scholarly journals European experience of physical therapists training: Introduction of new master degree programs in Ukraine

2021 ◽  
pp. 53-57
Author(s):  
Olha Yezhova ◽  
Oleksandr Brizhatyi ◽  
Svitlana Korol ◽  
Dmytro Voropaiev ◽  
Olha Sytnyk ◽  
...  
Keyword(s):  
Higher Education ◽  
Physical Therapy ◽  
Physical Therapists ◽  
Educational Programs ◽  
Objective Structured Clinical Examination ◽  
Degree Programs ◽  
Master's Level ◽  
Scientific Program ◽  
Education Development ◽  
Therapy Development

Improving the quality of education and training of future physical therapists in Ukraine is possible provided that the experience of the best European educational programs is taken into account. During 2018-2021, Ukraine is implementing the EU Erasmus + Program in the direction of KA2 ‒ "Cooperation for innovation and exchange of best practices ‒ Development of higher education potential" project "Innovative rehabilitation education in Ukraine: Introduction of new master degree programs in Ukraine (REHAB)". Among the participating partners are four representatives of higher education institutions of Ukraine and Europe. The main goals of the project are: to increase the professional potential of teachers of domestic universities; creation of new resources for teaching, learning, assessment; creation of a special educational infrastructure necessary for the implementation of new master's programs in physical therapy. At the first stage of the project implementation, own educational programs in physical therapy were analyzed and a comparative description with similar European educational programs was made. In the second and third stages of the project, an innovative educational environment was developed and created for the training of future physical therapists. Particular attention is paid to practice-oriented training of future physical therapists. Methodological support for conducting an objective structured clinical examination has been developed. The results of this project at Sumy State University are: analysis and updating of the educational-professional program "Physical therapy" of the first (bachelor's) level of higher education; development of the project of the educational-scientific program "Physical therapy" of the second (master's) level of higher education; development of educational and methodological support of educational components of bachelor's and master's educational programs in physical therapy; development of three electronic courses for the educational-scientific program of the second (master's) level "Physical therapy"; development of methodological support for conducting an objective structured clinical examination in the specialty 227. "Physical Therapy, Occupational Therapy"; creation of four rehabilitation educational and scientific laboratories and organization of the educational process on their basis; increasing the professional competence of all teachers of the Department of Physical Therapy, Occupational Therapy and Sports Medicine of SSU; participation of students in academic mobility activities, various forms of non-formal education within the project.

scholarly journals A modern view on the study of medical genetics for the professional competence of masters of physical therapy, occupational therapy

2021 ◽  
pp. 87-90
Author(s):  
E.V. Omelchuk
Keyword(s):  
Higher Education ◽  
Physical Therapy ◽  
Occupational Therapy ◽  
Professional Competence ◽  
Physical Therapists ◽  
Medical Genetics ◽  
Practical Training ◽  
Master's Level ◽  
Human Pathology ◽  
Educational Component

The experience of foreign scientists on the need to master knowledge of medical genetics for the professional competence of physical therapists is considered. The features of teaching the selective educational component "Medical genetics" for applicants for the second (master's) level of higher education in the field of knowledge 22 "Health" specialty 227 "Physical therapy, occupational therapy" are presented. Today, it is relevant to improve the quality of professional training of future specialists in physiotherapy, occupational therapy, in accordance with world and European standards in order to enhance the competitiveness of domestic education, optimize conditions for international student mobility and expand the capabilities of Ukrainian specialists in the domestic and international labor markets. According to the position of modern medicine, any human pathology is often associated with heredity. Since heredity and variability are integral parts of life, medical genetics should be included in the theoretical and practical training of specialists in physiotherapy and occupational therapy. The need for genetic knowledge for specialists in physiotherapy, occupational therapy is also determined by the constant increase in the proportion of hereditary pathology in the structure of morbidity, mortality and disability of the population. We believe that physical therapists need to be prepared for new developments in healthcare, including personalized rehabilitation. The physical therapist profession must embrace medical genetics in order to fulfill its operational role and help shape the future of personalized healthcare delivery. Competence in medical genetics provides additional opportunities for working with peers to integrate such information into a healthcare perspective. By developing and demonstrating this competence, physical therapists continue to enjoy a position of respect among the general health community. We consider it important to include in the training program for applicants for the second (master's) level of higher education the area of knowledge 22 "Health", specialty 227 "Physical therapy, occupational therapy" of an educational component such as "Medical genetics". In this way, the physical therapy profession can collaborate with other medical professions to further strengthen and define its role in patient-centered health care.

