<PROGRAM NAME HERE>

ACGME Competency-based Curriculum: Goals and Objectives

ROTATION: <rotation name here>

Goal 1. <State Goal 1 here>
Fellow Objectives	Instructional Strategies	Assessment of Competence	ACGME Competency Goals *
<Goal 1, Objective 1 - See example below on how to state objective in terms of definitive, measurable outcomes.>	<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>
<Goal 1, Objective 2>
<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	ACGME Competency Goals *
<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>	<Insert relevant competency goal acronyms here: PC, MK, ICS, P, PLI, SBP>
<Goal 2, Objective 2>
<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

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	COMPREHENSION	APPLICATION	ANALYSIS	SYNTHESIS	EVALUATION
Define Describe Identify Label List Match Name Outline Recall Recognize Reproduce Select State	Comprehend Convert Defend Distinguish Estimate Explain Extend Generalize Gives an example Infer Interpret Paraphrase Predict Summarize Translate	Apply Change Construct Demonstrate Discover Manipulate Modify Monitor Operate Predict Prepare Present Produce Relate Solve Use	Analyze Compare Contrast Diagram Deconstruct Differentiate Discriminate Distinguish Identify Illustrate Infer Outline Relate Select Separate	Categorize Compile Create Devise Design Explain Generate Modify Organize Plan Rearrange Relate Reorganize Revise Summarize Write	Appraise Compare Conclude Contrast Criticize Critique Defend Describe Discriminate Evaluate Explain Interpret Justify Relate Summarize Support

Instructional strategies you might consider using are listed below. Again this is not an exhaustive list.

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

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:

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.