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Designed and produced by theEducation Development Unit

Scottish Council for Postgraduate Medical and Dental Education

Initial development sponsored by theScottish Higher Education Funding Council

© Scottish Council

for Postgraduate

Medical and Dental

Education

A ims & Objectives

Authors

E A HeskethJ M Laidlaw

Instructional Design

J M Laidlaw

Desktop Publishing

L E BellM C Gunn

Computing

N K McManus

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Units Snippets on aims & objectives

Aims are just general statements brieflyoutlining the content of the trainingbeing offered. Well written objectives aremuch more specific and should clarifythe aims in more detail. They shouldstate what the trainee should be able todo. Well written aims and objectives will help to providea sound basis for identifying the content of a course ortraining programme. They also will assist you inassessing whether or not the training has beensuccessful.

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Aims & Objectives... Snippets: 2 of 2

��

The Problem

I’m not really sure what is expectedof me at this stage of my training

The objectives I’ve been set are a bitwoolly

The aims and objectives of thetraining programme are so generalit’s difficult to really tell how you aredoing

Trainees ��

The Solution

Clear aims and objectives for thetraining being undertaken!

I know precisely what I should beable to do by the end of this trainingyear

My supervisor and I went though theobjectives of the training and clearlyidentified those areas where I neededmore experience

Trainees

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Units Tackling terminology

Aims and objectives are often used loosely(and sometimes incorrectly) although they arevery different. Other words are also used suchas goals, purposes (rather like aims) andlearning outcomes (similar to objectives). Theterminology has become a minefield, butthere is no need to get too bogged down in fine differences and drawninto educational theory.

Aim An aim is a general statement of intent. Itdescribes the direction in which the learner will goin terms of what they might learn or what theteacher/training will do.

Objective An objective is a more specific statement aboutwhat the learner should or will be able to do afterthe training experience.

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Aims and objectives play an important part inplanning:

� a training programme

� a curriculum

� a course

� a short training event for individualtrainees.

A clear statement of what you are trying to achieve through trainingwill provide a sound basis for choosing the training methods as wellas the assessment instruments. In other words trainees will knowprecisely in which direction they are travelling and you will knowwhether or not they are getting there.

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Units A ims & objectives in action

What are they?

Consider for a moment this programme – ‘Developing the TeachingInstinct’. What are its aims & objectives?

For more informationclick on one of theoptions

The aims

The objectives

A unit’s objective

Aims & Objectives... Core: 3 of 10

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Its aim is to introduce doctors to basiceducational techniques in order to better equipthem in their day to day teaching or supervisoryrole.

The aim gives you a general indication of whatyou might learn and how you might benefitfrom a course. However, it does not give youany details, or a means of assessing whetheryour learning has been successful. Objectivesare used for this purpose.

The aims

The objectives

A unit’s objective

Aims & Objectives... Core: 4 of 10

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The objectives tell you what you should be ableto do after the course, eg on completion of thisprogramme the learner will:

� be able to identify key principles of adultteaching and learning

� be able to apply educational techniqueslearned to everyday teaching andsupervision

� have identified their own strengths andweaknesses in teaching and supervision.

Aims & Objectives... Core: 5 of 10

The aims

The objectives

Unit’s objective

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Each unit might also have its own objectives,depending on how specific you wish to be.For this programme the unit’s objectives are:

The learner will be able to:

� define aims and objectives

� write appropriate objectives forknowledge, skills and attitudes training

� write clear objectives for the training inwhich they are involved.

Aims & Objectives... Core: 6 of 10

The aims

The objectives

A unit’s objective

If you wish to see another example fromthe GMC (1997) document, click HERE

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The GMC (1997) document ‘The New Doctor’ outlines one of the aims(they call it purpose) of general clinical training for PRHOs as:

� To enable PRHOs to demonstrate that on completing generalclinical training, they are ready to accept with confidence the dutiesand responsibilities of a fully registered doctor and to begintraining for specialist medical practice.

