Journal ArticleDOI
AMEE Guide No. 14: Outcome-based education: Part 1-An introduction to outcome-based education
TLDR
Outcome-based education offers many advantages as a way of reforming and managing medical education, and can provide a clear and unambiguous framework for curriculum planning which has an intuitive appeal.Abstract:
SUMMARY Outcome-based education, a performance-based approach at the cutting edge of curriculum development, offers a powerful and appealing way of reforming and managing medical education.The emphasis is on the product‐ what sort of doctor will be produced‐ rather than on the educational process. In outcome-based education the educational outcomes are clearly and unambiguously speci® ed. These determine the curriculum content and its organisation, the teaching methods and strategies, the courses offered, the assessment process, the educational environment and the curriculum timetable.They also provide a framework for curriculum evaluation. A doctor is a unique combination of different kinds of abilities. A three-circle model can be used to present the learning outcomes in medical education, with the tasks to be performed by the doctor in the inner core, the approaches to the performance of the tasks in the middle area, and the growth of the individual and his or her role in the practice of medicine in the outer area. Medical schools need to prepare young doctors to practise in an increasingly complex healthcare scene with changing patient and public expectations, and increasing demands from employing authorities.Outcome-based education offers many advantages as a way of achieving this.It emphasises relevance in the curriculum and accountability, and can provide a clear and unambiguous framework for curriculum planning which has an intuitive appeal. It encourages the teacher and the student to share responsibility for learning and it can guide student assessment and course evaluation. What sort of outcomes should be covered in a curriculum, how should they be assessed and how should outcome-based education be implemented are issues that need to be addressed.read more
Citations
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Journal ArticleDOI
Competency-based medical education: theory to practice.
Jason R. Frank,Linda Snell,Olle ten Cate,Eric S. Holmboe,Carol Carraccio,Susan R. Swing,Peter Harris,Nicholas Glasgow,Craig Campbell,Deepak Dath,Ronald M. Harden,William Iobst,Donlin M. Long,Rani Mungroo,Denyse Richardson,Jonathan Sherbino,Ivan Silver,Sarah Taber,Martin Talbot,Kenneth A. Harris,Kenneth A. Harris +20 more
TL;DR: The evolution of CBME from the outcomes movement in the 20th century to a renewed approach that, focused on accountability and curricular outcomes and organized around competencies, promotes greater learner-centredness and de-emphasizes time-based curricular design is described.
Journal ArticleDOI
The history of simulation in medical education and possible future directions.
TL;DR: Clinical simulation is on the point of having a significant impact on health care education across professional boundaries and in both the undergraduate and postgraduate arenas.
Journal ArticleDOI
Viewpoint: Competency-Based Postgraduate Training: Can We Bridge the Gap between Theory and Clinical Practice?
Olle ten Cate,Fedde Scheele +1 more
TL;DR: The authors propose to analyze the critical activities of professional practice and relate these to predetermined competencies and to focus on the observation of concrete critical clinical activities and to infer the presence of multiple competencies from several observed activities.
Journal ArticleDOI
The CanMEDS initiative: implementing an outcomes-based framework of physician competencies
Jason R. Frank,Deborah Danoff +1 more
TL;DR: The lessons learned from the implementation of a national, needs-based, outcome-oriented, competency framework called the CanMEDS initiative of The Royal College of Physicians and Surgeons of Canada are described.
Journal ArticleDOI
Toward a definition of competency-based education in medicine: a systematic review of published definitions
TL;DR: This is the first comprehensive systematic review of the medical education literature related to CBE definitions and identifies 4 major themes and 6 sub-themes and a new definition of CBE was synthesized.
References
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Journal ArticleDOI
Assessment of clinical competence using an objective structured clinical examination (OSCE)
Ronald M. Harden,F. A. Gleeson +1 more
Book
The empty Raincoat : Making sense of the Future
TL;DR: In this paper, Handy makes some radical arguments for the future not only of organizations, but also for the individuals who work in them, following on from "The Age of Unreason".
Journal ArticleDOI
Learning outcomes in higher education
TL;DR: In this article, the authors trace the evolution of learning outcomes through rational curriculum planning to the development of expressive outcomes, and suggest a definition of learning outcome which includes subject-based, personal transferable and generic academic outcomes.
Journal Article
Organizing for Results: The Basis of Authentic Restructuring and Reform.
TL;DR: The practice paradigm as discussed by the authors is an inherently attractive con cept. It implies a deliberated attempt to plan and conduct esential activities so as to accomplish our aims successfully in other words, purposefully doing what we set out to do.
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