MEU WORKSHOP Educational objectives and taxonomy of learning

At the end of this session, the participant will
be able to:
 Define educational objectives and list their
uses.
 Differentiate between the types of
educational objectives.
 Differentiate between goals, competencies
and objectives.

“A process, which is to bring about desirable
changes in the behavior of the learner ”
(in the form of acquisition of knowledge,
proficiency in skills and development of
attitudes).

1. Can you list what you covered?
2. Can you list what the students
learned?
Why is question 1 easier to answer
than question 2?

The goal of a learning activity is like a
target

Aim Of Medical
Education……..?
Is to produce a qualified medical
practitioner

 The objectives are the arrows that help the learner
reach the target and demonstrate mastery

Objective is a precise point in the
direction of achieving aim
10

Why should we have an objectives?
Define the outcome of the activity
11

“Statements which tell what the student
should be able ‘to do’ at the end of a
specific learning period”.

If you have no objective, you
shoot aimlessly.
SACS-16

• At the end of the MBBS course, the student will be able to
provide preventive and curative care to individuals and
the community in health and in disease.
• At the end of the final MBBS year, the student will be able
to apply the knowledge of pediatrics towards managing
common health problems of children.
• At the end of this demonstration, the final MBBS student
will be able to record the weight of a new born baby using
a lever scale with an accuracy of + 50 grams.

• At the end of the MBBS course, the student will be able to
provide preventive and curative care to individuals and
the community in health and in disease.
• At the end of the final MBBS year, the student will be able
to apply the knowledge of pediatrics towards managing
common health problems of children.
• At the end of this demonstration, the final MBBS student
will be able to record the weight of a new born baby using
a lever scale with an accuracy of +/- 50 grams.

• At the end of the MBBS course, the student will be
able to provide preventive and curative care to
individuals and the community in health and in
disease.
• At the end of the final MBBS year, the student will be
able to apply the knowledge of pediatrics towards
managing common health problems of children.
• At the end of this demonstration, the final MBBS
student will be able to record the weight of a new
born baby using a lever scale with an accuracy of +
50 grams.
Institutional
objective
Departmental objective
Specific Learning Object

1. Institutional objectives
2. Departmental objectives
3. Specific learning objectives (SLO)
27
Institutional
Department
al
SLO

Brief, concise and specific statements of
what the learner will be able to do at the
end of a teaching-learning activity.

1. Inform students of the standards and
expectations of the course.
2. Guide the formation of teaching-
learning activities.
3. Aid in the development of tools for
assessment.
4. Provide a framework for evaluation.
Uses of educational objectives

Objective
s
T-L
activities
Assessm
ent

“Broad statement about projected course
outcomes”.
Example:
MCI’s goal for MBBS course: “to create an Indian Medical
Graduate (IMG) possessing requisite knowledge, skills,
attitudes, values and responsiveness, so that he or she
may function appropriately and effectively as a physician of
first contact of the community while being globally
relevant.”

Goals Objectives
broad statements brief, concise, targeted
statements
abstract, intangible, observable, tangible,
do not detail student
performances
learner oriented
vague concrete
hard to measure measurable
long term time bound
non-specific specific

Competency
Competency
Competency
Goal
SLOSLO SLO SLO SLO SLO SLO SLO

36
Summary
Part 1: Educational objectives
• Definition
• Types
• Uses
• Goals, competencies and objectives

Task 1
Identify the type of educational
objective:

1. The student will be able to provide
independent preventive and therapeutic care
to individuals and the community in health and
in disease.
2. The student will be able to diagnose and treat
endemic diseases like tuberculosis and
leprosy.
Institutional objective
Departmental
objective

3. The student will be able to implement proactively
the National programmes for the health and well
being of individuals and the community.
4. The student will be able to apply the principles
and concepts underlying normal behaviour and
mental illness.
Institutional objective
Departmental
objective

5. The student will be able to list at least five
bacterial agents that cause pyrexia of unknown
origin.
6. The student will be able to perform basic
cardio-pulmonary resuscitation on a manikin.
7. The student will be able to reassure an anxious
relative of a patient undergoing surgery.
Specific learning
objective
Specific learning
objective
Specific learning
objective

