Gualtiero Gandini, Dipl. ECVN EAEVE: Lesperienza di Bologna Facoltà di Medicina Veterinaria di Pisa...

Gualtiero Gandini,Dipl. ECVN

“EAEVE: L’esperienzadi Bologna”

Facoltà di

Facoltà di

Medicina

Medicina

Veterinaria di

Veterinaria di

PisaPisa

9 Luglio 2008

9 Luglio 2008

INDICE:INDICE:• EAEVE: cosa è? • EAEVE: cosa richiede?• La visita EAEVE:

- il SER 1 - i punti critici (…per Bologna!)

• Il futuro: l’accreditamento EAEVE

• Nascita: 27 Maggio 1988 – Maison Alfort

• Obiettivi: Article 3: “The objective of the Association shall be to promote and develop veterinary education. It shall reinforce, particularly in Europe, co-operation between Establishments for Higher Education in Veterinary Science and other relevant bodies. It should also act as a Forum for the discussion of matters for Veterinary Education, in order to improve and harmonize veterinary education among the members. It will manage the European System of Evaluation of Veterinary Training, based on the mandate given by the Commission of the

European Communitee [01-02-1994] “. “To develop a “List of Evaluated and Approved Institutions” for veterinary

education in line with the European System of Evaluation of Veterinary Training. This List should be published on the EAEVE website under the supervision of the Executive Committee.”

EAEVE: cosa è? EAEVE: cosa è? […dallo statuto:]

• EAEVE: cosa è? • EAEVE: cosa richiede?• La visita EAEVE: - il SER 1 - i punti critici (…per Bologna!)• Il futuro: l’accreditamento EAEVE


•Membri: Article 5Article 5 –Members shall be eligible for Membership, on condition they adhere to the present Statutes, pay an Annual Membership Fee and comply with the Evaluation System promoted by the EAEVE. They should also comply with the principle of periodic international peer-group evaluation of their functioning as an academic institution according to defined protocols, in particular as regards the standard undergraduate training. The first evaluation shall be in the first three years after becoming member.

• Finanze: Article 8Article 8 – The payment of Membership Fees shall constitute the basic funding of the Association.

• Organizzazione: Article 9Article 9 – The bodies of the Association shall be:- The General Assembly- The Executive Committee- The Association shall appoint auditors (two) to assist the General Assembly.



• Organizzazione: Article 11Article 11 – The General Assembly shall be composed of the Deans or the equivalent official or their nominated Representatives, of the Member Establishments. They may be accompanied by one of their colleagues whose presence they deem useful given the agenda in question.

• Organizzazione: Article 13Article 13 – The Association shall be managed by the Executive Committee. The Executive Committee is composed of the President and the

representatives the geographical group areas.

Each member of the Executive Committee must come from a different geographical area.Group 1: UK and Ireland and The NetherlandsGroup 2: Spain and PortugalGroup 3: Italy, Greece and Albania, Israel and RomaniaGroup 4: France and BelgiumGroup 5: Germany, Austria and SwitzerlandGroup 6: Denmark, Norway, Sweden, Finland, Estonia, Latvia and LithunaniaGroup 7: Slovak republic, Czech republic, Hungary, Slovenia, Poland and CroatiaGroup 8: Bosnia-Herzegovina, Yugoslavia, FYROM, Bulgaria, Ukraine, Turkey and Russia.


• Step 1 (Certificazione): Step 1 (Certificazione): Dimostrare che la Facoltà possiede le strutture ,la casistica clinica, le “facilities” per produrre un buonlaureato in Medicina Veterinaria

• Step 2 (Accreditamento):Step 2 (Accreditamento): Dimostrare che la Facoltà possiede le regole ed è in gradodi far funzionare secondo criteri di Qualità e controllo della Qualità (Quality Assurance) le strutture certificateal punto 1.

EAEVE: ..le tappe EAEVE: ..le tappe • EAEVE: cosa è? • EAEVE: cosa richiede?• La visita EAEVE: - il SER 1 - i punti critici (…per Bologna!)• Il futuro: l’accreditamento EAEVE

• La Certificazione si ottiene: - dopo aver compilato e inviato il Self Evaluation Report (SER);

- dopo essere stati visitati da una commissione EAEVE

EAEVE: ..le tappe EAEVE: ..le tappe • EAEVE: cosa è? • EAEVE: cosa richiede?• La visita EAEVE: - il SER 1 - i punti critici (…per Bologna!)• Il futuro: l’accreditamento EAEVE

• Costituzione di un gruppo di lavoroCostituzione di un gruppo di lavoro• Compilazione del SER:Compilazione del SER:

da cominciare circa un anno prima della visita da consegnare almeno due mesi prima della visita redatto in Inglese: breve, conciso e completo

IntroductionChapter 1.ObjectivesChapter 2.OrganisationChapter 3.FinancesChapter 4.CurriculumChapter 5.Teaching: quality and evaluationChapter 6.Facilities and equipmentChapter 7.Animals and teaching material of animal originChapter 8.Library and learning resourcesChapter 9.Admission and enrolmentChapter 10. Academic and support staffChapter 11. Continuing educationChapter 12. Postgraduate educationChapter 13. Research

