TRADITIONAL
APPROACH |
PERFORMANCE BASED
APPROACH |
|
|
Curriculum |
Curriculum |
Curriculum derived
from expertise of instructors and texts. Divorced from real-life practice setting or
behind current needs.
“When I arrived at the clinic, I had to take what
I learned in school and throw
it out the window. Then I rolled up my sleeves and learned
how to really do my job.” |
Curriculum derived in part from job task analysis developed by high
performing practitioners. It is grounded in real-life practice settings--it’s
up-to-the-minute.Cc
“No one knows a job better than the
people who do it. |
Learner’s Expectations |
Learner’s Expectations |
| Instructional
objectives: Vague objectives developed by instructor. |
Performance
criteria: Detailed specifications of “what does the performance/competency look like
when it is being done well?,” developed primarily by veteran health workers and
supervisors. |
Evaluation |
Evaluation |
| Evaluation is usually based on
knowledge, often measured by memorization of written facts. |
Evaluation is based on
performance measured using outcome performance criteria. (Example: role play scenarios for
evaluation of competencies) |
The Results |
The Results |
A knowledgeable learner.
“She was a straight “A” student, but she
just couldn’t hold a job in our clinic.” |
Competent practitioner.
“The student’s performance exam results
showed us that she could do the job and do it well.” |
Individual Progress |
Individual Progress |
| Lock-step: All learners progress
through pre-set class requirements at the same rate and sequence. |
Flexible and needs-based.
Consistent results guaranteed by ability to perform critical competencies. Learning made
much more efficient because: · Experienced
practitioners can verify competency and only take what they need;
· Learners can tap into many learning modes and
locations: self-study “merit badges,” on-the-job learning, etc. |