For a Healthy (and) Higher Education: Evidences from Learning Outcomes in Health Sciences

Abstract

Increased recognition of outcomes, or competency-based education, has evolved across higher education on health sciences. However, there is significant diversity in the current study of Portuguese programmes. Considering learning outcomes (LO) as indicators of knowledge, skills, abilities, attitudes and the understanding that the student will gain as a result of an educational experience, this study aims to explore which LO are emphasised on the study programmes of health sciences in Portugal. Through a qualitative methodology, carried out through MAXQDA software, all LO of all Portuguese health sciences study programmes submitted to quality accreditation to the Portuguese Agency for Assessment and Accreditation of Higher Education (A3ES) since 2009 until 2016 were analysed. Although specific knowledge was the most referenced LO, transversal skills were also emphasized, such as critical and reflexive analysis/critical thinking, research, ability to organize and plan and professional ethics. Significant differences were found between LO selection when the analysis was made by comparing the diverse study programmes. This required assortment of knowledge and skills seems to reflect not only the specificities of each health science programme but also the challenging demands on professionals in the 21st century, along with the necessary changes imposed by society, fostering intercultural understanding, tolerance, mutual respect and an ethic of global citizenship and shared responsibility, crucial enablers of educational development for all in the scope of the 2030 Agenda for Sustainable Development.

Anesthesia as a Theme for Context-Based Learning in a Physical Chemistry Short Course

“…Aside from improving performance metrics, our approach inherently developed transversal skills such as time management (watching prerecorded videos before class), information literacy (reviewing scientific data), problem solving (tutorial problem sets), and digital competency (use of VLE, spreadsheets, etc.). 34 This was a key outcome for us as students progressing into healthcare-related careers will be involved in managing complex cases as part of a multidisciplinary team. For this reason, transversal skills are favored over transferrable (scientific) skills.…”