Medical and dental clinical training involve learning of a sequential set of behaviors leading to a specified terminal behavior which must be performed according to certain criteria. Because of the multiplicity of behaviors and criteria involved in learning to perform the target behaviors as a coordinated whole, the traditional format of stating an objective in which a single behavior is related to a single criterion may not be appropriate. One new model for developing objectives that are compatible with the types of learning involved is the criterion and task analysis model. This consists of a set of performance criteria, a sequential list of actions, and a list of evaluation criteria. The list is generated through thoughtful self-analysis on the part of the instructor, who is an experienced clinician. When tested, student performance using the new model resulted in higher scores than were produced using the older one. (BN)