Curriculum development for medical education in Albania and Kosovo, a Six-Step Approach and implementation of Directive 2005/36/EC: Review of lItherature

Indrit Bimi

Session

Medicine and Nursing

Description

Curriculum is defined as, "All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside of school” To develop or revise medical curriculum is a difficult task and requires a thorough knowledge of the curriculum development process. The faculty and curriculum committee members need a proper direction right from planning, implementation and monitoring of the curricular exercise. The curriculum development reflects the future of medical education, changing trends in healthcare system and expectation of stake holders. The medical faculties involved in curriculum development process spend a lot of time in thinking how to analyze and organize in writing a new curriculum. The pathway to curriculum revision and development still remains as an unknown lane. The Professional Qualifications Directive; 2005/36/EC, came into force in 2007 and aims at facilitating the mobility of skilled workers to other EU countries and making the European labour market more flexible. The Professional Qualifications Directive regulates issues of skilled workers who wish to exercise their profession outside their home country or the country they received their education from. The Directive provides for:

  • A special scheme for temporary mobility of skilled professionals
  • Regulations for professionals who want to settle and work permanently in another EU country
  • A system of recognition of language skills
  • A system for the recognition of professional and academic titles across the European Union
  • The Directive clarifies three different types of recognition of qualifications:
  • Automatic recognition for professions whose training conditions have been harmonized by all Member States (this applies to health professionals, veterinary surgeons and architects)
  • General recognition for other regulated professions that fall not under automatic recognition
  • A recognition scheme based on professional expertise and working experience
  • Actually some Universities has an approach with this directive.

Keywords:

Curriculum revision, Curriculum template, faculty role, institutional curriculum development, revision in nursing curriculum.

Session Chair

Xhevat Kurhasani

Session Co-Chair

Valdete Alidema Serreqi

Proceedings Editor

Edmond Hajrizi

ISBN

978-9951-550-19-2

Location

Pristina, Kosovo

Start Date

26-10-2019 1:30 PM

End Date

26-10-2019 3:00 PM

DOI

10.33107/ubt-ic.2019.305

This document is currently not available here.

Share

COinS
 
Oct 26th, 1:30 PM Oct 26th, 3:00 PM

Curriculum development for medical education in Albania and Kosovo, a Six-Step Approach and implementation of Directive 2005/36/EC: Review of lItherature

Pristina, Kosovo

Curriculum is defined as, "All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside of school” To develop or revise medical curriculum is a difficult task and requires a thorough knowledge of the curriculum development process. The faculty and curriculum committee members need a proper direction right from planning, implementation and monitoring of the curricular exercise. The curriculum development reflects the future of medical education, changing trends in healthcare system and expectation of stake holders. The medical faculties involved in curriculum development process spend a lot of time in thinking how to analyze and organize in writing a new curriculum. The pathway to curriculum revision and development still remains as an unknown lane. The Professional Qualifications Directive; 2005/36/EC, came into force in 2007 and aims at facilitating the mobility of skilled workers to other EU countries and making the European labour market more flexible. The Professional Qualifications Directive regulates issues of skilled workers who wish to exercise their profession outside their home country or the country they received their education from. The Directive provides for:

  • A special scheme for temporary mobility of skilled professionals
  • Regulations for professionals who want to settle and work permanently in another EU country
  • A system of recognition of language skills
  • A system for the recognition of professional and academic titles across the European Union
  • The Directive clarifies three different types of recognition of qualifications:
  • Automatic recognition for professions whose training conditions have been harmonized by all Member States (this applies to health professionals, veterinary surgeons and architects)
  • General recognition for other regulated professions that fall not under automatic recognition
  • A recognition scheme based on professional expertise and working experience
  • Actually some Universities has an approach with this directive.