Modular Curriculum Research Articles

10 years of didactic training for novices in medical education at Charité.

Introduction: Many medical faculties are introducing faculty development programmes to train their teaching staff with the aim of improving student learning performance. Frequently changing parameters within faculties pose a challenge for the sustainable establishment of such programmes. In this paper, we aim to describe facilitating and hindering parameters using the example of the basic teacher training (BTT) course at the Charité – Universtitätsmedizin Berlin (Charité).Project description: After sporadic pilot attempts for university education training, basic teacher training was finally established at the Charité in 2006 for all new teaching staff. An interdisciplinary taskforce at the office for student affairs designed the programme according to the Kern cycle of curriculum development, while the Charité advanced training academy provided the necessary resources. Within ten years more than 900 faculty members have completed the BTT (9% of current active teaching staff at the Charité). The BTT programme underwent several phases (piloting, evaluation, review, personnel and financial boosting), all of which were marked by changes in the staff and organizational framework. Evaluations by participants were very positive, sustainable effects on teaching could be proven to a limited extent.Discussion: Success factors for the establishment of the programme were the institutional framework set by the faculty directors, the commitment of those involved, the support of research grants and the thoroughly positive evaluation by participants. More challenging were frequent changes in parameters and the allocation of incentive resources for other, format-specific training courses (e.g. PBL) as part of the introduction of the new modular curriculum of the Charité. Conclusion: The sustainment of the programme was enabled through strategic institutional steps taken by the faculty heads. Thanks to the commitment and input by those at a working level as well as management level, the basic teacher training course is today an established part of the faculty development programme at the Charité.

Laboratory Course Modular Design for Learning Magnetic Components in Power Conversion Applications at Taipei Tech

The main theme of this paper is to present the laboratory course modular design for learning and hands-on magnetic components in power converters. The objective of the course is to give the students to model the converters, realize magnetic components and test the implemented converters via the hands-on work in order to improve practical skills of students under the insufficiency of regular course training. This designed course is based upon the modular concept of five modules in common use which include forward converter, flyback converter, push-pull converter, half-bridge converter and full-bridge converter. The controllers for these converter modules include voltage mode control and peak current mode control. The specifications for each converter module are the same, 48V/12V, 60W and 100 kHz of switching frequency. The designed modular curriculum has been applied to the Industrial Technology Research and Development Master (ITRDM) Program sponsored by the industry and government. And excellent acknowledgment from students is received for providing practical training and covering the wide range of magnetic components in power conversion applications.

『新科学知』とカリキュラム開発の基本構想 : 創造性を基盤にする『新科学知』と科学技術教育モジュール・カリキュラムの開発

『新科学知』とカリキュラム開発の基本構想 : 創造性を基盤にする『新科学知』と科学技術教育モジュール・カリキュラムの開発

Development and evaluation of a generic education program for chronic diseases in childhood

ObjectiveTo support families with a chronically ill child, a modular curriculum and new healthcare structures (trainer education, quality management) for a group self-management program (ModuS) were developed. ModuS focuses on common psychosocial aspects of chronic conditions and comprises generic and disease-specific modules. A pilot test was conducted for asthma by comparing ModuS with an established asthma-specific education program (CAE). MethodsUnder routine care conditions, 491 children (6–17 years) with asthma and their parents participated in a multi-center prospective study (265 ModuS; 226 CAE). Families’ program satisfaction, disease-specific knowledge, health-related quality of life (HRQoL), life satisfaction, and burden of disease were assessed before, directly following and six weeks after participation. ResultsThe families were highly satisfied with the program. CAE and ModuS were associated with improved disease-specific knowledge, childreńs HRQoL and life satisfaction and decreased the families’ burden. This demonstrates comparability of existing care with the modular approach. ConclusionThe ModuS approach offers a structure for effective patient education programs aiming to improve self-management. As it focused on the similarities of chronic conditions, it provides the opportunity to establish education programs for a wide range of chronic childhood diseases. Practice implicationsModuS facilitates the development of new patient education programs.

