MEU WORKSHOP Educational objectives and taxonomy of learning

MEU WORKSHOP

At the end of this session, the participant will

be able to:

Define educational objectives and list their

uses.

Differentiate between the types of

educational objectives.

Differentiate between goals, competencies

and objectives.

“A process, which is to bring about desirable

changes in the behavior of the learner ”

(in the form of acquisition of knowledge,

proficiency in skills and development of

attitudes).

1. Can you list what you covered?2. Can you list what the students

learned?

Why is question 1 easier to answer

than question 2?

The goal of a learning activity is like a

target

Aim Of Medical

Education……..? Is to produce a qualified medical

practitioner

The objectives are the arrows that help the learner reach the target and demonstrate mastery

Objective is a precise point in the direction of achieving aim

10

Why should we have an objectives?

Define the outcome of the activity

11

“Statements which tell what the student

should be able ‘to do’ at the end of a

specific learning period”.







If you have no objective, you

shoot aimlessly.SACS-16

• At the end of the MBBS course, the student will be able to

provide preventive and curative care to individuals and

the community in health and in disease.

• At the end of the final MBBS year, the student will be able

to apply the knowledge of pediatrics towards managing

common health problems of children.

• 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.









a lever scale with an accuracy of +/- 50 grams.














































• At the end of the MBBS course, the student will be

able to provide preventive and curative care to

individuals and the community in health and in

disease.

• At the end of the final MBBS year, the student will be

able to apply the knowledge of pediatrics towards

managing common health problems of children.

• 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.

Institutional

objective

Departmental objective

Specific Learning Objective

1. Institutional objectives

2. Departmental objectives

3. Specific learning objectives (SLO)

27

Institutional

Departmental

SLO

Brief, concise and specific statements of

what the learner will be able to do at the

end of a teaching-learning activity.

1. Inform students of the standards and

expectations of the course.

2. Guide the formation of teaching-

learning activities.

3. Aid in the development of tools for

assessment.

4. Provide a framework for evaluation.

Uses of educational objectives

Objective

s

T-L

activities

Assessm

ent

“Broad statement about projected course

outcomes”.

Example:

MCI’s goal for MBBS course: “to 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.”

Goals Objectivesbroad statements brief, concise, targeted

statements

abstract, intangible, observable, tangible,

do not detail student

performances

learner oriented

vague concrete

hard to measure measurable

long term time bound

non-specific specific

CompetencyCompetency

Competency

Goal

SLOSLO SLO SLO SLO SLO SLO SLO

36

Summary

Part 1: Educational objectives

• Definition

• Types

• Uses

• Goals, competencies and objectives

Task 1Identify the type of educational

objective:

1. The student will be able to provide

independent preventive and therapeutic care

to individuals and the community in health and

in disease.

2. The student will be able to diagnose and treat

endemic diseases like tuberculosis and

leprosy.

Institutional objective

Departmental

objective

3. The student will be able to implement proactively

the National programmes for the health and well

being of individuals and the community.

4. The student will be able to apply the principles

and concepts underlying normal behaviour and

mental illness.

Institutional objective

Departmental

objective

5. The student will be able to list at least five

bacterial agents that cause pyrexia of unknown

origin.

6. The student will be able to perform basic

cardio-pulmonary resuscitation on a manikin.

7. The student will be able to reassure an anxious

relative of a patient undergoing surgery.

Specific learning

objective

Specific learning

objective

Specific learning

objective

8. The student will be able to define cardiac output.

9. The student will be able to classify diuretics.

10. The participant will be able to differentiate

between

institutional, departmental and specific learning

objectives.

Specific learning

objective

Specific learning

objective

Specific learning

objective

At the end of this session, the participant will

be able

to:

• Define specific learning objectives

• Describe the elements and qualities of

specific learning objectives










“Beginning

with

the end in

mind.”

1. 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.

2. 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.

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

49

Elements of

Specific Learning

Objectives

Elements of Learning Objectives

Elements of Learning Objectives

ABC2D

1. Audience

2. Behaviour

3. Content

4. Condition

5. Degree

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.

2. Behaviour:

It describes what the learner

is expected to do and is

normally

expressed in terms of an

active verb

Example: Define, listen, dissect, etc.

