Development and Evaluation of Neuroscience Computer-Based Modules for Medical Students: Instructional Design Principles and Effectiveness

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Author(s): Kathryn L. Lovell (Michigan State University, USA)
Copyright: 2017
Pages: 15
Source title: Advancing Medical Education Through Strategic Instructional Design
Source Author(s)/Editor(s): Jill Stefaniak (Old Dominion University, USA)
DOI: 10.4018/978-1-5225-2098-6.ch013

Keywords: Medical Education / Medical Information Science Reference / Medicine & Healthcare

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Abstract

Interactive neuropathology computer-based teaching modules and other neuroscience computer-based resources were developed to provide individualized self-paced content information accompanied by images and self-assessment questions with feedback, along with problem-solving cases to facilitate application of neuroanatomy, neurology, and neuropathology concepts to patient cases. Initial implementation occurred in three curricula for second-year medical students. Evaluation of the modules was conducted using quantitative and qualitative methods to determine features of the modules that were important for students. This chapter will describe the instructional design principles that evaluation results identified as important and effective for student learning, and compare those to current principles for effective multimedia instructional design identified in a variety of research. Especially important principles applied in the neuroscience modules included cognitive load theory, retrieval practice and self-assessment, feedback, and learner control.

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Development and Evaluation of Neuroscience Computer-Based Modules for Medical Students: Instructional Design Principles and Effectiveness

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