competency based education
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Competency based education
Outcome based education
COMPETENCY-BASED EDUCATION (CBE)
The word competent is derived from Latin and means having essential qualities and abilities to function in specific ways
DEFINITION OF COMPETENCY
The ability to apply knowledge and interpersonal decision-making and psychomotor skills to nursing practice roles
-The National Council of State Boards of Nursing (2005)
Competency is the combination of the knowledge and skills necessary for carrying out professional tasks
-Garcia- Barbero (1998)
Competencies are essential skills that adults need to be successful members of families the community and the workplace
1048708 CASAS
DEFINITIONS OF COMPETENCY BASED EDUCATION
Competency Based Education refers to an educational movement that advocates defining educational goals in terms of precise measurable descriptions of knowledge skills and behaviors students should possess at the end of a course of study
1048708 Richards and Rodgers
Competency Based Education is outcome based instruction and is adaptive to the changing needs of students teachers and the communityCompetencies describe the studentrsquos ability to apply basic and other skills in situations that are commonly encountered in everyday life Thus CBE is based on a set of outcomes that are derived from an analysis of tasks typically required of students in life role situations
1048708 Schenck
Competency Based Education is a functional approach to educationIt was defined by the US Office of Education as a ldquoperformance-based process leading to demonstrated mastery of basic and life skills necessary for the individual to function proficiently in societyrdquo(US Office of Education 1978)
Competencies consist of a description of the essential skills knowledgeattitudes and behaviors required for effective performance of a real-world task or activity These activities may be related to any domain of life though have typically been linked to the field of work and to social survival in a new environment
1048708 Mrowicki
1 Educational institutions and providers need evidence that anyone who completes a degree or course has achieved a required level of competency
2 Accrediting regulatory and professional groups want assurance that completion of an educational endeavor indicates competency
REASONS FOR THE CURRENT INTEREST IN CBE
3 There is greater accountability for the costs and time it takes to complete educational endeavours and determine if they achieve the expected outcomes
4 Employers hire new workers who do not have basic competencies required for entry-level positions
5 Employers invest in extensive training programs to address the initial needs of new employees and the continuing training needs of all employees especially those in complex changing work environments
6 Regulatory legal external standards and quality measures require demonstration of competence
7 Workers need to continue their own personal and professional development to advance their careers and make positive contributions to organizations
LEVEL OF COMPETENCIESJuceviciene and Lepaite(2005)
Level 1 Behavior competencies
Level 2 Added competencies
Level 3 Integrated competencies
Level 4 Holistic competencies
Added
Behavior
Integrated
Holistic
operational work performance
demands of the workplace
behavior and additional knowledge needed to
improve work
Knowledge skills and understanding are integrated
into internal and external work conditions
new work and transfer knowledge and skills to new
situations
1 Consumers regulatory educational and practice groups establish partnerships
2 Collaboration and innovation in education and practice settings support the development and maintenance of competent workforce (Coonan 2008)
APPROACHES TO COMPETENCY-BASED EDUCATION
3 Educational systems respond to changes in complex work environments
(Coonan 2008) Learners have an active role in determining
their educational needs
The primary focus is on identifying and measuring specific learning outcomes for initial and continued competence
6 Required competencies include all the domains required for practice in a discipline
7 Assessments are given at each level with the learners demonstrating competence at each level
8 Assessments are done at different points in time using a variety of approachesFitness for practice or competency in an area is congruent with the completion of an educational program
MODEL OF COMPETENCY BASED EDUCATION
HEALTH NEEDS OF THE
SOCIETY
COMPETENCIES
OUTCOMECURICULUM
ASSESSMENT
MODEL OF TRADITIONAL EDUCATION
CURICULUM
ASSESSMENT
EDUCATIONAL OBJECTIVES
It serves to reduce passive dependence on lectures
It enhances student performance through active participation in learning through problem-solving
It encourages critical assessment of competing theory and evidence
ADVANTAGES
It improves interdisciplinary understanding
It can improve literature searches and the writing-up of clinical cases
It can help establish closer links with private practice settings and public institutions for educational purposes
Applicability at the course program institutional and system levels
Developing assessments derived from specific competencies
Support for the development of learning experiences and assignments that help students become proficient in the competencies essential to different disciplines and settings (US Department of Education 2006)
Prepares the curriculum to take on a more holistic appearance and coherence ndash be more than a lsquostring of beadsrsquo
Improves the system of feedback to students
Gets the learner more engaged and acting responsible
Provide data for decision about students about programme effectiveness
(1) They fail to directly address the health needs of the community
(2) Competencies are inadequately defined or to broad to be useful
DISADVANTAGES
(3) A lack of accommodation in the curriculum for the flexibility in learning rates
(4) The lack of assessment methods to
determine when competency has been achieved
(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning
(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
COMPETENCY-BASED EDUCATION (CBE)
The word competent is derived from Latin and means having essential qualities and abilities to function in specific ways
DEFINITION OF COMPETENCY
The ability to apply knowledge and interpersonal decision-making and psychomotor skills to nursing practice roles
-The National Council of State Boards of Nursing (2005)
Competency is the combination of the knowledge and skills necessary for carrying out professional tasks
-Garcia- Barbero (1998)
Competencies are essential skills that adults need to be successful members of families the community and the workplace
1048708 CASAS
DEFINITIONS OF COMPETENCY BASED EDUCATION
Competency Based Education refers to an educational movement that advocates defining educational goals in terms of precise measurable descriptions of knowledge skills and behaviors students should possess at the end of a course of study
1048708 Richards and Rodgers
Competency Based Education is outcome based instruction and is adaptive to the changing needs of students teachers and the communityCompetencies describe the studentrsquos ability to apply basic and other skills in situations that are commonly encountered in everyday life Thus CBE is based on a set of outcomes that are derived from an analysis of tasks typically required of students in life role situations
1048708 Schenck
Competency Based Education is a functional approach to educationIt was defined by the US Office of Education as a ldquoperformance-based process leading to demonstrated mastery of basic and life skills necessary for the individual to function proficiently in societyrdquo(US Office of Education 1978)
Competencies consist of a description of the essential skills knowledgeattitudes and behaviors required for effective performance of a real-world task or activity These activities may be related to any domain of life though have typically been linked to the field of work and to social survival in a new environment
1048708 Mrowicki
1 Educational institutions and providers need evidence that anyone who completes a degree or course has achieved a required level of competency
2 Accrediting regulatory and professional groups want assurance that completion of an educational endeavor indicates competency
REASONS FOR THE CURRENT INTEREST IN CBE
3 There is greater accountability for the costs and time it takes to complete educational endeavours and determine if they achieve the expected outcomes
4 Employers hire new workers who do not have basic competencies required for entry-level positions
5 Employers invest in extensive training programs to address the initial needs of new employees and the continuing training needs of all employees especially those in complex changing work environments
6 Regulatory legal external standards and quality measures require demonstration of competence
7 Workers need to continue their own personal and professional development to advance their careers and make positive contributions to organizations
LEVEL OF COMPETENCIESJuceviciene and Lepaite(2005)
Level 1 Behavior competencies
Level 2 Added competencies
Level 3 Integrated competencies
Level 4 Holistic competencies
Added
Behavior
Integrated
Holistic
operational work performance
demands of the workplace
behavior and additional knowledge needed to
improve work
Knowledge skills and understanding are integrated
into internal and external work conditions
new work and transfer knowledge and skills to new
situations
1 Consumers regulatory educational and practice groups establish partnerships
2 Collaboration and innovation in education and practice settings support the development and maintenance of competent workforce (Coonan 2008)
APPROACHES TO COMPETENCY-BASED EDUCATION
3 Educational systems respond to changes in complex work environments
(Coonan 2008) Learners have an active role in determining
their educational needs
The primary focus is on identifying and measuring specific learning outcomes for initial and continued competence
6 Required competencies include all the domains required for practice in a discipline
7 Assessments are given at each level with the learners demonstrating competence at each level
8 Assessments are done at different points in time using a variety of approachesFitness for practice or competency in an area is congruent with the completion of an educational program
MODEL OF COMPETENCY BASED EDUCATION
HEALTH NEEDS OF THE
SOCIETY
COMPETENCIES
OUTCOMECURICULUM
ASSESSMENT
MODEL OF TRADITIONAL EDUCATION
CURICULUM
ASSESSMENT
EDUCATIONAL OBJECTIVES
It serves to reduce passive dependence on lectures
It enhances student performance through active participation in learning through problem-solving
It encourages critical assessment of competing theory and evidence
ADVANTAGES
It improves interdisciplinary understanding
It can improve literature searches and the writing-up of clinical cases
It can help establish closer links with private practice settings and public institutions for educational purposes
Applicability at the course program institutional and system levels
Developing assessments derived from specific competencies
Support for the development of learning experiences and assignments that help students become proficient in the competencies essential to different disciplines and settings (US Department of Education 2006)
Prepares the curriculum to take on a more holistic appearance and coherence ndash be more than a lsquostring of beadsrsquo
Improves the system of feedback to students
Gets the learner more engaged and acting responsible
Provide data for decision about students about programme effectiveness
(1) They fail to directly address the health needs of the community
(2) Competencies are inadequately defined or to broad to be useful
DISADVANTAGES
(3) A lack of accommodation in the curriculum for the flexibility in learning rates
(4) The lack of assessment methods to
determine when competency has been achieved
(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning
(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
The word competent is derived from Latin and means having essential qualities and abilities to function in specific ways
DEFINITION OF COMPETENCY
The ability to apply knowledge and interpersonal decision-making and psychomotor skills to nursing practice roles
-The National Council of State Boards of Nursing (2005)
Competency is the combination of the knowledge and skills necessary for carrying out professional tasks
-Garcia- Barbero (1998)
Competencies are essential skills that adults need to be successful members of families the community and the workplace
1048708 CASAS
