2017 Volume 33 Issue 3 Pages 184-197
Abstract Since Fukuoka Dental College was selected for “Theme Ⅱ : Visualization of learning achievements” of the Acceleration Program for University Education Rebuilding created by the Ministry of Education, Culture, Sports, Science and Technology in 2014, we have begun linking the action goals of all courses with our diploma policy along with the competency of bachelor students and quantifying the level of achievement, in order to visualize learning outcomes. However, our existing diploma policy is an abstract and general concept, not clearly indicating outcomes after the achievement of specific action goals. Therefore, we believe that it may be difficult to clearly understand the competency acquired upon achieving these action goals, suggesting the possibility that the goals might not be clear. Accordingly, we attempted to combine the element “what students will become capable of doing upon learning” into the existing curriculum ; that is, setting what kind of abilities students will be capable of showing at the time of graduation as a graduation outcome, in addition to showing the relationship thereof with action goals. In so doing, it is expected that the goals of education and learning will become clearer and that a qualitative assessment of goal achievement, rather than a quantitative one, will be able to be made.
In order to introduce the concept of outcome-based education into process-based education, we began designing graduation outcomes from 2015, and in 2016, we added 6 competencies and 65 competencies which reflect the opinions of students and faculty members along with the competency of bachelor students, so that they are linked to the action goals of the existing syllabus. The new syllabus clarifying the relation between graduation outcome and action goals started being used from 2017. We report on the creation process and achievement thereof.
