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Food enzymology and enzyme engineering is an important professional course of food science. The course includes the basic theory of enzymology, enzyme engineering technology and the application of enzymes in food industry. Considering the knowledge gap between the teaching contents and the cutting-edge researches, the team constantly adjusted and optimized the course contents to enable students to keep up with state-of-the-art progress by carefully mining the cutting-edge researches. Taking cutting-edge researches as the breakthrough point, we explored the problem-based learning (PBL) teaching model under the guidance of outcome-based education (OBE) concept, and highlighted the importance of the teacher-student and student-student interactions to improve students' enthusiasm and participation. A diversified assessment system was established to evaluate the performance of students in the learning process. The teaching reform consolidated the basic knowledge and expanded the academic frontiers, and fostered students' ability in analyzing problems, designing solutions and achieving team communication. The course may give new insights into the teaching reform of food enzymology and enzyme engineering and other related courses.
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Humans , Students , LearningABSTRACT
As outcome-based education has taken hold worldwide, many new findings on learner assessment have emerged. In addition, with the COVID-19 pandemic and the rapid spread of generative artificial intelligence, the situation surrounding learner assessment is entering a new phase. Now is the time to review the historical transition of modern learner assessment in the world and in Japan, to clarify our inherent value criteria for learner assessment, and to discuss the future prospects for learner assessment. This paper will explain the key issues related to learner assessment in the context of past and present trends.
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Globally, there are currently three major competency models for healthcare professions education: CanMEDS 2015 in Canada, Accreditation Council for Graduate Medical Education Six-Competency model in the United States, and Tomorrow's Doctors in the United Kingdom. An investigation by the Revision Committee for the Japanese National Model Core Curriculum revealed that these competency models had been utilized in seven countries. In each country investigated for revision, medical schools were allowed to implement these major competency models flexibly. Although each university has a high degree of freedom in curriculum design and educational delivery, each country is regulated by a quality assurance system that requires accreditation by the World Federation for Medical Education (WFME) and other organizations. The 2022 Revision of the Japanese National Model Core Curriculum has also been translated into English and released to the global audience in the field.
ABSTRACT
In the 2022 revision of the Model Core Curriculum, a new "Educational Strategies and Assessment" section was added as a further development in outcome-based education. By adding a chapter on strategies and evaluation, which is an important element of the curriculum, and linking it to qualities and abilities, we have devised a way for learners and instructors to make use of the Core Curriculum more easily. In addition, 11 example of strategy and assessment cases are included as Good Practice to encourage practical application. However, since these are only examples, we hope this chapter will be further developed as universities create strategies and evaluations that make the most of their unique characteristics.
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The basic policies of the 2022 revision of the Model Core Curriculum for Medical Education are : (1) revision of the basic qualities and abilities required of physicians in society in 2040 and beyond, (2) further development of outcome-based education (reorganization of learning objectives and the addition of a chapter on strategy and assessment), (3) consistency with legal and institutional changes in physician training, (4) streamlining and digitization of the document, (5) improvements to future researcher training and development, (6) evidence-based Model Core Curriculum content, and (7) Partial standardization with the core curricula of dentistry and pharmacy. Major points of revision include the addition of "Generalism" and "Information Technology " to the list of qualities and abilities, reorganization of diseases are to be consistent with the national examination, description of infectious diseases are to based on actual clinical practice, and "basic departments/specialties for participatory clinical clerkship" following discussion with JACME.
