You already know how to write learning objectives. You reference Bloom’s taxonomy. You understand Moore’s outcomes framework.

But here’s the real question:

When you write a learning objective, can you clearly identify the two to three specific clinical tasks that must happen for that objective to be achieved?

In this episode—based on a webinar I participated in with the Good CME Practice Group—we go deeper than frameworks. We unpack what actually sits underneath a learning objective and how that layer determines whether your CME changes practice… or simply delivers information.

1. Why learning objectives are signposts—not the design itself
2. How to break each objective into 2–3 concrete clinical tasks
3. The role of workflow, format, and audience context in determining granularity
4. How learning science (cognitive load, retrieval practice, feedback) strengthens action-focused design
5. Where CME programs most commonly lose alignment between need, content, assessment, and outcomes

If you can’t name the specific clinical actions required to meet an objective, the content won’t drive behavior change.

Design lives underneath the objective.

If this episode resonated, try this:

Take one learning objective from a current project and ask:

1. What are the two or three specific clinical actions underneath it?
2. Where do those actions appear in the content?
3. Where are they assessed?

That exercise alone will elevate your design work.

And if you want structured practice applying this level of thinking—with feedback, live coaching, and a community of CME professionals—explore WriteCME Pro.

This is where writers become design partners.

Good CME Practice Group

Mentioned in this episode:

Write Questions That Do Their Job: Pre/Post Questions for CME Tests and Outcomes Reporting

Join us for an applied practice lab on writing CME test questions for optimal outcomes. May 7-28. Grab your spot now.

Writing CME Test Questions: Practice Lab