8. The student will be able to define cardiac output.
9. The student will be able to classify diuretics.
10. The participant will be able to differentiate
between
institutional, departmental and specific learning
objectives.
Specific learning
objective
Specific learning
objective
Specific learning
objective

be able
to:
• Define specific learning objectives
• Describe the elements and qualities of
specific learning objectives

Brief, concise and specific statements of
what the learner will be able to do at the
end of a teaching-learning activity.
“Beginning
with
the end in
mind.”

1. At the end of this practical class, the I
MBBS student will be able to measure
the supine blood pressure of a subject
using a sphygmomanometer, with an
error of not more than + 10 mm Hg.

2. At the end of this demonstration, the final
MBBS student will be able to record the
weight of a new born baby using a lever
scale
with an accuracy of + 50 grams.
3. At the end of this session, the participant
will
be able to independently frame specific
learningobjectives using the ABCD
method,
avoiding common errors.
49

Elements of
Specific Learning
Objectives

Elements of Learning Objectives

Elements of Learning Objectives
ABC2D
1. Audience
2. Behaviour
3. Content
4. Condition
5. Degree

1. Audience:
It describes who the learner is
for the particular teaching-
learning activity
Example: the I MBBS student, the
participant,
the post-graduate student, etc.

2. Behaviour:
It describes what the learner
is expected to do and is
normally
expressed in terms of an
active verb
Example: Define, listen, dissect, etc.
Elements [ABCD] of Learning
Objectives

• Understand
• Appreciate
• Know
• Learn
• Increase
• Improve
• Grasp the
significance of
• Think critically

3. Content:
It describes the subject, object or
theme of the teaching-learning
activity
Example: Define hypertension, measure the
height,
constitute ORS, etc.

4. Condition:
Describes the important conditions
(resources supplied and restrictions
applied) on the learner while
performing a task
Example: using Gram’s stain, given the
complete blood count, in a manikin,
etc.
Objectives

5. Degree:
It describes the acceptable or
the desirable level of
proficiency
expected from the learner
Example: at least three, with an accuracy of
+100 grams, in not more than
two
attempts, etc.
Objectives

1. At the end of this demonstration, the
participant will be able to assemble a
laryngoscope handle and blade without
references and in a simulated environment,
without error and within ten seconds.

2. At the end of this posting, the final year
B.Sc. nursing student will be able to
assist with endo-tracheal intubation
in a simulated environment according to
guidelines and standards as stated in the
AACN Procedure Manual for Critical Care.

1. Who
2. Will do
3. How much (how well)
4. Of what
5. By when
Kern’s
method

Qualities of
Specific Learning
Objectives

Specific
Measurable
Achievable
Realistic
Time-bound with a deadline
They should be relevant, unequivocal,
observable and feasible.

1. At the end of this lecture, the III MBBS
student will be able to describe in detail
the
steps for performing a liver transplant.
2. At the end of this lecture, the student
will be
able to understand infection control in a
hospital.
65
(No -
irrelevant)
(No - unclear, equivocal, nonspec

3. At the end of this demonstration, the house
surgeon will be able to perform gastro-
jejunostomy surgery independently.
4. At the end of this lecture, the student will be
able
to grasp the significance of smoking
cessation in
the prevention of carcinoma of the lung.
66
(No - unrealistic, not
feasible)
(No - not observable and
measurable)

Step 1:
First create a Stem. The stem should
begin with the line “At the end of this”
and should include the name of the
particular T-L activity.
“At the end of this clinical session …”

Step 2:
To the stem, identify and add the
Audience (learner) for the
particular T-L activity.
“At the end of this clinical session, the
final
MBBS student…”

Step 3:
Connect step 2 with an appropriate
action verb that describes the expected
learner Behaviour after the T-L
activity, using the words “will be able
to”
final MBBS student will be able to
insert…”

Step 4:
Add Content to step 3. Next clearly
state specific Conditions placed on
the learner and the expected Degree
of proficiency
final MBBS student will be able to insert
a venous cannula in a mannequin in not
more than 2 attempts”

Step 5:
Use the Checklist to review whether
the learning objectives are effectively
framed

Common Errors in framing
Learning Objectives

1. Instructor performance:
Example:
The teacher will clearly explain the
anatomy
of the blood supply of the stomach.

2. False performance (behaviour):
Example:
The student will be able to have a
thorough
understanding of the
pharmacokinetics
of antibiotics.

