This document discusses curriculum design in medical education. It provides an agenda for the class session which includes discussing Brookfield's Critical Incident Questionnaire, the use of rubrics in teaching and learning, and writing goals and learning objectives. It then discusses using rubrics for assessment and providing feedback to students. Key aspects of rubrics like dimensions and achievement levels are outlined. The relationship between goals, objectives, instructional strategies, feedback and assessment in integrated course design is discussed. Writing goals, objectives, Bloom's taxonomy, and examples of learning objectives are also covered.

1. Class Session 3
Curriculum Design in Medical
Education
October 2, 2014

2. Stephen
Brookfield’s
Critical
Incident
Questionnaire
(CIQ) – why
use it?
Use of
rubrics in
teaching
and
learning
Agenda for Tonight
The
relationship of
goals and
objectives to
other
elements of
curriculum
design
Writing Goals
and Learning
Objectives
Bloom’s Taxonomy
Use of Voracious
Verbs
Cognitive, Affective,
and Psychomotor
Domains
You try!

3. Use of Rubrics in Designing Learning
What is a rubric?
• An assessment tool to save grading time, convey
effective feedback, and promote student learning
Why use a rubric?
• Assessing learners’ work can be problematic –
• Learners complain that they don’t get enough
feedback
• Providing timely feedback can be difficult with faculty
workloads
• Learners’ quality of work can be improved with a rubric
• Rubrics provide an equitable means for assessing work
- the same standards apply across learners

4. A Basic Format for Constructing a Rubric
Description of the Task (the assignment)
Scale Level 1
Levels of
achievement
Scale Level 2 Scale Level 3
Dimension 1
Breakdown of
skills and
knowledge
involved in the
assignment
Dimension 2
Dimension 3

5. Learning Goals
and Objectives
Instructional
Strategies
Feedback and
Assessment
Situational Factors

6. In integrated course design, these three
elements are in perfect harmony

7. In integrated course design, these three
elements are in perfect harmony

8. What do you want your
learners to be able to DO at the
end of your lesson, rotation, or
course?

9. Goals Are written as broad
statements of
purpose or intent
Answer the
question, “What do I
want my learners to
be able to do at the
end of my course?”
Serve as criteria for
selection of
curricular
components (such
as assessments &
learning strategies)
Clearly communicate
what the learning
experience
addresses
Can be considered
“broad” educational
objectives
Serve as
benchmarks against
which courses can
be evaluated

10. Goals Differ from Learning
Objectives
Goals
Learning
Objectives
Can use verbs such as
“understand,” “know”
or “appreciate”
Are often written,
The purpose of this
course is ….
Use strong, action-oriented
verbs in one of
three domains of
learning:
Cognitive
Psychomotor
Affective
Can also be related to
process or desired
outcomes of the learning
experience

11. Five Types of Learning Objectives
Acquiring new knowledge
Enhancing cognitive skills
Developing psychomotor skills
Strengthening problem-solving abilities
Changing attitudes and beliefs

12. Traditionally, learning objectives
address three things:
The desired behavior
The conditions under which the behavior is
performed
The performance standards that are to be met

13. A well-written objective answers the
question:
Who will do how much (or
how well) of what by when?
Hint: When writing your
objective, begin with
“By when”

14. Example of a learning objective for our
course
At the end of this course (condition),
learners will be able to design a learning
experience (desired behavior) that
successfully integrates goals and
objectives, learning strategies, and
assessments according to the rubric
provided. (performance standard)
See if you can identify
Who will do how much (or how well) of
what by when

15. Examples of Learning Objectives
By the end of the M2
Hematology course, the student
will be able to describe
accurately the production,
structure, intracellular contents,
and function of the red blood
cell.
By the end of the OBGYN
suture workshop, each third
year medical student be able
to correctly demonstrate a
one-handed knot-tie.

16. Bloom’s Taxonomy for Levels of
Cognitive Processing
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge

17. Categories
of
Objectives
Learner (or
Learning)
Objectives -
KSAs
• What individuals will
learn within the
instructional setting
Process
Objectives
• What will be
accomplished by
implementation
of your learning
experience
(outputs)
Outcome
Objectives
• Indicators of
impact, such as
health,
healthcare, and
patient outcomes

18. Goals and Objectives
Focus on a
specific group
of Learners to
develop
3-5 overall
“course”
goals
Develop
learning
objectives for
what you
want your
learners to be
able to do
18

19. Paired Dialogue
• Describe your program to someone in the
class who is unfamiliar with it.
• What is the major goal of your program?
Share with them.
• Show them 1 or 2 goals that you have
repared.
• Describe one or two learning objectives
that address at least one of your program
goals.