465
[H2]Populate the framework with the agreed learning outcomes 466
The desired outcomes should be established for each of the framework domains. For example, 467
in relation to practical procedures, a decision has to be taken as to which procedures should 468
be included and in relation to communication skills, which aspects of communication and the 469
level of mastery required at the completion of the education programme.
470
[H2]Prepare a grid or preferably a curriculum map relating the learning outcomes to 471
the phases and courses in the curriculum 472
It is important to recognise that OBE does not stop with the specification of the learning 473
outcomes. The content of the curriculum and the aspects addressed in each stage of the 474
curriculum must be determined by the expected learning outcomes (Figure 3.2). How each 475
course contributes to the exit learning outcomes should be specified and the milestones or 476
what is expected of a student at each phase of the curriculum should be determined.
477
[FIGURE 3.2 NEAR HERE]
478
[H2]Prepare a grid or curriculum map identifying for each learning experience the 479
expected learning outcomes 480
Learning outcomes should be specified for all learning experiences including lectures, 481
tutorials, problem-based learning sessions, practical classes, clinical experiences or work in a 482
simulation laboratory. The work may be completed over a period of time with responsibility 483
given to the individual in charge of the session.
484
[H2]Relate the assessment to the learning outcomes 485
Prepare a grid or curriculum map identifying how each learning outcome is assessed at the 486
different stages in the curriculum, e.g. through a written assessment, an OSCE or as part of a 487
portfolio assessment. As discussed in Chapters 17, 18, and 19 important advances have been 488
made in the assessment of outcomes such as professionalism, attitudes and team working. The 489
case study from the University of Colorado illustrates how the assessment of trainees was 490
built round the ACGME competencies for paediatrics residents and the milestones in the 491
move from novice to master.
492
[H2]Arrange a faculty development programme 493
It is essential to engage the faculty in the specification of learning outcomes and in the 494
implementation of an OBE approach. The concept of OBE will be new to many faculty and 495
faculty must be involved and made familiar with the approach and with the learning outcome 496
framework and how the course for which they are responsible contributes to this.
497
[H1]Take-home messages 498
• The principal focus for medical education should be on the product and the desired 499
learning outcomes rather than on the programme structure and education process.
500
Quite simply, outcome-based and competency-based education means clearly 501
focussing and organising the educational programme around what are deemed to 502
be the essential competencies and abilities for the learner at the end of the 503
educational programme.
504
• Outcome-based education is a powerful education strategy that should be used as a 505
focus for curriculum planning, as a means of making informed discussions about 506
the approaches to teaching and learning be adopted and as a basis for the 507
assessment of students/trainees and of the education programme itself. This means 508
starting with a clear picture of what is important for the healthcare professional to 509
be able to do and then organising the curriculum, learning opportunities, and 510
assessment to make sure that this learning happens.
511
• OBE is at the cutting edge of curriculum development and an understanding of the 512
expected learning outcomes can contribute to our appreciation and success of 513
newer approaches to medical education such as team-based learning and 514
interprofessional education.
515
• OBE is not a magic bullet that on its own can address the problems facing medical 516
education. As with all developments or tools and as illustrated in the case studies, 517
how it is implemented and how staff are engaged with the process matters.
518
• OBE requires a regular revision of the curriculum to ensure that competencies 519
outlined continue to meet the needs of the student, profession, and wider 520
community.
521
[H1]References 522
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