Hello again, and welcome back to our series on syllabus compliance under the ARC-PA Sixth Edition Standards.

Last week, we discussed how syllabi have taken on a new role in accreditation review. Rather than functioning as static course documents, syllabi now serve as living evidence demonstrating how programs deliver, assess, and continuously evaluate student learning. That shift alone explains why many programs are taking a closer look at materials that may not have changed significantly in years.

We concluded our discussion last week by looking at B1.03’s substandards (a) through (d) and their relative ease of compliance. This week, we turn to the portion of that same Standard that generates the most questions for programs: substandards (e) through (i).

Let’s look at the last five substandards and discuss what they require.

B1.03 (e) - Learning Outcomes

ARC-PA defines Learning Outcomes as: “The medical knowledge, interpersonal, clinical and technical skills, professional behaviors, clinical reasoning, and problem-solving abilities that have been attained by the student after a curricular component, course or program.”

These are overarching, measurable outcomes we want the student to achieve by the end of the module or the course.

A useful learning outcome should:

1. Include what you want the student to demonstrate at the end of this course of study.

2. Include a specific verb, an observable action. Namely, something that can be documented.

3. State the desired level of performance.

Learning Outcomes are high-level statements describing what students will achieve at the end of a course. They create a path to acquire program competencies.

Finally, all learning outcomes must be assessed to demonstrate that each student has achieved them. Tie every learning outcome to its assessment; that is, how will it be measured?

B1.03 (f) - Instructional Objectives

Instructional objectives are statements that describe observable actions or behaviors the student will demonstrate after completing a unit of instruction. They are designed to guide students in their studies and activities, and may also aid faculty in developing appropriate educational experiences.

These are specific, observable actions or behaviors that students will demonstrate after a unit of instruction. Essentially, instructional objectives are roadmaps that help students understand the steps required to demonstrate a learning outcome.

Instructional objectives do not have to be individually assessed.

Here is an example of a learning outcome and its instructional objectives.

Learning Outcome Example

A. When presented with a patient with chest pain, the student will be able to perform an appropriate cardiac examination on a simulated patient.

Instructional Objective Examples

The student will be able to:

1. Distinguish between the different auscultation points in the cardiac exam.

2. Differentiate between cardiac and non-cardiac types of chest pain.

3. Demonstrate a problem-based cardiac examination.

Keeping it simple

Instructional objectives should be:

• A complete statement that is clearly written and understandable to the learner.

• Specific to the expected learning outcome.

• Linked directly to assessment

• Developed using a method of appropriate higher-order thinking (e.g., revised Bloom’s)

• Observable and measurable by the faculty

• Achievable by the student

• Guiding student acquisition of knowledge or skills

• A single action. Don’t use multi-part or complex objectives; don’t use and/or, and don’t use lists!

MEASURABLE VERBS are preferred! If you are using legacy syllabi that have been around for many years, this is a good time to check them and see if updates are needed in verb usage. (Use action verbs: identify, list, perform, analyze, compare, critique, manage, design, and avoid abstract verbs like understand, know, learn, appreciate, and familiarize. If it can’t be observed, don’t use the verb!)

B1.03 (g) Topic List

The Topic List is an outline of topics to be covered, which align with the learning outcomes and instructional objectives.

• Can be attached as an appendix or link

• Must align with learning outcomes and instructional objectives.

• Must include major topics the course will cover

• Avoid saying anything that implies “this is not an all-inclusive list.” ARC-PA won’t accept that as compliance!

B1.03 (h) - Student Assessment

The syllabus must include a description of student assessment and evaluation. Remember, it is insufficient to say, “There will be a test,” or “An assignment will be given.” The assessment description allows the reviewer to determine how it aligns with the instructional content. The description also enables the reader to understand what is expected of them.

Finally, this should be more than a listing of assessments. You should include a detailed description.

B1.03 (i) - Plan for Grading

A detailed grading plan should be provided, including the points or percentages assigned to each item. Students need to know how the final course grade is calculated.

If a numeric final course score is converted to a letter grade, provide the conversion table.

The plan for grading must match descriptions in the Assessment section (h).

Looking Ahead

Next time, we’ll move from understanding expectations to discussing implementation: how programs operationalize syllabus compliance across multiple courses, instructors, and review processes while maintaining consistency over time.

My thanks again to Dr. Tina Butler and Dr. Jennifer Eames for sharing their expertise. Their practical guidance continues to help programs approach accreditation requirements with clarity and confidence.

Please join us next week as we continue the series.