gms | German Medical Science

12th Graz Conference – Quality of Teaching

18.09. - 20.09.2008 in Graz, Österreich

Process of Sarajevo Medical Faculty Curriculum Reform


  • corresponding author Bakir Mehic - University Sarajevo, Medical Faculty, Sarajevo, Bosnia and Herzogowina
  • Senija Rasic - University Sarajevo, Medical Faculty, Sarajevo, Bosnia and Herzogowina
  • Damir Aganovic - University Sarajevo, Medical Faculty, Sarajevo, Bosnia and Herzogowina
  • author Almira Hadzovic-Dzuvo - University Sarajevo, Medical Faculty, Sarajevo, Bosnia and Herzogowina
  • author Maida Rakanovic-Todic - University Sarajevo, Medical Faculty, Sarajevo, Bosnia and Herzogowina
  • Benjamin Vojnikovic - University Sarajevo, Medical Faculty, Sarajevo, Bosnia and Herzogowina

12. Grazer Konferenz - Qualität der Lehre: Skills and Attitudes. Graz, Österreich, 18.-20.09.2008. Düsseldorf: German Medical Science GMS Publishing House; 2009. Doc08grako22

doi: 10.3205/08grako22, urn:nbn:de:0183-08grako224

Received: January 15, 2009
Revised: February 5, 2009
Accepted: February 18, 2009
Published: April 6, 2009

© 2009 Mehic et al.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License ( You are free: to Share – to copy, distribute and transmit the work, provided the original author and source are credited.



Medical Faculty of Sarajevo was established as an independent educational institution at 1946. It’s one of the oldest high education institutions in Bosnia and Herzegovina, and represents cradle of many health oriented faculties in the country. At first its’ curriculum corresponded to the classic Central European curriculum, with the special focus on clinical part of studies, and with six years study duration. From year 1954 to 1956, a “block system” with mono-course teaching was introduced. That way of teaching proved as good in clinical subjects, but within basic medical subjects didn’t produce good results. Afterwards, a five-year study was introduced and implemented for full 34 years. In academic year 1990/91 six-year study was introduced again. More than 16.000 students started their education on Medical Faculty in Sarajevo and more than 7.000 students completed it successfully.

The first self evaluation on this faculty was done in year 2000, while first external evaluation was done in year 2004. As main weakness were identified: mainly subject oriented learning, knowledge based curriculum, and first contact with patient in third study year, low student passing rate, no students’ and teachers’ mobility. The need for changes was noticed and with inputs gained mainly through different Tempus projects, the reform started. New mission statement was defined that covers areas of education, scientific research, provision of treatment and health care at highest level, as well as medical care in the community. In the area of undergraduate studies, the active cooperation is proposed in order to educate students to the level of high quality physicians, responsible to the needs of patients and the community.

Proposal of new competence based curriculum focused on: introduction of elective subjects, bedside teaching in first study year, shift to practical skills education and introduction of interactive learning. Workshops in new teaching and assessment methods for teaching sta were introduced, to make the switch towards student oriented teaching approach. Three main aspects of curriculum reform were: clear definition of learning objectives and outcomes (knowledge, skills, and attitudes), introduction of continuous assessment (student portfolio) within designs of syllabi for each subject and introduction of ECTS. The plan is to do evaluation of new curriculum and tuning of ECTS.

Future strategy of Medical Faculty will be characterized by humanistic approach, empathy and high ethical standards in provision of health care to the individuals and families, participating in the promotion of healthy living principles, as well as understanding the special challenges and demands of the pluralist society, ability to solve complex social and medical issues by systemic, multidisciplinary and collaborative approach.