OBE for B.Pharm course as per rajiv gandhi university banglore.pptx

OBE for B. PHARMACY

1. Insights on Outcome Based Education (OBE) for NBA Accreditation

2. Contents Concept of OBE Learning outcomes and their relation to student learning Develop learning outcomes (CO-PO) Mapping the outcomes to the entire programme Modes of assessment to attain these outcomes

3. Why Need Accreditation? It is indicative of: the degree being of high quality the holder of the degree has already attained a certain level of knowledge, skill and maturity of thought related to the relevant discipline. An accredited degree is recognized world over International Mobility (Washington Accord) Agreement that establishes equivalence of other countries’ accredited professional programs. Accredited Graduates are recognized by other signatory countries Possible employment in those countries without further examinations

4. Washington Accord Established in 1989, Purpose: to mutually recognize and accept the qualifications accredited by signatories 15 Full members signatories: Australia, Canada, The Republic of Ireland, Hong Kong, Japan, New Zealand, Singapore, South Africa, South Korea, Taiwan, The UK and The USA. 5 Provisional signatories: Germany, India, Malaysia, Russia, Sri Lanka.

5. Why OBE? Previous assessment: objective & facility based . Had no scope on what student gained But does just meeting the objectives or facilities transform into results? What matters the most? Learner-centric approach Shift focus from “what’s delivered” to “what students learn ”

6. Why OBE? Exam Result is Not the Most Important Consideration by Employer Employers Rating of Skills/Qualities – 2002 Communication (verbal & written) 4.69 Honesty/Integrity 4.59 Teamwork skills 4.54 Interpersonal skills 4.50 Strong work ethics 4.46 Motivation & initiative 4.42 Flexibility/adaptability 4.41 Analytical skills 4.36 Computer skills 4.21 Organisational skills 4.05 Detail oriented 4.00 Leadership skills 3.97 Self confidence 3.95 Friendly/outgoing personality 3.85 Well mannered / polite 3.82 Tactfulness 3.75 GPA (3.0 or better) 3.68 Creativity 3.59 Sense of humour 3.25 Entrepreneurial skills/risk taker 3.23

7. Concept of OBE OBE involves - Reverse planning First decide on the product you require – then plan how to produce it. Product = Graduate OBE involves Defining Graduate Attributes redesigning of curriculum to achieve those capabilities or qualities Carefully planned Teaching-Learning process assessment & reporting to reflect the achievement of high order learning mastery required skills and content rather than accumulation of course credits.

8. Concept of OBE OBE Focus: What do we want the students to have or be able to do? How can we best help students achieve it? How will we know whether they students have achieved it? How do we close the loop for further improvement? OBE Benefits: More directed & coherent curriculum. Graduates will be more “relevant” to industry & other stakeholders (more well rounded graduates) Continuous Quality Improvement (CQI) is in place.

9. Expectations from Students in OBE Expected to be able to do more challenging tasks other than memorize and reproduce what was taught. Students should be able to: write project proposals & complete projects, analyze case studies & give case presentations, show their abilities to think, question, research, make decisions based on the findings. i.e. student should be: More creative, Able to analyze and synthesize information. Able to plan and organize tasks, Able to work in a team as a community or in entrepreneurial service

10. Design of OBE Graduate Attributes Design of Curriculum Set the Contents (Levels, distribution) Usually bound by University/Council norms However, additional courses to enhance the Program 4 Levels Vision & Mission Program Educational Objective (PEO) Program Outcome (PO) & Program Specific Outcome (PSO) Course Outcome (CO)

11. Levels of OBE Long Term Short Term Interrelated and Complement Each Other

12. Correlation between the Outcomes nm Course 1 PO1 CO1 CO3 CO2 CO4 CO6 CO5 Course 2 CO1 CO3 CO2 CO4 Course 3 CO1 CO3 CO2 CO4 CO5 Course 4 CO1 CO3 CO2 CO4 CO6 CO5 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PSO1 PSO2 PSO3 PSO4 PSO5 PEO1 PEO2 PEO3 PEO4 PEO5

13. Traditional Education Process Traditional education process focuses on the inputs. Teaching Staff Curriculum Labs Other Resource Input Teaching & Learning Process Students at Graduation Assessment mainly via exam, test, assignments. Quality control from teaching evaluation.

14. OBE Process OBE shifts from measuring input and process to include measuring the output (outcome) Teaching Staff Curriculum Labs Other Resource Input Teaching & Learning Process Students at Graduation Program & Course Outcomes (Short-term) Graduates to Fulfill Stakeholders’ Satisfaction Program Education Outcomes Stakeholders: Employers Industry Advisors Academic Staff Public and Parents Students Alumni (Long-term) Assessment by exam, test and assignments. Assessment of teaching staff, lecture material, results & student ‘capabilities’ (Short & long-term outcomes), lab interview, exit survey etc. More ‘thinking’ projects, with analysis. Other Feedback from industry, alumni & other stakeholders. Clear continuous improvement step.

