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