TEACHING
EXCELLENCE
DATABASE

The "Challenge Accepted – Future Skills International" week is an innovative and dynamic teaching format designed to empower students in health and social professions with critical global competencies. It focuses on building a holistic understanding of therapeutic practices by examining them from diverse national and cultural perspectives. This approach encourages students to critically assess and adapt to the evolving needs of healthcare systems worldwide. The course is structured as an intensive week-long block, combining theoretical and practical learning through workshops, keynote lectures, simulated patient exercises, and case-based scenarios. Collaborative group work in interprofessional and international teams is a key factor of the format, enhancing therapeutic problem-solving skills and fostering the ability to manage complex situations in diverse healthcare environments. The primary objective is to equip students with strategies to navigate interprofessional, international, and intercultural challenges, preparing them for globally oriented healthcare systems. By promoting multidisciplinary collaboration, international learning experiences, and intercultural communication skills, the course has a profound impact on both personal and professional development of the students It also enhances institutional reputation by strengthening global cooperation in health and education. Strategically aligned with CanMEDS Roles competencies, the course enriches the curriculum through student-centred teaching, providing a robust framework for developing professional skills. Collaboration with international educators and partner institutions further elevates its value, building a network of global expertise and innovation. Sustainability is a key factor of the program, which is embedded in the curriculum and remains adaptive through open calls for abstract submissions. Currently integrated into degree programmes such as Speech Therapy, Occupational Therapy, and Orthoptics, the course is set to expand through further programmes. By promoting teaching excellence, advancing international collaboration, and driving global innovation, the program positions FH Campus Wien as a leader in interprofessional and international education in the health sector, reflecting a strong commitment to shaping future-ready healthcare professionals.

Methodology

The connection to the CanMedRoles movement, initiated in Canada within the framework of the National Interprofessional Competency Framework (CIHC, 2010), built the starting point for fundamentally internationalising the qualification profile of the study programmes, differentiated into core competencies within the framework of the expert role and extended interdisciplinary competencies in the roles of professionals, learners/teachers, health promoters and advocates, communicators, entrepreneurs/managers and teamworkers. The challenge now was to anchor the core competencies and subcompetencies to be developed in the various professional roles defined according to the CanMEdRoles model throughout the entire curriculum according to the constructive alignment approach in the sense of competence-oriented and student-centred university teaching at the levels of learning outcomes and teaching and learning activities. However, these were now also to be crossed with learning outcomes to establish international and intercultural competence in order to meet the requirements of globalisation, digitalisation and patient and treatment migration. Teaching and learning activities were organised towards overcoming complex challenges in an interprofessional and international context in the following dimensions: - Core competence in the expert role of health professionals in the speech language-methodical, occupational therapy-methodical, orthoptic-methodical, physiotherapeutic-methodical and clinical social work field of action (in future also: dietetic-methodical, biomedical-analytical-methodical field of action) in situations of complex challenges - Development of core competencies and associated cross-cutting competencies along the Constructive Alignment at a higher level of Bloom's Taxonomy - The expert role in an international and intercultural context - The expert role in an interprofessional and interdisciplinary context - Addressing selected SDGs (e.g. 3, 4, 10 & 11) in the medical-therapeutic-diagnostic field of action of health professionals in linking learning outcomes Against this background, a multidimensional didactic learning activity was developed and established as part of a cross-programme interprofessional international week, which methodically combines teaching and learning activities based on cross-over key lectures on coping strategies and global challenges in health professions, interprofessional group work, interprofessional paper case analysis, case-based problem-based learning, patient-centred communication in complex situations according to the ÖPGK-tEACH standard with acting patients and teamwork-promoting workshops with an intercultural and international focus in parallel groups. Professional supervision to reflect on the work steps and the development of the required learning products takes place in an interprofessional and international mix of teachers per group.

Tools, equipment, technology used

We integrated different tools and technologies to streamline administration, enhance collaboration and sustainably provide material. Sway, a dynamic and flexible digital platform is used for two primary purposes: managing registrations and serving as a submission platform. For participant management, Sway’s automated and digitalized processes significantly help us reduce manual effort, ensuring efficient handling of enrolment data. By automating participant data collection and organisation, it provides real-time access to updated information. As a submission platform, Sway offers teachers and students a space to upload materials, abstracts, and other contributions such as pictures. Its user-friendly interface and compatibility across devices encouraged interactive engagement and ensured easy accessible participation. Additionally, the platform’s paperless, digital format supported sustainability, reflecting our commitment to environmentally friendly practices. To further enhance the program, we integrated ÖPGK-tEACH for communication training, which plays a crucial role in the development of interactive, diverse communication skills. Through simulations guided by teachers and simulated patients, students practice effective communication in interprofessional and intercultural settings, preparing them for real-world situations. This innovative approach bridged theoretical knowledge with practical application, ensuring participants gain hands-on experience.

