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Identification of Needs, Desired Results, Learning Objectives, and Outcomes

Step 1: Organize the needs into a prioritized list - now that the needs and gaps have been identified, organize them into the most important needs/gaps that will be used to develop the CME activity.  Please state the prioritized needs in the left column of the worksheet (one need per Cell) – use only as many slots as you have needs (minimum of three needs are required for the CME application)

Step 2: Identify the types of deficiencies/quality gaps identified (knowledge, competence, performance) – at least one box must be checked per row in the CME application.

Is the need related to…

This would be a gap in…

Giving physicians’ new knowledge?

Knowledge

Giving physician’s new abilities/strategies?

Competence

Helping physicians’ modify their practice?

Performance

Step 3: Identify the desired results according to the identified need – these will be the teaching goals for this activity.  It also identifies issues that can be measured three months post-activity in an outcomes evaluation.

Step 4: Prepare learning objectives - Visualize the learning objectives for this activity as stepping stones that enable you and your faculty to take the learner from the identified need to the desired result. In addition, learning objectives must be written from the perspective of what you expect the learner to do in the practice setting with the information you are teaching.  NOTE: verbs that communicate acquisition of knowledge: cited, define, describe, identify, list; comprehension: describe, discuss, explain, interpret; application: apply, demonstrate, review, translate; evaluation: appraise, determine, recommend.  Verbs to avoid: appreciate, know, learn, and understand. 

Step 5: Identify appropriate activity evaluation and follow-up outcomes evaluation questions – Good adult education seeks to measure the effectiveness of its activities.  At the conclusion of the activity, participants will evaluate the quality of the activity, learner satisfaction, applicability to the practice environment, the appearance of bias in the instructional process, and quality of the faculty.  In addition, the participants will be asked to answer the outcomes measurement questions identified in the CME worksheet; this data will be utilized to assess change.  It is recommended that all faculty/speakers/ authors be provided with the results of these evaluative measurements.

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