This document provides an overview of curriculum design in medical education, with a focus on goals and learning objectives. It discusses the relationship between goals, objectives, instructional strategies, and assessment. Goals are broad statements that describe what learners should be able to do by the end of a course, while objectives use action verbs to specify observable and measurable outcomes. The document provides examples of well-written learning objectives and categorizes objectives as learner objectives, process objectives, or outcome objectives. It also references Bloom's taxonomy of learning domains. Learners are asked to practice writing their own goals and objectives for feedback before the next class.

1. Class Session 3: Objectives and Goals
Curriculum Design in Medical
Education
September 25, 2017

2. Agenda
The relationship
of goals and
objectives to
other elements
of curriculum
design
Using backward
design to create
your desired
outcomes for
learners
Writing Goals
and Learning
Objectives
Bloom’s Taxonomy
Cognitive, Affective,
and Psychomotor
Domains
You try!

3. Learning Goals
and Objectives
Instructional
Strategies
Feedback and
Assessment

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

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

6. 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
(assessments &
learning
strategies)
Clearly communicate what
the learning experience
addresses
Serve as
benchmarks
against which
courses can be
evaluated
Can be
considered
“broad”
educational
objectives

7. Goals Differ from Learning
Objectives
Goals
Learning
Objectives
 Can use verbs such
as “understand,”
“know” or
“appreciate”
 Often begin with a
purpose statement,
 The purpose of this
course is ….
 Use strong, action-oriented
verbs in one of three domains
of learning:
 Cognitive (knowledge)
 Psychomotor (skill and
behavior)
 Affective (attitudinal)
 Can also be related to
process or desired outcomes
of the learning experience

8. 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”

9. 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

10. Anderson and Krathwohl, 2001; Krathwohl, 2002

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

12. Practice with these
examples from former TiME
participants!

13. Before this class, you drafted
your 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
13

14. 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 prepared.
• Describe one or two learning objectives that address at
least one program goal.
• Ask the person to suggest one or two strategies that you
might use to accomplish these objectives. How different
are these from what you have considered?