Each abstract submission must include learning objectives and questions which will be used in support of providing continuing education units for the conference.
LEARNING OBJECTIVES GUIDELINES
- Each abstract submission must include 2-3 learning objectives.
- In developing objectives, consider what the "take away" lesson will be for the learner. How will this session affect the learner's practice or skill set?
- Objectives are specific, measurable and skill-based, rather than focusing only on comprehension, understanding or awareness.
The following guidelines may assist you in developing learning objectives:
- Clearly identify the outcomes or actions participants can expect to demonstrate as a result of the educational experiences.
- Write the learning objectives that relate to these outcomes and that reflect the content of the session.
- Describe the information, skills, behaviors, or perspectives participants in the session will acquire through attendance and participation.
- Objectives describe the behavior of the learner and are stated clearly; define or describe an action; and are measurable, in terms of time, space, amount, and/or frequency. Here is a sample list of active words:
| Apply |
Construct |
Evaluate |
| Assess |
Define |
Identify |
| Analyze |
Describe |
List |
| Articulate |
Develop |
Prioritize |
| Create |
Discuss |
Recognize |
SAMPLE LEARNING OBJECTIVES
At the conclusion of this session, the participant will be able to:
- List three indicators that link a healthy community to a healthy economy.
- Articulate opportunities to improve health outcomes through altering the built environment.
- Recognize how Health Impact Assessment can be used as a tool to bring public health issues to the attention of persons who make decisions about areas that fall outside of traditional public health arenas.
LEARNING QUESTIONS
- Each abstract submission must include 2 learning questions.
- Questions should relate to the learning objectives.
- Learning questions assess application of knowledge, not recall of isolated facts.
The following guidelines may assist you in developing learning questions:
- Questions should be in a "one-best-answer" multiple choice format with a stem, a correct answer, and three distracters (four answer choices in total).
- Questions stems provide enough information such that the item could be answered correctly even without the answer choices.
- Avoid negative statements, e.g., "Each of the following is true EXCEPT" or "Which of the following statements in NOT correct?"
- Do not include "none of the above" or "all of the above" as answer choices.
- Indicate which answer is correct.
SAMPLE LEARNING QUESTION
In an effort to reduce the amount of energy required to produce the food she consumes and to improve her overall physical health, Julie has decided to modify her diet by decreasing the amount of meat and other animal products she eats while increasing her consumption of vegetables and fruits. This is an example of:
| (A) |
Indirect health benefit |
| (B) |
Eating low on the food chain (best answer) |
| (C) |
Healthy decision making |
| (D) |
Win-win decision making |
|
