若对TPM硕士感兴趣
TP教学模板是根据教学结构的应用而设计，通过对教学和沟通工具的应用和来自院系教职员工的教学材料和持续教学建议连接教学环境。 持续直接的知识传播将对学生的职业生涯大有裨益。 灵活性是培训项目设计和应用的一大亮点。学生可跟随教职员建议的时间表，更可根据自己的需求和能力来设定学习节奏。 教学材料的设计便于学生成为自己的学习主人翁。 院系团队发挥着导师和知识供给者的角色，推动沟通并在学习全过程中之指导学生。 持续评估系统利于学习目标的达成和学生成就感的获取。因此，学生的实际需求能和根据不同的评估方针得到的学习成果作比较。 |
申请巴塞罗那大学的硕士学位，需有学士学位或对等的由国际认可大学所颁发的第一学位。
此外需保证参加项目的线下部分以及为期6周的在硕士指导指定医疗中心完成的实习（其中两
项能在你的所在国完成）。
获录取的学生需把以下文件发送至邮箱： dyt@ub.edu
注意：所有非欧盟国家颁发的文件必须通过海牙认证或相关的公证认证合法化。按此获取更多 非欧盟国家学生的入学注意事项。若颁发的文件为非西班牙语或英语，需经由宣誓翻译员翻译。按此获取更多认证翻译的相关信息。
To be eligible for admission to a Master’s degree program at the University of Barcelona you need to have a Bachelor’s degree or an equivalent first academic degree from an internationally recognised university.
Moreover, you must have availability to attend the face-to-face parts of the program and six weeks of internship in the centre assigned by the Master direction (two of them can be carried out in your country).
The accepted students must send all the documentation required to dyt@ub.edu:
IMPORTANT: All documents issued in non-EU countries must be legalised by bearing the corresponding apostille or by the appropriate diplomatic channel. Click here for more information about enrolment requirements for non EU students. Moreover, if the documents have not been issued in Spanish or English, they should be translated by a public sworn translator. Click here for more information about the official translation.
The TPM pedagogical model is based on the use of a learning structure which facilitates the access to an educational environment through learning and communication tools, teaching resources and continuous pedagogic advice from the faculty members and educational staff.
The knowledge transferability is done in a continuous and direct way in order to improve the work of the student.
The training programs are designed and applied in a flexible way. Students start their learning process by following the schedule proposed by the teaching staff, but they set their own learning rhythm, adapting it to their needs and capabilities.
The teaching materials are designed in order to allow the students to be their own learning administrators.
The faculty teams act as tutors and learning providers, promoting the communication and guiding the students throughout their learning process.
A system of continuous evaluation assesses the accomplishment of the learning objectives and the students’ grade of satisfaction. Therefore, their real needs can be contrasted with the results obtained according to different evaluation tools.