3. False givens (conditions):
Example:
Given six weeks training in endoscopy, the
participant will be able to diagnose gastric
ulcer.

4. False criteria (degree):
Example:
The learner will be able to demonstrate
the knee jerk to the satisfaction of the
examiner.

One participant from every group will
present your group’s SLOs to the entire
group in the plenary, using the OHP
sheet provided.
Time Limit:
Framing SLO: 10 minutes
Plenary: 15 minutes

80
Summary
Specific learning objectives
• Definition
• Qualities
• Elements

Steps in framing specific learning objectives
 Step 1: Create stem
 Step 2: Add A
 Step 3: Add B
 Step 4: Add C,C,D
 Step 5: Use checklist
“At the end of this clinical session, the final
MBBS student will be able to insert a venous
cannula in a mannequin in not more than 2
attempts”
Elements
A Audience
B Behaviour
C Content
C Condition
D Degree

At the end of this session, the participant
will be able to:
Enlist the three major domains of learning
Describe the different levels of Cognitive,
Psychomotor and Affective domains.

Divides educational
objectives into three
“domains of
learning.”
Benjamin Samuel Bloom ,19

I. Cognitive: Knowledge-based
domain
II. Psychomotor: Skills-based domain
III. Affective: Attitudinal-based domain

Knowledge
AttitudeSkills
88
Domains of learning

Cognitive
AffectivePsychomotor
Domains of learning

Cognitive – Thinking / Knowledge
Psychomotor – Doing / Skill
Affective – Feeling / Attitude

Comprehension
Application
Knowledge
Analysis
Synthesis
Evaluation
Simplified classification:
1. Knowledge 2. Understanding 3.
Application

Synthes
is
Analysis
Application
Comprehension
Knowledge
Evaluating
Analysing
Applying
Understanding
Remembering
Old New
Evaluation Creating

Evaluation -Making judgments
based on criteria and standards
Synthesis - Bring together parts of
knowledge to form a whole and
build relationships for new
situations
Analysis - Break down knowledge
into parts and show relationships
among parts
Application -Use knowledge or
generalization in a new situation
Comprehension - Interpret
information in one’s own words
Knowledge -Recall of information

.
 Able to define hypertension
 Able to classify the hypertension
 Able to predict how antihypertensive therapy
would be modified in case the patient develops
angina
 Able to take cognizance of socio – economic,
personal and cultural factors while selecting
treatment for HT
 Able to write a rational & individualised
perception for a patient with HT
 Able to outline the prognosis for a patient with
HT

Example:
 Enumerate 5 side effects of rifampicin
 Explain the mechanism of hepatotoxicity by
rifampicin
 Calculate dose of rifampicin for a patient with
a weight of 20kg
 Discuss advantages of using rifampicin in the
initial treatment
 Discuss characteristics of drugs which prevent
development of drug resistance
 Select the most appropriate drugs for drug
resistant tuberculosis

Responding
Valuing
Receiving
Organization
Characterization

Receiving -
student
passively pays
attention
Responding - The
student actively
participates in the
learning process,
not only attends to
a stimulus; the
student also reacts
in some way
Valuing - The
student attaches
a value to an
object,
phenomenon, or
piece of
information

(1) Receiving :
Ex. The learner would be able to show awareness
of anxiety of the patient waiting for an invasive
procedure.
(2) Responding :
Ex- The learner would be able to reassure the an
anxious patient waiting for an invasive procedure.
(3) Valuing :
Ex- The learner would be able to realize that its
worth spending time reassuring patient whenever they
are anxious.

