Principles of Writing Course Objectives (Adapted by Sara Kim, David Geffen School of Medicine and Jan Carline, University

of Washin ton School of Medicine, from !reparin "nstr#ctional $b%ectives, by &obert '( Ma er, )elmont* 'earon !#blishers, +,-.(/ 0he follo1in is a list of principles for yo#r consideration 1hen 1ritin co#rse ob%ectives( Also, please cons#lt the attached Functional Level of Objectives for yo#r reference( Principle 1: An instr#ctional ob%ective describes an intended outcome that is measurable rather than a description or s#mmary of learnin content( Bad Example: 0he learner 1ill be able to disc#ss 1hether an or an is an anatomical str#ct#re or not( Good Example: 0he learner 1ill be able to list a set of criteria for determinin 1hether an or an is an anatomical str#ct#re is or not( Principle 2: So#nd instr#ctional ob%ectives are stated in terms of 1hat the learner 1ill be doing 1hen demonstratin his achievement of the ob%ective( Verbs to Avoid When Writin Objectives: to 2no1, to #nderstand, to really #nderstand, to appreciate, to f#lly appreciate, to rasp the si nificance of, to en%oy, to believe Verbs to !se When Writin Objectives: to 1rite, to recite, to identify, to differentiate, to solve, to constr#ct, to list, to compare, to contrast Cons#lt the attached Functional Level of Objectives: Cognition for more information( Principle 3: Define the important conditions #nder 1hich the behavior is to occ#r ( ivens or restrictions, or both/

 Example: Given the 34D Scene Generator application pro ram, st#dents 1ill be able to display esopha #s on the screen( Example: Witho#t the aid of an atlas or other vis#ali5ation references, st#dents sho#ld be able to dra1 an e6ternal anatomy of the heart incl#din s#rfaces and e6ternal feat#res( Principle 4: Define the criterion of acceptable performance, if applicable( Example: St#dents sho#ld be able to describe an or an #sin at least one anatomical and one f#nctional definition( Example: While playin 1ith the 7$r an 8arvest9 ame, st#dents sho#ld dra and drop in the 7or an container9 all ima es that constit#te the prompted body re ion( Principle 5: Write a separate statement for each ob%ective( M#ltiple statements can clarify yo#r instr#ctional ob%ectives(

Functional Level of Objectives: Cognition !pe of "efinition Cognition 'no(le)ge 0he rememberin of previo#sly learned material( May incl#de rememberin of facts, terms, principles, and f#ll theories in the form learned( Compre*e nsion #$ample %llustrative &erbs defines, describes, identifies, labels, lists, matches, names, o#tlines, reprod#ces, selects

+pplicatio n

Kno1s common facts, Kno1s specific facts, Kno1s methods and proced#res, Kno1s basic concepts, Kno1s principles Understandin the Understands meanin of material facts and 1itho#t relatin it to principles, other material( "nterprets charts and raphs, S#mmari5es or e6plains material, :stimates conse;#ences implied in data, J#stifies methods Usin learned Applies material in ne1 principles, concrete sit#ations( Applies theories 0his may incl#de to practical the application of sit#ations, concepts, la1s, Constr#cts principles( charts and raphs, Demonstrates
3

Converts, defends, distin #ishes, estimates, e6plains, e6tends, enerali5es, ives e6amples, infers, paraphrases, predicts, re1rites, s#mmari5es

Chan es, comp#tes, demonstrates, discovers, manip#lates, modifies, operates, predicts, prepares, prod#ces, relates, sho1s, solves, #ses

+nal!sis

0he ability to brea2 do1n concepts into their component parts so that its or ani5ational str#ct#re is #nderstood( 0his may incl#de the identification of parts, analysis of relationships bet1een parts, and reco nition of the or ani5ational principles involved( 0he ability to p#t elements to ether to form a ne1 pattern( $#tcomes stress creative behaviors 1ith emphasis on the form#lation of ne1 patterns(

correct #sa e &eco ni5es instated ass#mptions, &eco ni5es lo ical fallacies in reasonin , Distin #ishes bet1een facts and inferences, :val#ates the relevancy of data, Analy5es the str#ct#re of

)rea2s do1n, dia rams, differentiates, discriminates, distin #ishes, ill#strates, infers, o#tlines, points o#t, relates, selects, s#bdivides

,!nt*esis*

#valuation

0he ability to %#d e the val#e of material for a specified p#rpose based on definite criteria(

Writes a 1ell4 or ani5ed theses, !roposes a plan for an e6periment, "nte rates learnin from separate areas, 'orm#lates a scheme to classify ob%ects J#d es the consistency of 1ritten material, J#d es the ade;#acy 1ith 1hich concl#sions are s#pported by data

Cate ori5es, combines, complies, composes, devises desi ns, e6plains, enerates, modifies, or ani5es, plans, rearran es, reconstr#cts, relates, reor ani5es, revises, re1rites, s#mmari5es Appraises, compares, concl#des, contrasts, critici5es, discriminates, e6plains, %#stifies, interprets, relates, s#pports

