educational curriculum part 2
TRANSCRIPT
competency – based & outcome – basededucation curriculum
Prepared by :-
Taghreed hawswi
Supervised by :-Dr. Gehan
Introduction
The concept of outcomes-based education has been into
curriculum development since the later part of the 20th
century and into the first decade of the 21stcentury, and has
come to be associated with competency based education in
more recent years.
The key principle
development of educational programs
application of learning processes
beginning in identifying outcomes
competency-based approach
• Is a disciplined approach to specify the health problems to be addressed, identify the requisite competencies required of graduates for health system performance, tailor the curriculum to achieve competencies, and assess achievements and shortfalls
(Frenk et al., 2010)
Cont …….
• Competency-based education further
advocates for a time-independent approach to
education in which the achievement of
competency is the goal independent of the
length of time associated with educational
programs
The common components of competency based models include:
• Partnerships of community colleges and four year programs are at the heart of each model
• Partnerships of nursing programs can reach beyond states or local regions
• Involving practice partners provides for increased linkage between education and practice
• Partners universally agree on the outcomes or competencies
• A substantial number of student in a state, region
or partnership can be served with the development of this model
• The competency based model can serve as the foundation for moving to a shared curriculum mode
Curriculum development for outcomes-based education
• Is starts with outcomes of education rather
than with a predetermined set of contents to
be included in an educational program.
• Outcomes-based education not only requires
contents to be identified by outcomes but
also instructional designs to be incorporated
with competency-driven approaches.
Outcomes -based education [OBE]
Is a currently favored internationally to
promote educational renewal and has been
implemented in countries such as Canada, the
United States and New Zealand.
William Spady is regarded as OBE's leading
advocate and a few points he makes would
suffice.
Definition
Comprehensive approach to organizing and
operating an education system that is focused
on WHAT and WHETHER students learn
successfully is more important than WHEN and
HOW they learn something.
and
The successful demonstrations of learning
sought from each student.
(Spady, 1994:2)
Cont …….
Outcomes are …
clear learning results that we want students to demonstrate at the end of significant learning experiences … and … are
actions and performances that embody and reflect learner competence
in using content, information, ideas, and tools successfully .
(Spady, 1994:2)
Application
• Ascertaining prerequisite knowledge or skills
to attain goals
• A flexible time frame to achieve goals
• Using different media and materials to create
enriched teaching / learning contexts
• Formative evaluation to provide feedback
In the IOM (2003) report on health professions education, the following 5 core competencies
were recommended for all health professionals to meet the needs of the 21st century health
care:
• (a) competencies in providing patient-
centered care,
• (b) competencies in working in
interdisciplinary teams,
• (c) competencies in employing evidence -
based practice,
• (d) competencies in applying quality
improvements, and
• (e) competencies in utilizing informatics
Limitations of the outcome-based :-
• It does not give learners or educators an understanding of why this learning is important.
• It focuses strongly on either doing or recalling content: it does not focus on linking or integrating skills, knowledge and values.
• Because of this education, educators do not change the learning environment much—things carry on just as they did before the outcomes were defined.
(Department of Education, 1997a).
References
• Accreditation Council for Graduate Medical Education. ACGME Outcomes Project . Retrieved from http://www.ACGME.org/outcomes/comp/compFull.asp.
• American Association of Colleges of Nursing (2008). The essentials of baccalaureate education for professional nursing practice (2nd ed.). Washington, DC: Author.
• Commission on Collegiate Nursing Education. (2009, April). Standards for Accreditation of Baccalureate and Graduate Degree Nursing Programs. Washington, DC: Author.
• Retrieved from http://www.aacn.nche.edu/Accreditation/pdf/standards09.pdf Cronenwett, L. Sherwood, G.,Barnsteiner,J.,Disch,J., Johnson, J., Mitchell, P.,Taylor Sullivan, D.,& Warren, J. (20070 Quality and safety education for nurses. Nursing Outlook. 55 doi:10.1016/j.outlook.2007.02.006