Examples of Behavioral Objectives Written in General (less ...



Examples of Behavioral Objectives Written in General (less directly measurable) and Statements Revised to be More Specific & Descriptive (therefore more directly measurable)

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General:

The learner will be able to: orally present a new patient's case

More Specific:

The learner will be able to: orally present a new patient's case:

in a logical manner,

chronologically developing the present illness,

summarizing the pertinent positive and negative findings,

present the differential diagnosis,

present plans for further testing and treatment.

General:

The learner will be able to: prepare appropriate new patient workups

More Specific:

The learner will be able to: prepare legible, comprehensive, and focused new patient workups that include the following features:

• Present illness organized chronologically, without repetition, omission, or extraneous information.

• A comprehensive physical examination with detail pertinent to the patient's problem.

• A succinct and, where appropriate, unified list of all problems identified in the history and physical examination.

• A differential diagnosis for each problem (appropriate to level of training)

• A diagnosis/treatment plan for each problem (appropriate to level of training)

General:

The learner will be able to: retrieve medical information using the computer.

More Specific:

The learner will be able to: Retrieve information, demonstrating the ability to

• Perform database searches using logical (Boolean) operators, in a manner that reflects understanding of medical language, terminology, and the relationship among medical terms and concepts;

• Refine search strategies to improve relevance and completeness of retrieved items;

• Use of standard bibliographic application to download citations from a search and organize them into a personal database; and

• Identify and acquire full-text electronic documents available from the

General:

The learner will be able to: properly examine a stool specimen for the presence of ova and parasites.

More Specific:

The learner will be able to: take stool specimens infected with 1 of 10 possible ova and parasites and correctly identify them.

Even More Specific:

The student will be able to: take stool specimens infected with 1 of 10 possible parasites, process it according to standard procedures, and identify under a microscope examples of ova and of parasites (Parasites must be identified by scientific name.)

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Tips on Writing

Most books that provide instruction on the writing of behavioral objectives state that an objective needs to have three components as follows:

1. A measurable verb (also known as performance)

2. The important conditions (if any) under which the performance is to occur and

3. The criterion of acceptable performance

It is important to say that many objectives are written in a manner in which the important conditions and criterion are implicit. If they really are implicit the argument can be made that they may not be necessary. For example, an objective might be stated as follows.

The student will be able to name the five stages of mitosis.

There would be no point in stating the objective as follows just to meet the requirements of it having a criterion.

The student will correctly (criterion) name the five stages of mitosis within 30 seconds (criterion).

On the other hand, there may be objectives that need to have the conditions and/or criterion specified. For example, a teacher might begin the process of writing an objective with a general statement such as:

The learner will be able to prepare appropriate new patient workups.

Tips on Writing, cont’d:

He/she then might decide that this objective is too vague or general to be instructional to the student and to also let others who teach the student know what is expected. Therefore, in an effort to improve the objective the teacher might add criteria as exemplified below.

The learner will be able to prepare legible, comprehensive, and focused new patient workups that include the following features:

• Present illness organized chronologically, without repetition, omission, or extraneous information.

• A comprehensive physical examination with detail pertinent to the patient's problem.

• A succinct and, where appropriate, unified list of all problems identified in the history and physical examination.

• A differential diagnosis for each problem (appropriate to level of training)

• A diagnosis/treatment plan for each problem (appropriate to level of training)

One could argue that the teacher could add some time frame criterion such as - 1 hour - but such a time frame might be meaningless and not necessary. Please note that in this objective the condition is not stated and may be unnecessary.

Please note that if you think of the purpose of the objective as a statement that serves the purpose of guiding planning, guiding teaching, guiding learning, and guiding evaluation the need to state or not to state the condition and the criterion will probably be clear to you.[pic][pic][pic][pic][pic][pic][pic][pic][pic]

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