Elements [ABCD] of Learning

Objectives

• Understand• Appreciate• Know • Learn • Increase• Improve • Grasp the

significance of• Think critically

3. Content:

It describes the subject, object or

theme of the teaching-learning

activity

Example: Define hypertension, measure the

height,

constitute ORS, etc.

4. Condition:Describes the important conditions (resources supplied and restrictions applied) on the learner while performing a task

Example: using Gram’s stain, given the complete blood count, in a manikin, etc.


Objectives

5. Degree:

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.


Objectives

1. At the end of this demonstration, the

participant will be able to assemble a

laryngoscope handle and blade without

references and in a simulated environment,

without error and within ten seconds.

2. At the end of this posting, the final year

B.Sc. nursing student will be able to

assist with endo-tracheal intubation

in a simulated environment according to

guidelines and standards as stated in the

AACN Procedure Manual for Critical Care.

1. Who

2. Will do

3. How much (how well)

4. Of what

5. By when

Kern’s

method

Qualities of

Specific Learning

Objectives

SMART

Specific

Measurable

Achievable

Realistic

Time-bound with a deadline

They should be relevant, unequivocal,

observable and feasible.

1. At the end of this lecture, the III MBBSstudent will be able to describe in detailthesteps for performing a liver transplant.

2. At the end of this lecture, the studentwill beable to understand infection control in ahospital.

65

(No -

irrelevant)

(No - unclear, equivocal, nonspecific)

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.

66

(No - unrealistic, not

feasible)

(No - not observable and

measurable)

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 …”

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…”

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”


final MBBS student will be able to

insert…”

Step 4:

Add Content to step 3. Next clearly

state specific Conditions placed on

the learner and the expected Degreeof proficiency


final MBBS student will be able to insert

a venous cannula in a mannequin in not

more than 2 attempts”

Step 5:

Use the Checklist to review whether

the learning objectives are effectively

framed

Common Errors in framing

Learning Objectives

1. Instructor performance:

Example:

The teacher will clearly explain the

anatomy

of the blood supply of the stomach.

2. False performance (behaviour):

Example:

The student will be able to have a

thorough

understanding of the

pharmacokinetics

of antibiotics.

3. False givens (conditions):

Example:

Given six weeks training in endoscopy, the

participant will be able to diagnose gastric

ulcer.

4. False criteria (degree):

Example:

The learner will be able to demonstrate

the knee jerk to the satisfaction of the

examiner.

One participant from every group will

present your group’s SLOs to the entire

group in the plenary, using the OHP

sheet provided.

Time Limit:

Framing SLO: 10 minutes

Plenary: 15 minutes

80

Summary

Specific learning objectives

• Definition

• Qualities

• Elements

Steps in framing specific learning objectives

Step 1: Create stem

Step 2: Add A

Step 3: Add B

Step 4: Add C,C,D

Step 5: Use checklist

“At the end of this clinical session, the final

MBBS student will be able to insert a venous

cannula in a mannequin in not more than 2

attempts”

Elements

A Audience

B Behaviour

C Content

C Condition

D Degree

At the end of this session, the participant

will be able to:

Enlist the three major domains of learning

Describe the different levels of Cognitive,

Psychomotor and Affective domains.

Divides educational

objectives into three

“domains of

learning.”

Benjamin Samuel Bloom ,1956

I. Cognitive: Knowledge-based

domain

II. Psychomotor: Skills-based domain

III. Affective: Attitudinal-based domain

Knowledge

AttitudeSkills

88

Domains of learning

Cognitive

AffectivePsychomotor

Domains of learning

Cognitive – Thinking / Knowledge

Psychomotor – Doing / Skill

Affective – Feeling / Attitude

Comprehension

Application

Knowledge

Analysis

Synthesis

Evaluation

Simplified classification:1. Knowledge 2. Understanding 3.

Application

Synthesis

Analysis

Application

Comprehension

Knowledge

Evaluating

Analysing

Applying

Understanding

Remembering

Old New

Evaluation Creating

Evaluation -Making judgments based on criteria and standards

Synthesis - Bring together parts of knowledge to form a whole and

build relationships for new situations

Analysis - Break down knowledge into parts and show relationships

among parts

Application -Use knowledge or generalization in a new situation

Comprehension - Interpret information in one’s own words

Knowledge -Recall of information

.

