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Writing Outcome
Based Learning
Objectives
Jeff Swain
Goldberry Long
Cathy Crotts
Maegen Dupper
By the end of this seminar you will be able to:
Identify LCME requirements for the UCR SOM
curriculum objectives
Know what a good objective looks like
Compose outcome-based Instructional Objectives
for your learning activity
Map your learning objectives to the appropriate
PCRS objectives
LCME Is Coming
LCME Is Coming
LCME Is Coming
Lodging
Clothing
Medical care
Eating
FUNCTIONS AND STRUCTURE
OF A MEDICAL SCHOOL
Standards for Accreditation of
Medical Education Programs Leading to the M.D. Degree
Standard 6: Competencies, Curricular Objectives, and Curricular Design
The faculty of a medical school define the competencies to be achieved by its medical students through medical
education program objectives and is responsible for the detailed design and implementation of the components of a
medical curriculum that enable its medical students to achieve those competencies and objectives. Medical education
program objectives are statements of the knowledge, skills, behaviors, and attitudes that medical students are expected
to exhibit as evidence of their achievement by completion of the program.
_______________________________________________________________________________________
6.1 Program and Learning Objectives
The faculty of a medical school define its medical education program objectives in outcome-based terms that allow the
assessment of medical students’ progress in developing the competencies that the profession and the public expect of
a physician. The medical school makes these medical education program objectives known to all medical students,
faculty, residents, and others with responsibility for medical student education and assessment. In addition, the medical
school ensures that the learning objectives for each required learning experience (e.g., course, clerkship) are made
known to all medical students and those faculty, residents, and others with teaching and assessment responsibilities in
those required experiences.
FUNCTIONS AND STRUCTURE
OF A MEDICAL SCHOOL
Standards for Accreditation of
Medical Education Programs Leading to the M.D. Degree
Standard 6: Competencies, Curricular Objectives, and Curricular Design
The faculty of a medical school define the competencies to be achieved by its medical students through medical
education program objectives and is responsible for the detailed design and implementation of the components of a
medical curriculum that enable its medical students to achieve those competencies and objectives. Medical education
program objectives are statements of the knowledge, skills, behaviors, and attitudes that medical students are expected
to exhibit as evidence of their achievement by completion of the program.
_______________________________________________________________________________________
6.1 Program and Learning Objectives
The faculty of a medical school define its medical education program objectives in outcome-based terms that allow the
assessment of medical students’ progress in developing the competencies that the profession and the public expect of
a physician. The medical school makes these medical education program objectives known to all medical students,
faculty, residents, and others with responsibility for medical student education and assessment. In addition, the medical
school ensures that the learning objectives for each required learning experience (e.g., course, clerkship) are made
known to all medical students and those faculty, residents, and others with teaching and assessment responsibilities in
those required experiences.
Medical education program
objectives are statements of the
knowledge, skills, behaviors and
attitudes that medical students
are expected to exhibit…[UCR SOM must]
define its medical
education program
objectives in
outcome-based
terms [L]earning objectives for each
required learning experience (e.g.,
course, clerkship) are made known
to all…
DTHP
DUPPER’S TAKE
HOME POINTS
Hierarchy of Objectives
PCRS objectives – these are the AAMC competencies that all medical schools need to map within the curriculum.
Program objectives – theses are the core educational competencies & objectives for UCR SOM.
Course/Block objectives – Block 1 course syllabus w/ learning objective
Event objectives – lecture learning objectives.
PCRS Objectives/ Ed. Program Objectives •2.2 Apply established and emerging bio-
physical scientific principles fundamental to health care for patients and populations.
Course/Block Objectives
• Block 1: Genetics. Understand the technical and ethical aspects of DNA-based screening and diagnostic testing for genetic variation and diseases.
Event Objectives
• Dr. Carson’s Gene Expression Lecture: Understand how epigenetic mechanisms can contribute to disease progression.
