A Systematic Framework for Implementation & Continuous Improvement of Outcome-Based Education
Keywords:
Outcome-Based Education, Learning, Educational Institutions, Continuous ImprovementAbstract
An emerging pedagogical paradigm, Outcome-Based Education (OBE) places an emphasis on the achievement of predetermined learning outcomes as the cornerstone of all educational activities. The pedagogical approach known as OBE is the subject of this research, which delves into both the theoretical underpinnings & real-world implementation of this approach. Drawing on W. Spady's seminal work from 1994, this essay explores the role of OBE in shaping educational practices, with an emphasis on how to ensure that goals are in line with institutional values & mission statements. This article provides a detailed overview of a methodical procedure for achieving OBE, including all of the necessary steps as well as methods for continuous evaluation & enhancement. Finally, this study piece connects the dots between Outcome-Based Education's theoretical underpinnings or its actual use. It hopes to equip everyone involved in education with the understanding and resources necessary to fully embrace OBE as a paradigm shift in teaching & learning that improves both the quantity and quality of student experiences.
References
Accreditation Council on Graduate Medical Education (ACGME) (2001) ACGME outcome project Available : http://www.acgme.org/outcome/comp/compFull.asp
Aloysius Edward, J., & Anita, C. Enhancing Excellence in Higher Education through Outcome Based Education. Studies in Indian Place Names (UGC Care Journal) ISSN: 2394-3114 Vol-40-Issue-35-
Amirtharaj, S., Chandrasekaran, G., Thirumoorthy, K., & Muneeswaran, K. (2022). A Systematic Approach for Assessment of Attainment in Outcome-based Education. Higher Education for the Future, 9(1), 8-29.
Dewani, A., Bhatti, S., & Memon, M. A. (2022). Analysis of Outcome-based educational model in Engineering Education with preliminary Findings. International Journal of Advanced Culture Technology, 10(1), 1-9.
Harden R.M. and Dent J .A. (2005). A Practical Guide for Medical Teachers .2nd edition, Elsevier Churchill Livingstone ISBN 044310083 ch.14,pp.124-133
Harden, R.M. (1986). Ten questions to ask when planning a course or curriculum. ASME Medical Education booklet no 20, Medical Education, 20, 356-365.
Harden, R.M. (2002a) Developments in outcome-based education, Medical Teacher, 24, 117–120.
Harden, R.M., Crosby, J.R. & Davis, M.H. (1999). AMEE Guide No. 14: Outcome-based education: Part 1—an introduction to outcome-based education, Medical Teacher, 21, 7–14.
Harden, R.M., Davis, M.H. & Crosby, J.R. (1997). The new Dundee medical curriculum: a whole that is greater than the sum of the parts, Medical Education, 31, 264–271.
Katawazai, R. (2021). Implementing outcome-based education and student-centered learning in Afghan public universities: the current practices and challenges. Heliyon, 7(5), e07076.
McNeil P H., Hughes CS, Toohey SM & Dowton SB (2006). An innovative outcomes-based medical education, program built on adult learning principles. Medical Teacher, Vol. 28, No. 6,. 527–534
Rawlley, A., & Mehra, C. Challenges in Implementation and Assessment of Outcome Based Education and Curriculum: Global Perspective. JOURNAL OF ENGINEERING, SCIENCE & MANAGEMENT EDUCATION. J. Engg. Sci. Mgmt. Edu., Vol-13(I) 17-23, 2020
Schwartz, M.R. &Wojtczak, A. (2002) Global minimum essential requirements: a road towards competence-oriented medical education, Medical Teacher, 24, 125–129.
Spady, W. (1988). Organizing for results: the basis of authentic restructuring and reform. Educational Leadership. Vol. 46, No. 2 4– 8.
Spady, W. (1993). Outcome-based Education.Belconnen, ACT: Australian Curriculum Studies Association.
Willis, S. and Kissane, B. (1995). Systemic Approaches to Articulating and Monitoring Expected Student Outcomes. Murdoch, Western Australia: Murdoch University.