1. Institutional Evaluation of medical faculties Prof. A. Сheminat Arkhangelsk 2012

2. 2 Presentation Tempus Arkhangelsk 2012 Annie Cheminat Doctor of Science (1976) - Louis Pasteur University, Strasbourg (ULP) Professor of Chemistry at the University Vice-President of "Initial and continuing education" (ULP): 1992-1999 Rector of the Academy of Nantes: 1999-2002 Director of the Regional Observatory of higher education and employment of students (ORESIPE: 2002-2011) Delegated Vice-President "Assessment-Quality" (University of Strasbourg) since 2009 Expert of AERES since 2007 2

3. Evaluation of medical faculties Tempus Arkhangelsk 2012 Plan  Features of medical faculties  Biomedical and clinical research: the relationship with the CHU  Medical education Programs: concept and evaluation Admission and training of students Evaluation of students Educational environment and student life Human Resource Management  Governance and Management 3

4. Evaluation of medical faculties Tempus Arkhangelsk 2012 Evaluation of medical faculties AERES Manual on evaluation of medical faculties 4

5. Evaluation of medical faculties Tempus Arkhangelsk 2012 Features of medical faculties  As part of the university, which has internal autonomy, medical faculties are included in the global process of evaluating educational institutions according to AERES Medical faculties are characterized by  Multiplicity of institutional actors in the execution of its mission in education and research: universities, research organizations, hospital structures  The specific objectives and a very high level of requirements for initial and continuing medical education for physicians, in close connection with the needs and expectations of society in the field of public health 5

6. Principles of evaluation of medical faculties according to AERES Tempus Arkhangelsk 2012 Relying on the provisions and recommendations presented by the World Federation for Medical Education (2003), evaluation of medical faculties according to AERES includes the following criteria:  Possibility of setting the goals formulated in accordance with national guidelines in public health in collaboration with the hospital level, as well as research and teaching university policy  Possibility to integrate the different actors involved in its activities  Possibility to control strategies used to achieve these goals, to identify improper operation and implementation of corrective actions 6

7. Criteria for evaluation of biomedical, clinical and progressive research Tempus Arkhangelsk 2012 Pilot research  Government bodies  Defining a policy of medical, clinical and progressive research, recruitment in the context of university policy in the field of science, in partnership with affiliated clinical agencies 7

8. Criteria for evaluation of biomedical, clinical and progressive research Tempus Arkhangelsk 2012  Relationship between the university and CHU  Mixed councils and committees  Agreements between the university and the hospital  Agreement on the objectives and the means  The resources provided by each partner: financial and human resources, facilities, location  Organizational actions of hospital and the university to perform the tasks, research and training are covered by the Agreement  Medical centers and medical technologies: directions of development, training events, participation in research teams; resources for biomedical and clinical research (for each center)  Performance indicators: indicators of scientific, clinical research (publications, patents, contracts), maintenance training needs 8

9. Criteria for evaluation of biomedical, clinical and progressive research Tempus Arkhangelsk 2012  International cooperation The choice of international partners Methods of cooperation between the partners Means of international policy Educational credits allocated for the program of cooperation with other agencies Resources for mobility of teachers and students in the framework of international cooperation 9

10. Medical education Tempus Arkhangelsk 2012 Medical education 1.Medical faculties are responsible for the conception, execution control and evaluation of training programs and resources needed to implement them on the basis of consultations with the university 2.A set of educational programs for specialty and doctoral programs are defined in the National programs, but they do not offer such advanced features as it is practiced in academic programs leading to national diplomas 10

11. Criteria of medical education evaluation Tempus Arkhangelsk 2012  Educational programs Educational programs include balanced knowledge and skills acquired in: Basic, clinical, social and legal sciences Public Health and Medical Ethics Learning scientific methods Programs provide practical skills development  Clinical internships are integrated into the curriculum and well- organized in the framework of an agreement between the university and the medical faculty and hospital 11

12. Criteria of medical education evaluation Tempus Arkhangelsk 2012 Educational programs Pedagogical commissions make taking responsibility for delivery of training courses Learning and teaching methods make it possible to adapt to scientific and technological evolution, allowing the student to work with bibliographic data and application of technical information in the course of his medical practice, as well as preparing its continuing medical education, and self-practice Faculty of Medicine defines the objectives, content and teaching methods of each course unit 12

13. Evaluation of medical education: quality management Tempus Arkhangelsk 2012  Students  Admission policies and selection: criteria for admission The flow of incoming students: identification Monitoring of incoming (success rate and the employability of graduates, career guidance) Accompanying students: teaching support, assistance in career counseling, social assistance The active participation of students in the learning management Student participation in activities that improve the quality of student life 13

14. Evaluation of medical education: quality management Tempus Arkhangelsk 2012  Student evaluation  Methods for assessing the knowledge and skills The number and essence of tests Assessment of acquired clinical skills Reliability and validity of assessment methods based on learning objectives Ability to analyze and improve procedures for assessing students 14

15. Evaluation of medical education: quality management Tempus Arkhangelsk 2012  Teachers qualification  The involvement of teachers and teacher-researchers The balance between specialties The balance between teaching skills, research and requirements in accordance with the criteria Management and Human Resource Development Evaluation of each teacher on the basis of a clear definition of his responsibilities Training and capacity development (pedagogical expertise) of teachers 15

16. Evaluation of medical education: quality management Tempus Arkhangelsk 2012  Pedagogical environment The quality of working environment: a place, office space, equipment Digital environment in the work: training to use IT means Support for innovation in pedagogical researches The variety and quality of clinical practice Preparation for Medical Research Support for International Mobility Determination of equivalence of educational programs in collaboration with other agencies 16

17. Evaluation of medical education: quality management Tempus Arkhangelsk 2012  Self-evaluation of programs  The implementation of a mechanism for evaluating programs Progress of students: the percentage of achievement The number of potential postgraduate students Evaluation of educational programs by teachers and students Effect of program evaluation Transfer the collected information to guide students and to improve programs Role of Education committees and the Faculty Council in carrying out corrective measures Informing teachers and students 17

18. Management and Administration Tempus Arkhangelsk 2012  Management Organization: tips, pedagogical commissions The composition and prerogatives of the Council Framework for relations with the university Framework for relations with the health authorities Management of medical education Management and methods for self-evaluation of education programs The budget of education programs Funds allocated for the study: base, personnel, finance Administrative and managerial staff: support services, quality control 18