Journal
MEDICAL TEACHER
Volume 29, Issue 7, Pages 678-682Publisher
TAYLOR & FRANCIS LTD
DOI: 10.1080/01421590701729955
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In the move to outcome-based education (OBE) much of the attention has focussed on the exit learning outcomes - the outcomes expected of a student at the end of a course of studies. It is important also to plan for and monitor students progression to the exit outcomes. A model is described for considering this progression through the phases of undergraduate education. Four dimensions are included - increasing breadth, increasing depth, increasing utility and increasing proficiency. The model can also be used to develop a blueprint for a more seamless link between undergraduate education, postgraduate training and continuing professional development. The progression model recognises the complexities of medical practice and medical education. It supports the move to student-centred and adaptive approaches to learning in an OBE environment.
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