research lies in its unpredictability. That very unpredictability, however, together with the associated costs present difficulties for those involved with organising our already overstretched medical services. Furthermore, some of our clinical colleagues not closely associated with academic medicine, continue to express doubts about the value of research studies and, in recent years many members of the public have raised similar concerns.

For these reasons it is worth re-assessing the situation and the title of my talk reflects some of the stages through which our students may pass. In all that we do. we must not forget that today's students are tomorrow's doctors and may still be in clinical practice beyond the year 2040. Such is the speed of change in science and medicine that they will require the ability not only to adapt to considerable change but also to evaluate data critically. I believe that these skills are best developed in a research environment.

Our selection processes ensure that students not only have high academic standards but are strongly motivated to a career in medicine and have wide outside interests. New curricula are student-centred offer early clinical contact, are integrated and seek to stimulate learning through discovery. Widespread use of informatics, Medline and the Internet help to Iessen dependence on sterile facts. Essential skills are now more clearly defined and the importance of both ethics and appropriate attitudes emphasised. The students themselves experience the anticipation of joining a profession with a distinguished tradition still held in reasonably high regard by the public.

And then they graduate.

Immediately after graduation many experience the difficulties of coping with the considerable workload, undertaking routine tasks of no educational value while often deprived of sleep. At this time they start to plan their postgraduate career as well as maintaining a social and family life. Future changes to clinical practice and the organisation of healthcare make decisions difficult. Senior colleagues may no longer have the necessary knowledge skills and even attitudes to act as suitable role models for a fast changing profession. The welcome emphasis on evidence-based medicine makes experience less important and future doctors are likely to have more flexible careers than their teachers. The public better educated and also with access to the Internet will rightly insist that doctors keep fully up-to-date in their clinical practice.

Graduates rapidly discover not only that clinical practice remains busy and tiring but that there are relatively few answers to the many questions. Given support, many would wish to experience the exhilaration of participating in worthwhile research studies - whether laboratory-based or involving the new epidemiological and statistical skills necessary for health services research The important factor is the excellence of the research and the training which they will receive. Inevitably they will work in teams and must receive adequate supervision. The danger persists of a potential schism between those with research interests who are likely to lead the profession in the next century and clinicians without such interests who may actually seek to denigrate the value of research endeavours.

After the initial excitement of entering clinical practice a number of graduates acknowledge the routine and often intellectually undemanding nature of routine work. As postgraduate training becomes better organised skills are relatively easily acquired although many doctors still appear to have difficulties in working in teams - particularly multidisciplinary teams.

Some, who do not participate actively in research programmes and who are probably still in the minority, become disillusioned and even feel threatened by the speed of change. They may become defensive, defending what they think they have or should have and impeding not only clinical progress but also, possibly, advances in patient care. Such individuals may gradually move away from mainstream medicine and seek to improve their golf handicap instead.

if we as a profession fail to ensure that we are continuously striving to improve standards of clinical practice and the academic infrastructure on which these are inevitably based, others will adopt that role. Already within the UK, the higher education landing councils leave the statutory powers to assess the quality of teaching in subjects, including medicine, given public funds. Initial experience. particularly from Scotland which has now completed the first teaching quality assessment exercise in medicine, indicates that without adequate professional input the assessment may not concentrate on the standards and outcomes measures that most doctors would consider important. Instead tile assessments were based on a 12 point quality framework:

- Aims and curricula

- Curriculum design and review

- Teaching and learning environment

- Staff resources

- Learning resources

- Course organisation

- Teaching and learning practice

- Student support

- Assessment and monitoring

- Students' work

- Output, outcomes

- Quality control

- Student placement

Taking all these factors into consideration I personally believe that -

1. Undergraduate medical education should take place within a multi-facultied university whenever possible

2. A research environment is essential if we are to produce a thoughtful, flexible and professional work force capable of meeting future challenges and the needs of society into the middle of the next century. Without close exposure to active research studies I believe it is not possible to evaluate critically the evidence on which clinical practice must be based

3 Links between undergraduate medical education and postgraduate training must he robust if career development is to be rationally planned - and, of course, the necessary clinical resources to meet the expectations of society must he available.

