TAXONOMY OF LEARNING ANDEDUCATIONAL OBJECTIVES

Sandeep B Bavdekarsandeep.bavdekar@gmail.com

Basic Course in Medical Education TechnologyTN Medical College12th- 14th August 2014

LEARNING OBJECTIVES

At the end of this session, the participants would beable to:

Define educational objectives Distinguish between learning objectives and teaching

objectives Identify important sources that help in formulation of

educational objectives Enumerate characteristics of educational objectives Discuss the uses of educational objectives in

educational process

SB Bavdekar, 2014

At the end of this session, the participants would beable to:

Define educational objectives Distinguish between learning objectives and teaching

objectives Identify important sources that help in formulation of

educational objectives Enumerate characteristics of educational objectives Discuss the uses of educational objectives in

educational process

SB Bavdekar, 2014

LEARNING OBJECTIVES

At the end of the session, the participant should beable to:

Define the terms cognitive, affective and psychomotordomains

Relate these terms to intellectual skills,communication skills and manipulative skills,respectively

Formulate educational objectives belonging primarilyto cognitive, affective and psychomotor domains

SB Bavdekar, 2014

At the end of the session, the participant should beable to:

Define the terms cognitive, affective and psychomotordomains

Relate these terms to intellectual skills,communication skills and manipulative skills,respectively

Formulate educational objectives belonging primarilyto cognitive, affective and psychomotor domains

SB Bavdekar, 2014

LEARNING OBJECTIVES

At the end of the session, the participant should beable to:

Identify correctly the four elements of a specificlearning objectives

Define the important qualities of a specific learningobjective

SB Bavdekar, 2014

At the end of the session, the participant should beable to:

Identify correctly the four elements of a specificlearning objectives

Define the important qualities of a specific learningobjective

SB Bavdekar, 2014

DEFINITIONS

Education Behavior Educational Objectives

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Education Behavior Educational Objectives

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WHY DRAFT EDUCATIONAL OBJECTIVES? SB Bavdekar, 2014SB Bavdekar, 2014

WHY DRAFT EDUCATIONAL OBJECTIVES? Learners know what to expect Controlled situation for the teacher Choice of Teaching-Learning methods Clues for what to assess Coherence amongst:

Institutional ObjectivesDepartmental ObjectivesSpecific Learning Objectives

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Learners know what to expect Controlled situation for the teacher Choice of Teaching-Learning methods Clues for what to assess Coherence amongst:

Institutional ObjectivesDepartmental ObjectivesSpecific Learning Objectives

SB Bavdekar, 2014

TEACHING OBJECTIVES VS. LEARNING OBJECTIVES

Learning Objectives= Educational Objectives Teaching Objectives:

Teacher orientedDescribe intentions of the teacher

Learning Objectives:Student orientedDescribe what learners would be able to achieve

Example

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Learning Objectives= Educational Objectives Teaching Objectives:

Teacher orientedDescribe intentions of the teacher

Learning Objectives:Student orientedDescribe what learners would be able to achieve

Example

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SOURCES OF EDUCATIONAL OBJECTIVES

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SOURCES OF EDUCATIONAL OBJECTIVES

Health needs of the society/ community

National Health Programs and Policy Guidelines of thegovernment

Progress in the scientific & medical fields

Special needs of the profession: communication,management skills, medico-legal skills

SB Bavdekar, 2014

Health needs of the society/ community

National Health Programs and Policy Guidelines of thegovernment

Progress in the scientific & medical fields

Special needs of the profession: communication,management skills, medico-legal skills

SB Bavdekar, 2014

QUALITIES OF EDUCATIONAL OBJECTIVES

Relevance:Community/ society

Clarity

Feasibility

Observability

Measurability

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Relevance:Community/ society

Clarity

Feasibility

Observability

Measurability

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TYPES OF EDUCATIONAL OBJECTIVES

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TYPES OF EDUCATIONAL OBJECTIVES

Institutional Educational Objectives Departmental Educational Objectives Specific Learning Objectives

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Institutional Educational Objectives Departmental Educational Objectives Specific Learning Objectives

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COGNITIVE DOMAIN

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COGNITIVE DOMAIN

Learning designed to acquire, recall or recognizeknowledge

Development of intellectual abilities and skills

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Learning designed to acquire, recall or recognizeknowledge

Development of intellectual abilities and skills

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COGNITIVE DOMAIN

Examples

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COGNITIVE DOMAINS

Simplified Classification Knowledge Understanding Application

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Simplified Classification Knowledge Understanding Application

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COGNITIVE DOMAIN: LEVELS

Knowledge: Ability to recall (retrieve) appropriateMaterial

Comprehension: Ability to understand acommunication. Seeing fullest meaning of an idea

Application: Ability to use facts, principles, theoriesand generalizations to concrete situations

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Knowledge: Ability to recall (retrieve) appropriateMaterial

Comprehension: Ability to understand acommunication. Seeing fullest meaning of an idea

Application: Ability to use facts, principles, theoriesand generalizations to concrete situations

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PSYCHOMOTOR DOMAIN

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PSYCHOMOTOR DOMAIN

Deals with acquisition of physical abilities, motor ormuscular skills, manipulation of materials and objectsor perform acts requiring neuro-muscular coordination

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Deals with acquisition of physical abilities, motor ormuscular skills, manipulation of materials and objectsor perform acts requiring neuro-muscular coordination

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PSYCHOMOTOR DOMAIN

Examples

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Examples

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PSYCHOMOTOR DOMAIN: SIMPLIFICATION OF LEVELS

Imitation Practice under supervision/ guidance Performance with high degree of skill (proficiency)

