This document outlines learning objectives, outcomes, and competency frameworks for medical education. It defines key terms like competence, learning outcomes, and objectives. Competence refers to the ability to perform job duties successfully. Learning outcomes describe what students should be able to do by the end of a program. Objectives define what students will learn in individual lessons. The document provides examples of outcomes for an MBBS program and objectives for lectures. It discusses frameworks for evaluating competencies and provides guidance on writing objectives and outcomes, including making them specific, measurable, attainable, relevant and time-bound.

1. Dr Shams Nadeem Alam
MBBS, FRCS, MHPE
Learning Objectives
Study Guides

2. Modules
Outcomes & Objectives
Today’s Journey
Study Guides

3. 3
Domains
Cognitive knowing
Psychomotor doing
Affective feeling

4. What does this word mean ?
COMPETENCE
The ability to do something successfully or efficiently.
Competence is the set of demonstrable characteristics and skills that
enable, and improve the efficiency or performance of a job.
A legal term that can be defined as being
“duly qualified: having sufficient, capacity, ability or
authority”

5. •Are relevant to an individual’s job
responsibilities and roles.
•They define the capabilities that a learner is to
acquire during the educational process.
Competencies

6. G M C
Good Clinical Care
Relationship with
Patients and
Families
Working with
Colleagues
Work place
management
Social
Accountability
Professionalism
ACGME
Practice-Based
Learning and
Improvement.
Patient Care and
Procedural Skills.
Systems-Based
Practice.
Medical Knowledge.
Interpersonal and
Communication
Skills.
Professionalism.
C A N M E D S
Medical Expert
Communicator
Collaborator
Leader
Health Advocate
Scholar
Professional
P M D C
Care-provider
Decision-maker
Communicator
Community leader
Manager
Researcher
Leader and Role
Model
Competency Frameworks

7. •Statements that describe the
knowledge, skills or attitude that
students should acquire by the end of
an assignment, course, module or
program.
•Help students understand why that
knowledge, skills and attitude will be
useful to them.
Learning Outcomes

8. Learning Outcomes
•Define the level of learner
•Form the basis of assessment
•Written for end of program, course
or module, as broad statements
•Describe what the learners are
supposed to be able to do

9. O u t c o m e s o f M B B S P r o g r a m
On completion of the MBBS program, XYZ College graduate will be able to:
• Utilize knowledge of basic and clinical sciences for patient care.
• Identify problems, critically review literature, conduct research and
disseminate knowledge
• Take a focused history, perform physical examination, formulate a
diagnosis and management plan for common health problems.
• Apply evidence based practices for protecting, maintaining and promoting
the health of individuals, families and community.
• Acquire professional behaviors that embodies lifelong learning, altruism,
empathy and cultural sensitivity in provision health care service.
• Lead other team members as per situational needs for quality health
service.

10. Learning
Objectives
Learning objectives are
brief statements that
describe what the student
is expected to learn at the
end of a lesson or any
other educational activity

11. Learning
Objectives
Learning in terms of
measurable
knowledge or
demonstrable skills
that will be acquired
by a student as a
result of teaching

12. Learning Objectives
•Define the boundaries of content
•Guides the process of learning
•Written for each teaching session, lecture or
CBL specifically
•Describes what the learners are supposed to
learn

13. Learning Outcomes
•Define the level of learner
•Form the basis of
assessment
•Written for end of program,
course or module, as broad
statements
•Describe what the learners
are supposed to be able to
do
Learning Objectives
•Define the boundaries of
content
•Guides the process of
learning
•Written for each session,
course or module
specifically
•Describes what the learners
are supposed to learn
20

14. Objectives

15. 15
Rationale
Purposes
• Guide for the teacher
• Guide for learner
• Basis for assessment
• Foundation for curricular alignment
• Makes curriculum explicit
• Analysis for change in curriculum
• Evaluation of curriculum

16. SMART Objectives

20. EXAMPLES
By the end of this 45 minutes lecture students
of 1st year MBBS will be able to:
• Develop a working plan for studying
individually.
• Compare individual and group learning
benefits.

21. EXAMPLES
•By the end of this 40 minute session
the second year MBBS student will be
able
•Identify their personal style of
communication
•Summarize the various non-verbal
communication

22. Tips for Writing Objectives
Specify four main things
Audience - Who? Who is this aimed at?
Behavior - What? What do you expect them to
be able to do? Use action verbs to describe an
overt, observable behavior.
Condition - How? Under what circumstances will
the learning occur?
Degree - How much?

23. Kern’s key to writing specific and measurable
objectives
Five basic elements should be followed
Who will do
1 2
?
3 4 5
how much (how well) of what by when
3 4 5

24. Kern’s key to writing specific and measurable
objectives
1.Why
2.Will do
3.How much
or how well
4.Of what
5.by when

26. EXAMPLES
At the end of the 40 minutes encounter the final year medical student
will be able to:
• Enlist the complete protocols for obtaining an informed consent from
a patient of cholelithiasis.
• Counsel a given simulated patient with Acute choleycystitis about
complication regarding an required intervention.
• Enumerate the advantages, limitations and possible complications of
laparoscopic surgery.
• Obtain an informed consent from a given patient for laparoscopic
cholecystectomy and possible conversion to an open procedure with
reasoning.

28. Exercise
Please write
learning objectives
for a 45 minute
lecture of your
course or module

29. Breakout Rooms
 Your will be separated into groups for 10
minutes and each group is to write
Learning Objectives for ONE LECTURE of
50 minutes.
 One participant will write them on MS
Word and will share the Objectives and
we will review.
 Drop the MS Word document with your
Group name on WhatsApp

30. Let us review

31. Guidance for Study Guide

32. STUDY GUIDE ESSENTIALS
1.Title of Program (MBBS or BDS or DPharm etc)
2.Title of Course (Year and/or Module)
3.Vision & Mission of the University and Program
4.Course introduction (What relevance this course has to overall
program and why is it placed at this point)
5.Faculty Introduction with contact details.
6.Outcomes of the programs
References:
• HEC Covid-19 Policy Guidance No.5 (Online Readiness) Page 3 of 6 dated 17th April 2020
• R.M. HARDEN, J.M. LAIDLAW, E.A. HESKETH (1999) AMEE Medical Education Guide No 16: Study guides-their use and preparation,
Medical Teacher, 21:3, 248-265, doi: 10.1080/01421599979491

33. STUDY GUIDE ESSENTIALS
7.Learning Objectives
8.Teaching methodologies adopted
• Lectures
• Tutorials for Higher Cognition
• Simulations
• Practical
• Flip Classroom
• Team Based Learning
• Case Based Learning
9.Facilitator or Lecturer or Tutor of the session

34. STUDY GUIDE ESSENTIALS
10. Lesson Plan
11. Time table and Schedule (includes Topics and the Instructor)
12. Textbooks, articles, references and other reading material.
13. Assessment guidelines (Formative & Summative)
• Quizzes
• One Best MCQs
• Short Essay Question
• Short Answer Question
• Objective Structured Practical Examination
• Spotting
• Objective Structured Clinical Examination

36. Outcomes / Objectives and Assessment
•MCQ
•SAQ
•Essay questions
•Viva / Oral exam
•OSPE / OSCE
•Work-based
assessment
• 360o
•MiniCEX
•Portfolio

37. Benefits..
Students’ learning is enhanced because
•Teaching is focused
•Assessed on what and how they are taught
Teachers’ job becomes easy!
•Able to focus, making the best use of time
Justifies curriculum
Evaluation is facilitated

39. director.dme@baqai,edu.pk
shamsalam@hotmail.com
Thank you