I would like to briefly share with you an on-going experience with medical interns - what led us to plan it, what unexpected development occurred and how it changed our views. Finally, and stemming from this experience, I would like to raise a more general question which deals with the possible purpose served and the advantages that could be achieved if young physicians were perceived as collaborators in medical education research while being its objects at the same time.

It may be hard to be an inexperienced physician. It may be very hard to be a medical intern. It may be hard to be a foreigner. And it may be very hard to be an immigrant. For all these reasons, it may be very, very hard to be an immigrant medical intern, who possesses a different technical level from the local one, and even more so finds himself confronting basic differences in the approach to ethics, doctor-patient relationships and basic values. This was the reasoning behind the decision of the SHAAREY TZEDEK HOSPITAL, one of the main medical centres in Jerusalem, with a very good reputation for investing in the human factor no less than in science, to plan and carry out a counselling and educational intervention with 10 overseas physicians, almost all of them immigrants, who spent their year of internship there.

We had little knowledge about immigrant interns, either theoretical or research-based. But the literature and experience, as well as much testimony by and about medical interns in general, pointed to a high incidence of psychological distress and cognitive impairment through the internship years. We also know that when compared with native physicians, the foreign ones showed severe deficits. It seems that coping mechanisms to overcome the widespread experience of culture shock and culture fatigue on the part of those who are immersed in an unfamiliar culture do not necessarily overlap with good intellectual or professional qualifications.

Since the importance of personal support to mitigate the stress of adjustment is generally acknowledged, a program in personal and professional counselling was developed in order to reduce the maladaptive responses of overseas interns. By means of regular individual sessions that were to run throughout their whole internship, medical interns could discuss their concerns, examine difficult situations, deepen their self-understanding, and develop better coping strategies.

During the first group meeting, it became dramatically clear how threatening it was to feel like a stranger among your supposed peers, even to the point of feeling that you hardly identified with them, and to feel like a stranger in regard to the patients you were treating, whom you were not only not able to fully understand verbally, but when facing them you felt like a blind person groping in the darkness, trying to capture the meaning of every item of their behaviour. Further, you felt that patients perceived you as a marginal professional or as supplying an inferior quality of care. Meanwhile, you felt like a stranger in the presence of nurses and senior doctors as well, who approached you with patterns of behaviour you didn't know how to decode and, as a consequence, you didn't know how to react without being hurt.

While talking in their first expressions of distress, I felt distressed too as they revealed their anxiety over the incidence of suicides among immigrant physicians, their loneliness and related homesickness, their constantly threatened self-esteem. I could only hope that by someone being there for each of them, they could feel somewhat "contained" and at least partially comforted.

After the first individual meeting, it became clear that while all of them had a common need to be listened to and understood, each one oriented his sessions to very different focuses: the professional, the vocational, the interpersonal or the purely personal. But what was striking was an unexpected pattern that appeared in our meetings. While our shared main aim was clearly a counselling and educational one, and some of the interns reached their sessions as "conventional" subjects of counselling, opening their hearts and focusing only on themselves, the others expressed in very different ways their need to "stretch out" and "soften" the framing of our encounters. It seemed they preferred to approach them at least partially as a forum for a specific research study (theirs and mine) and to perceive themselves as active contributors to the search for knowledge about medical education. I was a little confused and embarrassed by this attitude which is far from the traditional view that the person helped must accept him/herself as such. Yet, I "went along with" them. Nevertheless, I was not at all sure what would happen, how our sessions would run and even more important, what their affects would be.

So the meetings went on in this way. Young medical interns opened themselves up and almost simultaneously, with a still trembling voice because of emotional personal content, they could "take distance" and look at themselves from outside, return again and sink into their inner core, emerging from it again while envisaging what they could learn from it.

