An exploration of instructional design for graduate education system in biomedical science: a mixedmethod design

Biomedical graduate education requires systematic reform, as traditional lecture-based approaches do not meet the interdisciplinary and clinically oriented demands of the field. This study aims to develop the education systems in biomedical science using the RPISD to design a data-driven aligned with the needs of learners and instructors.

A comprehensive literature review, current state analysis, and relevant case analysis were conducted. Additionally, 100 learner surveys were analyzed using descriptive statistics, and 36 learner and 15 instructor interviews were examined through thematic analysis. A usability test was also performed in alignment with the RPISD phases to validate the framework.

The study identified 12 educational principles and 18 strategies for the Department of Biomedical Sciences. Specifically, six educational principles and seven educational strategies were developed with respect to the curriculum, four educational principles and five educational strategies in regard to teaching methods, and four educational principles and six educational strategies in relation to the educational environment.

This framework contributes to higher education by offering a structured model that differs from existing approaches through its emphasis on contextual adaptability and learner-centered design. It provides guidelines for institutions seeking to reform or improve their graduate education systems.