Revised Basic Course Workshop Government Medical College, Kadapa

REVISED BASIC COURSE
WORKSHOP
GOVERNMENT MEDICAL
COLLEGE, KADAPA
EDUCATIONAL OBJECTIVES
By:
Dr. Varalakshmi K.P
Professor of Pathology
Government Medical college, kadapa
1
Revised Basic Course Workshop-
Educational Objectives
 Objectives:
a) Differentiate competencies from objectives

b) Developing objectives from competencies
c) Relationship between objectives, learning
and assessment.
2
OBJECTIVES
 Education is a process which is to bring about desirable
changes in the behaviour of learner.
 Competency- an observable activity of a health

professional integrating multiple components like
knowledge, skills, attitude and values.
 Goal of a learning activity is like

a target, objectives are arrows
that help the learner reach target
and demonstrate mastery. 3
 At the end of this session, the participant will be able to :
1) Define educational objectives
2) Differentiate between types of educational objectives.
3) Differentiate between goals, competencies and

objectives.
4
 Objective is a precise point in the direction of achieving

aim.
5
 Definition of educational objectives:
“Statements which tell what the student should be

able to do at the end of a specific learning
period”
6
7
OBJECTIVES
Types of objectives:
1. Institutional objectives
2. Departmental objectives
3. Specific learning objectives
8
 At the end of MBBS course the student will be able to

provide preventive and curative care to individuals and
the community in health and in disease.
 At the end of final year MBBS the student will be able
to apply the knowledge of paediatrics towards managing
common health problem of children.
 At the end of this demonstration the final MBBS student
will be able to record the weight of new born baby using
a lever scale with an accuracy of + or – 50 grams.
9

10

11

12

13

14
Types of educational objectives
15

provide preventive and curative
care to individuals and the community in INSTITUTIONAL
OBJECTIVE
health and in disease.
 At the end of final year MBBS the student
DEPARTMENTAL
will be able to apply the knowledge of OBJECTIVE
paediatrics towards managing common health problem of
children.
SPECIFIC LEARNING
will be able to record the weight OBJECTIVE
of new born baby using a lever scale with 16
an accuracy of + or – 50 grams.
OBJECTIVES
INSTITUTIONAL
DEPARTMENTAL
SLO
17
 Specific learning objectives (SLO)

Brief, concise and specific statements of what the learner
will be able to do at the end of a teaching learning
activity.
18
 Uses of educational objectives:

-Informs students of the standards and
expectations of the course
-Guide the formation of teaching and learning
activities
-Aid in the development of tools for assessment
-Provides a framework for evaluation.
19
 Goal- broad statement about projected course

outcomes.
 Example: MCI’s goal for MBBS course: to create an

Indian medical graduate (IMG) possessing requisite
knowledge, skills, attitudes, values and responsiveness,
so that he or she may function appropriately and
effectively as a physician of first contact of the
community while being globally relevant.
20
Differences between goals and objectives
GOALS OBJECTIVES
Broad statements Brief and targeted statements
Abstract, intangible Observable, tangible
Do not detail student performance Learner oriented
Vague Concrete
Hard to measure Measurable
Long term Time bound

21
Non specific Specific
 Relation between goals, competencies and objectives.
GOAL
COMPETENCY COMPETENCY COMPETENCY
SLO SLO SLO SLO

SLO SLO SLO SLO SLO
22
 Task 1
Identify the type of educational objective:
1) The student will be able to provide independent
preventive and therapeutic care to individuals and the
community in health and in disease.
2) The student will be able to diagnose and treat endemic

diseases like tuberculosis and leprosy.
3) The student will be able to implement proactively the

national programs for the health and well being of
individuals and the community.
23
4) The student will be able to apply the principles and

concepts underlying normal behaviour and mental
illness.
5) the student will be able to list atleast five bacterial

agents that cause pyrexia of unknown origin.
6) The student will be able to perform basic cardio

pulmonary resuscitation on manikin
24
7) The student will be able to reassure an anxious relative

of a patient undergoing surgery.
8) The student will be able to define cardiac output
9) The student will be able to classify diuretics.
10) The participant will be able to differentiate between

institutional, departmental and specific learning
objectives.
25
OBJECTIVES
 Specific learning objectives :
Beginning With The End In The Mind
At the end of this session, the participant will be able to

define specific learning objectives
describe the elements and qualities of specific learning
objectives
26
 Definition of specific learning objectives:
• Brief, concise and

specific statements to
what the learner will be
able to do at the end of
teaching learning activity
27

