| Title |
Applying four-component instructional design to develop a case presentation curriculum
|
|---|---|
| Published in |
Tijdschrift voor Medisch Onderwijs, July 2018
|
| DOI | 10.1007/s40037-018-0443-8 |
| Pubmed ID | |
| Authors |
Michelle Daniel, Jennifer Stojan, Margaret Wolff, Bizath Taqui, Tiffany Glasgow, Susan Forster, Todd Cassese |
| Abstract |
Medical students must gain proficiency with the complex skill of case presentations, yet current approaches to instruction are fragmented and often informal, resulting in suboptimal transfer of this skill into clinical practice. Whole task approaches to learning have been proposed to teach complex skill development. The authors describe a longitudinal case presentation curriculum developed using a whole task approach known as four-component instructional design (4-C/ID). 4‑C/ID is based on cognitive psychology theory, and carefully attends to titrating a learner's cognitive load, aiming to always keep students in their zone of proximal development. A multi-institutional group of medical educators convened to develop expert consensus regarding case presentation instruction using the 4‑C/ID model. A curriculum consisting of 1) learning tasks, 2) supportive information, 3) just-in-time information, and 4) part-task practice was developed. Domains were identified that make the task of delivering a case presentation complex. A simplifying conditions approach was applied to each domain to develop sequential task class descriptions. Examples of the four components are given to facilitate understanding of the 4‑C/ID model, making it more accessible to medical educators. Applying 4‑C/ID to curriculum development for the complex skill of case presentation delivery may optimize instruction. The provision of the complete curricular outline may facilitate transfer and implementation of this case presentation curriculum, as well as foster the application of 4‑C/ID to other complex skill development in medical education. |
X Demographics
The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 72 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 72 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Lecturer | 8 | 11% |
| Researcher | 8 | 11% |
| Student > Master | 6 | 8% |
| Student > Ph. D. Student | 5 | 7% |
| Professor > Associate Professor | 5 | 7% |
| Other | 16 | 22% |
| Unknown | 24 | 33% |
| Readers by discipline | Count | As % |
|---|---|---|
| Medicine and Dentistry | 17 | 24% |
| Social Sciences | 8 | 11% |
| Psychology | 4 | 6% |
| Nursing and Health Professions | 4 | 6% |
| Arts and Humanities | 2 | 3% |
| Other | 11 | 15% |
| Unknown | 26 | 36% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 18 July 2018.
All research outputs
#17,292,294
of 25,385,509 outputs
Outputs from Tijdschrift voor Medisch Onderwijs
#475
of 574 outputs
Outputs of similar age
#220,038
of 339,365 outputs
Outputs of similar age from Tijdschrift voor Medisch Onderwijs
#11
of 12 outputs
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