The Impact Of The Current Economic Crisis On The Demand For Higher Education: An Analysis Of Spanish Distance Education Universities

2012 ◽  
Vol 5 (5) ◽  
pp. 359 ◽  
Author(s):  
Maria Dolores Reina-Paz ◽  
Ainhoa Rodriguez-Oromendia ◽  
Claudia Sevilla-Sevilla
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Comparative Analysis ◽  
Educational Programs ◽  
Degree Programs ◽  
University System ◽  
Current Economic Crisis ◽  
Student Demand ◽  
The Impact ◽  
Academic Year

Spain is currently experiencing a difficult economic situation, and in recent years a significant change has been observed in the behavior of the demand for educational programs as a result of this situation. Recent studies reveal a change in student demand that does not have the same effect on all academic institutions. Bearing this behavior in mind, the present study focuses on providing an overview of the situation of the Spanish distance education university system over a six-year period, from the 2007/08 to the 2011/12 academic year, analyzing the different variables that influence the demand and new enrollment in official degree programs. We also conduct a comparative analysis of the patterns these variables follow depending on the methodology applied by the different universities examined in our study, making a distinction between classroom and distance education universities.

Effective Higher Education Management through Collaborative Dual-Degree Programs

2014 ◽  
pp. 585-596 ◽  
Author(s):  
Steven M. Culver
Keyword(s):  
Higher Education ◽  
Educational Experiences ◽  
Educational Programs ◽  
Degree Programs ◽  
Higher Education Management ◽  
Education Management ◽  
Transnational Higher Education ◽  
Political Forces ◽  
Joint Degree Programs ◽  
Dual Degree

Influenced by constantly changing demographic, social, and political forces, the internationalization of higher education has been a movement that has shifted purposes and directions over the last 40 years. As more and more students take advantage of educational experiences that transcend country borders, and as these educational experiences become more varied, the development, delivery, and evaluation of educational programs becomes more complex. In some settings, newly developed structures, such as dual-degree or joint-degree programs, have been established as one way to organize and provide structure to such educational programs. The purpose of this chapter is to use the results of a study of a sample of collaborative dual-degree programs in Europe to provide guidance for the management of transnational higher education initiatives.

scholarly journals New requirements to higher medical education under globalization and integration of education

2020 ◽  
Vol 28 (3) ◽  
pp. 287-293
Author(s):  
O. M. Astapieva
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Labor Market ◽  
Learning Outcomes ◽  
Educational Programs ◽  
Quality Of Education ◽  
Education Development ◽  
Higher Education Development ◽  
Higher Medical Education

Background. Ukraine has settled down to a course of market-oriented economy development focused on a high level of creative activity, education, and intellectual property. In accordance with the up-to-date requirements to higher education development, globalization and integration into the modern world education space, Kharkiv National Medical University (KhNMU) introduces educational programs within the specific specialities; one of the main principles is forming competences in students as their learning outcomes. Purpose – to define a clear idea regarding up-to-date requirements to higher medical education under globalization and integration of education. Materials and methods. Radiology and Radiation Medicine Department of KhNMU has created an educational program (syllabus) of Radiology branch of study for masters in the field of training 22 “Healthcare” intended to switch to the unified European system of credit transfer and to improve the quality of education. Results. An important difference between the syllabus and previous educational programs is listing competences and final learning outcomes, which are presented in the National Qualifications Framework (2011, 2019) and based on European and national standards and principles of ensuring the quality of education with due regard for labor market requirements. Gaining the competences by future employees is introduced in order to harmonize statutory regulations on education and social and labour relations. Mastering the competences will enable students and later graduates of KhNMU to successfully reach their potential in the labor market, provide prospects for further development of a creative personality, favorable conditions for continuous professional enhancement. Conclusions. The current trends in higher education development are globalization through unifying educational programs for students in order to spread the internationalization of higher education, make it fast-evolving as well as integrating higher education in Ukraine to European-wide educational environment.