Able to define hypertension

Able to classify the hypertension

Able to predict how antihypertensive therapy

would be modified in case the patient develops

angina

Able to take cognizance of socio – economic,

personal and cultural factors while selecting

treatment for HT

Able to write a rational & individualised

perception for a patient with HT

Able to outline the prognosis for a patient with

HT

Example:

Enumerate 5 side effects of rifampicin

Explain the mechanism of hepatotoxicity by

rifampicin

Calculate dose of rifampicin for a patient with

a weight of 20kg

Discuss advantages of using rifampicin in the

initial treatment

Discuss characteristics of drugs which prevent

development of drug resistance

Select the most appropriate drugs for drug

resistant tuberculosis

Responding

Valuing

Receiving

Organization

Characterization

Receiving -student

passively pays attention

Responding - The student actively

participates in the learning process, not only attends to

a stimulus; the student also reacts

in some way

Valuing - The student attaches

a value to an object,

phenomenon, or piece of

information

(1) Receiving :

Ex. The learner would be able to show awareness

of anxiety of the patient waiting for an invasive

procedure.

(2) Responding :

Ex- The learner would be able to reassure the an

anxious patient waiting for an invasive procedure.

(3) Valuing :

Ex- The learner would be able to realize that its

worth spending time reassuring patient whenever they

are anxious.

High degree of proficiency

Independently

Supervision

Imitate

Observe

Set

Guided response

Perception

Mechanism

Complex Overt Response

Adaptation

Origination

Simpson’s Classification

Domain Verbs

CognitiveDefine, List, Name, State, Classify, Describe,

Apply, Compare, Contrast, Differentiate,

Diagnose, Assess, Evaluate, Justify, etc.

Psychomoto

r

Measure, Perform, Dissect, Palpate,

Assemble, Construct, Sketch, etc.

Affective Listen, Comfort, Share, Choose, Help,

Initiate, Defend, Practice, Display, Reassure,

etc.

Recall

Identify

Recognize

Acquire

Distinguish

Define

Describe

Label

List

Match

Name

Recall

Apply

Sequence

Carry out

Solve

Prepare

Change

Construct

Operate

Generalize

Plan

Repair

Explain

Demonstrate

Use

Write

Plan

Integrate

Synthesize

Formulate

Propose

Specify

Generate

Produce

Organize

Theorize

Design

Build

Systematize

Create

Compose

Evaluate

Verify

Assess

Test

Judge

Critique

Compare

Rank

Measure

Appraise

Select

Check

Defend

Justify

5. The student will be able to list at least five bacterial

agents that cause pyrexia of unknown origin.

6. The student will be able to perform basic cardio-

pulmonary resuscitation in a manikin.

7. The student will be able to reassure an anxious

relative of a patient undergoing surgery.

Cognitive

domain

Affective domain

Psychomotor domain

8. The student will be able to define cardiac

output.

9. The student will be able to classify diuretics.

10. The participant will be able to differentiate

between

institutional, departmental and specific

learning

objectives.

Cognitive

domain

Cognitive

domain

Cognitive

domain

Cognitive

levelSample verbs

Knowledge Define, List, Name, State

Comprehensio

n

Describe, Classify, Give Examples

Application Apply, Demonstrate, Calculate

Analysis Compare, Contrast, Differentiate,

Classify

Synthesis Design, Develop, Diagnose, Plan

Evaluation Assess, Evaluate, Justify, Judge

Examples:

At the end of this lecture, the III MBBS student will

be able

to:

1. List the clinically important causes of secondary

hypertension.

(Knowledge)

2. Classify a given set of blood pressure readings

as normal or hypertensive.

(Understanding)

3. Plan an individualized therapy for a patient with

systemic hypertension.

(Application)

Simplified classification:

1. Imitation

2. Practice under supervision/guidance

3. Performance with high degree of skill

(proficiency)

Sample verbs of the Psychomotor Domain:

Measure, Perform, Dissect, Palpate,

Assemble,

Construct, Sketch, etc.

Examples:

At the end of this demonstration , the III MBBS

student

will be able to:

1. Perform basic cardiopulmonary resuscitation

(CPR) on a manikin. (Imitation)

2. Perform CPR on a patient in a hospital under

supervision. (Practice under

supervision)

3. Perform CPR in emergency situations with

confidence. (Performance with

proficiency)

Simplified classification:

1. Receiving

2. Responding

3. Internalization

Sample verbs of the Affective Domain:

Listen, Comfort, Share, Choose, Help,

Initiate,

Defend, Practice, Display, Reassure,

etc.

