Framing learning objectives through cocreation in medical education

Medical education prepares the undergraduate and postgraduate students with the desired knowledge, skills, and professional competencies required to meet the complex needs of patients and health systems. Learning objectives that are specifically framed act as a foundation stone in the structuring of medical curriculum and ensures that teaching–learning activities, assessments, and expected educational outcomes are in complete alignment. The available literature suggests the presence of different barriers-cum-challenges, especially in institutions that have carried out the task of cocreation of learning objectives within their settings. Acknowledging the need for training medical students for future clinical challenges, student engagement, and a wide range of benefits that can be derived through the co-creation of learning objectives, there is an urgent need to effectively address the identified barriers for improving the overall process. To conclude, cocreation of learning objectives can prepare medical students to the complex needs of the healthcare system. The need of the hour is to identify the potential barriers and then address them in a structured manner through sensitization of students, training of faculty, and extending institutional support. The following core competencies are addressed in this article: Medical Knowledge and Practice-Based Learning and Improvement.