Creating and Aligning Learning Objectives (JiTL)-Learning Objectives Framed by Fink's Taxonomy of Significant Learning (CPL)

Learning Objectives Framed by Fink's Taxonomy of Significant Learning (CPL)

Pdf Summary

This document from D. Richter (2005), University of New Mexico School of Medicine, presents a comprehensive taxonomy for writing learning objectives based on Fink’s Taxonomy of Significant Learning Experiences (2nd ed., 2013). It organizes learning into six primary dimensions—Foundational Knowledge, Application, Integration, Human Dimension, Caring, and Learning How to Learn—each associated with specific action verbs and example learning objectives.

1. <strong>Foundational Knowledge</strong> involves understanding and remembering key facts, concepts, theories, and structures. Action verbs include define, describe, explain, and predict. Example objectives include naming anatomical parts or explaining mechanisms.

2. <strong>Application</strong> covers critical thinking (analyzing and critiquing), practical thinking (problem-solving, decision-making), creative thinking (inventing, improving) and managing complex projects (coordinating tasks). Verbs here include analyze, diagnose, create, manage, and perform. Sample objectives involve selecting treatments, conducting research experiments, or performing physical exams.

3. <strong>Integration</strong> focuses on connecting ideas, disciplines, perspectives, and people. Learners use verbs like relate, synthesize, combine, and concept map, producing objectives such as synthesizing literature or explaining interdisciplinary connections in patient care.

4. <strong>Human Dimension</strong> emphasizes learning about oneself and interacting ethically and effectively with others. It includes interpersonal relationships, leadership, ethics, multicultural education, teamwork, citizenship, and environmental ethics. Verbs include empathize, collaborate, lead, advocate, and respect. Example objectives relate to demonstrating empathy, resolving conflicts, or advocating for quality care.

5. <strong>Caring</strong> addresses changes in learners’ feelings and values, fostering commitment and enthusiasm. Verbs such as commit to, value, explore, and pledge guide objectives aimed at developing professional dedication and personal well-being.

6. <strong>Learning How to Learn</strong> encourages self-regulated, intentional learning through inquiry and reflection. Action verbs include self-assess, reflect, research, develop learning plans, and set agendas. Objectives involve identifying learning needs, seeking resources, and becoming a reflective practitioner.

Finally, the document suggests suitable teaching/learning strategies for each dimension, such as lectures and discussions for Foundational Knowledge; simulations and case studies for Application; concept mapping and interdisciplinary teams for Integration; role plays and debates for Human Dimension; reflective writing and role modeling for Caring; and self-assessment and peer feedback for Learning How to Learn.

Overall, this taxonomy provides educators with a structured framework of action verbs, example objectives, and teaching methods to design comprehensive, multidimensional learning experiences in medical education and beyond.

Keywords

Fink's Taxonomy

Learning Objectives

Foundational Knowledge

Application

Integration

Human Dimension

Caring

Learning How to Learn

Action Verbs

Teaching Strategies