Objectives Revisited
A learning objective is a statement that identifies knowledge, skills, or values that will improve the participants' practice. They identify what a learner should know, be able to do, or value. Learning objectives are behavioral and describe how the participant can achieve a specific objective. Within the backward design process, learning objectives serve as a roadmap for assessing the educational activity. In general, your learning objectives should:
- be learner-oriented
- focus on cognitive processes
- use action verbs
- be measurable where possible
- will specify a behavior, condition, and a criterion where possible
For example:
After completion of this unit you will be able to write a learning objective (behavior) that is action-oriented and focused on the learner’s cognitive processes (conditions) and can be measured by an appropriate assessment (criterion)
Objectives should focus on desired behaviors. Although knowledge acquisition is a necessary precursor to practice, objectives should, when possible, focus on procedural application of knowledge (competence), implementation (performance), or measures of patient outcomes. Some additional examples:
Competence-oriented objective: Differentiate (behavior) the clinical presentations of polymyositis and dermatomyotisis in yy% of patients with interstitial lung disease
Performance-oriented objective: Diagnose arrhythmias (behavior) in vulnerable population groups based on patient/family history, physical exam, and electrocardiogram (conditions) in a minimum of xx% of cases (criterion).
Additional Resources:
- Writing measurable learning objectives
- How to write well-defined learning objectives
- CDC Evaluation Brief: Writing SMART Objectives
The ACCME Standard
ACCME's criteria #3 and #11 specifically address evaluation. These criteria require that:
Criterion #3:The provider (that's us in CME) generates activities/educational interventions that are designed to change competence, performance, or patient outcomes as described in its mission statement
Criterion #11:The provider analyzes changes in learners (competence, performance, or patient outcomes) achieved as a result of the overall program’s activities/educational interventions.
So, it's important that CME take an active role in design, structure, development, and evaluation of education activities. We're always interested in partnering with you to make sure that your education efforts are effective in addressing the needs of your constituents, and that the content provides them with information that helps close a recognized practice gap.
Levels of Objectives
There is widespread consensus that carefully designed CME activities can contribute to improved professional performance, healthcare outcomes, and, ultimately, population health. Three elements of successful education activities that are well supported include:
- Some form of external assessment (as opposed to self assessment by participants)
- Interactive activities that engage learners, asks them to reflect on current and potential future performance, and provides a mechanism for feedback
- Multifaceted activities that combine several different interventions1
Moore, Green and Gallis developed a conceptual framework that can help integrate education design, planning, and assessment with a view towards attaining the higher level objectives of improved performance and population health. We'll detail that model and potential applications in the next couple of sections.
1. Moore, D, Green, J., Gallis, H. Achieving Desired Results and Improved Outcomes: Integrating Planning and Assessment Throughout Learning Activities. Journal of Continuing Education in the Health Professions. Winter 2009; 29: 1 – 15.