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@#Introduction: Smart Phone Chat Apps (SPCA) is an integral part of people’s daily routine including orthopaedic education. SPCA facilitates efficient communication and learner-based management especially now as remote flexible learning is becoming the new norm in this COVID-19 pandemic medical training. The study described the use of a chat app (Viber) as experienced by residents and consultants in the Section of Adult Orthopaedics of the institution of the principal author. It described the mode and dynamics of the chat discussion amongst its participants, its perceived usefulness in teaching and learning specifically its relevance and applicability, its potential as a supplementary assessment tool, as well as its perceived effects. Materials and methods: This is a phenomenological study and strictly adhered to data privacy. The principal author conducted a participant observation of residents’ threemonth clinical rotation at the study site. Mobile phone screenshots of the chat interactions and focus group discussions with consultants and residents were done. Residents were also requested to complete a questionnaire. All qualitative data were iteratively content analysed and emerging themes were summarised using NViVO-12. Frequencies and percentage distribution were used to analyse quantitative data. Results: Respondents included eleven senior, four junior residents, and nine consultants. Results show that SPCA is a useful, applicable, and relevant teaching and assessment tool. Influxes of multiple ideas per case were discussed realtime as the chat exchanges and interactions helped in the planning of the surgical management and eventual decisionmaking. SPCA also served as an effective surgical case log and online library, as well as an efficient, rapid, economical mode of information dissemination. The residents reported that it helped in developing their emotional maturity through self-reflection and self-criticism in the performance of their cases. The consultants concurred and added that they too were updated professionally in certain fields in orthopaedics. Conclusion: The SPCA is a helpful, relevant, and acceptable adjunct teaching and learning tool for clinical teaching and can be, to a certain extent, a supplementary formative assessment tool of the resident’s communication skills, work ethics, initiative, and diligence.
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Objective:To investigate the application value of outcome-based education (OBE) combined with team-based learning (TBL) in the practice teaching of pediatric emergency and critical care nursing.Methods:A total of 84 nursing students who studied in the pediatric intensive care unit (PICU) of The First Affiliated Hospital of Air Force Medical University were selected and divided into control group and observation group. The 41 nursing students in the control group received traditional teaching, and the 43 nursing students in the observation group received OBE+TBL teaching. The two groups were assessed in terms of theoretical knowledge, practical operation ability, clinical thinking ability, and self-learning ability after teaching, and the degrees of satisfaction with teaching and participation in teaching were compared between the two groups. SPSS 22.0 was used for the t-test and the chi-square test. Results:After teaching, the observation group had significantly better theoretical knowledge, practical operation ability, and self-learning ability than the control group ( P<0.05). Compared with the control group, the observation group had significantly higher scores of learning engagement (recognition, behavior, emotion) ( P<0.05) and satisfaction with classroom effect, knowledge mastery, and learning interest ( P<0.05). Conclusion:The application of OBE+TBL teaching in PICU nursing students can effectively improve their self-learning ability and participation and help them to understand PICU nursing priorities and improve their practical operation ability.
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Objective:To explore the application effects of multiple teaching methods based on the outcome-based education (OBE) on the teaching of physiology.Methods:The application of multiple teaching methods based on the OBE was used in physiology teaching for 356 students majoring in anesthesiology, stomatology, medical imaging, and psychiatry of five-year undergraduate from 2020 in Shenyang Medical College. Analysis and assessments were done by course examinations and questionnaires. SPSS 16.0 was used for t-test. Results:According to the course examinations, students got higher scores in the medical licensing examination than in the western medicine integrated examination [(88.19±16.35) points vs. (66.69±21.45) points, P < 0.001], and students had higher scores in the final exam (A2 questions) than in the final exam (A1 questions) [(70.63±17.67) points vs. (63.16±14.80) points, P < 0.001]. At the same time, the results of questionnaires showed that students had a positive attitude towards multiple teaching methods. Conclusion:The multiple teaching methods based on the OBE applied in the teaching of physiology can enhance the comprehensive learning ability and future position competence of students, and improve the teaching quality.
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Taking medical statistics major in Binzhou Medical University as an example, based on the outcome-based education theory, in order to enhance the innovation ability of university students, we put forward the systematic second classroom training system, including improving the personnel training system, implementing education, experiment teaching reform, and practice teaching reform. It has achieved outstanding results in the discipline competition, improved social service ability and high degree of employer satisfaction. The systematic second-class talent training system based on the outcome-based education theory can provide reference for other medical colleges and related applied majors.
