AMEE Guide No. 14: Outcome-based education: Part 5 - From competency to meta-competency: a model for the specification of learning outcomes

Increases attention is being paid to the specification of learning outcomes . This paper provides a framework based on the three-circle model: what the doctor should be able to do ('doing the right thing'), the approaches to d oing it ('doing the thing right') and the development of the individual as a professional ('the right person doing it'). twelve learning outcomes are specified, and these are further subdivided. The different outcomes have be en defined at an appropriate level of generality to allow adaptability to t he phases of the curriculum, to the subject-matter, to the instructional me thodology and to the students' learning needs. Outcomes in each of the thre e areas have distinct underlying characteristics. They move from technical competences or intelligences to meta-competences including academic, emotio nal, analytical, creative and personal intelligences. The Dundee outcome mo del offers an intuitive, user-friendly and transparent approach to communic ating learning outcomes. it encourages a holistic and integrated approach t o medical education and helps to avoid tension between vocational and acade mic perspectives. The framework can be easily adapted to local needs. It em phasizes the relevance and validity of outcomes to medical practice. The mo del is relevant to all phases of education and can facilitate the continuum between the different phases. it has the potential of facilitating a compa rison between different training programmes in medicine and between differe nt professions engaged in health care delivery.