High degree of
proficiency
Independently
Supervision
Imitate
Observe

Set
Guided response
Perception
Mechanism
Complex Overt Response
Adaptation
Origination
Simpson’s Classification

Domain Verbs
Cognitive
Define, List, Name, State, Classify, Describe,
Apply, Compare, Contrast, Differentiate,
Diagnose, Assess, Evaluate, Justify, etc.
Psychomoto
r
Measure, Perform, Dissect, Palpate,
Assemble, Construct, Sketch, etc.
Affective Listen, Comfort, Share, Choose, Help,
Initiate, Defend, Practice, Display, Reassure,
etc.

 Recall
 Identify
 Recognize
 Acquire
 Distinguish
 Define
 Describe
 Label
 List
 Match
 Name
 Recall

Apply
Sequence
Carry out
Solve
Prepare
Change
Construct
Operate
Generalize
Plan
Repair
Explain
Demonstrate
Use

 Write
 Plan
 Integrate
 Synthesize
 Formulate
 Propose
 Specify
 Generate
 Produce
 Organize
 Theorize
 Design
 Build
 Systematize
 Create
 Compose

Evaluate
Verify
Assess
Test
Judge
Critique
Compare
Rank
Measure
Appraise
Select
Check
Defend
Justify

5. The student will be able to list at least five bacterial
agents that cause pyrexia of unknown origin.
6. The student will be able to perform basic cardio-
pulmonary resuscitation in a manikin.
7. The student will be able to reassure an anxious
relative of a patient undergoing surgery.
Cognitive
domain
Affective domain
Psychomotor domain

8. The student will be able to define cardiac
output.
9. The student will be able to classify diuretics.
10. The participant will be able to differentiate
between
institutional, departmental and specific
learning
objectives.
Cognitive
domain
Cognitive
domain
Cognitive
domain

Cognitive
level
Sample verbs
Knowledge Define, List, Name, State
Comprehensio
n
Describe, Classify, Give Examples
Application Apply, Demonstrate, Calculate
Analysis Compare, Contrast, Differentiate,
Classify
Synthesis Design, Develop, Diagnose, Plan
Evaluation Assess, Evaluate, Justify, Judge

Examples:
At the end of this lecture, the III MBBS student will
be able
to:
1. List the clinically important causes of secondary
hypertension.
(Knowledge)
2. Classify a given set of blood pressure readings
as normal or hypertensive.
(Understanding)
3. Plan an individualized therapy for a patient with
systemic hypertension.
(Application)

1. Imitation
2. Practice under supervision/guidance
3. Performance with high degree of skill
(proficiency)
Sample verbs of the Psychomotor Domain:
Measure, Perform, Dissect, Palpate,
Assemble,
Construct, Sketch, etc.

Examples:
At the end of this demonstration , the III MBBS
student
will be able to:
1. Perform basic cardiopulmonary resuscitation
(CPR) on a manikin. (Imitation)
2. Perform CPR on a patient in a hospital under
supervision. (Practice under
supervision)
3. Perform CPR in emergency situations with
confidence. (Performance with
proficiency)

1. Receiving
2. Responding
3. Internalization
Sample verbs of the Affective Domain:
Listen, Comfort, Share, Choose, Help,
Initiate,
Defend, Practice, Display, Reassure,
etc.

Examples:
At the end of this demonstration, the III MBBS
student will
be able to:
1. Listen attentively to an anxious patient about to
undergo an invasive procedure.
(Receiving)
2. Comfort an anxious patient about to undergo
an invasive procedure by verbal or non-verbal
communication.
(Responding)
3. Habitually comfort patients about to undergo

Does
(action)
Shows how
(performance)
Knows how
(competence)
Knows
(knowledge)

11
8
Summary
Part 2:Taxonomy of educational objectives
Domains of learning (Bloom’s Taxonomy)
I. Cognitive
Verbs: Define, list, classify, differentiate, etc.
II. Psychomotor
Verbs: Dissect, palpate, measure, perform, etc.
III. Affective
Verbs: Listen, comfort, share, choose, help, etc.