Self Evaluation Report -1• EAEVE: cosa è? • EAEVE: cosa richiede?• La visita EAEVE: - il SER 1 - i punti critici (…per Bologna!)• Il futuro: l’accreditamento EAEVE

EAEVE: ….la filosofia• EAEVE: cosa è? • EAEVE: cosa richiede?• La visita EAEVE: - il SER 1 - i punti critici (…per Bologna!)• Il futuro: l’accreditamento EAEVE

EAEVE: …. la filosofia• EAEVE: cosa è? • EAEVE: cosa richiede?• La visita EAEVE: - il SER 1 - i punti critici (…per Bologna!)• Il futuro: l’accreditamento EAEVE


1.4 CURRICULUM1.4.1GENERAL

1.4.1.2It is imperative to acquire basic knowledge in all fields of veterinary science, particularly in clinical instruction, thus enabling veterinary surgeons to perform all their duties, as stated in Directive 2005/36/EC, Annex V. It is desirable that the students are allowed more advanced training (tracking) in one given field. This can be up to 20% if students meet the day1-competences.

1.4.1.1Veterinary training must comprise at least five years’ full-time theoretical and practical study in a University or equivalent higher education establishment. Longer veterinary basic training is a legal decision for the country.

1.4.1.4Acquisition of generic competences such as skills in written and oral communication, problem-solving and professional attitudes at all stages of the curriculum are an important adjunct to practical and clinical skills.


1.4 CURRICULUM1.4.1GENERAL

1.4.1.11 The breakdown of the theoretical and practical courses between the various groups of subjects must be balanced and co-ordinated so that the students may acquire the knowledge, skills and experience mentioned in these guidelines. Practical training (particularly clinical training) requires the active participation of students under appropriate staff supervision in adequate ratios.

1.4.1.13 All students must have acquired “day-one” competences by the timethey graduate (see Annex IV), including general academic and professional attributes and attitudes towards professional development as well as pertinent practical -generic and clinical- skills.


1.4 CURRICULUM1.4.2STUDY PROGRAMME

BASIC SUBJECTSInstruction in basic subjects, (physics, chemistry, animal biology, plant biology, biomathematics) may be given as part of, or in association with, other disciplines of the veterinary course. They could also advantageously be taken prior to entry to the veterinary course. These subjects should provide a solid background in chemical, physical and biological sciences, with the objective of preparing students for the subjects to be taught later in the veterinary curriculum.



BASIC SCIENCESInstruction in basic sciences must provide students with an understanding of thefundamental biological principles and mechanisms underlying animal health, disease and therapy, from the molecular and cellular level to the level of the organ, the whole animal and animal populations. This includes an understanding of the biological basis of normal structure and function, the mechanisms governing homeostasis, the physiopathology of organ systems and the biological and pharmacological evidence-based mechanisms, by which disordered states may be returned to normal.The teaching must also cover the biology of agents that cause and transmit diseases from animal to animal and from animal to man, the transmission mechanisms and the mechanisms by which animals defend themselves against infectious agents and how these mechanisms can be induced.


1.4.2.3 CLINICAL SCIENCESThe course of instruction in the basic sciences (pre- and para-clinical subjects) should have laid the necessary groundwork on which to build clinical knowledge and skills.Propaedeutic training, as listed in the Annex V.4 of Directive2005/36/EC, must provide the skills required to examine the patient or analyse the case, collect the clinical andlaboratory data as the fundamental basis for a diagnostic and therapeutic plan for the case. Intramural clinical training must be provided so all students receive a common clinical grounding, encompassing all species and disciplines, in accordance with the Directive 2005/36/EC, Annex V, and adequately enable veterinary surgeons to perform basic clinical duties in all species, if required (see the list of essential competences required at graduation, the so-called “day-one skills” in Annex IV. The time allotted for training in clinical sciences should account for at least 40% of the entire curriculum. This does not preclude the acquisition of additional knowledge in selected areas for which there is less demand as considered in the Directive 2005/36/EC.




1.4.2.4 ANIMAL PRODUCTIONAnimal Production is the broad term used to describe the entire discipline of breeding, rearing and disposal of food-producing animals and their products by sale, slaughter for food or as waste. Tuition must cover the major food-producing species (cattle, sheep and/or goat, pigs, poultry, rabbits, and equine) and one example of a farmed fish species. Knowledge of animal production in its broad sense is essential for the veterinarian in order that changes in normal behaviour and management can be detected, animals can be handled safely, treatment can be given in an appropriate manner and appropriate recommendations can be made for prophylactics and care. The training must be oriented towards the application of prophylactics and clinical treatment on individual and herd basis, preventive veterinary medicine (e.g. herd health) and management of epidemic diseases, reproductive management, housing of animals and feeding regimes. The training provided should allow veterinarians to derive proper data for food chain information and possible risks to human health.



