Journal ArticleDOI
Learning outcomes and instructional objectives: is there a difference?
TLDR
The concept of learning outcomes and outcome-based education is high on today's education agenda and a design-down approach encourages ownership of the outcomes by teachers and students.Abstract:
Learning outcomes are broad statements of what is achieved and assessed at the end of a course of study. The concept of learning outcomes and outcome-based education is high on today's education agenda. The idea has features in common with the move to instructional objectives which became fashionable in the 1960s, but which never had the impact on education practice that it merited. Five important differences between learning outcomes and instructional objectives can be recognized: (1) Learning outcomes, if set out appropriately, are intuitive and user friendly. They can be used easily in curriculum planning, in teaching and learning and in assessment. (2) Learning outcomes are broad statements and are usually designed round a framework of 8-12 higher order outcomes. (3) The outcomes recognize the authentic interaction and integration in clinical practice of knowledge, skills and attitudes and the artificiality of separating these. (4) Learning outcomes represent what is achieved and assessed at the end of a course of study and not only the aspirations or what is intended to be achieved. (5) A design-down approach encourages ownership of the outcomes by teachers and students.read more
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Book
Writing and using learning outcomes: a practical guide
TL;DR: In this article, the authors present a summary of developments in curriculum design in higher education in recent decades and, drawing on recent practical experience, suggest a user-friendly methodology for writing modules, courses and programmes in terms of learning outcomes.
Journal ArticleDOI
Developments in outcome-based education
TL;DR: The public, the government and colleagues in the other healthcare professions are asking justifiably for more explicit statements about the product of their medical schools: what sort of doctor are the authors trying to train and are the needs and expectations of the society in which they will be practising being taken into consideration?
Journal ArticleDOI
Competencies and frameworks in interprofessional education: a comparative analysis.
Jill Thistlethwaite,Dawn Forman,Lynda R. Matthews,Gary David Rogers,Carole Steketee,Tagrid Yassine +5 more
TL;DR: The authors highlight the need for further discussion about establishing a common language, strengthening ways in which academic environments work with practice environments, and improving the assessment of interprofessional competencies and teamwork, including the development of assessment tools for collaborative practice.
Journal ArticleDOI
Outcome-Based Education: the future is today
TL;DR: This themed issue of Medical Teacher recognizes that a significant change has taken place in medical education with the move to an OBE model and illustrates how learning outcomes can provide this necessary language.
Journal ArticleDOI
Competencies for Interprofessional Collaboration
TL;DR: An emerging Canadian competency framework for interprofessional collaboration is described that (1) considers previous descriptions of collaborative practice and (2) uses existing literature to support a model for describing competencies for collaborative practice.
References
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Journal ArticleDOI
A Sign That Education is Maturing: Taxonomy of Educational Objectives, the Classification of Educational Goals, Handbook I: Cognitive Domain
TL;DR: Using Bloom's Taxonomy to Write Effective Learning Objectives: The Abcds of Writing Learning ObjectIVES: A Basic Guide.
Journal ArticleDOI
Taxonomy of Educational Objectives. Handbook I: Cognitive Domain@@@Taxonomy of Educational Objectives. Handbook 2: Affective Domain
Book
Basic Principles of Curriculum and Instruction
TL;DR: Tyler's book outlines one way of viewing an instructional program as a functioning instrument of education by developing a rationale for studying them, and suggests procedures for formulating answers and evaluating programs of study.