OBE - Outcome Based Education

Attuluri Vamsi Kumar – OBE Co-Ordinator.
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Overview
on
“Outcome-Based Education”
Agenda
Distribution of BOS work 2023-27 B.Sc. MLT & M.Sc. MLT
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A workshop on OBE and BOS work distribution

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About Myself
Attuluri Vamsi Kumar
Assistant Professor
OBE – Co-ordinator
Department of MLT, UIAHS
www.mltmaster.com
Contact Information
•Phone Number: 7416660584
•Mail ID: attuluri.e13404@cumail.in CUID: E13404
•Research Gate: https://www.researchgate.net/profile/Attuluri-Kumar
•ORCID ID: https://orcid.org/0000-0001-9278-6714
•Linked-In: https://www.linkedin.com/in/vamsi-kumar-attuluri-ab8987128/
•Website: www.mltmaster.com
•YouTube: https://www.youtube.com/watch?v=pDBDu8tnIZY&t=91s
•Slide Share: https://www.slideshare.net/VamsiIntellectual
•Subject Website: https://sites.google.com/view/haematologybmls2002/home
•Research Area: Mycobacterium Tuberculosis
Virtual
Portfolio QR

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What is OBE?

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Blunt Knife
Work– 10hrs
Sharpening Knife – 2hr
Work – 2 + 2 = 4hrs
Sharpening the Knife – 2hr
It’s okay to Sharpening The Knife!
Sharpening the knife!

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“Let’s sharpen our minds to make our
work easier”
- Vamsi

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Overview of OBE Work Shop
1. 3 stories
• An event coordinator dilemma!
• A Faculty dilemma!
• A HODs weapon!
2. Introduction to OBE
3. Difference b/w OBE & traditional
education
4. Concept of CO mapping and its
significance
5. Concepts of CO attainment (CO wise
& Over all CO attainment)
6. Importance of Bloom’s taxonomy –
Knowledge levels (K1 to K6)
7. Overview on Result analysis
8. Identification of Slow, Fast &
Advanced Learners
9. Continuous Assessment
10. PDCA Cycle - Gap Analysis & Action
Taken
11. Teaching Learning Process (TLP)
12. Pedologic approaches
13. Overview on BOS
14. Importance of Curriculum Design –
BOS

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15. Aliening curriculum to industrial
needs
16. Criteria to make BOS – Feedback
from Industry, academia, etc.
17. Defining Vision, Mission, PEOs,
POs, PSOs.
18. CO-PO mapping (Attriculation
Matrix)
Advanced Learners
Taken
13. Overview on BOS
BOS

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Objectives of workshop
1. Designing curriculum for attaining required learning outcomes.
2. Identification and adoption of pedagogical initiatives for achieving
learning outcomes.
3. Selection and use of appropriate assessment tools for measuring
the attainment of learning outcomes.

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Outcomes of workshop
At the end of program the academicians can be able to:
 Write course outcomes (COs)
 Map COs to Programme outcomes (POs) and Programme specific
outcomes
 Prepare Course articulation and Program articulation matrix
 Identify the curricular gap in meeting the POs and PSOs
 Identify Direct and Indirect assessment tools for measuring
attainment of Cos and POs
 Measure the attainment of COs, POs and PSOs

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Part -1
An event co-ordinator dilemma!
Part – 1 : An event co-ordinator dilemma!

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Let us Imagine that we are planning to conduct a free blood test
medical camp within 2 days!
S.No Student name Q1 Q2 Q3 Q4 Q5 Q6
1 Preeti
2 Jaspreet
3 Damini
4 Deepika
5 Harjoot
6 Kashish
7 Karan
The key to success is identifying skilled individuals!

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Exam Tasks/Topics Question paper
Question
No
Marks
Surprise
test
Registration & patient
preparation
Q No: 1 5M
Collection of blood Q No: 2 5M
Separation of serum Q No: 3 5M
Hepatitis – B test Q No: 4 5M
Diabetes (Sugar test) Q No: 5 5M
Report & record
maintenance
Q No: 6 5M
1 Preeti 2 5 1 1 3 1
2 Jaspreet 4 4 5 3 2 5
3 Damini 1 1 2 5 3 2
4 Deepika 5 2 2 2 1 4
5 Harjoot 4 3 2 2 5 1
6 Kashish 1 2 5 1 3 0
7 Karan 0 0 4 0 0 0

