Using Gagne’s 9 Events of Instruction to Enhance Student Performance and Course Evaluations in Undergraduate Nursing Course

Miner, Amy Baird; Mallow, Jennifer; Theeke, Laurie A.; Barnes, Emily

doi:10.1097/nne.0000000000000138

Cited by 33 publications

(22 citation statements)

References 9 publications

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“…The reading habits of students improved significantly following their participation in the activity due to the increase in depth and content of the questions posed by the students during discussion. This observation is in line with the findings of Miner et al [ 35 ].…”

Section: Resultssupporting

confidence: 94%

Confronting the Challenges of Anatomy Education in a Competency-Based Medical Curriculum During Normal and Unprecedented Times (COVID-19 Pandemic): Pedagogical Framework Development and Implementation

Naidoo¹,

Akhras²,

Banerjee³

2020

JMIR Med Educ

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Background Anatomy is considered to be one of the keystones of undergraduate medical education. However, recently, there has been drastic reduction, both in gross anatomy teaching hours and its context. Additionally, a decrease in the number of trained anatomists and an increase in the costs associated with procuring human cadavers have been noted, causing a diminution of cadaveric dissections in anatomy education. Objective To address these challenges, there is an ardent need for a pedagogical framework such that anatomy education can be disseminated through active learning principles, within a fixed time frame, using a small team of anatomists and a small number of cadaveric specimens (for live on-site sessions) as well as collaborative learning principles. The latter is particularly important when anatomy education is delivered through distance learning, as is the case currently during the COVID-19 pandemic. Methods Here, we have blueprinted a pedagogical framework blending the instructional design models of Gagne’s 9 events of instruction with Peyton’s 4-step approach. The framework’s applicability was validated through the delivery of anatomical concepts, using an exemplar from the structure-function course Head and Neck during the normal and COVID-19–mandated lockdown periods, employing the archetype of Frey syndrome. Preliminary evaluation of the framework was pursued using student feedback and end-of-course feedback responses. The efficiency of the framework in knowledge transfer was also appraised. Results The blueprinted instructional plan designed to implement the pedagogical framework was successfully executed in the dissemination of anatomy education, employing a limited number of cadaveric specimens (during normal times) and a social media application (SMA)–integrated “interactome” strategy (during the COVID-19 lockdown). Students’ response to the framework was positive. However, reluctance was expressed by a majority of the faculty in adopting the framework for anatomy education. To address this aspect, a strategy has been designed using Mento’s 12-step change management model. The long-term benefits for any medical school to adopt the blended pedagogical framework have also been explicated by applying Bourdieu’s Theory of Practice. Additionally, through the design of an SMA interactome model, the framework’s applicability to the delivery of anatomy education and content during the ongoing COVID-19 pandemic was realized. Conclusions In conclusion, the study effectively tackles some of the contemporary key challenges associated with the delivery of anatomy content in medical education during normal and unprecedented times.

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Section: Resultssupporting

confidence: 94%

Confronting the Challenges of Anatomy Education in a Competency-Based Medical Curriculum During Normal and Unprecedented Times (COVID-19 Pandemic): Pedagogical Framework Development and Implementation

Naidoo¹,

Akhras²,

Banerjee³

2020

JMIR Med Educ

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“…In many studies in which the teaching activities model by Gagne was examined in comparative groups, the results that the success in the experimental groups for whom the courses were designed and applied by using the teaching activities model by Gagne was higher than the success in the control groups (Karabagshiew, 2003;Menzi, 2012;Miner et al, 2015;Özkök, 2010;Sünbül et al, 2002;Şengül Bircan, 2013;Ullah et al, 2015;) supports the result of this study. Another result of the study is that it was found that the mean of final attitude scores of the experimental group students towards the course did not show a statistically significant difference from the final attitude scores of the control group students in the teaching software prepared according to the teaching activities model by Gagne, but the arithmetic mean was higher.…”

Section: Discussionsupporting

confidence: 80%

Effects of Teaching Software Prepared According to Teaching Activities Model on Social Studies Course by Gagne

