Background: Outcome-Based Education (OBE) has become essential in reshaping medical training, driven by evolving practices, changing patient expectations, and increased legal accountability in healthcare. OBE is notably impactful in specialties like Obstetrics and Gynecology, demanding precision and adaptability. Materials and Methods: This peer review involved examining literature on OBE across various medical fields, with a focus on Obstetrics and Gynecology. Using PubMed and the University of Limerick library database, searches included terms related to OBE, curriculum development, and educational assessments. Only fully accessible articles in English were reviewed, ensuring a focus on comprehensive studies. Results: The shift from volume-based to competency-based training is profound in Obstetrics and Gynecology. Tools like the Mini-Clinical Evaluation Exercise (Mini-CEX) and Objective Structured Assessment of Technical Skills (OSATS) are critical for objectively evaluating competencies in real-time settings. Despite their role in meeting contemporary medical standards, challenges persist, including discrepancies between intended and actual training outcomes, variable effectiveness of assessment tools, and a tendency for evaluations to become simplistic checklists. Continuous refinement of these tools is necessary to accurately measure competencies. Crucially, the successful adoption of OBE relies on full trainer engagement and their integration into the transition process. Conclusion: OBE represents a substantial evolution towards structured and measurable training goals in medical education. Successful implementation depends on adapting and rigorously evaluating educational strategies to match the dynamic medical training landscape.