University Didactics for Health Professions Education

Educational sciences: - The student has a basic knowledge of educational sciences and their central related sciences. - The student can explain selected vocational education theories and concepts. - The student can take a well-founded professional position on current education-related discussions in the field of health professions. - The student is able to critically reflect on theories, models, and concepts of applied vocational education in the health sector. - The student has a good understanding of complex scientific literature and is able to cognitively connect the content. - The student has a strong ability to argue at the master's level, which meets academic standards.Theories and structures of education for health professions: - The student is able to analyze the academic training of health professions, taking into account the legal framework, and to use key terms of vocational training and university didactics in a well-founded manner. - The student has comprehensive knowledge of the structure of vocational and academic training in their own health profession and can use this knowledge to develop a high-quality and innovative teaching and learning concept. - Based on sound knowledge of theories, models, and concepts as well as rules of conduct for teaching and learning, they can critically reflect on educational processes in the health sector and derive evidence-based recommendations for the further development of pedagogical practice. - Students are able to evaluate current university teaching concepts and approaches for academic education in the health professions, taking ethical aspects into account, and to develop innovative teaching concepts. - The student is able to develop strategies for applying relevant rules of conduct, concepts, and theories in their own teaching practice and to systematically ensure their transfer into pedagogical practice. - The student has in-depth knowledge of the professional development of their own health profession in the European context and can use this knowledge to analyze developments in professional policy. - They are able to discuss current professional policy issues, make critical statements, and develop future prospects for their own professional group.Learning psychology: - Students understand the neuroscientific and learning psychological foundations of learning processes and can draw conclusions about the resulting implications for the design of professional education processes at the university level. - Students are able to systematically promote learning processes among their target group.

Introduction to university didactics: - Students are able to critically analyze and compare the tasks and subjects of general didactics, subject didactics, university didactics, and medical didactics, and to consider them in their respective contexts and in terms of their commonalities. Based on this, they can develop didactic concepts for their own subject area. - Students will be able to explain the definition, location, and related disciplines of higher education didactics, describe the different fields and levels of action, and formulate strategic goals for high-quality teaching in health professions education. - Students are able to analyze the goals of the European Higher Education Area, in particular the didactic characteristics and principles of student-centered and competence-oriented teaching in connection with constructive alignment, and to align their didactic actions accordingly. - The student distinguishes the performance mandate of universities from that of universities and vocational training institutions for health professions without academic qualifications. He/she is able to describe the transformation of the health professions in the context of academization and to identify the differences between vocational and academic education in order to develop his/her own didactic approaches for the development of science-based professional competence. - The student is able to formulate learning outcomes focused on the professional competence of trainees, in accordance with the standards of the European Higher Education Area, for teaching and practical instruction. - The student is familiar with the competencies and aspects of professionalism of teachers in initial, continuing, and further education in health professions. He/she actively and consistently engages with the role of the teacher in university-level vocational training/secondary-level vocational training for health professions.Principles of university teaching design: - Students are able to analyze the qualification levels of health professions and design learning settings for professional qualification at the respective qualification levels in order to improve adaptability in changing work environments. - Students are able to analyze the expectations of employers, colleagues, and society and further develop their own role in the context of these requirements. They plan and reflect on didactic actions for professional situations based on university teaching guidelines, taking into account the degree of scientific rigor. - The student distinguishes between different types of knowledge (declarative, procedural, conditional, creative, communicable knowledge) and can use didactic methods that promote the learning process for knowledge transfer and application. - The student can formulate clear, learning-promoting goals for the development of knowledge and cognitive structures and systematically integrate these into teaching in order to support the development of practical skills for professional practice. - The student is familiar with the principle of shared responsibility in the teaching and learning process. They are able to actively shape their own role and take responsibility for shaping the learning process, as well as initiating active participation in the learning process by the learners.- - Students can apply university teaching principles to convey learning content in a structured and comprehensible manner and to systematically build up the learning process. - Students are able to analyze university teaching principles, such as independent learning, scientific orientation, and practical orientation, and integrate them into the design of learning environments. - The student can consciously apply proven rules of conduct and evidence-based methods for effective teaching and learning in didactic practice.Methods for university teaching: - Students are able to critically analyze methodological descriptions and evaluate methodological approaches in terms of their efficiency and effectiveness in the teaching and learning process. They can tailor methods to teaching and learning contexts and are able to use methods in a situation-appropriate and goal-oriented manner to create an optimal learning environment. - The student is able to develop and apply suitable teaching and learning methods for the start of the semester in order to clarify expectations and goals, create a positive learning atmosphere, and promote motivation for the upcoming learning process. - The student uses methods for introducing topics in order to arouse the interest of learners and enable active engagement with the topic. They activate the learners' prior knowledge in order to create a solid knowledge base for new learning. - The student can analyze basic didactic principles and develop related methodological designs in order to make the learning process efficient and adapt it to the individual learning needs of the trainees. - The student is able to use methods to promote interaction in (online) teaching in a targeted manner in order to increase learner participation and encourage exchange. - The student is able to apply methods for structuring knowledge (mind maps, concept maps) in order to present learning content clearly and support learners in understanding complex relationships. - The student is able to use formative assessments in a targeted manner to continuously monitor learning progress, adapt the learning process, and provide learners with targeted feedback. - The student is able to use methods for reviewing and summarizing what has been learned and for developing the essence of a topic in a targeted manner to help learners retain knowledge and grasp key insights. - The student is able to apply appropriate methods for reflecting on and evaluating learning throughout the semester in order to enable learners to recapitulate what they have learned, clarify open questions, and ensure a successful completion of the semester.Planning and designing learning processes: - The student is able to plan, design, initiate, and evaluate practice-oriented teaching for trainees in healthcare professions based on the Bologna requirements and the framework conditions of the training regulations, taking into account didactic rules of conduct, in particular compliance with constructive alignment. - The student is able to design their own teaching and practical instruction according to deliberately intended and logically justifiable didactic principles and guidelines. - The student can analyze the learning requirements of learners with regard to the specific demands of their future professional fields and is able to select and reduce content accordingly and to design learning processes in a practice-oriented manner. - The student can implement the phases of learning process management (planning, implementation, analysis, and evaluation) in a theoretically guided and empirically sound manner. - The student is able to evaluate the design of learning processes according to internal (e.g., consistency of the teaching and learning process) and external (appropriateness of the didactic approach) criteria and to apply these criteria. - The student is able to apply methods tailored to the objectives and examination form of the teaching and learning context.Reflection on the acquisition of competencies 1st semester: - The student is able to reflect on their own thinking, knowledge, and actions, critically examine their own behavior, and question it. - The student is able to relate their own learning to the desired level of competence and evaluate it across semesters. Students continuously develop their teaching skills, plan their own development steps, and work consistently on them. - Students are able to try out new approaches, analyze their experiences, and use these to further develop their own practices.