DEFINITIONS OF COMPETENCY BASED EDUCATION
Competency Based Education refers to an educational movement that advocates defining educational goals in terms of precise measurable descriptions of knowledge skills and behaviors students should possess at the end of a course of study
1048708 Richards and Rodgers
Competency Based Education is outcome based instruction and is adaptive to the changing needs of students teachers and the communityCompetencies describe the studentrsquos ability to apply basic and other skills in situations that are commonly encountered in everyday life Thus CBE is based on a set of outcomes that are derived from an analysis of tasks typically required of students in life role situations
1048708 Schenck
Competency Based Education is a functional approach to educationIt was defined by the US Office of Education as a ldquoperformance-based process leading to demonstrated mastery of basic and life skills necessary for the individual to function proficiently in societyrdquo(US Office of Education 1978)
Competencies consist of a description of the essential skills knowledgeattitudes and behaviors required for effective performance of a real-world task or activity These activities may be related to any domain of life though have typically been linked to the field of work and to social survival in a new environment
1048708 Mrowicki
1 Educational institutions and providers need evidence that anyone who completes a degree or course has achieved a required level of competency
2 Accrediting regulatory and professional groups want assurance that completion of an educational endeavor indicates competency
REASONS FOR THE CURRENT INTEREST IN CBE
3 There is greater accountability for the costs and time it takes to complete educational endeavours and determine if they achieve the expected outcomes
4 Employers hire new workers who do not have basic competencies required for entry-level positions
5 Employers invest in extensive training programs to address the initial needs of new employees and the continuing training needs of all employees especially those in complex changing work environments
6 Regulatory legal external standards and quality measures require demonstration of competence
7 Workers need to continue their own personal and professional development to advance their careers and make positive contributions to organizations
LEVEL OF COMPETENCIESJuceviciene and Lepaite(2005)
Level 1 Behavior competencies
Level 2 Added competencies
Level 3 Integrated competencies
Level 4 Holistic competencies
Added
Behavior
Integrated
Holistic
operational work performance
demands of the workplace
behavior and additional knowledge needed to
improve work
Knowledge skills and understanding are integrated
into internal and external work conditions
new work and transfer knowledge and skills to new
situations
1 Consumers regulatory educational and practice groups establish partnerships
2 Collaboration and innovation in education and practice settings support the development and maintenance of competent workforce (Coonan 2008)
APPROACHES TO COMPETENCY-BASED EDUCATION
3 Educational systems respond to changes in complex work environments
(Coonan 2008) Learners have an active role in determining
their educational needs
The primary focus is on identifying and measuring specific learning outcomes for initial and continued competence
6 Required competencies include all the domains required for practice in a discipline
7 Assessments are given at each level with the learners demonstrating competence at each level
8 Assessments are done at different points in time using a variety of approachesFitness for practice or competency in an area is congruent with the completion of an educational program
MODEL OF COMPETENCY BASED EDUCATION
HEALTH NEEDS OF THE
SOCIETY
COMPETENCIES
OUTCOMECURICULUM
ASSESSMENT
MODEL OF TRADITIONAL EDUCATION
CURICULUM
ASSESSMENT
EDUCATIONAL OBJECTIVES
It serves to reduce passive dependence on lectures
It enhances student performance through active participation in learning through problem-solving
It encourages critical assessment of competing theory and evidence
ADVANTAGES
It improves interdisciplinary understanding
It can improve literature searches and the writing-up of clinical cases
It can help establish closer links with private practice settings and public institutions for educational purposes
Applicability at the course program institutional and system levels
Developing assessments derived from specific competencies
Support for the development of learning experiences and assignments that help students become proficient in the competencies essential to different disciplines and settings (US Department of Education 2006)
Prepares the curriculum to take on a more holistic appearance and coherence ndash be more than a lsquostring of beadsrsquo
Improves the system of feedback to students
Gets the learner more engaged and acting responsible
Provide data for decision about students about programme effectiveness
(1) They fail to directly address the health needs of the community
(2) Competencies are inadequately defined or to broad to be useful
DISADVANTAGES
(3) A lack of accommodation in the curriculum for the flexibility in learning rates
(4) The lack of assessment methods to
determine when competency has been achieved
(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning
(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
The ability to apply knowledge and interpersonal decision-making and psychomotor skills to nursing practice roles
-The National Council of State Boards of Nursing (2005)
Competency is the combination of the knowledge and skills necessary for carrying out professional tasks
-Garcia- Barbero (1998)
Competencies are essential skills that adults need to be successful members of families the community and the workplace
1048708 CASAS
DEFINITIONS OF COMPETENCY BASED EDUCATION
Competency Based Education refers to an educational movement that advocates defining educational goals in terms of precise measurable descriptions of knowledge skills and behaviors students should possess at the end of a course of study
1048708 Richards and Rodgers
Competency Based Education is outcome based instruction and is adaptive to the changing needs of students teachers and the communityCompetencies describe the studentrsquos ability to apply basic and other skills in situations that are commonly encountered in everyday life Thus CBE is based on a set of outcomes that are derived from an analysis of tasks typically required of students in life role situations
1048708 Schenck
Competency Based Education is a functional approach to educationIt was defined by the US Office of Education as a ldquoperformance-based process leading to demonstrated mastery of basic and life skills necessary for the individual to function proficiently in societyrdquo(US Office of Education 1978)
Competencies consist of a description of the essential skills knowledgeattitudes and behaviors required for effective performance of a real-world task or activity These activities may be related to any domain of life though have typically been linked to the field of work and to social survival in a new environment
1048708 Mrowicki
1 Educational institutions and providers need evidence that anyone who completes a degree or course has achieved a required level of competency
2 Accrediting regulatory and professional groups want assurance that completion of an educational endeavor indicates competency
REASONS FOR THE CURRENT INTEREST IN CBE
3 There is greater accountability for the costs and time it takes to complete educational endeavours and determine if they achieve the expected outcomes
4 Employers hire new workers who do not have basic competencies required for entry-level positions
5 Employers invest in extensive training programs to address the initial needs of new employees and the continuing training needs of all employees especially those in complex changing work environments
6 Regulatory legal external standards and quality measures require demonstration of competence
7 Workers need to continue their own personal and professional development to advance their careers and make positive contributions to organizations
LEVEL OF COMPETENCIESJuceviciene and Lepaite(2005)
Level 1 Behavior competencies
Level 2 Added competencies
Level 3 Integrated competencies
Level 4 Holistic competencies
Added
Behavior
Integrated
Holistic
operational work performance
demands of the workplace
behavior and additional knowledge needed to
improve work
Knowledge skills and understanding are integrated
into internal and external work conditions
new work and transfer knowledge and skills to new
situations
1 Consumers regulatory educational and practice groups establish partnerships
2 Collaboration and innovation in education and practice settings support the development and maintenance of competent workforce (Coonan 2008)
APPROACHES TO COMPETENCY-BASED EDUCATION
3 Educational systems respond to changes in complex work environments
(Coonan 2008) Learners have an active role in determining
their educational needs
The primary focus is on identifying and measuring specific learning outcomes for initial and continued competence
6 Required competencies include all the domains required for practice in a discipline
7 Assessments are given at each level with the learners demonstrating competence at each level
8 Assessments are done at different points in time using a variety of approachesFitness for practice or competency in an area is congruent with the completion of an educational program
MODEL OF COMPETENCY BASED EDUCATION
HEALTH NEEDS OF THE
SOCIETY
COMPETENCIES
OUTCOMECURICULUM
ASSESSMENT
MODEL OF TRADITIONAL EDUCATION
CURICULUM
ASSESSMENT
EDUCATIONAL OBJECTIVES
It serves to reduce passive dependence on lectures
It enhances student performance through active participation in learning through problem-solving
It encourages critical assessment of competing theory and evidence
ADVANTAGES
It improves interdisciplinary understanding
It can improve literature searches and the writing-up of clinical cases
It can help establish closer links with private practice settings and public institutions for educational purposes
Applicability at the course program institutional and system levels
Developing assessments derived from specific competencies
Support for the development of learning experiences and assignments that help students become proficient in the competencies essential to different disciplines and settings (US Department of Education 2006)
Prepares the curriculum to take on a more holistic appearance and coherence ndash be more than a lsquostring of beadsrsquo
Improves the system of feedback to students
Gets the learner more engaged and acting responsible
Provide data for decision about students about programme effectiveness
(1) They fail to directly address the health needs of the community
(2) Competencies are inadequately defined or to broad to be useful
DISADVANTAGES
(3) A lack of accommodation in the curriculum for the flexibility in learning rates
(4) The lack of assessment methods to
determine when competency has been achieved
(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning
(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
Competencies are essential skills that adults need to be successful members of families the community and the workplace
1048708 CASAS
DEFINITIONS OF COMPETENCY BASED EDUCATION
Competency Based Education refers to an educational movement that advocates defining educational goals in terms of precise measurable descriptions of knowledge skills and behaviors students should possess at the end of a course of study
1048708 Richards and Rodgers
Competency Based Education is outcome based instruction and is adaptive to the changing needs of students teachers and the communityCompetencies describe the studentrsquos ability to apply basic and other skills in situations that are commonly encountered in everyday life Thus CBE is based on a set of outcomes that are derived from an analysis of tasks typically required of students in life role situations
1048708 Schenck
Competency Based Education is a functional approach to educationIt was defined by the US Office of Education as a ldquoperformance-based process leading to demonstrated mastery of basic and life skills necessary for the individual to function proficiently in societyrdquo(US Office of Education 1978)
Competencies consist of a description of the essential skills knowledgeattitudes and behaviors required for effective performance of a real-world task or activity These activities may be related to any domain of life though have typically been linked to the field of work and to social survival in a new environment
1048708 Mrowicki
