Clarifying learning outcomes and competencies

In all my years in PA education and experience guiding programs through the accreditation process, a common point of confusion is the difference between learning outcomes and competencies.  By definition, the consensus from the research, learning outcomes are statements that clearly define what the learner must know, be able to do, and the expected behaviors and attitudes by the end of the learning period (Bingham, 1999; Donnelly & Fitzmaurice, 2005; Gosling & Moon, 2001; Jenkins & Unwin, 2001; Kolomitro & Gee, 2015; Moon, 2002). We can further delineate learning outcomes by adding qualifying terms – such as “course” learning outcomes or “program” learning outcomes. Remember, learning outcomes define what the learner must achieve or “learn” by the end of a learning period. That learning period can be by the end of a course or the program. Therefore, course learning outcomes should clearly define what learners must know, be able to do, and the expected behaviors and attitudes by the end of the course. Program learning outcomes then define what students will know, be able to do, and the expected behaviors and attitudes by the end of the program. Program learning outcomes are sometimes called graduate learning outcomes, but when they are called program competencies, this is where things start to get fuzzy.

According to the Merriam-Webster dictionary, competence is the quality or state of having sufficient knowledge, judgment, skill, or strength (as for a particular duty). Notice this definition suggests an integration of abilities, skills, and attributes. The Turning Educational Structures in Europe project determined that “the term competence is used to represent a combination of attributes in terms of knowledge and its application, skills, responsibilities and attitudes” (Kennedy, 2007). Further, competency is defined as the ability to do something successfully or efficiently (Oxford’s English Dictionary), the possession of sufficient knowledge or skill (Merriam-Webster), important skills that are needed to do a job (Cambridge Dictionary).

This is consistent with the definition of competencies in the ARC Standards glossary: “The medical knowledge, interpersonal, clinical and technical skills, professional behaviors, and clinical reasoning and problem-solving abilities required for PA practice.” These are not the same as course or program learning outcomes. As mentioned earlier, your course learning outcomes define what learning the student must attain by the end of your course. These are course-specific.  Your program learning outcomes should define what every student in your program will achieve and possess at the time of graduation as a result of successfully completing your program’s curriculum. It is the integration and successful acquisition of both course and program learning outcomes that provide your students with the medical knowledge, interpersonal, clinical, and technical skills, professional behaviors, clinical reasoning, and problem-solving abilities needed for entry-level PA practice. Therefore, it is these five ARC-defined competency areas your curriculum should address through its course and program outcomes.

References

Accreditation Review Commission on Education of the Physician Assistant. (2021). Accreditation standards for physician assistant education, (5^th ed.). Retrieved from http://www.arc-pa.org/wp-content/uploads/2021/03/Standards-5th-Ed-March-2021.pdf

Bingham, J. (1999). Guide to developing learning outcomes. The Learning and Teaching Institute Sheffield Hallam University, Sheffield: Sheffield Hallam University.

Donnelly, R and Fitzmaurice, M. (2005). Designing modules for learning: Emerging issues in the practice of university learning and teaching. O’Neill, G et al. Dublin: AISHE.

Gosling, D., and Moon, J. (2001). How to use learning outcomes and assessment criteria. London: SEEC Office.

Jenkins, A., and Unwin, D. (2001). How to write learning outcomes.  Retrieved from www.ncgia.ucsb.edu/education/curricula/giscc/units/format/outcomes.html

Kennedy, D. (2007). Writing and using learning outcomes: A practical guide. Quality Promotion Unit, UCC.

 Moon, J. (2002). The module and programme development handbook. London: Kogan Page Limited.

Kolomitro, K., and Gee, K. (2015). Developing effectively learning outcomes. Center for Teaching and Learning, Queen’s University.