Biomedical Laboratory Science students help faculty develop transparent intended learning outcomes

Henriette Lorenzen, Jesper Glarborg Bahrenscheer, Marianne Ellegaard

Publikation: Konferencebidrag uden forlag/tidsskriftAbstraktForskningpeer review


Intended learning outcomes (ILO) refer to knowledge, skills, and competencies, which students should achieve by the end of a particular course. We encourage students to use ILOs as a guideline for their studies. It is our experience that students frequently find ILOs overwhelming and struggle to understand course expectations.
At the Biomedical Laboratory Science program at University College Copenhagen, the current ILOs of all courses are written by teams of clinical teachers and campus faculty.
The aim of this study was for faculty to gain insight into students´ perspectives on the clarity and transparency of ILOs across different courses. Student recommendations will assist faculty members to develop consensus in the process of harmonizing the articulation of ILOs.

Summary of work
A questionnaire was distributed to all students (n = 397) to explore the comprehensibility and usefulness of ILOs. Based on the answers (n = 86), we developed a template for writing ILOs. First drafts of the new ILOs were given to selected students (n = 7) for further feedback. In addition, teams of faculty members provided peer feedback on ILOs of each other's courses. The framework was revised based on both student and faculty member feedback.

Summary of results
One third of the students disagree/strongly disagree that ILOs are comprehensible. Qualitative data confirmed that students find it difficult to understand the use of language and to identify the level of understanding. Additionally, students pointed out that ILOs were either too specific, too vague, too many or too few.
Peer review between faculty members across courses contributed to 1) clear and concise ILOs articulated in a student-friendly language, 2) a reduced number of ILOs with a separate description of content.

Discussion and Conclusion
Student involvement guided faculty in identifying key problems with the current ILOs and indicated that formulations of ILOs varied across courses.
Collaboration through a peer review process between faculty members helped build a common understanding of well-written student-centered ILOs.


Konference7th International Conference on Faculty Development in the Health Professions


  • Uddannelse, professioner og erhverv
  • Intended learning outcomes