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Learning Objectives and Template
Learning objectives
provide a focal point for student learning efforts. Objectives should be
constructed so that the student will know:
1.
The knowledge base they are expected to learn
2.
The depth or detail they are to learn it
3.
How they are to use this knowledge
One advantage of
learning objectives is that you can use them to direct students to material
not covered in class.
TIPS FOR CONSTRUCTING LEARNING OBJECTIVES
 Objectives should be stated in
terms of student behavior and the level of
specificity that is expected
Objectives should use an action
verb that indicates the depth of
understanding expected (see table above)
Objectives should be stated precisely
using terms that have uniform meaning and are consistent with
their reading resources
Objectives should be realistic
EXAMPLES
The ECU Physiology
Department committed to the use of learning objectives for all sections in
1994. Each instructor wrote
objectives for the lecture. The objectives were reviewed by four other
physiologists, and then the proposed objectives were revised to answer the
concerns of the reviewers. The
process is cumbersome, but the product is worth the effort.
Here are sample objectives proposed for the lecture on
microcirculation, followed by reviewers’ comments, and finally the revised
objectives.
Chapter 28 The
Microcirculation and Lymphatics
ORIGINAL 1.
Using Fick’s Law for Diffusion, contrast the movement of oxygen and
glucose from the plasma to the intracellular space. Based on their chemical
properties, predict which of these substances would show diffusion limited
movement and which would show flow limited movement.
AUTHOR:
I expect the students to review the factors influencing diffusion (presented
earlier in the course) and contrast the movement of two different agents
from the blood to the cell. I
also expect a working definition of flow-limited and diffusion-limited
transport.
COMMITTEE: Glucose
movement is tissue specific, and entry into the cell by any of a variety of
glucose transporters further obscures my intent (transport from the blood to
the cell). Identify a tissue,
and delete intracellular space. Finally
transport is a poorly defined term, replace with exchange (the term used in
the text).
REVISED 1.
Using Fick’s Law for Diffusion, contrast the movement of oxygen and
glucose from the plasma to a skeletal muscle cell.
Based on their chemical properties, predict which of these substances
would show diffusion limited exchange and which would show flow limited
exchange.
ORIGINAL 2.
Calculate the balance of hydrostatic and osmotic forces controlling fluid
movement at the arteriolar and venular ends of a capillary bed.
How is this balance altered by pre‑capillary arteriolar
constriction?
AUTHOR:
The Starling forces control fluid exchange between the plasma and the
interstitial fluid. The drop in
arterial pressure along the capillary allows filtration at one area of the
microcirculation and reabsorption at the other end of the microcirculation.
Any factors that alter capillary pressure will affect this exchange.
COMMITTEE:
Calculation requires standard values. Reference
to the text forces students to use and review the appropriate figure.
Replace fluid movement with the more specific transcapillary fluid
exchange. Reword last sentence
as an objective, with an action verb. Expand
the objective to include the effects of venous pressure on capillary fluid
exchange, such as occurs in ascites.
REVISED 2.
Given the estimates in figure 28‑7, calculate the balance of
hydrostatic and osmotic forces controlling transcapillary fluid exchange at
the arteriolar and venular ends of a capillary bed.
Predict how this balance is altered by pre‑capillary and
post‑capillary resistance and pressure changes.
ORIGINAL 3.
List four causes of edema, and describe how each results from the disruption
of the balance of microcirculatory fluid exchange and lymph flow.
AUTHOR:
Disruption of the Starling forces, permeability, or lymphatic drainage each
can cause edema.
COMMITTEE:
OK as written (a minor miracle)
ORIGINAL 4.
Describe how the theory of metabolic regulation of blood flow accounts for
the observed phenomena of autoregulation, active hyperemia, and reactive
hyperemia.
AUTHOR:
Three theories can account for autoregulation.
I feel that understanding of the metabolic theory has the most
practical advantages, and I want to focus the student’s attention on that
area.
COMMITTEE:
OK as written (they must have gotten tired)
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