AAHCI European Regional Office

Participants from the 2018 European Regional Meeting on Attracting, Retaining, and Facilitating International Medical Graduates

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AAHC Regional Office EuropeThe AAHCI European Regional Office is hosted by Maastricht University located in Maastricht, The Netherlands.

The AAHCI European Regional Office is responsible for organizing regional events and conferences, fostering the discussion on key issues for European academic health centres and systems, contributing to the development of AAHCI programs, and strengthening collaborations between current and perspective AAHC and AAHCI members, especially but not only in Europe.

Regional Ambassadors

Prof. Martin Paul
President of Maastricht University

Prof. Albert Scherpbier
Dean of the Faculty of Health, Medicine and Life Sciences and Vice-Chair of the Board of Directors of the Maastricht University Medical Center (MUMC+)

Regional Advisory Group

Prof. Heyo K. Krömer, PhD
Dean Medical School and CEO University Medical Center Göttingen, Germany

Prof. Albert Scherpbier, MD, PhD
Dean Faculty of Health, Medicine and Life Sciences, Maastricht University, The Netherlands

Prof. Luciano Saso, PhD
Vice-Rector for European University Networks, Sapienza University, Italy

Upcoming Meetings

European Regional Meeting

March 28-29, 2019
Salzburg, Austria

Forum Medicine 21: The Future of Medical Universities

Past Meetings

European Regional Meeting

November 4-5, 2018
Berlin, Germany

This meeting focused on Attracting, Retaining and Facilitating International Medical Graduates.


Steven Kanter - President’s Remarks

Peter Bobbert - What do Foreign Physicians Need to do in Order to Work in Germany?

David Gordon - ECFMG policy, and the Work of the WFME: their policy; our response

Heyo Kroemer - Challenges for Academic Medical Centers in Germany

Luciano Saso - The Internationalizaton of Medical Education in Italy: challenges and opportunities

Clinical Scientist Programmes in Medical Education

September 7-8, 2017
Maastricht, The Netherlands

The AAHCI European Regional Office at Maastricht University hosted, together with the Maastricht University Medical Center (MUMC+), the Second AAHCI European Regional Meeting on September 7-8, 2017. The meeting focused on Clinical Scientist Programs in Medical Education and highlighted the importance of collaboration and exchange between leaders in academic health science center settings to discuss important and cross reaching issues involving clinical scientist training. Meeting attendees were also invited to attended the annual Festival of Pleasure, Art and Science .

The Integration of Patient Care with Research and Education

March 18, 2016
Maastricht, The Netherlands

The AAHCI European Regional Office held a small, intimate meeting to bring together the leaders of European Academic Health Centers, from both current and prospective member institutions, with the aim of sharing best practices and to offer insights about AAHCI and explore how the association can better serve the European membership. Meeting attendees also had the unique opportunity to visit The European Fine Art Fair (TEFAF) upon conclusion of the meeting. TEFAF – an annual art, antiques and design fair organized by The European Fine Art Foundation – is considered the world’s leading art fair.


New AAHCI Steering Committee Chair and Membership

Steven A. Wartman MD, PhD

Thursday, July 7, 2016

I am pleased to announce the appointment of Dr. Nicholas Fisk, deputy vice chancellor (Research) at the University of New South Wales, as the new Chair of the AAHCI Steering Committee. Dr. Fisk assumed this role, replacing Dr. Martin Paul, President of Maastricht University, who served two terms as the inaugural Chair of the Steering Committee. Dr. Paul’s dedication and contribution to the development of AAHCI was extraordinary, and we look forward to continuing our work with him as the immediate past Chair and Ambassador of the AAHCI European Regional Office.

The AAHCI Steering Committee oversees AAHC’s international activities, including setting strategic direction priorities as well as reviewing member services, programs, and meeting themes and locations. The AAHCI Steering Committee Chair also serves as a member of the AAHC Board of Directors.

The composition of the committee reflects AAHCI’s diverse global membership. In addition to Dr. Fisk, several new members will help lead AAHCI this year:

  • Michael Strong, MD, dean, Schulich School of Medicine & Dentistry, The University of Western Ontario (Canada)
  • John Connell, MD, chair, NHS Tayside Board, Academic Health Science Partnership in Tayside (Scotland)
  • Guo-Qiang Chen, MD, PhD, president, School of Medicine, and vice president, Shanghai Jiao Tong University (China)
  • Mohamed Sayegh, MD, executive vice president for medicine and global strategy, Raja N. Khuri dean, Faculty of Medicine, American University of Beirut Medical Center (Lebanon)

Priorities for this year include guidance in the development of the AAHCI Aligned Institutional Mission (AIM) Program™ and the growth of AAHCI Regional Offices and region-specific programs and services.

