153 International Journal of Human and Health Sciences Vol. 06 No. 02 April’22 Editorial: TEA to Entertain Outcome Based Education for 21st Century Educators to Produce Safe Human Capitals for a Sustainable Global Development. Salam A Keywords: TEA, Outcome-based education, Safe human capitals, Sustainable global development. Correspondence to: Dr. Abdus Salam, Associate Professor and Head, Medical Education Unit and Com- munity Medicine Unit, Faculty of Medicine, Widad University College, Kuantan, Pahang, Malaysia. Email: abdussalam.dr@gmail.com, ORCID ID: https://orcid.org/0000-0003-0266-9747 International Journal of Human and Health Sciences Vol. 06 No. 02 April’22 Page : 153-154 DOI: http://dx.doi.org/10.31344/ijhhs.v6i2.437 Education is a broad concept comprised of both teaching and learning. Teaching is an interaction between a teacher and learners in order to provide opportunities for learning. Learning is a process that leads to change in the learners’ behaviour as a result ofexperience and teaching1. Outcome- based education (OBE) is a teaching-learning methodology where teaching and assessment methods are planned and aligned to achieve the stated or expected objectives. The achieved objectives are the learning outcomes. Well written learning objectives are the heart of any curriculum, and learning outcomes can be pre- specified if constructed clearly2. The OBE focuses on the assessment of students’ learning outcomes at different cognitive, affective and psychomotor levels. Teaching is a difficult multifaceted task where teachers play many roles3.The role of the teachers here adjusts into instructor, facilitator and assessor. In OBE the desired outcomes of teaching are spelled out clearly and unambiguously at the beginning of teaching in order to bring the expected changes in the learners. Teachers are the scholarly assets of educational institutions, and teachers’ development program by the institutions is fundamental for its educational development4. Implementing OBE is a challenging task, and it cannot be attained without proper teachers development5,6. Clear communication is an important issue here7. This paper briefly highlights the importance of three key teaching practices that promote OBE and thereby ensure the production of safe or competent and confident graduates. The purpose of teaching is to facilitate learning, while the purpose of stating the learning outcomes at the beginning of teaching is to communicate in order to facilitate learning. However, excessive details or a vague statement of learning outcomes is a common educational concern. Among the difficulties facing educational institutions is how the curriculum should be customized4. The sort of outcome-contents that has to be covered, the mode of delivery of selected contents and the assessment strategies that need to be adopted must be clearly articulated before to promote OBE8. Just like everyone needs nourishment in order to function properly, the art of teaching as well needs its share of nourishment for adequate functionality. To ensure proper implementation of OBE during teaching, this nourishment could be best served in the form of TEA: the acronym of Tell, Explain, Assess9-11. Telling the learning outcomes of teaching topic to the students at the beginning is necessary for filtering the important contents from the unimportant ones. Explaining the topic using different audio-visual aids and relevant examples during teaching is crucial for better understanding of the topic.Assessment drives learning and learning drives practice6. It is vital to assess how much students grasped from what has been told and explained during teaching. Question is how to assess during teaching? The simple answer is by asking questions and making the communication two way ensuring a supportive learning environment. Assess the students’ learning progress during teaching and it is important to reshape or improve the teaching practices based on assessment results. Additionally, it is of utmost-importance to summarise the topic before closing the teaching session to refine something if missed early; it is also encouraged to provide International Journal of Human and Health Sciences Vol. 06 No. 02 April’22 154 resources to the students for further readings in their convenient. So, TEA can be used by the educators as an entertaining agent to remember the three important key practices‘tell, explain and assess’that need to be ensured during teaching to promote OBE. Teaching is a profession that creates other professions3. The aim of OBE is to make clear link between education and practice such that education is made-to-order to the requirement of practice12. This paper offers TEA as nourishing agent for the 21st century educators around the globe in order to execute OBE by remembering three key teaching practices ‘tell, explain, assess’ and improve the teaching based on assessment result at individual and institutional level, ultimate aim of which is to produce competent and confident or safe human capitals for a sustainable global development. Funding No funding was received for this paper. Conflict of Interest The author declared no conflicts of interest. Authors’ Contribution The author conceptualised, designed,drafted and finalised this paper and approved for submission to the Journal for publication. Reference: 1. Ambrose S, Bridges M, DiPietro M, Lovett M, & Norman M. How learning works: 7 Research-Based principles for smart teaching. San Francisco: Jossey-Bass. 2010. 2. Salam A. Issues of objectives, content, methods and assessment in the development of relevant curriculum in medical schools. Malaysian Medical Association (MMA) April 2010;22-24. 3. Salam A, Begum H, Zakaria H, Allaw BAQ, Han T, Algantri KR, Mofta AG, Elmahi MEB, Mohamed EME, Elkhalifa MAA, Zainol J. Core Values of Professionalism among Fresh Medical Graduates in a Malaysian Private University. Int J of Human and Health Sci. 2021; 05(04): 463-472. DOI: http://dx.doi. org/10.31344/ijhhs.v5i4.358 4. Salam A, Mohamad N, Siraj HH, Kamarudin MA, Yaman MN, Bujang SM. Team-based learning in a medical centre in Malaysia: Perspectives of the faculty. Natl Med J India 2014; 27(6):350. 5. Salam A, Allaw BAQ, Begum H, Abdelhalim AT, Alsharkawy A, Hassan KM, Satwi S, Zainol J. Audit on clinical competency of fresh medical graduates in a Malaysian private university using Kirkpatrick level-1 evaluation model. Education in Medicine Journal 2021;13(4): 57–70. https://doi.org/10.21315/ eimj2021.13.4.5 6. Salam A, Mohamad MB. Teachers’ perception on what makes teaching excellence: impact of faculty development programme. Int Med J. 2020; 27(1): 1–4. 7. Yousuf R, Salam A. Teaching medical education during the era of COVID-19 pandemic: challenges and probable solutions. Bangladesh J Med Sci. 2021; 20(Special Issue on COVID-19): 3-6. DOI: https://doi. org/10.3329/bjms.v20i5.55394 8. Harden RM. AMEE Guide No. 14: Outcome-based education: Part 1-An introduction to outcome-based education, Medical Teacher 1999; 21(1): 7-14. DOI: 10.1080/01421599979969 9. Zainol J, Salam A. An Audit on Mentor- Mentee Program: Mentees Perceptions on Mentors. Bangladesh J Med Sci. 2021; 20(4): 840-847. DOI: https://doi.org/10.3329/bjms. v20i4.54143 10. Salam A. Best teaching method used, very good in teaching, the best lecturer ever: secrets of teaching online during COVID-19 pandemic. Int J of Human and Health Sci. 2021; 05(04): 377-380. DOI: http://dx.doi. org/10.31344/ijhhs.v5i4.346 11. 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