obe instructional design

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Elements of an Instructional Design

Melflor A. Atienza

,

MD, MHPEd, FPCP, FPSG, FPSDE

National Teacher Training Center for the Health Professions

University of the Philippines Manila



Learning Outcomes



Brown University’s Nine LOs

1. Effective communication2. Basic clinical skills

3. Using basic science in practice of medicine

4. Diagnosis, management, & prevention5. Lifelong learning

6. Self-awareness, self-care & personal growth

7. Social & community contexts of health care

8. Moral reasoning & clinical ethics

9. Problem solving

(Smith & Dollase, 1999)



Brown University’s Nine LOs

1. Clinical competence2. Communication skills

3. Management of research findings

4. Interprofessionalism5. Appreciation of systems approach to health

care

6. Personal and continuing professional

development

7. Adherence to professional and ethical

practice

(Smith & Dollase, 1999)



Learning outcomes for a competent and

reflective practitioner

1. Clinical skills2. Practical procedures

3. Patient investigation

4. Patient management5. Health promotion and disease prevention

6. Communication

7. Appropriate information handling skills

(Harden, et al., 1999)



Learning outcomes for a competent and

reflective practitioner

6. Understanding of social, basic & clinicalsciences

7. Appropriate attitudes, ethical

understanding, legal responsibilities8. Appropriate DM skills and clinical

reasoning and judgment

9. Role of the doctor w/in the health service

10.Personal development

(Harden, et al., 1999)



Expectations of professionals

1.

Autonomy

2. Responsibility and accountability

3.

Complexity

4. Workplace environment

5.

Contingencies

6. Discretion and judgment

(ILO, 2006)



Higher Order Thinking Skills

Analysis

Logical thinking

Critical thinking

Problem solving

Decision making

Scientific inquiry

Creative thinking



Cognitive domain LOTS)

1.

Remember:

Recalling information, recognizing facts

Example: To enumerate the top 10 causes of

morbidity

2. Understand

Explaining concepts, interpreting results or

data

Classifying, translating, summarizing

Example: To explain the importance of drug

compliance among patients with tuberculosis

(Anderson & Krathwohl, 2001)



Cognitive domain LOTS)

3.

Apply:

Using information in new situation

Example: To compute the dose of antibiotics

for given patients presenting with infection

4. Analyze

Breaking information into parts to explore

relationships; organizing

Example: To identify which information is

relevant




Cognitive domain HOTS)

5. Evaluate:

Justifying a decision or course of action

Example: To justify the treatment plan for given

patients

6. Create:

Generating new ideas

Designing, planning

Constructing, formulating

Example: To formulate a comprehensive plan

of management for given patients




What level?

Name of the virus

Meaning of MERS

Dimensions

Type of virus

Identification

When to suspect

Diagnostic tests

Treatment

Remember

Remember

Remember

Understand

Application

Analyze

Analyze; Evaluate

Evaluate; Create



Psychomotor domain

1.

Perception: awareness of objects, qualities, etc.

by way of the senses

2.

Set: physical, mental or emotional readiness for a

particular kind of action or experience

3. Guided Response: overt behavioral act of an

individual under guidance of instructor, or

following model or set criteria

4.

Mechanism: learned response has become

habitual and learner can perform with confidence

and proficiency

(Henson, 1995)



Psychomotor domain

5.

Complex overt response: Performance of

a motor act that is considered complex

because of movement pattern required

6.

Adaptation: Ability to adjust performance

in response to different situations, difficult

cases

7.

Origination: creating new acts creatively

(Henson, 1995)



Affective domain

1.

Receiving: willingness to give attention

to an event

2. Responding: willingness to react to an

event through some form of participation

3.

Valuing: willingness to accept an event

through the expression of a positive

attitude

(Krathwohl, 1960)



Affective domain

4.

Organizing: when encountering

situations to which more than one value

applies, organizing the values and

accepts some as more important

5.

