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

Erlyn A. Sana, Alberto B. Roxas & Alfaretta Luisa T. Reyes

In compliance with the Philippine Qualifications Framework and the Commission on Higher Education (CHED) Memorandum Order [CMO] 46, Series of 2012, the Technical Panel of Health Professions Education (TPHPEd) developed the policies, standards, and guidelines (PSGs) for the various curricula in the health sciences. This study used the basic curriculum planning model reflected in the questions (1) where are we now, (2) where are we going, (3) how do we get there, and (4) how do we know we have arrived modified by Sana, et al. Data collection was from April 2, 2013 until December 19, 2014. Data were analyzed with the world standards in health professions education and culminated with the final PSGs. CHED has already released the CMO 18, Series of 2016 setting the policies, standards, and guidelines for medical education. Central to these tasks PSGs are the legal, political, and andragogic bases of outcome-based education (OBE). The needs assessment done identified the types of physicians the country needs. Based on these, the program outcomes, curricular goals and instructional objectives, content, activities, and assessment in medicine were formulated following these professional roles.