Decision Making Types

OUTCOME BASED EDUCATION
It’s Not What We Teach,

It’s What You Learn
Chaitanya Pradeep Joshi

MDS (Periodontology)
OVERVIEW
 Issues in Higher Education, Teaching & Learning
 Why Outcome-based Education?
 Outcome-based Education
Assessment Issues and Tools
 Role of teacher and student
 Challenges
 Summary
Issues In Current Education
Accountability towards students– fulfilling
requirements of the curriculum
Satisfying needs of industry – unemployed graduates
Maintaining academic standards – unaccredited

programmes
Accountable to grant providing organizations –

stakeholders
Accreditation – outcome based education

Issues In Teaching And Learning
Student intake – qualification, quantity
 Staff – Qualification, competency
 Teaching process – transparent, control
 Assessment - outcomes
 Courses – up to date, relevant
 Facilities – sufficient, up to date,

Why Outcome Based Education??
OBE addresses the following key questions:
• What do you want the students to have or able to do?
• How can you best help students achieve it?
• How will you know what they have achieved it?
• How do you close the loop for further improvement

Comparison
Traditional education Outcome-Based Education
1. Define teaching objectives 1. Define learning outcomes
2. Time is fixed, outcome is variable 2. Time is variable, outcome is fixed
3. Assessment is secondary 3. Assessment is central
4. Focus on teaching 4. Focus on learning
5. Standardized curriculum 5. Individualized curriculum
6. Teacher as guardian of
6. Teacher as guide and advisor
curriculum
Outcome-based Education
Constituents requirements (Develop objectives)
Curriculum, Graduates
Teaching &
Staff & with
Learning
Facilities Outcomes
Constituents satisfaction (Achieving objectives)
Continual Quality Improvement

1. Define Teaching Goals or Outcomes
Traditional Outcome Based Learning
2. Time and Outcomes
 Traditional education treats time as fixed but the
learner outcomes are variable.
• In Asia, the majority of dental schools have a 4-5year student
curriculum and this time is assumed to be sufficient for the
students to achieve “competence” (receive the BDS degree).
• However, the outcome of this fixed amount of time is very

variable. Some students are exceptional whereas others are
marginal and there may be some who really are ‘not’
competent.
2. Time and Outcomes
 In OBE, time is flexible and the outcomes are fixed.
• Clearly defined outcomes and specific standards for rigorous
assessments of performance give the evidence needed to
judge ‘competence’ of learners.
• The amount of time it may take a given learner to reach these

standards of competence may differ significantly from
another learner, but regardless of how much time it takes,
OBE focuses on a fixed definition of competence.
3. Assessment
 OBE requires assessments for formative purposes, to
guide student learning towards areas of weakness, as
well as for summative purposes, to make final decisions
on competence.
OBE requires more frequent assessment (central

importance), more rigorous assessment, but also
assessment of many things that are largely ignored in
traditional medical education.
3. Assessment
 Outcome-based assessment requires teachers to
clearly, in language that their students can understand
and apply (the learning targets, competencies or
performances expected of the students and which the
teachers should actualize)
• In this form of assessment, students perform real-life tasks
which are either replicas or simulations of the kind of
situations faced by adult citizens and professionals.
3. Assessment
4. Focus On Teaching or Learning
 Outcome-Based education focuses on student learning:
• Using learning outcome statements to make explicit what the
student is expected to be able to know, understand or do;
• Providing learning activities which will help the student to

reach these outcomes;
• This enables them to build on their strengths, remedy their

weaknesses and pursue learning in flexible ways
• Assessing the extent to which the student meets these

outcomes through the use of explicit assessment criteria.
5. Standardization or individualization
 The importance of flexibility in OBE programs leads

to the logical conclusion that OBE also requires
individualized learning programs rather than the
standardized, “one-size-fits-all” curriculum.
5. Standardization or individualization
 This individualization may be in the sequence of
learning activities but also in the content and focus of
learning.
• For example, learners who come with prior experience as an
emergency health care provider should not need the same level
of education on basic life support procedures as a learner
without this experience.
6. Role of the teacher
 Focusing on the key elements of the curriculum that
will lead to the desired outcomes.
 Ensuring that every activity, inside and outside the

classroom, help to produce the desired results.
 Providing opportunities for students to demonstrate

proficiency in variety of modalities.
Reviewing and revising learning targets as revealed by

assessment of results.
6. Role of the teacher
 In OBE, learners are required to take responsible for
their own learning and have flexible, individualized
learning options,
 faculty roles shift to being advisors, mentors, and

guides. They still serve as experts, but in a less directive
and authoritative way
6. Role of the student
 Understanding clearly with competencies/skills
teachers expect to observe.
 Being ready to demonstrate what they know.
 Accepting responsibility for what they don’t know.
 Being prepared to continue achieving and reaching

high performance.
Characteristics of OBE curriculum
Use of Measurable Assessment Tools
And
Key to Outcomes-Based Assessment