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Imitation Practice under supervision/ guidance Performance with high degree of skill (proficiency)

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AFFECTIVE DOMAIN

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AFFECTIVE DOMAIN

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AFFECTIVE DOMAIN

Deals with description of learning tasks concerningchanges in interest, attitudes and values anddevelopment of appreciations and adequateadjustments

It contains skills that deal with emotions, feelings andvalues

Also called as ‘domain of communication skills’ as itmainly deals with interpersonal relationships

SB Bavdekar, 2014

Deals with description of learning tasks concerningchanges in interest, attitudes and values anddevelopment of appreciations and adequateadjustments

It contains skills that deal with emotions, feelings andvalues

Also called as ‘domain of communication skills’ as itmainly deals with interpersonal relationships

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AFFECTIVE DOMAIN

Examples

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AFFECTIVE DOMAINS

Simplification Receiving Responding Internalization

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Simplification Receiving Responding Internalization

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AFFECTIVE DOMAIN: EXAMPLES

Receiving:The learner should be able to show awareness of anxiety of apatient undergoing a surgical intervention

Responding:The learner should be able to comfort a patient undergoingsurgical intervention through verbal and non-verbalcommunication

Internalization:The learner should be able to comfort patients about to undergoinvasive procedures as a matter of habit irrespective of thepatient-load, their level of intelligence, etc.

SB Bavdekar, 2014

Receiving:The learner should be able to show awareness of anxiety of apatient undergoing a surgical intervention

Responding:The learner should be able to comfort a patient undergoingsurgical intervention through verbal and non-verbalcommunication

Internalization:The learner should be able to comfort patients about to undergoinvasive procedures as a matter of habit irrespective of thepatient-load, their level of intelligence, etc.

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GROUP ACTIVITY 1

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EXERCISE

Each Group to formulate one Educational objective ofeach domain

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Each Group to formulate one Educational objective ofeach domain

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FORMULATESPECIFIC LEARNING OBJECTIVES

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STEPS IN FORMULATION

Purpose Sources Qualities Domains

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Purpose Sources Qualities Domains

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ELEMENTS OF SLO

Activity Content Criterion Condition

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Activity Content Criterion Condition

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ELEMENTS OF AN SLO Activity:

What a learner is expected to do

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VERBS USED

Cognitive

List Contrast Criticize Deduce Describe Explain Distinguish Compare

Domain:

Formulate Identify Infer Predict Evaluate Select Specify Relate

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Cognitive

List Contrast Criticize Deduce Describe Explain Distinguish Compare

Domain:

Formulate Identify Infer Predict Evaluate Select Specify Relate

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VERBS USED

Psychomotor Dissect Palpate Identify Inject

Domain: Insert Manipulate Perform Prepare Demonstrate

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Psychomotor Dissect Palpate Identify Inject

Domain: Insert Manipulate Perform Prepare Demonstrate

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VERBS USED

Affective Domain

Listen attentively Show sensitivity to human needs and social problems Accept differences in culture Show concern for the welfare of others Demonstrate punctuality Demonstrate self-discipline

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Affective Domain

Listen attentively Show sensitivity to human needs and social problems Accept differences in culture Show concern for the welfare of others Demonstrate punctuality Demonstrate self-discipline

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ELEMENTS OF AN SLO

Content:Describes the subject, object or theme in relation towhich the activity is performed

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Content:Describes the subject, object or theme in relation towhich the activity is performed

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ACTIVITY AND CONTENT

The students shall have an understanding of theprinciples of asepsis

The students shall be able to list three side effects ofdigitalis from memory

The learners shall be able to measure blood pressure

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The students shall have an understanding of theprinciples of asepsis

The students shall be able to list three side effects ofdigitalis from memory

The learners shall be able to measure blood pressure

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ELEMENTS OF AN SLO

Condition:Stipulates riders (resources provided, restrictionsapplied)

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CONDITION

The learner would be able to: Recognize at least three clinical manifestations of pre-

eclampsia during visits to ante-natal clinic Record weight of a newborn baby using a lever scale

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The learner would be able to: Recognize at least three clinical manifestations of pre-

eclampsia during visits to ante-natal clinic Record weight of a newborn baby using a lever scale

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ELEMENTS OF AN SLO

Criterion:Describes the acceptable or desirable level ofproficiency

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Criterion:Describes the acceptable or desirable level ofproficiency

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CRITERIA

The student shall be able to: Name all the bones of the human hand with an

accuracy of at least 90% Obtain five ml of blood without causing any hematoma

formation Explain the need to perform lumbar puncture in a

child to her parents, explain the risks and benefitsinvolved in undertaking the procedure and allay theiranxiety as judged by a questionnaire

SB Bavdekar, 2014

The student shall be able to: Name all the bones of the human hand with an

accuracy of at least 90% Obtain five ml of blood without causing any hematoma

formation Explain the need to perform lumbar puncture in a

child to her parents, explain the risks and benefitsinvolved in undertaking the procedure and allay theiranxiety as judged by a questionnaire

SB Bavdekar, 2014

Group Activity 2

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Each Group to modify the drafted Specific LearningObjectives and identify the various elements inthese Objectives

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Each Group to modify the drafted Specific LearningObjectives and identify the various elements inthese Objectives

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Discussion on Modified and ImprovedSpecific Learning Objectives (SLOs)

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Discussion on Modified and ImprovedSpecific Learning Objectives (SLOs)

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SUMMARY

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