MEU WORKSHOP

Educational Objectives

Educational Objectives

Objectives

• Define educational objectives

• Learning vs teaching objectives

• Types of educational objectives

• Characteristics of educational objectives

Education

• Is a process

• Bring out desirable changes in the behaviour

of the learner

• Acquisition of knowledge, proficiency in skills

and development of attitudes

• Identify what the student should learn?

• How is it learnt?

• How to check whether he has learnt what he

is supposed to learn?

• Objectives – what to learn

• Teaching learning methods – How to learn

• Evaluation – how to measure what is learnt

Educational spiral

• Development of educational objectives

• Organisation of teaching- learning activities

• Evaluation

Educational objectives

Teaching / learning activities

Evaluation

Plan

Learning objectives vs Teacher’s objectives

Types of educational objectives

• At the end of the MBBS course the student

would be able to provide preventive and

curative care to community in health and in

sickness

• At the end of the learning period, the student

would be able to plan and carry out a health

check up for a group of children in a

secondary school

• At the end of this training, the student should

be able to prepare and stain a blood film for

detection of malarial parasite

• Institutional objective

• Departmental objective

• Specific learning objective

Qualities of educational objectives

• Relevance to the needs of the learner

• Clarity

• Feasibility

• Observability and measurability

• The content areas in the curriculum have been

classified in to:

• ‘must know’,

• ‘good to know’ and

• ‘need not know’.

• At the end of the MBBS course we want our

students to be good doctors

• How is this achieved?

• At the end of the MBBS course we want our

students to be good doctors

• How is this achieved?

Summary

• Define educational objectives• Learning vs teaching objectives• Types of educational objectives• Characteristics of educational objectives

TAXONOMY OF EDUCATIONAL OBJECTIVES

Objectives

• Define the three domains• Formulate educational objectives in each

domain

Specific learning objectives• Are statements that describe the performance or

behavior of the learner expected to result from a

specific unit of teaching-learning activity.

• It describes what the student is expected to learn in

the three domains:• Knowledge ( cognitive, domain of the brain)• Practical ( psychomotor, domain of the hands)• Attitudes ( affective, domain of the heart)

Cognitive domain

• Domain of intellectual skills – learning designed to

acquire, recall or recognize knowledge

• Classification:

– Knowledge

– Understanding

– Application

Detailed classification

• Knowledge• Comprehension• Application

• Analysis• Synthesis• Evaluation

Taxonomic levels

• Knowledge:

• ability to recall information as it was learnt

• Terminology, facts, dates, scientists, definition

• Example: The learner would be able to name the

organism causing malaria

• Comprehension:

• Interpretation of information

• extrapolation of the understanding to related

areas and their implications

• Example: Given the blood reports of a patient, he

would be able to interpret and categorize the case as

complicated or uncomplicated malaria

• Application:

• use of learned information to solve a problem.

• It requires knowledge and comprehension

• Example: the learner would be able to choose the

appropriate antimalarial therapy.

• Analysis: • Ability to breakdown a problem into

component parts • to recognize and interpret findings

• Example: The learner would be able to take cognizance of socio economic, personal and cultural factors while selecting therapy

• Synthesis:

• ability to assemble small parts into a coherent

whole

• Example: the learner would be able to write a

rational and individualized prescription for a

patient who is pregnant and has malaria

• Evaluation:

• ability to judge the reliability, utility and merit

based on established criteria

• Example: the learner would be able to outline

the prognosis for a patient with

complicated malaria

• Analysis• Synthesis Problem solving• Evaluation

Psychomotor domain

• Acquisition of physical abilities, motor or muscular

skills or acts requiring neuromuscular coordination

• Observe

• Imitate

• Perform under supervision

• Perform independently

• Perform with high degree of proficiency

• Imitation: • Initial activity of the learner after being

exposed to an observable action

• Example: the learner would be able to perform an exchange transfusion for a patient with complicated malaria on a mannequin

• Observe• Perform on a mannequin• Will perform under supervision• Will perform independently

• Dave’s taxonomic levels:– Imitate, practice, manipulation, precision,

articulation and internalisation

Affective domain

• Domain of communication skills

• Description of learning tasks concerning changes in

attitudes, values and development of appreciations

and adequate adjustments

• Receiving:

• becoming aware of an idea, willing to receive it

and give it some attention

• Example: the learner would be able to show

awareness of the anxiety of a patient waiting

for an invasive procedure

• Responding: • willing to accept an idea, respond to it and

even gain some measure of satisfaction in his response

• Example: the learner would be able to reassure the anxious patient awaiting an invasive procedure

