Barman Linda, Silén Charlotte, Bolander Laksov Klara
Centre for Medical Education, Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Tomtebodavägen 18A, 171 77, Stockholm, Sweden,
Adv Health Sci Educ Theory Pract. 2014 Dec;19(5):629-43. doi: 10.1007/s10459-013-9491-3. Epub 2014 Jan 24.
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.
本文报告了健康科学教育领域的教师在设计课程时如何将基于成果的教育（OBE）转化为实践。该研究是对健康科学教育中基于成果和能力的方法之争的实证贡献。采用定性方法研究了来自14个不同学习项目的教师在实施OBE前后如何设计课程。运用解释性方法，对文件和访谈进行了分析。研究结果表明，教师实施OBE要么是为了设计更注重能力的教学，要么是为了进一步细化知识从而走向还原论。教师们主要将基于成果的框架理解为有助于支持学生学习，尽管问责需求造成了紧张局面，并成为专业能力发展设计的官僚障碍。本文展示了教师在教学设计中实施相同的基于成果框架的不同方式。这些差异可以更深入地理解基于成果或能力的方法在课程层面与教学是如何关联的。
