10 years of Bologna: sense and nonsense

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10 years of Bologna: sense and nonsense
10 years of Bologna: sense and nonsense

sense and nonsense

The ÄAppO - the medical licensing regulations from 2002 - has set in motion quite astonishing reforms to the satisfaction and joy of many committed colleagues: Lessons are now increasingly interdisciplinary and practice-oriented, and every now and then the so-called used problem-based learning. The demand for new methods in the mediation process was taken very seriously.

Structurally relevant requirements such as the introduction of cross-sectional areas, integrated seminars and subject-related study groups were also implemented. The faculties are experimenting constructively with didactic models; In many places, training courses in university didactics have been established.

A lot has changed in the six years since the introduction of the new ÄAppO. Criticism of medical training in Germany - apart from that of the "Hammerexamen" - has largely fallen silent. The fact that politicians are now calling for the introduction of a Bachelor's/Master's degree in medicine as well hits the reform-active faculties like a cold cast.


It seems as if those responsible in politics have not grasped all the substantial things that have happened. From one day to the next, the reforms that have already been initiated and are now finally taking effect are in danger of being wantonly blocked - for the sake of an undefined "higher goal".

Bologna encompasses many things: starting with modularization and ECTS, the point-based system for recording achievements, through to increasing mobility. All of this would be debatable if it weren't for the Procrustean bed of the grotesque German commitment to an overall framework of five years and the compulsion for a consecutive study system.

If, in addition, the need for a change is justified by a high dropout rate, you lose faith in any honesty on the part of the discussion partners. A study by the university information system HIS has long shown that the dropout rate in medicine is only 7 percent. The reasons why only about 60 - 70 percent of graduates enter a medically relevant profession in Germany should be looked for in the working conditions in the hospitals and the salaries - and not in the training. One should therefore first allow the extremely constructive reforms of medical education that have been started at most universities to become sustainable before new reforms are started.

Of course, a kind of "exit bachelor" after three years is conceivable. The "early" dropout would at least have a degree in his pocket - a degree that no one can say exactly what it would be useful for. Switzerland is doing this right now. The three introductory years of medicine would have to be completely restructured in order to be employable on the he alth system job market. However, a job profile should first be defined before graduates are sent off in this way.

Looking across the Atlantic, one can certainly ask oneself whether the average starting age for medical training in Germany of around 18 years is perhaps too young. The offer of a three-year bachelor's degree in "Biomedicine" with a general content might be a basis or even a prerequisite for many he alth professions inside and outside of medicine.

10 years of Bologna

Starting June 15th, 2009 there will be a week-long blog storm on the SciLogs website on the subject of the Bologna reform. In addition to the SciLogs bloggers, renowned guest authors will take stock and comment.

You can find more information at:

www.scilogs.de/bologna Under these conditions - but only then! – you can design a new medical course that you can start with from a suitable bachelor’s degree in biomedicine or a similar subject. It should take about four years, but should in no way be confused with a master's degree. This is about job-related training based on the international model of "professional schools", which is led by scientists and scientifically oriented doctors as far as possible. A master's degree or, even better, a doctorate could then be acquired depending on scientific interest.

Such a restructuring of medical training in Germany would follow a model that has been tried and tested abroad, not least in terms of promoting mobility. You could study medicine at such a "professional school" from various bachelor's courses or - with supplements - from other he alth professions.

Medicine is in no way opposed to the introduction of new structures in training. She defends herself against senseless, unreflected formal pressure to reform, which destroys everything that has been achieved with great positive effort.

Together with politicians, we should therefore continue to develop the ÄAppO 2002 in a positive way and at the same time think about a forward-looking, internationally competitive training model in medicine without pressure.

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