• Internalization: • Valuing - accepting an idea as worthy,, involves

commitment, assuming a responsible role

Judgment whether the idea is worthy of accepting

• Organization- reflected by consistent behaviour according to a definite set of principles

Ability to conceptualize the idea

• Characterization by a value complex:

integration of a value into a total philosophy

• Example: the learner would be able to

habitually comfort patients awaiting invasive

procedures

Classification of specific learning objectives

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

COGNITIVE DOMAIN

Control

Automatism

Initiation

PSYCHOMOTOR DOMAIN

Value complex

Organisation

Valuing

Responding

Receiving

AFFECTIVE DOMAIN

• Depending on the subject area, objectives may have

to be framed in all the three domains or any one of

them

• Domains depend on the objective of the course and

also on what level the student is.

• Awareness of different domains and hierarchical

levels within each domain helps a teacher to

formulate educational objectives precisely and plan

instruction and assessment more scientifically

SPECIFIC LEARNING OBJECTIVES

Need for objectives

Need for objectives

• Basis for learning

• To find out whether and when the desired

competencies have been achieved

Qualities of Specific learning objectives

• Relevant• Unequivocal• Observable• Measurable• Feasible

Elements of Specific Learning Objectives

• Activity - learner should be able to do

• Content – the subject in relation to the activity

• Condition– under what circumstances should the

activity be performed

• Criterion – describes the desirable level of

proficiency

• Specific learning objective – Task + criterion• Task : Act, content and condition• Example:

– Activity: student should be able to perform phlebotomy

– Content: in an adult– Condition: in a single venipuncture– Criterion: Independently

Task + criterion = Objective

How to write an objective

• Start with an action verb

• Describe the content

• Specify the condition

• Set a performance standard

Words used to define objectives

Knowledge

• arrange • define• duplicate • label • list • memorize • name

• order • recognize • relate• recall • repeat• reproduce • state

Comprehension

• classify• describe • discuss • explain• express• identify• indicate

• locate • recognize• report • restate • review • select • translate

Application

• apply• choose • Demonstrate• dramatize • employ • illustrate • interpret

• operate• practice • schedule • sketch • solve• use • write

Analysis

• analyze • appraise • calculate • categorize • compare • Contrast• criticize

• differentiate• discriminate• distinguish • examine• experiment • question • test

Synthesis

• arrange• assemble • collect • compose • construct • create • design • develop

• formulate• manage • organize • plan • prepare • propose • set up • write

Evaluation

• appraise • argue • assess • attach • choose • compare • defend • estimate

• judge• predict• rate • core • select • support • value • evaluate

SUMMARY

• Educational objectives• Taxonomy• Specific learning objectives

Class on Malaria – II MBBS students

• Objectives:

– Malarial parasite – life cycle, lab diagnosis,

pathogenesis and pathology, treatment and

prevention

• Frame the SLO including all four elements

• Identify the domains and the levels

• Choose the appropriate Teaching learning methods

• Choose the appropriate method of Evaluation

Group Activity follows……..

• Group I– No 1, 2, 3, 5, 7, 25

• Group II– No 4, 6, 8, 9, 12, 24

• Group III– No 10, 11, 13, 15, 18, 23

• Group IV– No 14, 16, 17, 19, 22, 21, 20

• Group I– No 1, 8, 9, 13, 22, 24

• Group II– No 2, 25, 11, 18, 20, 23

• Group III– No 3, 22, 19, 5, 6, 12

• Group IV– No 4, 7, 10,, 14, 15, 16, 17

Given the learning objectives, identify the

domain and level in the hierarchy

• Identify the malarial parasite

• Describe the life cycle of malaria

• Make a thick and thin blood film

• Examine the given smear stained by Leishman stain

• Name the drugs used in the treatment of malaria

• Explain the procedure for lumbar puncture

• Explain the modes of spread of malaria

• Enumerate the line of management of cerebral

malaria

• List the complications of malaria

• List the malarial species

• Discuss the laboratory diagnosis of malaria

• The groups to create departmental objectives and

specific learning objectives, identify the domain and

different taxonomic levels

• Formulate SLO fulfilling all the four elements – 20

minutes

• Presentation by each group and discussion – 40

minutes ( 10 minutes per group)

Topics

• Malaria• TB• HIV• Malnutrition• Blindness• Anemia• Cervical cancer

• Ischemic heart disease• Diabetes mellitus• Alcoholism• Drug addiction• TAO