1 Educational institutions and providers need evidence that anyone who completes a degree or course has achieved a required level of competency
2 Accrediting regulatory and professional groups want assurance that completion of an educational endeavor indicates competency
REASONS FOR THE CURRENT INTEREST IN CBE
3 There is greater accountability for the costs and time it takes to complete educational endeavours and determine if they achieve the expected outcomes
4 Employers hire new workers who do not have basic competencies required for entry-level positions
5 Employers invest in extensive training programs to address the initial needs of new employees and the continuing training needs of all employees especially those in complex changing work environments
6 Regulatory legal external standards and quality measures require demonstration of competence
7 Workers need to continue their own personal and professional development to advance their careers and make positive contributions to organizations
LEVEL OF COMPETENCIESJuceviciene and Lepaite(2005)
Level 1 Behavior competencies
Level 2 Added competencies
Level 3 Integrated competencies
Level 4 Holistic competencies
Added
Behavior
Integrated
Holistic
operational work performance
demands of the workplace
behavior and additional knowledge needed to
improve work
Knowledge skills and understanding are integrated
into internal and external work conditions
new work and transfer knowledge and skills to new
situations
1 Consumers regulatory educational and practice groups establish partnerships
2 Collaboration and innovation in education and practice settings support the development and maintenance of competent workforce (Coonan 2008)
APPROACHES TO COMPETENCY-BASED EDUCATION
3 Educational systems respond to changes in complex work environments
(Coonan 2008) Learners have an active role in determining
their educational needs
The primary focus is on identifying and measuring specific learning outcomes for initial and continued competence
6 Required competencies include all the domains required for practice in a discipline
7 Assessments are given at each level with the learners demonstrating competence at each level
8 Assessments are done at different points in time using a variety of approachesFitness for practice or competency in an area is congruent with the completion of an educational program
MODEL OF COMPETENCY BASED EDUCATION
HEALTH NEEDS OF THE
SOCIETY
COMPETENCIES
OUTCOMECURICULUM
ASSESSMENT
MODEL OF TRADITIONAL EDUCATION
CURICULUM
ASSESSMENT
EDUCATIONAL OBJECTIVES
It serves to reduce passive dependence on lectures
It enhances student performance through active participation in learning through problem-solving
It encourages critical assessment of competing theory and evidence
ADVANTAGES
It improves interdisciplinary understanding
It can improve literature searches and the writing-up of clinical cases
It can help establish closer links with private practice settings and public institutions for educational purposes
Applicability at the course program institutional and system levels
Developing assessments derived from specific competencies
Support for the development of learning experiences and assignments that help students become proficient in the competencies essential to different disciplines and settings (US Department of Education 2006)
Prepares the curriculum to take on a more holistic appearance and coherence ndash be more than a lsquostring of beadsrsquo
Improves the system of feedback to students
Gets the learner more engaged and acting responsible
Provide data for decision about students about programme effectiveness
(1) They fail to directly address the health needs of the community
(2) Competencies are inadequately defined or to broad to be useful
DISADVANTAGES
(3) A lack of accommodation in the curriculum for the flexibility in learning rates
(4) The lack of assessment methods to
determine when competency has been achieved
(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning
(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
DEFINITIONS OF COMPETENCY BASED EDUCATION
Competency Based Education refers to an educational movement that advocates defining educational goals in terms of precise measurable descriptions of knowledge skills and behaviors students should possess at the end of a course of study
1048708 Richards and Rodgers
Competency Based Education is outcome based instruction and is adaptive to the changing needs of students teachers and the communityCompetencies describe the studentrsquos ability to apply basic and other skills in situations that are commonly encountered in everyday life Thus CBE is based on a set of outcomes that are derived from an analysis of tasks typically required of students in life role situations
1048708 Schenck
Competency Based Education is a functional approach to educationIt was defined by the US Office of Education as a ldquoperformance-based process leading to demonstrated mastery of basic and life skills necessary for the individual to function proficiently in societyrdquo(US Office of Education 1978)
Competencies consist of a description of the essential skills knowledgeattitudes and behaviors required for effective performance of a real-world task or activity These activities may be related to any domain of life though have typically been linked to the field of work and to social survival in a new environment
1048708 Mrowicki
1 Educational institutions and providers need evidence that anyone who completes a degree or course has achieved a required level of competency
2 Accrediting regulatory and professional groups want assurance that completion of an educational endeavor indicates competency
REASONS FOR THE CURRENT INTEREST IN CBE
3 There is greater accountability for the costs and time it takes to complete educational endeavours and determine if they achieve the expected outcomes
4 Employers hire new workers who do not have basic competencies required for entry-level positions
5 Employers invest in extensive training programs to address the initial needs of new employees and the continuing training needs of all employees especially those in complex changing work environments
6 Regulatory legal external standards and quality measures require demonstration of competence
7 Workers need to continue their own personal and professional development to advance their careers and make positive contributions to organizations
LEVEL OF COMPETENCIESJuceviciene and Lepaite(2005)
Level 1 Behavior competencies
Level 2 Added competencies
Level 3 Integrated competencies
Level 4 Holistic competencies
Added
Behavior
Integrated
Holistic
operational work performance
demands of the workplace
behavior and additional knowledge needed to
improve work
Knowledge skills and understanding are integrated
into internal and external work conditions
new work and transfer knowledge and skills to new
situations
1 Consumers regulatory educational and practice groups establish partnerships
2 Collaboration and innovation in education and practice settings support the development and maintenance of competent workforce (Coonan 2008)
APPROACHES TO COMPETENCY-BASED EDUCATION
3 Educational systems respond to changes in complex work environments
(Coonan 2008) Learners have an active role in determining
their educational needs
The primary focus is on identifying and measuring specific learning outcomes for initial and continued competence
6 Required competencies include all the domains required for practice in a discipline
7 Assessments are given at each level with the learners demonstrating competence at each level
8 Assessments are done at different points in time using a variety of approachesFitness for practice or competency in an area is congruent with the completion of an educational program
MODEL OF COMPETENCY BASED EDUCATION
HEALTH NEEDS OF THE
SOCIETY
COMPETENCIES
OUTCOMECURICULUM
ASSESSMENT
MODEL OF TRADITIONAL EDUCATION
CURICULUM
ASSESSMENT
EDUCATIONAL OBJECTIVES
It serves to reduce passive dependence on lectures
It enhances student performance through active participation in learning through problem-solving
It encourages critical assessment of competing theory and evidence
ADVANTAGES
It improves interdisciplinary understanding
It can improve literature searches and the writing-up of clinical cases
It can help establish closer links with private practice settings and public institutions for educational purposes
Applicability at the course program institutional and system levels
Developing assessments derived from specific competencies
Support for the development of learning experiences and assignments that help students become proficient in the competencies essential to different disciplines and settings (US Department of Education 2006)
Prepares the curriculum to take on a more holistic appearance and coherence ndash be more than a lsquostring of beadsrsquo
Improves the system of feedback to students
Gets the learner more engaged and acting responsible
Provide data for decision about students about programme effectiveness
(1) They fail to directly address the health needs of the community
(2) Competencies are inadequately defined or to broad to be useful
DISADVANTAGES
(3) A lack of accommodation in the curriculum for the flexibility in learning rates
(4) The lack of assessment methods to
determine when competency has been achieved
(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning
(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
Competency Based Education refers to an educational movement that advocates defining educational goals in terms of precise measurable descriptions of knowledge skills and behaviors students should possess at the end of a course of study
1048708 Richards and Rodgers
Competency Based Education is outcome based instruction and is adaptive to the changing needs of students teachers and the communityCompetencies describe the studentrsquos ability to apply basic and other skills in situations that are commonly encountered in everyday life Thus CBE is based on a set of outcomes that are derived from an analysis of tasks typically required of students in life role situations
1048708 Schenck
Competency Based Education is a functional approach to educationIt was defined by the US Office of Education as a ldquoperformance-based process leading to demonstrated mastery of basic and life skills necessary for the individual to function proficiently in societyrdquo(US Office of Education 1978)
Competencies consist of a description of the essential skills knowledgeattitudes and behaviors required for effective performance of a real-world task or activity These activities may be related to any domain of life though have typically been linked to the field of work and to social survival in a new environment
1048708 Mrowicki
1 Educational institutions and providers need evidence that anyone who completes a degree or course has achieved a required level of competency
2 Accrediting regulatory and professional groups want assurance that completion of an educational endeavor indicates competency
REASONS FOR THE CURRENT INTEREST IN CBE
3 There is greater accountability for the costs and time it takes to complete educational endeavours and determine if they achieve the expected outcomes
4 Employers hire new workers who do not have basic competencies required for entry-level positions
5 Employers invest in extensive training programs to address the initial needs of new employees and the continuing training needs of all employees especially those in complex changing work environments
6 Regulatory legal external standards and quality measures require demonstration of competence
7 Workers need to continue their own personal and professional development to advance their careers and make positive contributions to organizations
LEVEL OF COMPETENCIESJuceviciene and Lepaite(2005)
Level 1 Behavior competencies
Level 2 Added competencies
Level 3 Integrated competencies
Level 4 Holistic competencies
Added
Behavior
Integrated
Holistic
operational work performance
demands of the workplace
behavior and additional knowledge needed to
improve work
Knowledge skills and understanding are integrated
into internal and external work conditions
new work and transfer knowledge and skills to new
situations
1 Consumers regulatory educational and practice groups establish partnerships
2 Collaboration and innovation in education and practice settings support the development and maintenance of competent workforce (Coonan 2008)
APPROACHES TO COMPETENCY-BASED EDUCATION
3 Educational systems respond to changes in complex work environments
(Coonan 2008) Learners have an active role in determining
their educational needs
The primary focus is on identifying and measuring specific learning outcomes for initial and continued competence