1.4.2.5 VETERINARY FOOD HYGIENE / PUBLIC HEALTH The training must ensure that each student understands the fundamentals of veterinary public health, food science and modern food technology, the scientific basis of the relationship between food and human health, and the factors underlying the quality of hygiene (of food and the environment).Directive 2005/36/EC, Annex V.4, 5.4.1, requires therefore adequate knowledge of the hygiene and technology involved in the production, manufacture and putting into production of animal foodstuffs or foodstuffs of animal origin. It further requires adequate knowledge of the laws, regulations and administrative provisions relating to the production of such foodstuffs. Veterinary public health/Food hygiene education for veterinarians must therefore ensure that, on graduation, they can be trained by the Competent Authority (CA) to carry out the audits described in the appropriate foodhygiene regulations.

TUTTO CHIARO?TUTTO CHIARO?


EAEVE: …i punti critici(….almeno per Bologna)

• le ore di attività pratica• le ore di CLINICAL TRAINING!• la casistica dei grossi animali!!• il numero di necroscopie• la carenza di personale tecnico e infermieristico!!!• l’interazione tra i docenti• la mancanza di programmi condivisi

Non fare vedere ciò che non si è!!!Non fare vedere ciò che non si è!!!


EAEVE: …gli spunti(….almeno per Bologna)

• Acquisizione di concetto di “Day-one skills”• Concetto di didattica finalizzata ad un progetto• impostazione del tirocinio clinico integrato• attività dell’ospedale ricovero e assistenza notturna• attività nell’ospedale di altre competenze• Didattica orientata alle specie!!!• introduzione del concetto di Quality Assurance• concetto di controllo della Qualità• interazione con Facoltà estere

NUOVEPROBLEMATICHE!!!

Step 2 (Accreditamento)Step 2 (Accreditamento)OBIETTIVO:

• la Facoltà deve dotarsi di un Sistema che dimostri lo sviluppodi una cultura che premi non solo l’importanza della Qualità, ma anche del controllo della Qualità (Quality Assurance, QA)

• Questo sistema deve essere scritto, pubblico e consultabile

• PREREQUISITO: PREREQUISITO: esistenza di un sistema interno di QAesistenza di un sistema interno di QAcongruente con European Association for Quality congruente con European Association for Quality Assurance in Higher Education (ENQA)Assurance in Higher Education (ENQA)

Assicurare che la Didattica avvenga nell’ambitodi un sistema di controllo della Qualità

EAEVE: EAEVE: • EAEVE: cosa è? • EAEVE: cosa richiede?• La visita EAEVE: - il SER 1 - i punti critici (…per Bologna!)• Il futuro: l’accreditamento EAEVE

Step 2 (Accreditamento)Step 2 (Accreditamento)

PASSAGGI:

• Dotarsi di un sistema di QA – dopo due anni di valutazione QA:• Produrre un documento - Self Evaluation Report-2 (SER-2)• Essere valutati da una Commissione EAEVE • Ottenere lo stato di:

- Accreditamento;- Accreditamento temporaneo (5 anni non rinnovabili);- Non accreditamento.

Facoltà deve mostrare come Facoltà deve mostrare come raccoglie, analizza e e usa raccoglie, analizza e e usa i dati rilevantii dati rilevanti per la gestione della attività didattica, per la gestione della attività didattica,

di ricerca, dei residency programmes, di ricerca, dei residency programmes, della continuing educationdella continuing education


Step 2 (Accreditamento)Step 2 (Accreditamento)compilazione del SER-2compilazione del SER-2

• 12 “Assessment procedures” (AP); informazioni su:12 “Assessment procedures” (AP); informazioni su:AP1: AP1: produzione di linee guida e procedureproduzione di linee guida e procedureAP2: AP2: educazione e didattica degli studentieducazione e didattica degli studentiAP3: AP3: educazione e didattica post-laurea (accademica)educazione e didattica post-laurea (accademica)AP4: AP4: educazione e didattica post-laurea (professionale)educazione e didattica post-laurea (professionale)AP5: AP5: reclutamento del “Teaching staff”reclutamento del “Teaching staff”AP6: AP6: opportunità di apprendimentoopportunità di apprendimentoAP7: AP7: piano didattico per la laurea (day-one skills)piano didattico per la laurea (day-one skills)AP8: AP8: sistemi QA per le cliniche, i laboratori, la stallasistemi QA per le cliniche, i laboratori, la stallaAP9: AP9: QA attività di Continuing Professional DevelopmentQA attività di Continuing Professional DevelopmentAP10:AP10:QA attività di ricerca QA attività di ricerca AP11:AP11:QA internazionalizzazione ricerca e educazioneQA internazionalizzazione ricerca e educazioneAP12:AP12:QA interazione con società civile e ”stakeholders”QA interazione con società civile e ”stakeholders”


… … EAEVE:EAEVE:miraggio… miraggio…

… … comecomechiedere la luna?chiedere la luna?

… … GRAZIE per la GRAZIE per la

Vostra attenzione!!!!Vostra attenzione!!!!

Gualtiero Gandini, Dipl. ECVN EAEVE: Lesperienza di Bologna Facoltà di Medicina Veterinaria di Pisa...

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