WRITING GOALS AND OBJECTIVES

Joanne Hamilton, BHEc, RD, CDE, Med Department of Medical Education

NOT OBSTRUCTIONAL INSTRUCTIVES

OBJECTIVES

Contrast learning objectives vs. learning goals. Write a clear learning goal statement. Write a learning objective that contains the four

components of the “ideal” learning objective in each of the three learning domains.

Write learning objectives that demonstrate Bloom’s higher levels of thinking.

A LEARNING GOALS IS:

Broad educational statements fitting the mission and description of the course, focusing on what is to be learned.

What the student will know and be able to do at the end of the course.

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ACTIVITY Write a program goal or learning goal for your rotaton Think about what you want the learner to do after

your course.

INSTRUCTIONAL OBJECTIVE

“Statement that describes what the learner will be able to do, after completing a prescribed unit of

instruction”

INSTRUCTIONAL OBJECTIVES May also be called performance objectives, behavioral

objectives. Specific - describes very precisely what the learner is

expected to do. Outcome based – what the student should be able to do

after instruction. Measurable – outcomes that can be measured.

WRITING A GOOD OBJECTIVE Rule #1 – A good objective clearly communicates

your intent and leaves little room for misunderstanding. Avoid using words that are open to many interpretations, stick to the words that are more concise.

RULE #2: There are four components that that help communicate intent when writing an objective: They called these the ABCD's of instructional objectives.

OBJECTIVES: FOUR ELEMENTS

A – Audience B – Behavioural C – Conditional (unit of instruction; required

supplies/equipment) D – Degree (expected level of accomplishment)

INSTRUCTIONAL OBJECTIVES EXERCISE

The student will indicate four methods for empathizing with the patient’s fears

The instructor will explain the basic principles underlying the legal requirements for medical records

A B D

After viewing the video presentation and given the necessary equipment, the student will measure and record the systolic and diastolic pressures of one of the students in the class

C

D A B

C

any

B

KEY BEHAVIOURAL WORDS

Knowledge – define, demonstrate, describe, discuss, explain, identify, list, locate, observe, record, report, review, summarize

Application – apply, classify, draw, employ, measure, operate, perform, practice, use, write

Problem Solving – analyze, calculate, compare, contrast, create, criticize, design, evaluate, formulate, synthesize

DOMAINS OF LEARNING LEVELS OF COMPLEXITY

Cognitive Domain

Psychomotor Domain

Affective Domain

Knowledge Level

Recall Comprehend

Observe Imitate

Receive Respond

Application Level

Apply Use

Practice Value

Problem-solving Level

Analyze Synthesize Evaluate

Adapt Originate

Organize Character

ACTIVITY Here are some examples of instructional

objectives: There is always room for improvement…What would you add to improve these objectives? Can you identify the ABCDs?

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KNOWLEDGE

By the end of the Neurology rotation, the learner will plan an approach to the evaluation and management of dementia that is cost-effective (an approach that includes at least six of the eight elements listed in the clinical practice guidelines).

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ATTITUDES

By the end of the internal medicine rotation the resident will have identified their attitudes and beliefs regarding HIV patients who are drug abusers and will have discussed with their colleagues and attending physicians how these might influence their management of such patients.

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SKILLS

By the end of the rotation, all residents will have demonstrated proficiency in assessing alcohol abuse by utilizing all four of the CAGE questions in patients who are suspected to be alcohol abusers. These skills can be assessed by direct or videotaped observation by an instructor.

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MEASUREABLE You can improve instructional objectives by

making them more easily measurable. General The learner will be able to orally present a new

patient's case

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MORE SPECIFIC

The learner will be able to orally present a new patient's case in a logical manner, chronologically developing the present illness, summarizing the pertinent positive and negative findings as well as the differential diagnosis and plans for further testing and treatment.

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BLOOM’S TAXONOMY A useful tool for writing objectives A list of verbs. Categorized based on the level of learning

desired. Start out at a lower level, (knowledge), and

progress to higher-level learning, (evaluation).

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KEY BEHAVIOURAL WORDS Knowledge – define, demonstrate, describe, discuss,

explain, identify, list, locate, observe, record, report, review, summarize

Application – apply, classify, draw, employ, measure, operate, perform, practice, use, write

Problem Solving – analyze, calculate, compare, contrast, create, criticize, design, evaluate, formulate, synthesize

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PRACTICE Write three objectives for a rotation in your

program Write one objective in each of the three domains

(cognitive, affective, or skills) Write the objectives at the problem solving level Identify the ABCD Share with your neighbor and ask for suggestions for

improvement.

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SUMMARY Reviewing our Objectives: Compare and contrast learning objectives vs.

learning goals. Write a clear learning goal statement. Write a learning objective that contains the

four components of the “ideal” learning objective in each of the three learning domains.

Write learning objectives that demonstrate Bloom’s higher levels of thinking. 23