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Purpose <p>Learning objectives are written statements that contextualize educational activities, set expectations of learning tasks, and focus the learning experience for educators and learners. This study evaluated the adherence of learning objectives in continuing medical education (CME) activities to ACCME learning objective guidelines at Plastic Surgery The Meeting (PSTM).</p> Methods <p>This was a cross-sectional study of learning objectives in CME programming sessions at PSTM 2023 and 2024. Learning objectives were assessed by the SMART framework and Bloom’s Taxonomy. Programming sessions with missing or incomplete learning objectives were excluded.</p> Results <p>193 CME sessions were included in the study, corresponding to 510 learning objectives. Comparison of SMART criteria showed that learning objectives were Attainable, Relevant, and Time-Bound, but not Measurable (20.4%) or Specific (54.5%). Learning objectives tended to include learning goals in Bloom’s Taxonomy levels 1 (Remember, 37.3%) and 2 (Understand, 40.0%). 92 learning objectives (18.0%) used discordant verbs, with the most common being the use of verbs from the “Understand” category for learning goals in the “Remember” category (<i>n</i> = 32, 34.8%). The mean Bloom’s Taxonomy level of learning objectives was 2.02/6. The distributions of Bloom’s Taxonomy levels (<i>p</i> &lt; 0.001), Specific learning objectives (<i>p</i> &lt; 0.001) and Measurable learning objectives (<i>p</i> = 0.004) significantly differed by program track.</p> Conclusions <p>To allow for effective implementation into clinical practice, CME activities in plastic surgery should include well-written learning objectives that appropriately align with the complexity and purpose of each activity. Effective learning objectives should align verbs with their intended learning levels and include specific, measurable outcomes.</p>

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Analysis of learning objective quality in national plastic surgery meeting continuing medical education programming sessions

  • 期刊论文

  • 发表日期：

    2026年5月29日

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  • Joey Liang,
  • Tara Pillai,
  • Gabriel Yapuncich,
  • Liban Mohamed,
  • Natalie Hibshman,
  • Ash Patel

摘要

Purpose

Learning objectives are written statements that contextualize educational activities, set expectations of learning tasks, and focus the learning experience for educators and learners. This study evaluated the adherence of learning objectives in continuing medical education (CME) activities to ACCME learning objective guidelines at Plastic Surgery The Meeting (PSTM).

Methods

This was a cross-sectional study of learning objectives in CME programming sessions at PSTM 2023 and 2024. Learning objectives were assessed by the SMART framework and Bloom’s Taxonomy. Programming sessions with missing or incomplete learning objectives were excluded.

Results

193 CME sessions were included in the study, corresponding to 510 learning objectives. Comparison of SMART criteria showed that learning objectives were Attainable, Relevant, and Time-Bound, but not Measurable (20.4%) or Specific (54.5%). Learning objectives tended to include learning goals in Bloom’s Taxonomy levels 1 (Remember, 37.3%) and 2 (Understand, 40.0%). 92 learning objectives (18.0%) used discordant verbs, with the most common being the use of verbs from the “Understand” category for learning goals in the “Remember” category (n = 32, 34.8%). The mean Bloom’s Taxonomy level of learning objectives was 2.02/6. The distributions of Bloom’s Taxonomy levels (p < 0.001), Specific learning objectives (p < 0.001) and Measurable learning objectives (p = 0.004) significantly differed by program track.

Conclusions

To allow for effective implementation into clinical practice, CME activities in plastic surgery should include well-written learning objectives that appropriately align with the complexity and purpose of each activity. Effective learning objectives should align verbs with their intended learning levels and include specific, measurable outcomes.