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Question
No
Marks
Surprise
test
preparation
Q No: 1 5M
Report & record
maintenance
Q No: 6 5M
1 Preeti 2 2 1 1 5 1
2 Jaspreet 4 4 5 3 2 5
3 Damini 1 5 2 2 3 2
4 Deepika 5 2 2 2 1 4
5 Harjoot 4 3 2 2 3 5
6 Kashish 1 2 2 5 3 0
7 Karan 0 0 4 0 0 0

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Question
No
Marks
Surprise
test
preparation
Q No: 1 5M
Report & record
maintenance
Q No: 6 5M
1 Preeti 2 2 1 1 5 1
2 Jaspreet 4 4 5 3 2 5
3 Damini 1 5 2 2 3 2
4 Deepika 5 2 2 2 1 4
5 Harjoot 4 3 2 2 3 5
6 Kashish 1 2 2 5 3 0
7 Karan + Jaspreet 0 0 4 0 0 0
S. No Tasks/Topics Task co-ordinator
1 Registration & patient
preparation
Deepika
2 Collection of blood Damini
3 Separation of serum Jaspreet
4 Hepatitis – B test Kashish
5 Diabetes (Sugar test) Preeti
6 Report & record maintenance Harjoot
Q1_Registration & patient preparation, Q2_Collection of blood, Q3_Separation of serum, Q4_Hep-B, Q5_Diabetes, Q6_Report

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S.N
o
Student
name
Q1 Q2 Q3 Q4 Q5 Q6
1 Preeti 2 2 1 1 5 1
2 Jaspreet 4 4 5 3 2 5
3 Damini 1 5 2 2 3 2
4 Deepika 5 2 2 2 1 4
5 Harjoot 4 3 2 2 3 5
6 Kashish 1 2 2 5 3 0
7 Karan 0 0 4 0 0 0
S.N
o
Student
name
Q1 Q2 Q3 Q4 Q5 Q6 Total
marks
1 Preeti 2 2 1 1 5 1 12
2 Jaspreet 4 4 5 3 2 5 23
3 Damini 1 5 2 2 3 2 15
4 Deepika 5 2 2 2 1 4 16
5 Harjoot 4 3 2 2 3 5 19
6 Kashish 1 2 2 5 3 0 13
7 Karan 0 0 4 0 0 0 4
OBE Vs Traditional education
OBE Traditional Education
• Appreciate student skills
• Identifies gaps
• We can improve student-specific skills
• Learner centric
• Holistic learning
• Tr. Ed NEVER MIND
individual student skills
Never judge a fish’s ability to climb a tree!
-Albert Einstein

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Never judge a fish’s
ability to climb a
tree!
-Albert Einstein
OBE Learner
Karan

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Never judge a fish’s
ability to climb a
tree!
-Albert Einstein
OBE Learner
Karan

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Part -2
A solution to a Teachers dilemma!
OBE
Part – 2 : OBE solution to a Teachers dilemma !

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OBE: A solution to a Teachers dilemma
 A teacher’s agenda is at least 70% of students must get 60% (ie.60M/100 marks) in his/her subject!
70-100% of students
get 60/100
<60-69 % of students
get 60/100
get 60/100
<39 % of students get
60/100
1. Why did many students fail to get minimum marks?
2. Is my syllabus very tough or the method of my teaching not good or any other?
3. In which unit and which chapter they failed most?
4. How to identify the above 3 issues?
5. How to resolve the issues?

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 A teacher’s agenda is at least 70% of students must get 60% marks in his/her subject!
 Let us assume that she is teaching Haematology subject / Course.

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Concept of CO Mapping & Attainment
 A teacher’s agenda is at least 70% of students must get 60% marks in his/her subject!
0 Not Achieved
3 Achieved
2 Achieved
1 Achieved

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Overall Subject CO attainment
Formula: Sum of all overall values / Total number of students

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CO wise + Overall subject CO attainment
Concept of CO Mapping & Attainment

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A sample MST-1 Question Paper

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That’s why we uploaded CO mapping & assessment scheme before MST-1

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That’s why we uploaded CO mapping & assessment scheme before MST-1

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What we understood

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 A teacher’s agenda is at least 70% of students must get 60% (ie.60M/100 marks) in his/her subject!
70-100% of students
get 60/100
get 60/100
get 60/100
<39 % of students get
60/100
1. Why did many students fail to get minimum marks? – Teaching Pedagogy Change.
2. Is my syllabus very tough or the method of my teaching not good or any other? (TLP), BOS update
3. In which unit and which chapter they failed most? – Result Analysis!
4. How to identify the above 3 issues? - GAP ANALYSIS REPORT!
5. How to resolve the issues? – Action Taken – Remedial class, Guest lecture, Ind Visit, MOOCS

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Continuous Improvement
Course Outcome Attainment – Analysis and Action Taken

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The significance of using Blooms Taxonomy!