6 Required competencies include all the domains required for practice in a discipline
7 Assessments are given at each level with the learners demonstrating competence at each level
8 Assessments are done at different points in time using a variety of approachesFitness for practice or competency in an area is congruent with the completion of an educational program
MODEL OF COMPETENCY BASED EDUCATION
HEALTH NEEDS OF THE
SOCIETY
COMPETENCIES
OUTCOMECURICULUM
ASSESSMENT
MODEL OF TRADITIONAL EDUCATION
CURICULUM
ASSESSMENT
EDUCATIONAL OBJECTIVES
It serves to reduce passive dependence on lectures
It enhances student performance through active participation in learning through problem-solving
It encourages critical assessment of competing theory and evidence
ADVANTAGES
It improves interdisciplinary understanding
It can improve literature searches and the writing-up of clinical cases
It can help establish closer links with private practice settings and public institutions for educational purposes
Applicability at the course program institutional and system levels
Developing assessments derived from specific competencies
Support for the development of learning experiences and assignments that help students become proficient in the competencies essential to different disciplines and settings (US Department of Education 2006)
Prepares the curriculum to take on a more holistic appearance and coherence ndash be more than a lsquostring of beadsrsquo
Improves the system of feedback to students
Gets the learner more engaged and acting responsible
Provide data for decision about students about programme effectiveness
(1) They fail to directly address the health needs of the community
(2) Competencies are inadequately defined or to broad to be useful
DISADVANTAGES
(3) A lack of accommodation in the curriculum for the flexibility in learning rates
(4) The lack of assessment methods to
determine when competency has been achieved
(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning
(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
Competency Based Education is outcome based instruction and is adaptive to the changing needs of students teachers and the communityCompetencies describe the studentrsquos ability to apply basic and other skills in situations that are commonly encountered in everyday life Thus CBE is based on a set of outcomes that are derived from an analysis of tasks typically required of students in life role situations
1048708 Schenck
Competency Based Education is a functional approach to educationIt was defined by the US Office of Education as a ldquoperformance-based process leading to demonstrated mastery of basic and life skills necessary for the individual to function proficiently in societyrdquo(US Office of Education 1978)
Competencies consist of a description of the essential skills knowledgeattitudes and behaviors required for effective performance of a real-world task or activity These activities may be related to any domain of life though have typically been linked to the field of work and to social survival in a new environment
1048708 Mrowicki
1 Educational institutions and providers need evidence that anyone who completes a degree or course has achieved a required level of competency
2 Accrediting regulatory and professional groups want assurance that completion of an educational endeavor indicates competency
REASONS FOR THE CURRENT INTEREST IN CBE
3 There is greater accountability for the costs and time it takes to complete educational endeavours and determine if they achieve the expected outcomes
4 Employers hire new workers who do not have basic competencies required for entry-level positions
5 Employers invest in extensive training programs to address the initial needs of new employees and the continuing training needs of all employees especially those in complex changing work environments
6 Regulatory legal external standards and quality measures require demonstration of competence
7 Workers need to continue their own personal and professional development to advance their careers and make positive contributions to organizations
LEVEL OF COMPETENCIESJuceviciene and Lepaite(2005)
Level 1 Behavior competencies
Level 2 Added competencies
Level 3 Integrated competencies
Level 4 Holistic competencies
Added
Behavior
Integrated
Holistic
operational work performance
demands of the workplace
behavior and additional knowledge needed to
improve work
Knowledge skills and understanding are integrated
into internal and external work conditions
new work and transfer knowledge and skills to new
situations
1 Consumers regulatory educational and practice groups establish partnerships
2 Collaboration and innovation in education and practice settings support the development and maintenance of competent workforce (Coonan 2008)
APPROACHES TO COMPETENCY-BASED EDUCATION
3 Educational systems respond to changes in complex work environments
(Coonan 2008) Learners have an active role in determining
their educational needs
The primary focus is on identifying and measuring specific learning outcomes for initial and continued competence
6 Required competencies include all the domains required for practice in a discipline
7 Assessments are given at each level with the learners demonstrating competence at each level
8 Assessments are done at different points in time using a variety of approachesFitness for practice or competency in an area is congruent with the completion of an educational program
MODEL OF COMPETENCY BASED EDUCATION
HEALTH NEEDS OF THE
SOCIETY
COMPETENCIES
OUTCOMECURICULUM
ASSESSMENT
MODEL OF TRADITIONAL EDUCATION
CURICULUM
ASSESSMENT
EDUCATIONAL OBJECTIVES
It serves to reduce passive dependence on lectures
It enhances student performance through active participation in learning through problem-solving
It encourages critical assessment of competing theory and evidence
ADVANTAGES
It improves interdisciplinary understanding
It can improve literature searches and the writing-up of clinical cases
It can help establish closer links with private practice settings and public institutions for educational purposes
Applicability at the course program institutional and system levels
Developing assessments derived from specific competencies
Support for the development of learning experiences and assignments that help students become proficient in the competencies essential to different disciplines and settings (US Department of Education 2006)
Prepares the curriculum to take on a more holistic appearance and coherence ndash be more than a lsquostring of beadsrsquo
Improves the system of feedback to students
Gets the learner more engaged and acting responsible
Provide data for decision about students about programme effectiveness
(1) They fail to directly address the health needs of the community
(2) Competencies are inadequately defined or to broad to be useful
DISADVANTAGES
(3) A lack of accommodation in the curriculum for the flexibility in learning rates
(4) The lack of assessment methods to
determine when competency has been achieved
(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning
(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
Competency Based Education is a functional approach to educationIt was defined by the US Office of Education as a ldquoperformance-based process leading to demonstrated mastery of basic and life skills necessary for the individual to function proficiently in societyrdquo(US Office of Education 1978)
Competencies consist of a description of the essential skills knowledgeattitudes and behaviors required for effective performance of a real-world task or activity These activities may be related to any domain of life though have typically been linked to the field of work and to social survival in a new environment
1048708 Mrowicki
1 Educational institutions and providers need evidence that anyone who completes a degree or course has achieved a required level of competency
2 Accrediting regulatory and professional groups want assurance that completion of an educational endeavor indicates competency
REASONS FOR THE CURRENT INTEREST IN CBE
3 There is greater accountability for the costs and time it takes to complete educational endeavours and determine if they achieve the expected outcomes
4 Employers hire new workers who do not have basic competencies required for entry-level positions
5 Employers invest in extensive training programs to address the initial needs of new employees and the continuing training needs of all employees especially those in complex changing work environments
6 Regulatory legal external standards and quality measures require demonstration of competence
7 Workers need to continue their own personal and professional development to advance their careers and make positive contributions to organizations
LEVEL OF COMPETENCIESJuceviciene and Lepaite(2005)
Level 1 Behavior competencies
Level 2 Added competencies
Level 3 Integrated competencies
Level 4 Holistic competencies
Added
Behavior
Integrated
Holistic
operational work performance
demands of the workplace
behavior and additional knowledge needed to
improve work
Knowledge skills and understanding are integrated
into internal and external work conditions
new work and transfer knowledge and skills to new
situations
1 Consumers regulatory educational and practice groups establish partnerships
2 Collaboration and innovation in education and practice settings support the development and maintenance of competent workforce (Coonan 2008)
APPROACHES TO COMPETENCY-BASED EDUCATION
3 Educational systems respond to changes in complex work environments
(Coonan 2008) Learners have an active role in determining
their educational needs
The primary focus is on identifying and measuring specific learning outcomes for initial and continued competence
6 Required competencies include all the domains required for practice in a discipline
7 Assessments are given at each level with the learners demonstrating competence at each level
8 Assessments are done at different points in time using a variety of approachesFitness for practice or competency in an area is congruent with the completion of an educational program
MODEL OF COMPETENCY BASED EDUCATION
HEALTH NEEDS OF THE
SOCIETY
COMPETENCIES
OUTCOMECURICULUM
ASSESSMENT
MODEL OF TRADITIONAL EDUCATION
CURICULUM
ASSESSMENT
EDUCATIONAL OBJECTIVES
It serves to reduce passive dependence on lectures
It enhances student performance through active participation in learning through problem-solving
It encourages critical assessment of competing theory and evidence
ADVANTAGES
It improves interdisciplinary understanding
It can improve literature searches and the writing-up of clinical cases
It can help establish closer links with private practice settings and public institutions for educational purposes
Applicability at the course program institutional and system levels
Developing assessments derived from specific competencies
Support for the development of learning experiences and assignments that help students become proficient in the competencies essential to different disciplines and settings (US Department of Education 2006)
Prepares the curriculum to take on a more holistic appearance and coherence ndash be more than a lsquostring of beadsrsquo
Improves the system of feedback to students
Gets the learner more engaged and acting responsible
Provide data for decision about students about programme effectiveness
(1) They fail to directly address the health needs of the community
(2) Competencies are inadequately defined or to broad to be useful
DISADVANTAGES
(3) A lack of accommodation in the curriculum for the flexibility in learning rates
(4) The lack of assessment methods to
determine when competency has been achieved
(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning
(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
Competencies consist of a description of the essential skills knowledgeattitudes and behaviors required for effective performance of a real-world task or activity These activities may be related to any domain of life though have typically been linked to the field of work and to social survival in a new environment
1048708 Mrowicki
1 Educational institutions and providers need evidence that anyone who completes a degree or course has achieved a required level of competency
2 Accrediting regulatory and professional groups want assurance that completion of an educational endeavor indicates competency
REASONS FOR THE CURRENT INTEREST IN CBE
3 There is greater accountability for the costs and time it takes to complete educational endeavours and determine if they achieve the expected outcomes
4 Employers hire new workers who do not have basic competencies required for entry-level positions
