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 I 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:
- Discuss the concepts of stability, their influence on bone healing, and how to apply implants to achieve appropriate stability
- Plan a treatment based on assessment, imaging, classification, and decision making
- Apply reduction techniques in fracture management with attention to the importance of the soft-tissue
- Treat diaphyseal and simple (peri)articular fractures using different application techniques
- Evaluate and recognize the special problems related to: fractures in the immature skeleton, pelvic injuries, osteoporotic fractures, postoperative infection, and delayed union and/or nonunion
- Plan the initial treatment of the polytraumatized patient
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:
- Describe the classification systems for scoliosis, kyphosis, spondylolisthesis, and craniocervical deformities (knowledge)
- Identify conditions and patient factors that are likely to cause progressive deformity (knowledge)
- Recognize the physical features of an underlying condition (knowledge)
- Examine for signs of spinal imbalance (knowledge)
- Perform a full neurological examination (skill)
AOVET
Standard Curriculum Advanced Course
After the educational event, the learner will be able to:
- Evaluate small animal patients with complex diaphyseal, juxtaarticular, articular, and pelvic fractures
- Assess mechanical, biological, and clinical factors affecting bone healing
- Plan appropriate treatment using different implants and systems
- Perform operative procedures and techniques to treat complex fractures
- Formulate plans for postoperative care
- Anticipate, recognize, and manage complications
AO Webinar Learning Objectives
Postoperative Mobilization in Older Adults Webinar
After the webinar the learner will be able to:
- Describe specific strategies to avoid immobility in older adults
- Recognize the common complications related to immobility
- Discuss specific difficulties related to postoperative mobilization in different anatomical regions
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
AOTrauma
FacultyFocus
2-2017