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Applying four-component instructional design to develop a case presentation curriculum

机译：应用四部分教学设计开发案例演示课程

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Medical students must gain proficiency with the complex skill of case presentations, yet current approaches to instruction are fragmented and often informal, resulting in suboptimal transfer of this skill into clinical practice. Whole task approaches to learning have been proposed to teach complex skill development. The authors describe a longitudinal case presentation curriculum developed using a whole task approach known as four-component instructional design (4-C/ID). 4‑C/ID is based on cognitive psychology theory, and carefully attends to titrating a learner’s cognitive load, aiming to always keep students in their zone of proximal development. A multi-institutional group of medical educators convened to develop expert consensus regarding case presentation instruction using the 4‑C/ID model. A curriculum consisting of 1) learning tasks, 2) supportive information, 3) just-in-time information, and 4) part-task practice was developed. Domains were identified that make the task of delivering a case presentation complex. A simplifying conditions approach was applied to each domain to develop sequential task class descriptions. Examples of the four components are given to facilitate understanding of the 4‑C/ID model, making it more accessible to medical educators. Applying 4‑C/ID to curriculum development for the complex skill of case presentation delivery may optimize instruction. The provision of the complete curricular outline may facilitate transfer and implementation of this case presentation curriculum, as well as foster the application of 4‑C/ID to other complex skill development in medical education.Electronic supplementary materialThe online version of this article (10.1007/s40037-018-0443-8) contains supplementary material, which is available to authorized users.
机译：医学生必须熟练掌握案例演示的复杂技能，但是当前的教学方法是零散的，而且通常是非正式的，从而导致该技能无法最佳地转移到临床实践中。已经提出了用于学习复杂技能的全任务学习方法。作者描述了使用全任务方法开发的纵向案例介绍课程，该方法被称为四部分教学设计（4-C / ID）。 4‑C / ID基于认知心理学理论，并认真致力于确定学习者的认知负荷，旨在始终将学生保持在其近端发育区。一支由多机构组成的医学教育工作者团体召集起来，使用4‑C / ID模型就案例演示教学达成专家共识。开发了包含1）学习任务，2）支持信息，3）及时信息和4）部分任务练习的课程表。确定的域使交付案例演示的任务变得复杂。将简化条件方法应用于每个域以开发顺序任务类描述。给出了四个组成部分的示例，以促进对4‑C / ID模型的理解，使医学教育工作者更容易使用它。将4‑C / ID应用于课程开发以实现案例演示的复杂技能可以优化教学。提供完整的课程大纲可以促进本案例演示课程的转移和实施，并促进将4‑C / ID应用于医学教育中的其他复杂技能开发。电子补充材料本文的在线版本（10.1007 / s40037-018-0443-8）包含补充材料，授权用户可以使用。

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