It became evident that introspection and openness started to stream fluently when they could see how their personal insights might in some way be translated into helpful suggestions for more effective training programs for the next group of immigrant interns. They felt less vulnerable while exposing their difficulties as if the picture were more balanced by their also feeling in some way powerful and influential. So, besides our counsellor-counselee roles, we were also partners striving to learn and expand our knowledge of the issues under study.

How can this process be understood in light of our knowledge of basic personality traits, needs and motives in medical students and in young physicians? The literature stresses a great intolerance of ambiguity and uncertainty and a great need to be in control, and to feel invulnerable and even omnipotent. All these needs which are reinforced by society at large and its expectations of doctors may be even more prominent and pressing among those professionals whose identity, confusion and vulnerability have been particularly awakened, whose self-esteem has been painfully shaken and for whom uncertainty is the most certain feeling.

So it may be that although being an immigrant medical intern means feeling quite threatened, it may be even more threatening for him to have to accept himself fully as needy and dependent, while at almost the same time and in the same place, he is required to be as competent and trustworthy as his native peers. If this is the case, when his/her defences are respected and not attacked, his/her confidence, in the counselling framework and in him/herself as well, may increase. Thus, by accepting his/her defences, these defences are needed less.

What reflections can we draw from this specific and limited experience for an improved approach to medical education in general, and as far as education for a healthier doctor-patient relationship is concerned, more specifically?

Perhaps the patient-centred model that modern medicine tries to develop in young doctors and have them internalise, may be well moulded and reinforced by a parallel process. It may be easier for inexperienced physicians to approach patients from an open and flexible stance without feeling that their own self-esteem or dignity is being undermined if they have been approached from a similar pasture by their own medical educators. In a way similar to the doctor-patient encounter in which the doctor may reach a more accurate diagnosis and decision on treatment through listening carefully to patients as if they were in some way partners with shared aims, medical educators too may achieve greater success in their task; by approaching their young students as collaborators -- at least partially. To feel like an active participant in a research environment on medical training even when you are "merely" the student may fulfil scientific and didactic purposes more fully and successfully because this approach responds no less to learners deep and socially reinforced personal needs --and accepts these needs no less.

Why the need of change? It is a change for the better. Messages of speeding up the change are arising both from society as a whole and from the medical and academic spheres. So far the changes have been mostly "cosmetic" rather than factual.

We are still running a traditional system of education characterised by:

Purpose: training physicians for patient care.

Educational objectives: accumulation of an ever greater amount of factual information.

Pedagogic methods: attending classes, memorisation of information, fulfilling the program needs.

Structuring of plans (curricula): disciplines (pedagogic autonomy of departments), specialisation of clinical specialities.

Equipment: laboratories of biomedical sciences and the clinical departments of hospitals.

Study: mostly based on testing memorisation.

Developing pedagogic sciences and their putting into practice in medical education.

- students' discontentment as regards the educational process.

- rapid growth of biomedical sciences and of technology.

- the rising costs of medical care paid for by the tax-payer and ensuring companies.

- the new and complex problems of ethics generated by the rights of man, by the new technologies used at the beginning and the end of life cycle and by the increasing the costs of medical care.

- purpose: training students not only for patient care but also for monitoring the epidemiological and socio-economic aspects of diseases and of health and for promoting prophylaxy and sanitary education.

- educational objectives: storing of knowledge, methods, values and attitudes the physician must possess.

- pedagogic means: emphasis laid on experiment which stimulates active participation of students, independent activities, self-educational, solving of problems (mathematical accuracy of activities).

- structuring of programs: inter and transdiscipline solutions stressing major clinical questions and rapid contact with the issue of medical care and of experiments (semiology specialisation of transition between preclinical and clinical stages).

- equipment: home assistance included, community health center and private medical offices.

