTEE (HAC) STANDARDS AND CRITERIA FOR MASTER PROGRAMS 1 AND EX POST ACCREDITATION OF INSTITUTIONS AND PROGRAMS The Hungarian accreditation system consists of ex ante and ex