 Brief, concise and specific statements to what the learner will
be able to do at the end of teaching learning activity
28

 Brief, concise and specific statements to what the learner will
be able to do at the end of teaching learning activity
29
 Examples:
1) At the end of this practical class , first MBBS student
will be able to measure the supine blood pressure of a
subject using a sphygmomanometer with an error of
not more than +/- 10mm Hg.
2) At the end of this demonstration, the final MBBS
student will be able to determine the weight of a new
born baby using a lever scale with an accuracy of +/-
50 grams.
30
 3) At the end of this session, the participant will be able

to independently frame specific learning objectives using
ABCD method avoiding common errors.
31
ELEMENTS OF SPECIFIC LEARNING
OBJECTIVES
32
ELEMENTS OF SPECIFIC LEARNING OBJECTIVES
ABCCD
A- Audience
B- Behaviour
C- Content
C- Condition
D- Degree
33
ELEMENTS OF SPECIFIC LEARNING OBJECTIVES
ABCCD
1. Audience: it describes who the learner is for the

particular teaching learning activity.
Example: First MBBS Student, the participant, The post
graduation student etc.
2. Behaviour: it describes what the learner is expected to

do and is normally expressed in terms of an active verb.
Example: define, listen, dissect etc.
34
 Vague verbs that are to be avoided

- Understand
- Appreciate
- Know
- Learn
- Increase
- Improve
- Think critically
35
3.Content: it describes the subject, object or theme of the

teaching learning activity.
Example: define hypertension, measure the height,
constitute ORS etc.
4. Condition: describe the importance of conditions

(resources supplied and restrictions applied) on the
learner while performing a task.
Example: using gram’s stain, given the complete blood
count, in a manikin etc.
36
5) Degree: it describes the acceptable or the desirable level

of proficiency expected from the learner.
Example: at least 3, with an accuracy of +/- 100 grams, in
not more than 2 attempts etc.
37
SPECIFIC LEARNING OBJECTIVES

1. At the end of this demonstration, the
participant will be able to assemble a
laryngoscope handle and blade without
references and in a simulated environment,
without error and within ten seconds.
38
IDENTIFY THE ELEMENTS OF SPECIFIC
LEARNING OBJECTIVES
2. At the end of this posting, the final year
B.Sc. nursing student will be able to
assist with endo-tracheal intubation
in a simulated environment according to
guidelines and standards as stated in the
AACN Procedure Manual for Critical Care.
39
QUALITIES OF Educational Objectives
SPECIFIC LEARNING
OBJECTIVES
40
  Specific
 Measurable
 Achievable
 Realistic
 Time-bound with a deadline
They should be relevant, unequivocal,

observable and feasible
41
DO THESE OBJECTIVES HAVE QUALITIES OF

SPECIFIC LEARNING OBJECTIVE
1. At the end of this lecture, the III MBBS
student will be able to describe in detail the steps for
performing a liver transplant.(No, irrelevant)
2. At the end of this lecture, the student

will be able to understand infection control in a hospital.
(No - unclear, equivocal, nonspecific)
42
3. At the end of this demonstration, the house

surgeon will be able to perform gastrojejunostomy
surgery independently.
(No - unrealistic, not feasible)
4. At the end of this lecture, the student will be

able to grasp the significance of smoking
cessation in the prevention of carcinoma of the lung.
(No - not observable and measurable)
43
STEPS IN FRAMING EFFECTIVE SPECIFIC

LEARNING OBJECTIVES
44
FRAMING LEARNING OBJECTIVES
Step 1:
First create a Stem. The stem should begin with the line
“At the end of this” and should include the name of the
particular T-L activity.
Step 2:
To the stem, identify and add the Audience (learner) for the
particular T-L activity.
45
Step 3:
Connect step 2 with an appropriate action verb that
describes the expected learner Behaviour after the T-L
activity, using the words “will be able to”.
Step 4:
Add Content to step 3. Next clearly state specific
Conditions placed on the learner and the expected
Degree of proficiency
Step 5:
Use the Checklist to review whether the learning objectives
are effectively framed 46
COMMON ERRORS IN FRAMING Educational Objectives
LEARNING
OBJECTIVES
1. Instructor performance:
Example:
The teacher will clearly explain the anatomy
of the blood supply of the stomach.×
2. False performance (behaviour):

