Using Gagne’s theory to teach procedural skills

Buscombe, Charlotte

doi:10.1111/tct.12051

Cited by 49 publications

(37 citation statements)

References 8 publications

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“…The findings of this study are consistent with what has been reported about the use of Gagne's events of instruction in clinical teaching. 13,15 Other disciplines, such as psychology, have used Gagne's events routinely to enhance instruction. 16 …”

Section: Discussionmentioning

confidence: 99%

Using Gagne’s 9 Events of Instruction to Enhance Student Performance and Course Evaluations in Undergraduate Nursing Course

et al. 2015

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Teaching large numbers of students can be a challenge for both teachers and students. Implementing new teaching strategies may be 1 way to address the problem. This paper presents the impact of using Gagne's 9 events of instruction on student learning and course evaluations over a 3-semester period. Student evaluation ratings indicated enhanced teacher mastery, effectiveness, and enthusiasm. Overall student final grades increased.

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Section: Discussionmentioning

confidence: 99%

Using Gagne’s 9 Events of Instruction to Enhance Student Performance and Course Evaluations in Undergraduate Nursing Course

et al. 2015

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“…To aid a meaningful learning experience, I discuss these learning objectives with the students at this stage to ensure that they agree and understand why they are learning this [ 5 ]. For example, revealing the objectives sequentially enhances the opportunity to clarify each item before continuing to the next.…”

Section: Informing Learners Of Objectivesmentioning

confidence: 99%

Combining Peyton’s four-step approach and Gagne’s instructional model in teaching slit-lamp examination

2014

Perspect Med Educ

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Developing skills in performing basic slit-lamp biomicroscopy is an important element of the ophthalmology undergraduate curriculum. As a doctor working in an ophthalmology department, I often provide slit-lamp teaching for medical students. This paper describes a lesson plan for this technique using Gagne’s nine events of instruction. The presented lesson plan is a combination of Gagne’s nine events of instruction and Peyton’s four-step approach. Gagne’s nine events of instruction correlate with and address the mental conditions of learning when adult learners are presented with various stimuli. Peyton’s four-step approach is a model for teaching practical skills that consists of demonstration, deconstruction, explanation, and performance. This article describes a slit-lamp biomicroscopy teaching session using Gagne’s nine events of instruction. Each step is carefully elaborated with relevant activities to suit learners with various learning styles. Peyton’s approach is used to teach the actual skill. This lesson plan is particularly relevant for tutors designing slit-lamp biomicroscopy teaching for undergraduate students, foundation doctors, general practitioners and emergency department staff. Ultimately, this lesson plan also serves as a model that is applicable for acquiring many other practical skills. The flexible adoption of Gagne’s nine events of instruction in combination with other teaching models helps in the planning of effective teaching sessions.

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“…Another educational approach used was Gagne's Conditions of Learning [8]. This theory has been applied to other areas of medical education [9,10].…”

Section: Introductionmentioning

confidence: 99%

“Doctors’ Lounge” podcast to teach clinical reasoning to first-year medical students

Brown¹,

Wood²,

McCollum³

et al. 2018

MedEdPublish

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In the first year of medical school, our students have a comprehensive course in history taking, physical examination skills, clinical reasoning, and patient-centered care. We have observed that first year students struggle to conduct a focused history and perform a focused physical examination on a given chief complaint. We developed an innovative program to address this concern in our Essentials of Medicine-Physical Diagnosis course. We created an online outline and audio podcast for students to review illustrating the key elements of the history of presenting illness, review of systems, other historical patient information, and focused physical examination for 3 specific chief complaints to assist them in their approach to these patients. This resource also included the discussion of the work up and treatment plans and was created in collaboration of Internal, Family, and Emergency Medicine to account for the various approaches to the same chief complaint within the various specialites of medicine. Students completed a brief pre-and post-session survey to assess their utilization of the resource, quality of the content, and delivery of the session materials. The preceptor's were also surveyed regarding the students' ability to conduct a patient encounter and discuss their assessment and plan comparing current students to those in previous years who did not use this resource. We also asked for feedback on how these resources might be improved for future use. The resource was highly effective for first-year medical students in preparation for focused history taking and physical examination of a patient with a specific chief complaint. Students were more engaged in the critical reasoning discussion of the case assessment and plan after using this resource and preceptors were in agreement. We believe this model we called the "Doctors' Lounge" developed for the chief complaints of sore throat, chest pain,

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Using Gagne’s theory to teach procedural skills

Cited by 49 publications

References 8 publications

Using Gagne’s 9 Events of Instruction to Enhance Student Performance and Course Evaluations in Undergraduate Nursing Course

Using Gagne’s 9 Events of Instruction to Enhance Student Performance and Course Evaluations in Undergraduate Nursing Course

Combining Peyton’s four-step approach and Gagne’s instructional model in teaching slit-lamp examination

“Doctors’ Lounge” podcast to teach clinical reasoning to first-year medical students

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