scholarly journals ARRANGEMENT OF THE SOCIAL WORK STUDENTS’ FIELD EDUCATION: THE EXPERIENCE OF UKRAINE

2020 ◽  
pp. 25-38
Author(s):  
Tetyana Semigina ◽  
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Higher Education Policy ◽  
Social Work Students ◽  
Social Institutions ◽  
Educational Programs ◽  
Field Education ◽  
Minor Role ◽  
Education Development ◽  
A Minor

Due to the applied nature of social work, mastering this specialty is possible only through the acquisition of practical skills and competences. This study aimed to determine the place of the field education within the educational programs for bachelors in social work and to characterize the current state of field education in higher education institutions of Ukraine. Field education has been shown to play a minor role in educational programs for training social workers. Based on the analysis of documents, interviews with teachers who organize the practice in their educational institutions, reflection of their professional experience and communication with representatives of social institutions where field education is arranged, as well as with students, identified key problems in the organization of practice, to name lack of quality practice frameworks and higher education policy, lack of resources and student motivation. Possible directions of field education development are discussed in this chapter: introduction of dual education; work with the united territorial communities, creation of university clinics, transition to module training, and further professionalization of Ukrainian social work.

scholarly journals ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS FOR THE FORMATION OF MANAGERIAL COMPETENCIES OF APPLICANTS FOR HIGHER EDUCATION IN THE EDUCATIONAL PROCESS

2021 ◽  
pp. 12-15
Author(s):  
Mykola Zhilenko
Keyword(s):  
Higher Education ◽  
Conceptual Knowledge ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Educational Programs ◽  
Educational Process ◽  
Professional Activity ◽  
Master's Level ◽  
Limited Information ◽  
Problem Solving Skills

Management in the higher education system is usually carried out by managers from representatives of scientific and pedagogical personnel who do not have special professional training to realize the rights and fulfill obligations determined by legislative and regulatory documents. The management effectiveness of a manager in a higher education institution depends largely on the personal characteristics of a leader, but competencies that cannot be formed without special knowledge are a mandatory component of his productivity. The article examined the extent to which the requirements for creating standards and already existing standards provide the basis for the formation of readiness of graduates of educational programs of the second (master's) level of higher education for managerial activities in higher education institutions. Based on the analysis of the legislative and regulatory framework, it has been found to what extent the State standards of higher education of the new generation, the requirements for their creation, the description of general and subject competencies, the program results of training determined by their content, the National Framework of Qualifications of Ukraine, the description of the framework levels of higher education provide the foundations for preparing for managerial activities graduates of educational programs of the second (master's) level. It was established that at the seventh level of the NQF, the formation of specialized conceptual knowledge is provided, including modern scientific achievements in the field of professional activity or the field of knowledge and is the basis for original thinking, critical understanding of problems in the industry and on the verge of knowledge industries; Problem solving skills/skills required for... innovation to develop new knowledge and procedures, the ability to integrate knowledge and address complex challenges in broad or multidisciplinary contexts, problems in new or unfamiliar environments with incomplete or limited information, taking into account aspects of social and ethical responsibility; communication (interaction of persons for the purpose of transmitting information, coordination of actions, joint activities), as an understandable and unambiguous communication of their own knowledge, conclusions and arguments to specialists and non-specialists; responsibility and autonomy, such as the management of work or training processes, which are complex, unpredictable and require new strategic approaches, assessing the results of teams and teams. On the basis of the analysis of internal relations, which are mandatory in the process of creating standards and educational programs, it is necessary that the existing system, combined with the requirements for the quality of higher education, fully provide the basis for the formation of general competencies among graduates of educational programs of the second (master's) level of higher education for managerial activities in higher education institutions.

