Learning Outcomes

What are learning outcomes?

Learning outcomes refer to:

  • what students learn and what they are expected to know, understand, or be able to do as a result of engaging in the learning process
  • statements of achievement expressed from the learner's perspective
Learning outcomes should:
  • be achievable and measurable
  • connect directly to the assessment criteria that are used to judge achievement.
What learning outcomes are physiotherapy students expected to achieve?

Physiotherapy students are expected to achieve learning outcomes at a number of different levels:

  • Lecturers and clinical educators want students to achieve specific learning outcomes from each lecture, practical class or other learning experience;
  • Academic and clinical educators expect students to demonstrate learning outcomes above a threshold level in their courses;
  • Universities have requirements for successful graduation in physiotherapy;
  • The Australian Council of Physiotherapy Regulating Authorities (ACOPRA) maintains a consistent national approach to physiotherapy registration and acts as the custodian of the Australian Physiotherapy Competency Standards (APCS).
What do we need to tell students about learning outcomes?

Research shows that clear, explicit learning outcomes help students to learn effectively, give them a sense of direction and coherence in their learning, and increase their motivation.

Curriculum developers and teachers are advised to make learning outcomes explicit to students at all stages of their course.

In addition, we recommend that educators ensure that there is curriculum coherence at all stages of learning and teaching - from day-to-day classes to subject, course and program level. Further, this coherence needs to be explained and demonstrated to students. This may necessitate specially developed learning materials and the use of strategies, such as concept maps which demonstrate the connections between key concepts and ideas.

References on learning outcomes
Allan, J. (1996). Learning outcomes in higher education. Studies in Higher Education, 21(1), 93-108.
Biggs, J. (1999). Teaching for quality learning. Milton Keynes: Open University Press.
Ramsden, P. (2003). Learning to teach in higher education. London: Routledge Falmer.
Toohey, S. (1999). Designing courses for higher education. Buckingham: Open University Press & SRHE.