Student Learning Outcomes 1.Outcomes-an overview 2.Understanding the SLO Framework 3.SLO related...
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Student Learning OutcomesStudent Learning OutcomesStudent Learning OutcomesStudent Learning Outcomes
1. Outcomes-an overview
2. Understanding the SLO Framework
3. SLO related activities and progress
4. Strategy to develop outcome measures and their evaluation
5. Discussion
The Learning Resource CentreFaculty of Medicine, CUHKBlock A, 1st Floor, Prince of Wales Hospital
Shekhar Kumta and Kevin Mo
Faculty and Curriculum
Adapted from AMEE Education Guide 14. Outcome Based Education
Educational Environment
Content
How to deliver
Assessment
students How to learn
What to learn
Student Student performanceperformance
What areWhat are Learning Outcomes Learning Outcomes
Statements of the
knowledge,
skills, and
attitudes
the individual student possesses and can demonstrate upon completion of a learning experience or sequence of learning experiences (e.g., course, program, degree).
Learning Outcomes
What the student is able to do
Can be assessed
Measured
Course Descriptors
What the teacher intends to do
Content covered
Format of instruction
Delivery
…..students are expected to understand the typical history, physical signs and radiological features of ………….
……enable students to understand the scope and application of ………..
……will expose students to an interactive session…………………
x
Specific
Measurable
Achievable
Relevant
Timely
Can be defined with some precision
Can be assessed
Can be achieved given the resources
Are they appropriate ?
Over what period of time do we expect them ?
Year-3 students
Students are expected to examine the cervical thoracic and lumbar spine
Given a patient complaining of back and neck pain
To the extent that they can
a) Locate the site of pain
b) Identify muscle spasm and guarding
Audience Behaviour Condition Degree of Proficiency
Year-5 students
c) Perform the SLR test correctly ( accurately !)
d) Identify deformity more than 20 degrees in any plane
Objectives and OutcomesObjectives and Outcomes
Students are expected to examine the shoulder
To the extent that they can
a) Identify key bony landmarks
b) Identify impingement
c) Identify a 10 degree loss of movement
d) Identify Anterior shoulder instability
Given a patient complaining of shoulder pain or injury
Year-3/5 students
Audience Behaviour Condition Degree of Proficiency
Upper Extremity
Elbow Hand
Musculoskeletal Physical Examination
Lower Extremity
Hip Knee
Spine
Competence in Musculoskeletal Examination
}At graduation students are
expected to be competent in musculoskeletal examination
1. assess joint movements accurately**,
2. identify effusions and synovial hypertrophy,
3. detect joint instability*,
4. identify deformity and limb length discrepancy
5. evaluate the functional status of the extremity including gait in a given patient……….
** Identify 5 degree loss of movement * Grade II or more
Objectives and OutcomesObjectives and Outcomes
Exit Outcomes
Phase Outcomes
Course
Lesson
Teaching 1 Independent Learning
Module 2 outcomeModule 1outcome
Course
Nesting of Outcomes
Nesting of Outcomes
Students are expected to know the gross and
cross sectional anatomy of a typical
spinal-vertebral segment
To the extent that they can identify
vertebral end-plates, anterior and
posterior borders, pedicles and spinous
processes on a plain radiograph
Are able to identify patterns of
neurological injury (Brown-Sequard,
Central Cord Syndrome), in SCI
patients
McNeir 1993
McNeir 1993- Outcome Based Education: Tools for restructuring.David Prideaux 2000,Medical Education 34; 168-169.
“The key for most schools is in developing outcomes that
are broad in their vision but specific enough to be taught
and measured effectively”
Prideaux 2000
We must guard against the narrow specification of outcomes
Outcomes that are hard to measure but educationally and professionally significant should not be omitted because of their imprecision
Creativity judgement and responsibility
The UG curriculum is built upon an integrated and cohesive structure
through contributions each discipline makes to the outcomes
Yet, Outcomes may be exhibited in different ways in each specialty
SLO Framework
Performance of Tasks
The approach to tasks
Professionalism
The 3 Circle Model -
- What a doctor does77
- How he does it 33
22The growth of the doctor as an individual
The Scottish Doctor--- SLO initiative
Creative and Emotive Intelligences – not easy to measue.
