How to Capture Your Teaching Goals: Writing Learning Objectives
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1 How to Capture Your Teaching Goals: Writing Learning Objectives UCSF Dept. of Radiology Emily M. Webb, MD
2 Lecture Objectives Distinguish a learning objective from a teaching objective/goal Discuss the ways learning objectives can help the teacher Recognize and avoid pitfalls of poor objective-writing
3 Writing Learning Objectives Are we making this too complicated? Just something we need to deal with for compliance purposes? In order to comply with the policies of the Accreditation Council for Continuing Medical Education, the AUR and RSNA request the following information from you as a presenter...
4 Writing Learning Objectives Only problematic if it s an afterthought to the lecture or session content
5 Learning Objectives versus Teaching Objectives Why does it seem difficult? We naturally focus on teaching objectives What we want to cover in the lecture An outline of topics Our goals
6 Learning Objectives versus Teaching Objectives But we need to consider the objectives from the learners point of view! Active and outcome focused What the learner will be able to do after the session Measurable actions
7 Learning Activities (reading, lecture, small group disc., rounds) Objectives Evaluation (test, case report, presentation)
8 Writing Learning Objectives What to do: 1. Decide what is critical for the students to take away from the session 2. Consider the depth of understanding that is appropriate given the audience level Simply memorize a list of information? Demonstrate comprehension of material? Apply knowledge to a novel scenario?
9 Writing Learning Objectives 3. Keep in mind the test question you want to ask when designing your objectives If you write a very specific objective it limits the exam question, but directs learning
10 Writing Learning Objectives 4. Refer to Blooms taxonomy to help guide the language of the learning objective Available online Describes learning domains
11 Bloom s Taxonomy: Cognitive Domain
12 Writing Learning Objectives How can Bloom s taxonomy help guide language? Measurable action words!
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15 Bloom s Taxonomy Knowledge: Key Words Define Identify List Show Label Examine Name Write
16 Bloom s Taxonomy Comprehension: Key Words Summarize Interpret Contrast Predict Associate Distinguish Estimate Differentiate Discuss
17 Writing Learning Objectives Measurable action word Formula: Who will be able to do how much of what by when
18 Writing Learning Objectives Learning Objectives collected from actual UCSF SOM syllabi: This lecture will cover benign solitary liver masses and their appearance at CT We will review the appearance of important lines and tubes on CXRs Understand the role of radiology in the management of cancer patients
19 Writing Learning Objectives This lecture will cover benign solitary liver masses and their appearance at CT The Problem: This is a teaching objective Who Action word The Fix: The student will be able to identify cysts, hemangiomas, and focal nodular hyperplasia at CT following the lecture By when What
20 Writing Learning Objectives We will review the appearance of important lines and tubes on CXRs The Problem: This is a teaching objective Who Action word The Fix: The student will be able to recognize feeding tubes and central venous lines on CXR following the small group exercize By when What
21 Writing Learning Objectives Understand the role of radiology in the management of cancer patients The Problems: This is a bad learning objective Understand is too vague not in Bloom s! Too broad Who Action word The Fix: The student will be able to discuss current recommendations for screening mammography by the end of the course By when What
22 Writing Learning Objectives Understand the role of radiology in the management of cancer patients The Problems: This is a bad learning objective Understand is too vague not in Bloom s! Too broad More bad action words: Appreciate Know Learn Believe
23 Writing Learning Objectives Shortcut to avoid redundancy in a list of objectives. After the session the student will be able to..
24 Writing Learning Objectives After the session the student will be able to.. Recognize a pleural effusion at CXR Describe signs of a pneumothorax at CXR Differentiate between pulmonary vascular congestion, interstitial pulmonary edema, and alveolar edema on CXR
25 Writing Learning Objectives When planning a curriculum it s preferable to have learning objectives that represent a variety of cognitive domains Mix it up!!
26 Writing Learning Objectives: Assessment Test questions should be guided by learning objectives Do not ask a question with a higher cognitive domain than expressed in the relevant learning objective Knowledge level objective (list, label etc..) should lead to knowledge level question (Identify the aorta on this chest x-ray )
27 Writing Learning Objectives: Assessment There is some subjectivity to ranking levels in Bloom s Not everyone will agree! The Bloom s level is affected by how the material is taught
28 Grey zones
29 Writing Learning Objectives: Grey zones Who will be able to do how much of what by when How specific versus broad? How many objectives are reasonable for a session or lecture? Do these limit testable information too much?
30 Writing Learning Objectives: Take Home Points Distinguish a learning objective from a teaching objective Use the format: Who will be able to do how much of what by when Use Bloom s taxonomy to choose an action word to fill in the do how much Link test questions to your learning objectives
31 How to Capture Your Teaching Goals: Writing Learning Objectives UCSF Dept. of Radiology Emily M. Webb, MD
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