Lesson 2 Instructional Objective.ppt
- 1. FoundationsofEducatingHealthcareProviders Objectives • Describe the guiding principles of educating healthcare providers • Define core competencies and their role in curriculum development and design • List the challenges in educating healthcare providers.
- 2. Guiding Principles The education of healthcare providers must: • Address the priority health needs and problems within a society • Identify national policies, guidelines, and standards that are relevant to those needs and problems • Define the expected role of healthcare providers.
- 3. Provider Roles Education should prepare providers to function as: Caregivers Decision-makers Communicators Community leaders Managers
- 4. ProfessionalDevelopmentContinuum • Begins with undergraduate education • Continues throughout professional practice • Includes in service training and/or continuing education • Providers should be life-long learners
- 5. AcademicProgram • A series of courses that have both theoretical and practical components and are designed to prepare students as a specific category of healthcare provider. • Academic programs typically involve several years of study, allowing time and opportunities for students to develop essential competencies that encompass essential knowledge, skills, values, and behaviours.
- 6. Core Competencies • Aspects of a subject or discipline that are common to all students, essential to practice, and essential to master in order to graduate from an academic program and enter into practice. • Each core competency for an academic program will encompass cognitive (knowledge), psychomotor (skills) and affective (values and behaviours) domains that are observable and can be appraised.
- 7. DefiningCoreCompetencies • What is the job description for the position the student may hold after graduation? • What knowledge, skills, and attitudes are experienced health professionals in that cadre applying in the workplace? • What are the licensing requirements in the related field?
- 8. What are the challenges in educating healthcare providers????
- 9. Thechallengesineducatinghealthcare providers Information overload (adding KSA to the curriculum) Large numbers of students and insufficient numbers of teaching staff Limited opportunities to practice and master skills. Poor monitoring of students’ progress, leading to limited opportunities for providing feedback to students Facilities used for clinical practice that are not always representative of the facilities, such as outpatient clinics, where graduates will work. The need to develop competencies that are difficult to teach, such as decision-making, problem solving, ethics, and values. The difference between the ideal world, where all resources are available, and the real world, where resources and technology are scarce.
- 10. Thechallengesineducatinghealthcareproviders…. Poor quality materials and equipment, and limited access to computers and up-to-date reference materials Little coordination between different teaching units and different levels of study, and between theoretical and practical portions of academic programs Practical experiences that are separated from, and do not always reflect, the associated theoretical experiences High turnover of teaching staff Teachers who have no formal training in educational theories or methodologies Lack of incentives for teachers to improve their own performance
- 11. Instructional Objectives For Learning Learning Objectives On completion of this, students will be able to: Define the objectives Discuss importance of writing objectives. Describe components of Objectives Explain Domains and Levels of Learning Objectives 8/21 /202 3 11
- 12. Brainstorming • What is an Objective? • Objectives to the Teacher? • Objectives to the Learner? 8/21 /202 3 12
- 13. Definition • Educational objective is a statement describing the expected results of learning as they should manifest themselves in the performance or behaviour of the learner. • Educational objectives state what the learner should be able to do at the end of the learning course. 8/21 /202 3 13
- 14. Objectives • For the teacher perspective, • On target • Learner-centered • Focused on content/behaviors • Organized with regard to methods and materials • For the learner’s perspective: • Knowing what is expected of them/what they should learn • Understanding what KAS they should have at the end of the experience • Guiding them in organizing their reading/studying 8/21 /202 3 14
- 15. Importance of stating objectives Stating objectives is very important b/c it provides criteria for selecting content of the program, selecting teaching strategies and a basis for evaluation Assess ment (how students' achieveme nt is assessed) Content (what is taught ) Methods (how it is taught) OBJECTIVES GUIDE 8/21 /202 3 15
- 17. Course Objectives #1 • An objective—also known as a main objective, primary objective, or course aim—that describes in clear, measurable terms what students should know and be able to do after completing the entire course. • A course may have one or several course objectives.
- 18. Course Objectives #2 Course objectives often encompass knowledge, skill, and attitude areas or domains, and should relate to one or more of the core competencies for the overall academic program
- 19. Supporting Objectives • An objective (also known as a secondary, specific, instructional, or enabling objective) that supports the main objective by describing the specific knowledge, skills, and attitudes that students must master to achieve the main objective. • Course objectives relate directly to the core competencies required for an academic program. • A course objective is fairly broad and may encompass knowledge, skill, and attitude components.
