Curriculum reform of Higher Medical Education based on education outcome: learning outcome framework and competency requirements / 中华医学教育探索杂志

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.

Course-embedded assessment in Korean nursing baccalaureate education / 한국의학교육

PURPOSE: This study aimed to evaluate the program outcome in nursing baccalaureate in Korea. The analysis based on course embedded assessment. The concrete objectives were establishment of program outcome assessment, confirmation of student competency through weighting of program outcomes, and using the results of the evaluation in the circular feedback process in a nursing school in Korea. METHODS: This study was conducted with a nursing education curriculum in a Korean nursing school. Data were collected through 28 students’ program outcome measurement from January 2013 to December 2014. Data were analyzed using a pairwise comparison method and analytic hierarchy process. RESULTS: There were 1 to 3 direct and indirect assessment tools and for each program outcomes and each tool had measurable rubrics. There were 1 to 3 direct assessment tools for each program outcome, and each tool had measurable rubrics. This model derived rank of program outcomes from "care integration" to "global perception" through weight calculation. All direct assessment results were over 70%. The indirect assessment results were over the cutoff except for program outcomes 4 and 7. CONCLUSION: Each step of course embedded assessment was adaptive in nursing program outcome measure. The achievement of learning outcome provided reasonable tools for faculty and students.

Development of Program Outcome Self-Assessment Tool in Korean Nursing Baccalaureate Education / 한국간호교육학회지

PURPOSE: This study aimed to develop a self-assessment tool to evaluate program outcomes of nursing students in Korean nursing undergraduate education. METHODS: The instrument development process consisted of literature review, focus group interviews, and item validation. A total of 117 items were analyzed through content validity testing. Data was gathered from 302 nursing students in Korea and analyzed using SPSS 21.0. RESULTS: To construct validity, principal component analysis and Varimax rotation were used, and 12 factors, with a cumulative explanatory variance of 69.16%, were determined from 79 items. For internal consistency and reliability, Cronbach's alpha was .91. The half-split reliability results were .84 and .85, and the ROC curve showed an optimal cutpoint at 227. A five-point Likert scale was used for scoring. CONCLUSION: This instrument was found to have fair validity and reliability as a self-assessment tool for nursing student learning outcomes. Therefore, it can be used to evaluate program outcomes indirectly in nursing schools.

Development of Syllabuses for Biological Nursing Science Subjects based on Learning Outcomes: Structure and Function of Human Body, Pathogenic Microbiology, Pathophysiology, and Mechanisms and Effects of Drugs

PURPOSE: The purpose of this study was to develop syllabuses of basic nursing science subjects (Structure and Function of Human Body, Pathogenic Microbiology, Pathophysiology, and Mechanisms and Effects of Drug) based on learning outcomes. METHODS: We developed a 3-phase plan to develop the syllabuses. In the first phase, The Korean Society of Biological Nursing Science (KSBNS) held a workshop in May, 2013 in which professors who are in charge of basic nursing science subjects shared opinions about learning outcomes. As a result, initial prototype syllabuses came out. In the second phase, revised syllabuses based on learning outcomes were presented and discussed in the conference held by KSBNS in November, 2013. In the last phase, a research team who taught basic nursing science subjects finalized the syllabuses during the meetings. RESULTS: Syllabuses of 4 basic nursing science subjects were developed. CONCLUSION: These syllabuses of 4 subjects need to be disseminated throughout nursing colleges. Further revision needs to be made according to the circumstances and context of each school.

The perceptual differences in learning outcomes between education and achievement levels between faculty and students in medical schools / 한국의학교육

PURPOSE: The purpose of this study was to compare the perception of learning outcomes between faculty and students in medical schools. METHODS: A total of 1,766 medical students and 436 faculty members participated in the survey. They responded to the perception of four learning outcomes: medical knowledge and problem solving, clinical skills, medical ethics, and clinical communication. The participants responded to the education and achievement levels of the learning outcomes. RESULTS: In all four learning outcomes, the student's perception of education level differed by educational system, and the students in mixed systems had the highest scores. Students differed significantly in achievement level of medical ethics between genders, wherein male students perceived their achievement level to be higher than females. Students perceived their achievement level to be lower than the education level. The students' clinical skills were the highest in the education and achievement levels. The faculty perceived the education level to be higher than the student's achievement level. In particular, the faculty's perception of education level of medical knowledge and problem solving was the highest, whereas the students' achievement level of it was lower. The faculty assessed the education level to be higher than students. The students showed higher perception of achievement level than faculty. CONCLUSION: There were perceptual differences in learning outcomes between students and faculty. The results of this study are expected to be used to design outcome-based learning methods.