Example:
The student will be able to have a thorough understanding
of the pharmacokinetics of antibiotics. ×
47
3. False givens (conditions):

Example:
Given six weeks training in endoscopy, the participant will
be able to diagnose gastric ulcer. X
4. False criteria (degree):

Example:
The learner will be able to demonstrate the knee jerk to the
satisfaction of the examiner. X
48
GROUP TASK
49
FRAME TWO SLO’S FOR COMPETENCY

PROVIDED IN YOUR GROUP.
One participant from every group will

present your group’s SLOs to the entire
group in the plenary, using the flip chart provided.
Time Limit:
Framing SLO: 10 minutes
Plenary: 15 minutes
50
GROUP A
 Competency : AN18.4
Describe and demonstrate the type, articular
surfaces, capsule, synovial membrane,
ligaments, relations, movements and muscles
involved, blood and nerve supply, bursae around
the knee joint.
51
GROUP B
 Competency: AN35.9
Describe the clinical features of compression of
subclavian artery and lower trunk of brachial
plexus by cervical rib.
52
GROUP C
 Competency: AN43.2
Identify, describe and draw the microanatomy of
pituitary gland, thyroid, parathyroid gland,
tongue, salivary glands, tonsils, epiglottis,
cornea, retina.
53
GROUP D
 Competency: PY3.1
Describe the structure and functions of a neuron
and neuroglia; discuss nerve growth factors and
other growth factors #cytokines
54
GROUP E
 Competency: PY5.1
Describe the functional anatomy of heart,
including chambers, sounds and pacemaker
tissue and conducting system.
55
56

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REVISED BASIC COURSE

a) Differentiate competencies from objectives

 Competency- an observable activity of a health

 Goal of a learning activity is like

 At the end of this session, the participant will be able to :

1) Define educational objectives

2) Differentiate between types of educational objectives.

3) Differentiate between goals, competencies and

 Objective is a precise point in the direction of achieving

 Definition of educational objectives:

“Statements which tell what the student should be

 At the end of MBBS course the student will be able to

 At the end of MBBS course the student will be able to

 At the end of MBBS course the student will be able to

 At the end of MBBS course the student will be able to

 At the end of MBBS course the student will be able to

 At the end of MBBS course the student will be able to

Types of educational objectives

 At the end of MBBS course the student will be able to

 Specific learning objectives (SLO)

 Uses of educational objectives:

-Provides a framework for evaluation.

 Goal- broad statement about projected course

 Example: MCI’s goal for MBBS course: to create an

Differences between goals and objectives

Broad statements Brief and targeted statements

Abstract, intangible Observable, tangible

Do not detail student performance Learner oriented

Hard to measure Measurable

Long term Time bound

 Relation between goals, competencies and objectives.

COMPETENCY COMPETENCY COMPETENCY

SLO SLO SLO SLO

2) The student will be able to diagnose and treat endemic

3) The student will be able to implement proactively the

4) The student will be able to apply the principles and

5) the student will be able to list atleast five bacterial

6) The student will be able to perform basic cardio

7) The student will be able to reassure an anxious relative

8) The student will be able to define cardiac output

9) The student will be able to classify diuretics.

10) The participant will be able to differentiate between

Beginning With The End In The Mind

At the end of this session, the participant will be able to

 Definition of specific learning objectives:

• Brief, concise and

 Definition of specific learning objectives:

 Definition of specific learning objectives:

 3) At the end of this session, the participant will be able

1. Audience: it describes who the learner is for the

2. Behaviour: it describes what the learner is expected to

 Vague verbs that are to be avoided

3.Content: it describes the subject, object or theme of the

4. Condition: describe the importance of conditions

5) Degree: it describes the acceptable or the desirable level

SPECIFIC LEARNING OBJECTIVES

 Time-bound with a deadline

They should be relevant, unequivocal,

DO THESE OBJECTIVES HAVE QUALITIES OF

2. At the end of this lecture, the student

3. At the end of this demonstration, the house

4. At the end of this lecture, the student will be