This broad statement of intent is later clarified into more specificaspects. These are really broad objectives for the whole trainingprogramme, eg:

� Develop competence at diagnosis, decision making and theprovision of treatment

� Keep accurate records

� Be aware of their own limitations and ready to seek help whennecessary.

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What are the pitfalls?

The most common mistake trainers make is in writing vague objectiveswhich can be interpreted in different ways.

Read the six objectives below. Which would you consider to be vague?Try to improve them. Check to see our list.

The learner will:

1 have a knowledge of reproduction

2 be able to identify patients that are malnourished3 appreciate patient rights with regard to confidentiality

4 understand the physiological basis of factors which interact to...

5 be familiar with principles governing the peri-operative care of...

6 be able to recognise surgical illness in the newborn.

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Here are our suggestions.

The learner will be able to:

1 describe and summarise the key issues relating to reproduction

2 (no change) identify patients that are malnourished

3 demonstrate recognition of patient rights with regard toconfidentiality

4 describe the physiological basis of factors which interact to...

5 be able to summarise the principles governing the peri-operativecare of...

6 (no change) recognise surgical illness in the newborn.

Aims & Objectives... Core: 9 of 10

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Note...

Good objectives use ‘doing’ words, like:� list � interpret� identify � give examples of� describe � illustrate� compare

At higher levels of complexity you might use:� assess � justify� predict � devise� analyse � plan

Aims & Objectives... Core: 10 of 10

Avoid words or phrases like “understand, know, befamiliar with” – after all how can you tell the traineeknows, understands etc. Such words may suffice fora broad objective for a training year, but will requirefurther clarification through unit objectives.

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Units Examples in practice

Objectives need not form a rigid format. They should just say what you wantthem to say to clarify the intention of your training and help you to assess theeffectiveness of that training. Also you should write only as many as youthink are needed for all the important aspects of the training.

Objectives can be classified in many ways. The simplest way is to think ofthem in terms of the knowledge, skills and attitudes the learner will gain fromthe training or course. Many objectives may involve a combination of allthree.

Knowledgeobjectives

Skills objectives

Attitudinalobjectives

Check if you wantto see examples

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Objectives in this category can range from simplerecall or recognition, eg list, define, recognise,through to application and analysis, eg choose,illustrate, compare etc.

A specific knowledge objective describing theknowledge that learners should have gained froma course could be:

� The learner can describe the clinical featuresof the four grades of encephalopathy.

or� The learner will be able to list the main

differences between ulcerative colitis andCrohn’s disease.

Learners will be able to easily demonstrateachievement of such objectives.

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Knowledgeobjectives

Skills objectives

Attitudinalobjectives

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Skills involve the application of knowledge, egsolving a problem, making a diagnosis, orperformance of a physical skill such as following aprocedure, using an instrument correctly. Examplesof skills objectives are:

The learner will be able to:� correctly interpret the findings obtained from

the history and the physical examination� choose appropriate investigations� carry out the basic clinical procedures of

venepuncture, insertion of an intravenousline

� carry out prompt and effective resuscitation� keep accurate records� discriminate between normal and abnormal

x-rays.

Again achievement of such objectives will be clear.

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Knowledgeobjectives

Skills objectives

Attitudinalobjectives

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These objectives concern the beliefs, approach orstyle and attitudes which you would wish thetrainee to adopt. Here are some examples.

The learner will be:

� aware of their personal limitations and seekhelp when necessary

� able to communicate effectively and withrespect with patients, relatives and otherprofessionals with whom they come incontact

� able to work effectively as a member of ateam

� able to cope with uncertainty

� show a desire to further improve the qualityof patient care

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Knowledgeobjectives

Skills objectives

Attitudinalobjectives

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Over to you!Can you correctly classify the objectives below interms of knowledge (K), skills (S) and attitudes (A).

The learner will be able to:

1 evaluate the likely causes of groin swelling in apatient

2 state the important questions to ask when takinga patient history from a patient with…

3 institute appropriate investigations for thecondition of…

4 include the child in discussions and decisionswhen taking a history from a child’s parent

5 apply the principles of management for thecommon conditions of…

6 describe the monitoring required for patientsreceiving nutritional support

7 carry out prompt emergency care

8 predict likelihood of outcome.