Subject didactics in health professions: - Students can analyze and structure complex subject-specific didactic contexts. - Students have a strong ability to think in a model-based and model-forming way with regard to subject-specific didactic issues. - Students are able to derive recommendations for subject-specific didactic practice on the basis of their sound theoretical knowledge.Competence-oriented testing, assessment, and grading: - Students are able to establish and argue the connection between learning outcomes, the corresponding didactic-methodological preparation of the learning process, and suitable competence-oriented forms of testing, and to align the design of the course or practical instruction accordingly. - Students are able to plan and conduct examinations, assessments, and grading in compliance with pedagogical, didactic, and psychological quality criteria as well as subject-specific standards. - The student is able to create and apply competency grids. They can provide learners with concrete and stimulating feedback on their level of competency development. - The student is able to design, conduct, and evaluate OSCE exams in order to test the skills and abilities of learners in a structured manner that is related to learning outcomes.Action-oriented didactics for innovative, practice-oriented learning: - The student has detailed knowledge of action-oriented didactic teaching and learning methods in health professions training. They are able to evaluate action-oriented didactic teaching methods in a differentiated manner and apply them in a targeted way in health professions training. - The student can critically compare different action-oriented didactic models such as experience and exploration workshops, skills labs, cognitive apprenticeships, role-playing and simulation games, and plan their use for different training situations. They are able to integrate these models into training contexts in order to design practical and effective learning processes that promote professional competence. - Students can explain action-oriented teaching methods such as problem-based learning, project methods, and case studies and strategically plan their use in teaching. They are able to select suitable methods for specific learning situations, apply them, and evaluate their effectiveness for the acquisition of skills by trainees. - Students can plan learning environments in such a way that learners can train their abilities, skills, and competencies in authentic situations or through imitation and simulation of real-life work situations. - Students are able to describe innovative methods such as virtual reality, augmented reality, flipped classrooms, and blended learning for action-oriented learning in healthcare professions and analyze their didactic added value. They are able to use such methods in a targeted manner to design practice-oriented learning processes and evaluate their effectiveness. - The student can apply methods such as simulated actions, role-playing, and direct observation to enable an outside view of learning processes and promote reflection among learners. They are able to integrate such methods and structure feedback processes in learning groups or with tandem partners. - The student can develop learning materials for practice-oriented learning (e.g., worksheets, case studies, digital content) and adapt them to the respective training level and learning outcomes.Problem-based learning: - The student can define the terms problem-based learning, problem-oriented learning, and other related teaching methods and describe their similarities and differences in a differentiated manner. - They are able to critically evaluate the relevance and possible applications of these teaching methods in different training contexts in the health professions. - The student is able to explain PBL in depth, both as a learning philosophy and as a specific learning methodology for healthcare professions, and to evaluate its didactic added value for training in healthcare professions. - They are able to strategically implement PBL as a central learning methodology in the training of healthcare professions in order to promote complex problem-solving skills and the professional competence of trainees. - The student is able to develop learning activities based on constructivist principles, in which cases serve as the starting point for the learning process in order to support independent and practical learning. - The student can explain the seven steps of the seven-step process as a learning strategy in PBL. He/she is able to apply the seven-step process in learning settings. - The student can describe the different roles in PBL, such as tutor, moderator, and learner, in a differentiated manner and explain their tasks in the learning process. They are able to design an effective learning environment. - The student can design different types of learning tasks within the framework of PBL that specifically support the learning process and aim to achieve defined professional competence. - The student can analyze the relevance of PBL for secondary and tertiary education levels and adapt and implement PBL to different education levels in order to meet different requirements.Didactics of the third learning location: LTT, simulation: - The student can precisely define the terms third learning location, third learning area, learning area training and transfer, and simulation, and explain their meaning in the context of health care education. They are able to identify the differences and connections between these terms and evaluate their relevance for the design of practical learning scenarios. - Students can describe the didactic principles and methods of the third learning location in detail and explain the specifics of the various variants (e.g., skills lab, simulation center). They are able to develop didactic concepts for the third learning location that meet the specific requirements of the curricula in order to implement them in a targeted manner. - The student is able to design complex skills training programs that support step-by-step instruction (scaffolding) and promote self-directed learning. - The student is able to professionally plan and conduct simulation training with simulation patients and high-fidelity manikins. They can design the simulations in a didactically meaningful way so that the learning outcomes are achieved and the trainees' learning is optimized through feedback and reflection. - The student can assume the role of trainer, reflect on the responsibilities and tasks of a teacher in the third learning area, and design them in a practical way to ensure optimal learning support and guidance.Reflection on the acquisition of competencies: - The student is able to reflect on their own thinking, knowledge, and actions, critically examine their own behavior, and question it. - The student is able to relate their own learning to the desired level of competence and evaluate it across semesters. - The student continuously develops their didactic competencies, plans their own development steps, and works consistently on them. - The student is able to try out new actions, analyze the experiences gained in the process, and subsequently use them for their own competency development. - The student acts in accordance with a scientifically based and professional understanding of the profession.

