Writing Learning Objectives: an ESR Guide
What are Learning Objectives?
The aim of Learning Objectives is to tell the learner / participant what they can expect to get from an educational activity. They are statements that must clearly communicate the intent of the educational activity. The inclusion of appropriate Learning Objectives is also a requirement for continuing medical education (CME) accreditation.
Learning Objectives are not:
- a teaching plan;
- an outline / summary of a lecture;
- or the goals of a lecture.
These are all more general statements.
Here is an example of “an outline / summary of a lecture” and the associated “Learning Objectives”:
Summary of a session:
The lecture will include a brief overview of the anterior cruciate ligament (ACL) anatomy followed by its pathological conditions along with case examples. The lecture intends to familiarise the audience with the normal and abnormal imaging appearances of this crucial knee ligament, the injury of which might have devastating outcomes.
Learning objectives:
- To name and identify the two bundles of the ACL.
- To list three of the secondary (soft tissue and bone) findings of ACL tear.
- To describe how posteromedial and posterolateral corner injuries relate to ACL tears.
Writing Learning Objectives
When writing focused Learning Objectives, Bloom’s Taxonomy of Educational Objectives should be considered.
Table 1. An overview of the cognitive domains from Bloom’s Taxonomy and suggested verbs
(adapted from Webb et al., 2013)
Cognitive Domain | ||
Competence | Skills Demonstrated | Verbs |
Knowledge | Remembering of terminology, facts, and methods | Define, Describe, Identify, Show, Label, Examine, Name, Write |
Comprehension | Understand the meaning of concepts; translate knowledge into new context; interpret facts; predict consequences | Summarise, Describe, Interpret, Contrast, Predict, Distinguish, Estimate, Discuss, Differentiate, |
Application | Use previously learned information in novel situations; solve problems | Apply, Demonstrate, Complete, Solve, Examine, Modify, Classify |
Analysis | Understand the organisational structure of information; see patterns; organise parts | Analyse, Separate, Connect, Arrange, Compare, Select, Infer |
Synthesis | Creative application of prior knowledge and skills to produce an original entity | Adapt, Create, Combine, Integrate, Modify, Design, Compose, Formulate |
Evaluation | Judge relative value of information based on prior knowledge; make choices based on reasoned argument; recognise subjectivity | Compare and contrast, Criticise, Critique, Defend, Judge |
| ||
Competence | Skills Demonstrated | Verbs |
Attitudinal | Demonstrating or adopting attitude change | Consider, Exemplify, Modify, Plan, Rank as important, Realise, Reflect, Revise |
| ||
Competence | Skills Demonstrated | Verbs |
Performance or Behaviour | Skills associated with performing tasks, techniques, recording, physical examination, etc. | Demonstrate, Diagnose, Measure, Operate, Perform, Record |
All Learning Objectives should be linked to a single introductory phrase e.g.
At the end of this presentation, participants will be able to:
- name and identify the two bundles of the ACL.
- list three of the secondary (soft tissue and bone) findings of ACL tear.
- describe how posteromedial and posterolateral corner injuries relate to ACL tears.
All Learning Objectives should be written from the perspective of the learner / participant (see example above).
Considering the Level of the session / presentation and relevant Competence, Skills, and Verbs from Bloom’s Taxonomy of Educational Objectives
It is important to also consider the level of the session / presentation in formulating your Learning Objectives. The Learning Objectives on an introductory presentation aimed at undergraduate medical students or student radiographers should use verbs that address the lower cognitive domains of Bloom’s taxonomy e.g. Knowledge and Comprehension (see Table 1 for “Skills Demonstrated” and sample “Verbs”), whereas for an ETC Level III presentation, we should be aiming to reach the upper cognitive domains of Bloom’s taxonomy e.g. Synthesis and Evaluation (see Table 1 for “Skills Demonstrated” and sample “Verbs”)
Sample Learning Objectives
These three Learning Objectives use the verbs “Name”, “Identify”, “List”, and “Describe” which be most appropriate to ETC Level I, however, Learning Objective 3 challenges the audience also to “Reflect” which would be appropriate to a higher ETC Level.
A bad example:
Learning objectives:
- To learn imaging anatomy of the anterior cruciate ligament (ACL).
- To know imaging appearances of ACL tears.
- To become familiar with pathological conditions that might accompany ACL tears.
A good example:
Learning objectives:
At the end of this presentation, participants will be able to:
- Name and identify the two bundles of the anterior cruciate ligament (ACL).
- List three of the secondary (soft tissue and bone) findings of ACL tear.
- Describe and reflect on how posteromedial and posterolateral corner injuries relate to ACL tears.
Benefits of well-constructed Learning Objectives
Well-constructed Learning Objectives not only commit the presenter to deliver what he/she promises, they also help him/her outline a teaching plan/strategy. They remind us that the main reason for a presentation is its impact on the audience, not on the lecturer. As such, Learning Objectives are beneficial to the participants, presenters, and the congress.
References:
Webb EM, Naeger DM, Fulton TB, Straus CM. Learning objectives in radiology education: why you need them and how to write them. Acad Radiol. 2013; 20(3):358-63. doi: 10.1016/j.acra.2012.10.003.