AANS - Learning Objectives

Education and Meetings

AANS Joint Sponsorship Guidelines

LEARNING OBJECTIVES

Once the practice gap(s) has been identified through the data sources and the educational needs determined based on the practice gap(s), objectives must be developed. The objectives should support the professional practice gap and educational needs. Learning objectives must describe the competence / skill(s) that participants should gain by participating in the CME activity and must be included in program announcements and brochures, as well as in the onsite program book.

Objectives assist you in:

Planning your CME activity.

Development of the learning objectives should be based on the professional practice gaps(s) / educational needs. You can then more easily determine the content, methods and faculty for the activity.

Helping prospective participants determine if your CME activity meets their needs or interests.

Your target audience should be able to review the learning objectives to decide if they should attend the activity. When several seminars are held simultaneously, objectives will help prospective participants determine which seminar is best suited for them.

Evaluating your CME activity.

By asking participants to evaluate how well the objectives were met, you can assess the success of your CME activity.

When developing objectives, ask these questions:

What do we need to teach to fulfill and narrow the professional practice gap?
Upon completion of this activity, what should the participants be able to do or what will they take away from the activity?

How to write a learning objective:
Objectives are ACTION statements. When writing objectives, you should use ACTIVE verbs. Using active verbs will allow you to evaluate the objectives after the activity. Sample learning objectives and verbs for formulating educational objectives are indicated below.

Objectives must be stated in the following format:

EXAMPLE

Upon completion of this educational activity, participants should be able to:

Describe the purpose of reductive surgery versus biopsy in the management of glioblastoma.
Discuss indications for less invasive treatments of spinal disorders.

LIST OF VERBS FOR FORMULATING EDUCATIONAL OBJECTIVES

The following verbs have been found to be effective in formulating educational objectives:

1. Those that communicate knowledge:
INFORMATION
cite count define describe draw identify	indicate list name point quote read	recite recognize record relate repeat	state tabulate tell trace write
COMPREHENSION
associate classify compare compute contrast describe	differentiate discuss distinguish estimate explain express	extrapolate interpolate interpret locate predict report	restate review translate write
APPLICATION
apply calculate complete demonstrate dramatize employ	examine illustrate interpolate interpret locate operate	order practice predict relate report restate	review schedule sketch solve translate use
ANALYSIS
analyze appraise contract criticize	debate detect diagram differentiate	distinguish experiment infer inspect	inventory question separate summarize
SYNTHESIS
arrange assemble collect compose construct	create design detect formulate generalize	integrate manage organize plan prepare	prescribe produce propose specify
EVALUATION
appraise assess choose compose construct	estimate evaluate grade judge generalize	measure rank rate recommend prepare	revise score select test
2. Those that impart skills:
diagnose empathize hold	integrate internalize massage	measure palpate pass	percuss project visualize
3. Those that convey attitudes:
acquire	exemplify	realize	reflect
These verbs are better avoided: Those that are often used but are open to many interpretations
appreciate believe	have faith in know	learn	understand