Module GLP-41 · Version 1.0
Writing Objectives and Building an Instructional Unit
Repair a misaligned point-of-care glucose meter training plan by defining one observable capability, writing measurable objectives, and sequencing evidence, instruction, practice, and feedback.
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Who this module is for
Laboratory educators, trainers, technical supervisors, and experienced bench staff building a short unit for one laboratory capability.
Learning objectives
- Define the primary learner, prerequisite, scope, and one observable bench capability for a short laboratory unit.
- Write no more than three measurable objectives that state an observable action, conditions, and expected performance.
- Align an opening problem, instruction, worked example, practice, feedback, and assessment to one bounded laboratory decision.
How completion works
Mark every required section done and answer every knowledge check in those sections correctly. The final save completes the module automatically.
Sources
10 sources
1. Clinical and Laboratory Standards Institute. QMS03, Training and Competence Assessment, 4th edition (published December 2016, reaffirmed January 2021).
Source note · consensus standard
2. Code of Federal Regulations, Title 42, Part 493, Section 493.1451, Standard: Technical supervisor responsibilities (current eCFR text).
Source note · federal regulation
3. Centers for Medicare & Medicaid Services. CLIA Brochure #10, Assessing Personnel Competency.
Source note · federal regulation
4. College of American Pathologists. Laboratory General Checklist, GEN.55510 Competency Assessment - Assessor Qualifications (Phase II). CAP Accreditation Program, 12.09.2025 edition.
Source note · accreditation standard
5. College of American Pathologists. Laboratory General Checklist, GEN.55500 Competency Assessment Elements - Nonwaived Testing (Phase II). CAP Accreditation Program, 12.09.2025 edition.
Source note · accreditation standard
6. Anderson, L.W. and Krathwohl, D.R. (eds.), A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives (2001), as summarized in UC Davis Program Learning Outcomes Assessment guidance.
Source note · professional society guidance
7. Centers for Disease Control and Prevention. Training Development: Design Training, Learning Objectives (Bloom's taxonomy, ABCD method, SMART criteria).
Source note · professional society guidance
8. American Society for Clinical Laboratory Science. P.A.C.E. Provider Manual, current revision (March 2026).
Source note · professional society guidance
9. Sweller, J. Cognitive Load During Problem Solving: Effects on Learning, Cognitive Science 12(2), 1988; and subsequent worked-example literature.
Source note · peer-reviewed literature
10. Wiggins, G. and McTighe, J. Understanding by Design, ASCD, as summarized in the ASCD study and implementation guide.
Source note · professional society guidance