Outcome-based education (OBE) is a student-centered philosophy that focuses on empirically measuring student performance and outcomes. It is a method that focuses on what students can do after being taught. OBE matches curriculum and teaching methods to desired outcomes, focusing on learner competencies and assessing learning related to all domains. Both teachers and students have defined roles in OBE, with students expected to take on more challenging tasks like analysis, synthesis and teamwork. While OBE aims to ensure quality education, some critics argue it does not allow for flexibility for students from underserved backgrounds or increased teacher workload.

2. BY:
Mrs.Anu .K.Wells

4. It is a student–centered learning
philosophy that focuses on emperically
measuring students performance ,which
is called outcome.
It is a method of curriculum design and
teaching that focuses on what students
can actually do after they are taught.

6. Focuses on out come of education
Enhances learning process
Matches with social requirements
Based on fast technological
development
Focuses on learner’s cometency
Assess learning experience related to
all domains

7. Designing
backwards
Clarity of focus
High
expectations
Expanded
opportunity

8. TEACHING LEARNING IN OBE

9. .
Teaching to personal closure
Prepare students adequately
Create positive learning
environment

10. Help to understand
Use variety of teaching
method
Opportunity to students

11. STUDENTS ROLE IN OBE

12. Do more challenhing task
 Be creative
Analysis ans synthesise information
Work as a team
Task based skill development

14.  OBE to ensure quality education
 National frame work for education by
quality assurance department

16.  It encourages participation and
collaboration from multiple disciplines and
interest groups in planning and
implementing the curricula which will
foster learning in various areas of medical
practice.
 OBE to promote more self-directed learning
and allow students to have a metacognitive
understanding of the educational program
and their role in that process.

17.  It also encourages active discussion of those
goals and the values they embrace.
 relevance to the students’ future practice.

18.  Inclusion and emphasis on attitudes and values in
stated outcomes is inappropriate .
 They also claim that the OBE approach does not
permit special, lower standards for students who
have been badly served by public education in the
past.
 Some teachers find their grading workload
significantly increases in OBE curriculum.

20.  Abstract
Outcome-based education is one of the most
significant global developments in medical
education in recent years.This paper presents
four case studies of outcome-based education
from medical schools in different parts of the
world; Scotland; USA; Pakistan; and Singapore.
The outcome-based curricula have either been in
place for some time, are evolving or are at the
planning proposal stage.

21. The outcomes, change process and
implementation of the outcome-based approach
are described.Variation in the extent to which
each medical school has implemented outcome-
based education is discussed and key points for
successful implementation are highlighted.This
paper is based on the pre-conference
symposium "outcome-based curricula: global
perspectives" presented by the authors at the
4th Asia Pacific Medical Education Conference
(APMEC) in Singapore, 8-11 February, 2007.

22. 1. Sankaranarayana,”Learning and teaching nursing ”,
3rd edition, Brainefil publications, page no:159-162
2. BT.Basavanthappa, ”Nursing education”,1stedition,
Jaypee publications, page no:283
3. Pramilaa R, ”Nursing communication and
educational technology”,1stedition, Jaypee
publications , page no:281-286
4. K P Neeraja,”Text book of nursing education”,1st
edition , Jaypee publications, page no:201

23.  https//library.educause.edu>comp.edu
 https://en.m.wikipedia.org>wiki>comp
 www.competencyworks.org>about>comp
 www.ed.gov>oii-news>competency-based education
Journals
 Journal of teacher education
 Journal of competency based education
 Journal of interprofessional care

24. THANK YOU………….