Writing Objectives, Developing Objectives from competencies, linking learning and assessment with competencies

1. MEU-VIMS, Pawapuri
Dr. G.P.Singh
Associate Professor of Medicine
VIMS, Pawapuri, Nalanda, Bihar

2. MIU, VIMS Pawapuri, Nalanda, Bihar
Writing Objectives, Developing
Objectives from Competencies,
linking learning and assessment
with competencies .
----------------------------------------------
Dr. Ganesh Prasad Singh
Associate Professor of Medicine
VIMS, Pawapuri, Nalanda, Bihar

3. Objective
• At the end of this session the participants will be
able to:-
a)- Define competency & L. Objective
b)-Differentiate between Competency & L.
Objective
c)-Frame L. Objective from given
Competency
Contd--

4. -
d)-Chose T-L method for given L. Objective
e)- Choose method of Assessment for
given L. Objective & T.L. method

5. -
In Medical Education, we have-
A GOAL---- To produce Indian
Medical Graduate (IMG)

6. -
• To achieve that Goal IMG has to perform
some ROLE:-
-Clinician
-Communicator
-Leader
-Life long learner
-Professional

7. -
• To perform these roles
IMC needs certain competencies.
*-The competencies expected in the IMG
are listed in Graduate Medical Education
Regulation(GMER) 2019
*-The IMG has to acquire all
the listed competencies
*-To acquire these competencies the IMG
has to learn

8. -
*-To learn these competencies, learning
Objectives have to be developed
*-Learning Objectives are, what a learner
should be able to do at the end of a
particular learning session
*-Dividing Competencies in to learning
objectives makes learning easier

9. Goal, Competency. Learning Objective

10. -
• Role to be Played by IMC:-
- Clinician who provides
Preventive,
Promotive,
Curative,
Palliative and Holistic care
with compassion

11. -
• For this role, the IMG will
need to acquire some competencies
like:-
-Understand normal and
abnormal structure and function of
human body
-Be capable of clinical problem
solving

12. -
-Understand medico legal,
Ethical and Humanitarian principal of
health care
-Know when to refer the patient
to other
-Understand National &
Regional health care policies

13. Competency
• It is an observable ability
of Health Care professional(or other
learner),integrating multiple components
such as Knowledge, Skill, Values and Attitude

14. -
• Competency defines the applied skills
and knowledge that enables people to
successfully perform their work

15. -
• Example:- The IMG should be able
to demonstrate knowledge of
normal human structure, function
and development from molecular,
clinical, behavioral and social
prospective

16. -

17. Competency, Competent,
Competence

18. Objectives
• Learning Objective is a brief, concise
statement that describe exactly what a
participant will be able to do after
completing the Session/ Programme/ Course

19. -
• Education Objective may be of 3 types
at 3 levels
- Institutional Objective
-Departmental Objective
-Specific Learning Objective

20. -
• Institutional Objective :-
“-At the end of M.B;B.S course the
students will be able to provide
independently Preventive and Curative
care to Individual and Community in
health and in disease”

21. -
• Departmental Objective:-
“ At the end of final M.B;B.S.
year the students will be able to Diagnose
and Treat common infectious diseases in
adults under supervision”
“ At the end of final M.B;B.S. year
students will be able to diagnose and treat
common Cardio vascular Diseases in adults
under supervision”

22. -
• Specific learning objectives:- Class/Session
Level.
- For acquiring competency they have to
be broken down in small learning objectives

23. -
- SLOs are brief, concise and specific
statements that describe what a
participant will be able to do after
completing the session
-SLOs are specific and measurable
whether the participant has met that
learning objective or not

24. -
• Example of SLO:-
“At the end of this Lecture/
Tutorial/Small group teaching session
the students of Final M.B;B.S.
will be able to define CPR”

25. -
• “ At the end of this clinical session the
student of final M.B;B.S will be able to record
Blood Pressure of an adult by
sphygmomanometer in supine position with
an accuracy of +/- 5mm. Hg.”

