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This introduction provides an overview of learning objectives, their importance, and how to write them. It also explores the three learning domains and discusses course objectives and supporting objectives.
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Introduction • What are learning objectives? • Have you ever written objectives? • Easy to write? • Look at Figure 2-1.
Objectives • Identify the knowledge, skills, and attitudes to be learned in your course • Write course objectives • Write supporting objectives
Learning Domains • Knowledge: What we know (also known as the cognitive learning domain). • Skills: What we do or perform (also known as the psychomotor learning domain). • Attitudes: How we feel about what we know and do (also known as the affective learning domain).
Course Objectives #1 • An objective—also known as a main objective, primary objective, or course aim—that describes in clear, measurable terms what students should know and be able to do after completing the entire course. • A course may have one or several course objectives.
Course Objectives #2 Course objectives often encompass knowledge, skill, and attitude areas or domains, and should relate to one or more of the core competencies for the overall academic program.
Supporting Objectives • An objective (also known as a secondary, specific, instructional, or enabling objective) that supports the main objective by describing the specific knowledge, skills, and attitudes that students must master to achieve the main objective. • Let’s look at Figure 2-2.
Write Course Objectives • Course objectives relate directly to the core competencies required for an academic program. • A course objective is fairly broad and may encompass knowledge, skill, and attitude components. • Let’s look at an example ---->>>>
Sample Course Objective After completing this course, the student will be able to assess, classify, and treat a sick child in an effective and integrated manner.
Parts of a Course Objective • When to demonstrate the knowledge or perform the skill (After completing this course). • Who will demonstrate competency (the student). • What will be demonstrated (action verbs – assist, administer, insert).
Sample Course Objective • After completing this course,the student will be able to assist with a normal childbirth. • See the “when” – the “who” – and the “what”?
Objective Evaluation Component • A description of how well the performance must be demonstrated (the standard). • This evaluation component is known as the objective’s standard or criterion of performance. • May be in each course objective OR may have overall assessment criteria in the course syllabus.
Another Example After completing this course, the student will be able to assist with a normal birth according to the checklist for normal childbirth.
Parts of a Supporting Objective • Specific action to be taken (see action verbs in Table 2-1) • Object of the action (the specific information, skill, or attitude the students are expected to know or demonstrate to meet the course objective)
Examples • Label a diagram with the organs of the male and female reproductive systems • List the signs of correct positioning and attachment for breastfeeding • Describe how to counsel an adolescent about STIs • Demonstrate how to put a condom on a penis model • Identify the signs and symptoms for each severe classification in the Integrated Management of Childhood Illness (IMCI) clinical guidelines
How Many Supporting Objectives? • If you have 40 students in a course (or clinical rotation) and 10 of your supporting objectives require that you directly observe and assess the students’ competence, you will be making 400 observations! • So how do you determine the number of objectives? (let’s look at the next slide)
Answer these questions… #1 • How many students are in your course? • Is there a practical component of your course (i.e., simulation lab, working with patients in a clinic)? • Are there other teachers or students who can assist with skills demonstrations and skills practice sessions?
Answer these questions… #2 • Are there other teachers who can assist with administering knowledge and skills assessments? • Are there clinical instructors or preceptors who can assist with skills demonstrations, practice, and assessments during clinical rotations?
Organize Supporting Objectives • Simple to complex • Performance order • Related objectives • Look at Samples 2-1 and 2-2.
Summary • What are the 3 learning domains? • What are the 2 levels of objectives we are using? • What are the 4 parts of a course objective? • What are the 2 parts of a supporting objective? • How can you order your supporting objectives? • Ready for an activity? -------------->>>
Activity • Let’s develop one or more course objectives. • Locate a topic in your curriculum that will form the basis of a course objective. • For each course objective, develop several supporting objectives. • Put your objective on a flipchart to share.
