Goals and Objectives Sarah A. McCarty MD February 29, 2008

Gary Larson Far Side

Objectives Differentiate between goals and learning objectives Describe characteristics of well written objectives Write objectives that can be linked to outcome measures Integrate Blooms taxonomy into objectives Discuss phases in teaching in which goals and objectives are useful

Goal General statement of ultimate outcome –Global or Broad statement –Involves multiple learning objectives –May not be directly measurable more implied measurement

Examples of Goals –The goal of the medical school curriculum is to enable students to deliver quality medical care in a supervised environment –The goal of the Introduction to Physical Exam course is to enable students to obtain a medical history and perform a physical examination –The goal of the ear exam lecture is to enable students to perform a normal ear exam

Objectives What it takes to get to the goal

Learning Objectives Clear, Concise, Specific Statement Observable student behaviors Measurable so it can be evaluated Contribute to the goal Also known as performance objectives or competencies

Objectives Learner centered Behavioral terms/ action verbs One statement-one objective Realistic for time allotted Learner appropriate

Examples of Learning Objectives At the end of this lecture the first year student will be able to: –1. Identify the normal landmarks of the tympanic membrane –2. Demonstrate the proper way to hold an otoscope –3. Position the patients head properly when observing the tympanic membrane

What does it take to get to the Goal?

Blooms Taxonomy Cognitive-Knowledge Affective-Attitudes Psychomotor-Skills

Cognitive Factual knowledge-recall and memorize Comprehension-translate from one form to another Application-apply or use information in a new situation Analysis-examine a concept and break it down into parts Synthesis-put info together in a unique way Evaluation-make judgments using standards of appraisal

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Anderson and Krathwohl 2001

Affective Attitudes Beliefs Emotions Expectations Relationships

Psychomotor Using and coordinating –Skeletal muscles –Vision –Hearing –Speech –Touch

Psychomotor Precontrol Control Utilization Automation

Writing Learning Objectives Three characteristics of objectives: –Behavior-Describe the competency to be learned in performance terms: Choose your verb wisely –Conditions-Conditions under which the learner will be expected to perform –Criterion-how well a student must be able to perform to be judged adequate

Choosing Your Verb Should reflect the domain In cognitive domain should reflect level of learning expected Should be clearly measurable – Do not use learn, understand etc Drives your evaluation tool/outcome measure

Learning Objectives Format Stem List of learning objectives starting with a verb and finishing with content Conditions How well

Example At the end of this lecture the first year student will be able to: –1. Identify the normal landmarks of the tympanic membrane when shown a picture of the tympanic membrane –2. Demonstrate the proper way to hold an otoscope –3. Position the patients head properly when observing the tympanic membrane

When to use goals and objectives Planning Implementing Evaluation

Planning Time Place Learners Resources

Implementing Instructional objectives In small groups the proper way to hold the otoscope will be demonstrated In lecture the students will be shown a picture of the TM and landmarks will be reviewed In small groups students under supervision and using the UK checklist will practice the ear exam on standardized patients

Evaluation Outcome measures Based on the verb used and the expected level of learning Clearly linked to learning objectives

Evaluation The student will be given a picture of a tympanic membrane and asked to identify the landmarks In an OSCE exam the student will be asked to examine the ear and checklist item will include tilting head to opposite side

Communicate Your Goals and Objectives