March 8, 2009

1. Development of Competence-Based Radiography Curriculum in Estonia from 2007 to 2009 T.Kukkes Z.Läänelaid Tartu School of Health Care ESTONIA March8, 2009

2. Inhabitants: 1 342 000 Area: 45 227 km2 No. of RT-s:~370 EU member since 2004

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 3

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 4

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 5

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 6

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 7

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 8

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 9

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 10

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 11

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 March 8, 2009 12