15. Say what you want Do what you say Prove it Improve it Continuous Quality Improvement (CQI)

16. Graduate Attributes (GA) GA’s are a set of generic Knowledge, Skills and Attitudes considered essential for all graduate of the profession. All graduates are expected to demonstrate these attributes on completion of their degrees. Institutions to ensure that these attributes are inculcated in their graduates GA’s provide means for establishing substantial equivalence of degrees

17. Program Educational Objectives (PEO) PEO are the broad statements which describe in detail about the career and professional accomplishments after significant years of graduation that the program prepare the graduates to achieve. PEOs should be consistent with the Vision & Mission of the Institution

18. As mandated, the Vision, Mission & the PEO’s are displayed on the college website , as well as in the circulation area.

19. Program Outcomes PO are statements that declare what students should be able to do at the end of a Program. Governed by Graduates Attributes (GA’s) GA’s are the components indicative of the graduate’s potential to acquire competence to practice at the appropriate level. GA’s form a set of individually assessable outcomes of the programme .

20. PROGRAM OUTCOMES 1. Pharmacy Knowledge : Possess knowledge and comprehension of the core and basic knowledge associated with the profession of pharmacy, including biomedical sciences; pharmaceutical sciences; behavioral, social, and administrative pharmacy sciences; and manufacturing practices. 2. Planning Abilities : Demonstrate effective planning abilities including time management, resource management, delegation skills and organizational skills. Develop and implement plans and organize work to meet deadlines. 3. Problem analysis : Utilize the principles of scientific enquiry, thinking analytically, clearly and critically, while solving problems and making decisions during daily practice. Find, analyze, evaluate and apply information systematically and shall make defensible decisions. 4. Modern tool usage : Learn, select, and apply appropriate methods and procedures, resources, and modern pharmacy-related computing tools with an understanding of the limitations. 5. Leadership skills : Understand and consider the human reaction to change, motivation issues, leadership and team-building when planning changes required for fulfillment of practice, professional and societal responsibilities. Assume participatory roles as responsible citizens or leadership roles when appropriate to facilitate improvement in health and wellbeing.

21. PROGRAM OUTCOMES 6. Professional Identity: Understand, analyze and communicate the value of their professional roles in society (e.g. health care professionals, promoters of health, educators, managers, employers, employees). 7. Pharmaceutical Ethics: Honor personal values and apply ethical principles in professional and social contexts. Demonstrate behavior that recognizes cultural and personal variability in values, communication and lifestyles. Use ethical frameworks; apply ethical principles while making decisions and take responsibility for the outcomes associated with the decisions. 8. Communication: Communicate effectively with the pharmacy community and with society at large, such as, being able to comprehend and write effective reports, make effective presentations and documentation, and give and receive clear instructions. 9. The Pharmacist and society: Apply reasoning informed by the contextual knowledge to assess societal, health, safety and legal issues and the consequent responsibilities relevant to the professional pharmacy practice. 10. Environment and sustainability: Understand the impact of the professional pharmacy solutions in societal and environmental contexts, and demonstrate the knowledge of, and need for sustainable development. 11. Life-long learning: Recognize the need for, and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change. Self assess and use feedback effectively from others to identify learning needs and to satisfy these needs on an ongoing basis.

22. Program Specific Outcomes (PSO) PSO are the statements that assert what the graduates of a specific program should do or what they are able to do. Outcomes Specific to the Program Other than the General outcomes for the Program i.e. the PO’s.

23. Course Outcomes (CO) Course = Subject in every Sem /Year CO’s are the statements of observable student actions that serve as evidence of the skills, knowledge and attitudes acquired at the end of a subject In other words, CO should state what the student gains or attains from studying the course. CO should encompass all the aspects of the subject Generalized are better COs must address more than one POs/PSOs An individual subject need not address all POs/PSOs

24. IMPORTANCE OF CO’s Most important in OBE Alignment between course, programme and institution – CO’s need to reflect both objectives and outcomes Focus on abilities central to the discipline Focus on aspect of learning – new modes of thinking rather memorizing

25. Characteristics of CO’s Shall be student focused , not professor focused ( learning not coverage oriented) They reflect what the students should be able to do after successful completion of the subject. Shall be easily manageable in number (4 to 6) Shall specify an action by the students that is observable Shall specify an action of the student that is measurable (assessable) in more than one way Student learning behaviors Appropriate assessment methods

26. Writing the CO’s Purpose of the course’s – description as well as a written statement Construct/develop expected course outcomes. Create assessment plan – with specific methods used to assess the course outcomes Describe grading will process Identify the common components of a course outcomes

