By: Zachary Noel, PharmD, PhD; Chelsea Caddell, PharmD; and Adam Persky, PhD.
Learning objectives serve as a compass for learners – they communicate what is expected and guide learners in what to study. Just like any form of communication, the words we choose matter profoundly. Various models have been proposed to help us communicate learning objectives effectively to learners. According to Mager’s model1, learning objectives should include the desired performance, the criteria for evaluating the learner’s performance, and the criteria under which the learner will perform. This has also been described as the “ABCD” model (audience, behavior, conditions, degree). (For an interactive web page on learning objectives, see this link)
The Problem
Despite well-established guidance on the proper elements of high-quality learning objectives, educators frequently overlook crucial details.2,3 So, we decided to explore the implications of appropriately developed or high quality-versus low-quality learning objectives that may use poor verbs or context in the classroom.
What we did.
We conducted a pilot study in which a series of nine lecture-based topics were assigned to one of two conditions: high-quality learning objectives (hqLO), which were created according to Mager’s “ABCD” model (e.g., As demonstrated by an 80% on a multiple-choice quiz, by the end of class today you should be able relate the ECG to the cardiac cycle including changes in electrical and mechanical components) , or lower-quality learning objectives (lqLO), which were missing one or more elements from Mager’s “ABCD” model (e.g., By the end of class today, you should be able to know how the cardiac cycle and ECG relate).
To measure the impact of the quality of learning objectives on student learning, each learning objective in the course was mapped to at least four selected-response exam questions. Student performance in the hqLO and lqLO conditions was compared using a paired t-test. We also asked students to report the amount of time they spent studying and their preferences for learning objective phrasing and use during class.
What we found.
In total, 135 first-year PharmD students consented to participate in the study. Students performed better in the hqLO condition than in the lqLO condition (82% vs 80%; p = .025) (Table 1). However, there was no difference in students’ self-reported studying time. Not surprisingly, students preferred more explicit learning objectives actively presented throughout the lesson (Table 2).
Why does this matter?
The phrasing of learning objectives has long been emphasized in teacher development, and this study reinforces that the quality of our learning objectives can influence student performance and learning. Surprisingly, few studies directly compare the effects of high- and low-quality learning objectives on student outcomes. However, this pilot study demonstrated that the quality of learning objectives resulted in a statistically significant difference in student assessment scores despite students reporting similar amounts of time studying.
Take Home Message:
As with many aspects of education, the devil lies in the details. This study underscores the importance of those “details” in learning objectives and how higher-quality learning objectives can improve student performance. How will our ability to construct appropriate learning objectives impact our student’s ability to become competent pharmacists?
References
- Mager, RF. (1997). Preparing instructional objectives: A critical tool in the development of effective instruction. Atlanta, GA: Center for Effective Performance.
- Orr RB, Csikari MM, Freeman S, Rodriguez MC. Writing and using learning objectives. CBE Life Sci Educ. 2022;21(3):fe3. doi:10.1187/cbe.22-04-0073
- Bumpus EC, Vinco MH, Lee KB, Accurso JF, Graves SL. The consistency of expectations: an analysis of learning objectives within cognitive assessment course syllabi. Teaching of Psychology. 2022;49(1):30-36. doi:10.1177/0098628320965248
Chelsea Caddell is a Clinical Pharmacist at MUSC Health and a PharmD student at the UNC Eshelman School of Pharmacy. As a former high school science teacher, her educational Scholarship interest was improving students’ educational experience. In her free time, Chelsea enjoys spending time with her husband, going to the beach, and chasing around her (very) energetic toddler.
Zachary Noel is an Associate Professor at the UNC Eshelman School of Pharmacy. Educational scholarship interests include motivation, team-based learning, and learning science. Zac enjoys running and coaching his kids’ sports teams in his free time.
Adam Persky is a Professor and Associate Dean for Professional Education at the UNC Eshelman School of Pharmacy. His educational scholarship interests include translating cognitive psychology to application in the classroom or experiential setting. In his free time, Adam enjoys spending time with his wife, two kids, and three dogs, traveling, and baking.
Pulses is a scholarly blog supported by a team of pharmacy education scholars.
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