PowerPointpresentatie

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Competency based learning in the Bologna
structure analysis and some examples
Prof dr Joke Denekens Prof dr Herman van
Rossum Faculty of Medicine Universidade do
Porto Porto, 28th of May 2003
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Competency based learning in the Bologna
structure analysis and some examples
1. Bologna declaration 2. Types of
curricula 3. Pedagogical models
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Bologna declaration principles

• Creating a transparent and comparable grading
  system, the (under) graduate can have easy access
  to the labor market in all European countries
• 2 cycles undergraduate (at least 3 years,
  180SP), graduate (1 year, 60 SP)
• Installation of a credit transfer system (1 year
  60 SP)
• Stimulation of mobility of students and teachers
• Quality assurance, comparable methods and
  criteria
• European dimension in the higher education
  system curriculum development, international
  collaboration, integrated programs for study,
  training and research

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European Credit transfer system

• 60 credits measure the workload of a full time
  student during one academic year
• 1 credit stands for 25 to 30 working hours, total
  1500 to 1800 hours/year, 37 to 45 hours/week, 40
  weeks a year
• Student workload includes attending lectures,
  seminars, independent study, preparation for and
  taking off examinations all learning settings
  inclusive assessement
• Credits are allocated to all educational
  components of a study programme (minimum
  3credits/ component)

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European Credit transfer system

• ECTS grading scale
• ranks students on a statistical basis
• elaboration of statistical data on student
  performance is a prerequisite for applying the
  ECTS grading system
• Grading
• A best 10
• B next 25
• C next 30
• D next 25
• E next 10
• FX fail - some more work required tot pass
• F fail - considerable work required to pass

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ECTS - label

• Criteria
• ECTS study points for all courses
• Extensive description of all courses in a course
  catalogue in 2 languages(own and English)
• Correct use of the ECTS documents learning
  agreement for each student, transcript of
  records, grading scale
• Academical recognition of curriculum components
  on an international level

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ECTS - label

• Learning agreement
• list of courses to be taken
• agreed upon by the student and the responsible
  bodies of the 2 institutions concerned, signed
  before departure
• Transcript of records
• documents the performance of the student
• list of courses taken
• credits gained
• local grades/ECTS grades

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Challenges

• Pedagogical
• stimulate active independent learning
• stimulate reflection, selfreflection
• define competencies
• install a programme, learning settings so that
  competencies can be realised
• Undergraduate output (entrance to the labor
  market)
• Flexibility
• between study programmes in universities
• between universities and high schools

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Competency based learning in the Bologna
structure analysis and some examples
1. Bologna declaration 2. Types of
curricula 3. Pedagogical models
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Types of curricula
Discipline-based
Z-curriculum
H-curriculum
Outcomes
Problem-oriented
Integrated
Task-oriented
Wedge-shaped-curriculum
Competence-based
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Types of curricula teaching oriented
Disciplines
discipline 4
discipline 1
discipline 2
discipline 5
discipline 3
discipline 6
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Types of curricula

• First paradigm shift from teaching to learning
• problem-based curricula
• Second paradigm shift assessment drives
  learning
• outcome based curricula, task-based curricula
• Third paradigm shift integration of knowledge,
  skills and attitudes
• competencies-based curricula

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From teaching to learning

• The learning of the student is the central issue
• problem-based learning
• Problems challenge the students active
  independent learning
• Students design their own learning activities
• Learning takes place within the context of the
  future application field
• New role of the teacher coach
• Lectures replaced by small group sessions and
  study time

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Types of curricula

• First paradigm shift from teaching to learning
• problem-based curricula
• Second paradigm shift assessment drives
  learning
• outcome-based curricula, task-based curricula
• Third paradigm shift integration of knowledge,
  skills and attitudes
• competencies-based curricula, task-based curricula

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Assessment in education
is the most powerful external motivator for the
student
Hofstee The most important task of the teacher
is to announce the day of the examination
(s)he works for what you inspect, NOT what you
expect.
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Task-based learning within a course
coaching by the tutor
Assessing by examiner
Paper patient
Simulated patient
Real patient
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Types of curricula

• First paradigm shift from teaching to learning
• problem-based curricula
• Second paradigm shift assessment drives
  learning
• outcome based curricula, task-based curricula
• Third paradigm shift integration of knowledge,
  skills and attitudes
• Competencies-based curricula

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Integration of knowledge, skills and behaviour
Does
Shows how
Knows how
Knows
Miller GE. The assessment of clinical
skills/competence/performance. Academic Medicine
(Supplement) 1990 65 S63-S7.
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Competency based learning in the Bologna
structure analysis and some examples
1. Bologna declaration 2. Types of
curricula 3. Pedagogical models
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Competency based learning in the Bologna
structure analysis and some examples
Prof dr Joke Denekens Prof dr Herman van
Rossum Bologna cycle, Seminar III Universidade
do Porto Porto, 27th of May 2003