How to Write Clinical Learning Objectives
Students are often confused when asked to write their own learning objectives. Here are
answers to some common questions that you may have.
Why do we need to write learning objectives if the course already has objectives?
Every student begins each quarter with different experiences, skills, and educational needs. In
addition, each quarter of NClin512 has course learning objectives which build on the previous
quarters and are based upon the ACNM’s “Core Competencies for Midwifery Practice”. By
writing individual objectives, each student is able to identify and focus on four or five areas that
will enhance your progress as a clinician.
Once I have picked an educational goal, how should I write it?
A well-written learning objective is clear to both student and preceptor. There are three
characteristics of a well-written learning objective:
1. Specific. A learning objective should focus on one particular skill, type of health
problem, or aspect of the management process.
2. Measurable. An objective usually becomes measurable by indicating how many
patients or visits must be completed in order to meet the objective.
3. Attainable. Is the goal reasonable for this clinical quarter? Independent
management is unreasonable for 1st quarter but expected by integration quarter. Is
the clinical experience available at this clinical site? For example, perimenopause
management experience may not be readily available at a given practice.
The following goal, as written by a student, is vague and global:
“Be able to complete a well-woman exam.”
When rewritten, it becomes specific, measurable, and attainable:
“Conduct a well-woman history and physical exam on at least 3 patients by the end of
the quarter.”
Other examples of well-written objectives include:
“Perform two IUD insertions with preceptor assistance.”
“Learn uses, side effects, and contraindications for at least 2 new medications per week
from my patient load.”
“Assess three patients with the complaint of vaginitis, including history, physical exam,
and wet prep. Develop a working diagnosis and plan before presenting to preceptor.”
How will learning objectives be used?
At the beginning of the clinical experience, the student and preceptor should review both that
quarter’s course objectives and the student’s specific learning objectives together. This will
facilitate communication about the student’s needs and desires for the quarter and help assure
satisfactory progress during the clinical rotation. By the end of the clinical rotation, you and your
preceptor will be able to unambiguously evaluate whether the goal has been met.