Outcomes and outputs, main results

This project aims to enhance the interprofessional collaboration skills of undergraduate students in their final year. Occupational Therapy, Orthoptics and Speech Language Therapy have the week implemented into their curricula, however it is open to students of other health and social care disciplines like nursing, social work, and physiotherapy. Students spend a whole week together with input phases on complex challenges in the health care sector – some examples are interpreter mediated therapy sessions, rehabilitating dark side occupations, reflection on their own implicit prejudices and diversity competence as well as practicing their communication skills with simulation patients in complicated situations, to just name a few. Using these input sessions, the students then collaborate in small, mixed groups to consider a specific challenge, such as emotional challenges (e.g., situations of violence, anger, grief, aggression, uncomfortable topics), speech related communication challenges (e.g., people with global aphasia, persistent vegetative state, dementia, autism) or challenges within communities (e.g., demographic change, marginalized groups, pandemic situation, war). In small groups they are supervised to develop ideas to address these problems, learning from each other to enrich their perspective on a patient-centred approach for problem-solving. The input sessions are a mixture of workshops and lectures delivered by international and national incoming teachers of multiple professions. These incoming teachers have many opportunities to network and build lasting partnerships which has already led to short term staff mobility and ideas of joint research projects. While it is definitely important to be aware of their own professional skills and developing a professional identity to provide high standard care for patients in general, there is no doubt that interprofessional collaboration is a priority to plan and conduct holistic, patient-centred therapy according to the ICF framework – especially in complex situations. To be able to do so requires new therapists to incorporate a lot of information at once while not having fully settled into their own professional identity. Thus we decided to start with competency based interprofessional education activities even before students graduate, to give them the opportunity to develop an interprofessional identity that is already part of their approach to care. By learning about each other and tackling challenges together, they can build a deep understanding of the possibilities of the other respective professions. This further leads to faster implementation of interprofessional cooperations in the healthcare sector. In Austria especially in the community based, extramural service areas, most therapists work by themselves and there is not much room for interprofessional collaboration. This can change with more awareness of other professions and their unique skills and competencies. By collaborating within the described projects before graduating this understanding and awareness will be integrated into practice deeper and more thorough than by simply theoretically learning about other professions. Additionally, since migration and globalisation lead to more and more diverse communities, the international contact possibilities, and information about the specific professions in other countries will benefit the students even further. After participating in the international interprofessional week, students can compare national and international perspectives on challenging situations in the therapeutic field of action and with challenging situations in a therapeutic context in interprofessional and international teams in a solution-oriented, patient-centred manner. They are also able to apply selected methods to cope with challenging situations in a practice context. Lecturers and teaching researchers can contact colleagues from multiple countries with unique expertise to collaborate and cooperate in different contexts like teaching abroad, planning research projects or publications.

Lessons learnt

When implementing our course, several key aspects were carefully managed to ensure a smooth, inclusive, and effective experience for all participants. Firstly, early financial planning, including for incoming lecturers and students, is essential to ensure that all financial applications and documentation are submitted at least three months before the course. This helps prevent delays in funding and logistical challenges while supporting possible budget reallocations. It also facilitates potential adjustments to the programme. Secondly, for our teachers and students, a well-structured program was crucial. We now clearly define objectives ahead of the week, such as professional and personal development, cultural exchanges, and international perspectives. To enhance communication, we provide a detailed schedule online and on-campus in every room we use, including information about the program’s structure and contact persons. Additionally, we support the students and teachers with comprehensively prepared materials, which are accessible via our webiste and through the organisation team. Thirdly, we focus on maintaining balanced group dynamics. We ensure a diverse mix of students in terms of language, culture, and profession, enriching the intercultural exchange and learning experience. To refine our evaluation strategies, we introduced multiple and diverse options for participants to provide feedback, including online forms, flip charts, and in-person discussions.