Effects of Simulation based Training using a Post-operating Rehabilitation Case on Learning Outcomes / 재활간호학회지

PURPOSE: The purpose of this study was to determine the effects of simulation based training using a post-operating rehabilitation case on learning outcomes in nursing students. METHODS: A quasi-experimental research design (one group pretest and posttest design) and a questionnaire for measuring learning outcomes were used in this study. The participants were 35 students in a college of nursing. Data were collected before the program and immediately after the program that applied simulation based training using a post-operating rehabilitation case consisted of 4th running and debriefing for 26 hours. With SAS 9.2 program, descriptive statistics and paired t-test were used to analyze the data. RESULTS: There were statistically significant increases in necessity (p=.001) and performance of learning outcome (p<.001) of simulation based training using a post-operating rehabilitation case among students in a college of nursing. CONCLUSION: The findings of this study demonstrate that simulation based training using a post-operating rehabilitation case for nursing students may increase performance of learning outcomes on clinical reasoning and critical thinking.

The gait, arms, legs and spine (GALS) locomotor screen teaching-learning package: Has it achieved its intended learning outcome?

INTRODUCTION: Clinicians rarely screen their patients for musculoskeletal disorders during routing physical examination. Reasons vary, but inadequate teaching of musculoskeletal medicine is cited as a major factor. To address the above issue, the Section of Rheumatology, Department of Medicine, College of Medicine, and Philippine General Hospital, University of the Philippines Manila recently adopted the Gait, Arms, Legs and Spine Locomotor Screen (GALS) as the central focus of instruction for musculoskeletal conditions. OBJECTIVES: A total of 189 medical interns participated in this descriptive study to determine whether GALS is deemed useful and can be readily applied in the outpatient clinics. METHODS: Data was gathered using a questionnaire, key informant interviews, and chart review. The data was analyzed using measures of central tendency, percentages and qualitative evaluation. RESULTS: Only 26% claimed to routinely perform the musculoskeletal screening examination and only 21% claimed they used the GALS technique. The medical interns emphasized that they were adequately taught to perform the GALS technique but felt that the routine of GALS was time consuming. Emphasis on musculoskeletal screening was done only during clinical rotations in specialties like rheumatology, rehabilitation medicine or orthopedics, but not in other specialties. In addition, only the Section of Rheumatology used the GALS technique. CONCLUSION: The findings of this study suggest that while medical interns feel competent in performing the GALS technique, its application in the clinics leaves much room for emphasis and that there is a need to standardize instruction on musculoskeletal screening.

The gait, arms, legs and spine (GALS) locomotor screen teaching-learning package: Has it achieved its intended learning outcome?

INTRODUCTION: Clinicians rarely screen their patients for musculoskeletal disorders during routing physical examination. Reasons vary, but inadequate teaching of musculoskeletal medicine is cited as a major factor. To address the above issue, the Section of Rheumatology, Department of Medicine, College of Medicine, and Philippine General Hospital, University of the Philippines Manila recently adopted the Gait, Arms, Legs and Spine Locomotor Screen (GALS) as the central focus of instruction for musculoskeletal conditions. OBJECTIVES: A total of 189 medical interns participated in this descriptive study to determine whether GALS is deemed useful and can be readily applied in the outpatient clinics. METHODS: Data was gathered using a questionnaire, key informant interviews, and chart review. The data was analyzed using measures of central tendency, percentages and qualitative evaluation. RESULTS: Only 26% claimed to routinely perform the musculoskeletal screening examination and only 21% claimed they used the GALS technique. The medical interns emphasized that they were adequately taught to perform the GALS technique but felt that the routine of GALS was time consuming. Emphasis on musculoskeletal screening was done only during clinical rotations in specialties like rheumatology, rehabilitation medicine or orthopedics, but not in other specialties. In addition, only the Section of Rheumatology used the GALS technique. CONCLUSION: The findings of this study suggest that while medical interns feel competent in performing the GALS technique, its application in the clinics leaves much room for emphasis and that there is a need to standardize instruction on musculoskeletal screening.