Instructional Design for Computer-Based Clinical Skill Training at Medical Schools Applying a Systemic Instruction Design Model

2019 ◽  
Vol 19 (16) ◽  
pp. 921-958
Author(s):  
Sanghee Yeo
Keyword(s):  
Instructional Design ◽  
Skill Training ◽  
Clinical Skill ◽  
Medical Schools ◽  
Design Model ◽  
Computer Based ◽  
Instruction Design

Computer Representation of Numerical Expertise for Preliminary Ship Design

1989 ◽  
Vol 26 (04) ◽  
pp. 289-302
Author(s):  
A. H. B. Duffy ◽  
K. J. MacCallum
Keyword(s):  
Experimental System ◽  
Ship Design ◽  
Design Model ◽  
Design System ◽  
Early Stages ◽  
Worked Example ◽  
Preliminary Ship Design ◽  
Numerical Design ◽  
Computer Representation ◽  
Computer Based

In the early stages of ship design a considerable amount of experience and knowledge is used to build and evaluate empirical models with known design relationships. However, computer-based systems which aim to assist this stage have tended to concentrate on the analytical aspects of the process and have not been successful in integrating with this expertise and benefitting from it. This paper presents some of the results of a program of research into methods and representing knowledge of empirical numerical relationships used in these early stages of the design process. The work is based on an experimental system, DESIGNER, described in earlier papers. The DESIGNER system is used to carry out a series of evaluations of design sessions, using a warship design model. By examining the progress toward a set of design goals and the classes of interactions used, an improved understanding of the requirements of an interactive numerical design system is developed. As a consequence, methods have been developed to handle approximate values and relationships, to include design margins, and to represent explicitly in the system the definition and use of goals, or design requirements. Using a design model representing a bulk carrier, the paper then presents a worked example to illustrate the use of the new numerical knowledge techniques. It is concluded that the techniques could make a useful contribution to any interactive numerical design system which aims to provide improved use of expertise.

Learning physiology from cardiac surgery patients.

1998 ◽  
Vol 274 (6) ◽  
pp. S74
Author(s):  
S Nicol ◽  
C Narkowicz
Keyword(s):  
Cardiac Surgery ◽  
Computer Simulations ◽  
Clinical Data ◽  
Great Reduction ◽  
Animal Experiments ◽  
Medical Schools ◽  
Physiological Data ◽  
Video Clips ◽  
Computer Based

A number of pressures have led to a very great reduction or complete abandonment of the use of animals in the teaching of physiology in most medical schools. Often animal experiments have been replaced by computer simulations, but a simulation is only as good as the model or algorithm on which it is based and can never contain the depth of information or unpredictability displayed by real animals or patients. We used a computer-based system to collect cardiovascular data from patients instrumented for cardiac surgery, allowing students to "replay" an operation. These recordings were annotated with notes, diagrams and video clips, and a student workbook was written. The resulting package contained a wealth of physiological data and was perceived by students to be very clinically relevant. The very wealth of information, however, tended to overwhelm students, and so a series of introductory Computer tutorials were written to provide students with the background necessary to cope with the clinical data.

scholarly journals Historical and Philosophical Foundations of Learning Objects

10.28945/2913 ◽  
2005 ◽  
Author(s):  
Stephen L. Martin
Keyword(s):  
Instructional Design ◽  
Learning Objects ◽  
Reflective Learning ◽  
Learning Object ◽  
Instructional Designers ◽  
Philosophical Foundations ◽  
Practical Development ◽  
Computer Based ◽  
Knowledge Objects ◽  
The Relationship

Briefly the objective of this presentation is to provide an overview of the origin of the concept and term of learning object in instructional design within the context of standardized, sharable, computer-based operations. Secondly, the philosophical foundations will be discussed mainly in terms of the framework of the crucial distinction between learning objects as mere external knowledge objects and the process of self-reflective learning that is needed to make the use of learning objects truly successful. Both the historical and philosophical foundations of learning objects will be treated in terms of the relationship between learning objects and learning subjects. The latter includes both instructional designers in the historical and practical development of learning objects, and the audience for which learning objects are intended to help educate. Particularly, historical and philosophical foundations should recognize the dual trajectory towards producing standardized small curricular units and at the same time affecting, educating and even transforming learners.

scholarly journals A 9-Step Theory- and Evidence-Based Postgraduate Medical Digital Education Development Model: Empirical Development and Validation (Preprint)

2018 ◽  
Author(s):  
Robert de Leeuw ◽  
Fedde Scheele ◽  
Kieran Walsh ◽  
Michiel Westerman
Keyword(s):  
Instructional Design ◽  
Building Blocks ◽  
Instructional Design Model ◽  
Design Model ◽  
Medical Professionals ◽  
Technology Enhanced Learning ◽  
Evidence Based ◽  
Design Models ◽  
Digital Education ◽  
Step Model

BACKGROUND Digital education tools (e-learning, technology-enhanced learning) can be defined as any educational intervention that is electronically mediated. Decveloping and applying such tools and interventions for postgraduate medical professionals who work and learn after graduation can be called postgraduate medical digital education (PGMDE), which is increasingly being used and evaluated. However, evaluation has focused mainly on reaching the learning goals and little on the design. Design models for digital education (instructional design models) help educators create a digital education curriculum, but none have been aimed at PGMDE. Studies show the need for efficient, motivating, useful, and satisfactory digital education. OBJECTIVE Our objective was (1) to create an empirical instructional design model for PGMDE founded in evidence and theory, with postgraduate medical professionals who work and learn after graduation as the target audience, and (2) to compare our model with existing models used to evaluate and create PGMDE. METHODS Previously we performed an integrative literature review, focus group discussions, and a Delphi procedure to determine which building blocks for such a model would be relevant according to experts and users. This resulted in 37 relevant items. We then used those 37 items and arranged them into chronological steps. After we created the initial 9-step plan, we compared these steps with other models reported in the literature. RESULTS The final 9 steps were (1) describe who, why, what, (2) select educational strategies, (3) translate to the real world, (4) choose the technology, (5) complete the team, (6) plan the budget, (7) plan the timing and timeline, (8) implement the project, and (9) evaluate continuously. On comparing this 9-step model with other models, we found that no other was as complete, nor were any of the other models aimed at PGMDE. CONCLUSIONS Our 9-step model is the first, to our knowledge, to be based on evidence and theory building blocks aimed at PGMDE. We have described a complete set of evidence-based steps, expanding a 3-domain model (motivate, learn, and apply) to an instructional design model that can help every educator in creating efficient, motivating, useful, and satisfactory PGMDE. Although certain steps are more robust and have a deeper theoretical background in current research (such as education), others (such as budget) have been barely touched upon and should be investigated more thoroughly in order that proper guidelines may also be provided for them.

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