Developing learning Objectives Siva 2024.pptx

Developing learning Objectives

1. Competencies & SLOs Dr. J. Siva Somana M.D(Biochemistry) (MEU Member)

2. Objectives: Define a competency Derive the Specific Learning Objectives from a given Competency

3. What do you mean by Competency

4. Where do you want to go? • What do you want to become? GOAL A projected state of affairs that a person or system plans to achieve

5. Statement of what a learner should be able to do at the end of a specific learning experience What the Indian Medical Graduate should know, do, or behave

6. COMPETENCY is an observable ability of a health professional, integrating multiple components such as knowledge, skills and attitudes. - The International CBME Collaborators, 2009

7. Relationship between goals,competencies and objectives SLO Goal Competency Competency Competency SLO SLO SLO SLO SLO SLO SLO IMG

8. Clinician, Leader, Professional, Communicator, Life long learner

9. Goals,competencies and objectives Ballet dancer Goal: Perform gracefully on stage. Competencies: Perform intricate dance moves while keeping in tune to music. Objectives: Demonstrate ability to stand on tip-toe without losing balance for thirty seconds. Mountain climber Goal: Reach the mountain peak. Competencies: Demonstrate skill in climbing up a rope while judging risks involved. Objectives: Demonstrate ability to climb 100 feet using a rope.

10. Identify whether the following statements are goals or competencies or specific learning objectives (SLO): 1. … modify the treatment of a patient who is receiving propranalol for systemic hypertension if he develops bronchial asthma. 2. … recognise , rescuscitate , stabilize and provide advanced life support to patients following trauma.

11. 3. … perform CPR on a patient with cardio-respiratory arrest under supervision. 4. … demonstrate the ability to choose, calculate and administer appropriately intravenous fluids, electrolytes, blood and blood products based on the clinical condition.

12. 5. … create an “Indian Medical Graduate” (IMG) possessing requisite knowledge, skills, attitudes, values and responsiveness, so that he or she may function appropriately and effectively as a physician of first contact of the community while being globally relevant .

13. Competency

14. DEVELOP OBJECTIVES FROM COMPETENCIES Dr. J. Siva Somana M.D(Biochemistry) (MEU Member)

15. SACS- 19 If you have no objective, you shoot aimlessly.

16. Why should we have an objectives? Define the outcome of the activity 20

17. Example:

18. At the end of the session , the participants should be able to Develop objectives from competencies Specify the domain Specify the skill level

19. Specific Learning Objectives SLOs

20. Objectives At the end of this session, the participant will be able to: Define specific learning objectives Describe the element s and qualities of specific learning objectives

21. Definition

22. Definition of Specific Learning Objectives Brief, concise and specific statements of what the learner will be able to do at the end of a teaching-learning activity .

23. Definition of Specific Learning Objectives Brief, concise and specific statements of what the learner will be able to do at the end of a teaching-learning activity.

24. Definition of Specific Learning Objectives Brief, concise and specific statements of what the learner will be able to do at the end of a teaching-learning activity . “Beginning with the end in mind.”

25. At the end of this demonstration, the final MBBS student will be able to record the weight of a new born baby using a lever scale with an accuracy of + 50 grams. 29

26. Relationship between goals,competencies and objectives SLO Goal Competency Competency Competency SLO SLO SLO SLO SLO SLO SLO

27. Elements of Specific Learning Objectives

28. Elements of Learning Objectives

29. Elements of Learning Objectives ABC 2 D A udience B ehaviour C ontent C ondition D egree

30. Elements [ABCD] of Learning Objectives 1. Audience: It describes who the learner is for the particular teaching-learning activity Example: the I MBBS student, the participant, the post-graduate student, etc.

31. 2. Behaviour (Activity): It describes what the learner is expected to do and is normally expressed in terms of an active verb. Example: Define, listen, dissect, etc.

32. 3. Content: It describes the subject, object or theme of the teaching-learning activity Example: Define hypertension, measure the height, constitute ORS, etc.

33. 4. C= Condition (imposed by the instructor) Conditions are the circumstances under which the objectives must be completed. What will the instructor allow the student to use in order to complete the instruction Example: using Gram’s stain, given the complete blood count, in a manikin, etc.

34. 5. Degree(criteria): It describes the acceptable or the desirable level of proficiency expected from the learner Example: at least three, with an accuracy of + 100 grams, in not more than two attempts, etc.