Successfully accompany self-study phases:The student can explain the concept of self-direction in a didactically sound manner and is able to professionally plan self-study phases, define appropriate learning outcomes and structure suitable learning processes.The student is able to create learning environments that promote the autonomy and personal responsibility of learners.The student is able to use digital tools to support learning processes in a targeted manner and evaluate their impact on learners.The student is able to design and individually adapt supported learning processes for guided and unguided self-study based on current digitalisation trends and with the inclusion of digital media (such as videos, podcasts, interactive graphics, apps).The student is familiar with the didactic challenges of self-study phases at secondary and tertiary education level and develops measures to optimise the students' learning process.The student can describe the role and tasks in the area of learning support in a differentiated manner and organise them flexibly by using methods such as feedback, coaching and reflection according to the situation in order to optimally support the individual learning process.Innovative didactic methods and tools for practice-orientated teaching:The student has a sound knowledge of the pedagogical-psychological foundations of teaching and learning with e-media and artificial intelligence and knows their possible applications and limitations.Students will be able to analyse current research on innovative learning processes and critically evaluate their transferability to their own teaching contexts.The student has comprehensive knowledge of online courses and learning platforms (e.g. Moodle) and can effectively use suitable tools and resources such as structured courses, videos, quizzes and discussion forums.The student has in-depth knowledge of information and communication technologies (ICT) and can use these in a targeted manner to support and optimise learning processes.The student reflects on their own professional self-image in the design of teaching and learning processes in the context of a digitalised knowledge society and derives principles for their own actions from this.The student can use digital communication and collaboration options, taking into account the technical infrastructure, to promote exchange and collaboration in teaching and learning contexts. They can select digital tools in a targeted manner and evaluate their effectiveness in achieving specific learning outcomes. Develop e-learning scenarios with AI support: - The student has mastered the basics and concepts of e-learning and digital learning, including informal, formal, individual and collaborative forms of learning, and can weigh up their advantages and disadvantages in different learning scenarios in higher education teaching.The student has a sound knowledge of basic concepts of artificial intelligence and can use specific AI tools such as chatbots and prompts in a targeted manner to design interactive and learning-promoting scenarios.The student is able to independently develop, apply and evaluate e-learning scenarios with artificial intelligence and digital media in order to optimise learning processes in a targeted manner.The student selects different media, including new technologies and artificial intelligence, according to didactic aspects and uses them effectively in teaching and learning processes. Current trends and scientifically sound findings are taken into account.The student is able to individually support students and trainees in the context of guided and unguided self-study through the targeted use of digital tools and AI-based e-learning forms and to continuously improve learning processes.The student understands ethical standards and data protection guidelines in the context of e-learning scenarios, especially in the use of artificial intelligence and digital media, and can apply and evaluate them critically.Reflection on the acquisition of competences:The student is able to reflect on thinking, knowledge and actions.They are prepared to critically examine and question their own behaviour.They are able to relate their own learning to the desired level of competence and evaluate it.They are able to evaluate their own learning in the individual competence areas of the course across semesters.They are able to seek and accept feedback and actively engage with it.The student plans their own development steps and works on them consistently.They are willing to seek and accept support in their own learning process.They are able to evaluate the behaviour of others in terms of their specific strengths.They are able to try out new actions and analyse the experiences gained and subsequently use the analysis to develop their own skills.

