Read by QxMD icon Read

Instructional Design

shared collection
27 papers 0 to 25 followers I attempt to locate articles in the medical literature that might help me as an instructional designer in the college of medicine at UIC to better guide our educational program through sound evidence-based research.
By Max Anderson I am an Instructional Designer in Undergraduate Medical Education at UIC College of Medicine.
Xiao-Feng Xu, Yan Wang, Yan-Yan Wang, Ming Song, Wen-Gang Xiao, Yun Bai
BACKGROUND: Genetic diseases represent a significant public health challenge in China that will need to be addressed by a correspondingly large number of professional genetic counselors. However, neither an official training program for genetic counseling, nor formal board certification, was available in China before 2015. In 2009, a genetic counseling training program based on role-playing was implemented as a pilot study at the Third Military Medical University to train third-year medical students...
September 2, 2016: BMC Medical Education
James D Pickering, Viktoria C T Joynes
BACKGROUND: The use of technology within education has now crossed the Rubicon; student expectations, the increasing availability of both hardware and software and the push to fully blended learning environments mean that educational institutions cannot afford to turn their backs on technology-enhanced learning (TEL). The ability to meaningfully evaluate the impact of TEL resources nevertheless remains problematic. AIMS: This paper aims to establish a robust means of evaluating individual resources and meaningfully measure their impact upon learning within the context of the program in which they are used...
December 2016: Medical Teacher
Ciara Luscombe, Julia Montgomery
BACKGROUND: Lectures continue to be an efficient and standardised way to deliver information to large groups of students. It has been well documented that students prefer interactive lectures, based on active learning principles, to didactic teaching in the large group setting. Despite this, it is often the case than many students do not engage with active learning tasks and attempts at interaction. By exploring student experiences, expectations and how they use lectures in their learning we will provide recommendations for faculty to support student learning both in the lecture theatre and during personal study time...
July 19, 2016: BMC Medical Education
Poh Sun Goh, John Sandars
No abstract text is available yet for this article.
August 2016: Medical Teacher
Yvonne Steinert, Karen Mann, Brownell Anderson, Bonnie Maureen Barnett, Angel Centeno, Laura Naismith, David Prideaux, John Spencer, Ellen Tullo, Thomas Viggiano, Helena Ward, Diana Dolmans
BACKGROUND: This review, which focused on faculty development initiatives designed to improve teaching effectiveness, synthesized findings related to intervention types, study characteristics, individual and organizational outcomes, key features, and community building. METHODS: This review included 111 studies (between 2002 and 2012) that met the review criteria. FINDINGS: Overall satisfaction with faculty development programs was high. Participants reported increased confidence, enthusiasm, and awareness of effective educational practices...
August 2016: Medical Teacher
Mohammad Rayyan, Marwa Elagra, Nida Alfataftah, Amirah Alammar
BACKGROUND: Over the past few decades, instructional videos have been incorporated as important tools in the dental classroom setting. This study aimed to investigate the acceptability of video demonstrations in comparison with live broadcasting and with the traditional face-to-face demonstrations in preclinical fixed prosthodontic classes. METHODS: A group of dental students who have been exposed to three different methods of delivering practical demonstrations - face-to-face demonstrations, live broadcasting and recorded instructional videos - were included in the study...
August 2017: Clinical Teacher
David A Cook, Georges Bordage
The authors share 12 practical tips on creating effective titles and abstracts for a journal publication or conference presentation. When crafting a title authors should: (1) start thinking of the title from the start; (2) brainstorm many key words, create permutations, and ask others for input; (3) strive for an informative and indicative title; (4) start the title with the most important words; and (5) wait to finalize the title until the very end. When writing the abstract, authors should: (6) wait until the end to write the abstract; (7) copy and paste from main text as the starting point; (8) start with a detailed structured format; (9) describe what they did; (10) describe what they found; (11) highlight what readers can do with this information; and (12) ensure that the abstract aligns with the full text and conforms to submission guidelines...
November 2016: Medical Teacher
Dario Cecilio-Fernandes, Wouter Kerdijk, A D Debbie C Jaarsma, René A Tio
BACKGROUND: Beside acquiring knowledge, medical students should also develop the ability to apply and reflect on it, requiring higher-order cognitive processing. Ideally, students should have reached higher-order cognitive processing when they enter the clinical program. Whether this is the case, is unknown. We investigated students' cognitive processing, and awareness of their knowledge during medical school. METHODS: Data were gathered from 347 first-year preclinical and 196 first-year clinical students concerning the 2008 and 2011 Dutch progress tests...
November 2016: Medical Teacher
John Gerard Scott Goldie
BACKGROUND: The emergence of the internet, particularly Web 2.0 has provided access to the views and opinions of a wide range of individuals opening up opportunities for new forms of communication and knowledge formation. Previous ways of navigating and filtering available information are likely to prove ineffective in these new contexts. Connectivism is one of the most prominent of the network learning theories which have been developed for e-learning environments. It is beginning to be recognized by medical educators...
October 2016: Medical Teacher
Haley P Strickland, Sara K Kaylor
BACKGROUND: The purpose of this article is to describe the theoretical basis for the integration of gaming in nursing education and discuss aspects related to the implementation of "The Race for Nursing Student Success" game. METHODS: This game was designed for 112 junior-level baccalaureate nursing students enrolled in a fundamentals nursing course. Students were divided into groups of 5-8 and rotated through ten specific learning activities that took place in various locations throughout the nursing building...
May 2016: Nurse Education Today
Phyllis A Guze
