This document discusses competencies, objectives, and their relationship to learning and assessment. It defines competencies as the habitual use of skills, knowledge, and behaviors in practice. Objectives are more specific and describe what learners should be able to do after instruction. The document differentiates between goals, which are broad, and objectives, which are specific and measurable. It provides examples of different types of objectives from general to specific instructional objectives. The characteristics of good objectives like being specific, measurable, attainable, relevant and time-bound are also described. Finally, the document discusses developing objectives from competencies and the relationship between objectives, learning, and assessment.

1. Dr. Pradeep Kumar Jena
Assoc. Prof. of Paediatrics
S.V.P.P.G.I.P.,Sishubhaban,Cuttack

2. 2
Objectives:
1.Differentiate competencies from objectives.
2.Develop objectives from different competencies.
3.Explain the relationship between objectives, learning
and assessment.

3. 3
GOALS =COMPETENCY = OBJECTIVES?
Aims & Goals are vague
have wider perspective
► Teacher or Institute oriented
► May be Social, Financial, Political etc.
e.g.: - to train Doctors, Nurses for society
to run the hospital at profit etc.

4. Goal:
• A projected state of affairs that a person or
system plans to achieve
Where do you want to go? or What do you want
to become?
8

5. 5
Learning objectives describe what the learner
should be able to achieve at the end of a learning
period.
Learning objectives are specific to a course of
instruction.
Objective

6. Competency
The habitual and judicious use of
communication,knowledge, technical skills,
clinical reasoning, emotions, values,and reflection
in daily practice for the benefit of the
individualand community being served.
What should you be able to perform at course
completion in relation to your role, job
responsibility and capability ?
9

7. Preamble
• The competency document is the work of subject
experts.
• The expanse and depth of competencies identified
may vary from subject to subject.
• This is broad Framework and not regulation –
• A guideline for institutions to develop a similar document
that addresses their curricular needs.
6

8. 8
• Clinician
• Leader
• Communicator
• Lifelong learner
• Professional

9. 9
GENERAL
OBJECTIVES
INTERMEDIATE
OBJECTIVES
SPECIFIC
INSTRUCTINOAL
OBJECTIVES
[SIOs]

10. Knowledge
(HEAD)
Cognitive
Domain
Affective
domain
Attitudes
(HEART)
Skills
(HANDS)
Psychomotor
Domain
10
Communication
(HEART)
Affective
Domain

11. Characteristics (qualities) of Objectives ?
S
M
A
R
T
Specific
Measurable
Attainable
Relevant
Time-bound

12. 12

13. 13
Sources
o health needs, demands & resources of the
society
o national health policies
o services to the community
o scientific progress
o prevalent culture & value system
o student characteristics

14. 14
The Educational Spiral
Planning
evaluation
Implementing
evaluation
Defining Educational
Objectives
Preparing & Implementing
Educational programme

15. 15
SPECIFIC INSTRUCTIONAL OBJECTIVES

16. 16
e.g. - a lecture, a course of lectures
- a practical
- a tutorial
- a group discussion
- a clinical session / term …..
SIOs-
What the teacher expects from the students to learn
as a result of his/her teaching efforts at the end of
an instructional unit

17. 17
A meaningfully stated objective
should be
CLEAR & UNAMBIGUOUS
so that
it successfully communicates to the reader,
what the writer intends

18. 18
1. Activity : Appropriate action verb
2. Content : what is to be implemented (performed)
3. Condition: e.g. with / without help of equipment,
specimen, reports, books etc.
 Condition of learner (Student) not of patient !
4. Criteria : minimum standard of performance.

19. 19
1. START WITH ACTION VERB
Specific activity / behavior of the learner
 Name
 Enlist
 Perform
 Respond
[From the list of action verbs according to the domain]

20. 20
2. Follow with CONTENT REFERENCE – describing
the subject being treated.
• ASK WHAT IS TO BE IMPLEMENTED
 Name the bones in the human hand
 Enlist the steps in cell division
 Perform lumbar puncture
 Respond to a patient’s concern over his illness

21. 21
3. Specify the main CONDITIONS under which the
action is to take place – e.g.
By memory
Under observation / guidance of the teacher or
independently
Given the data
With the help of a microscope

22. 22
4.Followed by Performance Standard [CRITERIA]
-indicating minimum acceptable achievement in
measurable terms.
Enlist the bones in the human hand with an accuracy of at least
90%
Perform a lumbar puncture in five consecutive cases, obtaining
the necessary amount (3cc) of cerebrospinal fluid with
minimum discomfort to the patient.
Respond to a patient’s concern over his illness to the patient’s
satisfaction, as measured by his response to a questionnaire or
his interview afterwards.

23. SLO
The learner should be able to prepare a
thin blood smear for differential count
with the provided blood sample in two
attempts.

24. Action verb ?
24
SLO
The learner should be able to prepare a
thin blood smear for differential count
with the provided blood sample in two
attempts.

25. Action verb
25
SLO
The learner should be able to prepare a
thin blood smear for differential count
with the provided blood sample in two
attempts.

26. Content ?
26
SLO
The learner should be able to prepare a
thin blood smear for differential count
with the provided blood sample in two
attempts.

27. Content
27
SLO
The learner should be able to prepare a
thin blood smear for differential count
with the provided blood sample in two
attempts.

