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Cheung L. Using an Instructional Design Model to Teach Medical Procedures. Med Sci Educ. 2016;26:175-180doi: 10.1007/s40670-016-0228-9.
Cheung, L. (2016). Using an Instructional Design Model to Teach Medical Procedures. Medical science educator, 26175-180. https://doi.org/10.1007/s40670-016-0228-9
Cheung, Lawrence. "Using an Instructional Design Model to Teach Medical Procedures." Medical science educator vol. 26 (2016): 175-180. doi: https://doi.org/10.1007/s40670-016-0228-9
Cheung L. Using an Instructional Design Model to Teach Medical Procedures. Med Sci Educ. 2016;26:175-180. doi: 10.1007/s40670-016-0228-9. Epub 2016 Jan 19. PMID: 27182457; PMCID: PMC4838389.
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Med Sci Educ. 2016;26:175-180. doi: 10.1007/s40670-016-0228-9. Epub 2016 Jan 19.

Using an Instructional Design Model to Teach Medical Procedures.

Medical science educator

Lawrence Cheung

Affiliations

  1. Department of Medicine, University of Alberta, Edmonton, AB Canada ; Division of Critical Care Medicine, University of Alberta, 3-129 Clinical Sciences Building, 11350 83 Avenue, Edmonton, AB T6G 2G3 Canada.

PMID: 27182457 PMCID: PMC4838389 DOI: 10.1007/s40670-016-0228-9

Abstract

Educators are often tasked with developing courses and curricula that teach learners how to perform medical procedures. This instruction must provide an optimal, uniform learning experience for all learners. If not well designed, this instruction risks being unstructured, informal, variable amongst learners, or incomplete. This article shows how an instructional design model can help craft courses and curricula to optimize instruction in performing medical procedures. Educators can use this as a guide to developing their own course instruction.

Keywords: Gagne’s Theory of Instruction; Instructional design model; Medical procedures; Percutaneous chest tube insertion

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