Adaptability and sustainability of the best practice (for other institutions)

Sustainability was ensured through a series of strategic measures. First, the interprofessional international teaching and learning activity was embedded into the curricula of speech therapy, occupational therapy, and orthoptics across all degree programs, with 2 ECTS allocation and competence-oriented learning outcome assessments in place. Second, the international week was sustainably planned to occur annually during calendar week 3, in close collaboration with all participating university partners. Third, the synchronisation of curricular updates across all study programs at the Department of Health Sciences ensured uniformity and planning security, replacing the previous practice of updates occurring at different intervals over many years . These updates were aligned with AQ Austria requirements to support international teaching and learning activities. Fourth, central SDGs were exclusively addressed through the established international week, with learning outcomes integrated across all participating programs. Finally, the international week was formally incorporated into the curricula of study programs and vocational training courses across the Department of Health Sciences and the Department of Social Work, further strengthen its role in academic and professional development.

Promotion of best practice

To effectively share our course and connect with diverse audiences, we utilize LinkedIn, an FH-specific blog, and Instagram. LinkedIn serves as a professional networking platform where we can share and promote our interprofessional-international week, encouraging active international participation and collaboration. By working closely with our institution’s communications department, we ensure that our messaging remains consistent and reaches a broader audience of professionals and academics. Our institution-specific blog offers a space for in-depth, shareable content that showcases the course's progress, outcomes, and benefits for other programmes. Additionally, Instagram’s visual nature enables us to connect with followers and prospective students through creative content such as images, infographics, and videos. By utilizing features like Stories and Reels, we can provide an engaging behind-the-scenes look at the course. Together, these platforms significantly enhances the visibility and impact of our interprofessional-international week.

Scope and impact

• Course/department level
• Faculty level
• Institutional level
• Cross-institutional level
• National level
• EU/EHEA/International level

The scope and impact of this project lie in its innovative integration of the internationally recognized CanMED Roles model into the curricula of health science programs, fostering interprofessional, interdisciplinary, and international competencies. By aligning core and cross-cutting competencies with the constructive alignment approach, the project redefined learning outcomes to address global challenges such as digitalisation, globalisation, and patient migration. Our interprofessional-international week features interprofessional-international group work, case-based problem-solving, patient-centred communication workshops, and SDG-focused activities. This equips students with further cognitive skills and intercultural competence while embedding sustainable practices. By addressing complex health challenges in a globalised context, this project prepares socially responsible and globally competent professionals, ensuring its long-term impact on academic and professional development.

6.1 Digitalization

• NOT RELEVANT

Reasoning:

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6.2 Internationalization

• Developing students' multicultural awareness
• International projects/research results embedded into course development and T&L

Reasoning: The course integrates diverse international and intercultural perspectives by examining therapeutic practices across cultures and highlighting global healthcare trends. It encourages critical reflection on biases and cultural differences through analysing and comparing professional roles and competencies. Collaboration with international educators enriches the learning experience, while group work in interprofessional teams promotes peer learning and networking. The course adapts to diverse backgrounds with various learning formats, including case-based learning and simulations, and fosters reflection on cultural differences in healthcare. Using English as the primary language ensures accessibility, and ongoing evaluation refines the teaching methods. Ultimately, the course develops students' global, intercultural, and professional competencies, preparing them to navigate complex international healthcare environments.

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6.3 Inclusion and diversity, universal design

• Universally designed teaching material - adjustable for special needs
• Alternative, flexible assessment methods for students with special needs
• Senzitivizing students to consider special needs when practicing their profession
• Course includes hints on how the services/products of the profession could be universally designed/inclusive

Reasoning: Teaching materials are universally designed and can be adjusted to various learning styles and needs, such as through subtitles. Flexible assessment methods, like oral presentations or project-based evaluations, are used to support diverse learners. Students are also sensitised to consider special needs in their future professions and are taught to ensure that they can deliver patient-centred care for all.

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6.4 Sustainability

• Sustainability goals are addressed in the course(s)
• Teaching material contains profession related sustainability aspects
• Environmental attitude, skill development and assessment either general or profession-related
• Sustainability aspects are considered in all phases of the learning practice - "hidden curriculum"

Reasoning: This course promotes sustainability by fostering interprofessional collaboration based on SDGs across various healthcare disciplines. Students tackle complex healthcare challenges, addressing issues like communication barriers and cultural competence, and develop holistic, patient-centred skills (e.g. through communication trainings). We use online materials to ensure sustainability by reducing paper-based resources and make the course more accessible.

3.3 Public contact datas

Name	Email address	Website
Melanie Trojan	melanie.trojan@fh-campuswien.ac.at	https://www.fh-campuswien.ac.at/studium-weiterbildung/studien-und-lehrgangsangebot/logopaedie-phoniatrie-audiologie.html