Learning outcomes as a tool to assess progression.
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.
Harden
Ronald M
RM
International Virtual Medical School (IVIMEDS), Dundee, UK.
D002983:Clinical Competence; D003162:Competency-Based Education / Q000592:standards*; D003479:Curriculum / Q000592:standards*; D003659:Decision Making, Organizational; D004504:Education, Medical, Undergraduate / Q000592:standards*; D004521:Educational Measurement; D006801:Humans; D007858:Learning; D017145:Models, Educational; D009936:Organizational Innovation; D018794:Problem-Based Learning; D015397:Program Evaluation / Q000379:methods*; D012577:Schools, Medical / Q000458:organization & administration*; D013337:Students, Medical / Q000523:psychology