<PROGRAM NAME HERE>
ACGME Competency-based Curriculum: Goals and Objectives
ROTATION: <rotation name here>
Goal 1. <State Goal 1 here>
Fellow Objectives
1. <Goal 1, Objective 1 - See example
below on how to state objective in
terms of definitive, measurable
outcomes.>
2. <Goal 1, Objective 2>
Instructional Strategies
Assessment of Competence
ACGME Competency Goals *
<See below for a list of the type of
instructional strategies you might
consider using>
<See below for a list of assessment
strategies you might consider using>
<Insert relevant
competency goal acronyms
here: PC, MK, ICS, P, PLI,
SBP>
3. <Goal 1, Objective 3>
Goal 2. <State Goal 2 here> NOTE: Copy and paste these rows to extend Goals/Objectives, as needed
Fellow Objectives
Instructional Strategies
Assessment of Competence
1. <Goal 2, Objective 1>
<See below for a list of the type of
instructional strategies you might
consider using>
<See below for a list of assessment
strategies you might consider using>
ACGME Competency Goals *
<Insert relevant
competency goal acronyms
here: PC, MK, ICS, P, PLI,
SBP>
2. <Goal 2, Objective 2>
3. <Goal 2, Objective 3>
* ACGME Competency Goals, defined:
PC – Provide patient care that is compassionate, appropriate, and effective for the treatment of health problems.
MK – Demonstrate knowledge of evolving science and apply the knowledge to patient care
ICS – (a) Communicate effectively with physicians, other health professionals and health related agencies; (b) Work effectively as a member or leader of a health
care team
P – Demonstrate commitment to carrying out professional responsibilities and adherence to ethical principles.
PLI – Evaluate your care of patients, appraise scientific evidence, and improve care through self-evaluation and life-long learning.
SBP - Be aware and responsive to the larger context of health care. Call effectively on the resources in the system to provide optimal care.
GUIDELINES FOR WRITING GOALS AND OBJECTIVES
1. State objectives in terms of specific measureable outcomes. Instead of using broad terms like “Learn” “Know” or “Understand” try using more definitive
and measurable outcomes. Following Bloom’s Taxonomy of Learning Domains (1956), the categories and lists below start with the simplest behaviors to
more complex. This is not an exhaustive list, rather a starting point on how to define the objectives with measurable outcomes.
KNOWLEDGE
Define
Describe
Identify
Label
List
Match
Name
Outline
Recall
Recognize
Reproduce
Select
State
COMPREHENSION
Comprehend
Convert
Defend
Distinguish
Estimate
Explain
Extend
Generalize
Gives an example
Infer
Interpret
Paraphrase
Predict
Summarize
Translate
APPLICATION
Apply
Change
Construct
Demonstrate
Discover
Manipulate
Modify
Monitor
Operate
Predict
Prepare
Present
Produce
Relate
Solve
Use
ANALYSIS
Analyze
Compare
Contrast
Diagram
Deconstruct
Differentiate
Discriminate Distinguish
Identify
Illustrate
Infer
Outline
Relate
Select
Separate
2. Instructional strategies you might consider using are listed below. Again this is not an exhaustive list.
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Participation in Rounds
Direct Patient care experience
Audio or video reviews
Textbook and journal readings (Identify readings if possible)
Didactic conference
Simulation training
Role Playing
Workshops
Role modeling by Attending
Problem-based activity
QI Project
Patient/Family conferences
SYNTHESIS
Categorize
Compile
Create
Devise
Design
Explain
Generate
Modify
Organize
Plan
Rearrange
Relate
Reorganize
Revise
Summarize
Write
EVALUATION
Appraise
Compare
Conclude
Contrast
Criticize
Critique
Defend
Describe
Discriminate Evaluate
Explain
Interpret
Justify
Relate
Summarize
Support
3. Assessment of Competencies. Following are some commonly used evaluation methods.
Rating /Evaluation Forms by Attending
Rating /Evaluation Forms by Patients and Families
Self-assessment and reflection forms
Essays on experience (self reflection)
Written or computer-interactive tests
Oral examinations and questions
Individual interviews
Group interviews and discussions
Performance audits
Direction Observation
These forms of evaluation can come in the context of:
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Attending verbal or written, timely feedback on patient interaction/communication
Direct observation and feedback on patient care clinical decisions
Faculty evaluations (yearly, or at end of rotations)
Observation and feedback on rounds
Documentation of procedures
Assessment of presentations at journal clubs and conferences
Simulation training feedback
Review of resident orders
Review and feedback on QI Projects
Written patient and family evaluations
360 evaluations
Portfolio work
Course completion and tests
Feedback on presentations on research interest or selected readings
References:
Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc.
Kern, D., Thomas, P.A., Howard, D.M. and Bass, E.B. (1998). Curriculum Development for Medical Education: A six-step approach. Baltimore, Maryland: The John
Hopkins University Press.