- study: not only of knowledge but also of experiments (information collected from patients and from medical literature, self-teaching, critical thinking, identificational problems, the clinical examination etc., that is the very "instruments" of semiology) and attitudes implying responsibility of the individual and society and ethical experiments (which can and must be taken out of semiology).

As science, semiology may and must be described as a multifaceted subject, the classical ones being well know to which new ones (such as endoscopy, imaging) are to be added. The outcome is that not only those who practice it but the others also have admit the pluridiscinIinary status of semiology.

Within the framework of educational curricula. Semiology may be likened to a symphonic orchestra made up of groups of musicians (semiology chaptered the composer and the conductor being the teaching staff while the music played is semiology itself. This orchestral description of semiology signifies that its guiding line in selecting the contents, methods and objectives is responsible for the knowledge, abilities, values and attitudes of students at graduating level.

There are three grounds on the strength of which semiology is able to contribute to attaining these educational targets:

(1 ) the study of the human body as a whole;

(2) semiology is the foundation of clinical examination of positive diagnosis and of differential diagnosis;

(3) it makes use of the patient as professor, educator, questionnaire and experimentation - patient.

(1) Nowadays there is a prevailing concept unanimously agreed upon all over the world regarding the need of training physicians. Who look to the patient as a whole this comes about both for biological and economic reasons, due to the intriguing rise of costs for health care.

Of all clinical specialisation, by far the best answers to these demands are offered by semiology as it does consider the body as a whole at the requested level of interest both structurally, functionally, spatially and developmentally and from the view point of interrelations of organs and systems as well.

Furthermore, this multiple concord - the semiological orchestra - evidences that

no segment of semiology can be understood without the contribution of the others and compels us to admit that no physician is able to cure a disease without considering the whole of the human being.

(2) Semiology teaches students that in the clinical examination the structural model of the human body must be considered; from the surface in depth, from inspection to palpation, percussion and auscultation, in static and dynamics, then further on into the structural and functional intimacy by imaging, endoscopic and paraclinical means of examination, thus performing a genuine "dissection" of the patient. It is a patient who acts as the educator of the values and attitudes of the physician, who is the basis of the caring profession, in the service of life and of its quality.

(3) In semiological testing the patient offers himself as a true "present" to the students in order to be examined - a fact which heightens his worth, his examination turning into a privilege. The patient is a real questionnaire on the meaning and reactions between normal and pathologic, between life and death ultimately.

This is how semiology is the corner stone in medical practice.

How can this be put into practice? By means of the art of pedagogy its actors, the professors.

In the analysis of the pedagogical components we discern the existence of traditional scenarios (lectures, practical lessons, demonstrations) alongside with newer ones (group discussions, problem analysis, critical evaluation of medical literature on disputed issues) which undertake to channel the students toward an active independent and self-educational attitude. This is a great opportunity for the professors to continue and make use of active educational means.

Accordingly the need is felt for good professors. But what does being a good professor mean? About 20 years back George R. Pakuson jr. of Duke University (USA) provided the following answer: a good professor is that person who is efficient as professor, demonstrator and facilitator - the three R's of education. A professor who offers, a demonstrator who shows and a facilitator who stimulates.

The formula of a good professor has three main components: study, training and devotion.

By study and research the professor acquires knowledge about what has to be learned and how that must be done.

By his training (auto- and hetero-feedback) the professor secures the "tools" he need. By devotion he touches upon the source which gives life to creativity, stimulates the uninterrupted improvement of performance and feeds the art being and doing which is the very soul of the educator.

On these grounds the ever wider acknowledgement is justified of the necessity of high level professors.

In other words, unless there are capable professors, semiology cannot take upon itself the role of training physicians for the 21st century.

