1. 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

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

3. 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

4. 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

5. 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”

6. 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)

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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