How to Codesign Infographics to Teach Clinical Skills.

Area of Science:

• Medical Education
• Visual Learning
• Health Professions Education

Background:

• Traditional resources for teaching ophthalmic clinical skills may lack engagement.
• Educational theories like Dual Coding and Multimedia Learning suggest visual aids can improve learning.
• Involving diverse stakeholders in curriculum development can enhance educational quality.

Purpose of the Study:

• To outline a 10-step process for codesigning infographics for ophthalmic clinical skills education.
• To demonstrate how infographics, informed by educational theories, can improve engagement, understanding, and recall.
• To promote a copedagogical approach and Universal Design for Learning principles in resource creation.

Main Methods:

• A 10-step codesign process involving medical students, clinical educators, and curriculum leads.
• Incorporation of educational theories (Dual Coding, Multimedia Learning).
• Utilized focus groups and audience participation tools (Slido) to gather student perspectives.
• Applied Universal Design for Learning principles and accessibility best practices.

Main Results:

• The codesign process resulted in infographics that complemented existing resources.
• Copedagogy fostered collaboration and enhanced the relevance and engagement of the infographics.
• Student engagement, understanding, and learning were deepened through this inclusive approach.

Conclusions:

• Codesigning infographics using copedagogy and Universal Design for Learning is an effective method for teaching ophthalmic clinical skills.
• This approach leads to visually engaging, inclusive, and learner-centered educational resources.
• Despite being time-intensive, copedagogy offers significant rewards and benefits for all stakeholders in medical education.