Thanks Amy. Here are the statements (see below) about the objectives from the accreditation boards - typically we get asked to provide 2-3 of these objectives. To the best of my understanding not a lot is done with the objectives other than they are put on our slides and in the handout. On occasion we have to provide one or 2 multiple choice questions.
I could possibly understand the need for objectives if there was feedback etc to participants (I would like to see the evidence however) but as with most CE I give a 20-60 minute talk, try to be as interactive and engaging as possible, I answer questions and then go home.
All programs will include written learning objectives that specify the learning outcomes participants can expect to achieve as a result of the program.
The learning outcomes will be included in the program and promotion materials and clearly stated at the beginning of a program presentation.
Step 1. Describe the information, skills, behaviors, or perspectives participants in the session will acquire through attendance and participation.
Step 2. Clearly identify the outcomes or actions participants can expect to demonstrate as a result of the educational experiences. See the action words below.
Step 3. Write the learning objectives that relate to these outcomes and that reflect the content of the session.
On 2013-04-16, at 6:41 PM, healingjia Price <[log in to unmask]>
> This is a most important question...Have you considered asking them what kind of objectives they would use. If it is a conference objective find out where those that choose your presentation are on this theme Ask them how they would redefine or add to your objectives. What would they want to apply from the presentation and then gather objectives and share what others thought important. Ask them to weigh in...
> If you are wondering why I have not shared literature on this it is because when I looked because I also wanted this feedback and I didn't see anything worthwhile. The better papers measured comprehension, what was remembered and what they did with the information but then the stage needs to be set for them to be active learners beyond the minutes you are given to impact them.
> For instance if they come in the audience (to be served) role they are considering you filling them rather than what they can do with the tools you provide so I find it necessary to find ways to shift this balance.
> Amy Price
> Empower 2 Go
> Building Brain Potential
> Sent from my iPad
> On 16 Apr 2013, at 08:43 PM, "McCormack, James" <[log in to unmask]> wrote:
>> Not sure if this question is appropriate for this list serve but maybe the answer will be interesting to some of the group.
>> MY QUESTION
>> Does providing participants at continuing health care educational events with a list of 2-3 objectives for each talk improve knowledge uptake or provide any measurable useful outcome? Is there is any evidence that participants even use them etc?
>> I have had a quick look and have been unable to find any evidence but I may not be looking in the right places.
>> 1) I give dozens of different "evidence-based" talks a year and for each one of them as part of an educational accreditation process I'm "forced" to create 2-3 learning objectives which need to be prominently displayed on my handout and presented at the beginning of my talk. While it is not a huge amount of work, when you have to do it dozens of times for different topics it is an added administrative burden especially given that I often do talks for no honourarium. However, if there was evidence that people really used them or if it improved outcomes I would have no problem doing it.
>> 2) I recently asked 100's of participants at 2-3 conferences if any of them ever used these learning objectives and not one of them said they did. Maybe it was a biased sample but the lack of a yes response was deafening.
>> Does anyone know of any evidence that providing objectives improves any educational experience (even in a health care curriculum) or is it purely a philosophy whose benefit is taken for granted.
>> James McCormack, BSc(Pharm), Pharm D
>> Faculty of Pharmaceutical Sciences
>> UBC, Vancouver, Canada