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Objective:To observe the application effect of outcome-based education (OBE) concept on the teaching of otorhinolaryngology nursing.Methods:A total of 97 nursing interns from the Department of Otorhinolaryngology in The Second Affiliated Hospital of Army Medical University were selected as the research objects. Among them, 46 ones from March 2017 to February 2019 were collected as the control group, and 51 ones from March 2019 to February 2021 as the observation group. The control group adopted traditional nursing clinical teaching, and the observation group adopted the nursing clinical teaching based on the OBE concept. All the nursing students had an internship for 3 weeks, and had an evaluation in terms of the clinical communication ability of the two groups of nursing students when they leave the department (the nursing students' clinical communication ability assessment scale), the daily life problem solving ability (simplified Chinese version of the daily life problem solving questionnaire), theoretical and operational assessment results, and the internship satisfaction (nursing student internship satisfaction scale). SPSS 19.0 was used for independent-sample t test. Results:When leaving the department, the observation group's clinical communication ability scores were significantly higher than those of the control group in such dimensions as establishing a harmonious relationship, keen listening, confirming patient problems, participating together, transmitting effective information, and verifying feelings ( P<0.05). The scores of simplified Chinese version of the daily life problem solving questionnaire of rational problem solving and positive problem orientation of the observation group were significantly higher than those of the control group ( P<0.05), while the scores of negative problem orientation, avoidance style and impulsivity/carelessness style were significantly lower than those of the control group ( P<0.05). The scores of theoretical and operational evaluations of the observation group were significantly higher than those of the control group ( P<0.05). The practice satisfaction scores on each dimension of the observation group, including clinical teaching, classroom teaching, and internship plan, support and resources were significantly higher than those of the control group ( P<0.05). Conclusion:The OBE concept applied in the teaching of otorhinolaryngology nursing can enhance the clinical communication ability and daily life problem-solving ability of nursing students, increase the theoretical and operational assessment results, and improve the satisfaction of internship.
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The establishment of outcome-based or competency-based education is an important feature of today's curriculum plans. This paper reviews the development and application of outcome-based education (OBE) in medical education. Based on the concept of OBE, the curriculum framework system of Higher Medical Education is reformed and optimized, and the frameworks of course learning outcome, curriculum teaching theme and curriculum competency are redesigned and determined. Outcome-based curriculum reform reflects the requirements of global healthcare education for medical talents in the new era. Driven by the learning outcomes of postgraduates, the curriculum reform focuses on cultivating the postgraduates' recognition, understanding, analysis and research of the phenomena and problem-solving abilities in medical education by providing courses with different teaching topics, clear learning objectives and requirements. The systematic improvement of teaching quality is helpful to further promote the scientific research of medical education and the cultivation of professional talents in medical education management.
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OBJECTIVE To introduce the construction of undergraduate specialty of clinical pharmacy based on the concept of outcome-based education （OBE），and to provide new idea and enlightenment for the construction of undergraduate specialty of clinical pharmacy in Chinese universities. METHODS Through the establishment and construction of training objectives and graduation requirements ，teaching reform was designed and implemented ，and the construction of teaching support system and teaching quality assurance system were completed. RESULTS The clinical pharmacy department of our university established the training direction of clinical pharmacy talents under the guidance of post competence ，including clarifying the training needs of undergraduate talents based on the overall requirements of national undergraduate education ；defining the social and industrial needs of clinical pharmacy talents based on the normative documents or concepts of clinical pharmacy ；clarifying the post and ability needs of clinical pharmacy talents based on the investigation of graduates and clinical pharmacists ；clarifying the development needs of clinical pharmacy based on the current situation and trends at home and abroad ；forming characteristic training objectives combined with the regional characteristics and school positioning ， so as to construct training objectives and graduation requirements. The OBE concept was introduced into the undergraduate teaching reform of clinical pharmacy ；the pharmacy talent training direction were established under the guidance of post competence ；the training system was designed by reverse design method；a training mode of both innovation and practical ability was built so as to promote teaching reform ，strengthen the construction of grass-roots teaching organizations and teaching staff ， and improve the construction of teaching quality assurance system. CONCLUSIONS The undergraduate training mode of clinical pharmacy specialty based on the concept of OBE is helpful to improve students ’personal comprehensive quality and professional knowledge and skills. The established undergraduate training model of clinical pharmacy specialty is in line with the modern educational concept and social needs ，and provides theoretical basis and practical experience for the training mode of clinical pharmacy professionals.