Examples:At the end of this demonstration, the III MBBS

student will

be able to:

1. Listen attentively to an anxious patient about to

undergo an invasive procedure.

(Receiving)

2. Comfort an anxious patient about to undergo

an invasive procedure by verbal or non-verbal

communication.

(Responding)

3. Habitually comfort patients about to undergo

invasive

Communication skills

Does

(action)

Shows how (performance)

Knows how

(competence)

Knows

(knowledge)

11

8

Summary

Part 2:Taxonomy of educational objectives

Domains of learning (Bloom’s Taxonomy)

I. Cognitive

Verbs: Define, list, classify, differentiate, etc.

II. Psychomotor

Verbs: Dissect, palpate, measure, perform, etc.

III. Affective

Verbs: Listen, comfort, share, choose, help, etc.

Task 2Identify the domain of learning of

the

following educational objectives:

1. …will be able to list the types of glaucoma.

2. …will be able to conduct a normal delivery

using safe

delivery practices in the primary care setting.

3. …will be able to define aseptic meningitis and

enumerate the causes.

Cognitive

Psychomotor

Cognitiv

e

4. …will be able to communicate effectively to

patients with terminal illness.

5. … will be able to demonstrate the use of an

insulin pen to a diabetic patient.

6. … will be able to classify opiod analgesics.

7. … will be able to describe the management

of acute

diarrhoeal diseases.

Affective

Psychomotor

Cognitive

Cognitive

8. … will be able to list the indications for using

general anesthesia during surgery on adults.

9. … will be able to start an intravenous line in

a

convulsing patient.

10. …will demonstrate the ability to make

empathetic

responses to anxious relatives of chronically

ill patients.

Cognitive

Psychomotor

Affective

1. Ananthanarayanan. PH, Sethuraman KR, Santosh Kumar, editors.

Medical Education, Principles and practice. 2nd ed. Pondicherry:

National Teachers Training Course (NTTC) JIPMER; 2000.

2. Mager RF. Preparing Instructional Objectives. Belmont: Fearon

Publishers;1975.

3. Bloom BS. ed.Taxonomy of Educational Objectives: The

Classification of Educational Goals, handbook 1: Cognitive

Domain. New York: McKay; 1956.

4. Harrow AJ. A Taxonomy of the Psychomotor Domain: A Guide for

Developing Behavioral Objectives. New York: McKay; 1972.

5. Krathwohl DR, Bloom BS and Masia BB. Taxonomy of

Educational Objectives: The Classification of Educational Goals,

Handbook 2: Affective Domain. New York: McKay;1964.

6. Epstein RM, Hundert E. Defining and assessing professional

competence. JAMA 2002;287: 226-34

7. American Association of Medical Colleges Report 1-Learning

Objectives for Medical Student Education: Guidelines for Medical

Schools, MSOP;1998.

8. Core Committee, Institute for International Medical Education.

Global minimum essential requirements in medical education.

Med Teach. 2002; 24(2):130-135.

9. Singh T, Gupta P, Singh D. Principles of medical education 3rd

ed. New Delhi: Jaypee Brothers Medical; 2009.

10. www.mciindia.org/tools/announcement/MCI_booklet.pdf

Questions?

1. The three components of the

Education spiral are:

a. Knowledge, Skills and Attitude

b. Goals, Competencies and Objectives

c. Objectives, T-L activities and

Assessment

d. Institutional, Departmental and

Specific

1. The three components of the

Education spiral are:

a. Knowledge, Skills and Attitude

b. Goals, Competencies and Objectives

c. Objectives, T-L activities and

Assessment

d. Institutional, Departmental and

Specific

2. The uses of Objectives are :

a. To guide formation of T-L activities

b. In assessment

c. In evaluation of the course

d. All of the above

2. The uses of Objectives are :

a. To guide formation of T-L activities

b. In assessment

c. In evaluation of the course

d. All of the above

3. The three domains in Bloom’s

taxonomy of

educational objectives are

a. Affective, psychological and

cognitive

b. Assertive, psychomotor and

cognitive

c. Affective, psychomotor and cognitive

d. Affective, psychomotor and creative

Choose the single best response:

