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Learning outcomes: Exploring implications of adopting a different level of detail
Author(s) -
Bateman H. L.,
McCracken G. I.,
Thomason J. M.,
Ellis J. S.
Publication year - 2018
Publication title -
european journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.583
H-Index - 41
eISSN - 1600-0579
pISSN - 1396-5883
DOI - 10.1111/eje.12246
Subject(s) - set (abstract data type) , curriculum , outcome (game theory) , perspective (graphical) , relation (database) , medical education , quality assurance , psychology , quality (philosophy) , mathematics education , computer science , medicine , pedagogy , mathematics , artificial intelligence , pathology , philosophy , mathematical economics , epistemology , programming language , external quality assessment , database
Outcome‐based programmes provide a framework to support educators and learners in understanding content and end points within taught courses. Management of these outcomes in the Dental Degree at Newcastle University has been a challenge in relation to quality assurance and enhancement, having over 1500 detailed student‐level outcomes ( SLO ). This research aimed to explore the implications of adopting a more superficial “course” level of outcome ( CLO ), when reviewed against a reference set of external LO requirements. Materials and methods A purposive sample of five courses within the undergraduate dental programme was selected. The mapping of both SLO s and CLO s was reviewed in relation to their total number and the mapping connections to the reference outcomes. Results There was a mean reduction of 79% in outcomes when comparing SLO s to CLO s. The number of mapping connections between CLO s and the reference set reduced in three courses and increased in two, when compared to SLO s. Discussion From a purely numerical perspective, changing the detail of learning outcomes has led to a change in mapping connections. As the delivered curriculum has remained unchanged, this demonstrates a potential impact of differing interpretations of learning outcomes. Further review of learning outcomes in relation to the domains categorised within the reference outcome document suggested more mapping links were obtained in clinically focused courses than academic or theoretical courses. Conclusion A demonstrable impact in mapping connections was observed when the detail within the learning outcomes was changed. This has implications for programme leaders in structuring LO s for a curriculum.