Task Force Objectives

Tuning Task Force

Leader: University of Edinburgh - Allan Cumming (allanc@staffmail.ed.ac.uk)

Overall aims

Using Tuning methodology, to define and agree a set of competences/learning outcomes essential in a medical graduate in Europe, and thereby encourage a process of curriculum convergence across European medical education. These will be expressed in a way that will be meaningful to curriculum planners, students, employers, patients, regulatory bodies, and society in general.   


The project will be the first to attempt to define competences and learning outcomes for medical degree courses across Europe. The prime focus will be on the foundation stage of medical education.

  • This will be the first such project to be able to draw on the vision and experience of the Tuning project to date, and to link with work in related disciplines such as nursing, veterinary medicine and dentistry. The project will produce outputs highly relevant to relationship with other health care professions and their curricula and help improve the dialogue between medical schools and society.
  • The Network will address the issue of how common competences/outcomes can be assessed and validated.

The main outputs and products of the project will be as follows:

  • A review of current European documentation of core learning outcomes/competences where they are available.  This will be carried out in accordance with the Tuning methodology.
  • This will form the basis for an initial draft of competences/learning outcomes for medicine. This will be refined over the duration of the project using the Tuning methodology, leading to an agreed statement. This will make possible  translation into educational units and activities to achieve the learning outcomes, and development of possible assessment strategies for their validation.

Subsidiary outcomes:

  • The production of a web-based tool to provide a framework for all the activities of the network. It will include an on-line discussion forum, and an on-line questionnaire tool allowing for the use of the Delphi method to develop the learning outcomes framework. It will also allow for effective  dissemination of information.
  • Identification of learning packages usable in any Medical School to support teaching, learning and assessment in core competences. A variety of educational strategies will be invoked where possible, including web-based e-learning.

The Tuning Project Taskforce will be led by Dr Allan Cumming and coordinated by Dr Gaynor Lloyd-Jones at the University of Edinburgh.

The University of Edinburgh will be responsible for the organisation, conduct and evaluation of the Tuning project. The Tuning Taskforce will review documents relevant to competency in medicine, construct a Tuning Website, design and distribute questionnaires, analyse data and write reports. A Tuning Counsellor will be recruited to the project. In addition to Drs Cumming and Lloyd-Jones, the following UK staff, who were key contributors to the pilot network, will participate in the Tuning project: Dr Helen Cameron (Head, Medical Teaching Organisation), Mr Phillip Evans (Curriculum Development Officer), Professor Harry Campbell (Public Health) and Professor Kenneth Boyd (Medical ethics). Professor Henry Walton, Emeritus Professor of Medical Education, and past President of WFME, is an active participant in the local project team.


  • Year 1: Review of current competency frameworks. Recruitment of Tuning Counsellor. Interactive website, linked to the network website. Questionnaire subject to expert review; initial draft presented to First Annual Conference in May 2005. Questionnaire then sent to survey partner schools, translated into French and German, and posted on Tuning website, where data will be collected.
  • Year 2: Conduct of a consensus group method, i.e. a Delphi process, amongst partners to define core generic and profession-specific competences. Translation of competency statements into three languages and placed on the website for graduates, employees and academic staff, following Tuning guidelines. Draft statement of competences presented to the Annual Conference.
  • Year 3: Refining of competences through further Delphi process. Findings translated and compiled in Final Report, disseminated to European medical schools via the Tuning Website. Conference to discuss future implementation strategies.

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Quality Assurance Standards Task Force


The Task force will:

  • Work to enhance overall standards of medical education in Europe through sharing of ideas, dissemination of best practice, and quality assurance, in conjunction with other European agencies such as ENQA and the regional ERA and making use of the work already carried out by the WFME.
  • analyse how to adapt the WFME standards to the European context of medical education and to the Bologna process in order to establish minimum requirements for accreditation at Medical Schools in Europe.
  • produce a set of quality assurance standards for medical education in Europe, building on  and adapting existing work such as the WFME Global Standards framework:
  • In basic medical education
  • In postgraduate medical training
  • In Continuing Medical education (CME)
  • For institutional self-evaluation
  • For accreditation of undergraduate medical education programmes


  • Year 1: Collection of information about existing accreditation methodologies, assessment systems and standards in European medical education. 
  • Year 2: Analysis of previous data and comparison with International Standards in Medical Education defined by WFME and IIME. 
  • Year 3: Proposals for Quality Assurance standards for basic medical education, postgraduate medical training, continuing medical education (CME), institutional self-evaluation and accreditation of undergraduate medical education programmes.

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International Recognition of Qualifications Task Force

Leader: University of Antwerp together with Charité Hospital, Berlin - Karel Van Liempt (karel.vanliempt@ua.ac.be)

The task force will:

  • implement the use of ECTS/DS as a prerequisite to develop a framework for international recognition of medical qualifications
  • address the issue of correspondence and transfer between medicine and other health care education programmes primarily in dentistry
  • explore the possibilities for the use of ECTS/DS at postgraduate level and in CME looking for common determinators with undergraduate level


Year 1:

  • Stocktaking and preparation of the use of ECTS / DS, informing the partners about Bologna and analysis of the state of the art; development and implementation by means of key features and documentation of good practice.
  • Stocktaking and preparation of correspondence and transfer, contacting the dentistry network and analysing the state of the art of the use of ECTS in dentistry education.
  • Stocktaking of the use of ECTS / DS on postgraduate level and in CME, contacting UEMS (Union Européenne des Médecins Spécialistes) and analysing the state of the art of the use of ECTS at postgraduate level

Year 2

  • Development and implementation of ECTS / DS, monitoring and analysis of state of the art.
  • Investigate correspondence and transfer in Medicine and Dentistry, by means of an overview of key elements in medical and dentistry education programmes, common determinators (profile, level …).
  • Stocktaking of the use of ECTS / DS on postgraduate level and in CME, and analysing the state of the art of the use of ECTS in CME.

Year 3

  • Development and implementation of ECTS / DS, monitoring and evaluation: analysis of progress.
  • Report on correspondence and transfer between medicine and other health care education programmes primarily in dentistry.
  • Investigate and report on correspondence of use of ECTS / DS between undergraduate level, postgraduate level and CME.

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Transparency and Public Understanding of Medical Education Task Force

Leader: Association for Medical Association for Medical Education in Europe (patricio@fm.ul.pt)

The Task Force will:

AMEE will work to 'demystify' medical education, at various levels:


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Links between Medical Education and Research Task Force

Leader: Semmelweis University, Budapest - Veronica Komives (veronica.komives@gmail.com)

The Task Force will:


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