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University of Bologna

University of Bologna

The Bologna “Stadium” was founded by students and for students in 1088. It is the oldest university in the western. The celebrations of the Eighth Centennial restart the role of the University of Bologna within Europe in 1888, thanks to the work of Giosuè Carducci, who in 1906 won the Nobel Prize for Literature.

On 18 September in Piazza Maggiore, Bologna, the rectors of 430 universities from all the continents signed the Magna Charta Universitatum Europaeum during the nine hundredth anniversary of the University of Bologna, formally recognized as the Alma Mater of all universities in 1988. Subsequently signed by another 400 rectors, the Magna Charta affirms the autonomy of universities, the solid ties between teaching and research, rejecting any limits posed by “all geographical and political boundaries”.

Previously limited to the province of Bologna, the Alma Mater initiated a programme of decentralization throughout Romagna, becoming the most extensive of all Italian universities in 1989. In 2000 the University recognized special forms of autonomy for the Romagna campuses, establishing the scientific and teaching campuses of Cesena, Forlì, Ravenna, and Rimini. The first reform of the University Statute, inspired by the principle of autonomy of the university in 1993. On 19 June in the Aula Magna of the University of Bologna, 29 European Ministers of Higher Education signed the Bologna Declaration, establishing a European Higher Education Area in 1999. This was the start of a reform known as the Bologna Process, committing the signatory countries to a project to restructure the university systems with a view to convergence, ending in 2010. The entry into force of the new Statute (11 January) concluded the process of university reform which began in 2010, and the implementation of the new university organization begins in 2012.

Medical School

The Single Degree program in Medicine and Surgery educates students to become competent doctors in all key areas of medical science; With the knowledge gained in the program, it can continue to work in all medical and surgical fields by applying any of the prescribed roles. Those who are in the best possible condition to implement health system regulations and lifelong learning techniques.

The specific learning outcomes of the program are in accordance with the general provisions of the Bologna Process and the specific provisions of the EC Directive 2005/36 / EC and the European Specification for Medical Education, prepared by the European Thematic Network of European Medical Education (MEDINE). Under the auspices of the European Commission of the World Federation of Medical Education (WFME) and the European Association of Medical Schools (AMSE). They are represented within the European Qualifications Framework (Dublin descriptors).

The curriculum is divided into three consecutive biennial programs as described below. Especially:

  1.  The first biennial program provides basic scientific knowledge, starting from physics and chemistry, to understand the structures and functions of the human body in terms of both microscopic (single molecules and molecular structures) and macroscopic (tissue and organs) terms. In the first two years, the program was completed with an understanding of the general mechanisms of various pathologies and the defense system of the organism.
  2.  The program in the second two years starts with the acquisition of basic tools for approaching the disease organism, which mainly covers the pathology of organs and systems; The knowledge acquired is applied to develop patients’ approach skills during clinical internship; 25% of the entire undergraduate program; The program was completed with a pathological anatomy study to obtain information about the change of organs and systems.
  3. The third biennial program is strongly directed at developing a comprehensive clinical approach to the patient; The degree program includes a large part of the health, as health is a complete physical, mental and social well-being and is aligned with the definition accepted by the World Health Organization (WHO) only if there is no illness or fatigue. Internships (75% of total program) dealing with clinical issues in midwifery and gynecology, pediatrics, general medicine and surgery; To complete the program, students will gain special skills in clinical areas with strong social impact, community medicine, aging, medical oncology, psychiatry, legal medicine, occupational health and medical-surgical emergencies.

Programs every three years usually last more than twelve semesters. On an annual basis, in accordance with the teaching regulation, the Graduated Program Board decides that the various learning activities should be divided according to the suitability of the various learning units planned for specific learning outcomes. The curriculum organization ensures that all learning activities in the undergraduate program contribute to the achievement of the learning outcomes laid down in the European Qualifications Framework (Dublin descriptors). The type and methods of evaluation in the undergraduate education program in accordance with the regulations of university education; In line with the European Qualifications Framework of learning outcomes (Dublin descriptors), various assessment methods are fully specified in the regulations.