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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
PubMed
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.

Keywords:
AnesthesiaDiabetes mellitusGagne’s theory of instructionInstructional design modelMedical educationPreoperative care

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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.