objective setting: helping your trainees to set clear … · by knowing what trainees want to...
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OBJECTIVE SETTING: HELPING YOUR TRAINEES TO SET
CLEAR GOALS
Dr Richard Cooke and Dr Jenifer Mason
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EDUCATIONAL SUPERVISOR AND TRAINEE PERSPECTIVES
OBJECTIVE SETTING: FROM DIFFERENT ENDS OF THE SPECTRUM
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SEEKING INSPIRATION……YOU TUBE
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https://www.youtube.com/watch?v=oR_gnzY3UgA
SEEKING INSPIRATION……YOU TUBE
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No particular goals
OR
Goals aimed impossibly
high
UNDER ACHIEVERS
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ACHIEVERS
Goals realistic and attainable
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ACHIEVERS
Goals realistic and attainable
Personal targets
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ACHIEVERS
Goals realistic and attainable
Personal targets
More challenging goals prompts higher achievement
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In the eye of the beholder
Educational supervisors role is to assist trainee in setting reasonable goals for themselves
CHALLENGING GOALS
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“No wind is favourable if one does not know to which port one is sailing”.
Chinese Proverb
SETTING GOALS NEEDS A SENSE OF DIRECTION
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Allows trainees to choose
→ The direction of their training
→ What they want to achieve
WHY SET GOALS?
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By knowing what trainees want to achieve
→ Allows them to focus
→ Allows them to improve
WHY SET GOALS?
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Provides vision
→ Short term
→ Long term
WHY SET GOALS?
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→ Step by step
Setting Goals : Smaller is Better
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→ Step by step
→ Learn from mistakes
Setting Goals : Smaller is Better
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→ Step by step
→ Learn from mistakes
→ Reasonable, manageable, realistic (if work hard enough)
Setting Goals : Smaller is Better
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→ Step by step
→ Learn from mistakes
→ Reasonable, manageable, realistic (if work hard enough)
→ Build on one another
Setting Goals : Smaller is Better
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→ Step by step
→ Learn from mistakes
→ Reasonable, manageable, realistic (if work hard enough)
→ Build on one another
→ Allow for immediate success
Setting Goals : Smaller is Better
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→ Step by step
→ Learn from mistakes
→ Reasonable, manageable, realistic (if work hard enough)
→ Build on one another
→ Allow for immediate success
→ Can be accomplished quickly
Setting Goals : Smaller is Better
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→ Step by step
→ Learn from mistakes
→ Reasonable, manageable, realistic (if work hard enough)
→ Build on one another
→ Allow for immediate success
→ Can be accomplished quickly
→ Rapid gain in confidence
Setting Goals : Smaller is Better
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↑ Academic performance
↑ Motivation
↑ Pride and satisfaction in performance
↑ Self-confidence / self-belief
Outcomes for Good Goal Setting
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Set standards
Measure achievement
Record progress
Trainee has a say in goal setting
Effective Goal Setting
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Expect faster progress in learning
skills and great interest in topic
Encourages trainee involvement
Must be specific, not general
Small Goals
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→ Express goals positively
Effective Goal Setting
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→ Express goals positively
→ Be accurate (eg. dates/times)
Effective Goal Setting
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→ Express goals positively
→ Be accurate (eg. dates/times)
→ Set priorities if several goals
Effective Goal Setting
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→ Express goals positively
→ Be accurate (eg. dates/times)
→ Set priorities if several goals
→ Write them down!
Effective Goal Setting
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→ Express goals positively
→ Be accurate (eg. dates/times)
→ Set priorities if several goals
→ Write them down!
→ Trainee must have control over goals set
Effective Goal Setting
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→ Express goals positively
→ Be accurate (eg. dates/times)
→ Set priorities if several goals
→ Write them down!
→ Trainee must have control over goals set
→ Measurable (adjust, analyse, etc)
Effective Goal Setting
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LEARNING OBJECTIVES AND OUTCOMES
Learning objectives
Curriculum based
Should/could/must
Learning outcomes
Trainee able to know/understand/
to do
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Educational environment needs to reflect trainees’
Needs
Capabilities
Preferred ‘learning styles’
Differentiation
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Use variety of teaching approaches
Accommodate different abilities and learning preferences
Differentiation
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Grouping with specific trainee/consultant
Teach and practice cycles
Variation of resources available
Questioning
Styles of presentation
Examples of Differentiation
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Objective Setting The Trainee Perspective
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15 Educational Supervisors and 23 Trainees
Asked to state if their Learning or Training Agreements included (Standard: 100% compliance):
Training objectives for the acquisition of skills
Training objectives for the acquisition of knowledge
How the training placement will help achieve these objectives
Formal training required
Trainee and Supervisor responsibilities
Objective setting: Results from Audit of Trainees and Supervisors
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0
10
20
30
40
50
60
70
80
90
100
Trainingobjectives for the
acquisition ofskills
Trainingobjectives for the
acquisition ofknowledge
How the trainingplacement willhelp achieve
these objectives
Any formaltraining required
Responsibilitiesof the trainee
Responsibilitiesof the trainer
Learning/Training Agreement
Supervisors
Trainees
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“Lack of awareness of trainee needs”
“It is true that we set our objectives at the beginning of the rotation and there were
some specific areas that I needed to concentrate on. Unfortunately, I don't think my supervisor remembers those
and encouragement and supervision to develop in those areas have been
minimal” “THERE WAS NO SIGNED DOCUMENT
BUT I MET WITH TRIANEES AND DISCUSSED THE CURRICLUM ,
LEARNING OBJECTIVES AND GAVE THEM A PLAN HOW THESE CAN BE
ACHIEVED” “The main obstacle to supervising the educational process is the fact that the curriculum changes so frequently it can
be difficult to keep up with their changing educational needs”
Some conflict over assumed and prejudiced ideas of stage of training and what a trainees ability should be at each stage. i.e. "I didn't realise you were only
ST2." "Another trainee at your stage was doing this much, you should work harder."
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Scenario 1:
ST 1 Trainee, no prior experience in your specialty
It is your first meeting with the trainee
Scenario 1:
Final Year Trainee, post-FRCPath
It is your initial meeting with the trainee
SCENARIOS TO DISCUSS
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What is your approach to setting learning objectives?
What resources will you use to guide you and the trainee?
What language will you use?
How will your record the objectives?
How will you monitor progress?
How will you measure achievement?
Scenarios: Things to consider
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Driven by curriculum and formal examination (OSPE, Part 1)
Led predominantly by Educational Supervisor
Predominantly focus on knowledge and skills objectives
Language: describe/explain/demonstrate
Likely to need regular supervision to ensure objectives remain relevant and achievable and to monitor progress
SCENARIO 1: ST1
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Driven by curricula and trainee interests, career aspirations etc
Led predominantly by the trainee
Predominantly skills and attitudinal objectives
Language: Competence/behaviour/applies/evaluates
Trainee likely to have more autonomy over setting learning objectives and achieving objectives
SCENARIO 2
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When setting objectives be SMART!
Specific
Measurable
Achievable
Relevant
Time-bound
SUMMARY