Quality and evaluation of university teaching: The student understands higher education teaching development in the context of a public institution where learning and educational processes are professionally organised.The student is able to identify characteristics of quality in teaching and develop indicators for evaluating the quality of courses.The student is familiar with current aspects of quality-oriented course development and evaluation.The student is able to recommend context-appropriate evaluation instruments in educational institutions. They are able to propose strategies for the further development of organisational structures in the field of teaching.The student is able to design function-related evaluation procedures in higher education teaching. They can take into account current aspects of quality-orientated course development and evaluation.The student describes essential aspects of discursive forms of evaluation such as feedback, dialogue, group discussion and peer counselling. They are able to use such forms of evaluation.The student is able to analyse evaluation results on educational processes in higher education institutions and use them appropriately. They will be able to recognise potential for change in individual teaching design and develop appropriate strategies to actively help shape and manage this.The student can describe the role of teaching development as part of higher education development and explain the connections between evaluation concepts, higher education didactics and curricular changes.The student analyses evaluation results on educational processes in higher education institutions and considers innovative approaches to the further development of teaching.The student is able to describe the legal basis of external quality assurance and accreditation procedures and their significance for higher education institutions.Curriculum development: The student is able to differentiate between the characteristics of curricula and syllabuses. They can analyse the different requirements and expectations of internal and external stakeholders and, depending on their role in the curriculum design process, take them into account or propose appropriate adjustments to promote teaching quality.The student can describe the different planning levels of curriculum development (didactic, content-related, structural) and is able to organise them.The student is able to compare different curricular approaches and analyse their suitability for specific training courses and target groups.The student is able to describe the individual process phases of degree programme design and the corresponding measures for implementation. Depending on professional field of activity, they can professionally manage the development of modules, design study programme concepts or implement a study programme. The student can analyse the development of occupational fields in the healthcare professions and take their influence on curriculum development into account.The student can analyse the dynamics in development teams on the basis of a simulation and apply suitable methods to promote teamwork when designing degree programmes.Reflection on the acquisition of competences 1st to 4th semester:The student is able to reflect on their own thinking, knowledge and actions.They are prepared to critically examine and question their own behaviour.They are able to relate their own learning to the desired level of competence and evaluate it.They are able to evaluate their own learning in the individual competence areas of the course across all courses.They are able to seek and receive feedback and actively engage with it.The student plans their own development steps and works on them consistently.They are willing to seek and accept support in their own learning process.They are able to evaluate the behaviour of others in terms of their specific strengths.They are able to try out new actions and analyse the experiences made in the process and subsequently use the analysis to develop their own skills.