28. Condition ?
28
SLO
The learner should be able to prepare a
thin blood smear for differential count
with the provided blood sample in two
attempts.

29. Condition
29
SLO
The learner should be able to prepare a
thin blood smear for differential count
with the provided blood sample in two
attempts.

30. Criteria ?
30
SLO
The learner should be able to prepare a
thin blood smear for differential count
with the provided blood sample in two
attempts.

31. Criteria
31
SLO
The learner should be able to prepare a
thin blood smear for differential count
with the provided blood sample in two
attempts.

32. Action verb ?
Present complete clinical history of a
patient without referring to notes, missing
not more than two important points
32

33. Action verb
Present complete clinical history of a
patient without referring to notes, missing
not more than two important points
33

34. Content ?
Present complete clinical history of a
patient without referring to notes, missing
not more than two important points
34

35. Content
Present complete clinical history of a
patient without referring to notes, missing
not more than two important points
35

36. Condition ?
Present complete clinical history of a
patient without referring to notes, missing
not more than two important points
36

37. Condition
Present complete clinical history of a
patient without referring to notes, missing
not more than two important points
37

38. Criteria ?
Present complete clinical history of a
patient without referring to notes, missing
not more than two important points
38

39. Criteria
Present complete clinical history of a
patient without referring to notes, missing
not more than two important points
39

40. At the end of the session the student should
be able TO “ counsel the mother for 6
months exclusive breast feeding with the
help of flip cards successfully in 2 out of 5
cases as confirmed by mother’s interview
afterwards.
40
Action verb ?

41. At the end of the session the student should be
able TO “ counsel the mother of a neonate for
6 months exclusive breast feeding with the help
of flip cards successfully in 2 out of 5 cases as
confirmed by mother’s interview afterwards.
41
Action verb

42. At the end of the session the student should be
able TO “ counsel the mother of a neonate for
6 months exclusive breast feeding with the help
of flip cards successfully in 2 out of 5 cases as
confirmed by mother’s interview afterwards.
42
Content ?

43. At the end of the session the student should be
able TO “ counsel the mother of a neonate for
6 months exclusive breast feeding with the help
of flip cards successfully in 2 out of 5 cases as
confirmed by mother’s interview afterwards.
43
Content

44. At the end of the session the student should be
able TO “ counsel the mother of a neonate for
6 months exclusive breast feeding with the help
of flip cards successfully in 2 out of 5 cases as
confirmed by mother’s interview afterwards.
44
Condition ?

45. At the end of the session the student should be
able TO “ counsel the mother of a neonate for
6 months exclusive breast feeding with the help
of flip cards successfully in 2 out of 5 cases as
confirmed by mother’s interview afterwards.
45
Condition

46. At the end of the session the student should be
able TO “ counsel the mother of a neonate for
6 months exclusive breast feeding with the help
of flip cards successfully in 2 out of 5 cases as
confirmed by mother’s interview afterwards.
46
Criteria ?

47. At the end of the session the student should be
able TO “ counsel the mother of a neonate for
6 months exclusive breast feeding with the help
of flip cards successfully in 3 out of 5 cases as
confirmed by mother’s interview afterwards.
47
Criteria

48. At the end of the session the student should
be able TO “ define various types of shock,
its etiology, pathogenesis, complication and
management without missing the important
points.”
48

49. At the end of the session the student should
be able TO “ define various types of shock,
its etiology, pathogenesis, complication and
management without missing the important
points.”
49
Action verb ?

50. At the end of the session the student should
be able TO “ define various types of shock,
its etiology, pathogenesis, complication and
management without missing the important
points.”
50
Action verb

51. At the end of the session the student should
be able TO “ define various types of shock,
its etiology, pathogenesis, complication and
management without missing the important
points.”
51
Content ?

52. At the end of the session the student should
be able TO “ define various types of shock,
its etiology, pathogenesis, complication and
management without missing the important
points.”
52
Content

53. At the end of the session the student should
be able TO “ define various types of shock,
its etiology, pathogenesis, complication and
management without missing the important
points.”
53
Condition ?

54. At the end of the session the student should
be able TO “ define various types of shock,
its etiology, pathogenesis, complication and
management without missing the important
points.”
54
Criteria ?

55. At the end of the session the student should
be able TO “ define various types of shock,
its etiology, pathogenesis, complication and
management without missing the important
points.”
55
Criteria

56. 56
Competency:
Utilizes appropriate methods for interacting sensitively,
effectively, and professionally with persons from diverse
cultural, socioeconomic, educational, racial, ethnic and
professional backgrounds, and persons of all ages and
lifestyle preferences

57. 57
Learning objectives relating to the above
competency:
1. Describe the demographic trends and epidemiological
trends related to diverse populations of India.
2. Compare and contrast diversity and cultural background
in the public health context.
3. Identify a framework to design culturally competent
public health care services for diverse populations.

58. Slide # 58
OBJECTIVES
STUDENT
QUESTION
PAPER
SETTER
TEACHER

59. 59

60. 60
FORMULATING SIOs OF TAXONOMIC DOMAINS
• In a group each participant will formulate one SIO related to
his / her discipline belonging to each domain.
• Present SIOs in her / his group.
• Each group will select one objective for presentation in the
plenary session
GROUP I Clinical competency
GROUP II
GROUP III
Leadership competency
GROUP IV
GROUP V Professional competency
Communicator competency
Lifelong learner competency