1. Developing Educational Goals and Objectives for GME Arthur Ollendorff, MD Program Director’s Meeting December 19, 2008

2. Why discuss this? You cannot teach effectively without a plan Your learners cannot learn if they do not know the plan You cannot fairly evaluate a learner unless you have established the ground rules ACGME requires sound goals and objectives for each clinical rotation

3. A Talk in Two Parts 1.General background on goals and objectives 2.The ACGME’s expectations based on their publications

4. Clinical Faculty Often confuse goals and objectives Do not realize the importance of creating good goals/objectives Probably have had no training in creating goals and objectives

5. Goal noun 1.the result or achievement toward which effort is directed; aim; end 2.the terminal point in a race 3.a pole, line, or other marker by which such a point is indicated 4.an area, basket, cage, or other object or structure toward or into which players of various games attempt to throw, carry, kick, hit, or drive a ball, puck, etc., to score a point or points 5.the act of throwing, carrying, kicking, driving, etc., a ball or puck into such an area or object 6.the score made by this act Dictionary.com Unabridged (v 1.1). Random House, Inc. http://dictionary.reference.com/browse/goal (accessed: April 10, 2008) http://dictionary.reference.com/browse/goal (accessed: April 10, 2008)

7. Educational Goals Broad, generalized statements about what is to be learned The educational mission statement or target

8. Developing Goals They can be set high –It are objectives that must be more practical When well conceived, they help dictate your objectives The are frequently set by some power above you (i.e. RRC, ACGME)

9. Objective noun 1.Something that actually exists. 2.Something worked toward or striven for; a goal. 3.Grammar a.The objective case. b.A noun or pronoun in the objective case. 4.The lens or lens system in a microscope or other optical instrument that first receives light rays from the object and forms the image. objective. Dictionary.com. The American Heritage® Dictionary of the English Language, Fourth Edition. Houghton Mifflin Company, 2004. http://dictionary.reference.com/browse/objective (accessed: April 11, 2008). http://dictionary.reference.com/browse/objective (accessed: April 11, 2008).

10. Educational Objectives Learner-centered An outcome, not an activity Should be measurable Should be clearly stated For GME purposes they must be competency-based –Using the 6 ACGME Core Competencies

11. Bloom’s Taxonomy Created in 1956 by Benjamin Bloom –a psychologist from University of Chicago Classified educational objectives into 3 domains

12. Blooms Domains Cognitive –Understandings –Insights Psychomotor –Physical skills Affective –Attitudes –Appreciations –Relationships Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc

14. Cognitive Levels of Expertise Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc

16. A Tool for Writing Objectives Audience Who is this aimed at? Behavior What do you expect them to be able to do? Condition Under what circumstances will the learning occur? Degree Must a specific set of criteria be met?

17. Terms for Cognitive Objectives Knowledge (Remember) Identifies Names Defines Describes Matches Selects Outlines Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc

18. Terms for Cognitive Objectives Comprehension (Understand) Classifies Explains Summarizes Converts Predicts Distinguishes between Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc

19. Terms for Cognitive Objectives Application (Apply) Demonstrates Compute Solves Modifies Arranges Operates Relates Uses Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc

20. Terms for Cognitive Objectives Analysis (Differentiate) Diagrams Estimates Separates Orders Subdivides Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc

21. Terms for Cognitive Objectives Evaluation (Evaluate) Judges Criticizes Justifies Concludes Discriminates Supports Interprets Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc

22. Terms for Cognitive Objectives Synthesis (Create) Combines Creates Formulates Designs Composes Constructs Revises Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc

23. Level of Expertise (Psychomotor) Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc

24. Level of Expertise (Psychomotor) Perception –Uses sensory cues to guide actions Set –Demonstrates a readiness to take action to perform the task or objective Guided Response –Knows steps required to complete the task or objective Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc

25. Level of Expertise (Psychomotor) Mechanism –Performs task or objective in a somewhat confident, proficient, and habitual manner Complex Overt Response –Performs task or objective in a confident, proficient, and habitual manner Adaptation –Performs task or objective as above, but can also modify actions to account for new or problematic situations Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc

26. Dave’s Psychomotor Domains Imitation –Observing and patterning behavior after someone else. Performance may be of low quality. Manipulation –Being able to perform certain actions by following instructions and practicing. Dave, R. H. (1975). Developing and Writing Behavioural Objectives. (R J Armstrong, ed.) Educational Innovators Press

27. Dave’s Psychomotor Domains Precision –Refining, becoming more exact. Few errors are apparent. Articulation –Coordinating a series of actions, achieving harmony and internal consistency. Naturalization –Having high level performance become natural, without needing to think much about it Dave, R. H. (1975). Developing and Writing Behavioural Objectives. (R J Armstrong, ed.) Educational Innovators Press