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Exam Uni
t
C0s Blooms
Level
Chapter Topics Sub topics Question
No
Marks CO
Target
MST-1
Quiz
Unit
-1
CO_1 K1 Chapter-1 Registration & patient
preparation
Patient Medical history,
Requisition form etc
Q No: 1
CO_1
20M 60%
CO_2 K2 Chapter-2 Collection of blood EDTA vials,
Contraindications etc
Q No: 2
CO_2
10M 60%
MST-2
S Test
Unit
-2
CO_3 K3 Chapter-3 Separation of serum Centrifugation, plasma vs
serum, clot activators etc
Q No: 3
CO_3
20M 60%
CO_4 K4 Chapter-4 Hepatitis – B test Rapid, Lateral flow, HBs
Ag, HBeAg, HBcAg etc
Q No: 4
CO_4
10M 60%
ETE
Assignment
Unit
-3
CO_5 K5 Chapter-5 Diabetes (Sugar test) Random, early morning,
post diet etc
Q No: 5
CO_5
20M 60%
CO_6 K6 Chapter-6 Report & record
maintenance
Normal values, Clinical
interpretation, Archives
etc
Q No: 6
CO_6
10M 60%

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Blooms Taxonomy – Action verbs
CO1 CO2 CO3 CO4 CO5 CO6
K1 K2 K3 K4 K5 K6
2M 2M 5M 5M 10M 10M

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Exam Uni
t
C0s Blooms
Level
Chapter Topics
MST-1
Quiz
Unit
-1
CO_1 BT/K1 Chapter-1 Registration & patient
preparation
CO_2 BT/K2 Chapter-2 Collection of blood
MST-2
S Test
Unit
-2
CO_3 BT/K3 Chapter-3 Separation of serum
CO_4 BT/K4 Chapter-4 Hepatitis – B test
ETE
Assignment
Unit
-3
CO_5 BT/K5 Chapter-5 Diabetes (Sugar test)
CO_6 BT/K6 Chapter-6 Report & record
maintenance

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Blooms Action verbs for CO statements

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Blooms Taxonomy – Action verbs
UIAHS, Department of MLT

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Part – 3 : A HOD’s dilemma !
Part -3
A HOD’s dilemma!

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A HOD’s weapon!
Part – 3 : A HOD’s weapon!
Students after
Graduating
Unemployed!
I Know all Lab
Tests & I’m
University
topper + I’m
OBE Learner!
HOD
BOS
We want Lab
techs with a
knowledge of AI,
Cloud, VR, IoT &
Remote Patient
Monitoring
Industry trends
&
Expectations are
different

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We want Lab
techs with a
knowledge of AI,
Cloud, VR, IoT &
Remote Patient
Monitoring
Industry
BOS
Vision
To make future-ready Medical Lab Technologists with excel in AI, IoT & remote patient
monitoring
Mission
M1 - To make highly skilled MLT professionals in all lab divisions micro, bio, patho, hemat
M2 - To make graduates that make complete use of Artificial intelligence
M3 – To make an expertised Medical lab technologist who can observe remote patient
monitoring with the help of Internet of Things.
The power of BOS
Vision of University
“To be globally recognized as a Centre of Excellence for Research, Innovation, Entrepreneurship and disseminating knowledge
by providing inspirational learning to produce professional leaders for serving the society.”
Mission of University
M1 Providing world class infrastructure, renowned academicians and ideal environment for Research, Innovation, Consultancy
and Entrepreneurship relevant to the society.
M2 Offering programs & courses in consonance with National policies for nation building and meeting global challenges.
M3 Designing Curriculum to match International standards needs of Industry, civil society and for inculcation of traits of
Creative Thinking and Critical Analysis as well as Human and Ethical values.
M4 Ensuring students delight by meeting their aspirations through blended learning, corporate mentoring, professional
grooming, flexible curriculum and healthy atmosphere based on co-curricular and extra-curricular activities.
M5 Creating a scientific, transparent and objective examination/evaluation system to ensure an ideal certification.

