Learning outcomes as a tool to assess progression.

Full Abstract

In the move to outcome-based education (OBE) much of the attention has focussed on the exit learning outcomes-the outcomes expected of a student at the end of a course of studies. It is important also to plan for and monitor students progression to the exit outcomes. A model is described for considering this progression through the phases of undergraduate education. Four dimensions are included-increasing breadth, increasing depth, increasing utility and increasing proficiency. The model can also be used to develop a blueprint for a more seamless link between undergraduate education, postgraduate training and continuing professional development. The progression model recognises the complexities of medical practice and medical education. It supports the move to student-centred and adaptive approaches to learning in an OBE environment.

Author information

Author/s: Harden, Ronald M (RM);

Affiliation: International Virtual Medical School (IVIMEDS), Dundee, UK.

Journal and publication information

Publication Type: Journal Article

Journal: Medical teacher (Med Teach), published in England. (Language: eng)

Reference: 2007-Sep; vol 29 (issue 7) : pp 678-82

Dates: Created 2008/01/31; Completed 2008/03/18;

PMID: 18236255, status: MEDLINE (last retrieval date: 2/18/2009, IMS Date: )

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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