Introduction of Outcome-Based Education in Philippine Health Professions Education Setting

Abstract

Background: As the world is becoming a global village, international exchange of goods and services is likewise unfolding. Countries develop the international educational qualifications framework to ensure that professionals participating in the exchange have the same standard competencies. These qualification frameworks follow outcome-based education (OBE).

Objectives: This paper describes the legal, political, and administrative foundations of OBE in the Philippines, as well as the basic principles of OBE as a quality assurance, curriculum, and instructional design.

Methodology: Outputs presented and critiqued during seminars and workshops organized by the Technical Committee on Medical Education (TCME), consultations with stakeholders, review of existing health sciences curricula and relevant literature were done. This is a documentation of the TCME journey.

Results: The Enhanced Basic Education Act of 2013, Philippine Qualifications Framework, the Commission on Higher Education Memorandum Order Number 46, and the global call for transformative education serve as precursors of OBE in the Philippines. OBE is the educational system preparing students to meet the highest standards of a particular profession. These standards are designed back into program outcomes, competencies, and converted into instructional goals and objectives. These same components serve as the bases for selecting what topics to include, how to teach, and assess them at the highest standards required by the actual workplace.

Conclusion: OBE is designed to match education with actual employment. Philippine higher education institutes are encouraged to implement OBE not only to be locally and globally competitive but also to work for transformative education.

Key words: outcome-based education, medical education, transformative education, Philippine qualifications framework, curriculum planning