Ace ai module 1 slides part 2

Educator Development Program School of Medicine VANDERBILT

Designing Objec*ves

Before you dig in to actually construct the learning objec5ves for your course, consider a

few framing thoughts.


Designing Objec*ves Consider the Categories/Domains you will need to write for your course.

•  Cogni5ve (Knowledge) •  Affec5ve (ACtudes, Behaviors) •  Psychomotor (Skills) -‐ -‐ -‐ Objec5ves in an ACE or AI type of Immersion Course should be primarily focused on Affec5ve and Psychomotor Categories. By contrast, Interdisciplinary Science Courses will have a large number of cogni5ve medical knowledge objec5ves.


Components that comprise each Learning Objec*ve

Who will do how much (how well) of what by when? 1 2 3 4 5

1.  An Immersion Level Student 2.  Verb 3.  The degree of learning 4.  Noun 5.  Time limitation


Here is a list of Verbs that are commonly used in wri*ng learning objec*ves

These are adapted from Bloom’s Taxonomy and have been used and adapted for the past 60 years


Get ready to write a Learning Objec*ve that contains these Components.

1 Who Your learners are Immersion Students (post-‐clerkship )

2 Will do Select an ac5on verb/behavior 3 What Noun

(What will the learner be able to do?)

4 How much, how well Condi5on – degree of learning (Not too easy, not too difficult)

5 By when When will learning be achieved? By end of ac5vity, end of day or end of course?


It’s *me to write a Learning Objec*ve. Fill in the blanks

Who Immersion Students

Will do Fill in the blank here What Fill in the blank here How much, how well Fill in the blank here By when Fill in the blank here

(Write your objective here)


Make SMART Objec*ves Specific Is it clear to both learner and instructor Measurable How will you (or the learner) assess whether the

learner has met the criteria? AXainable Can it be realis5cally achieved? Relevant Is this goal developmentally appropriate? Will your

learners ever need this in their future career? Time Sensi5ve Can it be accomplished by the end of day or end of

week or end of course?

After you have written 2-3 learning objectivse, step back and apply these 5 SMART questions. We will assume you followed instructions and wrote a semantically perfect objective. Be warned that your newly crafted learning objective might be ridiculously complex or too simple for this level of learner.


Goal: Upon completion of this session, each course director will be equipped with tools to write learning objectives for an Advanced Clinical Experience (ACE) or Acting Internship (AI)

Learning Objective for this Module After viewing the video and viewing the materials in this presentation, ACE or AI course directors should be able to. . . .

1.  Write and critique learning objectives for an ACE or AI using a simple standardized format. (Are you ready?)

v  Challenge yourself to write 3 learning objectives for your course (Right

now!!) v  Deliberate practice will solidify your knowledge of the nuts-and-bolts of

writing an objective. v  Objectives will shape your course and how it is perceived by learners. v  You should also share learning objectives with your instructional faculty. It is a simple way to give them some quick faculty development.


Here are several more examples of learning objectives taken from an Immersion Course. All learners are enrolled in the Injury, Repair Regeneration & Rehabilitation Course.

Upon completion of the TEAM course during week 1, the student will be able to demonstrate the concepts and principles of primary and secondary patient assessments after trauma.

At the end of week 2, the learner will demonstrate the following skills in a simulated scenario: a. perform an orotracheal intubation on adult and child manikens b. perform a cricothyroidotomy on a tissue specimen c. perform a pleural decompression via needle thoracentesis and chest tube insertion.

After completing the module on injury and 3 shifts on the Burn/Trauma service, the participant will estimate the size and depth of burn injury and calculate a volume resuscitation.


For each learning objective, ask yourself Will students have adequate instruction and opportunity to complete the expected learning?





For each learning objective, ask yourself . . . . Will students have adequate instruction and opportunity to complete the expected learning? Planned Instructional Methods: participation in lecture, practice on models


For each learning objective, ask yourself . . . . How will the learning be assessed? Written quiz – short answer, MCQ, Observation by a trained observer using a grading rubric


Will students have adequate instruction and opportunity to complete the expected learning? Planned Instructional Methods: participation in lecture, practice on models, cadavers

How will the learning be assessed? Written quiz to assess foundational knowledge of anatomy Observation by a trained observer using a grading rubric



Will students have adequate instruction and opportunity to complete the expected learning? Planned Instructional methods: Podcast on burn classification, podcast on fluid resuscitation. Case discussion, assignment following a Burn ICU patient from admission through the first 3 days.

How will the learning be assessed? Essay question with images built around a burn case Presentation to the team during the morning report



For Your Course

•  We have done some of the work for you that will be standardized across each course type

•  Advance Clinical Experiences (ACEs) – 6 Learning Objec5ves to be used by all ACEs

•  Ac5ng Internship (AI) – 8 Learning Objec5ves to be used by all AIs

These will be provided to you


For Your Course

•  Please create 2-‐4 learning objec5ves to be paired with the standard course type objec5ves

•  We envision these 2-‐4 learning objec5ves will be specific to the context or content of your individual course


Stay Tuned for an upcoming module on

ASSESSMENT Vanderbilt’s Immersion courses will be using a model that tracks a learner progression along a developmental curve. We anticipate the rollout of electronic tools/shortcuts to help busy clinicians quickly evaluate learners in the clinical workplace.

Education

Ace ai module 1 slides part 2