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Title:
Introduction to Learner-Centered Instructional Design
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MedEdPORTAL ID#:
226
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Version:
1
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Resource Type:
Faculty Development Materials
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Description:
This workshop is designed to introduce interested faculty members, fellows, residents, graduate students, and/or advanced health professions students to the basic principles of instructional design, particularly in terms of designing learner-centered teaching and learning. Workshop Participants will be able to apply basic principles of instructional design systematically to their teaching practices, to write specific and observable, learner-centered objectives, incorporate relevant aspects or learner-centered teaching techniques, and to increase their awareness of challenges and strategies for facilitating effective instructional design and innovation. The two-hour workshop is a self-contained face-to-face session and includes a mix of short didactic presentations reinforced through several hands-on individual, paired, and small group activities that culminate in large group debriefing and discussion. Participants are encouraged to bring an example of their own teaching materials for use in the hands-on activities to enhance meaningfulness, personalization, and potential for real-life practical application following completion of the workshop. The resource includes a set of PowerPoint slides, a Facilitator Manual, and Participant Materials. Two additional files are included that contain master copies of a transparency that corresponds to one of the small group activities and a set of pre/post workshop questionnaires for evaluation and participant feedback.
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Author Institution:
Louisiana State University School of Medicine in New Orleans
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Primary Author:
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Jack Scott
Louisiana State University School of Medicine in New Orleans
2020 Gravier St. Suite 102
New Orleans,
LA
70112
USA
504-568-2140
meplibrary@aamc.org
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Other Authors:
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Sheila
Chauvin
Louisiana State University School of Medicine in New Orleans
schauv@lsuhsc.edu
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Resource File(s):
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Download File: MEP_226_1 / 545.0 KB
- This resource is comprised of multiple files that have been zipped into a single file for quick and easy download.
- Click on the above link to download the resource as a ".zip" file.
- To extract the ".zip" file you must have decompressing software installed on your computer which is available for free from any of the following sites:
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Additional Resource File Information:
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1 .zip file containing the following resources:
1. LCID_Facilitator_Manual.doc
2. LCID_Participant_Materials.doc
3. LCID_Slides.ppt
4. LCID_WKST_Transparency.doc
5. LCID_Prespost_Questionnaire.doc
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AAMC Hot Topics:
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Content Last Updated:
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| 08/17/2007 |
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Specialty/Discipline:
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Medicine: Continuing Medical Education
Medicine: Graduate Medical Education
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Educational Objectives:
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1. Use basic principles of instructional design to plan curricula, courses, and lessons.
2. Select teaching and learning methods that are appropriate for content and objectives.
3. Design curricula, courses, and lessons that reflect learner input and active involvement.
4. Write learner-centered, performance-based objectives for a course or instructional unit.
5. Identify potential challenges, resources, and strategies to facilitate effective learner-centered instructional innovation.
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Resource Keyword/Symptom:
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Curriculum (MeSH)
Instructional Design
Learner-Centered Instructional Design
Learner Center Instructional Design
Curriculum Development
Writing Objectives
Faculty Development
Teaching (MeSH)
Models
Educational (MeSH)
Continuing Medical Education
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Accreditation Council for Graduate Medical Education (ACGME) Competencies Addressed:
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Practice-Based Learning and Improvement
Interpersonal and Communication Skills
Professionalism
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Intended Learner Audience:
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Medical Fellows
Medical/Dental Residents
Continuing Medical/Dental Education (CME) for Faculty Self Learning
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Intended Faculty Audience:
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Basic Science Faculty
Clinical Science Faculty
Basic Science Course Director
Clerkship Director / Clinical Science Course Director
Residency Program Directory
Medical/Dental School Administrators (broadly defined)
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Effectiveness and Significance of Publication:
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Results of the pre/post workshop questionnaire have revealed consistent and statistically significant (p< .05) positive gains (post minus pre scores) for self confidence in abilities to use knowledge and perform skills related to learning objectives (see item content on the pre/post questionnaires). Post workshop effectiveness items are rated consistently well above the midpoint on a 5-point Likert type scale, with mode responses consistently between 4 and 5. Narrative feedback (verbal and written) reveals that content and skills addressed in workshop discussions and activities are highly relevant to teaching practices. Participants value the variety of activities, the focus on learners' involvement, the blend of conceptual basis and practical application, and the opportunity to learn with and from colleagues across the health sciences center.
Submission Image: http://creativecommons.org/licenses/by-nc-nd/2.0/deed.en
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Special Implementation Requirements or Guidelines:
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| No Requirements |
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Lessons Learned:
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The workshop is effective in a two-hour format, but time management is critical. This should be no problem for experienced workshop facilitators, but for those who may be new to such experiences, focused practice and good preparation are particularly key.
Expanding the workshop time allotment or modifying the number of format of activities may be helpful, but caution should be exercised. The order and combination of content and skill application through hands-on practice and debriefing discussions has been a very positive feature of the workshop for achieving outcomes. If the workshop can be offered as a 2.5 or 3-hour format or if it can be offered as two, one-hour session, then there is valuable opportunity to increase hands-on practice, in-depth discussion, and learning from and with real-life examples and colleagues' experiences, questions, and comments. |
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Publications, Presentations, and/or Citations For This Publication:
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| Not Applicable |
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Sponsorship (Funding Source):
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| Not Applicable |
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Citation Formats:
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NLM:
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Scott J , Chauvin S,
Introduction to Learner-Centered Instructional Design. MedEdPORTAL;
2006.
Available from: http://services.aamc.org/30/mededportal/servlet/s/segment/mededportal/?subid=226
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APA:
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Scott, J., Chauvin, S.,
(2006).
Introduction to Learner-Centered Instructional Design. MedEdPORTAL:
http://services.aamc.org/30/mededportal/servlet/s/segment/mededportal/?subid=226
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