Best Practic 2 (2022-2023)
Outcome based education in Health sciences
Outcome-based education is a system where accentuation is on the theme of what learners are expected to know and what they are able to do. It targets certain skills and knowledge they should have acquired before leaving the Institute. This is a performance-based education system where the effectiveness of the educational intervention is based on results or outcomes.
At DMIHER, we are using outcome-based education for all faculties, including health sciences institutes like medical, dental, Ayurveda, nursing, physiotherapy, etc. The purpose is to ensure that every student has demonstrably attained the desired level of knowledge, attributes and competencies after completion of his professional training. It aligns the curriculum, instruction and assessment to ascertain the attainment of specified outcomes.
The objectives
- It’s adaptive to learner’s need
- Lays down clear guidelines for course evaluation and student assessment
- It guides decision making regarding curricular revisions
- It advocates sharing of responsibility for learning between teachers and students
- It ensures Learning outcomes
The Process:
In adherence to a comprehensive approach to education, the University has meticulously delineated Graduate Attributes, Program Outcomes (POs), Program-Specific Outcomes (PSOs), and Course Outcomes (COs) across all academic programs. Particularly in the realm of health professions, all programs adhere to an outcome-based education (OBE) framework. Regular assessments of outcome attainment and subsequent implementation of corrective measures to address any identified gaps are conducted at the college level. As part of advancing the traditional OBE model, the Centre for Policy and Planning at DMIHER has introduced the DMIMS 4 STEP ESCALATING Model of Outcome-based Education. This model integrates various elements, including compliance with Apical Councils norms, alignment with global, national, and societal expectations from higher education institutions, incorporation of the proposed National Education Policy, and consideration of parameters set forth by accreditation agencies such as NAAC and NIRF. The model emphasizes several key principles: Clarity of focus, whereby specific outcomes provide a clear direction for both educators and students; Design down, Deliver up, advocating for planning curriculum and instruction starting with outcomes; Optimal Expectations, departing from traditional education assumptions to recognize that all students can learn well albeit in varied ways; and Expanded opportunities, ensuring students have multiple avenues to demonstrate their learning. THE 4 STEP ESCALATING DMIMS – OBE MODEL facilitates the identification of Graduate Attributes and the escalation of POs, PSOs, and COs based on guiding principles at each level. Strategic initiatives are meticulously aligned to facilitate the attainment of desired outcomes (PO-PSO-CO) with a focus on both qualitative and quantitative parameters. Through the adoption of this model, the university aims to enhance the effectiveness and relevance of its educational offerings, ensuring graduates are equipped with the necessary skills and competencies to thrive in their respective fields.
To achieve this target we have a step wise plan of implementation of OBE for all existing and new courses as depicted below.
The competencies and Graduate Outcomes embedded within the curricula are categorized into Foundation, Core, and Elective components. Attitude, Ethics, Communication, Professionalism, Problem-Solving, Technological Proficiency, Leadership, Analytical Skills, Entrepreneurship, and Lifelong Learning Skills, along with Humanities, are fostered through well-structured Elective, Interdisciplinary, and Value-Added Courses (VACs). Creative and divergent competencies are meticulously addressed through structured VACs, which are incorporated into the curriculum with periodicity beyond standard academic programs. These courses are designed to impart interdisciplinary knowledge, enhance employability, develop entrepreneurship skills, and sensitize learners to cross-cutting themes such as Sustainable Development Goals (SDGs). Furthermore, global healthcare needs are addressed through specialized courses like the Pandemic module, which focuses on pandemic management within the Health Sciences curriculum.
Outcome and Impact
The University has realigned its instructional and assessment methodologies to ensure the achievement of specific outcomes across all curricula. The outcome-based electronic question bank is meticulously crafted, considering factors such as desirable course outcomes, objectivity, validity, reliability, relevance to the curriculum, and cognitive level. This approach underscores the principle that academic programs should articulate Graduate Attributes, Program, Program-specific, and course outcomes in terms of learning objectives rather than instructional content.Assessments are tailored to scrutinize these outcomes within the context of health professional education, thereby facilitating a thorough analysis of students' competencies. The overarching impact of implementing Outcome-Based Education (OBE) is evident in the alignment of teaching, learning, and assessment strategies with desired outcomes, the establishment of clear criteria for measuring competencies, and the systematic monitoring of outcome attainment through assessments, ensuring the fulfilment of desired outcomes in graduates.
Furthermore, the university has pioneered three exemplary practices related to OBE in accordance with the National Education Policy 2020, each of which has been formally recognized and copyrighted by the Government of India. These practices include the
- DMIMS 4 Step Escalating Outcome-Based Education Model for Health Sciences Education (L-94272/2020),
- The DMIMS Model of Outcome-Based Continuous Professional Development Initiatives (L-107791/2021)
- The Learner-led validation of outcome-based electronic question bank (L-109396/2021).