Application of the Rapid Prototyping Instructional Systems Design in Meridianology Laboratory

Abstract

Objectives : Instructional design is the systematic approach to the Analysis, Design, Development, Implementation, and Evaluation of learning materials and activities. We aimed to apply the rapid prototyping to instructional systems design (RPISD) in meridianology laboratory, a subject in which students train acupuncture to develop lesson plan. Methods : The needs of the stakeholders including client, subject matter expert and students were analyzed using the performance needs analysis model. Task analysis was implemented by observation and interview. First prototype was drafted and implemented in meridianology laboratory class once. The second prototype was modified from the first, by usability evaluation of the stakeholders. Results : The client requested an electronically documented manual to improve the quality of acupuncture training. The learner requested an extension of practice time and detailed practice guidelines. The main problems of students' performance were some cases of violation of clean needle technique, the lack of communication between the operator and recipient in direct, and lack of confidence in their own performance. Stakeholders were generally satisfied with the proposed first prototype. Second prototype of lesson plan was produced by modifying some contents. Conclusions : A lesson plan was developed by applying the systematic RPISD model. It is expected that the developed instructional design may contribute to the quality improvement of meridianology laboratory education.

Implementation and evaluation of acupuncture training program using a rapid prototyping instructional systems design model: A mixed-methods study for effectiveness evaluation

“…The RPISD model consists of analysis, design, and usability testing of early prototypes, development, implementation, and evaluation, with several overlapping phases [8]. We have reported this process of the early prototype [9] and materials development [10] in our previous studies. The present study summarizes the previously reported analysis, design, and development process and details the implementation and evaluation results of the program.…”

“…After class, usability testing was conducted by interviewing the client, students, and subject matter experts. Based on the usability testing, a second prototype was developed and presented [9]. Peer roleplay, George's Five Methods for Teaching Clinical Skills [12], and the Objective Structured Clinical Examination (OSCE) were included as instructional strategies.…”

Designing Online Public Education Contents in Korean Medicine Using the Rapid-Prototyping Instructional Systems Design Model

“…Stakeholders in Systematic Instructional DesignThe instructional designer constructively reflected the opinions of the client, subject matter expert(SME), and user in the design process. (Modified this figure from the works of Cho E.B., Kim J.H., Hong J.S 16…”