Part I: The Purpose of Measurable Learning Objectives

In continuing medical education (CME), educational activities are designed to address professional practice gaps. Once all the needs assessment data are collected and analyzed and the educational needs identified, the next step in the planning process is the development of the learning objectives. This is done by identifying if the professional practice gaps are knowledge, competence, or performance-based. In terms of CME, learning objectives should reflect what the participant should know or be able to do at the end of an educational activity. What do you want your activity to change: knowledge, competence or patient outcomes? It is important to remember that learning objectives must be observable, measurable, and focused on the learner. They must clearly communicate the direction of the curricular content, define faculty and learner responsibilities, and enable the evaluation of both the learners and the curriculum.

Please remember that each learning objective should only measure one action. Do not use the word “and” to combine more than one action in a single objective. This is a common mistake that undermines the effectiveness of a learning objective. An example of a properly written learning objective for an activity on heart failure may be to, “discuss effective processes for concurrent chart review of heart failure admissions.” This objective clearly states what will be learned using only a single action. An ineffectively written learning objective would be to, “interpret data collection methods to increase participants’ comfort with these tools and describe the importance of the performance measure for heart failure.” This learning objective is ineffective because it is impossible for the learner to understand what we are measuring. Are we measuring the interpretation of data collection methods or are we measuring the importance of performance measure for heart failure? If we are measuring both (which is typically the case) but they need to be stated in separate learning objectives.

There are different taxonomies used to categorize learning objectives. One of the most common is Bloom's Taxonomy, a classification of learning objectives within education. In this taxonomy, learning objectives are categorized into 6 levels as described below:

1. Level 1 – Knowledge:
   Knowledge refers to memorization of facts or information. Memorizing facts does not always mean that there is an understanding of that information. This leads to the next level in Bloom’s Taxonomy.
2. Level 2 – Comprehension (requires knowledge):
   At this level the learner can restate, in his/her own words, that which the information has been committed to memory. If asked, the learner can answer the question, “Tell me what that means,” and restate the information in his/her own words.
3. Level 3 – Application (requires comprehension):
   Learners operating at this level not only know and comprehend the learned information, but can apply the information to a particular situation.
4. Level 4 – Analysis (requires application):
   Learners performing at this level are able to analyze a system and divide it into its constituent parts.
5. Level 5 – Synthesis (requires analysis):
   Learners performing at this level are able to analyze several systems simultaneously and discuss how each system interacts with the other.
6. Level 6 – Evaluation (requires synthesis):
   Evaluation represents the highest level of thinking. Learners performing at this level make independent judgments based on analysis and synthesis.¹

Now that we’ve discussed the purpose of learning objectives and how we classify them, Part II will discuss how to write measurable, effective learning objectives. Stay tuned for Part II: Writing Learning Objectives in the May 2011 CFMC Newsletter.

Reference:

1. Anderson LW, et al. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Addison Wesley Longman, Inc.; 2001.

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CFMC’s Office of Continuing Education supports its customers in taking their education national through the use of CFMC’s new product: online eLearning services. By combining our experience in continuing education content with superb technological resources, CFMC’s Office of Continuing Education now develops and executes high-quality online healthcare educational courses.

In today’s market, online education is a major asset to any healthcare organization’s continuing education program.

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Visit yourCEsource.org for more information about our continuing education services to award credit to physicians, nurses, psychologists, and others. You may also call Lorraine Pickrell at 1-800-950-8250, ext. 3372.
 

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