Intellectual Outputs

The Partners work on the Intellectual Outputs of the Project in a collaborative fashion, in a spirit of reciprocity and co-construction. In the course of the Project we will ask ourselves the following questions to arrive at the intended Project results:

1. How is CLIL used in Poland, Hungary, Sweden and Ireland?

We are currently conducting research to produce the “Analysis on the use of content and language integrated learning methods in HE in Project Countries”.

2. Where is my institution in the process of curriculum internationalisation? 

Higher education institutions might already be in the process of curriculum internationalisation and not fully realise it. It is best to start this process with a self-assessment and a thorough understanding of the key the concepts of Internationalisation at Home (IaH) and Internationalisation of the Curriculum (IoC)The resulting diagnosis may ease the implementation of necessary adjustments at the programme and a teaching institution levels.

A Guidance Material for the Seminar entitled “Mapping Internationalisation of the Curriculum” held in Krakow, Poland in November 2019, based upon which this Material was developed, is the Intellectual Output #1 (O1) of CLILMED. This mapping exercise allows to define the stage in the curriculum internationalisation process. It helps its participants to turn the concepts of IaH and IoC, including multicultural learning spaces, the development of knowledge and graduate employability into tools to use to critically assess existing practice at their institutions. 

See the Guidance Material here.

3. What are the currently available methods to teach in an international and intercultural classroom?

There is a demand that future healthcare professionals acquire the knowledge and skills needed to promote global citizenship and appreciation of cultural diversity, as suggested by the Sustainable Development Goals. Evidence-based scholarship of teaching and learning practices for the international classroom shows that innovative approaches such as the CLIL approach, where the student is in focus, is the future of higher education education. 

A Guidance Material for the Seminar entitled Contemporary Teaching Methodologies in an Intercultural Classroom” held in Stockholm, Sweden in January 2020, based upon which this Material was developed, is the Intellectual Output #2 (O2) of CLILMED. This set of resources enables the persons using them to reflect upon their current teaching practices, while gaining a better understanding and appreciation of their students, their backgrounds and needs. Through the understanding and practical use of constructive alignment, interested teachers can internationalise their own teaching.

See the Guidance Material here.

4. What competencies an academic teacher ought to have to teach in the contemporary medical classroom?

We researched, developed and wrote a “Definition of Competencies of Academics Teaching in an Intercultural Classroom”. 

See the Definition here.

5. How to assess whether an academic teacher has the desired competencies to teach in a culturally sensitive environment?

We will prepare the “Assessment of Competencies of an Academic Teaching in an Intercultural Classroom”. The intellectual output from this activity will be an assessment tool.

6. How to achieve goals set to improve teachers’ competencies? 

We will research and produce the “Methodology Framework for Improving Competencies in CLIL Teaching”. Come back later for this methodology framework.

7. How to appropriately mix theory and praxis into a structure of a training course so that academic teachers at medical universities are able to teach other academic teachers at their HEIs to teach with CLIL? 

We will develop the Pilot Course materials on “Teaching teachers to use CLIL in medical and healthcare sciences at tertiary institutions”, having recruited Pilot Course participants from among those staff at our institutions, who have not taken part in research and other CLILMED tasks.

8. How to adapt a course material to the CLIL methodology? 

We will produce a Guidebook on “How to adapt course material and delivery to the CLIL methodology and how to teach other academics to do so”.

9. How can we ensure a wider use of content-centred teaching? 

We will research, develop and write “Policy recommendations on the use of modern methods of teaching in the context of internationalisation of higher education: medical universities and the CLIL method as a case study”.