Does he understand why he is supposed to do what he is…..
Basic Social and Clinical Sciences, principles Attitudes, Ethical Understanding Decision Making Skills
Technical Intelligences – Easy to define
Clinical SkillsPractical Proceduresinvestigate a Patient Patient ManagementHealth promotion and disease preventionSkills of CommunicationCompetence to retrieve and handle information
Personal DevelopmentThe Role of the Doctor within the health service
Personal Intelligences.- difficult to define
Progress to dateSLO task force
Retreat 2006 - Discussion
SLO Framework - web site
2006 Faculty TDG
Support the development of SLO
Kevin Mo Prof Kumta
Strategy to facilitate SLO development
Engage Panels/Units
Developing Outcomes
The ORT Experience
Teaching
Outcom
es Asses
smen
t1. ORT Curricular Handbook as a reference
2. Teaching interventions - teacher survey
1. Description of teaching intervention
2. Learning outcomes expected
3. Methods to assess them if any
3. Define outcome measures
4. Map Outcomes to SLO Framework
25 ORT Teaching Interventions
60% of Year-3 Teachers responded
Acknowledgements: Prof Margaret Wong, Dr. TP Lam, Sally and Horace Ma
I Generalised Student Learning Outcomes
II Outcomes for Specific Subjects/Topics
a) Theory of Knowledge
b) History taking skills
c) Physical examination
d) Interpretation of Investigations
A scheme to facilitate SLO development
Anatomy Biomechanics Pathophysiology and
epidemiology
RadiologicBiochemical/Haematological
Radiographic Investigations
must be able to interpret
radiographs of the long bones, hip knee shoulder wrist and ankle
joints…
Year 3-5 students
In a patient presenting with neck-back-joint pain or injury
To the degree that they can identify
1. Radiographic projection
2. Key skeletal landmarks
3. Angular Deformity >100
4. Direction of fracture displacement
5. Identify articulating components
6. Loss of articular congruity
PI-D3: Patient Investigations
PII-D8: Underlying principles (structure…)
2004 2005 2006 2007
78% 64% 71% 58%
Pillar I: What the doctor is able to do
1. Clinical Skills 22
2. Practical Procedures -
3. Patient Investigations 2
4. Patient Management 10
5. Health Promotion -
6. Communication 6
7. Medical Informatics -Pillar II: How the doctor approaches his practice
8. Basic Social and Clinical Sciences
6
9. Attitudes, Ethical Understanding -
10. Decision Making Skills
-
25 ORT Teaching Interventions Mapped to SLO Framework
Pillar III: The doctor as a professional
11. Personal Development 1
12. The Role of the Doctor within the health service --
T1,3,4,6,9…
T1,2,5,7,13,17
D 122
02
10
0
6
0
6
0 0 1 0
0
5
10
15
20
25
D 1 D 2 D 3 D 4 D 5 D 6 D 7 D 8 D 9 D 10 D 11 D 12
I II III
SLO Task Force Strategy
System Panel
SLO-Task ForceSLO-Task Force
Review with staffReview with staffDefine Key Outcomes
Map teaching Interventionsto expected Outcomes
Map teaching Interventionsto expected OutcomesMap Outcomes to SLO frameworkMap Outcomes to SLO framework
Outcome assessment tools
Evaluation of Outcomes
Review with staff and students
Are teachers familiar with specified outcomes ?
Have teachers a detailed understanding of the educational outcomes
and their own contribution to the curriculum ?
Does their contribution to the programme reflect this understanding ?
Do the assessment procedures adopted assess outcomes ?
Teachers
Questions the UGC is likely to ask
Students
Are students familiar with the outcomes expected ?
Do they find the outcomes helpful as guides to learning ?
Do they perceive the learning experience provided and the assessment
procedures reflect the outcomes ?
Questions the UGC is likely to ask
Student Learning Outcomes
Your contribution is vital
Outcomes reflect the Visions and expectations teachers have of their students
Student
…..Sir,
There is a 4 cm shortening of the left
lower limb…..
Surgeon :
And how short is the Right side ?......
OrthopaediX