[et_pb_section fb_built=”1″ _builder_version=”3.19.4″ custom_padding=”20px|0px|54px|0px|false|false”][et_pb_row _builder_version=”3.19.4″ custom_padding=”0|0px|27px|0px|false|false”][et_pb_column type=”4_4″ _builder_version=”3.19.4″ parallax=”off” parallax_method=”on”][et_pb_text _builder_version=”3.19.4″]

Challenging Faculty to Rise to a Higher Level:

Writing Measurable CME/CE Learning Objectives

USF Health Office of Continuing Professional Development strives to elevate continuing education and to achieve better outcomes by addressing identified gaps in knowledge, skills, and/or practices for the target audience. Using the standards and guidelines of the accrediting organizations, ACCME, ACPE, ANCC, and APA, USF Health requires faculty to develop educational activities that are evidence-based or based on the best-available evidence. All CME/CE activities accredited by USF Health must have MEASURABLE learning objectives

As professional educators, we recommend the following:
1. Keep learning objectives simple.
2. Start each learning objective with a single measurable action verb.1 See Bloom’s Taxonomy for a complete list of measurable verbs.
3. Do not use compound verbs or compound direct objects; never use “and.”
4. Do not use verbs that are vague or verbs that are not measurable.
5. Develop content beyond basic knowledge.
6. Design educational strategies to achieve learning levels “Application” or higher.
7. Do not use more than one “Knowledge” or “Comprehensive” level learning verb per one hour of instruction.
8. Create interest by using a variety of verbs.

Words to Avoid

(These verbs and phrases are not measurable learning verbs and should never be used.)

[/et_pb_text][/et_pb_column][/et_pb_row][et_pb_row _builder_version=”3.19.4″ custom_padding=”4px|0px|27px|0px|false|false”][et_pb_column type=”1_2″ _builder_version=”3.19.4″ parallax=”off” parallax_method=”on”][et_pb_text _builder_version=”3.19.4″]

Appreciate
Be acquainted with
Be familiar with
Become
Believe
Better
Comprehend
Cover
Enjoy
Expand
Expand horizons
Grasp the significance of
Grow
Have an awareness of

[/et_pb_text][/et_pb_column][et_pb_column type=”1_2″ _builder_version=”3.19.4″ parallax=”off” parallax_method=”on”][et_pb_text _builder_version=”3.19.4″]

Have faith in
Improve
Increase
Increase interest
Internalize
Know
Learn
Perceive
Really know
Remember
Study
Sympathize with
Think critically
Understand

[/et_pb_text][/et_pb_column][/et_pb_row][et_pb_row _builder_version=”3.19.4″][et_pb_column type=”4_4″ _builder_version=”3.19.4″ parallax=”off” parallax_method=”on”][et_pb_text _builder_version=”3.19.4″]

Bloom’s Taxonomy Action Verbs

Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc Educational Design Process, 2013 Mini Manual, ANCC (Silver Springs MD, American Nurses Credentialing Center, 2012) Pg. 102013 ANCC Primary Accreditation Application Manual for Providers and Approvers; Silver Springs MD, American Nurses Credentialing Center
AAFP’s “Guidelines for Writing Learning Objectives” 2013
https://www.aafp.org/dam/AAFP/documents/cme/faculty_development/LearningObjectivesGuidelines.pdf
Educational Design Process, 2013 Mini Manual, ANCC; Silver Springs MD, American Nurses Credentialing Center, 2012

[/et_pb_text][/et_pb_column][/et_pb_row][/et_pb_section]