The Future of Instructional Designing in Medical Education: Letting the Computer do the Work

Abstract

Instructional Designing (ID) is an important aspect of any curriculum development process and Medical Education is of no exception. Unless sound Instructional Design practices are met accordingly, it would be impossible to gain high quality learning or to achieve the intended objectives. Many of the Instructional Designers in Medical Education are Subject Matter Experts than Educational Experts. Therefore, Medical curricula in Sri Lanka as well as in the world are facing the lack of application of educational principles and theories to the Instructional Design process of such curricula.In view of this deficiency, a process of automating the Instructional Designing has been tried in several instances with variable successes. Most of these systems are designed based on general Instructional Design theories and for non medical instructional processes. Therefore, the review analyses the existing instructional design theories and how the prototype automation systems have addressed the issues in facilitating the needs of Subject Matter Experts. By discussing these systems in a Medical Educational context, the review was able to make suggestions on how to incorporate automation technology to the Instructional Design process related to Medical Education and elaborate on the advantages that it would bring to the Subject Matter Experts as well as to the curriculum as a whole

Using Instructional Design Principles in Developing Skill Acquisition Workshops in Hand Surgery-Our Experience

“…13 The ADDIE and the Gagne models have been used successfully in medical education. [14][15][16] The ADDIE model is based on a well-defined instructional design system, originally developed by the US military. The original ADDIE system consisted of 5 phases: analysis, design, development, implementation, and evaluation.…”