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As the role of a phlebotomist in a clinical setting involves patient interactions, correct patient identification, and blood specimen accessioning, it is essential that the phlebotomy education pay attention to these procedural tasks to inculcate a culture of patient safety. Using the Gagne’s nine events of instruction as the basis of teaching mode...
Citations
... 25 Gagné's model of instructional design 19,22 allows the implementation of active learning, linking to Bloom's taxonomy 23,48 (Table 1). This design is effective in other healthcare learning activities, [49][50][51][52] including pharmacists learning to take blood pressure 53 and medics' knowledge of BPPV. 18 This study supports an active learning style to effectively deliver BPPV training for physiotherapists. ...
Objective
This pilot study aimed to evaluate a training programme for primary care physiotherapists focused on the assessment and management of benign paroxysmal positional vertigo.
Methods
A six-month training programme and toolkit utilising the revised Standards for Quality Improvement Reporting Excellence (‘SQUIRE 2.0’) guidelines was developed to facilitate the learning of new knowledge and skills in the assessment and management of benign paroxysmal positional vertigo following Gagne's model of instructional design. A pre- and post-training knowledge and confidence questionnaire evaluated the impact of the training programme.
Results
Eleven participants started the training programme and five completed it. On average, knowledge increased by 54 per cent (range, 41–95 per cent) and confidence increased by 45 per cent (range, 31–76 per cent). A 73 per cent improvement in practical skills acquisition was demonstrated after the initial training session.
Conclusion
A structured approach to learning demonstrates improvements in knowledge, skills and confidence of physiotherapists in the evidence-based management of benign paroxysmal positional vertigo.
... Studies emphasize that Gagne's 9 events of instruction theory used in nursing education is effective, increases the knowledge level of nurses and nursing students and contributes to the retention of the knowledge (Miner et al., 2015;Woo, 2016). In addition, distance education and health experts draw attention to the benefit of Gagne's teaching theory in remote education applications (Buscombe, 2013;Woo, 2016). ...
... Studies emphasize that Gagne's 9 events of instruction theory used in nursing education is effective, increases the knowledge level of nurses and nursing students and contributes to the retention of the knowledge (Miner et al., 2015;Woo, 2016). In addition, distance education and health experts draw attention to the benefit of Gagne's teaching theory in remote education applications (Buscombe, 2013;Woo, 2016). Gagne argued that events of instruction help to cause the desired behavior to be learned and that these events sometimes occurred spontaneously during the interaction of the student with the material. ...
... Studies (Buscombe, 2013;Woo, 2016) emphasize that the mobile training packages will be beneficial when structured considering the disadvantages of learning with mobile devices and situations that can motivate learning in adult education. In this regard, healthcare professionals and distance education experts often bring up the usefulness of Gagne's teaching theory (Buscombe, 2013;Woo, 2016). ...
In the nursing profession, postgraduate in-service trainings are scheduled to increase efficiency and improve the quality of service. There are barriers to participation in training programs due to some reasons such as the intense work pace, incompatible shifts, a lack of personnel, the training program is not being at the knowledge and skill level of the personnel to be trained, the poor physical environment of the training environment. The purpose of this methodological study is to develop mobile training material to provide nurses working in university hospital with professional literature and also, to evaluate its visual design, reliability and the quality of information in the developed training material. The information quality, reliability, readability and visual design of the mobile training material developed for use on Android and IOS smartphones was assessed by 10 experts, twice, by means of the Discern Measurement Questionnaire and Visual Design Control Scale. After the first expert evaluation, the content was updated and a second evaluation completed. Content validity index (CVI) analyzes were performed. The Discern Measurement Questionnaire's total score for the training material configured for smartphones was calculated at 70.80 ±2.57 out of 75. CVI analysis results of the Discern Measurement Questionnaire and Visual Design Control Scale scales of the training material were found to be 0.75 and 0.78, respectively. According to Gagne's events of instructions, the information quality and the reliability of the training material configured for smartphones is high and this training material is validated.
... Asynchronous activities allocate students to self-regulate their training and pace of work. Synchronous activities favor collaborative work and allow the generation of a more personalized learning experience, essentially when they are structured based on learning theories, such as those proposed by Gagne (Miner et al., 2015), which have shown successful results in medical education, as reported by Woo (2016). ...
