Developing Educational Goals and Objectives

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Developing Educational Goals and Objectives. W. Michael Southgate, M.D. Residency Program Director Department of Pediatrics 28 May 2010. Developing Educational Goals and Objectives. Objectives: at the end of this presentation the participants will be able to: - PowerPoint PPT Presentation

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  • Developing Educational Goals and ObjectivesObjectives: at the end of this presentation the participants will be able to:Define educational goals and objectives.Contrast, and give specific examples of, goals and objectives.Restate the ACGME Common Program Requirements for, and methods of assessment of, competency-based goals and objectives.Compose an example of competency-based goals and objectives for a specific educational assignment in your program.

  • What does the ACGME expect?

    IV. Educational Program

    A. The curriculum must contain the following educational components: 1. Overall educational goals for the program, which the program must distribute to residents and faculty annually;

    2. Competency-based goals and objectives for each assignment at each educational level, which the program must distribute to residents and faculty annually, in either written or electronic form. These should be reviewed by the resident at the start of each rotation;

  • What does the ACGME mean?

    Overall educational goals for the program

    Overall program educational goals describe a general overview of what the program is intended to achieve. These create a framework for expectations on the part of residents, faculty, and others in the program, and should not be a laundry list of learning objectives.

    From: Program Director Guide to the Common Program Requirementshttps://www.acgme.org/acWebsite/navPages/commonpr_documents/IVA1234_EducationalProgram_CurriculumComponents_Explanation.pdf

  • What does the ACGME expect?

    IV. Educational Program

    A. The curriculum must contain the following educational components: 1. Overall educational goals for the program, which the program must distribute to residents and faculty annually;

    2. Competency-based goals and objectives for each assignment at each educational level, which the program must distribute to residents and faculty annually, in either written or electronic form. These should be reviewed by the resident at the start of each rotation;

  • What does the ACGME mean?Competency-based goals and objectives for each assignment at each educational level, which the program must distribute to residents and faculty annually, in either written or electronic form. These should be reviewed by the resident at the start of each rotation; Assignment refers to each rotation, scheduled recurring sessions such as M&M conferences, journal club, grand rounds, simulated learning experience, lecture series, and required resident projects such as a quality improvement project that are not explicitly part of a recurring session or rotation. From: Program Director Guide to the Common Program Requirementshttps://www.acgme.org/acWebsite/navPages/commonpr_documents/IVA1234_EducationalProgram_CurriculumComponents_Explanation.pdf

  • What does the ACGME mean?Competency-based goals and objectives for each assignment at each educational level, which the program must distribute to residents and faculty annually, in either written or electronic form. These should be reviewed by the resident at the start of each rotation; Goal(s) communicate the general purpose and direction of the assignment. Objectives are the intended results of the instructional process or activity. They communicate to residents, faculty, and others involved the expected results in terms of resident outcomes and typically are the basis for items within evaluation instruments. From: Program Director Guide to the Common Program Requirementshttps://www.acgme.org/acWebsite/navPages/commonpr_documents/IVA1234_EducationalProgram_CurriculumComponents_Explanation.pdf

  • Goals and Objectives: another way of looking at them (shamelessly stolen from a presentation by Rob McGregor of St.Christophers Childrens Hospital in Philadelphia.)Goals: general, big picture or even BHAd (Big Hairy Audacious Goals), often teacher-centered.My goal today is to make all of you experts in developing goals and objectives for your residency programs.BHAd: My ultimate goal is for the GME operation at MUSC to be seen as the standard for development of goals and objectives by the ACGME.

  • My goal is simple. It is complete understanding of the universe." Stephen HawkingThe Ultimate Big Picture Goal:

  • Goals and Objectives: another way of looking at them (shamelessly stolen from a presentation by Rob McGregor of St.Christophers Childrens Hospital in Philadelphia.)Objectives: more specific, measureable, learner centered.Words to use when developing objectives can fall into one of these four categories (gleefully borrowed from a presentation by Lynn Manfred):Recall: Name, define, recognize, list, identify, describe, etc.Analysis: Compare, separate, design, differentiate, classify, etc.Synthesis: Propose, compose, solve, organize, relate, predict, etc.Application: Apply, employ, illustrate, interpret, etc.

