The study program is modelled on qualification objectives. These include subject-related and interdisciplinary aspects as well as the acquisition of disciplinary, methodological and generic skills and competencies. The aspects refer especially to academic or artistic competencies, to the capability of taking up adequate employment, contributing to the civil society and of developing the students’ personality.
A variety of subjects, didactic concept and teaching methods employed across the program are designed to meet the expected program learning outcomes. Subject learning outcomes are designed to contribute to the attainment of overall program outcomes. The program totals 180 ECTS are structured into 6 semesters. The studies of dental technician results in the academic title of Dental Technician. The studies last 3 years and include 1,050 hours of theory and 1,260 hours of practice. The total student workload throughout the integrated studies including theoretical instruction, practice, preparation, and exams equals 180 ECTS. The curriculum contains four categories of course that at times offered in the context of other disciplines or in conjunction: (1) Basic subjects, (2) General Medicine subject and (3) Dental subjects, and (4) General Formation subjects.
Natural sciences courses contribute to the development of the students’ ability to explain the chemical and anatomical construction of the human organism as well as the biochemical and physiological processes and functions of human beings. The courses in this subject area develop students’ competencies in explaining the development of the human being during the entire lifespan in the interaction between the individual, the environment, and micro- organisms.
Medical courses contribute to the students’ development of the ability to observe, assess, and document the health condition, the health risk, disease symptoms and treatments results among patients and citizens. Moreover, the courses develop the students’ competences in applying knowledge related to theories and methods in the health sciences.
Courses in the social science and humanities contribute to the students’ ability to describe, analyze, assess, understand, and respect human values, cultures, world views, existential conditions, way of thinking, behavior, and reactions. The courses develop competencies in ethical reflection, interaction and communication and the assessment of the need for information, counselling and education of patients, relatives, health professionals and others in the social network.
General formation courses contribute to the students’ development of the ability to describe, analyze, and assess social and cultural conditions influencing the conditions and options related to health and disease. The courses provide knowledge of the organization, function,
development and legal framework of the Kosovo health and social services system. Additionally, the courses develop students’ competencies in reflecting and acting professionally in an interdisciplinary, societal, cultural, and organizational context.
The study methods and requirements for course completion will always be specified in the course syllabus available to the students before the course starts. Each course has a detailed syllabus, which is more detailed than a course program and describes topics to be covered during the course – objectives, subject content for each week, organization of work, requirements for seminar and individual work, gives a list of required and recommended reading and sets of attendance and specific assessment rules. The study methods applied by introductory subjects put a lot of emphasis on lectures, individual work or teamwork and discussions. Individual work is often an extensive reading or writing assignment. Core subjects are mostly practice-oriented and typically organized as laboratory-based courses that assume active participation in hands-on assignments and teamwork, involving both creative and research tasks. Individual work is typically research, analysis, testing or finishing a task or project started during the course.
These include case-studies, project work, problem-based learning, and simulated learning. Site visits and practice placements are important features of the teaching and learning process. Opportunities for interactive learning are reinforced through project-based learning, case study analysis, visiting speakers, group work and e-learning. The use of these teaching methods is enabled by a favorable teacher-student ratio and small classes. Our emphasis on practical and relevant industry knowledge is a key feature of educational programs.
Students assessment of theoretical and clinical experience include:
The traditional model of education in Kosovo was teacher-based. However, recent years have witnessed a gradual departure from the traditional model towards student-focused model. This development in education philosophy emphasizes learning as a process of active inquiry. In developing an overarching didactic concept, the College has adopted a Competency Based Approach in curriculum development. Program Learning Outcomes guide the teaching, learning and assessment methods. A variety of teaching methods employed across all departments offer possibilities for active learning. These include case-studies, project work, problem-based learning, and simulated learning. Site visits and practice placements are important features of the teaching and learning process. Opportunities for interactive learning are reinforced through project-based learning, case study analysis, visiting speakers, group work and e-learning. The use of these teaching methods is enabled by a favorable teacher- student ratio and small classes. Our emphasis on practical and relevant industry knowledge is a key feature of educational programs.
The study methods and requirements for course completion will always be specified in the course syllabus available to the students before the course starts. Each course has a detailed syllabus, which is more detailed than a course program and describes topics to be covered during the course – objectives, subject content for each week, organization of work, requirements for seminar and individual work, gives a list of required and recommended reading and sets of attendance and specific assessment rules. The study methods applied by introductory subjects put a lot of emphasis on lectures, individual work or teamwork and discussions. Individual work is often an extensive reading or writing assignment. Core subjects are mostly practice-oriented and typically organized as laboratory-based courses that assume active participation in hands-on assignments and teamwork, involving both creative and research tasks. Individual work is typically research, analysis, testing or finishing a task or project started during the course.
Lectures – The study methods applied by introductory subjects put a lot of emphasis on lectures, individual work or teamwork and discussions. Individual work is often an extensive reading or writing assignment. Core subjects are mostly practice-oriented and typically organized as laboratory-based courses that assume active participation in hands-on assignments and teamwork, involving both creative and research tasks. Individual work is typically research, analysis, testing or finishing a task or project started during the course.
Live simulation – A live simulation specifically focusing on dental technology is provided. This simulation involves interactions with practitioners currently working in specialist
biomedical laboratory. In small groups, students work with these industry colleagues and take on the role of observer and develop communication skills, such as active listening and responding. The industry colleagues provide immediate and supportive feedback to the students. Case studies used within this simulation engage with sensitive and confronting situations and students are encouraged to consider and practice ways of interacting within these scenarios.
Laboratory skills, communication, and simulation – Students participate in dental laboratory sessions that focus on integration of key concepts and skills specifically relevant to dental technology. Simulated activities are used throughout to provide students with practical learning experiences designed to give exposure to a comprehensive range of scenarios that may be encountered in practice. Activities include the use of audio-visual aids, interactive-computer programs, and clinical equipment set-ups, teaching staff or students as pretend patients/consumers. Students learn and practice interpersonal skills with case scenarios in the laboratories.
Structured decision-making activities – Working in small team’s students engage in real- time, shared decision-making activities. This assists students to engage with policies and utilize knowledge to formulate responses to dentist and patients, under time pressure, as would be expected within a lab and clinical practice setting. Together, students learn to quickly achieve consensus for decisions. Feedback for decision outcomes is also provided in real-time allowing students to assess and reflect on their decision-making choices and indeed the impact of these on their work.
Individual learning plans – Students create their own plans for key dental technology skills. Following this, students will enact this plan throughout this semester and reflect on how they have been able to maintain these principles amongst other life pressures. This enables students to regulate and monitor their own strategies learning, for self-care, resilience, and wellbeing.
E-Learning – Information technologies will be used by students to access relevant evidence- based guidelines related to health assessment in addition to resources suitable for encouraging patient participation in health management.