If you dont know where youre going you

“If you don’t know where you’re going, you won’t get there; but if, by chance, you do get there – you won’t know you’re there“. Mager

Educational objectives Prof. Ferdousi Begum

Objectives of the Session The participants will be able to – • Define educational objective • Mention the necessity of learning objectives • Explain the qualities of a specific educational objectives • Describe the elements of specific educational objective • Describe various educational domains • Value the importance of learning objectives • Formulate instructional objectives for instructions

Education is a process, the chief goal of which is to bring about expected change in human behaviour.

Educational Circle / Spiral What the student will be able to do at the end of the lesson (Objectives) Do the objectives or methods need to be changed (Evaluation) Which learning experience will help him to do it (Method) How will we assess whether he has mastered it (Assessment)

Instructional Design for LOs Instructional Objectives Instructional Procedures Feedback Evaluation

What is Educational Objective? What the students should be able to do at the end of a learning period that they could not do beforehand.

Definition of learning / instructional objective

Learning objectives describe what the learner will be able to do by the end of the class or training. True or False

Learning objectives describe what the learner will be able to do by the end of the class or training. True √ or False

: s d r o w r e h t no I Learning objectives describe the LEARNER’S behavior, NOT the trainer’s behavior.

YES r e n r a e l e Th o t e l b a e b l wil explain the s e g a t s r u fo of child. t n e m p o l e v de NO The train er will pres ent the four stages of child developm ent.

Learning objectives describe behaviors that can be seen or heard.

Types of Educational Objectives 1. General objectives - Related to professional function 2. Specific educational objectives or instructional objectives - Derived from precise professional task

Types of Educational Objectives General objective: General objectives correspond to the functions of health personnel trained in an establishment. General level objectives are wide, broad and vague. General educational objectives provide a useful basis for preparation of a relevant programmme. Example: Providing preventive and curative care to the individuals and the community in health and in sickness.

Specific educational objectives • They derived from precise professional tasks whose results are observable and measurable against given criteria • Specific objectives are punctual, narrow, and precise

Examples: • To collect 5 ml blood from the cubital vein of an adult. (criteria: absence of haematoma ; amount of blood taken within 10% of the amount required; not more than two attempts).

Aims and Objectives Aim An aim is a general statement of intent. It describes the direction in which the learner will go in terms of what they might learn or what the teacher/training will do. Objective An objective is a more specific statement about what the learner should or will be able to do after the training experience.

e t i r w y Wh g n i n r a le ? s e v i t c e j ob … e s u a c Be

… learning objectives serve as guidelines for content, instruction, and evaluation.

How should we write instructional objectives? The SMART Way to Write Learning Objectives

SMART Writing SMART objectives is the foundation upon which you build your training.

The 5 SMART elements are: c i f i c e e l Sp b a r u s a e M ainable t t A t n a v e le l e b a R r e f s n a r T

Specific

A SPECIFIC learning objective describes DETAILED information rather than general information.

Measurable

Learning objectives that are OBSERVABLE are MEASURABLE

Examples of learner behaviors that are measurable are: demonstrate, explain, identify, state, show, do, list, act, apply, answer, write, define, teach, model.

Non-measurable behaviors are: understand, know, learn. Do NOT use these verbs when writing learning objectives.

Attainable

ATTAINABLE means that the learning objectives are ACHIEVABLE within the constraints of the classroom setting and time frame.

Relevant

Learning o b jectives are RELE VANT wh en they meet the trainin g needs of th e learners.

When writing RELEVANT objectives, consider learners’: ü levels of education & experience ü age ü job titles and job descriptions.

• When training a diverse group, make sure the learning objectives apply to ALL learners.

Transferable

TRANSFERABLE means the learning objectives describe what learners need to know, do, or make that they can use when back at work.

SMART objectives will be your road map as you write your content and plan your instructional strategies.

Elements of Specific educational Objectives • The task Which has 3 components: » the act » the content » the condition • The Criteria

Elements of Specific educational Objectives The Act is the description of the task aimed at, expressed by an active verb. The Content specifies the subject, theme or substance in relation to which the act is to be performed. The Condition is description of the circumstances in which the act must take place. The Criterion is the definition of the acceptable level of performance expected from the students.

Different elements of instructional Objectives • Students will be able to collect 5 ml of blood from the cubital vein of an adult (criteria : absence of haematoma ; amount of blood taken within 10% of the amount required ; not more than two attempts)

Contd… • Students will be able to define Health according to WHO definition without any mistake. • Students will be able to take complete history of past illness of a patient with cirrhosis of liver. • Students will be able to perform palpation of abdomen of a healthy adult male systematically.

Example of instructional objectives of a demonstration class

Topic: Gross Anatomy of the liver Instructional objectives At the end of the session students will be able to • Hold the liver in anatomical position • State the anatomical points of liver • Identify different surfaces of liver • Identify different borders of liver • locate different lobes of liver • locate bare areas • Identify different peritoneal folds attached to liver • Describe the relation of the inferior surface of the liver • Describe the relation of the right lateral surface of the liver

Example of instructional objectives of a Lecture class

Instructional objectives At the end of the session the participant will be able to – • Define educational objective • Mention the necessity of learning objectives • Describe the elements of specific educational objective • Explain the qualities of a specific educational objectives • Name various educational domains • Value the importance of learning objectives

Exercise • Determine the health conditions of a family in its environment by making three home visits. • During a antenatal consultation , recognize at least three major symptoms of pre – eclampsia. • Make a differential diagnosis of anaemia on the basis of a detailed haematological picture described in the patient’s record • Identify on the frontal x-ray films of the thorax the presence or absence of opacities of the pulmonary parenchyma, of more than 2 cm diameter in 80% of cases.

