MET 2014

• Dr. N.K. Gupta• Department of Emergency Medicine &

Department of Medical Education, ELMCH,Lucknow

• Target Audience – Medical Faculty• Program – 5th MET Workshop as per MCI.• MCI Observer – Prof.Dr.Uma Singh

MET 2014• Educational Objectives and

framing competencies.• Clarification of terms:

competency, outcome, objectives

• How to write competencies.

MET 2014• 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.

MET 2014• Educational Objectives (EO)

• Learning Objectives 1. Define educational objectives2. 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.

MET 2014• 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

MET 2014• 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.

MET 2014• 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

MET 2014• CLASSIFICATION • Institutional or General Objectives • Intermediate or Departmental • Instructional or Specific Objectives • Central Objective • Contributory Objective • Indirect Objective

MET 2014• 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.

MET 2014• 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.

MET 2014• 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 medical management of peptic ulcer

MET 2014• 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.

MET 2014• 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.

MET 2014• 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.

MET 2014• 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.

MET 2014• 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.

MET 2014

• FRAMING COMPETENCIES

MET 2014• 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 competencies.

• Additional evidence synthesis• Serial teleconferences to draft competencies, concepts, principles &

framework• Review & approval of final framework and review documents• Redwood-Campbell et al. BMC Medical Education 2011 11:46

doi:10.1186/1472-6920-11-46

MET 2014• 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 .• Responsiveness & accountability- to students and faculty .• Equity - promoting just distribution of resources & access.• Solidarity - ensuring that objectives are aligned with those

of curriculum.

MET 2014

MET 2014• COMPETENCY

• capacity to testify in a court of law; • eligibility to be sworn• Origin & History for • Latin comp etentia “

meeting together,agreement, symmetry,” recorded from 1797. n.1590s, "rivalry;" c.1600, "sufficiency to satisfy the wants of life,“

MET 2014• Outcome

• something that follows from an action, dispute, situation, etc; result; consequence.

• n.1788"that which results from something" originally Scottish, from out +come (v.). Popularized in English by Carlyle (c.1830s). Used in MiddleEnglish in sense of "act or fact of coming out" (c.1200). Old English hadutancumen (n.) "stranger, foreigner.”

MET 2014•  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 Latinobjectivus, 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)

MET 2014

• WRITING COMPETENCIES.

MET 2014• 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

MET 2014• 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).

MET 2014• 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.

MET 2014• 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