Learning outcomes as a tool to assess progression

Abstract

In the move to outcome-based education (OBE) much of the attention has focussed on the exit learning outcomes–the outcomes expected of a student at the end of a course of studies. It is important also to plan for and monitor students progression to the exit outcomes.

 A model is described for considering this progression through the phases of undergraduate education. Four dimensions are included–increasing breadth, increasing depth, increasing utility and increasing proficiency. The model can also be used to develop a blueprint for a more seamless link between undergraduate education, postgraduate training and continuing professional development.

 The progression model recognises the complexities of medical practice and medical education. It supports the move to student-centred and adaptive approaches to learning in an OBE environment.