A 9-Step Theory- and Evidence-Based Postgraduate Medical Digital Education Development Model: Empirical Development and Validation

Abstract

BackgroundDigital education tools (e-learning, technology-enhanced learning) can be defined as any educational intervention that is electronically mediated. Decveloping and applying such tools and interventions for postgraduate medical professionals who work and learn after graduation can be called postgraduate medical digital education (PGMDE), which is increasingly being used and evaluated. However, evaluation has focused mainly on reaching the learning goals and little on the design. Design models for digital education (instructional design models) help educators create a digital education curriculum, but none have been aimed at PGMDE. Studies show the need for efficient, motivating, useful, and satisfactory digital education.ObjectiveOur objective was (1) to create an empirical instructional design model for PGMDE founded in evidence and theory, with postgraduate medical professionals who work and learn after graduation as the target audience, and (2) to compare our model with existing models used to evaluate and create PGMDE.MethodsPreviously we performed an integrative literature review, focus group discussions, and a Delphi procedure to determine which building blocks for such a model would be relevant according to experts and users. This resulted in 37 relevant items. We then used those 37 items and arranged them into chronological steps. After we created the initial 9-step plan, we compared these steps with other models reported in the literature.ResultsThe final 9 steps were (1) describe who, why, what, (2) select educational strategies, (3) translate to the real world, (4) choose the technology, (5) complete the team, (6) plan the budget, (7) plan the timing and timeline, (8) implement the project, and (9) evaluate continuously. On comparing this 9-step model with other models, we found that no other was as complete, nor were any of the other models aimed at PGMDE.ConclusionsOur 9-step model is the first, to our knowledge, to be based on evidence and theory building blocks aimed at PGMDE. We have described a complete set of evidence-based steps, expanding a 3-domain model (motivate, learn, and apply) to an instructional design model that can help every educator in creating efficient, motivating, useful, and satisfactory PGMDE. Although certain steps are more robust and have a deeper theoretical background in current research (such as education), others (such as budget) have been barely touched upon and should be investigated more thoroughly in order that proper guidelines may also be provided for them.

How to design effective educational videos for teaching evidence-based medicine to undergraduate learners – systematic review with complementing qualitative research to develop a practicable guide

“…Furthermore, research by de Leeuw et al describes a model for designing postgraduate digital education, mentioning important points for creating, maintaining, and evaluating eLearning offerings on a conceptual level; however, no concrete advice is given on how to design the educational intervention itself [ 48 ].…”

‘Learning from home’: role of e-learning methodologies and tools during novel coronavirus pandemic outbreak

“…Other model approaches include the ASSURE model (Analyse the learner, State objectives, Select media and materials, Use media and materials, Require learner participation and Evaluate), Gangne’s 9 event model (gaining learners attention, informing the objectives to learners, stimulating recall of prior knowledge, presenting the content, learning guidance, eliciting performance, providing feedback, assessing performance, enhancing retention and transfer); Merrill’s model (five principles: task-centred, activation, demonstration, application and integration) and Kemp model (identify needs and specify goals, learner characteristics, identify subject content, state objectives to learner, sequencing, design instructional strategy, plan, develop evaluation instrument, select resources to support instruction). 51…”

Development of a National Caregiver Health Survey for Hematopoietic Stem Cell Transplant: Qualitative Study of Cognitive Interviews and Verbal Probing

“…Conducting cognitive interviews and using techniques such as think-aloud can help us to learn how participants interpret questionnaire items in their own words, thereby facilitating the development of an instrument that is discriminating, reliable, and valid. de Leeuw et al conducted 2 recent studies [56,57] using a rigorous methodological process that included cognitive interviews in the development of an instructional design evaluation survey. Our findings herein support the use of such rigorous processes in developing surveys that verify how participants are interpreting survey items and whether the survey format and response sets are understandable.…”