MEU Workshop, writing objectives, Developing objectives from competencies, linking learning and assessment with competency
- 1. MEU-VIMS, Pawapuri Dr. G.P.Singh Associate Professor of Medicine VIMS, Pawapuri, Nalanda, Bihar
- 2. MIU, VIMS Pawapuri, Nalanda, Bihar Writing Objectives, Developing Objectives from Competencies, linking learning and assessment with competencies . ---------------------------------------------- Dr. Ganesh Prasad Singh Associate Professor of Medicine VIMS, Pawapuri, Nalanda, Bihar
- 3. Objective • At the end of this session the participants will be able to:- a)- Define competency & L. Objective b)-Differentiate between Competency & L. Objective c)-Frame L. Objective from given Competency Contd--
- 4. - d)-Chose T-L method for given L. Objective e)- Choose method of Assessment for given L. Objective & T.L. method
- 5. - In Medical Education, we have- A GOAL---- To produce Indian Medical Graduate (IMG)
- 6. - • To achieve that Goal IMG has to perform some ROLE:- -Clinician -Communicator -Leader -Life long learner -Professional
- 7. - • To perform these roles IMC needs certain competencies. *-The competencies expected in the IMG are listed in Graduate Medical Education Regulation(GMER) 2019 *-The IMG has to acquire all the listed competencies *-To acquire these competencies the IMG has to learn
- 8. - *-To learn these competencies, learning Objectives have to be developed *-Learning Objectives are, what a learner should be able to do at the end of a particular learning session *-Dividing Competencies in to learning objectives makes learning easier
- 9. Goal, Competency. Learning Objective
- 10. - • Role to be Played by IMC:- - Clinician who provides Preventive, Promotive, Curative, Palliative and Holistic care with compassion
- 11. - • For this role, the IMG will need to acquire some competencies like:- -Understand normal and abnormal structure and function of human body -Be capable of clinical problem solving
- 12. - -Understand medico legal, Ethical and Humanitarian principal of health care -Know when to refer the patient to other -Understand National & Regional health care policies
- 13. Competency • It is an observable ability of Health Care professional(or other learner),integrating multiple components such as Knowledge, Skill, Values and Attitude
- 14. - • Competency defines the applied skills and knowledge that enables people to successfully perform their work
- 15. - • Example:- The IMG should be able to demonstrate knowledge of normal human structure, function and development from molecular, clinical, behavioral and social prospective
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- 18. Objectives • Learning Objective is a brief, concise statement that describe exactly what a participant will be able to do after completing the Session/ Programme/ Course
- 19. - • Education Objective may be of 3 types at 3 levels - Institutional Objective -Departmental Objective -Specific Learning Objective
- 20. - • Institutional Objective :- “-At the end of M.B;B.S course the students will be able to provide independently Preventive and Curative care to Individual and Community in health and in disease”
- 21. - • Departmental Objective:- “ At the end of final M.B;B.S. year the students will be able to Diagnose and Treat common infectious diseases in adults under supervision” “ At the end of final M.B;B.S. year students will be able to diagnose and treat common Cardio vascular Diseases in adults under supervision”
- 22. - • Specific learning objectives:- Class/Session Level. - For acquiring competency they have to be broken down in small learning objectives
- 23. - - SLOs are brief, concise and specific statements that describe what a participant will be able to do after completing the session -SLOs are specific and measurable whether the participant has met that learning objective or not
- 24. - • Example of SLO:- “At the end of this Lecture/ Tutorial/Small group teaching session the students of Final M.B;B.S. will be able to define CPR”
- 25. - • “ At the end of this clinical session the student of final M.B;B.S will be able to record Blood Pressure of an adult by sphygmomanometer in supine position with an accuracy of +/- 5mm. Hg.”
- 26. Competencies/Objectives • Competency - defines the applied skill and knowledge that enables people successfully do their work -Are relevant to an individuals job responsibility, Role & capability. They are a way to verify that a learner has in fact learned what was intended in the learning objective
- 27. - Objectives- -Are specific to a course of interaction -Describe what the learner should be able to do at the end of the learning period. -Are measurable statements and written in behavioral form In short- Objective says what we want the learner to know / Competency says how we can be certain they know it.
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- 29. Example of Competency & L. Objective Competency:- To perform CPR in adult patient L. Objectives:- - Competency is Broken down in various parts:- At the end of this---------- i) Lecture/Tutorial/Small group teaching session the participants/students will be able to define CPR and its components.
- 30. - Ii- this demonstration session the participant/ student will be able to describe how CPR is done on a Manikin Iii- this practical class the participant/ student will be able to do CPR on an adult manikin without an error
- 31. - Iv- this clinical posting in emergency department the Medical Intern will be able to show CPR in adult patient under supervision V - internship the Doctor will be able to do CPR in an adult patient independently
- 32. Developing Learning objectives from competencies Competency of this session:- “Developing Learning Objective from competencies” SLO of this session:- At the end of this session the participants will be able to:- i- Define specific Learning Objective (SLO) ii-Describe the elements and qualities of SLO iii-Develop SLO from given competency
- 33. - • Definition of SLO:- Brief, Concise and specific statement of what the learner will be able to do at the end of a Teaching-Learning activity (Beginning from the end in mind)
- 34. Elements of SLO (ABCCD) A) Audience A B)Behavior B C) Content C D)Condition C E) Degree D
- 35. - A- Audience:- Who is learner? -Final year MBBS Student -Post Graduate Student - Participants
- 36. - B- What the audience is expected to do and is expressed in term of an active verb like- -Define -List -Measure -Prescribe -Perform
- 37. - C) Content:-Add Subject/Object/ Theam of the Teaching-Learning activity:- Define----Hypertension List---------Bacteria Causing UTI Measure--Blood Pressure Prescribe-Drugs to a pt. Perform---CPR
- 38. - D) Condition:-Describe important condition on the learner (Resource supplied, Restrictions applied)- -By Sphygmomanometer -In a Manikin - In Sitting Position - Pharmacological name etc
- 39. - E) Degree:- Acceptable /Desirable level of proficiency:- -Error of not more than +/- 5mm. Hg. -With accuracy of +/- 25 gm. - In not more than 2 attempts etc
- 40. Qualities of SLO (SMART) • Specific • Measurable • Achievable • Realistic • Time bound
- 41. Specific • To help set specific objectives ask the following: a. What exactly are we going to do, with or for whom? b. What strategies will be used? c. Is the objective described with action verbs? d. Is it clear who is involved? e. Is it clear where this will happen? f. Is it clear what will happen? g. Is the outcome clear? h. Will this objective lead to the desired results?
