Learning Objectives - MHPE - Dr Ahsan Sethi PDF

Learning Objectives QHPE 601 Evidence-based Teaching and Learning Learning Objectives 1. Identify and employ key taxonomies for: Cognitive domain Psychomotor domain Affective domain 2. Describe the components of a learning objective: A+B+C+D Format 3. Design learning objectives f...

Learning Objectives QHPE 601 Evidence-based Teaching and Learning Learning Objectives 1. Identify and employ key taxonomies for: Cognitive domain Psychomotor domain Affective domain 2. Describe the components of a learning objective: A+B+C+D Format 3. Design learning objectives for the curriculum 2 What is learning? 3  Learning is change in behavior Learning is a cognitive mental process Learning as acquisition Learning as participation Education is process by which learning occurs 4 What is a Learning Objective? 5 Learning Objective A Learning Objective is a clear, concise, and specific statement of observable student behaviors that can be evaluated at the conclusion of the learning activities and contributes to reaching the goal. Example: After the session of writing objectives, the students of MHPE will be able to develop the objectives for their own course effectively. 6 What Is The Purpose of Learning Objective? 7 Purpose of “Learning Objectives” Describing to student what you value and expect from students. (Selecting Content) Developing best possible instructional strategy (M.I.Ts) (develop instructional strategy) Developing efficient assessment tools (linking to assessment) 8 What are the domains of learning? 9 Domains of Learning Cognitive (knowing)​ Psychomotor (doing) Affective (feeling) Learning Objective: Learning Objective: Learning Objective: Student performance Student performance Student performance involves factual involves using and involves specific attitudes, knowledge, coordinating the skeletal beliefs, emotions, or role comprehension, muscles including vision, expectations. application, analysis, hearing, speech, or sense synthesis, and evaluation. of touch. 10 Cognitive Domain: This image shows the six levels in the Cognitive Domain of the Taxonomy and the information at each level. 11 Each of the levels are explained here: Knowledge: recall of specific items Comprehension: can recall but little more - understand Application: can also take information of abstract nature and use in concrete situation Analysis: can break down communication into constituent parts, revealing relationships among them Evaluation: makes judgements about the value of materials or methods Synthesis: can pull together many disorganised elements or parts so as to form the new whole 12 Cognitive Domain For the sake of convenience and based on literature from National Board of Medical Education USA, the original categories have been simplified and grouped into three sub-categories. Following are the levels of cognitive domain: Cognition 1 (C1) Recognition and recall: Involves recall of facts, principles, processes, patterns, and methods necessary for efficient performance of a professional task. 13 Cognitive Domain Cont. Cognition 2 (C2) Interpretation: Involves recall, synthesis and decisions about a single piece of information and deriving meaning from a single source of information. Laboratory data, X-rays, ECGs, or graphs are interpreted to determine whether they are normal or abnormal in a given situation. Interpretation is not possible without the knowledge of relevant facts and thus questions aimed at testing this level automatically test C1 as well. Cognition 3 (C3) Problem Solving: Consists of recall, synthesis, analysis and judgement. Start with gathering data from all the available sources. This data is then interpreted, highly synthesized, and then analyzed to reach a conclusion that encompasses making diagnoses, management play, clinical decision-making, and clinical reasoning. This, at best, includes finding solutions for a problem arising from new situations with very little or no precedence to serve as a guide but by recalling facts and analyzing the information at hand. Problem solving and clinical management. This domain is the best since it incorporates the previous two levels automatically. 14 Learning and Bloom's Taxonomy 15 The images in the next three slides will show the list of verbs, types of questions, and instructional strategies to use with each level of the taxonomy. 16 17 18 Revised Bloom's Taxonomy Lorin Anderson, a former student of Bloom, revisited the cognitive domain in the learning taxonomy in the mid-nineties and made some changes, with perhaps the two most prominent ones being, 1) changing the names in the six categories from noun to verb forms, and 2) slightly rearranging them. 19 Psychomotor Domain involves the following skills: Laboratory skills Operate the range of instrumentation specified in the module safely and efficiently in laboratory. Clinical Skills Perform physical examination of patients in the outpatient setting. Perform tooth extraction under supervision. Presentation skills Deliver an effective presentation to a small group. 20 Psychomotor Domain It can be said that less is more in the context of psychomotor taxonomies, and it favours the following 5 stage version developed by Ravindra H. Dave (1970) in the context of vocational education, as shown below: P4 = Perform independently Perform LP in children with meningitis independently. P3 = Perform under supervision Perform the different steps of LP under supervision. P2 = Assist in the procedure Assist the different steps of LP in children with meningitis. P1 = Observe Observe the different steps of LP in children with meningitis. Dave’s Taxonomy 21 Affective Domain Affective Domain involves the following actions. They are explained in detail in the next slide. Advocate for having more student-centered strategies e.g. small group discussions in the curriculum Organizes the group for small group discussions to learn Commit to having small group discussions in the classroom Participate in class discussions Listen to others with respect 22 Affective Domain Action Definition Verbs Receiving Selectively attends to stimuli Accept, acknowledge, be aware, listen, notice, pay attention, tolerate Responding Responds to stimuli Agree, answer, assist, care, communicate, comply, conform, consent, contribute, cooperate, follow, obey, participate, read, respond, visit, volunteer Valuing Attaches value or worth to something Adopt, assume, behave, choose, commit, desire, exhibit, express, initiate, prefer, seek, show concern, show desire, use resources Organization Conceptualizes the value and resolves Adapt, adjust, arrange, conflict between it and other values balance, classify, conceptualize, formulate, group, organize, rank, theorize Internalizing Integrates the value into a value system Act, advocate, defend, that controls behavior exemplify, influence, justify, maintain, serve, support 23 How to write Learning Objectives using A+B+C+D Format? 24 Easy way to write a Learning Objective is to combine the four factors –A+B+C+D. Final year student in surgery course Perform physical examination Small group session / OPD/ Ward Independently, effectively, efficiently, 100% accuracy 25 A+B+C+D Format (Audience) Who is the target audience? (e.g., ”MHPE students will be able to...") (Behaviour) What is the work to be accomplished by the learner? (e.g., "distinguish") Should be both observable and measurable behaviours Should refer to action verbs that describe behaviours (Condition) What are the conditions/constraints in which the learners will be expected to perform these tasks? (e.g., "At the end of the session") (Degree) How will the behaviour need to be performed (e.g., "between different levels of cognitive domain") Learning Objective: "At the end of the session, MHPE students will be able to distinguish between different levels of cognitive domain" 26 References Anderson, L. W. and Krathwohl, D. R., et al (Eds..) (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Allyn & Bacon. Boston, MA (Pearson Education Group) Bloom, B.S. and Krathwohl, D. R. (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. NY, NY: Longmans, Green 27 Faculty Credits The following faculty are attributed to the slides and ideas of this session (in alphabetical order) Dr. Ahsan Sethi Dr. Daniel Rainkie 28