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We want Lab
techs with a
knowledge of AI,
Cloud, VR, IoT &
Remote Patient
Monitoring
Industry
BOS
Vision
To make future-ready Medical Lab Technologists with excel in AI, IoT & remote patient
monitoring
Mission
M1 - To make highly skilled MLT professionals in all lab divisions micro, bio, patho, hemat
M2 - To make graduates that make complete use of Artificial intelligence
M3 – To make an expertised Medical lab technologist who can observe remote patient
monitoring with the help of Internet of Things.
Program educational objectives
PEO1: Career Prospectus: Graduates can work in any lab around the world
PEO2: Critical thinking: Graduates will work with AI to corelate patient C history
PEO3: Communication skills: Graduates will utilize IoT for remote patient monitoring
Program Outcomes
Program Specific Objectives
PSO1: Professional competency, PSO2: Investigation, PSO3: Quality Control
PO7: Life-long learning
PO8: Modern tool usage
PO9: Med Lab & society
PO10: Teamwork
PO11: Project management
PO12: Research aptitude
JOB
ASSURED
The power of BOS
PO1: Thinking abilities
PO2: Planning abilities
PO3: Communication skills
PO4: MLT knowledge
PO5: MLT ethics
PO6: Environment & sustainability

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PO1:
Thinking
abilities
PO2:
Planning
abilities
PO3:
Communication
skills
PO4:
MLT
knowledge
PO5:
MLT
ethics
PO6:
Environment
&
sustainability
PO7:
Life-long
learning
PO8:
Modern
tool
usage
PO9:
Med
Lab
&
society
PO10:
Teamwork
PO11:
Project
management
PO12:
Research
aptitude
CO1 Registration & patient preparation
CO2 Collection of blood
CO3 Separation of serum
CO4 Hepatitis – B test
CO5 Diabetes (Sugar test)
CO6 Report & record maintenance
POs,
PSOs
CO Statement
Haematology
Subject
CO – PO mapping (Attriculation Matrix) Setting the PO target
PSO1:
Advanced
diagnosis
PSO2:
Quality
control
1 1 2 3 2 1 0 1 2 0 0 0 1 2
1 2 1 1 2 2 1 1 1 2 2 2 2 2
1 1 1 1 2 2 2 0 0 0 1 0 1 1
1 1 0 0 3 1 3 1 0 0 1 0 1 0
1 1 1 0 0 0 0 3 1 1 1 1 2 0
0 2 2 2 2 1 0 2 1 0 0 0 2 0

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PO Attainment

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PSO Attainment

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Hard + Smart work never fails!

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Summary & Overview of OBE

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This is all about Outcome based education

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Process of curriculum design

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This is all about Outcome based education

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It continues………..

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1. 3 stories
• An event coordinator dilemma!
• A Faculty dilemma!
• A HODs weapon!
2. Introduction to OBE
3. Difference b/w OBE & traditional
education
4. Concept of CO mapping and its
significance
5. Concepts of CO attainment (CO wise
& Over all CO attainment)
6. Importance of Bloom’s taxonomy –
Knowledge levels (K1 to K6)
Advanced Learners
Taken
13. Overview on BOS
BOS

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15. Aliening curriculum to industrial
needs
16. Criteria to make BOS – Feedback
from Industry, academia, etc.
17. Defining Vision, Mission, PEOs,
POs, PSOs.
18. CO-PO mapping (Attriculation
Matrix)
Advanced Learners
Taken
13. Overview on BOS
BOS

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Objectives of workshop
1. Designing curriculum for attaining required learning outcomes.
2. Identification and adoption of pedagogical initiatives for achieving
learning outcomes.
3. Selection and use of appropriate assessment tools for measuring
the attainment of learning outcomes.

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Outcomes of program
At the end of program the academicians can be able to:
 Write course outcomes (COs)
 Map COs to Programme outcomes (POs) and Programme specific
outcomes
 Prepare Course articulation and Program articulation matrix
 Identify the curricular gap in meeting the POs and PSOs
 Identify Direct and Indirect assessment tools for measuring
attainment of Cos and POs
 Measure the attainment of COs, POs and PSOs

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Storytelling
Storytelling significance

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OBE Workshop Feedback Form https://forms.gle/4RRuVWrbFYKPGHJZA
Your feedback is very valuable for us.
FEEDBACK FORM FOR OBE WORKSHOP

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OBE - Outcome Based Education

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