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Using Gagné's "Instructional Design" to teach clinically applicable knowledge in small groups
Joana Berger-Estilita1, Robert Greif1
1Department of Anesthesiology and Pain Therapy, Bern University Hospital, University of Bern, Bern, Switzerland.
Trends in Anaesthesia & Critical Care
|April 15, 2024
Summary
Gagné's Instructional Design model effectively teaches anesthesia trainees complex non-procedural skills. This approach improves knowledge retention and participant engagement in preoperative management of diabetic patients.
Area of Science:
- Medical Education
- Anesthesiology
- Instructional Design
Background:
- Anesthesia trainees require early supervision for complex tasks.
- Rote learning can lead to medical errors in clinical practice.
- A need exists for effective teaching of non-procedural skills.
Purpose of the Study:
- To develop and evaluate a lesson plan using Gagné's Instructional Design.
- To teach the preoperative management of diabetic patients.
- To assess the efficacy of Gagné's model for non-procedural skills.
Main Methods:
- A lesson plan was created using Gagné's nine-step instructional design model.
- The lesson focused on the preoperative assessment of diabetic patients.
- Trainee feedback was collected via a standardized questionnaire.
Main Results:
- Eight-two percent of trainees answered treatment options correctly.
- Trainees rated the lecture concept and realization highly (4.8/5).
- Motivation, participation, and climate were also rated positively (4.7/5).
Conclusions:
- Gagné's Instructional Design model effectively guides lesson plan development.
- The model is suitable for teaching non-procedural skills in small groups.
- This approach enhances learning in anesthesia trainees.
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