Abstract
Increased recognition of outcomes, or competency-based education, has evolved across higher education on health sciences. However, there is significant diversity in the current study of Portuguese programmes. Considering learning outcomes (LO) as indicators of knowledge, skills, abilities, attitudes and the understanding that the student will gain as a result of an educational experience, this study aims to explore which LO are emphasised on the study programmes of health sciences in Portugal. Through a qualitative methodology, carried out through MAXQDA software, all LO of all Portuguese health sciences study programmes submitted to quality accreditation to the Portuguese Agency for Assessment and Accreditation of Higher Education (A3ES) since 2009 until 2016 were analysed. Although specific knowledge was the most referenced LO, transversal skills were also emphasized, such as critical and reflexive analysis/critical thinking, research, ability to organize and plan and professional ethics. Significant differences were found between LO selection when the analysis was made by comparing the diverse study programmes. This required assortment of knowledge and skills seems to reflect not only the specificities of each health science programme but also the challenging demands on professionals in the 21st century, along with the necessary changes imposed by society, fostering intercultural understanding, tolerance, mutual respect and an ethic of global citizenship and shared responsibility, crucial enablers of educational development for all in the scope of the 2030 Agenda for Sustainable Development.
Highlights
Learning outcomes (LO), defined as statements of what a learner is expected to know, understand and is capable of doing at the end of a period of learning [1], serve as a vital tool for implementation of the Bologna principles [2]
The learning outcomes (LO) by groups of courses will be analysed and their hierarchical categorical valorisation presented. Starting this analysis with the medicine courses (Table 3), it is possible to find that the LO of these courses essentially value, in descending order, specific knowledge, research, ability to organize and plan, development of autonomous work and critical and reflexive analysis/critical thinking
This study aims to explore which LO are emphasised in health sciences study programmes in Portugal
Summary
Learning outcomes (LO), defined as statements of what a learner is expected to know, understand and is capable of doing at the end of a period of learning [1], serve as a vital tool for implementation of the Bologna principles [2]. European educational systems are required to assure their curricula comparability in terms of structure, study programmes and pedagogical methodologies. Assessment methodologies, curricula design procedures, scientific contents, and LO need to be aligned, Educ. Sci. 2020, 10, 168 to allow a comparison between study programmes and between European higher education institutions [3]. As highlighted by Adam [4], LO are generally described in terms of knowledge, skills, abilities, attitudes and the understanding that the student will gain as a result of an educational experience
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
