Xác LậpMụcTiêu Đào Tạo Educational Objectives GS.TS.BS LÊ HOÀNG NINH

Xác LậpMụcTiêu Đào Tạo Educational ObjectivesGS.TS.BS LÊ HOÀNG NINH

Nếu bạn không biết là sẽ đi đâu thì chắc chắc là bạn sẽ tới một nơi nào đó mà chính bạn cũng không biết

Mager

If you are not certain of where you are going you may very well end up somewhere else ( and not even know it)

Mager

Every individual should have access to a type of education that permit maximum development of his

potential and capabilities.

Education is a process, the chief goal of which is to bring a bout change in human behavior

The result of education is an expected change in the behavior of the student in the

course of a given period

VÒNG XOẮN ĐÀO TẠO

•This "behavior" will be defined explicitly in the form of educational objectives derived from professional tasks.

•An evaluation system will be planned so that better educational decisions can be taken.

•A program will be prepared and implemented to facilitate attainment of educational objectives by the students.

•The evaluation process will be used to measure the extent to which the objectives have been achieved. . . it will measure the student's final abilities. . . and the effectiveness of program and teachers

VÒNG XOẮN ĐÀO TẠO (THE EDUCATIONAL SPIRAL)

Organizational diagram showing the relationship between the subsystem “Education” (inside the dotted line) and the subsystem “Health Service”.

MỤC TIÊU ĐÀO TẠO {EDUCATIONAL OBJECTIVE (DERIVED FROM PROFESSIONAL TASKS)}

Sự liên quan giữa hoạt động chuyên môn

trong lãnh vực sức khỏe và mục tiêu đào tạo

CÁC LỌẠI MỤC TIÊU ĐÀO TẠO

1. MỤC TIÊU CHUNG ( CƠ QUAN)General objectives: Correspond to the function so f the type(s) of health personnel trained in an establishment.Example: Providing preventive and curative care to the individual and the community, in health and in sickness

2. MỤC TIÊU TRUNG GIAN ( KHOA/ PHÒNG/ BỘ MÔN) “Intermediate" objectives: Arrived at by breaking down professional functions into components ( activities) which together indicate the nature of those functionsExample: Planning and carrying out a blood sampling session for a group of adults in the community

3.MỤC TIÊU CHUYÊN BIỆT ( BÀI GiẢNG/ THỰC HÀNH) Specific or instructional) objectives: Corresponding to (or derived from) precise professional tasks whose results are observable and measurable against given criteriaExample: Using the syringe, to take a blood sample (5 ml.) 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)

CÁC DỮ LIỆU CẦN CÓ KHI XÁC LẬP MỤC TIÊU ĐÀO TẠO

• Health needs , demands and resources of society.• Services to the patient( list of tasks).• Service of the community( list of tasks).• The profession itself.• The students.• Progress in sciences.• The scientific method.etc... . . .

INSTITUTIONAL OBJECTIVES

MỤC TIÊU CƠ QUAN INSTITUTIONAL OBJECTIVES

INSTITUTIONAL OBJECTIVES

CÁC HOẠT ĐỘNG CHUYÊN MÔN (PROFESSIONAL ACTIVITIES)

CÁC HOẠT ĐỘNG CHUYÊN MÔN

PROFESSIONAL ACTIVITIES

PROFESSIONAL ACTIVITIES

PROFESSIONAL ACTIVITIES

PROFESSIONAL ACTIVITIES

PROFESSIONAL ACTIVITIES

PROFESSIONAL ACTIVITIES

PROFESSIONAL ACTIVITIES

PROFESSIONAL ACTIVITIES

PROFESSIONAL ACTIVITIES

PROFESSIONAL ACTIVITIES

PROFESSIONAL ACTIVITIES

PROFESSIONAL ACTIVITIES

XÂY DỰNG CÁCH TIẾP CẬN XÁC HỢP TRONG XÂY DỰNG MỤC TIÊU ĐÀO TẠO

Professional tasks and specific educational objective

PHÂN LOẠI MỤC TIÊU ĐÀO TẠO THEO 3 LÃNH VỰC CLASSIFICATION OF EDUCATIONAL OBJECTIVE INTO THREE DOMAINS: PRACTICAL COMMUNICATION AND INTELLECTUAL SKILLS

1. Domain of attitudes (communication skills).1.1 The first is the level of Receptivity or attention; it

implies sensitivity to the existence of a certain phenomenon and includes a willingness to receive.

1.2 The second level is that of Response. This implies sufficient interest in the phenomenon noticed to do something about it.

1.3 The third level is that of Internalization.

CLASSIFICATION OF EDUCATIONAL OBJECTIVE INTO THREE DOMAINS: PRACTICAL COMMUNICATION AND INTELLECTUALS KILLS

2. Domain of practical skills2.1 The first level is that of Imitation. The student, exposed to an observable action, makes an attempt to copy it step by step, guided by an impulse to imitate: he needs a model.2.2 The second level is that of Control. At this stage the student is able to demonstrate a skill according to instructions and not merely on the basis of observation. He also begins to differentiate between one set of skills and another and to be able to choose the one required. He starts to be adept at handling elected instruments.2.3 The third level is that of Automatism. A high degree of proficiency is attained in using the skill, which now requires only a minimum of energy.

CLASSIFICATION OF EDUCATIONAL OBJECTIVE INTO THREE DOMAINS: PRACTICAL COMMUNICATION AND INTELLECTUALS KILLS

3. Domain of intellectual skills In 1963, C.McGuire proposed a classification system derived from that of Bloom and designed more specifically for use in the preparation of achievement tests for studentsLevels1. Knowledge

1.1 Recall1.2 Recognition of meaning

2. Generalization3. Solving of a routine problem

3.1 Interpretation of data3.2 Application

4. Solving of an unfamiliar problem4.1 Analysis of data4.2 Special application

5. Evaluation6. Synthesis

THE THREE CLASSIFICATIONS (SIMPLIFIED)

able to solve a newproblem

able to internalizea feeling

able to perform a practical act automatically and with a

high degree of efficiency

able to interpret data

able to recall facts

domain of intellectual skills

able to supply aresponse to the effective need of another person

able to show receptivitytowards another person

domain ofcommunication

skills

able to exercise effective control over

the practical skill

able to imitate theactions of a model

domain ofpractical skills

participation in educational activities

DEFINITION OF SPECIFIC EDUCATIONAL OBJECTIVES

Qualities of aSpecific Educational

Objective

Relevant

Logical

Unequivocal

Feasible

Observable

Measurable

WORDS OFTEN USED BUT OPEN TO MANY INTERPRETATIONS

• to know

• to discuss

• to understand

• to really understand

• to appreciate

• to fully appreciate

• to believe

• to have faith in

ect.

WORDS OPEN TO FEWER INTERPRETATIONS

• to write

• to identify

• to differentiate

• to solve

• to construct

• to list

• to compare

• to contras

ect.

Relevance is the essential quality of educational objectives

Objectives which have every quality except relevance are potentially dangerous

Elements of a specific educational objective

the act

the content

the condition

+ the criteria

the task

Don’t forget!

The essential quality of educational objectives is their relevance to the health needs of society

If you help each learner to develop his/her learning objectives you may not have to do much else.

Adapted from Mager

Câu hỏi của các ban ?.....

TÀI LIỆU THAM KHẢOJ.J. Guilbert. Educational handbook for health personnel. Sixth Edition. WHO 1997