Class Session 3: Objectives and Goals

Curriculum Design in Medical

Education

September 25, 2017

Agenda The relationship of

goals and objectives to

other elements of curriculum

design

Using backward design to

create your desired

outcomes for learners

Writing Goals and Learning

Objectives

Bloom’s Taxonomy

Cognitive, Affective, and Psychomotor

Domains

You try!

Learning Goals

and Objectives

Instructional

Strategies

Feedback and

Assessment

In integrated course design, these three

elements are in perfect harmony

What do you want your

learners to be able to KNOW

or DO at the end of your

lesson, rotation, or course?

GoalsAre written as

broad statements of purpose or

intent Answer the question, “What

do I want my learners to be

able to do at the end of my course?”

Serve as criteria for selection of

curricular components

(assessments & learning

strategies)Clearly communicate what

the learning experience addresses

Serve as benchmarks

against which courses can be

evaluated

Can be considered

“broad” educational objectives

Goals Differ from Learning Objectives

Goals

Learning

Objectives

Can use verbs such

as “understand,”

“know” or

“appreciate”

Often begin with a

purpose statement,

The purpose of this

course is ….

Use strong, action-oriented

verbs in one of three domains

of learning:

Cognitive (knowledge)

Psychomotor (skill and

behavior)

Affective (attitudinal)

Can also be related to

process or desired outcomes

of the learning experience

A well-written objective answers

the question:

Who will do how much (or

how well) of what by when?

Hint: When writing your

objective, begin with

“By when”

Example of a learning objective for our

course

At the end of this course (condition),learners will be able to design a learning experience (desired behavior) that successfully integrates goals and objectives, learning strategies, and assessments according to the rubric provided. (performance standard)

See if you can identify

Who will do how much (or how well) of what by when

Anderson and Krathwohl, 2001; Krathwohl, 2002

Categories

of

Objectives

Learner (or Learning)

Objectives -KSAs

• What individuals will learn within the instructional setting

Process Objectives

• What will be accomplished by your learning experience (outputs)

Outcome Objectives

• Indicators of impact, such as health, healthcare, and patient outcomes

Before this class, you drafted

your goals and objectives

Focus on a specific group of learners to

develop

3-5 overall “course”

goals

Develop learning

objectives for what you want your

learners to be able to do

12

Paired Dialogue

Describe your curricular design project to someone in the class who is unfamiliar with it.

What is the major goal of your program? Share with them.

Show them 1 or 2 goals that you have prepared.

Describe 1 or 2 learning objectives that address at least one program goal.

Ask the person to suggest one or two instructional strategies that you might use to accomplish these objectives.?

Practice with these

examples from former TiME

participants!