Outcome-based education: evaluation, implementation and faculty development.

Shazia Iqbal,Ian Willis,Turky H Almigbal,Abdullah Aldahmash,Samer Rastam

doi:10.15694/mep.2020.000121.1

Abstract

This article was migrated. The article was marked as recommended. Developments in Outcome-based education (OBE) and innovative shifts in its pedagogical approaches have reshaped the learning environment of curricula at medical schools. This instructional design has gained popularity due to its authenticity and systematic approach. However, this needs organized supervision and faculty training in order to achieve the desired goals for the program. Aim: This article examines the evaluation of OBE at a private medical school in Saudi Arabia. It describes the curriculum review process and the characteristics of the curriculum reviewers involved. It evaluates the curriculum using Harden's OBE implementation inventory. OBE reviewers' satisfaction about OBE implementation was evaluated using the OBE inventory. Results: This analysis shows our institutional profile to be similar to the 'transition to beavers' symbol in Harden's representation. At the program level, the study identifies gaps and suggests suitable recommendations to enhance the enactment of OBE. Conclusion: We strongly encourage medical educators to apply the nine components of the OBE implementation inventory to evaluate their level of implementation of OBE. To further build up this model, the authors propose a mnemonic "ADAPTIVE Species" as an instructional prompt to develop these qualities in medical faculty. "ADAPTIVE Species" stands for Assertive, Developer, Assessors, Prime-movers, Transparent, Innovators, Vigilant, Evaluators, and Selectors.

Highlights

Developments in Outcome-based education (OBE) and innovative shifts in its pedagogical approaches have reshaped the learning environment of curricula at medical schools
We strongly encourage medical educators to apply the nine components of the OBE implementation inventory to evaluate their level of implementation of OBE
The authors of this article strongly encourage medical educators to apply the nine components of the OBE implementation inventory to evaluate their level of implementation of OBE

Summary

Introduction

Developments in Outcome-based education (OBE) and innovative shifts in its pedagogical approaches have reshaped the learning environment of curricula at medical schools. This instructional design has gained popularity due to its authenticity and systematic approach (Rubin and Franchi-Christopher, 2002) This evolving paradigm and evidencebased medical practices in the health care system are provoking a continuous review of curricula and specific learning outcomes. The OBE approach involves set of specific learning outcomes but it demands successful implementation (Harden, 2007a, 2009). There is a great concern to ensure that faculty are able to recognize the importance of OBE and sufficiently skilled to ensure its effective application

Objectives

Methods

Discussion

Conclusion