is specified separately in the descriptions of the individual internships

Scientific foundations for teaching and professional practice: - Students have a basic knowledge of selected scientific theories, their proponents, and their fundamental positions. - Students apply their basic understanding of scientific theory to reflect on their professional practice. - Students understand the significance of scientific knowledge for the health professions. - Students have a basic methodological knowledge of research in the health professions. - Students are able to apply the basic forms of scientific writing adequately and consistently in their own written work, taking into account formal requirements. - Students can plan and implement the scientific work process along the phases of scientific writing. - The student can conduct professional research in literature databases and use a literature database. - The student can comprehensively understand and evaluate professional scientific studies and is able to relate scientific findings to professional practice. - The student is able to critically evaluate quantitative and qualitative studies as well as systematic reviews. - The student understands the quality criteria and evaluation of individual studies and systematic reviews in order to be able to assess the quality and reliability of research results. - The student is proficient in summarizing study characteristics and quality as well as synthesizing results in order to be able to present and interpret them in written work. - Students are able to recognize the importance of the results of reviews in everyday professional life for evidence-based decisions.

Applied research in higher education and health professions: - Students are able to plan a research process in compliance with a wide range of conditions (e.g., time, finances, submission to the ethics committee). - Students are able to develop a relevant research question related to the field of practice. - The student is familiar with the characteristics and possible applications of the most important research designs in health sciences and university didactics. - The student is familiar with the characteristics and possible applications of the most important research methods in health sciences and university didactics. - The student is able to make informed methodological decisions based on the research question and available resources. - The student can implement the questionnaire method and qualitative interviews in the research process.Statistics: - The student is able to create frequency distributions and calculate statistical indicators. - The student is able to assess the quality of statistical data processing in publications. - The student is familiar with the principles of probability distributions.

is specified separately in the descriptions of the individual compulsory elective subjects

Supervision of academic writing processes:The student is able to structure and organise the supervision process of academic work in the various phases of its creation. They can define the supervisory role, support students in a targeted manner and discuss progress with students, provide feedback and offer advice.The student is able to implement pedagogically and didactically proven ways of supervising academic work such as Bachelor’s theses, seminar papers or project work, taking into account time constraints and institutional requirements. They will be able to recognise typical writer's block and apply suitable solutions.The student is able to grade academic work fairly, justifiably and transparently on the basis of a catalogue of criteria.The student is able to present his/her Master’s thesis in a clear and structured manner and respond appropriately to critical questions. They can defend their line of argument and communicate their findings in a comprehensible and convincing manner.

Master’s thesis:The student is able to independently plan, carry out and document a complex academic project (Master’s thesis). They are able to formulate relevant research questions and select suitable research methods.The student is able to write the Master’s thesis independently. They are able to identify current research gaps and generate findings that are relevant to the scientific community or professional practice. They are able to use both qualitative and quantitative methods appropriately and analyse the results systematically.The student is able to structure scientific results logically. They are able to fulfil the formal requirements for scientific work. This includes a well-founded introduction, the methods section, the results section and the discussion.The student works according to the principles of scientific integrity and ethical responsibility.The student’s academic work makes a contribution to existing theory, empirical research and/or practical application in professional practice.The student is capable of research-led further learning. They can critically reflect on the Master’s thesis process, recognise weaknesses and identify potential for improvement for future research projects.Master’s examination:Students are able to present and defend their Master’s thesis in academic discourse. They are able to present their arguments convincingly and respond adequately to critical questions and justify their methodological and content-related decisions in a well-founded manner. They are able to answer questions on cross-connections of the topic of the Master’s thesis in a technically sound manner.The student is able to take a well-founded position on an area of specialisation from the area of competence of the degree programme and conduct a specialist discussion.