Functional Level of Objectives: Ps!c*omotor ,-ills !pe of ,-ills Perception "efinition Concerned 1ith the #se of sense or ans to obtain c#es that #ide activity( &efers to readiness to ta2e a partic#lar type of action( 0his incl#des mental set (mental readiness to act/, physical set (readiness to act/, and emotional set (1illin ness to act/( Concerned 1ith early sta es of behavior, incl#din imitation and trial and error( Concerned 1ith performance acts after steps have become habit#al and the movements can be performed 1ith come confidence and proficiency( Concerned 1ith the s2illf#l performance of comple6 patterns of behavior( #$ample &eco ni5es so#nd of rales, &eco ni5es color of s2in as a si n Kno1s se;#ence of foc#sin a microscope, Demonstrates position for heart e6amination !repares s2in for an in%ection, Applies a )! c#ff as demonstrates 0a2e blood press#re readin s acc#rately, !erforms a s#bc#taneo#s in%ection as demonstrated Cond#cts a patient history, !erforms a screenin
5

%llustrative &erbs Chooses, describes, detects, identifies, isolates, selects, separates )e ins, displays, e6plains, moves, proceeds, reacts, responds, sho1s, starts, vol#nteers

,et

.ui)e) /esponse

0ec*anis m

Assembles, calibrates, constr#cts, dismantles, displays, dissects, fi6es, meas#res, or ani5es Same as for G#ided &esponse(

Comple$ Overt /esponse

Same as for G#ided &esponse(

<earnin o#tcomes incl#de hi hly coordinated motor activities( +)aptation &efers to the ability to adapt s2ills to partic#lar needs and ne1 sit#ations(

physical e6amination Ad%#sts mane#ver to e6amine an obese patient, Modifies in%ection techni;#e to deal 1ith collapsed veins Creates a ne1 s#r ical proced#re, Creates a ne1 lab proced#re Adapts, alters, chan es, rearran es, reor ani5es, varies

Origination &efers to creation of ne1 movement patterns to fit a partic#lar ne1 sit#ation( :mphasis is on creativity in meetin ne1 demands(

Arran es, combines, composes, constr#cts, creates, desi ns, ori inates

Functional Level of Objectives: +ffective !pe of +ffective /eceiving "efinition &efers to the st#dent=s 1illin ness to attend to partic#lar phenomena( 'rom a teachin standpoint, it is concerned 1ith ettin , holdin , and directin the st#dent=s attention( &efers to active participation on the part of the st#dents( 0he st#dent attends to and reacts to a partic#lar phenomena in some 1ay( <earnin o#tcomes may emphasi5e 1illin ness to respond, satisfaction in respondin , or ac;#iescence( Concerned 1ith the 1orth or val#e a st#dent attaches to a partic#lar ob%ect or behavior( 0his ran es from the simple acceptance #$ample <istens attentively, Sho1s a1areness of the importance of learnin , Sho1s sensitivity to social problems Completes assi ned home1or2, !articipates in classroom disc#ssion, >ol#nteers for additional tas2s, Sho1s interest in s#b%ect %llustrative &erbs As2s, chooses, describes, follo1s, ives, holds, identifies, locates, names, points to, selects, replies

/espon)in g

Ans1ers, assists, complies, conforms, disc#sses, reets, helps, performs, practices, presents, reads, recites, reports, tells, 1rites

&aluing

Demonstrates belief in, Appreciates role of the physician in society, Sho1s concern for the
7

Completes, e6plains, follo1s, forms, initiates, invites, %oins, %#stifies, proposes, reads, reports, shares, 1or2s

of a val#e to the more comple6 level of commitment(

Organi1ati on

C*aracteri 1ation b! a &alue or &alue Comple$:

1elfare of others, Demonstrates commitment to social improvement Concerned 1ith Demonstrates brin in to ether the need for different val#es, balance resolvin conflicts bet1een, bet1een them, and &eco ni5es the be innin the role of b#ildin of an systematic internally consistent plannin in val#e system( 0he solvin emphasis is on problems, comparin , relatin , Accepts and synthesi5in responsibility for o1n behavior, Understands and accepts o1n stren ths and limitations At this level the Demonstrates individ#al has a safety val#e system that conscio#sness, has controlled his Demonstrates behavior for a self4reliance in s#fficiently lon 1or2in time to have independently, developed a Demonstrates characteristic life ind#stry and style( 0he behavior self4discipline, is pervasive, Maintains ood consistent, and health habits predictable(

Adheres, alters arran es, combines, compares, completes, defends, e6plains, enerali5es, identifies, inte rates, modifies, or ani5es, relates, synthesi5es

Acts, discriminates, displays, infl#ences, listens, modifies, performs, practices, proposes, ;#alifies, ;#estions, revises, serves, solves, verifies