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ERIC Number: EJ1044906
Record Type: Journal
Publication Date: 2014-Dec
Pages: 15
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-1382-4996
Outcome Based Education Enacted: Teachers' Tensions in Balancing between Student Learning and Bureaucracy
Barman, Linda; Silén, Charlotte; Bolander Laksov, Klara
Advances in Health Sciences Education, v19 n5 p629-643 Dec 2014
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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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A