Student Learning Outcomes

Student Learning OutcomesStudent Learning OutcomesStudent Learning OutcomesStudent Learning Outcomes

1. Outcomes-an overview

2. Understanding the SLO Framework

3. SLO related activities and progress

4. Strategy to develop outcome measures and their evaluation

5. Discussion

The Learning Resource CentreFaculty of Medicine, CUHKBlock A, 1st Floor, Prince of Wales Hospital

Shekhar Kumta and Kevin Mo

Faculty and Curriculum

Adapted from AMEE Education Guide 14. Outcome Based Education

Educational Environment

Content

How to deliver

Assessment

students How to learn

What to learn

Student Student performanceperformance

What areWhat are Learning Outcomes Learning Outcomes

Statements of the

knowledge,

skills, and

attitudes

the individual student possesses and can demonstrate upon completion of a learning experience or sequence of learning experiences (e.g., course, program, degree).

Learning Outcomes

What the student is able to do

Can be assessed

Measured

Course Descriptors

What the teacher intends to do

Content covered

Format of instruction

Delivery

…..students are expected to understand the typical history, physical signs and radiological features of ………….

……enable students to understand the scope and application of ………..

……will expose students to an interactive session…………………

x

Specific

Measurable

Achievable

Relevant

Timely

Can be defined with some precision

Can be assessed

Can be achieved given the resources

Are they appropriate ?

Over what period of time do we expect them ?

Year-3 students

Students are expected to examine the cervical thoracic and lumbar spine

Given a patient complaining of back and neck pain

To the extent that they can

a) Locate the site of pain

b) Identify muscle spasm and guarding

Audience Behaviour Condition Degree of Proficiency

Year-5 students

c) Perform the SLR test correctly ( accurately !)

d) Identify deformity more than 20 degrees in any plane

Objectives and OutcomesObjectives and Outcomes

Students are expected to examine the shoulder

To the extent that they can

a) Identify key bony landmarks

b) Identify impingement

c) Identify a 10 degree loss of movement

d) Identify Anterior shoulder instability

Given a patient complaining of shoulder pain or injury

Year-3/5 students

Audience Behaviour Condition Degree of Proficiency

Upper Extremity

Elbow Hand

Musculoskeletal Physical Examination

Lower Extremity

Hip Knee

Spine

Competence in Musculoskeletal Examination

}At graduation students are

expected to be competent in musculoskeletal examination

1. assess joint movements accurately**,

2. identify effusions and synovial hypertrophy,

3. detect joint instability*,

4. identify deformity and limb length discrepancy

5. evaluate the functional status of the extremity including gait in a given patient……….

** Identify 5 degree loss of movement * Grade II or more

Objectives and OutcomesObjectives and Outcomes

Exit Outcomes

Phase Outcomes

Course

Lesson

Teaching 1 Independent Learning

Module 2 outcomeModule 1outcome

Course

Nesting of Outcomes

Nesting of Outcomes

Students are expected to know the gross and

cross sectional anatomy of a typical

spinal-vertebral segment

To the extent that they can identify

vertebral end-plates, anterior and

posterior borders, pedicles and spinous

processes on a plain radiograph

Are able to identify patterns of

neurological injury (Brown-Sequard,

Central Cord Syndrome), in SCI

patients

McNeir 1993

McNeir 1993- Outcome Based Education: Tools for restructuring.David Prideaux 2000,Medical Education 34; 168-169.

“The key for most schools is in developing outcomes that

are broad in their vision but specific enough to be taught

and measured effectively”

Prideaux 2000

We must guard against the narrow specification of outcomes

Outcomes that are hard to measure but educationally and professionally significant should not be omitted because of their imprecision

Creativity judgement and responsibility

The UG curriculum is built upon an integrated and cohesive structure

through contributions each discipline makes to the outcomes

Yet, Outcomes may be exhibited in different ways in each specialty

SLO Framework

Performance of Tasks

The approach to tasks

Professionalism

The 3 Circle Model -

- What a doctor does77

- How he does it 33

22The growth of the doctor as an individual

The Scottish Doctor--- SLO initiative

Creative and Emotive Intelligences – not easy to measue.

