One of the most critical aspects of planning a CME activity is writing learning objectives. Once the needs assessment has been analyzed and the needs have been determined, objectives must be developed. The objectives should support the needs assessment findings. Objectives assist in planning activities, evaluating activities, and helping prospective participants determine if your activity meets their needs or interests.
There are three primary types of objectives:
- Learner objectives state what the learner should know or be able to do at the end of a learning activity. This type of objective emphasized learning outcomes.
- Instructional (teaching) objectives state what the instructor intends to accomplish during a learning activity. This type of objective describes a process, not an outcome.
- Behavioral objectives state what the learner might be able to do differently (behavioural change) as a result of what has been learned. This type of objective should be used to formulate educational objectives for continuing medical education (CME) programs. Start with the phrase: “At the conclusion of this activity, participants should be able to:” and then state the things participants will be able to do.
The list of verbs below has been found to be effective in formulating educational objectives for CME programs.
Verbs that communicate knowledge:
| Information | |||||
| cite | identify | quote | relate | tabulate | count |
| indicate | read | repeat | tell | define | list |
| recite | select | trace | describe | name | recognize |
| state | update | draw | point | record | summarize |
| write | |||||
| Comprehension | |||||
| assess | contrast | distinguish | interpolate | restate | associate |
| demonstrate | estimate | interpret | review | classify | describe |
| estimate | interpret | review | translate | compare | differentiate |
| express | predict | compute | discuss | extrapolate | report |
| Application | |||||
| apply | employ | match | relate | sketch | calculate |
| examine | operate | report | solve | choose | illustrate |
| order | restate | translate | complete | interpolate | practice |
| review | treat | demonstrate | interpret | predict | schedule |
| use | develop | locate | prescribe | select | utilize |
| Analysis | |||||
| analyze | criticize | diagram | infer | question | appraise |
| debate | differentiate | inspect | separate | contract | deduce |
| distinguish | inventory | separate | contrast | detect | experiment |
| measure | |||||
| Synthesis | ||||||
| arrange | construct | formulate | organize | produce | assemble | |
| create | generalize | plan | propose | collect | design | |
| integrate | prepare | specify | combine | detect | manage | |
| prescribe | validate | compose | document | |||
| Evaluation | |||||
| appraise | critique | evaluate | rank | score | assess |
| decide | grade | rate | select | choose | determine |
| judge | recommend | test | compare | estimate | measure |
| revise | |||||
Verbs that impact skills:
| demonstrate | hold | massage | pass | visualize | diagnose |
| integrate | measure | write | diagram | internalize | operate |
| project | empathize | palpate | record | listen |
Verbs that convey attitudes:
| acquire | exemplify | plan | reflect | transfer | consider |
| modify | realize | revise |
Words such as these should be avoided, as they are open to many interpretations:
-
- appreciate
- have faith in
- know
- learn
- understand
- believe
Reference
Rosof AB. Stating objectives, in Rosof AB Felch WC (eds): Continuing medical education: a primer, Westport, Conn.: Praeger; 1992:52-59.
About Audrey Kelly, PharmD