Instructional design for a radiation protection undergraduate course un Chile. Comparison un pandemic and previoud pandemic
... 94| Comparison the Effect of Gagne's Educational Model and Keller's Educational-… Volume 6, Number 1, 2023 ______________________________________________________________________________________________________ attracting attention, informing learners of educational goals, reminding of previous learning, Providing learning stimulating materials, providing conditions for guidance, testing performance, providing feedback, evaluating performance and increasing retention and transfer of knowledge and skills (Woo, 2016). Gagne believes that if education is to become effective learning, it must be formed in such a way that it is based on the internal processes of learning, and he defined educational design as the design of a set of intentional events that are designed to support the internal processes of learning (Berger-Estilita and Greif, 2020). ...
... Robert Gagne proposed an instructional design model framework which is created by studying the behaviourist approach to learning [21] . This is a flexible model that can be modified for diverse E-learning scenarios. ...
... Robert Gagne proposed an instructional design model framework which is created by studying the behaviourist approach to learning [21] . This is a flexible model that can be modified for diverse E-learning scenarios. ...
In the technologically advanced digital era, Massive Open Online Course (MOOC) platforms provide huge opportunity to the interested learners for continuous learning and enables to achieve their goals. The Information and Communication Technology (ICT) based MOOC platforms play a vital role in enhancing the knowledge and skills of the people by giving access to higher quality courses. These platforms are convenient for the people who are capable of self-learning irrespective of their geographical locations. Hence, it is the time for the higher education authorities across the globe to design more MOOC platforms with suitable Electronic-content (E-content), so that the learners can upscale their skills. The E-learning designers use Instructional Design (ID) models to create E-content in the MOOC platforms. This paper emphasis on the development of the instructional design of digital content included in the MOOC platforms. Also, this paper discuses five popular and widely accepted ID models-"Gagne's Nine Events of Instruction model", "Analysis, Design, Develop, Implement, and Evaluate (ADDIE) model", "Dick and Carey model", "Bloom's Taxonomy Revised model", "Merrill's Principles of Instruction (MPI) model"-used by the E-learning designers for creating effective E-content.
... conditions of learning, association learning, five categories of learning outcomes, and the nine events of instruction (Alam & Ahmad, 2017). The nine events of instruction comprise the framework to achieve the desired learning outcomes (Woo, 2016). Each learning outcome requires a different method of instruction to promote learning. ...
... showing imagery, or using humor as strategies to stimulate the learners' attention (Das, 2017;Demiral-Uzan, 2017;Ullah et al., 2015;Wong, 2018;Woo, 2016). However, research has suggested that a deeper investigation of how instructional design defines attention on a theoretical scale while also prescribing concrete methods of capturing attention requires understanding the brain's learning process (Kuehn & Pleger, 2018;Leppink & Pérez-Fuster, 2019;Nasrollahi & Daneshfar, 2018;Rasim et al., 2018;Szpiro & Carrasco, 2015;Wright, 2014). ...
... Gagné's nine events of instruction comprise a systematic framework that assists in achieving the desired learning outcomes beginning with capturing attention (Woo, 2016). Attention represents the entry point to optimized human cognitive learning and interactions (Güney, 2019;Irons & Leber, 2018;Jeroen & Kirschner, 2020). ...
Capturing learners’ attention enables the human brain to learn and start the learning process.
Instructional designers’ primary function is to adopt a learner-centered process of collaboration,
solving challenges, and leveraging scientific research in neuroscience, psychology, and learning
theories to create optimized instructional material that enables learners to transfer information to
their long-term memory, which begins with capturing attention. Although instructional designers
recognize the importance of capturing learners’ attention as a critical component of the learning
process, they must currently rely on a definition of attention derived from other scientific
domains that are incompatible with the systematic instructional design methods. Therefore, to
continue advancing a learner-centered approach to instruction, there is a need to understand how
instructional designers define and capture attention through their design. This study was essential
to understand what procedures, decisions, successes, and failures practicing instructional
designers experience when designing to capture learners’ attention. When capturing the
experiences of a diverse group, a qualitative methodology was used in this research. The
theoretical pillars for this study were the conditions of learning theory and cognitive load theory.
