Section outline

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    Introduction to the Designers’ Kit

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    The TEAMCARE Designers’ Kit collects the tools and guides produced by the TEAMCARE project to support Higher Education Institutions and VET designers with the instantiation of the European Curriculum for “Specialists in Community-Based Interprofessional Teams for person-centred care” (TEAMCARE Curriculum), into a course adapted to their own national or institutional context.

    This kit will help you localize the TEAMCARE Curriculum through a progressive design process, therefore its sections are organized accordingly:

    • Section 1) The TEAMCARE Curriculum – will guide you through the structure of the Curriculum, before you start designing your own course;
    • Section 2) Tools for localization – will help you through the instantiation design, letting you choose between the different approaches and taking the main choices about your course, such as the training strategies, the amount of credits, the organization of modules and Learning Outcomes and the identification of teachings;
    • Section 3) Tools for implementation – will provide you with practical guides for the course delivery;
    • Section 4) Supplementary readings – will support you with additional readings for an effective instantiation.
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    Section 1: The TEAMCARE Curriculum

    The European Curriculum for Specialists in Community-Based Interprofessional Teams (CBIT) for person-centred care is the main outcome of the TEAMCARE project. It is meant to play a reference role for any VET or HE designer targeting this profile in any EU country, so it has been kept general, modular and adaptable to different national contexts and rules.

    It is your starting point of the whole design process.

    • What the Curriculum is made of

      The final release comprises 59 Learning Outcomes (LOs) grouped into 24 Units of Learning Outcomes (UoLs), and organized into 6 Modules. Each LO is aligned with the core competences identified through the project’s Integrated Framework of Competences (IFC), and is described along three dimensions: Knowledge, Skills and Attitudes, which later inform the choice of teaching and assessment strategies.

      Module Focus
      A Interprofessional Teamwork
      B Interprofessional Communication, Roles and Professional Conduct
      C Shared Vision and Approach to Healthcare
      D Digital Health
      E Planning and Coordination of Integrated Care Services
      F Preliminary / Baseline Learning Outcomes

      Modules from A to E can each be run and certified independently, while Module F is preliminary and mandatory as a prerequisite.

      Thanks to the TEAMCARE approach to micro-credentials, all modules can be run and certified independently, except for Module F which is mandatory and is a prerequisite to approach all the others.

      Target

      The TEAMCARE Curriculum is designed to award a specialization at EQF6 level, addressing Social and Health Care Professionals with at least a first degree.

      Students workload and ECTS

      The TEAMCARE Curriculum complies with the European Credit Transfer and Accumulation System (ECTS). In order to guarantee flexibility in the identification of students workload, two main approaches have been identified:

      The COMPREHENSIVE version of the Curriculum, standard and highly recommended, awards between 20 to 40 ECTS; in this version all of the 59 LOs are mandatory.

      The ESSENTIALS version of the Curriculum, which focuses on the essentials elements of the training, reducing the range of ECTS to be awarded between 15 and 30. This option adjusts credits values and includes optional LOs, adapting training strategies in the course localization, thus reducing students effort.

      Whenever a course is based on the TEAMCARE Curriculum, it is highly recommended for the final attendance certificate to indicate whether the COMPREHENSIVE or ESSENTIALS version is adopted.

      Modules flexibility

      To enable a greater flexibility in micro-credentials creation and increase as much as possible the level of adaptability, TEAMCARE Curriculum allows the possibility to localize a course rearranging LOs in different modules from the standard six ones. However, such customisation must still comply with the ECTS credit ranges set for the COMPREHENSIVE and ESSENTIALS versions. This means that in the COMPREHENSIVE version, all LOs are compulsory even if grouped differently, while in the ESSENTIALS version, only the optional LOs indicated in the ECTS table may be excluded.

      The image below simplifies the options at your disposal.

      TEAMCARE Curriculum

      ↓
      ↓

      COMPREHENSIVE VERSION

      20–40 ECTS

      6 Modules
      or
      optional free-modules implementation

      ESSENTIALS VERSION

      15–30 ECTS

      6 Modules
      or
      optional free-modules implementation

      COMPREHENSIVE and ESSENTIALS are alternative versions of the Curriculum: you choose one, not both. Within either, the standard 6 Modules or a free-modules implementation is optional.

      Download

      Click here and download the full description of the 59 Learning Outcomes of the TEAMCARE Curriculum

      Download
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    Section 2: Tools for localization

    Once analysed the TEAMCARE Curriculum you have to start the design of your course by localizing it.

    A first step is to choose between the COMPREHENSIVE and the ESSENTIALS approach (the COMPREHENSIVE one is highly recommended). You can also choose to adopt the standard 6 Modules or to create your own modules. The Curriculum Flexibility and ECTS Guide may help you to take the most suitable choices for your context and institution.