Efficacy of Delivering Endocrine System in Integrated Modular Curriculum for First-Year MBBS Students

Efficacy of Delivering Endocrine System in Integrated Modular Curriculum for First-Year MBBS Students

SOFT POWER: TRAINING OF VET TEACHERS AND TRAINERS (RESULTS OF THE RUSSIAN-GERMAN COOPERATION)

Introduction. Nowadays, in Russia the system of interaction between educational institutions and enterprises-employers in training of specialists is being built again after more than a twenty-year period of dissociation. Sharing experiences with other countries on networking and strengthening of education relations with production is very useful for establishing this process. The aim of the publication is to present the results of the Russian-German cooperation in the field of preparation of the qualified pedagogical staff for the system of vocational education as one of the key conditions for ensuring the proper quality of vocational education. Methodology and research methods. The methods involve the methodology of comparative research; methods of collecting empirical information; conceptual and terminological analysis, interpretation, modeling, and problem method. Results. The approaches to preparation of pedagogical staff of the VET system in Germany and Russia are revealed and compared. Specifics of the German model are shown: existence of several skill levels of teachers of vocational education, distribution of zones of their responsibility, variability of providers of additional education, its market nature and minimum participation in its regulation of the state. Features of the modern Russian theory and training experience of instructors of vocational training are described. Despite the existing distinctions of systems of professional education of two countries, the similarity of the Russian and German methods of vocational education is observed. The conclusion is drawn on a community of requirements imposed in Germany and Russia to category of the workers who are carrying out staff training for manufacturing sectors. It is confirmed by the German experts on the basis of the analysis of the standard «Teacher of Vocational Education, Professional Education and Additional Professional Education». Also, the standard was checked and compared to AEVO (the regulatory base defining federal requirements to instructors-teachers in Germany). Scientific novelty consists in justification of modern model of training for VET teachers and trainers. The model provides implementation of variable modular curricula of additional vocational education for VET teachers and trainers. The most fruitful Russian and German experience is integrated; the international requirements and advanced technologies are considered when creating the model of training. Practical significance. Except the model of training for VET teachers and trainers, the education guidance «Methods of Vocational Education» is worked out. The education guidance summary is outlined in the present article.

Anesthesiology Resident Wellness Program at the University of Saskatchewan: concept and development.

We describe the need for an anesthesiology resident wellness program (ARWP) and the challenges associated with its development and implementation. We also present the results of a preliminary program evaluation. We conducted a needs assessment of Canadian anesthesiology residency programs for a formal ARWP. This endeavor involved both a cross-sectional survey and a focus group of Canadian anesthesiology residency training program directors (PDs). Following the development and implementation of an ARWP at our own university, we conducted an evaluation. The quantitative data are reported using descriptive statistics. Common themes were generated from qualitative data through an iterative process. Among the 18 PDs across Canada, 10 (56%) responded to the needs assessment. The PDs identified that resident wellness was important to the delivery of their programs but that very few had a formal wellness curriculum. This informed the further development of the ARWP over two years to comprise a Modular Curriculum, a Peer Support Curriculum, Self-Directed Learning Activities, and a Department Wellness Program. Online evaluation of the ARWP was completed by 28 of 31 (90%) of our anesthesiology residents, who reported high levels of satisfaction with the ARWP, the relevance of the topics, and the applicability of skills and information to both work and daily life. Respondents identified Team Building Activities, Mentorship and Orientation, Resident Wellness Nights, and Transitions to Practice Night as the most valuable components of the ARWP. After identifying the need for a formal ARWP in Canada, we implemented one at the University of Saskatchewan. We found high levels of overall resident satisfaction with the program.

Anesthesiology Resident Wellness Program at the University of Saskatchewan: curriculum content and delivery.

Resident and physician health are increasingly recognized by the Royal College of Physicians and Surgeons of Canada and its CanMEDS framework as integral to residency training in Canada. Resident stress, burnout, and depression also have implications for patient care. Although curricula have been advocated to promote resident wellness and resilience, no such published curricula exist to guide programs in addressing these needs. The purpose of this article is to describe the curriculum content and delivery of the Anesthesiology Residency Wellness Program (ARWP) at the University of Saskatchewan. The ARWP curriculum is comprised of four components: modular curriculum, peer support curriculum, self-directed learning activities, department wellness program. The program matrix illustrates the mission, target population, inputs, outputs, and outcomes of the ARWP. Content and suggestions for delivery of the eight curricular modules are detailed. The described ARWP is a novel innovation in Canadian postgraduate medical education. We believe this ARWP is the first comprehensive, formalized, actualized program in Canada. It also provides a guide and a helpful resource for further development of resident wellness programs by other disciplines in Canada and internationally.