In August 1992, the Republic of Moldova declared its independence from the then Soviet Union initiating a period of economic instability, which has had an impact on the health status of the population It is generally agreed that there is a need to concentrate effort on the education, training and distribution of primary care physicians, and to strengthen education in public health systems The government has undertaken a major political and economic reform process directed at establishing a market economy for the country. Part of this process is reform of the over centralised health and social services In 1993 the Ministry of Health appointed a Reform Commission which was directed to design a new model of health protection As a consequence of the widespread consensus in support of this model, a new Law on Health Protection was adopted by the Parliament This legislation allowed for 1 ) the improvement of medical education, 2) reorganisation of health service administration and financing, 3) enhanced family planning services: 4) the prioritisation of primary health care with a central role for the general practitioner/family physician. 5) private sector development, and 6) the introduction of health insurance. The Ministry has already taken steps to address the reform process to enhance health care delivery and to Improve the health status of the population More than 200 family physicians have been prepared and are operating in pilot areas. Additional expertise and support is needed in health care planning and management to expedite development in key areas including, primary health care. decentralisation and management of health care delivery systems, and pharmaceutical services

In an attempt to at least partially address some of these critical problems, Carelift International has established a medical education program as an outgrowth and extension of its basic program to provide equipment and supplies to developing countries This new program has a mission to strengthen medical education in the country, particularly directed towards managing the health of the population It will primarily focus on education in primary care and public health, spanning the undergraduate graduate and continuing medical education levels The program will be open to educational development in other disciplines when the need is identified It will also include components of health care organisation and financing, health insurance, and technology in health care delivery It is expected to serve as a model for other countries, and will be particularly applicable to other newly independent states

The goals and objectives of the program are as follows.

1. Strengthen the education program of the State Medical and Pharmaceutical University of the Republic of Moldova, principally in the fields of primary care and public health.

2. Promote health care reform.

3. Strengthen public health system.

1. Support the establishment of a Department and curriculum in Family Medicine, and effect modifications in the curricula of other primary care disciplines

2. Assist in the development of a residency program in Family Medicine

3. Promote the concept of Family Medicine as a medical specialty. with the establishment of a non-governmental organisation devoted to professional development, residency accreditation and family physician certification

4. Assist in the establishment of a School of Public Health of high quality and standards

5 Encourage the development of a health care delivery system that is both individual and population-based, efficient and effective.

6 Develop affiliations between the University and schools of medicine and public health in the United States

Faculty development offers the most favourable approach to influence change in the Moldova medical education system The faculty would be the ones to actually implement primary care and public health programs at the University upon their return Medical practitioners, particularly those active in the Moldova Medical Society, would be in a position to influence their colleagues to adapt to new systems and implement new programmes in practice Senior officials of the Ministry of Health could support the programmes at the highest level and implement public health measures where Indicated. We plan to develop an educational program for senior and mid-level faculty, a senior official of the Ministry of Health and an appropriate medical practitioner, directed towards establishing and strengthening family medicine and public health programmes at the University, and emphasising primary care aspects of other specialities. One faculty member should be at the Dean/Department Chair level who has the status to influence policy at the University One should be at mid-career level and be carefully selected for the interest and ability to develop teaching programmes in primary care and public health A senior official of the Ministry of Health and an appropriate medical practitioner complete the visiting team These four leaders will be invited to spend 3 months in the United States to acquire the skills necessary to develop the programmes to meet the goals They must be fluent in English in order to gain the most from the experience

The programme will comprise structured activities at three medical schools (Allegheny University of the Health Sciences. Thomas Jefferson University, and University of California San Francisco), a dental school (University of Pennsylvania) and three schools of public health (Allegheny University of the Health Sciences. Johns Hopkins University, and University of California Berkeley) It is planned to include visits to the Society of Teachers of Family Medicine, the American Academy of Family Practice and the Accreditation Council for Graduate Medical Education. They will also learn about and visit a managed care organisation (Aetna-US Healthcare) and a medical technology corporation (Mediq-PRN) They will be sent a reading list in advance with copies of the most salient articles

The programme in Family Medicine will include meetings with Department Chairs, and Directors of undergraduate and graduate medical education programs to gain an understanding of the structure of departments of family medicine and their teaching programs. They will attend meetings of the departments during the time they are here They will follow the student clerkships, electives and preceptorships, including rotations on other relevant services (internal medicine. paediatrics. obstetrics/gynaecology) They will become familiar with curriculum planning and residency accreditation. They will learn all the elements about how to start a department.