- 20. • The specific instructional objectives or learning objectives describe what the student/learner is expected to learn in the three familiar domains, namely : Knowledge (cognitive, or domain of the mind) Practical (psychomotor, or domain of the hands) Attitudes (affective or domain of the heart).
- 21. Sample Course Objectives • After completing this course, the student will be able to assess, classify, and treat a sick child in an effective and integrated manner • After completion of this course the medical student will have the capacity to evaluate, diagnose, prognosticate, and provide appropriate care with preventive methods for medical problems in adults & adolescents.
- 22. Components of objective Each objective will contain four parts. It’s as easy as ABCD! Audience Behavior Condition Degree 8/21 /202 3 22
- 23. 1.Audience/Performance (Who ) The course objective states the person who will demonstrate competency. This will usually be the student or trainee. This is the heart of the course objective. It describes what the learner will be able to do at the end of instruction and be acceptable to the instructor as a proof that learning has occurred. The statement should begin with an action verb. Components of objective……. 8/21 /202 3 23
- 24. example • after completing of maternal child health course the student will be able to: • Assist with a normal childbirth • Assess and classify the sick child • Administer the chosen family planning method • Provide counseling and testing services for people with HIV/AIDS. Components of objective……. 8/21 /202 3 24
- 25. 2.Observable Behavior : What will the learner be able to do as a result of learning? Example: The learner will define math terms. Never use verbs like “learn, understand, comprehend” because they are hard to measure. 3.Conditions : What are the conditions under which the learners must demonstrate their mastery of the objective? (assist, administer, insert) Example: After completing this course, the student will be able to assist with a normal birth according to the checklist for normal childbirth. 8/21 /202 3 25 Components of objective…….
- 26. 4. Degree/Criteria of performance. (How) Quantitative or qualitative criteria against which learner's performance will be measured to determine successful learning, A criterion is a description of how well the performance must be demonstrated, or the performance standard. Consider these examples of standards: According to the standards presented in the course materials According to the clinical protocol or checklist With at least 97% accuracy • After completing this course, the student will be able to assist with a normal birth according to the checklist for normal childbirth. Components of objective……. 8/21 /202 3 26
- 27. Sample Course Objective • At the end of the course, the student will be able to assess, screen, diagnose, treat, manage or refer pregnant women with pregnancy related problems. • See the “when” – the “who” – and the “what”?
- 28. Another Example After completing this course, the student will be able to assist with a normal birth according to the checklist for normal childbirth.
- 29. • At the end of the two-hour tutorial and using the illustration, first year medical students will correctly identify eight out of ten anatomical structures of the heart. First year medical students' is the audience Identify' is the measurable behaviour Using the illustration' is the condition Eight out of ten‘ anatomical structures of the heart is the degree. • This is also an example of educational objectives for knowledge domain.
- 30. Activity Providing preventive and curative care to the individual and community, in health and in sickness (Goals). • Write course objectives • Write supporting objectives
- 31. Domains and Levels of Learning Objectives There are three types of learning domain A. Cognitive Domain- what we know. it emphasizes intellectual outcomes, such as knowledge, understanding, and thinking skills. Levels in the cognitive Domain –Bloom’s taxonomy 1.Knowledge -recall of previously learned material 2.Comprehension - grasping the meaning of material 3.Application-ability to use learned material in new situations 4. Analysis- ability to break down material into its component parts 5. Synthesis - ability to put parts together to form new whole 6. Evaluation- ability to judge value of material for given purpose. 8/21 /202 3 31
- 33. B. Affective/Attitude Domain How we feel about what we know and do. Includes those objectives that emphasize feeling and emotion Levels in the Affective Domain 1. Receiving --Willingness to attend to particular phenomena or stimuli 2. Responding-- active participation on the part of the student. 3. Valuing--the worth or value student attaches to a particular object, phenomenon, or behavior 4.Commitment - building an internally consistent value system and freely living by it. 8/21 /202 3 33
- 34. C. Psychomotor /skill Domain What we do or perform.(Generally includes cognitive and affective elements as well). Levels in the psychomotor Domain 1.Imitation -refers to the ability to carry out the basic essentials of a skill when given directions 2.Manipulation- refers to the ability to perform a skill independently. 3.Precision- refers to the ability to perform an act accurately, efficiently, and harmoniously 8/21 /202 3 34
- 36. Examples • Label a diagram with the organs of the male and female reproductive systems • Describe how to counsel an adolescent about STIs • Demonstrate how to put a condom on a penis model • Counsel patients about sexual risk reduction using non-judgmental attitude
- 37. Organize Supporting Objectives • Simple to complex • Performance order • Related objectives