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According to the teaching philosophy of the outcome-based education, this study elaborates the development of a practical innovation course for biological engineering major after five runs of teaching practice and continuous improvement. It mainly includes the methods for selection of teaching subjects, implementation of teaching process, process assessment, evaluation and improvement. Based on the performance and achievements of three grades of students majored in bioengineering, we found that the logic and methods of the practical innovation course could greatly stimulate the motivation of students for learning, as well as their scores. Therefore, the logic and methods described in this study may serve as a reference for the reforms of practical training courses of engineering major under the background of Engineering Education Certification.
Subject(s)
Humans , Bioengineering , Certification , Curriculum , Learning , StudentsABSTRACT
In the past, pre-graduate medical education and clinical training have not been sufficiently discussed and consistent training of physicians has not been carried out because the entities that implement the studies are different. In order to realize high quality pre-graduate education and post-graduate clinical training, and to promote seamless training of physicians, it is necessary to establish a system of medical education. It is also necessary to consider the outcomes of pre-graduate medical education and clinical training to maintain consistency in the review of clinical training system for physicians in 2020. This paper discusses the Model Core Curriculum for Medical Education and clinical training from the perspective of outcome-based education for consistent physician training.
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Objective@#To determine the self-reported assessment of initial implementation of the 3 domains of Outcome-Based Education in accredited Otolaryngology - Head and Neck Surgery residency training programs in the Philippines by consultants and residents and explore any associations between their demographic profiles and assessments. @*Methods@#Design: Mixed Method Research Design Setting: Multicenter - 30 accredited ORL-HNS residency training institutions in the Philippines- National Capital Region (NCR) 19, Luzon 7, Visayas 2, and Mindanao 2. Participants: A total of 129 consultants and 82 second to fourth year residents in training were included in the study by convenience sampling. First-year residents who started their residency training in January 2020 were excluded. Respondents answered self-reported questionnaires to assess implementation of the 3 domains of OBE: intended learning outcomes (ILO), teaching and learning activities (TLA) and assessment tasks (AT) using the 4-point scale score from “fully implemented” (4) to “not implemented” (1). Results of questionnaires were confirmed using open-ended questions on the challenges of OBE with a focused group discussion among 4 consultants and 1 resident. @*Results@#The self-reported assessment of respondents on OBE implementation was “fully implemented” in the 3 domains. However, low numerical scores were seen for “managing community health and social need” in the ILO and “laboratory activities and workshops” in the TLA for both consultants and residents, in the assessment task (AT “multisource feedback by nurses and administrative staff” for the consultants, and “direct observation of performance skills for patient encounter” for residents. Among the 7 modules, “research methodology” had the lowest score for both consultants’ and residents’ self-perception. Challenges of OBE revealed included “mastery,” “time” and “data keeping.” Consultants younger than 60 years of age who had been in the department longer than 3 years and residents who attended an OBE workshop / lecture tended to give higher scores. @*Conclusion@#Two years after distribution of the manual on OBE to ORL-HNS residency training institutions, the consultants’ and residents’ self-reported assessment on implementation in all the 3 domains of OBE was “fully implemented.