Construction and implementation on clinical medicine modular integration curriculum system

Wuhan University built up a new modular integrated curriculum in clinical medicine oriented for post competence, by learning from the successful international experience and the course of vertical and horizontal integration. The curriculum focused on five modules (including humanities and vocational course, courses of integrated medicine, clinical practice and thinking, innovation awareness and ability, prevention and health promotion program) and the eight integrated curriculum (including human structure, organization and function, cell, molecule and gene, reaction, nerve injury science, pathogen biology, CPPT, clinical skills). During the curriculum implementation, Wuhan University vigorously promoted the group discussion teaching, cultivated high-quality core teaching team, and effectively carried out curriculum construction and teaching evaluation, which effectively improved the level and quality of medical personnel training. Key words: Clinical medicine; Modularity; Integration; Curriculum system

American Psychiatric Nurses Association-Transitions in Practice Certificate Program: Bridging the Knowledge Gap in Caring for Psychiatric Patients Within the General Nursing Workforce.

The purpose of this article is to publicize an important new Web-based educational program. Recognizing the growing gap in psychiatric-mental health knowledge and the need to better prepare new graduates and nurses transitioning from other service lines into psychiatric inpatient nursing settings, the American Psychiatric Nurses Association developed a 15-hour, modularized curriculum to provide foundational psychiatric-mental health knowledge. This modularized curriculum, called American Psychiatric Nurses Association Transitions in Practice (ATP) focuses on the knowledge and skills to insure the success of nurses new to psychiatric-mental health nursing settings and to improve the overall care for persons with mental health and substance use disorders. The ATP program is also proving to be useful content for nurses in emergency departments, hospitals, and other health settings to improve their care of patients with psychiatric and mental health needs. A summary of the program modules and a toolkit with suggested measures for nurses, patients, and agency outcomes is described. Feedback from participants completing the ATP program within the first 6 months is overwhelmingly positive and holds promise for widespread application across a variety of health care settings.

Breast Cancer Initiative 2.5 (BCI2.5): A Global Campaign to Reduce Disparities in Breast Cancer Outcomes

Abstract 20 Aim: Breast Cancer Initiative 2.5 (BCI2.5) is a global campaign to reduce disparities in breast cancer outcomes for 2.5 million women by 2025. About BCI2.5: BCI2.5 represents a new commitment to unite the global breast cancer community behind a common goal to make breast health a global priority and reduce disparities in breast cancer outcomes worldwide. The initiative began as a call for action in 2014, supported by the American Cancer Society, Susan G. Komen and UICC. Since that initial pledge, BCI2.5 has been engaging partners around the world, assessing need, identifying priorities and defining a strategy to meet this goal. Its consensus-based approach empowers regional champions to bring about change with the aid of BCI2.5 analytic, assessment and planning tools, educational materials and implementation science research methodology. BCI2.5 delivers evidence-based technical expertise and a resource-stratified approach to improving breast health services and care at any resource level. The initiative is inclusive and encourages organizations, institutions and countries to connect and join the effort. Why BCI2.5: Breast cancer is the most prevalent cancer in women worldwide. Estimates suggest that 5.8 million women will die from breast cancer by 2025, with a disproportionate number of these deaths occurring in low-resource settings. Higher breast cancer case fatality rates in low-resource settings have been attributed to a lack of awareness regarding the benefits of early detection and treatment, late stage diagnosis and limited access to appropriate care. To reduce this global disparity in breast cancer outcomes for 2.5 million women by 2025, BCI2.5 is exploring innovative ways to implement affordable, appropriate, acceptable and feasible evidence-based strategies. A key element of this initiative is identifying, documenting and fostering dissemination of new and innovative approaches to the delivery of breast health care developed in low-resource settings. This demands a collaborative effort that draws on the collective expertise and resources of individuals and institutions engaged in breast cancer care. The BCI2.5 Strategy: The BCI2.5 strategy consists of the following: Outreach. BCI2.5 engages regional alliances, organizations, experts and advocates to assess specific needs and to determine how BCI2.5 technical expertise can be leveraged most effectively. Tools, innovation and information. Tools. BCI2.5 is developing situation analyses tools to aid countries in assessing need and identifying bottlenecks in breast health care delivery. BCI2.5 is also developing models to estimate the impact of providing early diagnosis and treatment interventions in different resource settings. These models will assist in determining the most effective and appropriate interventions given available resources. Innovation. BCI2.5 seeks to support innovative approaches to addressing breast health care in low-resource settings by linking partners and developing a library of case studies featuring innovative evidence-based approaches to breast health care in different resource settings and facilitating their dissemination. Information. BCI2.5 is building an online library featuring Knowledge Summaries, Case Studies and other educational resources. Global Breast Health Analytics Map (GloBAM). GloBAM is an interactive data visualization tool for analyzing the determinants of the global breast cancer burden. GloBAM provides a means for linking data on breast cancer incidence and mortality, health spending, cancer policies and practices, determinants of health and more by country. It is vital to mapping health system resource levels, identifying gaps in breast health care and shaping resource-appropriate solutions. Situation Analyses. BCI2.5 is supporting baseline assessments and situation analyses utilizing the BCI2.5 self-assessment tools, Global Breast Health Analytics Map (GloBAM), stakeholder mapping, focus groups and other methods as appropriate. Breast Cancer Action Plans (BCAP). Through a collaborative process BCI2.5 supports partners and multidisciplinary teams in developing resource-appropriate action plans to assist countries in the decision-making process and outline next steps in implementing improvements in breast health care. BCI2.5 Master Courses. BCI2.5 is developing modular online curriculum units using the above mentioned tools and resources for advocates, policy makers and clinicians. Technical Assistance and Implementation Research. BCI2.5 works collaboratively with partner organizations and countries to facilitate implementation of evidence-based breast health care programs for scale-up, and develop metrics and implementation science methodology to evaluate plan implementation, and to assess systems-based outcomes. BCI2.5 Master Courses. BCI2.5 is developing modular curriculum units using the above mentioned tools and resources. Courses will target advocates, policy makers and clinicians. Materials will be available online via the BCI2.5 website. Technical Assistance and Implementation Research. BCI2.5 works collaboratively with partner organizations and countries to facilitate implementation of evidence-based breast health care programs for scale-up, and develop metrics and implementation science methodology to evaluate, to plan implementation, and to assess systems-based outcomes. AUTHORS' DISCLOSURES OF POTENTIAL CONFLICTS OF INTEREST: Allison Dvaladze Travel, Accommodations, Expenses: Roche Catherine Duggan No relationship to disclose Julie R. Gralow Consulting or Advisory Role: Novartis, Roche, Pfizer Benjamin O. Anderson Research Funding: Pfizer, Roche