    • Course Design Tool

      To localize the Curriculum into a course based on the 6 standard TEAMCARE Modules you can use a user-friendly web-based Course Design Tool which will help you to take your design choices step by step. In particular, it will guide you through:

      • the selection of the COMPREHENSIVE or the ESSENTIALS approach
      • the identification of the number of ECTS to be awarded for each LO (within the proposed range)
      • the selection of training strategies
      • the identification of possible micro-credentials.

      You’ll be able to save and export your work in different formats at each step.

      Once identified these macro-design elements, the Course Design Tool will also support you in further design steps such as the definition of the teachings for each module (teachers, schedule, contents, materials, students assessment, etc.). Teachings can be described and saved separately, once you have the needed information at your fingertips.

      Finally, you can export the overall design in a PDF format.

      Localization into customized modules

      In case you rather prefer to rearrange LOs into entirely custom modules, the project developed specific tools to support this localization.

      An Excel file named Flexibility Tool may support the creation of the customized modules and, likewise the above-mentioned Course Design Tool, support your design in the early steps of ECTS allocation and selection of training strategies.

      To effectively exploit the potential of this tool, a User Guide is also available for download.
      You can download it from here choosing between the Flexibility Tool for Comprehensive version (FTC) or the Flexibility Tool for Essentials version (FTE) of the TEAMCARE Curriculum.

      Once you’ve defined your Modules, the further step of teachings description (teachers, schedule, contents, materials, students assessment, etc.) may be formalized thanks to the Course Syllabus template.

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    Section 3: Tools for courses implementation

    Once your curriculum is localized, the tools below will help you to deliver your course, assess the students and certify their competences.

    The Students’ Assessment Guide sets out the premises to certification, recognition and transparency, suggests assessment methods available for a Learning-Outcome oriented curriculum, and gives practical hints for validation of competences.

    The Work-Based Learning Guidelines support designers to embed practice-based learning into a blended or online course, and to structure the learning agreement.

    • Students’ Assessment Guide

      These guidelines describe the requirements for assessing Specialists in Community-Based Interprofessional Teams (CBITs) for person-centered care who have attended the TEAMCARE courses. The guidelines are meant to support and inform training designers and to ensure that participants in the TEAMCARE training courses demonstrate the competencies and skills necessary for proficient practice, standardizing the knowledge and abilities of CBITs and equipping them to deliver high-quality care in interprofessional, community-based settings. The guidelines include an overview on student’s assessment in HE, that offers a general description of the concept of feedback and assessment in the context where it will be performed, and practical hints for implementation.

    • Premises Page
    • Assessment methods Page
    • Practical hints & download Page
    • Work-Based Learning Guidelines

      The Work-Based Learning Guidelines support designers in embedding practice-based learning into a blended or online CBIT course, extending the Community of Inquiry framework introduced in the previous guide to learning that happens on the job rather than in a classroom.

      They address how to select suitable placements and supervisors, how to structure the learning agreement for a Work-Based Learning component, and how to align it with the Learning Outcomes it is meant to support, particularly those where Skills dominate over Knowledge or Attitudes. Once complete, a Work-Based Learning component is assessed through the tools set out in the Students' Assessment Guide, such as Mini-CEX, DOPS and case-based discussion.

    • Introduction: purpose and target audience Page
    • Designing the Work-Based Learning environment Page
    • Assessment methods Page
    • Tools supporting Work-Based Learning Page
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    Section 4: Supplementary readings for an effective Curriculum instantiation

    In this section supplementary readings are provided to support the process of TEAMCARE Curriculum instantiation. None of these readings is required to complete a localized curriculum, and each can be read independently.

    • Reports on existing health, social, and community care services

      The TEAMCARE project aims to strengthen person-centred, integrated, and community-based care through the development of Community-Based Interprofessional Teams (CBITs). Within this framework, 4 reports have been developed by project partners providing an overview of the existing health, social, and community care services, involved in integrated and people-centred care, in:

      Click on the place of your interest and download the report.

      They analyse the regional healthcare and social care landscape, identify the main stakeholders involved in community-based services, and examine the mechanisms and pathways through which Community-Based Interprofessional Teams can collaborate with local structures and institutions.

    • Guide about the TEAMCARE micro-credential model

      A project report about the Micro-credential model implemented in TEAMCARE is provided, so to share a common perspective on how the micro-credential approach may be tailored on your course.

    • Guide to develop Communities of Inquiry

      The Communities of Inquiry (CoI) guide provides a framework for designing curricula that deliberately fosters Social, Cognitive, and Teaching presence. This applies both at the macro level (overall curriculum structure) and the micro level (individual course delivery). Furthermore, it offers guidance on aligning teaching strategies with the dominant domain of each Learning Outcome - whether Knowledge, Skills, or Attitudes.

      You can surf the guide through the Index below.

    • Introduction Page
    • General design principles at macro level for the Knowledge, Skills and Attitudes dimensions of the Learning Outcomes. Page
    • Design principles for CoIs & the three presences Page
    • Strategic curriculum design & download Page