I share the same concern and I too spend much time on matching learning objectives to teaching strategies to assessment. I find people really struggle with writing affective objectives and measuring them, and sometimes these can be helpful in the less "concrete" approaches to learning. As well, objectives and assessments that focus on process rather than product can be helpful.
Because medicine is very behaviour/memory based, objectives are a key concept that turns a light on for my instructors. When they see how all their teaching decisions are grounded in having the right objectives, assessment and learning activities flow from that. I use a derivative of Andrew Church to help with that flow http://medicaleducation.wetpaint.com/page/Assessment.