The document discusses competency-based and outcomes-based education. It defines key terms like competency-based approach and outlines common components of competency-based models which include partnerships between community colleges and four-year programs. The document also discusses defining outcomes at the beginning of curriculum development rather than predetermined contents. It recommends five core competencies for health professionals and discusses limitations of outcome-based education like not providing understanding of why learning is important.

1. competency – based & outcome – based
education curriculum
Prepared by :-
Taghreed hawswi
Supervised by :-
Dr. Gehan

3. Introduction
The concept of outcomes-based education has been into
curriculum development since the later part of the 20th
century and into the first decade of the 21stcentury, and has
come to be associated with competency based education in
more recent years.
The key principle
development of educational programs
application of learning processes
beginning in identifying outcomes

4. competency-based approach
• Is a disciplined approach to specify
the health problems to be
addressed, identify the requisite
competencies required of graduates
for health system performance, tailor
the curriculum to achieve
competencies, and assess
achievements and shortfalls
(Frenk et al., 2010)

5. Cont …….
• Competency-based education further
advocates for a time-independent approach to
education in which the achievement of
competency is the goal independent of the
length of time associated with educational
programs

6. The common components of competency based models include:
• Partnerships of community colleges and four year programs
are at the heart of each model
• Partnerships of nursing programs can reach beyond states or
local regions
• Involving practice partners provides for increased linkage
between education and practice
• Partners universally agree on the outcomes or competencies
• A substantial number of student in a state, region
or partnership can be served with the development of this
model
• The competency based model can serve as the foundation for
moving to a shared curriculum mode

8. Curriculum development for outcomes-based education
• Is starts with outcomes of education rather
than with a predetermined set of contents to
be included in an educational program.
• Outcomes-based education not only requires
contents to be identified by outcomes but
also instructional designs to be incorporated
with competency-driven approaches.

9. Outcomes -based education [OBE]
Is a currently favored internationally to
promote educational renewal and has been
implemented in countries such as Canada, the
United States and New Zealand.
William Spady is regarded as OBE's leading
advocate and a few points he makes would
suffice.

10. Definition
Comprehensive approach to organizing and
operating an education system that is focused
on WHAT and WHETHER students learn
successfully is more important than WHEN and
HOW they learn something.
and
The successful demonstrations of learning
sought from each student.
(Spady, 1994:2)

11. Cont …….
Outcomes are …
clear learning results that we want students to
demonstrate at the end of significant learning
experiences … and … are
actions and performances that embody and
reflect learner competence
in using content, information, ideas, and tools
successfully .
(Spady, 1994:2)

12. Application
• Ascertaining prerequisite knowledge or skills
to attain goals
• A flexible time frame to achieve goals
• Using different media and materials to create
enriched teaching / learning contexts
• Formative evaluation to provide feedback

14. In the IOM (2003) report on health professions education, the following 5 core competencies
were recommended for all health professionals to meet the needs of the 21st century health
care:
• (a) competencies in providing patient-
centered care,
• (b) competencies in working in
interdisciplinary teams,
• (c) competencies in employing evidence -
based practice,
• (d) competencies in applying quality
improvements, and
• (e) competencies in utilizing informatics

15. Limitations of the outcome-based :-
• It does not give learners or educators an
understanding of why this learning is important.
• It focuses strongly on either doing or recalling
content: it does not focus on linking or integrating
skills, knowledge and values.
• Because of this education, educators do not
change the learning environment much—things
carry on just as they did before the outcomes were
defined.
(Department of Education, 1997a).

16. References
• Accreditation Council for Graduate Medical Education. ACGME
Outcomes Project . Retrieved from
http://www.ACGME.org/outcomes/comp/compFull.asp.
• American Association of Colleges of Nursing (2008). The
essentials of baccalaureate education for professional nursing
practice (2nd ed.). Washington, DC: Author.
• Commission on Collegiate Nursing Education. (2009, April).
Standards for Accreditation of Baccalureate and Graduate
Degree Nursing Programs. Washington, DC: Author.
• Retrieved from
http://www.aacn.nche.edu/Accreditation/pdf/standards09.pdf
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