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Delivery of Health Care , Otolaryngology , Health Plan Implementation , Formative Feedback , Internship and Residency , TeachingABSTRACT
Biochemistry experiment is an experimental module associated with biochemistry curriculum. In the context of deepening the education reform on innovation & entrepreneurship, integrating the concept of innovation & entrepreneurship with the experimental course is an effective way for the biology discipline to foster professional talents with strong engineering ability and innovation & entrepreneurship ability. Outcome-based education (OBE) is a new concept for education. Guided by this concept, we encouraged students to propose and take part in research projects, redesigned the time frame for research project-based experiment teaching, and implemented a multi-dimensional evaluation system along the entire teaching process. Furthermore, we integrated the concept of innovation & entrepreneurship for training undergraduates during the teaching process of biochemistry experiment. These measures not only boosted the students' interest in research and innovation, but also guided the teachers to participate in the entire process, which helped improving the engineering ability and innovation & entrepreneurship ability of the students.
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Humans , Biochemistry/education , Curriculum , Entrepreneurship , StudentsABSTRACT
@#Although the transformation towards adopting an Outcome-based Education (OBE) is gathering momentum globally, several medical schools are finding it hard to implement the change. Based and built on authors’ experience and cues from the literature, the tips – relating to the process of identification, description and dissemination of learning outcomes (LOs); usage of LOs to ascertain the curricular contents, the teaching/learning and assessment methods; implementing, monitoring and reviewing the curriculum – are the actions that the institutions of higher learning need to perform to transform the existing curriculum or to develop an altogether a new curriculum according to OBE approach. The development of the faculty through dialogues, discussions and training sessions should be an initial and essential step in this process. It is hoped that these tips will alley some of the fears and facilitate the adoption of OBE curriculum in new as well as in existing established institutions.
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Biochemistry is an important fundamental course of biology related majors, and has the characteristics of speedy development, massive information, sound theoretical basis and feasible applicability. It is difficult for students to learn well in the process of teaching. In addition, the experimental course lacks integrity, comprehensiveness and design experiments. Under the guidance of outcome-based education (OBE) concept, we established a multi-dimensional teaching reform system through theoretically and practically introducing of various teaching methods, online courses, bilingual teaching, stronger practical teaching and optimized assessment mode. The teaching reform system could effectively allow students to change from "passive learning" to "active learning" through activating learning enthusiasm, resulting in cultivated innovation ability. This system could play very important role in promoting quality of talent training of colleges and universities.
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Humans , Biochemistry/education , China , Learning , Students , Universities/trendsABSTRACT
In this study, a new medical microbiology experiment teaching system, which was based on outcome-based education combined with inquiry-based teaching model, was developed and evaluated. According to the professional requirements of doctors, the objectives of emotion and comprehensive experimental ability were added, and the requirement for experimental operation skills was raised. In accordance with the concept of inquiry-based teaching, experimental contents were reorganized, and practical operation contents and comprehensive analytical experiments were increased to facilitate students' abilities of independent thinking and innovation. In addition, the proportion of microbiology laboratory examination was increased, experimental skill examination was focused, the assessment method was reformed, and extracurricular interest groups were established to deepen the learning. The teaching effect was evaluated by questionnaire, performance and follow-up survey. The result showed that the new model increased the students' course scores, improved their capability in innovation, academic writing and clinical working, and strengthened the weakness of traditional teaching in application and exploration, providing a new idea for the reform in medical microbiology experiment teaching.
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Educational reforms are required to achieve the "learning outcomes" expected in bachelor degree education programs. In executing reform, three policies of "diploma policy" , "curriculum policy" , and "admission policy" are clearly stated for each institution in order to facilitate integrated operation and practice. For the sake of quality assurance, outcome-based education (OBE), which emphasizes "learning outcomes" , has been introduced to medical education but it has not been adopted by all learning institutions. With the implementation of field-specific evaluations for medical education comes a need for all medical departments and medical colleges to introduce OBE as soon as possible. For this reason, an examination was conducted to find out how to formulate and operate the three policies under OBE.