Outcome (Competency) Based Education: An Exploration of Its Origins, Theoretical Basis, and Empirical Evidence

Autor/inn/en	Morcke, Anne Mette; Dornan, Tim; Eika, Berit
Titel	Outcome (Competency) Based Education: An Exploration of Its Origins, Theoretical Basis, and Empirical Evidence
Quelle	In: Advances in Health Sciences Education, 18 (2013) 4, S.851-863 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-012-9405-9
Schlagwörter	Medical Education; Outcome Based Education; Competence; Competency Based Education; Educational History; Theory Practice Relationship; Undergraduate Study; Outcomes of Education; Behaviorism; Learning Theories; Learning Activities; Literature Reviews + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Lernerfolgsmessung; Kompetenz; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; History of education; Bildungsgeschichte; Theorie-Praxis-Beziehung; Grundstudium; Lernleistung; Schulerfolg; Behaviourism; Behaviorismus; Learning theory; Lerntheorie; Lernaktivität
Abstract	Outcome based or competency based education (OBE) is so firmly established in undergraduate medical education that it might not seem necessary to ask why it was included in recommendations for the future, like the Flexner centenary report. Uncritical acceptance may not, however, deliver its greatest benefits. Our aim was to explore the underpinnings of OBE: its historical origins, theoretical basis, and empirical evidence of its effects in order to answer the question: How can predetermined learning outcomes influence undergraduate medical education? This literature review had three components: A review of historical landmarks in the evolution of OBE; a review of conceptual frameworks and theories; and a systematic review of empirical publications from 1999 to 2010 that reported data concerning the effects of learning outcomes on undergraduate medical education. OBE had its origins in behaviourist theories of learning. It is tightly linked to the assessment and regulation of proficiency, but less clearly linked to teaching and learning activities. Over time, there have been cycles of advocacy for, then criticism of, OBE. A recurring critique concerns the place of complex personal and professional attributes as "competencies". OBE has been adopted by consensus in the face of weak empirical evidence. OBE, which has been advocated for over 50 years, can contribute usefully to defining requisite knowledge and skills, and blueprinting assessments. Its applicability to more complex aspects of clinical performance is not clear. OBE, we conclude, provides a valuable approach to some, but not all, important aspects of undergraduate medical education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10