Knowledge and perceived level of readiness of the faculty members of De La Salle Health Sciences Institute - College of Rehabilitation Sciences for an outcome based education

Date of Completion

2015

Document Type

Thesis

Degree Name

Bachelor of Science in Physical Therapy

Keywords

Competency-based Education, College Faculty

Abstract

This study used a descriptive quantitative design to measure the knowledge of the faculty members as to OBE definition and OBE characteristics, while level of readiness was measured in terms of developing teaching and learning materials, teaching strategies and teaching assessment. It also described the respondents as to their personal profile and work profile. In order to determine the knowledge and readiness of the faculty members of the College of Rehabilitation Sciences regarding the implementation of outcome-based education, the respondents included in the study are all the faculty members from different department (Physical Therapy, Occupational Therapy and Speech and Language Pathology) regardless of their length of service in the institution. Clinical preceptors from all departments and faculty members from Basic Medical Sciences Unit were not included in the study. Data gathering instruments were divided into two divisions: the general data and the questionnaire proper with the use of a yes-no question was used to identify the knowledge of the respondents and the use a 5 point Likert scale was used to assess the level of readiness of the faculty members. Frequency distribution and mean were used to analyze the data. Results showed that most of the respondents are more knowledgeable in determining OBE characteristics with a fair level of knowledge compared to determining OBE definitions with only a low level. Generally, there is an overall low level of knowledge for OBE in the CRS departments. For overall readiness, there is a readiness to a moderate extent in teaching and learning materials which is a moderate indicator of readiness for OBE teaching strategies and assessments. Moreover, there is an overall readiness to a great extent for OBE implementation among CRS departments. In conclusion, the faculty members will greatly benefit from a faculty development program regarding OBE to improve their knowledge and level of readiness in the implementation and delivery of outcome-based education. There should be a continuous monitoring of the OBE implementation and evaluation to regularly identify possible modifications, improvements and the focus of faculty development.

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