 Use of Measurable Assessment Tools
• Outcomes-Based Assessment (OBA)-focuses on student
activities that will be relevant after formal schooling
concludes
• the approach is to design assessment tools that are
measurable and less abstract.
• “Verbal Ability” is an abstract competency; on the other
hand, a much easier competency to assess is “to write
coherent paragraph composed of grammatically correct
sentences.”
 The key to Outcomes-Based Assessment (OBA)
is the teacher’s ability to provide a realistic
simulation or approximation of the setting in
which the outcomes of learning will be required
or applied.
Implementation of OBE Program
Effective Program Educational Objectives
 Effective Program Outcomes
 Practical Assessment Tools
 Effective Assessment Planning
 Robust Evaluation Planning
 Continuous Quality Improvement (CQI) procedures in

place
Challenges
Even though OBE has some definite strengths but also
significant challenges when it comes to planning and
implementation.
• One advantage of OBE is that it could shorten the time needed for
training if learners enter with considerable prior experience or attain
competence rapidly. However, it is also likely that OBE will increase the
time needed for weaker and less experienced learners —perhaps even
beyond the current time defined in traditional educational programs.
• Another strength of OBE is that the necessity of rigorous assessment can
create greater confidence in judgments of competence. Traditional
programs tend to rely on assumptions and hopes that spending enough
time in the classroom or the clinic will produce competent graduates
(even though this is not well documented by performance data).
Challenges
 The individualization that is implied by OBE can produce
greater student motivation and initiative and enable them to
pursue their unique interests.
 On the other hand, such individualization and flexibility create
enormously difficult to be managed. At the extreme, OBE could
mean that each learner pursues their own learning plan on their
own schedule, asking for assessments to demonstrate their
competence in a given domain at various points in their training
and some graduating early while other graduate late. Such
flexibility is not really feasible, so the potential of OBE must be
tempered by the reality of limited faculty and financial
resources.
Challenges
 This flexibility is a challenge for students as well as faculty members
and administrators. Most medical learners are accustomed to being
told what to study, when to study it, and how to prepare for the test.
OBE requires learners to take responsibility for their own learning,
which will be intimidating and challenging for many learners.
Students will frequently object to the uncertainty that this creates,
demanding to be told “what is important.”
 Faculty also will object to the lessened control and authority they may
feel they have in an OBE program. Although they are still the
decision-makers for defining the competencies, the means of assessing
them, and the standards to which learners are held, some faculty
members will feel threatened by giving over more control of learning
to the students.
Future Direction
The significant challenges involved in implementing
such a revolutionary change in educational perspective
Most are making small-scale pilot studies of its

feasibility in selected portions of the curriculum or in
specialized outcomes
Much like other innovations in medical education, e.g.,

problem-based learning, it is likely that outcomes-
based education will gradually pervade further and
further
Summary
In outcomes-based education, practical applications of
principles and theories are means of verifying and
measuring the extent of attainment of the desired
student learning outcomes.
To ensure a meaningful and profitable experience, in-

campus facilities should be in place where students can
simulate the situations they will encounter in the
workplace.
Summary
It is recommended that teacher educators
conceptualize
• a laboratory with the appropriate equipment and facilities
• to support the various simulation, role-play, student-centered,

problem- based and creative activities
• that will help prepare future teachers for the situations they are
likely to encounter.
This is the end-goal of outcome-based education.

Thank you

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OUTCOME BASED EDUCATION

It’s Not What We Teach,

Chaitanya Pradeep Joshi

 Why Outcome-based Education?

Assessment Issues and Tools

 Role of teacher and student

Satisfying needs of industry – unemployed graduates

Maintaining academic standards – unaccredited

Accountable to grant providing organizations –

Accreditation – outcome based education

 Staff – Qualification, competency

 Teaching process – transparent, control

 Courses – up to date, relevant

 Facilities – sufficient, up to date,

• How can you best help students achieve it?

• How will you know what they have achieved it?

• How do you close the loop for further improvement

Traditional education Outcome-Based Education

1. Define teaching objectives 1. Define learning outcomes

2. Time is fixed, outcome is variable 2. Time is variable, outcome is fixed

3. Assessment is secondary 3. Assessment is central

4. Focus on teaching 4. Focus on learning

5. Standardized curriculum 5. Individualized curriculum

Constituents requirements (Develop objectives)

Constituents satisfaction (Achieving objectives)

Continual Quality Improvement

• However, the outcome of this fixed amount of time is very

• The amount of time it may take a given learner to reach these

OBE requires more frequent assessment (central

• Providing learning activities which will help the student to

• This enables them to build on their strengths, remedy their

• Assessing the extent to which the student meets these

 The importance of flexibility in OBE programs leads

 Ensuring that every activity, inside and outside the

 Providing opportunities for students to demonstrate

Reviewing and revising learning targets as revealed by

 faculty roles shift to being advisors, mentors, and

 Being ready to demonstrate what they know.

 Accepting responsibility for what they don’t know.

 Being prepared to continue achieving and reaching

Key to Outcomes-Based Assessment

 Effective Program Outcomes

 Practical Assessment Tools

 Effective Assessment Planning

 Robust Evaluation Planning

 Continuous Quality Improvement (CQI) procedures in

Most are making small-scale pilot studies of its

Much like other innovations in medical education, e.g.,

To ensure a meaningful and profitable experience, in-

• to support the various simulation, role-play, student-centered,

This is the end-goal of outcome-based education.

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