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

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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

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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

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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”

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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)

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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

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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

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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

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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

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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

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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