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15. Grazer Konferenz – Qualität der Lehre: Teaching and Learning – Expanding our Resources

28. - 30. April 2011, Wien, Österreich

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The Establishment of a Medical Faculty Advisory Board for the development of curricula in Bosnia and Herzegovina

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  • corresponding author Nurka Pranjic - University of Tuzla, Faculty of Medicine, Tuzla (untz), Bosnia and Herzegovina
  • Zelimir Eric - University of Banja Luka, Faculty of Medicine, Banja Luka, Bosnia and Herzegovina
  • Ursula MacEvilly - Dublin Institute of Technology (DIT), School of Biological Sciences, Dublin, Ireland
  • Andre Govaer - Katholieke Hogeschool Sint-Lieven (KaHoSL), Gent, Belgium
  • Richard Maerz - Medical University of Vienna, Vienna, Austria
  • Chris Van Keer - Katholieke Hogeschool Sint-Lieven (KaHoSL), Gent, Belgium
  • Geert De Lepeleer - Katholieke Hogeschool Sint-Lieven (KaHoSL), Gent, Belgium
  • Maeve Moynihan - Dublin Institute of Technology (DIT), School of Biological Sciences, Dublin, Ireland
  • Azra Kurtic - University of Tuzla, Faculty of Medicine, Tuzla (untz), Bosnia and Herzegovina
  • Semra Cavaljuga - University of Sarajevo (UnSa), Faculty of Medicine, Sarajevo, Bosnia and Herzegovina
  • Maida Rakanovic-Todic - University of Sarajevo (UnSa), Faculty of Medicine, Sarajevo, Bosnia and Herzegovina
  • Monia Ivankovic - University of Mostar, Faculty of Medicine, Mostar, Bosnia and Herzegovina
  • Sinisa Ristic - University of East Sarajevo, Faculty of Medicine, Foca, Bosnia and Herzegovina
  • Dino Mujki - World University Service (WUS), Graz, Austria
  • Farid Ljuca - University of Tuzla, Faculty of Medicine, Tuzla (untz), Bosnia and Herzegovina; University of Tuzla, Faculty of Medicine, Dean, Tuzla, Bosnia and Herzegovina
  • Zdenka Krivokuca - University of Banja Luka, Faculty of Medicine, Banja Luka, Bosnia and Herzegovina; University of Banja Luka, Faculty of Medicine, Dean, Banja Luka, Bosnia and Herzegovina
  • Bakir Mehi - University of Sarajevo (UnSa), Faculty of Medicine, Sarajevo, Bosnia and Herzegovina; University of Sarajevo, Faculty of Medicine, Dean, Sarajevo, Bosnia and Herzegovina
  • Ljerka Ostojic - University of Mostar, Faculty of Medicine, Mostar, Bosnia and Herzegovina; University of Mostar, Faculty of Medicine, Dean, Mostar, Bosnia and Herzegovina
  • Veljko Maric - University of East Sarajevo, Faculty of Medicine, Dean Foca, Bosnia and Herzegovina
  • Alma Kadic - Ministry of Health Canton Sarajevo, Sarajevo, Bosnia and Herzegovina
  • Merisa Imamovic-Kuluglic - Ministry of Health Tuzla Canton, Tuzla, Bosnia and Herzegovina
  • Amela Lolic - Ministry of Health Republic Srpska, Banja Luka, Bosnia and Herzegovina
  • Mensura Kudumovic - Herzegovina -Neretva Canton Ministry of Health, Mostar, Bosnia and Herzegovina

15. Grazer Konferenz – Qualität der Lehre: Teaching and Learning – expanding our resources. Wien, Österreich, 28.-30.04.2011. Düsseldorf: German Medical Science GMS Publishing House; 2012. Doc11grako34

doi: 10.3205/11grako34, urn:nbn:de:0183-11grako349

Published: April 25, 2012

© 2012 Pranjic et al.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en). You are free: to Share – to copy, distribute and transmit the work, provided the original author and source are credited.

Outline

Poster

Aim To establish Advisory Board which has tasks to found the learning outcomes to educate professionally competent physicians for the needs of the public health care system. Method Methods of achieving this based purely on duration of study are fallible and give little information as to how graduates will perform in the workplace. To establish faculty curricula advisory board we conducted a stakeholder’s principles and stakeholder analysis. Results During the workshops the structure of advisory board were extensively discussed and debated. Advisory board will consist of a maximum of five persons from a group of internal and five persons from a group of external stakeholders. A Curricula Medical Advisory Board officer will be appointed in university. This Board will be the advisory body for the Faculty’s Academic Council, the Dean and the Faculty Commission for education, where applicable.

The stakeholder analysis is a method of determining the most appropriate actions to be taken. Conclusion A great deal of work has already been done to define stakeholders, interrelations between stakeholders, Curricula medical advisory board structure and objectives for each B&H medical faculty to develop curriculum-level outcomes/competences for medical education. Following curricula evaluation and stakeholder analysis the advisory board will oversee implementation of changes and monitor progress of the institutions progress towards fulfillment of agreed aims and objectives.