TF14 Development of the Open Access Airway Course

Emergency airway management is a crucial skill for emergency physicians. Easily accessible formal training for airway management is somewhat lacking. Many of the existing airway courses are not learner-focused and require the learner to travel to a central location at a specific time. Expert faculty time is then divided between lecturing and staffing task trainers. We created a modular curriculum to teach basic and advanced airway skills to a broad audience via asynchronous learning technologies. This should significantly decrease faculty time commitment and shift the teaching focus from conveying facts and methods to one-on-one instruction in a simulation environment. The primary learners for our curriculum are residents training in emergency medicine (PGY1-4). Our secondary learners include any personnel tasked with emergency airway management. This includes advanced practitioners, medical students, EMS providers, emergency medicine faculty, and critical care faculty. After completing this course learners will be able to assess airway anatomy, predict difficult airway issues, and demonstrate proficiency in securing the airway in multiple complex environments. In developing this curriculum, we began with a faculty-led resident focus group. This group consisted of six emergency medicine residents, PGY1-4, who are currently in training. We elicited feedback from residents regarding their current airway training. Using this feedback we developed a curriculum outline. The curriculum consists of two major components: asynchronous content development and delivery, and a hands-on high fidelity simulation environment. Content consists currently of twenty-two modules covering a variety of topics specific to airway management. Modules were designed using the ADDIE instructional design model (analysis, design, development, implementation, evaluation). Each module contains learning objectives, educational content, and an integrated knowledge assessment. Educational content for each module varies, but typically consist of short video segments demonstrating techniques or principles in detail. Modules are accessible via a publically accessible Web site and may be viewed in a non-linear fashion. Once a particular module is completed, the learner then schedules a time to meet with an expert provider in our simulation laboratory for deliberate practice. We have designed simulation scenarios to most closely represent complex practice scenarios including massive hematemesis, airway obstruction, and persistent hypoxemia. This allows learners to process events dynamically, rather than simply learning to perform a task. There is a checklist of critical events which was developed to objectively evaluate the learner. This is a simple two-column checklist which is marked as either requiring remediation or competent. We also utilize the ACGME Emergency Medicine Milestones to provide feedback to our learners. Emergency airway management is critical to the practice of emergency medicine. Teaching airway management is a time-consuming process. Development of this curriculum shifts the educational focus from the faculty to the learner, and maximizes the learner’s one-on-one time with expert faculty. This curriculum can be easily and rapidly modified or appended as new research is published or new devices are developed.

