Developing Goals Objectives and Competencies Clark Denniston MD

Developing Goals, Objectives, and Competencies Clark Denniston, MD Executive Assoc Dean for GME DIO UNC Hospitals

Apples and Oranges, or…

• Goals and Objectives are not the same • Competencies are also different, but linked to G and O • Outcome-Oriented educational principles are critical to understanding Competencies • Use “backwards design” concept to frame the process of developing G, O, C • Bloom’s Taxonomy for Objectives • SMART pneumonic for Outcomes

Definitions

Goals • Broad and overarching statements about what you desire to achieve with your curriculum • May include: – Background – Rationale – Philosophy – Performance expectations

Objectives • Clear, brief, action-verb framed specific knowledge, skills, and attitudes that are intended results of education • Differ from Goals in terms of specificity • Often a number of Objectives are defined for each Goal • Bloom’s Taxonomy gives a cognitive framework to write objectives

Bloom’s Taxonomy (Revised) Create Evaluate Analyze Apply Understand Remember Higher Order Cognitive Process

Bloom’s Taxonomy (revised): Cognitive Process Action Verbs Remember Define, Describe, Identify, List, Locate, Name, Recognize, Select, State Understand Associate, Classify, Demonstrate, Discuss, Distinguish, Explain, Generalize, Illustrate, Interpret, Summarize Apply, Choose, Classify, Explain, Implement, Organize, Prepare, Select, Use Analyze, Attribute, Diagram, Differentiate, Discriminate, Distinguish, Organize, Structure Evaluate Appraise, Assess, Compare, Contrast, Critique, Defend, Determine, Estimate, Evaluate, Justify, Rate, Support Create Compile, Create, Design, Devise, Formulate, Generate, Hypothesize, Integrate, Plan, Propose, Summarize

Competencies • Measurable endpoints of actual achievement of learning • Discrete “musts” • Action words describing what knowledge, skill or attitude is to be demonstrated • Include the criterion for acceptable performance (rubric)

Competency-based Education

Outcome-Oriented Education Passive Process • Receive Instruction. . . Oriented Outcome Oriented • Demonstrate Competence. . . Active

“You have to know where you are going before you can decide how to get there”

Backwards Design

Identify Desired Results Determine Acceptable Evidence Plan Learning

Identify Desired Results

Determine Acceptable Evidence

Plan Learning

Define Outcomes Choose/Develop Assessment Tool(s) Choose Content & Methods

Competency = Outcome

Order of Development First step Goals Second step Competencies(Outcomes) Third step Objectives

Why? First step Goals provide general direction for competencies Second step Competencies/Outcomes establish final destination “backwards design” Third step Objectives define actions necessary to reach the Outcomes

SMART • Specific • Measureable • Attainable • Relevant • Time-Sensitive

Non-medical SMART outcome Cooking Class 101 – Knife Skills By the end of a one- hour workshop, all participants will be able to demonstrate 4 core knife skills with a 9 inch chef’s knife: honing of the blade with a sharpening steel, correct hand position to protect fingers of the non-dominant hand, “tip-to-tang” slicing technique to julienne green peppers, and double hand “rocking chop” to finely chop Italian parsley.

You have to know where you are going before you can decide how to get there

Outcomes Desired Results Competencies

3 Steps to Educational Success 1. Understand that Competencies = Outcomes 2. Understand the different purposes of “Goals” vs. “Objectives” in defining the path toward Outcomes 3. Employ “backwards design” using the SMART pneumonic to define Outcomes and Bloom’s taxonomy to define Objectives