Student-generated learning objectives and curricular innovation
Thomas Laux
Penn State College of Medicine
Dr. Mark Stephens
Penn State College of Medicine
Dr. Jennifer Meka
University at Buffalo Jacobs School of Medicine and Biomedical Sciences
DOI: https://doi.org/10.24926/jrmc.v4i2.3637
Keywords: medical education, learning objectives, student-centered learning, problem-based learning, classroom teaching
Abstract
Introduction
Recent focus from accrediting bodies emphasizes learning objectives as a means of mapping and standardizing content coverage. While most educational training centers on faculty-derived learning objectives that are geared towards didactic lectures, student-centered teaching modalities like problem-based learning continue to gain popularity. One opportunity is the integration of student-generated learning goals in curriculum development. The educational philosophy at the Penn State College of Medicine University Park Regional Campus centers on discussion-based Inquiry Groups that focus on students’ experiential case learning which leads to student-generated learning objectives. This study examined a student-centered approach to learning objectives.
Methods
Our quantitative analysis explored student-generated learning objectives during the first-year curriculum. Primary outcome measures included process variables investigating the growth and change of objectives across the year that include Bloom’s taxonomy-based verb scores, verb numbers per session, and learning objective word lengths. Knowledge-based content coverage variables were compared with existing curricular models.
Results
Student-derived learning objectives changed substantially over the year. Taxonomy scores decreased while the learning objective verb number, word length, and calculated value per session increased significant. Content and comparator analyses showed that coverage and verb quality met or exceeded existing curricular models.
Discussion
Student-generated learning objectives are not only plausible and achievable, they also provide distinct pacing and engagement benefits. Our findings serve as a model for student-centered educational innovations.