3. The three domains in Bloom’s

taxonomy of

educational objectives are

a. Affective, psychological and

cognitive

b. Assertive, psychomotor and

cognitive

c. Affective, psychomotor and cognitive

d. Affective, psychomotor and creative


4. In the cognitive domain , which level

would be

considered by Bloom as being at the

lowest level?

a. Analysis

b. Comprehension

c. Knowledge

d. Evaluation


4. In the cognitive domain , which level

would be

considered by Bloom as being at the

lowest level?

a. Analysis

b. Comprehension

c. Knowledge

d. Evaluation


5. What does “S” stand for in ‘SMART’

objectives?

a. Special

b. Specific

c. Smart

d. Super

5. What does “S” stand for in ‘SMART’

objectives?

a. Special

b. Specific

c. Smart

d. Super

6. Which of the following words should a

‘SMART’ objective NOT contain?

a. Evaluate

b. Analyze

c. Understand

d. Use


6. Which of the following words should a

‘SMART’ objective NOT contain?

a. Evaluate

b. Analyze

c. Understand

d. Use


At the end of this session, the participant will be able

to: • Define competency.• Differentiate between goals,

competencies and objectives.• Describe the steps in framing

competencies and identify role and subject based competencies.

• Define competency based medical education and outcomes.

Example:

“The Indian Medical Graduate should be able to demonstrate

knowledge of normal human structure, function and

development from a molecular, cellular, biologic, clinical,

behavioral and social perspective”.

An observable ability of a health

professional, integrating multiple

components such as knowledge, skills,

values and attitudes.

14

4

ACGME competencies [Accreditation Council for Graduate medical Education]

The habitual and judicious use of

communication,knowledge, technical

skills, clinical reasoning, emotions,

values, and reflection in daily practice

for the benefit of the individual and

community being served.

Relevant to an individual’s job responsibilities, roles and capabilities.

Clinician, who understands and provides preventive, promotive, curative, palliative and holistic care with compassion

They are a way to verify that a learner has in fact learned what was intended in the learning objectives.

Competencies define the applied skills

and knowledge that enable people to

successfully perform their work while

learning objectives are specific to a

course of instruction.

A Goal is a broad statement about projected course

outcomes.

A competency is an

observable ability of a health

professional,

integrating multiple

components

such as knowledge, skills,

values and attitudes.A specific learning objective is a brief, concise and specific

statement of what the learner will be able to do at the end of a

teaching-learning activity.

SLO

Goal

CompetencyCompetency

Competency

SLO SLO SLO SLO SLO SLO SLO

Objectives say what we want the

learners to know (teacher

centred)

Competencies say how we can

be certain they know it.

Competency

– the thing(s)

they need to

do

Competent

– can do all

of the things

Competence – does all of the

things consistently, adapting

to contextual and situational

needs

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.

1. … modify the treatment of a patient who

is receiving propranol for systemic

hypertension if he develops bronchial

asthma.

2. …recognise, rescuscitate, stabilize and

provide advanced life support to patients

following trauma.

SLO

Competency

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.

SLO

Competency

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.Goal

1. Begin with a present tense action verb. 2. Each action verb requires an object. 3. Each competency is4. Each competency is based on performance. 5. Do not use evaluative or relative adjectives.

(Do not use words like good, effective, appropriate.)

6. Do not use evaluative or relative adverbs. (Do not use words like quickly, slowly, immediately.)

7. Do not use qualifying phrases. (Do not use a phrase such as “Write with greater confidence.”)

8. Say what you mean, using only necessary words.

Miller’s Pyramid provides a framework of levels of competence in

medical education and can assist clinical teachers in matching

learning outcomes and competencies with expectations of what

the learner should be able to do at any stage.

MCI’s goal for MBBS course: “to 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.”

Clinician Leader Communicator

Lifelong learner

Professional

Goal: Indian Medical

Graduate

Role based and subject based

competencies

R

O

L

E

S

ROLES

Demonstrate knowledge of abnormal

human structure, function and

development from a molecular, cellular,

biological, clinical, behavioural and

social perspective.

Clinician

Demonstrate the ability to function

effectively, responsibly and

appropriately as a health care team

leader in primary and secondary health

care settings.

