Well-formulated learning objectives are the chain that links content, topic, and methods as well as the structure of your learning activity.
Based on Bloom (Bloom, 1956), there are six levels of performance-based learning objectives that allow you to demonstrate the depth of learning outcomes in three domains of educational activities: knowledge, skills, and attitude.
Learning objectives appear on different levels, such as the learning objectives of a whole educational event, eg, a course or at the beginning of a lecture, small group discussion, or practical exercise. They should always be written with the leaner in mind, ie, what the learner should learn (based on their needs) and not what you as a faculty member would like to teach.
writing
learning objectives
10 Tips on
Knowledge
This domain involves knowledge and the development of theoretical skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of theoretical abilities and skills. There are six major categories, which are listed in order below, starting from the simplest behavior to the most complex. The categories can be thought of as degrees of difficulties. That is, the first one must be mastered before the next one can take place. The higher the level (which AO encourages) the more rigorous the cognitive demand.
Skills
The skills domain includes physical movement, coordination, and use of motor-skills. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution.
Attitudes
This domain includes the way we deal with things emotionally, such as feelings, values, appreciation, enthusiasm, motivation, and attitudes.
10 Tips on how to write learning objectives
1.
Start with the sentence: After the session/lecture/webinar/etc, the learner will be able to…
then use a measurable verb followed by a description of the action that the learner will take.
2.
Use measurable terms; please refer to the list below.
DO NOT USE verbs that cannot be measured such as: understand, know, be familiar with, comprehend, learn, appreciate, etc.
3.
Describe an observable action that you expect the learner to do after completing the learning activity.
4.
Describe only one action per learning objective.
5.
When using verbs such as describe, explain, review, discuss, or summarize it implies the learner will communicate verbally with someone.
6.
Ensure the learning objectives are supported by the content of the learning activity.
7.
Specify the conditions in which the action will occur (eg, specific information to clarify clinical focus and/or patient characteristics).
8.
Make sure the learning objectives are expressed from the learner's perspective.
9.
Check that the learning objectives are distinct and specific to the educational activity.
10.
Does the learning objective contain a criterion on which the learners are to be evaluated?
Verb selection guide to writing performance-based learning objectives—adapted from Bloom's taxonomy
Knowledge |
Application
|
Analysis
|
Synthesis |
Bloom’s Level 1 |
Bloom’s Level 3 |
Bloom’s Level 4 |
Blooms’ Level 5 |
Bloom’s Level 2 |
|
|
Bloom’s Level 6 |
Arrange |
Categorize |
Apprise |
Analyze |
Examples from clinical divisions
AOTrauma
Basic Principles of Fracture Management Course: Course objectives
At the end of this course participants will be able to:
AOSpine
Competency: 1. Analyze the history and physical examination of the patient presenting with spinal deformity
Learning objectives: After the educational event, the learner will be able to:
AOVET
Standard Curriculum Advanced Course
After the educational event, the learner will be able to:
AO Webinar Learning Objectives
Postoperative Mobilization in Older Adults Webinar
After the webinar the learner will be able to:
Reference
Bloom BS, Krathwohl D. Taxonomy of educational outcomes: The classification of educational goals, by a committee of college and university examiners. Handbook 1: Cognitive domain. New York: Longmans; 1956.
FacultyFocus 2-2017
AOSpine
FacultyFocus
2-2017