TF1 “From Head To Toe!” Developing Competency in Adult Trauma Resuscitations

At our institution, trauma is run through a combined cooperative of the emergency medicine (EM) and surgical residency programs. A formal curriculum is currently lacking for the PGY1 EM residents rotating on this service, who are then expected to become proficient team leaders in combined resuscitations. Competency is defined as the ability to do something successfully or efficiently. ACGME currently requires that residents demonstrate “competency in adult trauma resuscitations” as a key index procedure prior to graduation. Therefore, the primary learners are first year residents rotating through the trauma service to these introduce concepts early. The curriculum will also be available to surgical residents as secondary learners if desired. The primary goal is for the learner to achieve competency in adult trauma resuscitations: by identifying injuries, perceiving when life-saving interventions are required and acting upon it. The secondary objective is to evaluate if initiating this curriculum will have an impact on in-training exam (ITE) scores in the trauma subcategory. This curriculum is designed as a self-guided, self-paced instructional system based in a modular asynchronous format. The entire curriculum will be available using Google Classroom. Each learner will perform a pre-test assessment prior to initiating the curriculum; administration will have the ability to review. This will allow our program to monitor the learner’s progress. The modules use interactive power point presentations using a visual diagnosis theme. The educational content is derived from both written emergency medicine and trauma texts as well as published on-line FOAM Ed (Free Open Access Medical Education). These FOAM Ed resources encompass evidence-based Web sites, emergency medicine specific training Web sites, and You Tube videos produced specifically for education. Each module will include self-assessment questions with answers provided and at the end of the rotation, each resident will receive a direct clinical skills evaluation using a provided checklist during a live trauma resuscitation. Using multiple assessment techniques will provide the resident with a well-rounded evaluation of their performance early in residency. To evaluate the impact of the curriculum, ITE scores before and after initiation will be compared. It is essential for emergency medicine residents to have competency in adult trauma resuscitations for daily use as a well-rounded physician. As junior residents, they are placed on a designated trauma service for 4 weeks and therefore, a self-guided modular curriculum allowing them to work at their own pace while participating in resuscitations on a daily basis will not only introduce the material, but also aid in retention and hopefully in reproduction as senior residents.

Role-play as a learning modality in Pakistan.

To assess the effectiveness of role-play practised as a part of an integrated modular curriculum at Shifa College of Medicine, Islamabad. Each class of 100 students from the first to the final years of studying for a Bachelor of Medicine, Bachelor of Surgery (MBBS), was split into seven or eight groups. Students divided the roles amongst themselves. Students were given one week's notice to prepare for each session, and had a maximum of 7 minutes for performance and 5 minutes for feedback from faculty members. Faculty staff observed the skills performed and content explored at the level of the students' training. The students' responses were recorded by a formulated questionnaire. Descriptive statistics were used to analyse quantitative data. The results obtained were presented as frequencies and percentages. In this study, 351 (70.2%) of eligible students participated. The advantage of role-play in alleviating potential difficulties in communicating with patients was agreed by 63 per cent (n = 223). Two hundred and forty-two students (69%) considered that role-play promoted teamwork and interpersonnel skills. One hundred and ninety-three students (55%) agreed that role-play helped them to integrate knowledge of basic sciences into clinical skills. That these sessions evoked critical thinking among students was reported by 41 per cent (n = 144). The roles created reflected real life scenarios was agreed by 27 per cent (n = 96) students. Students were given one week's notice to prepare for each session Role-play was accepted to enhance communication skills, the promotion of teamwork and the provision of a healthy environment to integrate learning processes among students.

A facilitated peer mentoring program for junior faculty to promote professional development and peer networking.

