TABLE 1 Example of a “Learning Outcomes” approach.
|General goals addressed||Specific learning objectives/outcomes||Types of assessments that measure objective||Activity that accomplishes that specific objective|
|Participants will be advocates for teaching responsible conduct of research and practice of science.||Develop a teaching module to illustrate the use of the concepts of responsible conduct of research.||Develop an assessment instrument that will demonstrate the student’s ability to use the concepts you have discussed to solve practical problems.
Use a historical case study to engage students and deepen their awareness of the various issues.
|Present your approach to your colleagues in the Institute and obtain their feedback.|
|Participants will have an awareness of hazards in the laboratory and know how to bring that awareness to others.
Be able to describe biosafety guidelines and standards of practice to prospective trainees
|Identify the difference between chemical and biological hazards.
Offer a problem and ask students to describe any obvious hazardous situations.
|Tested knowledge; pre- and post- assessment.
Expertise sharing (own experiences of best practice; own stories of not-so-best practices).
|Group activities, small group discussions, clicker questions.|
|Appreciate the ethical, legal, and social responsibilities of life scientists.||Indentify policies and guidelines and regulatory statements of both international and local bodies and critique the applicability of these statements.
Able to write standards of practice for their own institution, department, or laboratory.
|Convey these policies to the workers/students in their native language.
Critique and discuss how these apply to participants’ own experience, laboratory, institution, or country.
|Locate and read/discuss these guidelines with the group.
Discuss cases from historical examples (e.g., Thomas Butler).
Discuss case studies specific to the group itself, e.g., based on personal experience.