35. Qualities of specific learning objectives S M A R T

36. Qualities of specific learning objectives S pecific M easurable A chievable R ealistic T ime-bound with a deadline They should be relevant, unequivocal, observable and feasible.

37. Do these objectives have the qualities of a specific learning objective? At the end of this lecture, the III MBBS student will be able to describe in detail the steps for performing a liver transplant. 2 . At the end of this lecture, the student will be able to understand infection control in a hospital . 43 (No - irrelevant) (No - unclear, equivocal, nonspecific)  

38. 3. At the end of this demonstration, the house surgeon will be able to perform gastro- jejunostomy surgery independently. 4. At the end of this lecture, the student will be able to grasp the significance of smoking cessation in the prevention of carcinoma of the lung. 44 (No - unrealistic, not feasible) (No - not observable and measurable )

39. Steps in framing effective specific learning objectives

40. Forming Learning Objectives Step 1 : First create a Stem . The stem should begin with the line “At the end of this” and should include the name of the particular T-L activity. “At the end of this clinical session …”

41. Framing Learning Objectives Step 2: To the stem, identify and add the Audience (learner) for the particular T-L activity. “At the end of this clinical session, the final MBBS student …”

42. Framing Learning Objectives Step 3: Connect step 2 with an appropriate action verb that describes the expected learner Behaviour after the T-L activity, using the words “will be able to” “At the end of this clinical session, the final MBBS student will be able to insert… ”

43. Framing Learning Objectives Step 4: Add Content to step 3. Next clearly state specific Conditions placed on the learner and the expected Degree of proficiency

44. Framing Learning Objectives Step 5: Use the Checklist to review whether the learning objectives are effectively framed

45. At the end of this session , the participant will be able to independently frame specific learning objectives using the ABCD method , avoiding common errors.

46. Steps in framing specific learning objectives Step 1: Create stem Step 2: Add A Step 3: Add B Step 4: Add C,D Elements A Audience B Behaviour C Content, Condition D Degree

47. Steps in framing specific learning objectives Step 1: Create stem Step 2: Add A Step 3: Add B Step 4: Add C,D Elements A Audience B Behaviour C Condition D Degree

48. Frame Specific Learning Objectives for the competency provided to your group and Specify the domain and the skill level for the SLOs

49. No. Audience Behaviour (Activity, Content) Condition Degree                                                   Deriving Objectives from Competencies Competency: I. Objective development worksheet:

50. No. Objective Domain (K/S/A,C) Level of learning (K/KH/S/SH/P)                                         ll. Transfer your developed objectives into this table: Competency:

51. PE34.8 Interpret a Chest radiograph

52. PY5.12 Record blood pressure & pulse at rest and in different grades of exercise and postures in a volunteer or simulated environment

53. AS9.1 Establish intravenous access in a simulated environment

54. SU28.15 Describe the clinical features, investigations and principles of management of diseases of Appendix including appendicitis and its complications.

55. At the end of the session, III MBBS students will be able to identify on Xray chest PA view of opacities of pulmonary parenchyma of more than 2 cms in 80 % of cases. Audience- III MBBS Students Behaviour - Act- identify Content- opacities of pulmonary parenchyma of more than2 cms Condition- X ray chest PA view Degree - in 80% cases.

56. At the end of this practical class, the I MBBS student will be able to measure the supine blood pressure of a subject using a sphygmomanometer, with an error of not more than + 10 mm Hg. Audience- I MBBS Student Behaviour- Act- Measure Content- supine blood pressure Condition- using sphygmomanometer Degree - with an error of not more than + 10 mm Hg.

57. At the end of the session, Final year Student should be able to insert an i.v Cannula without hematoma in one attempt. Audience- CRRI Behaviour- Act- insert an i.v Cannula Condition- without hematoma Degree/Criteria - 1attempt

58. At the end of session,III MBBS students should be able to ellicit clinical signs of appendicitis in simulated patients without error in given time Audience- IIII MBBS Student Behaviour - Act- ellicit Content- clinical signs of appendicitis Condition- in simulated patients Degree - without error in given time

59. Take home message Steps in framing specific learning objectives Step 1: Create stem Step 2: Add A Step 3: Add B Step 4: Add C,D Step 5: Use checklist Elements A Audience B Behaviour C Content Condition D Degree

60. Common Errors in framing Learning Objectives