|
How
to Write a Clear Learning Objective – A Suggested Approach
Step
One: Learning
objectives begin with the phrase.
“By
the end of the conference, the participant will be able.....”
Step
Two: Connect
step one with an action verb or a phrase which communicates the performance by
the learner ( see sample verbs listed below)
Step
Three: Finish
with the specifics of what the learner will be doing when demonstrating
achievement or mastery of the objective.
SAMPLE
VERBS
COGNITIVE
THOUGHT PROCESSES
SIMPLE <------------------------------------------------------------->
COMPLEX
Knowledge
Comprehension Application
Analysis Synthesis
Evaluation
Sample performance verbs:
Knowledge:
recall, select, identify, define, list, state, indicate, draw, match,
name, record, relate.
Comprehension:
discuss, describe, summarize, give examples, recognize, translate,
conclude, explain, classify, express.
Application:
demonstrate, solve, interpret, apply, operate, report, locate,
illustrate, practice, use.
Analysis:
distinguish, classify, compare and contrast, analyze, calculate,
criticize, differentiate, examine, test.
Synthesis:
design, hypothesize, diagnose, formulate, organize, arrange, construct,
assemble, compose, propose.
Evaluation:
assess, justify, critique, establish, measure, recommend, test,
determine, evaluate, judge, rate, select, score.
SAMPLE
LEARNING OBJECTIVE:
Original
(vague)
This course will cover:
-
Appropriate decision-making about whom to treat
medically.
-
Appropriate decision-making about whom to treat medically.
Improved
(explicit)
By the end of the course the physician
will be able to:
-
Assess relevant clinical features of angina with pertinent differential
diagnosis.
-
Develop criteria to determine which angina pectoris patients to treat
medically vs. surgically.
In
summary, writing simple, explicit learner objectives forces the instructor to
ask, “What do I want the physician to know or be able to do as a result of my
teaching?” Later, those same
objectives can easily be used as evaluation questions, enabling the instructor
to determine whether the physician did indeed master the subject.
It also helps the prospective attendee determine whether the CME activity
is appropriate for his or her educational needs.
Ultimately, CME activities will be improved by having clearly stated
objectives and by better marketing, realistic expectations, better instructional
methods, evaluation and long-term event effectiveness. |
