Xác LậpMụcTiêu Đào Tạo Educational Objectives

1. XácLậpMụcTiêuĐàoTạoEducational Objectives GS.TS.BS LÊ HOÀNG NINH

2. Nếu bạn không biết là sẽ đi đâu thì chắc chắc là bạn sẽ tới một nơi nào đó mà chính bạn cũng không biết Mager If you are not certain of where you are going you may very well end up somewhere else ( and not even know it) Mager

3. Every individual should have access to a type of education that permit maximum development of his potential and capabilities. Education is a process, the chief goal of which is to bring a bout change in human behavior The result of education is an expected change in the behavior of the student in the course of a given period

4. VÒNG XOẮN ĐÀO TẠO • This "behavior" will be defined explicitly in the form of educational objectives derived from professional tasks. • An evaluation system will be planned so that better educational decisions can be taken. • A program will be prepared and implemented to facilitate attainment of educational objectives by the students. • The evaluation process will be used to measure the extent to which the objectives have been achieved. . . it will measure the student's final abilities. . . and the effectiveness of program and teachers

5. VÒNG XOẮN ĐÀO TẠO (THE EDUCATIONAL SPIRAL)

6. Organizational diagram showing the relationship between the subsystem “Education” (inside the dotted line) and the subsystem “Health Service”.

7. MỤC TIÊU ĐÀO TẠO {EDUCATIONAL OBJECTIVE (DERIVED FROM PROFESSIONAL TASKS)}

8. Sự liên quan giữa hoạt động chuyên môn trong lãnh vực sức khỏe và mục tiêu đào tạo

9. CÁC LỌẠI MỤC TIÊU ĐÀO TẠO 1. MỤC TIÊU CHUNG ( CƠ QUAN)General objectives: Correspond to the function so f the type(s) of health personnel trained in an establishment. Example: Providing preventive and curative care to the individual and the community, in health and in sickness 2. MỤC TIÊU TRUNG GIAN ( KHOA/ PHÒNG/ BỘ MÔN)“Intermediate" objectives: Arrived at by breaking down professional functions into components ( activities) which together indicate the nature of those functions Example: Planning and carrying out a blood sampling session for a group of adults in the community 3.MỤC TIÊU CHUYÊN BIỆT ( BÀI GiẢNG/ THỰC HÀNH) Specific or instructional) objectives: Corresponding to (or derived from) precise professional tasks whose results are observable and measurable against given criteria Example: Using the syringe, to take a blood sample (5 ml.) from the cubital vein of an adult (criteria: absence of haematoma; amount of blood taken within 10% of the amount required; not more than two attempts)

10. CÁC DỮ LIỆU CẦN CÓ KHI XÁC LẬP MỤC TIÊU ĐÀO TẠO • Health needs , demands and resources of society. • Services to the patient( list of tasks). • Service of the community( list of tasks). • The profession itself. • The students. • Progress in sciences. • The scientific method. • etc... . . .

11. INSTITUTIONAL OBJECTIVES

12. MỤC TIÊU CƠ QUAN INSTITUTIONAL OBJECTIVES

13. INSTITUTIONAL OBJECTIVES

14. CÁC HOẠT ĐỘNG CHUYÊN MÔN (PROFESSIONAL ACTIVITIES)

15. CÁC HOẠT ĐỘNG CHUYÊN MÔN

16. PROFESSIONAL ACTIVITIES

17. PROFESSIONAL ACTIVITIES

18. PROFESSIONAL ACTIVITIES

19. PROFESSIONAL ACTIVITIES

20. PROFESSIONAL ACTIVITIES

21. PROFESSIONAL ACTIVITIES

22. PROFESSIONAL ACTIVITIES

23. PROFESSIONAL ACTIVITIES

24. PROFESSIONAL ACTIVITIES

25. PROFESSIONAL ACTIVITIES

26. PROFESSIONAL ACTIVITIES

27. PROFESSIONAL ACTIVITIES

28. XÂY DỰNG CÁCH TIẾP CẬN XÁC HỢP TRONG XÂY DỰNG MỤC TIÊU ĐÀO TẠO

30. Professional tasks and specific educational objective

31. PHÂN LOẠI MỤC TIÊU ĐÀO TẠO THEO 3 LÃNH VỰC CLASSIFICATION OF EDUCATIONAL OBJECTIVE INTO THREE DOMAINS: PRACTICAL COMMUNICATION AND INTELLECTUAL SKILLS • Domain of attitudes (communication skills). • 1.1 The first is the level of Receptivity or attention; it implies sensitivity to the existence of a certain phenomenon and includes a willingness to receive. • 1.2 The second level is that of Response. This implies sufficient interest in the phenomenon noticed to do something about it. • 1.3 The third level is that of Internalization.

32. CLASSIFICATION OF EDUCATIONAL OBJECTIVE INTO THREE DOMAINS: PRACTICAL COMMUNICATION AND INTELLECTUALS KILLS 2. Domain of practical skills 2.1 The first level is that of Imitation. The student, exposed to an observable action, makes an attempt to copy it step by step, guided by an impulse to imitate: he needs a model. 2.2 The second level is that of Control. At this stage the student is able to demonstrate a skill according to instructions and not merely on the basis of observation. He also begins to differentiate between one set of skills and another and to be able to choose the one required. He starts to be adept at handling elected instruments. 2.3 The third level is that of Automatism. A high degree of proficiency is attained in using the skill, which now requires only a minimum of energy.

33. CLASSIFICATION OF EDUCATIONAL OBJECTIVE INTO THREE DOMAINS: PRACTICAL COMMUNICATION AND INTELLECTUALS KILLS • 3. Domain of intellectual skills • In 1963, C.McGuire proposed a classification system derived from that of Bloom and designed more specifically for use in the preparation of achievement tests for students • Levels • 1. Knowledge • 1.1 Recall • 1.2 Recognition of meaning • 2. Generalization • 3. Solving of a routine problem • 3.1 Interpretation of data • 3.2 Application • 4. Solving of an unfamiliar problem • 4.1 Analysis of data • 4.2 Special application • 5. Evaluation • 6. Synthesis

34. THE THREE CLASSIFICATIONS (SIMPLIFIED) able to solve a new problem able to internalize a feeling able to perform a practical act automatically and with a high degree of efficiency able to interpret data able to supply a response to the effective need of another person able to exercise effective control over the practical skill able to recall facts able to show receptivity towards another person able to imitate the actions of a model domain of intellectual skills domain of communication skills domain of practical skills participation in educational activities

35. Qualities of a Specific Educational Objective Relevant Logical Unequivocal Feasible Observable Measurable DEFINITION OF SPECIFIC EDUCATIONAL OBJECTIVES

36. WORDS OFTEN USED BUT OPEN TO MANY INTERPRETATIONS • to know • to discuss • to understand • to really understand • to appreciate • to fully appreciate • to believe • to have faith in ect.

37. WORDS OPEN TO FEWER INTERPRETATIONS • to write • to identify • to differentiate • to solve • to construct • to list • to compare • to contras ect.

38. Relevance is the essential quality of educational objectives Objectives which have every quality except relevance are potentially dangerous

39. Elements of a specific educational objective the act the content the condition + the criteria the task

40. Don’t forget! The essential quality of educational objectives is their relevance to the health needs of society

41. If you help each learner to develop his/her learning objectives you may not have to do much else. Adapted from Mager Câu hỏi của các ban ?.....

42. Tàiliệuthamkhảo J.J. Guilbert. Educational handbook for health personnel. Sixth Edition. WHO 1997