The Process of Educational Planning

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The Process of Educational Planning

• Damon K. Marquis, MA, MS
• Director of Education Member Services
• The Society of Thoracic Surgeons

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Disclosures

• None

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Objectives

• By the end of this session you should be able to
• Explain a basic instructional design model
• Generate measurable objectives that include at
  least two of the three key components of an
  objective
• Assess various instructional strategies for use
  in your work environment

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What is Instructional Design?

• Planned Process
• Needs are identified
• Problems selected
• Solutions identified
• Methods/means identified
• Results evaluated
• Revisions made

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Instructional Design ModelSource Foshay, w.,
Silber, K. and Westergaard, O. Instructional
Design Competencies The Standards. Iowa City,
Iowa International Board of Standards for
Training, Performance, and Instruction, 1986.

• Conduct a needs assessment
• Assess relevant characteristics of learners
• Analyze characteristics of the work setting
• Perform job, task, and content analysis
• Write statements of performance objectives

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Instructional Design ModelSource Foshay, w.,
Silber, K. and Westergaard, O. Instructional
Design Competencies The Standards. Iowa City,
Iowa International Board of Standards for
Training, Performance, and Instruction, 1986.

• Develop performance measurements
• Sequence performance objectives
• Specify instructional strategies
• Design instructional materials
• Evaluate instruction

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Is a formal educational intervention the best
approach?

• Is there a better way to influence the change
  sought
• Are there external influences that once removed,
  would lead to the change sought
• Is the overall goal realistic

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Objectives vs. Overall Goals

• Objectives are expressions of a desired result of
  a learning experience
• Objectives are measurable
• Objectives define the how to in attaining the
  goal of the activity
• Goals of programs are expressions of the general
  results desired from the learning activity (e.g.
  Improve quality)

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Key Questions in Writing Objectives

• What should the learner be able to do at the end
  of instruction (performance)?
• How well should the learner be able to perform at
  the end of instruction (criteria)?
• What conditions must exist for the learner to
  perform as desired (condition)?
• Rothwell Kazanas, Mastering the Instructional
  Design Process

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Writing objectives

• Objectives should be written with an action in
  mind (the desired results)
• Objectives should be measurable by the learner
• Objectives should be attainable (Prochaska
  anyone?)
• Objectives should be clear try not to bundle
• Objectives should cover all that is needed to
  reach the goal of the educational activity

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Sequencing performance objectives

• Sequencing objectives takes place after tasks are
  analyzed, objectives have been written, and clear
  outcomes are stated.
• The Sequence of the objectives equals the outline
  of your program.

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Sequencing Options

• There are many!
• Chronological
• Topical
• Whole to part and Part to whole
• Known to unknown and Unknown to known
• Step by step
• Part to part to part
• General to specific

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Passive learning

• Information transfer
• Reflection
• Evaluation
• Assessment
• Analysis

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Active learning

• Analyzed
• Discussed
• Debated
• Processed
• Linked to relevant activities
• Incorporated (or not)

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Assessing relevant characteristics of learners

• Demographic (age, gender, race, ethnicity, etc)
• Experience
• Learning style
• Aptitude
• Knowledge
• Attitude

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Analyzing characteristics of the work setting

• Physical environment
• Position within the setting
• Relationships with colleagues
• Organizational structure
• Organizational support

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Designing Instructional materials

• Prepare an outline (using your objectives!)
• Gather necessary information (SMEs)
• Review already existing instructional materials
  for the subject
• Arrange, modify, ignore existing materials
• Write, write, write
• Infuse learning activities (whether live or
  enduring material)

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Specifying instructional strategies

• What will be taught
• How will what is taught be taught?!
• Will your strategy be focused on communication
  lecture?
• Will your strategy be based on discovery for
  individual learners
• Will you use both?

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Instructional Methodologies

• Lecture
• Case presentations
• Directing questions
• Role play (fish bowl dont count on it)
• Group problem solve/facilitated discussions
• Hands on work
• Demonstrations (educator and learner)

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Educational Tools

• Slides
• Overheads
• Flipcharts
• Teleconferencing
• Use of videos/DVDs
• Other visual aides

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Time to interact!!!!!!!!!

• Pair off take a shot at the following
• Dr. Kildare (name that show and the lead
  character) has noted that preventable errors have
  begun to increase in the institution he is
  associated with. These errors have occurred on
  the patient floors as well as in the operating
  rooms and range from medication errors to at
  least one wrong site surgery. Although these
  errors have not led to any terminal outcomes

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• they have raised concerns among his physician
  peers and his mentor, Dr. Gillespie. Dr.
  Gillespie has charged Dr. Kildare with improving
  patient safety by addressing the apparent
  increase in errors. If he succeeds, Dr. Kildare
  will be promoted.

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• Dr. Kildare comes to you as the CME guru and asks
  you to help him create an educational program to
  correct the problems leading to the errors and
  therefore, diminish or eliminate errors.
• Whadayado?

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• Lets assume there is indeed an increase in
  preventable errors and
• There is no shortage of supplies available that
  could be used to limit these errors and
• Doctors, nurses, physician assistants all are
  found to have increased error data

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What steps did you take???

• Why is this important
• What happens if you dont think these steps
  through
• Do you have to be this obsessive?

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Did you plan to

• Conduct a needs assessment
• Assess relevant characteristics of learners
• Analyze characteristics of the work setting
• Perform job, task, and content analysis
• Write statements of performance objectives

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Did you plan to

• Develop performance measurements
• Sequence performance objectives
• Specify instructional strategies
• Design instructional materials
• Evaluate instruction

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Recommended reading

• Mastering the Instructional Design Process A
  Systematic Approach
• - William J. Rothwell and H.C. Kazanas
• Jossey-Bass Publishers San Francisco

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Summary

• Now that the session is over, do you think you
  are able to
• Explain a basic instructional design model?
• Generate measurable objectives that include at
  least two of the three key components of an
  objective?
• Assess various instructional strategies for use
  in your work environment?