This problem-based course will use a synchronous modality of instruction and present a familiar scenario based on patient-provider communication concerns during health information conversations. Through a stepwise approach and after a general introduction to instructional design concepts participants will work through the beginning steps of the ADDIE (Analyze, Design, Develop, Implement, Evaluate) model (a standard and accessible instructional design model) to create a course to aid providers in preparing for these conversations through the incorporation of health information and communication resources. As active learning is a high priority in this course, activities will be interspersed throughout the session for improved retention, including group share strategies, personalized learner-driven activities that encourage the use of their own population characteristics for the analysis and design phases. Additionally, attendees will also construct take-aways that will aid in the continued development of the final content of their own future educational interventions. Job aids will be provided for use during and after the session, including handouts with information regarding analysis conditions, learning and instructional strategies, and assessment options. A collaborative online document will be made available that includes health literacy resources for future reference and an online resource providing additional information links to external sources (e.g. The “Three C’s Approach”).
The use of a real-world scenario will allow for practical implementation of the included concepts, improved retention as a result of the active learning elements, and a concrete product takeaway for attendees.
Resource URL: Pending
Learning Objectives:
By the end of this session, participants will be able to:
- Define key instructional design concepts
- Implement the ADDIE framework to design a course related to provider-patient communication regarding health information
- Complete the analysis process for a specific learner population and instructional context
- Create relevant instructional goals and objectives
- Select instructional assessments that are applicable to previously selected goals and objectives
- Create instructional content that incorporates health literacy, communication, and trustworthy resources
Agenda
1 month before – Prework: Participants will be provided resources to review before the training
0:00-0:05
Welcome, Speaker Introductions, Learning Outcomes
0:05-0:10
Introduce scenario
Participants will be introduced to the same scenario: “Health care providers can be underprepared for difficult communications with patients presenting false or misleading health information. This may lead to avoidance of those conversations, reducing the ability of patients to discern good health information.”
0:10-0:20
Basics of instructional design
Applications to the scenario
Activity: Best course remembrance
Participants will be prompted to recall a favorite course or class they’ve previously attended. They will be asked to share qualities they admired in those courses and connect them to instructional design principles.
0:20-0:25
ADDIE
ADDIE is a standard instructional design method that can be easily applied to create or improve courses; participants will be introduced to the steps of the ADDIE process.
0:25-0:45
ADDIE: Analysis
Introduction to the analysis phase of ADDIE. Analysis incorporates a needs assessment, learner analysis, learning context/environmental analysis, performance analysis
Activity: Real-world analysis application
Participants will work through an analysis in their chosen context using provided worksheets. They will determine if training is necessary, who their learners are, where the learning will take place, and related aspects.
0:45-1:05
The importance of objectives
Objectives drive the course; participants will be instructed on the importance of writing objectives and recommendations for writing each effectively.
Activity: Creating objectives
Participants will create objectives for their courses.
1:05-1:10
ADDIE: Design
Introduction to the Design phase, which includes choosing instructional strategies, modality (how the course will be delivered), planning, and organizing the course, and assessments.
1:10-1:20
Health literacy/healthy information environments
The design phase includes the selection of topics/content – health literacy and resources to promote health literacy will be an essential part of future created content. Participants will be introduced to various resources that they could use to create content and/or share with providers as resources.
1:20-1:30
Patient-Provider communication
The design phase includes the selection of topics/content – communication skills are an essential part of future created content. Participants will be introduced to various resources that they might use to create content and/or share with providers as resources.
1:30-1:40
Activity: Begin design process
Participants will select their instructional strategies (a job aid describing various options will be provided to use during class and as a takeaway), modality, and if time permits, a rough outline for their course.
1:40-1:55
Choosing assessments
Assessment selection is an important aspect of course creation – how will we know if learning occurred? Participants will be introduced to forms of assessment and the importance of aligning with previously created objectives.
Activity
Participants will identify appropriate assessment questions for their course.
1:55-2:00
Review and reflection
MLA CE Credits: 2
Course Includes
- Course Certificate