Abstract
This paper reports on how teachers within health sciences education translate outcome-based education (OBE) into practice when they design courses. The study is an empirical contribution to the debate about outcome- and competency-based approaches in health sciences education. A qualitative method was used to study how teachers from 14 different study programmes designed courses before and after OBE was implemented. Using an interpretative approach, analysis of documents and interviews was carried out. The findings show that teachers enacted OBE either to design for more competency-oriented teaching–learning, or to further detail knowledge and thus move towards reductionism. Teachers mainly understood the outcome-based framework as useful to support students’ learning, although the demand for accountability created tension and became a bureaucratic hindrance to design for development of professional competence. The paper shows variations of how teachers enacted the same outcome-based framework for instructional design. These differences can add a richer understanding of how outcome- or competency-based approaches relate to teaching–learning at a course level.
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Acknowledgments
The authors wish to thank all teachers that contributed to the study and Helene Wallsten, Maria Westerståhl, Maria Weurlander and Professor Håkan Hult, for their initial involvement in the project.
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Barman, L., Silén, C. & Bolander Laksov, K. Outcome based education enacted: teachers’ tensions in balancing between student learning and bureaucracy. Adv in Health Sci Educ 19, 629–643 (2014). https://doi.org/10.1007/s10459-013-9491-3
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DOI: https://doi.org/10.1007/s10459-013-9491-3