MET 2014

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Dr. N.K. Gupta

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Department of Emergency Medicine & Department of Medical Education, ELMCH,Lucknow Target Audience – Medical Faculty Program – 5 th MET Workshop as per MCI.

MCI Observer – Prof.Dr.Uma Singh

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Educational Objectives and framing competencies.

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Clarification of terms: competency, outcome, objectives

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How to write competencies.

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Aims - broad statements about intent of education Goals - statements of educational intention that are more specific than aims.

A few things to remember about goals:

Every educational activity should have a goal - focuses on what learner will experience, rather than what instructor will share or do. It is a broad statement of purpose Clearly written objectives help to define outcome of activity Writing educational goals & objectives does not have to be a struggle.

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Educational Objectives (EO)

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Learning Objectives

1. Define educational objectives 2. Differentiate the types of educational objectives.

3. Define terms cognitive, affective and psychomotor domains.

4. Relate these terms to intellectual skills, communication skills and manipulative skills respectively. 5. Formulate educational objectives belonging to three domains.

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• E O - expressions of what a teacher hopes his/her students can accomplish as a result of his/her teaching.

• EO - policy statements of direction & provide foundation of entire educative structure.

• Statements -express specifically & in measurable terms, attitude that will be developed,cognitive or psychomotor skills that students would be able to do as a result of prescribed mode of instruction

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INTRODUCTION

Education is concerned with modification of behavior. Guided & scaled down approach is required to bring out desirable behavior modifications. Guiding teachers & students in achievement of desirable behavior modifications.

When purposes & objectives - stated clearly then educational program will be effective.

Objectives - desirable outcomes of intended actions through mode of education.

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Purposes

Prepares Teaching-Learning Program Facilitates Course Planning Communicates desirable emphasis on treatment Provides for selective approach Helps in curriculum design Facilitates evaluation Facilitates learning

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CLASSIFICATION

Institutional or General Objectives Intermediate or Departmental Instructional or Specific Objectives Central Objective Contributory Objective Indirect Objective

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Institutional or General Objectives

Followed by all institutions offering same educational program. Developed with consensus with general curriculum objectives of the educational program.

Written for attainment of overall aim or objective of a particular educational program.

Example: Students acquire knowledge & able to provide comprehensive care to clients in institution & community in health and sickness.

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Intermediate Objectives

Related to particular learning experience or subject matter. Developed by curriculum committee.

Example: Students acquire knowledge & able to provide comprehensive care to clients with eye, ear and nose diseases.

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Instructional Objectives

Specific, precise, attainable, measurable & corresponding to each specific teaching – learning activity.

Formulated by teachers at instructional level.

Written in a way to cater individual learning needs of students.

Are clear & unambiguous description of teacher’s educational expectations of each students in class.

Examples: 1. Defines Peptic Ulcer 2. Lists down the etiology of peptic ulcer 3. Explain the

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Central Objectives

Written for every lesson or topic.

Of supreme importance in any teaching activities.

Provides a basis for formulating subsequent contributory objectives.

Example: At end of class, students acquire knowledge regarding lecturing techniques, determinates merits & demerits of lecture & able to practice it in an effective way by minimizing demerits.

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Contributory Objectives/ specific objectives.

Attainment of central objective is only possible through attainment of contributory objectives.

To be written in terms of knowledge, abilities, attitudes, skills, appreciation & interest which will develop in student as a result of specific teaching – learning activity.

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Indirect or Concomitant objectives

Byproducts of attainment of other objectives.

Have to be written down in order to bring out certain understandings, ideals & attitudes along with attainment of contributory & central objectives.

Examples: Appreciate value of Lecture Method.

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Characteristics

Relevant: conform to needs of learner & institutional objectives. Logical Unequivocal: clear action verbs to be used.

Feasible: be within time limit & resources available. Observable: able to see action performed e.g. Writing, spoken, performed.

Measurable: able to evaluate, check & recheck e.g. rating, grading, marking etc.

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BLOOMS’S TAXONOMY • Blooms and his associates developed a system of classification of objectives called the taxonomy of educational objectives. Taxonomy of educational objectives classifies objectives into three domains.

Levels arranged in the form of hierarchy.

Domains- Cognitive Affective Psychomotor

Conclusion

It can be said that an educational process without objectives would be like a rudderless ship with neither the teacher nor the learner having any control and final destination may be quite different from the intended.

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FRAMING COMPETENCIES

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Steps to frame

Identification of experts from several disciplines .

Comprehensive review of relevant literature focused on curriculum.

Consultations with key educators & content experts external to working group.

Working group brainstorming sessions with exchange of relevant data.

Consensus meeting to agree on methods & factors (values & principles, competency domains, and learning strategies), to draft a framework & use it to develop specific

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Values & Principles

Sustainability- living & working within the limits of available physical, natural & social resources Reciprocity - multidirectional sharing and exchange of experience & knowledge among collaborating partners Respect - context, values & cultures Honesty & openness - in planning & implementation .

Humility - in recognizing our own values, biases, limitations .

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COMPETENCY

capacity to testify in a court of law; eligibility to be sworn Origin & History for Latin comp etentia “ meeting together,agreement, symmetr y,” recorded from 1797.

n.1590s, "rivalry;" c.1600, "sufficiency to satisfy the wants of life,“

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Outcome

something that follows from an action, dispute, situation, etc; result; consequence. n.1788"that which results from something" origi nally Scottish, from out + come (v.). Popularized i n English by Carlyle (c.1830s). Used in MiddleEn glish in sense of "act or fact of coming out" (c.12

00). Old English hadutancumen (n.) "stranger, fo reigner.”

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OBJECTIVE

Noun 1.something that one's efforts or actions are intended to attain or accomplish; purpose; goal; target Synonyms 1. object, destination, aim. 2. impartial, fair, impersonal, disinterested.

Antonyms – personal adj.1610s, originally in philosophical sense of "considered in relation to itso bject" (opposite of subjective), formed on pattern of Medieval Latinobjectiv us, from objectum "object" (see object (n.)) + n.1738, "something objective to the mind," from objective (adj.). Meaning" goal, aim" (1881) is from military term objective point (1852)

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WRITING COMPETENCIES.

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• • • • • Competence Proven ability to use knowledge, skills & personal, social & / or methodological abilities, in work or study situations & professional & personal development.

Obtained or developed during process of learning by student/learner Represent dynamic combination of knowledge, understanding, skills & abilities In various course units & assessed at different stages

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• • • • 3 TYPES Instrumental competences: cognitive abilities, methodological abilities, technological abilities and linguistic abilities Interpersonal competences: individual abilities like social skills (social interaction and co- operation) Systemic competences: abilities and skills concerning whole systems (combination of understanding, sensibility and knowledge; prior acquisition of instrumental and interpersonal competences required).

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WHY ARE COMPETENCIES SO IMPORTANT TODAY

Globalisation & modernisation - creating an increasingly diverse & interconnected world. To make sense of & function well in this world, individuals need.

STRUCTURE OF A COMPETENCY

Can be written by building their structure upon Bloom’s taxonomy -from lowest to highest level in cognitive, psychomotor & affective domains.

Each individual competency should be specific It should start with an action verb followed by an object Competencies should be performance based & measurable.

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TIPS FOR WRITING COMPETENCIES

Define competencies simply & clearly Make sure competencies embody single, readily identifiable characteristic Avoid making competency too specific Make competency definition behaviorally based Remove unnecessary qualifiers Opportunity to promote personal yourself. Each competency is equally important

http://www.slideshare.net/zulmaemelyperez/ writing-competences?related=1