26. Competencies/Objectives
• Competency
- defines the applied skill and
knowledge that enables people successfully
do their work
-Are relevant to an individuals job
responsibility, Role & capability. They are a
way to verify that a learner has in fact learned
what was intended in the learning objective

27. -
Objectives-
-Are specific to a course of interaction
-Describe what the learner should be able
to do at the end of the learning period.
-Are measurable statements and written in
behavioral form
In short- Objective says what we want the
learner to know / Competency says how we
can be certain they know it.

28. -

29. Example of Competency & L. Objective
Competency:- To perform CPR in adult patient
L. Objectives:-
- Competency is Broken down in various
parts:-
At the end of this----------
i) Lecture/Tutorial/Small group teaching session
the participants/students will be able to
define CPR and its components.

30. -
Ii- this demonstration session the
participant/ student will be able to
describe how CPR is done on a Manikin
Iii- this practical class the participant/
student will be able to do CPR on an
adult manikin without an error

31. -
Iv- this clinical posting in emergency
department the Medical Intern will be
able to show CPR in adult patient under
supervision
V - internship the Doctor will be able to do
CPR in an adult patient independently

32. Developing Learning objectives from
competencies
Competency of this session:- “Developing
Learning Objective from competencies”
SLO of this session:- At the end of this session
the participants will be able to:-
i- Define specific Learning Objective (SLO)
ii-Describe the elements and qualities of SLO
iii-Develop SLO from given competency

33. -
• Definition of SLO:- Brief, Concise and specific
statement of what the learner will be able to
do at the end of a Teaching-Learning activity
(Beginning from the end in mind)

34. Elements of SLO (ABCCD)
A) Audience A
B)Behavior B
C) Content C
D)Condition C
E) Degree D

35. -
A- Audience:- Who is learner?
-Final year MBBS Student
-Post Graduate Student
- Participants

36. -
B- What the audience is expected to do and is
expressed in term of an active verb like-
-Define
-List
-Measure
-Prescribe
-Perform

37. -
C) Content:-Add Subject/Object/ Theam of the
Teaching-Learning activity:-
Define----Hypertension
List---------Bacteria Causing UTI
Measure--Blood Pressure
Prescribe-Drugs to a pt.
Perform---CPR

38. -
D) Condition:-Describe important condition on
the learner (Resource supplied, Restrictions
applied)-
-By Sphygmomanometer
-In a Manikin
- In Sitting Position
- Pharmacological name etc

39. -
E) Degree:- Acceptable /Desirable level of
proficiency:-
-Error of not more than +/- 5mm. Hg.
-With accuracy of +/- 25 gm.
- In not more than 2 attempts etc

40. Qualities of SLO (SMART)
• Specific
• Measurable
• Achievable
• Realistic
• Time bound

41. Specific
• To help set specific objectives ask the following:
a. What exactly are we going to do, with or for whom?
b. What strategies will be used?
c. Is the objective described with action verbs?
d. Is it clear who is involved?
e. Is it clear where this will happen?
f. Is it clear what will happen?
g. Is the outcome clear?
h. Will this objective lead to the desired results?

42. Measurable
• All activities should be measurable at some level. To
determine if your objective is measurable, ask
questions such as:
a. How much? How many?
b. How will I know when it is accomplished?
c. How will I know that the change has occurred?
d. Can these measurements be obtained?

43. Achievable
• With a reasonable amount of effort and
application can the objective be achieved??
a. Can we get it done in the proposed
timeframe?
b. Do I understand the limitations and
constraints?
c. Has anyone else done this successfully?
d. Is this possible?

44. Relevant
a. Can you realistically achieve the
objectives with the resources you
have?
b. Do we need to revisit priorities to make
this happen?

45. Time-framed
• When will this objective be
accomplished? This means stating clearly
when the objective will be achieved.
Deadlines create the all- important sense
of urgency.
a. When will this objective be
accomplished? Is there a stated
deadline?

46. -
• Example of SLO which fulfils Qualities of
SLO:-
At the end of this practical class II MBBS
students will be able to measure the Blood
pressure of a patient with
sphygmomanometer in supine position with
an error of not more than +/-5mm. Of Hg.

