the impact of instructional design on medical school curriculum
TRANSCRIPT
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The Impact of Instructional Design on Medical School Curriculum
Max Anderson, MLIS, MS@maxlibris
Instructional DesignerUniversity of Illinois College of Medicine in Chicago - Office of Curricular Affairs
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Take-Aways• What determined the need for an Instructional Designer
at UI College of Medicine - Chicago?• Role of the Instructional Designer at UI COM - Chicago• Evidence-based best practices are suggested to faculty• Feedback loops• Future plans for improvement
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Snapshot of UI College of Medicine - Chicago
• Largest medical school in the country (in terms of student population)
• Change in campus structure• Other campuses• Curricular redesign looming
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“How Did We Ever Function Without an Instructional
Designer!?”
IKR?
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Me
French —> Librarian —> Instructional Designer —> Instructional Technology
Or, how did I get from here to there, or there to here?
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Challenges
• Teaching faculty who were never trained to be educators
• Faculty who are ‘meh’ about new teaching methods
• Slow moving bureaucracy
• Low or stagnant board scores
• Faculty evaluated poorly (and no follow-up)
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ADDIE
Analysis
Design
Development
Implementation
Evaluation
Backward Design
Photo Credit: ©iStockphoto.com/arcady_31
• Merrill’s First Principles of Instruction• Dick and Carey Model• Kemp’s ID Model• Gagne’s Nine Events of Instruction• Bloom• Kirkpatrick• Etc.
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Analysis• What types of learning
constraints exist?• What are the delivery
options?• What are the
pedagogical considerations?
• What is the timeline for project completion?
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Design• Documentation of the project’s
instructional, visual, and technical design strategies
• Apply instructional strategies to outline/create course content
• Create storyboards
• Design the user interface and user experience
• Prototype creation
• Apply visual design
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Getting there…
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Much better…
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Development• Developers create and
assemble the content assets
• Programmers work to develop and / or integrate technologies
• Testers perform debugging procedures
• Project is reviewed and revised according to feedback from team
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Development• Populate modules with
content (tables, videos, images, text, etc.)
• Blackboard tools: Blog, discussion board, quizzes, group tools, mashups, etc.)
• Integrated tools: Echo360, Collaborate, Explain Everything, Sharestream, etc.
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Implementation• TAs and Instructors prepared to use new tools used
in course• Learners prepared to use new tools, mode of
delivery, and pedagogical approach• ID ensures that the learning materials (books,
hands-on equipment, tools, and software) are in place and course site is functional
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Evaluation• Formative evaluation• Informing the design• Present in each stage of ADDIE process
• Summative evaluation• Informs instructional design improvements• Conducted after course implementation is over• Need data from systems and users
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Result of focus groups
Course directors have limited ‘power’
In ‘complex’ courses, CD don’t know exactly where to make changes
Frustration with low student attendance at lecture
Time-management - feeling of being overwhelmed
Photo from http://www.publicdomainpictures.net/view-image.php?image=13829
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UICOM - Chicago Course & Instructor Evaluations: Continuous Quality Improvement
In AY 2015-2016196 individual instructor reports16 course reports3,855 pages of documentation16 meetings with Course Directors and Department Heads9 meetings with Deans, Department Heads and Course Directors
Evaluation Cycle for One Fall CourseSeptember
January
April
July
Faculty Workshops Faculty
Teaching Observation
s
TBL Observation
s
Course Director
‘Pre-‘Meeting
Deans, Department
Head, Course Director
‘Pre-‘Meeting
Student Curricular Board (SCB)
Report summarizing
ongoing feedbackInnovations on
Deck• Automate report
production via Benware
• Contextualize data to improve decision-making
• Document instructor response to feedback
• Rapid evaluations by students
Fall1. Each instructor is evaluated
by students as the course progresses
• Instruction events• Evaluation of instructors
2. Students evaluate the course when it ends
• Evaluation of course
• Educational materials analysis (best practices for presentations)
• Instructor & Course Evaluation (last year & this year)
• Course Director receives reports to distribute to instructors
• Course Director meets with Curriculum Dean and Instructional Designer; develops plan
• Course Director discusses plan with Deans
• SCB: Course & Faculty reports• Faculty workshops• Course Director implements
modified course elements
Spring
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Best Practices Guidelines
Conceived of, and approved by students, faculty, staff in December 2013 and updated with additional evidence-based content in July 2015 & July 2016
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Multimedia Design
Medical EducationVolume 45, Issue 8, pages 818-826, 14 JUL 2011 DOI: 10.1111/j.1365-2923.2011.03988.xhttp://onlinelibrary.wiley.com/doi/10.1111/j.1365-2923.2011.03988.x/full#f1
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(Meta) Analysis Phase
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Problem(s) Solution(s)
Process
1. Student dissatisfaction with LMS organization
2. Student dissatisfaction with educational materials
3. Faculty resistance to facilitation and design improvements
1. LMS organization cleaner and consistent across courses
2. Educational materials more student-centered and easy-to-digest
3. Faculty more engaging and interactive
1. Focus groups with students and faculty on reorganization2. ID reviews educational materials and offers specific
feedback to instructors3. ID meets with faculty, observes teaching and collaborates
on improvement
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Evaluation Data (Raw)
‘Pretty’ Evaluation Data
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Examples of Feedback from ID
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Team-Based Learning
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Feedback Loops• Course Reviews• Summary by Course
Director• Graduation questionnaire
(AAMC)• Student feedback• Evaluation data• Instructional Designer
feedback• Board scores
Photo by https://www.flickr.com/photos/dbrekke/159390694 via Create Commons License
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Faculty Development Learning Environment
• Best Practices in Learner-Centered Instruction• Creating Effective Independent Learning Assignments• Best Practices in Creating Powerful PowerPoint Presentations• Setting the Stage: Meeting LCME Standard 6.3• Hands on with Explain Everything• Poll Everywhere• Approaches to the Flipped Classroom: Achieve Student Engagement with Active Learning Techniques
• http://www.medicine.uic.edu/education/faculty_learning___environment
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Educational Methods: Ways of Delivering
Content• Readings• Lecture• Discussion• Reflection
• Small group
• Team-based learning
• Standardized patients
• Clinical experiences
• Etc.
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Blackboard Numerous “fixes” with student / faculty
input
Please, no.Please, no.
Yes, please!Yes, please!
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Observation of Lecture
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Flipped Classroom & Active Learning
https://www.youtube.com/watch?v=wont2v_LZ1E
Active Learning Exercises• Teamwork• Debates• Self-reflection• Case Studies / Poll Everywhere• Team-Based Learning• Problem-Based Learning
McLaughlin, et al. (2014). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine (89),2. 236-242.
Flipped Classroom• Instructors prerecord lectures
and post online for students to watch
• Class time is dedicated to student-centered learning activities
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Team-Based Learning (TBL)
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Lessons Learned Through This Process
• Objective view!• First year, ID reviewed evaluations and then looked at
materials• Second year +, ID does analysis and then looks at
evaluations
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Plans for the Future
• Use of Tableau for data visualization• Shorter evaluations• Evaluation sampling
Photo from https://www.flickr.com/photos/buckaroobay/3721809183 via Creative Commons License
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Max Anderson, MLIS, MSInstructional Designer & Apple Certified
Education Trainer
University of IllinoisCollege of Medicine at Chicago
Office of Curricular [email protected]