A Review on Outcome Based Education and Factors That Impact Student Learning Outcomes in Tertiary Education System

Abstract

Education opens numerous revenues to register economic expansion all around the world with specific reference to developing nations. Advancement of Pakistan in education indicators has been severely insufficient during the previous decades. Decreased financing along with inefficiency in budget expenditure plus weak management system have crippled the education sector ensuing poor educational outcomes. Outcome-based Education (OBE) has recently gained much attention in Pakistan. OBE is used in education because it clearly focuses and organizes everything in an educational system around what is necessary for all students to be able to do at the end of their learning. OBE proposes an influential and interesting option of transforming and organizing medical education. Therefore, the basic aim of this review is to highlight the tertiary education system of Pakistan and the need to shift from teacher centered to Outcome Based Education system. The review also addresses the major factors that impact student learning outcomes. Data bases were searched including Cochrane and Medline. Search strategy was designed by combining Boolean operators and key terms related to review objectives. Seven studies were included in the paper regarding the effectiveness of Outcome Based Education in different disciplines of education. The findings suggested five important factors from the literature that impact student learning outcomes including, assessment strategies, learning objectives based on level of complexity, student preferred learning styles, English language competency and Employer requirements. However, limitations were recognized in the methodology section and further recommendations were given for future researchers.

The Integration of Primary Care and Public Health in Medical Students’ Training Based on Social Accountability and Community-Engaged Medical Education

“…The curricular components of outcome-based medical education allowed students to focus on achieving competencies required for earning a dual MD-MPH degree emphasizing skills, practical knowledge, and competencies [ 39 ]. Graduates of the ADZU-SOM medical curriculum are envisioned to be physicians who are not only clinicians—they are also leaders and managers, teachers and learners, and researchers.…”

Establishment of Core Capacity and Capacity Index Based on an Outcome-Based Ideological and Political Education Major in Chinese Universities

“…It is also the EC2000 double-loop mode and consistent with the results of the quality assurance evaluation mode of Rogers (Besterfield-Sacre, 2000;Mak et al, 2003). The capacity index refers to the ability of students to transform the evaluation index specifically and measurably in order to evaluate the learning effect on learners after studying.The traditional curriculum design is focused on knowledge structure and content (Spady, 1994;Morcke et al, 2013;Rao, 2020) and is, hence, rarely student-centred (Asim et al, 2021;Birney & McNamara, 2021;Richards, 2013;Spady, 1994). The learning content of this kind of curriculum is expected to fall short of meeting students' actual needs.…”

Online Homework Intelligent Platform Based on Self-Regulated Learning (SRL): Essential for Sustainable Development of Online Higher Education

“…This type of approach enables a better judgment of learners' real assignment duration. The equation for judging the duration of continuous homework is shown in Equation (7).…”

“…In (7), X i , X i+1 , ∂ ∈ N.X i , X i+1 are the submission time points of two assignment answers, respectively, and |X i − X i+1 | is the interval between two submission times. ∂ is the set threshold value.…”

“…However, this new educational style also requires a higher level of self-discipline and metacognition from students [3][4][5]. The top students in higher education are able to integrate new knowledge from online and textbook sources with little guidance from the instructor, and to reconstruct their knowledge system using small-to large-scale development of self-regulated learning (SRL) strategies, such as metacognitive self-regulation, resource management skills, effort management, help-seeking, and self-evaluation, which can greatly contribute to the academic performance of these top students [6,7].…”