27. Structure of CO’s It should contain an action word that identifies the performance and a learning statement that satisfies what learning will be demonstrated in the performance Example: By the end of the subject, student will be able to: Select an appropriate design procedure to solve a given problem [Action word] [Learning] Use of concrete words s.a . ‘define’, ‘apply’, ‘analyze’ are more useful for assessment Than the verbs s.a . ‘be exposed to’, ‘understand’, ‘know’

28. Guidelines for Writing CO’s

29. Guidelines for Writing CO’s

30. Incorporating Critical Thinking Skills Into Course Outcomes While drafting we use words that reflect Critical or higher order thinking into the CO statements. Bloom taxonomy – outlines different types of thinking skills Different levels of thinking Remember – recalling/remember Understand –ability to grasp the meaning of information Apply –use learned information in different situations or in problem solving. Analyze –ability to break information down into its component parts to make conclusions Evaluate – being able to judge the value of information Create –ability to creatively or uniquely apply prior knowledge

31. Different levels of thinking skills in Bloom’s Taxanomy

32. List of Action Words Related to Critical Thinking Skills

33. TIPS FOR DEVELOPING COURSE OUTCOMES STATEMENTS 4-6 Nos ideal; Generalized is better (rather than small or trivial details). Focus on knowledge and skills that are central to the course and/or discipline. Student-centered rather than faculty-centered (e.g., “upon completion of this course students will be able to list the names of the 50 states” versus “one objective of this course is to teach the names of the 50 states”). Focus on the learning that results from the course rather than describing activities or lessons in the course.

34. Human Anatomy and Physiology – I (Theory) (3.1.2) After completion of this course student will be able to: 3.1.2.1 Utilize appropriate medical terminology and normal physiological values related to the structure and function of the human body systems 3.1.2.2 Describe the structural characteristics and functional processes common to all human cells and tissues. 3.1.2.3 Integrate understanding of basic chemical concepts and principles into understanding the human anatomy and physiology. 3.1.2.4 Describe the interrelationships of cells, tissues, and body organ systems, homeostasis and the complementarily of structure and functions. 3.1.2.5 Demonstrate an understanding of the location, structure and functioning of the major body systems studied.

35. CO-PO Mapping Correlating the CO’s to the PO’s Every CO stated for every course should be correlated to each PO and their contribution/magnitude towards each PO should be valued

36. CO-PO matrix for the course Human Anatomy and Physiology (3.1.2) CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 3.1.2.1 1 - - - - - - 1 1 - 2 3.1.2.2 1 - - - - - - 1 1 - 2 3.1.2.3 1 - - - - - - 1 1 - 2 3.1.2.4 1 - 1 - - - - 1 1 - 2 3.1.2.5 1 - - - - - - 1 1 - 2 3.1.2 1 - - - - -- - 1 1 - 2

37. PO Justification for Human Anatomy and Physiology – I (Theory) (3.1.2) PO1 The curriculum encompasses the concepts of normal structure and function of the human body and provides an insight to the implications of disruption of normal structure and function. Hence, all CO’s are mapped low. PO2 The curriculum does not involve any planning ability including time management, resource management, delegation skill and organization skills. Hence, no mapping. PO3 The curriculum does require problem solving and decision making analysis. Hence, CO4 is mapped low. PO4 No mapping as there is no modern tool usage. Hence, no mapping. PO5 There is no leadership and team building required for fulfillment of practice and professional responsibilities. Hence, no mapping. PO6 There is no communication required in the society, therefore the question of professional identity doesn’t arise, hence the CO’s are not mapping. PO7 There are no ethical principles while making decision and take responsibilities for the outcome associated with the decisions and hence the CO’s are not mapping. PO8 The curriculum helps to understand the other pharmacy subject namely pathophysiology, pharmacology and pharmacotherapeutics. Which are playing important role to communicate effectively with society, hence all CO’s are mapping. PO9 There is application of knowledge will be acquired to access societal and promotion of health, hence the CO’s are mapping. PO10 No issue on environment and sustainability, hence no mapping. PO11 The pharmacist shall keep himself/herself updated which required lifelong learning, hence the CO’s are mapped moderately.

38. Assessment Assessment is a systematic and on-going process of collecting, interpreting, and acting on information relating to the goals and outcomes It answers the questions: What we are trying to do? How well are we doing it? How can we improve what we are doing? Assessment begins with the articulation of outcomes.

39. Method Assessment Tools Assessment Cycle Percentage Contribution Direct University Exam End of every Semester 80% 80% 100% Direct Internal Assessment Tools (College Level) Two College level test every Semester 20% Indirect Course Exit Survey At the end of each Semester 20% Indirect Graduate Exit Survey At the end of the Program Indirect Alumni Feedback Annually Indirect Employer Feedback Annually

40. Direct Tools Indirect Tools Graduate Exit Course End Feedback Surveys Assessment Methods PO Attainment Evaluation of CO University (End Semester) Internal Evaluation Examination TARGET Setting & Verification Alumni Employer 20 % 80 % 80 % 20 %