19- The benchmark to decide whether the outcome has been met:
(a) The measurable component which may be a qualitative threshold (e.g.,
always or never, yes or no) or a quantifiable measurement (e.g., 75% of the
time, at least 300 cases). - The population for which the objective is intended:
(a) The residents, students, educators, administration, institution
Example of a well-written objective:The resident applies structured communication techniques and tools (e.g., SBAR)
during handoffs and in changes in patient condition 100% of the time to enhance
patient safety.
Note all the elements of a well-written objective are present: the outcome to be
achieved (applies structured communication techniques to enhance patient safety),
conditions under which the outcome will be observed (during handoffs and changes
in patient condition), the criterion or benchmark for deciding whether the outcome
has been achieved (uses the tool 100% of the time), and the priority population
(the resident).
There are many resources that can be helpful in development of educational
objectives. These include the educational literature, professional societies and
ACGME, data from the needs assessment, and personal experience.
Once the needs assessment is done and the goals and objectives are written and
reviewed, they need to be shared with educators as well as learners. This will allow
the educators to develop specific content that will meet the objectives and fill the
gaps in knowledge that were identified from the needs assessment. Teaching meth-
ods are greatly variable and may include textbooks, web-based resources, weekly
conferences and quizzes, bedside rounds, SIM lab sessions, observation and increas-
ing responsibilities in the operating room as operative skills develop, M&M confer-
ences, literature reviews, and research projects.
Educators should be given feedback on their performance in a timely and consis-
tent manner and provided with adequate resources to improve their instruction
skills. When excellent educators are identified, appropriate recognition should be
given. This will provide a positive environment and promote advancement of edu-
cational skills proficiency throughout the department. Regular feedback should also
be provided to the learners to be certain that milestones are being met, that high
achievers are encouraged and given growth opportunities, and that those struggling
are supported and inspired to improve [ 4 ].
Finally, the curriculum needs to continually be reviewed and modified to allow the
program to adapt [ 4 ] to the changing practice environment and advances in the science
of surgery. A strong curriculum is a living document and must be actively tended to
provide the best support and outcomes for the program. Although the effort is time
consuming, the work of conducting a complete needs assessment and developing clear
goals and objectives will allow your educators and learners to know what is expected
of them and in turn allow them to excel as outstanding educators and surgeons.
2 Surgical Curriculum Development