Characterizing by a value complex:

consistently acting in accordance with

accepted values as a part of his or her

personality, and total philosophy or world

view

(Krathwohl, 1960)



Instructional design

Specifications for a unit of instruction

Objectives

Content

Teaching-learning activities

Evaluation



Formulating Objectives

What to write

How to write



Structure of an objective

Terminal behavior

onditions of demonstration

riteria for performance

Given an actual patient,

the student should be able totake the accurate vital signs.



Qualities of a good objective

S pecific

M easurable

A ttainable

R elevant

T ime – bound



Guide in writing objectives

Begin with a verb.State objective in terms of student

performance.

State the objective as a learning product.

Indicate terminal behavior.

Include only one general learning outcome.State at the proper level of generality



To gain an insight into the role of the surgical

team, concerning pre and post op care

To regularly attend classes

To prepare students for community rotation

To state and compute for the caloric

requirement of given clients

What’s wrong



Terminal behavior

AVOID

Acquire the skill

Be exposed

Gain knowledge

Have the ability

Develop the attitude

Think clearly

USE

Assess

Critique

Design

Demonstrate

Display

Perform



Teaching HOTS

LOTS Bridge HOTS Outcome

Knowledge of Challenges Analysis Explanations

terms and facts Dilemmas Logical thinking Insights

Comprehension Discrepancies Critical thinking Conclusions

Simple application Paradoxes Problem solving Recommendations

Problems Decision making DecisionsPuzzles Scientific inquiry Products

Questions Creative thinking Compositions

OutcomesBridge



ontent



Content

Standards of the profession

Updates in the field

Needs and demands of patients

Health systems

Evidence-based practice

Interprofessional education

Cultural competence

New professionalism

Information technology



Validity: authenticity & accuracy of topics

Utility: usefulness to present & future roles

Learnability & interest: topics could be learned

Feasibility: within resources, expertise, time

Significance: contributing to aims

Criteria in selecting content

(Ornstein and Hunkins, 1998)



Content organization

Scope –

breadth & depth of contentRange of content areas represented

Depth of treatment of each area

Sequence – order in which content is

presented

Criteria to determine order of succession of materials

Order of topics

(Zais, 1976)



Content organization

Sequence – order in which content is

presented

Simple-to-complex

Prerequisite learning

Whole-to-part

Chronological sequence

(Zais, 1976)



Content organization through integration

Horizontal integration –

unification of

disciplines learned in one year level

Vertical integration – interweaving of basic

& clinical sciences from 1st year

(Zais, 1976)



Learning activities



Expectations of Professionals in the

Workplace ILO, 2006)

Autonomy

Able to makedecisions and carryout tasks

Provision forpractice in actualsetting

Responsibility

accountability

Show responsibility &accountability toensure quality ofservice or product

Development ofprofessionalism,interprofessional

education

Complexity

Able to carry outtasks in complexsituations

Opportunity to

practice andmaster abilities incomplexsituations

Expectations Implications



Expectations of Professionals in the

Workplace ILO, 2006)

Workplace

environment

Ability to adjust innaturalenvironment

Practice in actualsetting in teaching,dev’t. of culturalcompetence

Contingencies

Choice and range ofresources to makelogical decisions

Development ofHOTS & exposureto situations andresources & tech.

Discretion,

judgment

Able to makesound judgment inthe absence ofsupervision

Opportunity to

practice and masterabilities and gainconfidence in DM,teaching HOTS

Expectations Implications



Selection of teaching-learning

strategies

LGL

• Large group teaching strategies

• Interactive lecturing, reflective panel discussion, symposium, debate

SGL

• Small group learning strategies: SGD, buzz group, brainstorming

• Clinical teaching strategies: conferences, bedside teaching, modeling

Individualized

• Individual learning strategies

• Module, blended learning, mentoring, learning contract



Workshop 1

Select a learning outcome

Identify a course or module addressing this

Formulate course objectives

Select a session or topic discussed under

this course

Formulate learning objectives for this topic

Outline the content for the session



Workshop 1 output

Learning objectives Content

1.

2.

Learning outcome/s:Course:

Course objectives

Topic

Learning objectives:

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