Taşkiran

Çakmak

2021

Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi

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Bu çalışmada, Gagne'nin öğretim etkinlikleri modeline göre hazırlanan öğretim yazılımının sosyal bilgiler dersinde öğrencilerin akademik başarı ve tutumlarına etkisi incelenmiştir. Araştırmada ön test -son test kontrol gruplu yarı deneysel desen kullanılmıştır. Çalışma 2015-2016 eğitim öğretim yılının bahar yarıyılında Elazığ ili merkez ilçesi bağlı bir ortaokulda öğrenim gören yedinci sınıflar üzerinde yürütülmüştür. Araştırmada veri toplama aracı olarak "yaşayan demokrasi" ünitesi ile ilgili başarı testi ile sosyal bilgiler dersine yönelik tutum ölçeği kullanılmıştır. Araştırmada, deney grubundaki öğrencilere; yaşayan demokrasi ünitesindeki içerik Gagne'nin öğretim etkinlikleri modeline göre hazırlanan öğretim yazılımı ile kontrol grubundaki öğrencilere ise aynı ünite yapılandırıcı yaklaşıma uygun öğretim yöntemi ile işlenmiştir. Araştırmadan elde edilen verilerin analizinde MANCOVA uygulanmıştır. Araştırma sonucunda tutum toplam puanlarında istatistiksel olarak anlamlı bir fark görülmezken, başarı testine göre Gagne'nin öğretim etkinlikleri modeline göre hazırlanan öğretim yazılımının kullanıldığı deney grubu ile mevcut öğretim yönteminin kullanıldığı kontrol grubu arasında istatistiksel olarak anlamlı farklılıkların olduğu görülmüştür. Bu sonuç Gagne'nin öğretim etkinlikleri modeline göre hazırlanan öğretim yazılımının deney grubunda başarıyı artırdığını göstermektedir. Gagne'nin öğretim etkinlikleri modeline göre hazırlanan öğretim yazılımı, sosyal bilgiler dersi yaşayan demokrasi ünitesinde öğrenci başarısının artmasına katkı sağlarken öğrencilerin derse olan tutumlarında istatistiksel olarak herhangi bir etki oluşturmamıştır.

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“…The Gagne’s instructional model is a systematic approach to learning and its usefulness has been advocated in medical and nursing education. 2 , 22 Using the Gagne’s nine events of instruction, it caters to the different learning styles of learners and facilitates the learning processes of learners. To maximize its usefulness, the lesson plan can be contextualized to the other topics of phlebotomy like venipuncture and capillary puncture.…”

Section: Discussionmentioning

confidence: 99%

Using Gagne’s instructional model in phlebotomy education

Woo

2016

AMEP

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As the role of a phlebotomist in a clinical setting involves patient interactions, correct patient identification, and blood specimen accessioning, it is essential that the phlebotomy education pay attention to these procedural tasks to inculcate a culture of patient safety. Using the Gagne’s nine events of instruction as the basis of teaching model, this paper describes the lesson plan for teaching the topic of patient approach to a group of phlebotomy students without prior clinical experience.

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Using Gagne’s 9 Events of Instruction to Enhance Student Performance and Course Evaluations in Undergraduate Nursing Course

Cited by 33 publications

References 9 publications

Confronting the Challenges of Anatomy Education in a Competency-Based Medical Curriculum During Normal and Unprecedented Times (COVID-19 Pandemic): Pedagogical Framework Development and Implementation

Confronting the Challenges of Anatomy Education in a Competency-Based Medical Curriculum During Normal and Unprecedented Times (COVID-19 Pandemic): Pedagogical Framework Development and Implementation

Effects of Teaching Software Prepared According to Teaching Activities Model on Social Studies Course by Gagne

Using Gagne’s instructional model in phlebotomy education

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Using Gagne’s 9 Events of Instruction to Enhance Student Performance and Course Evaluations in Undergraduate Nursing Course

Cited by 33 publications

References 9 publications

Confronting the Challenges of Anatomy Education in a Competency-Based Medical Curriculum During Normal and Unprecedented Times (COVID-19 Pandemic): Pedagogical Framework Development and Implementation

Confronting the Challenges of Anatomy Education in a Competency-Based Medical Curriculum During Normal and Unprecedented Times (COVID-19 Pandemic): Pedagogical Framework Development and Implementation

Effects of Teaching Software Prepared According to Teaching Activities Model on Social Studies Course by Gagne

Using Gagne&rsquo;s instructional model in phlebotomy education

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Product

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Using Gagne’s instructional model in phlebotomy education