Click HERE for answers

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The learner will be able to:

1 evaluate the likely causes of groinswelling in a patient

2 state the important questions to askwhen taking a patient history from apatient with…

3 institute appropriate investigations forthe condition of…

4 include the child in discussions anddecisions when taking a history from achild’s parent

5 apply the principles of management forthe common conditions of…

6 describe the monitoring required forpatients receiving nutritional support

7 carry out prompt emergency care

8 predict likelihood of outcome.

K & S

K

K & S

S & A

K

K

K & S

K

Answers

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Think of objectives in terms of the outcome orproduct of your training, ie trainee performance- how do you want the trainee to behave/practiceor what do you want them to be able to do?Ensure objectives are representative of what

the training is trying to achieve - but don’t getbogged down in writing objectives for everysingle aspect of your course. You can’t assesseverything. Make sure your objectives reflectthe important aspects of your course/training.Objectives should cover the range of aspects of

the training i.e. knowledge, skills and attitudes.For example if the training area involves workingclosely with other professions, make sure thereare objectives covering this aspect.

P ractical tips

continued. . .

Aims & Objectives... Practical Tips: 1 of 2

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Set objectives at an appropriate level ofgenerality. Words like ‘understand theprinciples of...’ may be suitable for a one-yeartraining plan. More specific objectives, eg‘correctly apply, carry out’ may be required forunits of training.

State objectives in terms of traineeperformance.

Begin each objective with an active word (seelist in Don’t Forget).The objectives should be achievable andmeasurable.

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Units O ther learning opportunities

There are many books and other resources on aims and objectives.Here is a short resume of our suggestions.

Click the appropriatebutton if you wish tofind out more

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Centre for Medical Education (1997) Aims, objectives and competencies.Unit CD:4 in the Diploma in Medical Education, Dundee, Centre forMedical Education, University of Dundee

As with some of the other units, you can build on your learning of thistopic and gain accreditation towards a postgraduate certificate/diploma/Masters in Medical Education. The topic is studied further in their unit‘Aims, objectives and competencies’.

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McAvoy B R (1985). How to Choose and Use Educational Objectives.Medical Teacher 7(1): 27-35A useful article giving a slightly different overview from this unit.

Allan J (1996). Learning Outcomes in Higher Education. Studies inHigher Education 21(1): 93-106An informative paper for those who wish to read about the move fromobjectives to learning outcomes.

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Gronlund N (1985). Stating objectives for classroom instruction. Thirdedition. New York, Macmillan

A not too daunting booklet that gives lots of examples for writingappropriate objectives. Although non-medical, the examples clearlyshow the points being made and should help you critically evaluateyour own objectives.

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The international database TimeLIT (Topics in Medical EducationLiterature) www.timelit.org gives free access to articles relating toeducation in medicine, dentistry, nursing, patient health and theprofessions allied to medicine.

Other useful websites for those interested in Medical Education arethat of the Association for the Study of Medical Educationwww.asme.org.uk and that of the Association for Medical Education inEurope www.amee.org

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The skills of aims and objectives are relevant to many other teachingroles and activities. Here are some other Developing the TeachingInstinct units you might wish to look at.

LearningContracts

Appraisal

Click the appropriatebutton to take you to asummary of the unit

Aims & Objectives... Opportunities: 6 of 6

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Units G roup activities

Next time you see any aims, goals,objectives, learning outcomes writtendown, eg for a course you are goingon, an official training document fromyour profession or specialty, criticallyanalyse them in terms of:

� appropriateness for the trainingoffered

� generality versus specificity

� measurability

� usefulness.

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If you are formulating measurable objectivesthen use ‘active’ words. Here are a few youmight use.

Select, recognise, state, contrast,formulate, explain, criticise, demonstrate,modify, illustrate, categorise, differentiate,resolve, derive, manage, suggest,synthesise, contrast, evaluate, determine.