Research on instructional design in the health sciences: from taxonomies of learning to whole‐task models

Merriënboer, Jeroen J. G. van; Dolmans, Diana

doi:10.1002/9781118838983.ch17

Cited by 11 publications

(14 citation statements)

References 32 publications

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“…One hundred and fifty third-year medical students participated in the project after informed consent. A comprehensive course on EBM training was developed based on the ADDIE model [ 5 ] to cover eight weeks using five modules namely the principles and steps of EBM, framing foreground questions, effective literature search, critical appraisal of evidence and applying evidence to patients. While principles and steps of EBM were primarily didactic all other modules had hands-on elements with examples relevant to the phase of medical training of the students.…”

Section: Methodsmentioning

confidence: 99%

Simulated Randomized Controlled Trial to Learn Critical Appraisal (SiRCA): A Randomized Controlled Study of Effectiveness Among Undergraduate Medical Students

Basheer¹,

Iqbal²,

Stalin³

et al. 2021

Cureus

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Introduction: The ideal method to teach evidence-based medicine (EBM) to medical students is unclear. We determined the effectiveness of a simulated randomized controlled trial (RCT) in improving critical appraisal and EBM skills among medical students compared to traditional training. Methods: One hundred and eighteen medical students were randomized into two groups. Sixty-one students (immersion arm) were trained in critical appraisal using a simulated RCT aimed at determining efficacy of a "brainy pill" on ability to crack puzzles. Fifty-seven students (traditional group) were trained using a journal club with a checklist. Primary outcome of change in knowledge and skills of critical appraisal and EBM was determined by comparing scores on pre-and post-intervention Fresno tests.Results: Mean age of students was 21.76 (SD -0.78) years. Seventy (59.3%) were females and 48 (40.7%) males. Mean pre-test scores of traditional and immersion groups were 8.0 (SD -4.88) and 9.31 (SD -5.49) respectively and post-test scores were 50.2 (SD -16.2) and 68.12 (SD -14.72) respectively (post-intervention mean difference -17.92; 95% CI 12.26 -23.57; p<0.0000001). Odds of achieving 65% or more in postintervention Fresno test score was significantly higher in immersion group (29.8% vs 8.2%; OR 4.76; 95% CI 1.62-13.97; p = 0.001). Perceived competence regarding EBM skills improved significantly in immersion group.Conclusions: Simulated RCT is effective in imparting critical appraisal and EBM practice skills to medical students. Trainers should consider integrating and reinforcing this approach in EBM curriculum to make learning contextual and immersive.

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Section: Methodsmentioning

confidence: 99%

Simulated Randomized Controlled Trial to Learn Critical Appraisal (SiRCA): A Randomized Controlled Study of Effectiveness Among Undergraduate Medical Students

Basheer¹,

Iqbal²,

Stalin³

et al. 2021

Cureus

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“…More in-depth and granular cognitive task analyses will be necessary to fully leverage the potential of LMS-based learning support in clerkships. 37…”

Section: Edr Phase 2: Design and Constructionmentioning

confidence: 99%

Curriculum Development with the Implementation of an Open-Source Learning Management System for Training Early Clinical Students: An Educational Design Research Study

Pinilla

Cantisani

Klöppel

et al. 2021

AMEP

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Background: Learning management systems (LMSs) have not been explored from an educational design research (EDR) perspective for developing clinical curricula and supporting novice clinical students with self-regulated learning during their early clinical rotations. Methods: An EDR approach was used to inform a de novo implementation of an LMS during an early clinical rotation of medical students. The EDR consisted of three phases: analysis and exploration; design and construction; and evaluation and reflection. Process and evaluation data (including academic years 2018 and 2019) from two student cohorts (total n = 190, 107 without and 83 with LMS exposure) at one academic teaching hospital were analyzed. Results: Learning theories and concepts of self-regulated learning were used to develop and implement an LMS clerkship prototype. For design and construction, the maturing prototype design included flipped-classroom elements, in-class activation, voluntary digital selfassessments, and clinical teaching videos. For evaluation and reflection, global satisfaction improvement was significant (from 3.9 to 4.4 on a 5-point Likert scale, p < 0.05). There was a positive evaluation trend for all evaluation items related to learning climate, self-regulated learning, and perceived usefulness of the LMS prototype; however, these changes were not statistically significant. The teaching hospital also improved its ranking after the introduction of the LMS prototype. Nearly all students (94%) used the LMS material. The average number of times the LMS course was accessed per student was 70 (range: 7-172), and the average duration students spent online was 58 minutes (range: 9-165). Conclusion:Our data indicate that using an EDR approach was helpful for systematically introducing an LMS in a clerkship curriculum informed by learning theory. Our evidenceoriented curriculum reform was associated with higher student satisfaction and appeared to support self-regulated learning in the workplace. Further research should explore which elements of an LMS most effectively help to achieve educational outcomes.

