For a Healthy (and) Higher Education: Evidences from Learning Outcomes in Health Sciences

Education Sciences

Diana Dias¹  Hélder Fernando Pedrosa e Sousa²  Ângela Leite³  Diana Soares⁴  Maria Alzira Pimenta Dinis⁵  Diogo Guedes Vidal⁵ 

[1] Centre for Research in Higher Education Policies (CIPES), Rua 1º Dezembro 399, 4450-227 Matosinhos, Portugal;Department of Mathematics (DM. UTAD), University of Trás-os-Montes and Alto Douro, Quinta de Prados, 5001-801 Vila Real, Portugal;Faculty of Philosophy and Social Sciences, Portuguese Catholic University, Rua de Camões 60, 4710-362 Braga, Portugal;Research Centre for Human Development (CEDH), Portuguese Catholic University, Rua de Diogo Botelho 1327, 4169-005 Porto, Portugal;UFP Energy, Environment and Health Research Unit (FP-ENAS), University Fernando Pessoa (UFP), Praça 9 de Abril 349, 4249-004 Porto, Portugal;

关键词: learning outcomes (LO);    health sciences;    health education;    higher education;    competences;    skills;   

DOI  :  10.3390/educsci10060168

来源: DOAJ

【 摘 要 】

Increased recognition of outcomes, or competency-based education, has evolved across higher education on health sciences. However, there is significant diversity in the current study of Portuguese programmes. Considering learning outcomes (LO) as indicators of knowledge, skills, abilities, attitudes and the understanding that the student will gain as a result of an educational experience, this study aims to explore which LO are emphasised on the study programmes of health sciences in Portugal. Through a qualitative methodology, carried out through MAXQDA software, all LO of all Portuguese health sciences study programmes submitted to quality accreditation to the Portuguese Agency for Assessment and Accreditation of Higher Education (A3ES) since 2009 until 2016 were analysed. Although specific knowledge was the most referenced LO, transversal skills were also emphasized, such as critical and reflexive analysis/critical thinking, research, ability to organize and plan and professional ethics. Significant differences were found between LO selection when the analysis was made by comparing the diverse study programmes. This required assortment of knowledge and skills seems to reflect not only the specificities of each health science programme but also the challenging demands on professionals in the 21st century, along with the necessary changes imposed by society, fostering intercultural understanding, tolerance, mutual respect and an ethic of global citizenship and shared responsibility, crucial enablers of educational development for all in the scope of the 2030 Agenda for Sustainable Development.

【 授权许可】

Unknown