Student Learning Outcomes

1. Student Learning Outcomes Outcomes-an overview Understanding the SLO Framework SLO related activities and progress Strategy to develop outcome measures and their evaluation Discussion Shekhar Kumta and Kevin Mo The Learning Resource Centre Faculty of Medicine, CUHK Block A, 1st Floor, Prince of Wales Hospital

2. Educational Environment Content How to deliver How to learn What to learn Student performance students Assessment Faculty and Curriculum Adapted from AMEE Education Guide 14. Outcome Based Education

3. What are Learning Outcomes Statements of the knowledge, skills, and attitudes the individual student possesses and can demonstrate upon completion of a learning experience or sequence of learning experiences (e.g., course, program, degree).

4. Course Descriptors What the teacher intends to do Content covered Format of instruction Delivery x …..students are expected to understand the typical history, physical signs and radiological features of …………. ……enable students to understand the scope and application of ……….. ……will expose students to an interactive session………………… Learning Outcomes What the student is able to do Can be assessed Measured

5. Audience Behaviour Condition Degree of Proficiency Specific Measurable Achievable Relevant Timely Can be defined with some precision Can be assessed c) Perform the SLR test correctly ( accurately !) d) Identify deformity more than 20 degrees in any plane Year-5 students Can be achieved given the resources Are they appropriate ? Over what period of time do we expect them ? SMART Objectives and Outcomes Students are expected to examine the cervical thoracic and lumbar spine Given a patient complaining of back and neck pain • To the extent that they can • Locate the site of pain • Identify muscle spasm and guarding Year-3 students

6. Musculoskeletal Physical Examination Lower Extremity Upper Extremity Spine Hip Knee Elbow Hand Audience Behaviour Condition Degree of Proficiency Year-3/5 students • To the extent that they can • Identify key bony landmarks • Identify impingement • Identify a 10 degree loss of movement • Identify Anterior shoulder instability Students are expected to examine the shoulder Given a patient complaining of shoulder pain or injury

7. assess joint movements accurately**, • identify effusions and synovial hypertrophy, • detect joint instability*, • identify deformity and limb length discrepancy • evaluate the functional status of the extremity including gait in a given patient………. } At graduation students are expected to be competent in musculoskeletal examination Competence in Musculoskeletal Examination ** Identify 5 degree loss of movement * Grade II or more

8. Nesting of Outcomes Teaching 1 Independent Learning Module 1outcome Module 2 outcome Course Objectives and Outcomes Exit Outcomes Phase Outcomes Course Lesson

9. Nesting of Outcomes To the extent that they can identify vertebral end-plates, anterior and posterior borders, pedicles and spinous processes on a plain radiograph Students are expected to know the gross and cross sectional anatomy of a typical spinal-vertebral segment Are able to identify patterns of neurological injury (Brown-Sequard, Central Cord Syndrome), in SCI patients

10. McNeir 1993 “The key for most schools is in developing outcomes that are broad in their vision but specific enough to be taught and measured effectively” Prideaux 2000 We must guard against the narrow specification of outcomes Outcomes that are hard to measure but educationally and professionally significant should not be omitted because of their imprecision Creativityjudgementand responsibility McNeir 1993- Outcome Based Education: Tools for restructuring. David Prideaux 2000,Medical Education 34; 168-169.

11. Performance of Tasks The 3 Circle Model - The approach to tasks - What a doctor does Professionalism 7 - How he does it 3 2 The growth of the doctor as an individual SLO Framework The UG curriculum is built upon an integrated and cohesive structure through contributions each discipline makes to the outcomes Yet, Outcomes may be exhibited in different ways in each specialty

12. Technical Intelligences – Easy to define Creative and Emotive Intelligences – not easy to measue. Does he understand why he is supposed to do what he is….. Personal Intelligences.- difficult to define Clinical Skills Practical Procedures investigate a Patient Patient Management Health promotion and disease prevention Skills of Communication Competence to retrieve and handle information Basic Social and Clinical Sciences, principles Attitudes, Ethical Understanding Decision Making Skills Personal Development The Role of the Doctor within the health service The Scottish Doctor--- SLO initiative

13. SLO task force Engage Panels/Units Retreat 2006 - Discussion SLO Framework - web site 2006 Faculty TDG Kevin Mo Prof Kumta Strategy to facilitate SLO development Support the development of SLO Progress to date

14. Teaching Outcomes Assessment • ORT Curricular Handbook as a reference • Teaching interventions - teacher survey • Description of teaching intervention • Learning outcomes expected • Methods to assess them if any • Define outcome measures • Map Outcomes to SLO Framework 25 ORT Teaching Interventions 60% of Year-3 Teachers responded Developing Outcomes The ORT Experience Acknowledgements: Prof Margaret Wong, Dr. TP Lam, Sally and Horace Ma

15. A scheme to facilitate SLO development • I Generalised Student Learning Outcomes • II Outcomes for Specific Subjects/Topics • Theory of Knowledge • History taking skills • Physical examination • Interpretation of Investigations • Anatomy • Biomechanics • Pathophysiology and epidemiology • Radiologic • Biochemical/Haematological

16. must be able to interpret radiographs of the long bones, hip knee shoulder wrist and ankle joints… Year 3-5 students In a patient presenting with neck-back-joint pain or injury 2004 2005 2006 2007 78% 64% 71% 58% Radiographic Investigations PI-D3: Patient Investigations PII-D8: Underlying principles (structure…) To the degree that they can identify Radiographic projection Key skeletal landmarks Angular Deformity >100 Direction of fracture displacement Identify articulating components Loss of articular congruity

17. T1,3,4,6,9… T1,2,5,7,13,17 25ORT Teaching Interventions Mapped to SLO Framework • Pillar I: What the doctor is able to do • Clinical Skills 22 • Practical Procedures - • Patient Investigations 2 • Patient Management 10 • Health Promotion - • Communication 6 • Medical Informatics - • Pillar II: How the doctor approaches his practice • Basic Social and Clinical Sciences 6 • Attitudes, Ethical Understanding - • Decision Making Skills - • Pillar III: The doctor as a professional • Personal Development 1 • The Role of the Doctor within the health service - -

18. I II III

19. System Panel Review with staff Define Key Outcomes SLO-Task Force Map Outcomes to SLO framework Map teaching Interventions to expected Outcomes Outcome assessment tools Review with staff and students Evaluation of Outcomes SLO Task Force Strategy

20. Questions the UGC is likely to ask Teachers Are teachers familiar with specified outcomes ? Have teachers a detailed understanding of the educational outcomes and their own contribution to the curriculum ? Does their contribution to the programme reflect this understanding ? Do the assessment procedures adopted assess outcomes ?

21. Questions the UGC is likely to ask Students Are students familiar with the outcomes expected ? Do they find the outcomes helpful as guides to learning ? Do they perceive the learning experience provided and the assessment procedures reflect the outcomes ?

22. Student Learning Outcomes Outcomes reflect the Visions and expectations teachers have of their students Your contribution is vital

23. OrthopaediX Student …..Sir, There is a 4 cm shortening of the left lower limb….. Surgeon : And how short is the Right side ?......