5 Employers invest in extensive training programs to address the initial needs of new employees and the continuing training needs of all employees especially those in complex changing work environments
6 Regulatory legal external standards and quality measures require demonstration of competence
7 Workers need to continue their own personal and professional development to advance their careers and make positive contributions to organizations
LEVEL OF COMPETENCIESJuceviciene and Lepaite(2005)
Level 1 Behavior competencies
Level 2 Added competencies
Level 3 Integrated competencies
Level 4 Holistic competencies
Added
Behavior
Integrated
Holistic
operational work performance
demands of the workplace
behavior and additional knowledge needed to
improve work
Knowledge skills and understanding are integrated
into internal and external work conditions
new work and transfer knowledge and skills to new
situations
1 Consumers regulatory educational and practice groups establish partnerships
2 Collaboration and innovation in education and practice settings support the development and maintenance of competent workforce (Coonan 2008)
APPROACHES TO COMPETENCY-BASED EDUCATION
3 Educational systems respond to changes in complex work environments
(Coonan 2008) Learners have an active role in determining
their educational needs
The primary focus is on identifying and measuring specific learning outcomes for initial and continued competence
6 Required competencies include all the domains required for practice in a discipline
7 Assessments are given at each level with the learners demonstrating competence at each level
8 Assessments are done at different points in time using a variety of approachesFitness for practice or competency in an area is congruent with the completion of an educational program
MODEL OF COMPETENCY BASED EDUCATION
HEALTH NEEDS OF THE
SOCIETY
COMPETENCIES
OUTCOMECURICULUM
ASSESSMENT
MODEL OF TRADITIONAL EDUCATION
CURICULUM
ASSESSMENT
EDUCATIONAL OBJECTIVES
It serves to reduce passive dependence on lectures
It enhances student performance through active participation in learning through problem-solving
It encourages critical assessment of competing theory and evidence
ADVANTAGES
It improves interdisciplinary understanding
It can improve literature searches and the writing-up of clinical cases
It can help establish closer links with private practice settings and public institutions for educational purposes
Applicability at the course program institutional and system levels
Developing assessments derived from specific competencies
Support for the development of learning experiences and assignments that help students become proficient in the competencies essential to different disciplines and settings (US Department of Education 2006)
Prepares the curriculum to take on a more holistic appearance and coherence ndash be more than a lsquostring of beadsrsquo
Improves the system of feedback to students
Gets the learner more engaged and acting responsible
Provide data for decision about students about programme effectiveness
(1) They fail to directly address the health needs of the community
(2) Competencies are inadequately defined or to broad to be useful
DISADVANTAGES
(3) A lack of accommodation in the curriculum for the flexibility in learning rates
(4) The lack of assessment methods to
determine when competency has been achieved
(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning
(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
1 Educational institutions and providers need evidence that anyone who completes a degree or course has achieved a required level of competency
2 Accrediting regulatory and professional groups want assurance that completion of an educational endeavor indicates competency
REASONS FOR THE CURRENT INTEREST IN CBE
3 There is greater accountability for the costs and time it takes to complete educational endeavours and determine if they achieve the expected outcomes
4 Employers hire new workers who do not have basic competencies required for entry-level positions
5 Employers invest in extensive training programs to address the initial needs of new employees and the continuing training needs of all employees especially those in complex changing work environments
6 Regulatory legal external standards and quality measures require demonstration of competence
7 Workers need to continue their own personal and professional development to advance their careers and make positive contributions to organizations
LEVEL OF COMPETENCIESJuceviciene and Lepaite(2005)
Level 1 Behavior competencies
Level 2 Added competencies
Level 3 Integrated competencies
Level 4 Holistic competencies
Added
Behavior
Integrated
Holistic
operational work performance
demands of the workplace
behavior and additional knowledge needed to
improve work
Knowledge skills and understanding are integrated
into internal and external work conditions
new work and transfer knowledge and skills to new
situations
1 Consumers regulatory educational and practice groups establish partnerships
2 Collaboration and innovation in education and practice settings support the development and maintenance of competent workforce (Coonan 2008)
APPROACHES TO COMPETENCY-BASED EDUCATION
3 Educational systems respond to changes in complex work environments
(Coonan 2008) Learners have an active role in determining
their educational needs
The primary focus is on identifying and measuring specific learning outcomes for initial and continued competence
6 Required competencies include all the domains required for practice in a discipline
7 Assessments are given at each level with the learners demonstrating competence at each level
8 Assessments are done at different points in time using a variety of approachesFitness for practice or competency in an area is congruent with the completion of an educational program
MODEL OF COMPETENCY BASED EDUCATION
HEALTH NEEDS OF THE
SOCIETY
COMPETENCIES
OUTCOMECURICULUM
ASSESSMENT
MODEL OF TRADITIONAL EDUCATION
CURICULUM
ASSESSMENT
EDUCATIONAL OBJECTIVES
It serves to reduce passive dependence on lectures
It enhances student performance through active participation in learning through problem-solving
It encourages critical assessment of competing theory and evidence
ADVANTAGES
It improves interdisciplinary understanding
It can improve literature searches and the writing-up of clinical cases
It can help establish closer links with private practice settings and public institutions for educational purposes
Applicability at the course program institutional and system levels
Developing assessments derived from specific competencies
Support for the development of learning experiences and assignments that help students become proficient in the competencies essential to different disciplines and settings (US Department of Education 2006)
Prepares the curriculum to take on a more holistic appearance and coherence ndash be more than a lsquostring of beadsrsquo
Improves the system of feedback to students
Gets the learner more engaged and acting responsible
Provide data for decision about students about programme effectiveness
(1) They fail to directly address the health needs of the community
(2) Competencies are inadequately defined or to broad to be useful
DISADVANTAGES
(3) A lack of accommodation in the curriculum for the flexibility in learning rates
(4) The lack of assessment methods to
determine when competency has been achieved
(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning
(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
3 There is greater accountability for the costs and time it takes to complete educational endeavours and determine if they achieve the expected outcomes
4 Employers hire new workers who do not have basic competencies required for entry-level positions
5 Employers invest in extensive training programs to address the initial needs of new employees and the continuing training needs of all employees especially those in complex changing work environments
6 Regulatory legal external standards and quality measures require demonstration of competence
7 Workers need to continue their own personal and professional development to advance their careers and make positive contributions to organizations
LEVEL OF COMPETENCIESJuceviciene and Lepaite(2005)
Level 1 Behavior competencies
Level 2 Added competencies
Level 3 Integrated competencies
Level 4 Holistic competencies
Added
Behavior
Integrated
Holistic
operational work performance
demands of the workplace
behavior and additional knowledge needed to
improve work
Knowledge skills and understanding are integrated
into internal and external work conditions
new work and transfer knowledge and skills to new
situations
1 Consumers regulatory educational and practice groups establish partnerships
2 Collaboration and innovation in education and practice settings support the development and maintenance of competent workforce (Coonan 2008)
APPROACHES TO COMPETENCY-BASED EDUCATION
3 Educational systems respond to changes in complex work environments
(Coonan 2008) Learners have an active role in determining
their educational needs
The primary focus is on identifying and measuring specific learning outcomes for initial and continued competence
6 Required competencies include all the domains required for practice in a discipline
7 Assessments are given at each level with the learners demonstrating competence at each level
8 Assessments are done at different points in time using a variety of approachesFitness for practice or competency in an area is congruent with the completion of an educational program
MODEL OF COMPETENCY BASED EDUCATION
HEALTH NEEDS OF THE
SOCIETY
COMPETENCIES
OUTCOMECURICULUM
ASSESSMENT
MODEL OF TRADITIONAL EDUCATION
CURICULUM
ASSESSMENT
EDUCATIONAL OBJECTIVES
It serves to reduce passive dependence on lectures
It enhances student performance through active participation in learning through problem-solving
It encourages critical assessment of competing theory and evidence
ADVANTAGES
It improves interdisciplinary understanding
It can improve literature searches and the writing-up of clinical cases
It can help establish closer links with private practice settings and public institutions for educational purposes
Applicability at the course program institutional and system levels
Developing assessments derived from specific competencies
Support for the development of learning experiences and assignments that help students become proficient in the competencies essential to different disciplines and settings (US Department of Education 2006)
Prepares the curriculum to take on a more holistic appearance and coherence ndash be more than a lsquostring of beadsrsquo
Improves the system of feedback to students
Gets the learner more engaged and acting responsible
Provide data for decision about students about programme effectiveness
(1) They fail to directly address the health needs of the community
(2) Competencies are inadequately defined or to broad to be useful
DISADVANTAGES
(3) A lack of accommodation in the curriculum for the flexibility in learning rates
(4) The lack of assessment methods to
determine when competency has been achieved
(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning
(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
5 Employers invest in extensive training programs to address the initial needs of new employees and the continuing training needs of all employees especially those in complex changing work environments
6 Regulatory legal external standards and quality measures require demonstration of competence
7 Workers need to continue their own personal and professional development to advance their careers and make positive contributions to organizations
LEVEL OF COMPETENCIESJuceviciene and Lepaite(2005)
Level 1 Behavior competencies
Level 2 Added competencies
Level 3 Integrated competencies
Level 4 Holistic competencies
Added
Behavior
Integrated
Holistic
operational work performance
demands of the workplace
behavior and additional knowledge needed to
improve work
Knowledge skills and understanding are integrated
into internal and external work conditions
new work and transfer knowledge and skills to new
situations
1 Consumers regulatory educational and practice groups establish partnerships
2 Collaboration and innovation in education and practice settings support the development and maintenance of competent workforce (Coonan 2008)
APPROACHES TO COMPETENCY-BASED EDUCATION
3 Educational systems respond to changes in complex work environments
(Coonan 2008) Learners have an active role in determining
their educational needs
The primary focus is on identifying and measuring specific learning outcomes for initial and continued competence
6 Required competencies include all the domains required for practice in a discipline
