Learning outcomes as a tool to assess progression

Ronald M. Harden

    Research output: Contribution to journalArticle

    30 Citations (Scopus)

    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.
    Original languageEnglish
    Pages (from-to)678-682
    Number of pages5
    JournalMedical Teacher
    Volume29
    Issue number7
    DOIs
    Publication statusPublished - Sep 2007

    Keywords

    • Clinical Competence
    • Competency-Based Education
    • Curriculum
    • Decision Making, Organizational
    • Education, Medical, Undergraduate
    • Educational Measurement
    • Humans
    • Learning
    • Models, Educational
    • Organizational Innovation
    • Problem-Based Learning
    • Program Evaluation
    • Schools, Medical
    • Students, Medical

    Fingerprint Dive into the research topics of 'Learning outcomes as a tool to assess progression'. Together they form a unique fingerprint.

  • Cite this