CLIL in Medical Education: Reaching for Tools to Teach Effectively in English in a Multicultural and Multilingual Learning Space (CLILMED).
Project number: 2019-1-PL01-KA203-065700
Project Financing: Erasmus+ Strategic Partnerships in Higher Education, total grant: 231 459 €
Project Duration: October 31, 2019 – October 30, 2022 (extended by 12 months due to the COVID-19 related situation)
The goal of the Project is to increase the competence of 18 academics teaching through English in the medical and healthcare sciences to use the scholarship of teaching and learning in their course development and delivery and to teach other academic teachers to do so during the course of the Project, specifically using the CLIL method.
The Rationale for the Consortium
There is a need to equip academics teaching medical and healthcare sciences in English with skills allowing them to work effectively in today’s multicultural and multilingual classrooms today. The Consortium medical schools and faculties performed a survey on their academic teachers, which provided a needs analysis for the Project. In the Project, those who have experience teaching the CLIL method to academic teachers (Atlantic Language) will collaborate with those who actually use the method to teach medical and healthcare sciences (Karolinska Institutet) and will work closely on this new approach with those Project Partners who are experienced in teaching medicine to international students (medical university Partners) but might not have implemented teaching and learning internationalisation. The processes of “Internationalisation at Home” will be a skeleton for the discussion, coordinated by experts in higher education internationalisation (Luminar Foundation).
The Pilot Course
During the course of the Project, experts from Project Partners meet during seminars (so called, Learning, Teaching and Training events) and using various ICTs to develop the methodology behind the Pilot Course on “Teaching teachers to use CLIL in medical and healthcare sciences at tertiary institutions”, along with related Intellectual Outputs. Once this week-long Pilot Course is designed, it will be tested on a group of 18 teachers who want to learn the new method and teach others at their HEIs. The Pilot Course Participants will be recruited from Project Partner medical universities.
The Multiplier Events
Afterwards, the Pilot Course Participants, matched in pairs, will deliver demonstration lessons (half a day) based on the methodology learned during the Pilot Course to a wider community outside of the Project (not at institutions participating in the Project) during 9 Multiplier Events. They will gather insights from the demonstrations and will collaborate with their Project Team on developing the guidebook. The results of the Project will be presented at a final conference and e-published. The remaining two multiplier events include a seminar fo share the CLIL methodology and its impact on international higher education with the higher education stakeholders at the EU level and a final conference.
The Intellectual Outputs
The Intellectual Outputs include: a Seminar Module on “Mapping Internationalisation of the Curriculum”; a Seminar Module on “Contemporary Teaching Methodologies in an Intercultural Classroom”; A Definition of Competencies of Academics Teaching in an Intercultural Classroom Definition; An Assessment Tool of Competencies of an Academic Teacher in an Intercultural Classroom; A Methodology Framework for Improving Competencies in CLIL Teaching; Course Materials for “Teaching teachers to use CLIL in medical and healthcare sciences at tertiary institutions” and a seminar module on the topic (a Pilot Course); A guidebook on “How to adapt a course material onto CLIL methodology” in a form of an interactive resource; An analysis on the use of content and language integrated learning methods in HE in Project Countries; and policy recommendation on the use of modern methods of teaching in the context of internationalisation of higher education with medical universities and the CLIL method as a case study.
A strategic partnership built in the process of course preparation and delivery could potentially contribute to the a deeper understanding of internationalisation at home and of the curriculum at the medical universities taking part in the project and provide a sounds basis for a further project on teaching and learning in an intercultural (medical) classroom.
This description has been published on the Erasmus+ Project Results Platform here.
Project summary in Polish here.