MODULE 5:

LEARNING
OUTCOMES
AND DOMAINS
OF LEARNING
 DAY 2- LEARNING OUTCOME

At the end of the lesson, the students should be able

to;
a. differentiate learning objectives from learning
outcomes.
b. list and discuss the 3 domains of an ideal learning
outcome.
c. begin writing learning outcomes using defined
formats.
d. realize the importance of formulating learning
outcomes in increasing the effectiveness of training,
teaching and learning.
WHICH NEW PLACE WOULD YOU LIKE TO
GO?

1.
2.
3.
4.
LESSONS:
 LEARNING OBJECTIVES VS LEARNING
OUTCOMES

 LEARNING OBJECTIVES is the instructor’s

purpose for creating and teaching the course.
These are the specific questions that the
instructor wants their course to raise

 Areusually viewed through the instructor’s

perspective.
 LEARNING OBJECTIVES VS LEARNING
OUTCOMES

 LEARNING OUTCOMES are the answers to

these questions. They are the specific, measurable,
knowledge and skills that the learner will gain by
taking the course.

 Seen more from the learner’s perspective.

 LEARNING OUTCOMES

 Are measurable and capable of being assessed;

 Are an outcomes-based approach;
 Are Learner-centric;
 Are explicit descriptions of what a learner should know, be
able to apply and/or be able to do as a result of participating
in the educational activity;
 Must be based on the desired outcome of the educational
activity;
 Frame the context for objectives (why is it important to
“list”, “discuss” or “state” information?) and
 Provide measurable evidence of progress in learning and
developing skills.
LEARNING OUTCOMES CONNECT THE IDENTIFIED PRACTICE GAP WITH
THE RELATED EDUCATIONAL NEED, WHILE OBJECTIVES ARE WRITTEN
AS TASKS:
THE LEARNING OUTCOME DEMONSTRATES THE BEHAVIOR
THE LEARNER WILL EXHIBIT AT THE CONCLUSION OF THE
EDUCATIONAL ACTIVITY:
What can you say about this learning outcome?

•Students will grasp the significance of the principles

of social-behavioral sciences to provision of patient
care, including assessment of the impact of
psychosocial and cultural influences on health, disease,
care-seeking, care compliance, and barriers to and
attitudes towards care.
 ACTIVITY #1

1. Given the different laboratory equipment to pick,

the nursing students will identify all the equipment
necessary to perform the double distillation process
without error.

2. The seminar participants will identify correctly the

ABCD from the given sample learning outcomes.
 ACTIVITY #1

3.Given a sentence, the English students will identify

the noun and the verb with 99% accuracy.
4.The student will be able to describe the mechanisms
of action, the pharmacological effects, the therapeutic
actions, and the adverse effects of lithium.
5.Provided with the necessary equipment, the student
will be able to intubate a patient with minimum
discomfort to the patient.
WHICH OF THE FOLLOWING STATEMENTS ARE ACCEPTABLE LEARNING
OUTCOMES? IF NOT, IDENTIFY THE ELEMENT OR ELEMENTS THAT NEED
TO BE MODIFIED.

“AT THE END OF THE LESSON, THE FIRST YEAR

MEDICAL STUDENT WILL BE ABLE TO …
• A. identify the three waves in an ECG strip
•B. Given a short case presentation, distinguish between a
patient showing signs of pulmonary embolism compared to
unstable angina.
•C. Explain in two to three sentences the subtle differences
on histological slides when using two common dyes.
•D. Using the materials in the zoo lab, demonstrate correct
technique(s) in dissecting a frog.
 After three hours of lecture, the RT students
should be able to draw a diagram showing
the pathophysiology of ARDS in its proper
sequence.
BLOOMS TAXONOMY
(cognitive)
 BLOOMS TAXONOMY
(cognitive)

watch
https://www.youtube.com/watch?v=ayefSTAnCR8
https://www.youtube.com/watch?v=0SCLFgIS7
pQ
watch
https://www.youtube.com/watch?v=0SCLFgIS7pQ
PSYCHOMOTOR
DOMAIN
https://www.youtube.com/watch?v=ba_N-08VfQg