OBJECTIVE The aim of this paper is to examine the implications for healing in a contemporary Balkan post-war context, and to provide a bridge-building model of trauma transformation, reconciliation and recovery through academic reconstruction and cross-border dialogue. Post-war societies are marked by the effects of massive, large group traumatization, and if not properly dealt with, long-term rehabilitation and social recovery cannot be expected. Unprocessed cumulative trauma that has become deeply embedded in the collective memory of the Balkan peoples over centuries, "chosen trauma", its trans-generational transmission and periodical reactivations across the Balkan have often been addressed in recent literature, in ethno-psychology, psychoanalysis, psychiatry, sociology and anthropology. In order to deepen our understanding of the roots of collective (social) trauma and the specific traumatic experiences of different groups, and to offer different perspectives and information on how trauma can be dealt with, the "Trauma Trust Memory" multinational interdisciplinary research network is being established, and a groundbreaking workshop was held in May 2013 in Tuzla, Bosnia-Herzegovina. CONCLUSION The Tuzla Workshop showed that the active participation of affected groups in adequate coping with the past is required for post-conflict reconstruction, trauma healing and peacebuilding in the long run.

OBJECTIVE Poor and inadequate communication affects the therapeutic relationship between doctors and patients. Guided by this idea, we organized a minor elective course entitled "communication skills". We wanted to bring closer to the students the holistic approach of the family physician to the patient, the importance of the family, its impact on the patient and vice versa, and the significance of the local community and its influence on an individual's health. The aim of this article is to explain how we organized this elective course. METHODS The course was organized in the form of 12 hours of theory (3 lectures and 9 seminars) and 24 hours of practical training. There were 26 students from all years. Through theory, and even more through the practical part the students met with different types of patients. RESULTS At the end of the course, students in lower years were evaluated by means of an interview, and graduate students through a practical test - a conversation with a patient. The initial results, including the students' grading of this course, were highly encouraging. Both teachers and students were highly satisfied on completion of the course. CONCLUSION Content on communication training is rare in teaching. Practicing communication skills will empower the doctor - patient therapeutic relationship.

OBJECTIVE The aim of this study was to assess the frequency of experience in school bullying and family violence, satisfaction with the preventive-promotional program, knowledge about methods for opposing violence and attitudes toward the role of the family physician in bullying prevention. MATERIALS AND METHODS The project was conducted by family physicians, nurses and sixth year medical students. The target group were 5th to 8th grade pupils of two primary schools randomly selected by computer. Basic information about the presence and types of bullying, the long-term consequences of violence and methods to oppose violent behavior was given as an interactive lecture to large groups of pupils. After the lecture, pupils received questionnaires about their experience of school violence, satisfaction with the program and their opinion about the role of the family physician in bullying prevention. RESULTS The results of the short term outcome evaluation of the program show that younger pupils evaluate the program better than older ones. Furthermore, we found that the frequency of experienced violence is not connected with satisfaction with the program. CONCLUSION Most students have never experienced violence in schools and families, 5th and 6th grade students showed greater satisfaction with training, better knowledge of help in case of violence and a more positive attitude towards medical help. We found no significant differences in pupil's satisfaction with the program, knowledge about methods of opposing violence and attitudes towards the role of the family physician in bullying prevention, in relation to the frequency of experience of family violence and school violence.

To present the basic principles and standards of Ethics in medical research and publishing, as well as the need for continuing education in the principles and ethics in science and publication in biomedicine. An analysis of relevant materials and documents, sources from the published literature. Investing in education of researches and potential researches, already in the level of medical schools. Educating them on research ethics, what constitutes research misconduct and the seriousness of it repercussion is essential for finding a solution to this problem and ensuring careers are constructed on honesty and integrity.