Healthcare system and healthcare policy: - Students can describe and explain healthcare policy objectives and how they interact. - Students can discuss healthcare policy options for dealing with scarce resources in the healthcare system. - Students can explain the structure of the Austrian healthcare system and compare it with other types of systems.Health promotion: - Students are aware of their own understanding of health as well as their own attitudes and values and can apply these to their everyday life and professional field in the spirit of a salutogenic, mindful health awareness. - The student is able to develop a salutogenic attitude based on theories and concepts of health and health promotion and to transfer this into professional practice. - The student can apply the principles of holistic health promotion in a personal and professional context. - Students are able to develop measures to promote health literacy based on the concept and dimensions of health literacy. - Students are able to initiate, develop, collaborate on, and lead measures for health promotion and disease prevention in different settings with the participation of those affected. - The student is able to participate in health promotion and prevention in multi-professional teams.

Competence-oriented admission interviews in healthcare education organizations: - Students are able to identify the competencies required for specific fields of activity in the healthcare professions and make them measurable using indicators and assessment grids. - The student is able to design selection interviews in such a way that a high degree of validity, reliability, and objectivity can be achieved. - The student uses personality analysis methods to identify their own strengths, potential, and opportunities for development and is also able to assess these in others.Organizational development in healthcare educational institutions: - Students are able to distinguish between the concepts of organizational development and personnel development in theory and practice. - Students have in-depth knowledge of the phases of organizational development, the essential elements of organizations, and the fundamental basic processes. They can analyze organizational structures and task processes and apply appropriate phase models for change in order to effectively support transformation processes. - Students are able to plan and implement classic and modern organizational development interventions (such as surveys, workshop designs, team development, storytelling, large group formats, coaching). They can competently use agile methods (such as retrospectives and business model canvas) to support adaptation processes and transformations within organizations. - Students can independently design and implement an organizational development project from the clarification of the assignment to its implementation. They are able to compare project management approaches (classical vs. agile project management) and apply the appropriate methods specifically according to project requirements. - The student can apply theoretical models of organizational development to a concrete analysis of the current situation. They are able to develop a comprehensive project design, plan initial intervention methods, and tailor them specifically to the needs of an organization.Leadership and management of teams and OE projects in healthcare education organizations: - Students understand the interactions between leadership, organizational culture, and learning culture in healthcare education organizations. - Students are able to systematically analyze and evaluate the organizational and learning culture in healthcare education organizations. They can identify and implement concepts of the learning organization to promote continuous improvement and innovation processes in education organizations. - Students develop a nuanced understanding of leadership and can critically reflect on different leadership approaches in educational organizations. They are familiar with leadership strategies that support both individual and organizational development goals. - Students are able to apply a transformative leadership style in educational organizations. They can initiate transformative processes, inspire and motivate employees, and promote a positive culture of change to prepare organizations for future challenges. - Students can analyze the dynamics and processes in multi-professional teams and design targeted team development measures. They can develop effective employee management strategies to promote both the performance and satisfaction of team members. - Students can structure and optimize collaboration in multi-professional teams. They understand the importance of a professional meeting culture and are able to establish goal-oriented, efficient, and appreciative communication structures within teams. - Students are familiar with supervision as a supportive measure for the development of teams and managers.

Introduction to education management in healthcare: - Students will acquire a sound knowledge of the theories, models, and framework conditions governing the professional activities of education managers in healthcare professions. They will be able to critically reflect on this knowledge, taking into account internationalization, digitalization, and future trends, and apply it strategically in the development and management of education projects and programs. - Students are able to critically reflect on their in-depth knowledge of the fundamentals of the adult education landscape in Austria and the Austrian education system. They have an overview of the structure and interrelationships of the education system, in particular the training of healthcare professions, and are able to develop and further develop educational products for healthcare professions on this basis. - Students are able to identify future trends in adult education, such as digitalization, lifelong learning, and interdisciplinary collaboration, and apply them to the practice of training, continuing education, and professional development in healthcare professions. - The student uses appropriate elements of educational marketing in the creation of an educational program for vocational training, continuing education, or further education in healthcare professions in a manner appropriate to the target group and evaluates these professionally.Quality management in healthcare educational organizations: - The student understands the special requirements for the quality of service provision in tertiary and secondary educational organizations. - The student has comprehensive knowledge of the legal framework for educational organizations and training pathways in the field of healthcare professions in Austria. They can derive implications for their own field of activity based on the relevant legal requirements. - Students are able to analyze the importance of quality assurance and development in healthcare and educational institutions in the healthcare sector, taking into account the various stakeholders. - Students are familiar with the legal framework for quality management at universities in general and for study programs for healthcare professions in particular. They are able to explain the concept of quality management at FHG OÖ and describe its application, including the institutional anchoring of the QM system. - Students can explain process thinking as a basic principle of quality management and critically assess the mapping of core processes at educational institutions. The student is able to explain the QM control cycle and demonstrate it in the context of professional fields of activity. They can define the goals, tasks, and areas of responsibility of quality management and contribute to the continuous improvement of teaching and learning processes. - Students can analyze the quality expectations of internal and external stakeholders in the field of teaching and learning. - Students are able to differentiate between structural, process, and outcome quality and illustrate this using an example (e.g., a course). - Students can describe the tasks, objectives, and areas of responsibility for internal and external quality assurance procedures.