Round-up/Plenary Golden Rule 1 – Use simple language Golden Rule 2 – Never prioritise context over skills Golden Rule 3 – Always develop the objectives rather than having separate tasks

Conclusion Preparing learning objectives for each instructional sessions helps in effective teaching and provide guideline for evaluating students’ learning. If you help each learner to develop his/her learning objectives, you may not have to do much else. Adapted from Mager

Aims and Objectives The objectives tell you what you should be able to do after the course, e. g. on completion of this programme the learner will: be able to identify key principles of adult teaching and learning be able to apply educational techniques learned to everyday teaching and supervision have identified their own strengths and weaknesses in teaching and supervision.

Aims and Objectives Au n obje it’s ctiv e Each unit might also have its own objectives, depending on how specific you wish to be. For this programme the unit’s objectives are: The learner will be able to: define aims and objectives write appropriate objectives for knowledge, skills and attitudes training write clear objectives for the training in which they are involved.

Develop your Aims and Objectives can be useful in several ways: • to assist in planning a presentation or training session • to help the trainer eliminate irrelevant information • to focus the attention of the trainees • to ensure that both the trainer and trainee know where they are going • to test the recall and understanding of the trainees.

WRITE 5 -10 OBJECTIVES FOR YOUR CURRICULUM

Self Review of Objectives • Review Objectives – Are they specific? – Are they measureable? – Are they action-oriented? – Are they realistic to be completed in the time frame of your course? – Are they time delineated? •

Aims and Objectives The objectives tell you what you should be able to do after the course, e. g. on completion of this programme the learner will: be able to identify key principles of adult teaching and learning be able to apply educational techniques learned to everyday teaching and supervision have identified their own strengths and weaknesses in teaching and supervision.

Aims and Objectives Au n obje it’s ctiv e Each unit might also have its own objectives, depending on how specific you wish to be. For this programme the unit’s objectives are: The learner will be able to: define aims and objectives write appropriate objectives for knowledge, skills and attitudes training write clear objectives for the training in which they are involved.

Aims and Objectives Example from the GMC (1997) document The GMC (1997) document ‘The New Doctor’ outlines one of the aims (they call it purpose) of general clinical training for interns as: To enable interns to demonstrate that on completing general clinical training, they are ready to accept with confidence the duties and responsibilities of a fully registered doctor and to begin training for specialist medical practice.

Aims and Objectives Example from the GMC (1997) document This broad statement of intent is later clarified into more specific aspects. These are really broad objectives for the whole training programme, eg: Develop competence at diagnosis, decision making and the provision of treatment Keep accurate records Be aware of their own limitations and ready to seek help when necessary.

Aims and Objectives Pitfalls The most common mistake trainers make is in writing vague objectives which can be interpreted in different ways. Read the six objectives below. Which would you consider to be vague? Try to improve them. Check to see our list The learner will: 1 have a knowledge of reproduction 2 be able to identify patients that are malnourished 3 appreciate patient rights with regard to confidentiality 4 understand the physiological basis of factors which interact to. . . 5 be familiar with principles governing the peri-operative care of. . . 6 be able to recognise surgical illness in the newborn.

Aims and Objectives Here are our suggestions. The learner will be able to: 1 describe and summarise the key issues relating to reproduction 2 (no change) identify patients that are malnourished 3 demonstrate recognition of patient rights with regard to confidentiality 4 describe the physiological basis of factors which interact to. . . 5 be able to summarise the principles governing the peri-operative care of. . . 6 (no change) recognise surgical illness in the newborn.

Group Work • Selection of topics for a lecture and a practical / demonstration/bed side sessions • Writing the objectives of the sessions • Presentation of the objectives

References • Arreola RA, Writing Learning Objectives. Available at www. uwo. ca/tsc/graduate_student. . . /Learning. Objectives. Arreola. p df Retrieved on 30. 06. 2014 • Gronlund NE, Linn RL. 1990. Chapter 2, preparing instructional objectives. Measurement and evaluation in teaching. 6 th edition, Macmillan publishing company • Guilbert JJ. 1987. Educational Hand book for health personnel. Revised edition, WHO Geneva • Mager’s tips on instructional objectives. Available at - www 2. gsu. edu/~mstmbs/Crs. Tools/Magerobj. html Retrieved on 17. 07. 14 • Nayer U. 1995. Assessment in Medical education, In: Sood R. (eds). Assessment in medical education, Trends and tool. WHO, India

Writing Objectives Five basic elements: • Who • Will do • How much (how well) • Of what • By when?

Writing Objectives Use words that are specific and unequivocal for objectives • Example: Each third year medical student (who) will demonstrate (will do) the appropriate technique for a lumbar puncture procedure (what) once (how often) meeting criteria on check list as judged by a trained observer (how well) by the end of their neurology rotation (when).

Objectives fall into 3 domains Cognitive – ranges from factual knowledge to higher levels of function such as problem Solving and clinical decision making Affective (attitudinal) – attitudes, values, beliefs, biases, emotions and role expectations Psychomotor – skill or behavioral objectives ( hx taking, PE, interpersonal communication, record keeping, procedures)