7 Assessments are given at each level with the learners demonstrating competence at each level
8 Assessments are done at different points in time using a variety of approachesFitness for practice or competency in an area is congruent with the completion of an educational program
MODEL OF COMPETENCY BASED EDUCATION
HEALTH NEEDS OF THE
SOCIETY
COMPETENCIES
OUTCOMECURICULUM
ASSESSMENT
MODEL OF TRADITIONAL EDUCATION
CURICULUM
ASSESSMENT
EDUCATIONAL OBJECTIVES
It serves to reduce passive dependence on lectures
It enhances student performance through active participation in learning through problem-solving
It encourages critical assessment of competing theory and evidence
ADVANTAGES
It improves interdisciplinary understanding
It can improve literature searches and the writing-up of clinical cases
It can help establish closer links with private practice settings and public institutions for educational purposes
Applicability at the course program institutional and system levels
Developing assessments derived from specific competencies
Support for the development of learning experiences and assignments that help students become proficient in the competencies essential to different disciplines and settings (US Department of Education 2006)
Prepares the curriculum to take on a more holistic appearance and coherence ndash be more than a lsquostring of beadsrsquo
Improves the system of feedback to students
Gets the learner more engaged and acting responsible
Provide data for decision about students about programme effectiveness
(1) They fail to directly address the health needs of the community
(2) Competencies are inadequately defined or to broad to be useful
DISADVANTAGES
(3) A lack of accommodation in the curriculum for the flexibility in learning rates
(4) The lack of assessment methods to
determine when competency has been achieved
(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning
(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
6 Regulatory legal external standards and quality measures require demonstration of competence
7 Workers need to continue their own personal and professional development to advance their careers and make positive contributions to organizations
LEVEL OF COMPETENCIESJuceviciene and Lepaite(2005)
Level 1 Behavior competencies
Level 2 Added competencies
Level 3 Integrated competencies
Level 4 Holistic competencies
Added
Behavior
Integrated
Holistic
operational work performance
demands of the workplace
behavior and additional knowledge needed to
improve work
Knowledge skills and understanding are integrated
into internal and external work conditions
new work and transfer knowledge and skills to new
situations
1 Consumers regulatory educational and practice groups establish partnerships
2 Collaboration and innovation in education and practice settings support the development and maintenance of competent workforce (Coonan 2008)
APPROACHES TO COMPETENCY-BASED EDUCATION
3 Educational systems respond to changes in complex work environments
(Coonan 2008) Learners have an active role in determining
their educational needs
The primary focus is on identifying and measuring specific learning outcomes for initial and continued competence
6 Required competencies include all the domains required for practice in a discipline
7 Assessments are given at each level with the learners demonstrating competence at each level
8 Assessments are done at different points in time using a variety of approachesFitness for practice or competency in an area is congruent with the completion of an educational program
MODEL OF COMPETENCY BASED EDUCATION
HEALTH NEEDS OF THE
SOCIETY
COMPETENCIES
OUTCOMECURICULUM
ASSESSMENT
MODEL OF TRADITIONAL EDUCATION
CURICULUM
ASSESSMENT
EDUCATIONAL OBJECTIVES
It serves to reduce passive dependence on lectures
It enhances student performance through active participation in learning through problem-solving
It encourages critical assessment of competing theory and evidence
ADVANTAGES
It improves interdisciplinary understanding
It can improve literature searches and the writing-up of clinical cases
It can help establish closer links with private practice settings and public institutions for educational purposes
Applicability at the course program institutional and system levels
Developing assessments derived from specific competencies
Support for the development of learning experiences and assignments that help students become proficient in the competencies essential to different disciplines and settings (US Department of Education 2006)
Prepares the curriculum to take on a more holistic appearance and coherence ndash be more than a lsquostring of beadsrsquo
Improves the system of feedback to students
Gets the learner more engaged and acting responsible
Provide data for decision about students about programme effectiveness
(1) They fail to directly address the health needs of the community
(2) Competencies are inadequately defined or to broad to be useful
DISADVANTAGES
(3) A lack of accommodation in the curriculum for the flexibility in learning rates
(4) The lack of assessment methods to
determine when competency has been achieved
(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning
(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
LEVEL OF COMPETENCIESJuceviciene and Lepaite(2005)
Level 1 Behavior competencies
Level 2 Added competencies
Level 3 Integrated competencies
Level 4 Holistic competencies
Added
Behavior
Integrated
Holistic
operational work performance
demands of the workplace
behavior and additional knowledge needed to
improve work
Knowledge skills and understanding are integrated
into internal and external work conditions
new work and transfer knowledge and skills to new
situations
1 Consumers regulatory educational and practice groups establish partnerships
2 Collaboration and innovation in education and practice settings support the development and maintenance of competent workforce (Coonan 2008)
APPROACHES TO COMPETENCY-BASED EDUCATION
3 Educational systems respond to changes in complex work environments
(Coonan 2008) Learners have an active role in determining
their educational needs
The primary focus is on identifying and measuring specific learning outcomes for initial and continued competence
6 Required competencies include all the domains required for practice in a discipline
7 Assessments are given at each level with the learners demonstrating competence at each level
8 Assessments are done at different points in time using a variety of approachesFitness for practice or competency in an area is congruent with the completion of an educational program
MODEL OF COMPETENCY BASED EDUCATION
HEALTH NEEDS OF THE
SOCIETY
COMPETENCIES
OUTCOMECURICULUM
ASSESSMENT
MODEL OF TRADITIONAL EDUCATION
CURICULUM
ASSESSMENT
EDUCATIONAL OBJECTIVES
It serves to reduce passive dependence on lectures
It enhances student performance through active participation in learning through problem-solving
It encourages critical assessment of competing theory and evidence
ADVANTAGES
It improves interdisciplinary understanding
It can improve literature searches and the writing-up of clinical cases
It can help establish closer links with private practice settings and public institutions for educational purposes
Applicability at the course program institutional and system levels
Developing assessments derived from specific competencies
Support for the development of learning experiences and assignments that help students become proficient in the competencies essential to different disciplines and settings (US Department of Education 2006)
Prepares the curriculum to take on a more holistic appearance and coherence ndash be more than a lsquostring of beadsrsquo
Improves the system of feedback to students
Gets the learner more engaged and acting responsible
Provide data for decision about students about programme effectiveness
(1) They fail to directly address the health needs of the community
(2) Competencies are inadequately defined or to broad to be useful
DISADVANTAGES
(3) A lack of accommodation in the curriculum for the flexibility in learning rates
(4) The lack of assessment methods to
determine when competency has been achieved
(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning
(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
Added
Behavior
Integrated
Holistic
operational work performance
demands of the workplace
behavior and additional knowledge needed to
improve work
Knowledge skills and understanding are integrated
into internal and external work conditions
new work and transfer knowledge and skills to new
situations
1 Consumers regulatory educational and practice groups establish partnerships
2 Collaboration and innovation in education and practice settings support the development and maintenance of competent workforce (Coonan 2008)
APPROACHES TO COMPETENCY-BASED EDUCATION
3 Educational systems respond to changes in complex work environments
(Coonan 2008) Learners have an active role in determining
their educational needs
The primary focus is on identifying and measuring specific learning outcomes for initial and continued competence
6 Required competencies include all the domains required for practice in a discipline
7 Assessments are given at each level with the learners demonstrating competence at each level
8 Assessments are done at different points in time using a variety of approachesFitness for practice or competency in an area is congruent with the completion of an educational program
MODEL OF COMPETENCY BASED EDUCATION
HEALTH NEEDS OF THE
SOCIETY
COMPETENCIES
OUTCOMECURICULUM
ASSESSMENT
MODEL OF TRADITIONAL EDUCATION
CURICULUM
ASSESSMENT
EDUCATIONAL OBJECTIVES
It serves to reduce passive dependence on lectures
It enhances student performance through active participation in learning through problem-solving
It encourages critical assessment of competing theory and evidence
ADVANTAGES
It improves interdisciplinary understanding
It can improve literature searches and the writing-up of clinical cases
It can help establish closer links with private practice settings and public institutions for educational purposes
Applicability at the course program institutional and system levels
Developing assessments derived from specific competencies
Support for the development of learning experiences and assignments that help students become proficient in the competencies essential to different disciplines and settings (US Department of Education 2006)
Prepares the curriculum to take on a more holistic appearance and coherence ndash be more than a lsquostring of beadsrsquo
Improves the system of feedback to students
Gets the learner more engaged and acting responsible
Provide data for decision about students about programme effectiveness
(1) They fail to directly address the health needs of the community
(2) Competencies are inadequately defined or to broad to be useful
DISADVANTAGES
(3) A lack of accommodation in the curriculum for the flexibility in learning rates
(4) The lack of assessment methods to
determine when competency has been achieved
(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning
(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
1 Consumers regulatory educational and practice groups establish partnerships
2 Collaboration and innovation in education and practice settings support the development and maintenance of competent workforce (Coonan 2008)
APPROACHES TO COMPETENCY-BASED EDUCATION
3 Educational systems respond to changes in complex work environments
(Coonan 2008) Learners have an active role in determining
their educational needs
The primary focus is on identifying and measuring specific learning outcomes for initial and continued competence
6 Required competencies include all the domains required for practice in a discipline
7 Assessments are given at each level with the learners demonstrating competence at each level
8 Assessments are done at different points in time using a variety of approachesFitness for practice or competency in an area is congruent with the completion of an educational program
MODEL OF COMPETENCY BASED EDUCATION
HEALTH NEEDS OF THE
SOCIETY
COMPETENCIES
OUTCOMECURICULUM
ASSESSMENT
MODEL OF TRADITIONAL EDUCATION
CURICULUM
ASSESSMENT
EDUCATIONAL OBJECTIVES
It serves to reduce passive dependence on lectures
It enhances student performance through active participation in learning through problem-solving
It encourages critical assessment of competing theory and evidence
ADVANTAGES
It improves interdisciplinary understanding
It can improve literature searches and the writing-up of clinical cases
It can help establish closer links with private practice settings and public institutions for educational purposes
Applicability at the course program institutional and system levels