Exemplar Example
The student will be able to…
Apply principles of epidemiological sciences
to the identification of health
problems, risk factors, treatment strategies,
resources, and disease
prevention/health promotion efforts for
patients and populations
Another good one…
Students will explain and differentiate the
causes of disease (genetic, developmental,
metabolic, toxic, microbiologic, autoimmune,
neoplastic, degenerative, behavioral,
cognitive, psychosocial, and traumatic, how
they affect the body (pathogenesis) and
appropriate therapies.
Vague Example
Students will grasp the significance of the
principles of social-behavioral sciences to
provision of patient care,including
assessment of the impact of psychosocial
and cultural influences on health, disease,
care-seeking, care compliance, and barriers
to and attitudes toward care
Another mediocre one
Students will think critically about the
emerging principles of clinical sciences to
diagnostic and therapeutic decision-making,
clinical problem-solving, and other aspects of
evidence-based health care.
Poor example
Student will gain
Knowledge of the normal structure of the
human body (cells, tissues, and organs).
Putting it all together
By the end of this course…
• Students will demonstrate how the emerging
principles in the clinical sciences relate to the
diagnostic and therapeutic decision-making,
clinical problem-solving, and other aspects of
evidence-based health care.
What do you think?
Linking Objectives back to PCRSBlock 3 Content Theme: “Study Designs & Associated
Measures”
• Instructional Objective: Given instruction on study design
and associated measure, the student will be able to
(TSWBAT):
• identify and match study designs to clinical and
epidemiological problems
• and match study designs to their associated measures,
with a 70% accuracy or greater
PCRS 2.4 - Knowledge for practice: Apply the principles of
epidemiological sciences to the identification of health
problems, risk factors, treatment strategies, resources, and
disease prevention/health promotion efforts for patients and
populations
Linking Test QuestionsIn 1945, there were 1,000 women who worked in a factory painting
radium dials on watches. The incidence of bone cancer in these
women up to 1975 was compared to that of 1,000 women who
worked as telephone operators in 1945. Twenty of the radium dial
painters and four of the telephone operators developed bone cancer
between 1945 and 1975. What study design is this?
A. Cohort study
B. Experimental study
C. Clinical trial
D. Cross-sectional study
E. Case-control study
TSWBAT identify and
match study designs to
clinical and
epidemiological problems
PCRS 2.4 - Knowledge for
practice: Apply the principles
of epidemiological sciences to
the identification of health
problems
Learning Objectives should:
Guide curriculum development
Inform students of expectations
Provides measurable outcomes for
evaluation
LO Vocabulary
Measurable
Clear and precise
Observable
Let’s get to work.
Step One:
Consult Physician Competencies
Reference Set (PCRS).
Can you use any of the objectives verbatim as
your own Learning Objectives?
If not, can you borrow some of the language
from the objectives? (For example, the verbs).
If not, which competency will connect to your
learning objectives (LO)? (NOTE: the
competency is too broad to be in itself an LO
for your learning event, but feel free to borrow
from the language when you write yours.).
Step Two:
What should your students know and
understand by the end of your course?
Given that “remembering” is the least
permanent form of learning, if at all possible,
use this list to generate more ACTIVE
learning objectives (see below).
Step Three:
What should your students be able to do by
the end of the course? Consult the list of
verbs on the end of this handout. It may be
useful to ask yourself how students might
use the knowledge in #2.
Step Four:
From your lists above, select one skill or
knowledge area and compose your learning
objective using the following formula:
By the end of this
________________(learning experience)
students will be able to (active verb)
_____________ (object, usually a noun.)
The Student will be able to. . .
Active VERB
(intended skill/cognitive process)
26
NOUN (intended knowledge)
Specific, measurable,
observable outcome
Step Five:
Assess your Learning Outcome.
Ask yourself: is it specific? Is it observable?
It is measurable?
Does your learning objective contribute to the
student’s mastery of that competency? If it
links to more than one, good job!
If it does not link to any, start over!