  • Goals and Objectives: another way of looking at them (shamelessly stolen from a presentation by Rob McGregor of St.Christophers Childrens Hospital in Philadelphia.)Objectives: more specific, measureable, learner centered.

    At the end of the presentation the participants in this session will be able to:Contrast goals with objectivesDevelop goals and objectives for one educational assignment this weekend.

  • Rubric: Guidelines for Evaluating Behavioral ObjectivesThis is an example of how to create clear guidelines for evaluation and grading of behavioral objectives.

    What counts?Competent Work Common Mistake Needs to be revised Missed the Point Objectives are measurableObjectives are measurable and include specific information about what the student will be able to do,e.g. how well, how many, to what degreeObjectives are too general and don't include specific information on what the student will be able to do, e.g.. how well, how many, to what degreeObjective are not measurableObjectives don't describe what the student will be able to doObjectives are not universally measurable and do not include what the student will be able to doObjectives require high levels of cognitionObjectives reflect high levels of cognition according to Bloom's Taxonomy All the objectives require low levels of cognition such as "demonstrates understanding,"or "identifies"Objectives should include at least one of the verbs in the levels 3-6 of Bloom's Taxonomy Objectives don't use verbs to describe what the student will be able to doThe learning objectives should be achievableThe objectives listed are realistic given the time and level of the target audience There are too many objectivesObjectives are too difficultObjectives don't use verbs to describe what the student will be able to doAre the goals of interest to the learner?The leaning objectives are of interest to the learnerThe learning objectives don't make the intrinsic and external motivation clear to the learnerThe learner can't understand the learning objectivesThe learner doesn't want to complete the tasks in the learning objectives

  • Goals and Objectives: another way of looking at themGoals: General, big picture Broad sweepsTeacher focusedNot measureable

    Objectives:FocusedSpecificLearner centeredMeasureable

  • Goals and Objectives: One more angle:"The goal is where we want to be. The objectives are the steps needed to get there."

  • Contrasting goals and objectives: an example from the ACGMEThe goals and objectives for a specific simulated learning experience may relate only to Interpersonal & Communication Skills. Sample goal for a simulated learning experience: Improve performance in communicating effectively with patients. Sample objectives for this simulation experience: Provide precise information to a patient that is clearly understood. Express openness to feedback from patients. Pay close attention to patients and actively listen to them.

  • What does the ACGME mean?Competency-based goals and objectives for each assignment at each educational level, which the program must distribute to residents and faculty annually, in either written or electronic form. These should be reviewed by the resident at the start of each rotation; The phrase competency-based goals and objectives means that the goals and objectives clearly relate to one or more of the six ACGME competency domains. From: Program Director Guide to the Common Program Requirementshttps://www.acgme.org/acWebsite/navPages/commonpr_documents/IVA1234_EducationalProgram_CurriculumComponents_Explanation.pdf

  • How will the ACGME check on you?

    Documentation for overall educational goals: The written educational goals should be available for site visitor review either as a separate document or as part of a Program Handbook. Verification that residents review the learning objectives will be accomplished through the resident survey as well as site visitor interviews as needed.

    From: Program Director Guide to the Common Program Requirementshttps://www.acgme.org/acWebsite/navPages/commonpr_documents/IVA1234_EducationalProgram_CurriculumComponents_Documentation.pdf

  • How will the ACGME check on you?

    Resident Survey Questions:

    9. Has your program provided you access to, either by hard copy or electronically, written goals and objectives for the program overall?

    10. Has your program provided you access to, either by hard copy or electronically, written goals and objectives for each rotation and major assignment?

    From: Program Director Guide to the Common Program Requirementshttps://www.acgme.org/acWebsite/navPages/commonpr_documents/IVA1234_EducationalProgram_CurriculumComponents_Documentation.pdf

  • Academic Pediatric Association

    http://www.ambpeds.org/index.cfmThis website contains tools to assist you to do the following: Plan rotations and programs