gms | German Medical Science

The structure of Medical Education in Europe: Implementing Bologna – On the way to a European success story?
International Conference hosted by the German Rectors' Conference (HRK)

10 - 11 October 2008, Berlin

European Medical Association: its view on medical education in Europe


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The Structure of Medical Education in Europe: Implementing Bologna – On the way to a European success story?. International Conference hosted by the German Rectors’ Conference (HRK). Berlin, 10.-11.10.2008. Düsseldorf: German Medical Science GMS Publishing House; 2011. Doc08hrk16

doi: 10.3205/08hrk16, urn:nbn:de:0183-08hrk167

Veröffentlicht: 13. Januar 2011

© 2011 Michiels.
Dieser Artikel ist ein Open Access-Artikel und steht unter den Creative Commons Lizenzbedingungen ( Er darf vervielfältigt, verbreitet und öffentlich zugänglich gemacht werden, vorausgesetzt dass Autor und Quelle genannt werden.



Introduction: Created in 1990 by doctors from the 12 member states, the European Medical Association was established as an ‘international foundation pursuing a scientific aim’. It is a unique, independent non-profit organisation.

EMA and education: The European area is not only that of the Euro, the banks, the economy. It is also that of education and knowledge, the European Area of Higher Education. This Area can be justified by the need to adapt educational programmes to new socio-economic, demographic, and employment situations resulting from the building of a united Europe.

EMA’s strenghts: To bring together individuals and organisations working in the European Health Community, to provide a meeting point between Eastern and Western Europe, and to contribute to the harmonization of European medical education and practice.

EMA aims at

  • to improve education by a better implementation of the medical studies into the Bologna Process, in order to establish the European Area of Higher Education,
  • to encourage information, and
  • to support collaboration and students mobility.

Innovations in favour of EMA about student’s learning shows figure 1 [Fig. 1].

Conclusion: ‘Better-informed doctors make better-treated patients’.