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Step 1: Develop Learning Objectives
Step 2: Linking Objectives with Learning Activities and Evaluation
Step 3: Self-evaluation Methods and Reflection Exercises
Step 4: Evidence of accomplishment
Step 1: Developing Learning Objectives
Developing Competency-Based Learning Objectives
Residents should write a list of objectives to specify outcomes of learning in terms of behaviors, which the learner at the end of the rotation (or program) would be able to demonstrate. Learning objectives are statements of specific tasks or behaviors that students should be able to perform after participating in a lecture, course of study or set of learning activities. Well-framed learning objectives serve to help the individualized learner identify an approach to organizing his or her learning activities, content, and self-evaluation methods.
To be useful objectives should contain three basic elements:
- A verb that describes an observable action
- A description of the conditions under which the action takes place
- The acceptable performance level
Learning objectives are NOT statements of topics to be covered (as in Example 1), NOT statements of learning activities, and NOT statements about the teaching methods. Some verbs are better than others for use in communicating intended learner behaviors. Avoid the words 'appreciate', 'understand', 'know' - replace these words with statements about what you will ask the learner to do to demonstrate knowledge or understanding.
Behavioral outcomes are categorized into the three traditional domains:
- Cognitive: The cognitive domain deals with knowledge, understanding, and critical thinking
- Affective: The affective domain deals with attitudes, values, feelings, and emotions. These are behavior terms that indicate the feelings and attitudes of students
- Psychomotor: This domain deals with physical skills. It has four levels with the lowest requiring the simple observation of experts' actions.
Ask your self the question: What do I need to do to demonstrate that I have achieved the objective? In the table below are the tree learning areas, levels and verbs, which have been found useful in descriptions of objectives.