To explore the design, implementation, and efficacy of a faculty development program in a cohort of early career junior faculty. Interested junior faculty members were divided into interdisciplinary small groups led by senior faculty facilitators. The groups met monthly for 1.5 hours to review a modular curriculum from 2011 to 2013. Using a survey at two time points (September 2011 and 2013) and an interim program evaluation, the authors collected data on participants' demographics, faculty interconnectedness, and self-reported knowledge, skills, and attitudes (KSA) in the domains of professional development and scholarship, including the ability to write career goals and align activities with those goals. A total of 104 junior faculty participated in the program. They demonstrated changes in self-reported KSA in the domains of professional development (P = .013, P = .001) and scholarship (P = .038, P = .015) with an increase in ability to write career goals (P < .001), ability to align activities with those goals (P < .001), and number of and amount of time spent pursuing activities related to those goals (P = .022). These changes were more significant among female faculty and were not affected by academic rank or time since last training. Interconnectedness among faculty increased during the period of study-the number of nodes and ties between nodes within the network increased. This facilitated peer mentoring program for junior faculty was effective in improving the KSA necessary to promote early career advancement and peer networking, especially for women.

Global health preparation and reentry modules: An innovative, interactive, online, open-access, modular curriculum for global health rotations and projects

Global health preparation and reentry modules: An innovative, interactive, online, open-access, modular curriculum for global health rotations and projects

The portal of geriatrics online education: a 21st-century resource for teaching geriatrics.

The way students are taught and evaluated is changing, with greater emphasis on flexible, individualized, learner-centered education, including the use of technology. The goal of assessment is also shifting from what students know to how they perform in practice settings. Developing educational materials for teaching in these ways is time-consuming and can be expensive. The Portal of Geriatrics Online Education (POGOe) was developed to aid educators in meeting these needs and become quicker, better-prepared teachers of geriatrics. POGOe contains more than 950 geriatrics educational materials that faculty at 45% of allopathic and 7% of osteopathic U.S. medical schools and the Centers for Geriatric Nursing Excellence have created. These materials include various instructional and assessment methodologies, including virtual and standardized patients, games, tutorials, case-based teaching, self-directed learning, and traditional lectures. Materials with common goals and resource types are available as selected educational series. Learner assessments comprise approximately 10% of the educational materials. POGOe also includes libraries of videos, images, and questions extracted from its educational materials to encourage educators to repurpose content components to create new resources and to align their teaching better with their learners' needs. Web-Geriatric Education Modules, a peer-reviewed online modular curriculum for medical students, is a prime example of this repurposing. The existence of a robust compendium of instructional and assessment materials allows educators to concentrate more on improving learner performance in practice and not simply on knowledge acquisition. It also makes it easier for nongeriatricians to teach the care of older adults in their respective disciplines.

Modular Curriculum Design Using Personal Learning Plans and Reusable Learning Components

Modular Curriculum Design Using Personal Learning Plans and Reusable Learning Components

Designing a Structure of the Modular Competence-Based Curriculum and Technologies for Its Implementation into Higher Vocational Institutions

The submitted article deals with the theoretic and practically-oriented aspects of planning and implementing the modular competence-based curriculum in higher professional institutions. Particularly, the authors submit the structure of the modular competence-based curricula, develop the principles of their projecting, describe the technology of introducing the modular competence-based curriculum in higher professional institutions. The developed structure and technology can be applied in the professional institutions, further training and retraining centers in the process of core curriculum drafting, additional vocational programs and working programs as well.

Современные подходы к оптимизации учебных планов основных образовательных программ академического бакалавриата в области туризма

In connection with the entry into force of the new law «On education» the reforms of the national higher education received an additional boost. Improved standards of the third generation «FGOS 3+» has opened up great opportunities for the development of professional education in various areas of training that allows to fully take into account industry-specific features and requirements of business communities. Therefore, the most important task of the present stage of the reform of higher education is the adaptation of modern educational trends in the development of main educational programs of undergraduate and graduate levels. The article is based on a study conducted with direct participation of the authors, the main result of which is the development of an academic main educational program for the undergraduate level in the field of study «Tourism». Directly this article deals with the optimization of curricula that are «core» of any educational program. The results obtained directly by the authors are based on a fairly extensive empirical basis, which consists of curricula and basic educational undergraduate programs developed by higher education institutions — the recognized leaders in the field of tourism education. For the undergraduate level in the field of study «Tourism» the authors formed a competence model for academic Bachelor in tourism, taking into account the possibility of academic mobility, and consisting of a modular curriculum that includes 27 academic disciplines (modules). It should be noted that both the curriculum and the exemplary educational program as a whole meet the requirements of the federal state educational standard of higher education and take into account the demands of the modern business community regarding the training of future bachelors in tourism.