- 42. Measurable • All activities should be measurable at some level. To determine if your objective is measurable, ask questions such as: a. How much? How many? b. How will I know when it is accomplished? c. How will I know that the change has occurred? d. Can these measurements be obtained?
- 43. Achievable • With a reasonable amount of effort and application can the objective be achieved?? a. Can we get it done in the proposed timeframe? b. Do I understand the limitations and constraints? c. Has anyone else done this successfully? d. Is this possible?
- 44. Relevant a. Can you realistically achieve the objectives with the resources you have? b. Do we need to revisit priorities to make this happen?
- 45. Time-framed • When will this objective be accomplished? This means stating clearly when the objective will be achieved. Deadlines create the all- important sense of urgency. a. When will this objective be accomplished? Is there a stated deadline?
- 46. - • Example of SLO which fulfils Qualities of SLO:- At the end of this practical class II MBBS students will be able to measure the Blood pressure of a patient with sphygmomanometer in supine position with an error of not more than +/-5mm. Of Hg.
- 47. Some SLO which do not fulfill above qualities SLO- At the end of this lecture the III MBBS student will be able to describe in detail the steps of Liver Transplantation - No achievable for III MBBS student and irrelevant to him/her SLO-At the end of this demonstration the Junior Resident will be able to perform Hip replacement surgery independently -Unrealistic/not achievable
- 48. Steps in framing SLO • Competency- Students should know measuring Blood pressure in Adults Frame SLOs for above competency:- Step-1-Create a stem--- It begins like “At the end of this--------------- add T-L activity “At the end of this clinical session--------
- 49. - Step-2- Identify an add Audience(Learner)for this T-L session UG student/ PG student/ Participants etc “At the end of this clinical session the final MBBS student-----------------
- 50. - • Step-3-Connect Step 2 with an action verb that describe the expected learners behavior after T-L activity using the words—Will be able to. “At the end of this clinical session the final MBBS student will be able to measure----------------
- 51. - • Step-4:- Add Content to Step 3.Next clearly state Conditions(Resource supplied, restrictions applied)placed on the learner and finally expected Degree of profiency. “At the end of this clinical session the final MBBS student will be able to measure Blood pressure by Sphygmomanometer in supine position with an error of not more than +/- 5mm.Hg.”
- 52. - Step-5 Use Check list to review SLO whether it is effectively formed (Specific, Measurable, Achievable.Realastic, Time bond) “At the end of this clinical session the final MBBS student will be able to measure Blood pressure by Sphygmomanometer in supine position with an error of not more than +/- 5mm.Hg.”
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- 54. - Competencies & SLOs framed What Next ?
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- 57. Lecture
- 58. Group Discussion
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- 63. Different Teaching –Learning Methods
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- 69. Choosing T-L Method • There is no such thing as best teaching method. The best method is the one that works, that yields in given circumstance.
- 70. - • Choosing T-L methods depends on many factors including- - Competencies & Learning objectives -Domain of learning in given L. Objective -Available Time -Availability of Faculty - Space, Equipment , Other facilities
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- 74. Cognitive Domain • It is domain of cognitive function only---Brain • Does not require muscular co-ordination- (Psychomotor Domain) • Does not require Ethics, Attitude & Communication ( Affective Domain)
- 75. Cognitive Domain • Blooms Taxonomy of Cognitive domain
- 76. Action Verbs of Cognitive Domain • Define • Discuss • Explain • Express • innumerate • Report • Recognize • Review etc
- 77. Teaching-Learning Methods for Cognitive Domain • Lecture • Tutorial • Group Discussion • Panel Discussion • Seminars • Workshop • Symposium • Self Directed Learning
- 78. Psychomotor Domain • Blooms Taxonomy of Psychomotor Domain
- 79. Psychomotor Domain • Domain of Practical skill • Requires neuro muscular co ordination • Cognitive domain is prerequisite (Body does only what the brain knows) • Action Verbs:-Measure, Count, Palpate, Per cuss, Auscultate, Inject, Insert etc
- 80. T-L method for Psychomotor domain • Practical Class • Demonstration • Work shop • Skill Lab • Bed Side clinic etc
- 81. Affective Domain • Domain of Communication Skill • Deals with interpersonal relationship • Relates to Ethics, Attitude & Communication • Action Verbs Used:-Receive, Respond, Display, Interact, Co-operate, motivate, Assure, Contribute etc
- 82. - • Blooms Taxonomy of Domain
- 83. T-L method for Affective Domain • Clinical Posting • Demonstration • Role Play • Video show • Movies etc
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- 90. Assessment
- 91. What To Assess
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- 101. Thank You Write the Objective Teach based on the Objective Assess Over the Objective