Now ask your self the question: What do I need to do to demonstrate that
I have achieved the learning objective I have specified? The table below
shows the three types of learning, levels and verbs, which have been found
useful in descriptions of objectives.
Domain |
Level |
Verbs |
Examples |
Cognitive |
Knowledge: Recall of previously learned information |
Define, repeat, list, record, identify, recall, name, describe, diagram, draw |
Identify the possible treatment options for patients who are dentophobic.
Define the role of the dentist in the health care team. |
Understanding: Understanding concepts, explaining and discussing in own words |
Restate, discuss, explain, report, review, teach |
Discuss the importance of the role of life-long learning in the dental profession.
Discuss ethical principles in dental care.
Explain the used of dental screening and preventive care as part of an integrated primary care system |
Analysis: Understanding content and structure to be able to break something into constituent parts |
Distinguish, analyze, differentiate, compare, contrast, calculate, predict, criticize, debate, solve, examine, give examples |
Compare and contrast current methods of oral disease prevention. |
Application: Ability to use previously learned material in new, concrete situations |
Translate, interpret, apply employ, use, illustrate, employ, dramatize, predict, makes inferencesappropriately, recognize new instances, administer |
Recognize the effects of mental illness on the patient's ability to take medications as prescribed |
Synthesis: Creatively put information together to form a new diagnosis or treatment plan |
Compose, plan, propose, design, formulate, arrange, assemble, prepare, construct, create, set up organize, arrange. |
Propose a possible intervention to help patients adhere to medication regimens |
Evaluation: Use all skills previously learned to judge the value of something |
Estimate, measure, assess, rate, revise, critique. |
Assess the benefit of using information technology resources in contemporary dental care. |
Affective/Attitude |
Receiving: Awareness, willingness to hear, selected attention. |
Attend to, be alert, be aware, be conscious, be sensitive, listen, observe, prefer, remember |
Be sensitive to the patient's financial situations when creating a treatment plan. |
Responding: Active participation on the part of the learners. |
Assume, comply, consider, contribute, cooperate, display, engage, enrich, exhibit, explore, extend, look, obey, participate, perform, practice, respond, and volunteer |
Volunteer to attend community based health fairs. Participate in health center outreach programs. |
Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior. |
Accept, assume, be loyal to, continue to desire, devote, enable, examine, feel, influence, initiate, grow, and participate |
Assume a nonjudgmental approach to care. |
Organization: Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. |
Crystallize, form judgment, judge, regulate, relate, and weight |
Judge the appropriateness of using implantology techniques to critically ill patients. |
Psychomotor |
Observation |
Find, locate, observe, recognize, and sort |
Find information in data bases |
Imitation |
Build, construct, demonstrate, draw, express, measure, mend, operate, perform, play, run, complete and use |
Perform a systematic oral examination.Complete a Denture Record Chart in a comprehensive and accurate manner.
Use laminates. |
Practice |
Repair, restore, replace, write, extract |
Restore amalgams.
Extract teeth. |
Adaptation |
Adapt, administer, make, construct, create, manipulate, plan, produce, promote, and regulate |
Administer local anesthesia. |