Developing assessments derived from specific competencies
Support for the development of learning experiences and assignments that help students become proficient in the competencies essential to different disciplines and settings (US Department of Education 2006)
Prepares the curriculum to take on a more holistic appearance and coherence ndash be more than a lsquostring of beadsrsquo
Improves the system of feedback to students
Gets the learner more engaged and acting responsible
Provide data for decision about students about programme effectiveness
(1) They fail to directly address the health needs of the community
(2) Competencies are inadequately defined or to broad to be useful
DISADVANTAGES
(3) A lack of accommodation in the curriculum for the flexibility in learning rates
(4) The lack of assessment methods to
determine when competency has been achieved
(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning
(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
3 Educational systems respond to changes in complex work environments
(Coonan 2008) Learners have an active role in determining
their educational needs
The primary focus is on identifying and measuring specific learning outcomes for initial and continued competence
6 Required competencies include all the domains required for practice in a discipline
7 Assessments are given at each level with the learners demonstrating competence at each level
8 Assessments are done at different points in time using a variety of approachesFitness for practice or competency in an area is congruent with the completion of an educational program
MODEL OF COMPETENCY BASED EDUCATION
HEALTH NEEDS OF THE
SOCIETY
COMPETENCIES
OUTCOMECURICULUM
ASSESSMENT
MODEL OF TRADITIONAL EDUCATION
CURICULUM
ASSESSMENT
EDUCATIONAL OBJECTIVES
It serves to reduce passive dependence on lectures
It enhances student performance through active participation in learning through problem-solving
It encourages critical assessment of competing theory and evidence
ADVANTAGES
It improves interdisciplinary understanding
It can improve literature searches and the writing-up of clinical cases
It can help establish closer links with private practice settings and public institutions for educational purposes
Applicability at the course program institutional and system levels
Developing assessments derived from specific competencies
Support for the development of learning experiences and assignments that help students become proficient in the competencies essential to different disciplines and settings (US Department of Education 2006)
Prepares the curriculum to take on a more holistic appearance and coherence ndash be more than a lsquostring of beadsrsquo
Improves the system of feedback to students
Gets the learner more engaged and acting responsible
Provide data for decision about students about programme effectiveness
(1) They fail to directly address the health needs of the community
(2) Competencies are inadequately defined or to broad to be useful
DISADVANTAGES
(3) A lack of accommodation in the curriculum for the flexibility in learning rates
(4) The lack of assessment methods to
determine when competency has been achieved
(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning
(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
6 Required competencies include all the domains required for practice in a discipline
7 Assessments are given at each level with the learners demonstrating competence at each level
8 Assessments are done at different points in time using a variety of approachesFitness for practice or competency in an area is congruent with the completion of an educational program
MODEL OF COMPETENCY BASED EDUCATION
HEALTH NEEDS OF THE
SOCIETY
COMPETENCIES
OUTCOMECURICULUM
ASSESSMENT
MODEL OF TRADITIONAL EDUCATION
CURICULUM
ASSESSMENT
EDUCATIONAL OBJECTIVES
It serves to reduce passive dependence on lectures
It enhances student performance through active participation in learning through problem-solving
It encourages critical assessment of competing theory and evidence
ADVANTAGES
It improves interdisciplinary understanding
It can improve literature searches and the writing-up of clinical cases
It can help establish closer links with private practice settings and public institutions for educational purposes
Applicability at the course program institutional and system levels
Developing assessments derived from specific competencies
Support for the development of learning experiences and assignments that help students become proficient in the competencies essential to different disciplines and settings (US Department of Education 2006)
Prepares the curriculum to take on a more holistic appearance and coherence ndash be more than a lsquostring of beadsrsquo
Improves the system of feedback to students
Gets the learner more engaged and acting responsible
Provide data for decision about students about programme effectiveness
(1) They fail to directly address the health needs of the community
(2) Competencies are inadequately defined or to broad to be useful
DISADVANTAGES
(3) A lack of accommodation in the curriculum for the flexibility in learning rates
(4) The lack of assessment methods to
determine when competency has been achieved
(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning
(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
8 Assessments are done at different points in time using a variety of approachesFitness for practice or competency in an area is congruent with the completion of an educational program
MODEL OF COMPETENCY BASED EDUCATION
HEALTH NEEDS OF THE
SOCIETY
COMPETENCIES
OUTCOMECURICULUM
ASSESSMENT
MODEL OF TRADITIONAL EDUCATION
CURICULUM
ASSESSMENT
EDUCATIONAL OBJECTIVES
It serves to reduce passive dependence on lectures
It enhances student performance through active participation in learning through problem-solving
It encourages critical assessment of competing theory and evidence
ADVANTAGES
It improves interdisciplinary understanding
It can improve literature searches and the writing-up of clinical cases
It can help establish closer links with private practice settings and public institutions for educational purposes
Applicability at the course program institutional and system levels
Developing assessments derived from specific competencies
Support for the development of learning experiences and assignments that help students become proficient in the competencies essential to different disciplines and settings (US Department of Education 2006)
Prepares the curriculum to take on a more holistic appearance and coherence ndash be more than a lsquostring of beadsrsquo
Improves the system of feedback to students
Gets the learner more engaged and acting responsible
Provide data for decision about students about programme effectiveness
(1) They fail to directly address the health needs of the community
(2) Competencies are inadequately defined or to broad to be useful
DISADVANTAGES
(3) A lack of accommodation in the curriculum for the flexibility in learning rates
(4) The lack of assessment methods to
determine when competency has been achieved
(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning
(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
MODEL OF COMPETENCY BASED EDUCATION
HEALTH NEEDS OF THE
SOCIETY
COMPETENCIES
OUTCOMECURICULUM
ASSESSMENT
MODEL OF TRADITIONAL EDUCATION
CURICULUM
ASSESSMENT
EDUCATIONAL OBJECTIVES
It serves to reduce passive dependence on lectures
It enhances student performance through active participation in learning through problem-solving
It encourages critical assessment of competing theory and evidence
ADVANTAGES
It improves interdisciplinary understanding
It can improve literature searches and the writing-up of clinical cases
It can help establish closer links with private practice settings and public institutions for educational purposes
Applicability at the course program institutional and system levels
Developing assessments derived from specific competencies
Support for the development of learning experiences and assignments that help students become proficient in the competencies essential to different disciplines and settings (US Department of Education 2006)
Prepares the curriculum to take on a more holistic appearance and coherence ndash be more than a lsquostring of beadsrsquo
Improves the system of feedback to students
Gets the learner more engaged and acting responsible
Provide data for decision about students about programme effectiveness
(1) They fail to directly address the health needs of the community
(2) Competencies are inadequately defined or to broad to be useful
DISADVANTAGES
(3) A lack of accommodation in the curriculum for the flexibility in learning rates
(4) The lack of assessment methods to
determine when competency has been achieved
(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning
(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
MODEL OF TRADITIONAL EDUCATION
CURICULUM
ASSESSMENT
EDUCATIONAL OBJECTIVES
It serves to reduce passive dependence on lectures
It enhances student performance through active participation in learning through problem-solving
It encourages critical assessment of competing theory and evidence
ADVANTAGES
It improves interdisciplinary understanding
It can improve literature searches and the writing-up of clinical cases
It can help establish closer links with private practice settings and public institutions for educational purposes
Applicability at the course program institutional and system levels
Developing assessments derived from specific competencies
Support for the development of learning experiences and assignments that help students become proficient in the competencies essential to different disciplines and settings (US Department of Education 2006)
Prepares the curriculum to take on a more holistic appearance and coherence ndash be more than a lsquostring of beadsrsquo
Improves the system of feedback to students
Gets the learner more engaged and acting responsible
Provide data for decision about students about programme effectiveness
(1) They fail to directly address the health needs of the community
(2) Competencies are inadequately defined or to broad to be useful
DISADVANTAGES
(3) A lack of accommodation in the curriculum for the flexibility in learning rates
(4) The lack of assessment methods to
determine when competency has been achieved
(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning
(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
It serves to reduce passive dependence on lectures
It enhances student performance through active participation in learning through problem-solving
It encourages critical assessment of competing theory and evidence
ADVANTAGES
It improves interdisciplinary understanding
It can improve literature searches and the writing-up of clinical cases
It can help establish closer links with private practice settings and public institutions for educational purposes
Applicability at the course program institutional and system levels
Developing assessments derived from specific competencies
Support for the development of learning experiences and assignments that help students become proficient in the competencies essential to different disciplines and settings (US Department of Education 2006)
Prepares the curriculum to take on a more holistic appearance and coherence ndash be more than a lsquostring of beadsrsquo
Improves the system of feedback to students
Gets the learner more engaged and acting responsible
Provide data for decision about students about programme effectiveness
(1) They fail to directly address the health needs of the community
(2) Competencies are inadequately defined or to broad to be useful
DISADVANTAGES
(3) A lack of accommodation in the curriculum for the flexibility in learning rates
(4) The lack of assessment methods to
determine when competency has been achieved
(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning
(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
It improves interdisciplinary understanding
It can improve literature searches and the writing-up of clinical cases
It can help establish closer links with private practice settings and public institutions for educational purposes
Applicability at the course program institutional and system levels
Developing assessments derived from specific competencies
Support for the development of learning experiences and assignments that help students become proficient in the competencies essential to different disciplines and settings (US Department of Education 2006)
Prepares the curriculum to take on a more holistic appearance and coherence ndash be more than a lsquostring of beadsrsquo
Improves the system of feedback to students