The programme in public health is designed with the goal of establishing a highly regarded school of public health at the University, and to strengthen the public health system in the country. A new school directed towards community health can serve as a model for administrative structure, new faculty development, establishment of a community-based curriculum, and relevant research programs. Activities will principally center around academic development and systems management Some time will be devoted to curriculum development for a degree of Master of

Public Health and Master of Health Sciences: including distant learning. Major issues to be addressed include environmental health, maternal/neonatal mortality immunisation programmes, community public health (including nutrition and preventive cardiology) and emergency medicine The participants will gain an understanding of the structure of the schools and attend their administrative and teaching conferences They will have experience at city, county and state departments of public health as well as university schools of environmental sciences Sessions will be conducted in preventive dentistry and community dentistry for potential incorporation into the Moldova Stomatology Department teaching program.

There will be a visit to Kansas City at the Society of Teachers of Family Medicine and the American Academy of Family Practice. A stop will be made in Chicago at the Accreditation Council for Graduate Medical Education to gain an understanding of accreditation of residency programs, and at the American Medical Association to see how family medicine is included in the structure of organised medicine We will also arrange a meeting with a member of the Residency Review Committee for Family Medicine and a representative of the American Board of Family Medicine which is responsible for certification

The final week in Philadelphia will include a session on technology in medicine and medical education conducted by Mediq-PRN and Emergency Care Research Institute, and several days at Aetna-US Healthcare to gain an understanding of some elements of health systems management and financing in the United States and various approaches to organising health care delivery including managed care.

Planning has already begun with the creation of a work group which will implement the family medicine programme and plan the school of public health in the Republic of Moldova They will review available materials, and begin to draft a curriculum for family medicine. After the three month program in the United States, and allowing a period of time for the group to return to Moldova and review the results of their experience, an American team will go to Moldova to spend 2 weeks working with the Moldova faculty, Ministry and medical practice community to help develop the structure of the new programs they will be introducing.

During 1998-1999, the Department of Family Medicine will be organized with the creation of a Chair of Family Medicine at the Moldova State Medical and Pharmaceutical University Standard operations and procedures will be established for a University Center of Family Medicine Residency training of selected graduates of the University will be initiated Standards for accreditation of the residency program will be developed, as will be procedures for certification of family physicians An Association of Family Physicians of the Republic of Moldova will be organised Recommendations will be provided to the Minister of Health concerning the establishment of primary health care centres in village districts of the Republic of Moldova. Curricula will be developed in various public health disciplines to grant degrees in Master of Public Health and Master of Health Sciences and faculty will be recruited and organised for a new School (Faculty) of Public Health

The outcome measures for formal evaluation will include: assessment of the programme by the Moldovan participants, progress reports at regular intervals on programme development, and a subsequent visit by a team of experts to report on the changes that have been accomplished A questionnaire will be developed for the participants to complete regarding their assessment of the program A timeline will be developed with the Moldovan participants which they are realistically able to achieve. This will include the following accomplishments: the formation of a curriculum in family medicine for medical students. the use of appropriate pedagogical techniques in the teaching and learning activities, a date for the entry of a medical class into the curriculum, the structure of a family medicine residency program with a defined curriculum, accreditation process and certification examination, establishment of continuing medical education programmes for existing practitioners, the development of a certifying board in Family Medicine, the formation of a Society of Family Medicine either in or separate from the Moldovan Medical Association, the distribution of family practitioners throughout the country, the establishment of a school or department of public health at the University to address issues relevant to Moldova health needs. a relation of graduates of the program to the Ministry of Health, a Society of Public Health or a section of public health of the Medical Association It would be expected that an approach to funding the new programmes would be accomplished in one year, with implementation to begin in three years. At some appropriate time in the future there will be a site visit to evaluate the educational content of the programs, the success in implementing the programmes, changes introduced in the medical school curriculum, steps taken to develop a residency program. and the emerging perception of family medicine as a specialty. An assessment will be made of the number of graduates entering family medicine and public health, how well they are trained, and whether they are meeting the needs of the population.