Medical education is rapidly changing, influenced by many factors including the changing health care environment, the changing role of the physician, altered societal expectations, rapidly changing medical science, and the diversity of pedagogical techniques. Changes in societal expectations put patient safety in the forefront, and raises the ethical issues of learning interactions and procedures on live patients, with the long-standing teaching method of "see one, do one, teach one" no longer acceptable...
2015: Transactions of the American Clinical and Climatological Association
Jordana Phillips, Alexander Brook, Irene Tseng, Richard E Sharpe, Valerie Fein-Zachary, Priscilla J Slanetz, Tejas S Mehta
PURPOSE: Using the iPad application Explain Everything™, the authors created a "how to" video for stereotactic breast core biopsy to enhance their breast imaging curriculum. The objective was to show that video integration into residency training enhances resident learning. METHODS: A pretest was provided to all 40 radiology residents (postgraduate years 2-5) at the authors' institution. The test included 20 questions on the video content, 15 similarly framed control questions on material that was not included in the video, and four demographic questions...
June 2016: Journal of the American College of Radiology: JACR
Mohammed K Khalil, Ihsan A Elkhider
Faculty members in higher education are involved in many instructional design activities without formal training in learning theories and the science of instruction. Learning theories provide the foundation for the selection of instructional strategies and allow for reliable prediction of their effectiveness. To achieve effective learning outcomes, the science of instruction and instructional design models are used to guide the development of instructional design strategies that elicit appropriate cognitive processes...
June 2016: Advances in Physiology Education
Erin E O'Connor, Jessica Fried, Nancy McNulty, Pallav Shah, Jeffery P Hogg, Petra Lewis, Thomas Zeffiro, Vikas Agarwal, Sravanthi Reddy
RATIONALE AND OBJECTIVES: In flipped learning, medical students independently learn facts and concepts outside the classroom, and then participate in interactive classes to learn to apply these facts. Although there are recent calls for medical education reform using flipped learning, little has been published on its effectiveness. Our study compares the effects of flipped learning to traditional didactic instruction on students' academic achievement, task value, and achievement emotions...
July 2016: Academic Radiology
Petra J Lewis
Many didactic lectures induce a cognitive load in learners out of proportion to the content that they need to learn (or can learn) during that teaching session. This is due in part to the content, and in part to the way it is displayed or presented. By reducing the cognitive load on our audience, we can increase long-term retention of information. This article briefly summarizes some of the science behind cognitive load as it relates to presentations, and identifies simple steps to reduce it, while maximizing learning...
July 2016: Academic Radiology
Steven J Durning, Ting Dong, Anthony R Artino, Cees van der Vleuten, Eric Holmboe, Lambert Schuwirth
BACKGROUND: An ongoing debate exists in the medical education literature regarding the potential benefits of pattern recognition (non-analytic reasoning), actively comparing and contrasting diagnostic options (analytic reasoning) or using a combination approach. Studies have not, however, explicitly explored faculty's thought processes while tackling clinical problems through the lens of dual process theory to inform this debate. Further, these thought processes have not been studied in relation to the difficulty of the task or other potential mediating influences such as personal factors and fatigue, which could also be influenced by personal factors such as sleep deprivation...
August 2015: Perspectives on Medical Education
John Q Young, David M Irby, Maria-Louise Barilla-LaBarca, Olle Ten Cate, Patricia S O'Sullivan
INTRODUCTION: The application of cognitive load theory to workplace-based activities such as patient handovers is hindered by the absence of a measure of the different load types. This exploratory study tests a method for measuring cognitive load during handovers. METHODS: The authors developed the Cognitive Load Inventory for Handoffs (CLI4H) with items for intrinsic, extraneous, and germane load. Medical students completed the measure after participating in a simulated handover...
February 2016: Perspectives on Medical Education
Anne M Krouse
No abstract text is available yet for this article.
June 2015: Journal of Nursing Education
Kristin L Fraser, Paul Ayres, John Sweller
Simulation-based education (SBE) has emerged as an effective and important tool for medical educators, but research about how to optimize training with simulators is in its infancy. It is often difficult to generalize results from experiments on instructional design issues in simulation because of the heterogeneity of learner groups, teaching methods, and rapidly changing technologies. We have found that cognitive load theory is highly relevant to teaching in the simulation laboratory and a useful conceptual framework to reference when designing or researching simulation-based education...
October 2015: Simulation in Healthcare: Journal of the Society for Simulation in Healthcare
Laura M Naismith, Faizal A Haji, Matthew Sibbald, Jeffrey J H Cheung, Walter Tavares, Rodrigo B Cavalcanti
Theory-based instructional design is a top priority in medical education. The goal of this Show and Tell article is to present our theory-driven approach to the design of instruction for clinical educators. We adopted cognitive load theory as a framework to design and evaluate a series of professional development workshops that were delivered at local, national and international academic conferences in 2014. We used two rating scales to measure participants' cognitive load. Participants also provided narrative comments as to how the workshops could be improved...
December 2015: Perspectives on Medical Education
2016-04-11 01:47:59
Fetch more papers »
Fetching more papers... Fetching...
Read by QxMD. Sign in or create an account to discover new knowledge that matter to you.
Remove bar
Read by QxMD icon Read

Search Tips

Use Boolean operators: AND/OR

diabetic AND foot
diabetes OR diabetic

Exclude a word using the 'minus' sign

Virchow -triad

Use Parentheses

water AND (cup OR glass)

Add an asterisk (*) at end of a word to include word stems

Neuro* will search for Neurology, Neuroscientist, Neurological, and so on

Use quotes to search for an exact phrase

"primary prevention of cancer"
(heart or cardiac or cardio*) AND arrest -"American Heart Association"