{"id":463,"date":"2026-10-21T11:01:55","date_gmt":"2026-10-21T11:01:55","guid":{"rendered":"https:\/\/apollohealthcareacademy.com\/blog\/?p=463"},"modified":"2026-10-22T04:49:33","modified_gmt":"2026-10-22T04:49:33","slug":"faculty-development-programme-in-allied-health-how-aha-trained-partner-university-faculty","status":"publish","type":"post","link":"https:\/\/apollohealthcareacademy.com\/blog\/faculty-development-programme-in-allied-health-how-aha-trained-partner-university-faculty\/","title":{"rendered":"Faculty Development Programme in Allied Health: How AHA Trained Partner University Faculty"},"content":{"rendered":"

Apollo Healthcare Academy (AHA) ran its faculty development programme in allied health in August 2026, with FlyHigh Educational Excellence Services, Bengaluru. Every session began with one question: what should students be able to do after learning this?<\/p>\n

More than forty educators from ten partner institutions spent twenty training days together: one week face to face at The Apollo University, Chittoor campus (3\u20137 August), then three weeks online, ending with the valedictory on 28 August. This post sets out what they learned and what they committed to take back to their classrooms.<\/p>\n\n\n\n\n\n\n\n\n\n\n\n
At a glance<\/td>\n<\/td>\n<\/tr>\n<\/thead>\n
Programme<\/td>\nFaculty Development Programme (FDP) on outcome-based and competency-based education<\/td>\n<\/tr>\n
Run by<\/td>\nApollo Healthcare Academy with FlyHigh Educational Excellence Services, Bengaluru<\/td>\n<\/tr>\n
When<\/td>\n3\u201328 August 2026<\/td>\n<\/tr>\n
Format<\/td>\nFour weeks, 20 training days: 1 week in person, 3 weeks online<\/td>\n<\/tr>\n
In-person week<\/td>\n3\u20137 August 2026, The Apollo University, Chittoor campus<\/td>\n<\/tr>\n
Participants<\/td>\nMore than 40 educators from 10 partner institutions<\/td>\n<\/tr>\n
Main topics<\/td>\nOBE, CBE, CO\u2013PO mapping, attainment, Miller\u2019s Pyramid, active learning, AI in teaching, microteaching<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Why Outcome-Based Education in Allied Health Goes With Competency-Based Education<\/h2>\n

The National Commission for Allied and Healthcare Professions (NCAHP) Act, 2021 and the National Education Policy (NEP) 2020 point allied health education towards defined competencies. If you want the background on the Act, read our note on the role of NCAHP and state councils<\/a>. Two approaches show how to get there.<\/p>\n

Outcome-based education (OBE) begins with what a graduate should be able to do, then builds the curriculum, the teaching and the exams backwards from that. Competency-based education (CBE) asks students to show, in a real or simulated task, that they can do it to the required standard. In a clinical subject the two belong together. An outcome says what the student must achieve, and a competency check shows whether they have.<\/p>\n

Week 1 on Campus: Quality by Design, Bloom\u2019s Taxonomy and Measurable Outcomes<\/h2>\n

The in-person week at Chittoor covered Quality by Design, the principle that quality is built into a curriculum, not checked afterwards. It moved on to Bloom\u2019s Revised Taxonomy, graduate attributes and measurable course outcomes (COs). A measurable outcome uses a verb you can observe, such as perform, interpret or calculate, rather than a vague one such as understand.<\/p>\n

Bedside teaching was demonstrated through Peyton\u2019s four-step approach, SNAPPS and Miller\u2019s Pyramid, with a district hospital and laboratory visit.<\/p>\n

Week 2 Online: Writing Course Outcomes and Linking Them to Programme Outcomes<\/h2>\n

In Week 2 participants wrote COs, linked each to a programme outcome (PO), mapped exam questions back to them and calculated attainment. Model POs were drafted for B.Sc. Medical Laboratory Technology and B.Sc. Respiratory Therapy Technology, and 24 teaching\u2013learning methods were matched to their best uses.<\/p>\n

CO\u2013PO Mapping and Attainment, Explained<\/h2>\n

A course outcome says what a student can do after one course. A programme outcome says what a graduate can do after the whole degree. CO\u2013PO mapping puts each CO against the POs it supports. Many institutions score every link on a 1\u20132\u20133 scale: 3 for a strong link, 2 for a moderate one, 1 for a slight one, and blank where there is none. The result is a grid that shows which programme outcomes a course covers and which it leaves out.<\/p>\n

Attainment asks whether students actually reached each outcome. Direct evidence comes from tests, assignments and practical exams. Indirect evidence comes from surveys, such as an exit survey. The department sets its own target and decides how much weight each kind of evidence carries. In the programme, every calculation ended in an action plan, so a low result led to a change in teaching and not just a figure in a file.<\/p>\n

Miller\u2019s Pyramid: Why a Written Test Is Not Enough<\/h2>\n

Miller\u2019s Pyramid (1990) describes four levels of clinical competence: knows, knows how, shows how and does. Take drawing a blood sample. A student can list the steps, explain why each matters, carry them out on a simulator, and finally do it on a ward with a patient. A written test reaches the first two levels. A simulation or practical exam reaches the third. Only observation at work shows the fourth, which is why a written test alone cannot show what a learner does with a patient.<\/p>\n

Learning by Doing: Active-Learning Methods<\/h2>\n

Facilitators mostly taught each method by using it, not by describing it. Teams built Bloom\u2019s six levels from balloons, straws and tape. Gallery walks, think\u2013pair\u2013share, Crazy 8 ideation and escape-room design ran alongside 30+ digital and artificial intelligence (AI) tools, such as Padlet, Slido and Kahoot.<\/p>\n

Week 3 Online: The Programme\u2019s Rule for AI in Teaching<\/h2>\n

Week 3 put AI to work: prompt writing, case-based learning, multiple-choice items, Objective Structured Clinical Examination (OSCE) rubrics and flipped classrooms. One rule guided it: a tool should reduce cognitive load, not cognitive effort. Handing over the mechanical part of a task is fine. Handing over the thinking is not. Our blog on AI in healthcare<\/a> covers the same point from the student\u2019s side.<\/p>\n

The same week introduced the INSPIRE framework (intend, nurture, stimulate, practise, improve, reflect, empower) and triangulation. Direct assessment shows the skill, indirect assessment shows how it is perceived, and one source alone never proves attainment.<\/p>\n

Week 4 Online: Microteaching and the Commitments That Followed<\/h2>\n

Week 4 covered inclusive communication, learner diversity, academic integrity and intellectual property. Then participants taught 10\u201315 minute microteaching sessions with stated objectives and a formative check. Topics were the biological effects of ionising radiation, competency-based learning, tuberculosis testing, obstructive sleep apnoea, Basic Life Support and acute kidney injury.<\/p>\n

Each participant submitted a professional growth portfolio with dated commitments:<\/p>\n