Gets the learner more engaged and acting responsible
Provide data for decision about students about programme effectiveness
(1) They fail to directly address the health needs of the community
(2) Competencies are inadequately defined or to broad to be useful
DISADVANTAGES
(3) A lack of accommodation in the curriculum for the flexibility in learning rates
(4) The lack of assessment methods to
determine when competency has been achieved
(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning
(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
Applicability at the course program institutional and system levels
Developing assessments derived from specific competencies
Support for the development of learning experiences and assignments that help students become proficient in the competencies essential to different disciplines and settings (US Department of Education 2006)
Prepares the curriculum to take on a more holistic appearance and coherence ndash be more than a lsquostring of beadsrsquo
Improves the system of feedback to students
Gets the learner more engaged and acting responsible
Provide data for decision about students about programme effectiveness
(1) They fail to directly address the health needs of the community
(2) Competencies are inadequately defined or to broad to be useful
DISADVANTAGES
(3) A lack of accommodation in the curriculum for the flexibility in learning rates
(4) The lack of assessment methods to
determine when competency has been achieved
(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning
(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
Support for the development of learning experiences and assignments that help students become proficient in the competencies essential to different disciplines and settings (US Department of Education 2006)
Prepares the curriculum to take on a more holistic appearance and coherence ndash be more than a lsquostring of beadsrsquo
Improves the system of feedback to students
Gets the learner more engaged and acting responsible
Provide data for decision about students about programme effectiveness
(1) They fail to directly address the health needs of the community
(2) Competencies are inadequately defined or to broad to be useful
DISADVANTAGES
(3) A lack of accommodation in the curriculum for the flexibility in learning rates
(4) The lack of assessment methods to
determine when competency has been achieved
(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning
(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
Prepares the curriculum to take on a more holistic appearance and coherence ndash be more than a lsquostring of beadsrsquo
Improves the system of feedback to students
Gets the learner more engaged and acting responsible
Provide data for decision about students about programme effectiveness
(1) They fail to directly address the health needs of the community
(2) Competencies are inadequately defined or to broad to be useful
DISADVANTAGES
(3) A lack of accommodation in the curriculum for the flexibility in learning rates
(4) The lack of assessment methods to
determine when competency has been achieved
(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning
(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
(1) They fail to directly address the health needs of the community
(2) Competencies are inadequately defined or to broad to be useful
DISADVANTAGES
(3) A lack of accommodation in the curriculum for the flexibility in learning rates
(4) The lack of assessment methods to
determine when competency has been achieved
(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning
(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
(3) A lack of accommodation in the curriculum for the flexibility in learning rates
(4) The lack of assessment methods to
determine when competency has been achieved
(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning
(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
(5) Introducing knowledge and skills as distinct entities to be measured objectively presents students with an environment that loses considerable authenticity resulting in poor transfer of learning
(6) The art of rehabilitation and levels of interpersonal communication are skills very difficult if not impossible to observe and measure as competencies
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
Sophomore level
competency
Junior Level Competency
Senior Level competency
Programme outcome
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
Sophomore level competency Participates in selected problem solving
exercises that promote critical examination of the professional nurse role
Junior Level Competency Validates care decisions with appropriate
persons to determine the degree to which decisions are consistent with client system information and environmental clues
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
Senior Level competency Evaluates the decisions through logical
organisation validation of information and critical examination of assumptions underlying the processing of information and analyzes the conclusion drawn from the information
Programme outcome A critical thinker who demonstrates intellectual
curiosity rational inquiry problem solving skills and creativity in framing problems
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
Critical thinker Culturally competent Knowledge to coordinate community
resources Politically aware
ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BASED EDUCATION
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
Ethically and legally grounded
Effective communicator
Competent provider of health care
Modeller of the professional role
Responsible manager of the human fiscal and material resources
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
Focus on isolated knowledge bits students donrsquot see and arenrsquot motivated
Student Engagement lecture attendance participation hyper-focus exam
Faculty focused on teaching less emphasis on discerning impact of their efforts on learning
Employers unhappy with fresh graduate ndash want more lsquopractice-readyrsquo graduates
PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
RECURING EDUCATIONALREFORM MODEL
OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
Outcomes based education (OBE) is a process that involves the restructuring of curriculum assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course creditsrdquo (Tucker 2004)
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
Outcome-based education (OBE) is a recurring education reform model It is a student-centered learning philosophy that focuses on empirically measuring student performance which are called outcomes
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
OBE is defined as a ldquohellipcomprehensive approach to organizing and operating an education system that is focused in and defined by the successful demonstrations of learning sought from each studentrdquo (Spady 1994)
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
An Education Department of Western Australia document describes OBE as ldquoan educational process which is based on trying to achieve certain specified outcomes in terms of individual student learning
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
CLARITY OF FOCUS
HIGH EXPECTATION
EXPANDED OPPORTUNITIES
DESIGN
DOWN
OBE PRINCIPLES
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
Content Based Learning System Outcomes Based Learning System
Passive students Active learners
Assessment process ndash exam amp grade driven Continuous assessment
Rote learning Critical thinking reasoning reflection amp action
Content basedbroken into subjects Integration knowledge learning relevant connected real life situations
Textbookworksheet focused amp teacher centred Learner centred amp educator facilitator use group teamwork
See syllabus as rigid amp non negotiable Learning programmes seen as guides that allow educators to be innovative amp creative in designing programmes activities
Teacherstrainers responsible for learning - motivated by personality of teacher
Learners take responsibility for their learning learners motivated by constant feedback affirmation of worth
Emphasis what teacher hopes to achieve Emphasis outcomes ndash what learner becomes amp understands
Content placed in rigid time frames Flexible time frames - learners work at own pace
Stay in single learning institution until complete Learners can gather credits different institutions until achieve
Qualification
Previous knowledge amp experience in learning field ignored ndash Each time attends
Recognition of prior learning after pre-assessment learners credited outcomes demonstrated or transfer credits elsewhere
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
Ensure all learners are successful in that they are equipped with the knowledge skills and qualities (values and attitudes) required after they exit the educational system
Achieve and maximize selected outcomes for all students by structuring and operating education facilities to be success oriented
PURPOSE OF OBE
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
Killen (2000) says to be useful in an OBE system assessment criteria should conform to the following principles
ASSESSMENT CRITERIA
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
reliable
valid
fair
reflect the knowledge and
skills
comprehensive and explicit
assessment should demonstrateindividuality
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
TASKATTITUDEPROFESSIONALISM
THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
RELEVANCE
CONTROVERSY
ACCEPTABILITY
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
CLARITY
PROVISION OF FRAMEWORK
ACCOUNTABILITY
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
SELF DIRECTED LEARNING
FLEXIBILITY
GUIDE FOR ASSESSMENT
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
CURICULUM PLANNING
CURICULUM EVALUATION
CONTINUUM OF EDUCATION
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
Inclusion of and Emphasis on Attitudes and Values Was
Inappropriate
Imposition of
Constraints
Inhibition of
Learning by
Discovery
DISADVANTAGES OF OUTCOME-BASED EDUCATION
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
Opposition to standardized testing Criticism of inappropriate outcomes Lack of evidence that OBE works Extra burden on instructors and educational
institutions Dislike of something that is not OBE
CRITICISM
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
11 Facilitates Curriculum EvaluationmdashThe outcomes provide benchmarks against which the curriculum can be judged
12 Continuum of EducationmdashThe outcomes provide pathways along which individuals can progress in basic or undergraduate postgraduate and continuing education
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
RelevancemdashOutcome-based education promotes fitness for practice and education for capability The three-circle model ensures that areas that have been underrepresented in the traditional curriculum such as appropriate attitudes and professionalism are given the emphasis that is required
2 ControversymdashThe process of identification of the outcomes within an institution promotes discussion of fundamental questions such as what type of health professional are we aiming to train and what are the core issues
3 AcceptabilitymdashThe notion of the three-circle model of outcome-based education seems acceptable to most health professionsrsquo tea1chers and has an intuitive appeal
- Slide 1
- Competency based education Outcome based education
- COMPETENCY-BASED EDUCATION (CBE)
- DEFINITION OF COMPETENCY
- Slide 6
- Slide 7
- Slide 9
- Slide 10
- Slide 11
- REASONS FOR THE CURRENT INTEREST IN CBE
- Slide 13
- Slide 14
- Slide 15
- LEVEL OF COMPETENCIES Juceviciene and Lepaite(2005)
- Slide 17
- APPROACHES TO COMPETENCY-BASED EDUCATION
- Slide 19
- Slide 20
- Slide 21
- MODEL OF COMPETENCY BASED EDUCATION
- MODEL OF TRADITIONAL EDUCATION
- ADVANTAGES
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- DISADVANTAGES
- Slide 30
- Slide 31
- LEVEL OF COMPETENCIES EXPECTED FROM A BSC NURSING STUDENTS
- Slide 33
- Slide 34
- Slide 35
- ESSENTIAL QUALITIES EXPECTED FROM STUDENTS AFTER COMPETENCY BAS
- Slide 37
- PROBLEMS WITH THE TRADITIONAL APPROACHES OF EDUCATION
- OUTCOMES BASEDOUTCOMES FOCUSED EDUCATION
- Slide 40
- Slide 41
- Slide 42
- Slide 43
- OBE PRINCIPLES
- Slide 45
- PURPOSE OF OBE
- ASSESSMENT CRITERIA
- Slide 48
- THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- ADVANTAGES OF THE THREE-CIRCLE MODEL OF OUTCOME-BASED EDUCATION
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- DISADVANTAGES OF OUTCOME-BASED EDUCATION
- CRITICISM
- Slide 57
- Slide 58
- Slide 59
- Slide 60
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