Serving an International Higher Education Partner Using a Problem-Based Learning Format

2016 ◽  
pp. 375-385 ◽  
Author(s):  
Allen Marangoni ◽  
Rhonda Haley
Keyword(s):  
Higher Education ◽  
Physical Therapy ◽  
Service Learning ◽  
English Language ◽  
Physical Therapists ◽  
Learning Experience ◽  
Occupational Therapists ◽  
Community Partner ◽  
University Professors ◽  
Doctor Of Physical Therapy

Merida, Mexico, a community partner for service learning with Wheeling Jesuit University's (WJU) Doctor of Physical Therapy (DPT) program, is a city with a population of 800,000 people. This city lacked rehabilitation services to treat cardiopulmonary conditions, and the school of rehabilitation at the Universidad Autonoma de Yucatán (UADY) had no established educational programs addressing these conditions. In 2013 two English-speaking faculty members from the WJU DPT program provided the service of knowledge-sharing to this higher education partner through an extensive cardiopulmonary rehabilitation workshop in Merida. The workshop participants included physical therapists, occupational therapists, a physician, and rehabilitation students, all with Spanish as their primary language. Written and spoken language was identified as the primary barrier to providing the necessary education to the international students. The WJU Basic Science and Physical Therapy Skills courses, written in the English language, follow a problem-based format where students are asked to use resources to answer questions regarding patients with cardiopulmonary problems. These courses became the foundation for the solution to the language barrier problem. The information and students' answers from WJU courses were translated by UADY university professors over a several month period of time. During the workshop, the participants were separated into groups, each researching a topic using the provided translated materials to educate the others on their assigned topics. The participants used various methods to convey their new knowledge. There were interpreters available at all times during the workshop. Surveys at the conclusion of the workshop indicated that the learning experience was effective and enjoyable.

EXTERNAL INDEPENDENT EVALUATION IN ENGLISH AS A CRITERION FOR ADMISSION TO MASTER`S DEGREE PROGRAMS IN UKRAINE: PROBLEMS AND PERSPECTIVES

2020 ◽  
Vol 94 (1) ◽  
pp. 39-50
Author(s):  
Л. Е. Бєловецька
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
Educational Process ◽  
International Standards ◽  
Degree Programs ◽  
Scientific Publications ◽  
Independent Evaluation

The problem of external independent evaluation in English for admission Master`s degree programs in Ukraine is considered in the article. The perspective for further improvement of English teaching and learning standards at Ukrainian universities has been found. The correspondence to the CEFR basic levels and English proficiency has been identified. Conceptual Principles of State Policy on the Development of English in the Field of Higher Education are considered. The study included 1546 participants. The age of students, who studied to gain the first higher education, was between 17 and 20. The students were not familiar with the structure of External Independent Evaluation and they have never passed it. The research was carried out during the period 2018–2019. The relevance of English language competence in the professional context is noted emphasized as a key point of the presented research. The necessity to provide a sufficient competitive level for Ukrainian graduates through improving correspondent English language training has been considered. The study is based on a study of reports by British experts and contemporary scientific publications presented international researchers have focused on the problems of internationalization and perspectives for Ukrainian universities in the English language dimension. The relevance of studying and adaptation of the UK higher education successful practice has been highlighted. The problems and potential ways of improving students` English language proficiency in the given context are identified. In particular, the study contains important recommendations regarding the number of contact hours and the required levels of English proficiency for the main groups of participants in the educational process in higher education according to international standards.

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