Does he understand why he is supposed to do what he is…..

Basic Social and Clinical Sciences, principles Attitudes, Ethical Understanding Decision Making Skills

Technical Intelligences – Easy to define

Clinical SkillsPractical Proceduresinvestigate a Patient Patient ManagementHealth promotion and disease preventionSkills of CommunicationCompetence to retrieve and handle information

Personal DevelopmentThe Role of the Doctor within the health service

Personal Intelligences.- difficult to define

Progress to dateSLO task force

Retreat 2006 - Discussion

SLO Framework - web site

2006 Faculty TDG

Support the development of SLO

Kevin Mo Prof Kumta

Strategy to facilitate SLO development

Engage Panels/Units

Developing Outcomes

The ORT Experience

Teaching

Outcom

es Asses

smen

t1. ORT Curricular Handbook as a reference

2. Teaching interventions - teacher survey

1. Description of teaching intervention

2. Learning outcomes expected

3. Methods to assess them if any

3. Define outcome measures

4. Map Outcomes to SLO Framework

25 ORT Teaching Interventions

60% of Year-3 Teachers responded

Acknowledgements: Prof Margaret Wong, Dr. TP Lam, Sally and Horace Ma

I Generalised Student Learning Outcomes

II Outcomes for Specific Subjects/Topics

a) Theory of Knowledge

b) History taking skills

c) Physical examination

d) Interpretation of Investigations

A scheme to facilitate SLO development

Anatomy Biomechanics Pathophysiology and

epidemiology

RadiologicBiochemical/Haematological

Radiographic Investigations

must be able to interpret

radiographs of the long bones, hip knee shoulder wrist and ankle

joints…

Year 3-5 students

In a patient presenting with neck-back-joint pain or injury

To the degree that they can identify

1. Radiographic projection

2. Key skeletal landmarks

3. Angular Deformity >100

4. Direction of fracture displacement

5. Identify articulating components

6. Loss of articular congruity

PI-D3: Patient Investigations

PII-D8: Underlying principles (structure…)

2004 2005 2006 2007

78% 64% 71% 58%

Pillar I: What the doctor is able to do

1. Clinical Skills 22

2. Practical Procedures -

3. Patient Investigations 2

4. Patient Management 10

5. Health Promotion -

6. Communication 6

7. Medical Informatics -Pillar II: How the doctor approaches his practice

8. Basic Social and Clinical Sciences

6

9. Attitudes, Ethical Understanding -

10. Decision Making Skills

-

25 ORT Teaching Interventions Mapped to SLO Framework

Pillar III: The doctor as a professional

11. Personal Development 1

12. The Role of the Doctor within the health service --

T1,3,4,6,9…

T1,2,5,7,13,17

D 122

02

10

0

6

0

6

0 0 1 0

0

5

10

15

20

25

D 1 D 2 D 3 D 4 D 5 D 6 D 7 D 8 D 9 D 10 D 11 D 12

I II III

SLO Task Force Strategy

System Panel

SLO-Task ForceSLO-Task Force

Review with staffReview with staffDefine Key Outcomes

Map teaching Interventionsto expected Outcomes

Map teaching Interventionsto expected OutcomesMap Outcomes to SLO frameworkMap Outcomes to SLO framework

Outcome assessment tools

Evaluation of Outcomes

Review with staff and students

Are teachers familiar with specified outcomes ?

Have teachers a detailed understanding of the educational outcomes

and their own contribution to the curriculum ?

Does their contribution to the programme reflect this understanding ?

Do the assessment procedures adopted assess outcomes ?

Teachers

Questions the UGC is likely to ask

Students

Are students familiar with the outcomes expected ?

Do they find the outcomes helpful as guides to learning ?

Do they perceive the learning experience provided and the assessment

procedures reflect the outcomes ?

Questions the UGC is likely to ask

Student Learning Outcomes

Your contribution is vital

Outcomes reflect the Visions and expectations teachers have of their students

Student

…..Sir,

There is a 4 cm shortening of the left

lower limb…..

Surgeon :

And how short is the Right side ?......

OrthopaediX