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Outcomes - Based Education
Outcomes-Based Education
Yenepoya (Deemed to be University) has adopted Outcome Based Education (OBE) across all the programs. This educational framework is based on desired outcomes and defined goals to be achieved by the students. It is expected to show evident distinguishable improvement and attainment of knowledge, skills, attitude and communication.
- OBE empowers students to shoulder the responsibility of their learning with active involvement
- It encourages for greater student engagement with the curriculum and student-centered approaches, as the OBE framework is based on outcomes to be achieved by the students in all domains of learning (Knowledge, Skill, Attitude and Communication).
- This ensures the process of knowledge and skill attainment and not just the ultimate outcome.
The hallmark of OBE framework - Learning in all domains OBE tends to addresses the following
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- What the students acquire as knowledge?
- What the students are able to perform?
- How to support the students to achieve the desired goals?
- How to ensure if the students have achieved it?
- How does OBE help in Continuous Quality Improvement in the learning process?
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FACULTY EMPOWERMENT STRATEGIES
A Core committeewas constituted by the University for Faculty training and implementation of OBE. The team was further empowered on this educational framework in definining outcomes, alignment of teaching-learning and assessment strategies as per the latest trends for creating competent leaders.
At each constituent unit/department/centre, teachers were identified and trained by the core team who in turn involved in facilitating the implementation of OBE.
DEFINING THE COMPONENTS OF OBE
The constituent units, departments and centres have embodied the components of OBE by defining them under;
- Vision and Mission of the Institution
- Program Outcomes (POs)
- Program-specific Outcomes (PSOs)
- Course outcomes (COs)
- Course-specific learning outcomes (CSOs)/ Competencies
- Specific Learning Objectives (SLOs)
- Mapping of learning outcomes
- Teaching-learning methods
- Assessment methods
- Outcome attainment
- Feedback, Review
Program Outcomes are statements about the knowledge, skills, attitudes and communication that a graduate should attain at the end of a program (Eg: MBBS, BDS, MD, M. Ch., BPT, BDS, B.Sc. Nursing, BAMS, BHMS, B.Com., etc.).
These are the graduate attributes and are individually measurable outcomes that can be acquired in the specified program. They focus on performance-based outcomes. Using the framework, students will learn to integrate their knowledge and skills in a hands-on, experiential way in the following key areas;
- Comprehensive knowledge,
- Communication skills,
- Critical thinking,
- Problem-solving skills,
- Self-directed learning,
- Analytical skills,
- Ethical awareness,
- Leadership qualities,
- Teamwork,
- Lifelong learning, etc.
Program-specific outcomes are specific statements about what the student should be able to do at the time of graduation concerning the cognitive, affective and psychomotor learning domains.
Course outcomes are statements describing the observable and measurable knowledge, skills, attitudes and communication the student will learn by the end of the course/subject such as Anatomy, Physiology, and Biochemistry and so on.
Course-specific learning outcomes are the Competencies designed to be a measurable, observable, and specific statement indicating what the student must know and should be able to do at the end of a teaching-learning process.
MAPPING OF LEARNING OUTCOMES
Once the learning outcomes were defined, mapping was done to measure their attainment.
ALIGNMENTTEACHING-LEARNING METHODS
The teaching-learning process and assessment of learning outcomes are planned to align with the desired competencies with various methods.
OUTCOME-BASED ASSESSMENT METHODS
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Undergraduates |
Postgraduates |
Interns |
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Competency-based Skill assessment |
Card System in Viva- Voce |
End of clinical rotation assessment |
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E-Tests/Unit tests, Seminars, Discussion forum activities, Poster presentations, Concept maps, technology-assisted assessments, Reviews, Student Projects, Case-based discussions, etc. |
Structured Log Book |
End of internship clinical skills assessment |
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OSCE/OSPE |
OSCE/OSPE |
Structured log books |
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Reflections |
E-Portfolio |
Seminar based assessment |
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Structured Log Book |
Workplace-based assessment -Direct Observation of Procedural Skills, Mini-Clinical Evaluation Exercise, Case-Based Discussion |
Project-based assessment |
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Formative and Summative assessments |
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BLUEPRINT OF ATTAINMENT OF PROGRAM/COURSE OUTCOMES
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Outcome |
Substantial 76 - 100%, |
Moderate 66 - 75%, |
Slight 51 - 65%, |
Nil 0-50% |
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PO1/CO1/CSO1 |
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PO2/CO2/CSO1 |
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PO3/CO3/CSO1 |
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PO4/CO4/CSO1 |
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PO5/CO5/CSO1 |
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Outcome |
PO1 |
PO3 |
PO3 |
PO4 |
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CO1 |
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CO2 |
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CO3 |
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CO4 |
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CO5 |
OBE framework thus helps all stakeholders (students, teachers, parents, employers and others) to understand the nature and level of learning outcomes in all domains of knowledge, skills, attitudes and values a graduate of a program should acquire/demonstrate on successful completion of the program of study.