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Using Gagné’s “Instructional Design” to teach clinically applicable knowledge in small groups
BACKGROUND: Anesthesia trainees are expected to perform tasks under non-direct supervision as soon as possible in their clinical training. Often they rely on only superficial rote learning, which might lead to medical errors. We have developed a lesson plan that is based on this educational need usi...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
The Authors. Published by Elsevier Ltd.
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7431410/ http://dx.doi.org/10.1016/j.tacc.2020.08.002 |
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author | Berger-Estilita, Joana Greif, Robert |
author_facet | Berger-Estilita, Joana Greif, Robert |
author_sort | Berger-Estilita, Joana |
collection | PubMed |
description | BACKGROUND: Anesthesia trainees are expected to perform tasks under non-direct supervision as soon as possible in their clinical training. Often they rely on only superficial rote learning, which might lead to medical errors. We have developed a lesson plan that is based on this educational need using Gagné’s Instructional Design for the example of teaching the complex preoperative management of diabetic patients. Our aim was to use Gagne’s approach successfully for the teaching of non-procedural skills. METHODS: We implemented a comprehensive lesson plan that was developed on the example of a clinical pattern – the preoperative assessment of diabetic patients - using Gagné’s systematic nine-step model of instruction design. After the lesson, we analysed the trainees’ opinions with the use of a standardized questionnaire. RESULTS: Nine trainees with 2.1 ± 0.8 years of anesthesia experience attended the lesson. The assessment of knowledge revealed in 82% the correct answers to the treatment options, and the residents’ overall view on the lecture concept were 4.8 ± 0.3 for lecture concept and realization and 4.7 ± 0.5 regarding motivation, participation and climate. CONCLUSIONS: Applying Gagné’s Instructional Design model guides seems to effectively guide the development of a comprehensive lesson plan to teach non-procedural skills in a small group setting. |
format | Online Article Text |
id | pubmed-7431410 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | The Authors. Published by Elsevier Ltd. |
record_format | MEDLINE/PubMed |
spelling | pubmed-74314102020-08-18 Using Gagné’s “Instructional Design” to teach clinically applicable knowledge in small groups Berger-Estilita, Joana Greif, Robert Trends in Anaesthesia & Critical Care Article BACKGROUND: Anesthesia trainees are expected to perform tasks under non-direct supervision as soon as possible in their clinical training. Often they rely on only superficial rote learning, which might lead to medical errors. We have developed a lesson plan that is based on this educational need using Gagné’s Instructional Design for the example of teaching the complex preoperative management of diabetic patients. Our aim was to use Gagne’s approach successfully for the teaching of non-procedural skills. METHODS: We implemented a comprehensive lesson plan that was developed on the example of a clinical pattern – the preoperative assessment of diabetic patients - using Gagné’s systematic nine-step model of instruction design. After the lesson, we analysed the trainees’ opinions with the use of a standardized questionnaire. RESULTS: Nine trainees with 2.1 ± 0.8 years of anesthesia experience attended the lesson. The assessment of knowledge revealed in 82% the correct answers to the treatment options, and the residents’ overall view on the lecture concept were 4.8 ± 0.3 for lecture concept and realization and 4.7 ± 0.5 regarding motivation, participation and climate. CONCLUSIONS: Applying Gagné’s Instructional Design model guides seems to effectively guide the development of a comprehensive lesson plan to teach non-procedural skills in a small group setting. The Authors. Published by Elsevier Ltd. 2020-12 2020-08-18 /pmc/articles/PMC7431410/ http://dx.doi.org/10.1016/j.tacc.2020.08.002 Text en © 2020 The Authors Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active. |
spellingShingle | Article Berger-Estilita, Joana Greif, Robert Using Gagné’s “Instructional Design” to teach clinically applicable knowledge in small groups |
title | Using Gagné’s “Instructional Design” to teach clinically applicable knowledge in small groups |
title_full | Using Gagné’s “Instructional Design” to teach clinically applicable knowledge in small groups |
title_fullStr | Using Gagné’s “Instructional Design” to teach clinically applicable knowledge in small groups |
title_full_unstemmed | Using Gagné’s “Instructional Design” to teach clinically applicable knowledge in small groups |
title_short | Using Gagné’s “Instructional Design” to teach clinically applicable knowledge in small groups |
title_sort | using gagné’s “instructional design” to teach clinically applicable knowledge in small groups |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7431410/ http://dx.doi.org/10.1016/j.tacc.2020.08.002 |
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