47. Some SLO which do not fulfill above
qualities
SLO- At the end of this lecture the III MBBS
student will be able to describe in detail the
steps of Liver Transplantation
- No achievable for III MBBS student
and irrelevant to him/her
SLO-At the end of this demonstration the Junior
Resident will be able to perform Hip
replacement surgery independently
-Unrealistic/not achievable

48. Steps in framing SLO
• Competency- Students should know measuring
Blood pressure in Adults
Frame SLOs for above competency:-
Step-1-Create a stem--- It begins like
“At the end of this---------------
add T-L activity
“At the end of this clinical session--------

49. -
Step-2- Identify an add Audience(Learner)for
this T-L session
UG student/ PG student/
Participants etc
“At the end of this clinical session
the final MBBS student-----------------

50. -
• Step-3-Connect Step 2 with an action verb
that describe the expected learners behavior
after T-L activity using the words—Will be
able to.
“At the end of this clinical session the
final MBBS student will be able to
measure----------------

51. -
• Step-4:- Add Content to Step 3.Next clearly
state Conditions(Resource supplied,
restrictions applied)placed on the learner
and finally expected Degree of profiency.
“At the end of this clinical session the
final MBBS student will be able to measure
Blood pressure by Sphygmomanometer in
supine position with an error of not more
than +/- 5mm.Hg.”

52. -
Step-5 Use Check list to review SLO whether it
is effectively formed (Specific, Measurable,
Achievable.Realastic, Time bond)
“At the end of this clinical session the final
MBBS student will be able to measure Blood
pressure by Sphygmomanometer in supine
position with an error of not more than +/-
5mm.Hg.”

53. -

54. -
Competencies & SLOs framed
What Next ?

55. Teaching- Learning

56. -

57. Lecture

58. Group Discussion

59. -

60. -

61. -

62. -

63. Different Teaching –Learning Methods

64. -

65. -

66. -

67. -

68. -

69. Choosing T-L Method
• There is no such thing as best teaching
method. The best method is the one
that works, that yields in given
circumstance.

70. -
• Choosing T-L methods depends on many
factors including-
- Competencies & Learning objectives
-Domain of learning in given L. Objective
-Available Time
-Availability of Faculty
- Space, Equipment , Other facilities

71. -

72. -

73. -

74. Cognitive Domain
• It is domain of cognitive function only---Brain
• Does not require muscular co-ordination-
(Psychomotor Domain)
• Does not require Ethics, Attitude &
Communication ( Affective Domain)

75. Cognitive Domain
• Blooms Taxonomy of Cognitive domain

76. Action Verbs of Cognitive Domain
• Define
• Discuss
• Explain
• Express
• innumerate
• Report
• Recognize
• Review etc

77. Teaching-Learning Methods for
Cognitive Domain
• Lecture
• Tutorial
• Group Discussion
• Panel Discussion
• Seminars
• Workshop
• Symposium
• Self Directed Learning

78. Psychomotor Domain
• Blooms Taxonomy of Psychomotor Domain

79. Psychomotor Domain
• Domain of Practical skill
• Requires neuro muscular co ordination
• Cognitive domain is prerequisite (Body does
only what the brain knows)
• Action Verbs:-Measure, Count, Palpate, Per
cuss, Auscultate, Inject, Insert etc

80. T-L method for Psychomotor domain
• Practical Class
• Demonstration
• Work shop
• Skill Lab
• Bed Side clinic etc

81. Affective Domain
• Domain of Communication Skill
• Deals with interpersonal relationship
• Relates to Ethics, Attitude & Communication
• Action Verbs Used:-Receive, Respond, Display,
Interact, Co-operate, motivate, Assure,
Contribute etc

82. -
• Blooms Taxonomy of Domain

83. T-L method for Affective Domain
• Clinical Posting
• Demonstration
• Role Play
• Video show
• Movies etc

84. -

85. -

86. -

87. -

88. -

89. -

90. Assessment

91. What To Assess

92. -

93. Types of Assessment

94. -

95. Methods of Assessment

96. -

97. -

98. -

99. -

100. -

101. Thank You
Write the Objective
Teach based on the Objective
Assess Over the Objective