Educational Objectives

Assistant Professor Dr Rizwan Zafar MBBS, DMJ, (MHPE)

Educational Objectives
Purpose of education Out come base education. What teachers intend to teach and what students intend to learn Within the boundaries of educational standard

Outcome base teaching

By the end of the lecture / tutorial / bedside, rotation, practical, student should be able to Communicate effectively Benefit larger community while dealing with individual patients perform competently Develop Leadership qualities Maintain professional values, and keep societys interests above all Emphasize, work in a team Do research, well organize the resources
Up to date himself with recent advances in the relevant professional field.

What is your educational objective while teaching during

Lecture Tutorial Bed side Clinic Operation Theater Laboratory

Educational Objectives
Develop effective communication skills Written, oral, interpersonal, group. Develop higher cognitive skills Critical thinking, creativity, analytical ability. Cultivate the virtues Ethics, responsibility, honor, tolerance, respect for others, empathy. Develop focus and depth in one or more disciplines.

Educational Objectives
Develop leadership skills Ability to stimulate and direct collaborative learning and collaborative action Develop a global perspective Broad intellectual and cultural experience through active engagement, an understanding of the interactions among the individual, society, and the natural world. Prepare for lifelong learning Independent thinking and learning, learning to find information, asking the right questions.

What student expect from teacher while attending

Lecture topic intro, key points, essentials Tutorial better opportunity to rectify query's, better interaction with the subject and teacher. Bed side observe role model, perform Clinic multi flavor patient exposure, differentiate b/w diseases, sign and symptoms, skills. Operation Theater observe and perform skills Laboratory observe role model and perform

What we expect from student

By the end of the module / lecture / demonstration /tutorial student should be able to 1. Define , describe , explain , list, identify , 2. Perform, interpret, do, create, apply, assemble 3. Avoid, agree, help, join, engages in, praises

- Originally developed in 1956 by Benjamin Bloom. - Represents intellectual behaviors important to learning. - Verbs are used to represent what the learner is to do at each level.

The Three DOMAINS

The PSYCHOMOTOR Domain

PSYCHOMOTOR DOMAIN
Skills in the psychomotor domain demonstrate the ability to physically manipulate a tool or instrument like a hand or a hammer. Psychomotor objectives usually focus on change and development in behavior or skills.

Perception Set Guided Response

Peter Saw Giant

Mechanism
Complex overt Response Adaptation Origination

Monster
Crossing An Ocean

PERCEPTION
The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation. Possible Verbs Distinguish, identify, select

PERCEPTION
Examples: Sit on driving seat and perceive location of break accelerator clutch gear indicators and feel them with your sences. Estimate size of wrench by looking at bolt. Adjusts carburetor based on sound of engine.

SET
Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a persons response to different situations (sometimes called mindsets). Possible Verbs Assume a position, demonstrate, show

SET
Examples: Recognize ones abilities and limitations. Set up sequence in mind
Car insert key click self, press clutch adjust gear slowly release clutch and press accelerator (imaginary set)

Knows and acts upon a sequence of steps in a manufacturing process.

GUIDED RESPONSE
The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing. Possible Verbs Attempt, imitate, try

GUIDED RESPONSE
Examples: Perform all steps of starting the car under supervision. Follows instructions to build a model. Responds hand-signals of instructor while learning to operate machinery.

MECHANISM
This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency. Possible Verbs Explain,

MECHANISM
Examples: Use a personal computer. Repair a leaking Tap. Drive a car. Mechanism fully understood by doing practice again and again

COMPLEX OVERT RESPONSE

The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. Possible Verbs Carry out, operate, perform

COMPLEX OVERT RESPONSE

Examples: Maneuvers a car into a tight parallel parking spot. Displays competence while playing the piano. Proficient welding.

ADAPTION
Skills are well developed and the individual can modify movement patterns to fit special requirements. Possible Verbs Adapt, change, modify, revise

ADAPTION
Examples: Responds effectively to unexpected experiences. Modifies instruction to meet the needs of the learners. Perform a task with a machine that it was not originally intended to do

ORIGINATION
Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills. Possible Verbs as initially learned Create, design, originate.

ORIGINATION
Examples: Constructs a new theory. Develops a new and comprehensive training programming. Creates a new piece of machinery. Talking on mobile while driving a car

 Thank you