STRATEGIES TO IMPROVE LEARNING OUTCOMES AND COMPETENCIES IN UNDERGRADUATE MEDICAL EDUCATION
DOI:
https://doi.org/10.69656/pjp.v21i4.1770Keywords:
cervical incompetence, educational outcomes,, Peer learners, Learning environment, Community-Oriented Medical Education, Outcome-based educationAbstract
Outcome-based education (OBE) is a performance-based approach that identifies educational outcomes, after which curriculum content, teaching methods, assessment processes, and educational environment are defined. The model is based on specific, measurable, achievable, relevant, and time bound learning outcomes stated by Bloom’s taxonomy to inform learners and teachers about the content of learning. Based on these outcomes, the desired learning content is delineated, embodied, and integrated into the curriculum with a focus on coherence and logical understanding. The pedagogical approaches are modern teaching aids, including simulators and e-learning are incorporated to promote cognitive and psychomotor skills. Engaging students through standardized patients, virtual, and real cases, coupled with role-playing, serves as a vital affective component within the framework of OBE enhancing emotional and attitudinal preservation in learners. Knowledge retention is employed by spaced strategies, mnemonics, and e-learning. Self-directed learning, peer-teaching are used to promote understanding and improve retention. Psychomotor skills are elicited through motor learning phases. Diverse assessments, including quizzes and work-based evaluations, are aligned with learning outcomes to ensure a comprehensive evaluation of students’ understanding and application of acquired knowledge and skills. Early clinical skill development and digital literacy prepare students for evolving healthcare challenges. Therefore, by integrating these strategies in medical education enhances the overall learning experience, equipping students for the complexities of the medical profession in a dynamic healthcare landscape.
Pak J Physiol 2025;21(4):61–7, DOI: https://doi.org/10.69656/pjp.v21i4.1770
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