Learning Outcome Assessment
Learning Outcome Assessment - Related Videos
10:07
Using Learning Outcome Measures to assess Doctoral Nursing Education
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Cited by 2 •
2010
The structure and process for measuring student learning outcomes through customizable assessment rubrics is discussed and applied to a doctoral nursing education program.
14:19
Primary Outcome Assessment in a Pig Model of Acute Myocardial Infarction
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Cited by 13 •
2016
Reliable and accurate outcome assessment is the key for translation of preclinical therapies into clinical treatment. The current paper describes how to assess three clinically relevant primary outcome parameters of cardiac performance and damage in a pig acute myocardial infarction model.
08:44
Assessing Spatial Learning and Memory in Small Squamate Reptiles
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Cited by 3 •
2017
This paper describes a modification of the Barnes maze, a standard rodent paradigm used to assess spatial memory and learning, for use in small squamate reptiles.
12:03
Myocardial Infarction and Functional Outcome Assessment in Pigs
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Cited by 52 •
2014
This protocol describes the porcine myocardial infarction (MI) model using a 90 min closed-chest coronary balloon occlusion of the left anterior descending artery (LAD), followed by reperfusion. Furthermore, the protocol for several outcome parameters, such as cardiac function, hemodynamics, microvascular resistance, and infarct size, are also presented.
08:01
Compensatory Limb Use and Behavioral Assessment of Motor Skill Learning Following Sensorimotor Cortex Injury in a Mouse Model of Ischemic Stroke
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Cited by 6 •
2014
Mouse models have become increasingly popular in studies of behavioral neuroscience. As models advance, it is important to develop sensitive behavioral measures specific to the mouse. This protocol describes the Pasta Matrix Reaching Task, which is a skilled motor task for use in mouse models of stroke.
FAQs
Alignment connects each intended outcome to an assessment method capable of producing relevant evidence. Knowledge may be examined through written work, whereas skills or professional competencies can be examined through clinical observation or simulation. This connection helps educators judge achievement against the outcome rather than treating every assessment result as interchangeable.
Different methods reveal different aspects of achievement. Written examinations can provide evidence about knowledge, while clinical observations and simulations show how learners perform skills or demonstrate professional competencies. Reflective activities add evidence about development and learning. Considering these forms together gives educators a broader basis for identifying strengths, gaps, and readiness.
Explicit criteria make judgments more consistent by describing how performance will be evaluated. Educators can compare learner evidence with stated expectations, identify areas that meet the intended outcome, and recognize areas requiring development. In medical education, this clarity supports progression decisions and helps ensure that conclusions about readiness are linked to observable performance.
Begin by specifying the knowledge, skills, or professional competencies learners should achieve. Select assessment methods that can provide evidence of those outcomes, then apply clear criteria to the resulting performance. Finally, interpret the evidence to identify achievement and gaps. This sequence connects assessment planning with feedback, curriculum refinement, and teaching improvement.
Results show where learners demonstrate strengths and where performance falls short of intended outcomes. Educators can use that evidence to provide targeted feedback and adjust teaching strategies or curriculum elements that are not supporting achievement effectively. Repeated interpretation of results therefore links individual learner development with broader quality improvement in medical education.
In medicine, assessment evidence informs judgments about whether learners are developing the knowledge, skills, and professional competencies needed for further progression. Written examinations, clinical observations, simulations, and reflective activities can contribute relevant evidence at different stages. These judgments help educators evaluate readiness for clinical practice while encouraging continued development of safe and effective healthcare professionals.