Abstract
In medical education, the curriculum passes through at least four stages between vision and learning of students namely: “intended” to “planned” to “implemented” to the “learned” curriculum. The most important safeguard for keeping these formats compatible is the quality of the aims and objectives. This editorial describes the hierarchy of the educational objectives, their importance, types, sources, and qualities and best ways to formulate effective learning objectives that link learning and outcomes to the vision and consequent aims. Also, the article highlights the common misjudgements and misuses of the learning objectives which may produce different and certainly poorer outcomes than those planned for.
Highlights
In medical education, the curriculum passes through at least four stages between vision and learning of students namely: “intended” to “planned” to “implemented” to the “learned” curriculum
Measuring learning objectives Browsing the curricular educational activities in websites of the Iraqi medical colleges, clearly discloses the way and format used in writing the aims and learning objectives with number of deficiencies and shortcomings
The analysis starts with the role, functions, activities, tasks which can be subjected to further analysis to yield 3 needed enabling skills namely intellectual skills, psychomotor skills and affective skills With such elaborate series of analysis, the specific learning objectives will be designed and written to train medical students to enable them to perform the required tasks in order to achieve the prescribed role they are expected to play upon graduation
Summary
The curriculum passes through at least four stages between vision and learning of students namely: “intended” to “planned” to “implemented” to the “learned” curriculum. Learning has to do with students acquiring new skills and knowledge; objective is a direction guiding the student on what to learn and where to end up through the educational activity.
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