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Goals and Objectives

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

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Goals and Objectives

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

  2. Gary Larson Far Side

  3. 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

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

  5. 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

  6. Objectives • What it takes to get to the goal

  7. 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

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

  9. 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

  10. What does it take to get to the Goal?

  11. Blooms Taxonomy • Cognitive-Knowledge • Affective-Attitudes • Psychomotor-Skills

  12. 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

  13. http;//www.odu.edu/edu/llschult/blooms_taxonomy.htm

  14. Anderson and Krathwohl 2001

  15. Affective • Attitudes • Beliefs • Emotions • Expectations • Relationships

  16. Psychomotor • Using and coordinating • Skeletal muscles • Vision • Hearing • Speech • Touch

  17. Psychomotor • Precontrol • Control • Utilization • Automation

  18. 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

  19. 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

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

  21. 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

  22. When to use goals and objectives Planning Implementing Evaluation

  23. Planning • Time • Place • Learners • Resources

  24. 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

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

  26. 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

  27. Communicate Your Goals and Objectives

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