Download Guideline for Developing Effective Learning Objectives VCU School

 Guideline for Developing Effective Learning Objectives
VCU School of Medicine 1. What are the goal(s) of the rotation? The goal should be broad but obtainable by the completion of the rotation. Ex: Goal #1: By the completion of the general pediatrics acting internship, students will possess the knowledge, skills, and attitudes necessary to diagnose, manage, and triage hospitalized pediatric patients. 2. Objective Template By _____, the _____ medical student will _____ _______ ____ as measured by _____. Time frame Training Level Verb To what degree? What? Assessment 3. Objective Examples Cognitive skills (knowledge) By the completion of the acting internship, the fourth year medical student will outline an effective management plan for patients with COPD, MI, pneumonia as measured by a case-­‐based discussion with his/her attending. Psychomotor skills (physical/action) By the completion of the surgery skills elective, the fourth year medical student will show proficiency in knot tying as measured by a direct observation from his/her attending. Affective skills (attitude) By the completion of the geriatric elective, the fourth year medical student will recognize the importance of functional status as measured by an end-­‐rotation survey. Process (participation) By the completion of the adolescent mental health research elective, the fourth year medical student will have attended three research project meetings as measured by completion of an encounter log. Patient Outcomes (changes in patient/population) By the completion of the service-­‐learning in global health elective the fourth year medical student will have reduced the prevalence of gastroenteritis in a local community by 20% as measured by survey of patients. Adapted from: 1) Kern, DE; Thomas, PA; Hughes, MT (2009). Curriculum development for medical education: A six-­‐step approach. Baltimore, MD: The Johns Hopkins University Press. 2) Timmreck, TC (2003). Planning, program development, and evaluation. Sudbury, MA: Jones and Bartlett Publishers Verbs (Adapted from Blooms Taxonomy, 1984) Cognitive Definition Example Verbs “Lower Order” Thinking** Knowledge Understanding Arrange Classify Count Compare Define Define Describe Defend Draw Discuss Identify Estimate Label Explain List Generalize Name Illustrate Order Interpret Outline Predict Recall Summarize Recognize Translate Reproduce Select “Higher Order” Thinking** Application Analysis Evaluation Apply Analyze Assess Administer Appraise Conclude Calculate Categorize Critique Construct Compare Defend Demonstrate Contrast Evaluate Develop Differentiate Estimate Discover Discriminate Judge Execute Diagram Justify Illustrate Distinguish Measure Implement Examine Recommend Manipulate Infer Support Operate Prioritize Test Participate Relate Weigh Prepare Select Show Solve Creation Combine Compile Construct Create Devise Design Generate Hypothesize Modify Organize Produce Rearrange Reconstruct Revise **Courses should generally include a mixture of “lower” and “higher” order objectives. “Lower” level objectives should be obtained and mastered before moving onto “higher” level objectives. Psychomotor Assemble Be able to Build Copy Demonstrate Diagnose Display Integrate Manipulate Measure Negotiate Palpate Pass Perform React Reproduce Show Teach Visualize Affective Acquire Alter Compare Defend Discriminate Exemplify Integrate Internalize Modify Question Recognize Reflect Realize Synthesize