Educational Standards
How to Write Learning Objectives
Introduction: Why write learning objectives?
Well-designed learning events use:
- Overall learning objectives as statements that describe the goals of the program.
- Specific learning objectives as information to participants about what they can expect to learn from each element in the program.
Well-written learning objectives help participants to select continuing medical education that will meet their identified learning needs.
How to write learning objectives
A simple method for tackling learning objective-writing is to complete this statement: “By the end of this [name of event, e.g., workshop / simulation / presentation], participants will be equipped to ….”
Now follow this stem with an active verb that specifies desirable learning outcomes. For example:
- Objectives related to learning new knowledge (CPGs for example) might use describe, explain, list, calculate, apply, select, design, critique, solve…
- Objectives centred on diagnostic abilities might use assess, differentiate, investigate, distinguish, recognize, establish, identify, diagnose…
- Objectives about managing patient conditions might use plan, prescribe, implement, manage, choose, treat, advise, recommend, teach…
- Objectives concerning development of new skills might use intubate, fixate, suture, repair, resuscitate, cannulate, perform, image, demonstrate, reduce…
- Objectives that focus on changing beliefs or attitudes might use accept, challenge, persuade, empathize, advocate, defend, recommend…
As participants’ new knowledge, skills or attitudes are the measure of success of the activity, avoid using vague verbs that would make this difficult to assess; so avoid understand, appreciate, know, believe, be aware of. Also avoid verbs that describe the teaching processes used during the activity, such as review, discuss, read, learn about, examine.
Now add detail about the content and if possible, be specific about which conditions participants should be able to use this new learning under, and to what extent or degree.
Example:
Poor: Learners will review principles and become familiar with common pathologies in ECG interpretation
Better: After this workshop, participants will be able to:
- demonstrate a systematic approach to 12-lead ECG interpretation
- identify areas of ischemia, injury, and infarct on a 12-lead strip
- identify axis deviation on a 12-lead strip
Ethical Standards
All activities accredited must comply with the National Standard for support of Accredited CPD Activities. The National Standard applies to all situations where financial and in-kind support is accepted to contribute to the development, delivery and/or evaluation of accredited CPD activities. This includes profit and not for profit support.
National Standards (see Elements 2, 3, 4.4, 5, 6, and 7)
MOC Section 3 Tools
Provide educational content, presentations, slide decks, or modules.
CPD Accreditation Agreements
The Royal College has several international CPD accreditation agreements. These agreements allow physicians and/or other health professionals to claim or convert select Royal College MOC credits to other CPD system credits.
Details about the specific agreements are available on the Royal College website.
Helpful resources for this section of the application:
Declaration
As the Chair of the Scientific Planning Committee (or equivalent), I accept responsibility for the accuracy of the information provided in response to the questions listed on this application, and to the best of my knowledge, I certify that the CMA’s guidelines, entitled, CMA Policy: Guidelines for Physicians in Interactions with Industry (2021), and National Standard for Support of Accredited CPD Activities have been met in preparing for this event.
If this event is held in Québec, we agree to comply with the Le Conseil québécois de développement professionnel continu des médecins Code of Ethics: (www.cqdpcm.ca).