The cognitive load and conditions of learning theories describe a learning and instructional
theory, respectively. An essential focus of this study was to recruit participants who met
predefined criteria through a purposeful sampling strategy. Thirteen eligible participants were
interviewed for this study using audio-recorded virtual meeting technologies. The data analysis
process identified expressions, codes, recurring words, themes, and categories throughout the
interviews. This study’s analysis of the data produced seven themes grouped into the following
three categories: defining attention, attentional design strategies, and knowing the learners. The
findings reveal that instructional designers believe that capturing attention is critical to creating a
successful design and to transferring knowledge. According to the results of this study,
instructional designers typically refer to attention as a conditional factor dependent on the
specified objectives, goals, and context (i.e., the working environment). The participants
described capturing attention as a cooperative effort from start to finish. Further research could
investigate how instructional designers could maintain attention throughout each phase of their
design processes in a collaborative work environment.
... In the field of medical education, many articles have been published outlining the teaching of procedural skills and communication skills using Gagnes template [4][5][6][7][8][9]. However, ...
... It must be learned, recalled, and put into use at a proper time to stick to the memory in a better way. 9 Keeping that in mind, a colleague (KB), who was the program director of the fellowship program at the time of the study, proposed integrating Gagne's instructional design into the BPPV lesson plan as a solution to this. This instructional design model was chosen because it could be applied to a wide range of objectives or integrative objectives in complex learning. ...
Introduction:
Patients commonly seek medical advice with dizziness symptoms. One of the common subtypes of dizziness is benign paroxysmal positional vertigo (BPPV). The American Academy of Neurology recommends that physicians should be trained in the physical maneuvers for the treatment of BPPV.
Methodology:
The study participants were educated about BPPV using Gagne's instructional strategy. Before and after the education, three parameters were used for assessing their knowledge and skills about BPPV. Twenty MCQs for knowledge assessment and two skill stations, Dix-Hallpike test (DH) and canalith repositioning maneuver (CR) were used. An experienced emergency medicine (EM) faculty supervised the assessment.
Results:
Nineteen EM residents participated in the study; mean age was 28.4 years (±1.7). Twelve (63.15%) were male, and seven (36.9%) were female. The median score before the course for the DH test was 2 (1.7-3.0) and improved to 5(4.0-5.0). Similarly, CR's median score improved from 2 (1.0-2.3) to 5 (4.7-5.0). Both of these skills improved by 60%. Pre-intervention MCQs mean score was 15.2 (14.4-16.1), which increased to 18.0 (17.4-18.6). MCQs improvement was recorded as 14%.
Conclusion:
The educational plan delivered by utilizing the Gagne's instructional design has resulted in significant improvement of the knowledge about BPPV.
... Such models help to ensure a consistency in pedagogical approach and provide a reference-point for resolving challenges raised by collective critique of the training programme under development. Gagné's model [25] has frequently been used to guide the development of courses to teach procedural or practical skills [26][27][28][29][30]. It considers three important domains that impact on learning: how people feel, what they think and what they do, and so it is particularly suited to an experiential intervention on relational care. ...
Background: 'Older People's Shoes' is a training intervention designed for healthcare assistants (HCAs) to improve the relational care of older people in hospital. The intervention formed part of a broader evaluation, in this paper we describe its development from a learning design and methodological perspective. Methods: Learning theory and an instructional design model were key components of the In-PREP (Input, Process, Review and Evaluation, Product) development methodology used in the design of the 'Older People's Shoes' training intervention to improve the delivery of relational care by front-line hospital staff. An expert panel, current evidence, and pedagogical theory were used to co-design a training programme tailored to a challenging work environment and taking account of trainees' diverse educational experience. Peer review and process evaluation were built into the development model. Results: In-PREP provided a methodological scaffold for producing evidence-based, peer-reviewed, co-designed training. The product, 'Older People's Shoes', involved a one-day Train the Trainers event, followed by delivery of a two-day, face-to-face training programme by the trainers, with accompanying handbooks underpinned by a range of digital resources. Evaluation found the approach met learner needs, was applicable in practice and won approval from trainers. Discussion: In-PREP enables high quality learning content, alignment with learner needs and a product that is relevant, practical and straightforward to implement.