This programme is intended to produce major changes in the health status of the population of the Republic of Moldova through modifications in the education program of the Moldova State Medical and Pharmaceutical University A new medical speciality of Family Medicine will be established with a professional society, accreditation and certification procedures A new School of Public Health will be created with programs and affiliations that will meet high standards and produce highly qualified graduates. Advanced pedagogical methods will be introduced and incorporated into these and other programs of the University Graduates of these programmes will enter the health care delivery system as well as health policy and planning positions to address the major issues affecting the health status of the population. International affiliations will be established and maintained to allow frequent interaction, consultation and collaboration to benefit all parties.

PROGRAMME

THURSDAY, SEPTEMBER 3, 1998

11.00 - 15.30 Meeting of the AMSE Executive Committee.

1(st) Faculty of Medicine, Charles University
Katerinská 32, Prague 2

12.00 - 19.00 Registration of participants.

Hotel KRISTAL (The Centre of Postgraduate and Management Studies of the Charles University,Czech Technical University and School of Economy) - José Martího 2/407, Praha 6

18.00 - 19.00 Lecture on the The History of Charles University and its Faculty of Medicine

Lecture Hall of the "Purkyne Institute"
1(st) Faculty of Medicine, Charles University
Albertov 4, Praha 2

19.00 - 22.00 Welcome reception (for all participants)

"Purkyne Institute"
Albertov 4, Praha 2

Transfer to hotels by bus

FRIDAY, SEPTEMBER 4, 1998

9.00 - 10.30 Opening ceremony

Welcoming addresses by authorities
AMSE Annual Conference is organised as a part of the Celebration of 650th anniversary of the Charles University foundation.
Deans (or representatives of faculties) are invited to wear the robes of their home University (gown, hat, chain).
Aula Magna, Carolinum
Ovocný trh 3, Prague 1

Sightseeing of Carolinum

11.00 - 12.30 Session I. Relationship between University and the University Hospital

The Blue lecture hall of Carolinum
Discussion

Transfer to Hotel Krystal by bus

14.00 - 15.00 Lunch - hotel Krystal

15.00 - 18.00 Session II: How to encourage staff members towards excellence in teaching and how to assess educational qualification of teaching

Hotel Krystal

16.30 - 17.00 Coffe break

Discussion

19.00 - 23.00 AMSE Dinner

Restaurant Vikárka, Prague Castle, very famous place mentioned in Czech historical literature

SATURDAY, SEPTEMBER 5, 1998

9.00 - 12.30 Session III:When researchers in a Faculty of Medicine are not medically trained - is this a problem ?

10.30 - 11.00 Coffee break

Discussion

12.30 - 14.00 Lunch

14.00 - 15.00 Presentation of Faculties of Medicine

15.00 - 15.30 Coffee break

15.30 - 16.30 General Assembly AMSE

Closing ceremony

SUNDAY, SEPTEMBER 6, 1998

9.30 - 12.00 Meeting of the Executive Committee of AMSE

Hotel Krystal
José Martího 2/407, Prague 6

AMSE ANNUAL CONGRESS 1998 - Prague - September 3-5, 1998

Please complete and return to Conference Secretariat:

 We will attend the Welcome reception in "Purkyne Institute"

 We will attend the Dinner in the restaurant "Vikárka"

 I will attend the Opening ceremony wearing the robe of my University (gown, hat, chain)

Date: ................................................................ Signature: ..................................................