Developing learning outcomes and integrated curricula across a health sciences faculty

Every student should have a clear understanding of what is expected of them during their course of study and at the time of graduation. Improving the clarity for both students and teachers of the intended learning outcomes using outcomebased- education [OBE] will increase the relevance of learning opportunities and additionally provide a framework to help unify a curriculum. This paper describes how the Faculty of Medicine, Dentistry and Health Sciences at the University of Western Australia approached the specification and documentation of learning outcomes for its undergraduate courses, using examples from the Medicine course. It discusses how the Faculty began the journey of shifting the culture of the learning environment towards one focused on learner outcomes. The challenges faced and successes experienced offer insights into the adoption of OBE for others

Continuous professional development among psychiatrists in Pakistan: needs and practices

The objective of the study was to explore the need and current practices for continuous professional development [CPD] among psychiatrists in Pakistan. In addition, the study investigated their preferred learning experiences and factors that motivate or hinder participation in CPD activities. Design: A postal questionnaire survey on professional development. Duration of Study: The study was conducted during the period of November 2000 ' January 2001. The questionnaire survey consisting of closed-ended as well as open-ended questions was mailed to one hundred psychiatrists practicing in Pakistan randomly selected from the directory of Pakistan Psychiatric Society. Five residents in psychiatry at one of the public hospitals in Pakistan and the faculty of Medical Education, College of Physicians and Surgeons pre-validated the survey. Completed surveys were returned from 68% of the respondents. There is unanimous agreement towards the need of a structured CPD program. Workshops, journals and seminars are preferred educational activities. Time, finances and distance are the main barriers to keep abreast of recent changes and improvement in patient care is the main motivation to attend CPD activities. The results may help educational planners in planning and implementing a structured CPD program for those working in the specialty