학습성과의 개념과 작성에 대한 탐구
A Critical Evaluation of the Concept and Writing of Learning Outcomes
0
조회
0
다운로드
10
인용
0
참고문헌
키워드
초록
Recent changes in educational paradigms that emphasize the performance or outcomes of education are redefining how learning objectives are being described as ‘learning outcomes’ in various academic disciplines. Medical education is not an exception to this trend. However, it has come to our attention that the key concepts and appropriate descriptions of learning outcomes have not been well understood among educators and that this lack of understanding has hindered our efforts to implement the practice in the field. This study aims to provide a direction to establish and describe learning outcomes by examining previous studies that have focused on setting learning objectives as well as learning outcomes. Setting and describing learning outcomes starts from reflection on the approach of behavioral learning objectives, which overemphasizes learner’s acquired knowledge, skills, and attitude in each classroom rather than actual performance. On the other hand, the learning outcome approach focuses on what the learner is able to do as a result of a learning experience. This approach is more learner-friendly and encourages students to lead and be responsible for their learning process. Learning outcomes can best be described when the relevance of actual contexts and the hierarchy of learning objectives are considered. In addition, they should be in the form of context, task, performance, and level, as well as be planned with proper assessment and feedback procedures. When these conditions are met, the learning outcome approach is beneficial to students as it presents a curriculum that is more open to learners. Despite these advantages of the learning outcome approach, there is a possible concern that setting the learning outcomes and describing them can restrict evaluation to lower cognitive skills if the concept of learning outcome is narrowly interpreted or is set too low. To avoid such narrow applications, it is important for educators to understand the comprehensiveness of the learning outcome setting and to consider long-term outcomes embedded in an organizational vision rather than only short-term behavioral outcomes.
Abstract
Recent changes in educational paradigms that emphasize the performance or outcomes of education are redefining how learning objectives are being described as ‘learning outcomes’ in various academic disciplines. Medical education is not an exception to this trend. However, it has come to our attention that the key concepts and appropriate descriptions of learning outcomes have not been well understood among educators and that this lack of understanding has hindered our efforts to implement the practice in the field. This study aims to provide a direction to establish and describe learning outcomes by examining previous studies that have focused on setting learning objectives as well as learning outcomes. Setting and describing learning outcomes starts from reflection on the approach of behavioral learning objectives, which overemphasizes learner’s acquired knowledge, skills, and attitude in each classroom rather than actual performance. On the other hand, the learning outcome approach focuses on what the learner is able to do as a result of a learning experience. This approach is more learner-friendly and encourages students to lead and be responsible for their learning process. Learning outcomes can best be described when the relevance of actual contexts and the hierarchy of learning objectives are considered. In addition, they should be in the form of context, task, performance, and level, as well as be planned with proper assessment and feedback procedures. When these conditions are met, the learning outcome approach is beneficial to students as it presents a curriculum that is more open to learners. Despite these advantages of the learning outcome approach, there is a possible concern that setting the learning outcomes and describing them can restrict evaluation to lower cognitive skills if the concept of learning outcome is narrowly interpreted or is set too low. To avoid such narrow applications, it is important for educators to understand the comprehensiveness of the learning outcome setting and to consider long-term outcomes embedded in an organizational vision rather than only short-term behavioral outcomes.
참고문헌 (21)
- Learning objectives for medical student education: Guideline for medical schools (Report I of the medical school objectives project), "Association of American Medical Colleges", Association of American Medical Colleges, ~ (1998)
- Bloom, B. S., "The taxonomy of educational objectives : Cognitive domain" (1956), Longman
- "Writing learning objectives" (2004)[URL]
- Davis, M. H., "Outcome-based education", J Vet Med Educ, 30(3), pp.258~263 (2003)
- Epstein, R. M., "Assessment in medical education", N Engl J Med, 356(4), pp.387~396 (2007)
- Gosling, D., "How to use learning outcomes and assessment criteria" (2001), SEEC Office
- Harden, R. M., "AMEE guide no. 14 : Outcome-based education : Part 1-an introduction to outcome-based education", Med Teach, 21(1), pp.7~14 (1999)
- Harden, R. M., "Learning outcomes and instructional objectives: Is there a difference?", Med Teach, 24(2), pp.151~155 (2002)
- "Writing and using learning outcomes: A practical guide" (2006)[URL]
- Korean Institute of Medical Education and Evaluation, "Accreditation standards : Post 2nd cycle", Korean Institute of Medical Education and Evaluation, ~ (2012)
- Mager, R. F., "Preparing instructional objectives" (1984), Pitman Learning
- McClelland, D. C., "Testing for competence rather than for intelligence", Am Psychol, 28(1), pp.1~ (1973)
- McKimm, J., "Setting learning objectives", Br J Hosp Med(Lond), 70(7), pp.406~409 (2009)
- Ramsden, P., "Learning to teach in higher education" (2003), Routledge
- Rhee, B. D., "The process of developing a clinical presentation curriculum", Hanyang Med Rev, 32(1), pp.8~16 (2012)
- Smith, S. R., "AMEE guide no. 14 : Outcome-based education : Part 2-planning, implementing and evaluating a competency-based curriculum", Med Teach, 21(1), pp.15~22 (1999)
- Spady, W. G., "Organizing for results : The basis of authentic restructuring and reform", Educ Leadersh, 46(2), pp.4~8 (1988)
- Stone, T., "The adjunct faculty handbook", pp.28~54 (1999), SAGE Publications
- Toohey, S., "Designing courses for higher education" (1999), Society for Research into Higher Education & Open University Press
- Yang, E. B., "Competency-based medical education and issues" (2015), Korea Institute of Medicine
- A study on the curriculum development and evaluation based on doctor’s role in Korea, "Yang, E. B.", Research Institute for Healthcare Policy Korea Medical Association, ~ (2014)