Leader

Demonstrate the ability to communicate

adequately, sensitively, effectively and

respectfully with patients in a language that

the patient understands and in a manner

that will improve patient satisfaction and

health care outcomes.

Communicator

Demonstrate the ability to perform an

objective self‐assessment of knowledge

and skills, continue learning, refine

existing skills and acquire new skills.

Lifelong learner

Demonstrate respect and maintain

professional boundaries between

patients, colleagues and society.

Professional

1. Demonstrate understanding of the

biochemical basis and rationale of

clinical laboratory tests and

demonstrate the ability to interpret

these in the clinical context.

2. Demonstrate the ability to assess and

promote optimal growth, development

and nutrition of children and

adolescents and identify deviations

from normal.

Biochemistry

Paediatrics

An outcome based

approach to designing,

implementing,

assessment and

evaluation of a medical

education programme

using an organizing

framework of

competencies.

Medical education

programme

Outcom

eCompetencie

s

Approach to designing,

implementing, assessment and

evaluation

“New MBBS syllabus to introduce students to patients in first year

Ekatha Ann John, TNN | Sep 19, 2014, 04.07AM IST

CHENNAI: Medical students could soon have their first brush with treating

patients in the first year of MBBS with the Medical Council of India (MCI) giving

final shape to a revision of the undergraduate medical curriculum. This will be

the first major overhaul of MBBS syllabus in 17 years.

At a recent press conference in Chennai, Dr M Rajalakshmi, MCI's chief

consultant in the academic cell said the conversion of the existing MBBS

curriculum to a competency-based one is almost complete. In a move that

has raised eyebrows, MCI is also applying for a copyright, following which the

syllabus will be put up on its website.

In 2011, MCI submitted the proposed new syllabus, titled Vision 2015, with the

ministry of health, but the implementation was stalled due to wrangles within

the body. "The apex regulatory body of doctors has now revived the plan by

submitting a fresh version of the syllabus after making a few modifications,"

said a source in MCI.”

- The Times of India, September 19, 2014

http://timesofindia.indiatimes.com/toireporter/author-Ekatha-Ann-John.cms

1 2 3 4 5 6 7 8

No. Competencies Domain

K/S/A/C

K/KH/SH/

P

Core

Y/N

Suggested

Teaching

Learning

method

Suggested

Assessme

nt method

No req

to certify

P

See

legend

Instructions - column 1: number; column 2: competency : must start with a

measurable verb. column 3: K- Knowledge, S – Skill, A - Attitude / professionalism, C-

Communication. column 4: K – Knows, KH - Knows How, S - Shows how, P-

performs independently.

column 8:entry is P: indicate how many procedures must be done independently for

certification/ graduationSummary

Name of Topic: Number of competencies: ( )

Number of procedures that require certification :

Prerequisite knowledge for topic from previous phases:

Topic Continued:

• Knows the places for IM Injection

• Capable of using aseptic precautions

• Demonstrates the ability to give IM inj

Learning Objectives

• Capable of giving IM injection Learning

Outcomes

• Give IM injection to deltoid independently Competency

Clinician Leader Communicator

Lifelong learner

Professional

Transition to competency

based medical education

Competenc

yCompetency

Competency

Goal

SL

OSL

O

SLO SLO SLO SLO SLO SLO

1. Frank JR, Snell L, Cate OT, Holmboe ES, Carraccio

C, Swing SR et al. Competency based medical

education: theory to practice. Medical Teacher 2010;

32: 638-45

2. Cate OT. Competency based medical training and

evaluation. Definitions and correlations with real

clinical practice. Reviews in Cardiology (Argentina)

2011; 79: 405

3. Carracio C et al. Shifting paradigms: From Flexner to

Competencies. Academic Medicine 2002; 77: 361

4. Ananthanarayanan. PH, Sethuraman KR, Santosh

Kumar, editors. Medical Education, Principles and

practice. 2nd ed. Pondicherry: National Teachers

Training Course (NTTC) JIPMER; 2000.

5. www.mciindia.org/tools/announcement/MCI_booklet.

pdf

Questions?

1. Which of the following is NOT a role of an

IMG?

a. Clinician

b. Communicator

c. Lifelong partner

d. Communicator

e. Professional

1. Which of the following is NOT a role of an

IMG?

a. Clinician

b. Communicator

c. Lifelong partner

d. Professional

Thank you!