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“…Researchers and theorists have made remarkable progress in identifying and characterising these complex cognitive processes. Some of them include identifying learners' difficulties in diverse contexts and proposing instructional design phases and associated learning activities (van Merriënboer & Dolmans, 2015). The driving force of this complex learning is authentic learning tasks with the integration of concepts and skills to facilitate the transfer of what has been learned to new and often unique tasks and problem situations (van Merriënboer, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Such authentic scientific practices are common in many STEM domains. To perform such scientific exercises, an undergraduate learner is required to perform a complex cognitive process of integrating domain concepts and skills, also known as complex learning (van Merriënboer & Dolmans, 2015). Besides this, he/she is also expected to transfer and apply this complex learning to a novel scenario.…”

Section: Introductionmentioning

confidence: 99%

Geneticus Investigatio: a technology-enhanced learning environment for scaffolding complex learning in genetics

Deep

Murthy

Bhat

2020

RPTEL

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Bioscientists such as geneticists and molecular biologists regularly demonstrate the integration of domain concepts and science inquiry practices/skills while explaining a natural phenomenon. The complexity of these concepts and skills becomes manifold at the tertiary undergraduate level and are known to be challenging for learners. They learn these in silos as part of theory classes, practical labs, and tutorial sessions while in an industry, they will be required to integrate and apply in a given authentic context. To support learners in this process, we have designed and developed Geneticus Investigatio (GI), a technology-enhanced learning (TEL) environment for scaffolding complex learning in the context of Mendelian genetics. GI facilitates this complex learning by the integration of domain concepts and science inquiry practices through inquiry-driven reflective learning experiences, which are interspersed with inquiry-based learning steps in an authentic context along with metacognitive reflection. In this paper, we present two cycles of iterative design, development, and evaluation of GI, based on the design-based research (DBR) approach. In the first DBR cycle, we identified the pedagogical design features and learning activities of GI based on an exploratory study with bio-science instructors for facilitating complex learning. We then report a pre-post classroom study (N = 37) in which we investigated the learning and perceptions of usability and usefulness of GI. The results indicate high learning gains after interacting with GI and learner perceptions that activities in GI help learn concepts and inquiry practices along with its integration. It is followed by the identification of interaction and other difficulties by the learner, which were triangulated with different data sources. It provided insights into the pedagogical and design changes required in GI. The revised version of GI was evaluated with a quasi-experimental classroom study (N = 121). The results indicate that the drawbacks of the previous version of GI were addressed. The main contributions of this research are a pedagogical design for facilitating complex learning and its implementation in the form of GI TEL environment.

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Research on instructional design in the health sciences: from taxonomies of learning to whole‐task models

Cited by 11 publications

References 32 publications

Simulated Randomized Controlled Trial to Learn Critical Appraisal (SiRCA): A Randomized Controlled Study of Effectiveness Among Undergraduate Medical Students

Simulated Randomized Controlled Trial to Learn Critical Appraisal (SiRCA): A Randomized Controlled Study of Effectiveness Among Undergraduate Medical Students

Curriculum Development with the Implementation of an Open-Source Learning Management System for Training Early Clinical Students: An Educational Design Research Study

Geneticus Investigatio: a technology-enhanced learning environment for scaffolding complex learning in genetics

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