CBME - TO derive objectives from competencies for faculty development program

2. Learning Objectives
At the end of this session the learner shall be able
to-
 Develop objectives for predefined competencies
 Demonstrate linking of competency with
domains of learning using the competency sheet

3. Recap- Learning Domains

4. Behavioral change
Knowledge/Thinking Feeling Motor skill
Cognitive domain Attitudinal domain Psychomotor
or domain
Affective domain
- Bloom, 1956
Hierarchical levels in each domain
Taxonomy of Educational Objectives

5. Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Level 1: Knowledge/
Recall
Level 2: Comprehension/
Understanding
Level 3: Problem solving

6. At the end of the learning session/s, the
student shall be able to
 enumerate common conditions producing
pitting edema (Knowledge/ Recall).
 explain the pathophysiology of edema in
congestive cardiac failure
(Comprehension/ Understanding).
 give differential diagnosis in a given case
of generalised edema (Problem solving).

7. Perception
Set
Graded response
Mechanism
Complex overt response
Adaptation
Origination
Level 1: Imitation
Level 2: Practice/
Control
Level 3: Automatism

8. The learner shall be able to -
 mimic the act of giving intra-muscular
injection to a model (Imitation).
 give an intra-muscular injection observing
all aseptic precautions under supervision
(Practice/ Control).
 inject intra-muscularly drugs to patients
in the ward confidently and efficiently
without supervision (Automatism).

9. Receiving
Responding
Valuing
Organization
Characterization by a
value system
Level 1: Receiving
Level 2: Responding
Level 3: Internalization

10. The learner shall be able to-
 realize the panic of a mother whose child
is suffering from high fever (Receiving).
 reassure the mother (Responding).
 comfort any parent in a similar situations
as a matter of habit in out-patient
department and wards (Internalization).

11. Qualities of Educational Objectives
• To the health needs of society
Relevant
• Possible to attain within given time &
available resources
Feasible
• Indicates progress towards its attainment
Observable
• Provides tool to decide the extent to
which it is achieved
Measurable
• No two interpretations
Unequivocal

12. Audience
Behaviour
Condition
Degree
Elements of a specific learning objective
SLO
The ABCD format (Heinrich et al, 1996)

13. Audience
 Specifies who your learner is

14. Behaviour
 What will the learner do
 Appropriate verb: Action verb
Followed by Theme / Subject matter
 Explicit
 Avoid use of verbs like “Grasp”, “Know”,
“Understand”

15. Specific Learning Objective
 At the end of the clinic, the 3rd Professional
year student shall be able to collect 5 ml of
blood from the antecubital vein of an adult
patient without any assistance and without
causing haematoma.

16. Condition
 Under what circumstances or context imposed by instructor
 Resources provided
 Restrictions imposed while carrying out the act
 Environment
 Direction
 Format
 Deadlines
Examples:
 “Given the data”
 “From the diagram”
 “Using the chart provided”
 “Without any assistance”

17. Specific Learning Objective
 At the end of the clinic, the 3rd Professional
year student shall be able to collect 5 ml of
blood from the antecubital vein of an adult
patient without any assistance and without
causing haematoma.

18. Degree
 What is good enough level of attainment
 Degree of Excellence
 Accuracy
 Speed
 Reference or Standards
 Permissible Errors
Examples:
 “at least four”
 “3 common / major”
 “omitting not more than one step”
 “accuracy of at least 90%”
 “without causing hematoma”

19. Specific Learning Objective
 At the end of the clinic, the 3rd Professional
year student shall be able to collect 5 ml of
blood from the antecubital vein of an adult
patient without any assistance and without
causing haematoma.

21. Deriving Learning Objectives
from
Competencies

23. No. Audience Behaviour Condition Degree
Objective Development Worksheet

24. Working with Objectives
No. Objective Domain
K/S/A/C
Level
(K/KH/S/SH)
Departments(s) A/I
(Y/N) (H/V)

25. Goal of a medical curriculum for MBBS undergraduate
will be – to develop the knowledge, attitudes and skills
necessary to diagnose, manage and prevent common
medical illnesses in the community
Competency – The student shall be able to diagnose,
treat and advice preventive measures to patients with
monsoon related illnesses
1. SLO– Professional year 2 Student shall be able to
prescribe antimalarial therapy to a patient infected with
uncomplicated P.vivax malaria as per the current
guidelines. [Knowledge; shows how]
Linking Competency to Domains of
learning

26. 2. SLO– The professional Year 2 student shall be able to
prepare a thick and thin peripheral smear for sending to
pathology laboratory.. [Skill; Shows how]
3. SLO– The professional Year 3 Student shall be able to
advice precautionary measures for preventing breeding of
mosquitoes in the patient’s locality. [Communication; Shows
How]

28. Activity
 For the competencies allotted frame 3 SLO’s
 Use the competency sheet to link the
competencies with the domains of learning

29. Activity: 15 mins
1. Communicate and counsel patients with
methods to prevent nutritional anemia
2. Estimate Hb, RBC, RBC indices, Blood
groups estimation
3. Assist in a blood transfusion
4. Discuss the National anemia control
program and its recommendations
5. Describe the pathogenesis, features,
hematologic indices and peripheral blood
picture of sickle cell anemia and
thalassemia

31. Group 1
 Communicate and counsel patients with
methods to prevent nutritional anemia

32. Group 2
 Estimate Hb, RBC, RBC indices, Blood groups
estimation

33. Group 3
 Assist in a blood transfusion

34. Group 4
 Discuss the National anemia control program
and its recommendations

35. Group 5
 Describe the pathogenesis, features,
hematologic indices and peripheral blood
picture of sickle cell anemia and thalassemia