European Meeting Explores Key Challenges of Academic Health Centers

Steven A. Wartman MD, PhD

Thursday, March 31, 2016

The AAHCI European Regional Office, hosted by Maastricht University in The Netherlands, held an informative roundtable discussion with 22 delegates on March 18, 2016. The delegates represented fifteen institutions from nine countries throughout Europe. Attendees had the opportunity to share with one another the critical issues they are facing in their countries and at their academic health centers, and, as always, I was struck by the recurring issues institutions face that resonate throughout Europe as well as worldwide.

Among topics raised were:

  • The importance of measuring impact. We learned about the Maastricht Study ,an extensive phenotyping study focused on understanding the causes and consequences of type 2 diabetes;
  • How to financially integrate in a manner that is appealing to all branches of the academic health center or system;
  • The importance of harmonizing standards and practices among European countries so that educators and students can study or practice in different countries;
  • Understanding new technologies and which to implement within an academic health center; and
  • Driving change from the bottom up within an academic health center.

Overall, the meeting provided a unique, collegiate, atmosphere for academic health center leaders to learn from one another, make close connections with their peers, and to learn about AAHCI. At the conclusion of the meeting, attendees had the unique opportunity to visit The European Fine Art Fair (TEFAF). This extraordinary event served to bring the meeting to a close by further enhancing the cultural bonds of the attendees. This regional meeting was a highly successful model as the international branch of AAHC grows and develops further.

Helping Students to Learn with HELP

Dr. Mark JG Govers & Stefan van Aalst, Msc.

Tuesday, November 10, 2015 - Reposted: Wednesday, July 27, 2016

Maastricht University has been successful in applying problem-based learning (PBL) as its principal learning method throughout all faculties. Many think that PBL is teaching based on tutorial meetings. This is a misinterpretation, as PBL comes in different formats. The key is to organize learning as a constructive, collaborative and contextual process (see box 1 below). We developed such a PBL format by asking: ‘how can we develop an inter-active form of PBL without tutorial meetings?’ We found an answer in what we call HELP (Hear, Explore, Learn, and Propose).

How does the HELP program work? We begin with an eight-week master course on “organizational change in healthcare” that is divided into two blocks of four weeks. The first block focuses on gaining theoretical knowledge and insights. Each education day deals with a main theme via hear (introductory lecture), explore (working as a group of five students maximum on a related assignment), and learn (presenting and discussing assignment solutions within all groups). The following themes are discussed: (1) importance and difficulty of change; (2) organizational theory and professionalism; (3) change theory; and (4) leadership. The first block ends with an individual written test. The second block of four weeks focuses on all that was learned on an integral project (the propose phase) in which student groups of five act as “change consultants.” Their mission is to advise an executive board of two hospitals merging together with teachers and students acting as board members. At the end of the course, student groups present their advice to the executive board. The executive board selects a winner, and the winner receives an encouraging prize: a bottle of wine.

Over the past three years, the results were overwhelming. The course could be executed with fewer teachers; however, it asked more intense engagement from them. Students greatly appreciated this form of PBL. It offered an alternative way to gain and apply knowledge and competencies. On average, students evaluated the course with an eight out of ten – the highest score within this master program. It strengthens our belief that HELP benefits students as well as teachers.

Contact us at: m.govers@maastrichtuniversity.nl

Box 1: Theoretical foundation of PBL

Constructivism is a theory of knowledge claiming that individuals produce knowledge and give meaning by relating experiences with existing ideas (Hendry, Frommer & Walker, 1999; Dolmans, et al, 2005). It is essential that students are actively involved in the process of producing knowledge and give meaning to it. Teachers act as facilitators in these processes by encouraging and stimulating students to discover and grasp underlying theories, concepts, and models by themselves. By doing so, they actively construct knowledge. Besides learning as a constructive process, PBL is also collaborative and contextual. Collaborative learning implies that a group of students interact with each other to learn about a shared problem in order to be able to construct knowledge. Contextual learning implies that students are preferably exposed to, for them, relevant context and challenged with cases, problems, or assignments from multiple perspectives to stimulate construction and collaboration.


  • Dolmans, D. H., De Grave, W., Wolfhagen, I. H., & Van Der Vleuten, C. P. (2005). Problem‐based learning: Future challenges for educational practice and research. Medical education, 39(7), 732-741.

  • Hendry, G. D., Frommer, M., & Walker, R. A. (1999). Constructivism and problem‐based learning. Journal of further and higher education, 23(3), 369-371.


If you have questions or comments, please contact:

Regional Office Administrator
Daniela Trani, PhD, Maastricht University
(+31) 43 38 82 673
On Skype: danielatranium

For more information on AAHCI membership, please contact us or visit the AAHCI membership page.

European Regional Members

Charite Universitatsmedizin Germany
Erasmus Medical Center Rotterdam Netherlands
Imperial College London United Kingdom
Leeds Academic Health Partnership United Kingdom
Maastricht University Netherlands
Nazarbayev University Kazakhstan
Paracelsus Medical University Salzburg Austria
Sapienza University of Rome Italy
Semmelweis University Hungary
University Medical Center Gottingen Germany
University of Rome Tor Vergata Italy