gms | German Medical Science

GMS Journal for Medical Education

Gesellschaft für Medizinische Ausbildung (GMA)

ISSN 2366-5017

Were do we go next? Survey of the teaching staff opinion on the curriculum reform of the faculty of medicine, Cluj-Napoca, Romania

Poster 11. Grazer Konferenz 03.-05. Mai 2007, Salzburg

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  • corresponding author Valentin Muntean - University of Medicine and Pharmacy "Iuliu Hatieganu", Clinica Chirurgie IV, Cluj-Napoca, Romania
  • author Nicolae Miu - University of Medicine and Pharmacy "Iuliu Hatieganu", Dean of Medical Faulty, Cluj-Napoca, Romania
  • author Valeria Grui - University of Medicine and Pharmacy "Iuliu Hatieganu", Deanery of Medical Faculty, Cluj-Napoca, Romania

GMS Z Med Ausbild 2007;24(3):Doc123

Die elektronische Version dieses Artikels ist vollständig und ist verfügbar unter: http://www.egms.de/de/journals/zma/2007-24/zma000417.shtml

Eingereicht: 31. Mai 2007
Veröffentlicht: 15. August 2007

© 2007 Muntean et al.
Dieser Artikel ist ein Open Access-Artikel und steht unter den Creative Commons Lizenzbedingungen (http://creativecommons.org/licenses/by-nc-nd/3.0/deed.de). Er darf vervielfältigt, verbreitet und öffentlich zugänglich gemacht werden, vorausgesetzt dass Autor und Quelle genannt werden.


Gliederung

Poster

Background/Rationale: In order to identify further directions of development, we assessed the opinion of teachers on the curriculum reform initiated two years ago in the Faculty of Medicine.

What was done: 214 anonymous, open and structured opinion questionnaires, referring to the main factors associated with successful curricular change, were mailed to the teaching staff (three for each of the 72 disciplines) of our Faculty. Of the 214 questionnaires, 122 were returned (response rate 57%). Most of the responders agree that there is a positive climate for educational innovations and curricular change, that the overall direction of the process is correct and there is a good support from most of the influential individuals in the Faculty. The financial support for curricular development is low and the rewarding for participation in the educational innovation nonexistent. There is also a low participation of the teaching staff in decision making and a low participation of students in the curriculum development. The communication among leaders, teachers and students is also not as efficient as it should.

Conclusions: For successful curricular changes there is need of more internal and external financial support and the rewarding of the participation. We also should stimulate participation of teachers and students in the process and improve the communication among leaders, teachers and students.