A learning-centered teaching approach requires that you shift your focus from what you as the instructor are going to cover in your presentation to one that focuses on the information and tools you can provide for your learners to promote learning and intellectual development.
Your teaching should be structures so that new learning is built on old. New learning is not understood unless it is connected to existing concepts, knowledge and experience. learning is often accomplished in a passive manner by having instructors or content transmitted to the learners for them to absorb. However, passive methods of learning such as listening do not require learners to make neural connections or conceptualizations. And this is the least effective method of transmitting new concepts and knowledge. Where as active learning requires the learner to be involved and engaged in the instructional process. This can be accomplished by involving learners through discussion or engaging in problem-solving activities based on the new information or experiences. To develop thinking and comprehension skills, link old information to new through engaging learners verbally in analysis, problem soling, and evaluation of the new material. One of the best teaching tools is to have learners react to the new material through activities such as problem-based learning or the use of case studies. This can be accomplished through verbally presenting situations that require feedback and participation of the learners. This could include the use of an ARA system.
Specifically what knowledge, competency and/or performance skill should the attendee be able to demonstrate they have mastered as a result of this educational activity? Objectives should be built around very discrete tasks such as:
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At the conclusion of this educational activity, participants should be able to:
When writing learning objectives, please do not use: Appreciate, Know, Learn, Understand, Believe, Have an awareness of, Internalize, Grasp the significance of.
They are inadequate, are open to interpretation, are non-specific, and are not measurable.
Below are action oriented task specific verbs that can be utilized in developing measurable learner-center objectives. Please note that the desired level of assessment for CME activities should be focused on the Comprehension level and higher levels. This does not mean that one objective can be based on knowledge.