Designing Your Learning Objectives

Structuring Objectives    |    Selecting Verbs   |    Examples   |    Content & References   |    Active Learning Strategies

 

Learning objectives are the steps needed to fulfill the desired changes in knowledge or skills that were previously identified in your program’s educational needs statement.

A learning objective (1) is very brief and (2) specifically states what the learner will know or be able to do immediately upon completion of the program. Therefore, the objective should begin with a measurable verb, followed by a short description of one specific action an attendee could expect to perform.

 

Structuring Objectives

  • Objectives are to complete the sentence “After this session, participants should be able to [your objective]”
  • Format as follows:
    1. Begin with a capitalized verb and end with a period.
    2. Use upper and lower case appropriately.
    3. Do not abbreviate or use unusual characters.
  • Begin with one measurable verb and use only one verb (see Selecting Verbs below).
  • Include only one action/outcome. Example: “Define sleep deprivation and the consequences.” is two separate actions and should be split into two objectives as follows: “1. Define sleep deprivation, 2. List the consequences of sleep deprivation.”
  • Include no more than 2-3 objectives for a 60 to 90-minute session.
  • Define the expected outcome for the learner within the classroom environment

Make objectives measurable within the time allotted to the classroom setting. In other words, if called upon to do so, participants could demonstrate or successfully pass an assessment showing they’ve accomplished the objective before leaving the classroom.

Additional considerations for speakers:

  • All objectives submitted on the Program Information form must be covered during the session.
  • Content must be presented in the time allotted for the session. Likewise, it is expected that speakers use the full amount of time allotted for their session.
  • All issues of diversity, equity, inclusion, justice, and accessibility (DEIJA) as applicable to their session must be addressed.

 

 

Selecting Verbs

Verbs must be measurable, meaning they must be observable. If they cannot be measured, we cannot know if the objective has been achieved. Verbs like “improve” or “understand” are open to interpretation, non-specific, and not measurable.

TIP for selecting verbs: Ask whether someone could theoretically watch the participant perform the action. One can watch someone “list strategies,” “evaluate patient data,” or “describe a concept.” One cannot watch someone “understand something.”

Use verbs from the lists below depending on if the objective’s intent is for the attendee to show a gain in knowledge (to know facts or information) or a gain in competence (to know how to do something, such as a skill or application of a strategy or judgment).

 

 

 

Objective Examples

 

 

 

Content

Content can be described as the specific information that will be presented to meet each learning objective. It should not be an enhanced or restated description of the objective or a description of how the content will be delivered. Content must:

  • Be in the form of a brief list
  • Include details beyond a restatement of objectives
  • Be evidence-informed or based on the best available evidence

 

 

Content References

The Program Submission Form will request that you cite the specific sources used when developing your content. These sources must support and align with your learning objectives. Full citations are requested, but at minimum, provide complete source titles with their publication/organization name, web url, volume no., etc., so that sources can be easily located.

Content can be based on:

  • Peer-reviewed journal(s)/resource(s)
  • Clinical guidelines, public health practice guidelines
  • Expert or expert group resource(s) (i.e., books, articles, websites)
  • Textbooks
  • Best practices or new and emerging issues
  • Research reports

 

 

Active Learning Strategies

As you are developing your learning objectives, consider the best teaching method to help learners accomplish the objective. For example, if your objective is to “apply new diagnostic guidelines,” a case study discussion is appropriate. If your objective is to convey facts, you might use an audience response system at the beginning of the session to assess baseline knowledge, then again later in the session to see what the audience has learned.

Programs should 1) incorporate one or more active learning methods and 2) incorporate adequate time for learners to ask questions.

Keep in mind that studies have shown that adults learn:

  • By solving genuine problems (reviewing their own issues and daily encounters)
  • By reflecting via analogy and comparison (comparing their own experiences or by comparing their experiences to the experiences of others)
  • By practicing and applying new knowledge and strategies (time to practice, interact and discuss new application/strategy/knowledge)
  • By developing a framework for application (creating plans for implementing change)

Active learning methods include, but are not limited:

If objective uses a KNOWLEDGE verb:
_ Examples/Analogies
_ Review
_ Polling Questions (multiple-choice, true/false)
_ Quiz or game designed to recall facts (i.e., multiple choice, fill in the blank, matching question and answer)
_ Pre- and post-test (designed to recall facts)

If objective uses a COMPETENCE verb:
_ Case Studies
_ Pre/post-test (designed to demonstrate skills, i.e. case scenario-based questions)
_ Application Exercises
_ Demonstration
_ Pro/Con Grids
_ Role Play or Simulation
_ Hands-on (skill-building)

For any objective:
_ Discussion/discussion groups
_ Q&A period

 

(Revised June 2024)