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Developing Goals, Objectives, and Competencies

This article explains the differences between goals, objectives, and competencies in educational settings. It discusses the importance of outcome-oriented principles and the use of the "backwards design" concept in developing goals, objectives, and competencies. It also provides an overview of Bloom's Taxonomy for objectives and the SMART pneumonic for outcomes.

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Developing Goals, Objectives, and Competencies

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  1. Developing Goals, Objectives, and Competencies Clark Denniston, MD Executive Assoc Dean for GME DIO UNC Hospitals

  2. Apples and Oranges, or…

  3. Goals and Objectives are not the same • Competencies are also different, but linked to G and O • Outcome-Oriented educational principles are critical to understanding Competencies • Use “backwards design” concept to frame the process of developing G, O, C • Bloom’s Taxonomy for Objectives • SMART pneumonic for Outcomes

  4. Definitions

  5. Goals • Broad and overarching statements about what you desire to achieve with your curriculum • May include: • Background • Rationale • Philosophy • Performance expectations

  6. Objectives • Clear, brief, action-verb framed specific knowledge, skills, and attitudes that are intended results of education • Differ from Goals in terms of specificity • Often a number of Objectives are defined for each Goal • Bloom’s Taxonomy gives a cognitive framework to write objectives

  7. Bloom’s Taxonomy (Revised) Higher Order Cognitive Process

  8. Competencies • Measurable endpoints of actual achievement of learning • Discrete “musts” • Action words describing what knowledge, skill or attitude is to be demonstrated • Include the criterion for acceptable performance (rubric)

  9. Competency-based Education

  10. Outcome-Oriented Education Passive Active

  11. “You have to know where you are going before you can decide how to get there”

  12. Backwards Design

  13. Identify Desired Results

  14. Determine Acceptable Evidence

  15. Plan • Learning

  16. Competency = Outcome

  17. Order of Development First step  Goals Second step  Competencies(Outcomes) Third step  Objectives

  18. Why? First step  Goals  provide general direction for competencies Second step  Competencies/Outcomes establish final destination “backwards design” Third step  Objectives define actions necessary to reach the Outcomes

  19. SMART • Specific • Measureable • Attainable • Relevant • Time-Sensitive

  20. Non-medical SMART outcome Cooking Class 101 – Knife Skills By the end of a one- hour workshop, all participants will be able to demonstrate 4 core knife skills with a 9 inch chef’s knife: honing of the blade with a sharpening steel, correct hand position to protect fingers of the non-dominant hand, “tip-to-tang” slicing technique to julienne green peppers, and double hand “rocking chop” to finely chop Italian parsley.

  21. You have to know where you are going before you can decide how to get there

  22. Outcomes

  23. 3 Steps to Educational Success • Understand that Competencies = Outcomes • Understand the different purposes of “Goals” vs. “Objectives” in defining the path toward Outcomes • Employ “backwards design” using the SMART pneumonic to define Outcomes and Bloom’s taxonomy to define Objectives

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