In order to have a common shared language for developing and disseminating the FMCR materials, we have developed a glossary of terms for the FMCR Project.
| Resources | Materials that have been developed and/or identified for use within the framework of the FMCR Project and its associated products |
| Strategies | Techniques or methods use to implement proposed instructional, assessment, evaluation, and/or curricular activities |
| Goals | Goals describe the overall learning outcomes in nonspecific terms; they provide a global perspective on knowledge, attitudes, and skills that students will learn in the curriculum. |
| Program Goals | A goal is the broad target of an educational program. Goals provide a general focus for an activity or set of experiences. (ACGME definition) |
| Objectives | Objectives are statements that describe in precise, measurable terms what learners will be able to do at the end of an instructional sequence. An objective must also represent an accomplishment which advances the learner toward the corresponding goal. An objective must be 1) measurable, 2) understandable, and 3) attainable within the curriculum time frame for the appropriate level of learner. Learner objectives should address knowledge, attitude, and skills as appropriate for each curricular unit. |
| Competencies | Practical applications of learning objectives Competencies act as organizing principles for curriculum development the preclerkship and clerkship components along with goals, objectives, methods, and strategies. A complex set of behaviors built on the components of knowledge, skills, attitudes, and "competence" as personal ability (from Carraccio et al, 2002) |
| Competence | Achievement of learning objectives in a specific domain. |
| Knowledge | Specific facts; ways and means of dealing with specifics (conventions, trends and sequences, classifications and categories, criteria, methodology); universals and abstractions in a field (principles and generalizations, theories and structures) [from Bloom's Taxonomy] The remembering (recalling) of appropriate, previously learned information. [from Bloom's Taxonomy] |
| Attitudes | Affective Domain (emphasizing feeling and emotion) This domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. [from Bloom's Taxonomy] |
| Skills | Psychomotor Domain The psychomotor domain includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution.[from Bloom's Taxonomy] |
| Delivery systems | Means
by which curriculum is delivered to the learners. Examples include:
|
| Instruction | Instructional strategies are the ways learners will learn the curricular objectives. Some objectives require only one instructional strategy; other objectives require multiple instructional strategies. Instructional strategies and activities are defined as those teaching AND learning methods used to achieve learner goals and objectives. |
| Assessment | Assessment strategies are ways to determine if the learners have achieved the course objectives. |
| Evaluation | Once the curriculum has been designed and implemented it is important to assess the effectiveness of the various components and products of the curriculum. Based on the evaluation of the curriculum, the various curriculum components should be revised as necessary. Curriculum evaluation approaches include the collection of data on learner knowledge and satisfaction, collection of data on faculty utilization and satisfaction, and external review by curricular or content experts from other departments or schools. Suggestions for curriculum evaluation are very similar to those offered for identifying evaluation strategies. These include collecting data from as many data sources as possible and collecting data on as many components of the curriculum as possible. |
| Formative evaluation | Findings are accumulated from a variety of relevant assessments designed for use either in program or learner evaluation to provide constructive feedback or to improve program quality. (ACGME) |
| Summative evaluation | Findings and recommendations are designed to accumulate all relevant assessments for a go/no-go decision. In program evaluation, is used to judge whether the program meets the accepted standards for the purpose of continuing, restructuring, or discontinuing the program (ACGME) |
| Types of Educational Programs | The FMCR materials may be used in different types of educational programs that would include, but would not be limited to:
|
Instructional strategies | |
reading |
interview |
lecture |
patient contact |
discussion |
case presentation |
demonstration |
audiovisual material |
site visits |
case conference |
self-instruction |
rounds |
article files |
simulations |
computer-aided-instruction |
role play |
Assessment strategies |
|
Written record or Log |
Direct Observation |
Attendance |
Case Presentation |
Written Exam
|
Oral Examination
|
Multi-method assessment |
Videotape and Audiotape Review |
Peer assessment |
Simulated Patient |
Portfolios |
Objective Structured Clinical Exam (OSCE) |
Self-assessment |
Computerized system of assessment |
Adapted from Benjamin S. Bloom, Bertram B. Mesia, and David R. Krathwohl (1964). Taxonomy of Educational Objectives (two vols: The Affective Domain & The Cognitive Domain). New York. David McKay.
1. Those verbs that communicate knowledge. |
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Information |
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| cite identify quote relate tell |
count indicate read repeat trace |
define list recite select write |
describe |
draw point record tabulate |
Comprehension |
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| associate describe explain locate translate |
classify differentiate express predict |
compare discuss extrapolate report |
compute distinguish interpolate restate |
contrast estimate interpret review |
Application |
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| apply employ locate relate sketch |
calculate examine operate report solve |
complete illustrate order restate translate |
demonstrate interpolate practice review use |
dramatize interpret predict schedule utilize |
Analysis |
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| analyze debate distinguish inventory |
appraise detect experiment question |
contract diagram infer separate |
criticize differentiate inspect summarize |
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Synthesis |
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| arrange construct formulate organize produce |
assemble create generalize plan propose |
collect design integrate prepare specify |
compose detect manage prescribe |
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Evaluation |
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| appraise determine judge recommend test |
assess |
choose |
critique grade rate select |
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2. Those verbs that impart skills. |
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| diagnose integrate measure percuss |
empathize |
hold massage pass visualize |
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3.Those verbs that convey attitudes. |
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| acquire exemplify |
realize reflect |
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These verbs are better avoided: |
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appreciate |
believe learn |
know understand |
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