Task 2
Identify the domain of learning of
the
following educational objectives:

1. …will be able to list the types of glaucoma.
2. …will be able to conduct a normal delivery
using safe
delivery practices in the primary care setting.
3. …will be able to define aseptic meningitis and
enumerate the causes.
Cognitive
Psychomotor
Cognitiv
e

4. …will be able to communicate effectively to
patients with terminal illness.
5. … will be able to demonstrate the use of an
insulin pen to a diabetic patient.
6. … will be able to classify opiod analgesics.
7. … will be able to describe the management
of acute
diarrhoeal diseases.
Affective
Psychomotor
Cognitive
Cognitive

8. … will be able to list the indications for using
general anesthesia during surgery on adults.
9. … will be able to start an intravenous line in
a
convulsing patient.
10. …will demonstrate the ability to make
empathetic
responses to anxious relatives of chronically
ill patients.
Cognitive
Psychomotor
Affective

1. Ananthanarayanan. PH, Sethuraman KR, Santosh Kumar, editors.
Medical Education, Principles and practice. 2nd ed. Pondicherry:
National Teachers Training Course (NTTC) JIPMER; 2000.
2. Mager RF. Preparing Instructional Objectives. Belmont: Fearon
Publishers;1975.
3. Bloom BS. ed.Taxonomy of Educational Objectives: The
Classification of Educational Goals, handbook 1: Cognitive
Domain. New York: McKay; 1956.
4. Harrow AJ. A Taxonomy of the Psychomotor Domain: A Guide for
Developing Behavioral Objectives. New York: McKay; 1972.
5. Krathwohl DR, Bloom BS and Masia BB. Taxonomy of
Educational Objectives: The Classification of Educational Goals,
Handbook 2: Affective Domain. New York: McKay;1964.

6. Epstein RM, Hundert E. Defining and assessing professional
competence. JAMA 2002;287: 226-34
7. American Association of Medical Colleges Report 1-Learning
Objectives for Medical Student Education: Guidelines for Medical
Schools, MSOP;1998.
8. Core Committee, Institute for International Medical Education.
Global minimum essential requirements in medical education.
Med Teach. 2002; 24(2):130-135.
9. Singh T, Gupta P, Singh D. Principles of medical education 3rd
ed. New Delhi: Jaypee Brothers Medical; 2009.
10. www.mciindia.org/tools/announcement/MCI_booklet.pdf

1. The three components of the
Education spiral are:
a. Knowledge, Skills and Attitude
b. Goals, Competencies and Objectives
c. Objectives, T-L activities and
Assessment
d. Institutional, Departmental and
Specific

2. The uses of Objectives are :
a. To guide formation of T-L activities
b. In assessment
c. In evaluation of the course
d. All of the above

3. The three domains in Bloom’s
taxonomy of
educational objectives are
a. Affective, psychological and
cognitive
b. Assertive, psychomotor and
cognitive
c. Affective, psychomotor and cognitive
d. Affective, psychomotor and creative
Choose the single best respons

4. In the cognitive domain , which level
would be
considered by Bloom as being at the
lowest level?
a. Analysis
b. Comprehension
c. Knowledge
d. Evaluation
Choose the single best response:

5. What does “S” stand for in ‘SMART’
objectives?
a. Special
b. Specific
c. Smart
d. Super

6. Which of the following words should a
‘SMART’ objective NOT contain?
a. Evaluate
b. Analyze
c. Understand
d. Use
Choose the single best response:

be able
to:
• Define competency.
• Differentiate between goals,
competencies and objectives.
• Describe the steps in framing
competencies and identify role and
subject based competencies.
• Define competency based medical
education and outcomes.

Example:
“The Indian Medical Graduate should be able to demonstrate
knowledge of normal human structure, function and
development from a molecular, cellular, biologic, clinical,
behavioral and social perspective”.
An observable ability of a health
professional, integrating multiple
components such as knowledge, skills,
values and attitudes.