Functions and roles – tasks, expectations: - Students continuously shape and reflect on the functions, roles, and tasks of teachers and learners and develop the ability to balance different role requirements appropriately to the situation. - The student recognizes and respects the needs, attitudes, characteristics, and competencies of others, even in an interprofessional context, and contributes their own perspectives and skills constructively to interprofessional collaboration. - The student selects the appropriate form of communication for digital teaching and learning settings and uses it in a targeted and situation-appropriate manner. - The student is able to recognize the communication dynamics in social systems in their context, reflect on them critically, and contribute actively and constructively to the further development of interprofessional collaboration. - The student can give feedback to people in a wide variety of professional contexts in a constructive manner and in line with their needs.Agile time management: - The student structures their own complex work processes in various contexts using agile time management methods. - The student clearly prioritizes complex tasks, defines appropriate performance criteria, and adequately estimates the time required. - The student uses their own time resources economically and applies methods and possibilities of digital time management in a targeted manner.Effective presentations – presenting and moderating in teaching and professional practice: - Students have the ability to present effectively in teaching and professional contexts. They can design presentations tailored to specific target groups and communicate them convincingly. - Students lead meetings and team situations in a goal-oriented and efficient manner. They continuously reflect on their own role in the moderation process and adapt their approach to the situation. They have mastered moderation techniques to successfully conduct meetings both in person and online. - In moderation processes, students pay attention to the needs, attitudes, characteristics, and competencies of the social environment and deal constructively with different perspectives and abilities.

Group dynamics and conflict management: - Students recognize communication patterns such as conscious and unconscious group issues as well as norms and rules, can evaluate them, and assess the group's stage of development. - Students reflect on issues such as power, conflict, subgroup formation, competition, positioning, and interdisciplinarity in groups and learn to apply methods for dealing with them. - Students can plan interventions in (interprofessional) groups in a situation-specific manner, taking into account the prevailing dynamics, and proceed in a goal-oriented manner. - Students understand the dynamics of conflicts and can develop strategies for de-escalating them. - Students know the difference between face-to-face communication and virtual communication and apply this knowledge in communication situations. - Students are familiar with the challenges of virtual teams and can select the appropriate media for virtual communication in a given situation.Resilience training and mindfulness practice: - The student has a basic knowledge of resilience and mindfulness as well as corresponding mindfulness practices. - The student is able to transfer their knowledge of key factors and pillars of resilience into professional practice. - The student has a basic tool for resource and solution orientation as well as a broad and effective set of practice-oriented tools for resilience and mindfulness training. - The student applies mindfulness practice and contributes to strengthening their own resilience.

Conversation skills in the context of teaching and learning: - The student conducts effective, constructive, and solution-oriented conversations in the context of teaching and professional practice with different conversation partners and heterogeneous groups, both face-to-face and/or online. - The student handles social and communicative situations professionally and in accordance with their own professional attitude as a teacher. - The student has a particular sensitivity for building relationships with conversation partners. They can create target group-appropriate relationship spaces, which form the basis for successful conversations. - The student continuously evaluates their conversational behavior in the respective context and makes necessary adjustments.Coaching and counseling – methods for support in the context of teaching and professional practice: - The student adopts the specific attitude of a coach and counselor and creates a space for development that allows learners and colleagues to develop and implement their own solutions. - The student uses coaching and counseling modules in professional contexts. They have a reflective approach to the situation-appropriate use of these components, continuously evaluate the process, and adapt their actions to the context. - The student takes care of their own mental and physical health in order to be able to competently perform their roles as coach, consultant, and mentor.