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March 8, 2009
Development of Competence-Based Radiography Curriculum in
Estonia from 2007 to 2009
T.Kukkes
Z.Läänelaid
Tartu School of Health Care
ESTONIA
Inhabitants: 1 342 000Area: 45 227 km2
No. of RT-s: ~370EU member since 2004
March 8, 2009 3
Type of curriculum in 2007
length of studies 3.5 years combined curriculum diploma level, equal to Bachelor subject-based in nature teacher-centred approach passive learning methods dominating
March 8, 2009 4
Needs for curriculum development
requirements of the Bologna process regulations of the Estonian Ministry of
Education and Research needs of employers and the professional
association
March 8, 2009 5
Challenges of stage 1: introduction of philosophy and theory
determining central concepts of the curriculum
accepting the nature of the student-centred approach
specifying the concepts of “competence”, “learning outcome” and “modular curriculum”
March 8, 2009 6
Facilitators of stage 1: introduction of philosophy and theory
systematic training sessions for faculty members close cooperation with lecturers and researchers
who are experts in curriculum development international expertise in curriculum development for
radiography training (HENRE membership since 2005)
March 8, 2009 7
Challenges of stage 2: identification of the curriculum content
understanding the concepts of generic competence and subject-specific competence
understanding the interrelatedness of the two types of competences
determining the generic competences and specific competences
awareness of the need for level identification in various cycles of higher education
March 8, 2009 8
Facilitators of stage 2: identification of the curriculum content
close cooperation with employers, practising radiographers and the professional association
international expertise (HENRE, Tuning) close cooperation with lecturers and
researchers who are experts in curriculum development
March 8, 2009 9
Challenges of stage 3: teaching/learning and assessment methods
understanding and accepting active learning methods (PBL) and the changing role of the teacher
learning/assessment criteria and methods appropriate to the competence-based curriculum
integration of subjects/topics into units/modules of the curriculum
March 8, 2009 10
Facilitators of stage 3: teaching/learning and assessment methods
focus on and the central role of team work amongst faculty members
expertise of employers, practising radiographers and the professional association
support of non-radiographer faculty members with pedagogical expertise
awareness of human and financial resources
March 8, 2009 11
More challenges …
extending the role of e-learning Quality Assurance initiating research studies recognition of prior experience and learning development and efficient/effective use of
(human) resources
March 8, 2009 12
By three methods we may learn wisdom:
First, by reflection, which is noblest; Second, by imitation, which is easiest; and Third by experience, which is the bitterest.
Confucius
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