14
4
ACGME competencies
[Accreditation Council for Graduate medical Education]

The habitual and judicious use of
communication,knowledge, technical
skills, clinical reasoning, emotions,
values, and reflection in daily practice
for the benefit of the individual and
community being served.

 Relevant to an individual’s job responsibilities,
roles and capabilities.
 Clinician, who understands and provides preventive,
promotive, curative, palliative and holistic care with
compassion
 They are a way to verify that a learner has in fact
learned what was intended in the learning
objectives.
Competencies define the applied skills
and knowledge that enable people to
successfully perform their work while
learning objectives are specific to a
course of instruction.

A Goal is a broad statement about projected course
outcomes.
A competency is an
observable ability of a health
professional,
integrating multiple
components
such as knowledge, skills,
values and attitudes.A specific learning objective is a brief, concise and specific
statement of what the learner will be able to do at the end of a
teaching-learning activity.

SLO
Goal
Competency
Competency
Competency
SLO SLO SLO SLO SLO SLO SLO

Objectives say what we want the
learners to know (teacher
centred)
Competencies say how we can
be certain they know it.

Competency
– the thing(s)
they need to
do
Competent
– can do all
of the things
Competence – does all of the
things consistently, adapting
to contextual and situational
needs

Ballet dancer
 Goal:
• Perform gracefully on
stage.
 Competencies:
• Perform intricate dance
moves while keeping in
tune to music.
 Objectives:
• Demonstrate ability to
stand on tip-toe without
losing balance for thirty
seconds.
Mountain climber
 Goal:
• Reach the mountain
peak.
 Competencies:
• Demonstrate skill in
climbing up a rope
while judging risks
involved.
 Objectives:
• Demonstrate ability to
climb 100 feet using a
rope.

1. … modify the treatment of a patient who
is receiving propranol for systemic
hypertension if he develops bronchial
asthma.
2. …recognise, rescuscitate, stabilize and
provide advanced life support to patients
following trauma.
SLO
Competency

3. … perform CPR on a patient with
cardio-respiratory arrest under
supervision.
4. … demonstrate the ability to choose,
calculate and administer appropriately
intravenous fluids, electrolytes, blood
and blood products based on the
clinical condition.
SLO
Competency

5. … create an “Indian Medical Graduate”
(IMG) possessing requisite knowledge,
skills, attitudes, values and
responsiveness, so that he or she may
function appropriately and effectively as
a physician of first contact of the
community while being globally relevant.
Goal

 1. Begin with a present tense action verb.
 2. Each action verb requires an object.
 3. Each competency is
 4. Each competency is based on performance.
 5. Do not use evaluative or relative adjectives.
(Do not use words like good, effective,
appropriate.)
 6. Do not use evaluative or relative adverbs.
(Do not use words like quickly, slowly,
immediately.)
 7. Do not use qualifying phrases. (Do not use
a phrase such as “Write with greater
confidence.”)
 8. Say what you mean, using only necessary

 Miller’s Pyramid
provides a framework of levels of competence in
medical
education and can assist clinical teachers in matching
learning
outcomes and competencies with expectations of what
the
learner should be able to do at any stage.

MCI’s goal for MBBS course: “to create an Indian Medical
Graduate (IMG) possessing requisite knowledge, skills,
attitudes, values and responsiveness, so that he or she
may function appropriately and effectively as a physician of
first contact of the community while being globally
relevant.”

Clinician Leader Communicator
Lifelong
learner
Professional
Goal: Indian Medical
Graduate
Role based and subject based
competencies
R
O
L
E
S
R
O
L
E
S

Demonstrate knowledge of abnormal
human structure, function and
development from a molecular, cellular,
biological, clinical, behavioural and
social perspective.
Clinician

Demonstrate the ability to function
effectively, responsibly and
appropriately as a health care team
leader in primary and secondary health
care settings.
Leader

Demonstrate the ability to communicate
adequately, sensitively, effectively and
respectfully with patients in a language that
the patient understands and in a manner
that will improve patient satisfaction and
health care outcomes.
Communicator

Demonstrate the ability to perform an
objective self‐assessment of knowledge
and skills, continue learning, refine
existing skills and acquire new skills.
Lifelong learner

Demonstrate respect and maintain
professional boundaries between
patients, colleagues and society.
Professional

1. Demonstrate understanding of the
biochemical basis and rationale of
clinical laboratory tests and
demonstrate the ability to interpret
these in the clinical context.
2. Demonstrate the ability to assess and
promote optimal growth, development
and nutrition of children and
adolescents and identify deviations
Biochemistry
Paediatrics

An outcome based
approach to designing,
implementing,
assessment and
evaluation of a medical
education programme
using an organizing
framework of
competencies.
Medical education
programme
Outcom
e
Competencie
s
Approach to designing,
implementing, assessment and
evaluation

“New MBBS syllabus to introduce students to patients in first year
Ekatha Ann John, TNN | Sep 19, 2014, 04.07AM IST
CHENNAI: Medical students could soon have their first brush with treating
patients in the first year of MBBS with the Medical Council of India (MCI) giving
final shape to a revision of the undergraduate medical curriculum. This will be
the first major overhaul of MBBS syllabus in 17 years.
At a recent press conference in Chennai, Dr M Rajalakshmi, MCI's chief
consultant in the academic cell said the conversion of the existing MBBS
curriculum to a competency-based one is almost complete. In a move that
has raised eyebrows, MCI is also applying for a copyright, following which the
syllabus will be put up on its website.
In 2011, MCI submitted the proposed new syllabus, titled Vision 2015, with the
ministry of health, but the implementation was stalled due to wrangles within
the body. "The apex regulatory body of doctors has now revived the plan by
submitting a fresh version of the syllabus after making a few modifications,"
said a source in MCI.”
- The Times of India, September 19, 2014

1 2 3 4 5 6 7 8
No. Competencies Domain
K/S/A/C
K/KH/SH/
P
Core
Y/N
Suggested
Teaching
Learning
method
Suggested
Assessme
nt method
No req
to certify
P
See
legend
Instructions - column 1: number; column 2: competency : must start with a
measurable verb. column 3: K- Knowledge, S – Skill, A - Attitude / professionalism, C-
Communication. column 4: K – Knows, KH - Knows How, S - Shows how, P-
performs independently.
column 8:entry is P: indicate how many procedures must be done independently for
certification/ graduation
Summary
Name of Topic: Number of competencies: ( )
Number of procedures that require certification :
Prerequisite knowledge for topic from previous phases:
Topic Continued:

• Knows the places for IM Injection
• Capable of using aseptic precautions
• Demonstrates the ability to give IM inj
Learning
Objectives
• Capable of giving IM injection
Learning
Outcomes
• Give IM injection to deltoid independentlyCompetency

Clinician Leader Communicator
Lifelong
learner
Professional
Transition to competency
based medical education
Competenc
y
Competency
Competency
Goal
SL
OSL
O
SLO SLO SLO SLO SLO SLO

1. Frank JR, Snell L, Cate OT, Holmboe ES, Carraccio
C, Swing SR et al. Competency based medical
education: theory to practice. Medical Teacher 2010;
32: 638-45
2. Cate OT. Competency based medical training and
evaluation. Definitions and correlations with real
clinical practice. Reviews in Cardiology (Argentina)
2011; 79: 405
3. Carracio C et al. Shifting paradigms: From Flexner to
Competencies. Academic Medicine 2002; 77: 361
4. Ananthanarayanan. PH, Sethuraman KR, Santosh
Kumar, editors. Medical Education, Principles and
practice. 2nd ed. Pondicherry: National Teachers
Training Course (NTTC) JIPMER; 2000.
5. www.mciindia.org/tools/announcement/MCI_booklet.

1. Which of the following is NOT a role of an
IMG?
a. Clinician
b. Communicator
c. Lifelong partner
d. Communicator
e. Professional

1. Which of the following is NOT a role of an
IMG?
a. Clinician
b. Communicator
c. Lifelong partner
d. Professional

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